The University of Leeds’ Access Agreement for 2016-17 FEES, STUDENT NUMBERS AND FEE INCOME 1. In 2016/17 the University intends to charge £9k per year for full-time Home/EU new entrants to undergraduate courses and full-time postgraduate courses for the initial training of teachers. The access and student success measures detailed herein remain dependent on our ability to charge the £9k fee. 2. For all part-time students commencing in 2016/17 we will charge a course fee of £9k fee pro-rata to the FTE1 studied with no part-time student charged more than £6750 per year. 3. Those Home/EU undergraduates starting from 2012 onwards who undertake a year studying abroad or an ERASMUS year (studying or working) will be charged 15% of the maximum tuition fee (£1,350) as will students undertaking a UK-based placement year in industry as part of their degree programme. 4. We will apply any annual inflationary increases to all fees in line with the amount set by the Government each year. 5. In 2016/17 our student numbers are projected to be 19,972 and our estimated higher fee income above the basic fee, £54M. ACCESS AND STUDENT SUCCESS MEASURES 6. We welcome OFFA’s expectation of increased ambition and have revisited both our high level targets and our operational milestones. We have also reviewed our investment in financial support compared with access, progression and student success. This Access Agreement outlines a rebalancing of spend, new key targets and milestones and a commitment to the development of a second wave of strategic targets which address student success. 7. We have continued to change the balance of our spending towards student access, progression and success and have undertaken work during 2014/15 to enhance the way we capture the WP work contributed by colleagues across the institution. As a result our planned expenditure has risen, for example, our 2016/17 level of investment in access, progression and student success was projected to be £1.9m but this has grown to £2.6m in our current resource plan. This figure is projected to increase to over £3m by 2019/20. Table 1 – Expenditure Summary
Higher fee income Leeds Financial Support Access, Student Success and Progression
2015/16 £51.6m £15.3
2016/17 £54.2m £15m
£2.1m
2.6m
Assessment of Access and Student Success Record 9. The table below outlines our progress against a range of measures since 2009/10:
1
Full-time equivalent – a part-time student studying 60 credits in a year, which is 50% of a typical full-time student’s activity, will be charged 50% of £9k, i.e. £4500.
Table 2 – Our Access Trajectory 2006/07 – 2013/14 Data 09/10 % of Young, full-time, first degree, home undergraduates low SEC (HESA Table 1a)
% of 1st year, full time, home undergraduates over 21 at point of entry, no experience of HE, from LPN (HESA Table 2a)
% of 1st year home/EU entrants in receipt of DSA (HESA Table 7)
18.8
Data 10/11
20.0
Data 11/12
18.4
- HESA Data (POLAR 3 tables) Data 12/13
20.2
Data 13/14
21
Target 14/15
22
Target 15/16
23
Target 16/17
23.5
- Internal Data Target 17/18
24
Target 18/19
24.5
Target 19/20
25
Commentary -
-
16.5
13.7
14.1
14.7
15.5
16.9
17
16
16.4
16.8
17.2
-
3.8
4.0
4.5
5.2
5.7
Retention Rates for home/EU undergraduates (HESA Table 3a)
95.6
95.8
96.8
96.4
% part-time mature with no experience of HE and from LPN (HESA Table 2b)
5.3
14.4
14.2
10.4
Retention of home/EU undergraduates – low SEC
92.1
91.8
94
93.2
94.2
Retention of home/EU undergraduates in receipt of WP scholarship
94.7
93.3
95.2
94.8
94.6
% of 1st year, full time, home/EU entrants from a BME background
10.9
12.7
12.1
14.3
13.6
% of 1st year, full time home/EU entrants from a BME background - low SEC
3.1
3.7
3.8
4.8
4.5
Numbers of 1st year, full time undergraduates from a care background
14
20
19
16
18
4
96.5
tbc
96.6
tbc
96.7
tbc
97
tbc
97
tbc
97
-
7.5 -
94.6
94.8
95
95.4
95.8
96
-
Exceeded AA target by 0.7% for 2012/13 3.5% below HESA benchmark Peer Group Performance: Listing English Russell Group (ERG) in order of magnitude of low SEC intake, Leeds is 12th Failed to meet internal AA target Increase of 0.5 percentage points over 2012/13 Met HESA benchmark (12.1%) Peer Group Performance: fourth in the ERG Exceeded our 17/18 target of 4% 0.3 percentage points below HESA benchmark Peer Group Performance: mid-table of ERG Exceeded our 12/13 AA target by 0.7% Above HESA benchmark by 0.5% Peer Group Performance: listed 13th ERG Above HESA benchmark by 2.8% Reduction of 2.9% on 2012/13. Area of increased focus as per Assessment Summary Peer Group Performance: Fifth in the ERG Exceeded our 2013/14 target of 92.4%
10. Alongside the annual HEFCE and OFFA monitoring requirements, Table 2 illustrates how we measure our institutional progress i.e. through our HESA Performance Indicators, augmented in-year with our own management information data. This is enhanced through regular and robust evaluation of our widening participation schemes. 11. This methodology for reviewing our progress towards fair access and student success helps us to identify areas of strength upon which to build and gives us the opportunity to more rapidly refine our approach where there are areas for development. Through analysing our performance in this way, we have felt it appropriate to revise our key measures of success: 1) Recruiting first year, full-time home/EU students (under 21) from a low socio-economic background (25% by 2019/20). 2) Exceed our 2012/13 HESA benchmark for retention of 95.9% for first degree full-time home/EU students as well as improve the retention of full-time home/EU undergraduates from NS SEC 4-7 (97% and 96% respectively, by 2019/20). 3) Exceed our 2013/14 recruitment performance of 15.5% of mature entrants from low participation neighbourhoods (LPNs) with no previous HE experience (17.2% by 2019/20). 4) Meeting and then exceeding our 2009/10 HESA benchmark of 3.9% participation of students who are in receipt of the Disabled Students Allowance (4% by 2017/18). 12. The changes largely concern an increase to measures 1 and 2 (above). We anticipate no change to these for the foreseeable future. They will be augmented by further targets which are designed to increase the success of our students. 13. Low socio-economic background. The introduction of our Education Engagement Strategy in 2011/12 saw us grow our outreach provision, improve our targeting and coordination and refine the activities we provide The resulting increase in low SEC recruitment over three years has been 2.5% and our recruitment from state schools has increased by 3.6% between 2010/11 and 2012/13. We have also seen an increase in low-income students: 37.2% for 2013/14, which is an increase of nearly 2.5% over 2012/13. 14. During the 2013/14 academic year our HESA data indicated that we recruited 21% low SEC students, thus comfortably exceeding our 2013/14 Access Agreement milestone of 20%. We have therefore used 21% as our baseline from which to grow our recruitment. Our 14/15 target has now been revised to 22% (an increase of 1.5%). Our aim is that by 2019/20, we will have exceeded our 2013/14 HESA benchmark of 24.5% and 25% of our students will come from low socio-economic backgrounds. 15. Retention. Our retention rate now exceeds our 2012/13 HESA benchmark of 95.9% but we are committed to continuing to improve our performance and therefore adjusted our baseline to 96.4% from 2013/14. 16. We have identified (through internal data) that our retention rates for students from SECs 4-7 have not been as strong as the University average. Our standard retention and student success activity has therefore been augmented by the further development of our highly targeted support for students from disadvantaged backgrounds (as detailed from paragraph 45 onwards). 17. We are committed to continuing to improve our retention rates and have therefore also revisited our retention target with regard to low SEC students. Our aim over the next five years is to close the gap between low SEC and University average retention rates to 1%. The move towards increased spend on student success and progression reflects this ambition. 18. Mature Entrants. We have increased our percentage of the Mature Students from low participation backgrounds from 14.7% in 2012/13 to 15.5% in 2013/14. We are pleased with the progress which suggests that our outreach and IAG work have had a positive impact. Our internal figures suggest that recruitment for 2014/15 has not been as positive but we remain committed to working towards challenging milestones. 19. In line with national trends, there has been a reduction in the numbers of part-time WP students (7.5%) studying at the University, although we achieved above our HESA benchmark (7.0%). The demise of short course provision due to the changes in fees has had a major impact. 20. Disabled Students. Over a number of years the University has monitored information on admissions and attainment by protected characteristic. This has informed our priorities in terms of widening participation activity. We are not intending to change our target in this Access Agreement but instead retrospectively amend our aims when we have a fuller picture of the new arrangements around Disabled Students Allowance (DSA).
