1. Universities’ support for iag in schools
Professor Les Ebdon CBE
Director of Fair Access to Higher Education

2. What is the Office for Fair Access?
We promote and safeguard fair access to higher education for people from lower income backgrounds and other under-represented groups
The independent public body that regulates fair access to higher education in England 
Led by the Director of Fair Access to Higher Education (me) who is appointed by Minister for Universities and Science (Jo Johnson)
Universities and colleges charging higher fees must have a plan for fair access (‘access agreement’) that’s approved by me
If they don’t, or they break the agreement they’ve made with me, I can fine them, or limit the level of fee they can charge.

3. Who are we talking about?
OFFA promotes access to higher education for ‘under-represented groups’:
people from lower socio-economic groups or neighbourhoods where few go to higher education
people from low income backgrounds
some ethnic groups or sub-groups, including White males from economically disadvantaged backgrounds
disabled people
mature and part-time learners
young people who have been in care
carers
people estranged from their families
people from Gypsy and Traveller communities
refugees
students with mental health problems, Specific Learning Difficulties and/or who are on the autism spectrum.

4. TEN things you might not know….
… about universities’ support for IAG in schools

5. 1. Universities want good IAG in schools
Universities can only recruit from the pool of people who apply with the right grades in the right subjects.
Effective IAG will increase the number of people from disadvantaged backgrounds in this pool, enabling universities to improve access.
“The key reason why too few students from disadvantaged backgrounds even apply to leading universities is that they are not achieving the right grades in the right subjects at school … School attainment, advice and aspirations must all be dramatically improved if we are to remove the real barriers to fair access.” 
The Russell Group (which represents 24 universities that require very high UCAS tariffs for entry)

6. 2. Studying the right subjects is key
“Choosing your A-level (or equivalent) subjects carefully is really important – especially if you have aspirations to study at a leading university.” The Russell Group 
30% of 18 year-olds at university wish they had chosen different A-level subjects
over 40% wish they had thought more about what subjects might help them get into university
only half feel they were suitably informed about how A-level subject choices would affect their application to university
Source: Which? University survey, 2016

7. 3. Challenge from OFFA We negotiate hard over access agreements
We challenge universities and colleges to make more progress on access:
We negotiate hard over access agreements
We only approve those that are stretching for the institution
We expect them all to do sustained, targeted outreach work (including information, advice and guidance)
We put particular pressure on the universities with the highest overall entry requirements
This challenge is a key incentive for them to work with you to provide effective IAG and thus improve access.

8. 4. Access agreement targets
Universities and colleges must set themselves targets in their access agreements, not just to improve access at their own institution but to effect change more widely across the whole sector.
If they don’t make enough effort to meet these targets they get greater challenge and scrutiny from us – maybe even a fine or other sanction.
This incentivises them to work with you because:
supporting schools with IAG helps them progress towards their targets
your expertise can help them operate in more impactful ways.

9. 5. Government pressure
The Government has also issued challenge to universities and colleges.
The Prime Minister has set two targets for increased access by 2020.
“We are asking universities to go further and faster than ever before, especially the most selective institutions. We want to see smarter spending, with more outreach and much deeper partnerships with local schools.” (Formal guidance from Universities Minister Jo Johnson)
“All universities should work with schools to ensure that outreach programmes are provided” (Alan Milburn, Social Mobility and Child Poverty Commissioner)

10. 6. Universities are investing

11. 7. Universities have expertise
OFFA also supports universities and colleges in improving access:
We support research and knowledge sharing that helps them understand what works best: e.g. forthcoming project on evaluating impact of outreach with the Sutton Trust
We highlight effective approaches: e.g. ‘A journey to medicine’ – outreach guidance with the Medical Schools Council
We facilitate links between academics and widening participation teams so that developments in thinking can translate into activities that have greater impact
So universities and colleges have knowledge that they can share with you.

12. 8. You could be in a target area
We encourage universities and colleges to help with outreach and IAG in areas of the country where relatively few people go into higher education.
Some of the lowest higher education participation areas in England are in rural or coastal locations.

13. 9. You can help them help you
There are many challenges for universities and colleges in providing (and evaluating) effective outreach and IAG across many different schools.
They are learning all the time how to improve impact.
Effective collaboration means your expertise can support them in providing what your students need.
Fair access is a shared responsibility: universities cannot ‘fix the problem’ all by themselves.

14. 10. You are really important
Top sources of advice/guidance for higher education applicants:
Parents and guardians (87%)
Personal tutor (70%)
Source: The Sutton Trust/BIS/UCAS Tracking the decision-making of high-achieving higher education applicants (2012)
Some pupils may only know one person who went to university: you.

15. What to look for The most effective outreach/IAG schemes:
involve meeting people, not just providing leaflets or websites
raise aspirations – higher education is for ‘people like me’
include accurate information on finance and subject choices
start early, before key decisions are made and opinions formed
are sustained, not just a one-off intervention in sixth form
are targeted
tailor engagement to individuals
include parents and other key influencers.
©University of Nottingham
©Newcastle University

16. Thank you for listening
Useful resources for teachers and advisers: