University of Lincoln: Homegrown Aspiration – Opportunity Action Plan

HOMEGROWN ASPIRATIONS

FOREWORD Rt Hon Justine Greening Founder of the Social Mobility Pledge & Former Secretary of State for Education Britain’s problem isn’t that it has a talent shortage. We have lots of talent, our problem is that we don’t develop it or use it well enough. Our young people can be the bedrock of a successful future for our country, but talent needs to be nurtured in order for it to grow. Often there are barriers that mean, even when it exists and can be deployed, it’s harder to use it, things get in the way. For some places and communities there are bigger challenges than others, and the issues are systemic.

We know that there is a ‘compounding’ effect to both advantage and disadvantage, so over time it gets harder to change outcomes and they become more ingrained and entrenched.

Communities can end up with a catch-22 situation.

There aren’t many higher skilled jobs so there’s low aspiration and low educational attainment.

But because there’s low educational attainment, it means investment bringing high skilled jobs into the community never arrives, instead flowing to where the skills are. Or if investment does arrive, and the education system isn’t able to deliver on the skills, it doesn’t last.

The impact of this is that unlocking better futures for some communities is about more than piecemeal changes. It needs a system fix which isn’t easy to do. It takes leadership and the ability to deliver at scale through an organisation with the capacity to galvanise others.

02 | FOREWORD THE RT HON JUSTINE GREENING

The system fix work of Opportunity Areas was an approach I introduced whilst Secretary of State for Education. It took a far more holistic view of school improvement that involved not just schools, but communities and businesses too. However, the University of Lincoln shows with its work in Holbeach how lifting a local ‘ecosystem’ of opportunity can be achieved by another catalyst outside of government.

And it underlines how this often starts with home grown solutions on talent and opportunity.

We know that universities can be transformative for the students who attend them and the University of Lincoln makes significant and successful efforts to be a viable choice for students from across the Lincolnshire region. When universities put levelling up at their core, they can be transformational for the communities of which they are part. Their impact is, of course, one of a large employer bringing jobs to a community but in practice it can go well beyond that, as the work of the University of Lincoln shows. There is the potential to be a community leader and a community convenor, bringing together different stakeholders on common aims. Under its ambitious leadership, the University has truly stepped into that wider role of a ‘levelling up university’, addressing issues that are relevant to its region’s problems and, through its own investment and effort, creating opportunities that link in with the expertise of the local area.

The University of Lincoln has asked itself searching questions about how it might have a wider impact in the community it serves and, going beyond that, how it might reach the opportunity ‘coldspots’ in particular. This report showcases the work and best practice that the University of Lincoln is doing in a place that had previously been a coldspot - Holbeach.

Physically disconnected from the wider region’s

conurbations, opportunity has to be on the doorstep for Holbeach’s talent to flourish. The work of the University of Lincoln has helped that to happen, from sponsoring an academy chain to improve education outcomes, to then capitalising on existing local agricultural industries to upskill local roles through an agritech strategy at the National Centre for Food Manufacturing. The strategy has seen a wider agritech supply shift to the area which has created yet more opportunities on the doorstep. At the same time, it matches it with local provision through the NCFM with part time apprenticeships, skills training and distance learning degrees so that local people can upskill existing experience for the new opportunities.

I set up the Social Mobility Pledge in 2018 to work alongside businesses and universities like the University of Lincoln to ensure that opportunity is available to all. My goal was to build a coalition of the willing to highlight that businesses in particular can play a crucial, strategic role in clearing the playing field and creating a fairer society where everyone can achieve according to their ability.

It’s clear that for the opportunity ecosystem to thrive, universities have a vital role to play too. The University of Lincoln and its work in Holbeach shows that it is ‘levelling up’ universities who are already active on the ground in a far wider sense than simply widening participation and access to university, as important as that is. It is a real example of how a 21st century university can, and should, operate its unique size and reach in a region more broadly for impact. I hope it can inspire a wider Higher Education sector alongside Lincoln, that is uniquely placed to effect real, positive change and homegrown aspiration in communities across the country.

FOREWORD THE RT HON JUSTINE GREENING | 03

FOREWORD Professor Toby Wilkinson

The University of Lincoln was founded by and for the people of Lincoln and Lincolnshire. Service to its communities has always been at the heart of the University’s mission; partnership with local bodies and alignment with regional priorities shape the University’s strategy. As an institution of higher learning, the University of Lincoln has nevertheless always believed that it has a responsibility to raise aspirations and create opportunities at all levels of education.

These two defining purposes – civic engagement and educational opportunity – are brought together in the University’s activities in the Holbeach area, showcased in this report. The South Holland district of Lincolnshire faces the twin challenges of high levels of rural disadvantage and low levels of skills, exacerbated by poor connectivity. These combine to pose major obstacles to social mobility.

By working with schools and employers, and by creating an entire ecosystem of education and training – from primary to tertiary, embracing both academic and vocational, including apprenticeships and pathways to high-skilled employment – the University of Lincoln seeks to improve the lives and life-chances, the

04 | FOREWORD PROFESSOR TOBY WILKINSON

educational and economic opportunities of the whole community.

It is gratifying to see the positive impact of this work – as reflected in the stories of Sheryl Gamble, Kyle Constable, and Millie Blackburn, highlighted in the case studies. But there is always more to do. Whether by bringing more local schools into its Lincolnshire Educational Trust, leading the development of a new Food Enterprise Zone, or establishing the Lincolnshire Institute of Technology with a hub at Holbeach, the University of Lincoln is constantly seeking new ways to leverage its expertise and resources in order to benefit its local communities.

In many parts of Britain, universities fulfil the role of ‘anchor institutions’, creating employment, attracting talent, supporting cultural and sporting activities, generating economic activity. A university is uniquely placed to work in partnership with local people, schools, employers and government bodies to support and enhance its community. The University of Lincoln hopes that this Opportunity Action Plan will encourage others in the higher education sector to play their part in transforming social mobility across the UK.

FOREWORD PROFESSOR TOBY WILKINSON | 05

THE UK’S SOCIAL MOBILITY PROBLEM Social mobility is typically measured as the difference between a person’s occupation or income and that of their parents. When there is a weak link, there is a high level of inequality, while a strong one suggests a low level of social mobility (1).

Social mobility levels in the UK have been stagnant for years. This means that those born into deprivation are statistically likely to remain in those circumstances throughout their lives (2). A Broken Social Elevator? How to Promote Social Mobility reports that, given current levels of inequality and intergenerational earnings mobility, it could take at least five generations, or 150 years, for the child of a poor family to reach the average income across OECD countries. One in three children with a low earning father will also have low earnings while, for most of the other two-thirds, upward mobility is limited to the neighbouring earnings group.

Unsurprisingly, this is not uniform across the globe as social mobility has different rates in different countries. It can take just two to three generations to reach that average income in the Nordic countries but nine or more in some emerging economies.

Globalisation and the Fourth Industrial Revolution have successfully helped to reduce extreme poverty and eradicate famine. While celebrating that success, however, it cannot be denied that the flipside is that they have also deepened inequalities by transferring low-skilled jobs in high-productivity sectors in high-income economies to lower-income counterparts.

06 | THE OPPORTUNITY GAP THE UK’S SOCIAL MOBILITY PROBLEM

THE OPPORTUNITY GAP The OECD’s report also highlighted that, whereas many people born to low-educated parents between 1955 and 1975 enjoyed income mobility, this has stagnated for those born after 1975.

Over the four-year period looked at by the report, about 60 per cent of people remained trapped in the lowest 20 per cent income bracket, while 70 per cent remained at the top.

At the same time, one in seven middle-class households, and one in five people living closer to lower incomes, fell into the bottom 20 per cent.

This is borne out by the Social Mobility Pledge’s own research which reveals that, in the UK, young people are finding it harder to progress in the workplace than their parents or grandparents did.

Its study of 2,000 (3) people revealed that most UK workers believe breaking through the ‘class-ceiling’ is harder for young people now than it was for earlier generations. A majority (60 per cent) of workers aged 35 to 64 believe economically disadvantaged people in the generation below them have a harder time advancing their careers than those one generation older.

The poll also asked thousands of workers aged between 18 and 64 to score how easy it is to get on in life, regardless of background, in the UK, with one being ‘very hard’ and 10 being ‘very easy’. An average score of five was registered, although a quarter of those polled rated it ‘hard’ or ‘very hard’.

Getting on as a disadvantaged young person, is either ‘difficult’ or ‘very difficult’, according to the majority (54 per cent) of respondents, rising to 62 per cent in London.

Only 44 per cent of respondents said progressing in life, regardless of background, is easier in the UK than elsewhere in the world.

Universities are crucial in facilitating an individual’s route to better opportunity and, at the same time, improving the communities in which they are located.

