University of Worcester - Levelling Up Impact Report

Levelling Up Impact Report LEVELLING UP 1

FOREWORD

And increasingly, levelling up markers like social

mobility, diversity and inclusion are being recognised as integral to success as a university.

The days where universities were judged only on

graduate outcome, without the context of how far the graduate has progressed to achieve that outcome, are thankfully behind us.

The ability of a university to guide its graduates into

rewarding, well-paid careers is, of course, critical. But other factors, such as being able to provide higher

education to families that might never have previously

experienced it, are also essential for universities to fulfill their potential as levelling up drivers.

Diversity of background, culture, circumstance and community, as represented by staff and students,

ensures universities are able to provide a welcoming environment in which to forge the workplace skills of the future.

The Levelling Up Goals were created to provide a

benchmark against which to measure an organisation’s contribution to levelling up.

Foreword

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

Universities have largely been in

a state of flux during the last two

years, as the pandemic enforced

fundamental changes to the way

about the change we need to create a level playing field in Britain – and a country in which opportunities are spread evenly across every region.

Universities, with their reach into local communities,

their ability to develop talent towards opportunities and their role in generating inward investment, are hugely significant in the levelling up agenda.

The University of Worcester is an institution that has

deep rooted links into its local communities that benefit society in a number of ways.

they operated.

Its outreach into local schools raises aspirations, its

Now, many are fusing the take-away benefits of the digital

The Hive library ensures that the communities it serves

transformation which occurred during the crisis, with the irreplaceable aspects of face-to-face learning.

For some, their ability to influence purposeful change today is far greater and wider reaching than pre-pandemic, with

remote learning enabling wider access to the opportunities they create.

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They cover the 14 key areas of focus needed to bring

works with local business upskills the local economy and are given access to better facilities.

This report sets out how the University of Worcester

has put purpose at the forefront of its strategies and

approaches, for the benefit of staff, students, the local communities it influences and the wider levelling up effort.

FOREWORD

Professor David Green CBE DL Vice Chancellor and Chief Executive of the University of Worcester

Many years of imaginative strategy, inspired by its

founding mission ‘to win the peace through education’, has seen the University successfully combine inclusion, quality and student success with environmental

sustainability, community cohesion and democracy to

create a culture where students have the opportunity to make the most of their own rich potential.

The University of Worcester is truly

This has been particularly important for students with an

a ‘university of the people’, where

impairment – who are all too often made ‘downwardly

determined by the people and are

The University has always sought to stay true to its

values and consequent policy are consistently and unswervingly for the people.

mobile’ by societal indifference.

fundamental democratic values, and, at a time when universities nationally have come under increasing

scrutiny, and when democracy itself has been challenged in the UK, has shown that there is a different approach;

one which combines expertise, commitment and passion.

This explains why, in the inaugural Times Higher education University Impact Rankings 2019, Worcester was named number one in the UK for Quality Education, a measure based on the UN Sustainability Development Goal to

‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’.

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JOURNEY

The Journey to the Levelling Up Goals In 2015, as Secretary of State for International Development,

Justine Greening MP led the UK delegation to the United Nations (UN). Along with 184 international partners, she helped to

establish the UN’s Sustainable Development Goals (SDGs).

In 2017, the SDGs were made more ‘actionable’ by a

UN resolution adopted by the General Assembly which identified specific targets for each goal, along with

indicators used to measure progress towards each

target. These 17 interlinked, global goals were designed to be ‘a blueprint to achieve a better and more

sustainable future for all’. They marked a shift from the previously established Millennium Development Goals

(MDGs), following the Millennium Summit of the United

Nations in 2000. In contrast to the MDGS, the SDGs were nationally-owned, country-led and targeted wealthy, developed nations as well as developing countries.

The SDGs emphasised the interdependent environment, social and economic aspects of development by

centralising the role of sustainability. As Secretary

for State, Justine recognised how useful a common

set of accessible but ambitious objectives could be

in galvanising action to effect change. Since then the COVID-19 pandemic has only exacerbated many of

the problems relating to social inequality in the UK. The

recovery is a chance for the United Kingdom to address

these issues and level up but that requires updated and specific goals in order to outline, inspire and measure

progress. The Purpose Coalition, of which the University

of Worcester has been a key member, aims to improve social mobility in the UK and has responded to this

challenge with the launch of their own Levelling Up Goals in February 2021.

These new Goals build on the foundations laid by the UN’s SDGs by outlining 14 clear goals, and draw on

expertise provided by academia and businesses which has been applied to the unique challenges facing the UK in levelling up. They focus on key life stages and

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highlight the main issues that need to be resolved in order to create a level playing field for all in this

country. The Levelling Up Goals are intended to guide how the urgent ambition to level up the UK can

actually be achieved. The impact of the work carried out to do this can, and should, be measurable.

JOURNEY

Successful 1 Strong foundations school years 2 in Early Years

If Britain is to achieve levelling up, I believe that we need a

galvanizing set of goals that an

3 Positive destinations Post 16+

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Right advice and experiences

unite Parliament, business,

communities, and civil society to work in partnership for the

common good of our country. recruitment 5 Open

career progression 6 Fair

Sub-goals with quantifiable targets and

measurements against which progress can be

charted within the 14 goals are being developed by

the Purpose Coalition in partnership with universities

across the UK. The University of Worcester is an integral part of that work and has now committed to go even

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Widening access to savings & credit

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further with its own Levelling Up Impact Report.

Good health and well-being

Further metrics will create a more transparent and measurable framework with which to monitor and

subsequently address problems of social mobility and inequality. The Levelling Up Goals are designed to look at the outcomes of CSR strategies and measures that organisations operate. Many organisations are doing

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Extending enterprise

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Closing the digital divide

outstanding work and making important contributions to society but are still measuring this via inputs – a measure that focuses on pounds, pennies and

numbers rather than real impact on human lives.

Crucially, these Goals are a shared framework.

Justine and the wider Purpose Coalition believe that

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Infrastructure for opportunity

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with a common understanding and objectives, there

Building homes & sustainable communities

can be action that drives change on the ground.

