Join NEON from 10.15am to register and meet the exhibitors, including:
The Access Platform is an edtech company based in Central London. Our mission is to enable universities to build awareness, confidence, and a sense of belonging with prospective students anywhere in the world.
We currently work with institutions in the UK, US, and Europe and, every month, enable thousands of prospective students from hundreds of countries to learn about university, and to make more informed, confident, and ambitious choices about their future. We’re innovative and forward thinking and regularly blog, tweet, and speak about issues and trends in the sector.
We were founded by George Olesen, Nik Higgins, and Dominic O’Neill. We have been Startup in Residence at Pearson College London, part of the UCL Educate Winter 2017 cohort, and are currently part of the King’s 20 Accelerator based at King’s College London.
The Inspirational Learning Group develop and deliver innovative world-class programmes and events for schools, colleges, universities and businesses, designed to engage, inspire and motivate young people to be the best that they can be. Our flagship programme, The National Enterprise Challenge is the UK’s largest enterprise and employability competition for secondary schools in the UK and has seen in excess of 250,000 young people inspired so far.
www.nationalenterprisechallenge.co.uk
MADE are the UK’s trusted experts in thinking, learning and revision strategies. Using a combination of outstanding, highly qualified trainers, quality resources and a uniquely engaging delivery mechanism, MADE empowers and equips delegates with the skills and mindsets to achieve their best possible results. MADE offers a programme of one and two hour workshops as ‘stand alone’ sessions or as part of a progressive series; aimed at helping students to enhance their ability to study independently, build their confidence, increase their resilience, raise their attainment and make a successful transition into Higher Education and the world of work.
Introductions: Dr Graeme Atherton, Director, NEON
Welcome: Professor Steve Bradley, Interim Deputy Vice Chancellor, Lancaster University
Keynote Address: Andy Mellor, National President 2018-19, National Association of Headteachers
Keynote Address: Sarah Howls, Head of Access and Participation funding and programmes, Office of Students
Join NEON from lunch and meet the exhibitors, including:
Positively MAD, which stands for positively making a difference, are the UK’s largest provider of student, parent and teacher workshops. Our aim is to inspire empowered learning through our high-impact, interactive workshops which cover topics which range from study skills to exam techniques, motivation to aspirations, resilience to resits and aiding transition to careers.
The Care Leaver Covenant is a promise made by the public, private and voluntary sector to provide support for care leavers aged 16-25 to help them live independently. The Covenant is funded by the Department for Education and delivered by Spectra First. The Covenant’s objective is to ensure 5,000 meaningful offers are taken up by care leavers by March 2020.
Session 1: Education will set you free. Prison-university partnerships: bringing HE behind bars
Rosie Reynolds, Academic Networks Officer, Prisoners’ Education Trust
Prison-university partnerships have blossomed in the UK over the last five years, and in summer 2018, UCAS removed the requirement for applicants to disclose a conviction. With this barrier to learning removed, and over 82000 people in prison in England and Wales, it is a great time for universities to think about how collaborative learning, outreach activity, and admissions policies play a part in unlocking potential.
Session 2: BTEC Students into Higher Education: Listening to Learners’ Voices
David MacKay, Head of Stakeholder Relationships & Hayley Dalton, Head of Vocational Design, Pearson
Access to widely available statistical data from HEFCE, HESA, UCAS and others has enabled detailed analysis of rates of progression and success for BTEC students accessing higher education, often used to make comparisons to A ‘Level students. Alongside this quantative data, this study considers the growing pool of high-quality research which gives us qualitative data helping to describe the journey into and throughout university for students, the barriers they face and the successes they report. In doing this, we aim to ensure the learner voice is foremost in contributing to current debates around qualification and funding reforms.
Session 3: ReMEMber: there are multiple ways to measure equality
Carys Fisher, Senior Policy Executive & Charlie Brown, Lead Data Scientist, UCAS
Back in 2015, UCAS introduced the concept of the Multiple Equality Measure (MEM). Designed to take a holistic view of equality in higher education admissions, we sought to bring the sector a novel means of supporting widening access and participation. For too long, one-dimensional metrics have been used to judge progress. Should we look at where someone lives, their ethnic group, their gender, their parent’s income or the type of school they went to? By looking at these characteristics in isolation, it is inevitable that blind spots in reporting occur. The MEM combines all these factors to provide a multidimensional assessment of equality in admissions, reducing the risk of disadvantaged applicants not being identified. At this session, you’ll have the opportunity to hear a deep-dive explanation of MEM and understand how this impacts on the continuation and retention of students.
Session 4: Fairness in progression: supporting Widening Participation students through Higher Education and into graduate level opportunities
Caroline Everson, Careers Consultant (Widening Participation), The University of Manchester
Following the conference theme of the Third Age of Widening Access this session will identify what the next frontier is for those working to support students from widening participation backgrounds into graduate opportunities.
This will include a look at addressing the disadvantage gap – what is the reality and how do we know this? What works and how do we measure the impact? The session will also include an overview of the University of Manchester approach as a case study to supporting students from Widening participation backgrounds across the student life cycle and then participants will have the opportunity to discuss the next frontier in their own institutions and to identify strategic approaches to design evidence based approaches.
Session 5: When is a disability not a disability?
Peter Riley, Head of Widening Participation, Manchester Metropolitan University
HEIs have seen a steady rise in the numbers of students recorded as having a disability in recent years, but much of the increase is due to the increase in those declaring a mental health condition. However, is it helpful to class them as disabled students – do students consider themselves disabled, are they likely to declare their ‘disability’ at application – and are they supported through the disability service?
