Bradford College Access Agreement 2014/15
1. Introduction.
Mission Statement: To help students from the region, nationally and internationally achieve
their potential and make a rewarding and positive contribution to their own communities.
Bradford College has a history dating back to 1832 when it was founded as a technical
education foundation. The College’s mission and vision are placed in the context of its long
and significant experience of the development and delivery of higher education. The
mission of the College is captured and demonstrated through opportunities for progression
from entry level to masters, our widening participation to raise the aspirations and
wellbeing of the people of Bradford and our 175 years of collaboration with the employers
of the city and region.
The College was an early innovator in the development of widening participation in HE long
before the term was first coined nationally and long before it received prominence in
national HE policy and strategy.
The College will open its iconic new building in September 2014 which will provide state of
the art facilities for all our students. This aspirational building will enable students to
participate in learning from age 14 to postgraduate level.
Bradford College recruits over 50% of its undergraduate students from widening
participation backgrounds (Postcode uplift factor based on data service information. Data
from 2009 – 2012 recruitment). The College is investigating appropriate performance
indicators against which to provide meaningful measures and data.
The successful recruitment and retention of these students is a central part of the College’s
Higher Education Strategy.
2. Duration and scope
2.1 This agreement covers the academic year 2014/15 only.
2.2 This agreement relates to setting of fees for UK and UE students including:
2.2.1 Full and part-time undergraduate (including ITT) honours programmes
2.2.2 Full and part-time foundation programmes
2.2.3 Postgraduate ITT programmes
2.3 Existing students enrolled on programmes outlined in 2.2 above before September
2014 will continue to be subject to arrangements for fees and bursaries as laid out in
previous access agreements.
3. Fee levels and additional access expenditure
3.1 Bradford College intends to charge all full time undergraduate entrants, apart from
Foundation Degrees and Higher Nationals, tuition fees of £7,400 per annum for 2014/15
regardless of their programme of study.
3.2 Bradford College intends to charge all foundation degree and Higher Nationals
entrants tuition fees of £7,100 per annum for 2014/15 regardless of their programme of
study.
3.3 Bradford College intends to charge all postgraduate ITT entrants tuition fees of £8,000
per annum for 2014/15.
3.5 Bradford College intends to charge all part- time undergraduate entrants tuition fees
as a pro rata proportion of full time fees per annum for 2014/15 regardless of their
programme of study. The College will not charge any part-time student more than £6,750 in
an academic year.
3.6 Bradford College anticipates applying any permitted annual increases on these fee
levels for subsequent years
The fees charged enable the College to continue to invest in the retention and improving
results for our students.
Costings attributable to each element of activities outlined below, are detailed within the
tables attached.
4. Focus of activity for recruitment
The College is principally a local and regional recruiter with a number of niche national
recruiting programmes. The College is actively engaged with HEART (Higher Education
Access Rewarding Transforming) and an agreed statement is attached at appendix 1. In
addition the College provides a comprehensive programme of outreach programmes
through the Education Liaison Team. The activities include all local FE & 6th Form Colleges
and schools, some of which have low post 16 and post 18 progression to Further and Higher
Education. The activities focus on raising awareness of Higher Education opportunities in
Year 9 to enable appropriate Key Stage 4 choice and in Year 11 to maximise progression and
make informed subject choices. These activities include the students currently studying
within the Bradford College FE programmes.
The College’s commitment to a vocational / professional curriculum means it is ideally
placed to offer students courses that lead to professional careers providing the greatest
potential for social mobility.
The College intends to maintain its positive position of widening participation recruitment at
over 50%.
The College currently, and intends to continue, spends around 30% of the income above the
basic fee income, on access, retention and success. 40% of the total spend (excluding the
government NSP allocation) is to provide financial support for students. Of the rest, the
weight (30%) is spent on retention and success. The proportionate distribution is following
consultation with students who tell us that financial concerns are a significant factor in not
attending or staying within HE. National research suggests this is the case also. The spend
on student success has increased from 13/14 going forward due to the College reviewing
priorities to maximise success for our HE students.
