Middlesex University: Unleashing Potential

Unleashing Potential

Foreword

Sometimes it can feel like opportunities are out of reach and you’ve got to take several steps in advance to even make them a possibility. As a child, I had no thoughts at all of going into politics.

Instead I’d always wanted to work in business, and hopefully start my own one day.

My home town of Rotherham had lots of unemployment, including my own father who’d lost his job in the steel industry. It seemed to me that if I could start a business then maybe I could help create some jobs for our community. But to do that I needed to take lots of steps, and the first one was to be able to go to university and get a degree.

I knew that going to university would unlock lots of other doors and opportunities for me, even if I was too young to understand exactly what they might be. Yet I also recognised that there would be other more privileged young people with more connections and access to the opportunities that lay beyond graduation. Even so, with supportive parents, once at university I could focus on my studying and enjoy the experience of living away from home for the first time.

For other students at universities such as Middlesex, life isn’t always that simple. Many are juggling work or caring responsibilities. And because of that, it means they often live at home and are commuter students, travelling some distance to attend lectures and access study. There are other nonsocio economic barriers that we know also impact on people’s chance to get on in life, including race and ethnicity, gender, sexuality and disability. Many people’s lives aren’t just about one of these aspects, in reality their lives may cut across many of them something termed ‘intersectionality’.

The work done by Middlesex University aims to ensure that however many difficulties a student may face, someone with the potential can still accomplish a degree course. In many respects, people who are able to rise to that challenge, in spite of complex circumstances, are those who’ve demonstrated the most impressive performance.

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Foreword by Rt Hon Justine Greening Founder of the Social Mobility Pledge and Former Secretary of State for Education

They’ve had to be resilient, organised, motivated, determined and problem solvers to have been able to complete their course.

Contextual admissions is an approach used by many universities to look beyond academic grades to the wider would-be student and their potential.

Increasingly, employers are looking at contextual recruitment which takes a similar approach on careers and recruitment. In other areas name blind recruitment is being used to counter unconscious bias. Many employers have traditionally recruited from top Russell Group universities, yet the strengths they prize are those same ones often demonstrated by students graduating from a higher education institution like Middlesex University. There are high paying sectors like financial services where BAME graduates have traditionally been underrepresented but this low representation is more a reflection of a need for the sector to change rather than BAME candidates.

Contextual admissions are necessary to compare fairly different candidates from very different backgrounds on their relative grades. In the same way policymakers should recognise that just looking at graduate earnings reflects more the extent to which employers engage in open recruitment from a wide range of universities and seek diversity, rather than the quality of the graduates themselves and the institutions they attended.

I was willing to put in the hard work to study and achieve my degree. I knew that there would be opportunities afterwards though maybe I didn’t have the connections that others did to open as many doors. I accepted this was not a reflection on me or my talent, more a reflection of a system that wasn’t

open in the way it should be. Tackling the barriers to social mobility matters to individuals, but it also makes economic sense too. The UK cannot afford to waste its human capital and should be making full use of all the talent available to it. In the aftermath of coronavirus, with the young and disadvantaged likely to be the most severely impacted, this will be even more important.

Universities can play a crucial role in connecting up the talent their students have with employers.

For the overwhelming number of graduates, that means a career in the private sector, as it did for me.

That is why it is so important that the private sector is open to everyone, irrespective of their background, and that we should promote the resilience and motivation that students from more disadvantaged backgrounds often have and are on our guard for out of date recruitment practices that may allow unconscious bias to creep in.

Through the Social Mobility Pledge we are asking businesses to commit to fair recruitment practices that can spread opportunity out to Britain’s wider talent pool, making them accessible to all. Middlesex University is a leading levelling up university that is also involved in this effort. It is working to ensure that a more diverse talent pool is educated and skilled to take advantage of the opportunities beyond graduation. As this report illustrates, it’s already making a valuable contribution by enabling those students who are farthest away from a level playing field to have access to the same opportunities as everyone else. In a post-coronavirus world, it has a vital part to play in connecting students and potential employers for the benefit of the whole economy, and in doing so being part of how Britain can level up.

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Forewords Joining Middlesex University in January 2020 at the start of an extraordinary year, I was struck by the drive, determination and resilience of its diverse community of students.

Fifty-three per cent are eligible for free school meals (the highest number in the higher education sector), many are the first generation in their family to go to university and juggle study alongside work and caring responsibilities and long commutes to campus (seventy-six per cent commute for over 40 minutes each way). The pandemic has increased pressures, with students experiencing additional financial hardship and strain on their wellbeing due to the loss of part-time work or the knock on effect of job losses in their families. Our students have enormous drive and potential and can have a considerable positive impact on our communities through enhanced economic participation and social leadership. They have a pivotal role to play in our economic and social recovery in the UK and beyond.

Professor Nic Beech Vice-Chancellor Middlesex University

As this report sets out, Middlesex University is enabling these students to play this role in the recovery and make their full contribution in the world. Underpinned by our distinctive practiceled approach, we offer a high quality, accessible and flexible education experience. We create transformative experiences, supporting students to be ready for work, and empowering them to shape their own lives and the world around them.

With a focus on equality, diversity and inclusion and practice-oriented research, our research activity is intentionally inclusive with, for example, technology enabling social impact, social justice and EDI as key themes running through Middlesex’s research profile. The University also engages on behalf of our students to promote their interests among decision makers and create opportunities with employers and external organisations who share its values.

Middlesex University is proud to be part of the Social Mobility Pledge and to collaborate with an alliance of like-minded businesses and employers who put social mobility at the heart of their purpose.

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Organisations coming together to take steps to boost opportunity and social mobility and share best practice has never been more important as we face the challenges in the wake of COVID-19.

This report sets out the range of activity Middlesex University is engaged in to support social mobility, from our inclusive curriculum, to our networks of Student Learning Assistants and Digital Buddies providing peer support for students while developing their skills and employability in the process.

Our personalised digital engagement programme, Make Your Mark, is also supporting students’ transitions and we nurture their entrepreneurial flair with one in seven going on to create their own business.

Empowering students to tell their stories to future employers, to recognise their talents and strengths and articulate their passions and identity, has been central to our approach. We have seen these stories are valued by employers who share our commitment to social justice, inclusion and diversity and who are expanding opportunities for our students, such as the Ministry of Justice, with a focus on positive role modelling, leadership and confidence building, internship and mentoring. Our pioneering public sector higher and degree apprenticeship programmes are providing new pathways into higher level learning for a broader group of learners while also playing a major role in diversifying the professions in policing and nursing.

Middlesex University is delighted to join forces with others through the Social Mobility Pledge to drive action on social mobility and face the challenges of the pandemic.

Professor Andrea Dlaska Deputy Vice-Chancellor Learning and Innovation

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The Opportunity Gap 06

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 mobility1.

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 lives2. A Broken Social Elevator? How to Promote Social Mobility reports that, given current levels of inequality and intergenerational earnings mobility, it could take at least five generations, or 150 years, for the child of a poor family to reach the average income, on average, across OECD countries. One in three children with a low earning father will also have low earnings while, for most of the other two-thirds, upward mobility is limited to the neighbouring earnings group.

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

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

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

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

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

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

Its 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 per cent) of workers aged 35 to 64 believe economically disadvantaged people in the generation below them have a harder time advancing their careers than those one generation older.

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

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

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

Universities are crucial in facilitating an individual’s route to better opportunity and, at the same time, improving the communities in which they are located. It is important for us all that they adapt and consider new ways of working to make sure opportunities are directed at those who need them most. In a recent report by the Social Mobility Commission, research shows that graduates are three times more likely to participate in workplace training compared to those with no qualifications.

Universities are key to facilitating those initial links with employers to ensure that their graduates are well prepared for the workplace.

The Social Mobility Pledge has been set up to highlight and address these issues in the UK and, in doing so, to level up opportunity and build a fairer society. It encourages organisations to be a force for good by putting social mobility at the heart of their purpose. By sharing their own best practice with other businesses and Universities, they are not only demonstrating their own commitment but creating a powerful shift towards purpose-led organisations.

1. "About us - Social Mobility Commission - GOV.UK." https://www.gov.uk/government/organisations/social-mobilitycommission/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_the_Nation_2017_-_Social_Mobility_in_Great_Britain.pdf.

Accessed Nov. 2019.

3. https://www.socialmobilitypledge.org/news/2019/2/2/classdiversity-at-work-worse-now-than-decades-agonbsp

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

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

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

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

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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 students, employees and communities. We need them now to lead the way in delivering solutions and sharing best practice.

The impact on those in the education system in these more disadvantaged communities is obvious. Education closes the gaps between the life chances of different young people. Research by the Sutton Trust showed that underpredicting of grades of BAME and disadvantaged young people is significantly more likely to happen than for their better off counterparts. Unfortunately this year’s A Level results confusion has shown that they are precisely the group that has suffered the most.

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

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 hit by coronavirus. Those in the top 20 per cent, with the largest opportunity gaps, 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.

For those relying on part-time work that is now no longer available, university may even become unaffordable. Other students may have previously found it a struggle but nevertheless managed to balance study with wider family and financial responsibilities. Yet the sectors overwhelmingly impacted by the coronavirus lockdown are those young people are most likely to work in – hospitality, retail, and sports and leisure. For those already on a course, it may mean they simply cannot afford to see it through to the end and drop out. This would be a dramatic backward step on social mobility.

