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St George’s, University of London

OFFA Access Agreement

2017/18

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Contents

1a. Statement from the Principal, Professor Jenny Higham

1b. Statement from the Students Union President and Vice-President 2015/16

2. Introduction and context

3. Fees, student numbers and fee income

4. Access and student success measures

a. Assessment of access record and expenditure on additional access measures b. Strategic approach and identified priority areas c. Expenditure d. Outreach

i. Core activity and evidence ii. Targeting / work with specific groups iii. Equality and diversity iv. Collaborations v. Monitoring and evaluation arrangements

e. Admissions

i. Core activity and evidence ii. Targeting / work with specific groups iii. Equality and diversity iv. Collaborations v. Monitoring and evaluation arrangements

f. Student support, retention and success

i. Core activity and evidence ii. Targeting / work with specific groups iii. Equality and diversity iv. Collaborations v. Monitoring and evaluation arrangements

g. Financial support

i. Core activity and evidence ii. Targeting / work with specific groups iii. Equality and diversity iv. Collaborations v. Monitoring and evaluation arrangements

5. Targets and milestones

6. Provision of Information to prospective students

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1a Statement from the Principal, Professor Jenny Higham It is of crucial importance to medicine and all healthcare professions that the practitioners of the future reflect and represent the communities they will serve in all their diversity. At St George’s, University of London (St George’s) we are rightly proud of our dedication and commitment to widening access into university – and the healthcare and biomedical professions in particular. Our students consider St George’s to be a great place to study and, by their own assessment, are proud to be part of it. Many of our students are directly involved in our outreach work and help us to build valuable and lasting relationships with the London community through our extensive links with local schools, colleges and charities. The barriers to HE participation can be numerous and changing, especially in such a fast moving policy environment. This 2017/18 Agreement has been updated and refreshed with this in mind and includes activities such as our innovative work experience scheme, delivered in partnership with the local NHS Trust and research looking at the impact that financial support to students from disadvantaged backgrounds is having on retention. It is with all of this in mind that I fully endorse St George’s Access Agreement, an Agreement that recognises and builds on educational excellence and our innovative work in Widening Participation.

1b Statement from the Students’ Union President and Vice-President 2015/16, Steven Gilbert and Kat Telford

St George’s, University of London has a long history of award winning Widening Participation (WP) activity that is both sustainable and effective. The institution has always focused its activity on working with students from a wide age range, encouraging them to aspire to higher education from as young as Year 5. This work focuses on social mobility and widening access rather than being a tool for recruitment. We are pleased that despite the shift of focus towards “Results” required by OFFA, SGUL is treating this as additional activity and promises to honour their commitment to ongoing widening participation. This is highlighted by the continued commitment of at least 29% additional income spend on WP activity, which exceeds OFFA’s expectations on expenditure for an institution with our access record. The Agreement enhances the support package at St George’s, and underlines the increasingly important emphasis on retention. It is not just about getting students from disadvantaged backgrounds into university. More importantly it is about supporting them whilst they are here, both financially and academically. The bursaries for our lowest income students are both realistic and practical. They recognise students’ need for immediate finance while studying. St George’s will now provide more funding in later years of study, supporting those who experience financial hardship – at a level that may mean they cease their studies. The Access Agreement is a key strategic document for the institution and as sabbatical officers we are involved in its development and monitoring through the bimonthly Access Agreement Monitoring Group. We welcome our involvement in this process as we believe student participation in these discussions is essential for the agreement to fully reflect the challenges faced by students in accessing and staying in Higher Education.

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2 Introduction and context St George’s’ knowledge and experience in widening access to medical and healthcare professions is well established and in the past year has been referenced in publications by both the Medical Schools Council and the British Medical Association. This Access Agreement builds upon our expertise and is fully aligned with our refreshed institutional Strategic Plan and through our mission and vision that are at the heart of what we do and what we strive to attain. Our mission is to advance, promote and share knowledge of health through excellence in teaching, clinical practice and research into the prevention and treatment of illness. Our vision is to be a thriving medical and health sciences university, integrated with a London teaching hospital, locally, nationally and internationally recognised for excellence and innovation in education and research translated across health and social care. Nationally, medicine and some professions allied to medicine have traditionally performed poorly in attracting students from the full range of socio-economic backgrounds, and have struggled to recruit those from under-represented groups such as those from low income families, care leavers, students with disabilities, those studying in state comprehensive schools, and students from some minority ethnic groups. At St George’s, we actively encourage students from a range of backgrounds to consider university study and entry to these professions. Our admissions processes are rigorous and holistic – and our students are selected on their proven academic ability, their commitment to their chosen profession, and their personal qualities. St George’s is proud of our close relationship with our student body, and this is reflected at many levels in our widening access work:

We work with students to devise, and then annually update, our Access Agreement. Students’ Union officers sit on our institutional Access Agreement Monitoring Group, a committee that meets regularly, monitors progress and recommends to our Senate and Council approval of our scholarship and bursary schemes, our targets and our Access Agreement spend.

Students are key members of our institutional Equality and Diversity Committee.

Student representatives on our Student Support and Welfare Committee work with the student services teams to plan our retention activities and our priorities moving forward.

Our team of 280 Student Ambassadors have provided vital feedback on our outreach work and have helped us to develop our targets and refine our annual plan of activities.

St George’s has welcomed the opportunity to review the Access Agreement for 2017/18. Given our progress, we have made minimal changes to our targets. Our focus has been on prioritising our activities and investing in building a sustainable framework for continuing our work in supporting access to the medical and healthcare professions. We have noted the proposals for students on allied health professions degrees to receive student loans, bringing them into the scope of the Access Agreement. For St George’s this is students on Physiotherapy and Radiography courses. We have adjusted our financial spend and activities to take account of this proposal. We also note the proposed significant reduction in Student Opportunity Funding by 2020 and are considering how this will impact on our work. We have had a change of academic lead for this area and our new Associate Dean for Widening Participation brings with him a wealth of expertise in research and statistical analysis that we feel will bring a renewed focus to our activities in coming years.

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3 Fees, student numbers and fee income

Fee level 2017/18*

Student numbers on the new fee system (all cohorts) (FTE)

Type of programme 2017/18 2018/19 2019/20 2020/21

All first Degrees** 9 250 1672 1851 2009 2009

All Foundation Degrees 9 250 70 70 70 70

*subject to any inflationary or other increases permitted by government **from 17/18 includes students on allied health professions courses previously funded via the NHS The decision to charge higher fees for degree-level courses and then from 2015/16 for our Foundation Degrees was not taken lightly. St George’s wishes to continue to provide our students with an outstanding education in medicine, biomedical and healthcare sciences. Our programmes are expensive to deliver and we must maintain financial sustainability in this uncertain higher education environment. The fee level and student support package will ensure that St George’s is able to replace reductions in government funding whilst continuing to deliver a consistently high standard of education to students from all backgrounds. These decisions were made in consultation with student representatives and approved by the St George’s governing body, our Council. St George’s continues to encourage student-led investment into the student experience, which may include enhancements to student services, sports facilities, Students’ Union support or additional skills training. Consultations with students continues to help to determine where students will most value this investment, and students are also encouraged to put forward proposals to run projects themselves, specifically as part of our Access Agreement commitments or as part of a wider ‘SGUL Change’ programme of student-led enhancement. The tuition fee may rise by an inflationary amount as permitted and set by the Government each year. The expenditure detailed in this Access Agreement is countable (ref: OFFA Guidance February 2016/02).

4a. Access and student success measures: Assessment of access record and expenditure on additional access measures In assessing our access record, we have referenced the primary Key Performance Indicators (KPIs) for WP: the proportion of students from state schools and colleges; the proportion of students from low participation neighbourhoods; and the proportion of students from NS-SEC classes 4-7. We have additionally considered the KPI of non-continuation of young first degree entrants across the full student cohort. Year Access – first degree entrants Retention – all entrants

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Year Access Young full-time first degree entrants (HESA T1a)

Retention Young full-time first

degree entrants

% State school/college

% low participation

neighbourhood (POLAR 3 data)

% NS-SEC 4-7 % non-continuation Young (HESA T3a)

Actual Bench mark*

Actual Bench mark*

Actual Bench mark*

Actual Bench mark

2014/15 82.2 81.4 4.9 4.1 30.4 28.5

2013/14 81.9 83.3 4.0 4.4 28.4 27.4 2.5 3.0

2012/13 82.8 81.1 5.7 4.3 32.3 27.8 3.0 3.5

2011/12 86.0 81.6 7.0 4.4 27.3 26.8 3.7 3.4

2010/11 79.5 80.3 3.0 4.1 27.0 25.0 1.8 3.8

2009/10 83.4 79.9 4.1 3.8 26.1 25.5 2.0 4.1

2008/09 78.9 80.4 $ $ ^ ^ 3.7 4.1

2007/08 80.8 76.0 $ $ 25.2 24.2 2.5 3.8 *Location adjusted benchmark, $Data not comparable as POLAR 2, ^data suppressed as changed methodology so not comparable.

