University of Surrey Access Agreement 2016/17

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1 University of Surrey Access Agreement 2016/17 Page 1 of 21

2 University of Surrey Access Agreement Introduction and context setting Introduction Benchmarks Student Profile- longer term trends Fees, student numbers and fee income Fee Limits and Fee Income above 6, Access and student success measures Expenditure on Additional Access Measures Financial Support for Students Surrey Bursary Scheme Additional Access Measures Programme of activities Additional outreach activity reflects this focus and includes: Other additional access measures New initiatives Student Retention Initiatives Supporting outreach Supporting progression and success Support Collaborative measures Students targeted in Access Agreement Target and milestones Monitoring and evaluation arrangements Equality and diversity Provision of information to prospective students Consulting with students and the Student Voice Page 2 of 21

3 1. Introduction and context setting 1.1. Introduction The University of Surrey is a research intensive University that has, and continues to make, a significant investment in the Widening Participation agenda. It is also a University that has one of the highest student employability records in the sector and aims to offer a high quality education and student experience to all its students. It wishes to maintain all of these aspects in the new regime of fees. The University of Surrey is situated in one of the most expensive areas in England to work and study; as such its Access Agreement ensures that financial aspects of studying at Surrey do not deter any student that has the potential and ability to succeed at the University The University has significant involvement in raising the aspiration and attainment of young people under-represented in higher education and, through its core WP and Outreach programme, provides a range of on and off campus interventions. Our aim is to minimise barriers and support progression and participation for those who are capable of benefitting from the experience We aim to provide a high quality, focussed approach to outreach activity to ensure that students from any background are able to access University and do not face any barriers to progression. To ensure that the Department of Widening Participation and Outreach is strategic in its work, a fundamental review of its activity and the methodology by which it is evaluated has been undertaken The Department is located within the Division of the Vice President and Deputy Vice Chancellor (Academic Affairs) alongside the Departments of Higher Education and Technology Enhanced Learning. The three departments work together closely in developing attainment raising programmes and in creating an inclusive learning environment The University has an established Learning and Teaching Committee (ULTC) and a subcommittee committed to ensuring that improvements in widening participation and outreach are delivered and constantly monitored Benchmarks Participation of under-represented Groups (Young Full Time 1 st Degree) Low Participation Area(Polar 3 definition) NS-SEC Classes 4, 5, 6 & 7 State Schools Surrey Score 13/14 12/13 Location Benchmark Surrey Score Location Benchmark Page 3 of 21

4 The NS SEC 4-7 (HESA T1A) KPI has increased from 28% in 2012/13 to 31.3% in 2013/14, which is 4% above the HESA location benchmark of 27.3%. The State School entrants KPI (HESA T1a) has increased from 91.1% in 2012/13 to 92.7% which is significantly above the HESA location benchmark of 84.7% The Lower Participation Area KPI has decreased by.0.9% from 2012/13 to 6.4% and it is marginally below the HESA location benchmark of 6.7 % (POLAR3 definition) The University is addressing the reduction in LPN KPI by ensuring working with students from LPN areas is a continued key focus for our revised Outreach Strategy. This will enable us to develop more effective targeting of all students attending Outreach activities Student Profile- longer term trends Our overall student profiles over the last 4 years have shown the following trends: Our proportion of BME students have shown an increase from 34% to 38% Our disabled student cohorts have remained stable at 7% Our mature student cohort has reduced form 28% in 2010/11 to 21% in 2014/15 Our student progression has shown an upward trend increasing from 81% in 2009/10 to 86% in 2013/14 2. Fees, student numbers and fee income 2.1. Fee Limits and Fee Income above 6, The University intends to charge tuition fees of 9,000 for all new first year entrants to all fulltime undergraduate programmes in , assuming that the current fee cap of 9,000 remains in place after the General Election The University intends to charge tuition fees of 1,800 for students on the professional training year in The University will apply annual increases in the fee rates in line with inflation as set by Government each year, in order to maintain the same value in real terms Please refer to the attached Access Agreement Resource Plan for further information on fees, student numbers and fee income. 3. Access and student success measures 3.1. Expenditure on Additional Access Measures The University intends to spend 25% of the fee above 6,000, on outreach and retention activities, bursaries and scholarships in 2016/17. This assumes no change in tuition fees following the election in May Page 4 of 21