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

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

The Action Plan also considers how Middlesex University might extend its links with employers, particularly in some of the more traditional sectors, so that students without conventional contacts can access the full range of employment that London has to offer. It also suggests possible next steps and recommendations for further action.

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Introduction

Best Practice Enabling a diverse student cohort to fulfil its potential Middlesex University is a truly diverse community of students and staff.

The University proudly champions diversity and benefits from a broad range of perspectives and lived experiences that inform learning, teaching and research.

The diverse profile of Middlesex students puts social mobility and social justice at the heart of the University’s mission to transform potential into success and gives its community a unique role in promoting the value of diverse viewpoints and life experiences.

50%+

Over half of Middlesex’s 2017/18 undergraduate intake were previously eligible for free school meals, the highest of any UK institution.

63%

63% of Middlesex undergraduate students are classified as Black, Asian or Minority Ethnic (BAME) compared to 16% of the national 18 year-old population who are classified as BAME.

64%

64% of Middlesex undergraduate students come from deprived areas as defined by the Index of Multiple Deprivation (IMD Quintiles 1-2). This compares to 42% of the English population of 18year olds who come from similar areas.

87%

87% of undergraduate UK and EU students fall within at least one widening participation category (IMD Q1/Q2, household income <£25k, reported disability, BAME or other ethnicity, aged 21+, POLAR Q1/Q2).

Looking across multiple intersections of disadvantage, a third of undergraduate students come from deprived areas (IMD Q1/Q2) and are also the first generation from their household to enter higher education.

The University nurtures the resilience, drive and determination of its diverse and often disadvantaged community, to ensure that its graduates are able to play a full role in the recovery from the pandemic in the UK and beyond. Working with schools and colleges, students and employers, Middlesex extends the conversation about inclusion and social mobility to all stages of education, through to progression into employment.

There are significant challenges to ensuring good learning outcomes and graduate jobs for all students. The University has invested in data analysis, insight and evaluation to identify trends and to design interventions aimed at reducing differences in outcomes related to students’ backgrounds and prior attainment.

The overarching approach is to develop innovative pedagogic practice and student support, drawing on evaluations of what works and a wider evidence base from across the sector. Key initiatives at Middlesex University are: an inclusive curriculum based on a practice-based pedagogy; personalised student support with a strong peer support element; and employability support designed to empower students to articulate their strengths and perspectives.

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An inclusive curriculum

Personalised student support

Sector research has shown that a sense of belonging in a community of staff and students is central to student success and satisfaction. To a large extent, this sense of belonging depends on whether students recognise their educational and life experiences in the curriculum and can see their values and experiences represented in the learning conversations in their subject area. This is of central importance at Middlesex given its diverse student demographic. The Middlesex inclusive curriculum framework aims to engender a sense of belonging within an inclusive learning environment that draws on students’ strengths and diverse life experiences to creatively solve problems, enabling them to overcome barriers they may face. The University works in partnership with the Students’ Union to achieve this. The curriculum is designed to build students’ confidence to articulate their views and experiences by seeing themselves and their backgrounds reflected in their learning experiences. The approach also offers flexibility in the ways students access material, engage with it and show what they know.

Middlesex is aware of the challenges faced by many of its students that can prevent successful outcomes and social mobility and has put in place a joined up, whole institution approach to supporting students which includes both academic advice and central student support services. They are linked through the personal tutoring system and the use of learner analytics.

Attendance and engagement data enable personal tutors to more easily identify students most in need of support and to more easily refer students to appropriate central support services. Support and training provided to personal tutors includes training on how to engage hard to reach students, supporting students with mental health disabilities, personal development, wellbeing and employability support. Even before students start their studies, they take part in a pre-arrival self-assessment survey to help personal tutors understand new students’ expectations, experiences and anxieties enabling more effective support to be provided right from the start of term.

Middlesex has found that students with complex support needs are less likely to drop out and will succeed when provided with intensive targeted support coordinated across support services.

A dedicated Progression and Support Team provides a high-level of support to students who are experiencing challenging times in their lives or are struggling to engage with their studies. The University makes students aware of the support available to them, even before they start their studies, with pre-arrival events (see below).

A Student Success festival also brings together the range of different support available in a fun and engaging way.

Linked to this, Middlesex is championing the need for a more flexible modular approach across further education (FE) and higher education and reform at a systemic level, particularly given anticipated unemployment levels. A coordinated lifelong learning system across the whole of the UK can support flexible and integrated pathways of learning enabling students to learn at a pace that fits with their lives – including the ability to pause, accelerate, slow down depending on their needs.

With this objective, the University is collaborating with Capital City College Group (CCCG), who have further education colleges across London with around 20,000 students, to smooth the pathway from FE to HE, enhance teaching and learning and explore new mechanisms for reaching the most vulnerable learners who are yet to access further or higher education.

This also includes important work to tackle racial inequality bringing together students from both institutions to share their experiences and ideas following the recent tragic murder of George Floyd.

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Peer support network Middlesex University empowers its students to support each other and to develop employability skills and confidence in the process. There is growing evidence from across the sector that peer support inside and outside the classroom offers particular benefits to students with a diverse range of learning journeys and styles. Middlesex runs a large peer-assisted learning scheme and employs and trains around 400 Student Learning Assistants (SLAs), recruited from those who have excelled in their studies. SLAs act as role models to other students and receive diversity training. They signpost students to central support services as internal evidence shows that students from widening participation backgrounds are less likely to directly seek help from professional support services. The scheme provides SLAs themselves with an income and additional skills (such as taking responsibility for others’ learning, time management, mentoring and tutoring), preparing them for progression into employment. Just like many of the peers they support, SLAs are used to balancing numerous commitments such as part-time jobs, caring responsibilities and long commutes and Middlesex recognises their achievements and contribution through annual SLA Awards.

The importance of transitions Student journeys onto Middlesex programmes of study are varied and often complex with students entering with differing levels of knowledge and skills. A high proportion of students are first-infamily to go to University and often do not have support networks who are familiar with university life. To support student transition into life at

university, Middlesex offers a range of resources and activities such as the one-day “Getting Ahead’ workshop held before students start their programme of study. The workshop provides an opportunity for new students to understand life at university, share their hopes and fears, raise awareness of the wide range of support available and provide an opportunity to make friends and establish networks with other new students. The workshops also provide an opportunity to promote Community Guides developed by the Students’ Union providing practical advice targeted at specific student groups such as Commuter Students and Parents & Carers. The pre-arrival programme also includes workshops facilitated by the Learning Enhancement Team to prepare students for university study as well as providing bridging support for students entering with vocational qualifications such as BTECs, and sustained preenrolment online engagement with those groups most at risk of non-progression to help manage their transition.

Middlesex University’s Make Your Mark campaign provides a holistic approach to engagement with young people, with repeated touchpoints in order to empower them to make informed decisions about their futures. It has a particular focus on exploring vocational and apprenticeship opportunities, alongside traditional academic routes, and includes interactive, virtual support for 11-16 year olds, designed to keep young people motivated and understand the options open to them. The campaign website features interactive resources including quizzes, videos and blogs with a focus on raising aspiration, supporting the transition of young people into higher education, providing support, information and advice as they make important decisions about their education.

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Developing employment opportunities Empowering students to tell their stories to future employers – to recognise their talents and strengths and articulate their passions and identity – is central to the University’s approach to careers development and supporting their employability.

The Employability Service’s motto ‘Tell your story / Find your career’ is endorsed by the University’s employer network, who recognise that the diverse perspectives and experiences and the resilience and entrepreneurial flair which so often characterises Middlesex students are of great value to the modern workplace.

Middlesex students face inequalities outside higher education because of their backgrounds and learning journeys. Their own planning and ambition for graduate employment may be influenced by societal expectations and perceptions.

Employability support therefore plays a major role in the University’s social mobility work through a range of co-curricular offerings that integrate experiential and reflective learning and are aimed at building the confidence and social capital of students. The ‘Emerging Professional’ programme offers a blended suite of extra-curricular activities aimed at further developing core employability skills while supporting students to identify, reflect and confidently articulate their wider values including their: social and cultural capital; lived experiences; values and aspirations. Other employability initiatives include a programme of 1:1 mentoring, online resources, masterclasses and pitching opportunities for students with a business start-up idea; a programme of events and activities celebrating and showcasing the values of diversity and social mobility inherent within the Middlesex student community which is delivered in partnership with leading employers and social mobility organisations; and cross-Faculty team projects to deliver innovative solutions to internal and external clients while gaining real world skills and experience. To support social mobility beyond the initial graduate job and facilitate progression throughout graduates’ careers, Middlesex offers free employability support to its alumni for life.

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Middlesex is working closely with employers and external organisations who share its commitment to social justice, inclusion and diversity and is expanding opportunities for students through these collaborations that focus on positive role modelling, leadership and confidence building, internship and mentoring programmes. An example of this is the partnership with the Ministry of Justice (MOJ) aligned to their Diversity and Social Mobility Action Plan and specifically seeks to engage students from BAME and other widening participation backgrounds. All students who completed MOJ internships are now in employment or further education, some progressing directly into the Civil Service. The students’ experiences and testimonials were captured by the MOJ to inform their recruitment programme and ensure outreach to a diverse candidate pool.

