Category: News

The QAA has introduced a subject descriptor for Access to HE Diplomas in Nursing and Health Professions. The descriptor provides guidance and reference for the design, delivery, validation and review of programmes designed for progression to higher level study in these areas.

QAA Access to Higher Education Diploma Subject Descriptor for Nursing and Health Professions.

The descriptor is being piloted for provision from 1 August 2024, and will fully apply from 1 August 2025.
CAVA is taking part in the pilot, and will be revalidating our Access to HE Diplomas (Health Professions) and (Health and Social Care) on 14 March 2024 for compliance with the descriptor in the 2024-25 academic year. Our Access to HE Diploma (Science) will also be developed for compliance through revalidation in 2024-25.

Summary of descriptor content

Minimum mandatory content and credit requirements:

• Biology: 15 credits covering cell structure, function; transport; homeostasis; and human anatomy
• Numeracy in Health Context: 3 credits for number rules; decimals, fractions, percentages; calculator use, and problem solving.
• Professional Behaviours: 3 credits for health professional characteristics, effective communication, teamworking; risk management, problem-solving, and reflection.

Maximum content and credit recommendations:

• Psychology: 15 credits covering perspectives; abnormal; cognitive; developmental.
• Context of Health: 6 credits covering: the role of the health professional; professional standards and regulation; definitions of professional practice; public health; government role in policy; demography; epidemiology
• Sociology: 6 credits covering: perspectives; social definitions of health and illness, especially mental illness
• The descriptor also includes recommendations for assessment methods and for opportunities for students to develop academic skills. All CAVA Access to HE Diplomas already include a centrally designed unit, or set of units, in academic HE Study Skills.

CAVA’s approach

CAVA aims to support the development, quality assurance, validation and award of high quality Access to HE Diplomas. CAVA will take part in the QAA pilot to introduce the subject descriptor in 2024-25, to remain at the forefront of qualification developments and to support parity of student experience across the country. We also think it is important to contribute to any subsequent development of the descriptor and its future implementation.

We are committed to ensuring that the design of our Diplomas is, and continues to be, appropriate to the purpose of providing good quality progression opportunities for our adult students. As some of our providers use the Access to HE Diploma (Health and Social Care) for progression to higher education study in health professions and nursing fields, we will develop it alongside our Access to HE Diploma (Health Professions) during 2023-24. We also aim to develop our Access to HE Diploma (Science) for compliance through revalidation in 2024-25.

Our guiding principle as we develop our Access to HE Diplomas is to protect flexibility and innovation in course design. We aim to continue meeting the needs of providers and their local and regional contexts while providing the essential content of the descriptor.

Through revalidation we will introduce the QAA-designed units for Numeracy in Health context and Professional Behaviours. We will also introduce Biology units designed by CAVA in collaboration with subject matter experts. The Biology units provide a grounding in the key principles of the subject, informed by the existing content and assessment practices used by our providers. The content of units is presented as generically as possible, to support flexibilities in delivery and assessment through individualised assignment brief design.

The QAA-designed units and CAVA-designed units in Biology will be mandatory for all students registered to our Access to HE Diploma (Health Professions). They will also be mandatory for all students studying on a Access to HE Diploma (Health and Social Care) programme designed for progression to higher education study in health professions or a nursing field.

We will also consider existing psychology, sociology and health content and current assessment methods in reference to the recommendations of the descriptor, to confirm that programmes continue to be appropriate as preparations for the key intended progression routes.

Our revalidated Access to HE Diplomas (Health and Professions) and (Health and Social Care) will be identified as compliant with the subject descriptor on the QAA’s course database and visually signalled on QAA’s website. CAVA will promote the Diplomas as compliant with the descriptor via our promotional and marketing materials.

We look forward to working closely with our course teams during 2023-24 to develop our Access to HE Diplomas in (Health Professions) and (Health and Social Care) to not only comply with the requirements of the national subject descriptor, but also continue to provide high quality learning opportunities for our mature students to progress into higher education.

In the 2022-23 academic year, CAVA Access to HE Diploma student outcomes were exceptional, however, students who completed the Level 2 Pre-Access qualification prior to completing the Access to HE Diploma did even better in all areas. See the graph below for the comparison.

What is the Pre-Access qualification?