5 The University is committed to extending its outreach and retention activities. The University intends to significantly increase its expenditure on Outreach, Student Success and Progression from 2016/17 onwards. The University will expand the scope of its Outreach activities by increasing its expenditure from 350,000 in 2014/15 to 1.8m in 2019/20. The University will also develop more targeted support to WP students to improve Student Success and Progression through significantly increasing its investment from 350,000 in 2014/15 to 2.2m in 2019/ Financial Support for Students The University has decided to reduce the amount of money it spends on student support by introducing an even more targeted bursary scheme for students from low income backgrounds in Polar quintiles 1 and 2 only. We have developed a package of bursaries and accommodation discounts that will continue to encourage applications. The scheme is aimed at increasing the recruitment of students from Polar quintiles 1 and 2 to address the reduction in students recruited from these quintiles in 2013/ The University has a strong record in providing targeted bursaries. Tuition fees should not be a disincentive for talented young people who are considering applying to university, and a new package of financial support measures will ensure that talent and potential are the only factors that dictate attendance at the University and those students are not disadvantaged by personal financial circumstances The University has undertaken an evaluation of its 2013/14 bursary schemes. We undertook an acceptance survey of first year UG students in September 2014 to evaluate how important bursaries were in their decision-making process. The acceptance survey identified that bursaries were only the 15 th most important factor in applicants decision making process. However 18% (63 students) who were eligible for bursaries stated that bursaries were an important factor in their decision making process Surrey Bursary Scheme All new first year entrants to all full-time undergraduate programmes in who have a household income of 25,000 or less and who are in POLAR postcodes, quintiles 1 and 2 will receive an award to the value of 3,000. Students living in University accommodation will receive the award as a discount on the cost of accommodation in their first year of study. Students living at home or in rented accommodation will receive a cash bursary The University will also run a Surrey Bursary scheme which will target financial support to students with a household income of 25,000 or less for all subsequent years of study, except for the professional training year and re-sit years. The award of 3,000 will be paid as a cash bursary in all years, except for the professional training year. Page 5 of 21

6 3.4. Additional Access Measures Outreach The Department of Widening Participation and Outreach (WP&O) at the University Surrey delivers an important dimension of the University s work in raising aspirations and attainment for students from a range of backgrounds, particularly those from groups currently underrepresented The Department has recently formed a Schools Consortium, the core of which consists of local Surrey maintained schools. The Department aims to provide a sustained, coherent programme of intervention and activities and to track our work with these students to monitor the impact of the activities we are running. Advisory Group To support the collaborative partnership between the University and the Surrey Schools Consortium, an Advisory Group has been established with representation from a number of Consortium schools. The group is chaired by the Head of Widening Participation and Outreach and meets at least three times a year. It aims to ensure the programme of events and activities being developed and delivered meets the needs of the students and schools across the Consortium. Evidencing the Value of Widening Participation and Outreach Activities The University of Surrey Schools Consortium aims to provide a coherent, sustained programme of aspiration and attainment raising activities that can be evaluated on a long term basis to not only inform the University s strategy but also to meet the requirements of both OFFA and HEFCE. Evaluation is vital to ensure that the events and activities that are delivered meet the needs of the pupils and the schools involved in raising aspiration and attainment levels and providing relevant HE related Information, Advice and Guidance (IAG). The key question at the end of each activity must be: has it achieved the outcomes that were intended and have there been unintended consequences. The emphasis is that evaluation of activities should inform the institutions own strategies and enable the continuous improvement in outreach activities The University of Surrey has adopted an outcomes based approach for the planning and evaluation of the programme of activities. Meaningful and measurable outcomes have been agreed for key target groups which include; students, teachers and parents/carers. All these outcomes have been mapped against the range of activities to be delivered to ensure that the programme successfully achieves the agreed objectives which then form the basis for any evaluation. The evaluation data is reported on against the intended outcomes for the intervention which allows the activity to be reviewed and modified as required. Page 6 of 21

7 3.5. Programme of activities A coherent programme of aspiration and attainment raising activities at each stage of students education from Key Stage 2, up to and including Key Stage 5, has been developed. Students are offered opportunities to work with student ambassadors and academics both at the University and within their own schools. All activities delivered to consortium schools form part of a complementary programme of activities through each stage of a student s education. The University is working closely with consortium schools to track the progress of these students and to determine the impact of the programme, particularly in raising attainment An overarching aim of the strategy is to ensure that everyone with the potential to benefit from higher education has an equal opportunity to do so regardless of background, age, ethnicity, disability or gender. The three aims of the strategy are: To support and encourage improvements in the number and/or proportions of students from low income and other under-represented groups To reduce as far as practicable the barriers for students from low income and other underrepresented groups by ensuring that institutions continue to invest in outreach and financial support To support and encourage equality of opportunity through the provision of clear and accessible financial information for students, their parents/carers and advisers Teachers Professional Development To complement the range of activities provided for pupils a series of events for teachers and advisers is being delivered to support the development of knowledge and expertise in their subject areas as well as enhance their professional development. The programme aims to enable the sharing of good practice among consortium schools. It also enables teachers and University of Surrey academics to engage in discussions about the curriculum and the transition from secondary to higher education, therefore benefitting both access and retention of WP students We have also recently introduced a peer observation of teaching project where teachers from consortium schools can observe academic staff delivering teaching sessions here on campus and who are then observed in the school by members of academic staff from the university. The intention is to develop a better understanding of each other s roles and the differences between school and university for students which in turn may help to better prepare students and overcome issues relating to transition. Activity outcomes For each event or activity a number of specific outcomes have been developed for students and other target groups, for example, teachers, parents/carers, university staff and WP student ambassadors Outcomes set for each activity are evaluated using both qualitative and quantitative methods to ensure that the outcomes for each specific target group are met Key outcomes for student activities aim to: Increase rates of progression into higher education (including the University of Surrey) Increases rates of application to higher education Page 7 of 21