We have considered our performance against our benchmark targets and have cross referenced our key comparator higher education institutions. As a small selective institution offering a specialist portfolio of programmes our success cannot be accurately measured by direct comparison with all other HEIs en masse. A particularly high proportion of our young, full-time undergraduate student intake (c39%) is accounted for by our MBBS medicine programmes, and it is widely accepted that widening access to medicine is particularly challenging given the very high level of competition, the requirement for particularly high pre-entry academic (and non-academic) achievement, and the extended length of the medical degree. Additionally, as St George’s is the UK’s only independent medical university, with all other medical schools being part of far larger higher education institutions, like for like comparison is problematic. However it is possible to identify appropriate key comparator institutions by considering factors such as HEIs which contain medical schools and HEIs that have a very high ratio of applicants to places. Our key comparator set contains 19 HEIs from across the country; a purposive sample that, in addition to meeting the criteria set above, contains representation from all four territories of the UK1. We assess our access record as strong in relation to most WP KPIs. Our rankings within this comparator group are good: eighth (out of 20) in terms of proportion of students from state school; second (out of 20) in terms of students from NS-SEC classes 4-7; thirteenth (out of 18) in terms of students from low participation neighbourhoods; and 5th (out of 20) for % non-continuation of all full-time, first time degree entrants (when ordered in ascending order). We also track other data and use this to monitor our performance and help plan our activities for all under-represented groups in higher education. For example, in 2014/15, 43.1% of our students were from non-white UK domiciled groups, putting us in the top 20 in the sector, and 6.8% of our students were in receipt of Disabled Students Allowance, a higher proportion than most of our comparator group (third out of 20). 1 The Queen’s University of Belfast, The University of Birmingham, The University of Bristol, the University of Cambridge, Cardiff University, The University of Edinburgh, The University of Glasgow, Imperial College of Science, Technology and Medicine, King’s College London, The University of Leeds, The University of Liverpool, London School of Economics and Political Science, The University of Manchester, University of Newcastle-upon-Tyne, University of Nottingham, The University of Oxford, The University of Sheffield, The University of Southampton and The University of Warwick.

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4b. Access and student success measures: Strategic approach and identified priority areas From a strategic point of view, St George’s established the Access Agreement Monitoring Group to oversee Widening Participation activities across the student lifecycle. This committee aims to align internal strategy with external requirements under the Access Agreement and Widening Participation Strategic Statement. This has helped us to identify priority areas and objectives in our Access Agreements that are also indicated in our new strategic plan and the Equality and Diversity Single Equality Scheme which is updated annually. Looking forward to the next ten years, we will continue to play a leading role in developing and delivering strategies to support students from under-represented backgrounds. Whilst acknowledging that the policy environment is subject to change, we envisage the following six areas to be integral to our future WP activity: a) Taking a student lifecycle approach, maintaining the commitment to St George’s’ mission, vision and value of Diversity b) Championing the student voice and working with students as partners c) Fully embracing collaborative working in health and social care education and practice d) Smart based targeting of Information, Advice and Guidance (IAG) e) Providing generous targeted financial support f) Establishing an evidence base for the activities we do to support students across the whole lifecycle, including comprehensive analysis of outcomes for student performance for underrepresented groups versus other groups.

The following sections address these areas more specifically.

4c. Access and student success measures: Expenditure Given our institutional commitment to widening access, and the need to ensure that we measure ourselves against all institutions and not just our comparators, we are hereby committing to spend on access measures near to the maximum proportion of our additional fee income that is recommended in the Office for Fair Access guidance. We confirm that we will spend an average of 29% of our additional fee income on access (outreach and retention) measures. This includes new and existing measures and collaborative activities within the networks and partnerships (detailed below). We will continue to use the findings of our evaluation activities to either expand or target these activities in future years. We have concentrated our future plans on known successful outreach and retention activities, taking into account national research and good practice, and the highly selective nature of many of our programmes. In particular we have found that developing strong relationships with local schools through offering a variety of summer school, taster and mentoring activities has been particularly helpful. Our predicted OFFA countable expenditure for 2017/18 is below, equating to 29% of the projected additional fee income in 2017/18: £546,500 on outreach and access activities

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£232,000 on retention and progression activities £823,000 on bursaries and hardship funds

4d. Access and student success measures: Outreach

i. Core activity and evidence The principal aim of St George’s outreach activity is to support and expand access to healthcare professions for under-represented groups. This is achieved through a portfolio of initiatives focused on raising aspirations and attainment, providing IAG provision and admissions support, as well as retention activity by way of our Student Ambassador scheme. Existing activity will be broadened to include all St George’s healthcare undergraduate degree courses from 2017, following changes to NHS funding for Physiotherapy and Radiography qualifications. Core activity is listed below, indicating the primary focus for each, and evidence based justification where possible. Primary Practice after school club – an aspiration raising activity which offers Year 5 and 6 pupils the opportunity to learn more about medicine and healthcare, develop their scientific knowledge, learn practical life skills such as basic first aid and sign language, and enhance their confidence and team working skills. Siblings and parents/carers are encouraged to participate by way of an activity book to be completed at home. Teachers and parents/carers attend the end of programme graduation ceremony and participate in project evaluation. This is a multiple intervention programme with participants invited to attend a Summer School in Year 7/8, the St George’s Community Open day and Spotlight on Science lecture series in Years 9-11, the St George’s Healthcare Shadowing Scheme in Year 12, and Summer School reunion events at the beginning of Year 13; offering IAG on finance, entry criteria, the application and selection process, interview and reflection skills, and how to prepare for the transition from post 16 to degree level study. The Primary Practice scheme was highlighted as an example of best practice in two publications in 2015; British Medical Association feature ‘The Right Mix’, published in October 2015 (http://www.bma.org.uk/features/therightmix/) NHS Health Education England Widening Participation Directory; A directory of best practice. Available at: https://hee.nhs.uk/our-work/developing-our-workforce/widening-participation/widening-participation-directory-0 The Experiments Roadshows – an aspiration raising and IAG activity for Year 5-12 students, designed to increase awareness of a range of educational and career opportunities in medicine and healthcare. These activities put the science that students learn at school into real life medical and healthcare contexts, and provide age appropriate advice on entry routes and the application process. The Experiments Roadshows take place in schools and are facilitated by specially trained Student Ambassadors. Clinical Skills Taster Days - an aspiration raising and IAG activity for Year 8-13 students designed to increase awareness of a range of educational and career opportunities in medicine and healthcare and give participants an insight into studying healthcare subjects at university. Each event is tailored to the year group and needs of participants in collaboration with school contacts, utilising on-site clinical skills facilities, the Experiments Roadshows, and Soft Skills workshops.

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Spring/Summer Schools - an aspiration, attainment raising and IAG activity for Year 7-12 students. Spring and summer schools are lively, interactive courses designed to raise young people’s aspirations, increase awareness of a range of educational and career opportunities in medicine and healthcare, and give participants an insight into studying healthcare subjects at university. Each course is tailored to the year group participating, utilising an extensive range of on-site training facilities, the Experiments Roadshows, Soft Skills workshops, Student Ambassadors, academic teaching staff, alumni, and other healthcare professionals. This is a multiple intervention programme with participants subsequently invited to attend the annual St George’s Community Open day and Spotlight on Science lecture series, the St George’s Healthcare Shadowing Scheme in Year 12 (for students attending a state school in Wandsworth or Merton), and Summer School reunion events at the beginning of Year 13; offering IAG on finance, entry criteria, the application and selection process, interview and reflection skills, and how to prepare for the transition from post 16 to degree level study. The results of a ten year evaluation of St George’s Spring/Summer Schools demonstrate that they do have a significant impact on participants’ aspiration and application to healthcare related HE courses. This gives us clear indication that we should continue to provide healthcare specific summer school activities for learners. This evaluation has also enabled us to review the components to ensure that we are providing participants with information and skills that are valued (Hammond, J.A., Dakin, C., White, H., Treadwell, E., Grant, R. (2014) ‘Ten Years On: The Long Term Impact of Widening Participation Healthcare Summer Schools’, Journal of Widening Participation and Lifelong Learning (volume 17, number 4, December 2015) St George’s Spring and Summer Schools were highlighted as an example of best practice in the NHS Health Education England Widening Participation Directory; A directory of best practice. Available at: https://hee.nhs.uk/our-work/developing-our-workforce/widening-participation/widening-participation-directory-0 St George’s Healthcare Shadowing Scheme In collaboration with St George’s University Hospitals NHS Foundation Trust, the St George’s Healthcare Shadowing Scheme offers Year 12 students from Wandsworth and Merton state schools the opportunity of a healthcare shadowing placement at St George’s or Queen Mary’s Hospital. As a prerequisite for all medical, and the majority of allied healthcare subjects, securing relevant work experience can be a major barrier for some students. The unequal access to work experience opportunities for students from lower socio-economic backgrounds was highlighted in the Milburn report in 2012, University Challenge: How Higher Education Can Advance Social Mobility. In addition, the Medical Schools Council, Selecting for Excellence, End of Year Report 2013, encourages all NHS Trusts to sign up to the PRACTISE scheme, through which health service providers make a commitment to prioritise work experience opportunities for pupils claiming free school meals and/or pupils who attend a school with a high proportion of FSM eligibility and have no family experience of higher education. Being co-located on a single campus, university and hospital side-by-side, we are in a unique position to utilise and combine our knowledge and expertise in HE outreach and healthcare provision, enabling both organisations to meet shared objectives regarding community engagement, widening participation to HE, and access to work experience for students from under-represented groups in HE. In line with PRACTISE guidance, and to ensure participants are fully supported throughout their healthcare shadowing placement, the St George’s Widening Participation team provide participants the following;

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Financial assistance to ensure students can attend their shadowing placement

A named contact in the Widening Participation team to provide additional support as required before, during and after their placement

A pre-placement induction session, to ensure students are fully prepared and aware of their personal expectations and those of the NHS staff/department they will be working with, so they can maximise the opportunity and know how to reflect on their experiences

A post placement reflection session to discuss and reflect on their experiences, recognise the skills gained, development that has taken place, and how they can present this when applying for a university course or at interview

A completion certificate. St George’s Healthcare Shadowing Scheme was highlighted as an example of best practice in the NHS Health Education England Widening Participation Directory; A directory of best practice. Available at: https://hee.nhs.uk/our-work/developing-our-workforce/widening-participation/widening-participation-directory-0 Soft Skills Development workshops - an IAG and admissions support activity for Year 11- 13 students, enhancing key skills and qualities over and above academic ability, and supporting students as they prepare for medical and healthcare interviews. Two workshops are offered;

Work experience and reflection workshop - This session is an interactive exploration of what form and types of experience are relevant to healthcare and why, how work experience relates to the core competencies for healthcare, what reflection is, why it’s important and how it can be used to support their application to a healthcare course.

