City College Plymouth has been recognised for going above and beyond in supporting students on the Access to HE Diploma, ensuring that every student, regardless of personal circumstances, can thrive. Our Communication and Events Officer, Georgia Green, spoke with Gemma Hutchings, Course Leader, to discuss how the college has implemented creative solutions to ensure all students succeed.

Tailored Learning Support for Students with SEND and EHCPs

With a growing number of students with Special Educational Needs and Disabilities (SEND) and Education, Health and Care Plans (EHCPs), City College Plymouth has introduced tailored support systems from the very start of each academic year. “We work really closely with our dedicated learning support assistant for Access,” Gemma shared. This involves early meetings with students, parents, and guardians to ensure a smooth start and a clear understanding of each learner’s needs.

One standout example is the bespoke programme the college developed for a student with Tourette's syndrome and functional neurological disorder. Initially uncomfortable in a classroom setting, the student was offered a flexible online learning option, while still visiting the college library and support staff to help ease her transition into a learning environment. This approach ensured that she successfully completed her course and is now progressing to higher education. “Without this tailored support, I don’t think I would have made it through,” the student shared.

Addressing the Cost of Living Crisis with Financial and Practical Support

Amid rising living costs, the college has been proactive in offering students financial support through the Student Learning Fund. This includes one-off payments for essentials like winter fuel and help with transportation costs, ensuring that financial barriers don’t stand in the way of students’ education.

The college also offers long-term laptop loans and, when possible, refunds for UCAS application fees. These measures help alleviate financial pressures, making education more accessible and less stressful for students in need.

How a Tight-Knit Team Led to 100% Retention Success

City College Plymouth celebrated an impressive 100% retention rate across five Access courses last year. Gemma attributes this success to the close management of students, particularly during the crucial first few weeks. “We work hard to signpost students to the right course and provide ongoing support to ensure they don’t fall behind,” she explained.

A key contributor to this achievement is the experience of the teaching staff. Many members of the team have worked with Access to HE Diploma students for years, quickly identifying and addressing potential challenges. The tight-knit nature of the team, coupled with their extensive experience, has created an environment where students feel supported and are more likely to succeed.

Enriching Student Life with Engagement Opportunities

Despite the busy schedules of many Access students, City College Plymouth places a strong emphasis on enrichment activities that enhance their learning experience. One highlight from last year was a college-wide theatre trip.

To foster a sense of community among Access students, the college has also introduced a large common room where students can attend drop-in sessions for career support, student services, and guest lectures. Their aim is to build more of a community for all Access students, offering a space where students can meet, grab a coffee, and take part in enrichment activities.

Flexibility in Learning: Supporting Both Online and In-Person Students

While most Access courses are delivered in person, the college has seen an increasing number of students opting for online learning—particularly those facing health challenges. While some students thrive in this format, others struggle to stay on track. To address this, Gemma emphasised the importance of clear communication from the outset about the independence required for online learning.

Despite the challenges, City College Plymouth remains committed to offering flexible learning options. “We’ve seen a lot more interest in online learning this year, and we’re working hard to ensure that students understand the format and what’s expected of them.” 

Embedding Sustainability in the Curriculum for a Brighter Future

In line with the UN’s Sustainable Development Goals (SDGs), City College Plymouth has embedded sustainability throughout its Access curriculum. Gemma, who leads sustainability efforts at the college, highlighted various staff training initiatives and student enrichment opportunities around this theme. The college has signed the SDG Accord, and students conducted a curriculum audit last year to identify areas for improvement.

“Our students are great at promoting health and wellbeing, but we noticed a gap in addressing zero hunger,” Gemma explained. The college’s food bank, originally set up by Access students, has since grown into a major support service, providing food, clothes, and even white goods to students in need. This initiative highlights the college’s commitment to both sustainability and supporting its community.

Thank you to Gemma Hutchings for sharing these insights. City College Plymouth’s commitment to supporting Access to HE students, from tailored learning support to financial assistance and sustainability initiatives, serves as a model for other institutions.

January 2025

WCG’s (formerly known as Warwickshire College Group) Access to HE Diploma (Engineering) has been recognised for demonstrating a range of good practice within the 2023-24 academic year. The course Leader for Engineering, Ugochukwu Chibuisi, met with our Communication and Events Officer to share some insight into the good practice.