8 Increase GCSE attainment levels Activities are therefore aimed at providing knowledge about higher education: Understanding what opportunities are available in HE Understanding the application process for HE Understanding all aspects of student finance Knowledge of academic, financial and pastoral support available at universities Understanding the variety of career and educational pathways and employment opportunities Understanding how to make informed decisions about future educational pathways Increased breadth and depth of subject knowledge Increased knowledge of learning styles and transferable skills Using an outcome based approach we are able to evaluate the success of activities. To understand the longer term behavioural impact of involvement in activities, more in depth evaluation of larger scale activities will take place. In addition, a longitudinal evaluation will take place with a sub-sample of those students and their parents/carers for whom we have complete demographic information and associated school data. The sub-sample will be selected from schools within the Advisory Group and consent for participation in the longitudinal evaluation has been sought from schools This is supported by a dedicated Research, Evaluation and Data Support Officer Additional outreach activity reflects this focus and includes: Young Persons University (YPUs) The WP&O Department organised four YPU programmes (formerly known as Summer Schools) during July 2014 which provided students from schools across the UK with an opportunity to get a taste of university education and the social opportunities available at university A total of ninety students took part in YPUs in Engineering, Business, Hospitality & Tourism and Law, Nursing & Midwifery and One Health. Each of the YPU programmes included a variety of subject specific lectures, seminars and workshops and an opportunity to learn different skills, including giving presentations, team building skills and group project work The YPUs allow students to experience the independence of university life by staying away from home in university accommodation for three nights. During the week students are encouraged to mix with those on other programmes through group project work and social activities. This year s social activities included climbing at Surrey Sports Park, a visit to see Twelfth Night at Guildford Castle and an evening at Gravity Force Trampoline Park in Camberley. 100% of students on YPU programmes said that it had helped their understanding of the variety of courses offered at university. 100% of students said that as a result of the YPU they felt more confident about fitting in at university Page 8 of 21

9 An amazing opportunity to talk to Teachers and especially the students whose stories and advice has been helpful and inspiring It was a very high standard and I was able to learn lots and now know the career I want and have a better understanding as to how to get there. It has also motivated me to work harder I have found this week incredibly valuable, both for an experience of my course and of Surrey University It was amazing experience. I enjoyed every minute and I am set on coming to Uni! We are currently tracking the students who attended these events through their application process and to date: 48% of students who attended the YPU applied to Surrey 51% of students who applied to Surrey were offered a Conditional place As yet we do not have any data on those students who did not apply to Surrey but are hoping to address this when we become a member of HEAT which should provide us with more accurate information on student progression to HE. Literacy Project Year 7 students The WP&O Department piloted a Literacy Project with twelve Year 7 school students at a local secondary school for six weeks between May and July Four student ambassadors worked on a weekly basis with students who were identified by the school as needing additional literacy support. Support included listening to students read, leading discussions about current news and assisting teaching staff. The Literacy Coordinator at the school was very impressed with the professional and capable way the ambassadors worked with students from which they also gained a valuable experience. It is hoped the project will continue with more pupils in the future. Archaeology and Anthropology Day Year 10 students Year 10 students were given a taste of the work of archaeologists and anthropologists and information about the opportunities available to study these subjects in higher education. Sessions involved a forensic archaeology excavation where students documented a variety of artefacts in addition to learning how to profile skeletal remains and identify fingerprint and other evidence. The day was supported by Surrey Heritage Centre who provided artefacts for the extraction and documentation for research by students. Surrey Skills Fair Year 9 students Surrey Skills Fair is one of the WP&O Departments largest single events. The Skills Fair is a one day event held at Surrey Sports Park for Year 9 students who are about to choose their GCSE options. Students are given the opportunity to find out about a range of industries, career options and courses provided at colleges and universities A total of forty eight exhibitors attended the event including, IBM, Procter & Gamble, Eagle Radio and Surrey Satellite Technology as well as a number of further and higher education providers, including Brooklands College and Royal Holloway University. Page 9 of 21