Nurturing entrepreneurship One in seven of Middlesex alumni go into managing or owning a business, and in the new Graduate Outcomes survey, the University ranked 22nd out of 135, with 10% of respondents as self-employed or running their own business 15 months after they graduate. Given the contraction in the economy post-COVID and the need to support 2020 final year students entering a tough job market, the University’s role in supporting the local economy is more vital than ever. Middlesex is working with Barnet Council, to identify areas to work ever more holistically, including how to support economic prosperity and innovative entrepreneurs. The University has a range of projects to support entrepreneurship during students’ study including the Enterprise Development Hub, business support programme and entrepreneurship competitions which provide mentoring and support to entrepreneurial undergraduates and masters students.

MDXcelerator is a programme for budding entrepreneurs who are current or former Middlesex University students. Six finalists are selected from around 100 applicants and are given the opportunity to pitch their business ideas to a panel of judges. In an exciting Dragon’s Den-style

event, they are given seven minutes to promote their companies before a rigorous Q&A session.

First prize is £7,500, joint funded by the Priory Foundation and MDXcelerator to invest in the candidate’s business.

Another example is Barnet’s Big Idea Entrepreneurial Competition, a collaboration between Middlesex University, London Borough of Barnet and local Further Education provider, Barnet and Southgate College. The competition promotes and develops enterprise and entrepreneurship throughout Barnet and the student population. It offers Middlesex University students, Barnet and Southgate College students and local residents the opportunity to showcase their business ideas, coaching by business experts and a chance to win funding to develop their business further. This initiative offers access to information and support about starting a business or developing an idea that many may not usually be aware of, have access to, or have the confidence for.

Middlesex University is also working with the London Centre for SME Development and the North London Chamber of Commerce and Enterprise to create a thriving environment for SMEs to achieve fast, sustainable growth. The project enables SMEs to connect, network and share knowledge through events, thought leadership and access to the significant resources of the University. The University believes that universities have a critical role to play in encouraging innovation in the local community as brokers and enablers in knowledge exchange and supporting SME scale-up and the transfer of innovation. There is a role for universities in supporting these businesses into a sustainable position that will make a valuable contribution to levelling up and boosting prosperity post-pandemic.

As mentioned above, the University’s Make Your Mark campaign provides a holistic approach to engagement with young people, with repeated touchpoints, in order to empower them to make informed and suitable decisions about their futures. This personalised, digital engagement programme is provided alongside careers workshops to the University’s schools networks and includes age-appropriate information, advice and guidance on apprenticeships, new training pathways and qualification routes. A new section, ‘Discover Me’, was added to the digital tool kit in 2019 and provides individualised feedback to pupils about their preferred learning styles and likely fit career areas.

Another way that the University seeks to further increase participation is through work with local charity, Unitas, which aims to make flexible learning accessible to everyone. The focus has been on joint objectives of socio-economic integration and ensuring that all young people, regardless of background, can assess opportunities and resources that support their emotional, social, physical and educational development. Specific projects have included a plastic recycling art project, in collaboration with one of Middlesex’s art students, designed to raise the aspirations of young people from disadvantaged backgrounds through creative activities and to provide role models to help raise self-esteem. Going forwards, Middlesex will be working with Unitas to offer pathway and employability advice and mentoring via their current students. This programme aims to develop key life skills and knowledge, centred around improving educational and social outcomes.

Early access to career advice The University’s strategic commitment to the promotion of social mobility is embedded across the student lifecycle. Access activity is focused on building early the transferable skills, attainment and aspiration that will lead to graduate-level employment and on opening higher education to those who have not previously had the opportunity to go to university or did not think this was a suitable route for them. The Outreach team, Faculties, Employability Service and Students’ Union work together to design resources and interventions which span the student journey from secondary level through to apprenticeships, degree study and graduate employment. In 2018-19 Middlesex delivered 19 on campus visits for 655 students from 32 schools targeting those with high percentages of disadvantaged learners with 77% from quintile 1 or 2 for the Index of Multiple Deprivation (a key measure of deprivation in the London context).

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Education and research rooted in practice Middlesex has a practice-based approach that extends across the University’s education and research activity. As previously mentioned, a key objective in developing innovative pedagogic practice is to reduce differences in outcomes related to students’ backgrounds and prior attainment. The Centre for Academic Practice Enhancement developed a tool kit of signature pedagogies designed to support academics embed active, practice-based learning within their teaching to allow students to demonstrate strengths in different ways and to develop the knowledge and skills industry needs. This includes a shift towards practice-based assessment, which supports students with more vocational entry qualifications such as BTECs. More of Middlesex University’s UK students have BTEC qualifications than A-levels.

Typically around 37% only have BTEC qualifications compared to just under 30% who only have A-levels. Approximately one quarter of students, who are often mature, also have neither A-levels nor BTEC qualifications. Middlesex is working with further education colleges to build a stronger understanding of the support required by students entering with BTEC qualifications and is developing further resources specifically designed to bridge the knowledge and skills gap.

The practice-orientation is also clear in the way the University prepares students for their future careers, ensuring they have the skills employers need. For example, Middlesex is a leader in the development and application of augmented reality to health education, using technology to allow adult nursing, pediatric postgraduate and 16

midwifery students to obtain feedback, see how they have performed and discuss the results after their own internal reflection. Technology allows students to make mistakes without repercussions and empowers students to make decisions that they wouldn’t feel comfortable making, because they can make mistakes safely and take more risks. During COVID lockdown, the platform has been used as a screen-based simulation that students could undertake in their own homes using their own computer or, importantly, for those without the digital equipment, through laptops loaned by the University. Similarly in the Faculty of Arts and Creative Industries students work with industry standard facilities which ensures they are accomplished in using the equipment they will be using in their future jobs.

Middlesex research also has a long-established approach to research that is practice-based and which is simultaneously interdisciplinary and partnership-led. The University blends research with practice by entering the domain of action and activity, not just thought and abstraction, and allowing reflection and analysis to emerge from “doing”. With a focus on equality, diversity and inclusion and applied research, Middlesex research activity is intentionally inclusive. Using technology for social impact is a key theme running through Middlesex’s research profile, combining both Science, Technology, Engineering and Maths (STEM) and SHAPE (Social Sciences, Humanities, the Arts) disciplines and end-users, and with a focus on ensuring that technology is of maximum public benefit and accessible to all. Much of our research

involves using technology to make targeted interventions that help vulnerable or excluded groups. For example, Middlesex is collaborating on an international research project with the University of Genoa, jointly funded by the EU and the Japanese Government, to develop and evaluate the worldâ&#x20AC;&#x2122;s first culturally-aware robots, aimed at assisting in caring for the elderly. The University is also working on communications technology that supports positive engagement between young people and youth offending team workers, to help tackle youth crime and empower young people on the margins of society, and another which helps homeless people access healthcare that would otherwise be hard for them to reach because of stigma and organisational constraints.

Apprenticeships as a pathway to higher level learning The University is also currently training around 700 higher and degree apprentices with a particular focus on modernising public sector roles including the Policing Constable Degree Apprenticeship, Nursing Associate and Registered Nurse Degree Apprenticeships, Teacher, Social Worker, Healthcare Science Practitioner and Environmental Health, Risk and Safety Management. Higher and degree apprenticeships are a key part of the solution to economic regeneration following the pandemic both to build public sector resilience and ensure that private sector employers have the skills they need to grow. With high retention rates, they also provide another valuable route to higher level learning by enabling apprentices to earn while they learn and attract a diverse cohort of learners with 53% of apprentices female, 47% of apprentices from BAME groups and 72% aged over 25 years.

The pandemic has demanded a re-examination of the way that work is undertaken, less reliant upon place and more reliant upon maximising productive interactions between people, facilitated by technology. The delivery of higher and degree apprenticeships has already started to challenge the traditional relationships between work and learning to require productive interactions between apprentices, their employers and university tutors, facilitated by technology. Work will change forever post COVID-19 and university education must not just reflect this but actually lead and inspire the changes that are necessary and ensure that graduates are prepared.

17

The London context

Being a student in London offers extraordinary opportunities but also poses specific challenges.

Debates on social mobility are often premised on a macro-geography which ignores the microgeography where disadvantage often sits alongside great advantage and affluence, particularly in our cities. In promoting its social mobility agenda, Middlesex has adopted approaches that are mindful of students’ living arrangements and the everyday challenges they encounter in the capital. Many Middlesex students live at home with their families and commute to university. Seventy-six per cent of the University’s UK students have commutes of more than 40 minutes; just under half commute for more than an hour. Many of the students who have significant commutes also fall within those groups where the University has identified gaps in student success, such as being from deprived areas, male and of Black, Mixed or Other ethnicity. For this reason, enhancing the experience of commuter students is a priority for the University and work is underway to adjust timetables, shape transport services, provide dedicated spaces on campus and network commuter students on campus and near their own homes.

When researching the experience of commuter students, Middlesex also found that many of its students had a strong sense of responsibility and commitment within their communities.

According to research by the Students’ Union Research Group, 31% of Middlesex students identified themselves equally as a student and a member of their community compared to just 24% of London students and 22% of non-London students.

Middlesex students were therefore less likely to describe themselves as ‘just a student’ given their greater sense of attachment to their communities.

