Making a Social Impact FEBRUARY 2021
Forewords
Forewords Rt Hon Justine Greening
Founder of the Social Mobility Pledge and Former Secretary of State for Education
Even though no one in my family had been to university, I knew that
it had the potential to transform my life for the better - not just as a
result of extra learning but as a result of the new experiences I’d have and the people I’d meet.
The Social Mobility Pledge has looked across the board at how universities are levelling up our country with their work in a variety of areas - outreach in schools and colleges, raising aspirations for those furthest away from a level playing field and enabling people to study at a later stage in their lives. Universities can connect students up with a career that enables them to reap the rewards of time spent at their institutions, developing their talent. But there is another major area that universities can focus on to drive the levelling up agenda that has, until now, received far less attention - the power that universities have as employers and in procurement, and the difference that can make to a local community and to levelling up. Across the country, universities like Northampton are the real social mobility catalysts of our society, allowing young people and mature students to access opportunities that just simply wouldn’t have been possible without them. The University works with local schools to raise aspirations and has a range of outreach programmes to support young people to pursue a route into higher education. It has worked hard to put in place strong links with employers and with the wider regional economy of which it is such a crucial part. Uniquely, however, the University of Northampton has also demonstrated that it has thought carefully about how, as an organisation, it can have an impact on levelling up that goes far beyond this.
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The steady uplift in funding for universities, through the increased numbers of young people attending and the fees they have generated, has allowed them to invest in world class facilities around the country, benefiting their students and supporting the research capability that Britain badly needs if it is to shift to a high skills, high salary, high productivity economy. But at the University of Northampton, the chance to invest in the University was also seen as a chance to invest in the community, providing significant opportunities for employment, training and business in the local Northampton area. The University of Northampton understood that the impact of its investment was not just what it provided for the University itself, but how and where that investment was procured and the effect that could have on those partners involved. Its work at the new Waterside Campus has been driven by a genuine commitment to social value and to the delivery of real social impact through investment that can leave a legacy on its local community. Universities have a crucial part to play in delivering this. Our report focuses on how the University of Northampton ensures that social impact is at the heart of its involvement with its local, national and international communities. This can be seen through its procurement processes linked to the Waterside Campus project, but also in its community engagement, the student experience, staff development and financial investment.
Forewords
Its commitment to social impact acts as a multiplier effect for local communities helping to drive local jobs and supporting a local economy using local produce, creating a more environmental and sustainable supply chain. As this report shows, leadership and culture are key for any organisation that wants to create social value. Those features need to be authentic and driven by a desire to make a real difference, considering social mobility from every angle and establishing the roles, processes and systems in the organisation to ensure that they are leading edge. This is what the University of Northampton has achieved so successfully, showing genuine advocacy on environmental, social and governance issues, and true purpose. This approach will be more important than ever as our country seeks to recover from the Coronavirus pandemic, with the young and those on low incomes feeling the greatest social and economic impacts. There is a real opportunity for the higher education sector, which spends ÂŁ11bn a year, to use that spend to power social impact more widely alongside its wider investment in facilities, going beyond their core purpose of educating and developing the students who come through its doors. The pandemic has provided an opportunity for systemic change. It has shone a light on those businesses and universities that were already doing the right thing, as well as those that fell well short. We need to ensure that the challenges presented are addressed with a sense of purpose and innovation that will deliver real social value to all our communities. The best practice highlighted in this report shows that the University of Northampton is an institution leading the way by example. It continues to seek to do better and I hope that other universities and organisations will give serious thought to how they can contribute to our national recovery by delivering positive social impact by working smartly and spending smartly.
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Forewords
Forewords Professor Nick Petford DSc DL Vice Chancellor and CEO
The University of Northampton’s mission is to transform lives and inspiring change. We are a Changemaker Campus - future focused, supportive of our students and committed to positive social impact.
Therefore, I am delighted to write this foreword to the University of Northampton’s Opportunity Action Plan. When one of the University’s antecedent institutions, Nene College, was formed in 1975, it was created to serve both the town of Northampton and the County of Northamptonshire. Indeed, many higher education providers were founded on similar principles. The University of Northampton’s reach is now much wider, with a strong international component. But, as the only University in the County, it remains at local level where we have most social impact. That was why in 2015 we introduced four Changemaker Challenges, each of which aim to bring about change in support of the social mobility and levelling up agendas. But there is still more we can do. Our Opportunity Action Plan creates a platform for the next stage in our journey towards world-leading social innovation.
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Forewords
More widely, at a time when the benefits and utility of higher education are being challenged, the University of Northampton has been pioneering how social value can be derived from procurement practices and supply chains. The University’s Waterside Campus was built with these principles in mind. But we are one of many higher education providers. In 2017 Oxford Economics, on behalf of Universities UK, showed that the financial impact of universities was worth £95 billion.
Imagine the value social procurement could bring if targeted at levelling up and building back better? To help achieve this I accept the challenges set out in our Action Plan and commit to taking forward this agenda, in partnership, to transform lives and inspire change. Professor Nick Petford DSc DL Vice Chancellor and CEO
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The Opportunity Gap
The Opportunity Gap 1 > 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. ²A 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
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cannot be denied that the flipside is that they have also deepened inequalities by transferring low-skilled jobs in highproductivity sectors in high-income economies to lower-income counterparts. 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% of people remained trapped in the lowest 20% income bracket, while 70% 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%. 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 study³ of 2,000 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%) 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.
¹ About us - Social Mobility Commission - GOV.UK https://www.gov.uk/government/organisations/social-mobility-commission/about. Accessed 28 Nov. 2019. 2 State of the Nation 2017: Social Mobility in Great Britain. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/ file/662744/State_of_theNation_2017_-_Social_Mobility_in_Great_Britain.pdf. Accessed Nov. 2019. ³ https://www.socialmobilitypledge.org/news/2019/2/2/class-diversity-at-work-worse-now-than-decades-agonbspp
The Opportunity Gap
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%) of respondents, rising to 62% in London. Only 44% 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. Their impact can and should be measurable. The Social Mobility Pledge has developed a pioneering set of objectives against which we can chart progress. The UN Sustainable Development Goals were published in 2015 to provide a transformational framework for change for governments, civil society and businesses across the world and a sustainable future for all. Working in a Coalition with businesses and universities, the Social Mobility Pledge has developed a set of Levelling Up Goals to address the persistent inequality of opportunity which prevents many from reaching their full potential and to help drive levelling up on the ground. The Goals draw on academic and business expertise and are designed to focus on key life stages, from early years through to adulthood. They pinpoint the key challenges that need to be resolved to create a level playing field for life and job opportunities and will provide a benchmark to track progress and understand the social impact delivered.
