Aimhigher Activity Showcase

Meeting MPs at the Houses of Parliament

A group of young people from Greater Merseyside travelled to London on 9th November to take part in an event with MPs at the Houses of Parliament.

The school, college and university students, representing 14 out of the 16 parliamentary constituency on Greater Merseyside, gave presenations to the group of MPs on their involvement with Aimhigher and the impact that it has had on them.

The event was well attended by MPs from all of the main parties along with staff from schools, colleges and universities. The reception was introduced by Phil Davies, Chair of Aimhigher Greater Merseyside and Director Emy Onuora before each young person took turns to talk about their involvement with Aimhigher.

Emy Onuora, Director of Aimhigher explains:
"Aimhigher the only national service delivering activities to support access to Higher Education for young people from disadvantaged backgrounds. This event allowed the young people to tell MPs what Aimhigher has done for them and what they feel is needed in the future."

Lucianna Berger, MP for Wavertree commented that it was:
"Inspiring to meet so many young people from across Merseyside that have been supported by Aimhigher."

Nicola Molyneux, Aimhigher Support Worker from All Saints Centre for Learning said:
"Visiting the Houses of Parliament was a great opportunity for the students. They were extremely excited about travelling down to London and giving their presentations. The event gave MPs the chance to hear first hand how big an impact Aimhigher has on each of the students lives."

Deirdre Lynskey from Aimhigher Greater Merseyside commented:
"We are grateful to all of the young people for coming with us to London and talking about how much of an impact the work of Aimhigher has had on them. We would like to thank Louise Ellman MP for hosting the reception and for her continued support, and to all of the MPs who took the time to come to the event and hear the voices of young people from their constituencies."

Gifted and Talented Progression Initiative

Background

The Robert Napier School is the only school in Medway involved in the National Strategies Gifted and Talented pilot programme. A target group of 16 students were identified in year 10 with a wider focus group of 30, including all recognised G&T students. Plans have been to work with this group in raising aspirations and achievement and cascade successful work to other year groups across the school. A few examples of activities include: •Business Mentorship – 10 places free for G&T students •University of Greenwich Associates – mentoring 35 students •John Joseph Event – Awareness for Parents •Learning Journals - students record achievements •Careers Research Project •ASTs involved in CPD

Objective

•To raise achievement for all students, especially those more able students, non-statemented AEN and other vulnerable students. •To develop further the aspirations of all students and in particular those who are Gifted and Talented. •To develop further the school as a learning community with particular emphasis on independent learning.

Results

•Research shows a 36% improvement in those students involved in the project. •In a School Improvement Record, officials have noted that there is improvement in the use of strategies featured in the CQS and teachers are developing a range of excellent skills, such as good questioning skills, improvement in giving relevant and constructive feedback to students and using extension tasks as part of their planning and delivery. •The report also commented that; “The work of the G&T steering group in the school is going well” and “A very successful Literacy Day was held”. •The same report commended the school for sharing good practice being developed with lead teachers from other schools, and for making excellent use of links with local universities. •Further work is being developed for next year in order to build upon the success of the pilot this year. •A member of staff is being employed as a Project Coordinator to give focused attention to develop this project even further next year. Future plans involve: •Further develop the role of parents and carers •Develop more project days •Continued CPD for staff •Maintain university involvement •Develop student’s own voice •Consider student nominations •Develop the good work in year 10 in other year groups

Endorsement

•In a School Improvement Record from March 2010, the National Strategy Regional Advisor, Lyn Bull has noted; “The learning walk showed evidence of the use of strategies described in the CQS, for example use of extension tasks, as well as use of AfL and feedback to learners. The learning walk further showed that teachers have developed good questioning skills”. •The report also commented that; “The work of the G&T steering group in the school is going well” and “A very successful Literacy Day was held”. •“The good practice being developed by the school was recently shared with lead teachers from other schools”. •“Excellent use if being made of links with local universities”.