In this context, the University sees one aspect of its work to create a more equal society in supporting students to make a difference in their communities and building their careers where they live. The University is therefore helping students develop volunteering and placement opportunities close to their homes to enable them to maintain close ties with their communities and have a positive impact on local development.

19

Case Studies

A career at the Bar was something Ossie Osman never dared dream of until he enrolled on a law degree at Middlesex University and his life changed irrevocably.

The highly-respected barrister has been involved in numerous murder trials, large-scale human and drug trafficking cases, serious fraud and terrorism cases – a far cry from the days when he was cutting hair for a living in North London.

Determined to do something different with his life, and fuelled by a fascination with society and human behaviour, he embarked on a law degree at Middlesex Polytechnic, as it was then, in his mid-20s. “At my initial admissions interview with a lecturer called Penny Childs I felt as though she saw something in me that I didn’t see in myself,” says Ossie. “I got a real sense of warmth from her…

That first encounter really sealed it for me.”

In fact, Ossie entirely credits Middlesex and Penny with his career choices. It was the lecturer who suggested he try for the Bar after he impressed her with his advocacy skills at a mock trial. “So Middlesex allowed me the opportunity to completely change the direction of my life.

Completely […] I had a sense of a dream and it allowed me to fulfil it.”

As the state-educated son of Cypriot immigrants who was once a hairdresser with a law degree from a polytechnic, he isn’t a typical barrister, he says.

Ossie adamantly believes that if he had studied at a university with a more traditional approach to teaching law then his career would have taken a different path – probably to a law firm in the City.

“The course at Middlesex was very practical with a lot of problem solving. So when I went to Bar school, which was about the practical application of law, I didn’t find it difficult,” he says.

Nursing Associate Kemoy had always wanted to become a nurse, but it wasn’t a feasible financial option giving up employment to go into education.

Launching his first business after graduating from Middlesex Tevin has never looked back: he has proudly never worked for anyone but himself.

Kemoy Murray, a 29-year-old originally from Jamaica, said: “I have worked since the age of 18 and 12 years in the health care sector and it’s been my dream to become a nurse but it was never quite the right time or circumstances. I had no-one to support me so I couldn’t just quit a job and go studying. I know there are loans but I didn’t want this to become an issue later on in my life.”

She chose the apprenticeship programme “because it wouldn’t affect my living situation and I wouldn’t have to work part time to make ends meet so it was more efficient. I get paid while learning so there’s no need to worry. It’s a longer route but at the end of the day the same results.”

“My family are pleased I’m making steps to achieve my goal and they have been very supportive. It has been a good experience and I was worried as I hadn’t been in education for so long. “ She plans to use the pathway part of the course to become a fully qualified nurse and work in adult nursing in a hospital.

Kimberley, Entrepreneur and Midwifery and Psychology & Criminology graduate gained experience and funding to start her own business.

Kimberley Elliott graduated from Middlesex University in 2018 with a BSc Psychology and Criminology degree. Kimberley made the most of the support and opportunities during her time at Middlesex participating in student societies and winning second prize in the University’s MDXcelerator programme for budding entrepreneurs.

Having pitched her business idea to a panel of judges in a Dragon’s Den-style event Kimberley won support for her company AfroSOS, a new platform that uses AI technology to provide a personalised haircare experience for all people of colour.

Graduating from Middlesex University in 2000, he launched his first business within just a few months.

He initially struggled to get any interest, so he coldcalled prospective clients and only managed to make it a success thanks to his very first customer believing in him enough to risk paying a lump sum in advance.

Tevin now runs GV Group (Gate Ventures), a multisector business that he founded. He’s chairman of London-based social enterprise Inspirational You, which motivates young people to become successful leaders, and is also bringing his dynamism to Middlesex having joined as a governor.

“I grew up in south-east London when it was at its worst. Against all odds, I went to university, set up a successful company and have run various businesses. So to come back and be a governor at Middlesex University, that’s amazing to me. That’s what this university has given me – the intrinsic selfbelief that I can go on and win,” he says.

Tevin launched a scholarship scheme in 2015 to fund three under-privileged young people to go to university. He pays for their fees from his own money and provides business-leader mentors to help them in their careers. He believes his entrepreneurial streak took root at Middlesex University. His tutors gave him the confidence to take a risk by launching his own business rather than seeking the safety of a secure job. “That’s what I got from this university: that never say die attitude. Just keep trying. Just keep going,” he says.

“Middlesex gives people the confidence to go for it, whatever they choose to do. This place is a platform to be the better you, whatever your story is,” he says.

Through all of her activity, Kimberley focuses on Afro-Caribbean women and the development of her company is her principal focus for the immediate future. In addition to her Psychology and Criminology degree, Kimberley also holds a degree in Midwifery.

21

Covid 19 Experience

PPE Middlesex University staff produced nearly 70,000 protective visors for NHS employees, using the Universityâ&#x20AC;&#x2122;s six laser cutters. The laser cutters ran up to nine hours a day, seven days a week. The visors were boxed up with a personal message from Middlesex and sent to a range of local London hospitals. Middlesex colleagues worked with others in the sector to define a workable spec and socially distanced approach to production In another community effort, Middlesex University Arts and Creative Industries staff, alongside a team of homeworkers and members of the local fire brigade have also begun producing hundreds of essential gowns and scrubs to protect NHS staff working on the frontline during the COVID-19 crisis.

It is hoped around 160 gowns and 160 sets of scrubs will be produced each week.

Frontline key workers Around 500 MDX nursing and midwifery students have been working on the frontline of the Covid-19 crisis, in hospitals and other healthcare settings.

Second and third year students could elect whether to continue their placements, and could also choose to opt in to government’s emergency register ready to be activated if the health service was struggling to cope.

In addition, apprentice trainee nursing associates continued their work in their Trusts as healthcare assistants and first year students could volunteer as healthcare assistants through the Capital Nurse programme.

Wellbeing support for our staff and students At Middlesex 87% of our students fall into one of the five widening participation categories and 52% are eligible for free school meals, which is the highest percentage in the UK and over double the sector average of 20.9%, and supporting their safety and wellbeing at this time is our utmost priority.

One of the steps that Middlesex has taken is to create “safe space” rooms in our Halls of Residence, at no cost to students and which are available 24/7 so that vulnerable students can move immediately.

These have notably made a huge difference to the welfare of students at risk of Domestic Abuse or Honour-Based Violence, with wrap-around support from the team of Designated Safeguarding Officers and underpinned by our established working relationships with Domestic Abuse charities. We have also provided alternative accommodation for those at risk or for those nursing students supporting the front line effort; mental health counselling and a range of other specific support for students.

We can support the needs of some students who live in the local area and are unable to access food in the form of food parcel deliveries and food vouchers. The University has supported over 50 students who are self-isolating, or unable to support themselves financially at present, through food parcel and grocery voucher provision. Of these, there have been 10 students whose parcels included food for their children. This has been achieved with support from our partner organisations, Chartwells catering, Costcutters and local charity, the Nations Africa Centre. We are working with the Nations Africa Centre to facilitate the delivery of food parcels to the wider local community and they have their foodbank set up currently housed on our campus.

The University, with our alumni community and corporate partners, have worked together to provide additional donations to our now-enhanced student hardship fund.

Middlesex University, working with Barnet Council and the Barnet Multi-Faith Forum, has helped produce an inspiring video showing how various different local faith groups have been supporting the community during the coronavirus pandemic.

Colleagues were invited by Barnet Council to coproduce the short video highlighting some of the extraordinary efforts of individuals and faith groups in supporting each other and their communities. This has been a widely collaborative and far-reaching project bringing staff and students together with a range of community groups, leaders and voices across Barnet. https://youtu.be/ZmQaEvfe06E

Research projects to support wider community Middlesex University researchers have been leading work to adapt their existing CRADL project on developing a real-time non-invasive lung monitoring device for neonatal babies so that it can be used in the fight against COVID-19. The new device is for adults and will allow clinicians to judge when inflation/reflation is needed, and to track the effect of pneumonia on lung function.

Middlesex University researchers have successfully coordinated an international initiative to test for Covid-19 in sewage. The presence of Covid-19 in sewage could provide early warning of local outbreaks of the virus. Following on from the international collaboration, a major research proposal in this field has been approved for a funding grant of £5million for approximately 100 local schools to participate in the study to investigate local knowledge about the behaviour and fate of coronavirus in the environment. Sewage samples from schools could provide another method to track progression of the coronavirus and act as an alarm bell that more local action needs to be taken to tackle the pandemic.

Collaborating with the Mathematical Science Research Institute, Berkeley, USA, Middlesex University researchers undertook three studies about why some people wear masks and other don’t, discovering that that men are less inclined to wear face masks in public to protect against COVID-19 than women and that people were more likely to wear face masks if they relied on reasoning instead of emotions. The findings of this important behavioural research provided an indication as to how men and women reacted as lockdown restrictions eased around the world and people were encouraged to wear a mask in public to prevent a second wave of coronavirus. With governments around the world mandating the use of face coverings in many enclosed public spaces as they ease lockdowns, the study could have major practical implications by encouraging the public to focus on logic instead of their emotional response when deciding to wear a mask. This research is so important as when you understand why people behave in a certain way, there is increased potential to influence change for overall social good.

