Types of delivery support
Ipsos | Uni Connect Phase 3 : Attainment-raising Activity – Final Report
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Figure 3.2 : Overview of ways in which schools have supported delivery
In what ways has your school been required to support the delivery of attainment raising activities under Uni Connect ? Please select all that apply .
Timetabling Provision of facilities / rooms
Learner selection
79 % 77 %
85 %
Behavioural management
Staff attendance as part of delivery
Monitoring and evaluation , including data sharing
Shadowing / support 26 %
51 %
55 %
59 %
Provision of material resources 18 %
Delivery Other ( please specify )
None of the above
2 % 1 %
7 %
% of school survey respondents
Campus-based activities were considered highly engaging amongst school staff , and important for both attainment and ambition raising . Many partnerships embedded campus days / visits into attainmentraising activities , often offered at the end of a programme to consolidate and celebrate learning . School staff felt there were additional benefits to hosting activities outside of the school environment and emphasised that the opportunity to visit university campuses would not be possible for some learners without this opportunity . The change in environment and exposure to new , engaging delivery staff was a facilitator for learners ( as perceived by school staff ), particularly those that struggle with concentration and / or motivation at school . More broadly , in-person activities ( compared to online ) were more engaging for learners :
“ The students were particularly inspired by funded trips out of school , which they do not often have the opportunity to participate in otherwise . University visits have inspired students who had not previously considered this to be an option to actually consider this as a realistic pathway .” ( School staff )
“ Being in the school building has not worked as well as when we have taken students off-site . They have seemed more engaged when taken to a new environment . The online webinar lost a lot of the students ’ focus as there was limited communication between individual students and the speaker . They could communicate with me ( their teacher ) or through me when I typed to the speaker .” ( School staff , survey response )
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