Industrial Site Visits to Britvic Soft Drinks LTD

Students had the unique opportunity to visit Britvic Soft Drinks LTD, where they explored the workings of an automated warehouse. This visit was particularly impactful for students studying programmable logic controllers (PLCs), as they could witness first-hand how these systems operate in a live industrial setting. Students typically work with simulators, but seeing the PLCs in action—monitoring conveyor belts and automated stacking in the control room—enhanced their learning experience. The site visit also sparked curiosity about career opportunities, leading students to ask questions about what they need to study to end up working there. One student has secured an apprenticeship at Britvic Soft Drinks LTD for this upcoming year. Overall, the experience enriched their education and led to more inquisitive, engaged students.

UCAS Application Support

WCG’s comprehensive approach to UCAS applications was another area they were praised on. They ensured that students received extensive support throughout the process. Within one of the ungraded Study Skills units, students had to write their personal statement and reflections on why they wanted to study engineering for the assignment. This meant that staff could provide detailed feedback on personal statements and give detailed references.This structured approach empowered students, ensuring they could confidently apply to universities or pursue alternative pathways, with 100% of students who achieved, progressing to higher education or apprenticeships.

Student Wellbeing and Mental Health Support

Another key area of good practice was wellbeing and mental health support. A strong emphasis was placed on student wellbeing, mental health, and resilience throughout their academic journey. The support system, including counselling and therapy, helped students navigate personal challenges while pursuing their studies. One student, who broke her hip midway through the course, was able to complete her assignments and graduate with the help of the wellbeing team. Another LGBTQ+ student found support in a welcoming environment that prioritised diversity and inclusion. These examples highlight the institution’s diverse levels of support and their commitment to providing a safe and supportive environment for all students, regardless of their circumstances.

Hands-On Learning and Group Projects

Practical, hands-on learning was another highlight of the programme. Students engaged in group projects where they tested mechanical and chemical principles, such as Archimedes law, in real-world settings. Having the opportunity to experience this instead of reading about it, helped the students stay engaged and remember the content.These group activities also fostered collaboration and problem-solving, preparing students for the teamwork often required in professional environments.

Thank you to Ugochukwu for giving up his time to talk to us, and well done to all of the staff on the Access to HE Diploma (Engineering) at WCG.

September 2024

Nottingham College’s Access to HE Diploma (Criminal Justice and Policing Studies) has been acknowledged for consistently going out of their way to engage their students and immerse them in the real-world application of their studies. These efforts are having a direct impact on students’ retention on the course, their overall grades, and their successful progression to higher education. One way they have engaged their students is with a range of different enrichment opportunities at notable locations such as Nottingham Crown Court, Shrewsbury Prison and Mansfield Police Station. These trips offer a firsthand look at the legal process in action, allowing students to envision a future within the legal landscape. Students have had the opportunity to explore a decommissioned prison as well as a commissioned prison and talk to inmates.

These opportunities are integral components of Nottingham College’s Access to HE Diploma (Criminal Justice and Policing Studies), designed to spark a passion for the field, challenge students’ perspectives, and enhance their understanding of law and criminal justice. By stepping out of the classroom and into environments where law and order are experienced, students gain invaluable insights, fostering an educational journey marked by engagement, inspiration, and distinction-level achievement. These experiences have also altered students' career progression, increasing the amount of students who wish to work in prisons or with the rehabilitation of prisoners.

Another way Nottingham College is engaging students in a unique way is with TikTok. Jayne Harding, the course leader for Criminal Justice and Policing Studies, has set up a successful TikTok account called Judge Jayne - a British version of the popular Judge Judy show in America. She uses her account to create entertaining videos around the content of their course, engaging students so that they remember the information. This approach enriches the learning experience, making complex legal concepts accessible and memorable.

As always, there are challenges with enrichment opportunities and in the current cost of living crisis money is the largest one that Nottingham College faces. Their students must fund these experiences as there are no bursaries available. Students who struggle are often supported by the staff and other students who are happy to contribute a bit more, however it limits the amount of trips they can go on. This increases the relevance of the TikTok videos as these are free and accessible to all students.

Jayne and her department have an ultimate objective, to become the best provider for students aspiring to careers in law and criminal justice in the Midlands. They are constantly finding new ways to support and engage their students whilst they work towards their goal. Thank you to Jayne for taking the time to talk with us and congratulations on the fantastic work you are doing.

March 2024

There are 1.3 million people in England with a learning disability, including over 950,000 adults aged 18 and above. In the past few years, more students are facing additional barriers to their learning due to factors such as the cost of living crisis and the impacts COVID 19.

We have identified three of our providers who each have a high focus on students with learning barriers, and have demonstrated good practice by supporting all of their students, especially those with additional needs. Access Creative College, Nottingham College and Truro and Penwith College are just three of our members who demonstrate excellent work with their Access to HE Diploma students. Below are a few of the different support measures they put in place with their students.