10 There was an opportunity for a number of students to take part in short careers sessions which raised awareness of the importance of participation in further and higher education in order to broaden future career options. Feedback from this session was very positive and the session will be made available to a larger number of students in the next Surrey Skills Fair in February % of students agreed that the Skills Fair had helped them to plan their future career 72% of students stated that the event would help them to make their GCSE choices This event has helped me discover what careers are available to me and how to get them. I enjoyed hearing what engineers do and what I could be involved in. I now know what GCSE's I will have to take. Also, I have thought about careers that I have never even considered (student) I really enjoyed today as it introduced me to a new world of jobs I never knew existed so now I have changed my mind on what I want to do because before I didn't have a clue (student) these events engage and motivate students raising awareness of opportunities they would not normally consider (teacher) Year 8 Introduction to Higher Education Week The first Introduction to Higher Education week was held at the end of the spring term for students in Year 8. The event was designed to provide students with an introduction to higher education by bringing them onto the University campus and providing them with subject specific knowledge. Activities during the week included a Junior Business Game where students had the opportunity to run a business for a day, a Drama workshop and a session on Creative Writing where students explored their own creativity and developed their own story. Throughout the week students also created a Memory Book which encouraged them to reflect on the activities they had participated in Students worked together with those from other schools and had the opportunity to develop their team-working and communication skills to develop their confidence. The week culminated with a graduation ceremony which was attended by 120 parents/carers and other family members. Each student was presented with a graduation certificate by the University s Pro-Vice-Chancellor for Learning and Teaching, Professor Andrew Dlaska. It will definitely help me in the future. This week has also been amazing (Year 8 student) I enjoyed the most was the inspirational speaker session because it made me realise what my brain was capable of (Year 8 student) The students were very, very positive about the experience, particularly enjoying working in mixed group. (Year 8 teacher) The success of the event has led to other weeks being planned for 2014/15. Page 10 of 21

11 Resilient Revision Year 11 students The Resilient Revision Days were developed to provide students with additional revision techniques ahead of their GCSE exams. Students were given an introduction to an online revision tool Get Revising, together with a session on Time Management and the opportunity to speak to ambassadors about their higher education experience. In addition the day provided an opportunity to introduce them to the University and develop their understanding of progression routes information about student finance. 89% of students said that they understood the variety of progression routes into university 85% of students said they had a better understanding of student finance 100% of teachers said that the event would help them to support students in their revision It helped me to be able to revise and I will be more prepared from my GCSE exams (student) It has made me want to revise and get good grades Gives students something to aspire to; shows them what it s like (student) (teacher) These events aim to improve GCSE attainment levels and we will be working closely with schools to track and monitor the students who attend these sessions and other events to compare their predicted grades with actual results. Transition Summer Schools Year The Department supported three Transition Summer Schools with a key focus on helping students transition from primary to secondary school. A total of 107 students from three consortium schools took part in the activities which took place over one to two weeks during the summer holidays. Student ambassadors supported the summer schools which included a variety of literacy and numeracy activities aimed at developing their confidence in these areas. At the end of summer schools, parents were invited to come and celebrate their children s achievements During the week two schools visited the campus and took part in a numeracy linked campus tour and mini science fair and had the opportunity to explore a variety of sports at Surrey Sports Park including, climbing, fencing and rock climbing. Year 9/10 Dragonfly Day The Dragonfly Day offered female students the opportunity to engage in Science, Technology, Engineering and Maths (STEM). During the day students met with engineers from a range of disciplines and talked to current students about university life and their higher education journey. Throughout the day students were given challenges to complete which demonstrated the relationship between Science and Technology disciplines and engaged them in problem solving and team working. 91% of students said agreed or strongly agreed that what they had learnt during the event had helped their understanding of engineering 80% of students agreed or strongly agreed that the activity had encouraged them to work harder to achieve their full potential Page 11 of 21

