1. Kate Byford and Susan Mueller
The role of parents, carers and families: identifying their aspirations for learners and developing their knowledge of HE
Kate Byford and Susan Mueller

2. Parents / carers project
Aim:
To develop a collaborative programme from KS 3 onwards to help partners engage more with parents / carers.
To:
Enhance your existing progression programme.
Help embed key information.
Help build sustained relationships with key influencers.

3. What we did Methods Sample Phase 1 Desk research Phase 2 Questionnaire
Interviews
Sample
10 HEIs
3 Schools
202 parents/carers
20 parents/carers
Desk research: The first phase of the research identified limited engagement between universities and parents, alongside small pockets of good practice.
X3 School Parents evenings and year 8 and 9 options evenings
120 questionnaires were completed by parents with students in year 8, and 81 by parents with students in year 9.
98 (48.5%) parents/guardians volunteered to participate in a follow-up conversation – managed to reach 20 parents/guardians (20.4%)
School buy-in received report

4. Who was involved Gender Ethnicity NS-SEC POLAR HE Female 66% Male 28%
Asian 15%
Black 12%
Chinese 1%
Mixed 2%
White 69%
NS-SEC % %
POLAR % % HE
Yes 26%
No 74%
The majority of the parents/guardians were female (65.7%), and from a White ethnic group (69%)
Just over half (56%) of parents/guardians were from higher socio-economic groups (NS-SEC 1-3).
The majority of parents/guardians lived in areas with upper rates of higher education participation (POLAR 3 to 5).
Only 26.2% of the parents/guardians had experience of higher education, and those that did were typically male and from a Black or Minority Ethnic group (BME).
Participants’ post-school choice
I attended college 23.3% 40
I attended college / I started employment 1.2% 2
I started employment 36.0% 62
I undertook an apprenticeship 7.0% 12
I went to university 26.2% 45
I went to university / I started employment 1.7% 3
I went travelling 0.6% 1
Other 4.1% 7
Question total 172
Not answered 30
Total 202

5. What we found out Demand for IAG Limited knowledge & confidence
High aspirations & positive perceptions
Limited knowledge & confidence
Demand for IAG
The research evidences that parents’/guardians’ aspirations for their children are high. Despite having no experience of higher education themselves, the majority of parents/guardians want their child to attend university.
Parents/guardians perceived higher education study as a positive opportunity that would further their child’s education and improve their future prospects, particularly in relation to employability.
There is a demand amongst parents/guardians for more information, advice and guidance (IAG) about the future options for their children. IAG needs to include information about higher education, apprenticeships and employment, and the specifics in terms of finance, support and graduate outcomes. Additionally, IAG needs to include details about university life and support services available to students.

6. Aspirations & Perceptions
Q: What they would like their child to do when they leave school?
75% at some point in the future.
Although the majority of parents/guardians had no prior experience of higher education, when asked “what they would like their child to do when they leave school’ 66.2% (131) wanted their child to attend university when they left school. This increased to 74.7% when ask if they wanted their child to go to university at some point in the future.
The second most popular choice was for their child to undertake an apprenticeship (19.2%); there was a slight propensity for parents/guardians with no experience of higher education to state their preferred option for their child was an apprenticeship or full time employment.
Across each ethnic group the majority of parents/guardians wanted their child to go to university. There were no identifiable differences by parents’/guardians’ socio-economic status or POLAR3 area.
Parents/guardians wanted their child to go to university, for three reasons:
A desire for their child to further their education and develop new skills;
To increase their child’s employment and career options; and
To improve their child’s future prospects and life opportunities.
Now looking at those that said ‘other’ or unsure’ to the questions ‘what would you like your child to do when they left school’:
Key factors that informed parents’/guardians’ decisions about their child participating in university were student loans and debt (52.4%) and graduate employment (40.5%).