23

Data Analysis Middlesex University Analysis Part A - Social Mobility In this section of the Opportunity Action Plan we analyse the challenges those individual communities face in terms of social mobility and the impact of COVID-19. The combined and interlinking impact of those two elements enable us to quantify a community’s “Opportunity Gap”. For the purposes of this analysis we have focused on Hendon where the main campus for Middlesex University is located but also the commuter areas of Hertsmere, Harrow East, Brent North, Chipping Barnet and Finchley and Golders Green.

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.

Office

Constituency

Ranking out of 533 constituencies

Main Campus

Hendon

30

Commuter Location

Brent Central

324

Commuter Location

Hertsmere

296

Commuter Location

Harrow East

60

Commuter Location

Brent North

49

Commuter Location

Chipping Barnet

39

Commuter Location

Finchley and Golders Green

21

25

Hendon

Early Years

88

Schools

23

Youth

37

Adulthood

438

26

Hendon

England

Percentage of Nursery providers rated outstanding or good by Ofsted

93

93

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

61

53

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

96

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

48

39

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

90

72

Average Attainment 8 score for pupils eligible for FSM

45

39

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

91

88

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

28

26

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

54

34

454

443

Average house prices compared to median annual salary of employees who live in the local area

12

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

26

25

Percentage of families with children who own their home

52

65

Median weekly salary of all employees who live in the local area

Hendon Analysis Hendon is the location of Middlesex University’s Main Campus. Four of its indicators are in the top 100 rankings and two are in the bottom 100; across all life stages, Hendon ranks at 30/533 on the Social Mobility Index. Hendon is a social mobility hotspot.

Early Years At the early years life stage, Hendon performs very well at 88/533. Ninety-three per cent of nurseries in the constituency are rated as good or outstanding

by Ofsted, matching the national average of 93% and ranking Hendon as 296/533 for this measure. In the other measure for this life stage, the percentage of children eligible for free school meals achieving a ‘good level of development’, Hendon is ranked 39/533; 61% of those children achieve a good level compared to the national average of 53%.

School Life Stage Ranking at 23/533 at the school stage, this is Hendon’s best ranking. Ninety-six per cent of pupils eligible for free school meals attend good or outstanding primary schools, with 48% of them achieving the expected level in reading, writing, and maths at the end of Key Stage 2, the national average being 39%. At secondary level, attendance of FSM eligible pupils at good or outstanding schools is 90%, making Hendon the 135th best constituency, and an average Attainment 8 score of 45 places Hendon at 49/533.

Youth Life Stage The youth stage sees Hendon fall slightly to rank at 37/533. Ninety-one per cent of young people who were eligible for free schools find themselves in a positive destination (defined as being in education, employment, or training) after completing Key Stage 4. Fifty-four per cent of FSM-eligible young people will achieve two or more A Level or equivalent qualifications by age 19, those that do take A Levels will have an average points score per entry of 28. Hendon ranks at 32 and 154 for these measures respectively.

Adulthood Life Stage At the adulthood life stage, Hendon ranks at 438/533 – it’s worst ranking. Although 26% of jobs pay less than the real living wage, higher than average, average earnings are £454 weekly – the English average is £443. Housing is 12 times the annualised salary, the 45th most expensive area in England (where houses are eight times the annualised salary), and home ownership is consequently low at 52%. The percentage of jobs in the area that are managerial and professional stands at 36%, ranking Hendon at 115/533 for this measure.

27

Brent Central

Early Years

238

Schools

65

Youth

240

Adulthood

533

28

Brent Central

England

Percentage of Nursery providers rated outstanding or good by Ofsted

90

93

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

59

53

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

51

39

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

85

72

Average Attainment 8 score for pupils eligible for FSM

40

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

21

26

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

50

34

437

443

Average house prices compared to median annual salary of employees who live in the local area

16

8

Percentage of people that live in the local area who are in managerial and professional occupations

29

30

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

35

25

Percentage of families with children who own their home

36

65

Median weekly salary of all employees who live in the local area

Brent Central Analysis Brent Central is a commuter location for Middlesex University. Three of its indicators are in the top 100 rankings and four are in the bottom 100; across all life stages, Brent Central ranks at 324/533 on the Social Mobility Index and is the worst of Middlesex’s locations.

Early Years

School Life Stage

At the early years life stage, Brent Central performs slightly above average at 238/533. Ninety per cent of nurseries in the constituency are rated as good or outstanding by Ofsted, worse than the national average of 93% and ranking Brent Central as 426/533 for this measure. In the other measure for this life stage, the percentage of children eligible for free school meals achieving a ‘good level of development’, Brent Central is ranked 73/533; 59% of those children achieve a good level compared to the national average of 53%.

Ranking at 65/533 at the school stage, this is Brent Central’s best life stage. Eighty-eight per cent of pupils eligible for free school meals attend good or outstanding primary schools, with 51% of them achieving the expected level in reading, writing, and maths at the end of Key Stage 2, the national average being 39%. At secondary level, attendance of FSM eligible pupils at good or outstanding schools is 85%, making Brent Central the 171st best constituency, and an average Attainment 8 score of 40 places Brent Central at 198/533.

Youth Life Stage The youth stage sees Brent Central fall to rank at 240/533. Eighty-seven per cent of young people who were eligible for free schools find themselves in a positive destination (defined as being in education, employment, or training) after completing Key Stage 4. Fifty per cent of FSMeligible young people will achieve two or more A Level or equivalent qualifications by age 19, but those that do take A Levels will have an average points score per entry of 21. Brent Central ranks at 48 and 493 for these measures respectively – a large discrepancy.

Adulthood Life Stage At the adulthood life stage, Brent Central is the worst constituency in England. A high number (35%) of jobs pay less than the real living wage, average earnings are £437 weekly – the English average is £443. Housing is 16 times the annualised salary, the 522nd area in England (where houses are eight times the annualised salary), and home ownership is at only 36%, the 513 area for this measure. The percentage of jobs in the area that are managerial and professional stands at 29%, ranking Brent Central at 286/533 for this measure. These figures are particularly poor relative to London’s usually strong performance in the Social Mobility Index.

29

Hertsmere Hertsmere England

Early Years

482

Schools

229

Youth

164

Adulthood

228

30

Percentage of Nursery providers rated outstanding or good by Ofsted

89

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

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

36

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

40

39

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

89

88

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

28

26

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

35

34

498

443

Average house prices compared to median annual salary of employees who live in the local area

13

8

Percentage of people that live in the local area who are in managerial and professional occupations

30

30

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

17

25

Percentage of families with children who own their home

69

65

Median weekly salary of all employees who live in the local area

Hertsmere Analysis Hertsmere is a commuter location for Middlesex University. One of its indicators is in the top 100 rankings and two are in the bottom 100; across all life stages, Hertsmere ranks at 296/533 on the Social Mobility Index, slightly below average.

Early Years

Adulthood Life Stage

At the early years life stage, Hertsmere performs most poorly at 482/533. Eighty-nine per cent of nurseries in the constituency are rated as good or outstanding by Ofsted, worse than the national average of 93% and ranking Hertsmere as 471/533 for this measure. In the other measure for this life stage, the percentage of children eligible for free school meals achieving a ‘good level of development’, Hertsmere is ranked 360/533; 51% of those children achieve a good level compared to the national average of 53%.

At the adulthood life stage, Hertsmere ranks at 228/533. Only 17% of jobs pay less than the real living wage, and average earnings are high at £498 weekly – the English average is £443.

Housing is 13 times the annualised salary, the 29th most expensive area in England, although home ownership is at 69%, the 220nd best area for this measure. The percentage of jobs in the area that are managerial and professional stands at 30%, matching the English average.

School Life Stage Ranking at 229/533 at the school stage, Hertsmere is in the top half of constituencies. While 87% of pupils eligible for free school meals attend good or outstanding primary schools, only 36% of them achieve the expected level in reading, writing, and maths at the end of Key Stage 2, the national average being 39%. At secondary level, attendance of FSM eligible pupils at good or outstanding schools is 72%, matching the national average, and an average Attainment 8 score of 40 is one point higher than the average.

Youth Life Stage The youth stage sees Hertsmere rise to its highest rank at 164/533. Eighty-nine per cent of young people who were eligible for free schools find themselves in a positive destination (defined as being in education, employment, or training) after completing Key Stage 4. Thirty-five per cent of FSM-eligible young people will achieve two or more A Level or equivalent qualifications by age 19, those that do take A Levels will have an average points score per entry of 28. Hertsmere ranks at 180 and 194 for these measures respectively.

31

Harrow East

Early Years

192

Schools

49

Youth

41

Adulthood

382

32

Harrow East

England

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

56

53

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

85

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

47

39

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

94

72

Average Attainment 8 score for pupils eligible for FSM

45

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

26

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

62

34

507

443

Average house prices compared to median annual salary of employees who live in the local area

14

8

Percentage of people that live in the local area who are in managerial and professional occupations

33

30

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

29

25

Percentage of families with children who own their home

67

65

Median weekly salary of all employees who live in the local area

Harrow East Analysis Harrow East is a commuter location for Middlesex University. Six of its indicators are in the top 100 rankings and one is in the bottom 100; across all life stages, Harrow East ranks at 60/533 on the Social Mobility Index. The area is a social mobility hotspot.