5. Baseline and contextualised data
The College uses contextualised data to provide an initial assessment of performance in
relation to access and student success. This enables the impact measures to be appropriate
and meaningful. The College recruits students with varied experience of post 16 education,
many of whom are first generation HE students. The College uses contextualised data to:
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Target additional, appropriate information and guidance on a course specific basis
Provide information about the additional support resources available within the
College to maximise success, for example, functional skills support, support for
students whose first language is not English, general welfare support and guidance
Monitor closely retention and progression.
6. Retention
The College recognises the challenges which can accompany the commitment to widening
access particularly in the successful retention of some students. The College also recognises
the direct relation between maximising success for these students which may, in turn,
hinder potential of good professional career opportunities. The overall undergraduate
retention for the College is around 70% . This overall percentage masks the high retention
and successful completion rates in the final year of study. In common with many institutions
committed to widening participation, the College experiences higher than expected levels of
early leavers from year one students.
The College aims are continuing with its target to raise the retention rates as follows:
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from 70% in 2012-13 to 85% in 2016-17;
to improve internal progression for FE to HE within the College from 24.7% in 201213 to 31% in 2016-17;
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The details of year on year improvement are listed within the tables attached.
The retention activities described are applicable to all HE students at the College. The
College has a significant number of students within HE who are from under-represented
groups and the support strategies; access, retention and success are equally applicable to all
students.
6.1 Planned activity to improve retention and success
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The College has reviewed its induction arrangements which should provide timely
support measures in order to address issues which may impact on retention during
the early months at College.
Summer schools for students to prepare them for their learning experience at
Bradford College.
A risk register will be available for staff to refer students causing concern to the
guidance team. Timely and appropriate support will be available to manage issues
with students. These may include, financial support, study skills support, welfare,
counselling, time-management support. The Students’ Union plays an important
role in delivering support for students.
The College intends to achieve the standards of the Buttle Trust in order to
demonstrate its commitment to Looked After Children and improve support for this
particular cohort.
The entry criteria for each programme have been reviewed to ensure students are
well placed academically to succeed.
Utilise the College’s e learning provision to provide enhanced support and flexible
learning opportunities.
Develop the Activities+ programme which is delivered in partnership with the
Students’ Union. This provides opportunities for volunteering, sport and leisure
activities, clubs and societies which will improve the overall student experience.
Opportunities for involvement in the Students’ Union are encouraged which include
active involvement in the SU executive.
Students will be involved in their own tracking to promote responsibility for their
own success and target achievement.
Links with placement providers are strong which should reduce the likelihood of
issues causing concern during placement going unnoticed.
The data tables attached detail the targets for improved retention and progression for
students in their first and second year of study.
The College is awaiting the outcome of its application for Taught Degree Awarding Powers
(TDAP). If successful it will be able to carry out a major review of its curriculum emphasising
the following key issues:
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Maintenance of the present ‘broad and deep’ suite of courses available
Offer expanded provision in key niche areas including a wider range of accredited
provision designed to maximise ‘step on step off’ modes of study
Consider the provision of accelerated study
Expand niche areas of distance learning which have a national market building on
success
Build on existing successful links with other providers to maximise successful
collaboration
7. The College is committed to providing additional financial support for its students, both
through the National Scholarships Programme and through the additional fees levy.
Bradford College has been awarded £441,000 as part of the National Scholarship
Programme (NSP). The College contribution is set at £258,000. The awards will be made in
order to support the College’s commitment to increasing retention and success.
The NSP awards will take the form of:
147 X £3,000 awards. This will be awarded as follows:
£1,000 fee waiver
£1,000 cash award
£1,000 Bradford College Credits**
These awards will be made to the first eligible students * to be enrolled in 2014 with ABB or
equivalent (DMM) grades on entry. Subject to awards being available, the following groups
of students will be prioritised based on those first to enrol:
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Students who have caring responsibilities
Care Leavers
Students with disabilities
Refugees
Students who have a Bradford (BD) postcode
*those students who meet the nationally agreed eligibility criteria based on household
income and / or have been in care. For part- time students, hours of study must comply with
NSP regulations.