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The Opportunity Gap
The Levelling Up “ Goals... pinpoint the key
challenges that need to be resolved to create a level playing field for life and job opportunities and will provide a benchmark to track progress.
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The Opportunity Gap
The Levelling Up Goals 1. Strong foundations in Early Years Close the early years development gap by delivering the best possible start for every child. 2. Successful school years Every child successfully achieving their potential in attainment and development. 3. Positive destinations Post 16+ Every young person and adult to have the choice of a high-quality route in education, employment or training. 4. Right advice and experiences Access to the right advice and experiences at the right time to unlock opportunity throughout a person’s life. 5. Open recruitment Careers and professions open to people of all backgrounds through transparent, accessible and open recruitment practices 6. Fair career progression Opportunities for career advancement for all based on ability and potential, not connections. 7. Widening access to savings and credit Widening access to responsible credit and closing the savings gap. 8. Good health and well-being Improving mental and physical health at all ages to boost overall well-being to allow people to fulfil their potential. 9. Extending enterprise Extending private enterprise and entrepreneurship to all people and communities 10. Closing the digital divide Closing the divide in technology access, skills, opportunities and infrastructure. 11. Infrastructure for opportunity Developing the physical infrastructure that connects people and places to opportunity. 12. Building homes and sustainable communities Creating affordable quality homes so people can live in safe and sustainable communities. 13. Harness the energy transition Ensure that the energy transition is fair and creates opportunities across the UK.
14. Achieve equality, through diversity and inclusion Creating a level playing field on opportunity for all, to fully unleash Britain’s potential for the first time.
2 > Coronavirus The Office for Budget Responsibility’s COVID Reference Scenario predicts that the UK economy will contract by 35%, 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% 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 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% in 2007 to 8.5% in 2011; for those with GCSE equivalent qualifications the unemployment figures were 22% in 2007 and 32% 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 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. 9
The Opportunity Gap
3 > 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% 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 difference in impact across sectors results in a difference in impact on people. Fifteen per cent of workers in shut-down sectors are from a BAME background, compared to 12% of all workers, 57% are women compared to a workforce that is 48% female and those who are low paid are more likely to work in shut-down sectors as well as less likely to be able to work from home. Young people are particularly impacted: while employment levels for those aged 25-64 have fallen by 0.5%, employment levels amongst 16-24 year olds have fallen by 7%⁴. The impact of the various lockdowns and restrictions has had a significant effect on the
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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
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education sector, with severe consequences for those in education. Prior to the pandemic, primary school children spent around six hours a day on educational activities regardless of family income. With school closures, time spent on educational activities decreased but the wealthiest third of families saw their learning time fall by less⁵. Privately educated pupils are twice as likely to have used online lessons every day, and 60% of private schools have an online work platform. Thirty-seven percent of schools in the most affluent areas also have an online work platform compared to only 23% of schools in deprived areas⁶. As a result of lockdown, exams did not go ahead in 2020 – and will not in 2021, either. For 2020, the exams regulator, Ofqual, devised a system that was used to allocate grades based on several factors including teacher predictions, pupil rankings, and the past performance of individual schools. This was sent out to consultation, but only 54% of respondents said the use of historical school performance data was likely to be fair⁷.
⁴ Powell, Andy, Francis-Devine, Brigid and Foley, Niamh. Coronavirus: Impact on the labour market. London : House of Commons Library, 2020. ⁵ Johnson, Paul, Joyce, Robert and Platt, Lucinda. The IFS Deaton Review of Inequalities: a New Year’s Message. s.l. : IFS/Nuffield Foundation, 2021. ⁶ Cullinane, Carl and Montacute, Rebecca. COVID-19 and Social Mobility Impact Brief #1: School Closures. s.l. : The Sutton Trust, 2020. ⁷ Ofqual. Analysis of Consultation Responses. Ofqual. [Online] May 2020. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/ attachment_data/file/886555/Analysis_of_consultation_responses_21MAY2020.pdf.
The Opportunity Gap
When exam results were published, 39% of students had been awarded grades lower than predicted, and the grading system was criticised as unfair, favouring private schools, with bright students at historically poor-performing schools being most impacted⁸. Social mobility concerns for 2021’s exams have already been raised⁹. 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. 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 Northampton’s experience, detailed in this report, demonstrates that it is possible to make a significant and positive impact on outcomes not only for their students but also for their communities, delivering real social value. It contains insights into the best practices which have worked well and 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. This report contains insights into the 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 Northampton might develop its work on procurement and social value further and encourage other universities to consider a similar approach. It also suggests possible next steps and recommendations for further action.
⁸ Hubble, Sue and Bolton, Paul. A level results in England the impact on university admissions in 2020-21. London : House of Commons Library, 2020. ⁹ Wright, Sammy. 2021 grade plans - a bigger disaster than last year? Social Mobility Commission. [Online] UK Government, January 19, 2021. https://www.gov.uk/ government/news/2021-exams-a-bigger-disaster-than-last-year.
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Best Practice
Best Practice insights
The University of Northampton can trace its roots back to the 13th century
as one of three ancient universities in the UK. After an unfortunate clash with Henry III, who banned the town from having a University, a long sabbatical
followed, and it was not until the 19th century when technical education was re-established in Northampton. Nene College was formed in 1975 with the merger of the Northampton Colleges of Art, Education and Technology to
serve both the town and the County of Northamptonshire, a tradition which continues to this day. Its modern identity formed in the 1990s following
a merger with several healthcare education bodies. University Title and Research Degree Awarding Powers were achieved in 2005.
