Transcript Document

Using Admissions to bridge the gap for
care leavers
2 March 2015
Welcome
Dan Shaffer, Head of Professionalism in Admissions
What is SPA?
Set up in 2006 following the Schwartz Report Fair Admissions to
Higher Education: Recommendations for Good Practice 2004
“ The Group recommends the creation of a central source of
expertise and advice on admissions issues. Its purpose would
be to act as a resource for institutions who wish to maintain and
enhance excellence in admissions. Such a centre could lead the
continuing development of fair admissions, evaluating and
commissioning research, and spreading best practice.”


UK’s independent, fully funded and objective voice on fair HE
admissions
What is Fair Admissions?
1. be transparent
2. enable institutions to select students who are able to
complete the course as judged by their achievements
“Equal opportunity for all
and their potential
individuals, regardless of
3. strive to use assessment methods that are reliable and
background,
to gain
valid
to a course
suited
4.admission
seek to minimise
barriers
to applicants
to their ability and
5. be professional in every respect and underpinned by
aspirations.”
appropriate institutional structures and processes
Plan for the day

Showcase good practice examples to highlight how applicants in
and leaving care are supported through the admissions process

Encourage greater teamwork and co-ordination of support from
outreach, through admissions, into student retention and beyond

Your insight and input

Sharing ideas, issues, insights, good practice

Openness and confidentiality
Six discussion themes:
Plan for the day
Collaboration
between
teams
additional
consideration
in Clearing
Collaboration
between HEPs
additional
consideration
in selection
Using
dedicated
policy as a
driver
additional
consideration
in support
Hearing the call: the growing evidence base for the
role of admissions in supporting care leavers
2 March 2015
Pip Gilroy, Admissions Support and Development Advisor
SPA supporting care leavers through the admissions
process
•
SPA signed up to Buttle UK’s statement of commitment
to looked after children and care leavers in education
•
Care leavers to be embedded in all areas of SPA’s good
practice e.g. contextualised admissions
What is Fair Admissions?
A commitment to fair admissions, within an effective
applicant experience strategy influences your students’
preparation
engagement
attitudes
Which affects not only the
quality of their student
experience, but whether or not
they seek to be your students
at all
and shapes the ‘psychological contract’ early on
for motivating retention and success
Fair Admissions and the Applicant Experience
We recommend adopting a behavioural view of ‘experience’:
Interactive participation and engagement,
not a passive journey
 Applicants are not passengers
 Education providers are more than just destinations
 Information, advice and guidance are only beneficial if they
inform, advise and guide
Why is a good applicant experience important?
A good applicant experience
A bad applicant experience
... is mutually beneficial to the
applicant and the HEP
... is inherently detrimental –
both lose out
... prepares, informs and
provides equality of opportunity
... perpetuates barriers and
disengages applicants/advisors
... accurately matches
... risks incongruence
... improves student retention
and enhances the HEP’s
strategic mission
... leads to unfulfilled potential
and increased drop-out
Using Admissions to bridge the gap for care leavers
application
pre-application
post-application
transition
Contextualised admissions and holistic assessment
SPA’s call for evidence
• Call for specific good practice examples to identify where
admissions can be an active agent in supporting care leavers
• Identify how applicants in and leaving care are supported through
the admissions process
• Purpose:
 To give HEPs examples of what could be done (big & small)
 Where the gap can be bridged – what more support is needed?
 Share experiences and develop recommendations
 To improve co-ordination and co-operation across teams
• 14 survey responses – but it’s not too late! Please do still send in
any examples of good practice, especially if today gives you ideas
Findings: Definition of a care leaver
care
for
• Experienced
Definitions of in
care/care
leaver
vary for
across
different
In care
at least
13
longer
than
3
HEPs
or even
across
departments
weeks, spanning 16th
months
UK Home
• Different
definitions for differentbirthday,
purposes:
student
 Bursary eligibility
 Scholarship eligibility
Under 25, about to
Under 24 when they
 Accommodation provision
leave the care of the
start; those in kin Summer school provision
LA, housed in foyer
care & those who are
accommodation…
estranged
Findings: Definition of a care leaver
•
•
Pro’s of a single definition:

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Easy to understand
Consistent
Easy to compare
Easier to do shared work
Transparent
Pro’s of multiple definitions:

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More flexible around differing support needs
Can tailor to institution priorities
Can account for legal differences across borders
Easy to adapt
Doesn’t limit or restrict
Findings: pre-application
pre-application
• 1:1 engagement & support
Good Practice Example: Sunderland University
Sunderland University provide 1:1 support for Care Experienced Students at Open
days, on campus events, individual tours and in completing
their UCAS application. They also provide interview preparation
sessions pre and post application, where applicable. Additionally, they will meet and liaise with
students, their Local Authority and Carers to develop pathway plans and ensure support is in place for
costs of application and visits are anticipated. The
Care Leaver Scholarship is advertised widely as part of their scholarship package.
university. This can include ensuring
Findings: pre-application
pre-application
• Aspiration-raising activities
Good Practice Example: Kingston University
Kingston have close liaison with Local Authorities (both London and nationwide), to deliver a
programme of
aspiration-raising activities for Looked After
Children who have the ability to progress onto University. They currently run several
programmes for Years 7-11, and years 12 - young adult. The former focusses on hands-on
tasters at the University, and close working with our Care Leaver
student ambassadors. The Student Support Manager often visits Local Authorities to
deliver IAG sessions to Year 12/13 pupils in care
Findings: application
application
• Communication
Good Practice Example: Cardiff University
Key
Contact for care leavers has worked closely with the Admissions
department to create a report that can be run from the Student Information
Management System (SIMS) reporting all the students who have disclosed on their
Cardiff University believes that communication is key once the student has applied. The
UCAS application that they have been in care. In the letter, the Key Contact encourages the applicant to
make contact or to pass the letter on to their personal adviser so that they can make contact. If an
applicant gets in contact, the Key Contact will arrange a support meeting with the student and their
personal adviser and/or foster carer. Cardiff also uses
communications.
social media as a means of
Findings: application
application
• Flagging and identifying
Good Practice Example: Sunderland University
On receipt of application, applicants who identify as ‘Care Experienced ‘on their
UCAS form automatically receive an email from the Support team at
Sunderland when their application is received outlining the support available. The Care
Experienced Student Support team receive weekly data reports of
applicants who have identified as ‘Care Experienced’. These students are sent a letter and a copy
of their Guide for Care Experienced Students; from application to graduation. The progress of
applications is
monitored and the team work closely with admissions
to resolve any problems.
Findings: post-application
post-application
• Tailored offers and support
Good Practice Example: University of Winchester
Special consideration given to applications from care leavers to ensure they have the maximum
chance of an offer of a place, but without lowering entry standards to the point where their chances
of coping with a degree are unrealistic. Most programmes have banded tariff point entry requirements
be made offers at the lower end of the band if it seems
necessary and appropriate. They aim to make offers as quickly as possible in
and care leavers will
order to reduce uncertainty and enable the student to plan ahead.
Findings: post-application
post-application
• Contextualised admissions
Good Practice Example: University of Brighton
Students who declare themselves as care leavers whose initial application is rejected are
flagged with the Widening Participation Outreach Manger who
will give the application further consideration and liaise with admissions tutors if it is
considered appropriate to discuss the student’s circumstances and in light of this an offer may then be
made. This allows for
contextualised admissions which may benefit the young person
and is overseen by Widening Participation who have an appreciation of the difficulties that can face young
care leavers and are able to intervene.
Findings: transition
transition
• Financial support
Good Practice Example: University of Edinburgh
Care leavers are guaranteed an access bursary of at least £1,000 and may
be eligible for further financial support through either the University of Edinburgh Bursary (for
rest of the UK) or our Scotland Accommodation Bursary (for
students from Scotland).
students from the
Findings: transition
transition
• Postgraduate scholarships for care leavers
Good Practice Example: Huddersfield University
Huddersfield University has recently set up a mentoring scheme for care leavers,