This workshop will invite attendees to explore the issues they have with identifying and supporting students with mental health conditions, share examples of initiatives they have found particularly effective, and discuss ideas of what the sector could do to respond to the increase in demand.
Session 6: Care Leaver Covenant and its HE strategy
Natalie Latham, Senior Engagement Advisor, Care Leaver Covenant (Spectra First)
This workshop will focus on the recent developments in the care leaver agenda, specifically within Higher Education, giving a particular focus to the Care Leaver Covenant and its HE strategy along with the DfE’s HE principles.
The workshop will seek to answer the questions:
How can institutions creatively respond to the care leaver agenda through the Covenant?
How can care leavers become a whole institution priority?
What more needs to be done to support care leavers in HE?
Where is the best practice?
Join NEON from afternoon refreshments and meet the exhibitors, including:
At Medical Mavericks we are opening the door to the world around the students we see, just enough so they can get a tantilising taste that will drive their ambition and inspire them to find out more. If they want it, they will kick down the door to open it further and do what ever it takes to run through it into a world they never thought possible.
We inspire the next generation of medics and scientists by taking real medical and sports science equipment into schools, colleges & events all over the UK. We like to describe ourselves and the UK’s No 1, OMG, jaw dropping Careers, STEM & Sports Science Enrichment Experience for schools, colleges and events!
Pick up your FREE careers inspiration pack full of careers resources at the NEON Summer Symposium.
MyTutor is the leading platform for online one-to-one tuition. We match the most inspiring, high calibre tutors from UK Universities with secondary school pupils, to ensure they have the confidence and grades they need to enter the next stage of education.
Tuition boosts pupil confidence and results. On average just 12 hours of one-to-one tuition through the platform raises attainment by an average of 1 grade. As MyTutor is an online resource, it is easy for Universities and NCOPs to offer this to a range of pupils including local offer holders, GCSE students or partner schools, providing a life-changing resource that raises attainment and aspirations in a tangible way for your target pupils.
Since 2004, humanutopia has been immensely proud of the ever-increasing impact of our programmes, which have now reached almost 350,000 young people. Our dedicated teams of young facilitators continue to help empower young people to make positive changes in their own lives by increasing levels of Hope, Confidence, Happiness and Relationships whilst also improving employability. We challenge young people to reflect on their choices, educational progression and aspirations for the future.
Session 7:
Evaluating outreach in a new era: What now?
Jo Astley, Widening Access Manager, University of Derby & Emma Church, Widening Participation Research & Evaluation Coordinator, EMWPREP
This paper will provide an overview of the University’s outreach provision and evaluation framework (including EMWPREP) and then reflect on how the APP guidance and self-evaluation tool has impacted on current practice It will also explore how tracking services can support HEIs going forward to meet new reporting demands and the greater measuring of evidence based practice.
A Realist Evaluation Framework for the National Collaborative Outreach Programme in West Yorkshire: Finding out the reasons why…
Jemma Basham, NCOP Research and Evaluation Manager, Go Higher West Yorkshire, University of Leeds
This presentation is based on an evaluation of the Go Higher West Yorkshire (GHWY) National Collaborative Outreach Programme (NCOP). To evaluate the programme a realist evaluation approach has been adopted to examine the reasons why things work and enhance the amount of learning that can be shared across the sector.
SLN:COP Building a legacy through research and evaluation
Holly Lewis, Data Officer, Sussex Learning Network: NCOP
This presentation will demonstrate the methods SL: NCOP have used to research and evaluate our widening access work, while also demonstrating how our evaluation model has been rooted in creating a sustainable model that is helping build a legacy through bringing together community partnerships, capacity building and open access resources.
Session 8:
Caps and Fees: The Unintended Impact of Policy Change on the Composition of Student Cohorts and Practice within UK Universities
Denise Hawkes, Professor of Education Economics, Dr Gabriella Cagliesi, Principal Lecturer in Economics, Mahkameh Ghanei, Principal Lecturer in Economics & Dr Clare Saunders, University Director of Learning and Teaching, University of Greenwich
This presentation will show evidence of the impact of the fee changes, the removal of the university caps and the introduction of private providers on the composition of the university cohorts. Evidence will demonstrate the response in terms of practices and pedagogical approaches implemented to support this changing student cohort.
Using Shared Reading and Discussion to support diverse groups and enhance discussion about racial equality
Karen Lipsedge, Associate Professor in English Literature, REC SAT Chair, Senior Advisor in Teaching and Learning, Kingston University
The Kingston University Reading Group was created in 2016 as a means of facilitating discussion on culture and identity to promote race equality and enhance the University’s work to embed EDI at the heart of our institution. Using the Kingston University Reading Group project as a case study, our workshop will demonstrate how our inclusive initiative is constantly expanding its work in the university to equip our staff to recognise the value of a diverse student population and honour and promote cultural competence and inclusivity in their teaching and learning.
Inspiring Minds through Informal Science Learning
Stefan Colley, Project Manager – KAMCOP, Canterbury Christ Church University, Megan Hunt & Finley Lawson
The Inspiring Minds sessions empower students with new ways to think about themselves, their school subjects and what they can do next.. The activities build their ability to think across their subjects and beyond. This is their chance to show the world what they are made of, what has inspired them and to inspire us with their solutions!
Session 9
Seven sectors in the third age of widening access: a collaborative approach to information, advice and guidance.
Ann-Marie Houghton, Director of REAP, Jo Armstrong, REAP Research Associate, Lancaster University: Researching Equity, Access and Participation (REAP) & Rebecca Steel, Future U, Lancashire NCOP
This paper presents evaluative findings from Future U’s sector-skill boxes an initiative designed to promote new routes into HE and to support students from under-represented groups to make informed choices about higher education. Using this initiative, the paper considers the ideas from previous ‘ages’ and lessons for the future.