Although a relative newcomer to the UK’s higher education sector, it has fast become recognised as a pioneer and leader in driving social impact as a university. Its stated mission is to “transform lives and inspire change”, with a strong emphasis on encouraging students and staff to have a positive impact on the world. Social mobility is therefore a dominant force throughout campus life, teaching approaches, course design and outreach work. Most notably, in terms of social mobility insights that could inspire other organisations, it is pioneering a new model of ‘social procurement’. In part, the catalyst for this has been the United Nations’ (UN) Sustainable Development Goals, which provide a blueprint for “a better and more sustainable future for all”. Within the Responsible Consumption and Production goal, the UN underlines the need to: “Promote public procurement practices that are sustainable, in accordance with national policies and priorities.” The University of Northampton has shown how this can be done at scale, while also accelerating social mobility, through its Waterside Campus. The site represents the biggest investment made by the University
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and, as detailed in this report, social impact is at its heart. The campus is helping to generate the jobs, placement opportunities, partnerships and community engagement needed to accelerate social mobility. Contractors involved in creating the £330m development signed up to a social impact action plan that included key steps and measures aimed at maximising the social impact of the project. As well as providing employment for over 2000 people, a range of apprenticeship and work placement opportunities were made available to students. More information can be found in its report on social procurement.¹⁰ This vast project, and the momentum it has given to the notion of social procurement in the UK generally, reflects the University’s commitment to being socially innovative in order to deliver social impact. It strives to develop the skills and knowledge of its students to encourage them to be social innovators. Similarly, it encourages strategic partners to also apply new ideas and approaches to long-standing problems. This report sets out some of the ways it does this and provides suggested guidance on how it can further enhance this effort.
¹⁰ http://www.northampton.ac.uk/wp-content/uploads/2018/11/a-handbook-for-higher-education-institutions-HEIs.pdf
Best Practice
HOW SOCIAL MOBILITY WAS BUILT INTO THE BRICKWORK OF WATERSIDE
‘good stuff’ and every measure was taken to make this as easy as possible.
The Waterside Campus project was underpinned by a social impact action plan, which helped support developers. It also influenced the tendering process and the development of key performance indicators throughout the delivery of the project. It is a shining example of social procurement that could inspire similar approaches on other large-scale developments.
The social impact action plan was distributed to all developers interested in the project. This would help shape various stages of the tendering process and explained how the University wanted to work with suppliers to make a positive difference.
This journey began in 2014 when the University made the strategic decision to build a new campus in the Northampton Waterside Enterprise Zone, regenerating a brown-field site, bringing back into use a Grade II Engine Shed and bolstering the town centre economy. The development culminated in one of the largest UK university relocation projects in a century. From the outset, the University aimed to ensure that the development would result in very large-scale and measurable social impact. To work closely with developers on this journey, a decision was taken early on to use everyday language and to set a broad scope for its definition of social impact. All contractors and their sub-contractors were encouraged to do
It set out the following strategic principles: • Partner selection – the University and its main contractors would only work with partners that shared a determination to deliver social impact. • Cost - the social impact action plan would not increase the cost of the Waterside development. • Quality - the plan would also not negatively impact on the quality of the Waterside development. • Partnership – there was an acceptance from the University that “we don’t think we have all the answers, or that we can just tell expert organisations what to do”. It worked in partnership with the organisations involved in the development to develop and deliver effective social impact plans and activities. • Accountability – once partners had agreed social impact plans, they were accountable for their delivery.
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Best Practice
• Measurement - University resources would be used to measure the effect of the social impact delivered by the development and results would be shared with partners. • Public relations - a public relations plan that effectively promoted the social impact of the project was deployed. • Leverage of external funding – this came from UK and EU funding sources, to maximise the scale of the development’s social impact • Engaging creativity – as the University said at the time the plan was devised: “We believe that our partners, our staff and students, and the public will have excellent and novel ideas for ways in which the new campus development can deliver social impact. We will engage with people to get their ideas, and we will let them know what we are doing.” • Sustainability and skills – ensuring social impact activities develop capacity and
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capability in support of other infrastructure projects being developed in Northamptonshire at the time. When the project began in 2014, demand for 80,000 new homes by 2031 had been recognised in the county. The development of the Waterside Campus involved four main contracts: • Infrastructure such as new bridges and roads; • An academic contract for the construction of the new teaching and research buildings; • A student accommodation contract for the construction of new halls of residence; and • An IT contract. It was recognised that social impact had to be integrated within the tendering process, rather than being an additional hurdle for potential contractors to face. The University’s social impact team worked closely with the internal and external project management teams to devise
Best Practice
of the county’s economic and social priorities, the KPIs were overtly relevant to the SEP. Another important step was the appointment of a part-time social impact coordinator, a social entrepreneur with a background in construction and engineering. Some of the social impact outcomes of the project included:
appropriate and relevant questions to be included in the Pre-Qualification Questionnaire (PQQ) and Invitation to Tender (ITT) processes. Scoring mechanisms were also developed and tested prior to the PQQ and ITT being distributed. Once the ITT phase had been completed, the University’s social impact team held regular meetings with the contractor’s project manager to support the implementation of the social impact action plan. Nine key performance indicators (KPIs) were drawn up that the main contractor’s tier one sub-contractors would be asked to help deliver. Crucially, members of the University’s social impact team had been involved with the development of the Northamptonshire Strategic Economic Plan (SEP) and had regular contact with the local Local Economic Partnership, local authorities, and local FE colleges. As a result of this in-depth knowledge
• 1239 local people employed on-site through the project supply chain • Over 40 local suppliers engaged from multiple sectors • 20 apprenticeship jobs delivered, as well as various work experience and student placements delivered • 43 local people upskilled as a result of the project • 72 new entrants to the construction sector • Various public engagement events including working with a local wellbeing service, charities, and social enterprises • Significant positive environmental impacts realised through waste and other savings • Work with local schools to create an on-site garden. The Grow Wild initiative is an educational and environmental scheme that involves growing native wildflowers and improving the biodiversity on a construction site • Multiple community engagements held onsite including the Considerate Constructors Hoardings Competition, which was completed in partnership with a local school. The competition involved local school children creating an image showing what living in Northampton meant to them. The entries were then judged and the best artists were invited down to paint the final designs onto the hoardings at Waterside, to be seen by thousands of people, visitors and residents. Over 100 pupils from a local school were involved. The University’s approach to the construction of the Waterside Campus was rated as ‘exceptional’ by the Considerate Constructors Scheme (CCS), a national programme established by the construction industry to improve its image. Widely validated as a defining project in social procurement, its impact could endure far beyond the Northamptonshire region, showing developers of other such projects a way forward.