Interview/MMI workshop - Students learn about the logistics of the Multi Mini Interview (MMI) process and how to prepare. Rolled out across St George’s healthcare courses since 2009, the MMI is an innovative approach to selection that involves a series of tasks and activities as a replacement for the traditional panel based interview. This workshop offers students an insight into this approach and helps them prepare for their healthcare interview, whether MMI or a traditional panel interview.

Taste of Medicine website (www.tastefomedicine.com) - a free IAG and admissions support resource for all ages with interactive games and learning tools, the site can be used by individuals or in facilitated group sessions led by teachers or St George’s staff. The website is split into four chapters; offering IAG on the range of educational and career opportunities in medicine and healthcare; how to find and reflect on healthcare work experience; the importance of enhanced communication skills for healthcare interviews and future education and career development; and IAG on teaching and learning in HE, aiding the transition for students from post 16 to degree level study. A schools resource pack with guidance on how best to utilise the website, including additional resources and lesson plans was sent to all London state schools in 2014, and continues to be available upon request. With an increasing proportion of young people accessing online resources using mobile and android devises (a format not compatible with the current website), market research and feasibility planning for the gradual migration of the website from Flash software to HTML5 is underway. In addition, a new IAG section on Multi Mini Interviews (MMI) is planned, providing students with an insight into the use of MMI’s as a selection method and help them prepare for their healthcare interview.

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Student Ambassador Scheme The Student Ambassador scheme employs over 280 undergraduate and postgraduate students, representing every course and year group at SGUL. Ambassadors are recruited via a competitive application process, CRB/DBS checked (unless already completed for their course) and receive training on the aims and objectives of Widening Participation, working with young people, presentation skills, child protection/safeguarding training, and project specific training as required. During the 2014/15 academic year, St George’s student ambassadors logged over 6000 hours of activity, enabling the Widening Participation team to meet our stretching activity targets and engage over 5000 young people in face-to-face activity. Student Ambassador Research: Exploring the perceived motivators, benefits and roles of current and former Student Ambassadors (report September 2014). Current and former student ambassadors were surveyed and interviewed to determine the motivators, perceived roles and benefits of being an ambassador. Findings indicate that ambassadors were broadly representative of the St George’s student population. There was broad agreement about what motivated them to apply for the scheme, with most saying aspects such as being able to widen the reach of higher education, improve CVs, and earn money. The benefits of being an ambassador were numerous, and the vast majority of respondents from both current and former student ambassador groups agreed that being an ambassador had improved their relationship with the University. There was little difference between below and above average contributors to the scheme in this regard either, with the vast majority of both groups reporting a positive change in their relationship with the University. Respondents by and large believed ‘essential skills’, such as communication, leadership and team working had improved as a result of working as an ambassador. Importantly, such skills were regarded as very useful by former ambassadors in their current and intended healthcare professions. Ambassadors disagreed that being involved impacted on their academic work, and would be less willing to participate if there was no payment. ii. Targeting / work with specific groups School and participant targeting A four tier school/college and pupil targeting policy was implemented in September 2013. Under the policy, each outreach activity has been assigned a level according to the type of intervention, number of places on offer, and commitment required by the participants. To accompany this is a database of all state schools in London, detailing the number and age range of the student population, GCSE and A-Level attainment, percentage of students receiving Free School Meals (FSM) and/or in care, data on the number of UCAS applications and entrants onto St George’s courses, and the level of engagement with St George’s outreach work since 2009/10. Using this data in conjunction with micro level targeting of students (parental experience of higher education, NS-SEC classification based on parental occupation, free school meal eligibility, IMD and Polar 3 classification, ethnicity, disability and care experience) we prioritise schools, colleges and students accordingly. The four targeting levels are; Level 1: Micro level targeting Students must meet very specific eligibility criteria for participation in St George’s outreach activities, relating both to the school they attend and their individual circumstances Level 2: Macro level targeting Students must attend a London state school that meets specific criteria for participation in St George’s WP activities Level 3: All London state comprehensive providers

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Level 4: Global information provision The policy is monitored and reviewed annually to ensure all schools data is up-to-date, and WP priority groups are in line with national guidance and best practice. Looked after children In addition to school/college and participant targeting, we deliver a collaborative programme of activities for looked after children in conjunction with Aimhigher London South. This programme consists of four events per year for Key Stage 3 and 4 students, with a maximum of two events taking place at St George’s. Regular meetings with partner HEIs and borough LAC contacts ensure appropriate content and delivery. St George’s was awarded the Buttle UK Quality Mark in 2010 and has endeavoured to embed the aims and ethos of Buttle UK and our Quality Mark plan into all areas of pre and post admissions support, retention and success. This includes collaborative LAC specific pre admissions activity as described above, and priority for care leavers who apply to any other St George’s outreach activity. A designated member of the Student Services team ensures IAG on accommodation, financial support and all forms of pre and post admission support is provided to care leavers on a one-to-one basis, ensuring all information is disseminated in a timely and relevant fashion. Multiple intervention activity Our core, targeted, multiple intervention outreach activity is delivered through the Primary Practice after school club and Spring/Summer School programmes. In addition, in 2016/17 we will pilot a new multiple intervention scheme which will work with students over two years as they progress from Year 11 to Year 13. The scheme will target students living or studying in Wandsworth and Merton, and is designed to give participants an insight into healthcare courses and careers and equip them with the relevant information, support and the means to make successful university applications for healthcare courses. Students will take part in a number of activities including a Year 11 Spring School and the St George’s Healthcare Shadowing Scheme in Year 12, and will have the opportunity to attend additional events on applying to university and university interviews. Participants will have a named contact within the Widening Participation team and will benefit from access to student ambassadors throughout the scheme. As a member of the Aimhigher London South network, we also contribute to a framework of multiple intervention activities for target students over the course of their secondary and further education. This programme works with students from member schools and colleges, delivering awareness and aspiration raising activities at KS3 and KS4 (including GCSE option choices), and post 16 support, application and preparation advice for HE (including UCAS support, Gifted and Talented support with specific focus on STEM and aspiration raising activity for vocational students). iii. Equality and diversity The Associate Dean (Widening Participation) and Head of Widening Participation are both members of the Equality and Diversity Committee. The committee’s role is to ensure equal opportunity and diversity is embedded within all levels of St George’s institutional strategy and practice. All St George’s outreach activity promotes equality and diversity. We record data for protected groups who attend St George’s outreach events, report on this annually to senior management and other relevant committees, and use it to inform and improve our outreach targeting policy and provision. As a result of this monitoring we give priority to white working

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class boys, black or black British Caribbean students, and students with disabilities for all outreach activity. We will continue to closely monitor data on all other protected groups to ensure our outreach activity is appropriately targeted and promoted. iv. Collaborations St George’s is committed to working in partnership with the following organisations and networks as we recognise that this is a cost effective and efficient way of expanding our outreach work and supporting learners from non-traditional backgrounds: Kingston University (KU) Through this long established and successful partnership, with whom we run our joint Faculty of Health, Social Care and Education, we meet as required to consider opportunities for sharing resources and expertise. For instance, recent discussions have explored the scope, options and benefits of utilising a customer relationship management system for storing tracking and monitoring information on WP participants and schools/college engagement. In the long-term, we aim to explore the viability of developing collaborative activities to ensure parity of approach across both institutions particularly in relation to the additional healthcare courses that will come under the remit of the Access Agreement from 2017. This will enable us to consider the support for all learners with an aspiration to, or studying health and social care sciences. St George’s University Hospitals NHS Foundation Trust In addition to the Healthcare Shadowing Scheme described above, we have established a collaborative education strategy and are developing collaborative public engagement activity that serves the local community of over one million people. This includes the joint Community Open Day where a number of our access activities were available to all members of the community, and our programme of public lectures and demonstrations. In addition we will work together to help target NHS staff from under-represented groups who would benefit from the opportunities offered by our Foundation Degrees in healthcare to progress their careers. We will also ensure that appropriate support, within and beyond the classroom, is available for all learners including students with disabilities and those in the workplace. Aimhigher London South St George’s is a member of the Aimhigher London South Ltd (AHLS) network. AHLS works to ensure fair access to higher education for young people from non-traditional backgrounds. This is achieved by linking schools, colleges, universities and education providers together to work effectively. AHLS works in partnership with 10 universities, 22 schools, two further education colleges and Local Authorities across London and the South East. The network is committed to collaboration and works together to;

Provide impartial information, advice and guidance to learners from Year 7-13 and their parents, carers and families

Support school staff in accessing and engaging with outreach opportunities

Contribute to the sectors knowledge of best practice at a local and regional level in order to determine what works well and which activities are effective

Develop and apply evaluation and monitoring methods to illustrate long term impact Looked After Children Network (under Aimhigher London South) We will continue to work with this network which draws together local authorities, higher education institutions and further education institutions in supporting students from care. National Network for Collaborative Outreach (NNCO)

