Local Work Kent & Medway Progression Federation Lisa Clements

COLLABORATIVE OUTREACH Partnership Working

Introduction The Kent & Medway Progression Federation is a partnership between Canterbury Christ Church University, the University of Greenwich, the University of Kent, the University for the Creative Arts, Kent County Council, Medway Council and 40 partner schools, working together to raise the aspirations and attainment of young people in Kent and Medway who may not otherwise consider higher education as a route to success.

Partnership Characteristics  Equality of governance  Cost effectiveness of collaboration - pooling resources rather than funds - Joined up approach to monitoring and evaluation  Sharing of expertise  Prioritising student need over institutional agenda

The School Perspective  Equal voice  On site progression mentor  Bespoke activities  Direct access to universities  Staff training “KMPF have continued to support significant culture change in Kent High Schools, providing a vehicle for schools to access HE institutions. Given the need for HE to develop Access Agreements which includes attracting and including the disadvantaged within HE admissions, the mutual benefits from collaboration have never been more tangible and important for all institution phases.” Partner school head teacher “KMPF have continued to support significant culture change in Kent High Schools, providing a vehicle for schools to access HE institutions. Given the need for HE to develop Access Agreements which includes attracting and including the disadvantaged within HE admissions, the mutual benefits from collaboration have never been more tangible and important for all institution phases.” Partner school head teacher

Targeting a cohort for KMPF All students should be identified according to the following criteria: First generation HE students with no parental background in HE Students live in a deprived neighborhood (according to student post code profile which KMPF can supply) Academic potential to progress to Higher Education level using FFT data or current actual data In addition, the following students should be targeted: Looked after children and students with disabilities who have the potential to progress to Higher Education level

Progression framework Year 13+Y12Y11Y10Y8/9 School progression mentor – supporting the cohort throughout the year and helping to identify and co-ordinate a range aspiration raising and progression activities for these students Identify and plan activities for coming year (Level 1 and 2) Identify and plan activities for coming year (Level 1 and 2) Identify and plan activities for coming year (Level 1 and 2) Information on HE finance/bursaries/grants (Level 1 and 2) Financial information for parents/carers/ students at Parents evenings (Level 1 and 2) Support transition to 6 th form/ FE and help with applications (Level 1 and 2) Presentation on HE opportunities at Parents’ evening (Level 1 and 2) HE Talk delivered by Undergraduate Ambassador (Level 1 and 2) Continued UCAS support (Level 1 and 2) UCAS/other application support (Level 1 and 2) HE Ambassador Support with GCSE English and/or Maths or other subjects (Level 2) HE Talk delivered by Undergraduate Ambassador (Level 1 and 2) HE Options Evenings to discuss range of options and their implications (Level 1 and 2) Higher level skills and subject support (Level 2) Higher level skills and subject support delivered by HE Ambassador (Level 2) HE Talk delivered by Undergraduate Ambassdor (Level 1 and 2) Visit to HEI and FEC including taster session at HE (Level 1 and 2) Generic, light touch visit to HE campus (Level 1 and 2) Attend HE Convention (Level 1 and 2) Study Skills/Homework support delivered by HE Ambassador (Level 2) HE Ambassador Support with GCSE English and/or Maths or other subjects (Level 2) Ambassador Support with GCSE English and/or Maths or other subjects (Level 2) This is a suggested framework – please tailor to suit the needs of your students.

Issues: Balancing school timetables with delivery of a sequenced, complementary set of activities Activities can have a detrimental effect if the student has a negative experience What are the key components of an effective activity: (interactive; focused; involve trained HE ambassadors 52 out of 60 staff surveyed said that HE Tasters and Campus Visits were the most useful for students Campus visits. These were regarded as one of the most important activities because of the effect they are perceived to have on widening learners’ horizons. NfER Student Experience - Individual activity

Student Experience - Activity feedback Gives deeper understanding of subject Gives insight into difference between learning in a school and in a university Encourages students to think about their future study Gives deeper understanding of subject Gives insight into difference between learning in a school and in a university Encourages students to think about their future study Tailored Information on subjects and a wider range of subjects More input from undergraduate students A chance to mix with other schools on the activity Tailored Information on subjects and a wider range of subjects More input from undergraduate students A chance to mix with other schools on the activity Appreciated opportunity to meet an undergraduate Good fun and different from school environment Mixed views on campus tour – either too long or too short Appreciated opportunity to meet an undergraduate Good fun and different from school environment Mixed views on campus tour – either too long or too short Interactive sessions and less talking A chance to see a lecture (sixth form students) Hear more from students studying this subject at university and career options Interactive sessions and less talking A chance to see a lecture (sixth form students) Hear more from students studying this subject at university and career options Fun and new Opportunity to find out new information about university life Encourages students to think about their future Fun and new Opportunity to find out new information about university life Encourages students to think about their future Shorter workshop A variety of workshops and subjects rather than one subject Talks from students studying these subjects Subjects that they have personally chosen Students missing out on attending a specific taster because it was full would like the opportunity to attend an alternative day Shorter workshop A variety of workshops and subjects rather than one subject Talks from students studying these subjects Subjects that they have personally chosen Students missing out on attending a specific taster because it was full would like the opportunity to attend an alternative day What students thought generally What students would like to see more of Campus Visits Master classes HE Tasters

Participation and attainment

 Commitment to continue to  Flexible and responsive strategic plan.  Sharing collaborative data base.  Every partner has an equal voice.  Cohesive organisation.

Lisa Clements Schools Manager

Local Work Kent Youth County Council Nabhan S. Malik