the idea for which came from one of their care leaver students who had access to this type of
support due to a disability. They stated that they had found it so empowering and so useful that
she felt all care leavers should have access to this type of support. In addition, the University
was the first University to
leavers.
establish a PhD scholarship for care
Findings: Over-arching
Care leaver policy
application
postapplication
preapplication
transition
Good Practice Example: University of Edinburgh
In October 2013, the University of Edinburgh introduced a care leavers’ policy which
provides a range of support for care leavers who come to the University. The policy includes the
pledge that, wherever possible, an applicant who meets their definition of a care leaver will receive
an offer at the minimum entry requirement for the programme.
Findings: Over-arching
Student and Staff feedback
application
postapplication
preapplication
Good Practice Example: University of Winchester
Winchester seek feedback from care leaver students about their support and
make improvements as a result. For example in 2014 they are staggering payment of the King Alfred
Scholarship so that it is provided in between payments of other loans and grants, allowing better
budgeting.
gather staff feedback with the aim of reviewing
processes and implementing improvements, taking into account any
Each year, Winchester also
student feedback and good practice identified elsewhere.
transition
application
Findings: Over-arching
preapplication
Collaboration
postapplication
transition
Good Practice Example: Aberystwyth University
CLASS Cymru group
Part of the
of all HEIs and most of the FEI groups in Wales meet 3 or 4
times a year to discuss process, provision, transition, best practice, support needs, etc.
three Reaching Wider partnerships, Fostering
There are also representatives from the
Network, HEFCW, and occasional Welsh Government policy contributors.
SW region Reaching Wider partnership
The
produce an annual guide for careleavers
in Wales. The NW and Mid Reaching Wider partnership have a staff member who delivers training for staff within
HEIs / FEIs, and to PGCE / Education UG students to look at the particular challenges and barriers to attainment
for care leavers.
Findings: Over-arching
Care Leaver’s Support Panel
application
postapplication
preapplication
transition
Good Practice Example: UCLAN
UCLAN convened a Care Leavers Support Panel initially tasked to develop systems,
processes and a package of support for Care leavers to meet the requirements for Buttle accreditation. From the
outset the group also noted the wider potential benefits to other vulnerable groups such as those estranged from
to meet on a monthly basis
parents. The panel continues
to consider the existing package of
support, future developments, issues arising at application and post enrolment stages, staff development and
other outreach and development activities/opportunities. The
group consists of internal and
external representatives from Admissions, Student Financial Support, Accommodation,
Marketing and Outreach, Foster Carers, Social Work, Academics, Youth Services, Student Wellbeing, Mentoring
and the Student Union. The package consists of a range of support covering money, accommodation and
services from all aspects of student life & health and wellbeing. Care leavers and their supporters are able to
dedicated staff members
access
- one person for the pre-application through to acceptance
stage and another from enrolment throughout their career with UCLAN.
Benefits and outcomes: to the student
• Nurturing confidence & security in the students/applicants
• Offering flexible learning opportunities
• Improved IAG = fully informed and supported
• Support in the transition to HE
• Raised aspirations
• Student advocates and mentors – paid employment & improved
employability
• Accurately matches and improves student retention
Benefits and outcomes: to the provider
• Raising awareness of care leavers as an under-represented group
within the admissions community
• Access and outcome agreements
• Supports WP and fair admissions
• Improved student employability upon graduation
• A ‘joined up’ approach avoids duplication of effort
• Accurately matches and improves student retention
Benefits to both
University of the West of Scotland (UWS):
Good partnership working both internally and externally to provide a positive
experience from pre-entry through enrolment and throughout the Care Leaver’s time at University.
A
good working relationship
was established at the
pre-entry stage.
On-going communication from the Admissions Team, other support services and liaison with the
Throughcare Worker and the Care Leaver Co-ordinator gave student 1 the confidence and the
knowledge on how to overcome barriers to learning.
awareness raising initiatives
Through
within the University, colleagues are now more aware of the
barriers which Care Leavers encounter before, during and after their time at University and colleagues within Schools
are working to address
progression and retention issues.
Thank you
Your feedback is welcomed
More information from: [email protected] or 01242 544891
www.spa.ac.uk