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St George’s worked collaboratively with HEIs as a member of the Aimhigher London South Network (NNCO) in consultation with the Linking London (NNCO) and the AccessHE (NNCO) Networks, to develop a Single Point of Contact for London’s schools and colleges. University of London Association of Strategic Leaders of Widening Participation Widening Participation leads from the colleges of the University of London meet once a term to share best practice and focus on common issues. In 2016, the group agreed to share project outcome data to enable colleagues to benchmark the performance of their suite of activities. This recognises the importance not just of evaluating activity internally, but also of benchmarking across the sector. Initial data sharing will begin in the summer of 2016, looking at outcomes for summer schools and multi-intervention projects. The results will inform St George’s future strategic planning. Other In addition we have been and will continue to work with the Medical Schools Council (MSC), Selecting for Excellence group (SEEG), General Medical Council (GMC), and British Medical Association (BMA), on initiatives in support of widening access to the medical profession. We are also members of the National Education Opportunities Network (NEON). We will continue to review and monitor new and existing collaborative opportunities and partnership working with organisations and groups as appropriate in what is a fast moving and changing environment. v. Monitoring and evaluation arrangements WP annual report Post event evaluation from participants, parents (where possible), school/college teachers, Student Ambassadors, and WP staff is collected, collated and analysed for all St George’s outreach activity. This is included in the annual Widening Participation report along with pre event evaluation analysis (where possible), a description of each programme, the targeting policy applied, recruitment and selection procedure, monitoring data on schools and participants, key achievements, recommendations for improvement, expenditure, and progress against our Access Agreement activity targets (outlined in table 7b). This report is disseminated to all internal stakeholders, including senior management and the Access Agreement Monitoring Group, and forms the basis of planning and development for the next academic year. Participant tracking All outreach activity alumni of eligible age to apply to university are tracked annually against the SGUL student records management system (SITS). Data on the number of applications, offers and enrolments is recorded and disseminated to the Access Agreement Monitoring Group and other key staff. In addition, students who participate in multiple intervention or high intensity activity are sent a destination survey two weeks after A-Level results are published to gather information on their future work or educational plans, and if they have been successful in a university application, which institution and course they will be attending. A new administrative post was created in 2015 to further develop and enhance internal monitoring, evaluation and long-term participant tracking processes. Current work includes expansion of the evaluation methods used for our most intensive outreach activities, the Summer Schools. The following changes will be piloted in 2016:

Extension of the use of pre and post event questionnaires to identify changes in students’ attitudes and knowledge as a result of the activity

Conducting focus groups and interviews to provide more detailed qualitative data about the effects of the activity

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Addition of a reflective writing piece to evaluate participants’ perceptions of what they have gained from attending the event

School and Student Engagement System Development of a bespoke, secure infrastructure in which to store, analyse and report on all booking, monitoring and long-term tracking of school and student engagement is under way. The system will support and enhance the work of the Widening Participation team, whilst ensuring the security, integrity and fidelity of linked data. The new system will facilitate a joined up, long-term approach to track interactions with schools and students across multiple activities, providing a robust and holistic means to appropriately monitor, analyse and target schools and students, and evaluate activity coordinated by both the Widening Participation and Student Recruitment teams. A joined up way to manage relationships will improve the student experience, improve satisfaction of service users, create efficiencies in time and resources, and inform improvements in service delivery.

4e. Access and student success measures: Admissions St George’s has a specialist programme portfolio of medical and healthcare programmes delivered in collaboration with the joint Faculty of Health, Social Care & Education with Kingston University. Gaining admission to St George’s is to study on a degree programme and to start on a path towards a recognised and regulated profession with significant levels of responsibility to both individuals and the community. Our admissions processes therefore are not only fair and equitable, but also rigorous and fit for purpose. We are aware that admissions is a key stage in the student lifecycle, crucially marking the point where students have made informed choices of institution and programme(s); it is at this stage that we can begin to develop a real relationship with applicants who may become our students. It is with this awareness that we begin a specific supportive conversation that will last throughout their programme and to graduation and employment. Our admissions team are located within the Registry and so are ideally placed to begin guiding our students through their journey from applicant to alumni. i. Core activity St George’s continues to operate innovative approaches to assessment and selection of applications to our programmes. This includes our Adjusted Criteria scheme where lower offers are made to acknowledge the educational context of applicants by assessing specific contextual information, and Multi Mini Interviews (MMI) that have been developed from international best practice in medical student selection and has been shown to minimise bias against candidate subgroups such as culture and gender, and focus assessment on appropriate constructs such as entry-level reasoning skills in professionalism. In Alan Milburn’s report, ‘University Challenge: How Higher Education can Advance Social Mobility (2012) our innovative measures to widen access to health professions were noted. ii. Targeting / work with specific groups We have implemented the recommendations of an independent report commissioned via additional fee income funds to evaluate the effectiveness and scope of our contextual admissions measures. The following actions have been taken:

Enhance communication of the Adjusted Criteria scheme on the institution’s website and prospectus, strengthening the narrative of the context and tailoring the description to applicants so it is easier for them to understand.

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Better utilisation of internal management information and submitted HESA data to track St George’s performance on OFFA targets.

Simplified process for Adjusted Criteria for medicine programmes by: removing the reference to GSCE grades, providing a link to eligible schools, explicitly stating that the predicted grade performance of the eligible Adjusted Criteria scheme applicant will be within two grades of the standard offer.

For other programmes, simplify the process for Adjusted Criteria both in respect of average school performance (link to eligible schools provided) and the grade performance of the applicant (predicted within two grades of the standard offer).

This echoes the focus we have on the entire applicant journey. Research from the Netherlands featured in OFFA’s National Strategy 2014 indicates that earlier responses to applications may have a positive impact on student success and retention. In light of this we have made earlier offers of places on all our courses in order to have a positive effect of acceptances. However, it should be noted that in many cases students will not make their decision until they have received offers from all of their UCAS choices. The 2015/16 internal SGUL Student Experience Survey contains questions for 1st year students on information, advice and guidance received throughout the application process. This data will allow us to refine our IAG services in future years. Our intention is to develop a project to create an applicant portal and provide web based advice and on-line receipt and submission of post application documents. We will also improve online information services to applicants for 2016/17. This will enable the admission process to be an entirely paperless system making it more accessible, efficient and sustainable. iii Equality and diversity Working groups for Disability, LGBT and Faith are established. We plan to submit an application for the Race Equality Mark in 2015-16 and therefore will establish a working group for Race/ethnicity and respond to the outcomes of our evaluation in 2017/18. St George’s continues to do well in other equality charter marks and was 143rd in Stonewall’s work equality index in 2016. Data from registrations in the last three years shows an increase in identification as LGBT amongst students indicating a positive difference in desire to declare an identity and that SGUL is seen as an environment where students are happy to be themselves. For 2017/18 we will strive to improve our position in the Stonewall Index by strengthening our LGBT student and staff network.

St George’s Single Equality Scheme 2013-16 (SES) was approved by the Strategy, Planning & Resources Committee (SPARC) and Council July 2013. The version updated in March 2016 can be found on our website at http://www.sgul.ac.uk/images/about/corporate_docs/ed/SES_Final.pdf As part of the 2015-16 annual review, agreed actions to ‘encourage the recruitment of diverse students’ were reviewed and noted as completed or in progression. Our monitoring data demonstrate that our undergraduate full-time student cohort is above HE sector representation for disability (11%), BME (50%) and mature (>21) entrants (49%). Actions prioritised for this year include ensuring all recruitment outlets are used to emphasise that the institution is welcoming to LGBT students and that we publicise the ‘Religion and Belief Code of Practice’ widely.

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iv. Collaborations We share admission processes and good practice with Kingston University through our Joint Faculty of Health of Social Care & Education (FHSCE). St George’s programmes taught in collaboration with FHSCE share admission processes and the Faculty have adopted the use of MMIs for Radiography and Nursing programmes. We invite a wide range of people to be interviewers for our MMIs; NHS/St George’s staff, service users, students and alumni are trained to take part in MMI interviews and contribute to the process of selection of successful applicants. Student ambassadors are an essential part of the applicant experience at St George’s and support applicant days and interviews, guiding applicants and providing an opportunity to gain an insight into the student experience. The Student Union and senior course leads also support MMI information sessions informing applicants about life as a student at St George’s. We continue to work with the Open College Network London (OCNL) so that we can identify colleges delivering Access programmes that may be pathways to SGUL programmes. Previously academic staff have worked with providers to ensure that the curriculum content of Access modules (particularly science) is adequate preparation for SGUL programmes (particularly medicine). Our continued work with OCNL will increase the number of pathways to SGUL’s professional healthcare programmes. v. Monitoring and evaluation arrangements We commit to regularly reviewing interview practices to identify and ensure equity for all student groups, with particular reference to our target students and other groups of students identified with reference to the Equality Act 2010. An annual monitoring report of admissions and selection activity by programme is reported to each relevant course committee at the end of the academic year so that equality data and applicant profiles can be considered and recommendations made to admissions and recruitment teams to inform adjustments. We have reviewed the Adjusted Criteria scheme and as a result of our findings we will make operational changes that will improve its effectiveness. This will include changes to the way we communicate with Adjusted Criteria offer holders and better flagging of these applicants on our student record system, allowing us to improve our monitoring and tracking processes. We have also conducted a review of contextual data usage by other universities with a view to making further structural changes to the scheme.

We are currently analysing applicant data in order to identify any differences in offer and entry rates between demographic groups. This information will help to inform our fair admissions process and our outreach targeting policy. Our Senior Inclusion Evaluation Officer will work with the Admissions team to ensure that this analysis is embedded within the admissions process by creating automated annual reports for continued longitudinal monitoring.