Primary Project

Background

The project started Sept 2006 & continues to work with 13 primary schools from some of the most deprived communities in Wakefield. A full academic year’s activity is delivered to introduce Y6 children to the idea of staying on to higher education, what this could bring to their future and some of the vocabulary associated with HEIs. Through the use of drama, face to face meetings with FE and HE students, creative activity and time on a university campus the project has changed the perception of these children and their families who now say they are more likely to consider HE in the future “I want a chance at a good career and a good future. I now want to go to university to succeed in life

Objective

Switching pupils onto the idea of going to HE & about raising aspirations for doing well with their studies. It's about making sure that pupils are informed early enough to make decisions later in life. It aims to build confidence/self-esteem & aligns with the ECM agenda. The main focus of the project is to: •Raise awareness of FE/HE with pupils and their parents •Aid understanding of the vocabulary associated with FE/HE •Raise aspirations, confidence & self-esteem •Link Aimhigher with the remit of KS2 agenda & ECM

Results

A variety of evidence is being used to demonstrate that the project has been successful. Pupils now regularly say that they would like to go to HE & parents whose own knowledge of HE has been widened now believe that it is achievable for their children. “I now have a greater belief that my son can & will achieve”. One pupil won the both the National and West Yorkshire Primary Learner of the Year award & attended the ceremonies with his family, who said the experience had been “life changing”. Teaching staff praise the project & they have been extremely enthused by the work. They've started to develop work in school to compliment the project, giving the project continuity and sustainability. “Through your initiative primary pupils & their families have had their aspirations, self esteem and confidence raised far beyond all expectations. You opened up a world of opportunities for them that previously they thought was out of their reach or just ‘not for them”’. The project is also supported by KS2 strategy adviser who quotes “To me Aimhigher type projects open up the horizon to these children and might just kindle a spark that ignites further as they move into high school”. During a recent school Ofsted inspection, the feedback letter notes “Your partnership with the Aimhigher project is particularly effective; pupils & parents speak enthusiastically about the benefits.

Endorsement

The project is very much joined up. Funding is jointly invested from the Aimhigher partnership, KS2 strategy and Wakefield’s Learning Communities. Learning Community co-ordinators note “The work that you have done in the primary phase has been tremendous & so successful as can be seen by the number of schools involved”. Delivery is by a range of partners including specialists in drama & the University of York St. John who support the project with student ambassadors & time on campus. Local secondary schools and colleges also support the project by allowing students time to visit the primary schools to look at the differences between school, college & university life & HEARWY help with student ambassadors to give pupils the opportunity of face to face discussion. Staff at York St. John commented “this is a fantastic project and one that should be replicated.

Raise Your Game (RYG)

Background

Raise Your Game, delivered by Julian Golding, Commonwealth Gold Medallist & European Bronze Medallist & Andrew Urquhart, Business entrepreneur & former Schools Liaison Advisor at Oxford Brookes University, motivates pupils to achieve more through focus & self-belief. Julian talks about realising a goal in life & overcoming struggles with his peer group. His up-bringing was not privileged, yet he excelled through hard work & motivation. Andrew reinforces messages with an HE focus through a coaching session. Originally devised for Black History Month, it was piloted more widely in 2007 with 300 pupils in 10 Oxfordshire schools. It was well received & rolled out to schools in Buckinghamshire

Objective

Aimed at cohort students from Aimhigher target schools, it can be delivered to 200 students, suiting schools who can offer it to whole year groups. Often sessions will be followed up with a focused workshop for cohort students to allow them to discuss in full their hopes & dreams for their careers & education. The aim is to raise aspirations through motivational talks from successful role models. Julian & Andrew are passionate about trying to instil self belief within the students and empowering them to help themselves

Results

Since June ’07 RYG has been delivered in 16 schools across Oxon and Bucks. Over 850 students have participated from Bucks schools and it’s these schools that collectively suggested we nominate the activity for an award. ‘In feedback afterwards many students said they would spend time setting their own goals and career pathways as he had recommended’ (S. King, Sir William Ramsay). ‘Some of the cohort said they are more determined to get good grades in their exams and later appeared more motivated and inspired as a result’ (S. King, Cressex School). St Bernard’s yr 10 pupils said: ‘Taught us not to give up – determination and perseverance’; ‘Good and simple guidelines’;’ it was a good lesson, many students tend not to care about doing well in school or in their education when it would help in the years to come’. ‘The teachers who attended were very impressed and requested a repeat for yr 11. I liked it because Julian's bit showed that there is a lot of hard work behind success, and Andrew's very honest life story showed what happens when you mess around at school in a humorous way and also shows that it is possible to get into HE later in life which is a powerful message...’ (J. Ebberson, St Bernard’s). ‘It is one of the few events that the local press (Bucks Herald) has covered so it raised the profile locally for both Aimhigher and The Grange’ (D. Richardson, The Grange).