Distinct entities, including universities, businesses, policy-makers, communities and NGOs, can work

together, with the shared Goals being a uniting and

motivating foundation for progress. As the problems

which cause social inequality in the UK are interlinked, it seems that the response to these problems must

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Harness the energy transition

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Achieve equality, through diversity & inclusion

also be collaborative. The Purpose Coalition has

encouraged businesses, universities and public sector organisations to share their own best practice with

others so they are not just demonstrating their own

commitment, but creating a shift towards purpose-led organisations. The Goals can encourage an extension of this co-operative exchange of information which can be used to help level up Britain.

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LEVELLING UP ROLE

The University of Worcester and the role of universities in levelling up and meeting the Levelling Up Goals The University of Worcester has won numerous accolades for its work to combine high quality higher education with purpose.

It was placed in the top three in the UK for Quality

In the government-backed longitudinal

University Impact Rankings in 2019, 2020 and 2021.

Worcester ranked in the top 10 for sustained

Education by the Times Higher Education’s (THE)

employment with or without further study, one,

In all three years it was also the number one university in

two and three years after graduation.

was shortlisted as the THE’s University of the Year.

The vast majority (94.6 per cent) of Worcester

Furthermore, in 2020, it won THE’s inaugural Education

after graduating.

England for gender equality, and, in 2016, 2019 and 2020,

Award for Outstanding Contribution to Equality,

graduates are in work or further study 15 months

Diversity and Inclusion.

Community engagement, environmental

In a 2020 National student survey, 85 per cent of Worcester

in the national teaching excellence framework, are

final year students said they were satisfied overall, above

the national average of 83.2 per cent; making it one of the

sustainability and high-quality teaching, as measured among the focus areas which shape its success.

top scoring in the Midlands for student satisfaction.

During the COVID-19 pandemic, the university

Its success is built on a commitment to inclusivity, which

to remain a COVID-19 ‘cold spot’, with no

is reflected in its tailored learning, practical support and the design of its facilities.

Worcester is home to Europe’s first integrated

university and public library, the Hive, and the UK’s

first inclusive indoor sports hall purpose-designed for

faced unprecedented challenges but managed on-campus transmission.

After the first 2020 lockdown, the university was able

to deliver more than 58 per cent of teaching in person in the first semester of 2020/21.

wheelchair athletes.

In June 2021, it held the first in-person graduation

The university also has one of the best records of

close to 5,000 graduates and guests, while

graduate employment in the country.

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educational outcomes survey (2017 and 2020),

ceremonies in the UK that year, bringing together simultaneously ensuring no transmission of COVID-19.

LEVELLING UP ROLE

Worcester’s approach to the pandemic was driven by a

The university aims to raise aspirations, through quality

participation in teaching, learning and university life, while

proactively seeks out people capable of benefiting

commitment to maximising the opportunity for personal using the latest technology to benefit student learning and effective organisation.

It also made a sustained contribution to the community, including by transferring its clinical and specialist health equipment to the emergency additional intensive care unit created at the Royal Worcester Hospital.

The pandemic has shaped the university’s strategy

going forward, including by increasing the scale of its

health professional education in response to growing wider need.

education. It is an “open, meritocratic institution that from higher education”.

It seeks to minimise barriers to participation and contribute to the expansion of higher education

opportunities, locally, nationally and internationally. It is in the top 10 universities across the UK in terms of best reflecting society’s social economic class make-up,

according to analysis by the Higher Education Policy Institute.

It ranks eighth out of 132 UK universities for ensuring

that people from all backgrounds have the chance to study at university.

Throughout the 21st-century, a minimum of 97 per cent

It ranks eighth out of 132 UK

universities for ensuring that

people from all backgrounds have the chance to study at university.

of the university’s students have been state educated.

Worcester students begin their higher education with

lower-than-average UCAS tariff points, yet graduates

are in the top 10 English higher education institutes for

employment one, three and five years after graduation.

This report sets out how this is achieved, through

a commitment to purpose and contributing to the levelling up agenda.

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CASE STUDIES

THE HIVE LIBRARY The opportunity to participate in events and study at The Hive, Europe’s first integrated

university and public library, is a day-to-day

encouragement to active citizenship and learning.

Co-developed and led by Worcestershire

County Council and the University, it is a hub

for numerous community activities including, for example, award-winning dementia social

centres and one of the country’s largest children’s storytelling festivals.

“[The impact of the festival] is monumental on the

children we teach. Many children have lost interest in reading and it is not promoted within the home setting, with many families not owning their own

books. In addition, many lack relatable aspirations for the future and I feel that the Beeline Festival

really opens their eyes to the opportunities that are available to them”.

(Teacher, St Clements Primary School, Worcester) “Beeline has made a great contribution to the literacy and culture of the West Midlands…The

Case Studies

West Midlands is an area of high need, often

overlooked in relation to its ‘big brother’ nearby, Birmingham. It has pockets of old industrial

neglect, alongside rural areas and small pockets of relative prosperity. These gaps in status have consequent effects on attainment and life

outcomes. Beeline Festival is a festival for all. It’s

not a special perk or treat for those who already

have good provision. By reaching all children, all schools, it gives out a powerful signal that this

A CIVIC UNIVERSITY Worcester has reimagined the university in a

city. The university has deliberately chosen to

develop the estate inclusively, creating buildings

that are conducive to co-operation and success.

By opening the facilities in imaginative ways for the public benefit, the university encourages cohesion

and contributes to our community becoming even safer, stronger and more engaged.

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‘culture stuff’ is for everyone. No one needs to be ‘left behind’ (as the US policy-makers called it).

When on occasions ‘culture stuff’ has been met with some resistance or indifference, the great

advantage of taking children’s literature right into the grass roots, to every child, Beeline is saying

loud and clear: ‘This is for you. This for all of you.

This includes everyone. Take it. Enjoy it. Have it.

Keep it. Cherish it. You are entitled to it.’ There is

no more important message to say”. (Professor Michael Rosen, author and Children’s Laureate 2007-2009)

CASE STUDIES

OVERCOMING BARRIERS The University of Worcester is an open, meritocratic

institution that proactively seeks out people capable of benefiting from higher education, minimises barriers

to the government-published Longitudinal Educational Outcomes survey in both 2017 and 2020.

to their participation and contributes to the expansion

In 2020 the University was a finalist for the UK University

and internationally. It has a long-held commitment to

Social Mobility Awards. Reaching the shortlist of just six

of higher education opportunities, locally, nationally

welcome, support, and engage students with a broad range of backgrounds.

of the Year for the second year running in the annual UK institutions is a most positive recognition of the innovative work done throughout the whole University.

