Written submission from Bishop Grosseteste University (SMP0011)

Introduction

Bishop Grosseteste University (BGU), located in the historic city of Lincoln, serves a diverse student body and is dedicated to fostering each student's personal and academic growth. The University’s mission is to inspire excellence, promote social mobility, and create opportunities for all students, particularly those from disadvantaged backgrounds. BGU's overarching strategic aim is to advance equality of opportunity by ensuring that HE is accessible to everyone, regardless of their background. Through innovative programmes and targeted support initiatives, BGU strives to remove barriers and empower students to achieve their full potential, contributing to a more equitable and inclusive society.

History and Mission

Established in 1862 as an Anglican teacher training college for women, BGU gained Taught Degree Awarding Powers in 2006 and full university status in 2012.  BGU is committed to widening participation. This commitment is reflected in the University's approach to learning gain and developing Graduate Attributes (GAs), particularly employability skills. This approach aims to achieve positive outcomes for students from all backgrounds, including continuation, completion, and progression into graduate employment or further study. BGU's commitment to widening participation is reflected in its efforts to support under-represented groups, including mature students, those with disabilities, and students from disadvantaged backgrounds. The University's approach ensures positive outcomes for students, including continuation, completion, and progression into graduate employment or further study.

BGU aims to enhance learning, teaching, and student experiences by widening access and participation. The University continues to provide educational and transformative opportunities for under-represented learners. The Times and The Sunday Times ranked BGU 9th for social inclusion in its 2025 University Guide, highlighting the proportion of students from state schools, first-generation students, and those with known disabilities. This recognition stems from BGU's consistent outreach activities, mainly through the LiNCHigher consortium[1], which aims to increase aspirations among young people in areas of low HE participation.

As noted in first report of Skills England[2], the proportion of people who are highly qualified ranges considerably across the country: whereas 61% of those in London are qualified to level 4 or above, only 33% of people are qualified to level 4 living in Lincolnshire. Therefore, to help close this gap, the social purpose of the University is focused particularly on supporting individuals to realise their ambitions and create positive change in their communities and beyond[3]. 

In response to the Select Committee’s three questions relating to university activities, BGU is drawing directly on the context, approach and activities set out in the institution’s Access and Participation Plan 2025/26-28/29[4] approved by the Office for Students in January 2025.

Response to Select Committee Question 9

What work is done by universities to encourage applications from candidates from a wide range of socio-economic backgrounds? What links are there between schools and universities to inform, encourage and support students who might be the first in their family to consider applying to study at a university?

Bishop Grosseteste University (BGU) is deeply committed to fostering diversity and encouraging applications from candidates across a wide range of socio-economic backgrounds. This commitment is reflected in BGU's strategic initiatives designed to widen access and participation in higher education.

Outreach and engagement

BGU employs a variety of outreach activities designed to inspire and support students from disadvantaged and under-represented groups. BGU is the lead institution in the LiNCHigher consortium. LiNCHigher has targeted communities with historically low participation in higher education, especially in the coastal and southern areas of the county, providing tailored programmes to raise aspirations and provide information about the benefits and opportunities of university education. In the 2024-2025 academic year, LiNCHigher engaged with over 10,000 students across Lincolnshire through workshops, mentoring sessions, and university visits.

School outreach and partnerships

Alongside the activities of LiNCHigher, our own student recruitment team operates an Outreach programme which targets students with widening participation characteristics. BGU has established strong links with local schools to inform, encourage, and support students who might be the first in their families to consider university education. Our collaborative approach includes:

• regular visits and presentations by BGU staff and current students to schools
• hosting 'University Experience Days' where prospective students can explore campus facilities, attend mini-lectures, non-exam assessment (NEA) support sessions, and meet faculty members
• providing resources and guidance on university applications, financial support, and career opportunities

In the past year, BGU conducted over 150 school visits, reaching approximately 5,000 students. Surveys from these events indicate that 85% of participants felt more informed about university life and application processes.