21. It is clear from our performance against our existing targets that we could and should increase our ambition. New targets will reflect this increased ambition; work is ongoing within the institution to mitigate the impact of any reduction to DSA, to define new approaches to supporting our students and to identify internal and external benchmarks through which we can provide evidence of continued progress.
Assessment Summary During 2014/15 we undertook work to help us progress towards meeting our current key targets and milestones and our performance has been positive. This work has given us a solid foundation from which to increase our ambition and begin to build new targets and plans for our student recruitment and success In response to the need for accelerated progress. We have reviewed our performance using internal figures and HESA data and where we have exceeded our targets we have set this achievement as the new baseline from which we drive forward our Widening Participation agenda. 1. Our second wave targets (mentioned in paragraph 12) are currently under review, but are likely to focus on three additional areas that we believe require increased attention: employability, completion and attainment. We are aware that there are differences between University average and low SEC student performance against these indicators but before setting targets we want a richer understanding of the picture at Leeds as the basis for developing plans to address these differences and to identify appropriately stretching targets. As a result of this year’s work to address how we can meet our previous targets, we reviewed our balance of spending and have adjusted this towards investing more heavily in outreach and student success. This rebalancing will mean that from 2016/17 we will have funding available to direct towards supporting our WP outreach across the institution but also to make the investment required to drive forward second wave targets which focus on student success. 2. We have also undertaken work to develop our mature and part-time student provision. Our performance against our key targets has been positive with an increase in the recruitment of full-time mature entrants (14.7% in 2012/13 to 15.5% in 2013/14). Our investment in staff, dedicated to working with adults from low participation neighbourhoods has, to some extent, alleviated the reductions in mature and part-time students that have been highlighted as a critical issue at the national level. However, our internal data shows a reduction in recruitment numbers for this demographic in 2014/15. To address this and accelerate our progress towards our existing target we have invested in:
The development of two degrees tailored to meet the needs of mature students from WP backgrounds; Increased work with FE to increase the numbers of Access to HE students progressing to the University of Leeds; Increased marketing focus targeting WP mature students (increased use of social media and dedicated staff resource); Working with community-based providers to support pathways for adult learners where gaps have been identified
24. We are keen to develop new part-time provision that links to the higher skills needs of Leeds City Region. In addition, we will change and adapt existing provision e.g. use blended learning approaches for more flexible delivery; and update curricula in line with policy, practice and skill requirements. 25. We have reviewed our retention numbers for low SEC students and believe that we can do better. We have reviewed feasibility for growth in this area and set our target accordingly (see paragraph 11). As part of this process we have utilised the excellent work undertaken through Leeds University Union (Annex 1, Paragraph 9) which has been designed to gain a clearer picture of the needs of students at Leeds. This survey has informed the provision of support we provide through our Plus Programme (paragraph 45 onwards). 26. Our targets for disabled students for 2016/17 are closely aligned to DSA uptake; we will therefore amend these once we gain greater clarity on the new arrangements for the funding. These targets will be updated in our 2017/18 Access Agreement to address recruitment for 2016/17 onwards.
Strategic Approach 22. Our strategic approach is firmly based upon the student lifecycle and balances innovative thinking with proven success. Through this approach we have a wide portfolio of activity targeting primary-age, post-16 students and adult learners as well as a support strategy in place for those who progress into study here at Leeds. This portfolio includes targeted interventions for specific disadvantaged groups not yet prepared for higher education.
23. We are guided by the institutional-level assessment of our performance against our targets and benchmarks and recognise that an effective strategy requires review and monitoring. Our approach therefore has an in-built model of evaluation which determines annually the impact of our whole widening participation programme, as well as more in-depth studies of specific projects or initiatives. 24. As illustrated in Table 3 of our 2015/16 Access Agreement, we undertake a rigorous annual process of collecting, analysing and reporting internal management data. This activity facilitates the refinement of our strategic approach and the provision of an evidence base for the success of our access activity. 25. The Access Agreement helps drive positive change within the University; its formulation is borne out of cross institutional engagement. The process of consultation and development not only generates a higher profile for our fair access and WP activities, but provokes wide discussion and constructive input. By promoting wide engagement we seek to ensure that the principles of widening participation help to influence recruitment, teaching and student support. 26. We recognise that a bespoke approach is often best suited to the differing challenges faced by the range of students we work to recruit and support and during 2014/15 we will be refreshing our strategy for engaging with WP students. Our existing strategies for engagement with schools and young learners as well as with mature entrants have been a vital element of our drive towards meeting key outreach and support targets. Outreach, Raising Aspirations and Awareness 27. The University has established its core programme of outreach; it is designed to be coherent, embedded and sustainable. Our initiatives have been designed to provide a pathway to HE enabling students to ‘jump on’ at any point or to follow a progressive curriculum of activity integrated into and with the school curriculum where feasible or appropriate. Following the full sequence of activity can lead them from aspiration raising events, through to preparation for HE, fair access to Leeds and on course financial and pastoral support (i.e. Thomas Transition to Reach for Excellence to Access to Leeds to scholarships and/or the Plus Programme2). Figure 1(in Annex 2) illustrates how our interventions and support commence at primary age and continue through to employment. Figure 2 gives a real world example of how our WP students feed back into the cycle of activity as an ambassador working to raise the aspirations of other potential students. 28. Our core outreach works across the full range of subject disciplines and ages as well as with parents, teachers and advisors. In 2013/14 we worked with over a thousand schools and colleges and reached over 75,000 young learners and adults at key decision-making points. Schools are targeted utilising an array of indicators (including POLAR 3 and DfE census data) to ensure we are reaching WP students. 29. Our more sustained interventions have stringent eligibility criteria to help us ensure that we are working longer-term with the students most in need of support (for example, those from low participation neighbourhoods); for Thomas Transition, Reach for Excellence, ROPS, Access to Leeds (A2L) and our WP scholarships, the eligibility criteria remain strategically aligned, providing seamless progression through to graduation i.e. outreach to fair access to student success. 30. A new highlight of our outreach is our partnership with IntoUniversity.3 During 2014/15 this scheme has been supporting young people from disadvantaged backgrounds in East Leeds. The scheme works with 11 primary schools with more than 35% Free School Meals students and we are currently preparing for the opening of a second centre in South Leeds, an area of particular deprivation. The scheme complements our WP approach very well in that IntoUniversity is designed to help learners understand the pathways – such as those provided by Leeds – that can help them to achieve their ambition. 31. Leeds contributed to the Selecting for Excellence project which investigated ways in which we can widen the access of WP students to medical courses. Our recent work in this area was directly relevant to the recommendations made through the final project report, published in December 20144. Work experience has been seen as a deterrent to medicine applicants from widening participation backgrounds and therefore in 2013/14 we enhanced the medicine strand of our Reach for Excellence scheme5 by offering GP placement opportunities to participants. These three-day placements are designed to improve their chances of gaining a place on a medicine course. Students are selected 2
The Plus Programme is our on-course support network (previously named Leeds+) and details can be found later in this document. 3 IntoUniversity works in partnership with universities to provide local learning centres for young people. 4 Selecting For Excellence Project: Final Report (2014): http://www.medschools.ac.uk/News/Pages/The-Selecting-forExcellence-project-releases-final-report.aspx 5 Our Talent Spotting scheme which works with high achieving WP students.
