This section of our plan details the intervention strategies for the University of Nottingham's (UoN) four objectives, and their associated targets articulated in the previous section of this plan.
The intervention strategies have been created collaboratively through working with staff and students from across UoN. Interventions have been designed to address the associated risks for each objective while also addressing the several other risks to equality of opportunity. An evaluation plan for interventions has been developed.
Our evaluation methodology is detailed in the Evaluation of the plan section and our rationale and evidence for the interventions is articulated within Annex B.
Intervention strategy 1: Access - FSM-eligible students
Objectives and targets: To increase the proportion of free school meal (FSM) students studying at UoN. We will increase the percentage of students eligible for FSMs to 12% by 2028/29. We will do this by targeting our widening participation and outreach activities and improving the conversion of FSM-eligible applicants to our programmes.
(PTA_1) Raise enrolment of entrants eligible for Free School Meals from 9.9% in 2021/22 to 12% of the undergraduate home student population by 2028/29
Risks to equality of opportunity: Knowledge and skills, information and guidance, perceptions of higher education, application success rates, and cost pressures.
| Activity | Inputs | Outcomes | Cross intervention strategy? |
|---|
|
(Enhanced) Re-targeting of outreach activity for pre-16 and post-16
A new priority list will be created which gives a greater weighting to schools and colleges with a high proportion of FSM eligible pupils. This enables us to ensure we offer our highest level of outreach to those schools and colleges.
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1.8 FTE staff to coordinate, manage and deliver outreach activity
Total estimated costs: £394,000
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Increased recruitment of students from target schools; increased understanding of higher education and the options available
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(New) Contextual offer for free school meal eligible students
Introduction of a 2-grade contextual offer for applicants eligible for free school meals.
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0.2 FTE staff to project manage process changes
Total estimated costs: £45,000
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Increased contextual offers made which consider their previous circumstances; increased number of FSM eligible students meeting the academic requirements needed to progress to UoN
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(Existing) Summer school and Pathways Sutton Trust programmes
These existing programmes support students from around the UK to develop an understanding of specific subject areas at HE and support the application process. We will work with the Sutton Trust to prioritise FSM applicants on these programmes.
- Summer Schools (2 weeks)
- Pathways to Medicine (target cohort of 40)
- Pathways to Veterinary Medicine and Animal Science (target cohort of 30)
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3.8 FTE staff to coordinate, manage and deliver programmes
Total estimated costs: £2,919,000
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Improved knowledge of higher education; increased sense of belonging at UoN; increased confidence with applying to university; improved knowledge about the specific requirements and skills needed to access selective courses; increased conversion of programme participants to registered students at UoN
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(Enhanced) Ambition Nottingham: 16-18 programme – new content
This programme supports students from across the UK to explore their options of HE, support with the application process and transition to high tariff universities such as UoN. Introduction of new content targeted at students eligible for FSM: Academic skills sessions; group mentoring; pilot of enhanced application and interview support for healthcare courses (piloting with nursing); VIP open day experience and trial of different methods to offer individualised IAG support.
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2 FTE staff to coordinate, manage and deliver programme
Total estimated costs: £470,000
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Increased knowledge of the course choices available at HE, the support available and improved knowledge of the application process; increased sense of belonging to UoN
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(New) Tutoring
Ambition Nottingham participants and offer holders eligible for FSM will be offered access to online tutoring. This will focus on one A level for selected mathematics and science subjects.
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0.4 FTE staff to co-ordinate tutoring
Total estimated costs: £230,000
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Increase in attainment in chosen subject area; increased proportion of FSM offer holders meeting the conditions of their offer
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Summary of evidence base and rationale: This intervention strategy is informed by an analysis of our current programme data, a Theory of Change, literature review and feedback gathered through staff and student workshops. A summary of the underpinning evidence is provided in Annex B.
