Staff type
Ipsos | Uni Connect Phase 3 : Attainment-raising Activity – Final Report
23 training , or by directly commissioning external organisations to co-deliver aspects of the attainmentraising activities . Many of the external providers that were used in delivery were organisations that partnerships had previous engagement with and trusted that they would deliver high-quality activities . Some partnerships felt that the specific knowledge these providers had , particularly in relation to subjectspecific support , was highly useful for a range of activities . Third-Party providers were used for delivering small-scale targeted activities and subject-specific interventions , such as an English booster session that was delivered and developed by exam board examiners . For the partnerships that relied on external provider skills to facilitate their delivery , there was consensus that this was well-received and embedded in the wider delivery approach of the strand .
Figure 3.1 : Overview of actors involved in development of attainment-raising activities Who helped develop the attainment raising activities ? Please select all that apply .
Uni Connect partnership staff 61 %
Teaching staff employed by your school ( e . g . subject teachers )
38 %
Third party provider commissioned by Uni Connect partnership
Support staff employed by your school ( e . g . school outreach worker )
Higher Education students ( e . g . postgraduate students , interns )
17 %
14 %
20 %
Higher Education staff 11 %
Other ( please specify )
5 %
% of actors involved in development , based on school survey respondents
The quality of delivery by third-party external providers was viewed as generally positive amongst school staff and partnership staff , particularly for programmes that had been developed specifically for the attainment-raising programme . However , the quality of external online tutors provided by third parties was sometimes considered a barrier , particularly amongst school staff . This is explored in greater depth in Section 3.4 ( Barriers to delivery ).
Some partnerships chose not to engage with external providers ( and in some cases , partners ) for a variety of reasons , including cost and engagement issues . Some partnership leads felt the attainmentraising strand limited their usual reliance on post-16 further education ( FE ) colleges ’ expertise because of its pre-16 focus . The cost implications of using external providers for delivery was also a barrier , and partnerships that had used Third-Party expertise raised concerns over sustaining this amidst unpredictable funding arrangements . In some cases , partnerships were cautious about engaging with third parties because of the added risk .
20-048464 | FINAL | Public | This work was carried out in accordance with the requirements of the international quality standard for Market Research , ISO 20252 , and with the Ipsos MORI Terms and Conditions which can be found at http :// www . ipsos-mori . com / terms .