** Bradford College Credits include:
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Lap top computer
Printer credits
Accommodation discount
Bicycle loan
Studio fees and lab costs
Materials and equipment necessary for course, including books
Meal vouchers
Transport cards
Subsidised field trips
Contribution for child-care
The Bradford College Contribution will take the form of:
£258,000. This will be distributed as awards to:
Please note:
If more than 147 students are eligible for NSP the College will re-allocate enough funds
from the College contribution to ensure all eligible students have access to the £3,000
award in year one.
If there are fewer than 147 eligible students in year one, the College will review its
eligibility criteria to ensure there are at least 147 eligible students in year one.
Of the recipients of awards in year one and subject to residual funds from the NSP, the
College will make additional awards in year two to recognise;
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Students who have demonstrated greatest distance travelled in terms of academic
achievement at the end of year one
Additional financial support:
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Students from the Bradford College family who have progressed to a Bradford
College HE programme will receive £500 on confirmation of successful completion of
year one and return to year two. This is outside of the NSP allocation or the College
match and the only criteria are to have progressed from the Bradford College family
to HE provision at Bradford College.
8. Equality and Diversity
The College is committed to the promotion and monitoring of Equality and Diversity. This
has been endorsed by the most recent Ofsted inspection which awarded grade 1
(outstanding) to equality, diversity and promotion of social inclusion. The pilot no-notice
inspection (March ’12) recognised the College as having;
‘Active promotion of equality, diversity and safeguarding that has created a secure and
harmonious learning environment of respect for difference that ensures students achieve
well.’ In addition the report recognised the College as having a:
‘Highly responsive and constantly evolving curriculum that ensures the College continues to
meet the needs of its diverse communities.’
The Equality and Diversity Committee, chaired by the Principal, monitors progress against
priorities defined in the Equality and Diversity Action plan. Data included for scrutiny
through this committee includes HE applicants, retention and success including three year
trends and comparison against national benchmarks, where available. This data enables the
College to review strategies and impact relating to widening participation and set targets to
further improve opportunities for success at HE for non-traditional participants. With
specific reference to recruitment the percentage of students from widening participation
postcode areas; this is far higher than the associated figures for Low Participation
Neighbourhoods regionally and nationally.
The College celebrates a diverse range of faith and belief events. The College chaplain
provides curriculum and pastoral support for students of all faiths and students of no faith.
The College is the holder of the Regional Diversity award and was made Regional Diversity
Champion in 2008. The College was joint recipient of the National Beacon Award for
Equality and Diversity at the Association of Colleges Annual Conference. These awards are
in recognition of the College’s outstanding contribution to the promotion of equality and
diversity and community cohesion and its work towards the ‘Prevent’ agenda in preventing
violence and extremism.
9. Evaluation and monitoring
The College has agreed a Quality Cycle to ensure the monitoring of progress against targets
and enabling improvements in practice are effective and timely. This process will include the
preparation of future Access Agreement (attached). The quality process ensures
appropriate College committees and groups are involved at every stage. Bradford College
sees its students as co-creators of the student experience and, as such, student
representation is embedded within all stages of the Access Agreement from developing
future agreements to reviewing progress against targets for current agreements. The
Agreements will be ratified by the SU executive.
The College is committed to further develop its evaluation methods in relation to widening
participation activities. This will include embedding the strategies and methodologies
described within the Hefce toolkits for practitioners. These toolkits provide a framework
from which effective and continuous monitoring and impact based evaluation can be made.
10. Provision of information to prospective students
The College will ensure that accurate and timely information is available to prospective
students through:
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The College’s own publications and websites
The College’s planned marketing and promotion campaigns
Through structured partnerships e.g. HEART
Through UCAS and GTTR
Pre-entry guidance
At each stage of the applicant journey and through the wider College links with employers
and alumni to raise awareness of the provision with all interested stakeholders.
