TARGETED GROUPS

SPECIALIST PROGRAMMES

Aimhigher provides discrete activities as well as progressive programmes to target groups of learners who are under-represented in higher education. In 2014-15, 6% of disabled students and 7% of LAC progressed to University; 18% of participants in the Core AHLS programme were Looked After while 16% declared they had a disability.

Aimhigher is committed to widening the opportunities for these cohorts and works with specialist staff  (Virtual Schools and SENCOs) and University Outreach departments  to support these learners and key adults around them to understand the benefits of University and raise awareness of the generic and specific support available to them.

Due to the comparative small numbers we are able to track their progress and evaluate the effectiveness of their involvement in the programme.

Looked After Children (LAC)

Learners in the Care of the Local Authority 

The programme has been running since 2008.  In that time 38% of students attending the programme went on to study at University. 80% of those students went onto study at one of the 3 participating Universities.

In providing a continuous and consistent experience of a series of distinct but linked activities with familiar staff and Undergraduates (Student Ambassadors) we aim to provide an opportunity to explore the idea of university within a structured and identifiable programme.

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‘Into HE’ programme aims to achieve the following:

  • better prepare students to engage with the idea of ‘University’ as a realistic option
  • increase the level of knowledge and understanding of Higher Education
  • raise awareness of the support available at University
  • engage foster carers and care workers in the process

Look to the Future programme II

28 young people and 18 adults (10 staff and 8 foster carers) attended the launch of the Look to the Future programme at SOAS on 10th April. This was a lively launch where young people debated their position on whether and to what extent they thought a University education was beneficial and all were able to experience a subject taster in the form of a music session run by one of SOAS’ student ambassadors. Learners were also introduced to their HE passport which they will take with them and add to over the course of the programme. See the programme here.

The programme Aim The overarching aim of the programme is to enable young people and their foster carers to consider HE when thinking about post-18 options through a progressive and structured programme informed by the learner outcomes identified through the network. These objectives and embedded within the context of a range of experiences of a range of different universities.

Target group Young people in year 8-year 12 in the care of the local authority and the key adults who support them.

Structure This programme was originally run in 2014-15 and the content developed through our LAC network consisting of 9 LAs and 7 HEIs. The current programme runs from April 2017-July 2018 and consists of a series of 7 visits to each of our partner HEIs that includes subject tasters and activities that support the learner objectives previously identified. See the programme.

Launch – 10th April – SOAS                                                                       

visit 1  –   12th April – St Mary’s University

visit 2 – 1st June – Kingston University

visit 3 – 31at July – University of Roehampton

visit 4 – 23rd October – Goldsmith’s University

visit 5 – tbc- St George’s University London

visit 6 -tbc – Royal Veterinary College

Celebration -tbc – SOAS

Recent programmes (2015-16) LAC Coaching: Higher Education Champions programme

14 university undergraduates were matched with 16 learners across 7 local authorities to support their progression to University (interim report). . PDF

LAC Coaching: Higher Education Champions programme 2015-16

14 university undergraduates were matched with 16 learners across 7 local authorities to support their progression to University (interim report). PDF 

I’m glad I came to all of them because I’ve learnt something different in each one.

Yr 9 Student

Into HE, Merton

They are more motivated because they have a higher expectation of themselves and so do we.

KS4 Curriculum Manager

Croydon

Preparing to Progress – Transition Support for Learners with SEND
Preparing to Progress – Transition Support for Learners with SEND

Download the programme :
Preparing to Progress – Transition Support for Leaners with SEND

10.00 – 10.30 Registration

10.30 – 11.10

An opportunity to reflect on current learning behaviours and action planning on how to be a more effective student
Ben Rowe, South Thames College Group, Director of Student Services

11.10 – 11.30
Learner journey – University Undergraduates

11.35 – 12.00

Evidencing your disability and the Disabled Student Allowances (DSA)
Helen Duncan
, Kingston University, Disability Adviser

12.00 – 12.25

To disclose or not to disclose
Jennifer Afram & Tom Crawshaw (Disability Advisers), London South Bank University

12.25 – 13.05 Lunch

13.10 – 14.35

Assistive Technology and what it can do for you

Adam Hyland & Charlotte Collins (Trainers), DnA
Peter Williams & Kathy Neville (Assistive Technology Trainers),
London South Bank University

14.35 – 14.55   Break

14.55 – 15.20

Specialist Study Skills Tutor and mentor: What’s the difference and how can they help
Amy Sands
, London South Bank University & Tracy Rollins, Kingston University

If you would like to receive collated feedback from the session, please email
Hazel McNeill , hazelmcneill98@gmail.com

If you would like to find out more about the conference, please contact Suzanne Marchment,
S.Marchment@kingston.ac.uk.

