We will support primary and secondary school pupils across our subregion to gain knowledge and skills needed to access higher education. We do this through bespoke workshops, working with partners and providing training to teachers. Learn more about individual projects below.
Value Me (Being A Boy)
Context
Aims to improve the level of knowledge and skills that underpin GCSE attainment and support access to higher education, among boys eligible for Free School Meals (FSM)
Evaluation questions
Develop boys’ self-esteem, confidence, expectations and sense of belonging through design and delivery of a tailored personal development programme (type 2 evidence). (For description of level of Evidence see OfS definitions Page 62).
Intervention
Working with primary and secondary schools, we will co-create and deliver intensive personal development (utilizing an adaption of an existing Value Me framework) and coaching (via a partnership with Grit: Breakthrough programmes) to FSM boys to help them reframe their view of themselves, break through limiting beliefs, habits and patterns. We will co-create a wrap-around personal and professional development programme to school staff – challenging their own assumptions, beliefs and expectations of pupils, and supporting them to effectively deliver a semi-structured modular programme with their pupils.
Methodology
Pre and post attitudinal surveys, and end of programme surveys across all coaching participants. These will be based on the TASO Access and Success Questionnaire and Grit’s tried and tested attitudinal questionnaire to capture ‘distance travelled’ by each participant, as a measure of success against short and medium outcomes, and as an indicator of long-term impact.
We will also use the Higher Education Access Tracker (HEAT) to track participation in the programme and monitor impact on the GCSE attainment of participants (and future HE progression).
Evaluation
Coming soon.
The UP for Uni Programme
Context
To provide opportunities to experience and learn about higher education and university study, for groups typically under-represented in higher education.
Evaluation questions
- Students engaging on the programme should over the course of the intervention develop increased knowledge of higher education, have developed clearer future expectations and see improvement in belong and self-confidence (type 2).
- Improved school attainment and access to higher education
Intervention
An outreach programme with multiple touch points between school years 7-11 which includes Campus Visit Days, Subject Taster Days, Personal Development Days, Residential, A School Leavers’ Hub (online resources).
Methodology
Pre-post methodology using TASO access and success questionnaires. Between subject design using administrative data to identify students with similar characteristics on the programme vs not on the programme and seeing impact on school attainment and rates of accessing
Evaluation
Coming soon.
University of Portsmouth Compact Scheme
Context
The University provides contextualised offers to applicants based on widening participation criteria. As part of this, we’ll develop Compact Agreements with local partner colleges to support prospective students who meet targeted WP criteria.
Evaluation questions
Impact of a transition programme and scholarship incentive on the entry rates of eligible students, and the uptake of the scholarship
Retention rates of WP students entering with the support of the Compact programme and scholarship, compared with non-scholarship students.
Intervention
Working collaboratively with partner Compact colleges, we will provide a package of higher education outreach activity, transition events, resources and support, adjusted offers and an associated scholarship package.
Methodology
Staff in partner colleges will be surveyed on their awareness of the compact scheme and perceptions of its effectiveness at supporting WP students with contextual offers, in motivating students to achieve predicted grades
Scholarship students will be surveyed, to assess; Impact of the scholarship on the pressures of their living costs; Impact of involvement in the scheme prior to entry (e.g. transition event) on their sense of belonging and confidence at starting university; Impact of the post-entry mentoring (those that chose to participate) on their confidence in academic skills and on their sense of belonging; the impact of the scheme and the scholarship on their first year experience of university and their retention.
Evaluation
Coming soon.
Festival of Friends
Context
We aim to increase participation in higher education among children from military families through a year-long school improvement programme which includes staff training, the establishment of a network of school-based service child champions and development of school improvement plans, culminating in a showcase event and case study resource.
Evaluation Questions
Service children in participating school should see improvements in knowledge and awareness of HE, develop a sense of belonging, and increase the likelihood that service children will progress to higher education.
Intervention: A collaborative and peer-supported programme for supporting service children in schools in Portsmouth & Gosport. It includes staff training, the establishment of a network of school-based service child champions and development of school improvement plans, culminating in a showcase event and case study resource
Methodology
Pre-post design using survey measuring knowledge and awareness of Higher education, sense of belonging and self-reported likelihood of progressing to higher education.
Post intervention feedback collected from participating schools, and a case study resource to be developed based on the design, implementation and success of individual school improvement plans.
Evaluations
Coming soon.
Creative Forces Event
Context
We aim to increase participation in higher education among children from military families. Creative Forces is an existing university outreach activity evaluated nationally and supported by the Service Children Progression Alliance (SCiP Alliance). Our plan is to expand on this activity to develop a multi-intervention programme offering service children in local schools the opportunity to engage in school, university and community settings. Creative Forces centres around service child voice, and creative methodologies to capture, share and learn from their lived experiences.
Evaluation Questions
Through a programme of outreach activities for service children delivered across school, university and community settings, improve knowledge and awareness of HE, develop a sense of belonging, and increase the likelihood that service children as participants of target outreach activity will progress to HE
Intervention
Our aim is to develop this from a single Creative Forces event (for both Primary and Secondary schools), into a muti-intervention programme that may encompass:
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University visit days
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Teacher training and CPD
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In-school workshops with external delivery partners
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A community-based event
Methodology
Pre and post intervention surveys will be completed by participants, analysed using Paired t-tests and collated alongside evaluation of other Creative Forces events nationally, for the publication of a report. We will also utilise creative methodologies to capture and disseminate student voice.
Evaluations
Coming soon.
SCiP Alliance South Hub
Context
We aim to increase participation in higher education among children from military families. The SCiP Alliance South Hub is part of a national network of regional hubs bringing together partnerships which connect stakeholders so that they can; enable collaboration, build capacity and capability, share and respond to effective practice and challenges.
Evaluation Questions
Explore how a community of practice (SCiP South Hub) can build confidence and capability among professionals and build capacity in schools/colleges/universities, to develop initiatives for whole institution improvement
Methodology
Qualitative surveys will be used to measure member perceptions of the hub in terms of it’s value to them in their role and their work with Service children.
In addition, we’ll draw on the SCiP Alliance’s own monitoring of the hub network. The Healthy Hub Framework supports monitoring against several key elements:
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Hub leadership and regular schedules of meetings
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Diversity and scale of hub membership
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Hub-level action plans
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Engagement (in locality) with the Thriving Lives Toolkit for school and college practitioners
Intervention
We will continue to Chair a regional hub to ensure partners and practitioners remain connected for the purposes of sharing and collaboration supporting Service Children in our region to thrive. As part of this we will, access and share best practice relating to service child outreach, and access, develop and deliver CPD activity relating to school improvement for service children.
Evaluations
Coming soon.
More about our Access and Participation plans
Thriving at University
These projects support students to persevere with their studies, progress successfully from one year to the next year, and attain good degree outcomes.
We also work to reduce inequalities on attainment of good degrees between different groups of students.
Flourishing after University
We work with students both during their studies and when they graduate to develop the right skills and knowledge to find a career path that is right for them.
Access and participation plans
Discover the approach we're taking to encourage and promote wider participation and fair access to higher education.