OPPORTUNITY ACCESS

A lesson in opportunity access

FIT FOR PURPOSE REPORTS ON WORK GOING ON AT YORK ST JOHN UNIVERSITY TO DRIVE CHANGE AND SOCIAL MOBILITY IN YORKSHIRE AND BEYOND.

Social mobility is written into the DNA of York St John University, which was set up in 1841 to widen access to careers in education. Today, York St John University works to improve social mobility in the lives of people it reaches by encouraging engagement with those from backgrounds that are underrepresented in higher education.

Its success is borne out by the Higher Education Access Tracker (HEAT), whose data for 2018-2019 shows that: • 55 per cent of participants were from first generation higher education families. • 42 per cent and 33 per cent were from the two lowest categories of neighbourhoods in terms of numbers that have historically entered higher education from them. • The overall proportion of students taking part in York St John University activities who are classified as disadvantaged in at least one indicator is 94 percent.

York St John University has created a progressive admissions scheme that supports those not traditionally engaged in higher education. Its contextualised recruitment system is based on local and regional data and considers six points-based categories. If a student fits into two or more, they receive a reduced offer. Matching four or more results in an unconditional offer. This Opportunity and Excellence offer scheme is clearly documented and communicated to schools, colleges, and applicants to ensure clarity and transparency.

Matthew Mills, a first-year history student who received an unconditional offer as part of the scheme, said: “I’ve wanted to come to university from a really young age and when I came to an applicant day at York St John, I really loved it. I felt like York St John was open to a wide range of backgrounds and, as someone from a working class background, with a slight disability, I have felt supported here since day one.” The university is proving that this can be delivered without compromising its academic outcomes or standards as 97 per cent of its graduates go on to employment or further study within six months of leaving university, while 73 per cent go on to graduate-level jobs. The university is also in the Top 10 nationally in terms of teaching standards. Essential to the contextual applications approach is the university’s support infrastructure, which is built around an in-depth understanding of the challenges faced by people from disadvantaged backgrounds. Gaps and unmet needs are identified and acted upon to help to ensure that the potential of these students is realised. Being a mature applicant is also one of several key considerations within the university’s contextualised recruitment process, facilitated by a dedicated mature learner entry scheme. York St John runs regular mature learner information sessions to allow prospective mature applicants to find out more about the degree courses, student finance, and higher education in general. The sessions, held every two months, also provide insights on what studying at the university is like. Mature applicants who go on to receive an offer are invited to a welcome dinner and a dedicated induction day. All Open Days and ‘Decision Day’ events have stands and experts on hand dedicated to advising mature learners. Furthermore, York St John University’s degree apprentice programme provides an

accessible way of learning while making a living, an important consideration for many mature applicants. As well as its official open days and initiatives, the university facilitates visits from schools, and also by its staff to schools less able to visit a university campus. The university also runs summer schools, the Roots to Success, in collaboration with the University of York, with additional input from local further education institutions Askham Bryan College and York College. Around 300 year six to year 11 pupils from schools in York and surrounding areas are chosen each year through a selection process which considers social mobility factors. The aim of the programme is to introduce them to the possibility of higher education. The university is also a lead member of the National Collaboration Outreach Programme which brings together universities, colleges and other local partners to deliver outreach programmes to young people in years nine to 13. Their work is focussed on local areas where higher education participation is lower than might be expected given the GCSE results of their young people. As part of the university’s Race Equality Taskforce, York St John is working towards improving its BAME student cohort rates, with the target of 10 per cent. Part of this includes forging ties with primary schools, including across West and South Yorkshire, and welcoming parents onto campus for official visits. The university also sponsors the Yorkshire Asian Young Achievers Awards (YAYAs). York St John is the Yorkshire and the North East lead on the Service Children Progression Alliance, which supports military service children, a group statistically less likely to go to university. The flagship event is the Creative Forces Days during which North Yorkshire schools host a group of their military service pupils on campus for schools and pupils to learn about the support available, as well as information about higher education. The university also works with adults in the armed forces and this year it attended the Festival of Learning, consisting of fairs at barracks in York and Catterick Garrison during which military personnel can learn about higher education. York St John University supports the YEAL programme run by academics across the English Language & Linguistics disciplines, led by second and third-year students who work with English-asa-second-language pupils in local schools. Students also support York based English speakers of other languages (YESOL) by holding free evening classes to improve English language skills. York St John University’s Centre for Language and Social Justice Research (LSJ), formed in 2019, explores why social inequality and injustices are largely enacted through language. This enables the university to offer alternative language practices to drive change, including greater social mobility.