Targeted support initiatives

BGU has implemented several targeted support initiatives to remove barriers and empower students from diverse socio-economic backgrounds to achieve their full potential. These initiatives include:

• financial support: BGU offers bursaries to alleviate the financial burden on students from low-income families. In the 2024-2025 academic year, approximately £450,000 was allocated for financial support, benefiting around 600 students;
• tailored support for mature students and students with disabilities: specific support is designed for mature students and those with disabilities. The Student Advice and Wellbeing team provide proactive advice and guidance during the admission phase so that students are provided with an overview of the support they can expect to receive (including how to apply for and access Disabled Students Allowance (DSA)).  As well as a package of reasonable adjustments, BGU has developed a suite of academic procedures (e.g. Support for Study) to deliver a more flexible and responsive experience for students with additional needs.  In 2023, 49% of our student population were mature learners, and 33% had declared disabilities;
• first-generation students: BGU places a strong emphasis on supporting first-generation university students. The University's transition programme offers mentorship, academic advising, and peer support networks to help first-generation students navigate the challenges of university life. Activity includes the Skills for Success Summer School, Over 21s Event, online self-study courses all designed to ‘myth-bust’ university life and to provide reassuring support relating to: academic skills, subject knowledge and peer support to encourage resilience and a confident transition into university life. In 2024, first-generation students comprised 50% of BGU's undergraduate entrants.

Impact

The impact of BGU's efforts to encourage applications from socio-economically diverse candidates is evident in our student demographics and achievement metrics. In 2022/23, 45% of BGU students were from TUNDRA quintiles 1 and 2 (19% above sector average), and the proportion of students with a known disability (33%) was almost double the sector average (17%).

In a typical year, more than 75% of BGU undergraduate students identify with one or more of the characteristics prioritised by the OfS for Access and Participation metrics. Key performance metrics outlined in BGU’s last Access and Participation Plan (APP) included a 94% continuation rate, 69% attainment of upper degrees, and 72% progression to skilled employment or further study. The Times and The Sunday Times ranked BGU 9th for social inclusion in its 2025 University Guide. This ranking reflects the high proportion of students from state schools, first-generation students, and those with known disabilities.

Response to Select Committee Question 10

What information is gathered on the socio-economic background of applicants for places at universities as part of the application process? What account is taken of that information in assessing applications and making offers?

As part of the UCAS application process, Bishop Grosseteste University (BGU) obtains a range of information regarding the socio-economic background of its applicants.

Types of information collected

The information collected on the socio-economic background of applicants includes:

• school type: data on whether applicants attended state schools, private schools, or other educational establishments;
• first-generation status: information on whether the applicant is the first in their family to attend university, highlighting potential challenges and support needs (optional);
• disability status: UCAS ask for applicants to share details concerning any disabilities, leading to appropriate support mechanisms being put in place for these students. Further opportunities to share details are available once the student is registered with BGU if required

In addition to the above information, when students apply for their Student Loan to the Student Loan Company (SLC), further information relating to household income is made available which helps in identifying candidates from low-income backgrounds.

Use of socio-economic information in assessing applications

The application review process involves a careful and balanced consideration of academic and socio-economic data to ensure fairness and equal opportunity.

Specific measures include:

• contextual admissions: BGU employs a contextual admissions policy, where the socio-economic background of applicants is considered alongside their academic achievements. This policy helps to identify students who have demonstrated potential despite facing disadvantages.  The principal characteristics that are focused on are the Index of Multiple Deprivation Quintiles 1 and 2 (IMDQ1&2) and ethnicity;
• targeted outreach: the socio-economic data supports targeted outreach programmes designed for under-represented groups. For example, BGU’s Access and Participation Plan (APP) sets ambitious targets to increase representation of ethnically diverse students by 7% by 2028/29 and also to increase those students from low socio-economic backgrounds by 4% to 44% by 2028/29;
• support services: the data enables BGU to enhance support services tailored to the needs of socio-economically diverse students, ensuring a 90% continuation rate for students from disadvantaged backgrounds. This includes financial support, mentoring programs, and academic support.

Impact of data utilisation

The utilisation of socio-economic data has a significant impact on BGU’s student demographics and achievement metrics. The Times and The Sunday Times ranked BGU 9th for social inclusion in its 2025 University Guide, reflecting the high proportion of students from diverse backgrounds, including state schools, first-generation students, and those with known disabilities.