What’s your Future You?
Joni Chase, Development Manager, KaMCOP (University of Kent)
Originally designed for FE students, ‘Future You’ gives participants the opportunity to think broadly about their future, whilst addressing and removing some of the barriers that may prevent them from considering HE. This paper will share the rationale behind Future You, the programme content and evidence of impact thus far.
What does the evidence say about how prospective students make decisions about HE?
Sharmila Metcalf, Head of Nuffield Research Placements, Nuffield Foundation & Cheryl Lloyd, Programme Head, Education Research & Policy
Bringing together evidence from Nuffield Foundation-funded research and student programmes, this session will outline how students make decisions about HE, including: university entry, retention, progression and success. We will focus on how policies and practices might be better designed to support under-represented groups.
Session 10
Changing the standard HE taster day – how collaboration can show NCOP students the bigger picture
Lucy Holehan, NCOP Outreach Officer, Go Higher West Yorkshire (University of Leeds)
This presentation will look at how NCOP at Go Higher West Yorkshire have developed collaborative taster days with input from across our 13 partner HEIs and employers to improve access to neutral information and link careers to HE level study amongst our target cohort.
Regional Progression Framework: Supporting all students to reach their full potential.
Tanya Harrison, Project Manager & Rachel Morrison, Senior Project Coordinator, North East Collaborative Outreach Programme
NECOP have developed a Regional Progression Framework to support practitioners to plan progressive and sustainable higher education outreach for all learners. This workshop will explore the research and policy which informed its development and discuss how it has been used to inform practice and evaluation in the region.
Powerful Play in a Teaching Excellence Framework
Gail Frampton, Course Leader, University Campus, Vikki Scholes & Hannah Seat
The presentation will demonstrate the pedagogical theory and practice approach to enhance teaching and learning and develop essential skills to support children’s learning and development in Oldham an Opportunity Area 294th /324 in the social mobility index.
Session 11
Fast Trackers: linking education to industry for widening access
Hannah Merry, Operations Manager, Ant Sutcliffe, Head of Higher Horizons+, Keele University & Jamie Bytheway, Greater Manchester Higher Operations Manager
Fast Trackers is a collaborative project delivered by three NCOPs, Network Rail and Mott MacDonald. It exposes post-16 engineering students to careers in the rail industry through a series of interventions, culminating in a three-day London residential. We discuss strategies for engaging business in widening access work, student outcomes, and next steps for the project.
‘A Unique Perspective on the Last Ten Years and Advice for the Next Decade.’ Alumni reflect on the outcomes from their attendance on a sustained ‘Widening Access’ Initiative, the Urban Scholars Programme.
Carole Portman Smith, Urban Scholars Programme Director, Brunel University, Samuel Gulaidi Green, Phd Student & Ashlee Moyo, MA Student
This workshop will be delivered by former Urban Scholars who attended a sustained WP intervention at Brunel University, London, nearly ten years ago. They will critically reflect on the outcomes for them and use their experiences to give advice on how to work with young people to promote social mobility.
HE and Gatsby – more than just Benchmark 7
Grace Sheldon, Operations Manager (Governance) & Jamie Bytheway, Operations Manager (Activities & Projects), Greater Manchester Higher
The decisions you make about your education impact on your future career. To enable all young people to build positive futures we need to bridge the gap between education and employment. Gatsby is helping GM Higher to play our part in this important agenda- and not just Benchmark 7!
Session 12
Reading Together: How Partnerships create Potential
Deirdre Lynskey, Outreach Officer, Queen’s University Belfast
The project, Reading Together, is a literacy project, designed and delivered by a team of people who have in common, their commitment to improve the educational outcomes of young children in care, with the educational, social and economic context of Northern Ireland.
Expanding opportunities for pupils in care
Catherine Shillito, Schools and Colleges Account Managers, LJMU
An Overview of LJMU’s Summer University Experience – targeting Year 10 pupils from across the North West Region who are in or have spent time in local authority care.
KU Cares: Supporting care leavers over 12 years. The challenges and successes
Emily Hughes, Access and Inclusion Manager, Kingston University
Join Kingston University to learn more about their how their KU Cares programme for care experienced students has developed over the past 12 years through an unwavering Senior Leadership commitment, an evidence-based approach and continued support from alumni and benefactors.
Session 13
Collaborative Data Analysis: Developing a partnership approach to WP data usage
Saad Mufti, Collaborative Outreach Officer, Go Higher West Yorkshire
This presentation will outline Go Higher West Yorkshire’s developing approach to the collaborative use of data; focusing on the partnership’s ambition to use data more robustly and efficiently to inform access, success and progression strategies. Get insight into the strategic thinking, developmental process, progress made so far, and challenges encountered.
Mapping your strategy; understanding regionality, geography, and locality in relation to your partner and student engagement
Chris Derbyshire, Partnership Manager, University of Sussex
How have partnerships (AimHigher, NNCO, NCOP) moved towards a sustainable model? Widening Participation is a sector where targeting, dictated through a number of top-down channels, has some clearly identifiable (tick box hot spots) targets and those that are less attractive (tick box cold spots) with a myriad of variables in between. University of Sussex have developed a nuanced model that is bespoke to the needs of region, locality, school/college business, and individual that adjusts to change both at a partner and sector level. This presentation will look at how this model works and perhaps some of its successes, and failings.
Sustainable Subject Specific Partnership: The answer to strategic and vulnerable subjects?
Renata Albuquerque, Widening Participation Manager (Languages & Communities), SOAS, University of London
This presentation focuses on Capital L, the London consortium of Routes into Languages, as a case study for sustainable subject specific university partnerships. It will explore which practices and structures allowed the partnership to move from a government funded to a subscription model.