Endorsement

‘From the minute RYG arrive the students are on the edge of their seats listening. Why? It’s not just because a celeb (Julian Golding) has entered the building. It’s because RYG bring the process of achieving your ambitions to the doorstep. Mandeville is a sports specialist college and the realisation that students like them can achieve greatness is inspiring. It’s the school Andrew attended, so he dynamically relates to the experiences in the school and many students have welcomed his honesty in what it takes to progress. Using his quirky manner, he reinforces the need to study hard and make the best of the options available. He advises students where appropriate to aim for uni and suggests that you should consider attempting things that maybe outside your initial abilities. Andrew and Julian together motivate, move and mesmerize students’ (E. Thomas, Mandeville)

Animated Film Workshop

Background

Workshops involve a whole day of activity for small groups of pupils working alongside a professional film maker. They have been running in Cumbria for five years and were developed for Aimhigher by Peter Neaves at Anim8 Films, now Back in 5. Originally aimed at years 10-12, the workshops have now been adapted and successfully piloted with years 5 and 6 as part of the HEFCE Primary Pilot. The aim of the workshop is to inspire pupils and raise aspirations by giving them experience of a university subject area that is quite different from the normal in-school curriculum. At the end of their day pupils take home an end product, a DVD of a short animated film devised and created by themselves,

Objective

Pupils gain knowledge of film techniques, develop team working and IT skills, are introduced to the associated language of film-making. As well as producing an animated film, pupils learn techniques involved in special effects, make a short special FX film and examine clips from mainstream and small budget films to see how they have been made. They are also shown where to access free internet software to enable them to continue to make their own films. Support or CPD opportunities are available for staff who may be interested in incorporating film production into their own IT programmes.

Results

One unexpected development has been the spin off activities inspired by the workshops, e.g. at John Ruskin school the pupils, with the help of an enthusiastic teacher formed an after school animation club. This flourished and some pupils have now gone on to university to study Animation & Film Production and 3D Graphics. Back in 5 also instigated a work experience programme for students and over a few years took students on their summer break as part time animators assisting existing staff to produce real projects. One keen young man from Kendal, aged 10, arrived at the studio one Saturday morning with his mother. She explained that Ryan had been on one of our workshops and was eager to learn more about being an animator. On subsequent Saturdays Ryan worked with Peter Neaves on stop motion animation. He has since won several animation competitions, including Young Animator of the Year, at a competition run by the Bradford Film Museum. He was 12 at the time; now 16, Ryan plans on going to University to study animation. Other former pupils have also kept in touch with Peter by email and one recent graduate telephoned to ask him to quote for a job his new employer, thus bringing the original workshop ‘full circle’, as Peter expressed it. ‘It is a little humbling’, he said, ‘when we get emails that start “If it hadn’t been for you I would never have gone on to ……” . It is also really gratifying to know that our workshops have such a positive impact on the children we work with.

Endorsement

Evaluations from the HEFCE Primary Pilots have described the workshops as ‘inspiring’. One teacher said: ‘thanks to Peter for two superb sessions. All pupils were highly motivated and responded with enthusiasm’. She added that pupil self esteem and confidence had improved. Another said it was the best external provision he had ever had in school. Pupils ended the day ‘buzzing’; they felt real pride in producing what they felt was a professional product and parents have also commented to schools on the quality of the work achieved. Further comments said that Peter had not talked down to the pupils and that they responded positively to this approach, tackling complicated issues and technical language eager interest.

Moving on Up

Background

Moving on Up is a multi-agency programme which combines community engagement, IAG, mentoring, family learning, campus visits, and HE tasters. Significantly though, for the learner, all this is so integrated that it appears as part of a single Aimhigher activity. The extraordinary feature of this programme is the striking way that the disparate partners actually work together to offer real progressive support for adults from disadvantaged communities. This genuine partnership-working approach is particularly helpful for adults re-entering learning and trying to pick their way through a maze of options and providers, and perhaps who lack confidence.