It is important for us all that they adapt and consider new ways of working to make sure opportunities are directed at those who need them most. In a recent report by the Social Mobility Commission, research shows that graduates are three times more likely to participate in workplace training compared to those with no qualifications. Universities are key to facilitating those initial links with employers to ensure that their graduates are well-prepared for the workplace.

The Social Mobility Pledge has been set up to highlight and address these issues in the UK and, in doing so, to level up opportunity and build a fairer society. It encourages organisations to be a force for good by putting social mobility at the heart of their purpose.

By sharing their own best practice with other businesses and universities, they are not only demonstrating their own commitment but creating a powerful shift towards purpose-led organisations.

THE OPPORTUNITY GAP THE UK’S SOCIAL MOBILITY PROBLEM | 07

CORONAVIRUS The Office for Budget Responsibility’s Covid Reference Scenario predicts that the UK economy will contract by 35 per cent, with unemployment potentially peaking at 10 million.

But, just like the issue of social immobility, the impact of the coronavirus pandemic is varied across the UK. While the 35 per cent national average figure is high in itself, it is the case that some areas – predominantly in the North West and Midlands – will see their economic growth reduce by almost 50 per cent. Only one of the twenty hardest hit areas is in London and the South East.

In addition to the significant diversity of geographic impact estimated by the Centre for Progressive Policy, the Resolution Foundation points to previous data suggesting that there is likely to be a large impact on those leaving full time education and graduating into an economy in the midst of turmoil.

In the 2008 recession, the unemployment rate across the whole population rose from 5.2 per cent in 2007 to 8.5 per cent in 2011; for those with GCSE equivalent qualifications the unemployment figures were 22 per cent in 2007 and 32 per cent in 2011.

Large numbers of young people are now in the jobs market having had their career pathways significantly disrupted. One in three young people under 25 are employed in the three sectors most affected by the pandemic - travel, hospitality and retail. It has the potential to leave a long-term legacy of unemployment and will certainly impact those from disadvantaged backgrounds and on low incomes the most.

Coronavirus has shone a spotlight on the inequality that already exists and data suggests that it will have a varied and profound impact across locations, ages

08 | THE OPPORTUNITY GAP CORONAVIRUS

and education levels. It is clear that the businesses and universities which do best as we recover from the crisis will be those that have stepped up to the mark in recent months for their employees, customers and communities. We need them now to lead the way in delivering solutions and sharing best practice. Other students may have previously found it a struggle but nevertheless managed to balance study with wider family and financial responsibilities. Yet the sectors overwhelmingly impacted by the coronavirus lockdown are those young people are most likely to work in – hospitality, retail, and sports and leisure. For those already on a course, it may mean they simply cannot afford to see it through to the end and drop out. This would be a dramatic backward step on social mobility.

The University of Lincoln’s experience, detailed in this report, demonstrates that it is possible to improve outcomes for their students, despite the many barriers that exist for them, both practical and perceived. It shows how it successfully addresses social mobility in rural areas by providing its students, many of whom are the first in their family to go to university, with the information and robust support to be career-ready graduates that are equipped with the right skills to succeed.

This report contains insights into best practices which have worked well and which have had a positive outcome for students. It features case studies which illustrate the impact that its approach has had on individuals as well as analysis focusing on the community in which it is located.

The Opportunity Action Plan also considers how the University of Lincoln might develop its work further across the University and encourage other universities to replicate it, particularly in rural areas where opportunities are few and far between. It also suggests possible next steps and recommendations for further action.

THE OPPORTUNITY GAP CORONAVIRUS | 09

THE OPPORTUNITY GAP The impact of coronavirus across locations, ages and education levels also has an impact for social mobility in the UK. Our research shows that eight of 14 measures used to calculate social mobility will be impacted. We have used existing place based social mobility analysis together with the predicted impact of coronavirus to examine the size of a community’s ‘Opportunity Gap’.

From our analysis we believe there are 16 areas in England at risk of a ‘double opportunity hit’.

Already amongst the worst areas for social mobility, they are going to be particularly badly affected by coronavirus. Those in the top 20 per cent, with the largest opportunity gap are referred to as COVID Opportunity Coldspots.

This opportunity deficit overwhelmingly impacts people from more disadvantaged communities and backgrounds and the gaps start opening up from the very start. Coronavirus widens that opportunity gap for young people at every stage of their formative years and it is becoming clear that we are at risk of a lost generation.

The impact on those in the education system in these more disadvantaged communities is obvious. Education closes the gaps between the life chances of different young people.

Research by the Sutton Trust showed that underpredicting of grades of BAME and disadvantaged young people is significantly more likely to happen than for their better off counterparts. Unfortunately this year’s A Level results confusion has shown that they are precisely the group that has suffered the most.

10 | THE OPPORTUNITY GAP

That has inevitably harmed their chances of getting into the university they were aiming for and those higher education institutions will find themselves on the front line in trying to prevent a further widening of the opportunity gap.

For those relying on part-time work that is now no longer available, university may even become unaffordable.

Other students may have previously found it a struggle but nevertheless managed to balance study with wider family and financial responsibilities. Yet the sectors overwhelmingly impacted by the coronavirus lockdown are those young people are most likely to work in – hospitality, retail, and sports and leisure. For those already on a course, it may mean they simply cannot afford to see it through to the end and drop out. This would be a dramatic backward step on social mobility.

“

The impact of coronavirus across locations, ages and education levels also has an impact for social mobility in the UK.

”

The University of Lincoln’s experience, detailed in this report, demonstrates that it is possible to improve outcomes for their students, despite the many barriers that exist for them, both practical and perceived. It shows how it successfully addresses social mobility in rural areas by providing its students, many of whom are the first in their family to go to university, with the information and robust support to be career-ready graduates that are equipped with the right skills to succeed.

This report contains insights into best practices which have worked well and which have had a positive outcome for students. It features case studies which illustrate the impact that its approach has had on individuals as well as analysis focusing on the community in which it is located.

The Opportunity Action Plan also considers how the University of Lincoln might develop its work further across the University and encourage other universities to replicate it, particularly in rural areas where opportunities are few and far between. It also suggests possible next steps and recommendations for further action.

THE OPPORTUNITY GAP | 11

BEST PRACTICE

In the south of Lincolnshire, the University has capitalised on Holbeach’s economic ties to the food manufacturing industry through the National Centre for Food Manufacturing, which will be a focus for this report.

Introduction: a systemic approach

The University of Lincoln is a public research university with campuses in the city of Lincoln, the village of Riseholme and the town of Holbeach. Educating around 14,000 students, the university was one of many education providers to take advantage of the Further and Higher Education Act 1992 to become a full university and since then has been a continuing story of success: in 2012 it was ranked in the top 50 universities

by The Guardian University Guide and in The Times & Sunday Times Good University Guide 2021 it received the accolade of ‘Modern University of the Year’ (9). As evidenced by its swift climb through the league tables and its TEF Gold award (10), the University of Lincoln is an increasingly excellent higher education establishment.

Lincoln’s student intake contains a significantly above average number of students coming from a state school background compared to the UK-wide average - 97.1% compared to 89.8% (11). However, Lincoln’s ambitious senior leadership team has challenged itself to have a much broader impact beyond the widening participation agenda that all universities are now engaged in.

Professor Mary Stuart CBE, the Vice Chancellor at the University of Lincoln, has been proactive in turning the University into what she describes as a ‘civic university’, one which will look at a wider region and Lincoln’s priorities, and then make them the University’s too.

A practical example of this in relation to vocational skills and employer needs is that Lincolnshire struggles to recruit pharmacists, something the University’s School of Pharmacy helps to address; Siemens is the city’s largest private employer and so the University opened a School of Engineering, aligning the students’ outcomes to ensure they can be graduates who are fast-tracked on Siemens’ graduate scheme (12).

However, an additional focus for the University has been a more place based one looking at the wider region it serves. In the north of the country, in Scunthorpe, it helped to establish University Campus North Lincolnshire (UCNL) which offers courses algined to local and national industry needs, serving young people who would not be able to access education and training at other locations.

12 | BEST PRACTICE INTRODUCTION: A SYSTEMIC APPROACH

Another key individual in developing the University of Lincoln’s proactive approach to improving social mobility is Professor Toby Wilkinson, Deputy Vice Chancellor.

His role at the university focuses on external relations, widening participation, and building strong partnerships with schools, including a focus on the Lincolnshire Educational Trust. He acts as Chair of the Trust, a further aspect of work that this report will focus on.

Universities have been identified (13) as having the potential to be key actors when it comes to tackling the social mobility problem and the University of Lincoln under the leadership of Profs Stuart and Wilkinson serves as a shining example of what the higher education sector is ideally placed to provide, not just to its students, but also to the communities the institutions operate within.