Session 14
Disrupting worlds: changing higher education students’ approaches to learning
Hannah Emery, Higher Education Learning Mentor Coordinator, Blackpool and The Fylde College
As we enter the new era of widening access and participation in higher education, the perception of learning as something disruptive is sometimes resisted. This presentation draws upon theory, practice and student responses in order to outline how providers, particularly those with academic support services, can change approaches to learning.
Raising attainment of underrepresented groups through peer learning communities
Julia Millette, Student Enrichment Manager, Kingston University
At Kingston University, peer assisted learning (PAL) has proven to have a significant impact on L4 progression and module pass rates particularly for underrepresented groups. Evidence suggests that engaged students have significantly higher module pass rates of up to 23% compared to those who did not participate in the programme.
Community Engaged Learning: The Power of Bringing the Community into your classroom as Co- Educators
Fatima Iftikhar, Development Director, Student Hubs & Harry Hodges, Kingston Hub Manager
Community engaged learning is a powerful pedagogical approach that brings the community into the classroom as co-educators, providing opportunity to apply learning in real-world settings. You will learn about its transformative impacts on underrepresented students through developing engagement in the classroom and bridging gaps between Learning and Teaching and employability.
Session 15
Encounters – how to promote engagement in the arts
Alex Jackson, Senior Outreach & Recruitment Officer, University of Salford & Jack Brown, Freelance artist
Encounters is an initiative designed to give local young people an insight into the working lives of creative professionals in Greater Manchester, with the aim of inspiring continued study in art and design. Hear from University of Salford and Lead Artist Jack Brown on how the Encounters creative engagement programme works.
Collaborating for fair access: developing strategic and outcomes-focused partnerships between schools and universities
Susie Whigham, National Programme Director, The Brilliant Club & Rachel Bailey, Widening Participation Manager, The University of Manchester
Successful approaches to widening access require collaboration, but creating impactful and sustainable partnerships between schools and universities can be tricky. In 2017-18, The Brilliant Club and the University of Manchester worked with over 25,000 pupils in schools across the UK. Drawing on their own learning alongside best practice from the sector, this session will focus on how universities can can work effectively with schools and the third sector to support attainment-raising activities and meaningfully evaluate their impact.
Raising Attainment: Delivering Subject Specific Outreach without Academics
Robert Thatcher, Widening Participation & Outreach Officer, University of Surrey
Discover how a logic model evaluation framework can be implemented when devising and delivering a core subject specific outreach programme without depending heavily upon academics.
Keynote Address: Gordon Marsden MP, Shadow Minister for Higher Education, FE and Skills
Session 16
Peripheral or pivotal: further education colleges and the access challenge
Neil Raven, Consultant, Independent & Robin Webber-Jones
Whilst further education colleges already contribute to widening access, they have the potential to play an even greater role and become institutions of ‘transformational change’. This paper reports on an initiative supported by the Derbyshire and Nottinghamshire Collaborative Outreach Partnership which is aimed at helping two local colleges to capitalise on their access capabilities.
Model Law Commission – challenges of increasing access to the legal profession for WP students
Michael Fay, Lecturer in Law, Keele University
Nationally recognised Law Academic, Dr Michael Fay, shares ideas around the extensive Widening Participation work conducted by himself and the School of Law at Keele University, with a particular focus with the Single Qualifying Exam and the subsequent impact that this will have on WP learners both pre and post application.
Session 17
Movement in Medicine
Michaela O’Connell, Widening Participation Manager, King’s College London
The Outreach for Medicine at King’s College London have been on a significant journey in the last 3 years. This session uses their experiences as a tool for reflecting on the wider journey of the sector, from ad-hoc aspiration raising events to robustly researched and evaluated programmes, sharing challenges and successes throughout.
Introduction of a contextual lowered offer scheme to increase diversity in students studying Medicine at Lancaster University.
Karen Grant, Director of Admissions for Medicine, Lancaster University
The workshop will describe the introduction of a contextual lowered offer (CLO) scheme for Medicine, at Lancaster University, and discuss the challenges encountered in making fair and consistent decisions around applicants’ widening participation status. The impact of the CLO scheme on conversion will also be explored.
Session 18
Building an effective pre-arrival and transition programme through online mentoring
Louise Jones, Programme Manager & Alex Reilly, Partnerships Manager, Brightside
Brightside will share lessons from our pre-arrival and transition projects with HEI partners including Plymouth University, SOAS and Nottingham Trent University. We will highlight the potential and impact of online mentoring to support pre-arrival and transition aims as well as discussing some programmatic challenges and key considerations for project design.
Supporting student success and wellbeing through a collaborative, inclusive and holistic approach.
Transitions Team, Student Transitions Officers, Lancaster University – Anna Petcu, Catherine Westwell & Cathryn Graham
The paper will provide an overview of how Lancaster University Transitions Team has developed its provision in response to student need and consultation, resulting in a holistic and inclusive programme of staff-facilitated activities to support student success and wellbeing.
Session 19
A new approach to securing positive student outcomes: empowering communities to make a change
Jimmy Pickering, Widening Participation Manager (Post-16), King’s College London
A parent from our Parent Power project and a young Latin American student who is involved in our LatinXcluded campaign. The presentation will consist of a brief summary of the community organising work we have been doing from a parent and young person who have worked with us. There will then be 10 minutes where I explore how this kind of work can be practically linked to existing strategic aims and included in APPs.
The bursary question: do the use of bursaries and scholarships widen access?