Objective

To support adults and families on the North Yorkshire Coast and Ryedale from communities which are underrepresented in HE to progress; and to: - Facilitate progression and retention in HE by adults from disadvantaged communities and those ruraly isolated. - Raise awareness of HE progression routes and options available - Raise confidence and aspirations and challenge assumptions about HE - Increase attainment to provide a ‘ladder’ of support to HE - Aid retention and course completion by improving study skills

Results

So far 408 learners have received face-to-face HE mentoring and study advice. A further 1140 students have received specially designed Study Skills materials. 138 people have received intensive one-to-one Guidance Interviews and 126 learners have received HE support in rural Ryedale. 30+ adults have attended courses along with their primary-aged children; and 30 have conducted their first ever research. 60+ people engaged in HE taster courses and 75 places were filled at tutor development days for improving HE tutors’ understanding of WP cohorts' particular needs. Evidence of progression is only available for phase one of the scheme in which 77 people progressed to HE as a result of the project. For the current phase (not yet fully evaluated) it is already clear that some learners have progressed through levels 1 to 3; others have already signed up to level 4 courses. Of the 12 participants in one strand of the programme, 10 are now considering university. There is a lasting impact on the professional practice of the partners in terms of referral and partnership. One participant said: “It’s great to have that buffer of help if I need it. I’ve got my eyes on the prize! One thing I know for sure … is that without the knowledge and experience …and the help given by the Moving On Up project I would never have had the confidence to do what I’m doing now

Endorsement

Braeburn Junior School: 'We are absolutely delighted. Some of our most difficult to reach parents are really engaged now. Some parents with extremely low self-esteem are now much more confident; and to our amazement have signed up for more courses! The pupils are more motivated in class and can see their parents taking lifelong learning seriously. The difference is amazing, we just want MORE!' Scarborough Urban Renaissance:

HEAT Higher Education Awareness Trail

Background

The Higher Education Awareness Trail (HEAT) is a debating competition, which forms part of a progressive activity programme for young people in secondary schools in deprived areas of Devon, Cornwall and Somerset. The Aimhigher Peninsula Programme has worked with professional debate trainers to create mentoring sessions for targeted year 11 pupils and has developed a debating style that fits the Aimhigher ethos. HEAT was developed 2 years ago after witnessing the positive impact of a one-off debate on pupils from one of the target schools. It provides an intensive activity for Aimhigher students who have already taken part in HE PSME sessions, taster days, theatre performance and residentials

Objective

HEAT aims to extend participants’ research, communication and decision making skills so that they are able to develop well researched arguments. Participation in the debates helps prepare the young people to develop these skills which are required by any HE student. The debates take place on the University of Plymouth campus so that participants experience the different learning environments a large campus offers and build their confidence to enter HE. HEAT raises aspirations to, and awareness of, Higher Education.

Results

HEAT has proven to be a highly effective event which motivates entrants to develop their skills, extend their horizons and have the confidence to progress to higher education. 95% felt that their analytical skills had developed “a lot” 93% felt that their research skills had developed “a lot” 95% of the students felt that their confidence had developed “a lot” 90% felt that their ability to develop reasoned arguments had developed considerably Teacher Comments:“Year 11 pupils received excellent support and training from Aimhigher throughout the competition. During the training our pupils had the opportunity to enhance and fine tune both their persuasive writing skills and speaking and listening skills, this undoubtedly helped pupils with their GCSE. At the event itself pupils were able to see what university life could offer and, in short, this competition was exceptionally well run and pupils enjoyed every moment of it.” Student Comments:“Thank you so much for taking the time to come to our school and help us out with this. It was so much fun, and I have never had as big a confidence boost! Not only was it great, but it'll be brilliant to have this competition behind us, to boost us up when we need it.” “Thank you also for allowing us to take part in the competition as I’m sure I’m speaking for everyone in saying we really enjoyed taking part. Once again thank you :)”