Indeed, Prof Wilkinson has spoken passionately about the need to bridge the divide between ‘town and gown’.

What the University of Lincoln, through the efforts it has made, has created which is so unique is an entire ecosystem of opportunity, with its role in education from primary to secondary schools to higher education and then on to the bringing together of its community’s talents to the jobs provided by local employers. The holistic strategy mirrors the successful ‘anchor’ approach to improving social mobility we see in some other areas: for example the government and its opportunity areas, or the work PwC (a Social Mobility Pledge company themselves) is doing in Bradford.

This report will examine the pioneering approach that Lincoln takes and illustrate examples of success that the industry can learn from and build on.

BEST PRACTICE INTRODUCTION: A SYSTEMIC APPROACH | 13

“

In practice, the rurality of the town means geography acts as social mobility barrier.

”

TAKING A SYSTEMIC APPROACH To bringing new opportunities to Holbeach

Holbeach is a town located in the South Holland district of Lincolnshire, in the East Midlands. It scores high on the index of rural deprivation and faces several structural problems to its residents’ social mobility: it is a rural, isolated area with poor infrastructure and transport links without, for instance, a local train station. Its population features a higher percentage of people not speaking English well or at all compared to the rest of Lincolnshire, the East Midlands region, and England as a whole (14).

In relation to employment and careers locally, the agri-food sector and its supply chains underpin the economy of Greater Lincolnshire.

The sector directly provides 24% of all employment in the county, over 50% of the jobs in South Holland and over half of the area’s economic output, generating £2.5bn (15).

In practice, the rurality of the town means geography acts as a social mobility barrier – there are fewer opportunities within travelling distance. For those without a car, Holbeach is a thirty-minute bus journey to the nearest local railway station. The closest city, Peterborough, although just twenty miles away, takes two-and-a-halfhours to reach (16). The consequence of this is that in spite of the talent growing up in Holbeach, alongside too few career opportunity prospects in Holbeach itself, would-be employers had little incentive to locate new jobs and opportunities there, preferring more easily reached locations.

That issue of geographical isolation was compounded by challenges to reach opportunities that existed further afield.

These structural problems create barriers not just to social mobility but to employment as a whole, and Holbeach consequently has a higher percentage of working-age residents claiming out-of-work benefits (14).

14 | TAKING A SYSTEMIC APPROACH TO BRINGING NEW OPPORTUNITIES TO HOLBEACH

TAKING A SYSTEMIC APPROACH TO BRINGING NEW OPPORTUNITIES TO HOLBEACH | 15

TALENT: Lincolnshire Educational Trust (LET)

In 2011, the University of Lincoln was asked by Lincolnshire’s local authority to become the sponsors of a new secondary academy in Holbeach. This was formed by a merger between the secondary schools of both Holbeach and the neighbouring town of Crowland and was a large investment with, for example, a £9m building programme in the area and genuine innovation in the Academy. This sponsorship evolved to become a multi-academy trust in 2014 when Holbeach Primary School joined, and grew again in 2016 with the addition of a specialist primary school for pupils with an autism spectrum disorder. The academy trust is now responsible for the education of over 2,500 young people across five schools.

The University of Lincoln has played a leading and proactive role in the development of the Trust. Both the Vice Chancellor and Deputy Vice Chancellor are members of the LET – with the Deputy Vice Chancellor being the Chair of Trustees – and the University, as sponsor, has a key role in the appointment of the CEO. The relationship is one that allows the LET schools to draw on the wider resources the University can offer – for instance, the special school (Gosberton House Academy) enjoys a close working relationship with the University’s School of Psychology and autism research centre.

Research suggests that academies can function as a useful tool for promoting social mobility, with the effect being felt strongest in those where schools have been

16 | TALENT: LINCOLNSHIRE EDUCATIONAL TRUST (LET)

given the biggest increases in autonomy and where the academy status has been in place the longest (17). The University of Lincoln’s academy journey started in 2011 and the longer the programme is maintained, the greater the potential impact for the people of Holbeach.

University Academy Holbeach (UAH) is noted for its work assisting disadvantaged pupils. Ofsted commented that “effective use of pupil premium funding is successfully overcoming barriers to learning” (18), and £30,000 of the Academy’s £257,000 pupil premium is specifically earmarked for this. The detailed list of actions to be taken includes ensuring that pupils have access to high quality mental health provision, support services so that families are engaged with learning, and providing grants so that materials such as revision guides can be purchased (19).

Having the right state of mind, an education-positive environment at home, and the equipment to learn from are essential in unlocking the potential of pupils.

The University is clear that its schools need to provide strong offerings on both academic and vocational courses, both looking at the needs of local employers alongside the widening participation agenda that the University has. This has created a joined up pathway with the National Centre for Food Manufacturing, a satellite campus that is located next to University Academy Holbeach, allowing pupils to have easy access to high quality equipment as well as work opportunities.

TALENT: LINCOLNSHIRE EDUCATIONAL TRUST (LET) | 17

The National Centre for Food Manufacturing opened in 2008 and is a satellite campus of the University of Lincoln based in the town of Holbeach. The University of Lincoln specifically chose to locate the campus in Holbeach as they had correctly identified that it was a community that could disproportionately benefit from both the initial investment into the site as well as the future opportunities created by other employers once they moved into the National Centre.

The National Centre for Food Manufacturing is now a major research centre for food manufacturing robotics, automation, and associated sciences. The University’s decision to locate the Centre in Holbeach brought employers (and thus, opportunities) to what was a deprived town. It is now the case that, from farm to fork, the Centre’s research and design is pioneering all aspects of the food manufacturing process, with the innovations boosting the productivity of the food manufacturing sector across the whole of the UK. In one example of the Centre’s ability to draw new investment, the UK Government chose to locate one of its Food Enterprise Zones adjacent to the campus. The FEZ allows for a streamlined planning process that benefits the agri-food industry and its supply chain. The first phase will create significant new business space with the capacity for 400 jobs, and the University of Lincoln has begun construction of the first building, the Centre of Excellence in Agri-Food, following a £7m investment. This investment has been correctly identified as having the potential to bring significant social change by revitalising the town of Holbeach; the University

18 | OPPORTUNITY: NATIONAL CENTRE FOR FOOD MANUFACTURING

OPPORTUNITY: National Centre for Food Manufacturing

is planning to develop a range of activities to engage young people with the businesses that will eventually operate within the Enterprise Zone.

The Centre is a hub for research and innovation, particularly in the fields of automation and robotics, as well as serving as a place of learning for food industry employees undertaking apprenticeships and short courses to aid their professional development at the University of Lincoln. This complements the work of the Lincoln Institute of Agri-food Technology (LIAT), which is a leading research institution supporting innovation within the agri-food sector. As an EPSRC (The Engineering and Physical Sciences Research Council) Centre for Doctoral Training in Agri-food Robotics, LIAT has the largest research team working in this discipline in the UK and EU including several professors dedicated to agri-robotics. The University’s investment in agrifood robotics research has paid off and as a result the world’s first robotic platform for the batch processing of food has been developed in line with the goal of using robotics to advance large scale food manufacturing.

Critically, 2,100 of the 2,500 students in the Lincolnshire Educational Trust are in close vicinity to the National Centre. Through its Multi-Academy Trust, the University of Lincoln has connected the talent pipeline to the opportunities at the employer facing campus of the Centre. Lincoln is now a national leader in training and apprenticeship programmes in the food manufacturing

sector, and the National Centre for Food Manufacturing is now a UK-leading food industry hub with remarkable success in partnering with employers to not just support the development of thousands of industry employees, but also to drive forward research innovation and skills.

The Centre supports over 350 apprentices in 70 businesses including Sainsbury’s and Tesco (both of whom have committed to the Social Mobility Pledge), Coca-Cola and Nestlé.

It is unique in its seamless offering of apprenticeships from Level 2 to Level 7 for key roles, including degree apprenticeships in Food Engineering and the Level 7 Research Scientist Apprenticeship.

The University of Lincoln shows that industry benefits by engaging with the education system; their cuttingedge research can be integrated directly into the skills that a company’s apprentices are learning on the job.

Evidence has recently suggested that education-industry links are stalling or even falling backwards. Where they do presently exist, such as with the University of Lincoln and the National Centre, links tend to continue to develop (5). It is important that the University of Lincoln fully embraces their successful partnership and does not lose the momentum they have currently gathered.

OPPORTUNITY: NATIONAL CENTRE FOR FOOD MANUFACTURING | 19

OPPORTUNITY:

CASE STUDY:

Employer Partnerships

Sheryl Gamble - Bakkavor

The University of Lincoln’s strong relationships and partnerships with employers exemplify a pipeline of progression throughout education and into the workplace.