Krisha Bainham, Head of Widening Access, University of Derby
This paper will examine the University of Derby’s approach to bursaries and scholarships. It will place this within the wider discourse of government policy and national student funding and will explain our approach, successes, and challenges, and the impact of our financial support on potential students and our current student body.
Session 20
Mentoring and its positive effects on outcomes for undergraduates from under-represented groups: the Kingston University experience
Rachel Muir, Beyond Barriers Mentoring Officer, Kingston University
This paper is a review of Kingston University’s Beyond Barriers student mentoring programme. The paper discusses the scheme in relation to the question of the degree of success that targeted initiatives can have in improving the outcomes of under-represented undergraduate students.
Psychology BEE: Belonging, Engagement, and Employability of our WP students
Nicola Power, Lecturer – Psychology & Helen Nuttall – Lecturer, Lancaster University
A programme of activities to support the student success and future progression of WP students currently studying Psychology at Lancaster University. The department of Psychology at Lancaster University showcases a discipline centred approach to supporting student success throughout the student lifecycle focusing on belonging, engagement and employability of WP students.
Session 21
The use of Randomised Control Trials in evaluating work to widen access in postgraduate study: a case study from a consortium of five universities
Felicity Wicks, Student Recruitment and Widening Participation Officer, University of Manchester, Jennifer Coates, University of Leeds & Sally Hancock, University of York
How effective are Randomised Control Trials in evaluating access work? This presentation will provide an overview of the practicalities of using this method to evaluate interventions in an area of limited research, widening participation in postgraduate study, across five different institutions.
Careers Opportunity Funding for Widening Participation Students
Natalie Poole, Graduate Talent Development Coordinator, University of Lincoln
Can we use access funding in a different way to support widening participation students? This presentation will explore the research and thinking behind the Careers Opportunities Fund for widening participation students at the University of Lincoln, what it is used for and the impact it has made so far.
Session 22
Developing innovative collaborative outreach to support young men from disadvantaged backgrounds
Rachel Morrison, Senior Project Coordinator, North East Collaborative Outreach Programme
This workshop will highlight the challenges young men from disadvantaged backgrounds face when considering higher education. Throughout the session, we will share best practice that the North East Collaborative Outreach Programme has implemented in the region and highlight the affect this has had on its young people and future engagement.
The role of Colleges and BTEC courses in supporting the progression of students under-represented in HE
Clare Gartland, Associate professor of Education, University of Suffolk & Dr Christine Smith
This paper provides valuable insights into how BTEC courses and post-16 Colleges are supporting under-represented students in developing successful learner identities and encouraging their progression to HE.
Session 23
Life’s a Beach
Claire Ungley, Aspirations and OxNet North East Coordinator, Southmoor Academy, Sunderland
A case study of Southmoor Academy’s ‘Scholars’ programme, which aims to overcome coastal isolation in the north-east of England, and support students to build cultural capital and ease the transition to higher education
School improvement – the role of school governance and how universities can address the shortage of skilled governors in state schools
Alison Gregory, Student Recruitment and Widening Participation Officer, The University of Manchester & Emma Harris, Area Manager, Governors for Schools
This session will explore the role of universities in addressing the shortage of appropriately skilled governors in schools in areas of disadvantage and the contribution this can make to improving school performance and driving up standards.
Session 24
Addressing the attainment gap and improving student outcomes for learners from BME backgrounds
Danielle Russo, Head of Student Success and Student Partnerships, Brunel University London
This session will discuss steps taken by Brunel University London to reduce the attainment gap between White British and Black British students. Focusing on activities delivered as part of the Student Success Project, the session will talk about factors that have enabled the project’s success as well as challenges faced.
Lecturer perceptions of how vocational qualifications impact the undergraduate experience
Helen Lawson, Research Fellow Project Manager, University of Exeter
This paper presents findings from research conducted with lecturers as part of an OfS project which aims to better understand the differential educational outcomes of BTEC students at universities, together with findings from an evaluation of an Academic Writing intervention conducted with FE colleges, designed in response to the research.
NEON are now looking for applicants to our 2019/21 Executive Committee. The Executive Committee are a vital part of NEON and make a huge contribution to its work. Any member of NEON can stand for election to the Executive, although we particularly welcome applications from people with:
We will be electing a new Executive Committee at our Annual General Meeting on Thursday 13th June. This is a great opportunity to help take NEON forward as an organisation and become an integral part of the largest network of widening access practitioners in the UK.
Nominations will close on Friday 10th May 2019. Please click here to see the document for full details.
Thank you for joining us for Day One of the NEON Summer Symposium. We look forward to welcoming you at 08.30am for Day Two.
Please note: Drinks at the drinks reception are not included in the price of the Conference Dinner. There will be a cash bar with a cash point nearby if needed.
½ bottle of wine or soft drinks are included with the dinner.
The timings of the Conference Dinner:
7.45pm Call for dinner
8.00pm Dinner is served – three course meal with tea and coffee
9.30pm Speech
9.45pm End of meal
Midnight: Bar closes and guests depart
Please note: 8.30am on Friday – Day 2: registration and breakfast
Dress code at the Conference Dinner is business casual.
Join NEON from 08.30am to register for Day Two and meet the exhibitors, including:
MADE are the UK’s trusted experts in thinking, learning and revision strategies. Using a combination of outstanding, highly qualified trainers, quality resources and a uniquely engaging delivery mechanism, MADE empowers and equips delegates with the skills and mindsets to achieve their best possible results. MADE offers a programme of one and two hour workshops as ‘stand alone’ sessions or as part of a progressive series; aimed at helping students to enhance their ability to study independently, build their confidence, increase their resilience, raise their attainment and make a successful transition into Higher Education and the world of work.
