Reach Conference 2015 WIDENING PARTICIPATION RESEARCH. WHAT IS THE IMPACT OF WIDENING PARTICIPATION ON PUPIL PREMIUM STUDENTS WITHIN THE CONTEXT OF AN CITY COMPREHENSIVE SCHOOL.

What has the research been about? Working with WP cohort. Looking at what has impacted on them and helped them to form opinions about careers and in particular entry to HE. Working with 2 local colleges and year 12/13 leavers Wyggeston QE and Gateway Initial interviews In depth interviews Write up and recommendations All supported by the Reach Partnership

Case studies Some questions:- What activities have an impact on choices and progression? Do we do the right type of activities? Are visits to University campus’ better than University students visiting us? Are residentials important? Do different activities impact differently on different students? Do students who have not previously thought of University have an ‘Eureka’ moment?

And………………… Are there any patterns of impact that can inform future work? What forms a student’s opinion about going to University? When should interventions start? Primary school? KS3? KS4? How much influence does school have? How helpful is IAG? How does family link to choice? What is the influence of socio-economic background? What do students really think?

Methodology Identified the destinations of WP students Contacted colleges Concentrated on 2 major destinations Arranged to spend time at each college for lead in interviews Collected contacts of students Contacted a focus group from each college Invited them in to school and did in depth interviews.

Honest and open approach The comments made by students are unfiltered and directly taken from questionnaires and conversations. Really helpful really useful. How do they match our perceptions as practitioners? What can we learn from this?

Lead in interviews key findings When you were at school what careers advice did you have? What do you remember? 1:1 ‘I was shown all the paths/options’ ‘I did my own research in the careers library’ ‘We talked about grades and University but I did not really understand the Uni process. ‘Often quite vague sessions need to be more detailed’ All questions answered confidentially which helps students to reach their decisions’

Experience days/Stop the Clock Activities. These are off time table days or lessons where students engage in careers sessions and activities with a variety of providers for HE, employment, training providers and local colleges. They usually work with their tutor throughout the sessions. ‘Useful as there was help with application forms’ ‘Support was available’ ‘Extra help’ ‘Time with peers and tutor helpful’ ‘Having time with tutors to do post 16 applications helped’ ‘Liked having student ambassadors and role models in’ ‘Experience days were informative. I liked having other people in.’

Visits to Universities. These are often to local universities although occasionally to further afield selective ones. The days can range from a general university experience day to a master class or more targeted day. ‘I didn’t visit university when I was at school but have been with a friend now I am at college and found this really useful.’ ‘I did a G and t session in law at university when I was at school. It gave me more information about university and I experienced being in university, the atmosphere etc.’ ‘ Can be’ basic’ and not bespoke. ‘If the visit is related to something that the student is interested in then it will give them an insight’. ‘It gave me a feel of how the environment is at university’ ‘Visits during school didn’t have a careers purpose, it was more like a trip but did help to give a feel for the university’.

Careers Events e.g. careers Information Evening. This is a school held event that takes place in the October of year 11. Post 16 providers and representatives from university attend and it is set up like a careers fair. Students attend in the evening with their parents. ‘I didn’t attend any as it was difficult to attend’. ‘Not all information is often available, evenings and timings can also be hard to make’. ‘Limited employers, didn’t have employers that would apply to me. I did, however, get a sense of the working life and skills required in different industries’. ‘This was useful in a variety of ways’.

Assemblies. There is a rota of assemblies and at poignant times information is given to the whole year group on post 16 opportunities, the application process, interview techniques and planning ahead. Assemblies last for 20 minutes and are usually presented by a senior leader with occasional input from outside agencies. ‘Not enough information can be given out and students still have a lot of questions’. ‘Very short and snappy- gave out a lot of information in a short time.’ ‘Not directed enough’ ‘Inspirational talks and people coming in for example ex-students is useful’ ‘These were useful.’ ‘Assemblies about applications were helpful. They remind you just how important this is’. ‘Assemblies with more students and ex-students would be good. You relate to people your own age.’ ‘Assemblies are good for reminding you about what needs doing’.

Open days at Colleges/Universities. These could include those that happen post 16. ‘Gives you the full picture, you get a first-hand insight in to the university, a sense of environment and you get to speak to students’. ‘A good insight’ ‘Students get an opportunity to ask questions about different courses and what this will lead to.’ ‘Gives you a feel of the environment that you will enter which is very necessary’. ‘Open days were the biggest influence on me’ ‘Open days at college were not useful. They did not really show a lot about the college.’ ‘Open days were helpful in making me decide what to do.’ ‘Open days did influence my choice’.

Teachers talking to you about careers. This can be done informally in individual conversation or more formally as part of the class teaching and learning. ‘Good if they are specialised in the field you want to go in to or if they have experience in giving advice.’ ‘This was very helpful as they shared their own experiences ‘. ‘Good to get some information from teachers who had been through it and on a one to one basis.’ ‘Often broad unspecific ‘waffle’. ‘These gave some informal talk about futures but no guidance.’ ‘I had no input from teachers in subjects’. ‘No influence of teachers’. ‘My drama teacher influenced me’ ‘Teachers talk about the subject and what you learn not careers.’

A summary of results each activity was given a mark out of 10 4/105/106/107/108/10 9/1010/10 1:1 careers support xxxxx xxxx xxxxx Exp. days/Stop the Clock Activities xxxxxxxxxxxx xxxxx Visits to Universities xxxxx xxxxx xxx Careers Events e.g. careers Information Evening x xxxxx xxx Assemblies xxxxxxxxxxxxxxxxx Teachers talking to you about careersxxxxxxxxxxxxxxxxx Advice from parents/brothers/sistersxxxxxxxxxxxxxxxxx Own research and reading xxxxxxxxxxxxxxxxxxx Open days at Colleges/Universities. xxxxxxxxx.

Take a look at the pen -portraits What are your observations? Highlight key points Do you spot any common themes or patterns?

The impact of widening participation activities on pupil premium students. Multifarious More complicated than initially thought Wider reaching influences very important There are findings to build on and develop.

Some Recommendations…………. Establish an Alumni group Work with parents Students spend 18% to 19% of their adolescence in schools. Update school staff on post 16 progression Careers advisers need access to high quality updates from a range of providers and school support with time to enable networking and knowledge enhancement member of staff who is readily available and easily accessible to students. All students should receive a 1:1 interview in year 10 and then follow up, either group or individual, in year 11.

More…………….. Provide careers evenings and monitor turnout and support students who for various reasons may be unable to attend. Students that are part of a widening participation cohort should be told so. Provide a selection of activities that students can be involved in in addition to the basic entitlement of a university visit and targeted careers support. Involvement in summer schools and residentials Schools and post 16 providers need to exchange information in a systematic way.

More…………….. The role of ‘progress tutors’ seen in one college should be explored further as this continual input may be important for students. It provides another adult to discuss progress with. Students should be informed about the relevance and gains of work experience and encouraged to find a placement in their holiday time or after year 11

Summing up One to one relationships with staff Student ambassadors Parents on board Earlier intervention High quality careers advice from an earlier age Work experience and work related learning Focused mentoring The importance of a key individual with specific responsibilities for coordinating this work.

Suggestions/recommendations

Questions?