CAVA works in partnership with the National Open College Network (NOCN) to offer a suite of Level 2 Pre-Access qualifications. Pre-Access qualifications are an ideal choice for students with no formal qualifications to begin their academic journey and there are no specific qualifications required for entry. 

There are 3 different qualifications which come in the suite of Skills for Employment, Training and Personal Development. Each of these qualifications are made up of a number of different credits with the Award being the smallest qualification at 6 credits to the Diploma which is the largest at 37 credits. 

All the qualifications work within the rules of combination, with flexibility for providers to select a range of units. The different categories of units which can be found within the qualifications are as follows:

• • Personal development
  • Vocational support
  • Literacy and numeracy
  • Introduction to different sectors – the Certificate and the Diploma also include units which provide an introduction into specific subject areas. 

 

The different Pre-Access qualifications

 

The Award (Level 2 Award in Skills for Employment, Training and Personal Development)

For students looking to get back into studying, the Level 2 Award in Skills for Employment, Training, and Personal Development is one of the best routes. Tailored for returnees, it contains practical, personal and vocational skills including decision-making, critical thinking skills and a toolkit for personal career preparation. It also focuses on real-world skills like assertiveness, decision-making, presentation and effective communication. Once students have successfully achieved the Award they have the opportunity to progress onto the Certificate to further develop their skills and knowledge.

The Certificate (Level 2 Certificate in Skills for Employment, Training and Personal Development)

The next qualification is the Level 2 Certificate in Skills for Employment, Training, and Personal Development with 21 credits of practical, hands-on learning. This Certificate builds on the foundation laid by the Award, incorporating personal development, vocational, and literacy and numeracy units. What sets it apart is the inclusion of subject-specific units, offering a sneak peek into various fields—an invaluable opportunity for those testing the waters before committing to a Level 3 qualification. 

Importantly, students can dive straight into the Certificate without having completed the Award. It is an excellent option for students eager to bolster their confidence and skills for deeper exploration in further study. The Certificate offers a personalised roadmap for those seeking insight and a tangible feel for a subject area before taking the next academic step. 

The Diploma (Level 2 Diploma in Skills for Employment, Training and Personal Development)

The final Pre-Access qualification we offer is the Level 2 Diploma in Skills for Employment, Training, and Personal Development. It is the most extensive qualification, containing 37 credits. This Diploma not only amplifies personal development but also offers a substantial platform to cultivate employability skills while refining literacy and numeracy proficiencies. It includes a range of diverse subjects, from Catering and Creative Skills to Health and Social Care, ICT, Science, Sport and Leisure, Horticulture, and Construction, the Diploma is a comprehensive exploration into varied topics. With a focus on providing students ample opportunities to enhance their skill set, this Diploma is not just about acquiring knowledge—it’s about gaining a practical understanding of subjects that pique individual interests.

The benefits of running the Pre-Access qualification with CAVA

Pre-Access is beneficial for both students and providers. For students, it’s a journey of personal growth and confidence development, instilling resilience and emotional preparedness for the challenges of Level 3 studies. It serves as a crucial checkpoint, allowing students to confirm their interest in a subject area and equipping them with essential study skills. It also facilitates the acquisition of vital maths and English skills, along with transferable skills that enhance employability. This supportive environment acts as a springboard to further education, smoothing the transition back into academia.

Providers, too, experience numerous advantages. Pre-Access significantly boosts retention rates and elevates achievement and pass rates among students. The program serves as a strategic tool for increasing student numbers and enhancing recruitment efforts for Level 3 courses. Tutors benefit by developing early connections with students, enabling preemptive support measures. The flexibility of running the program year-round, with verification and certification available at any time, allows for tailored courses to suit learner needs. Whether delivered part-time or full-time, Pre-Access  is a versatile and impactful qualification for both students and learning organisations.

If you are interested in running a Pre-Access course, attend our Pre-Access webinar on 11 January at 9:30 -10:30 where you can find out more. Registration is available here.

 

On Friday 1 December, we held our annual CAVA conference. We were delighted to have 90 attendees join us online from CAVA members, Access to HE providers, universities, QAA, and other interested educational organisations.