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Best Practice
CASE STUDY: GOODWILL SOLUTIONS COMMUNITY INTEREST COMPANY (CIC) Goodwill Solutions Community Interest Company (CIC) is a Northampton-based logistics business founded in 2008 which enables ex-offenders to get back into mainstream society through work programmes. Using the commercial revenue generated from this work, Goodwill helps the Northamptonshire community through the creation of various projects and schemes designed to improve social welfare. This includes a youth intervention programme to help reduce violence and drugs associated with gang crime, bringing police and Northamptonshire County Council teams working together to identify families in difficulty at an early stage and step-in to offer support; as well as a scheme working with offenders to repair lost or stolen bicycles for community use. In 2012, the University of Northampton joined the business as a stakeholder due to a shared ethos of creating a positive impact on society. During the last eight years, Goodwill has supported hundreds of clients through its programmes, resulting in many gaining paid
employment, with University research identifying a cumulative social impact across this period of nearly £15 million. During the pandemic, Goodwill distributed food parcels for vulnerable families, donated bottles of hand sanitiser to vulnerable households and made warehouse space available for the distribution of personal protection equipment. For this work, Goodwill was honoured with the Queen’s Award for Enterprise 2020 in the Promoting Opportunity category, which is awarded to companies with social mobility programmes that help people from disadvantaged backgrounds into successful working lives. CASE STUDY: IMPROVING SOCIAL MOBILITY INTELLIGENCE The University’s Institute for Social Innovation and Impact (ISII) plays an important role in building social mobility knowledge and understanding. It evaluates social impact from every angle, including in relation to health and wellbeing, employability, gender, race and geography. Indeed, the ISII currently leads the University’s research into Widening Access in Higher Education and reporting on our Access and Participation Plan work. The Institute was formed in 2014, after the University recognised a dearth in valuable, meaningful data on social impact. In the years since, ISII has developed a groundbreaking Social Impact Matrix© that brings together qualitative and quantitative data. It enables an overview – from which fiscal and other social impact benefits can be demonstrated – as well as painting a full picture of the individual’s experience of social impact. The ISII works closely with a wide range of bodies, including third and public sector organisations, to drive a better understanding of social impact that is helping to inform decision-making. These partners have included the Cabinet Office, HM Treasury, National Community Lottery Fund, Ministry of Defence and Northamptonshire County Council; whilst the ISII has to date supported over 50 third sector organisations with social impact research and evaluation.
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Best Practice
Interestingly, it was able to show the positive impact of embedding Cadet Forces within schools in disadvantaged areas and positive impacts on the employability of adult volunteers within Cadets through the MOD’s training and upskilling support programmes. CASE STUDY: THE NEXT GENERATION OF CHANGEMAKERS Social innovation, including social enterprise, is a key part of the student experience at University of Northampton, with every student given the opportunity to work on solutions to social or environmental problems. The University was awarded Ashoka U Changemaker Campus status in 2013, one of just 50 in the world. Changemaker Campuses are part of an international network of entrepreneurial students and community leaders. They provide inspiration, connections and support to broaden the reach and impact of social innovation around the world. In 2017, the University achieved the Social Enterprise Gold Mark, given to organisations that have passed a rigorous external assessment process to achieve a national social enterprise quality standard. One of the landmark studies to come out of the ISII examines the social impact and return on investment that comes from Cadet Forces. In 2016, on behalf of the Ministry of Defence and UK education charity CVQO, the Combined Cadet Force Association commissioned the ISII to undertake a fouryear longitudinal study, What is the social impact resulting from the expenditure on the Cadet Forces? The research has provided valuable insights so far that could help to influence social mobility in future. The latest interim update on the project concludes that expenditure on Cadet Forces produces “very great and very positive social impacts” and also that the return on investment is very positive, both in the short and long term. ISII research has shown that Cadet Forces produce around £450m-ayear of social value to UK society, from an investment of around £160m from the MoD.
Transforming Lives and Inspiring Change informs the University’s course design and alignment to current and impending employer and societal needs. It believes in building rewarding careers in line with what the market needs in future. The University’s award-winning approach to embedding social innovation into the curriculum across all subject areas ensures all students can explore how they can apply their learning to affect real change. The University plans to continue teaching innovation and digital delivery through micro credentials. These enable individuals to upskill and enhance their careers without the financial burden or long-term commitment of a traditional degree. They are particularly relevant at a time when many are seeking a new path back into employment.
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Response to COVID-19 pandemic
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COVID-19 Response
The University of Northampton responded to the unique challenges posed by the COVID-19 pandemic with a proactive and socially innovative approach. Using the components of the VUCA model (Volatile, Uncertain, Complex and Ambiguous) to respond, the Critical Incident Team formed and guided three action teams to deliver an effective response and keep staff and students informed on changing regulations. The University has implemented and supported a range of policies, actions and initiatives to combat the effects of the pandemic for students, staff and indeed the wider communities of Northampton and Northamptonshire. These will continue to make a social impact even as the pandemic begins to recede.