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4f. Access and student success measures: Student support, retention and success i. Core activity and evidence St George’s remains committed to maintaining high quality specialist and generalist academic and welfare support for all, including: personal tutors; learning development; access to confidential counselling services; policies to support religious observance; access to on-site professional occupational health services; disability support; accommodation in St George’s halls of residence with access to warden support for those beyond year 1 who may need continued support; embedded and student facing careers support and information, advice & guidance (IAG) for students. In addition, this is complemented with support offered through the Students’ Union, which includes: welfare advice; advocacy; procedural guidance; and volunteering opportunities. St George’s embraces its diverse community and is committed to developing an inclusive culture that enables student retention and success. Within this context of inclusion, we balance the risks and benefits of providing general and specific targeted support. In the main, the support offered to students from socially or culturally deprived backgrounds is integrated with the support we offer to all other students via timetabled learning development teaching as well as optional extra-curricular opportunities. We describe the extra-curricular provision as an inclusive ‘Study +’ programme, within which are a range of face-to-face and online support and enhancement activities to which students can self-refer and are directed to via support and academic staff. These activities range from an essential skills revision and confidence building programme to access to a Royal Literary Fellow and library based Academic Skills Centre to enhance writing skills. All St George’s students are able to access the support that they need to be successful in their educational development via a number of mechanisms. This support accounts for the diversity in background and experience of our student population without labelling students as ‘disadvantaged’. However, students who need additional support are monitored by the personal tutor lead who maintains oversight of students who are perceived to be at greater risk for a number of reasons. Such students may make more use of the range of support and welfare services. Allocated fund to support academic / curriculum initiatives A fund was introduced in 2012-13 for small scale teaching and learning initiatives aimed at identifying issues of retention, attainment or employability and developing interventions to improve students support. This is overseen by the Associate Dean (Widening Participation) and reports into the Access Agreement Monitoring Group. St George’s will continue to encourage students to propose projects to be funded, the outcomes of which will feed into programme and institutional enhancements and will be disseminated more widely. The St George’s Award The St George’s Award was established in 2014/15 to recognise the extra-curricular achievements of students. The award recognises students’ participation in a wide range of activities and their contribution to university life. Over 100 students participated in award’s first year, with 175 participating in the 2015/16 academic year. Participating students come from a range of courses, and are representative of a variety of backgrounds, including mature students and students from BME groups. In 2016/17, we will begin a full evaluation of the award to establish the backgrounds of participating students and their level of attainment, and this evaluation will continue in

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2017/18. This evaluation will include details of the types of activities undertaken by students from different groups to establish whether all students are able to take advantage of a full range of extra-curricular opportunities. Establishing a clear network of student support During 2015/16 we revised and rebranded our student support services and resources, producing publicity materials to highlight the support available to all students, including disability, financial, and housing advice. All services are now promoted through internal channels and all services are available through the Student Centre. Students are made aware of these services and the confidential advice available during Induction and Wellbeing Week. This network is coordinated via the Student Welfare Committee and the Assistant Registrar (Student Services). In 2016/17 we will design and pilot materials to evaluate the effectiveness of the promotional materials and services. During 2017/18 we will fully evaluate the effectiveness of the promotional materials and services through the Student Experience Survey and work to continually evaluate and amend services based on student feedback.

ii. Targeting / work with specific groups Focus on Teaching We have recently restructured research and teaching, so that there is a distinct Institute for Biomedical and Medical Education (IMBE). Following this change we appointed a new Dean of Teaching and Learning in 2015 who is currently undertaking a curriculum review, to enhance the undergraduate curricula and ensure that programmes prepare the diverse student body for professional practice according to their chosen pathway. A new teaching and learning strategy for 2016-2020 is being developed, which will provide a context in which learning and teaching are brought together and focus can be placed on collaborative work between programmes to ensure that curricula are accessible and inclusive. Changes to the eligibility criteria for Disabled Students’ Allowance mean that some students, particularly those with learning disabilities (e.g., dyslexia), will no longer receive this allowance. Therefore we now have a greater responsibility to ensure that adjustments that benefit a large number of disabled students (especially those with SpLDs) are embedded as usual practice. We are investigating avenues of funding to plug the shortfall; this includes considering allocating access agreement funds for this purpose. Focus on the Student Experience An Academic Director for the Student Experience was appointed in the 2013/14 academic year together with additional administrative support within the Registry. In 2017/18, the Academic Director for the Student Experience will continue to lead projects and work collaboratively to ensure that there are effective feedback mechanisms and evidence based projects undertaken to continuously improve the student experience. Emphasis will be given to areas where the greatest need is identified. The Student Experience and Graduation Co-ordinator will continue to work with the Student Union, academic staff and professional services staff, and lead on and support a variety of improvement projects. Throughout the 2015/16 and 2016/17 academic year, we will have worked closely with the Student Parents Association to ensure they are able to fully participate in university life, by seeking their involvement in university committees, such as the Student Experience and Engagement Group, and by collaborating with them to update the Student Maternity Policy. In 2017/18 the student experience team will continue to prioritise work to ensure the student experience is improving for all students, but with a specific focus on young carers, mature students, and students with dependents. This will be done by working closely with student groups such as the St George’s Student Parent

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Association, and using data gathered from the Student Experience Survey to ensure students from all backgrounds are able to fully participate in university life. Since April 2015 we have employed a Senior Inclusion Evaluation Officer. This enables us to enhance our ability to analyse internal data, giving us a strong evidence base for improvement projects and assurance that we are focussing effort and resources where they are needed most. Emphasis is given to projects that ensure the greatest positive impact for underrepresented groups of students. In 2016/17 the Senior Inclusion Evaluation Officer is also assisting with an evaluation of the financial support package. In 2017/18 this Officer will continue to focus on analysing data among under-represented groups concerning levels of offers of student places, acceptances and degree performance. Support into Employment Most programmes lead to professional qualifications and students graduate to their chosen healthcare destination. Students on some programmes experience more difficulty and review of our DLHE results has provided evidence for us to fund support for students who take longer to find graduate level employment. We have piloted funding a Gradclub membership for final year students, so that they have access to careers consultants for an additional two years after graduation and we are evaluating the continuation of this in 2015/16. Prior to this pilot, students paid for membership of the Gradclub. Our Biomedical Sciences Department also funded some additional support, whereby all Biomedical Sciences (BMS) students (who have particularly low employability outcomes according to the DLHE data) were proactively contacted and offered careers support over the phone. Of 40 students contacted over the phone, 45% accepted and received the support. The Gradclub has received very positive feedback from students and we will examine the DLHE collection for the 2015/6 cohort for any changes in employment levels, particularly among BMS students. The BMS Careers Tutor was happy with the outcomes and we are waiting to hear whether they will supplement the initiative again this year. In 2015/16 we surveyed students using an ‘employability healthcheck’ (EHC) tool and identified areas of support needs via the careers consultant and course careers tutors. In this way we are be able to plan specific interventions for implementation in 2016/17 and target specific learners based on the response to the employability healthcheck tool. We are currently in the stage of deciding which interventions will be implemented. The main initiative in 2016/17 will be to improve the online careers resources and signposting to these, and evaluation of these resources will continue into 2017/18. We will also be updating the EHC questions and processes. iii. Equality and diversity We have added additional categories to our equal opportunities monitoring, so are now able to monitor under-represented groups and those with protected characteristics as listed in the Equality Act 2010, for instance: age, disability, gender, sexual orientation, religion and belief, race, marriage/ civil partnership, maternity and transgender status. Data shows that students with protected characteristics, in general, have similar degree attainment to their peers and to the HE sector. However there are some areas where there is room for improvement. In particular, compared with other ethnic groups, students with black ethnicity tend to perform poorly. Promoting awareness of the value of a diverse learning community A number of actions arose from focus groups with staff and students that were conducted in 2015-16 and will be ongoing through to 2017/18:

Unconscious Bias training for staff, including teaching staff

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Map diversity and inclusivity in the curriculum for preparation for students as healthcare and health-allied professionals and researchers in order to capture and expand good practice, and identify gaps. Based on these findings, we will share best practice, and create and evaluate an action plan to close gaps.

Explore collaborative approaches to embedding inclusive teaching and the curriculum.

Establish targeted positive action to close any such gaps

Run a 'wellbeing week' to encourage students to seek appropriate support.

Enhance dignity Adviser Network through expansion of volunteer team and development opportunities.

Celebrate affirmative and educational cultural festivals, including Black History Month and LGBT History Month that encourage mutual respect and understanding and challenge discrimination.

Continue to develop the Interfaith Forum.

iv. Collaborations We are proud to maintain a close working relationship between St George’s and the Students’ Union in providing good quality student support. Through this relationship we have developed a process to support student-identified initiatives. This initiative dovetails with the values of the St George’s Education Strategy to ensure a positive student experience. This relationship with the student union and ring-fenced fund for student projects to enhance the student experience will continue annually. Through our joint Faculty, run in collaboration with Kingston University, every student has access to the support services available at any campus of either institution. This enables students not to be disadvantaged by distance or geographical location and demonstrates an ongoing commitment to the student experience. An example of this is the Academic Skills Centre which is a joint initiative run on all campuses for all students to access. v. Monitoring and evaluation arrangements In supporting our students we will closely monitor and evaluate how they identify and engage with St George’s under the new arrangements for higher education funding. Specifically we will help students remain in control of their own learning, where the expectations of staff and students are clearly articulated and understood by all. St George’s has an annually updated Student Charter that takes into account national guidance on student charters and developments such as the Key Information Set. In 2017-18 we commit to continue to run the annual Student Experience survey and this is an ongoing commitment. This survey seeks feedback from students in earlier years (to complement the feedback from the NSS for final year students) and helps us to evaluate and develop strategies based on our performance. Using the HEA’s PTES findings from 2013/14 and the postgraduate intention questions now included in NSS we have identified awareness raising and bursary support as priorities. Over the next 18 months we will be exploring various ways to encourage and support more postgraduate (taught) applications from our undergraduate students, to stay in higher education at St George’s and progress to postgraduate taught programmes.

