Ipsos | Uni Connect Phase 3 : Attainment-raising Activity – Final Report
41
“ I ’ ve reengaged this year and have found that actually it ’ s been really good …. The content , I think that the content is good . It ’ s different . It suits coming into a school of high disadvantage and talking to them about it . Because it ’ s not telling them to go out and buy things . It ’ s not telling them to go out and get a tutor , it ’ s telling them what things that they can do by themselves .” ( School staff )
Teaching staff at this school also thought the way in which activities were delivered was engaging for learners . Staff remarked that activities were delivered in different ways ranging from presentations , small group work or working with place cards . This gave learners the opportunity not only to learn in different ways , but also kept them engaged . The school staff felt that the activities fit well into the learner ’ s curriculum , learner development plans and the school ’ s overall careers programme . Staff shared that although learners may miss an English , maths or science lesson they learn skills in attainment-raising that will still enable them to progress with the syllabus at a good pace and eventually complete it .
“ I think it also links well with our personal development curriculum where we have a number of drop-down days across the year , which are personalised in terms of personalised curriculum in personal development for our students , looking at the wider experience as well for them .” ( School staff )
5.3 School views on delivery staff The majority of teachers surveyed thought that delivery staff were well placed to deliver activities . Of teachers surveyed , 84 % thought that delivery staff had the necessary skills and experience to deliver attainment-raising activities ( Figure 5.2 ). This result could reflect partnerships utilising existing resources leveraging their internal expertise to enhance programme delivery . One school staff member shared that they were particularly impressed with the learner ambassador ’ s delivery of the activities within their school . School staff remarked that not only did the ambassadors have a good understanding of the course contents they also delivered activities in an engaging and dynamic way and adapted the language and tone in order to meet learner needs . They also felt that having the same ambassadors regularly deliver sessions to young people provided an opportunity for relationship building between young people and the ambassadors . This relationship helped foster learner engagement and also provided opportunities for ambition-raising as ambassadors were often university learners themselves .
“ They ’ ve been very proactive . Previously delivery people have sort of come along and were not really engaged with learners , but the ambassador we have had delivering attainment-raising has been really good quality .” ( School Staff )
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 .