Improving University Access

By Martin Hanlon, Associate Assistant Principal and Director of Learning Yr12 & Yr13 and Learning Development at Ark Evelyn Grace Academy

In the week when the Sutton Trust produced their annual state of the nation report, with Sir Peter Lampl stating that there is a ‘worrying and complex regional divide’ in the country and that there is a need for us to be ‘raising the game’ of all teachers, it seems pertinent to reflect on the ways that schools can impact on social mobility and improve the lives of their students, whilst promoting a fairer and more equal society. In many cases this means increasing the numbers of students that schools send to universities, particularly the more competitive ones, although it is recognised that good quality apprenticeships and other routes into employment are improving all the time.

I think the first thing that can – and should – be done is to improve and enhance links and relationships between schools and universities. I speak from a position of privilege, working in London and I am conscious that we are surrounded by a lot of universities, some of which are among the very best that the country has to offer. All universities are conscious of the social mobility agenda and most do a decent job at offering opportunities to engage with schools. Some, such as UCL, are exceptional in this regard, offering a number of opportunities throughout the year for teaching staff and students. Yes, it can be difficult for both schools and universities to make links – but it is vital that young people are exposed to higher education from as young an age as possible if they are going to raise their aspirations and set out on the path to academic success. After all, you can’t aspire to something that you don’t know exists.

Schools – both primary and secondary - should run regular trips and visits to universities and universities need to become expert in welcoming students of all ages and all backgrounds, developing long-term and meaningful relationships with young people. In the same way, universities should visit schools and it would be great to see strong relationships being developed between schools and their local universities – especially in areas highlighted in the Sutton report that continue to struggle with social cohesion. Organisations such as The Brilliant Club and intouniversity already work across the sectors and this action needs to be replicated on a wider scale.

It is also important that schools show their students what academic excellence looks like. This can be done in many ways, but one of the most effective ways is to provide opportunities for students to work alongside undergraduates and post-graduates. CoachBright excel in this area and other programmes, such as Futures, Realising Opportunities and the Social Mobility Foundation course run by the Sutton Trust, provide excellent opportunities for students to develop meaningful dialogue with real people who work, study and learn with universities every day. Teaching staff - who have all been to university – should also act as role model exemplars of an academic education and should be encouraged and supported in sharing their learning journeys with their students. Conversations and dialogues about the joys and challenges of education and learning should be embedded into every aspect of school life.

Careers advice and guidance is crucial, especially when it comes to post 16 decisions. At the school I work in, we offer a relatively small range of A Levels – mainly facilitating subjects - which means that students are being prepared for applications to competitive universities and their choices of subjects will not disapply them. It’s challenging and hard work, but one has to be pragmatic and practical.

Finally, if you are lucky enough to be able to do so, use your alumni. The best role models for young people are those who were once them and have been able to focus on their goals, achieve academic success and can now share their experiences with others.

So, there’s no guarantees, but employing some of the strategies above might make a difference to improving the lives of your students and taking one more small step along the road to greater social mobility and cohesion.

Levelling the Playing Field

By Matt Jones, Principal of ARK Globe Academy

Recent media reports have made clear that there is not a level playing field when it comes to social mobility and access to university. Only 7% of the population has had the choice to attend an independent school, yet this small percentage is wildly over-represented in our top universities and in their access to the best and highest-paying professions. 
 
This situation has motivated 108 MPs to write to our most prestigious universities calling for significant changes to end this "social apartheid". More worryingly, the Social Mobility Commission’s report, Time for Change, indicates that despite billions of pounds of taxpayers' money being spent on policies to improve access to top universities and the professions, very little has changed in 20 years.
 
In fact, if you are a state-educated child today, you are much less likely to work in medicine or become a journalist compared to 30 years ago. 
 
During the five years that I have been Principal at Ark Globe, the gap between independent school educated children and state school educated children accessing the most selective universities has actually widened. The government provides universities with approximately £800m each year to improve access to higher education.
 
Clearly, this strategy is not making a difference.
 
Ark Globe, in south-east London, is in an area with high levels of economic deprivation – it’s an area where very few parents are able to afford an independent school education, meaning their children face an enormous statistical disadvantage when it comes to accessing the best universities – before they’ve even cracked a book.
 
Yet despite this, 100% of Ark Globe’s sixth form students received a university offer last year. Of those, 62% went to a ‘top third’ university and 48% to a Russell Group university. We are particularly proud of Zareen, the first Ark Globe student to be admitted to Oxbridge. She is now studying Human, Social & Political Studies at The University of Cambridge and such is her achievement that the BBC’s World at One programme is tracking her progress throughout her first year at university.
 
The percentage of Ark Globe Academy students accessing top universities is approximately three times the state school national average (23%) and is similar to that of independent or fee-paying schools (65%).
 
So, how did we achieve such impressive outcomes for our young people?
 
There is no simple answer, but importantly, we have worked hard to create a culture of aspiration and high expectations, something I have spoken about in many different forums. This is reflected in Ark Globe’s mission statement: ‘Preparing our students for university and to be leaders in their community’.
 
The fact is that being ambitious and earning strong exam results are not enough. Young people also need access to opportunities and the cultural capital required for university access and success. At Ark Globe we also work to provide some of the same opportunities for our students that pupils from more financially advantaged backgrounds get to enjoy. These include university visits, networking days and mentoring sessions.
 