The theme of this year’s conference was ‘EdTech Opportunities for Access to HE Diplomas’. Education technology (or EdTech for short) is the combination of technology tools and educational practices to facilitate learning. We chose this topic as EdTech allows us to integrate the latest innovations into the classroom, to improve the teaching and learning experience for students and providers alike. Furthermore, as Access to HE Diplomas are designed to enable adults to achieve their aspirations through education, a key part of this is to give students the foundational knowledge to prepare them for higher education and beyond. In a world of continual technological advancement, it is important that Access to HE Diplomas equip students to embrace this change.

The conference focused on two key aspects of EdTech: artificial intelligence (AI) and online delivery. The agenda was packed with keynote presentations from Rob Stroud, QAA; Ben Whitaker, EduFuturists; and Rachel Whitton, Warrington and Vale Royal College; panel discussions featuring experts from Anglia Ruskin University, College of West Anglia, Craven College, Nottingham College, Truro and Penwith College, University of Suffolk and student representatives; networking and breakout discussion sessions; as well as our beloved annual CAVA student awards ceremony.

Reflections from the day

The need to embrace EdTech was best captured in a quote from Charles Darwin, shared by one of our keynote speakers Ben Whitaker: “It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change.”

The rise of AI tools and online delivery models requires us to revisit the fundamental foundation of our qualifications and review our educational goal, asking ourselves, ‘what is it we really need our students to know or be able to do?’ From there we need to ensure that learning outcomes remain current and useful, reflecting our changing expectations. We also need to integrate EdTech throughout our teaching practices to allow tutors to be creative and innovative, whilst taking advantage of the technologies’ efficiencies to reduce their workload. Embedding EdTech from the outset also means the appropriate infrastructure is implemented, such as good quality cameras and microphones built into the classroom to allow for HyFlex delivery.

Assessments should be designed to allow students to responsibly and critically use AI to enhance their learning. For example, Ben Whitaker shared his ‘C.H.A.T.’ model where students Check outputs, Highlight biases, Assess quality, and Trace use of AI through their references and appendices. Our panellists passionately argued for the redesign of assessments to remove opportunities for plagiarism – if an assessment can be completed by a generative AI tool, then it is no longer fit for purpose. There should be a move to collaborative creation with AI, and more opportunities for students to demonstrate and apply their knowledge.

Alongside embracing EdTech, there remains a need for flexibility and to retain students’ right to choose the extent to which they engage with EdTech. Especially with online delivery, our panellists highlighted the realities of digital fatigue due to the proliferation of platforms and social media sites. Course teams need to be mindful of creating yet another virtual space for students, and consider how online delivery can meet students in the digital spaces they already use.

Rachel Whitton shared her experiences and research into HyFlex teaching, where students can choose to attend sessions either in person or online; synchronously or asynchronously. This greatly increased the accessibility of delivery, especially for adult students who had health issues, caring responsibilities, and/or work commitments. Students with limited digital skills could then also engage in person and have time to develop the skills required for online learning.

With all forms of EdTech, our panellists stressed the importance of setting clear expectations for safeguarding. It was recommended that course teams co-design etiquette ground rules with students so that use of tools is appropriate. Use of EdTech tools should be transparent and monitored to ensure students remain safe.

Conference resources

All presentations and panel discussions were recorded. All attendees will be sent a copy of the recordings along with the resources shared on the day. These resources will also be available for all CAVA members in the website Members Area.

Thank you!

The CAVA team would like to thank all speakers and panel members for sharing their time and thought-provoking insights. We would also like to thank all of our attendees for their engagement and contributions throughout the day.

Lifelong learning week was Monday 6 November – Friday 10 November, and here at CAVA we wanted to highlight the learning each CAVA staff member does.

We shared each individual post on LinkedIn throughout the week. Below is a copy of all of our learning experiences.

 

Flóra Raffai – Crocheting 

Emily Ross – Playing in a brass band

Jacky Kelly – Birdwatching and Photography

Barbara Hughes – Rowing

Emma Watts – Learning Italian

Nork Zakarian – Playing guitar

Georgia Green – A mixture of life skills!

Last week many people around the country celebrated Green Careers Week, a noteworthy event spanning from 6 to 11 November 2023. This initiative sheds light on emerging technologies and careers with the potential to positively transform our world.