Since 2004, humanutopia has been immensely proud of the ever-increasing impact of our programmes, which have now reached almost 350,000 young people. Our dedicated teams of young facilitators continue to help empower young people to make positive changes in their own lives by increasing levels of Hope, Confidence, Happiness and Relationships whilst also improving employability. We challenge young people to reflect on their choices, educational progression and aspirations for the future.
Keynote Address: Yana Williams, Principal & Chief Executive, Huge Baird College
Session 25
Successful partnership working and some potential pitfalls
Ged Lerpiniere, Director, LEAPS
LEAPS is a unique partnership committed to widening access to higher education, supporting the development of aspiration and expectation of academic success in the young people with whom we work. Our aims are to raise the expectation of attainment in academic study, to encourage the view that access to higher education is realistic and achievable, and to support transitions into higher education.
As this is a fairly ‘open’ vision or aspiration for the LEAPS partnership, it is fair to ask does this translate in the delivery of the programme. So does LEAPS as a partnership work?
It would be hard to make a case that LEAPS doesn’t work, given the existence of the programme as an entity since 1995. It has gone through various changes over the years and in 2010 it also became part of a national programme in Scotland known as the Schools for Higher Education Programme or SHEP. SHEP brings together four regional programmes under one umbrella. Aspire North in Aberdeenshire, the Highlands and the North East of Scotland, Lift Off in Fife and Tayside, Focus West in Glasgow and West of Scotland and LEAPS which covers Edinburgh and Central and South East Scotland Stirlingshire down to the Scottish Borders.
This presentation will make the case for partnership but will not shy away from the challenges and the potential pitfalls in building a partnership across sectors. LEAPS also has stakeholders in local FE and HE providers in colleges, the Open University and not contributing local authorities. Partnership is difficult in an ever changing strategic environment. Al widening Access activity in Scotland is now driven by reference to 34 recommendation in ‘A Blueprint for fairness’ .
Session 26
Mature students and marketisation of HE – Challenges for universities’?
Charlotte Barratt, Widening Participation Officer (Mature), University of Leicester & co-facilitated by Lancaster University
A recent briefing from the OfS highlighted how ‘mature students are more likely than the general student population to be from groups disadvantaged in higher education’ and reiterated how ‘fair access and participation for mature students is an important issue for social mobility as it is a route for those who either missed out or for whom it wasn’t the right time after school’.
It is positive to see OfS are giving greater consideration to this cohort. However, since fees increased in 2012, mature student numbers have fallen significantly.
Within this session, we will explore how institutions are attempting to provide opportunities for this cohort against the backdrop of marketisation. The session will seek to discuss:
– How institutions are engaging with commuter/live at home students
– How universities and colleges find potential mature students outside of education
– How HEIs are attempting to foster a sense of belonging amongst mature and commuter students
– How HEIs seek to ensure mature students are supported within an environment which largely caters towards 18 year old entrants
Session 27
Why is Primary School outreach being ignored by policy makers
Ben Copsey, Widening Participation Projects Officer, City, University of London
Contribute to discussions and share your experiences of the role and value of primary school outreach. How might we influence policy makers as well as inform outreach strategy in our own institutions.
Session 28
Student Finance – TBC
Session 29
The education of children from military service families: lessons from the international literature
Philip Dent, Director, Service Children’s Progression Alliance, Michael Hall, Lecturer in Education, Dr Judith McCullouch, Director of Postgraduate Students, & Katherine Lawrence, Service Children’s Progression Alliance Manager, University of Winchester
This workshop explores issues surrounding the educational journeys of children from military service families (“Service children”). It explores major themes arising from the international literature on the education of Service children and key points of significance for understanding and supporting the progression of Service children in the UK.
Session 30
Supporting access, enabling potential: Journeys to medicine
Lancaster Medical School – Nicola Burns, Ann-Marie Houghton, Salma Mahmoud & Hawwa Bham
In recent years, medical schools across the UK and their representative organisations have taken up the challenge to address the difference in socio-economic groups studying medicine.
This workshop presents two projects within a suite of initiatives to widen access to medicine and support students as they progress in their studies. Offering insights into the two programmes, this interactive workshop raises key questions of relevance beyond medicine around supporting students from WP backgrounds to access and flourish in the higher education environment.
A brief context setting will be followed by a short description of the two projects outlined below. The session will share insights into the design and delivery of the interventions, followed by a facilitated discussion. This will be an interactive session and as such will be informed by the workshop participants interactions. Key themes:
Join NEON from morning refreshments and meet the exhibitors, including:
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Tuition boosts pupil confidence and results. On average just 12 hours of one-to-one tuition through the platform raises attainment by an average of 1 grade. As MyTutor is an online resource, it is easy for Universities and NCOPs to offer this to a range of pupils including local offer holders, GCSE students or partner schools, providing a life-changing resource that raises attainment and aspirations in a tangible way for your target pupils.
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We inspire the next generation of medics and scientists by taking real medical and sports science equipment into schools, colleges & events all over the UK. We like to describe ourselves and the UK’s No 1, OMG, jaw dropping Careers, STEM & Sports Science Enrichment Experience for schools, colleges and events!
Pick up your FREE careers inspiration pack full of careers resources at the NEON Summer Symposium.
Session 31
WP Game Playing: Exploring alternative pathways to ‘New Political Minds’
Matthew Johnson, Senior Lecturer, Guillermo Alonso, BA Hons student & Chris Bayes, Outreach & Student Success Manager, Lancaster University
The presentation builds on existing research by both Matthew Johnson – ttps://www.lancaster.ac.uk/ppr/about-us/people/matthew-johnson – related to WP and Chris Bayes is also a research active practitioner having taken part in the OFFA funded WP practitioner writing course in 2017.