The University of Worcester is in the top 10 of

The University of Worcester has consistently sought

terms of socio-economic class, according to analysis

from areas of greater social deprivation, mature

universities across the UK to best reflect society in

by the Higher Education Policy Institute, an independent higher education think tank. The University of Worcester is eighth out of 132 UK universities for ensuring that people from all backgrounds have the chance to study at university.

Throughout the 21st Century, a minimum of 97% of

the University’s students have been state educated.

Worcester students begin their higher education with lower than national average UCAS tariff points, yet

graduates are in the top 10 English HEIs for employment one, three and five years after graduation, according

to develop initiatives to support potential students

learners, those from BAME communities and students with a disability. In 2019 this included the introduction of ‘Open Day Roadshows’, delivered at Dudley,

Hereford, Sandwell and Wolverhampton Colleges,

all areas among some of the most deprived in the

Government’s Index of Multiple Deprivation, and one

of the most diverse areas in the West Midlands Region.

As a result, the University saw a combined increase

of 18% in applications from students attending those

colleges. Applications from students at Wolverhampton College rose a remarkable 71% the year after the introduction of its first Roadshow.

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CASE STUDIES

Much of the University’s work with those colleges has

the UK in such vital but neglected areas as Child and

the opportunity to train as a nurse, midwife, paramedic

and Parent Education.

been around its Health and Social Care courses and

or other health professional – all areas which are great agents of social mobility. In addition to the college

Worcester’s work with The Learning Institute (TLI),

local shopping centres, targeted at mature learners

mature, female students who want and/or need to

roadshows, the University held six mini-roadshows at who might otherwise find it difficult to attend an Open Day due to work or family commitments.

The University also introduced a free rail and reduced

a private training provider in the South West, helps

study part-time in a rural, coastal and isolated area to do so, through sustainable, locally-based Foundation Degrees and associated ‘top-up’ honours degrees.

bus fare travel scheme, recognising that the cost of

The courses overcome traditional barriers to HE by

potential students registered between September

accessible locations, such as community centres, and

attending open days can be a barrier to some. 798 and December 2019, travelling to Worcester from a

wide range of destinations. Participants were surveyed

flexible timetabling of classes, basing teaching in extensive tutorial and student support.

and 50% of respondents said the offer had made

The completion, retention, achievement and student

indicating that they would not have been able to attend

sector norms. In 2017-18, 260 women were registered

them more likely to come to the Open Day, with many without the support.

For many years the University of Worcester has

consistently sought to reach out to communities and

individuals who in previous generations would not have had the opportunity to benefit from higher education, working with Colleges and high quality educational

organisations to provide programmes in many parts of

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Adolescent Mental Health; Learning Support, Early Years

satisfaction scores of the courses are well above

as students on the Foundation Degree in Teaching and Learning. The retention rate was 90% and the

achievement rate was 88%. Polar Data derived from

the Office for Students reveals that 58% were from low HE participation households (1st and 2nd quintiles),

compelling evidence that the model and the courses

developed through it are making a dramatic impact on access and outreach for hard to reach students.

CASE STUDIES

ACCESSIBILITY AT ITS CORE The University of Worcester has been attracting

In January 2019, the Universities Minister, Chris Skidmore,

called for more institutions to follow the lead of Worcester in supporting students with disabilities.

increasing numbers of students with a disability in

Writing in The Guardian, he said: “Universities like Brunel

40% more students with a disability than the national

improving the disabled student experience, by enhancing

recent years. The University typically educates around average, with 10% of full time undergraduates in

2017/18 in receipt of Disabled Students’ Allowance (Higher Education Statistics Agency).

and Worcester have long been leading the way in

support services available to them and designing facilities with accessibility in mind. I want institutions like these to no longer be the exception, but the norm.”

The University has invested heavily in facilities and

The University of Worcester has also been pioneering

University’s Disability and Dyslexia Service introduced

and suicide prevention for several years and in 2018 was

support for students with a disability. In 2017/18 the

a number of new initiatives aimed at ensuring every student with a disability joining the University has

the maximum opportunity to get all the information, advice and support they need to ensure a smooth

multi-agency approaches to student mental health shortlisted for the Times Higher Education Award for

Outstanding Support for Students in recognition of its work in this area.

and successful transition into university life. These

In 2004, Worcester was one of the first universities to

appointments and specific summer schools for

alongside the University’s BACP (British Association for

included online programmes, more face-to-face

those with additional needs to prepare them for life at university.

“Worcester know they are going to have disabled

students and that people are going to have needs so everything is prepared before the student even gets

to the University. Other universities tend to do it as the student shows up, then they work on their needs.”

Benjamin Borastero, University of Worcester student 2016-2019

appoint specialist Mental Health Advisors, who now work Counselling & Psychotherapy)-accredited Counselling

Service. It is now one of only a small number of universities with an identified suicide prevention strategy, bringing together the perspectives and expertise of staff from across the University, as well as external partners

including Worcestershire County Council, Worcestershire Health and Care NHS Trust, Samaritans and Community First. The University is working with other universities and national charities to support similar developments at other universities.

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ASSESSMENT

Assessment of the University of Worcester in the context of the Levelling Up Goals Many organisations have strong commitments to traditional Corporate Social Responsibility and the ESG agenda. This section of this report will

map several of the University of Worcester’s specific initiatives against the

Levelling Up Goals, to track where progress is being made and where efforts could be redirected or better targeted.

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ASSESSMENT

It is important to note that it would be difficult for any

It is a statutory service which exists to support and

one of the Levelling Up Goals. As more organisations

in care. It works primarily with school-age children and

one organisation to work effectively toward every single adopt the goals, it could be more efficient for individual organisations to focus on particular areas where

they can make a real impact, rather than making a superficial impact across many goals.

challenge all those involved in the education of children uses personal educational plans as a vehicle for raising

standards and improving educational outcomes. It also supports post-16 learning and early years and has a

network of staff supporting colleagues and agencies in these areas. It works closely with professionals in both education and social care settings.

Successful 1 foundations school years 2Strong in Early Years

The university also co-runs the Smethwick Language Enrichment Project, in collaboration with nurseries

in Smethwick. The project helps parents to support

their children’s language development, with research

suggesting that even by the age of two, children in low

income families may already be six months behind their peers in language development.