Appendix 1.
Bradford College is committed to the Higher Education Access Rewarding Transforming
(HEART) partnership established by twelve HE providers in West Yorkshire (FE Colleges
providing HE, HEIs and Universities).
Our Mission at HEART
We will work in partnership to improve access to, and achievement in, Higher Education to
enhance individual and economic development.
During the first year of operation HEART refined the target groups for collaborative activity
to focus on four key themes:
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Looked after children (LAC)/care leavers
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Learners with disabilities
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Adult learners and
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Enhanced relationships with Leeds City Region (LCR).
A new approach to engaging with LAC/Care Leavers has been developed with HEART
partners working through the intermediaries engaged with this hard to reach group. A
HEART led network with all West Yorkshire local authorities LAC/care leaver teams has been
established, the first time that such a county wide approach has been taken. HEART will
continue to work through this network of intermediaries to support shared understanding,
remove silo thinking and support the target group by supporting those individuals that the
LAC/care leavers turn to and trust so that they have accurate information on progression
and support available and can signpost learners to key contacts within HEART partners. All
stakeholders have agreed to meet twice annually and campus coffee mornings for carers,
residential care teams and key workers to learn of the support available to those in their
care are being delivered during 2013.
During the first year of operation partners supported a series of road shows and a campus
event to support D/deaf learners (84 learners engaged). A similar approach to that taken
with LAC/care leavers is being developed for working with learners with disabilities, i.e.
forming a network with intermediaries: charities, agencies and advocacy services.
Adult learner recruitment is a concern within West Yorkshire as it is nationally. Plans for
2013 include open days for adults at all partner institutions during Adult Learner Week
2013, the first such coordinated series of open days targeted at adults; support from LCR
Skills Network and Employment & Skills Board to recruit a new role of Higher Level Skills
Ambassadors from the region’s business leaders; enhancing networking activity with
business to business networks across the region; and development of shared promotional
material directed at businesses presenting the economic case for investing in employee
skills at higher level.
These approaches are seen as a new model of collaborative working, aimed at connecting
with learners via their trusted intermediaries. In all cases the activities are directed at
improving participation in the sector as a whole rather than directly to partner institutions,
and qualitative evaluation methods will be developed to monitor effectiveness.
HEART continues to be monitored carefully for effectiveness and impact by the Board
(comprised of senior managers from all twelve partners and representatives from HEFCE,
LCR and the Local Schools/Children’s Services) and strategy and priority activities are
informed and agreed by the Board.
Operational activity is overseen and guided by members of HEART planning groups
(comprised of senior practitioners working in outreach/widening participation and business
engagement). Continuous improvement in partnership practice is one of our four core
values and we are planning shared staff development/practice sharing workshops/seminars
and have agreement in principle to work collaboratively with neighbouring partnerships in
York/North Yorkshire and South Yorkshire. A shared staff development event has been
scheduled to consider how best to support mature learners, especially Access to HE
learners, in understanding the implications of the introduction of the 24+ Advanced
Learning Loan. We are also reviewing approaches to engaging learners at an earlier age and
in particular key stage 2 and 3.
Appendix 2. Quality Cycle
Oct 2013
• Review
12/13
September
2014
Nov 2013
• Planning Access
Agreement 15/16
August 2014
July 2014
Nov/Dec 2013
• Academic Board
• 1. Review progress
against targets for
13/14 Access
Agreement
• 2. Review draft Access
Agreement for 15/16
• 3. Review report for
12/13 prior to upload
Jan 2014
June 2014
May 2014
• Academic Board
• 1. Review progress against
targets for 13/14 Access
Agreement
• 2. Review draft Access
Agreement for 15/16
• Upload return
12/13
April 2014
• Upload
15/16
Access
Agreement
Feb 2014
March 2014
• Academic Board
• 1. Review progress against targets for
13/14 Access Agreement
• 2. Review draft Access Agreement
15/16