| Activity | Outcomes | Method(s) of evaluation | Summary of publication plan |
|---|
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Re-Targeting of Outreach Activity
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Increased recruitment of students from target schools
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Tracking of applications from target schools (Type 1)
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Summary of engagement of target schools on website and impact on applications from autumn 2026
|
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Contextual Offer
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Increased conversion of applications to offer holders, accepts and matriculation
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Tracking of applications from FSM eligible students and analysis of grade profiles (Type 1)
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Summary of impact of contextual offer published on website from October 2026
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Sutton Trust WP programmes
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Improved conversion to applications to UoN; Increased knowledge of HE; Increased sense of belonging
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Tracking of participants’ applications and conversion, pre/post programme surveys (Type 1 and 2)
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Summary report of key finding published on our website from autumn 2026
|
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Ambition Nottingham 16-18
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Increased sense of belonging; Improved conversion to applications to UoN; Increased knowledge of HE
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Non-randomised comparison of applications and conversion rates for FSM eligible and non-FSM eligible participants, pre/post programme surveys (Type 1 and 2)
|
Summary report of key finding published on our website from autumn 2026
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Tutoring Programme
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Increase in awarding in chosen subject area. Increased proportion of FSM offer holders meeting the conditions of their offer
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Empirical enquiry (Type 2) quantitative: comparison of self-reported predicted vs actual grades
Comparison of programme usage levels and grades achieved, and conditions of offer met
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Summary report published on UoN website annually from December 2026
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Intervention strategy 2: Access - Raising attainment
Objectives and targets: To increase the proportion of free school meal (FSM) students studying at UoN. We will do this by targeting our widening participation and outreach activities and improving the conversion of FSM-eligible students on our programmes.
Risks to equality of opportunity: Knowledge and skills, information and guidance, perceptions of higher education
| Activity | Inputs | Outcomes | Cross intervention strategy? |
|---|
|
(New) KS2/3 Transition programme
The programme aims to raise attainment by developing oracy skills through the topic of transition between primary and secondary education. It will target schools with a high proportion of FSM-eligible pupils in the Nottinghamshire area and be developed in conjunction with UoN's School of Education and Foundation teaching colleagues from other schools. At least two cohorts of 30 Y5-7 students.
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0.6FTE staff to manage, coordinate and deliver the programme
Total estimated costs: £192,000
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Increased confidence when speaking in class and participating in lessons; development of new oracy skills and increased resilience to support the transition between primary and secondary education; greater engagement for those students who have engaged with the programme
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(Existing) IntoUniversity (IU) collaboration
Support raising attainment for young people from underrepresented backgrounds in Nottingham. Co-funded activity in three Nottingham IU centres.
- Primary Focus (Y3-Y6*)
- Secondary Focus (Y7-13) including Buddy Programme*
- Mentoring (Y6-13)*
- Family Learning*
- Primary and Secondary academic support
- Holiday Focus*
- Additional programmes
* Activities supported directly by UoN staff including outreach staff, academics and university students.
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0.7FTE staff to plan, deliver and coordinate partnership activities with IU
Total estimated costs: £2,031,000
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Positive impact on learning skills and attainment; developing skills and personal capacities; increased belief in Future Success; increased knowledge about HE and career options
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IS1
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(Existing) Students in Classrooms
Collaboration between University of Nottingham/Nottingham Trent University (NTU) to support pre-16 attainment raising. Placing current students in targeted primary and secondary schools locally. The scheme will be divided into two strands:
- Primary Learning Advocates (supporting Y5/6 classes)
- Achievement coaches (providing 1:1 support in Y7)
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0.2 FTE staff to coordinate and manage the joint programmes with NTU
Total estimated costs: £363,000
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Improved literacy skills for participants
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Summary of evidence base and rationale: This intervention strategy is informed by a Theory of Change, literature review and feedback gathered through consultation with our collaborative partners. A summary of the underpinning evidence is provided in Annex B.
Evaluation
| Activity | Outcomes | Method(s) of evaluation | Summary of publication plan |
|---|
|
Transition Oracy Programme
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Increased confidence when speaking in class; increased resilience; greater engagement in class; increased intention to progress to HE
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Triangulation of Pre/post surveys using validated scales; teacher feedback; pupil focus groups. (Type 2)
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Published on the university website
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IntoUniversity Collaboration
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A Positive impact on learning skills and attainment; developing skills and personal capacities; belief in Future Success; increased knowledge about HE and career options
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Qualitative data collection via surveys and tracking progression to HE (Type 1 and 2)
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We will co-publish an evaluation report from IntoUniversity annually
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Students in Classrooms Collaboration with NTU
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Increased literacy attainment
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NTU are conducting a randomised controlled trial in 2023/24 to measure improvements in reading age of participants versus a control group, the findings of which will be built on over the next four years. This will include updating the existing Theory of Change (Type 1 – narrative). Additional evaluation methodologies will include pre-post programme assessment; pupil tracking through Higher Education Access Tracker (HEAT), teacher surveys; placement student reflection (Type 1 and 2).