7. Aspirations & Perceptions
Other (11 parents) said: FE
Football Academy
Happiness
Unsure (18 parents) because:
It was too early
Child’s choice
Concern over costs
Although the majority of parents/guardians had no prior experience of higher education, when asked “what they would like their child to do when they leave school’ 66.2% (131) wanted their child to attend university when they left school. This increased to 74.7% when ask if they wanted their child to go to university at some point in the future.
The second most popular choice was for their child to undertake an apprenticeship (19.2%); there was a slight propensity for parents/guardians with no experience of higher education to state their preferred option for their child was an apprenticeship or full time employment.
Across each ethnic group the majority of parents/guardians wanted their child to go to university. There were no identifiable differences by parents’/guardians’ socio-economic status or POLAR3 area.
Parents/guardians wanted their child to go to university, for three reasons:
A desire for their child to further their education and develop new skills;
To increase their child’s employment and career options; and
To improve their child’s future prospects and life opportunities.
Now looking at those that said ‘other’ or unsure’ to the questions ‘what would you like your child to do when they left school’:
Key factors that informed parents’/guardians’ decisions about their child participating in university were student loans and debt (52.4%) and graduate employment (40.5%).
He is too young to choose
Not guaranteed a job, large debt
Depends on his preference

8. Aspirations & Perceptions
Parents wanted their child to go to university to:
Further their education and develop new skills.
Increase their employment and career options.
Improve their future prospects and life opportunities.
I want him to have a degree
Better pay and chance of job
Although the majority of parents/guardians had no prior experience of higher education, when asked “what they would like their child to do when they leave school’ 66.2% (131) wanted their child to attend university when they left school. This increased to 74.7% when ask if they wanted their child to go to university at some point in the future.
The second most popular choice was for their child to undertake an apprenticeship (19.2%); there was a slight propensity for parents/guardians with no experience of higher education to state their preferred option for their child was an apprenticeship or full time employment.
Across each ethnic group the majority of parents/guardians wanted their child to go to university. There were no identifiable differences by parents’/guardians’ socio-economic status or POLAR3 area.
Parents/guardians wanted their child to go to university, for three reasons:
A desire for their child to further their education and develop new skills;
To increase their child’s employment and career options; and
To improve their child’s future prospects and life opportunities.
Now looking at those that said ‘other’ or unsure’ to the questions ‘what would you like your child to do when they left school’:
Key factors that informed parents’/guardians’ decisions about their child participating in university were student loans and debt (52.4%) and graduate employment (40.5%).
To learn new life skills
To go further in life
To get a good job
This is another stage of education, which is vital in a competitive world
I want him to do better than I did
It will broaden her horizons and give her more choices

9. Knowledge & Confidence
Q How would you rate your knowledge of higher education?
Parents/guardians were asked to rate their knowledge of university.
Only 24.4% of parents/guardians felt they had either excellent or very good knowledge of university.
Over half (55.6%) rated their knowledge of university as fair or poor
How parents/guardians rated their knowledge was compared against their socio-economic status, yet no trends were found.
However parents/guardians that said their knowledge was poor or fair were marginally more likely to said they wanted their child to undertake an apprenticeship or start full time employment post-school.
Potentially suggesting that those parents/guardians choosing an apprenticeship or employment over university may require more information about higher education study.

10. Knowledge & Confidence
I don’t understand all the different options, as my options where different.
It has been hard to find out where to start.
Parents/guardians were asked to rate their knowledge of university.
Only 24.4% of parents/guardians felt they had either excellent or very good knowledge of university.
Over half (55.6%) rated their knowledge of university as fair or poor
How parents/guardians rated their knowledge was compared against their socio-economic status, yet no trends were found.
However parents/guardians that said their knowledge was poor or fair were marginally more likely to said they wanted their child to undertake an apprenticeship or start full time employment post-school.
Potentially suggesting that those parents/guardians choosing an apprenticeship or employment over university may require more information about higher education study.
I am not sure about it. I didn't do the uni process at all, I went to college and I was done.

11. Demand for IAG
140 (73%) parents wanted more information, advice and guidance about the future options available to their children.
28 (15%) Unsure
23 (12%) No
The most popular method for receiving information, advice and guidance (IAG) was through websites and face-to-face activities: 54.7% of parents/guardians said they wanted information through the school website and 40.1% said through the AHLS website. In terms of face-to-face activities, 40.1% of parents/guardians said they would like events at school and 31.4% through university visits.
Online IAG: terms of the website content, parents/guardians wanted information about:
The range of post-16 and 18 options and the application process for each.
Qualifications and the progression routes through levels 1 – 7.
Study skills.
Other student’s and parent’s experiences case studies.
Timelines and key deadlines for decision-making and applications.
Other support and webpages.
Resources to support with planning their child’s future options.

