Southern Universities Network WP practitioners conference 2016 Sarah Howls Head of Student Opportunity Winchester 07 January 2016

Over a decade of investment WP allocation since Mainstream allocation for disabled students – Improving retention introduced in P4P in Aimhigher Lifelong Learning Networks NNCO Funding widening participation

Young participation above and beyond trends in GCSE attainment

Improving retention Full-time first degree non-completion rates

Participation gaps: trends Young cohort entry rates (aged 18 or 19 on entry) by background (UCAS, 2014) Q1 (disadvantaged) Q5 (advantaged) Q2 Q3 Q4

Gaps in young participation: Liverpool Young participation: Liverpool

Trends: Part-time and full-time entrants, undergraduate and postgraduate

National Networks for Collaborative Outreach Funding from January 2015 to December local networks achieve coverage of 4,600 schools and colleges across England 3 national networks created: NNECL Open University Oxford and Cambridge Eight NNCO projects including access in rural and coastal contexts Seven projects exploring GCSE attainment gaps, BME IAG needs, and local skill strategies Brighton

Apprenticeships Proportion of starts on higher apprenticeships increased from 2.1% in to 3.9% in Source: FE data library Apprenticeship starts by framework and level Apprentice starts by level

Green paper expectations Double the proportion from disadvantaged backgrounds in HE by % in 2009 to 27.2% in 2020 Increase BME access by 20% by 2020 Progression of white males Access to the most selective institutions remains a priority Government priorities and targets

How the TEF will support social mobility TEF should recognise institutions’ track record – eligibility contingent on access and success Metrics broken down by student groups Outcomes of HE and gains by different student groups Use of retention as key metric Ways in which provision reflects diversity of needs Students helping to shape study Social Mobility

Director for Fair Access (DFA) to focus on progression and success for groups where evidence of more needing to be done UUK to set up social mobility advisory group UCAS to consult on name blind admissions Close links to TEF The new architecture to bring activity together in one body Possibly expand role of DFA – setting targets? Data Degree apprenticeships OfS to increase onus on providers Social mobility proposed actions The Green Paper outlines a number of steps to be taken

Outcomes of the spending review £120m reduction to teaching funds announced Actual reduction is larger BIS statement requires up to 50 percent reduction to SOF Requires SOF to be retargeted and focused on institutions with the most effective outcomes Will ask DFA to ensure institutions take more responsibility for social mobility Investment to secure social mobility

BME A-level Analysis graduates by ethnicity, entry qualification and degree classification Source: HEFCE September 2015, Differences in degree outcomes: The effect of subject and student characteristics

HE outcomes by POLAR3 quintile Percentage point difference of the outcome from the sector-adjusted average for the four outcomes, by POLAR3 quintile

Postgraduate progression 53.9% of quintile 1 students intending to study were doing so six months after graduation compared to 65.5% of quintile 5 students

Curricula, learning and teaching practices Staff-student relationships (belonging) Differences in social, cultural and economic capital (hidden curriculum) Psychological and identity factors Differential outcomes: Explanatory factors

Government announced changes to DSA support from Institutions to provide NMH in bands 1 and 2 (except sighted guides) Institutions to provide specialist transcription services Institutions to cover cost of their own or their agent’s specialist accommodation Standard computer peripherals only funded by exception (follows change to funding of entry level computers) Support for disabled students

DSA changes require further investment by HEPs Removal of most NMH support at bands 1 and 2 BIS estimate this as 8 percent of total NMH support = £6.5m approx. (Total NMH spend = £81.9m) Impact will be varied across sector Students with SpLDs most affected Sector average = 4.6% SpLD students Some institutions considerably higher Disabled students

Institutions with highest proportions of students with SpLD (sector average = 4.6) InstitutionPercentage of students with SpLDs Leeds College of Art25 Falmouth University23 The Liverpool Institute of Performing Arts 21 Royal Agricultural University20 University for the Creative Arts16 Norwich University of the Arts16 Royal College of Art15 Rose Bruford College15 Central School of Speech and Drama15 University of the Arts, London15

Number of students with mental health problems

increasing demand for services proposed changes to the way in which funding is delivered to support disabled students moving to a social model of support working with external agencies increased pressure on resources. Provision and support for disabled students: challenges facing institutions

HEFCE receives its grant letter from Government Funding decisions made by HEFCE Board Funding decisions communicated to sector What happens next?

Thank you for listening

How to find out more Twitter web-site governance-hefce distribution list HEFCE update, our monthly e-newsletter

Copyright The copyright in this presentation is held either by the Higher Education Funding Council for England (HEFCE) or by the originating authors. Please contact for further information and re-use