School Life Stage Ranking at 49/533 at the school stage, Harrow East scores very strongly. Eighty-five per cent of pupils eligible for free school meals attend good or outstanding primary schools, with 47% of them achieving the expected level in reading, writing, and maths at the end of Key Stage 2, the national average being 39%. At secondary level, attendance of FSM eligible pupils at good or outstanding schools is 94%, making Harrow East the 94th best constituency, and an average Attainment 8 score of 45 places Harrow East at 60/533.

Youth Life Stage

Early Years At the early years life stage, Harrow East performs above average at 192/533. Ninety-two per cent of nurseries in the constituency are rated as good or outstanding by Ofsted, worse than the national average of 93% and ranking Harrow East as 305/533 for this measure. In the other measure for this life stage, the percentage of children eligible for free school meals achieving a â&#x20AC;&#x2DC;good level of developmentâ&#x20AC;&#x2122;, Harrow East is ranked 148/533; 56% of those children achieve a good level compared to the national average of 53%.

The youth stage sees Harrow East rank highest, at 41/533. Ninety-two per cent of young people who were eligible for free schools find themselves in a positive destination (defined as being in education, employment, or training) after completing Key Stage 4. Sixty-two per cent of FSM-eligible young people will achieve two or more A Level or equivalent qualifications by age 19, those that do take A Levels will have an average points score per entry of 25. Harrow East ranks at 1 and 345 for these measures respectively.

Adulthood Life Stage At the adulthood life stage, Harrow East ranks at 382/533. Although 29% of jobs pay less than the real living wage, average earnings are ÂŁ507 weekly. Housing is 14 times the annualised salary, the 18th most expensive area in England but home ownership is slightly higher than average at 67%. The percentage of jobs in the area that are managerial and professional stands at 33%, ranking Harrow East at 173/533 for this measure.

33

Brent North

Early Years

224

Schools

32

Youth

8

Adulthood

514

34

Brent North

England

Percentage of Nursery providers rated outstanding or good by Ofsted

89

93

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

61

53

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

94

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

48

39

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

85

72

Average Attainment 8 score for pupils eligible for FSM

45

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

31

26

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

64

34

466

443

Average house prices compared to median annual salary of employees who live in the local area

13

8

Percentage of people that live in the local area who are in managerial and professional occupations

25

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

56

65

Median weekly salary of all employees who live in the local area

Brent North Analysis Brent North is a commuter area for Middlesex University. Seven of its indicators are in the top 100 rankings and four are in the bottom 100; across all life stages, Brent North ranks at 49/533 on the Social Mobility Index and is a social mobility hotspot.

Early Years At the early years life stage, Brent North performs slightly above average at 224/533. Eighty-nine per cent of nurseries in the constituency are rated as good or outstanding by Ofsted, worse than the national average of 93% and ranking Brent North as the 75th worst area for this measure. In the other measure for this life stage, the percentage of children eligible for free school meals achieving a â&#x20AC;&#x2DC;good level of developmentâ&#x20AC;&#x2122;, Brent North is ranked 40/533; 61% of those children achieve a good level compared to the national average of 53%.

School Life Stage Ranking at 32/533 at the school stage, Brent North is extremely well placed. Ninety-four precent of pupils eligible for free school meals attend good or outstanding primary schools, with 48% of them achieving the expected level in reading, writing, and maths at the end of Key Stage 2, the national average being 39%. At secondary level, attendance of FSM eligible pupils at good or outstanding schools is 85%, making Brent North the 173rd best constituency, and an average Attainment 8 score of 45 places Brent North at 50/533.

Youth Life Stage The youth stage sees Brent North rank most strongly at 8/533. Ninety-two percent of young people who were eligible for free schools find themselves in a positive destination (defined as being in education, employment, or training) after completing Key Stage 4. Sixty-four per cent of FSM-eligible young people will achieve two or more A Level or equivalent qualifications by age 19, those that do take A Levels will have an average points score per entry of 31. Brent North ranks first and at 58 for these measures respectively.

Adulthood Life Stage At the adulthood life stage, Brent North ranks very poorly at 514/533. A large number (32%) of jobs pay less than the real living wage, although average earnings are still slightly higher than average at ÂŁ466 weekly. Housing is 13 times the annualised salary, the 38th least affordable area in England, and home ownership is much lower at 56%, the 88th worst area for this measure. The percentage of jobs in the area that are managerial and professional stands at 25%, ranking Brent North at 393/533 for this measure.

35

Chipping Barnet

Early Years

214

Schools

35

Youth

45

Adulthood

227

36

Chipping Barnet

England

Percentage of Nursery providers rated outstanding or good by Ofsted

91

93

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

57

53

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

93

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

45

39

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

84

72

Average Attainment 8 score for pupils eligible for FSM

48

39

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

89

88

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

30

26

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

53

34

553

443

Average house prices compared to median annual salary of employees who live in the local area

13

8

Percentage of people that live in the local area who are in managerial and professional occupations

41

30

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

31

25

Percentage of families with children who own their home

66

65

Median weekly salary of all employees who live in the local area

Chipping Barnet Analysis Chipping Barnet is a commuter location for Middlesex University. Seven of its indicators are in the top 100 rankings and only one is in the bottom 100; across all life stages, Chipping Barnet ranks at 39/533 on the Social Mobility Index.

Chipping Barnet is a social mobility hotspot.

Early Years

School Life Stage

At the early years life stage, Chipping Barnet performs slightly above average at 214/533.

Ninety-one per cent of nurseries in the constituency are rated as good or outstanding by Ofsted, worse than the national average of 93% and ranking Chipping Barnet as 377/533 for this measure.

In the other measure for this life stage, the percentage of children eligible for free school meals achieving a â&#x20AC;&#x2DC;good level of developmentâ&#x20AC;&#x2122;, Chipping Barnet is ranked 111/533; 57% of those children achieve a good level compared to the national average of 53%.

Ranking at 35/533 at the school stage, Chipping Barnet performs best at this stage. Ninety-three per cent of pupils eligible for free school meals attend good or outstanding primary schools, with 45% of them achieving the expected level in reading, writing, and maths at the end of Key Stage 2, the national average being 39%. At secondary level, attendance of FSM eligible pupils at good or outstanding schools is 84%, making Chipping Barnet the 187th best constituency, and an average Attainment 8 score of 48 places Chipping Barnet at 24/533.

Youth Life Stage The youth stage sees Chipping Barnet rank at 45/533. Eighty-nine per cent of young people who were eligible for free schools find themselves in a positive destination (defined as being in education, employment, or training) after completing Key Stage 4. Fifty-three per cent of FSM-eligible young people will achieve two or more A Level or equivalent qualifications by age 19, those that do take A Levels will have an average points score per entry of 30. Chipping Barnet ranks at 37 and 94 for these measures respectively.

Adulthood Life Stage At the adulthood life stage, Chipping Barnet ranks most poorly at 227/533. Although a large number (31%) of jobs pay less than the real living wage, average earnings are ÂŁ553 weekly. Housing is 13 times the annualised salary, the 30th most expensive area in England, although home ownership is at 66%, slightly above average. The percentage of jobs in the area that are managerial and professional stands at 41%, ranking Chipping Barnet at 60/533 for this measure.

37

Finchley and Golders Green

Early Years

95

Schools

58

Youth

7

Adulthood

344

38

Finchley & Golders Green

England

Percentage of Nursery providers rated outstanding or good by Ofsted

95

93

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

56

53

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

81

83

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

36

39

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

96

72

Average Attainment 8 score for pupils eligible for FSM

50

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

33

26

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

53

34

500

443

Average house prices compared to median annual salary of employees who live in the local area

16

8

Percentage of people that live in the local area who are in managerial and professional occupations

48

30

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

31

25

Percentage of families with children who own their home

58

65

Median weekly salary of all employees who live in the local area

Finchley and Golders Green Analysis Finchley and Golders Green is a commuter location for Middlesex University.

Six of its indicators are in the top 100 rankings and one is in the bottom 100; across all life stages, Finchley and Golders Green ranks at 21/533 on the Social Mobility Index. The area is a social mobility hotspot, and the highest ranked of Middlesex University’s locations.

Early Years

Adulthood Life Stage

At the early years life stage, Finchley and Golders Green performs very well at 95/533. Ninety-five per cent of nurseries in the constituency are rated as good or outstanding by Ofsted, slightly better than the national average of 93% and ranking Finchley and Golders Green as 127/533 for this measure. In the other measure for this life stage, the percentage of children eligible for free school meals achieving a ‘good level of development’, Finchley and Golders Green is ranked 151/533; 56% of those children achieve a good level compared to the national average of 53%.

At the adulthood life stage, Finchley and Golders Green ranks at 344/533. Although 31% of jobs pay less than the real living wage, average earnings are £500 weekly – the English average is £443.

Housing is 16 times the annualised salary, the 12th most expensive area in England), and home ownership is low at 58%, the 103rd worst area for this measure. The percentage of jobs in the area that are managerial and professional stands at 48%, ranking Finchley and Golders Green at 10/533 for this measure.

School Life Stage Ranking at 58/533 at the school stage, Finchley and Golders Green remains in the top 100 constituencies. There is poor attendance and performance at primary level: 81% of pupils eligible for free school meals attend good or outstanding primary schools, with 36% of them achieving the expected level in reading, writing, and maths at the end of Key Stage 2, the national average being 39%. At secondary level, attendance of FSM eligible pupils at good or outstanding schools is 96%, making Finchley and Golders Green the 82nd best constituency, and an average Attainment 8 score of 50 makes Finchley and Golders Green the best area in the country.