12 Parents Information Evenings Parents/carers play an important role in students lives when it comes to making decisions about their education. The WP&O Department has a visible presence in schools at open days, options events and parents evenings so that they can answer questions about higher education. Talks are also given in schools to parents/carers about university life and university finance to enable them to support their children. Pre-entry day for mature students This event aimed to provide mature students with support as they make the transition into HE. The event also provides an opportunity for students to meet and network with new and existing mature students. The event was held in SPLASH (Student Personal Learning and Study Hub) and attendees had the opportunity to hear first-hand from current mature students about their experience in higher education. A session was provided on preparing to learn at university as well as an introduction to the library and campus tour. The day concluded with an Information Fair with representation from a variety of departments and the Students Union. Incoming students were made aware of the day through the Welcome week website. I found the whole day extremely helpful and feel less apprehensive about starting uni (Mature student) I would recommend these sessions to anyone else (Mature student) TPD or Professional Development events for teachers The programme of Professional Development Events for teachers in the wider Surrey Schools Consortium has developed into a full programme of events which combine access to leading edge academic work, inspirational speakers, and practical strategies to enhance teaching and learning as well as offering opportunities for peer networking The premise is to re-inspire teachers with the love of their subject, discover practical ways to develop their teaching and provide opportunities to meet with peers, academics and other specialists in order to work better with their widening participation students Other additional access measures Looked after children Applicants to University who are care leavers often experience a number of difficulties including lack of information and advice at the point of application and difficulty accessing the necessary financial support, problems with accommodation and lack of support The University has held the Buttle Trust Quality Mark for care leavers since 2007 and demonstrates an institutional commitment to those who are in care or leaving care The Department is also involved in a number of collaborative activities working with: Surrey Virtual School to develop and deliver HE related IAG days to Personal Advisors who provide support to care leavers. South East Network for Education of Care Leavers to support care leavers into university. Page 12 of 21

13 In2Surrey In2Surrey is a compact scheme targeted at state-funded schools and colleges which identifies and supports applicants from under-represented groups who have the potential to succeed at University. Whilst the scheme does not guarantee a place at the University, it gives consideration to eligible students who have the potential to succeed, but whose circumstances may make it difficult for them to achieve the standard offer for the programme In 2014/15 the scheme was expanded and over 30 applications were received for the scheme and 10 students enrolled. Forum for Access to Continuing Education (FACE) Conference The Forum for Access to Continuing Education (FACE) held their 21st Annual Conference between 2nd- 4th July 2014 where three papers were presented; Evidencing the Value of WP Activities ; Maximising Outreach & Impact Through Student Ambassadors and Effective School and HEI Partnership Working All three papers demonstrated the work that the University is doing with regard to widening participation and outreach at the university in collaboration with the Surrey Schools Consortium with the support of WP student ambassadors. Training of Student Ambassadors Student ambassadors working for the Department are involved in a wide range of activities: Assisting with classroom based attainment and aspiration raising activities both on and off campus Leading University campus tours Supporting large scale events, such as the Year 12 Young Persons University Programme Attending collaborative activities with other universities Supporting the Surrey Schools Consortium Professional Development Programme for teachers In 2014 the Department, in collaboration with the University Staff Development team, developed a training programme for WP student ambassadors. Seventy student ambassadors from undergraduate and post-graduate programmes were recruited to support the activities of the Department. The new programme aims to enable students to improve their existing skills and gain valuable new ones to prepare them for their role as ambassadors and help their progression to postgraduate study and employment The interactive day introduced students to a number of key skills to help them take on their role, including facilitation of activities, presenting, and team working skills in addition to essential skills training in safe guarding. Training was supplemented through a range of online learning modules in essential legislative areas. 95% of the participants felt that the day gave them the skills to run events 88% felt that it developed their presentation skills 92% said that it developed their team working 92% felt that it helped them identify their personal strengths Page 13 of 21

14 Really interesting session using a variety of different learning and training skills (Post-graduate student) Fantastic day well organised, learnt a lot. Colleagues on each table very knowledgeable and a great source of information (Undergraduate student) Contextual Data Where appropriate, contextual data will be considered in conjunction with the outcomes of the review to refine the evaluation process, in order to create a benchmarking approach across the University The University's Careers Service provides an employer mentoring scheme whereby trained mentors from a range of employers are paired with University students. This scheme is used to target students in need of additional guidance and support, and has included students with disabilities, students with backgrounds in local authority care and mature learners New initiatives Transition Mentoring The Department of Widening Participation and Outreach is currently in the process of developing a Transition Mentoring Scheme which will be introduced to support Year 12 students attending the residential summer schools in 2015, with their ongoing transition to university as they enter into Year 13 and begin the UCAS application process. The scheme will be supported by the Brightside Trust who has significant experience of successfully implementing and managing similar schemes in other higher education institutions. Trained student ambassadors will act as mentors which in turn will provide them with additional employability skills going forward The scheme will be evaluated before further future developments for both pre and post entry students are considered or implemented. Higher Education Access Tracker (HEAT) The University is currently in the process of finalising discussions with HEAT with the intention of becoming a member of this group. The university is reviewing the issues of Data Protection to ensure that we are fully compliant before entering into any agreement Student Retention Initiatives The University actively monitors the retention of all students to a granularity of course level and has introduced a number of initiatives to support student progression and completion. This has required the identification and effective use of data related to the progression of widening participation students within the overall student population. The performance is reported to the Executive Board and Council of the University. All aspects of this monitoring are reported as a standing item at the ULTC. The main progression and retention initiatives are given below: Page 14 of 21