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NTU will be developing a dedicated website for publishing evaluation reports and will share a summary report
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Intervention Strategy 3: Access - Realising Opportunities (RO)
Objectives and targets: (PTA_2) Contribute to increasing proportion of Realising Opportunities (RO) students who are tracked into HE who will access a research-intensive university within two years of becoming 'HE ready' from a baseline of 48% in 2019-20 to 58% by 2028-29.
| Activity | Inputs | Outcomes | Cross intervention strategy? |
|---|
|
(Existing) Realising Opportunities (RO) programme
A sustained (two year) and progressive programme for high achieving students offering a supported entry route culminating in an alternative, lower offer. Targeting groups at risk according to the equality of opportunity risk register through targeted eligibility criteria.
|
Input from the central RO Team
0.5FTE staff to deliver, coordinate and manage the programme
Total estimated costs: £295,000
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Increased number of applicants and entrants to research-intensive universities (RIUs) from those at risk of inequality of opportunity; students prepared for success at RIUs; raised awareness and understanding of RIUs; broadened geographical horizons and help students make informed academic choices
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IS1
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Summary of evidence base and rationale: This intervention strategy is informed by a Theory of Change, literature review and evidence provided by our collaborative partners. A summary of the underpinning evidence is provided in Annex B.
Evaluation
| Activity | Outcomes | Method(s) of evaluation | Summary of publication plan |
|---|
|
Realising Opportunities Programme (RO)
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Increase the number of applicants and entrants to RIU RO Partner universities from those at risk of inequality of opportunity; prepare students for success at RIUs; raise awareness and understanding of RIUs; broaden geographical horizons and help students make informed academic choices
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Data will be collected from a baseline survey pre-application, a follow-up survey post-RO programme completion, a progress survey after the first year of study and a success survey post-graduation. Type 1, 2 and 3 analysis of the data will be undertaken using external data, such as HESA and the National Pupil Database, for comparator purposes, as appropriate.
|
Reports for each academic year will be published at the end of each calendar year.
RO will share data with the sector through reports on the RO website and, presence at sector conferences/events.
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Intervention strategy 4: Success - FSM-eligible students
Objectives and targets: To improve the experience and differential outcomes for students from low-socioeconomic backgrounds. We will monitor completion rates and reduce the awarding gap for low-socioeconomic students. We will reduce the awarding FSM eligible students' awarding gap to 9% by 2028/29. This will be achieved through the development of inclusive curricula, improved information and guidance and improved financial support offerings.
(PTS_1) To reduce the good degree awarding gap (1st and 2:1) between FSM eligible and non-FSM eligible students from 12% to 9% by 2028/29. Our internal data for 2022/23 shows the gap to have increased to 15.3% at an institutional level. Our target reduction to 9% reflects our most recent internal data.
Risks to equality of opportunity: Information and guidance, insufficient personal support, insufficient academic support, the ongoing impact of coronavirus, cost pressures, capacity issues, and a reduced sense of belonging.
| Activity | Inputs | Outcomes | Cross intervention strategy? |
|---|
|
(New) Kick Start transition programme
The pilot of a new programme delivered just prior to enrolment to support the transition into HE targeted at students eligible for FSM
|
0.6FTE staff to manage, coordinate and deliver the programme
Total estimated costs: £242,000
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Increased knowledge of the support services available at UoN; enhanced sense of belonging; increased awareness of the academic expectations and skills needed; increased engagement in support services
|
IS5
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(New) Transition module
Transition Massive Open Online Course (MOOC) to be piloted in the Faculty of Science with a focus on the development of academic skills. Targeted at students eligible for FSM. This is a contribution that addresses a sector-wide risk, supporting students transitioning into any higher education institution, not just UoN. This approach mirrors the Vet School MOOC, which also supports all Vet Schools across the sector.
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0.3FTE staff to manage, coordinate and deliver the module
Total estimated costs: £89,000
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Improved knowledge of university structures and extra-curricular opportunities; development of key academic skills and their application; increased confidence in approaching academic assignments; explore support services available
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(Enhanced) Targeted financial support
Designed to minimise financial barriers for students from households with low-income and disadvantaged students. Consists of Core Bursary; Nottingham Potential Bursary; Care Experienced and Estranged Bursary; Accommodation Bursary, and Accommodation Guarantee.