At CAVA, we are passionate about enabling adults to achieve their aspirations through education. We recognise the importance of education for sustainable development and the vital role education has to play in the successful achievement for the 17 United Nations’ Sustainable Development Goals (SDG).
The Access to HE Diploma aligns with several key SDGs, contributing to global progress in tangible ways:

Quality Education (SDG 4)

The Access to HE Diploma serves as a pathway for lifelong learning, designed for adults and to fit around adult’s other commitments. The qualification is regulated by the QAA to ensure it is high quality and provides opportunities for adults to progress to higher education. Through CAVA’s collaborative work with subject experts, we ensure the quality and enhancement of Diplomas via rigorous validation and moderation processes.

Gender Equality (SDG 5)

Gender equality and empowerment through education is exemplified by the Access to HE Diplomas. More than 68% of our CAVA students identify as women, who progress to impactful careers and foster positive societal change.

Decent Work and Economic Growth (SDG 8)

Designed to align with career pathways, Access to HE Diplomas encompass diverse sectors, such as Creative Industries; Engineering; Health and Social Care; Land-based Studies; Maritime; and Science. In 2022-23, 90% of our students progressed to employment or further education after completing their studies.

Reduced Inequalities (SDG 10)

The Access to HE Diploma is aimed at breaking down barriers and reducing inequality in education access. In 2022-23, 15% of our students reported living with a learning difficulty and/or disability; 17% were from ethnic minority backgrounds; and 16% were from an area of disadvantage.

Embedding SDGs in Access to HE Diplomas

At CAVA we have been exploring how to best integrate sustainability and green skills into all of our Access to HE Diplomas. In the previous academic year, we consulted with our providers to understand the status of each of their sustainability journeys and how we can best support their efforts.
Based on their feedback, this academic year we will be mapping all of our Diplomas and subject areas against the UN SDGs, following the UNESCO Education for Sustainable Development framework. We will also provide enriching resources relevant to each subject area for our course teams to integrate discussions about sustainability and green skills development in their lessons. We will share an update about our progress in early 2024, so watch this space.

Due to the cost of living crisis, retention is an ongoing issue across the country. CAVA members continue to implement a range of support for their students to counteract these issues and ensure their students can achieve to the best of their ability.

Over the past five years, Truro and Penwith College has supported their Access to HE students to have a high retention rate and strong grade outcomes. Recently, their Access to HE Coordinator met with Georgia Green, CAVA’s Communication and Events Officer, to discuss their effective practices.

Support from application

Truro and Penwith College begin their support for students before they are accepted onto one of their Access to HE courses, by engaging with students via a phone call during the application stage. Within this discussion, students are encouraged to look into career exploration and consider different higher education (HE) progression routes which they may be interested in. This focuses students on the reasons why they are studying and serves as a key motivator throughout their course.

Additionally, Truro and Penwith College encourages students to explore the UCAS website, to gain a thorough understanding of the requirements of their preferred HE options, such as specific GCSE grades in particular subjects. This comprehensive approach ensures that students are well-prepared for their interviews, the course, and their chosen progression route.

Support for additional needs

To enable student success, it is important that the right support is in place from the start. At the application stage, college staff review each students’ application form to identify any additional needs of the student. This may include; exam concessions, coloured paper, a quiet room, or medical conditions which may impact their ability to attend college or submit assignments. Staff focus on both the physical and mental needs of the student.

During the interview, the students have an opportunity to disclose any information they would like the college to be aware of and contribute to their picture of need. If needed, the exams office will follow this up by sending the picture of need to tutors and lecturers, so that they gain a wider understanding of the student to further support them throughout the course.

There is also a chance to discuss the course, explaining the structure of the units alongside the method of assessments. The college expectations are also clearly outlined, including coursework which will take place outside of the classroom, the different deadliness and the attendance expectations. This supports the students by ensuring they fully understand how rigorous the course will be before they begin.

The college also uses this opportunity to share the variety of additional support for the students including literacy, numeracy and finances. Different bursaries including the adult learner bursary is also explained during the interview stage, to remove any barriers for the students around payment. This support is emphasised throughout the year to ensure all students are aware of it and understand how to access it.

Pastoral support

During induction, students have a chance to meet other students as well as lecturers who they will be working closely with during the course. A team of learning mentors are also accessible at this time for students to understand what they offer. During the course, students can arrange meetings as often as they need to, to discuss academic support or strengthening study skills such as time management or organisation. A student can self refer at any point; a lecturer or tutor can also refer them if they feel it would be helpful.