In 2017/18 we will hold events involving current and past postgraduate students to raise awareness of what further study involves and its benefits. We will also explore bursary options for existing students to support progression to postgraduate study with specific criteria to support those from under-represented groups. From May 2016 we will implement

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new PTES, with scholarship schemes for both domestic and international students. From September 2016 we will implement the new government postgraduate loan scheme. In 2016/17 we are conducting an evaluation of the impact of our financial support, especially bursaries, on student experience. This will entail a longitudinal evaluation of undergraduates. St George’s will continue to monitor reasons for withdrawal from our programmes and whether some groups of students are more vulnerable in terms of non-completion, with a view to putting in additional support measures in 2017/18 for those who are. We have undertaken extensive work on the student experience to engage students in consultative events to achieve an evidence base for projects to enhance their experience as students and their engagement with the St George’s community. We are researching the applicant experience with first year students with a view to adjusting the format, timing and content of information so as to improve the applicant experience for 2016/17. For example, we are compiling lists of ‘hidden costs’ on courses (e.g., medical equipment such as stethoscopes) and identifying the best ways to inform students, during the application process, about these costs. We will explore student data by sex, ethnicity, disability, school type and POLAR3 to ascertain whether trends identified by HEFCE’s Higher Education and Beyond: outcomes from full time first degree study (ref 2013/15) have resonance with our student body and use this to evaluate projects for improvement where needed. Our Senior Inclusion Evaluation Officer, Student Experience and Graduation Co-ordinator, and Academic Director for Student Experience will work with the Student Union, staff in IMBE and course directors to promote and oversee focused and targeted improvement projects.

4g. Access and student success measures: Financial Support i. Core activity and evidence 2015/16 saw the end of the National Scholarship Programme and specific funding for direct financial support to students and the requirement for universities to match fund NSP allocations. St George’s provided more than the match funded amounts to provide generous support to all students who met the defined criteria for the SGUL NSP. We will continue to provide generous support for our students but will rebalance the award of bursaries so that we can support students from low income households at the beginning of their programmes and students who evidence financial need during their programme to aid retention. This rebalanced approach provides support for the whole student lifecycle as well as recognising the initial additional needs of students from low income backgrounds. Feedback from our students suggests that cash awards are of more benefit given most have longer than average term dates due to the professional nature of their courses so we will continue to award cash to students who meet our criteria so that their day to day experience is supported rather than their future debt position. We have commissioned a detailed evaluation of our financial support package, now that we have three years of implementation post 2012, and this will inform any additional arrangements we may wish for 2017/18 in addition to our commitments as in this Access Agreement, and inform the overall financial support package for 2018/19.

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We intend to allocate a similar overall amount of financial support as in previous years but without the NSP funding and rebalancing the awards between up front support based on family circumstances and actual in-programme needs. We are expecting that the proposal for allied health students to move from NHS funding to student loans, bringing them into the Access Agreement, will be implemented and we have made projections on increases in bursary spend as a result. ii. Targeting / work with specific groups All new fee paying students in receipt of a tuition fee loan from the SLC who meet the full support threshold of household income up to £25,0001 will receive a £1,800 financial support package in year 1 in 2017/18. Students who are care leavers will also receive the full £1,800 support package, regardless of household income. Those meeting the full support threshold who also accept as ‘Firm’ an offer of a place before the UCAS deadline in June will additionally receive £300 in the first year. Students with a household income of between £25,000 and £42,6202 in receipt of a maintenance loan from the SLC will receive a cash award bursary for year 1 and continuing eligible years as below.

Award Offered Priority Groups Ineligible Groups

Cash Award of £1,800 + £300 if they firmly accept an offer of a place by the UCAS deadline in June

Subsequent (non NHS supported) years 2018/19 onwards cash awards of £1,000 Students who have attended a St George’s WP Summer School will receive an additional award of £100 in their first year.

Care Leavers or

Students with household incomes of £25,000 or less and

In receipt of the maximum SFE maintenance loan and

Domiciled in England

NHS funded students.

Any other students whose fees are paid or part paid through a sponsorship arrangement.

Students transferring into a St George’s undergraduate degree programme after completion of another programme.

Students undertaking a post graduate qualification.

1st year graduate entry medical programme students (MBBS4) students.

Award of £300-£600 for Year 1 as in the bands below

Household income of £25,001 - £42,620

and

in receipt of a maintenance loan and

Domiciled in England

NHS funded students.

Any other students whose fees are paid or part paid through a sponsorship arrangement.

Students transferring into a St George’s undergraduate degree programme after completion of another programme.

Students undertaking a post graduate qualification.

1 We have chosen to align our package with government support arrangements, and will review the position if

these arrangements change significantly. These thresholds will be maintained in line with SLC thresholds and so may increase year on year. The amount of the bursary may be increased in line with inflation each year. 2 We have chosen to align our package with government support arrangements, and will review the position if these arrangements change significantly. These thresholds will be maintained in line with SLC thresholds and so may increase year on year. The amount of the bursary may be increased in line with inflation each year.

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1st year graduate entry medical programme students (MBBS4) students.

Band Amount

Band 5 - Up to - £25,000 £1000

Band 4 - £25,001 - £30,000 £600

Band 3 - £30,001 - £35,000 £500

Band 2 - £35,001 - £40,000 £400

Band 1 - £40,001 - £42,620 £300

Students who repeat a year or take an interruption of study will receive the award only once for each year of study. Additional funding will be set aside to assist students who have a disability. Such applications will be considered on a case by case basis according to need. Whilst students continue to receive a maintenance loan from the SLC they will continue to receive this bursary for the duration of their main programme of study so long as they remain eligible. St George’s Medicine students on an intercalated programme at St George’s who are under the new fee system will receive the same level of bursary support as other St George’s students as under the OFFA Agreement at the time of their initial entry into St George’s. The Access to Learning Fund (ALF) has also ceased to exist as a specific funding stream and has been subsumed into the Student Opportunity Fund. St George’s will use a proportion of this fund to create a hardship fund similar to ALF and add to the fund from additional fee income so that we are better able to support students who evidence financial hardship during their programme of study. We will conduct our own assessment of financial circumstances and evaluate needs and make cash awards to those in greatest financial need. This will include postgraduate students. We are keen to support PG students and act in accordance with the intention of the new Postgraduate Student Loans Scheme for 2016/17. Funding for disability support is also included in the Student Opportunity Fund. With proposed changes to Disabled Students’ Allowance (DSA) and the emphasis on universities embedding accessibility, we will ensure that additional fee income supports this work. We will continue to provide the cost for evidential educational psychologist reports for students with assessed indicators of SpLDs as well as funding additional support measures that may fall outside of DSA funding in 2017/18. Our approach to in-programme support and disability funding indicates our strong focus on inclusivity, accessibility and a whole institution approach to supporting the entire student lifecycle. In addition, St George’s will continue to provide academic prizes, sports bursaries, as well as supporting access to statutory provisions such as Disabled Student Allowance and student parent allowances. Students who entered SGUL prior to 2017/18 will continue to receive the bursary package outlined in the relevant Access Agreement, subject to remaining eligible under the package conditions of that Agreement.

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iii. Equality and diversity A number of our students do not choose to take out SLC funded students loans for ethical and religious reasons so when assessing eligibility, students will be considered for financial awards if on a household income of up to £25,000. This ensures that our eligibility criteria are inclusive to family income and financial practices associated with faith and belief. iv. Collaborations The bursary package will continue to be reviewed annually with the support of, and contribution by, the Students’ Union and supplemented as appropriate. v. Monitoring and evaluation arrangements The University has appointed a Senior Inclusion Evaluation Officer to oversee the collection and analysis of data relating to students from under representative groups and to evaluate the effectiveness of our widening participation activities. This will allow us to more effectively monitor and evaluate the performance of those students, who are in receipt of an award, from enrolment to graduation. In addition we have commissioned a detailed evaluation of our financial support package, now that we have three years of implementation post 2012, and this will inform any additional arrangements we may wish for 2017/18 in addition to our commitments as in this Access Agreement, and inform the overall financial support package for 2018/19.

5. Targets and milestones In developing targets and milestones, we have used measures that place no additional administrative burden on the Institution to ensure that we do not have to redirect financial resource that could otherwise be used in supporting our students. It is for this reason that we have chosen to use measures from the existing set of HESA Key Performance Indicators for WP and student non-completion. This has the added benefit of allowing some level of comparison with other higher education institutions (noting the comments in section 4a regarding the specialist nature of St George’s). Given our comparatively small student population and annual intake, we will make use of a rolling three year average to partially offset potentially misleading year on year fluctuations. The targets we have set are made up of a range of different measures; some that consolidate strong performance to date, some that represent year on year improvement in absolute numerical terms, some that represent performance against externally set benchmarks, and some that offer longer term targets beyond a single academic year. The targets we have set here are stretching and challenging, particularly given the dramatic changes the higher education sector is facing, and relative uncertainty over how students are reacting to the increased financial contribution they are being asked to make. We therefore welcome and value the opportunity for annual revision of these targets so that we

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can ensure they continue to strike the correct balance between being realistic and challenging. Additionally this opportunity for annual review will allow us to account for any future changes to the way that benchmarks are set, administered or applied. (a) Percentage state schools and colleges Rising from just 53% in 2000/01 to above 80% in 2007/08 we have been consistent in this measure over the last eight years. In most years we have out-performed our location adjusted benchmark, with slight year on year fluctuations. Given the specialist nature of our course portfolio and the associated high average qualification entry profile of our students, we believe that our performance in this area is particularly commendable. Target 1 That an increasing proportion of our young, full-time, first degree entrants come from state schools and colleges year on year (measured on a rolling three year average). Target 2 That we surpass our location adjusted benchmark for the percentage of young, full-time, first degree entrants who come from state schools and colleges by an increasing amount year on year (measured on a rolling three year average) (b) Percentage low participation neighbourhoods We have seen annual fluctuation in our performance over the last six years since POLAR 3 data was introduced, achieving a score above our location adjusted benchmark on four out of six occasions since 2009-10. Given that a large proportion of our students come from London, as our target recruitment market, the use of this measure is less predictive as there are known variations in participation within neighbourhoods. Target 3 That an increasing proportion of our young, full-time, first degree entrants come from low participation neighbourhoods year on year (measured on a rolling three year average). Target 4 That we surpass our location adjusted benchmark for the percentage of young, full-time, first degree entrants from low participation neighbourhoods by an increasing amount year on year (measured on a rolling three year average). (c) Percentage NS-SEC 4-7 We have seen consistent improvement over the last seven years, rising from 25.2% in 2007/08 to 30.4% in 2014/15, surpassing our location adjusted benchmark each year. We believe that through focussed targeting of potential students, we can maintain or perform even better and have therefore set the following targets: Target 5 That an increasing proportion of our young, full-time, first degree entrants come from NS-SEC groups 4-7 year on year (measured on a rolling three year average) Target 6 That we surpass our location adjusted benchmark for the percentage of young, full-time, first degree entrants who come from NS-SEC groups 4-7 by an increasing amount year on year (measured on a rolling three year average) We recognise the decision by HESA to discontinue publication of the performance indicator for low social classifications (based on NS-SEC 4-7) beyond 2016. In lieu of a nationally