based on a range of criteria including academic achievement and whether or not they have previous relevant work experience. GP partners are given guidance as to the core skills students will need to develop; this guidance has been updated as a result of the final report from the Selecting for Excellence project. 32. A key element in our strategy to widen participation is our suite of Extended Degree Programmes which include a foundation year. These are designed for applicants of all ages who do not have the required entry tariff but demonstrate the potential to succeed. Last year we recruited 201 students to 6 programmes covering a range of disciplines, including STEM, Arts and Humanities, Social Sciences, Law and Business. 33. Our outreach work with adults targets the most deprived neighbourhoods. Due to our sustained engagement with deprived communities we exceeded our target for work with adults from low socioeconomic groups. However we are working with mature learners in an increasingly challenging external environment due to reductions in the adult skills budget. This has a substantial impact on education progression delivered by further education and other providers. Through our Jumpstart programme and short non-credit bearing courses we are helping to address gaps in provision. 34. Contributing to the transition to Higher Education, our innovative Research Skills Programme6 has strengthened links with exam boards. The programme’s sessions have proven extremely popular with schools and the exam board AQA7, has requested permission to use our resources with schools. We are also working with OCR8 to develop support for the more practical EPQ projects. 35. Our Primary and Secondary PGCE programmes including Schools Direct continue to target low SEC students and those from under-represented groups. Activities include arranging Drop In Days and Train to Teach events in specific subject areas in which our target group students are interested in applying for a career in teaching, These events are organised with participation of School Direct partners and provide specific information to candidates about how to join the teaching profession in these specialist or hard to recruit subjects. 36. Young People in Public Care are contacted directly with information tailored to their circumstances. The information gives details of Access to Leeds and our undergraduate pre-entry application WP Scholarships, both of which target those who have been in the public care system. We also work through HEART9 to reach intermediaries and key influencers to young people in public care (i.e. local authorities, social workers, foster carers and independent fostering agencies). When applying for accommodation, students who can demonstrate that they are leaving public care will have their upfront security deposit waived and can request 365-day accommodation. Collaborative Work 37. Leeds has long viewed collaboration as one of the key factors for success. Part of our outreach and student success work continues to be delivered through collaborative provision and spans aspiration raising through to on-course support and employability development. We continue to work effectively within our established collaborations (the Excellence Hub, Realising Opportunities and HEART); more recent collaborative developments include the National Network for Collaborative Outreach (NNCO) and the Russell Group ‘Proof of Concept’ project designed to develop and deliver CPD materials for teachers to support progression to selective universities funded by NNCO. If successful, this may be extended to include selective courses more generally. 38. HEART will act as the Single Point of Contact (SPoC) and coordinate the collaborative outreach being provided by partners and contributing to the National Network for Collaborative Outreach. We will dedicate a portion of formula funding to outreach within HEFCE Cold Spot areas. 39. Partnership-working remains fundamental to our adult and part-time widening participation recruitment. Our community development work is significant in reaching widening participation cohorts who are unlikely to be recruited through traditional routes. During 13/14 we worked with 1702 people in community-based activity and reached 625 adults in regional FE colleges, with a particular focus on Access to HE provision. 40. The Excellence Hub has been extended although the partnership now comprises three rather than four universities (York, Sheffield and Leeds). We now have revised collaborative targets of annually 6
Detailed in our 2015/16 Access Agreement (paragraphs 51-53).
7
AQA is one of England, Wales and Northern Ireland's five main examination boards. OCR is one of England, Wales and Northern Ireland's five main examination boards.
8
9 Higher Education Access Rewarding Transforming (HEART)
Yorkshire (FE Colleges providing HE, and Universities).
partnership established by twelve HE providers in West
reaching more than 2,000 young people at key transition points (in Years 8/9 and Years 11/12) from 2015/16 until 2019/20. 41. As illustrated in previous Access Agreements, we are committed to providing CPD for teachers. We work in close partnership with the Ogden Trust (physics) and work closely with three physics teacher networks across West and North Yorkshire. The Ogden Trust sponsor and deliver our non-residential Physics Summer School to teachers. 42. We continue to work in concert with 15 research-intensive HE institutions to deliver Realising Opportunities (RO) and the targets for the scheme have been extended to 2019/20. Caps have been applied to individual universities’ recruitment numbers but the overall recruitment target across the collaboration has been increased. 43. We have been working in collaboration with the Universities of Manchester, Newcastle, Sheffield, Warwick and York on the pilot ‘Postgraduate Support Scheme’ investigating barriers to taught postgraduate study. At Leeds we have been leading a team of staff from across this consortium to research provision of Information, Advice and Guidance. The outcome of this will include a Taught Postgraduate Study Progression Framework particularly supporting progression of students from widening participation backgrounds. We also awarded 68 scholarships and plan to award 212 more in 2015. 44. Collaborative work can assist not only with outreach but with student success, Leeds University Business School (LUBS) established the Nurturing Talent Mentoring Scheme in 2012 and the scheme has now grown to have 140 mentors supporting students. Over 60 companies support the initiative; many are large employers in a range of industries (professional and financial services, public sector, pharmaceutical, banking and technology) and help students (especially WP students) to develop employability skills as well as build networks and connections with business professionals. Student Success and Preparation for Professions 45. Our Plus Programme10 continues to develop and to support an increasing number of students. Through a synthesis of various approaches, it seeks to improve social and institutional integration by addressing common factors often associated with student non-completion. 46. Research11 has shown that many WP students do not take full advantage of services/activities beneficial to their development (e.g. utilising the careers service) and suggests that low SEC students may wrongly assume that they are unsuitable for some graduate posts. The Plus Programme is intended to address these issues by helping instil a sense of belonging and a sense of confidence in participants. Staff work closely with our students (from pre-entry and throughout the student life-cycle) to raise awareness of the benefits of participation in existing (and new) co-curricular opportunities. 47. The Plus Programme now works to help foster progression into work and/or postgraduate (PG) study through facilitating the development of employability skills and providing support for students interested in progressing to PG level. Postgraduate students progressing to Leeds through the PSS project (paragraph 43) are also supported through the Plus Programme. 48. The scheme supports and signposts existing provision at Leeds (e.g. study skills workshops, careers guidance, Leeds for Life) and offers specific or enhanced activity (beneficial volunteering opportunities, the chance to deliver outreach work to prospective students, reflective skills development workshops, social events, links with employers, transition to HE events). It is intended that the scheme will offer personal tutors an additional tool for providing support to WP students. 12 49. Our intention is to analyse the retention rates of all Plus Programme participants once the data becomes fully available. The scheme has widened over the last three years to support an increasing number of students (all of whom were in receipt of University financial assistance) and in 2014/15 expanded to include all A2L students. Our internal monitoring data continues to indicate that the retention of those students on the Plus Programme who are in receipt of a scholarship remains consistently higher than our institutional retention rates for students from social classes 4-7.
10
Summarised in the 2015/16 Access Agreement as Leeds+, paragraphs 61-69. Hills, J. (2003), Stakeholder perceptions of the employability of non-traditional students. 12 Plus Programme staff will be inputting into the training of new personal tutors. 11
50. The Programme links with the already established work with many of the University’s mature students undertaken through our Lifelong Learning Centre (LLC)13. The most recent figures give our completion rate for full-time mature students as 90.0% (benchmark, 89.0%) and part-time 87.2% (benchmark, 73%. This compares favourably with the most recent HESA data for full-time mature students (retention rates across all UK HEIs: 89.5%, University of Leeds benchmark: 90.6%) and is even stronger in relation to data for part-time students (retention across all UK HEIs: 65.8%, University of Leeds benchmark: 70%). These figures reflect the additional challenges that are often experienced by older widening participation learners in their personal, family and work circumstances. 51. When reviewing the employability of our mature learners, the DLHE (Destination of Leavers of HE Survey) data for the LLC’s graduates indicate high levels of employment (99% for 2011/12). Our annual survey (LLC Student Destinations Study 2012) demonstrates that graduates find that their studies have helped to increase their job satisfaction and/or enhanced their status at work. Our cocurricular employability support for these students offers a dedicated Virtual Learning Environment detailing work experience and job opportunities, career planning and transferable skills workshops as well as other personal and professional development opportunities organised to build social and cultural capital. 52. The Plus Programme also offers on-course support to our students from public care. Once at the University, these students have access to a named person to assist them should they encounter any difficulties. This provision is intrinsic to the programme of activity we have implemented for careexperienced students from the point at which they first encounter the University through to registration at Leeds and ultimately graduation and employment. 53. We ensure that Leeds for Life and our Careers Centre14 are available to our students after they have graduated. We realise that our relationship with our students does not cease upon graduation. STUDENT FINANCIAL SUPPORT Structure and Evaluation 54. Student Financial Support at Leeds comprises our automatically awarded Leeds Financial Support (LFS) and our complementary portfolio of WP Scholarships (to which students must apply prior to commencing their studies). 55. Our finance package is evaluated year-on-year to ascertain impact of the award on recruitment and retention, to hone our promotional approach and to inform the structure of the award as and when changes are required. 56. Work was undertaken during 2013/14 to create efficiencies in our financial support arrangements whilst ensuring that they remain beneficial to our students and competitive in the sector. This has resulted in a change scholarships and the way they are awarded: from 2015/16 onwards, they will be awarded in place of rather than alongside the LFS and are of higher value than the maximum LFS. Leeds Financial Support 57. Leeds Financial Support (LFS) is designed and structured to give students choice and to be responsive to individual needs whilst also supporting the achievement of our targets. Our principles are to:
Ensure our financial support increases the effectiveness of our outreach and encourages students from disadvantaged backgrounds to consider, apply, register and succeed at Leeds Address the real costs of living whilst providing applicants with a choice of support to benefit their specific needs and individual circumstances and attitudes Provide financial support which is simple, easy to understand and clearly targeted at those for whom it will have a real impact.