SUPPORTING STUDENTS One of the challenges was the shift to digital learning. The University’s Critical Incident Team recommended the use of virtual learning technologies to replace face-to-face sessions when lockdown was announced in March. The comprehensive learning and student support services offered at the University of Northampton enabled a smooth transition to digital learning, while minimising academic disruption to students. Platforms such as Blackboard Collaborate and Kaltura were used to ensure students could still access high-quality learning. For example, the Faculty of Business and Law ensured students understood how to use virtual classroom technologies, modified length of sessions to sustain engagement and implemented a two tutor set-up for each online session. This approach saw student attendance rates increase from an average of 64% in face-to-face sessions to 83% in online sessions. The Additional Student Support and Inclusion Services Team (ASSIST) has been in regular contact with students with disabilities to assist them in their remote learning, ensuring that every student was supported academically. The pandemic has been a hugely challenging time for students. On top of academic disruption and having to acclimate to digital learning, the problems of social isolation, loneliness and problems with mental health were exacerbated. The University of Northampton was determined to ensure that the same support services that were previously available for students were maintained at this crucial time and moved online to keep their students and communities safe. Naturally, the demand for counselling and mental health services increased
and so Northampton’s commitment to deliver these services rose to meet this unprecedented challenge. Between 20 March 2020 and 20 May 2020, these services delivered more sessions than compared to the same time in 2019. International students faced specific difficulties that the University was keen to address. These students found themselves dealing with the effects of COVID-19 in a foreign country, sometimes thousands of miles from home and family. To combat isolation and guarantee that international students living off campus did not slip through the net 54 staff volunteers supported 74 international students not living in hall through the Student and Academic Services Check-In and Chat Service. The pandemic posed an economic challenge for the country, with young people and students among the most adversely affected by the mass job losses and general economic uncertainty. As well as pastoral and academic support, the University of Northampton responded to the pandemic with much-needed financial support. To help, the University waived the rent for University accommodation for the third term at a cost of £2.5 million. They also allocated an additional budget of £500,000 to support students by providing grants which was distributed through the COVID-19 Hardship Fund. Additional support was provided from this fund to students identified as being in particularly vulnerable circumstances, for example, those students who care for relatives or friends. Elsewhere, the University of Northampton provided 30 laptops at a cost of £14,004 to students who struggled with access to remote learning.
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COVID-19 Response
SUPPORTING THE LOCAL COMMUNITY The University of Northampton, as a part of Northamptonshire, supports not only its own staff and students but is also committed to supporting the local community. The Waterside Campus, located in the heart of Northampton town centre, has enabled them to play a central role in helping their communities respond to COVID-19. They have been quick to respond to requests from partners such as the NHS, the Borough Council and the Police to provide resources and facilities to help deliver vital services.
SUPPORTING STAFF Of course, it is not only the students themselves who make up the University of Northampton community, and the University ensured that its staff felt supported and connected too. For example, furloughed staff received 100% of their wages as a 20% extension to the government’s own furlough policy. The University also provided multiple support options for staff and established several communication channels (such as UON, Staff Voice, Staff FAQs, virtual Cuppa and Chats) to keep staff supported updated on the latest developments. Even prior to the pandemic, staff were encouraged to use technologies for proactive smart-working and virtual meetings. This meant that most lecturers were already familiar with the tools used before the onset of the pandemic and so could adapt more easily. To support remote working even further, a comprehensive support package was also made available to staff so they could adapt to different IT platforms and could expand their knowledge of and capabilities with using IT with minimal stress.
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Their response has included supporting the NHS with several essential elements. The car parks at Waterside Campus and the Development Hub have been used for COVID-19 testing and medical assessments. A community asymptomatic testing centre was opened on campus in January 2021. The University contributed over £250,000 to cover the costs of providing 154 bedrooms in student accommodation and the Sunley Hotel for NHS and other key workers. The halls of residence have also accommodated 26 rough sleepers with the partnership of Northampton’s Single Homelessness Forum. The University also provided resources for COVID-19 testing including gloves, lab pipettes, lab plates, falcon tubes and machines for analysing samples. The Business Support Team and Inspire2Enterprise have maintained a series of webinars to provide timely advice for local businesses, social enterprises and entrepreneurs. The Alumni Community Scheme launched in May to connect graduates who started socially innovative schemes to support the local community. The University’s students themselves were also very keen to play a role in supporting the local community too. By May, 500 University of Northampton Health students had opted in for clinical extended placements in the NHS to play a frontline role in tackling the pandemic. Two second year International Relations students, Natasha Murphy and Izzy Rainbow, supported asylum seekers and refugees as part of Student Action for Refugees, a national student charity. They hosted Zoom English conversation groups to provide educational and social opportunities and support.
[All figures from University of Northampton’s COVID-19 Impact Report, published August 2020 - https://www.northampton.ac.uk/wp-content/ uploads/2020/08/supporting-our-community-university-of-northampton-response-to-COVID-19.pdf ]
COVID-19 Response
CONCLUSION
..the University “ of Northampton
has consistently demonstrated a genuine commitment to positive and enduring social impact...
”
A report published in August 2020 by the University of Northampton to assess their response to the COVID-19 pandemic asserts the following: ‘Our focus on creating social impact is always at the core of our decisionmaking processes, and this has come further to the fore in responding to COVID-19’. This is evident in their support of students struggling with academic disruption, financial difficulty and in their maintenance of pastoral and mental health services which have become more crucial than ever in the last year. Through their comprehensive furlough policy and specialised initiatives to aid in digital learning, the University of Northampton has committed to supporting its staff as well. Finally, in their support and outreach to the local community in their provision of resources, accommodation and assistance to partners such as the NHS, Northampton Borough Council and local businesses, the University of Northampton has consistently demonstrated a genuine commitment to positive and enduring social impact.