Conclusion

BGU is dedicated to creating a more equitable and inclusive higher education environment through comprehensive outreach, strong school partnerships, and targeted support initiatives. The information gathered on the socio-economic background of applicants is closely analysed to make informed decisions, ensuring that students from diverse backgrounds have the resources and support they need to thrive at BGU.

By maintaining rigorous standards in data collection and implementing strategic measures based on this information, BGU exemplifies its commitment to social inclusion and the representation of under-represented groups within its academic community.

Response to Select Committee Question 11

What are the different needs, if any, of students from different socio-economic backgrounds? What additional support is offered to them, if any, while at university to meet those needs?

Students from different socio-economic backgrounds face specific challenges that can impact their academic and personal success. Notably, the socio-economic data highlights the following needs:

• financial support: students from low-income households often require substantial financial support to cover tuition fees, accommodation, and living expenses. In recent years statutory maintenance support has not received real-terms inflationary increases and the lower income threshold for full support has not increased since 2009, meaning that without additional financial support, these students may struggle to afford to engage, leading to increased stress and decreased academic performance;
• academic support: students who are the first in their families to attend university may face difficulties navigating the academic environment due to a lack of family experience in higher education. These students often need additional academic support, including orientation/induction, tutoring, study skills workshops, and guidance on university procedures;
• mentoring and guidance: students from disadvantaged backgrounds often benefit from mentoring programs that provide personal and academic guidance. Mentors can offer invaluable support, helping students set goals, develop confidence, and overcome challenges;

         social and emotional support: students from diverse socio-economic backgrounds may experience social isolation or emotional stress due to leaving the parental home, peer pressure, money worries, or an absence of informal social networks. Support services that address mental health, social integration, and emotional well-being are essential for fostering a supportive and inclusive university environment.

Additional support offered to meet these needs

BGU has implemented several targeted support initiatives to address the needs of socio-economically diverse students. These initiatives are designed to ensure a high continuation rate and overall success for students from disadvantaged backgrounds. The initiatives include:

• Mental health advice, including twilight provision
• Counselling service
• Wellbeing toolkit
• ‘Together All’ online self-help and peer support platform
• Financial support

         Financial support: BGU offers comprehensive packages of financial support, including scholarships, grants, and bursaries, to support students from low-income households. This financial support is crucial for alleviating the financial burden and enabling students to focus on their studies;

         Mentoring programmes: BGU has established robust mentoring programmes that pair students with experienced mentors who provide guidance, support, and encouragement. These programmes are particularly beneficial for first-generation students and those from disadvantaged backgrounds, helping them to navigate the complexities of university life;

         Academic support services: to ensure academic success, BGU offers a range of academic support services tailored to the needs of socio-economically diverse students. These services include tutoring, study skills workshops, and access to academic advisors who can provide personalised guidance and support;

         Social and emotional support services: BGU recognises the importance of addressing the social and emotional needs of students. The University provides various support services, including counselling, peer support groups, and activities that promote social integration and emotional well-being.

Impact of additional support

The utilisation of socio-economic data significantly informs BGU’s strategies for supporting students from different socio-economic backgrounds. Examples of impact included in the 2024/25 academic year include the allocation of approximately £450,000 in bursaries for financial support, benefiting around 600 students.  The transition programme supports academic, social and emotional support and enables peer-mentoring opportunities. For the 2024/25 academic cycle, there were 90 attendees at the 2-day Skills for Success Summer School and a further 28 attendees at the Over 21s.  There were 355 students disclosing mental health issues for the period September 2024 - January 2025 generating 798 contacts, resulting in the following numbers of interventions: 47 concerned suicidal thoughts; 40 self-harm; and 21 required some form of crisis intervention.  Of the total 798, 106 contacts were through the out-of-hours twilight mental health provision.

During the previous Access and Participation Plan (APP), the continuation gap for students with disabilities was closed to a level that was not statistically significant. However, the University continues to enhance its support, to ensure students with disabilities are well-prepared to undertake applications and interviews for employment and/or further study. In relation to preparation for the workplace, this support incorporates guidance on how to discuss individual needs and reasonable adjustments with employers and where specialist external support and assistance can be accessed. 

24 April 2025