58. We offer full and part-time students a choice of a fee discount, cash award or contribution towards accommodation, giving them the opportunity to choose the support most appropriate to their individual circumstances. 59. As previously mentioned (paragraph 6), we have adjusted our funding offer. This decision has been informed by direct input from staff and students through University committees. Findings from internal 13
The LLC delivers bespoke part-time programmes that target students from LPNs without a previous degree including foundation degrees with ‘top-up ‘ programme and it also supports part-time and mature students who study on mainstream programmes. 14 Leeds for Life is available up to 5 years after graduation and our Careers Centre is available to our graduates for life.
reviews at Leeds, for both foundation year (full and part-time) and standard year students have been consistent with that of sector-level research: the financial support package was not the key influence in students’ decision to choose Leeds. However, our own work does suggest that it remains a factor for a large minority of WP students. We also found that the support offered helped low income students feel confident that they could minimise the level of part-time work they have to undertake, helping free time to take on beneficial co-curricular activities. Table 3 – Student Funding Package 2016/17 Household income
Award Amount Year 0 (Foundation year only)
£0 - £10,000 £10,001 - £25,000 £25,001 - £30,000 £30,001 - £36,000 £36,001 - £42,600
£3,000 £1,500 £1,000 £500
Award Amount Year 1 and subsequent years £2,500 £2,000 £1,500 £1,000 £500
60. With respect to students from the devolved administrations, the arrangements for Scottish and Northern Irish students will match those for students from England. Welsh students will be ineligible for the Leeds Financial Support given the financial support arrangements put in place by the Welsh Assembly. 61. In light of the significant pressure on the part-time sector and the findings from internal reviews (paragraph 59), the funding package will not change from the 2015/16 arrangements for part-time students. These students will therefore continue to receive awards that are pro rata to the standard student funding package available in 2015/16. Foundation Student Funding 62. In addition to LFS worth up to £3,000 for foundation year students with a household income of £25k or below (outlined above in Table 3), students entering a full-time Foundation year in 2016/17 will be eligible for the following levels of fee discount: Table 4 – Foundation Year Fee Discount 2016/17 Household income £25k or below £25,001 - £42,600
Fee Discount Year 0 (Foundation year) £3,000 £1,500
63. For students entering the part-time Foundation Year a pro-rata discounted fee will be charged and pro-rata financial support provided. ITT student funding 64. PGCE students with a Residual Household Income (RHI) of £25,000 or less will receive a bursary of £500. When assessing RHI any TDA training bursary received by the student will be counted as income. MONITORING AND EVALUATION 65. Our monitoring and evaluation programme runs throughout the year (see Table 3 in our 2015/16 Access Agreement) helping us measure our progress and target our activity effectively. We believe our programme of evaluation to be transparent and sector leading and it has been highlighted as an example of good practice by HEFCE.15 As outlined in previous Access Agreements, our approach utilises standard questionnaire templates, case studies and annual in-depth evaluations of key projects. 66. The review of Access to Leeds, which was completed in 2012/13, offers a good example of how our monitoring and evaluation activities impact on our provision. The evaluation confirmed our belief that we should sharpen the focus of our targeting methodology. We have therefore utilised Index of Multiple Deprivation data which allows for more precise targeting of LPN students 16. This resulted in an improved WP recruitment profile for A2L with a 7% increase in low SEC students in 2014/15.
15 16
Higher Education Outreach to Widen Participation Toolkits for Practitioners - Evaluation As compared with POLAR 2 which was our previous methodology.
67. We remain committed to continuing improvement in this area and in 2014/15 created an Evaluation, Monitoring and Research team within our Educational Engagement Service. This team coordinates and guides the evaluation and monitoring undertaken for our WP initiatives (reporting to all appropriate committees) as well as exploring ways in which we can contribute robust research to the sector. 68. To support our evaluation and monitoring model we have invested in the development of an electronic evaluation tool. The tool was piloted successfully during and after the 2014 Faculty of Biological Sciences Summer School. We also evaluated mined data from our Widening Access to Medical School activity which helped us to assess the impact of the mentoring programme and how this has supported prospective students in their GP surgery placements. 69. The tool is now becoming the standard means through which we measure the impact of individual and collective intervention activity. The tool is currently being used to:
Survey senior leader teams in schools with low progression to assess their engagement with local HE providers
Assess the impact of Summer Schools
Assess longitudinal projects with multiple interventions (e.g. Reach for Excellence).
70. We continue to collect data in a new system which allows for longitudinal analysis of the impact of outreach amongst adult learner constituencies. We will utilise this system to track successful applications to Leeds, progression from Foundation Level and, over time, the learning outcomes of students from amongst these cohorts. The system also measures the breadth of individual interactions with adult learners prior to, and during, their applications to HE. This longitudinal dimension is crucial in ensuring we take into account the often slow and non-linear nature of adult progression 71. Taking a longitudinal and collaborative approach is also beneficial when evaluating the impact of our outreach activities with younger learners. We are therefore piloting involvement with the Higher Education Access Tracker (HEAT) or the Standardised Tracking and Reporting Outcomes with Benchmarking and Evaluation (STROBE) systems to track student engagement in outreach activity. These systems will allow us to begin to ascertain the effects of our individual and collective outreach work, further underlining how all institutions benefit from raising aspirations and attainment. 72. Our progress towards our targets is monitored annually through our own internal management data relating to first-year, full-time home/EU entrants. At the same time, data on student retention and completion (by socio-economic group), entrants 21 years old and over, and students leaving local authority care are monitored annually at university, faculty and academic school levels. 73. Within the University of Leeds the responsibility for managing fair access and widening participation lies with the Educational Engagement Service (predominantly focused on young people) and the Lifelong Learning Centre (predominantly focused on adult learners). Both report to the Pro-ViceChancellor for Student Education and through appropriate University committees, including the Education Engagement Implementation Group, Taught Student Financial Support Sub Group, Taught Student Recruitment Committee, Taught Student Education Board and ultimately to Senate. EQUALITY AND INCLUSION 74. When designing our access plans, the University worked to ensure that we adhered to the principles of equality and diversity as outlined in the Equality Act 2010. Two of our four key institutional targets for recruitment and support relate to people with protected characteristics (disabled and mature students) and equality considerations flow through all of our access activity. 75. Our Equality Policy Unit staff serve on committees and working groups responsible for inputting into the creation, reporting and monitoring of our Access Agreement. There is also clear senior leadership of widening participation which is aligned to the institutional vision. 76. Within our institutional Equality and Inclusion Strategy17 we have identified an Equality Mission for Leeds. One of the four priority areas is to ensure we successfully embed equality into all aspects of University business. Priority 4: ‘Ensure a world class student experience through inclusion and academic excellence’ addresses fair and equal access to recruitment, attainment and progression opportunities and highlights the importance of integrating the diverse needs of a diverse student population into the governance and practice of student education.