Details of the bursaries are outlined in the provision of information to students.
|
0.6 FTE staff to manage, coordinate and deliver the bursaries
Total estimated costs £42,544,000
|
Increased engagement of bursary recipients with extra-curricular activities; reduced anxiety around money; increase in satisfaction with student life; reduced number of part-time hours worked
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IS5 & IS6
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(Enhanced) Financial literacy and transparency
Improving students’ financial literacy and improving university price transparency
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1 FTE staff to manage, coordinate and deliver the programme
Total estimated costs: £277,000
|
Increased awareness of university costs; improved understanding of financial aid options and resources available to students; enhanced trust and satisfaction with the institution's commitment to transparency; increased access to university support; increased take-up of financial capability courses and workshops
|
IS5 & IS6
|
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(Enhanced) Academic support
Extra-curricular academic support through academic skills workshops
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2 FTE staff to manage, coordinate and deliver the programme
Total estimated costs: £533,000
|
Increased attendance and participation in academic skills support sessions; improved understanding and application of key academic skills among students; enhanced confidence and self-efficacy in academic tasks and assignments; improved module marks; reduction in academic misconduct: student engagement increased
|
IS5 & IS6
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(Enhanced) Future Ready
A targeted careers intervention for FSM students through mentoring with alumni facilitators. Aims to build self and career confidence, network and contacts and a foundation for work experience crucial to securing graduate-level roles.
|
1.2 FTE
staff to manage, coordinate and deliver the programme
50 UoN alumni volunteers per annum.
Total estimated costs: £177,000
|
Increased career confidence and preparedness; increased engagement with Careers and Employability activity post-intervention; positive graduate outcomes when tracked 18 months post-graduation
|
IS5
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(New) WP London activity
Piloting an annual activity to take up to 40 first-year WP/FSM students to London to provide an introduction/inspiration activity by visiting businesses and networking
|
0.3 FTE
staff to manage, coordinate and deliver the programme
Total estimated costs: £99,000
|
Increased career confidence and preparedness; increased engagement with Careers and Employability activity post-intervention
|
IS5
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Summary of evidence base and rationale: This intervention strategy is informed by an analysis of our current activities, a Theory of Change, literature review and feedback gathered through staff and student workshops. A summary of the underpinning evidence is provided in Annex B.
Evaluation
| Activity | Outcomes | Method(s) of evaluation | Summary of publication plan |
|---|
|
Kick Start Programme for FSM-Eligible Students
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Increased knowledge of the support services available at UoN enhanced a sense of belonging and improved awareness of the academic expectations and skills needed
|
Pre and Post programme surveys. Tracking of continuation data using a non-random comparator of participants vs non-participants. (Type 1 and 2)
|
An annual summary to be posted on UoN’s website
|
|
Transition MOOC
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Improved knowledge of relevant academic skills; increased confidence in academic assignments
|
Triangulation of engagement data; focus group to collect pilot feedback; self-reported data (Type 1)
|
An annual summary to be posted on UoN’s website
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Financial Support
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Increased engagement of bursary recipients with extra-curricular activities; reduced anxiety around money; increase in satisfaction with student life;
reduced number of part-time hours worked
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Use of the OfS Financial support evaluation toolkit. Triangulation of survey and interviews with current bursary recipients. Statistical analysis of bursary recipient data (following graduation) examining stages of the student lifecycle using a non-random comparator group. (Type 2)
|
An annual summary to be posted on UoN’s website
|
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Improving students’ Financial Literacy and Improving University Price Transparency.