Programme Mapping and Measuring Impact of Outreach Provision
Pete Crowson, Outreach and Student Engagement Research Coordinator & Natasha Neale, Outreach Coordinator, Nottingham Trent University
The paper will outline the introduction and description of the Theory of Change, and other evaluation strategies, through the evidence informed case study of the NTU Year 9 Residential programme.
Exploring and understanding the academic and social identities of working class students in elite HEIs
Eireann Attridge, MSc Student, University of Oxford
This paper will analyse and discuss the findings of my current MSc Research Project. The research aims to explore how working-class undergraduate students understand and manage their identities in the elite university space through the use of semi structured narrative interviews.
Session 32
Evaluation in Widening Participation, What Comes Next?
Dr Christina Cooper, Evaluation Manager / Research Associate, North East Collaborative Outreach Programme
This workshop will consider the logic model typically used within widening participation interventions, with a focus on moving away from the raising aspirations rhetoric, towards an approach which challenges broader sociocultural issues. We will consider the limitations and issues with the approach, facilitating discussions around the impact this may have.
The third age of widening access: evaluating outreach effectiveness and the role of Third Sector Organisations
Ruth Squire, PhD Candidate & Professor Colin McCaig, Sheffield Hallam University
Drawing on data from OFFA-funded research on evaluation of activities for pre 16 pupils, which identified that Third Sector Organisations were particularly effective in their approaches to evaluation, we explore how TSOs evaluate, where they differ from HEIs and what characteristics both enable and restrict development of evaluation practice.
Beyond aspiration raising: using self-determination theory to evaluate a widening participation school partnership
Lisa Pomford, PhD researcher (1st year) & Hannah Trott- Widening Participation Officer, University of Surrey
Evaluation of a university-school partnership programme to widen participation, using psychological theory to examine the impact of interventions upon aspirations and expectations of university attendance, and attainment, mediated through motivation type and goal content.
Session 33
Barriers to Muslim uptake of Higher Education. Student perspectives in Peterborough
Anita Nayyar, Research Director & Edward Bainton, NEACO
Peterborough is home to a number of wards with lower than expected levels of young participation in HE considering Key Stage 4 attainment and ethnicity. This paper focuses on how high-achieving Muslim students weigh up the value of higher education pathways and what barriers exist to their progression into HE.
From Focus Groups to Madrasas: Strategies for Engaging with British South Asian Students in the North West of England
Eleanor Dove, Outreach Officer & Sayjda Talib, Senior Teaching Fellow, Lancaster University
An overview of Lancaster University’s ‘Role Model Ambassador Project’ which is working with Madrasas, faith schools, non-faith schools, and community events to support British South Asian students in applying and accessing Higher Education. This project was developed based on the results of four focus groups in the North West.
Higher education and young unaccompanied asylum seekers and refugees in the UK: dreams, obstacles and failures
Harsha Wilkinson, Independent Researcher, Independent
Education plays a major role in the lives of unaccompanied asylum seeking children (UASC). Drawing on the findings of an exploratory study, Educational interventions for the labour market integration of young unaccompanied asylum seeking and refugee children in the UK, this paper discusses the challenges they face in realising their higher educational aspirations.
Session 34
A holistic approach to online mentoring
Alice Jones, Widening Participation Officer, Oxford Brookes University
A holistic approach to online mentoring exploring good practice.
Why quality of content is not enough, real student engagement is key
Jane Dickinson, NCOP Project and Leeds Extension team Leader, IntoUniversity
This presentation will outline potential ways to ensure our learners are engaged, including an audit for assessing quality of delivery and feedback cycle.
The Access Project: raising attainment and widening access
Alice Dee, Impact Manager (University Readiness) & Tim Archer, Head of University Partnerships, The Access Project
The Access Project works with bright students from disadvantaged backgrounds, providing in-school support and personalised tuition, to help them gain access to top third universities. We work in schools across the Midlands and London, raising attainment through personalised tuition delivered by volunteers and one to one mentoring. Our university readiness programme both raises aspirations and develops the skills students need to access university.
Session 35
The Art of surviving and thriving’, why do mature learners matter? – presenting a progression framework for mature learners in the Arts
Martell Baines, Progression Manager & Dr Sam Broadhead, Head of Research, Leeds Arts University
‘The art of surviving and thriving’ is set in the context of arts higher education. A multi-layered progression framework offers support for mature learners from Access to HE through to Postgraduate study. This framework supports those with ‘unconventional educational histories’ (Broadhead 2012, 2018) and celebrates their ‘phronesis’ (practical wisdom).
A Marginal Gains Approach to Building Academic Skills
Becky Scott, Student Success Adviser, University of Cumbria
The Marginal Gains Approach to Building Academic Skills is a step by step approach to delivering academic skills workshops to mature students in Higher Education with the view to produce more successful academic work, self efficacy, confidence and retention.
Student Development Seminars: The Impact of the Adoption of a Collaborative Professional Services Model on WP Student Success at UEL
Karen Marsh, Senior Academic Tutor – Docklands Campus & Jonathan Mann – Senior Academic Tutor – Stratford Campus, University of East London
The presentation will draw on student case studies, pedagogy, WP engagement research and data analysis. We aim to provide a best practice template that can be adapted by other institutions to provide parity of access to Professional Services for all students to improve WP students’ retention, continuation and success.
Session 36
KUextra an online portal for extra-curricular events
Julia Millette, Student Enrichment Manager, Kingston University
Research shows that students who participate in extra-curricular activities have better progression rates, and employers are increasingly looking for graduates who have experience beyond good grades. Find out about KUextra, Kingston University’s new online portal that provides a single point of access to opportunities that are designed to build cultural and social capital across our diverse student body.