17
http://www.equality.leeds.ac.uk/downloads/policies/EI-strategy-single-page-word-version.docx
77. We continue to support and recruit students with protected characteristics through a variety of approaches which help to demonstrate how our equality and inclusion agenda is embedded within our access work. Examples include: a. Our Lifelong Learning Centre is specifically dedicated to the recruitment of adult and mature students b. During 2014/15 we worked in partnership with Natural England and Minsthorpe School on a pilot programme improving access to the National Nature Reserve at Skipwith Common for people with a disability. Around 25 Year 9 students at the school who are disabled or who have an interest in working with disabled people worked with Natural England and University staff to develop project management skills and competencies by raising funding and overseeing provision of improved access and facilities. This project has proved successful and Natural England wants to roll this scheme out across other areas. We will continue to work in partnership with Natural England on this and other projects over the 15/16 academic year with a special focus on the use of technology (e.g. smartphone technology and augmented reality) to help people with a disability. c.
In 2014/15, 60% of the Reach for Excellence Year 12 and 13 cohorts (combined) are classified as BME.
d. Our Widening Participation Scholarships and Access to Leeds 18 schemes typically recruit a higher proportion of BME students than the University average (see Chart 1). These students are also supported by Plus Programme activities which help us meet Priority 4 of our institutional Equality and Inclusion strategy. Chart 1 – Comparison of proportions of BME students recruited to University, A2L and to WP Scholarship schemes 50 45 40 35
% of first year full time home/EU entrants from a BME background
30 25 20 15 10 5 0
% of scholarship winners who are first year full time home/EU entrants from a BME background % of Access to Leeds entrants who are first year full time home/EU entrants from a BME background
78. Our Equality and Inclusion work is an essential part of our approach to the recruitment of and support for students with protected characteristics. This is an important facet of our access provision as these students are statistically over represented within lower socio-economic groups and low participation neighbourhoods.
18
The University’s Disability Support and Assessment Service encompass an in-house team of support workers, an accredited Access Centre and a Transcription Centre to encourage potential students to realise that a place at Leeds with needs-based support is achievable.
With the introduction of student loans which attract a real rate of repayable interest the Equality Policy Unit developed a finance web page dedicated specifically to potential Muslim students who may have concerns regarding “Riba”. 19 The page outlines the changes to the student finance arrangements as well as detailing a number of alternatives for those students who might be affected.
The University’s Access to Leeds programme is featured as a case study in the new Russell Group publication on ‘Opening Doors – understanding and overcoming barriers to university access’. 19 Islamic Sharia law prohibits "Riba", which means the paying and receiving of interest for profit.
The Equality Policy Unit has also developed policies to support students who are pregnant, parents of very young children or carers. 20 We believe that being or becoming responsible for a child or dependent adult should not, in itself, be a barrier to a student, or prospective student, starting, succeeding in, or completing a programme of study at the University. The University is committed to being as flexible as possible whilst, at the same time, making sure that any accommodations made for the student do not compromise academic standards.
These programmes all draw together our WP and equality and inclusion agendas meaningfully from both external and internal perspectives. 79. Our Disabled Student Assessment and Support Team is currently leading our work into mapping the implications of the current government funding changes announced to the Disabled Student Allowances. The changes have given us the opportunity to analyse and review our approach to supporting disabled students in order to identify new ways to enable students to succeed in their studies and engage fully with University. This includes consideration of ways to blend support, using technology and also understanding the opportunities provided curriculum design and pedagogy. 80. We produce management information, at University level, on admissions (applications, offers and acceptances), student experience surveys and student attainment data by protected characteristics. The University-wide group ‘Progressing an Inclusive Taught Student Education Steering Group’ (PITSESG), a sub-committee of the University’s Taught Student Education Board, oversees this information: to review diversity profiles, identify areas of under-representation and gaps in student outcomes between groups of students, across the student lifecycle. The Group’s role is to recommend further analyses; establish appropriate targets and action plans to address any identified issues; and recommend specific courses of action and inclusive practices, drawn from sector engagement, research and best practice. It is our intention to introduce more benchmarking information into our datasets to enable us to measure our performance more meaningfully against the sector and discipline areas. Furthermore, we aim to strengthen the work of this Group in providing advice and guidance to local Faculty Equality and Inclusion Committees set up as described in paragraph below. 81. Over the past 12 months, the University has focused attention on the establishment of local Faculty Equality and Inclusion Committees (which will be advised and guided by PITSESG) to support the implementation of the Framework and to enable the engagement of the four key priorities in a local context. As this work develops and matures, the Faculty Committees will support the identification and addressing of areas of student under-representation, differences in experience outcomes and differentials in attainment and employability outcomes between groups of students, using an evidencebased approach. PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS 82. We recognise that fee levels and the financial support system available in universities and nationally might be difficult to understand so we are committed to making our information as accessible as possible. Our student finance webpages are approved and reviewed through committees which have student representation and our annual Money Guide includes input from the Leeds University Union and our student Money Ambassadors. 83. We will continue to provide:
20 21
Enhanced financial information on our website covering our fees as well as the government and University financial support available for new and continuing students. Dedicated parent and advisor information via the web and through conferences and sessions at Open Days. A dedicated financial literacy programme for schools and colleges, which includes student finance information sessions specifically tailored for parents/carers. Integrated messages regarding finance in all communications with prospective students and embedded within our WP outreach at a national level. A Money Guide outlining our fees and financial support (alongside government financial support) which will be regularly updated and used in outreach; during Open Days; and HE Fairs. Fees and student finance information will also be included in our prospectus. Individual financial literacy and budgeting support for students on our talent-spotting schemes Web based advice regarding the pros and cons of the different choice elements (fee waiver, bursary, accommodation discount) of our Leeds Financial Support. 21 Accurate information for disabled students about the level of support they can expect to receive.
http://www.equality.leeds.ac.uk/university-policies-2/ Drawn up in partnership with Leeds University Union.
Bespoke IAG tailored to the needs of mature and part-time learners
84. We will provide the relevant information to UCAS and SLC in a timely and accurate manner, to populate their course databases to inform applicants. CONSULTING WITH STUDENTS 85. We have long seen the benefits of consulting our students in the formation and delivery of WP activity and have historically engaged with them in decision making processes at all levels of the institution. This activity ranges from student representatives helping to select winners22 of our Widening Participation Scholarships to formal (and informal) input into and monitoring of the Access Agreement through the relevant committees. See Annex 1 for the perspective of our Students’ Union. 86. During 2011 we formalised the University ‘Partnership’. Developed by students and staff, it describes our mutual expectations as members of the University community. Within the Partnership structures, student views have been sought both formally and informally in the development of the Access Agreement. At a formal level, there is student representation throughout the committee structures 23 that comment on, endorse and ultimately monitor the Access Agreement including the Education Engagement Implementation Group, Taught Student Recruitment Committee, Taught Student Financial Support Sub-Group and Senate. 87. The University and LUU have worked together to provide a simple and accessible database of volunteering activity. The Volunteering Hub promotes three key areas of our volunteering provision: ’Students into Schools’ programme; student-led volunteering projects; and quality assured volunteering brokered with the third sector. The Volunteering Hub also offers the opportunity for young people on our talent spotting programmes to get involved in different volunteering opportunities, giving them a broader view of university life pre-application. The Leeds for Life Foundation provides funding to support student-led volunteering projects both in the UK and overseas. 88. Our Educational Engagement Service employs students to help deliver activities on campus or in schools (often these students are those who progress to Leeds through WP routes). These student hosts are given debrief sessions with Careers Centre staff to assist them in identifying the skills they have developed through their work. This is also the case with our mature student Learning Champions who are involved in a range of activities with adults from local communities to encourage HE progression. By encouraging reflection in this way we continue to help enhance the development of skills in our student body. We offer a variety of roles and detail which skills a student host will develop within each of these roles allowing for students to target their skills development. Feedback from student hosts also help inform our training year-on-year. 89. Our Educational Engagement Service and LLC continue to work closely with LUU, incorporating a series of questions within the Financial Literacy project24 evaluation questionnaires on behalf of the Union; this provides the Union with an opportunity to gather information from pre-entry students about the kind of advice they would like to receive once at University and the format this might take. The Educational Engagement Service then provides the Union with a copy of the project’s annual evaluation report, helping them to shape future activities, information, advice and guidance.