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Insights and Assessment
Insights and Assessment The University of Northampton has put social
value and social impact at the top of its agenda. Through its programme of social procurement, it
has demonstrated that it can be a force for good for
universities in delivering real opportunities, not only for
their students and staff but also for their communities. It has delivered a gold-plated blueprint - one that not only other universities but companies more generally can use, for delivering high quality social impact. The University has been able to achieve such impressive results though a purposeful leadership team which has a clear sense of what is needed to achieve success, and which is prepared to put in the work to get there. In an area of limited opportunities, and with rural disadvantage as a key feature of the region, it fundamentally understands the potential reach that universities can have in their communities and has examined how all its processes and systems related to procurement can have a multiplier effect in delivering real and measurable social value. With procurement often seen as the poor relation when it comes to effecting social change, the University of Northampton has doggedly ploughed its own furrow, leading by example but constantly assessing how the system can be improved and, crucially, considering how it can encourage other institutions to acknowledge the importance of developing a similar approach to what they buy and how they buy it. It does not rest on its laurels but constantly examines the potential for further change in its own practices, with a vision of a credible strategic plan that will
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change lives. For many, procurement is poorly understood, making it difficult to engage others, but the University has been single-minded in its determination to bring it to the top of the agenda and highlight its merits through lived experience. In addition to the reduction of 95 tonnes of waste going in to landfill as a result of using pre-cast concrete piling method during the construction phase, the new campus and the associated biomass boiler have enabled the University to reduce Scope 1 and 2 emissions by 2,988 tonnes or 40% in three years (to 2019/20). As part of the Carbon Management Plan, the University has committed to reducing, eliminating and offsetting (where no other option is available) to become Net Zero in Scope 1 and 2 emissions by 2030. The University of Northampton has drawn on its own experiences to develop its Social Impact MatrixŠ, an invaluable tool that guides others on best practice for their own procurement processes and how to include social impact clauses in their procurement processes when considering major purchasing decisions,
including construction projects. In a straightforward but comprehensive way, it sets out how ‘buying stuff’ can lead to positive outcomes and better services. The document prompts the question - why would you not adopt this approach? More broadly, there are clear economic benefits of delivering social impact, including improved outcomes and earnings, but the University has shown through research and evaluation that there are also qualitative benefits to people and to their health and wellbeing. The research project it has undertaken to help understand the social impact and return on investment from the Ministry of Defence’s expenditure on cadets shows that in that instance it is very positive, producing both short- and long-term returns. It can demonstrate to government that engagement works, that it has very positive social impacts and that interventions like this are able to pay for themselves. Following the pandemic, which will impact young people and those on low incomes
the most, it will be even more crucial that businesses and universities step up to the mark and consider systemically every aspect of what they do to ensure a level playing field for all. The University of Northampton’s smart approach to procurement and social investing showcases what is possible and brings fresh thinking to help tackle long standing problems. It is about how the University uses its resources in a more creative way to become part of a more virtuous circle. It clearly illustrates the potential social value for other universities and organisations who are willing to adopt a similar approach to meet the challenges that the country faces in the post-pandemic-recovery. Good looks like this and it is the right thing to do.
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Recommendation
Recommendation Making a social impact 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 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. In particular, it is challenging universities to become levelled up universities that put social mobility at the heart of everything they do. As this report shows, the University of Northampton’s successful approach to procurement is hugely effective in delivering measurable opportunity for the University and for its communities who are often furthest away from a level playing field. Our recommendation for further action is a ‘Work smart, spend smarter’ campaign, a model for delivering social value through local partnership. Working with the Social Mobility Pledge, it will help lead an ambitious agenda to extend this to other universities and to other public sector institutions. It should focus on three key approaches: LEADERSHIP Universities are in a unique position to lead the way in helping to set the post-compulsory agenda and are well placed to make a significant contribution to the country’s recovery from the coronavirus pandemic. The University of Northampton has already proved its leadership by positioning itself at the forefront of best in class procurement practices to level up its communities. It should continue to display that leadership by working with the Social Mobility Pledge to develop a programme for other universities to deliver social value through their procurement practices and supply chains, bringing opportunity to their students and to their wider communities.
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As part of this, it should consider exploring with other universities whether a trial project could be developed into particular areas of spend. Based on previous work that the University has already carried out with Lord Bird and the Big Issue on the Social Echo and building up local trading ecosystems, it could assess how universities can work with suppliers to access cheaper, more local and more sustainable produce and equipment. These suppliers are often SMEs, they are a sector with which universities often struggle to engage. It would also provide an opportunity to work with their student bodies directly, themselves procurers of supplies, and would be an effective way of embedding a social value ethos in an everyday aspect of university life that would benefit the university and the local community. IMPACT The impact of the work that the University of Northampton has done to tackle social mobility and social value issues has been significant. As a further step, it should consider working with the Social Mobility Pledge to look at ways and methodologies in which universities and businesses can further measure and evaluate tier social impact including, for example, their procurement and local supply chains. The Social Mobility Pledge has provided an overview and analysis of the key characteristics of life outcomes across some of the key areas around the University, as shown in the Data Analysis sections. Some areas of Northamptonshire are social mobility cold spots, so it is crucial that the University continues to review its work to inform future community engagement. Given the rural nature of the area, a further project that would focus on the social impact of procurement in catering supplies would be appropriate.
Recommendation
ADVOCACY Finally, the University of Northampton can play a major role in the Levelling Up agenda across a wide range of sectors, including education, health and local government. It should also play a leading role in encouraging other public sector organisations, including government departments, to consider similar models whereby every step in the procurement process is assessed based on the social value it delivers. It should empower other individuals who are in the procurement sector to advocate for a clearer understanding of its social value and achieve a fundamental shift in thinking.
In Parliament it could also highlight the impact of the campaign and help determine and shape the Higher Education agenda and Government policy on ensuring that equality of opportunity is extended to other communities across the UK. The University of Northampton’s innovative and creative approach to social innovation brings fresh thinking to help tackle long standing problems. It is not just about money but about how the University uses its resources in a more creative way to allow the economy to fit into a more virtuous circle. It is the right thing to do and it is the smart thing to do and will be key to meeting the challenges that the country faces in the post-pandemic recovery.
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Data Analysis
26
Data Analysis
Data Analysis University of Northampton Data Analysis Part A - Social Mobility In this section of the Opportunity Action Plan we analyse the challenges 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 create a community’s “Opportunity Gap”. As an institution which was created for the town and the County, our analysis explores the seven Parliamentary constituencies in Northamptonshire. 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 social mobility is good,
and the bottom 20% of local authorities are identified as ‘coldspots’, areas where social mobility is poor. 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 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.