Student Ambassadors – Enabling outreach work that is youth led
Paul Wiggins, Partnership Manager, University of Sussex
At Sussex we have been shaping our Student Ambassador Programme so that it gives a voice to young people from disadvantaged backgrounds and increases opportunities for student leadership. Every single one of our activities is either led or supported by a student ambassador and they shape and inform the development of the programme.
Sector Focused Springboards – Stepping Stones to Success
Stephanie Lieber, University Partnership Manager & Laura Harrison, Delivery Manager, upReach Charitable Organisation
As intervention support options grow, frameworks that guide students to find their best route to success become increasingly important. We created a ‘Sector Springboard’ to guide students along a path to building a solid foundation of sector-specific commercial awareness while expanding their employability skills set from baseline assessments.
Session 37
Ambient information: the effect of visiting a fun campus event on attitudes to HE
Cherry Canovan, Research associate, University of Central Lancashire Can immersion in the campus environment as part of a fun, informal event impact on participants’ attitudes to HE? We present findings of a study conducted among parents visiting a university science festival, as well as preliminary results of research with children visiting the same event on school trips.
Sharing the results: A Review of University Information, Advice and Guidance in England
Jon Cheek, Director, UniTasterDays Ltd
UniTasterDays, in collaboration with HELOA have conducted a national review of the university information, advice and guidance which is provided by schools in England.
Saturday Clubs
Daniel Hawkins, Outreach Officer & Johanna Harris, Outreach Coordinator, University of Brighton
This session will share our experiences of delivering effective Saturday Clubs to local students from Widening Participation backgrounds, with focus on our Formula 24 engineering club, targeted at local white working class boys.
Session 38
I might decide to drop out, I mean its ok so far – Evaluating how to get (and keep) Students
Ben Copsey, Widening Participation Projects Officer, City, University of London
A participant led approach to evaluating student retention initiatives provides invaluable perspective on what works with regards to retention and progression from a student perspective. Analysing attitudes, expectations and approaches to University can inform systems and strategy, allowing movement from reactive, crisis-based intervention to a more open and proactive environment.
Do foundation year programmes increase participation rates for under-represented groups?
Emma Garbett, Student Transition Advisor, University of Cumbria
At a time when recruitment is key to university success this paper looks at how foundation year programmes are utilised within a competitive market place to widen participation. Acknowledging the increase in participation rates across the sector, this paper endeavours to discuss to what length this increase achieves widening participation.
Monitoring and evaluation frameworks in practice: How to drive evidence-based access and retention initiatives -an example from our BAME Attainment work
Miriam Styrnol, Senior Research and Evaluation Advisor, King’s College London & Vanessa Todman, Senior Behavioural Insights Advisor, What Works
Attending the session will introduce you to the steps involved in setting up an institutional evaluation framework and how your available resources can be used to measure your intended impact. Using a cutting-edge project combining statistical analysis with Behavioural Insights we will show how evaluation and programme design can work hand-in-hand to leverage your programmes’ maximum impact.
Session 39
How long is Lifelong? The mature student lifecycle.
Paul Devlin, Student Support Officer, University of Leeds
Where does our commitment to mature students begin and end? What do we actually mean when we use the term ‘lifelong learning?’ Colleagues from the University of Leeds’ Lifelong Learning Centre will present some best practice approaches, and perspectives on, the mature student lifecycle – supporting them into, through and beyond Higher Education.
The Transition to a New Beginning in HE for Mature Learners.
David Murray, Pre-Entry Programmes Lecturer, The University of East London
This presentation discusses strategies to facilitate the transition to HE for mature learners from non-traditional backgrounds. It emphasises skills development, self-reflection and engagement with support services to become a successful undergraduate. Evidence and examples are taken from the New Beginnings pre-entry course offered by The University of East London.
Engaging mature learners in Access work
Krishna Maroo, Outreach Officer, University of West London
An interactive session exploring the landscape, challenges and opportunities when engaging mature learners in access activities. If working with mature learners is a new area for your team, or you would like to develop your practice, this session is for you.
Jenny Ann Allen, Access and Participation Funding Manager, Office for Students
Professor Craig Gaskell, Principal and CEO, University Academy 92 (UA92)
Ali Jaffer, Head of Policy and Innovation, Social Mobility Commission
Rachel Hewitt, Director of Policy and Advocacy, Higher Education Policy Institute
Eliza Kozman, Research Manager, Centre for Transforming Access and Student Outcomes
Before departing the 2019 NEON Summer Symposium, join us for lunch and meet the exhibitors, including:
The Access Platform is an edtech company based in Central London. Our mission is to enable universities to build awareness, confidence, and a sense of belonging with prospective students anywhere in the world.
We currently work with institutions in the UK, US, and Europe and, every month, enable thousands of prospective students from hundreds of countries to learn about university, and to make more informed, confident, and ambitious choices about their future. We’re innovative and forward thinking and regularly blog, tweet, and speak about issues and trends in the sector.
We were founded by George Olesen, Nik Higgins, and Dominic O’Neill. We have been Startup in Residence at Pearson College London, part of the UCL Educate Winter 2017 cohort, and are currently part of the King’s 20 Accelerator based at King’s College London.
The Inspirational Learning Group develop and deliver innovative world-class programmes and events for schools, colleges, universities and businesses, designed to engage, inspire and motivate young people to be the best that they can be. Our flagship programme, The National Enterprise Challenge is the UK’s largest enterprise and employability competition for secondary schools in the UK and has seen in excess of 250,000 young people inspired so far.