Two of the companies that the University of Lincoln and the National Centre for Food Manufacturing have partnered with are Bakkavor (a £1.8bn turnover global business with over 18,000 employees) and OAL Group (an entrepreneurial SME business with less than 250 employees).

Sheryl was a member of the first group to achieve a Professional Technical Degree Apprenticeship with the University of Lincoln, having joined from one of its academy schools, University Academy Holbeach. She was recently awarded the University of Lincoln’s National Centre for Food Manufacturing ‘Best Overall Performance of an Apprentice’ at their annual awards ceremony.

Both of these companies have been identified as project partners and have strong links with the Centre: Bakkavor has been a research partner for 25 years and acts as advisers to the Centre’s management team; OAL Group has worked with the Centre to secure an investment of over £3m from Innovate UK to advance food robotics research. Additionally, Bakkavor and OAL Group were anchor employers who formed a key part of the University of Lincoln’s successful bid to establish the Lincolnshire Institute of Technology, helping to secure £13m of capital investment into local colleges and the National Centre to advance skills in engineering and manufacturing.

While the work that the University of Lincoln, Bakkavor, and OAL Group are doing at a more macro level is incredibly positive and deserves to be recognised, there are also real and positive impacts on individuals. The Social Mobility Pledge team spoke to three apprentices about their experiences with the programmes on offer at the National Centre.

20 | OPPORTUNITY: EMPLOYER PARTNERSHIPS

“

I found out about my apprenticeship through the National Centre for Food Manufacturing. I regularly attended the Centre as my secondary school and sixth form, the University Academy Holbeach, are next door and we used the facilities frequently. Thanks to some of the experience and knowledge my teachers had about the food industry, I was enlightened on some of the different roles that were available.

range of retailers. I complete costings, source new raw materials and packaging, organise samples, attend taste panels, complete paperwork, and present to customers at least once a month. One of the most fun parts of the job is attending taste panels as I get to see and try exciting products that chefs have developed.

”

I didn’t feel that the university lifestyle was for me but I still wanted to get an education whilst learning in the food industry. My apprenticeship has given me more knowledge about the food industry, both broadly and in specific subject areas. It has also given me the opportunity to complete and pass my Hazard Analysis and Critical Control Point Level 3 qualification and my Food Safety Level 4 qualification.

There can be a misconception that the food industry is just people working in a factory, but it is so much more than that with so many departments offering many opportunities. On a day-to-day basis I assist the development team to develop new products for a wide

CASE STUDY: SHERYL GAMBLE | 21

CASE STUDY: Kyle Constable - OAL Group

“

Kyle Constable is studying for a degree apprenticeship in Food and Drink Manufacturing Operations Management at OAL, a business that operates in partnership with the University of Lincoln and its National Centre for Food Manufacturing. He was named as the 2019 Apprentice of the Year at the Food & Drink Federation awards, and was 2018’s Apprentice of the Year at the Processing & Packaging Machinery Trade Association Awards.

I’m responsible for growing the sales of our patented food processing technology, Steam Infusion. This includes everything from lead generation to closing the deal as well as offering training to ensure our customers make the most of the technology and achieve the best possible results, whatever their end products.

I got the job by following my passion for personal development and continuous improvement. Before joining OAL, I had been an apprentice with Nestlé, where I obtained my Level 3 apprenticeship. Not only did this position fire up my passion for food manufacturing, it also fuelled my desire to obtain a degree. I contacted the National Centre for Food Manufacturing to find out more about their degree apprenticeship opportunities and was made aware of the position at OAL.

22 | CASE STUDY: KYLE CONSTABLE

I arrive approximately an hour early every day and eat my breakfast whilst learning French online. We’re currently growing our export business and so I want to be able to get by with customers in one of our key markets.

At 8:30am I will read through my emails and draw up a to-do list for the day ahead. This helps me to plan in customer calls as many are in different time zones - the morning tends to be the best time to catch people. In the afternoons, if I’m not contacting customers, I spend time conducting market research and lead generation. This is usually helped by my headphones with some good music and a black tea!

Sometimes however, my normal day is turned on its head by customer trials. This is my favourite element of the job, where I get to meet new people and amaze them with the technologies that OAL offers. These days will typically start at 7am to prepare for the trials and consist of a non-stop day preparing for the trial, showcasing our innovations and expertise and of course clearing up at the end of the day. It’s also a bonus that we get to try a sample of the delicious products made on our test system using our customers’ recipes once we’ve completed the trial.

Initially I was wary of joining an engineering company, as I thought I might be diverted away from pursuing my goals in food manufacturing. However, once I investigated what OAL does, I was impressed to find out the company leads really innovative projects in the food industry and mirrors my values; they too are passionate about personal development and process improvement. Luckily the results of the psychometric test and the interview sealed it - we were a match! I have now been with OAL for around two years and my role has advanced from Process Development Trainee to Technical Sales Engineer.

”

CASE STUDY: KYLE CONSTABLE | 23

CASE STUDY Millie Blackburn - ABP Shrewsbury

Millie Blackburn is a student at the University of Lincoln studying toward a Bachelor of Science degree in Food Technology & Science. Millie has expressed her delight that she can work towards a degree in a subject that she is passionate about whilst gaining direct work experience with one of Europe’s leading food processors.

“

I am currently working toward completing a BSc in Food Technology & Science at the University of Lincoln. I’ve been working at ABP Shrewsbury for nearly a year on the undergraduate scheme. The average day consists of requesting new ingredients and setting up new product samples ready for customer panelling. Recently, I’ve been working towards the next product launch, which will include nutritional and shelf life testing. “Working in new product development is a diverse environment working alongside all departments to support product panels and launches.

ABP is allowing me to work towards a degree in a subject I am passionate about at the same time as working. I’m developing my personal skills and knowledge alongside the apprenticeship standards presented by the University of Lincoln. I have the constant support of mentors and managers to help me achieve my degree. In the next three years, I will have completed my degree with the aid of industry knowledge and I would like to continue moving up positions within new product development.

”

24 | CASE STUDY: MILLIE BLACKBURN

CASE STUDY: MILLIE BLACKBURN | 25

THE UNIVERSITY OF LINCOLN’S RESPONSE TO COVID-19 TEACHING, LEARNING AND ASSESSMENT

STUDENT SUPPORT AND WELFARE

• In the face of the COVID-19 outbreak in March 2020, the University of Lincoln reacted quickly and moved all teaching online within 24 hours, with the academic year being completed online.

• Student Services teams adapted the delivery of their support to students who have been studying remotely at home and/or remaining on campus and requiring specific support. All services remained available to students for the duration of the lockdown and beyond.

• The University developed and implemented two new assessment approaches, with temporary regulations to ensure student outcomes were not adversely affected; these included a suite of Safety Net mechanisms.

• The Student Wellbeing Centre has retained a core physical presence on campus for vulnerable students and to respond to concern for welfare cases.

• For the 2020/21 academic year, to ensure all our students receive an engaging and enjoyable learning experience, in the face of continuing uncertainty and challenge, the University aims to deliver an engaged, agile blended learning experience – combining digital resources, interactions, collaborations and activities alongside face-to-face learning opportunities where feasible. Students will engage with a guided and structured approach to their learning, developing key digital skills alongside subject and professional outcomes, in a supportive and active on and offline community. It is the University’s intention that every student on every programme should receive some face- to-face teaching every week from the start of the academic year.

26 | THE UNIVERSITY OF LINCOLN’S RESPONSE TO COVID-19

• The English Language Centre moved all of its services online and developed a new suite of online Presessional Courses which allow students to study in their home country and gain the required language level skills for entry in 2020/21.

• The Multi-Faith Chaplaincy provided online support, linked to local community faith support networks, to ensure that students have been able to access support and guidance where needed.

• The teams contributed to the development of an Online Orientation week prior to the start of teaching aimed at new students (taking into consideration specific groups of students such as care leavers, BAME students and disabled students and students who may be shielding) to ensure that they have access to resources and support.

SUPPORT FOR THE NHS AND FRONT-LINE WORKERS • Academic and support staff in the School of Health and Social Care worked closely with Health Education England and NHS partner organisations to mobilise nursing students who were nearing the end of their three-year degree programme into a new role to join the effort to deliver care to those most in need.

Students were supported to enter into contracts of employment as Band 4 Aspirant Nurses, working alongside Registered Nurses, care assistants and medical staff, and were viewed very much as members of the NHS workforce. Students were deployed locally and nationally to areas outside of the University’s normal circuit of placements.

• The University’s Just Giving fundraising campaign raised a total of £100,751 for the manufacture of PPE for front-line workers. A total of 13,000 safety visors were manufactured in the School of Engineering and approximately 6,150 sets of scrubs were made by the University’s Fashion department and community volunteers across Lincolnshire.