Truro and Penwith College also offer tutorials and have a personal tutor for their students. The tutorials focus on a range of topics including health and safety, wellbeing and prevention. These are often given by local university lecturers as well as internal tutors. The students also have one and a half hours each week with their personal tutor to ensure a strong relationship is built.

Learning development

Truro and Penwith College credits their students doing so well due to the structure of their units. Within their Access to HE Diploma (Science) course, students receive weekly homework which gives them an opportunity to practise the skills they will be graded on at a later date. Due to this, the students develop skills such as how to research, write reports and reference assignments before they have to demonstrate it on a graded unit. They also have ungraded lab skills where they secure their knowledge around practical skills and vocabulary to support their graded units later in the year.

Personal tutors also work with the student to monitor their learning throughout the year, using an ongoing review document which is created at the start of the course. This is used to support students with topics such as their assignments, writing personal statements and applying to UCAS. After the UCAS deadline, these tutor sessions focus on a range of study skills which are beneficial for the course, HE, and post-education.

Progression support

During induction, students are given a wide range of information about enrichment opportunities, student services, UCAS and their safeguarding officers. This information is revisited throughout the course, to ensure nothing is misunderstood or forgotten.

Throughout the course, students are encouraged to work towards their career progression and have the opportunity to have conversations with different career advisors and visit both the FE and HE careers zone where they can gain more information and support. This year, Truro and Penwith College have also introduced an online employment platform called Careers Connect. This supports and offers advice to Access to HE Diploma students around different career and progression routes.

Truro and Penwith College also offer ‘Mature Access Pathway’ which is a course run by Exeter University which includes multiple university visits, a chance to talk to mature students and an opportunity to break down misconceptions and increase their confidence around progressing to HE.

The CAVA team would like to congratulate Truro and Penwith College for their hard work and thank them for sharing their good practice.

Since ChatGPT was released in November 2022, Artificial Intelligence (AI) has been a buzzword throughout not only education, but the world. It appears each week different tools are being released or improved and it is almost impossible to keep up. Due to the amount of tools and sites available, we find it can be overwhelming to know which ones are useful and specifically how you can use them.

 

Below we share a few of our favourite tools which we have identified to be useful to educators, especially those who work in further or higher education.

 

1. Chat GPT: Even though ChatGPT was not the first AI tool, it certainly was the one which drew attention to AI for most people in 2022. It is a large language model that can engage in conversations following simple prompts and questions. For educators, it can be a valuable tool in several ways including assistance in lesson planning, answering student queries, content creation and generic administrative tasks.
2. Canva: Canva is a design tool that was launched in 2013 and seems to be everywhere! On Canva you can create visuals, create documents and design presentations. They have been working on their AI platform – Canva Magic – which has been released recently and contains tools which can create photos and videos, transfer documents to different formats, convert a document into a different language and much more.
3. Classpoint: This educational AI tool is an extension for Powerpoint which enables educators to engage students by adding quizzes, polls, and other interactive elements to their presentations. This fosters active participation and real-time assessment, making lessons more engaging and informative.
4. Supernormal: Supernormal is a Google extension, which offers an AI personal assistant to take minutes from any Google Meet call. It records the general overview of the meeting, writes a brief summary as well as making note of what actions were agreed upon and who is responsible for them.
5. AI Educator Tools: Dan Fitzpatrick is the AI Educator. He has released a useful guide called the AI Educator Tools which is a ‘repository of AI tools for teachers’. Dan is constantly sharing useful tools and remains up to date on AI within education and different ways it can be used. He also has a Facebook group – The AI Classroom – filled with teachers sharing good practice of how they are incorporating AI into their classroom.

AI can be an incredible tool which supports educators in creating content, reducing how long it takes them to complete a task and creating personalised resources easily. Like anything, AI should be used carefully and always requires a human to sense-check what has been made.

 

If you are an Access to HE provider, check out our CAVA AI guidance for more information about how to use it with the qualification.

This year the CAVA annual conference, ‘EdTech Opportunities for Access to HE’ will focus on artificial intelligence (AI) and online delivery and their impact on Access to HE.

It will be a virtual conference, taking place on Google Meet on Friday 1 December 2023, starting at 09:30 and finishing at 15:45.

We are excited that Ben Whitaker from EduFuturist and Rachel Whitton, a Research Further scholar with AoC will be joining us as our keynote speakers.