22
Since 2006. These include the Taught Student Financial Support Sub Group (meets five times per year: September to July), Education Engagement Implementation Group (meets six times per year: September to July), Taught Student Recruitment Committee (meets three times per year: September to July), Senate (meets six times per year: October-July). 24 This project places University students in local schools and colleges to deliver a number of workshops on financial literacy as well as employability skills to year 12 and 13 students. 23
TARGETS AND MILESTONES
What we will do
Our milestones 2014/15 22%
Progress Towards 2014/15 Milestone
(Revised upwards from 20.5%)
22% 2014 entrants (internal data)
96.4% (revised upwards from 95.9%)
Exceed our 2013/14 recruitment performance of 15.5% of mature entrants from low participation neighbourhoods (LPNs) with no previous HE experience (HESA table 2a). Meet and then exceed our 2009/10 HESA benchmark of 3.9% participation of students who are in receipt of the Disabled Students Allowance (HESA table 7)
25% of our first year, full-time home/EU students (under 21) will be from a low socio-economic background (HESA table 1a)
Continue to exceed our 2012/13 HESA benchmark for retention of 95.9% for all first degree full-time home/EU students (HESA table 3a)
Milestones 2016/17
Our Outcomes 2019/20
23.5% (Revised upwards from 22%)
25%
96.4% 2012 entrants (HESA data)
96.7%
97%
16.9%
15.5% 2013 entrants (HESA data)
16%
17.2%
3.95%
5.7% 2013 Entrants (HESA data)
To be confirmed in 2017/18 AA
To be confirmed in 2017/18 AA
Outreach What we will do
What the outcomes will be 2019/20
Engage young people, their influencers, schools/colleges to raise aspirations and awareness of higher education by annually: Working with 80,000 young people25 Engaging 2000 influencers (parents, teachers and advisors) of young people Placing 1000 students in schools who will act as ambassadors for the University of Leeds Delivering three large scale ‘Festivals’ e.g. The Leeds Festival of Science Offering a series of discipline-specific outreach events Providing an intensive partnership with 10 schools as part of our talent spotting schemes (66% of pupils from disadvantaged backgrounds), also targeting over 300 schools/colleges with high proportions of WP students and embedding WP/fair access/funding messages in our work with schools.
Of those we work with:
25
95% of young people in years 5-8 are aware of higher education 95% of young people in years 9-11 will see university study as a realistic option. 90% of young people in years 12-13 will consider the University of Leeds or other higher education institution We will see increased levels of recruitment from targeted schools.
Target revised upwards since 2015/16 Access Agreement in light of the level of success against this measure (engaged 75,000 young people).
Bespoke support for the City’s young disabled people or those from a care background.
Of those we work with:
62% view higher education positively and see it as a viable option for them 95% have increased confidence through exposure to new and challenging experiences.
Longer Term Interventions - Reach for Excellence, Access to Leeds, Adult Education, Foundation Years, Plus Programme To support the ‘most able, least likely’ we will annually: Work with 800 young people in years 11, 12 and 13 supporting them to apply to a research-intensive university (Thomas Transition, Reach for Excellence and in subject specific talent programmes). Provide a guaranteed scholarship to 200 young people progressing to the University of Leeds.
Of those we work with:
Grow the numbers of students on our admissions pathways through: 2000 direct applications to Access to Leeds (A2L)
We will achieve:
For adults who have achieved FE Level 3/HE Level 0 (or equivalent) we will provide activities to raise aspirations, support academic development and independent Matrix-accredited Information, Advice and Guidance (IAG).
We will achieve:
To increase the number of adults studying at (FE) level 2 (or equivalent) to progress to Leeds we will engage 430 adults in activities (including a summer school, HE tasters and 8 campus study days).
Engaging with adults from low socio-economic groups to consider higher education we will deliver nonaccredited adult education in a range of curriculum areas in order to encourage progression to further FE study and to raise awareness of higher education as a longer-term option.
Annually, of those we work with:
We will offer bespoke targeted retention measures to ensure the support and success of disadvantaged students, for example young people leaving public care and our scholars.
To achieve this we will:
In year 11 50% progress to FE
In year 12 45% apply to a selective university 35% apply to the University of Leeds
820 A2L students per year at the University
210 successful applications to University of Leeds from Level 3 or HE Level 0 mature students from low socio-economic groups and/or under-represented BME groups. 280 adults directed to other HE provision. .
550 adults will be engaged in non-accredited activities 330 will indicate an interest in progression to higher education.
Extend support to scholars, A2L students and those who entered Leeds through foundation year course from pre-entry to graduation Maintain a high institutional retention rate at circa 97% Increase our low SEC student retention rate to 96% Maintain employability rates for students from low socio-economic backgrounds comparable with the whole cohort.
Annex 1 Access Agreement LUU 2015 Leeds University Union Strategy 1. At Leeds University Union (LUU) we have just completed our new strategic review plan for the next four years. This process involves researching 4058 students’ needs and wants through an online survey and focus group. This research was then used to construct our current strategic plan. The plan runs from 2014- 2018 and focuses on four areas of work. These areas of work are to inspire students to succeed, enrich student’s experiences and activities, empower students to make change and drive our student’s union into the future. Each area of work has specific targets working towards these goals. The research is also used in partnership with the University in the development of work and understanding students’ needs. Consultation 2. Consultation is a key part of policy work within LUU, both in consulting students but also in responding to consultation on behalf of students. Each year students at the University of Leeds elect 6 officers to represent them. Of those six offers we have an Equality and Diversity officer and a Welfare officer. The elected officers’ manifestos become part of their objectives for the next year and inform project work and campaigns. For the 2015/16 elections there were 8488 votes in total, the successful Equality and Diversity officer won with 3695 votes and 2185 for the Welfare candidate. 3. LUU is often consulted with from the University and external sources such as NASMA or Government consultations. LUU is a part of the University decision making process at every level and is consulted with when policies are made. An LUU student exec officer and staff member sit on University committees for example Taught Student Recruitment Committee, Taught Student Financial Support Sub Group and Progressing an Inclusive Taught Student Education Service group. As part of these committees student opinion is sought and represented in policy development, review and monitoring. Examples of this are the new scholarship offer and the annual Leeds Financial Support offer each year. 4. One mechanism we use to consult with our students is our forum system. Students bring ideas to the forums and a jury of randomly selected student peers vote whether the idea becomes policy. If it is a close vote it goes to referendum. This year some of the key issues that have come to through forums are: working with the University sports facilities to make them more affordable to those with low incomes and working with societies to make a ‘Time to Change’ pledge. Following the outcome of forums staff within LUU are assigned to passed policies and responsible to put them into action. Widening Participation 5. LUU is embedded within the raising aspiration work of the University of Leeds. LUU supports the following programmes: Access to Leeds, Realising Opportunities and Thomas Transition. 6. Within the Access to Leeds programme LUU participates in the summer residential and when they arrive in Leeds at the welcome talks. This has been a long running partnership and recently this has gained momentum as our current Equality and Diversity officer was an Access To Leeds student when she applied to Leeds. 7. In August 2014 we participated with the Thomas Transition programme for the first time by offering workshops on the cost of living in Leeds with case studies and activities to give pupils a taste of budgeting. 8. We also run scholarship student targeted events. This year putting on workshops and events especially for scholars including budgeting and energy saving and money saving deal hunting. Our Equality and Diversity officer has also been consulted with the Plus Programme offer to see how we can improve support for Access to Leeds students after they are accepted into the University of Leeds. The Plus Programme sessions are offered to students to improve their skills, including confidence building and presentation skills workshops, study skills (i.e. – essay support, time management, exam preparation, research skills and report writing) in the hope that this will support students whilst they are studying at the University of Leeds.
