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Reach Partnership

Reach Partnership. Widening Participation Research. Do WP activities have any impact on PP students?. Context. Opportunity from Reach partnership to develop research in to the impact of WP activities on Pupil Premium students.

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Reach Partnership

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  1. Reach Partnership Widening Participation Research. Do WP activities have any impact on PP students?

  2. Context Opportunity from Reach partnership to develop research in to the impact of WP activities on Pupil Premium students. Aim that in the future there will be more research projects being developed. The Rushey Mead model will be rolled out as one possible way of approaching research.

  3. Why ? A passionate belief that there is more work to be done in developing equal access to Higher Education. Undertaking research that both supports the students at Rushey Mead and also provides vital evidence to share with others based on qualitative and quantative research.

  4. However…… Pupil Premium students are often not starting from an ‘even playing field’ and so the interventions needed and support required are complex’. Often students are involved in W.P activities but it is hard to track their progression and really monitor the impact of interventions. Is it worth investing time and providing opportunities if there are no tangible positive benefits?

  5. Pupil Premium? The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’). Schools also receive funding for children who have been looked after continuously for more than six months, and children of Service personnel. When tracking Pupil Premium, schools may wish to include all 3 of these categories.

  6. Widening Participation Cohort Currently a student will fall into the cohort if they meet the following criteria: They are predicted a 40% (city)/ 50% (county) chance of achieving 5+ A*-C GCSEs AND They are eligible for Free School Meals (FSM), OR They fall within one of the 20% most deprived areas nationally according to the Indices of Multiple Deprivation (IMD), OR They fall within one of the 20% lowest young HE participation wards (quintile 1) of POLAR3, OR They fall within one of the 40% most deprived areas nationally according to IMD AND within one of the 40% lowest young HE participation wards (quintile 1 or 2) of POLAR3

  7. Current statistical evidence Spending Round 2013 Universities UK ‘The most advantaged 20% of 18 year olds remain three times more likely to go to university than the least advantaged 20%

  8. Also…….. ‘Eighty per cent of new jobs projected to be created in 2017 will be occupations with high concentrations of graduates. As the structure of the UK economy changes, and knowledge intensive jobs replace lower skilled and mid level jobs, our competitiveness will increasingly depend on unlocking talent from all sectors of society.’

  9. Widening Participation in Education DfE report 2013 Table 1: Estimated percentage of maintained school pupils aged 15 by Free School Meal status who entered HE by age 19 Academic Years 2005/06 to 2010/11 UK Higher Education Institutions and English Further Education Colleges Estimated % who entered HE FSM [1] Non-FSM [1] Gap (pp) [2] All 2005/06 13% 33% 20 30% 2006/07 14% 33% 19 31% 2007/08 15% 33% 18 31% 2008/09 17% 35% 18 33% 2009/10 18% 36% 18 34% 2010/11 20% 38% 18 35%

  10. Regionally Estimated percentage of maintained school pupils aged 15 in 2006/07 by Free School Meal status who entered HE in 2009/10 at age 18 or 2010/11 at age 19, FSM gap FSM nonFSM gap All Leicestershire 16% 39% 23 38% Leicester 26% 38% 12 36%

  11. However…….. Emma Lee-Potter Careers and Higher Education April 2014. ‘Students from state schools do better at university than youngsters who achieve the same A level grades at independent schools.’ Why?

  12. Arc Network report to HEFCE August 2013. The most successful programmes of IAG interventions for under-represented groups appear to be those which start early, are personalised, integrated into outreach and other support, and address priority information needs, including HE finance, HE applications processes and requirements and employment opportunities. HE students and other positive role models can make a significant contribution to delivery of IAG interventions and partnerships between higher education providers can support the provision of impartial IAG. It is a major challenge to ensure that influencers working with under-represented groups are well informed about HE. It is vital to develop a clear strategy for reaching out to influencers, evaluate interventions and identify and share what works.

  13. But………… ‘72 per cent of White students with three Bs at A level gained a first or upper second class degree, compared to 56 per cent of Asian students and 53 per cent of Black students.’ Students from disadvantaged areas did less well at university than those that had the same grades but came from more advantaged areas’

  14. Aspiration interventions The education endowment foundation. ‘Young people actually have high aspirations, implying that much underachievement results not from low aspiration itself but from a gap between aspirations that do exist and the knowledge and skills that are required to achieve them.’

  15. Big Questions????? So what actually is the impact? Are some activities more impactful than others? How do we know this and how can we measure this? What data can back this up? How reliable is data? Which Universities do PP students go to? What are the experiences of PP students? What is the drop out of PP students? How does this compare with other students?

  16. Focus of research In 3 parts. 1. Current data and findings on impact at a national level. 2.Impact at local level and how this compares with national. 3. Specific impact on students at RMS

  17. Time line National and regional picture by end of July 2014.Desk top research quantative data Qualitative data /interviews with Rushey Mead students by end of November 2014. Final report January 2015.

  18. Get involved……. Contact zconneally@rusheymead-sec.leicester.sch.uk Tel 01162663730 (1624) Your questions…........

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