We also have a panel of experts from both FE and HE, and a chance for you to network with FE and HE colleagues around the country whilst discussing the relevant topics.

During our AI focus, there will be opportunities to discuss:

• AI and its impact on authentic assessment
• Academic integrity and AI
• AI tools within the classroom
• Accessibility and equal access of AI

During our online delivery focus, there will be opportunities to discuss:

• Hybrid and hyFlex learning
• Retaining and engaging students
• The role of online delivery in personalised learning schedules
• Building effective online courses

You can find the programme and registration here.
We look forward to seeing you there.

This year we are pleased to have two universities sign progression agreements with us for the benefit of all CAVA Access to HE students. The University of Suffolk (UoS) has renewed their agreement which is currently in place for entry in the academic years 2024-25 and 2025-26.

 

We are also excited to announce that Anglia Ruskin University (ARU) have also signed a progression agreement with CAVA, which is in place for the academic years 2023-24 (for January 2024 entry); 2024-25; and 2025-26.

 

Please see the details below for each progression agreement.

 

Entry Requirements

ARU

ARU guarantees an offer of admission for students who have achieved, or are predicted to achieve a CAVA Access to HE Diploma with 45 level 3 credits at Pass grades. Under this progression agreement, some courses will require students to have taken either a subject specific Access to HE course or specific units at level 3 within the Access to HE course to be successful in gaining an offer or interview.
This progression agreement is applicable for entry onto all ARU degree courses, with the exception of MOptom Optometry and MBChB Primary Medical Qualification.

UoS

UoS guarantees an offer of admission for students who successfully complete a CAVA Access to HE Diploma. The progression agreement is applicable for entry onto all UoS degree courses, with the exception of Professional Health degrees, Degree Apprenticeships, Work-Based Learning, employer-sponsored study, or for courses that require a portfolio or audition as part of admission.

Interviews

ARU

If part of the admissions process includes an interview, students will be guaranteed one if they meet the above entry requirements. If the interview is successful, students will be made an offer, depending on places being available. Students must attend the interview, if they are unable to attend, they will not be made an offer of admission.

UoS

If students are required to attend a physical or virtual interview (including audition or portfolio review) as part of the Admissions process, students will still be expected to attend this interview. Students unable to attend an interview will not be made an offer of admission.

Application Process

For both universities, students must submit a full UCAS application, including Personal Statement and References, and any other information required

by the University admissions team in line with any deadlines set for submission to be eligible for entry to the University.

Next Steps

We are pleased this will expand the progression opportunities for our CAVA Access to HE students. If you are a student, please get in touch with your CAVA college to find out more about the progression statement and how it can best benefit you.

All CAVA colleges can access the full terms and conditions of the progression agreements in the CAVA Members Area.

We welcome the opportunity to explore further progression agreements with universities. If your institution would like to widen participation for adult learners, please contact CAVA via admin@cava.ac.uk.

Analysis of student outcomes across the CAVA membership has shown exceptionally high pass rates on Access to HE Diplomas. This demonstrates a close relationship between retention and achievement – if students stay until the end of their course, they tend to achieve their full Diploma. We have been exploring retention good practice with our CAVA members. Loughborough College has a wide variety of ways in which they support their students. The Curriculum Manager for Access to HE sat down with Georgia Green, CAVA’s Communication and Events Officer, to share their good practice and give an insight into some of the ways they are supporting their students.

Application

Loughborough College starts to support their students before they are accepted onto the Access to HE Diploma. During the application process, a member of staff conducts a phone call with each student where they discuss topics such as why they have taken a break from education, their family structure, and whether they have a reliable support system in place. Given the intense nature of the Access to HE Diplomas offered, Loughborough College is keen on identifying students who possess the necessary skills and behaviours to thrive in the academic environment.

This call aims to provide preparatory support and ease any apprehensions and uncertainties that students may have, ensuring that they can demonstrate their potential during the interview. Students are also encouraged to bring examples of their experiences that demonstrate qualities like resilience, collaboration, teamwork, or problem-solving skills – traits highly valued by the college.

If successful, students are then given the opportunity to participate in taster mornings which are conducted in small groups. During these sessions, students get the chance to connect with peers, socialise, explore the campus, meet the faculty, and address any queries they may have. These events also provide a platform to discuss available financial and mental health support, demonstrating the college’s commitment to fostering a supportive and inclusive learning environment.