9. The strategic review research we conducted with over 4000 students has also been used in order to develop the scholar support. The University used the research to identify areas of support such as safety, money management and feelings of isolation. This was then integrated into plans for the Plus Programme, both in terms of communications to students but also in strategy and developing the Plus programme brand. Equality and Diversity 10. As part of the DSA reforms our Equality and Diversity officer has been integral in supporting students and communicating with the University. LUU is consulted throughout the Universities reporting structure and in developing the Universities response to the DSA reform and supports with key messages to concerned students. The Equality and Diversity officer sits on the working group focusing on this and is also feeding back concerns from students about these changes. 11. We have also launched Liberation Co-ordinators. These are students who volunteer to support other students in running and feeding into Liberation Campaigns both on campus and nationally. The liberation areas are: Black students/BME, Women students, LGBT* and Disabled students. The Liberation Campaigns exist to defend and extend the rights of those particular groups of students. These are groups of students who face discrimination in education and who are also oppressed in wider society. The students in these roles have fed into key activity throughout LUU such as LGBT History month but have also developed their own activity. The BME Liberation Co-ordinators have run local events in support of the Black Lives Matter movement and the LGBT Liberation Co-ordinators have ran stalls and social media campaigns about LGBT youth homelessness targeting MPs to raise awareness. This is the first year we have had Liberation Co-ordinators and so we are working to develop this programme with the students. 12. Black History Month- This work is important to engage with our Widening Participation students who identify with these ethnicities to help foster a sense of belonging. This helps with engagement and retention. We have been running events in Black History Month for several years. This year’s programme involved film showings and talks on history and career access to young people from under-represented and under-served backgrounds. 13. One of our focuses for our Equality and Diversity officer this year is to develop personalised careers support. She has been working with the careers centre on this with a pilot focusing on disabled students. Last semester we hosted an event with L’Oreal which focused on disabled students and how organisations can provide support in internships and graduate schemes. Although it wasn’t highly attended this was a successful event as topics such as disclosing disability and providing reasonable adjustments were covered. We are therefore planning to host another event this semester with Lloyds bank which will aim to focus on a wider range of students (such as BME, Women, disabled and LGBT students). 14. One policy that has been an area of work this year is the policy to increase access to affordable childcare on campus. As part of this policy we have started researching what students currently have access to in their local area and on campus and what childcare they need. We are currently conducting focus groups to find out detailed opinions and experiences of childcare in order to improve support and signposting for student parents. Welfare 15. Our Welfare officer has been looking at ensuring we are offering the right support throughout your course and this work has looked at money advice, departmental support and also a review of mental health services. 16. In order to provide students the right support there has been a survey rolled out across all Universities in Leeds. This survey is called ‘What Students Want’ and was designed by Leeds SUs together- a partnership of staff and officers across all Universities in Leeds. The idea behind the research was to see what students wanted from the general election in 2015. 1581 students completed the survey; of that number 883 were from the University of Leeds. The results have highlighted number of concerns for students in Leeds such as finding good housing, money worries, safety and the cost of transport. This research is being used to motivate students to vote, in conversations and debates with local MPs
and will be used in ongoing campaigns and policy work. 17. We also run networking and briefing meetings for Student Support Officers within the Universities. These meetings are targeted to staff in departments who offer support to students. The meeting this year involved updates on our advice campaigns, our “zero tolerance” to sexual harassment campaign and updates from the University appeals and complaints team, the head of student support and the student exec officers. These meetings help with retention and helps with on course support. 18. This year the Welfare office has also been working and contributing to the mental health review. In the spring of 2014, the University of Leeds signed the Time to Change pledge, followed in the summer by a review of its support services. LUU Welfare Officers Charlotte Warner and Freya Govus sat on a panel which heard evidence from services ranging from the Chaplaincy to the International Students office. Since then, the Welfare Officer has become part of talks about the integration of the mental health services that the University of Leeds provides to students. Recruitment 19. LUU is a key focus point in recruitment supporting the University open days. We do this through hosting accommodation talks and offering talks and tours about the support LUU has to offer. We also provide targeted money information to prospective students through the LUU money website and leaflets for students thinking of studying at the University of Leeds. These leaflets are handed out at open days and at any talks in schools or outreach or widening participation events that LUU contributes to. This leaflet covers how to check what you are entitled to, the University support, budgeting advice, money saving tips and how to become a Money Ambassador. 20. At various points throughout the year LUU is asked to deliver Student Finance or Budgeting workshops in schools in the local region. In 2015 two such school are Bradford Grammar and Ryburn High School. In these talks we cover Student Finance myths, how you can apply, cost of living and budgeting exercises and where to go for further advice. These talks received positive feedback and encourage students to apply to or continue onto Higher Education. Lifelong Learning Centre 21. We work closely with the Lifelong Learning Centre, the University department for part time and mature learners. This partnership involves supporting social events, advice, information and representation. We have a mature and part time society that we support. Currently the Equality and Diversity officer and the Education Officer are supporting the Mature and part time society to campaign against the age cap on the proposed new Post Graduate loans. 22. We also deliver money advice and energy saving workshops tailored to the Lifelong Learning Centre students who do not necessarily live in student accommodation and may have children. These workshops involve the national Citizens Advice Energy Best Deal project with a target to reducing fuel poverty. Partnership 23. The University and LUU have had a formal partnership agreement since 2011. This partnership is still active as demonstrated with the level of consultation but also in major projects such as the LUU building plans (http://www.leedsuniversityunion.org.uk/buildingproject/). This is an intensive refurbishment that will rejuvenate a lot of the LUU spaces accessed by students. This project is due to get under way in the Summer of 2015. 24. Our partnership is also celebrated with the Partnership awards each year. This year we have had over 1100 nominations and we are currently shortlisting the nominations ready for the event. The categories are Wellbeing Champion, Academic Rep, Best Feedback, Innovation Award, Inspirational Teaching Award, Mentor Award, Outreach Award, Personal Tutor Award, Postgraduate Teaching Award, Positive Impact Award, and the Supervisor Award. In particular the outreach award is for the person who has made an exceptional effort towards encouraging and working with potential students and supporting a diverse and inclusive environment. Shortlisting is still ongoing for the 2015 awards with awards to be given out at the end of April 2015.
Annex 2 Figure 1
Figure 2
Table 7 - Targets and milestones Institution name: The University of Leeds Institution UKPRN: 10007795
Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body
Reference number
Please select target type from the drop-down menu
Description (500 characters maximum)
Is this a collaborative target?
Yearly milestones (numeric where possible, however you may use text) Baseline year Baseline data 2015-16
T16a_01
HESA T1b - NS-SEC classes 4-7 (Young, full-time, undergraduate entrants)
first year full time home/EU students (under 21) from NS SEC 4-7.
No
2013-14
21
23
2016-17
23.5
2017-18
24
2018-19
24.5
Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum)
2019-20
25
We have revised our baseline to reflect our latest recruitment data as recorded by HESA (21% in 2013/14). This is againast a HESA benchmark for this group of students of 24.5%. We will work towards exceeding this HESA performance indicator. and have revised the targets from 201516-2019/20 to reflect increased ambition. We consider that maintaining our intake of students from low socio-economic groups at 25% will be a challenge and going forward will focus increased investment in success and progression activity.
T16a_02
HESA T2a - (Mature, full-time, first degree entrants)
mature entrants with no previous HE experience and from low participation neighbourhoods
No
2009/10
16.8
15.7
16
16.4
16.8
17.2
We are currently some way off our previously planned milestones for this target and, on advice, have revised our baseline year to our 2013/14 recruitment level and amended our targets between 2015/16 and 2019/20. This measure has historically shown a lot of volatility both in terms of actual performance and benchmark. In addition, the funding picture for FE colleges is highly challenging for the future. This will directly affect our performance against this target.
T16a_03
HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)
retention of all first degree full-time home/EU young and mature students
No
2012-13
96.4
96.6
96.7
96.8
96.9
97
We have revised our targets from 2015/16 onwards in light of our performance. Our aim is to reach 97% retention and maintain this figure.
N/A
This target will be revisited alongside our level of investment once we have a clearer picture of the arrangements for the Disabled Students' Allowances. Revised targets for 2016/17 will be detailed in our next Access Agreement submission.
96
We have increased the ambition of this target. It forms part of the ongoing work to increase our focus on student success and progression and is a highly ambitious aim.
