Ipsos | Uni Connect Phase 3 : Attainment-raising Activity – Final Report
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6 Conclusion
This chapter summarises the key messages based on the findings of this formative evaluation of the attainment-raising activities of Uni Connect Phase Three . It also includes a brief discussion on future delivery and evaluation .
6.1 Key messages Overall , the attainment-raising activities were well-received by the schools we spoke to and surveyed ( though this was subject to selection bias ). The good reception was facilitated by positive relationships between schools and Uni Connect partnerships , which were often based on existing work together in previous years and trust developed over time . Equally , schools appreciated when activities were tailored to the needs of their school and learners as well as flexibility to adapt to changing circumstances . Although it was clear that there were still barriers to securing buy-in , many partnerships appeared to have been successful in overcoming initial scepticism from schools – due to the shift in focus of Uni Connect – as delivery continued through the year . In turn , partnerships reflected more positively on their remit to continue attainment-raising activities in future years , compared to when the new focus on attainment-raising was announced . Equally , partnerships recognised the value of now having examples of delivery that they can share with new schools .
Partnerships and schools reflected that outreach activities are still needed to best support young people into higher education . Schools initially engaged with Uni Connect partnerships based on their focus on outreach activities such as campus visits , and this was still reported as a key interest for schools . Both partnerships and schools raised concerns about how the shift in focus ( and reduced funding ) resulted in fewer outreach opportunities that created gaps schools cannot fill themselves . At the same time , attainment-raising activities were seen as a valuable addition that could make their offer more holistic . While partnerships relayed initial frustrations about the new focus on attainment-raising , many reported that this had eased now that delivery was in progress . Finding the right balance between the different strands of activities will therefore be a key consideration for future delivery , and partnerships would welcome more clarity on this to ensure Uni Connect ’ s mission is clear .
Delivering metacognition and study skills sessions tended to be more popular but links to attainment should be carefully considered . Preference for these sessions occurred for several reasons . First , these types of activities were seen as a more natural transition from previous Uni Connect activities . This also meant that they could often be delivered through existing resourcing within partnerships , providing a practical option . Second , partnerships relayed that these activities complemented curriculum without overstepping so they could be delivered with relatively minimal burden on school staff . Third , the EEF evidence base for metacognition suggests it can have high impact for low costs . However , the evidence base also suggests that it works best when applied to tasks rooted in the curriculum . As such , partnerships should pay careful attention to how these sessions are delivered – in terms of frequency , duration and content – to ensure they are set up to maximise impact on attainment . Equally , more could be done to support teachers in understanding how it can be applied in the classroom .
School staff played an important role in behaviour management , safeguarding and logistics though capacity posed challenges . Schools reflected on the impact of the COVID-19 pandemic on learner behaviour , including negative impacts on attendance and engagement . This was also seen to affect some of the Uni Connect attainment-raising activities so teachers and other school staff ( e . g . in
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 .