15 Management Information System The University s Management Information System provides data on progression within each academic department in defined categories which include age; gender; ethnicity; disability; social class and qualification on entry. This data is used to analyse progression trends, identify student support needs and create action plans to meet the identified needs The data is used strategically by the Deputy Vice-Chancellor (Academic Affairs) to set progression and retention targets at departmental level which are overseen by the Faculties Associate Deans (Learning & Teaching) and monitored by ULTC. In addition, The Student Experience Subcommittee monitors and reports directly to ULTC on the student learning experience in relation to national benchmarks e.g. the National Student Survey The University s Department of Higher Education developed a student progression and retention strategy, informed by the Management Information System data which was approved by ULTC. This project analysed the progression of defined widening participation student cohorts across the University and has recommended specific support actions and interventions for both Central Service Departments and Faculties to ULTC. Implementation of the strategy and action plan is being taken forward and progress checked by the Student Experience Subcommittee on the basis of agreed leads for different areas of development. New initiatives and evaluation of continuing developments such as pre entry days for specific groups are being reported back to this subcommittee We are currently working on a project to provide more flexible reporting on progression via our Business Intelligence tool. This will include looking at how we can improve our intelligence on tracking the progression of WP students. Gaining a deeper understanding of the factors affecting progression will in turn help us ensure that we have the appropriate interventions in place to support those students who are potentially at risk of not progressing 4. Supporting outreach An Outreach Learning Advisor has been established. Building on the successful Bridging the Gap initiative, and working directly with designated schools and colleges, this post would be responsible for developing, coordinating and, where appropriate, delivering workshops intended to develop student s understanding of, and preparedness for, successful study in HE. Workshops would focus on topics such as information and digital literacy, academic writing, making the most of lectures and personal organisational skills and could be delivered either at the University or in schools. The post will also enable ongoing development of online materials and associated teaching toolkits for use within schools and colleges. 5. Supporting progression and success 5.1. Support SPRINT Programme The Department of Widening Participation and Outreach in conjunction with Library and Learning Support Services, will be offering female undergraduate students the opportunity to undertake a women s development programme in June Based on the award-winning Springboard Programme, the course aims to ensure female students are equipped for their career after graduation but also provide them with tools to enhance their personal development in all aspects of life. Page 15 of 21

16 The Sprint Programme is a fantastic opportunity for female undergraduates, from all backgrounds, ages and stages in their lives and study, regardless of their subject, department or career aspirations, to take hold of their personal development and achieve their ambitions. The format is tried and tested and has an impeccable track record in an extraordinarily wide range of situations. The programme is very intensive and geared towards building female undergraduate confidence. It also gives students access to strong peer and professional networks. Students will experience practical exercises designed to improve self-awareness and esteem, taught how to identify and use personal power, use assertiveness positively, build their own image, confidence and networking skills and engage with inspiring industry role models Ongoing commitment to the STARS programme: The STARS programme currently supports students achieving 68% and represents a unique way of engaging these students with the excellence agenda. Given that the average attainment of disabled students is lower than non-disabled students (i.e. as defined in the ECU disability attainment gap ), the programme will (should)? consider actively seeking referrals, in order to increase the opportunities for certain students from all categories of WP backgrounds who might otherwise not qualify Mainstreaming of learning support: Whilst recognising the value of the provision of specialist support for students with disabilities, in line with the University s strategic commitment to excellence and to raising aspirations, it is anticipated that by 2015/16, University learning support services (SPLASH and Additional Learning Support) will be more closely integrated. It is envisaged that this will ensure wider and more sustained access to high quality support for all students, through consolidation of a critical mass of support and through extending the times at which staff and workshops are available Study support mentoring schemes: Building on the success of the mentoring scheme focussed on the potential progression of final year students to postgraduate study, LLSS proposes piloting a peer-mentoring scheme in which selected 1st year students would be mentored by 2nd or 3rd years. The focus of the scheme would be on developing effective approaches to study and on raising aspirations. The scheme would be aimed at all WP groups, with the intention of easing the transition to University, and would be managed through SPLASH Roving support service: Recognising that there are often cultural differences in terms of student confidence and willingness to access formal advisory and support services, the LLSS plans to extend its existing, informal, roving support service to include student rovers ; i.e. students employed to provide first line information and study support in appropriate areas of the Library and Learning Centre. It is envisaged that the visibility and informality of such peer-based support, available in both core and non-core periods of the day, would reduce some of the barriers to accessing support and increase student engagement. In recruiting to the roles, LLSS will aim to ensure that relevant publicity reaches appropriate WP groups. Page 16 of 21