T16a_04
T16a_05
HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)
Other statistic - Completion/Non continuation (please give details in the next column)
participation of students who are in receipt of the Disabled Students Allowance
Internal (Univeristy of Leeds own measure) continuation rates for full-time home/EU undergraduate students from NS SEC 4-7
No
No
2013-14
2013-14
5.7
93.2
N/A
N/A
94.8
95
N/A
95.4
N/A
95.8
Notes Alongside applicant and entrant targets, we encourage you to provide targets around outreach and student success work (including collaborative work where appropriate) or other initiatives to illustrate your progress towards increasing access, student success and progression. These should be measurable outcomes ‐based targets and should focus on the number of beneficiaries reached by a particular activity/programme or the number of schools worked with, and what the outcomes were, rather than simply recording the nature/number of activities.
Table 7b - Other milestones and targets.
Reference Number
T16b_01
Please select target type from the drop-down menu
Outreach / WP activity (other - please give details in the next column)
Description (500 characters maximum)
working with young people and their influencers to raise aspirations and achievement towards higher education and the University of Leeds
Is this a collaborative target?
No
Yearly milestones (numeric where possible, however you may use text) Baseline year Baseline data 2015-16
2013-14
74599
76000
2016-17
77000
2017-18
78000
2018-19
79000
2019-20
80000
Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum)
Following cessation of Aimhigher we will maintain our broad outreach programme to raise aspirations to higher education and the University of Leeds. However our additional investment and areas of growth will be directed towards targeted, long term interventions with identified individuals.
T16b_02
Operational targets
place 1000 students as ambassadors in schools and other educational settings
No
2012-13
736
1000
1000
1000
1000
1000
We seek to consolidate our achievement against this target and annually place 1000 ambassadors in schools.
T16b_03
Outreach / WP activity (other - please give details in the next column)
working in an intensive long term partnership with schools identified by less than 45% GCSE A*-C pass rate and by 66% of population from the lowest super output areas
No
2009/10
5
10
10
10
10
10
We will also continue to maintain relationships with over 300 schools and colleges. Through our Estimating Impact model to assess the effect of our outreach activity (set out in our Strategic Assessment) we are able to determine the impact in terms of outcomes on a broad institutional scale. We intend to continue to develop this work.
T16b_04
Operational targets
T16b_05
Operational targets
T16b_06
Operational targets
95% of young people we work with in years 5-8 are aware of higher education.
95% of young people we work with in years 9-11 will see university study as a realistic option. 90% of young people we work with in years 12-13 will consider the University of Leeds or other higher education institutions
No
2013-14
88
91
92
93
94
95
No
2013-14
92
93
94
95
95
95
No
2013-14
88
89
90
90
90
90
T16b_07
Strategic partnerships (eg formal relationships with schools/colleges/employers)
Working in partnership across the City, we will provide bespoke support for young people in public care and those with a disability. Of these, over 60% view higher education positively and see it as a possible option for them in the future.
No
2013-14
57
58
60
60
61
62
T16b_08
Operational targets
Of these young people we work with through the Projects, 95% have increased confidence through exposure to new and challenging experiences.
No
2013-14
90
91
92
93
94
95
T16b_09
T16b_10
T16b_11
Lifelong learning
Lifelong learning
Lifelong learning
We take a long term approach in engaging adults from low SEGs in LPN to explore the journey to higher education, starting with non formal adult education
Of those engaged, 330 will indicate an interest in higher education
We work with adults who are studying at FE Level 2, engaging in progression activities e.g. summer schools, HE taster days and campus study days
No
No
No
2011-12
2011-12
2011-12
314
193
297
425
225
385
450
270
400
500
300
410
500
300
420
Our work with young people in public care across the City is recognised nationally and brings together the Universities of Leeds, Leeds Social Services and the City Learning Centres. Building on this success we aim to establish a similar bespoke project for disabled youngsters in the City.
550
Non formal provision, predominantly communitybased, will be utilised to engage with underrepresented communities. These will be even more essential to adult outreach given the reduction in overall funding for adult education, which has a direct impact on the pre-Higher Education progression routes available.
330
Our current tracking of adults who complete our nonaccredited activity indicates that 60% express an interest in progressing to Higher Education, whether in the short or long term. By delivering clear messages about the benefits of HE and the financing of study, we intend to maintain this level of interest.
430
We will build on the successful 'Aspire:Beyond GCSE' project and our summer schools which were previously Aimhigher-funded to work with adults studying in the community at equivalent to encourage and support their progression. This will include working with a range of education providers.
T16b_12
Outreach / WP activity (other - please give details in the next column)
To support the 'most-able least-likely' to apply we will work intensively with young people in years 11, 12 and 13 to support them in applying to a research intensive University
No
2009/10
300
800
800
800
800
800
As part of our monitoting and evaluation framework, our Talent Spotting schemes are being evaluated. The results of this evaluation, due in June 2015, will impact on all targets associated with the schemes. We have therefore not increased existing targets nor set new ones. Any increases to the ambition of our targets will be applied in 2017/18.
T16b_13
Strategic partnerships (eg formal relationships with schools/colleges/employers)
Of those we work with through Thomas Transition in Year 11, 60% will progress to level 3 qualifications 2016/17
No
2012/13
0
55%
60%
60%
60%
60%
As above
T16b_14
Outreach / WP activity (collaborative - please give details in the next column)
Of those we work with through such talent spotting schemes, 45% will apply to a research intensive university and 35% will register at the University of Leeds
No
2009/10
45% and 35% 45% and 35% 45% and 35% 45% and 35% 45% and 35% 45% and 35% As above
T16b_15
Contextual data
Expand the number of direct applications through Access to Leeds
No
2015-16
1673
T16b_16
Contextual data
Expand the number of students registering through Access to Leeds
No
2014-15
T16b_17
T16b_18
Lifelong learning
Lifelong learning
For adults who have achieved FE level 3/HE Level 0 or equivalent we will seek to expand our successful applications to the University of Leeds
Expand the number of successful mature student applications to other HEIs, through collaborative outreach activity undertaken in LPNs regionally
No
No
2009/10
2012-13
165
267
1673
1800
1900
1975
2000
650
710
750
790
820
190
267
200
267
200
270
205
275
We will build on and expand our proven Access to Leeds Scheme.
210
Through our information, advice and guidance and outreach activity we have a track record of supporting successful applications from Widening Participation cohorts. We are currently optimistic that clear messages on fees and the benefits of a degree from the University of Leeds will lead to an increase in these numbers.
280
The University of Leeds may not be the appropriate destination for a proportion of the adults we work with and it is important that we are able to offer impartial information, advice and guidance on progression elsewhere.
2760
We have expanded our scholar support mechanism to include care leavers and Access to Leeds. The Plus Programme will be central to helping us achieve our planned second wave targets focussing on student support and progression. As such, the number of participants is intended to grow as is the level of engagement with these students.
Operational targets
Support our scholars and vulnerable students through a series of bespoke targeted retention measures
T16b_20
Outreach / WP activity (collaborative - please give details in the next column)
Through the Realising Opportunities collaboration with 11 other research intensive universities.
Yes
2013-14
62
60
60
60
60
60
The targets have been revised upwards by the RO universities. Targets listed represent the University's proportion of the collaborative target set by the Realising Opportunities partners.
T16b_21
Outreach / WP activity (collaborative - please give details in the next column)
Across the partnership of Excellence Hubs (a collaboration with the Universities of Sheffield, Hull and York) we will provide IAG decision making conferences for years 8/9, 11 and 12 students.
Yes
2011-12
800
2000
2050
2100
2150
2200
Excellence hub partners have agreed to continue the scheme after losing an HE partner but have revised targets downwards accordingly.
Outreach / WP activity (collaborative - please give details in the next column)
The partnership between the University and IntoUniversity supports young people from disadvantaged backgrounds (below the age of 13) in East Leeds. The scheme currently works with 11 primary schools with more than 35% Free School Meals and has an aim to work with 900 students from East Leeds by 2016/17 and a further 900 from South Leeds by 2017/18
900
Targets reflected the engagement aims agreed between the University and IntoUniversity. The contract between the University and IntoUniversity runs for 5 years in the first instance. The drop in targets in 2019/20 reflects the end of a five year period for the first centre.
T16b_19
T16b_22
Optional commentary on milestones. This box is character-limited to 1000 characters; however, we are happy for you to upload additional ‘supporting information’ as a separate Word/pdf document.
No
Yes
2014-15
2014-15
1070
450
1625
1250
2333
1700
2510
1800
2650
1800