Prior to starting

Once a student accepts their place, they sit down with a dedicated member of the learner services team to discuss any perceived barriers or indicators that may impact their learning. These discussions serve as an initial understanding of the individual’s needs. The college conducts assessments based on these conversations, enabling them to tailor support mechanisms to suit each student’s unique requirements.

In cases where it is thought beneficial, the college extends an invitation for an additional taster day. These extra taster days not only provide students with an opportunity to become more familiar with the college environment but also help in establishing a sense of security and belonging before the official induction week begins.

Induction week

Induction week at Loughborough College is a structured, comprehensive process designed to ensure students feel comfortable, informed, and supported from the very beginning. The Access to HE Diploma timetable runs over three days. However, for induction, students are invited in for the full week so they can start to foster strong relationships with staff, have an excellent experience, access the whole campus, meet students from other courses, and receive information, advice and guidance regarding topics such as finance and childcare.

The week also contains a range of informative lectures, ice breakers, socialising activities and a comprehensive skills audit which lasts 45 minutes. During the audit, the students are asked to rate themselves on essential skills such as digital proficiency, confidence levels in both group and independent work, and research skills – fundamental skills for their courses. For those who self-assess lower in any area, additional support is immediately put in place.

The audit provides a platform for students to share personal aspects of their lives, including mental health and personal challenges. Any overlooked issues are brought to light during this process, enabling the college to connect students with external support resources when needed.

Students are also asked to write five hundred words about themselves including where they have come from, why they want to study on the Access to HE Diploma, their preferred learning methods and what they are interested in doing after the course. Staff use this information to support students further throughout their studies.

Timetabling

Loughborough College have thoroughly thought through their timetable, ensuring it is created to support students academically and personally. There are designated slots specifically allocated for essential support, and while attendance is not mandatory, appointments are scheduled to match students with the assistance they require. Some students may need extra guidance, and in such cases, staff members accompany them, offering introductions and gradually transitioning to independent support. This approach is crucial as it helps students overcome any fears or hesitations they may have about seeking help.

A dedicated counsellor and wellbeing coordinator is available on-site during the days students are required on campus days. Students can book an appointment to see either one within a day’s notice.

Access to HE students are grouped with Loughborough College’s HE students, which gives them access to the HE facilities including study rooms with stronger wifi and access to different degree areas.

The Access to HE students also have two workshop slots within their timetable. During these students can talk to their tutors to gain more feedback, discuss upcoming assignments or review research they have found. Another way they can spend it is by furthering their study skills such as confidence, resilience or interview skills. There are also chances for students to listen to lecturers and presentations, either virtually or in person, around financial or wellbeing advice.

Additional Support

In addition to traditional first-aiders, Loughborough College also has mental health first-aiders on campus. Each student has a lanyard with contact numbers on the back and if they call the mental health first-aiders, one can be with them within five minutes. They would then go to a designated quiet room to decide what they needed. There are a range of options including laying down with a weighted blanket, mindful colouring or walking the therapy dog.

The college also offers LGBTQ+ support, financial advice, budgeting support, and access to a food bank within the HE common room which any student can benefit from. Every day students can have a free breakfast, but twice a week there are additional social events – ‘Breakfast and Chats’ and ‘Coffee and Cake’ where students are encouraged to come together to talk and enjoy free food.

This year Loughborough College has implemented a social action project for all Access to HE students, working alongside ‘PACE UK’ where students carry out charitable actions for their community. This was triallied last year with a small group and the results were beneficial so it has been extended to all Access to HE students. This also offers students an additional action to discuss during university interviews which has proved useful.

Students also have access to a 24-hour confidential helpline called ‘Health Assured’. This is a student assistant programme where they can access professional advice regarding stress & anxiety, debt management, relationships, legal advice, lifestyle addictions or they can self-refer to a counsellor. They can access the programme by telephone or through a ‘My Healthy Advantage’ smartphone app. The App also has online personalised wellbeing content, including videos, webinars, mini health checks and health coaching.

Loughborough College has found that by making these changes they have had an increase on their retention rates and a significant increase in the Access to HE Diploma students attendance.

The CAVA team would like to congratulate Loughborough College for their hard work and thank them for sharing their good practice.