CPD Conference: ‘Mental Health Matters’ 

Collaboration in Practice 2018 – annual SEND CPD conference.

70 delegates attended the CPD event on Thursday 8th February, at Kingston University.

Participants comprised of school, college and university service providers (disability advisers and admissions staff), CAMHs staff and representatives from the third sector.

The aim of the conference was to provide practitioners with a platform for collaborative discussion around the key issues facing learners with mental health issues and the adults who support them across education sectors.
The conference was an opportunity for delegates to:

  • Explore what academic resilience looks like
  • Identify and address areas of need around transition
  • What works? Share examples of effective practice
  • Connect with practitioners from different sectors
  • Find out about development opportunities through the DWG

Download the programme :
Mental Health Matters: Collaboration in practice programme


10.10 – 10.40
Key Note speaker:
Louise Clarkson, Head of Children and Young People Programmes, mind

10.40 – 11.10
Key Note speaker:
Janet Bergin-Miah, Associate Assistant, Headteacher, Swanlea School

11.10 – 11.50
Panel Session:
Disability Working Group
(Ark Putney Academy , Kingston University, St Francis Xavier 6th Form College, St Mary’s University)

11.50 – 12.05
Learner Journey:
Hannah Evans (St Francis Xavier 6th Form College), Harriet Whalley (St Mary’s University)

12.50 – 13.30
Workshop A: Introduction to Academic Resilience
Exploring how the Academic Resilience Approach can help build resilience in the whole school community
Bianka Kuhn, Training Team Leader YoungMinds
Resilience Framework – children and young people
Workshop B: Bringing the outside in:  Collaboration in Practice
A case study of a  school working creatively with CAMHs,
Karen Borthwick, SENCo, Ark Putney Academy
Workshop D: Transition – Support –  What, where and how ?
Hear about the range of support and activities available at university to support transition from school/college.
Michael Cobden, Senior Wellbeing and Disability Adviser, St Mary’s  University

13.35 – 14.15
Workshop A: Introduction to Academic Resilience
Exploring how the Academic Resilience Approach can help build resilience in the whole school community
Bianka Kuhn, Training Team Leader YoungMinds
Resilience Framework – children and young people
Workshop E: Cultural shifts in attitudes to mental health in a school environment
Swanlea School (Case study) 
Janet Bergin-Miah, Associate Assistant Headteacher, Swanlea School
Workshop D: Transition – Support –  What, where and how ?
Hear about the range of support and activities available at university to support transition from school/college.
Michael Cobden, Senior Wellbeing and Disability Adviser, St Mary’s  University

14.35 – 15.15
Workshop C: What is our understanding of mental health?
What and where are the gaps in transition support?
An opportunity to explore how mental health is understood across sectors and its impact on transition.
Disability Working Group
(Recommendations to inform the development of future activity)

15.20 – 15.30   Plenary and Close

If you would like to receive collated feedback from the ‘What and
where are the gaps in transition support’ session, please email
Suzanne Marchment, s.marchment@kingston.ac.uk

Our Next Steps Learner transitions conference takes place
on 26th March at London South Bank University.  If you would like
to find out more about the conference, please contact Hazel McNeill,
hazelmcneill98@gmail.com.

I thought that with his difficulties (although being bright) university would be blocked off for him. Now I wont dissuade him from an academic route. 

Parent

Yr 12 SpLD Transitions conference

‘There have been so many occasions when students have said they are not going to university, then having been to the Aimhigher conference, they have decided to apply and have been very successful on their degree courses.’

Staff

Yr 12 SpLD conference

It takes so long to find out what each University is doing – this brings it all into one place.

Student

Yr 12 SpLD Conference

CONTACT DETAILS

For further information contact:

Suzanne Marchment, Director

Email: s.marchment@kingston.ac.uk

Telephone: 020 8417 7563