We have a team of extremely knowledgeable and dedicated teachers and support staff, assisted by the Ark Pathways & Enrichment team. Their job is to reach out to organisations and institutions that can help to prepare our children in accessing the best universities or apprenticeships – anything to help even the playing field.
 
Our enrichment programme features a wide range of external speakers and cultural experiences that guarantee our students know what to expect and how to conduct themselves in our elite higher education institutions. These activities help to build their confidence, deepen their understanding of university life and ensure that nothing – or at least very little – is a surprise to them when they eventually attend university.
 
Finally, our students are encouraged to be independent and take matters into their own hands. Our sixth form students often make connections with professions and organisations in employment sectors that interest them through their very own Ark Globe networking event, through social media or via personal contacts.
 
The Ark Globe community; parents, students, staff, local residents and corporate partners are all committed to working together with the aim of ensuring our children have the same opportunities as any another child in the country, regardless of their postcode, ethnicity or wealth. Sadly, this is not the case everywhere.
 
While I am obviously proud of what we have accomplished so far at Ark Globe, I don’t think our school should be a statistical anomaly. I often speak to many other successful leaders in education doing amazing work in the toughest of circumstances. Like me, they are concerned that their students are not getting a ‘fair crack of the whip’. I wonder what we could achieve if government were to give some of that £800m directly to schools?

• £184 million (24%) could provide funding for every state secondary school in England to employ a careers advisor and university access coordinator.

• £80 million (10%) would let us send all secondary school students every year on a visit to a university.

• £40 million (5%) would buy access to expert mentoring for all 16-18 year olds in sixth forms.

I do not suggest that these investments alone would be the key to unlocking the potential of all children, but these are a few examples of how schools could use the money to improve access to our most selective universities. We need the success of students at Ark Globe to be a standard, not an exception. Our current national policy on social mobility is failing, and without major reforms the divisions and inequalities in our society will widen and grow.
 
With adequate funding for the non-academic support needed to improve access to university and top professions, I believe schools are in the best place to enhance social mobility; after all, they know their children, families and community. My hope is that by properly resourcing and empowering schools and their local communities, the success of young people like Zareen will no longer be a newsworthy story, but rather just another everyday example of a student fulfilling his or her potential.

1. Time for Change, Ch.4, P.79

2. DfE: Widening Participation in Higher Education

Matt Jones started his career as a professional footballer before going into education. A graduate of Ambition School Leadership’s 'Future Leaders' programme, Matt has been Principal of Ark Globe Academy since May 2012

Best Pupil Premium Practices

By Stephen Farmer, Headteacher of Cranbrook Education Campus

When asked what works well in terms of a Pupil Premium strategy, I always respond that it is about the culture of the school. Staff need to know who their disadvantaged students are and what individual struggles they are facing. We talk about treating disadvantage as a SEND need and ensuring each student has a key adult, usually their tutor and a passport outlining how staff can best engage with and support them.

The core principles we adhere to in all our Trust schools are:

• A senior member of staff having responsibility for the outcomes and well-being of disadvantaged students.

• Working with CoachBright to ensure Key Stage 4 students have access to an inspirational coach who can help motivate them with their work and hopefully aspire them to explore further and higher education

• Use ProvisionMap to track and evaluate all provisions that utilise Pupil Premium funding. Ensuring the best provisions are shared across the school and those that are not having impact are stopped.

Some additional top tips that I would suggest are:

• Seating plans are a non-negotiable and staff are able to articulate who their disadvantaged students are and why they are sat where they are. We use ClassCharts which is a great tool as it also is our behaviour management and homework setting system.

• An effective outcomes analysis system that ensures all Disadvantaged students are clearly identified and requires staff to document interventions they will implement to support disadvantaged students who are not making the expected progress.

• Breakfast club. The most important meal of the day. We work with Exeter Food Action to reclaim food from super markets and our support staff support the club on a rota. Check out the TED talk from Sam Kass called; Want kids to learn well? Feed them well. https://www.ted.com/talks/sam_kass_want_to_teach_kids_well_feed_them_well

• Extra-curricular support. The most difficult to evaluate but important for the moral purpose. Many disadvantaged students do not have the cultural capital to bring to the table. By supporting them with extra-curricular activities and to engage with trips, you help them contribute to class discussions and give them experiences to write about.

• Attendance. Prioritise the attendance of disadvantaged students. Get on the phone early when they are absent. Have a family liaison staff member who is able to go round to houses and collect students when needed.

• Targeted questioning as a non-negotiable. Expectations of disadvantaged students should be high and they should be targeted for questions in lessons.

• Mark first. Implement this as a policy and ensure disadvantaged students are getting the best feedback from their teachers.

• Homework. Disadvantaged students need to have the same expectations to compete homework but they often need additional support to complete it. Develop a homework club, engage their tutors and ensure they have the resources they need to complete additional work.

• Set up assertive mentoring or surrogate parenting. Often disadvantaged students need that additional support when completing application forms, obtaining work experience or reviewing their report.

There is no one-size fits all approach to supporting disadvantaged students and raising their achievement. You have to embed the culture and create the environment for them to succeed. Show them you care and know who they really are and they will come on the journey with you.

Stephen Farmer is Headteacher of Cranbrook Education Campus, an all-through academy in Cranbrook, Devon where 42% of the Secondary cohort are disadvantaged.  Cranbrook Education Campus is part of the Ted Wragg Multi-Academy Trust.