• The School of Engineering purchased a spectral imaging camera to assist the United Lincolnshire Hospitals NHS Trust to support COVID-19 related research, specifically to investigate ways in which asymptomatic NHS staff and patients can be screened on arrival at hospital.

TRAINING AND EMPLOYER ENGAGEMENT • The National Centre for Food Manufacturing (NCFM) consulted widely with employers to assess the impact of COVID-19 on apprenticeship schemes and to jointly develop solutions to minimise the impact on apprentices and to resurrect future recruitment.

• Innovation in distance learning rapidly created alternative learning models to support apprentices; these models have been welcomed by employers and apprentices.

• In discussion with employers NCFM increased the frequency of tutorials and student reviews to help apprentices progress in their studies during the period of disruption, and notably for apprentices who have been furloughed.

• NCFM is supporting employers and apprentices in accessing digital End Point Assessment to help secure a successful completion for apprentices.

• To help employers to support their apprentices through the pandemic NCFM introduced more regular employer consultations.

PRIMARY, SECONDARY AND SPECIALIST EDUCATION: THE LINCOLNSHIRE EDUCATIONAL TRUST • The Lincolnshire Education Trust (LET) supported the response to the COVID-19 national emergency by opening four of its five academies for vulnerable children and the children of key workers throughout the lockdown, including Bank Holidays.

• Provisions were made for online learning for all pupils, providing packs of learning resources where appropriate.

• LET continued to make contact with vulnerable children and families on at least a weekly basis throughout the lockdown period.

• Throughout the pandemic, LET has constantly monitored the capacity and wellbeing of its staff, to support their physical and mental health.

• Education for primary and certain secondary yeargroups resumed in June according to the timetable set out by the government. All the LET academies reopened for all pupils on 3 September 2020.

THE UNIVERSITY OF LINCOLN’S RESPONSE TO COVID-19 | 27

THE UNIVERSITY OF LINCOLN’S ANALYSIS PART A - SOCIAL MOBILITY

social mobility is good, and the bottom 20% of local authorities are identified as ‘coldspots’, areas where social mobility is poor.

When developing an action plan to boost social mobility and opportunities, it’s important to thoroughly understand the context of place, and the particular challenges certain communities face.

In this section of the Opportunity Action Plan we analyse the challenges those individual communities face in terms of social mobility and the impact of COVID-19. The combined and interlinking impact of those two elements enable us to quantify a community’s “Opportunity Gap”.

For the purposes of this analysis we have focused on Lincoln where the main campus for the University of Lincoln is located, and South Holland and the Deepings which is the location for the Holbeach campus.

It is important to note that just because an area is designated a hot or cold spot based on the current rankings, that is not the complete picture. An area which is a social mobility hotspot for most indices can also mask a sharp decline in social mobility at different life stages such as early years.

These complexities highlight that social mobility cannot be tackled with a ‘one size fits all approach’. Therefore, a thorough understanding of the challenges those individual communities face is vital and we assess social mobility below through those life stages.

Social Mobility research conducted in 323 local authorities in England and Wales shows the top 20% of local authorities are labelled as ‘hotspots’, areas where

OVERALL RANKING OFFICE Main Campus Holbeach Campus

28 | THE UNIVERSITY OF LINCOLN’S ANALYSIS PART A – SOCIAL MOBILITY

CONSTITUENCY

RANKING OUT OF 533 CONSTITUENCIES

Lincoln

483

South Holland and the Deepings

92

THE UNIVERSITY OF LINCOLN’S ANALYSIS PART A – SOCIAL MOBILITY | 29

LINCOLN EARLY YEARS: 293

LINCOLN

ENGLAND

Percentage of Nursery providers rated outstanding or good by Ofsted

94

93

Percentage of children eligible for free school meals achieving a good level of development

50

53

SCHOOLS: 335

LINCOLN

ENGLAND

Percentage of children eligible for FSM attending a primary school rated outstanding or good by Ofsted

77

83

Percentage of children eligible for FSM achieving at least the expected level in reading, writing and maths at the end of Key Stage 2

35

39

Percentage of children eligible for FSM attending a secondary school rated outstanding or good by Ofsted

77

72

Average Attainment 8 score for pupils eligible for FSM

39

39

LINCOLN

ENGLAND

Percentage of young people eligible for FSM that are not in education, employment or training (positive destination) after completing KS4

84

88

Average points score per entry for young people eligible for FSM at age 15 taking A-level or equivalent qualification

22

26

Percentage of young people eligible for FSM at age 15 achieving two or more A-Levels or equivalent by the age of 19

22

34

YOUTH: 513

ADULTHOOD: 464 Median weekly salary of all employees who live in the local area Average house prices compared to median annual salary of employees who live in the local area Percentage of people that live in the local area who are in managerial and professional occupations

LINCOLN

ENGLAND

364

443

6

8

24

30

Percentage of jobs that are paid less than the applicable Living Wage Foundation living wage 28

25

Percentage of families with children who own their home

65

30 | THE UNIVERSITY OF LINCOLN’S ANALYSIS PART A – SOCIAL MOBILITY

57

LINCOLN ANALYSIS

YOUTH LIFE STAGE

The University of Lincoln’s main campus is located in the city of Lincoln. None of its indicators are in the top 100 rankings and four are in the bottom 100; across all life stages, Lincoln ranks at 483/533 on the Social Mobility Index. Lincoln is a social mobility coldspot.

The youth stage sees Lincoln score most poorly at 513/533. Eighty-four percent of young people who were eligible for free schools find themselves in a positive destination (defined as being in education, employment, or training) after completing Key Stage 4. In its worst ranking, only 22% of FSM-eligible young people will achieve two or more A Level or equivalent qualifications by age 19, those that do take A Levels will have an average points score per entry of 22. Lincoln ranks at 515 and 489 for these measures respectively.

EARLY YEARS LIFE STAGE At the early years life stage, Lincoln performs best at 293/533. Ninety-four percent of nurseries in the constituency are rated as good or outstanding by Ofsted, better than the national average of 93% and ranking Lincoln as 196/533 for this measure. But in the other measure for this life stage, the percentage of children eligible for free school meals achieving a ‘good level of development’, Lincoln is ranked 376/533; only 50% of those children achieve a good level compared to the national average of 53%.

SCHOOL LIFE STAGE Ranking at 335/533 at the school stage, Lincoln is in the bottom 40% of constituencies. Seventy-seven percent of pupils eligible for free school meals attend good or outstanding primary schools, with 35% of them achieving the expected level in reading, writing, and maths at the end of Key Stage 2, the national average being 39%. At secondary level, attendance of FSM eligible pupils at good or outstanding schools is 77%, making Lincoln an above average area, and an average Attainment 8 score of 39 matches the average.

ADULTHOOD LIFE STAGE At the adulthood life stage, Lincoln ranks at 464/533.

A large number (28%) of jobs pay less than the real living wage, and average earnings are just £364 weekly – the English average is £443. Housing is 6 times the annualised salary, which is cheaper than average, but home ownership is at just 57%, the 92nd worst area for this measure. The percentage of jobs in the area that are managerial and professional stands at 24%, ranking Lincoln at 402/533 for this measure.

THE UNIVERSITY OF LINCOLN’S ANALYSIS PART A – SOCIAL MOBILITY | 31

SOUTH HOLLAND AND THE DEEPINGS SOUTH HOLLAND EARLY YEARS: 40 AND THE DEEPINGS

ENGLAND

Percentage of Nursery providers rated outstanding or good by Ofsted

95

93

Percentage of children eligible for free school meals achieving a good level of development

60

53

SOUTH HOLLAND SCHOOLS: 334 AND THE DEEPINGS

ENGLAND

Percentage of children eligible for FSM attending a primary school rated outstanding or good by Ofsted

76

83

Percentage of children eligible for FSM achieving at least the expected level in reading, writing and maths at the end of Key Stage 2

36

39

Percentage of children eligible for FSM attending a secondary school rated outstanding or good by Ofsted

63

72

Average Attainment 8 score for pupils eligible for FSM

42

39

SOUTH HOLLAND YOUTH: 48 AND THE DEEPINGS

ENGLAND

Percentage of young people eligible for FSM that are not in education, employment or training (positive destination) after completing KS4

93

88

Average points score per entry for young people eligible for FSM at age 15 taking A-level or equivalent qualification

31

26

Percentage of young people eligible for FSM at age 15 achieving two or more A-Levels or equivalent by the age of 19

35

34

SOUTH HOLLAND ADULTHOOD: 400 AND THE DEEPINGS Median weekly salary of all employees who live in the local area Average house prices compared to median annual salary of employees who live in the local area Percentage of people that live in the local area who are in managerial and professional occupations

ENGLAND

405

443

7

8

23

30

Percentage of jobs that are paid less than the applicable Living Wage Foundation living wage 30

25

Percentage of families with children who own their home

65

32 | THE UNIVERSITY OF LINCOLN’S ANALYSIS PART A – SOCIAL MOBILITY

70

SOUTH HOLLAND AND THE DEEPINGS ANALYSIS

YOUTH LIFE STAGE

South Holland and the Deepings is the location of the University of Lincoln’s Holbeach campus. Three of its indicators are in the top 100 rankings and one is in the bottom 100; across all life stages, South Holland and The Deepings ranks at 92/533 on the Social Mobility Index and is a social mobility hotspot.