Overall Ranking Office
Constituency
Main Campus
Northampton South
392
Commuter Location
South Northamptonshire
153
Commuter Location
Daventry
379
Commuter Location
Kettering
436
Commuter Location
Corby
488
Commuter Location
Wellingborough
489
Commuter Location
Northampton North
515
Ranking/533 constituencies
27
Early Years
404
Schools
262
Youth
340
Adulthood
421
28
Northampton South
England
Life Stage National Rank/533
Northampton South
Data Analysis
Percentage of Nursery providers rated outstanding or good by Ofsted
88 93
Percentage of children eligible for free school meals achieving a good level of development
56 53
Percentage of children eligible for FSM attending a primary school rated outstanding or good by Ofsted
71 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
40 39
Percentage of children eligible for FSM attending a secondary school rated outstanding or good by Ofsted
72 72
Average Attainment 8 score for pupils eligible for FSM
43 39
Percentage of young people eligible for FSM that are not in education, employment or training (positive destination) after completing KS4
87 88
Average points score per entry for young people eligible for FSM at age 15 taking A-level or equivalent qualification
27 26
Percentage of young people eligible for FSM at age 15 achieving two or more A-Levels or equivalent by the age of 19
27 34
Median weekly salary of all employees who live in the local area
408 443
Average house prices compared to median annual salary of employees who live in the local area
6
Percentage of people that live in the local area who are in managerial and professional occupations
26 30
Percentage of jobs that are paid less than the applicable Living Wage Foundation living wage
32 25
Percentage of families with children who own their home
62 65
8
Early Years
244
Schools
401
Youth
133
Adulthood
36
South Northamptonshire
England
Life Stage National Rank/533
Northampton North
Data Analysis
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
52
53
Percentage of children eligible for FSM attending a primary school rated outstanding or good by Ofsted
87
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
31
39
Percentage of children eligible for FSM attending a secondary school rated outstanding or good by Ofsted
71
72
Average Attainment 8 score for pupils eligible for FSM
34 39
Percentage of young people eligible for FSM that are not in education, employment or training (positive destination) after completing KS4
92 88
Average points score per entry for young people eligible for FSM at age 15 taking A-level or equivalent qualification
25
Percentage of young people eligible for FSM at age 15 achieving two or more A-Levels or equivalent by the age of 19
36 34
Median weekly salary of all employees who live in the local area
489 443
Average house prices compared to median annual salary of employees who live in the local area
8
8
Percentage of people that live in the local area who are in managerial and professional occupations
35
30
Percentage of jobs that are paid less than the applicable Living Wage Foundation living wage
18
25
Percentage of families with children who own their home
80 65
26
29
Early Years
185
Schools
414
Youth
511
Adulthood
96
30
Daventry 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
52
Percentage of children eligible for FSM attending a primary school rated outstanding or good by Ofsted
88 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
37
Percentage of children eligible for FSM attending a secondary school rated outstanding or good by Ofsted
45 72
Average Attainment 8 score for pupils eligible for FSM
34 39
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
19
26
Percentage of young people eligible for FSM at age 15 achieving two or more A-Levels or equivalent by the age of 19
32
34
Median weekly salary of all employees who live in the local area
457 443
Average house prices compared to median annual salary of employees who live in the local area
8
Percentage of people that live in the local area who are in managerial and professional occupations
36 30
Percentage of jobs that are paid less than the applicable Living Wage Foundation living wage
22 25
Percentage of families with children who own their home
73
England
Life Stage National Rank/533
Daventry
Data Analysis
53
39
8
65
Early Years
291
Schools
505
Youth
412
Adulthood
170
Kettering 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
50 53
Percentage of children eligible for FSM attending a primary school rated outstanding or good by Ofsted
72 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
34 39
Percentage of children eligible for FSM attending a secondary school rated outstanding or good by Ofsted
30 72
Average Attainment 8 score for pupils eligible for FSM
37 39
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
27 26
Percentage of young people eligible for FSM at age 15 achieving two or more A-Levels or equivalent by the age of 19
26 34
Median weekly salary of all employees who live in the local area
430 443
Average house prices compared to median annual salary of employees who live in the local area
6
Percentage of people that live in the local area who are in managerial and professional occupations
31 30
Percentage of jobs that are paid less than the applicable Living Wage Foundation living wage
24 25
Percentage of families with children who own their home
70 65
England
Life Stage National Rank/533
Kettering
Data Analysis
8
31
Early Years
436
Schools
520
Youth
301
Adulthood
257
32
Corby
England
Life Stage National Rank/533
Corby
Data Analysis
Percentage of Nursery providers rated outstanding or good by Ofsted
92 93
Percentage of children eligible for free school meals achieving a good level of development
48 53
Percentage of children eligible for FSM attending a primary school rated outstanding or good by Ofsted
66 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
29 39
Percentage of children eligible for FSM attending a secondary school rated outstanding or good by Ofsted
36 72
Average Attainment 8 score for pupils eligible for FSM
37
Percentage of young people eligible for FSM that are not in education, employment or training (positive destination) after completing KS4
90 88
Average points score per entry for young people eligible for FSM at age 15 taking A-level or equivalent qualification
25
26
Percentage of young people eligible for FSM at age 15 achieving two or more A-Levels or equivalent by the age of 19
25
34
Median weekly salary of all employees who live in the local area
419 443
Average house prices compared to median annual salary of employees who live in the local area
6
8
Percentage of people that live in the local area who are in managerial and professional occupations
27
30
Percentage of jobs that are paid less than the applicable Living Wage Foundation living wage
26 25
Percentage of families with children who own their home
66 65
39
Early Years
255
Schools
526
Youth
424
Adulthood
312
Wellingborough
England
Life Stage National Rank/533
Wellingborough
Data Analysis
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
51 53
Percentage of children eligible for FSM attending a primary school rated outstanding or good by Ofsted
46 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
30 39
Percentage of children eligible for FSM attending a secondary school rated outstanding or good by Ofsted
50 72
Average Attainment 8 score for pupils eligible for FSM
36 39
Percentage of young people eligible for FSM that are not in education, employment or training (positive destination) after completing KS4
85 88
Average points score per entry for young people eligible for FSM at age 15 taking A-level or equivalent qualification
27 26