17 Specialist Induction: In recent years, with an increase in the number of students enrolling with Aspergers syndrome, LLSS has provided bespoke induction arrangements for this group in order to ensure that specific needs are addressed and that the student s initial confidence is established. Given the success of these interventions it is intended that the concept of tailored induction, together with follow up events, should be embedded within the provision offered through the Library and Learning Support Services Student Life Mentoring: Student Life Mentoring is a unique service offered by the University to all students living in University accommodation. Each court of residence has its own dedicated team of trained mentors. Mentors help students deal with the various issues that arise through communal living, as well as signposting and empowering students to provide solutions to problems. Mentors also organise social events to encourage students to get to know one another and to help them settle into university life and study. Court Mentors thus provide a significant strand of support aimed at improving overall student retention and progression Collaborative measures The University is committed to working through collaborative partnerships to support progression to higher education. This is perhaps most clearly demonstrated through the development of partnership consortium with state schools in Surrey, Feedback from consultation events with head teachers indicates that schools perceive the opportunity to collaborate with each other, whilst also collaborating with the University as an added advantage of consortium membership Collaborative WP&O and Aimhigher London South Ltd Aimhigher London South Ltd works to ensure fair access to higher education for young people from non-traditional backgrounds. This is achieved by linking schools, colleges, universities and education providers together to work effectively. AHLS works in partnership with 11 universities, 28 schools and 3 further education colleges across London and the South East. The network is committed to collaboration and works together to: provide impartial information, advice and guidance to learners from Year 8 Year 13 (and is developing ways of working with primary to secondary transition (Years 5 & 6) share good practice at a local and regional level in order to determine what works well and that activities are effective develop and apply evaluation and monitoring methods to illustrate long term impact The University is part of the Aimhigher London South Network and as a member of this partnership; WP&O staff and student ambassadors commit to hosting and staffing events commissioned by Aimhigher London South East and attend meetings with schools, FECs and HEIs to support collaborative initiatives. During this year the WP&O department has hosted and contributed to several taster conferences for a number of age groups National Networks for Collaborative Outreach Page 17 of 21

18 The University of Surrey is the lead institution for the Higher Education Outreach Network (HEON) which is a partnership of four institutions; Royal Holloway University; University of the Creative Arts and Farnborough Technical College. This partnership is part of the national Network for Collaborative Outreach funded by HEFCE and aims to provide a single point of contact for Schools and Colleges in Surrey, Hampshire and East Berkshire to inform them of the range of outreach activities available from across the four institutions. A website is being developed which will host a wide range of information and resources for schools and colleges and provide a single portal for access to each partners offering. The University of Surrey maintains regular contact with head teachers and principals networks to respond effectively to the needs of schools and colleges. It brings together schools, employers and professional bodies both in large-scale events such as the Surrey Skills Fair but also in individual interventions in WP schools. The University of Surrey is also a member of the South East Physics Network (SEPnet), a consortium of seven partner universities including the University of Kent, the University of Portsmouth, Queen Mary University of London, Royal Holloway University of London, the University of Southampton and the University of Sussex. SEPnet partners offer outreach activity to advance and sustain Physics as a strategically important subject for the UK economy and its science base in the South East of England Students targeted in Access Agreement Attainment raising activities will be targeted at WP students in consortia schools. Information, advice and guidance published on the website and large-scale aspiration raising events offered, for instance, in collaboration with Aimhigher London South and a number of other partners will also be open to WP students outside the consortia and to students applying to the In2Surrey compact scheme which is now offered on a national basis. Pre-entry Days and additional support provided by the University s Student Services Centre will be offered to defined WP cohorts. Student Success measures are in place for all Surrey students but make particular provision for WP students following an analysis of progression carried out by the University of Surrey Department of Higher Education. Specific interventions for WP students also build on investigative work commissioned to develop understanding of the needs of non-traditional students, for instance the STARS project, a differentiated development programme for high-achieving students which is exploring ways in which WP students can be encouraged to aspire to achieve good degrees and go on to further study. 6. Target and milestones Within the current period of uncertainty, created by the increase of tuition fees, the University will continue to set itself challenging but realistic targets of maintaining the key HESA WP benchmarks. The University aims to continue to meet its location adjusted benchmark for the first degree HESA performance indicators: LPN NS-SEC 4-7 State School entrants The University has set a target in absolute terms to achieve 7.5% in the LPN (polar 3) PI which is 0.8 above the latest HESA benchmark for 2013/14. Page 18 of 21