Goal 1: Strong Foundations in Early Years

The university also supports children in kinship care

Has the organisation helped to close the early years

Through kinship carer projects, in partnership with Kinship

development gap by delivering the best possible start for every child?

The University of Worcester works extensively to

support children in getting the best possible start

in life. A dominant theme within this area of focus is collaboration.

Its early years networking hubs bring together local early years leaders and practitioners throughout

– those raised by a relative other than their parents.

Carers UK, it works with carers and children to understand their needs. As a result of this work, a briefing report on research involving kinship families was produced for the Cross-party Parliamentary Taskforce on Kinship

Care. University representatives and children in kinship care attended the Houses of Parliament to present their findings. The university continues to work with

Kinship Carers UK via activity sessions aimed at raising aspirations among the children.

Worcestershire and Gloucestershire, providing a

The university’s early childhood BA Honours course has

key priorities within early years.

Association (SPPA). The SPPA works to improve the

platform for knowledge exchange and discussion of

Through the hubs, the university has involved

practitioners in research projects, sharing summaries of research in relevant areas. The hubs are also used

to provide training to individuals who mentor students

in placements and promote the university’s continuing

been endorsed by the Social Pedagogy Professional

support of children, young people and adults who live

in disadvantaged circumstances or are vulnerable. The

‘early childhood in society’ course empowers students to support children and families within this aim through the achievement of the SPPA standards.

professional development (CPD) offer.

Other early years work led by the university includes

A university representative also sits on the governing

County Council in evaluating its supporting change

body of Worcestershire Children First’s virtual school, which aims to promote high aspirations for children in care, or those previously looked after; ensuring

all pupils are given the opportunity to succeed and

consultancy projects, including with Blaenau Gwent

service aimed at preventing children from entering care; and its ‘safe reduction of looked after children’ strategy and disability service for children and young people.

develop to their full potential.

The university evaluated these services and, in each

The virtual school is not a teaching tool or online

implemented in full. Ongoing work in this area includes

learning environment and does not replace school or educational provision for looked after children.

case, produced a report of recommendations which were a ‘longitudinal valuation’ focusing on how well the

implemented changes to disability services are working.

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ASSESSMENT

school years 2 Successful

Other UCP activities include social media and online videos promoting successful school years and

transition to further and higher education, workshops and assemblies for target schools and the Uni Fest summer school, which gives young people further

opportunities to develop their skills and support their progress in education.

Goal 2: Successful school years Has the organisation helped to allow every child to successfully achieve their potential in attainment and development?

The university’s work in driving successful school years spans partnerships, sponsorships, outreach work and extracurricular activities.

4.2.1

Office for Students programme

The Office for Students’ Uni Connect programme (UCP)

works with Aim Higher West Midlands and other partner

universities and colleges within the West Midlands to deliver support for disadvantaged young people.

Via an intensive mentoring programme, UCP students

support the development of soft skills, including confidence, goal setting and transitioning to education.

Via funding for MyTutor sessions, UCP students also support English and maths development among disadvantaged young people.

The UCP also supports the funding of travel for taster

days and campus visits, UCAS fares and other higher education-related events.

A busy programme of online events also takes place via

the initiative. These include Student Fest and careers fairs,

giving pupils an opportunity to access support to help them transition to college or university and to better understand how education can impact their career choices.

The Next Steps programme, run by UCP, is aimed at year 11 students who are transitioning into further education.

It focuses on raising awareness in several key areas

including exploring options after GCSEs, understanding further education levels, the application process, skills for the future and the experiences of other further education learners.

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4.2.2 School of Education The University of Worcester also plays a significant role in influencing successful school years via its

School of Education. Its primary partnership works

with approximately 500 institutions across early years, foundation stage and key stages one and two.

Its secondary and further education partnership works with 50 to 60 partner schools and colleges, including academies, high schools, teaching alliances, further

education colleges, independent schools, special schools and pupil referral units University staff also have roles such as governors or trustees, which also enable the

organisation to strategically work with school leaders.

The university also has successful relationships with

school-centred initial teacher training (SCITT) providers.

These include a multi-academy trust and the Somerset

SCITT, which delivers the university’s primary PGCE course.

The School of Education also runs summer schools,

enabling children to learn new skills and develop their

knowledge. Recent examples include its STEAM (science, technology, engineering, the arts and mathematics)

summer school, which aimed to raise the aspirations of young people in those subjects.

4.2.3 Other activities which support successful school years

GO GREEN WEEK

PGCE geography trainees contribute to the university’s Go Green Week by designing and delivering UN

sustainable development goals-based activities for

visiting primary pupils. Up to 200 primary pupils attend workshops featuring practical activities to build nature connectedness and sustainability knowledge, and to support wellbeing.

ASSESSMENT

COMMUNITY COLLABORATIONS

STEM AMBASSADOR HUB

Education Centre to run an annual community

Midlands STEM Ambassador Hub contract on behalf

The university partners with Beacons Development conference. It also works with the organisation to

promote and share global learning and development education materials and resources with placement

schools. These include ‘cultural education boxes’ and ‘story sacks’ which were loaned out to schools during

The School of Education manages the West

of STEM Learning; the largest provider of STEM

education and careers support to schools, colleges

and other groups working with young people across the UK.

the pandemic.

The overriding aim is to support the development of a

SPICE PROJECT

the UK. It does this by mobilising the talent and passion

Through the Summer Programme for Immersion in

Communicative English (SPICE), the university trains interns in Hong Kong to work with disadvantaged

primary school children in the city to support their English language and communication.

FLOOD EDUCATION INITIATIVE

This enables the development and delivery of flood

safety activities for primary pupils. To date, workshops have been delivered to eight schools.

world-leading STEM education for all young people in

of diverse STEM Ambassador volunteers. They inspire the next generation by promoting an interest and curiosity in STEM and showcasing the incredible range of STEM careers that exist.

Schools can register for free and then request

STEM Ambassador face to face visits or virtual

encounters. The hub can also provide free advice,

guidance, and resources for all teachers in all phases of education.