Youth Life Stage The youth stage sees Finchley and Golders Green rank at 7/533, it’s best ranking. Ninety-two per cent of young people who were eligible for free schools find themselves in a positive destination (defined as being in education, employment, or training) after completing Key Stage 4. Fifty-three per cent of FSM-eligible young people will achieve two or more A Level or equivalent qualifications by age 19, those that do take A Levels will have an average points score per entry of 33. Finchley and Golders Green ranks at 34 and 15 for these measures respectively.

39

Data Analysis - Part B - COVID-19 Impact 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).

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).

So the data suggests a varied and profound impact across locations, ages, education levels, and ethnicity. This has a worrying impact for social mobility in the United Kingdom, as we predict that 8 out of 14 measures used to calculate social mobility will be impacted. We have combined existing place based social mobility analysis with the predicted impact of coronavirus to estimate the size of a community’s developing “Opportunity Gap” and ranked these throughout England.

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

In the 2008 Recession, the unemployment rate across the whole population rose from 5.2% in 2007 to 8.5% in 2011; for those with GCSE equivalent qualifications the unemployment figures were 23% in 2007 and 32% in 2011 (3).

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.

An exacerbating factor for those leaving full time education without a degree is the varied impact of the virus on different sectors of the economy. While sectors such as financial services will emerge from the coronavirus pandemic relatively unscathed, with a contraction of just -5%, sectors like retail and hospitality, which have a higher proportion of workers who haven’t completed higher education, will contract by -50% and -85% respectively (1).

40

Local Authority

Opportunity Gap

Ranking

Corby

318

1

South Derbyshire

310

2

Wellingborough

308

3

Melton

306

4

North Warwickshire

296

5

Barnet

57.5

293

Hertsmere

153

165

Harrow

88

265

Brent

84

272

Barnet’s Economy Sector

GVA (£m)

GVA (%)

Decline (%)

1 Accommodation and food services

208

2.4

-85

2 Administrative and support services

396

4.5

-40

38

0.4

-17

4 Construction

883

10.0

-70

5 Education

738

8.4

-90

6 Financial and insurance activities

150

1.7

-5

7 Human health and social work activities

706

8.0

+50

8 Information and communication

308

3.5

-45

9 Manufacturing

242

2.8

-55

10 Professional, scientific, and technical activities

542

6.2

-40

11 Public administration and defence

227

2.6

-20

2824

32.1

-20

13 Transportation and storage

184

2.1

-35

14 Wholesale and retail (including repair of motor vehicles)

980

11.1

-50

15 Other

366

4.2

-60

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

12 Real estate activities

Barnet’s largest sectors Sector Real estate

Biggest impacted sectors GVA (£m)

2824

Sector

Predicted Decline (%)

Education

-90

Wholesale and retail

980

Accommodation and food

-85

Construction

883

Construction

-70

Education

738

Other services

-60

Human health

706

Manufacturing

-55

Barnet’s biggest sectors are real estate, wholesale and retail, construction, education, and human health and social work. Two of these, construction and education, are also in the worst impacted sectors, while two, real estate and healthcare are in the least impacted sectors. A large health sector has been noted as being able to provide a buffer to COVID-induced shocks in the economy; in Barnet the health sector makes up 8.0% of the economy and is the fifth largest sector. In Barnet, economic growth is predicted to decline by 35.8% - this is slightly worse than the 35% contraction across the UK as whole.

Taking into consideration the economic reduction in Barnet as well as its position on the Social Mobility Index, we predict that an Opportunity Gap of 57.5 will arise, the 17th smallest in England.

41

Hertsmere’s Economy Sector

GVA (£m)

GVA (%)

Decline (%)

1 Accommodation and food services

128

3.1

-85

2 Administrative and support services

303

7.3

-40

35

0.8

-17

4 Construction

738

17.7

-70

5 Education

175

4.2

-90

6 Financial and insurance activities

532

12.7

-5

7 Human health and social work activities

150

3.6

+50

8 Information and communication

280

6.7

-45

9 Manufacturing

249

6.0

-55

10 Professional, scientific, and technical activities

218

5.2

-40

29

0.7

-20

540

12.9

-20

98

2.3

-35

14 Wholesale and retail (including repair of motor vehicles)

552

13.2

-50

15 Other

146

3.5

-60

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

11 Public administration and defence 12 Real estate activities 13 Transportation and storage

Hertsmere’s largest sectors Sector

Biggest impacted sectors

GVA (£m)

Sector

Predicted Decline (%)

Construction

738

Education

-90

Wholesale and retail

552

Accommodation and food

-85

Real estate activities

540

Construction

-70

Financial and insurance

532

Other services

-60

Administrative and insurance

303

Manufacturing

-55

Hertsmere’s biggest sectors are construction, wholesale and retail, real estate activities, financial and insurance, and administrative and support services. Only one of these, construction, is in the worst impacted sectors, while two, real estate and financial services, are in the least impacted sectors. A large health sector has been noted as being able to provide a buffer to COVID-induced shocks in the economy; in Hertsmere the health sector is quite small and makes up 3.6% of the economy. In Hertsmere, economic growth is predicted to decline by 41.3% - this is much worse than the 35% contraction across the UK as whole.

However, taking into consideration the economic reduction in Hertsmere in the context of its position on the Social Mobility Index, we predict that an Opportunity Gap of 153 will arise, the 165th largest in England.

42

Harrow’s Economy Sector

GVA (£m)

GVA (%)

Decline (%)

1 Accommodation and food services

108

2.1

-85

2 Administrative and support services

541

10.7

-40

12

0.2

-17

4 Construction

557

11.0

-70

5 Education

373

7.4

-90

83

1.6

-5

7 Human health and social work activities

312

6.2

+50

8 Information and communication

252

5.0

-45

9 Manufacturing

109

2.2

-55

10 Professional, scientific, and technical activities

311

6.1

-40

11 Public administration and defence

141

2.8

-20

1430

28.3

-20

13 Transportation and storage

144

2.8

-35

14 Wholesale and retail (including repair of motor vehicles)

531

10.5

-50

15 Other

156

3.1

-60

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

6 Financial and insurance activities

12 Real estate activities

Harrow’s largest sectors Sector Real estate

Biggest impacted sectors GVA (£m)

1430

Sector

Predicted Decline (%)

Education

-90

Construction

557

Accommodation and food

-85

Administrative and insurance

541

Construction

-70

Wholesale and retail

531

Other services

-60

Education

373

Manufacturing

-55

Harrow’s biggest sectors are real estate activities, construction, administrative and support services, wholesale and retail, and education. Two of these, construction and education, are also in the worst impacted sectors, while one, real estate, is in the least impacted sectors. A large health sector has been noted as being able to provide a buffer to COVID-induced shocks in the economy; in Harrow the health sector makes up 6.2% of the economy as the sixth largest sector. In Harrow, economic growth is predicted to decline by 37.7% - this is slightly worse than the 35% contraction across the UK as whole.

Taking into consideration the economic reduction in Harrow as well as its position on the Social Mobility Index, we predict that an Opportunity Gap of 88 will arise, the 45th smallest in England.

43

Brent’s Economy Sector

GVA (£m)

GVA (%)

Decline (%)

1 Accommodation and food services

226

2.7

-85

2 Administrative and support services

413

4.8

-40

57

0.7

-17

1044

12.3

-70

475

5.6

-90

86

1.0

-5

7 Human health and social work activities

752

8.8

+50

8 Information and communication

355

4.2

-45

9 Manufacturing

450

5.3

-55

10 Professional, scientific, and technical activities

448

5.3

-40

11 Public administration and defence

213

2.5

-20

1942

22.8

-20

517

6.1

-35

1143

13.4

-50

395

4.6

-60

3 Agriculture, mining, electricity, gas, water and waste 4 Construction 5 Education 6 Financial and insurance activities

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

Brent’s largest sectors Sector

Biggest impacted sectors GVA (£m)

Sector

Predicted Decline (%)

Real estate activities

1942

Education

-90

Wholesale and retail

1143

Accommodation and food

-85

Construction

1044

Construction

-70

Human health & social work

752

Other services

-60

Transportation and storage

517

Manufacturing

-55

Brent’s biggest sectors are real estate activities, wholesale and retail, construction, human health and social work, and transportation and storage. One of these, construction, is also in the worst impacted sectors, while two, real estate and human health are in the least impacted sectors. A large health sector has been noted as being able to provide a buffer to COVID-induced shocks in the economy; in Brent the health sector makes up 8.8% of the economy and is the fourth largest sector. In Brent, economic growth is predicted to decline by 37.1% - this is slightly worse than the 35% contraction across the UK as whole.

Taking into consideration the economic reduction in Brent as well as its position on the Social Mobility Index, we predict that an Opportunity Gap of 84 will arise, the 38th smallest in England.