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Increased awareness of university costs; improved understanding of financial aid options and resources available to students; enhanced trust and satisfaction with the institution's commitment to transparency; increased access to university support; increased take-up of financial capability courses and workshops
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Money diaries, Pre and Post questionnaires and tracking (Type 1 and 2)
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An annual summary to be posted on UoN’s website
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Academic Skills
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Increased attendance and participation in academic skills support sessions; improved understanding and application of key academic skills among students; enhanced confidence and self-efficacy in academic tasks and assignments; improved module marks; reduction in academic misconduct: student engagement increased
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Tracking support engagement. Pre and Post questionnaire and tracking of attainment data using a non-random comparator of participants vs non-participants (Type 2)
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An annual summary to be posted on UoN’s website
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Future Ready
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Increased career confidence and preparedness; increased engagement with Careers and Employability activity post-intervention; positive graduate outcomes when tracked 18 months post-graduation
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Tracking of engagement with careers and employability activity and qualitative evaluation (Type 2)
|
An annual summary to be posted on UoN’s website
|
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WP London Activity
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Increased career confidence and preparedness; increased engagement with Careers and Employability activity post-intervention
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Pre and Post questionnaire and engagement with careers and employability activity (Type 2)
|
An annual summary to be posted on UoN’s website
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Intervention strategy 5: Success – Ethnicity
Objectives and targets: To improve the experience and differential outcomes of different ethnicities, with a focus on Asian and Black students. We will reduce the awarding gap between Asian and White students to 7% by 2028/29. We will monitor the difference between non-continuation rates between Black and White students. We will reduce the Black and White awarding gap to 14.3% by 2028/29. We will achieve this by developing a more inclusive curriculum, enhancing co-curricular offerings, and engaging in cultural change.
(PTS_2) To reduce the gap in good degree awarding gap (1st and 2:1) between Black and White students from 18.2% to 14.3% by 2028/29. Our internal data for 2022/23 shows the gap to have increased to 21.4% at an institutional level. Our target reduction to 14.3% reflects our most recent internal data
.
(PTS_3) To reduce the gap in good degree awarding gap (1st and 2:1) between Asian and White students from 7.1% to 7% by 2028/29. Again, our internal data for 2022/23 shows the gap to have increased to 12.4% at an institutional level. Our target reduction to 7% reflects our most recent internal data.
Risks to equality of opportunity: Insufficient academic support, insufficient personal support, mental health, cost pressure, capacity issues, and a reduced sense of belonging.
| Activity | Inputs | Outcomes | Cross intervention strategy? |
|---|
|
(Enhanced) Personal tutoring
Assignment of students with trained tutors who have been trained in awareness of support issues for specific student identities. Additionally, piloting a new model of personal tutoring that reimagines support structures across the institution to deliver tailored assistance through trained tutors to marginalised students.
|
0.1 FTE staff to manage, and coordinate the programme
Total estimated costs: £44,000
|
Increased sense of belonging and support among students through connection with their tutor groups; improved academic engagement and performance; enhanced communication and relationship-building skills among both students and tutors; improved module marks; engagement with support services and extra-curricular activities
|
IS4 & IS6
|
|
(Enhanced) Black Success Academy
The academy aims to empower Black students to become effective leaders, advocates, and change agents within their university community and beyond. This academy provides a platform for Black students to develop leadership, professional, and social skills.
|
1.3 FTE staff to manage, coordinate and deliver the Academy.
Total estimated costs: £461,000
|
Increased participation and engagement in leadership development activities among students; improved awareness of support services; formation of meaningful connections and relationships with mentors and peers; improved confidence and self-efficacy in pursuing academic and career goals; building on our Race Equality Charter action plan, continue to increase staff awareness and understanding of racial inequalities in HE
|
IS4
|
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(Enhanced) Microaggression and anti-racism training for staff and students
Development of a framework to support departments to embed anti-racism into everyday practice such as embedding anti-racism within training courses and induction materials
|
1 FTE
staff to manage, coordinate and deliver the training.
Total estimated costs: £259,000
|
Increased awareness and understanding of racism, microaggressions, and their impact among participants; recognition of personal biases and behaviours contributing to systemic discrimination; improved communication and conflict resolution skills for addressing sensitive topics; development of supportive networks and communities committed to combating racism and promoting inclusion; increase in reporting
|
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(New) Curriculum Nottingham
An institutional priority strategic programme designed to enable the review of UoN's curriculum, ensuring its alignment with future needs and fostering inclusivity. The programme builds staff capability, develops and provides resources, such as toolkits and policies, to empower academic units in designing and delivering a more inclusive curriculum.
|
The estimated FTE and costs cannot be provided within this document at this current time as the UoN planning process for 2025-2029 is not complete
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Increased awareness and understanding among professional service and academic staff about the importance of an inclusive curriculum – including the importance of inclusive assessment design; adoption of inclusive teaching strategies and practices in classrooms; enhanced representation of diverse perspectives and identities in course materials; improved student engagement and participation in learning activities
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IS4 & IS6
|
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(Existing) Get Connected
An opportunity for current students to ask professionals from a range of backgrounds about being their authentic selves in the workplace. Contributors identify as BME, LGBTQIA+, disabled/neurodiverse, or female, and are willing to talk about a range of topics.
|
0.3FTE staff to manage, coordinate and deliver the programme
Student Co-creators
Total estimated costs: £72,000
|
Amplifying the voices of under-represented or marginalised groups. Increased confidence, insight and sense of belonging amongst students
|
IS4
|
Summary of evidence base and rationale: This intervention strategy is informed by an analysis of our current activities, a Theory of Change, literature review and feedback gathered through staff and student workshops. A summary of the underpinning evidence is provided in Annex B.