MOVE THE WORLD GREEN IMPACT PROJECT

The hub works in 10 local authority areas which

aims to increase fitness, reduce obesity and build

schools and 32 further education institutions and 10

This award-winning project (NUS Platinum Award)

knowledge about the UN’s Sustainable Development Goals. It has been shared with trainee teachers

collectively have 1,241 primary schools, 274 secondary higher education universities and colleges.

across Europe, via the KPZ Teacher in Europe

It also works with a range of voluntary professional

in future.

include Engineering UK, Learn by Design, the Academy

Conference, and will be trialled by their attendees

EDUCATORS CLIMATE ASSEMBLY

This Green Impact award winning project (NUS Gold

Award and Innovative Engagement) aims to engage educators in climate emergency dialogue and

organisations which promote STEM in education. They of Engineering, RSC, Science Association, Raspberry

Pi, Primary Science Teaching Trust, Millennium Point

Charity, Brightside, One Million Mentors and the British Interplanetary Society.

knowledge exchange with local experts from different

In addition, it works with the regional local enterprise

teachers have been impacted by their participation

agencies and other organisations wishing to enhance

sectors impacted by climate change. Attending

and are taking steps to embed sustainability in their own schools.

TEACHER IN DEVELOPMENT EDUCATION

The university’s Ubuntu project, culminating in the

creation of The Elephant Times publication, enabled staff, students and alumni to work collaboratively to explore their post-COVID visions for education and to develop their writing and provide an

opportunity to publish with the support and development of expert researchers.

partnerships, libraries and museums, local government and strengthen their offer to schools.

Within Herefordshire and Worcestershire, it works with a range of local volunteer organisations that use STEM Ambassadors to enhance their impact.

They include:

Innovate Malvern Social Enterprise

Three Counties Agricultural Society Charity

Canal and River Trust Charity Severn Rivers Trust Severn Valley Railway

Forge Mill Museum, Redditch

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ASSESSMENT

PARTNERSHIP WITH THE ADVANCED MATHEMATICS SUPPORT PROGRAMME (AMSP) AMSP is a government-funded organisation aiming

delivery and assessment of primary science.

and students for key stages 4 and 5, and online tuition

without a subject specialism and those teaching in

able to deliver this in-house.

deprivation.

qualifications. It provides free resources for teachers

for further mathematics A level, where centres are not

Support teachers of physics, particularly for those

state schools in remote rural areas, or areas of social Consider the wider learning environment,

There is also a wide range of professional development,

including support for technicians and teaching

subject knowledge and pedagogy courses spanning

spaces and resources.

from single sessions to extended online packages and a year. Student sessions with embedded careers

education include activities that fit within a lesson, up to one-day extension or revision events, and sessions to develop higher level skills.

The University of Worcester holds the AMSP West Midlands Area contract for Herefordshire and

Worcestershire, making support available to develop mathematics provision in local schools. Local

professional development for teachers, and events for local school students, are among its activities.

GLOW MATHS HUBS

Members of the university’s primary department

maths team collaborate with other mathematics

assistants, and investment in physics learning

Enrich the curriculum through family engagement,

and networking with local employers to provide a range of broader physics experiences for pupils.

SPECIAL EDUCATIONAL NEEDS (SEN) FOCUS The university works with local authorities to ensure that case studies from the National Award for SEN Co-ordination (NASENCo) are shared with trainee

teachers to illustrate how systemic approaches to

inclusion can be realised. Case studies are shared by university graduates across the whole local authority area through SENCO networks. They feature insights from early years as well as primary and secondary settings.

support in mathematics to schools. These hubs serve

SCHOOL EFFECTIVENESS AND LEADERSHIP COACHING

bring innovation and excellence in the teaching of

team provides a range of programmes aimed at

specialists to offer regional training, education, and

to raise standards in mathematics education and to mathematics.

THE OGDEN TRUST

This is a charity aimed at promoting the teaching and

learning of physics. Its mission is to increase the uptake

of post-16 physics by supporting physics education and

The University of Worcester’s ‘school effectiveness’ securing strong, sustainable educational leadership

in schools, colleges and across multi-academy trusts.

The team’s expertise is centred around five key areas of leadership:

Collaborative leadership between groups of schools

engagement for all young people from primary age to

focusing on improving pupil outcomes.

represented groups.

multi-academy trusts.

undergraduate studies and particularly those in under-

The university works with the trust to develop and support its school partnerships programme in

Herefordshire and Worcestershire. It liaises with lead

Peer-to-peer improvement between schools and

Team leadership coaching between senior leaders.

Individual leadership coaching including

360-degree reviews and appraisals of education leaders/CEOs of multi-academy trusts.

Assessment and moderation of National

teachers within the partnership schools to:

Professional Qualifications for education leaders.

GSCE, A-level and at university, particularly for under-

Most of the work undertaken focuses on developing

Increase the number of students taking physics at

privileged and under-represented students.

Raise the profile of science in the primary curriculum,

with the emphasis on physical processes.

16

Enhance teachers’ confidence in the planning,

to increase participation in STEM careers and

systems leadership through the growth of effective

collaborations and collegial problem solving in areas where pupil outcomes are below expectations.

ASSESSMENT

Through the deployment of university employees who

THE HIVE

follow a programme informed by the latest academic

community engagement, including schools. Highlight

are highly skilled in facilitation and coaching, schools research, aimed at creating self-sufficiency between networks of schools.

This public and university library is an epicentre of achievements include:

Strong partnerships forged with several local schools.

This enables school improvement that builds capacity

In 2019, the last year the university was able to offer

challenge and support to champion the best practice

through library visits.

within school-to-school networks in a climate of mutual and secure excellent achievement for all pupils.

CPD AND KNOWLEDGE EXCHANGE

The School of Education provides continuing professional development (CPD) support to schools, including via

subject leader forums and network meetings in English, Maths and SEND.

school visits to the Hive, it welcomed 4,935 children purely Outreach to schools – in 2019 it impacted 8,969

children in this way.

Its ‘Study Happy’ initiative, which has enabled the

promotion of health and wellbeing to school pupils as well as students.

In 2019, it engaged 140 students in extracurricular

activities around health and wellbeing.

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ASSESSMENT

3 Positive destinations Post 16+ 4.3.3 Contextualised admissions Goal 3: Positive destinations post 16+ Does the organisation support young people and adults to have the choice of a high-quality route in education,

university’s contextual offer scheme.

employment, or training?

This enables the organisation to ensure that it is

The University of Worcester’s contribution towards goal

on their chosen course, without overlooking the

three is evident across a broad spectrum of activities and approaches.

selecting students who are capable of succeeding disproportionate barriers some may have faced in achieving their grades.

