Implementation strategy 2

Description

Our largest fair access programme is Exeter Scholars which provides places for more around 850 Yr10-13 students each year. Different pathways are focused on providing scaffolded support for different cohorts via appropriate delivery channels e.g. for South West students, largely delivered through multiple on campus interventions; for students outside our region, the majority of whom are from ethnic minority groups, mainly delivered via an intensive residential programme; and a digital pathway for students who find an on-campus commitment challenging due to personal context. Students can begin at various stages from Yr 10 onwards depending on the pathway.

Rationale

Sector research and our own evaluation shows that fair access programmes providing scaffolded interventions support students in developing the knowledge, skills and behaviours needed to apply for higher education and achieve a university place. We extended provision significantly between 2020/21 to 24/25 and now provide fair access places for around 1,000 Yr10-13 students annually. Data purchased from UCAS shows that our programme participants are significantly more likely to apply to HE and to research-led high tariff providers, than a comparator group matched on similar known demographic characteristics. Participants who progress to University of Exeter are supported on an ongoing basis e.g. via access to scholarships, enhanced transition, paid internships, bespoke employability consultancy, and academic skills support.

For more details see the Exeter Scholars Theory of Change.

Evaluation

Evaluation of this activity is included in our Annual Activity and Impact Report. We will also publish via these pages an in depth evaluation of Exeter Scholars.

Description

Realising Opportunities was established in 2009 to support access to selective, research intensive universities through a range of evidence-based interventions, working collaboratively with partners sharing knowledge and expertise and having a robust evaluation strategy to monitor success. A single, national supported entry route targets the most able 16–18-year-olds at risk from inequalities of opportunity. 

Rationale

Sector research and our own evaluation shows that fair access programmes providing scaffolded interventions support students in developing the knowledge, skills and behaviours needed to apply for higher education and achieve a university place. We extended provision significantly between 2020/21 to 24/25 and now provide fair access places for around 1,000 Yr10-13 students annually. Data purchased from UCAS shows that our programme participants are significantly more likely to apply to HE and to research-led high tariff providers, than a comparator group matched on similar known demographic characteristics. Participants who progress to University of Exeter are supported on an ongoing basis e.g. via access to scholarships, enhanced transition, paid internships, bespoke employability consultancy, and academic skills support.

For more details see the theory of change.

Evaluation

The Institute for Employment Studies has worked with the scheme since 2012 as an external evaluator to provide the Partnership with a wealth of longitudinal data to inform and instruct the evolution of the programme to support its students' success. Participants are significantly more likely to apply to university, achieve an offer and accept a place at a research intensive university when compared to a UCAS benchmark group. See the latest evaluation report.

Description

The Sutton Trust Pathways to Law programme has been running for 15 years in partnership with leading universities and with over 100 employers with the aim of improving progression to higher education and representation in law. The scheme has a positive impact on the young people, for example, of students that go on to study at university, they are more likely to attend a research-intensive university and are more likely to study law than those who applied for the scheme and did not get a place. We have renewed our tender for Pathways to Law and will continue to work in partnership with the Sutton Trust and legal firms and alumni within our region to support learners within this programme. We will also participate in online Pathways programmes for Law and Banking and Finance.

Rationale

Despite improvements in recent years, the legal profession is still one of the least socio-economically diverse in the country with barristers, solicitors and judges, coming from the same few schools and universities. The Sutton Trust and Social Mobility Commission reported in 2019, that almost two thirds of senior judges attended private school, compared with 7% of the general population, with 71% graduating from Oxbridge institutions.  Sector research and our own evaluation shows that fair access programmes providing scaffolded interventions support students in developing the knowledge, skills and behaviours needed to apply for higher education and achieve a university place. We extended provision significantly between 2020/21 to 24/25 and now provide fair access places for around 1,000 Yr10-13 students annually. Data purchased from UCAS shows that our programme participants are significantly more likely to apply to HE and to research-led high tariff providers, than a comparator group matched on similar known demographic characteristics. Participants who progress to University of Exeter are supported on an ongoing basis e.g. via access to scholarships, enhanced transition, paid internships, bespoke employability consultancy, and academic skills support.

For more details see the theory of change.

Evaluation

Evaluation of this activity is included in our Annual Activity and Impact Report.

Description

The Mature Access Pathway is available to Access to Higher Education Diploma students within several further education colleges in the South West. This pathway provides participants with a comprehensive understanding of university-level studies and helps them develop their academic study skills. It includes a range of resources such as talks, workshops, online content, and on-campus experiences. The participants also benefit from opportunities to work with university staff and mature student mentors, who provide them with the necessary information, advice, and guidance to make informed and confident choices about their future. The pathway aligns with the study skills modules on the Access to Higher Education course, thereby ensuring that participants receive the support they need to succeed both during their time at college and beyond. We intend to grow the programme from 120 learners per year to around 200.