Evaluation
| Activity | Outcomes | Method(s) of evaluation | Summary of publication plan |
|---|
|
Personal Tutoring
|
Increased sense of belonging and support among students through connection with their tutor groups; improved academic engagement and performance; enhanced communication and relationship-building skills among both students and tutors; improved module marks; engagement with support services and extra-curricular activities
|
Tracking of engagement data and attainment data. Analysis of qualitative feedback from tutors and students. (Type 2)
|
An annual summary to be posted on UoN’s website
|
|
Black Success Academy
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Increased participation and engagement in leadership development activities among students; greater awareness of support services; formation of meaningful connections and relationships with mentors and peers; improved confidence and self-efficacy in pursuing academic and career goals; increased staff awareness and understanding of racial inequalities in HE
|
Pre and Post questionnaire, Tracking of engagement and attainment. (Type 2) We will explore opportunities for type 3 evaluation
|
Annual report posted on UoN’s website. Presenting at conferences such as BUCS
|
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Microaggression and Anti-Racism Training
|
Increased awareness and understanding of racism, microaggressions, and their impact among participants; recognition of personal biases and behaviours contributing to systemic discrimination; improved communication and conflict resolution skills for addressing sensitive topics; development of supportive networks and communities committed to combating racism and promoting inclusion; increase in reporting
|
Attendance monitoring and pre- and post-questionnaire and tracking of incidents reported (Type 2)
|
An annual summary to be posted on UoN’s website
|
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Curriculum Nottingham
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Increased awareness and understanding among professional service and academic staff about the importance of an inclusive curriculum; adoption of inclusive teaching strategies and practices in classrooms; enhanced representation of diverse perspectives and identities in course materials
|
Tracking of engagement and attainment, in addition to qualitative analysis from student and staff feedback. Tracking NSS data, Teaching and Learning Observation College data. (Type 2)
|
A summary report to be posted on UoN’s website
|
|
Get Connected
|
Amplifying the voices of under-represented or marginalised groups. Increased confidence, insight, and sense of belonging amongst students
|
Attendance monitoring and session feedback (Type 1)
|
Annual report to be posted on UoN’s website
|
Intervention Strategy 6: Success - Mature students
Objectives and targets: To improve the experience and differential outcomes of mature students by monitoring non-continuation rates and reduce the awarding gap between mature and young students. We will reduce the mature student awarding gap to 7% by 2028/29. This will be achieved through the development of inclusive curricula and co-curricular enhancements that develop mature students’ sense of belonging
(PTS_4) To reduce the gap in good degrees awarded (1st and 2:1) between mature (21 and over) and young students from 15.8% to 7% by 2028/29
Risks to equality of opportunity: Insufficient academic support, cost pressures, capacity issues, and a sense of belonging
| Activity | Inputs | Outcomes | Cross intervention strategy? |
|---|
|
(Enhanced) Kick Start transition programme for mature students
Development of in person transition programme and additional online content created
|
0.3 FTE staff to manage, coordinate and deliver the programme
Total estimated costs: £146,000
|
Increased knowledge of the support services available at UoN enhanced sense of belonging; improved awareness of the academic expectations and skills needed
|
IS5
|
|
(Enhanced) Personalised support plan
Improving student support plans aims to enhance the overall student experience, promote academic success, and support the holistic development and wellbeing of students throughout their degree. These support plans are designed to address the diverse needs, challenges, and goals of students.
