Delivering eff ffective support to students within an evolving - - PowerPoint PPT Presentation

Delivering eff ffective support to students within an evolving educational landscape

Nona McDuff Director of Equality, Diversity and Inclusion Kingston University

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AIMS

• 1. The whole journey (starting with ‘the end’)
• 2. A few external changes that shape the

journey

• The Teaching Excellence Framework (TEF)

and the Social Mobility Advisory Group

• Changes to Disabled Students Allowance
• SEND reforms
• 3. The implications for practice –
• pportunities and challenges

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THE END GOAL (?) - EMPLOYMENT

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With the exception of business and administrative studies and combined studies, in every subject area a higher proportion of non- disabled qualifiers received a first/2:1 than disabled qualifiers. The disability degree attainment gap was widest in medicine and dentistry (7.2 percentage points), followed by mathematical sciences (5.7 percentage points) and physical sciences Undergraduate = 11.4%, Research postgraduate = 6.7% Taught postgraduate = 6.3% (ECU, 2015)

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GETTING A DEGREE

Getting into university

Increase over 10 years Most common disclosed impairments in 2013/14 were LD = 48% and mental health = 12.8% Students with disabilities and learning differences are less likely to stay in HE 5

THE TEF

The Government has introduced the TEF as a way of:

• Better informing students’ choices about what and

where to study

• Raising esteem for teaching
• Recognising and rewarding excellent teaching
• Better meeting the needs of employers, business,

industry and the professions Demonstrate meet QAA standards and have an Access and Participation Statement Based upon 3 year core metrics and split metrics - including disability plus an illuminating narrative The better HEIs do the higher fees they can charge 6

TEF metrics aligned with aspects of quality

Aspect Metric Source Teaching Quality Teaching on my course NSS Q1-4 Teaching Quality Assessment and feedback NSS Q5-9 Learning Environment Academic support NSS Q10-12 Learning Environment Non-Continuation HESA and ILR data Student Outcomes and Learning Gain Employment or further study DLHE declared activity 6 months after graduation Student Outcomes and Learning Gain Highly skilled employment or further study DLHE declared activity 6 months after graduation

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TEF ‘Medals’

• Gold - A provider with three or more positive flags and

no negative flags should be considered initially as Gold.

• Bronze - A provider with two or more negative flags

should be considered initially as Bronze, regardless of the number of positive flags.

• Silver - all other providers, including those with no flags

at all, should be considered initially as Silver.

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SOCIAL MOBILITY ADVISORY GROUP

Better sharing of data between schools, colleges, universities and educational charities Focus on increasing graduate outcomes, employment rates, and particularly long-term professional employment rates (mental health condition). Disability Sector Leadership Group to support delivery of inclusive practice and the move towards a social model of disability. 9

CHANGES TO DISABLED STUDENT’S ALLOWANCE MEAN HEIS ARE:

Required to develop an inclusive teaching and learning strategy Expected to consider how they deliver information to students and whether strategies can be put in place to encourage greater independence and autonomy for students with disabilities and learning differences

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Option of a Personal Budget Integrated assessment and planning Joint commissioning Better disagreement resolution processes

OVERVIEW OF THE REFORMS: CHILDREN AND FAMILIES ACT

0-25 Children and young people with SEND and families

Where disagreements happen, they can be resolved early and amicably, with the option of a Tribunal for those that need it. Children, young people and parents understand a joined up system, designed around their needs.

Having friends

Outcomes

Employment prospects Positive Wellbeing Good qualifications Making their views heard

Local offer

Enablers

Education Health and Care plan is holistic, co-produced and focused on outcomes. Extending choice and control over their support.

Information, advice and support

Developing inclusive environments

An inclusive approach : “Necessitates…equity considerations being embedded within all functions of the institution and treated as an ongoing process of quality enhancement. Making a shift of such magnitude requires cultural and systemic change at both the policy and practice levels.” (Wray, 2013: 4)

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ALL CHANGE - OPPORTUNITIES AND CHALLENGES

More holistic in our approach to the whole lifecycle 0-employment Collaboration and connectivity Being child, young person, and family centred Building trust Winning hearts and minds Acting earlier where we can to prevent things getting worse Using outcome- focused planning to get the best result for children and young people Focusing on family resilience and strengths 13