This includes outreach work aimed at widening access

The scheme helps individuals from backgrounds

all backgrounds and circumstances. Within this, the

to access higher education. It operates across all

and encouraging applications from individuals of

university employs virtual taster sessions, open days and talks targeted at schools and colleges.

4.3.1 Apprentices The University of Worcester is also creating positive post16+ futures via its apprenticeship programmes, including its nursing associate course. In 2019/20, 39 apprentices completed the course.

Feedback from nursing associates and teachers, cited by the university, suggests the course is enabling individuals

to overcome economic and social barriers to secure entry into the nursing profession.

4.3.2 Further education partnerships The university also has a further education partner

network which enables it to work closely with further

education providers such as Walsall College; which runs a chartered management degree apprenticeship.

The university also works with Dudley College of

Technology, helping to develop the higher education offer in the Dudley area, liaising also with Dudley Metropolitan Borough Council and community groups.

While this relationship is in its early stages, it is expected that opportunities in health and social care and around

allied health degree apprenticeships will develop from it.

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Also influential in post 16+ opportunities, is the

that are generally less likely to attend university,

relevant courses and is carefully evaluated on an ongoing basis.

ASSESSMENT

4

Right advice and experiences

Goal 4: Right advice and experiences Does the organisation provide access to the right

advice and experiences at the right time to unlock

recruitment 5 Open

opportunity through a person’s life?

Measures and activities supporting goal four

include peer mentoring, careers advice talks and

workshops, student services support and personal academic tutoring.

4.4.1 Employability The university also runs a careers and employability

service. My Career includes career planning and key resources such as a CV builder and interactive tools

to help with confidence building and application skills.

Students can also take advantage of careers

appointments, workshops and events delivered face-to-face and online, with evening sessions

available for those with work and other commitments.

The Worcester Award is an extracurricular

employability award designed to encourage students

to take part in a range of activities, reflect on them and present themselves professionally to employers.

Bright Networks is a partnership organisation of the

Goal 5: Open recruitment Are careers and professions open to people of all

backgrounds through transparent, accessible, and open recruitment practices?

There are various policies and practices supporting open recruitment at the University of Worcester.

All vacancies are advertised online, ensuring that they are visible to all sections of the community.

All job descriptions include a specific commitment around equality and diversity.

The university uses anonymised application forms for shortlisting vacancies.

Applications are monitored closely and when someone with a protected characteristic is shortlisted this is flagged with the recruitment manager.

university which has enabled it to open up virtual

Staff involved in the recruitment process are given

such as London, which are not readily accessible to

best practice in terms of inclusivity, as well as legal

insight opportunities with companies in locations many students.

the correct training to ensure that they are aware of requirements.

The progress and impact of the university’s advice

The University of Worcester recruits apprentices from

registration data and graduate outcomes.

Apprenticeship Levy to upskill current members of staff.

and experiences work is measured through career

a wide section of the community and uses its

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ASSESSMENT

career progression 6 Fair

Goal 6: Fair career progression Does the organisation offer opportunities for career advancement for all based on ability and potential, not connections?

The university trains mentors to support people new to the organisation, as well as those returning from periods of absence.

7

Widening access to savings & credit

Goal 7: Widening access to savings and credit Does the organisation help widen access to

responsible credit and close the savings gap?

The University of Worcester recognises that

finances can be a serious barrier to some in pursuing higher education.

Many mentors develop further in their careers as a result of their involvement in mentoring activities.

Furthermore, a programme of staff development

activities is open to all employees, including via virtual

4.7.1 Financial support for students

sessions during the pandemic.

The university’s hardship fund, administered by the

This has enabled staff who are carers, and/or those

support to students struggling to make ends meet;

with health conditions, to continue to access this provision while working from home.

Topics covered in staff development workshops include those relevant for existing and aspiring managers and leaders.

Money Advice Service, offers non-refundable financial helping to create a financial level playing field.

It can cover unexpected financial expenses, for

example a car repair for a nursing student needing o travel to a placement. It also helps students with

ongoing extra expenses, such as higher-than-average

mileage to reach university or costs associated with being a single parent.

It enables the university to remove barriers to career

and educational progress for vulnerable groups such

as people from low-income families, care leavers and students with limited access to paid work because of disability.

The service also boosts financial literacy via advice on

accessing student finance, budgeting, managing debt, welfare benefits and expanding income.

Signposting is provided to student bank accounts with no interest on pre-arranged overdrafts, while promotions on

debt avoidance and managing money are also delivered.

Students with significant debt are also guided to free debt management organisations which can help in

prioritising debts and arranging affordable payment plans with creditors.

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ASSESSMENT

4.7.2 Support for staff Internally, the university’s staff development policy

enables staff to study for degree level qualifications

internally at no cost, and at reduced fee levels for other types of qualifications internally and externally.

It also offers financial and legal advice clinics for carers

as part of the staff development programme. It has also provided pensions advice clinics for several years.

health and well-being 8 Good

Goal 8: Good health and wellbeing Does the organisation improve mental and physical

Trained mental health advisers among the university’s

people to fulfil their potential?

which provides peer support and campaigning for

health at all ages to boost overall well-being to allow

Partnerships and collaborative working are integral to

team form part of an active staff mental health network mental health.

the university’s health and wellbeing approach.

Furthermore, its staff development programme

Via its occupational health services partner People Asset

on various themes.

Management (PAM), the university provides an employee

includes a wellbeing strand with staff given training

assistance programme called PAM Assist.

It has also collaborated with suicide prevention charity

This is a free and confidential support service available

how to be a suicide safer campus.

24/7 to all members of staff. It provides advice and

support on any of life’s challenges, including in areas such as money management, personal and work life problems and retirement issues.

Telephone advice and counselling, and up to six sessions of face-to-face counselling, are provided.

Papyrus, as part of a multi-agency project to consider

Staff development sessions on suicide awareness have also been provided.

Having met the criteria for a regional wellbeing

charter, the university is now working towards a higher level of accreditation.

The university also works to encourage employees to

Other health and wellbeing measures include

a project with mental health charity Charlie Waller Trust,

promotion of walking routes around the campus and

support others within the organisation, including through which helps to develop advice and training for staff in supporting others in distress.

subsidised gym memberships for internal facilities, the participation in regional strategy groups for autism and safeguarding.

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ASSESSMENT

enterprise 9 Extending

Goal 9: Extending Enterprise Does the organisation work to extend private enterprise and entrepreneurship to all people and communities?

