1. 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

2. 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.

3. 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?

4. 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.

5. Commission on Widening Access (CoWA)
In the 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.

6. 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)

7. 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:

8. Some CoWA Admissions Recommendations:

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

10. 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.

11. 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

12. 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

13. Postcodes matter
Percentage of school leavers from publicly funded secondary schools in Scotland by follow-up destination category and 2012 SIMD Decile,

14. 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

15. 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.

16. 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

17. 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:

18. Care Leavers and Higher Education
January 2015,
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

19. Questions?
Contact details: Al Blackshaw Senior Widening Access Support Officer