27

recognised alternative, and wishing to maintain statistical targets aligned with national, benchmarked data sets, we have retained our NS-SEC targets for the next year. We will investigate an appropriate alternative measure in 2016/17, taking into account HESA, HEFCE and OFFA guidance and our internal institution datasets. (d) Percentage non-continuation As with our performance against Key Performance Indicators for access, we have seen consistent and excellent performance in relation to the very low percentage of our students who do not progress on their programme. Given this high level of success there is no realistic capacity to improve our performance, so we therefore intend to consolidate by setting the following targets: Target 7 That we achieve below our benchmark for the percentage of all, full-time, first degree entrants who DO NOT continue following their year of entry (measured on a rolling three year average). For full details of our statistical milestones and targets please see table 7a. For details of our other milestones and targets, including outreach activity, please see table 7b. Monitoring and evaluation of targets and milestones We have a good record of improving access in recent years and have concentrated additional activity in areas that have been shown to be successful. We have purposely chosen targets and milestones that use available data (HESA, UCAS) so that we can benchmark against comparator institutions where possible. In this way the evaluation of performance against our targets and milestones is more transparent and efficient, and scarce funds are not directed away from access measures. Targets 1-7 make use of HESA Key Performance Indicators. Other milestones and targets outlined in table 7b detail a volume measure of institutional and collaborative outreach activity. Progress against these outreach targets will be monitored and reported on annually using existing procedures, and enhanced in line with the commitments outlined in Outreach monitoring and evaluations arrangements (section 4dv.) Additionally, the Access Agreement Monitoring Group, in operation from academic year 2011/12, meets at least termly to discuss progress against all areas of the Agreement, with a particular focus on commitments made relating to access and student success measures. This Group, chaired by the Associate Dean (Widening Participation), has a membership that includes the Academic Registrar, Head of Widening Participation, the Chief Operating Officer, the Dean of Teaching and Learning, the Dean of Students, the Students’ Union President, the Students’ Union Vice-President (Education and Welfare), the Director of Strategic Planning, and the Senior Lecturer in Student Learning and Support. The Access Agreement Monitoring Group reports termly to the Quality Assurance and Enhancement Committee and Student Support and Welfare Committee and to other senior Committees including the Strategy, Planning and Resources Committee, and Council, as required. An action of this Group has been to prioritise collating and reporting on internal institutional data sets (retention, progression and attainment) to first set local benchmarks for other measures across student populations (eg BME, disability, programme). This will enable us to set targets, closely monitor and develop activities that are of benefit to our students. Members of the Group are also active nationally in evaluation and development of widening access initiatives and research.

28

6. Provision of information to prospective students Given our success to date in Widening Participation and our strategic commitment to invigorate and strengthen WP even further, we fully recognise the need to ensure that prospective students receive information, advice and guidance that is timely, accurate and fit for purpose. We will build on our existing success in providing Information, Advice and Guidance (IAG) by:

ensuring our Access Agreement is highly visible on our external website

testing our published information (via prospectuses, websites, social media and presentations) with different audiences to ensure it is clear and accessible for existing and prospective students

ensuring that timely, accurate information is provided to UCAS (for courses that receive applications through UCAS) and the Student Loans Company so they can populate their course databases in good time to inform applications

coordinating all external activities run by our Student Recruitment Team and our Widening Participation Team to maximise coverage, avoid duplication and ensure a consistent message

ensure all outreach activity contains timely and accurate IAG that is fit for purpose

promoting our award winning online resource for prospective medical and healthcare students from underrepresented backgrounds (www.tasteofmedicine.com)

running workshops in schools and colleges aimed at dispelling myths about, and providing guidance on, the financial arrangements for higher education students

utilising initiatives such as the Key Information Set and the planned review of our web presence to highlight our widening access activities

promoting our outreach activities to schools and colleges in London through direct mailing

including information on the aggregate cost of tuition to prospective students on our website

providing opportunities for public engagement with our research and teaching academics and promoting this to sectors of the local population under-represented in HE

ensuring we are consistent with guidance provided by the Competition and Markets Authority on the provision of information and student contracts; including further work to highlight additional costs (beyond tuition) which may be incurred by students if they choose to study on our degree programmes.

In addition we will continue to support, and implement good practice recommendations from, HELOA, the Higher Education Liaison Officers’ Association and the work being undertaken by the Medical Schools Council on supporting access to medical professions. We also wish to inform national work given our specialist focus and expertise in this policy area. April 2016

2016-17 2017-18 2018-19 2019-20 2020-21

T16a_01 Access HESA T1a - State School (Young, full-time, first degree entrants)

That an increasing proportion of our first degree

entrants come from state schools and colleges

(measured on a rolling three year average). Baseline

data provides the three year average from 2012/13-

2014/15

No

Other (please

give details in

Description

column)

82.3 >81.0 >82.0 >83.0 >84.0 >84.5Updated baseline data to include 2014/15 HESA results.

Increased target

T16a_02 Access HESA T1a - State School (Young, full-time, first degree entrants)

That we surpass our location adjusted benchmark for

the percentage of first degree entrants who come

from state schools and colleges (measured on a

rolling three year average). Baseline data provides

the three year average from 2012/13-2014/15

No

Other (please

give details in

Description

column)

82.3

>location

adjusted

benchmark by

0.2%

>location

adjusted

benchmark by

0.3%

>location

adjusted

benchmark by

0.4%

>location

adjusted

benchmark by

0.5%

>location

adjusted

benchmark by

0.6%

Updated baseline data to include 2014/15 HESA results.

Increased target

T16a_03 AccessHESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time,

first degree entrants)

That an increasing proportion of our first degree

entrants come from low participation neighbourhoods

(measured on a rolling three year average). Baseline

data provides the three year average from 2012/13-

2014/15

No

Other (please

give details in

Description

column)

4.8 5 5.4 5.8 6.2 6.3

Updated baseline data to include 2014/15 HESA results.

Following feedback from OFFA in June 2015, created

new absolute target for LPN. The annual targets may

not appear very stretching given our baseline data, but

our results have fluctuated up and down between 3% &

7% over the last four years, and there are very few

pockets of Polar 3, category 1 left in London, our

primary recruitment market.

T16a_04 AccessHESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time,

first degree entrants)

That we surpass our location adjusted benchmark for

the percentage of first degree entrants from low

participation neighbourhoods by an increasing amount

(measured on a rolling three year average). Baseline

data provides the three year average from 2012/13-

2014/15

No

Other (please

give details in

Description

column)

4.8

>location

adjusted

benchmark by

0.5%

>location

adjusted

benchmark by

0.5%

>location

adjusted

benchmark by

0.6%

>location

adjusted

benchmark by

0.6%

>location

adjusted

benchmark by

0.7%

Updated baseline data to include 2014/15 HESA results.

Increased target, but kept it in relation to benchmark

T16a_05 Access HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants)

That an increasing proportion of our first degree

entrants come from NS-SEC groups 4-7 (measured

on a rolling three year average). Baseline data

provides the three year average from 2012/13-

2014/15

No

Other (please

give details in

Description

column)

30.3 29.1 29.5 30 30.5 31Updated baseline data to include 2014/15 HESA results.

Increased target

T16a_06 Access HESA T1b - NS-SEC classes 4-7 (Young, full-time, undergraduate entrants)

That we surpass our location adjusted benchmark for

the percentage of first degree entrants from NS-SEC

groups 4-7 by an increasing amount (measured on a

rolling three year average). Baseline data provides

the three year average from 2012/13-2014/15

No

Other (please

give details in

Description

column)

30.3

>location

adjusted

benchmark by

1.0%

>location

adjusted

benchmark by

1.2%

>location

adjusted

benchmark by

1.4%

>location

adjusted

benchmark by

1.6%

>location

adjusted

benchmark by

1.8%

Updated baseline data to include 2014/15 HESA results.

Increased target, but kept it in relation to benchmark

T16a_07 Student success HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)

That we achieve below our benchmark for the

percentage of first degree entrants who do not

continue following their first year of entry (measured

on a rolling three year average). Baseline data

provides the three year average from 2011/12-

2013/14

No

Other (please

give details in

Description

column)

3.3 <benchmark <benchmark <benchmark <benchmark <benchmark Updated baseline data to include 2013/14 HESA results.

2016-17 2017-18 2018-19 2019-20 2020-21

T16b_01 Access Outreach / WP activity (summer schools)

Spring/Summer Schools - interactive courses for Year

7-12 students, designed to raise young people’s

aspirations, increase awareness of a range of

educational and career opportunities in medicine and

healthcare, and give participants an insight into

studying healthcare subjects at university. Each

course is tailored to the year group participating,

utilising an extensive range of on-site training

facilities, the Experiments Roadshows, Soft Skills

workshops, Student Ambassadors, academic

teaching staff, alumni, and other healthcare

professionals. Micro level participant

targeting/prioritisation is employed. This is a multiple

intervention programme with students invited to

attended follow-up activity through to Year 13.