The youth stage sees South Holland and The Deepings rank strongly at 48/533. Ninety-three percent of young people who were eligible for free schools find themselves in a positive destination (defined as being in education, employment, or training) after completing Key Stage 4. Thirty-five percent of FSM-eligible young people will achieve two or more A Level or equivalent qualifications by age 19, those that do take A Levels will have an average points score per entry of 31. South Holland and The Deepings ranks at 184 and 31 for these measures respectively.

EARLY YEARS LIFE STAGE At the early years life stage, South Holland and The Deepings performs best at 40/533. Ninety-five percent of nurseries in the constituency are rated as good or outstanding by Ofsted, better than the national average of 93% and ranking South Holland and The Deepings as 135/533 for this measure. In the other measure for this life stage, the percentage of children eligible for free school meals achieving a ‘good level of development’, South Holland and The Deepings is ranked 46/533; 60% of those children achieve a good level compared to the national average of 53%.

SCHOOL LIFE STAGE Ranking at 334/533 at the school stage, South Holland and The Deepings is in the bottom 40% of constituencies. Only 76% of pupils eligible for free school meals attend good or outstanding primary schools, with 36% of them achieving the expected level in reading, writing, and maths at the end of Key Stage 2, the national average being 39%. At secondary level, attendance of FSM eligible pupils at good or outstanding schools is 63%, which is below average, but an average Attainment 8 score of 42 places South Holland and The Deepings at 111/533, well above average.

ADULTHOOD LIFE STAGE At the adulthood life stage, South Holland and The Deepings ranks most poorly at 400/533. A high number of jobs (30%) pay less than the real living wage, and average earnings are £405 weekly – the English average is £443. Housing is 7 times the annualised salary, slightly cheaper than the rest of England, and home ownership is higher than average, at 70%. The percentage of jobs in the area that are managerial and professional stands at 23%, ranking South Holland and The Deepings at 445/533 for this measure.

THE UNIVERSITY OF LINCOLN’S ANALYSIS PART A – SOCIAL MOBILITY | 33

PART B – COVID-19 As well as considering the social mobility baseline for a community, our analysis also reflects the developing impact of Coronavirus on opportunity. The Office for Budget Responsibility’s Covid Reference Scenario predicts that the economy of the United Kingdom will contract by 35%, with unemployment potentially peaking at 10million.

But just like the issue of social immobility, the impact of the coronavirus pandemic is varied across the UK. While the 35% national average figure is high in itself, it is the case that some areas – predominantly in the North West and Midlands – will see their economic growth reduce by almost 50%. Only one of the twenty hardest hit areas are in the South East or London.

In addition to the significant diversity of geographic impact estimated by the Centre for Progressive Policy, the Resolution Foundation point to previous data suggesting that there is likely to be a large impact on those leaving full time education and graduating into an economy in the midst of turmoil. In the 2008 Recession, the unemployment rate across the whole population rose from 5.2% in 2007 to 8.5% in 2011; for those with GCSE equivalent qualifications the unemployment figures were 22% in 2007 and 32% in 2011.

An exacerbating factor for those leaving full time education without a degree is the varied impact of the virus on different sectors of the economy. While sectors such as financial services will emerge from the coronavirus pandemic relatively unscathed, with a contraction of just -5%, sectors like retail and hospitality, which have a higher proportion of workers who haven’t completed higher education, will contract by -50% and -85% respectively.

34 | THE UNIVERSITY OF LINCOLN’S ANALYSIS PART B – COVID-19

in the United Kingdom, as we predict that 8 out of 14 measures used to calculate social mobility will be impacted. We have combined existing place based social mobility analysis with the predicted impact of coronavirus to estimate the size of a communities developing “Opportunity Gap” and ranked these throughout England.

The health impacts for the coronavirus pandemic show that it is more likely to kill people from black and minority ethnic backgrounds, but the economic impacts are disproportionately hitting BAME people as well: polling done by BMG for the Independent has also shown that people from black and minority ethnic households are almost twice as likely as white Britons to report that they have lost income or jobs. Lord Woolley, the Chair of the Race Disparity Unit, has pointed that while “the virus itself doesn’t discriminate, the system does, and that has left BAME communities extremely vulnerable both on health and economic ground”.

From our analysis we believe that there are 16 areas in England at risk of a ‘double opportunity hit’: already amongst the worst areas for social mobility, they are going to be particularly badly hit by coronavirus.

These areas are Babergh, Bolsover, Broxtowe, Cannock Chase, Corby, Crawley, East Cambridgeshire, East Northamptonshire, Erewash, Melton, North Warwickshire, Norwich, Rutland, South Derbyshire, Tamworth and Wellingborough.

So the data suggests a varied and profound impact across locations, ages, ethnicities and education levels. This has a worrying impact for social mobility

LOCAL AUTHORITY

OPPORTUNITY GAP

RANKING

Corby

318 1

South Derbyshire

310

2

Wellingborough

308

3

Melton

306

4

North Warwickshire

296

5

North Lincolnshire

239

42

180.5

111

North Kesteven

135

199

Lincoln

134

200

North East Lincolnshire

THE UNIVERSITY OF LINCOLN’S ANALYSIS PART B – COVID-19 | 35

NORTH LINCOLNSHIRE’S ECONOMY

NORTH EAST LINCOLNSHIRE’S ECONOMY

SECTOR

GVA (£m)

GVA (%)

Decline (%)

1 Accommodation and food services

55

1.4

-85

2 Administrative and support services

80

2.1

-40

3 Agriculture, mining, electricity, gas, water and waste

282

7.2

-17

4 Construction

390

10.0

5 Education

174

4.5

50

1.3

-5

278

7.1

+50

7 Human health and social work activities

21

0.5

-45

8 Information and communication

1271

32.6

-55

9 Manufacturing

81

2.1

-40

10 Professional, scientific, and technical activities

11 Public administration and defence

119

3.1

-20

12 Real estate activities

371

9.5

13 Transportation and storage

241

6.2

14 Wholesale and retail (including repair of motor vehicles)

404 79

6 Financial and insurance activities 7 Human health and social work activities 8 Information and communication 9 Manufacturing 10 Professional, scientific, and technical activities

15 Other

GVA (£m)

GVA (%)

Decline (%)

1 Accommodation and food services

77

2.6

-85

2 Administrative and support services

57

2.0

-40

3 Agriculture, mining, electricity, gas, water and waste

124

4.3

-17

-70

4 Construction

154

5.3

-70

-90

5 Education

200

6.9

-90

50

1.7

-5

363

12.5

+50

31

1.1

-45

547

18.8

-55

99

3.4

-40

11 Public administration and defence

112

3.9

-20

-20

12 Real estate activities

345

11.9

-20

-35

13 Transportation and storage

317

10.9

-35

10.4

-50

14 Wholesale and retail (including repair of motor vehicles)

367

12.6

-50

2.0

-60

15 Other

64

2.2

-60

NORTH LINCOLNSHIRE’S LARGEST SECTORS SECTOR

GVA (£m)

Manufacturing 1271 Wholesale and retail

404

Construction

390

Real estate

371

Agriculture

282

BIGGEST IMPACTED SECTORS SECTOR

PREDICTED DECLINE

Education

-90%

Accommodation and food

-85%

Construction

-70%

Other services

-60%

Manufacturing

-55%

36 | THE UNIVERSITY OF LINCOLN’S ANALYSIS PART B – COVID-19

SECTOR

6 Financial and insurance activities

NORTH EAST LINCOLNSHIRE’S LARGEST SECTORS North Lincolnshire’s biggest sectors are manufacturing, wholesale and retail, construction, real estate activities, and agriculture &c. Two of these, manufacturing and construction, are also in the worst impacted sectors, while two are in the least impacted sectors. A large health sector has been noted as being able to provide a buffer to COVID-induced shocks in the economy; in North Lincolnshire the health sector makes up 7.1% of the economy and is the sixth largest sector. In North Lincolnshire, economic growth is predicted to decline by 40.9% - this is worse than the 35% contraction across the UK as whole.

Taking into consideration the economic reduction in North Lincolnshire as well as its position on the Social Mobility Index, we predict that an Opportunity Gap of 239 will arise, the 42nd largest in England and making the area an COVID Opportunity Coldspot.