Rationale

The programme was designed following a literature review and consultation with students to identify barriers for mature students across the student journey and inform intervention design. The literature showed similar interventions could help to build self-confidence - consistently highlighted as low in mature students. In addition to improving confidence in applying to higher education, the programme - timetabled within the Access to HE course - aims to build resilience and skills affecting retention and future success. Following a successful pilot, we will be extending this model with additional FE Colleges within our region and to support progression to higher education and the University of Exeter specifically.

For more details see the Mature Access Pathway Theory of Change.

Evaluation

Initial evaluation shows increased understanding of HE and increased confidence and propensity to apply. It particularly highlights the positive impact of involving mature student mentors to encourage and support their peers. Evaluation of this activity is included in our Annual Activity and Impact Report and will also be the subject of a programme-specific Mature Access Pathway Evaluation Report.

Description

The Further Education Bridging Programme is designed to support access to higher education while developing the knowledge and skills to support transition to higher education. First iterations of this programme have been run collaboratively with Next Steps South West who offer generic information, advice and guidance to participants who receive study skills and more specific university-preparation support delivered by university staff. Based on learnings to date we will continue to extend this provision to additional colleges and include this scheme within our contextual offers policy. We aim to extend this from around 240 students per cohort to 400.

For more details see the Bridges to HE Theory of Change.

Rationale 

We have been working hard in recent years to strengthen our relationships with the Further Education sector with the aim of supporting both mature student progression and fair access more widely.  The development of our FE Strategy was partly informed by a survey commissioned through Youthsight with around 2, 500 pre-applicants showed students at FE Colleges had low propensity to apply for a course with entry levels above their predicted grades and low awareness of contextual offers when compared with peers from other school types in the state sector.  

For more details see the theory of change.

Evaluation

Evaluation of this activity is included in our Annual Activity and Impact Report.

Description

A significant proportion of our advice and guidance is focused on supporting students from under-represented groups through targeted work with schools and colleges with high proportions of students living in high areas of deprivation, low progression to higher education and free school meal eligibility. A key objective is to give pupils confidence in applying to a high tariff university like Exeter through the provision of good quality information, often delivered by student ambassadors. We work within a number of partnerships to support this work such as The Elephant Group and the Welsh Government SEREN programme. Both initiatives seek to support students, mainly from under-represented backgrounds, achieve their academic potential through attending a high tariff university. 

Rationale 

As a high tariff University with stretching entry requirements, we are aware that many of the students we seek to attract may not see us as an achievable option despite having the potential to excel at Exeter. This may be related to lack of confidence in applying based on predicted grades or lack of exposure to certain subject options and related career paths and transferable employability skills. It is important to ensure that our outreach and recruitment activity helps students make informed choices about their future and where appropriate encourages and supports applications from students under-represented at our University.

For more details see the theory of change.

Evaluation

Evaluation of this activity is included in our Annual Activity and Impact Report.

Description

In addition to providing learner support in target schools, we also provide broader provision, including teacher CPD, for schools and colleges in our Education Partners Programme which was set up to strengthen engagement via more formalised working relationships. Most of these schools have high proportions of students meeting widening participation criteria and teacher support - including our annual Education Partner Teacher Conference - includes guidance on supporting students from widening participation backgrounds. We will continue to grow this partnership programme and will undertake work with the Black Leadership Group (BLG) to provide a package of support for pupils in BLG affiliate colleges. Drawing on the expertise of BLG we will also upskill staff involved in outreach and recruitment in antiracist practice to ensure our student engagement is inclusive and responds to the needs of ethnic minority students.

Rationale 

As a high tariff University with stretching entry requirements, we are aware that many of the students we seek to attract may not see us as an achievable option despite having the potential to excel at Exeter. This may be related to lack of confidence in applying based on predicted grades or lack of exposure to certain subject options and related career paths and transferable employability skills. It is important to ensure that our outreach and recruitment activity helps students make informed choices about their future and where appropriate encourages and supports applications from students under-represented at our University. We understand that as a university located in a geographical area with low ethnic diversity that this may pose particular challenges for students from diverse backgrounds. Support from BLG and ongoing consultation with students will help to ensure that we are providing the best support and guidance available to help students make informed decisions.

For more details see the theory of change.

Evaluation

Evaluation of this activity is included in our Annual Activity and Impact Report.

Description

Supporting students to make informed choices about qualification routes linked to types of employment is a key part of our information, advice and guidance and support schools with achieving their Gatsby marks. This is particularly important when students are making decisions about Level 3 choices. We deliver subject and careers information mainly through our course discovery and careers insights activities, often involving employers and alumni. Delivery is varied including online panels, subject conferences and the creation of teacher resources.