44

Harrow’s Economy Sector

GVA (£m)

GVA (%)

Decline (%)

1 Accommodation and food services

108

2.1

-85

2 Administrative and support services

541

10.7

-40

12

0.2

-17

4 Construction

557

11.0

-70

5 Education

373

7.4

-90

83

1.6

-5

7 Human health and social work activities

312

6.2

+50

8 Information and communication

252

5.0

-45

9 Manufacturing

109

2.2

-55

10 Professional, scientific, and technical activities

311

6.1

-40

11 Public administration and defence

141

2.8

-20

1430

28.3

-20

13 Transportation and storage

144

2.8

-35

14 Wholesale and retail (including repair of motor vehicles)

531

10.5

-50

15 Other

156

3.1

-60

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

6 Financial and insurance activities

12 Real estate activities

Harrow’s largest sectors Sector Real estate

Biggest impacted sectors GVA (£m)

1430

Sector

Predicted Decline (%)

Education

-90

Construction

557

Accommodation and food

-85

Administrative and insurance

541

Construction

-70

Wholesale and retail

531

Other services

-60

Education

373

Manufacturing

-55

Harrow’s biggest sectors are real estate activities, construction, administrative and support services, wholesale and retail, and education. Two of these, construction and education, are also in the worst impacted sectors, while one, real estate, is in the least impacted sectors. A large health sector has been noted as being able to provide a buffer to COVID-induced shocks in the economy; in Harrow the health sector makes up 6.2% of the economy as the sixth largest sector. In Harrow, economic growth is predicted to decline by 37.7% - this is slightly worse than the 35% contraction across the UK as whole.

Taking into consideration the economic reduction in Harrow as well as its position on the Social Mobility Index, we predict that an Opportunity Gap of 88 will arise, the 45th smallest in England.

45

Insights and assessment Middlesex University is delivering a purposeful and deliberative approach to providing higher education for its students. It reaches out to potential students from some of the most disadvantaged communities across a wide area of London and ensures that their university experience provides not only a degree but also career-ready skills and links to employers. It is a great example of one of the universities which is doing the heavy lifting when it comes to encouraging students from non-traditional backgrounds to enter higher education and it is why it is in a very strong position to respond to the challenges of the coronavirus pandemic.

It has a student body which faces serious obstacles to social mobility. Taken individually, these are not unique, but the University is unusual in having so many categories of students who suffer from social deprivation and lack of social capital. It has thought carefully about how to address the biggest feature of its student demographic - its intersectionality - so that it brings a more nuanced approach to all the different factors that influence a person’s life chances.

Middlesex University’s approach to this challenge has been one of rigorous examination of the problems, quantifying and analysing them in order not only to frame appropriate organisational and cultural structures, but also to come up with imaginative, common sense solutions. So if students face issues of race or gender, age or disability, caring or job responsibilities, or long commuting distances, or, as is usually the case, a combination of these, the University leans in to these problems to ensure that, despite them, they still have access to the opportunities that the University can provide.

It is striking how the University has sought to put itself in the student’s shoes’ in order to appreciate the nature and scale of their problems, in the context of a difficult home life and/or other responsibilities.

Its efforts to support them in making a difference in their own communities, where many of them feel particularly rooted.

46

It also acknowledges that the commuting times that many students have as they travel across London are particularly challenging and, especially when combined with other difficulties the student may be experiencing, have a tendency to lead to high drop out rates. While the University has undertaken extensive research into this, including involving the students, they continue to consider what more might be done. The impact of coronavirus on students’ conventional learning methods at university could provide further solutions.

It also supports its students in their own communities, where they feel a particular sense of attachment compared to students from other universities, by developing volunteering and placement opportunities close to their homes. This enables them to maintain close ties with their communities as well as benefiting local development.

Middlesex University is committed to its BAME students and recognises that further work is needed to understand and prevent high dropout rates, especially for BAME males. In the context of Black Lives Matter, it has undertaken to address the specific issues raised by the campaign and continue to put diversity and inclusion at the heart of everything it does. This should include examining the differences in attainment but also in employment prospects.

Middlesex University has demonstrated that, for the most part, it takes its intersectional students and creates connections with employers for them that they would not otherwise have made, providing life chances for them that, without university, they would not have had. It makes an effort to understand the circumstances and requirements of potential employers and therefore the kinds of qualities they are looking for when employing graduates. This approach informs much of the University’s work in supporting its students, recognising that social mobility does not only come about from getting a degree but also from getting a rewarding job.

In seeking to meet this need, the University has made great strides in encouraging its students to recognise and value their extracurricular experience and to expand on it to build self-confidence, skills sets and other social capital. The Student Learning Assistants project in particular, where current students mentor other students, helps all participants develop real employability.

Middlesex University is working hard to educate employers about the value of its graduates in the world of work. Unlike some universities, their students do not generally have the luxury of being able to concentrate solely on their studies but are often juggling many other issues. Middlesex focuses on these very students exactly because they are the furthest away from a level playing field. They are endeavouring to persuade employers that their degrees are all the more valuable because they achieved them in spite of the multiple barriers they had to negotiate along the way. They have often had to work harder to get through their degree and, as a result, they are able to bring resilience, maturity and organisational ability to their jobs. It should continue to work with employers, particularly in those sectors which tend to select their graduate employees from a narrower group of universities, to encourage them to view their graduates as valuable alternatives with real and relevant skills to offer.

The University has also had some success in establishing links with the Ministry of Justice which encourages students who may never have considered working in the Civil Service, and who have no family experience of it, to see it as a potential career. This could be extended to other government departments, especially when they are based in London and likely to be accessible to them geographically.

people should do something other than a university degree and that, often, their needs were too complex for them to benefit from the experience. Middlesex University has demonstrated that the exact opposite is true - that if a university invests its time and efforts into delivering an approach that is multi-perspective, its students will benefit from an opportunity which has the potential to change their lives. Augar’s proposed changes, and continuing suggestions that fewer students should go to university, would come at the expense of graduates like those from Middlesex.

They would certainly not have encouraged more talented people from disadvantaged backgrounds to see university as an option.

Over half of Middlesex’s 2017/18 undergraduate intake were previously eligible for Free School Meals (FSMs) , the highest of any UK institution.

63% of Middlesex undergraduate students are classified as Black, Asian or Minority Ethnic (BAME) compared to 16% of the national 18 yearold population who are classified as BAME. The ‘Emerging Professional’ programme provides a mix of extra-curricular activities designed to develop core employability skills while supporting students to reflect their wider values.

This report shows that Middlesex is one of those universities which are the true engines of social mobility and which have the most diverse intake of students. It reaches out to the most disadvantaged groups and creates connections for them to enable them to access opportunities they would not have had if they had not gone to university.

With its experience and its commitment, Middlesex University is well-placed to extend this work to develop and extend further connections with employers, for the benefit of its students who often have no connections.

It is encouraging to see that Middlesex approaches its social mobility programme as an ongoing process.

It does this on two levels. On the individual student level, it monitors their progress and well-being and seeks to intervene before problems become serious.

And, on a larger level, it constantly appraises and seeks improvement in its policies and procedures.

The 2019 Augar review of post-18 education in the UK - which should have had social mobility as its focus - instead argued that many of these young 47

Recommendation 48

Unleashing Potential 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 purposeled 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 which put social mobility at the heart of everything they do.

This report demonstrates that Middlesex Universityâ&#x20AC;&#x2122;s approach to improving outcomes for those from the most deprived communities - who often have a range of complex needs - and creating a more diverse talent pool is hugely effective. It supports those people who experience early barriers to education, or in life more generally, to overcome them so they can access university and a degree. It develops the talent that undoubtedly exists in those communities and equips its graduates with the skills and expertise that employers need in some of the fastest growing sectors of industry.

Middlesex University should formalise its connections with employers into a â&#x20AC;&#x2DC;Creating Connectionsâ&#x20AC;&#x2122; campaign as part of its commitment to the national recovery following coronavirus. This should build on its best practice of establishing links with new employers and renewing existing links with others to facilitate job opportunities for its graduates

Leadership

These could include:

Universities are in a unique position to lead on the Higher Education agenda. Middlesex University has already shown that it understands how to address the challenges of a hugely diverse student cohort and works hard to deliver opportunity for them as career ready graduates.

• How could the campaign outcomes be measured, particularly with regard to BAME students?

The ‘Creating Connections’ campaign would focus on two elements. The first, working with the Social Mobility Pledge, would be to develop links with those businesses that have already signed up to explore how their companies can work with Middlesex University to provide work experience and job opportunities to Middlesex University graduates. The second would be to explore how to promote Middlesex University graduates to businesses and other organisations, including government departments, so that their attributes of resilience and tenacity are fully taken into account when considering them for job vacancies.

Impact The work that Middlesex University has carried out around intersectionality and the opportunities that has subsequently provided for those from some of the most disadvantaged communities in London to go to university and get a degree that will undoubtedly improve their life chances has had a huge impact.

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 Appendix. It should consider where the opportunity gaps are to inform future community engagement.

• How can universities develop contextual recruitment practices similar to those used by business?

• What further work might be done to persuade businesses to have diversification plans, similar to those that universities must have?

Advocacy Finally, Middlesex University can play a major role in the Levelling Up agenda across the higher education sector and in Parliament, highlighting the impact of the campaign and helping determine and shape the Higher Education agenda.

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

Middlesex University is already helping to deliver this in its own region and the ‘Creating Connections’ campaign will enable it to continue to develop its work further and to inspire other universities to develop closer links with employers and to encourage them to better understand the value of graduates from non-traditional backgrounds.

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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-immediateeconomic-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-minoritiesyoung-people-a9460511.html.