Endorsement

The judges were: SU Presidents Academic staff Neighbouring Aimhigher initiatives All the judges endorsed HEAT. Ms Toni Stokes, Teacher:“This was a unique experience for our students; they gained immensely from the experience of investigating a topic and considering other viewpoints as a team and for a purpose. Their confidence visibly grew.” John Demenger, Aimhigher:“This event encouraged team working, good debating skills, being able to think quickly on your feet, and defending a position under attack: all skills worthwhile in themselves and increasingly valuable within higher education and employment.” Colin Searls, Associate Dean:“I was impressed by the competition because the students from a wider range of schools across the region came together on level terms to engage with ideas in front of their peers and in the presence of experts on the panel.”

Toolkits for Transition (T4T)

Background

The Toolkits for Transition (T4T) project was developed for Year 6 pupils to develop skills which would support them in making a smooth transition to secondary school and to raise their aspirations to progress to higher education (HE). T4T began in 2007-08 when activities were designed and piloted in two primary schools. Following the success of the pilot and further development, the project expanded and was rolled out across five schools in 2008-09 and 2009-10 in the London Borough of Havering. The project is jointly delivered by HE ambassadors and FE ambassadors from a local college which encourages pupils to engage with people ‘like them’ who have progressed further in their education.

Objective

There is evidence to show there is a dip in pupils’ progress in Years 7 and 8 as children adjust to the new school environment. T4T aims to help by conducting sessions focusing on issues such as organisational skills, keeping safe and making friends; promoting a positive attitude to this transition. The project builds confidence about progression to HE by focusing on pupils in Year 6 and their progression pathways to KS3, KS4 and beyond to post-16 education and the world of HE.

Results

Results showed that the sessions had increased pupils’ knowledge of progression to HE. More pupils wanted to go to college than university as college appears closer to them as they transfer to secondary school. There was a 45% increase of pupils having knowledge of what university is, 25% increase in aspiration to attend university in the future and 14% increase in aspiration to attend college. Teachers thought the sessions were a good first step to get pupils ‘thinking bigger’ and there was a more positive attitude towards HE afterwards. Pre-session figures indicated that on average 50% of pupils felt apprehensive and scared about secondary school, compared to 94% afterwards who felt confident and comfortable about the transition. This was supported by teachers’ observations that the sessions raised pupils’ confidence. Pupils were able to discuss how they felt and were reassured that others felt the same way. Teachers felt that the sessions were relevant to the curriculum and directly linked to the pupils’ current and future experiences. They were pleased with the variety of teaching and learning techniques used in delivery and that the ambassadors brought different experiences to share with the pupils. Some teachers said that it would raise pupils’ motivation to progress, considering many of the pupils come from backgrounds where HE is not considered.

Endorsement

Quotes from participants include: “I feel more prepared about the things that might happen to me” “University sounds fun and you need a really good education to be a forensic anthropologist” “If you want a good job you have to go to university to get qualifications” Quotes from teachers / staff / school include: “Pupils were fully engaged and very positive in facial expression, body language and activities” “The sessions gave pupils an opportunity to discuss any fears they had”. “It is a great first step to get them thinking bigger”

Next Steps

Background

Next Steps is an imaginative approach to improving transition and progression through primary school, secondary school, FE and HE. It aims to turn apprehension into anticipation for Year 6 pupils on the threshold of secondary school. Via strong links with Chesterfield College and Derby University, it also introduces them to key stages they will face in their future educational journey. Piloted in 2008, Next Steps initially involved 120 pupils from 4 primaries feeding into 1 Aimhigher partner secondary school in Chesterfield. Momentum has since gathered pace. This year it benefits 421 pupils, 2 secondary schools, 13 primary schools and 3 infant schools. Parental engagement is now key too.

Objective

Aims are to: • Offer a fun, informative way for pupils to deal with a move that can be daunting or bewildering • Add value to schools’ work to smooth transition and prepare for SATs • Create cohesive links between primary, secondary, FE and HE, with workshops at college and university • Enable parents to be more closely involved in this stage of their children’s lives • Position Aimhigher as part of the learning journey. Those benefiting at primary age often become part of the Aimhigher cohort at secondary school.