12. Demand for IAG
The most popular method for receiving information, advice and guidance (IAG) was through websites and face-to-face activities: 54.7% of parents/guardians said they wanted information through the school website and 40.1% said through the AHLS website. In terms of face-to-face activities, 40.1% of parents/guardians said they would like events at school and 31.4% through university visits.
Online IAG: terms of the website content, parents/guardians wanted information about:
The range of post-16 and 18 options and the application process for each.
Qualifications and the progression routes through levels 1 – 7.
Study skills.
Other student’s and parent’s experiences case studies.
Timelines and key deadlines for decision-making and applications.
Other support and webpages.
Resources to support with planning their child’s future options.

13. Demand for IAG Online: Post-16 +18 options and application routes
Qualifications
Study skills
Case studies
Timelines
Signposting.
Planning resources
We need information, the more the better, and it should be geared towards to helping your child find job or go to uni.
28 (15%) Unsure
23 (12%) No
Face-to-face:
Suitable times and locations 
Themed events
Hearing from ‘experts’
Personalised
The most popular method for receiving information, advice and guidance (IAG) was through websites and face-to-face activities: 54.7% of parents/guardians said they wanted information through the school website and 40.1% said through the AHLS website. In terms of face-to-face activities, 40.1% of parents/guardians said they would like events at school and 31.4% through university visits.
Online IAG: terms of the website content, parents/guardians wanted information about:
The range of post-16 and 18 options and the application process for each.
Qualifications and the progression routes through levels 1 – 7.
Study skills.
Other student’s and parent’s experiences case studies.
Timelines and key deadlines for decision-making and applications.
Other support and webpages.
Resources to support with planning their child’s future options.

14. Demand for IAG
We need information, the more the better, and it should be geared towards to helping your child find job or go to uni.
 I think it's always useful to hear from students and what they did, and also for the chance to ask questions 
Anything helps. You start worrying about their future and you just want to understand all the different options.
To be honest it has all changed since I was younger and went to school, so the more information the better.
The most popular method for receiving information, advice and guidance (IAG) was through websites and face-to-face activities: 54.7% of parents/guardians said they wanted information through the school website and 40.1% said through the AHLS website. In terms of face-to-face activities, 40.1% of parents/guardians said they would like events at school and 31.4% through university visits.
Online IAG: terms of the website content, parents/guardians wanted information about:
The range of post-16 and 18 options and the application process for each.
Qualifications and the progression routes through levels 1 – 7.
Study skills.
Other student’s and parent’s experiences case studies.
Timelines and key deadlines for decision-making and applications.
Other support and webpages.
Resources to support with planning their child’s future options.
Any real time face-to-face conversations with students, university staff, or employers all sounds good.

15. Next steps Outputs – School repotr
This research highlights a need for AHLS to establish a programme of activities for working with parents and families to provide essential information, advice and guidance. Follow-up discussions with the 98 parents/guardians that volunteered will assist in devising a suitable programme of activities. It would also be advisable to embed robust evaluation mechanisms in any work with parents and families to ensure the impact can be measured.

16. Tools and resources Research Activities Postcards Parent/Carer letters
Website

17. Parent/carer letters – Post 16
Letter drafted by AHLS Sent by school/college Sent to parents/carers of students who have participated in an AHLS post-16 conference Raise awareness of HE activities their children are engaged in and encourage conversation Advertise AHLS parent/carer website

18. Postcards - KS 3 / 4 To create engagement of
parents/carer/key adult with
with son/daughter’s HE experience
Encourage conversation
To promote AHLS parent/carer website

19. Activities
Example: Teddington School 6th form student ambassador event – 13 July

20. Website

21. Promoting the website Postcards Social media School website link
Parent governors

22. Questions? Susan Mueller – s.mueller@kingston.ac.uk
Kate Byford –