Worcester Business School is recognised as a centre of excellence by the Institute of Enterprise and Entrepreneurs (IOEE).

4.9.1 Support to start a business The university provides ERDF and university-funded

courses to current and alumni students featuring 12

hours of support on starting a business. Courses are

also promoted externally to local schools and further

education colleges. Since the scheme started in 2016, it has supported 150+ individuals.

A weekly drop-in ‘business ideas clinic’ for students to discuss new business ideas, online or in person at the university’s careers centre.

A partnership with Worcester City Council (WCC) to provide a business and intellectual property centre

at the Hive (Worcester’s public and university library),

giving students and members of the community access to start-up support and grants in the county.

A business start-up fair open to all students and the

wider community, delivered in partnership with WCC. An annual pitching competition held annually in

4.9.2 The Hive

community. Sponsored prizes are provided for the best

The Hive also provides free and impartial business

partnership with WCC, for students and the wider business idea and best start-up.

Opportunity for business school students to undertake a structured 12-month enterprise placement, rather than an industrial placement, to work on a business plan.

It hosts jobs fairs and engages with the governmentbacked Kickstart scheme which subsidises paid opportunities for young people out of work.

Support for grant applications is also provided

Annually, it also delivers 12 work experience

Provision of four modules to support entrepreneurship.

(HoW) College to provide traineeships to its students.

Students are encouraged to work with entrepreneurs and involve them in events such as Global Entrepreneurship Week.

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advice to people who want to start their own business.

placements, working with Heart of Worcestershire

The facility is also home to a university IT team made up of students of the university, employed to deliver support to the entire wide-ranging customer base.

ASSESSMENT

the digital divide 10 Closing

including on file sharing and video calls, to ensure cyber security and safe use of data.

The university has formally adopted the Jisc Digital

Capabilities Framework to inform work on digital skills.

Jisc is a not-for-profit organisation which provides network, IT and digital access in higher education.

Goal 10: Closing the digital divide

The university’s ‘Learning and Teaching Strategy’, supported

Is the organisation working to close the digital

the digital capability of both staff and students and ensure

divide in technology access, skills, opportunities, and infrastructure?

Ensuring access to adequate IT equipment is critical in

by a teaching excellence programme (TEL), aims to develop they are embedded within the curriculum. ‘Digital citizenship’ – or ‘having high degrees of digital capability’ – is also named among five key target graduate attributes.

closing the digital divide. The University of Worcester

The TEL unit provides support and guidance on the use

to borrow laptops and other equipment from its IT

development sessions and student self-help resources on

does this through schemes enabling staff and students services department.

4.10.1 Closing the digital divide for students

of learning technologies, delivering a range of staff

the use of digital learning and teaching technologies.

The university’s library and TEL unit also recently conducted

a ‘study skills self-audit’ which included focus on digital skills.

students can access software that they may not have on

4.10.2 Closing the digital divide in the community

they can be sure they can access one when they need to.

Through the Hive, the university contributes to closing

It also offers remote access to computers on site so

their own machines. Students can also book a PC on site so

The university is also working to address digital poverty by

the digital divide beyond its own campuses.

engaging with charities to enable PCs and laptops which

Its ‘Connecting Bubbles’ initiative was launched during

local community.

with like-minded people and have fun, initially during

are no longer required, to be reused by members of the

The IT services team also works to improve digital literacy, including through the provision of guidance and internal

the pandemic to enable residents to meet safely online lockdowns. Shared topics of interest include board games, poetry, art, photography and children’s books.

courses on Microsoft 365 and information and cyber

The Hive also provides daily bookable appointments

comprehensive resource for digital skills. Staff are required

need additional help; including in accessing local authority

security. All staff have access to LinkedIn Learning, a

to complete online training on GDPR and information

security to ensure awareness of the cyber risks and data

with ‘digital champions’ who can assist customers who services such as blue badges and bus passes.

security legislation.

It also supports the Digital Lifeline initiative, an “emergency

The university is focused on digital accessibility, in line

support to digitally excluded people with learning

with Public Sector Web Accessibility Regulations. It works to continually improve the ease at which staff and students

response project getting devices, data and digital skills disabilities in England”.

can access and best utilise the technology they need.

The university also worked on the Devicesdotnow project

It uses Eduroam (educational roaming), which enables

it was able to identify people with no internet or device,

students, researchers, and staff from participating

institutions to obtain internet connectivity across campus and when visiting other participating institutions.

It also has robust policies around the use of technology,

(now known as Everyone Connected). Via lottery funding including those with low income and/or living with

disabilities. They were provided with a device with pre-

loaded internet, and offered digital, one-to-one advice to show them how to use the device.

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ASSESSMENT

12 4.10.2 Closing the digital divide in the community Through the Hive, the university contributes to closing the digital divide beyond its own campuses.

Its ‘Connecting Bubbles’ initiative was launched

Building homes & sustainable communities

Goal 12: Building homes and sustainable communities

during the pandemic to enable residents to meet

Is the organisation helping people live in quality, affordable

initially during lockdowns. Shared topics of interest

communities?

safely online with like-minded people and have fun, include board games, poetry, art, photography and children’s books.

The Hive also provides daily bookable appointments

homes so people can live in safe and sustainable

Sustainability approaches at the University of Worcester are both staff and student led.

with ‘digital champions’ who can assist customers

Energize Worcester is a project to help students save money

authority services such as blue badges and

protecting the environment. As well as providing advice and

who need additional help; including in accessing local bus passes.

It also supports the Digital Lifeline initiative, an

“emergency response project getting devices, data

and digital skills support to digitally excluded people with learning disabilities in England”.

The university also worked on the Devicesdotnow project (now known as Everyone Connected).

Via lottery funding it was able to identify people

by reducing their household energy bills, while simultaneously guidance to students, it also engages with student landlords to help them better support sustainability.

4.12.1 Sustainable travel The Woo Bikes initiative, meanwhile, is an electric bike

share scheme that enables students to get to and from campus more sustainably.

with no internet or device, including those with low

Bus transport, which is more sustainable than car usage,

provided with a device with pre-loaded internet, and

that reduces the need for taxi journeys.

income and/or living with disabilities. They were

offered digital, one-to-one advice to show them how to use the device.

is also encouraged, including via a pilot night bus scheme

At the university’s Severn Campus, plans are underway to install 100 electric vehicle charging points and develop a

“wellbeing route” for cyclists and walkers which takes in a sensory garden and landscaped areas.

for opportunity 11 Infrastructure

4.12.2 Ensuring safety In terms of ensuring safety on its sites, measures include: Safety education workshops for students.