Rationale 

We can see a strong correlation between representation and subject area with higher proportions of under-represented students in disciplines which are most strongly linked to vocational areas such as Law, Medicine, Nursing, Engineering and Computer Science. Many of our widening participation applicants apply for our most competitive courses. Meanwhile those subjects offering transferrable skills, cross interdisciplinary subjects or those no longer taught at a compulsory level to GCSE in state school such as Modern Languages, Classics, Art History and Liberal Arts are much less likely to receive applications from students meeting widening participation criteria although the graduate outcomes for those courses are excellent. Sector research also shows patterns between subject choice and higher education participation, demonstrating the importance of providing students with good quality advice about post-16 study options to reduce the risk of narrowing opportunities prematurely through via subject choice.

For more details see Course Discovery Theory of Change.

Evaluation

Evaluation of this activity is included in our Annual Activity and Impact Report.

Description

We are working to reduce barriers to equal opportunity experienced by students who may be qualified to enter higher education who may not feel restricted by the types of course we offer. An early adopter of Degree Apprenticeships, we have seen how the provision of affordable applied programmes directly linked to employment have benefited under-represented students, particularly those from low-income backgrounds, ethnic minority communities and mature students. Expanded provision coupled with focused information, advice and guidance is a key plank of our access strategy.

Rationale

We are working to reduce barriers to equal opportunity experienced by students who may be qualified to enter higher education but who may not feel confident in applying to a high tariff university like Exeter or may be restricted by the types of course we offer. An early adopter of Degree Apprenticeships, we have seen how the provision of affordable applied programmes directly linked to employment have benefited under-represented students, particularly those from low-income backgrounds, ethnic minority communities and mature students. Expanded provision coupled with focused information, advice and guidance is a key plank of our access strategy.

For more details see the theory of change.

Evaluation

The focus on widening participation through our Degree Apprenticeships was noted during the OfSted review of our provision in 2022 and is borne out through the data relating to the demographics of our Degree Apprentices. See the July 2022 Ofsted Report which rated our provision as Good.

Description

Attainment in maths continues to be a barrier for many widening participation students wishing to undertake undergraduate study in STEM. Our range of BSc STEM programmes with foundation year were created to enable students without the necessary maths skills to build these to a sufficient standard to enable progression to courses within our STEM portfolio

Rationale 

The programmes were created following a review of sector literature and taking on board recommendations in the Sutton Trust Admissions in Context report. The literature indicated that foundation years not only supported access but help to build social capital contributing to retention and attainment. We continue to build evidence relating to the impact of these programmes and will seek to extend student numbers depending on evaluation and capacity. Initial qualitative research indicates the efficacy of the programmes in preparing students for undergraduate level student, fostering a sense of belonging and building a cohort identity.
For more details see the STEM Foundation Year Theory of Change.

Evaluation

This initiative is the subject of a separate Foundation Year Evaluation Report.

Description

We will review our recruitment activity to ensure it is inclusive and that we have anticipated and met the information needs of a diverse range of stakeholders as they progress through the recruitment journey. This will include a review of our marketing, communications, messaging and visit experiences to address perceptions that University of Exeter may not be an achievable option to encourage diversity of applicants and support decision making.

Rationale 

A variety of sector literature illustrates the importance of a sense of belonging to student academic success, motivation, retention and university choice. Students who are within a minority may find it particularly difficult to feel that they belong, particularly before they develop their own networks and communities.  Websites and open days provide factual information, but this tends to be generic and may not provide specific insights into the experience of studying and being a student with particular life experience. Providing information which is relevant in tone, content and channel appropriate for the needs of students with particular lived experience aims to help informed decision making.

For more details see the Targeted and Inclusive Communication Theory of Change.

Evaluation

Evaluation of this activity is included in our Annual Activity and Impact Report.

Description

We established a specialist admissions advisor role to support access for mature learners, although in practice, the role provides advice for much wider group of students meeting widening participation criteria with non-traditional qualifications. This role has enabled us to provide improved and personalised advice, integrate admissions support within our Mature Access Pathway and to share good practice with colleagues. We will extend this support to Home Educated students, based on the needs identified through Centre for Social Mobility research. This identified barriers in the application process for home educated students including home education not being recognised on the UCAS form; atypical qualifications patterns; absence of predicted grades; and inability to produce teacher references. Our bespoke support will include acknowledgement of this group within our admissions process and related communications; tailored advice and guidance; online Q&As and drop-in clinics.

Rationale

Across the sector, mature students typically hold a wide variety of qualifications and are more likely to have followed a non-traditional route compared with younger students. They are more likely to present with limited or no prior Level 3 qualifications but even so, a reasonable proportion (around 15%) already hold a degree. Internal analysis bore out this trend. Analysis showed around 42% of mature applicants to Exeter held three A-levels compared with 87% of young applicants, and this difference was present even for young mature students (aged 21-25). The majority, 57%, held ‘other’ qualifications such as Access to HE, OU credits, Diplomas and BTECs etc. Qualitative feedback showed this presented significant difficulties for students trying to negotiate an admissions system primarily designed around those with A levels.

