We work closely with our partners, both locally and nationally, to support the educational progression of young people from under-represented backgrounds, and those professionals supporting them.

We continue to deliver high quality widening participation outreach, building on our successful record through our impartial ‘UWIN Aspire’ programme targeting primary and secondary schools in North Hampshire, and young people in those schools from Year 5 to Year 11. We work closely with these schools to raise attainment and develop a culture of high expectations.

We are also sector leading in our targeted outreach and offer tailored on-campus activities for children in care and care-leavers, young adult carers, disabled young people, young people from ethnic minorities, asylum seekers and refugees, and children from military service families.

In 2017/18 we ran a project funded by the Degree Apprenticeships Development Fund that sought to create a ‘social mobility pipeline to degree apprenticeships’. We continue to work closely with employers, the Local Enterprise Partnership, key influencers, and Further and Higher Education providers to increase understanding of, and access to, progression routes into degree apprenticeships across the region.

The University of Winchester takes a holistic approach to considering prospective students who apply to study with us. We make offers primarily based on academic performance to date as well as activities undertaken in preparation for Higher Education and predicted grades. However, we also recognise that some students may have faced additional challenges that impacted their ability to achieve academically. Under our compact scheme we take into account special circumstances or contextual information for applicants from target groups identified as potentially benefiting from a tailored entry offer, guarantee of an invitation to interview, priority for student housing and making contact with our Student Services department in order to ensure a smooth transition from school/college to the University. We also provide financial support for those from low-participation neighbourhoods, and other under-represented backgrounds, to be able to attend open-days and interviews.

In common with other universities who receive applications via UCAS, we do not receive or use any data on applicants’ ethnicity in the offer making process.

Starting from 2018/19 we introduced a Foundation Year pathway on a number of programmes. We value the ability to offer students who would have traditionally struggled to access higher education a specialised programme that better prepares them for degree level study in a university environment. As part of the application process, students are able to apply either direct to one of our programmes with a foundation year or if they do not meet the conditions of our offer to enter direct on to year one of an undergraduate programme, we will automatically offer them a place on a relevant foundation programme should they meet the lower entry threshold.

We recognise that there are large gaps in degree outcomes for students from backgrounds traditionally under-represented in higher education, particularly those from deprived neighbourhoods; Black, Asian and Minority Ethnic (BAME) students; students with mental health difficulties, and that this is a social injustice that needs to be addressed.

We have committed to develop our knowledge and understanding of ‘explained’ and ‘unexplained’ gaps in degree outcomes. Last year, we participated in a national collaborative research project with Alterline to better understand Black Students lived experience. We aim to continue this work utilising data and employing research expertise to better understand individual student experiences (especially of BAME students, disabled students and students with mental health) and target activity to support and enhance their experiences.

We will continue to work towards providing a fully inclusive campus where all our students are able to flourish; reviewing and developing our learning environment, learning curriculum and learning technology to be more inclusive and accessible. We are developing staff-student partnerships to ascertain areas of improvement for inclusive practice across the university, to supplement our existing commitment to accessibility and inclusivity. In addition, we continue to enhance student engagement in initiatives including peer-assisted learning, mentoring and buddying which incorporate the ‘changing mind sets’ approach to increase the motivation, self-efficacy and confidence of our students.