Improvement of existing streetlights to aid natural

Goal 11: Infrastructure for opportunity Is the organisation developing the physical

infrastructure that connects people and places to opportunity?

The university provides a free rail and reduced bus fare travel scheme for open days.

24

surveillance along paths.

CCTV cameras installed to areas that are more

vulnerable to crime.

Taxi marshalls with a responsibility to understand local

taxi tariffs, to provide advice to the general public and

ensure that lone females, vulnerable persons or persons accompanied by children are adequately supervised.

Details of any taxi driver who behaves in a manner that

gives cause for concern are given to the licensing authority.

ASSESSMENT

the energy 13 Harness transition

Goal 13: Harness the energy transition Is the organisation ensuring that the energy transition is fair and creates opportunities across the UK?

Where possible, the University of Worcester supports the use of clean and renewable energy and the move away from fossil fuels.

The University of Worcester sets out how it will promote

sustainable communities through its teaching, research and knowledge exchange activities in a detailed sustainability policy that is reviewed annually. Its Annual Sustainability

Report has been a Green Gown finalist for the last four years.

4.13.1 Energy consumption targets A target of a 5% per year reduction in greenhouse gas emissions in energy against a 2018/19 baseline from 2020 to 2030.

An absolute energy consumption reduction of 901 MWh per

year (5.9% per year) from 2019 to 2030, reducing consumption from 15,157 MWh in 2018-2019 to 4,348 in 2030-2031.

4.13.2 Other initiatives The university is Involved in a ‘techno-

economic’, city-wide study into heat networks,

backed by the Department of Business, Energy and Industrial Strategy and focused on university campuses.

It is understood that it will take a full staff effort to achieve net zero, therefore carbon literacy training is delivered for staff.

The university takes part in various awarenessraising activities, including producing a short film to correspond with COP26

Charging points for electric vehicles have been installed on the Severn Campus.

The university is implementing renewable energy systems and low or zero carbon

technologies on development projects,

including that at Berrow’s House, a former

newspaper office building in Worcester which is being transformed by the university.

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ASSESSMENT

14

Achieve equality, through diversity & inclusion

4.14.1 Supporting those with disabilities The university strives to ensure that disability is not a barrier to progress and success on campus.

There is a disability adviser present at all open days

Goal 14: Achieve equality through diversity and inclusion

to provide expert advice and guidance to applicants with disabilities.

Is the organisation working to create a level playing

All applicants who have disclosed a disability and been

potential for the first time?

register with the Disability Determination Service (DDS)

field on opportunity for all, to fully unleash Britain’s

The University of Worcester has a diverse student

population with around 70% female and 18% with a

offered a place are contacted to encourage them to

before they start and to apply for further support from disabled students’ allowances.

known disability.

The DDS supports students with dyslexia to get assessed

The university is the UK’s best performing higher

dyslexia assessments for current students (£50) to enable

education institution for fair gender pay, and has been since the statistics were first nationally published.

prior to joining the university. It aso provides subsidised them to get a diagnosis and seek further support from disabled students’ allowances.

Within the university’s equality, diversity and inclusion

A pre-entry event is held in summer for students on

opportunities to all sections of the community”. It states

campus and local area.

strategy is a commitment to “opening up learning that it recognises that:

the autistic spectrum, to familiarise them with the

The university holds taster events for visually impaired students.

“The provision of equality of

4.14.2 Diversity networks

learning and teaching, curriculum

The Students’ Union plays a significant role in

opportunity must also encompass issues and the manner in which

staff and students are treated inside the institution. Where appropriate, provision will be made for those who have experienced unequal

opportunity in education, in order to widen access and facilitate

progression for under-represented

groups (including women, members of minority ethnic groups, people with disabilities and those from

disadvantaged socio-economic backgrounds).”

26

contributing to Goal 14. Its sports clubs and societies are encouraged to increase representation of

minority groups, including those from BAME and

LGBTQ+ communities and people with disabilities, mature learners and carers.

This work is aided by inclusivity reps, who work proactively to make their club or society more

inclusive, to create a welcoming environment for

everyone. This role is mandatory for all committees

overseen by the union. The union also runs an awards scheme which recognises inclusive practices by clubs and societies.

Societies indicative of Worcester’s inclusive approach include the Neurodivergent Students’ Society, to

support students with neurological disabilities, and the mental health-focused Student Minds Society.

Analysis The University of Worcester is an institution built on social mobility and spreading opportunity to those that need it most in society.

Throughout the 21st-century, a minimum of 97 per cent of the university’s students have been state educated.

While students at the university begin their higher

education with lower-than-average UCAS tariff points, graduates are in the top 10 English higher education institutes for employment one, three and five years

The university offers ongoing support for those who are wanting to start a business - both students

and other young people in the region. Encouraging entrepreneurship is key to a prosperous economy

with job creation in the locality benefitting society as a whole.

after graduation.

Underpinning all of this work is the university’s

This shows that not only is the university doing a great

matter what a person’s background is, they are able

job in getting students from under-represented

backgrounds into higher education but it is also providing

approach to diversity and inclusion. Ensuring that no to succeed within higher education.

them with the correct support so they are able to flourish.

It has a particularly strong focus on helping those

The University of Worcester’s strengths can be found

study but also the chance to succeed.

across the levelling up agenda.

Its Uni Connect programme helps to raise aspirations of those thinking about whether higher education is the right path for them.

Through other initiatives, such as the STEM Ambassador Hub and its school effectiveness team, the university is helping to improve attainment at school level -

something that is increasingly an area of focus for the Office for Students.

with a disability not only have the opportunity to

What is clear from this report is that the university’s impact is felt far beyond its student community. It

can, and does, have a much wider impact on society.

The university recognises that its health and

wellbeing is closely linked to the physical, social and economic wellbeing of the region. That is one of the reasons why it has chosen to develop facilities that are open to all and are conducive to collaboration and success.

Its new, innovative contextualised admissions policy

The University of Worcester is an institution that is

higher education and that potential is also considered.

for both sides.

ensures that a person’s background is not a barrier to

rooted in its community and this is of huge benefit

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