For more details see Specialist Admissions Advice Theory of Change.

Evaluation

Evaluation of this activity is included in our Annual Activity and Impact Report.

Description

 We will optimise the use of contextual offers to take account of individual applicants' personal and educational circumstances affecting their grades informed by academic research and applicant profile. The use of transparent contextual offers combined with other interventions has been effective at Exeter to improve access, with students going on to achieve good educational outcomes. We will seek to extend the use of contextual offers with a greater availability of individual measures of disadvantage via the UCAS application process and to more closely align our offers policy with our fair access work. We will also seek to remove unnecessary subject-related requirements.  Find out more about our current Contextual Offers Policy.

Rationale

There is a significant body of evidence which shows personal context including schooling affects qualification outcomes and that predicted grades can be unreliable in assessing academic potential. The use of contextual offers has been effective in facilitating access to higher education for under-represented students, particularly to selective universities.  Empirical research shows that entry requirements can be reduced substantially without setting up students to fail while it is also argued contextual admissions need to form part of a wider student lifecycle approach which facilitates student success to truly promote fairness.

For more details see the Contextual Offers Theory of Change.

Evaluation

Evaluation of this activity is included in our Annual Activity and Impact Report. In future we will publish via these web pages a detailed evaluation of our use of contextual offers.

Description

We want to address inequalities in maths GCSE attainment - ensuring access to an equivalent GCSE qualification and ongoing support throughout the undergraduate course for students looking to study at the University of Exeter. We are in the scoping stages of designing a maths preparation module with the help of maths specialists in our School of Education to enable us to soften our maths requirements in specific programmes to students with the potential to develop these skills. This would involve completion of a pre-entry course and undertake embedded maths support during their first year of undergraduate study.

Rationale 

Achieving a B (5) or a C (4) in maths GCSE continues to be a significant barrier for students pursuing higher education. A good foundation in maths is often a prerequisite in admissions to many undergraduate courses, particularly in science, technology, engineering, and mathematics. Students without a GCSE in mathematics can face challenges in meeting entry requirements for their desired courses, limiting their opportunities to access higher education.  In England, on average, 69% of pupils achieve a GCSE English and maths pass (C or 4) compared with 49% of students eligible for free school meals, falling to 45% in the South West. Mature students returning to education without attaining a passing grade in GCSE Maths may also face challenges even if studying maths within their Access to Higher Education course as the qualification is not recognised as superseding GCSE requirements.

For more details see the Maths Transition Course Theory of Change.

Evaluation

Evaluation of this activity is included in our Annual Activity and Impact Report. In future we will publish via these web pages a detailed evaluation of our use of the Maths Pathway.

Description

We have provided a Visit Bursary for participants of our fair access programmes and students in care for several years. We will extend this support for offer-holders who are eligible for free school meals to help cover travel and overnight accommodation costs when visiting our campuses to support informed decision making.

Rationale 

Regular surveys of applicants and offer-holders show us how important university visits are in making informed decisions about where to study. The costs involved however can be prohibitive especially for those students from low-income backgrounds. We are aware this may be a particular issue for students visiting our campuses in Devon and Cornwall due to the travel involved and relatively high cost of overnight accommodation. Inability to benefit from experiencing campus, speaking to academics and students, and finding out what support is available, could mean students decide to go elsewhere despite being qualified to excel at Exeter.

For more details see the OHVD Theory of Change.

Evaluation

Evaluation of this activity is included in our Annual Activity and Impact Report.

Description

Our student experience panels aim to provide students with peer-led “warts and all” information about studying at the University as part of a minority group. The aim is to provide students with authentic and transparent information which will help them make informed choices and build realistic expectations of studying with us. A secondary aim is to foster a sense of belonging, as students will be able to see they are welcomed and represented within our student community. Panels give insights into the experience of our students who are from a range of backgrounds. Content is created by Student Ambassadors with relevant lived experience and the sessions are student-led. Panels are wide ranging and include those for ethnic minority students, students with disabilities, who are care experienced, mature, practise a particular faith, or who are LGBT+.

Rationale 

A variety of sector literature illustrates the importance of a sense of belonging to student academic success, motivation, retention and university choice. Students who are within a minority may find it particularly difficult to feel that they belong, particularly before they develop their own networks and communities.  Websites and open days provide factual information, but this tends to be generic and may not provide specific insights into the experience of studying and being a student with particular life experience.

For more details see Student Experience Panels Theory of Change

Evaluation

Evaluation of this activity is included in our Annual Activity and Impact Report