Widening Access at the University of Strathclyde Al Blackshaw, Senior Widening Access Support Officer The Widening Access Team mission: to increase opportunities and remove barriers to study and success for those from widening access backgrounds

Our activities Getting ready Getting in Staying in Getting on Pre-application aspiration raising Getting in Improving attainment, improving applications, admissions; Staying in Supporting and retaining our widening access students; Getting on Maximising employability and the ‘value added’ of HE Broadly, our activities are divided into four distinct areas as identified by the Social Mobility and Child Poverty Commission. We have pre-application aspiration raising activities; work geared towards improving school attainment and the quality of applications to us; activities centred around supporting and retaining our widening access students; and work aimed at maximising the employability of our graduates.

Support through the learner journey Into Employment Collaboration with Careers Service to publicise opportunities (e.g. internships) Employer workshops for WA students Getting on During Degree WA Internships Mature Students’ Association Study Skills, Maths Skills Support Centre Staying in Social Responsibility Pathway of the MDP Student Carers Committee Strathclyde Cares CLL, Pre-Entry Access Course Transitions Access, Later Life Learning SWAP Study Skills Day The four stages of activity mean that we engage with widening access learners throughout their journey all the way from primary school, into secondary school; then either directly into the University, or perhaps via other routes such as college, or adult returners to study later in life. We continue to support them throughout their degree studies, and into the world of employment. Here are just a few of the activities which we operate. We have members of staff and projects engaging with primary school pupils, secondary pupils and those applying from college and access. Support for widening access learners does not stop once they enter university. Part of the team is dedicated to supporting widening access students during their degree, allowing them to get the most out of their time here. Finding Your Way activities for mature students College Making the Most of an Open Day FOCUS West – S3 College Campus Days Getting in Social Mobility Foundation Partnership Secondary School Access to Careers in Teaching programme with GCC, UWS & UoG Getting ready Primary School The Crystal Maze Whodunnit?

Support for staff Internal External Contextual Data/Admissions Support Needs Various Committees Data Interpretation Online Training Subject Choice Guidance Entry Requirements Reference Writing Workshops Principal’s Annual WA Updates We do not just support the learner journey as we recognise that staff and advisers have a key role to play in ensuring on-course success. So we also support a variety of staff, both internally and externally to Strathclyde.

Commission on Widening Access (CoWA) In the 2014-15 Programme for Government the Scottish Government set out its ambition that every child, irrespective of socioeconomic background, should have an equal chance of accessing higher education. This Commission on Widening Access was established to advise Ministers on the steps necessary to achieve this.

34 recommendations (March 2016) Commission on Widening Access (CoWA) Call for evidence (June 2015) Literature review (barriers to fair access) Consultation events/meetings across Scotland Expert groups of practitioners and professionals 34 recommendations (March 2016)

Appointment of Commissioner: Professor Sir Peter Scott Professor of HE studies at UCL Previously Vice-Chancellor of Kingston University and Pro Vice-Chancellor for external affairs, University of Leeds Chaired WP strategic committee of HEFCE Strathclyde Widening Access Manager, Dr. Stephanie Mckendry, seconded to SG from December 2016 to support Professor Scott Photo: http://www.heraldscotland.com/news/education/15047974.Universities____let_down____students_from_college/

Some CoWA Admissions Recommendations:

University of Strathclyde Admissions Policy Focuses on 3 pieces of contextual data: MD40 Low progression school Care experience

University of Strathclyde Admissions Policy “Where an application carries a data flag for any or all of these factors, it will be considered as being eligible for consideration on the basis of a contextualised offer. The academic selector considering the application will reduce the requirements of the offer to be made to the applicant by at least one grade, in comparison to any other applicant being made an offer in the same year. Any offer made to a candidate with a contextual data flag will be in line with our contextual offers which are published on our website.” Currently applies to SQA Highers. Alternative qualifications considered on a case-by-case basis. Using contextual information is not new.

MD40/SIMD40* Based upon an applicant’s home postcode Takes into consideration range of data across 7 domains Differing terminology, quintiles 40% most deprived areas of Scotland *Index is updated every few years, so if you are unfamiliar with it conducting your own analysis can be tricky

Scottish Index of Multiple Deprivation SIMD is a tool for identifying areas in Scotland suffering from multiple deprivation Employment 7 domains are combined into a single index Income The Scottish Index of Multiple Deprivation (SIMD) Health Education, skills and training Geographic access to services Crime Housing

Postcodes matter Percentage of school leavers from publicly funded secondary schools in Scotland by follow-up destination category and 2012 SIMD Decile, 2012-13 http://www.sfc.ac.uk/web/FILES/Statistical_publications_SFCST062015_LearningforAllMeasuresofSuccess/SFCST062015_Learning_for_All_2015_Measures_of_Success.pdf

Low progression school Schools from which low proportions of pupils progress directly to HE (including HN study) SHEP Plus, 30% or lower (2011 – 2014 median) 115 schools Careful with terminology – no sector-wide consensus on ‘low progression’. If in doubt, contact wideningaccess@strath.ac.uk

Schools matter National progression rate to HE for school leavers in 2013 – 38.6% School A – 9% School B– 14% School C– 22% School D – 80% School E – 73% All of these examples are for LEA maintained schools in Scotland.

Schools matter: Barriers Opportunities to attend Open Days, gain extra-curricular experience Options in the Senior Phase School resource, advice and guidance Family support, attitude to debt Social capital Comment upon rurality – different degree portfolios of universities, some unique subjects – travel time and cost, plus overnight accommodation costs if very far? Not always feasible for low income families

Care experience 3 months or more Residential care Foster care Looked after by friends/relatives Looked after at home By far the smallest of the 3 groups Contact: d.duncan@strath.ac.uk

Care Leavers and Higher Education January 2015, http://www.centreforsocialjustice.org.uk/publications/finding-their-feet 11% of homeless young people in London have been in care 24% of the adult prison population in England and Wales have been in care 70% of London sex workers have been in care

Questions? Contact details: Al Blackshaw Senior Widening Access Support Officer a.blackshaw@strath.ac.uk