SECTOR

GVA (£m)

Manufacturing 547 Wholesale and retail

367

Human health

363

Real estate

345

Transportation and storage

317

BIGGEST IMPACTED SECTORS SECTOR

PREDICTED DECLINE

Education

-90%

Accommodation and food

-85%

Construction

-70%

Other services

-60%

Manufacturing

-55%

North East Lincolnshire’s biggest sectors are manufacturing, wholesale and retail, human health and social work, real estate, and transportation and storage.

Only one of these, manufacturing, is also in the worst impacted sectors, while one, real estate, is in the least impacted sectors. A large health sector has been noted as being able to provide a buffer to COVID-induced shocks in the economy; in North East Lincolnshire the health sector makes up 12.5% of the economy, the third largest sector.

In North East Lincolnshire, economic growth is predicted to decline by 34.3% - this is slightly better than the 35% contraction across the UK as whole.

Taking into consideration the economic reduction in North East Lincolnshire as well as its position on the Social Mobility Index, we predict that an Opportunity Gap of 180.5 will arise, the 111th largest in England.

THE UNIVERSITY OF LINCOLN’S ANALYSIS PART B – COVID-19 | 37

NORTH KESTEVEN’S ECONOMY

LINCOLN’S ECONOMY

SECTOR

GVA (£m)

GVA (%)

Decline (%)

1 Accommodation and food services

50

2.3

-85

1 Accommodation and food services

2 Administrative and support services

89

4.1

-40

2 Administrative and support services

3 Agriculture, mining, electricity, gas, water and waste

150

6.9

-17

3 Agriculture, mining, electricity, gas, water and waste

4 Construction

212

9.7

-70

5 Education

106

4.9

-90

11

0.5

-5

135

6.2

+50

87

4.0

-45

9 Manufacturing

373

17.1

10 Professional, scientific, and technical activities

117

5.4

11 Public administration and defence

145

12 Real estate activities

6 Financial and insurance activities 7 Human health and social work activities 8 Information and communication

13 Transportation and storage 14 Wholesale and retail (including repair of motor vehicles) 15 Other

GVA (£m)

GVA (%)

Decline (%)

83

3.1

-85

101

3.7

-40

235

8.7

-17

4 Construction

173

6.4

-70

5 Education

189

7.0

-90

53

2.0

-5

7 Human health and social work activities

397

14.7

+50

8 Information and communication

108

4.0

-45

-55

9 Manufacturing

332

12.3

-55

-40

10 Professional, scientific, and technical activities

122

4.5

-40

6.6

-20

11 Public administration and defence

267

9.9

-20

272

12.4

-20

12 Real estate activities

187

6.9

-20

59

2.7

-35

13 Transportation and storage

53

2.0

-35

311

14.2

-50

14 Wholesale and retail (including repair of motor vehicles)

330

12.2

-50

68

3.1

-60

15 Other

64

2.4

-60

NORTH KESTEVEN’S LARGEST SECTORS SECTOR

GVA (£m)

Wholesale and retail

311

Real estate activities

272

Construction

212

Agriculture

150

BIGGEST IMPACTED SECTORS PREDICTED DECLINE

Education

-90%

Accommodation and food

-85%

Construction

-70%

Other services

-60%

Manufacturing

-55%

38 | THE UNIVERSITY OF LINCOLN’S ANALYSIS PART B – COVID-19

6 Financial and insurance activities

LINCOLN’S LARGEST SECTORS

Manufacturing 373

SECTOR

SECTOR

North Kesteven’s biggest sectors are manufacturing, wholesale and retail, real estate activities, construction, and agriculture &c. Two of these, manufacturing and construction, are also in the worst impacted sectors, while two, real estate and agriculture, are in the least impacted sectors. A large health sector has been noted as being able to provide a buffer to COVID-induced shocks in the economy; in North Kesteven the health sector makes up 6.2% of the economy and is the seventh largest sector. In North Kesteven, economic growth is predicted to decline by 39.9% - this is worse than the 35% contraction across the UK as whole.

Taking into consideration the economic reduction in North Kesteven as well as its position on the Social Mobility Index, we predict that an Opportunity Gap of 135 will arise, the 199th largest in England.

SECTOR

GVA (£m)

Human health and social work

397

Manufacturing

332

Wholesale and retail

330

Public admin

267

Agriculture

235

BIGGEST IMPACTED SECTORS SECTOR

PREDICTED DECLINE

Education

-90%

Accommodation and food

-85%

Construction

-70%

Other services

-60%

Manufacturing

-55%

Lincoln’s biggest sectors are human health and social work, manufacturing, wholesale and retail, public admin and defence, and agriculture &c. While the second largest sector, manufacturing, is in the worst impacted sectors, two are in the least impacted sectors and the largest sector is health, which will grow as a result of COVID. Overall, economic growth is predicted to decline by 31.1% in Lincoln - this is better than the 35% contraction across the UK as whole and the 39th least impacted area across the UK. Taking into consideration the economic reduction in Lincoln as well as its position on the Social Mobility Index, we predict that an Opportunity Gap of 134 will arise, the 200th largest in England.

THE UNIVERSITY OF LINCOLN’S ANALYSIS PART B – COVID-19 | 39

INSIGHTS AND ASSESSMENT The University of Lincoln has focused on developing a new model to tackle social mobility which is successfully creating opportunity in its region, building on the strengths of the community and leveraging the private sector. Strong partnerships with schools and industry offers local young people the chance to aspire to a future outside the experiences of their parents that they would not have had without the University.

The establishment by the University of Lincoln of a multiacademy trust, its campus in Holbeach and the National Centre for Food Manufacturing provide a clear path of progression for residents of Holbeach and the wider South Holland area. It provides a social mobility pipeline that covers primary, secondary and higher education, skills and training, and employment opportunities, catering to those seeking both academic and vocational routes into their career. The case studies included in this report are prime examples of the ‘joined up’ solution to the social mobility problem that the University of Lincoln provides by leveraging the Lincolnshire Educational Trust and its close partnerships with businesses through the National Centre for Food Manufacturing.

As noted in the report, the National Centre was successful in securing a multi-million pound investment from Innovate UK, the UK’s research investment service.

This is clearly a significant headline figure but its true significance lies in the fact that the award would not

40 | INSIGHTS AND ASSESSMENT

have been made had the project not aligned with the long-term strategic objectives of the United Kingdom as a whole. Not only is the University of Lincoln and the National Centre for Food Manufacturing providing for the Holbeach area by supporting the Greater Lincolnshire Local Enterprise Partnership’s goal of future-proofing the agri-food industry, it is also supporting UK PLC and the goal in the Government’s Industrial Strategy to reach 2.4% of GDP being spent on research and investment.

• The academy trust is now responsible for the education of over 2,500 young people across five schools.

• The Centre supports over 350 apprentices in 70 businesses including Sainsbury’s and Tesco, Coca-Cola and Nestlé.

• Bakkavor and OAL Group were anchor employers who formed a key part of the University’s successful bid to establish an Institute of Technology, helping to secure £13m of capital investment into local colleges and the National Centre to advance skills in engineering and manufacturing.

The collaborative partnership that the University has developed with University Campus North Lincolnshire (UCNL) is a further example of how it has sought to assess what the region requires to flourish and how

“

The work that the University of Lincoln has undertaken has been focussed, wide ranging and innovative.

”

the University can provide its communities with the skills to help accomplish that right across the region. It is driving aspiration in the area which will in time build capability and which will be crucial in the area’s recovery from the Covid-19 pandemic.

Lincoln and the surrounding areas had the potential to become increasingly economically deprived. Poor geographic connections and sparse employment opportunities would have meant that many young people would have been forced to either remain with very few prospects, or move away to areas where they were more likely to find work. The University of Lincoln’s strategic programme of work has changed that landscape. It has provided local opportunities for local people that fit with local industry needs but also look to the future via digital and robotic capabilities. Crucially, the University has engaged large employers who now see the region as a talent pool that is relevant to their business needs. The University has continued to work closely with employers and other local partners during the pandemic to ensure that teaching, training and learning can continue as fully as possible and that all pupils, students and apprentices are supported as much as possible.

The CBI has regularly reported its concerns about a skills shortage in the UK. Two thirds of firms are already facing digital skills shortages. It has highlighted that by 2024

almost 50% of jobs will require higher level education.

The University of Lincoln is already addressing the issue by investing in local solutions that will help to futureproof the region. But it recognises that these must be long-term projects which should be allowed to embed themselves into the community to be as effective as possible, and to continue to make a real difference.

It is enabling young people to access opportunities which improve their lives and that of their communities, facilitating individual and regional social mobility.

The work that the University of Lincoln has undertaken has been focussed, wide ranging and innovative. It has considered the challenges and skills shortages facing the area and pursued strategic partnerships, not only with other local organisations but also with global businesses.