Percentage of young people eligible for FSM at age 15 achieving two or more A-Levels or equivalent by the age of 19
21 34
Median weekly salary of all employees who live in the local area
421 443
Average house prices compared to median annual salary of employees who live in the local area
6
Percentage of people that live in the local area who are in managerial and professional occupations
22 30
Percentage of jobs that are paid less than the applicable Living Wage Foundation living wage
26 25
Percentage of families with children who own their home
67 65
8
33
Early Years
454
Schools
499
Youth
465
Adulthood
353
34
Northampton North
England
Life Stage National Rank/533
South Northamptonshire
Data Analysis
Percentage of Nursery providers rated outstanding or good by Ofsted
87 93
Percentage of children eligible for free school meals achieving a good level of development
55 53
Percentage of children eligible for FSM attending a primary school rated outstanding or good by Ofsted
64 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
32 39
Percentage of children eligible for FSM attending a secondary school rated outstanding or good by Ofsted
53 72
Average Attainment 8 score for pupils eligible for FSM
38 39
Percentage of young people eligible for FSM that are not in education, employment or training (positive destination) after completing KS4
86 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
27 34
Median weekly salary of all employees who live in the local area
411 443
Average house prices compared to median annual salary of employees who live in the local area
6
Percentage of people that live in the local area who are in managerial and professional occupations
24 30
Percentage of jobs that are paid less than the applicable Living Wage Foundation living wage
25 25
Percentage of families with children who own their home
61 65
8
Data Analysis
The Northamptonshire area is varied in the social mobility challenges it faces. For instance, the constituency of South Northamptonshire scores relatively highly on the Social Mobility Index, amongst the top 30% of constituencies. However, areas like Wellingborough or Northampton North, score very poorly, in the bottom 10% and bottom 5% respectively. Excluding South Northamptonshire, all seven constituencies are in the bottom 30% of constituencies. The biggest issues across Northamptonshire are at the school life stages. Five of the seven constituencies are in the bottom 100 ranked constituencies for the availability of good or outstanding primary school places for free school meal eligible pupils. Four of the seven are in the bottom 100 ranked constituencies for the availability of good or outstanding secondary school places for FSM-eligible pupils, with three of the constituencies in the bottom 100 rankings for both - meaning that a very low number of FSM-eligible pupils ever receive a good or outstanding education.
Four of the seven constituencies are in the bottom ranked 100 constituencies for the attainment measure at primary school, although at secondary school level there is an improvement in the attainment of FSM-eligible pupils, with only two areas appearing in the bottom 100 constituencies. There are no other life stages which share particular problems, save a common theme of a very low number of FSM-eligible pupils being in a ‘positive destination’ (i.e. in education, employment, or training) after finishing Key Stage 4 in three of the seven constituencies. However, two of the constituencies - Corby and Wellingborough - do have five bottom 100 rankings. There is also a marked absence of excellence across Northamptonshire in social mobility measures. Only two constituencies, Northampton South and South Northamptonshire, have a top 100 ranking on a measure, and even then only South Northamptonshire has a top 100 ranking on multiple indicators. While only two constituencies have bottom 100 rankings at the adulthood stage, none apart from South Northamptonshire have any top 100 rankings.
35
Data Analysis
University of Northampton Data Analysis 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 10% (1). 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 (2). 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 during 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 23% in 2007 and 32% in 2011 (3). 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.
36
While sectors such as financial sectors 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 (1). 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 out that while “the virus itself doesn’t discriminate, the system does, and that has left BAME communities extremely vulnerable both on health and economic grounds” (4). So, the data suggests a varied and profound impact across locations, ages, education levels,
Data Analysis
and ethnicity. This has a worrying impact for social mobility in the United Kingdom, as we predict that eight out of fourteen 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.
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.
Overall Ranking Local Authority
Opportunity Gap
Corby
318
1
South Derbyshire
310
2
Wellingborough
308
3
Melton
306
4
North Warwickshire
296
5
East Northamptonshire
286.5
12
Northampton
167
138
Four of the local authorities in Northamptonshire are impacted similarly to one another, with the exception of Northampton. Some of the key indicators around how much of an Opportunity Gap will be created by the coronavirus pandemic are the size of sectors in an area that are also particularly badly affected by the pandemic, the size of the health sector (which is the only sector that has seen an increase in value through the pandemic). Northampton is the only local authority that has a high value healthcare sector, and although it does also have a large construction sector, which is amongst the sectors most impacted by coronavirus, the town ‘only’ sees an economic decline of 32.6% - which is better than the UK’s decline of 35%.
Ranking/533 constituencies
Corby, with an economic decline of 46.6%, Wellingborough, at 44.2%, and East Northamptonshire, at 42.5%, are all affected by the pandemic to a much greater extent. All three areas have two sectors that are badly affected by coronavirus (for Corby and Wellingborough, the sectors are construction and manufacturing; for East Northamptonshire they are education and manufacturing) and do not have a large health sector (in all three areas, healthcare is the eighth largest sector) to provide a buffer against economic shocks. All three are ‘COVID Opportunity Coldspots’ - areas that were already suffering from poor levels of social mobility, and which are facing additional pressures due to the pandemic.
Bibliography
¹ Office for Budget Responsibility. Coronavirus analysis. Office for Budget Responsibility. [Online] April 14, 2020. [Cited: April 15, 2020.] https://cdn.obr.uk/Coronavirus_reference_scenario_commentary.pdf. ² Centre for Progressive Policy. Which local authorities face the biggest immediate economic hit? Centre for Progressive Policy. [Online] April 16, 2020. [Cited: April 16, 2020.] https://www.progressive-policy.net/publications/ which-local-authorities-face-biggest-immediate-economic-hit. ³ Henehan, Kathleen. Class of 2020. Resolution Foundation. [Online] May 6, 2020. [Cited: May 14, 2020.] https://www.resolutionfoundation.org/app/uploads/2020/05/Class-of-2020.pdf. ⁴ Woodcock, Andrew. Coronavirus economic effects hitting ethnic minorities and young people hardest. The Independent. [Online] April 13, 2020. [Cited: May 21, 2020.] https://www.independent.co.uk/news/uk/politics/ coronavirus-economic-effect-uk-ethnic-minorities-young-people-a9460511.html.
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