1. WORKING TOGETHER TO REDUCE EARLY SCHOOL LEAVING 5 COUNTRIES, 2 YEARS, 1 AIM UK Transfer of Innovation – Self-Efficacy Survey Tim Robson/Susanna Flood, Bury College

2. Bury College – What we do 34 AS/A Level subjects and 22 Vocational areas offering 101 courses at various levels Over 30 different Apprenticeship routes available as well as over 80 Work-based Learning courses Pre-16 Vocational courses delivered to enhance the curriculum of partner high schools In total, over 11,700 students in the last year Higher Education Courses – 5 Foundation Degrees and 11 Full-time Degree courses plus 8 Higher Apprenticeship courses at Level 4 & 5

3. Greater Manchester 16 – 18 Year Old % NEET (2012) 7% 6.8% 6.6% 6.7% 6.2% 5.3% 5.6% 4.3% England State Schools = 5.7% North West Region State Schools = 6.4%

4. Self-Efficacy Survey Imported from ISCAP, Portugal Self-efficacy - a student’s beliefs about their capability to produce designated levels of performance (Bandura, 1986, 1997) The SE survey was imported to help us more accurately identify those at risk of ESL

5. TOI Application 270 Higher Education students at Bury College were asked to complete the self-efficacy survey First, second and third year students Questions to establish other influencing factors e.g. accommodation, employment status Survey altered to take into account the academic context in the UK

6. Implementation Online survey constructed 270 students were emailed the link in September 2014 Tutors asked to encourage participation Only 61 completed Paper version re-issued by Project staff in lessons 139 completed, giving total sample of 200 (74%)

7. Evaluation Retention rates are our key measure of success: Other contributory factors: improved facilities and student engagement activities Overall retention rate: UP to 95.7% in 14/15 - 87.8% in 13/14 First year students: UP to 91.76% in 14/15 - 79.82% in 13/14 Like-for-like courses: UP to 90.47% in 14/15 - 80.84% in 13/14

8. Lessons learned STRENGTHSWEAKNESSES Additional channel of communication for students, especially for first year students. Students were reluctant to complete the survey online. We may need to incentivise this (e.g. prize draw). Opportunity to demonstrate our concern for student welfare. Teaching staff were slow to support the survey. We need to do more promotion. Tutors can be alerted to potential issues within their groups before they escalate. The survey doesn’t yet capture all of the factors that affect Early School Leaving.

9. Future development SE Survey to be conducted in 1 st term 15/16 Refining the questions for holistic picture We may conduct with our Further Education students Further dissemination to share with partner high schools