It should act as a blueprint for other universities to deliver similar results in areas where there are currently limited opportunities. This will be even more crucial as the country recovers from the impact of the pandemic. Young people need to be able to aspire to a better future for themselves and for their communities, and the University is providing the means to level up Lincolnshire.

INSIGHTS AND ASSESSMENT | 41

RECOMMENDATION: HOMEGROWN ASPIRATIONS The Social Mobility Pledge is working with over 500 businesses and universities to ensure that, no matter where they are born or what their start in life, everyone has access to the same opportunities.

It is encouraging them to adopt a purpose-led approach, with determined leadership and a strategic approach to achieve that for the long term.

This report demonstrates that the University of Lincoln’s successful place-based approach and a focus on providing young people with the right skills and joining them up with employment opportunities is hugely effective.

Our recommendation for further action is called “Homegrown Aspirations”, a model for tackling one of the most difficult social mobility challenges - disconnected communities. The University of Lincoln has taken an innovative approach that builds on the existing strengths of local communities, leverages private sector involvement and develops the aspirations of young people. Working with the Social Mobility Pledge, it can advocate for this model, which has been so successful in Holbeach, to be replicated in other communities and institutions, particularly in social mobility cold spots.

Our research has indicated that North Lincolnshire itself will be a social mobility cold spot as a result of the impact of COVID 19, and other areas surrounding it will also be

42 | RECOMMENDATION: HOMEGROWN ASPIRATIONS

badly affected. Economic growth in that area is predicted to decline by 40.9%, far worse than the 35% contraction predicted for the UK as a whole. Among the biggest sectors in the region are manufacturing and construction, two of the sectors that will be most impacted. This situation is likely to hit young people and the most disadvantaged the hardest so it is even more crucial that the University continues its important work in levelling up the community of which it is part.

It should continue to work with the Social Mobility Pledge to explore what work can be done in Holbeach to make further progress. It should also consider the scope for extending its best practices in Holbeach across all its faculties, while committing to the three elements of partnerships, access, and fairer recruitment and admissions. This should include continuing to work with University Campus North Lincolnshire (UCNL) to help develop skills for the workforce and drive the local economy.

The CBI has reported that 66% of businesses fear

RECOMMENDATION: HOMEGROWN ASPIRATIONS | 43

“

The University should be an advocate for more higher education providers to engage with the academy schools programme.

”

that there will be a lack of sufficiently skilled people to fill their vacancies. We would like to see the University lead with sector-wide ambitions, exploring how universities partner with local businesses to fill skills gaps and help ensure graduate job placement. Importantly, this can be done by capitalising on the needs or advantages that exist in the local community, as the University of Lincoln has done by working with the existing food manufacturing industry.

There is a particular role that the University could play in advocating for the expansion of micro-credentials - mini qualifications that demonstrate skills, knowledge, and/or experience in a given subject area or capability. Tending to be narrower in range than traditional qualifications like diplomas or degrees, they can also be broad in focus rather than specific, and will be increasingly important in upskilling and driving employability. Lincoln’s success with the National Centre for Food Manufacturing shows how the traditional education-industry links can be revived to address low skills levels and increase social mobility. The ecosystem of education and training cited in Professor Wilkinson’s foreword to this report which embraces academic and vocational qualifications has the power to improve the lives of all the community. The University’s championing of micro-credentials to other universities and to employers would be a dynamic way of driving this forward for sections of the community, such as women returners, who would otherwise miss out on opportunities for employment.

44 | RECOMMENDATION: HOMEGROWN ASPIRATIONS

Additionally, the University should be an advocate for more higher education providers to engage with the academy schools programme, seeing it not just as a Corporate Social Responsibility (CSR) exercise but also a valid way to create a pipeline of future customers.

Lincoln’s example highlights the fact that universities should be recognised for their impact in cold spots and boosting wider social mobility. The current league table system tends to focus on just two measures of research - its intensity, that is how many staff spend time on research, and its quality, that is how good the research is.

We suggest that employer partnerships and high-quality, directly applicable teaching is a more relevant measure of a university’s worth and this should replace the research intensity measure. This would bring university rankings in line with Innovate UK’s decision to focus investment on research with a practical application.

The role of universities in the country’s recovery from coronavirus will be crucial. They can deliver highly educated, highly skilled young people back into their communities who will in turn prosper from having the ideas, innovation and skills that they will bring with them.

The University of Lincoln is already helping to deliver this in its own region and the ‘Homegrown Aspirations’ campaign will enable it to continue to develop its work further, and other universities to follow suit.

RECOMMENDATION: HOMEGROWN ASPIRATIONS | 45

BIBLIOGRAPHY 1. Macmillan, Lindsey, Tyler, Claire and Anna, Vignoles.

Who Gets the Top Jobs? The Role of Family Background and Networks in Recent Graduates’ Access to High-status Professions. Journal of Social Policy. 2015, Vol. 44, 3, pp. 487-515.

7. Resolution Foundation. Stagnation Generation: the case for renewing the intergenerational contract.

[Online] 2016. https://www.resolutionfoundation. org/app/uploads/2016/06/Intergenerational-commission-launch-report.pdf.

2. Luchinskaya, Daria. The adult skills gap: is falling investment in UK adults stalling social mobility? London : Social Mobility Commission, 2019.

8. Social Mobility Commission. Social Mobility Index 2017. London : HM Stationary Office, 2017.

3. Confederation of British Industry. Education for the modern world: CBI/Pearson education and skills annual report. London : s.n., 2018.

4. Kelly, Y, et al. What role for the home learning environment and parenting in reducing the socioeconomic gradient in child development? Findings from the Millennium Cohort Study. Archives of Disease in Childhood.

September 2011, Vol. 96, 9, pp. 832-837.

5. Department for Education. Unlocking Talent, Fulfilling Potential: A plan for improving social mobility through education. London : HM Stationary Office, December 2017.

6. OECD. A Broken Social Elevator? How to Promote Social Mobility. Paris : OECD Publishing, 2018.

46 | BIBLIOGRAPHY

9. University of Lincoln. Lincoln in Top 20 in The Guardian University Guide 2020. [Online] 2019. https://www. lincoln.ac.uk/news/2019/06/1544.asp.

10. Office for Students. TEF outcomes. [Online] 2017. https://www.officeforstudents.org.uk/advice-and-guidance/teaching/tef-outcomes/#/tefoutcomes/provider/10007151.

13. Social Mobility Commission. Time For Change: An Assessment of Government Policies on Social Mobility 19972017. London : HM Stationary Office, 2017.

14. South Holland District Council Corporate Improvement and Performance Team. South Holland District Council. [Online] https://www.sholland.gov. uk/media/6317/Holbeach-Town-Ward/pdf/Holbeach_ Town_Ward.pdf.

15. Greater Lincolnshire Local Enterprise Partnership.

Agri-food sector. [Online] https://www.greaterlincolnshirelep.co.uk/priorities-and-plans/sectors/agri-food-sector.

11. Higher Education Statistics Authority. Widening participation summary: UK Performance Indicators 2017/18. [Online] 2019. https://www.hesa.ac.uk/ news/07-02-2019/widening-participation-summary.

16. Google Maps. Holbeach, Spalding to Peterborough.

[Online] 2019. https://www.google.com/maps/dir/holbeach/peterborough/@52.5996164,-0.219454,10z/ am=t/data=!4m19!4m18!1m5!1m1!1s0x47d7fd9309032abd:0x6408ece860eab869!2m2!1d0.013434!

2d52.803991!1m5!1m1!1s0x47d8077dccaa4605:0xaefe2de1d96d8dd5!2m2!1d-0.2405299!2d52.5694985!2.

12. Wilby, Peter. From a homeless hostel to vice-chancellor of Lincoln University. [Online] 3 October 2017. https://www.theguardian.com/education/2017/oct/03/ homeless-vice-chancellor-lincoln-university-mary-stuart.

17. Economic & Social Research Council. Education vital for social mobility. [Online] 2015. https://esrc.ukri.org/ files/news-events-and-publications/evidence-briefings/ education-vital-for-social-mobility/.

18. Ofsted. University Academy Holbeach. [Online] 2019. https://files.api.ofsted.gov.uk/v1/file/50068227.

19. University Academy Holbeach. Pupil Premium Development Plan 2018-19. [Online] 2018. https://www.universityacademyholbeach.org/_site/data/files/pupil-premium/14C6CA04F333E86D6FAAD300A8A2328D.pdf.

20. All-Party Parliamentary Group on Counties. Social Mobility in Counties: a report by the County All-Party Parliamentary Group, supported by the County Councils network. s.l. : County Councils Network, 2018.

All photographs were taken before the coronavirus pandemic and consequential social distancing measures were implemented.

All information correct at time of going to press.

BIBLIOGRAPHY | 47