Results

Next Steps has been extended after positive feedback from all schools, including the two secondaries, Parkside and Springwell, which have low progression rates to HE. Key outcomes include: • Closer school links. Year 7 to 9 learners return to their old primaries to present on what it’s like to ‘move to big school’ to quell the younger pupils’ concerns. They join them for the rest of Next Steps too. One primary head said: “We want pupils to leave us excited about new and bigger learning opportunities. This excellent project achieves that.” • Greater awareness of how more course and career choices will open up for pupils in future - via talks by Aimhigher and undergraduate mentors; vocational workshops in areas like sport, media, construction and catering at Chesterfield College; and visits to Derby University for a tour and health care tasters. One pupil said: “They have such good facilities and the staff are so kind and helpful.” • A 1-hour ‘Reach for the Stars’ session to help primary pupils prepare for their SATs. • Extended parental involvement. Next Steps features an official launch and a final celebration with certificate presentations to which parents are invited. Parents accompanying children on the Derby University visit even experience a taster session themselves to find out more about opportunities for mature learners!

Endorsement

Steve Goddard, Head of Springwell, says: “In the past too many young people in our communities haven’t had the opportunity or guidance to access HE. Next Steps is a successful way of raising aspirations at an early age.” Andrew Knowles, Head of Parkside, adds: “Next Steps removes some of the mystery of moving to ‘big school’ but not the excitement. Preparing properly is crucial because concerns about secondary school can be addressed before pupils even arrive.” Perhaps the best commendations are from Year 6 pupils writing messages to encourage others to get involved. Jack Hibbert said: It was great meeting older children from my new secondary school. I am really looking forward to going now.” Reagan Gray enthused: “Trust me, when you see it, you will want to go to university because it definitely changed my mind. You better get working because it was awesome!”

Science Challenge

Background

The Science Challenge is a competition in the style of University Challenge for teams of 4 year 9 students, with questions devised with science teachers. It has been led by Oxford Brookes University as part of the Aimhigher programme for about 4 years, with student ambassadors undertaking key roles as question master, scorer etc. With the increased focus on targeting individuals in the 2008/11 phase of the project, SC was re-shaped to ensure that the Aimhigher cohort was represented at all stages of the competition, and schools have been encouraged to use the opportunity to enrich the curriculum for Aimhigher students, rather than merely to showcase the talents of students good at science.

Objective

SC enhances students’ knowledge of the key stage 3 science curriculum, supports their revision, raises their aspirations towards studying science at level 4 and beyond and develops their ability to work in teams. Preliminary rounds determine a winning team in each school. The area final takes place at OBU with every school fielding one team in front of an audience of staff and students from competing schools. All are invited to a science week event where the top 4 teams compete with teams from another Aimhigher area.

Results

In response to growing concerns about taking students out of school, SC takes the action into the schools for preliminary rounds. Many more students can therefore be involved as team members or audience. In 2009/10, 73 teams registered for the Challenge, from 11 schools. In several schools, whole year groups formed the audience. Each school then takes one team to the area final at a university campus, often accompanied by cheering students who have another opportunity to revise their science syllabus. The event in science week combines a number of interactive workshops with another round of competition and a third opportunity to enrich the science curriculum. Student feedback from the activity indicates that they enjoyed ‘facing other schools’ and ‘competing’; they used words like ‘fun, helpful, challenging, hard work’ to describe the challenge. 75% of those attending the science week event claimed they felt more positive towards further study in science as a result. Teachers are overwhelmingly positive about the Challenge as effective curriculum enrichment. The Science Challenge is part of the Aimhigher MKOB progression framework. In most of the schools taking part, the number of cohort students exceeding their GCSE A*-C year 6 estimates is significantly greater than non-cohort students who have not taken part in progression framework activities.

Endorsement

The Head Teacher of St Gregory the Great Catholic School said “The students clearly enjoyed the occasion and the opportunity it gave them to develop their science skill” A Head Teacher was quoted in the Oxford Journal saying “It was magical to meet the victorious team who were so enthused by the whole event”. A student ambassador from Oxford Brookes who took the role of quizmaster said “the students and teachers thoroughly enjoyed the event and it was clear by the end of the day that the students were inspired to go on to higher education and realised that science is fun".