19 The University has set a target in absolute terms to maintain the state school PI at 92.7% from 2012/13 onwards. This figure is 6% above the HESA location benchmark The University outperformed its HESA benchmark for non-continuation following year of entry in by 0.8% (5.5% against the benchmark of 6.1%). The University has set a target in absolute terms to achieve 5% in the non-continuation HESA PI in 2016/17 which is equal to the latest location benchmark The University balanced scorecard includes a student progression KPI. The KPI target for 2016/17 is 87%. Progression and retention targets have also been set at Departmental level which are overseen by the Associate Deans (Learning & Teaching) and monitored by ULTC The University has set targets for increasing applications and enrolments of WP students through the In2Surrey scheme of 10 in 2013 increasing to 20 by 2015/ The University has set targets to improve evaluation of outreach activities as a mechanism for ensuring they are focused on raising the aspiration and attainment of WP students. 7. Monitoring and evaluation arrangements The Deputy Vice-Chancellor (Academic Affairs) is the senior person responsible for the delivery of the Access Agreement In 2010 the University Learning and Teaching Committee (ULTC) structure was reviewed and revised, creating 4 Subcommittees each representing key strategic areas for improvement. The 4 Subcommittees are: Admissions Student Experience Quality and Standards Widening Participation and Outreach The ULTC, chaired by the Deputy Vice-Chancellor (Academic Affairs), reports to Senate. Each of the Subcommittees is chaired by a Faculty Associate Dean (Learning & Teaching), who also sit on ULTC ensuring consistency The Widening Participation and Outreach Subcommittee (WPOS), reports to, and advises ULTC on: Widening Participation and Outreach activities Widening Participation and Outreach strategy Monitoring and reporting of WP benchmarks and University WP KPIs The Admissions Subcommittee (AS) reports to, and advises ULTC on: the monitoring of widening participation students through admissions the use of contextual data in the admissions process identifying mechanism to improve the identification of WP students To achieve coherence and consistency across the two subcommittees, the University s Head of WP and Outreach is a voting member of both the WPOS and the AS subcommittees. The membership of both subcommittees includes a Student Union sabbatical officer. Page 19 of 21

20 The University is fully committed to ensuring its WP and outreach initiatives are effective and add value. Following the review of WP and outreach, staffing within this area was restructured and the new post of Research, Evaluation and Data (RED) Support Officer was created. Working as part of the WP and outreach team, the RED Support Officer develops more intensive quantitative and qualitative measures as well as making more effective use of internal and external data sets. Targeting procedures and evaluation mechanisms are currently being further enhanced in consultation with schools and head teachers in relation to the sustained programme of interventions developed through the new WP school partnership consortia As previously stated the Department of Widening Participation and Outreach has developed and implemented an Impact Evaluation Framework which uses an outcomes based approach to support the planning, delivery and evaluation of individual activities and the programme as a whole. Meaningful and measurable outcomes have been agreed for key target groups which include; students, teachers and parents/carers. All these outcomes have been mapped against the range of activities to be delivered to ensure that the programme successfully achieves the agreed objectives which then form the basis for any evaluation. The evaluation data is reported on against the intended outcomes for the intervention which allows the activity to be reviewed and modified as required. 8. Equality and diversity The University is committed to providing an inclusive environment for staff, students and visitors and recognises the benefits of a diverse community. The University will ensure that it can fully harness the talents, creativity and skills that people bring and maintain our continuing commitment to equality and diversity across the broader community. This includes understanding the impact of University policy and culture on individuals and ensuring that the educational and social atmosphere within the University is inclusive of all, regardless of race, religious belief, disability, age, gender, sexual orientation or social background The important synergies between the work of the Widening Participation and Outreach Department and the Equality and Diversity Team are well recognised and the two areas will continue to work in partnership to ensure that these vital areas of work are effectively embedded within the University s strategies, policies and practices for all staff and students These actions will include:- Greater involvement of WP team in Equality and Diversity Committee and Equality Working groups: Gender, Disability, LGT, Faith and particularly the newly established Race working group Implementation of a new diversity training module which has been extensively reviewed to ensure fresh and tailored approach to raising diversity awareness at Surrey Equality analysis work to be undertaken for all WP policies and initiatives to ensure equality impact on protected groups is assessed and monitored. This will include a specific focus on data monitoring to ensure participation, progression and attainment data is reviewed for relevant protected characteristics and appropriate action to be taken where gaps or weaknesses are identified. Page 20 of 21

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