Access Creative College

Access Creative College is dedicated to supporting their students, especially those facing additional learning barriers. This support begins right from the open days, where Learning Support Managers (LSMs) and Learning Support Assistants (LSAs) are available to discuss individual student needs and potential strategies.

During the application process, any student identified as requiring additional support is invited for a support interview. This step ensures a thorough understanding of their needs and evaluates the college's ability to provide necessary assistance.

Post-admission, students undergo assessments in English and Maths. These assessments help staff identify any learning difficulties and gauge the students' current academic levels. This process is crucial for tailoring individualised support.

To track and address various academic or other barriers, the college creates personalised learning support profiles for each student. These profiles inform all staff members interacting with the student about their specific needs and the strategies in place to assist them.

Once students are enrolled in courses, weekly one-hour sessions with an LSM are held for each cohort. These sessions are invaluable, particularly for students with learning difficulties, offering targeted help with coursework and assignments like essay planning and structure. Additionally, weekly two-hour Technical Facilitation sessions, led by technology tutors, provide another layer of support. Here, students have the opportunity to shape the agenda, ensuring their specific needs are met. Both types of sessions offer one-on-one support, fostering a more personalised and effective learning experience.

These support sessions have seen high engagement over the past two years, demonstrating their effectiveness and the college's commitment to an inclusive and supportive educational environment.

Nottingham College

Nottingham College has developed a comprehensive support system for all students, especially those with additional needs such as a learning difficulty or a personal situation which may interfere with completing their Access to HE Diploma.

This support starts at enrollment. Students are encouraged to disclose any learning needs during enrolment, triggering immediate support from specialised departments. One-to-one meetings are arranged early in the course, ensuring a tailored approach to each student's needs. From allowing rest during intense lessons to facilitating home-based learning, the college adapts to every individual requirement. As around 70% of students do not disclose this information at enrollment, tutors are trained to identify needs throughout the year and support the students moving forward.

Once identified, students are put in contact with the pastoral care and well-being services at the college, which offer academic and well-being assistance. Students can be referred here for any reason, including academic and non-academic challenges including long-term illnesses to financial difficulties. Their aim is to ensure that each student's educational journey is not impacted by external factors. This support is constantly available and students can contact them via text or phone call, whichever they are most comfortable with.

Nottingham College also offers support by providing additional food from food banks for those students who need it. They find this also helps to get students into college by providing a safe space.

Nottingham College is also extremely flexible, offering adaptable schedules and catch-up weeks, accommodating those who balance education with work or family commitments. This flexibility extends to technological support as well, with resources like laptops and textbooks readily available. They also have a carefully planned timetable built to support all students by having two days in college, leaving three days for students to work or attend to other commitments.

Truro and Penwith College

Truro and Penwith College provides extensive support to their students, detailed in a comprehensive Learning Services Report. This report outlines various support which is tailored to three different levels of student need - Universal, Targeted and Specialist support.

Universal Support focuses on students with minimal learning barriers, who the college supports through high-quality inclusive teaching, weekly tutorials, and effective behaviour management strategies.The Targeted Support group is mostly students with special educational needs and disabilities (SEND) diagnoses or a higher level of learning barriers. Their support may include tailored exam arrangements, dyslexia screenings where necessary, and flexible curriculum delivery. Finally, the Specialist Support group is for students with higher needs, such as those with an education, health and care plan (EHCP), and the support may include personal meetings, bespoke technology, and external support.

The Learning Services Report clearly specifies the nature of potential student needs, contact points for support, and the college's commitment to student assistance. Its visual appeal and accessibility throughout the school enhance its effectiveness. It is a tool which can be adapted to individual students to help staff support them in the most efficient way.

Alongside the main report is a Time Frame Document, following an 'Assess, Plan, Do, Review' cycle. This ongoing process allows staff to continuously meet student needs effectively. This includes a focus on assessing students at the beginning of the year and following a plan to support the students with ongoing review points to make sure it’s relevant and useful.

The college also issues a monthly live SEND report, updating staff on students requiring additional support. This proactive approach ensures comprehensive student support throughout the academic year.

Support identification can occur at various stages, such as during interviews, induction days, classroom activities, or post-work submission. The college staff is trained to recognise signs of additional needs and can refer students for further assistance. While participation in these support programs is optional, many students choose to utilise these resources. Support extends even to students without specific needs, offering up to one-and-a-half-hour study tutor sessions.

January 2024

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.

October 2023

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.

October 2023