No 2014-157 events for

302 students

6-8 events for

320 students

(maximum)

6-8 events for

320 students

(maximum)

6-8 events for

320 students

(maximum)

6-8 events for

320 students

(maximum)

6-8 events for

320 students

(maximum)

T16b_02 Access Outreach / WP activity (other - please give details in the next column)

Primary Practice after school club - an aspiration

raising activity which offers Year 5 and 6 pupils the

opportunity to learn more about medicine and

healthcare, develop their scientific knowledge, learn

practical life skills such as basic first aid and sign

language, and enhance their confidence and team

working skills. Siblings and parents/carers are

encouraged to participate by way of an activity book

to be completed at home. Micro level participant

targeting/priorisation is employed. This is a multiple

intervention programme with students invited to

attended follow-up activity through to Year 13.

No 2014-1510 schools and

116 students

10-12 schools

and 144

students

(maximum)

10-12 schools

and 144

students

(maximum)

10-12 schools

and 144

students

(maximum)

10-12 schools

and 144

students

(maximum)

10-12 schools

and 144

students

(maximum)

T16b_03 Access Outreach / WP activity (other - please give details in the next column)

The Experiments Roadshows - an aspiration raising

and IAG activity for Year 5-12 students, designed to

increase awareness of a range of educational and

career opportunities in medicine and healthcare.

These activities put the science that students learn at

school into real life medical and healthcare contexts,

and provide age appropriate advice on entry routes

and the application process. The Experiments

Roadshows take place in schools and are facilitated

by specially trained Student Ambassadors. Macro

level school targeting/prioritisation is employed.

No 2014-15

100 individual

sessions,

reaching

approx. 1800

students

100-120

individual

sessions,

reaching

approx. 2000

students

(maximum)

100-120

individual

sessions,

reaching

approx. 2000

students

(maximum)

100-120

individual

sessions,

reaching

approx. 2000

students

(maximum)

100-120

individual

sessions,

reaching

approx. 2000

students

(maximum)

100-120

individual

sessions,

reaching

approx. 2000

students

(maximum)

Despite continued school targeting and marketing, we

have seen a gradual decline in demand for the

Roadshows over the last three years. Targets have

been revised to reflect this, freeing up staff resource to

develop new activity

Table 7b - Other milestones and targets.

Description

(500 characters maximum)

Is this a

collaborative

target? (drop-

down menu)

Baseline year

(drop-down

menu)

Baseline dataReference

numberTarget type (drop-down menu)

Yearly milestones (numeric where possible, however you may use text) Commentary on your milestones/targets or textual

description where numerical description is not

appropriate (500 characters maximum)

Reference

NumberPlease select target type from the drop-down menu

Yearly milestones (numeric where possible, however you may use text)Description

(500 characters maximum)

Is this a

collaborative

target?

Select stage of the lifecycle Baseline dataBaseline year

Commentary on your milestones/targets or textual

description where numerical description is not

appropriate (500 characters maximum)

Stage of the lifecycle (drop-down menu)

Table 7 - Targets and milestones

Institution name: St. George's, University of London

Institution UKPRN: 10007782

Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body

T16b_04 Access Outreach / WP activity (other - please give details in the next column)

Clinical Skills Taster Days - an aspiration raising and

IAG activity for Year 8-13 students designed to

increase awareness of a range of educational and

career opportunities in medicine and healthcare and

give participants an insight into studying healthcare

subjects at university. Each event is tailored to the

year group and needs of participants in collaboration

with school contacts, utilising on-site clinical skills

facilities, the Experiments Roadshows, and Soft Skills

workshops. Macro level school targeting/prioritisation

is employed.

No 2014-1510 events for

386 students

8-12 events for

480 students

(maximum)

8-12 events for

480 students

(maximum)

8-12 events for

480 students

(maximum)

8-12 events for

480 students

(maximum)

8-12 events for

480 students

(maximum)

T16b_05 Access Outreach / WP activity (other - please give details in the next column)

Soft Skills Development workshops - an IAG and

admissions support activity for Year 11- 13 students,

enhancing key skills and qualities over and above

academic ability, and supporting students as they

prepare for medical and healthcare interviews. Macro

level school targeting/prioritisation is employed.

Two workshops are offered;

Work experience and reflection workshop - This

session is an interactive exploration of what form and

types of experience are relevant to healthcare and

why, how work experience relates to the core

competencies for healthcare, what reflection is, why

it’s important and how it can be used to support their

application to a healthcare course.

Interview/MMI workshop - Students learn about the

logistics of the Multi Mini Interview (MMI) process and

how to prepare. Rolled out across St George’s

healthcare courses since 2009, the MMI is an

innovative approach to selection that involves a series

of tasks and activities as a replacement for the

traditional panel based interview. This workshop

offers students an insight into this new approach and

helps them prepare for their healthcare interview,

whether MMI or a traditional panel interview.

No 2014-15

42 workshops

reaching

approx. 850

students

40-60

workshops for

approx. 1200

students

(maximim)

40-60

workshops for

approx. 1200

students

(maximim)

40-60

workshops for

approx. 1200

students

(maximim)

40-60

workshops for

approx. 1200

students

(maximim)

40-60

workshops for

approx. 1200

students

(maximum)

T16b_06 Access Outreach / WP activity (other - please give details in the next column)

Information advice and guidance presentations for

Year 7-13 pupils. Tailored to the year group

participating, these sessions ensure that students

have an informed understanding of the courses on

offer, the benefits of higher education study, the

application and selection process, and the wide

ranging financial support packages available. Macro

level school targeting/prioritisation is employed.

No 2014-15

39 individual

sessions

reaching

approx. 800

students

30-40

individual

sessions

reaching

approx. 800

students

30-40

individual

sessions

reaching

approx. 800

students

30-40

individual

sessions

reaching

approx. 800

students

30-40

individual

sessions

reaching

approx. 800

students

30-40

individual

sessions

reaching

approx. 800

students

T16b_07 Access Outreach / WP activity (other - please give details in the next column)

www.tastefomedicine.com - a free IAG and

admissions support resource for all ages with

interactive games and learning tools, the site can be

used by individuals or in facilitated group sessions led

by teachers or St George’s staff. The website is split

into four chapters; offering IAG on the range of

educational and career opportunities in medicine and

healthcare; how to find and reflect on healthcare work

experience; the importance of enhanced

communication skills for healthcare interviews and

future education and career development; and IAG on

teaching and learning in HE, aiding the transition for

students from post 16 to degree level study. A schools

resource pack with guidance on how best to utilise the

website, including additional resources and lesson

plans was sent to all London state schools in 2014,

and continues to be available upon request.

No 2014-15

Ongoing

promotion of

the resource.

19,000 unique

visitors

Ongoing

promotion of

the resource.

Reaching in

excess of

20,000 unique

visitors

Ongoing

promotion of

the resource.

Reaching in

excess of

22,500 unique

visitors

Ongoing

promotion of

the resource.

Reaching in

excess of

25,000 unique

visitors

Ongoing

promotion of

the resource.

Reaching in

excess of

27,500 unique

visitors

Ongoing

promotion of

the resource.

Reaching in

excess of

27,500 unique

visitors

Market research, and feasibility planning for the gradual

migration of the website from Flash software to HTML5

is underway to ensure the long-term future of the

resource, and increase visitors to the website.

T16b_08 AccessOutreach / WP activity (collaborative - please give details in the next

column)

In collaboration with St George's University Hosptials

NHS Foundation Trust, the St George's Healthcare

Shadowing scheme offers Year 12 pupils the

opportunity of a healthcare shadowing placement at St

George's or Queen Mary's Hospital. Following the

Medical Schools Council, Selecting for Excellence

PRACTICE guidelines, participants are fully supported

througout. Micro level participant targeting is used to

prioritise students from under-represented groups in

Wandsworth and Merton. This is a multiple

intervention programme with eligible Primary Practice

and Spring/Summer School graduates invited to apply,

and follow-up activity offered through to Year 13.

Yes 2014-15 50 placements30-60

placements

30-60

placements

30-60

placements

30-60

placements

30-60

placements

Broad targets have been set to allow for yearly

fluctuations in placement availability within the NHS

Trust.

T16b_09 AccessOutreach / WP activity (collaborative - please give details in the next

column)

Aimhigher London South Ltd works to ensure fair

access to higher education for young people from non-

traditional backgrounds. This is achieved by linking

schools, colleges, universities and education

providers together to work effectively. AHLS works in

partnership with 11 universities, 28 schools and three

further education colleges across London and the

South East to provide a sustained programme of

collaborative intervention activities for pupil in Year 8

to Year 13.

Yes 2014-15

6 events

reaching

approx. 600

students (with

direct

contribution

from SGUL)

7 events

reaching

approx. 750

students

7 events

reaching

approx. 750

students

8 events

reaching

approx. 800

students

8 events

reaching

approx. 800

students

8 events

reaching

approx. 800

students

Targets are based on the number of collaborative

Aimhigher London South events with direct contribution

from SGUL

T16b_10 AccessOutreach / WP activity (collaborative - please give details in the next

column)

We will deliver a collaborative programme of activities

for looked after children in conjunction with Aim Higher

London South, Kingston University and St Mary's

University. This programme consists of four events

per year for Key Stage 3 and 4 students, with a

maximum of two events taking place at St George’s.

Regular meetings with partner HEI’s and borough LAC

contacts ensure appropriate content and delivery.

Yes 2014-154 events for

101 students

4 events for

50+ students

4 events for

50+ students

4 events for

50+ students

4 events for

50+ students

4 events for

50+ students