United Access Programme
University Access scheme, targeting first generation, high achieving, pupil premium students.
Students receive help and support from university mentors throughout the programme. They also receive tailored support from participating school's staff during residentials alongside sessions/workshops around applying to university.
Parents of participants are invited to attend at the end of each residential and information sessions on Higher Education will be provided later in the programme.
This video, filmed at the recent Easter residential course, gives a good overview of the project: https://www.youtube.com/watch?v=Az41Blm20n0&feature=youtu.be
Aims
The programme is designed to address the main barriers to University experienced by low income students, with strong academic potential.
Background
The scheme initially involved 6 united learning academies, Caterham School and the Accelerate and Access Foundation.
The programme has since developed into a multi-centre collaboration between four leading independent schools in Surrey (Caterham School, Woldingham School, Trinity School and Royal Russell) working in partnership with United Learning and Fitzwilliam College, Cambridge. The programme grew from the AAF model established with the Kent Academy Network.
Resources
The programme consists of two residential per year, meet up days and continual online mentoring. The residentials are conducted in the host schools with teachers delevering appropriate sessions.
Each student is matched with a university undergraduate mentor, who they communicate with using a secure online platform.
The first two years of the programme are designed to develop students’ wider academic interests and support students through their GCSEs.
Impact
UL Teacher - 'Since being selected for the United Access programme, everyone here at The Regis School has noticed a great improvement in S's attainment, behaviour and confidence.
We've noticed she's been working really hard in school which has led to great results this year. However, what has been really remarkable with S is the impact the programme has had on her confidence. She used to be very shy but has now fully come out of her shell. I truly believe that being selected for the programme has shown her she is capable of doing anything she sets her mind onto, which will have a lasting impact in her life. She is aiming to attend Loughborough University, but she is hoping she might qualify for a scholarship to study in the USA.
United Access has also helped her dad become more involved in her school life. He has attended every event organised by the school or the programme and is taking a greater interest in her performance at school.'
Mentors gain significant development in their roles working, equipping them with the skills required for a professional role after university and influencing their future career choices. One of the original mentors has switched aspirations and is completing their training through the 'Teach First Leadership Development Programme' directly because of her experiences in our programme.
The United Learning Academies, who have a high pupil premium percentage benefit from the programme as it supports their pupil premium strategy. Participating students are tasked to carry forward their activities and experiences from the programme to their schools. Whilst the impact of this is notoriously hard to quantify the students have been impressively diligent in carrying out leadership and development tasks within their schools.
Early evidence of impact:
United Access was modelled on a similar programme run in Kent (the Academies Partnership Programme). Of the twelve students in the sister APP 2013 cohort, nine have gone to university
(Including LSE, Loughborough, Swansea, and Cardiff). The clear majority of students on the United Access programme are also on track to successfully apply to a Russell Group university, with 94% achieving 5 grade 5's or above, including English and Maths.
We also believe that we have had a wider impact in the academies involved, putting them in a better position to help raise aspirations and support pupils' decisions about higher education in the future.
Feedback from schools shows that students are not just growing academically but are also excelling on a personal level and are growing as individuals. Several students have risen to leadership positions within their schools, heading their school council, others have become more confident and engaged with the whole school community.
The United Access programme has the potential to act as a beacon for other pupils in the participating schools, helping to demonstrate that higher education, including the most competitive universities, is not 'out of reach'. After visiting Kings College London and Fitzwilliam College with students last year and having themed the past two residential on communication and leadership skills, students were tasked with delivering a project back in school. Throughout last academic year, students shared with younger year groups what they have learnt about university whilst on the United Access programme.
The programme is also fostering cross-sector collaboration. Last summer, for example, Woldingham School, one of the partner independent schools, invited academy teachers to attend the last day of the residential. This was an opportunity for teachers to share best practice in their university access provision. The event also offered an opportunity for academy teachers to experience the residential and to review students' leadership project proposal — which they will support students implement this term.
Parental engagement has been extremely positive. Every year, in the autumn term, we organise a meet up event for students, parents and mentors. Last year, when students were in year ten, the event included an informative session on UCAS for parents. This year, we are focused focus on exam preparation, revision techniques and how parents can support students in the months leading to their GCSE. At the end of very residential, we also offer an opportunity for parents to come together to meet with staff and mentors. These events have been very well attended and feedback has been overwhelmingly positive.
Finally, one of the five learning mentors is embarking on a teaching career, having been inspired by her work on the programme. She will start her training with Teach First from September 2019. Two other mentors have used their experience on the programme to secure placements with youth work charities throughout the summer — as a tutor and a youth ambassador
Pupil Involvement
The programme begins in the Summer of Year 9, ends Easter Year 13.
Frequency
Residentials are held at Easter and Summer with meet up days at other times in the year.