|
2 FTE staff to manage, coordinate and deliver the programme
Total estimated costs: £513,000
|
Increased awareness among students about available support for personal circumstances; improved responsiveness from staff in acknowledging and addressing students' needs; timely provision of support plans tailored to individual circumstances; reduction in administrative barriers for students seeking assistance; enhanced trust and confidence in the institution's support systems; reduction in extenuating circumstances claims
|
|
|
(Enhanced) Mature student masterclasses
One to two-hour sessions for mature students presented by specialist services such as Disability Support, Careers and Employability to discuss topics that particularly affect mature students such as money management, imposter syndrome, assessment support and career development. Sessions will include contribution from current/recent past students to co-create/co-present.
|
0.5 FTE staff to manage, coordinate and deliver the programme
Total estimated costs: £150,000
|
Increased knowledge of the support services available at the university; improved sense of belonging; improved awareness of the academic expectations and skills needed. Creation of a support network.
|
IS5
|
|
(Enhanced) Bespoke mature support offerings
Creation and enabling mature students’ engagement within peer support activity.
Co-production of events with mature students.
Co-production of events with mature student networks and societies.
|
1 FTE staff to manage, coordinate and deliver the programme
Student co-creators
Total estimated costs: £277,000
|
Increased engagement in mature student activities; Formation of social connections and friendships among mature students; Enhanced sense of belonging and community within the mature student population.
|
IS5
|
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(New) Tailored communication framework
Tailored support communications for students to provide personalised and targeted information, guidance, and resources to meet the diverse needs and preferences of individual students
|
0.2 FTE staff to manage, coordinate and deliver the communications.
Total estimated costs: £37,000
|
Increased awareness and engagement with campus events, resources, and opportunities among targeted student groups; improved communication satisfaction and perception of relevancy and usefulness among students; enhanced sense of connection and belonging within UoN
|
IS4 & IS5
|
|
(Existing) Mature student summer school
A two-week programme of activity that will take place after the summer term. The timetable will include academic skills sessions, wellbeing activities, careers sessions and social activities.
|
0.5 FTE staff to manage, coordinate and deliver the programme
Total estimated costs: £162,000
|
Improved student academic skills; increased sense of belonging; improved mental health, resilience, and confidence; reduction in the non-continuation rate for mature students
|
|
Summary of evidence base and rationale: This intervention strategy is informed by an analysis of our current activities, a Theory of Change, literature review and feedback gathered through staff and student workshops. A summary of the underpinning evidence is provided in Annex B.
Evaluation
| Activity | Outcomes | Method(s) of evaluation | Summary of publication plan |
|---|
|
Personalised Support Plan
|
Increased awareness among students about available support for personal circumstances; improved responsiveness from staff in acknowledging and addressing students' needs; timely provision of support plans tailored to individual circumstances; reduction in administrative barriers for students seeking assistance; enhanced trust and confidence in the institution's support systems; reduction in extenuating circumstances claims
|
Tracking and monitoring of academic engagement and attainment. Non-randomised comparator group analysis. Qualitative analysis from staff and students (Type 2).
|
A summary report published on UoN’s website
|
|
Kick Start Programme for Mature Students
|
Increased knowledge of the support services available at UoN; enhanced sense of belonging; improved awareness of the academic expectations and skills needed
|
Pre and Post programme surveys. Tracking of continuation data using a non-random comparator of participants vs non-participants (Type 1 and 2).
|
A summary report published on the university website
|
|
Mature Student Masterclasses
|
Increased knowledge of the support services available at the university; improved sense of belonging; improved awareness of the academic expectations and skills needed. Creation of a support network.
|
Attendance/engagement monitoring
Pre and Post questionnaire, Student focus group (Type 1 and 2)
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A summary report published on the university website
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Peer Support
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Increased engagement in mature student activities; formation of social connections and friendships among mature students; enhanced sense of belonging and community within the mature student population
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Attendance/engagement monitoring
Pre and Post questionnaire, Student focus group (Type 1 and 2)
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A summary report published on the university website
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Tailored Communication Framework
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Increased awareness and engagement with campus events, resources, and opportunities among targeted student groups; improved communication satisfaction and perception of relevancy and usefulness among students; enhanced sense of connection and belonging within UoN
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Tracking of engagement with targeted events and qualitative data collection from students (Type 1)
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A summary report published on the university website
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Mature Student Summer School
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Improved student academic skills; increased sense of belonging; improved mental health, resilience, and confidence; reduction in the non-continuation rate for mature students
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Pre and Post programme surveys. Tracking of continuation data using a non-random comparator of participants vs non-participants (Type 1 and 2).
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A summary report published on the university website
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Whole provider approach