The Office for Students requires all higher education providers who want to set a fee above the basic cap to submit an Access and Participation Plan (APP) that sets out how they will improve equality of opportunity for students from disadvantaged backgrounds to access, succeed in, and progress from higher education.
This page provides information about the University of Greenwich's Access and Participation Plan for 2025-29 and how we plan to address the risks to opportunity that our students might experience. Our plan includes six targets, four intervention strategies, and over 30 activities that aim to address gaps in access, experience and outcomes for our students.
Targets
- Increase the number of new entrants from POLAR 4 Quintile 1 areas (Access target)
- Reduce the attainment gap between Black and White students (Success target)
- Reduce the attainment gap between Asian and White students (Success target)
- Reduce the attainment gap between Index of Multiple Deprivation (IMD) Quintile 1 and Quintile 5 students (Success target)
- Reduce the gap in progression to graduate employment or further study between Asian and White students (Progression target)
- Reduce the gap in progression to graduate employment or further study between IMD Quintile 1 and Quintile 5 students (Progression target)
APP Implementation
On behalf of the Student Success Board, the Access and Participation Working Group (APWG) monitors the implementation of the Access and Participation Plan (APP). This includes tracking progress against the plan’s targets and objectives, ensuring that activities:
- Deliver value for money
- Meet the expectations of the Office for Students (OfS)
- Have a measurable impact on student outcomes.
Find out more about the Access and Participation Working Group
The monitoring process has been developed by the Student Success Evaluation Centre, which works in collaboration with staff involved in the delivery, evaluation, and oversight of APP interventions. This includes members of the APWG, delivery leads and intervention leads.
Intervention Strategies
- Intervention Strategy 1: Access
- Intervention Strategy 2: BAME Attainment
- Intervention Strategy 3: IMD Attainment
- Intervention Strategy 4: Progression
Gain a clear, visual overview of the Access Strategy, including its key aims, target groups, risks, activities, outcomes and intended impact. This resource is designed to support effective planning, communication and engagement across teams and stakeholders. |
Intervention Strategy 1 aims to increase the head count of new entrants from POLAR4 Q1 areas (2021/22 baseline) studying at our university by 56% by 2028/9. The activities have been specifically chosen to address a range of risks to access and help achieve the target.
We are implementing strategies to improve university access for students from low participation areas, focusing on removing barriers linked to prior attainment and expanding outreach efforts through sustained interactions. We are introducing new pre-16 programmes to complement our existing post-16 activities. We aim to support BAME and socio-economically disadvantaged students, as early interactions significantly impact their success. Additionally, we are diversifying pathways into university, including employer-funded degree apprenticeships, to address financial barriers.
Emerging evidence indicates that access activities prepare students for long term success in HE.
Risks
- Risk 1: Gaps in prior knowledge skills
- Risk 2: Lack of information and guidance
- Risk 3: Differential perceptions of HE
- Risk 4: Application success rates
- Risk 5: Limited Choice of Course Type and Delivery Mode
- Risk 9: Ongoing impact of coronavirus
- Risk 10: Cost pressures
Inputs per annum
- Staff time: 8.5 FTE
- Ambassador hours: 840
- Non-staff costs: £193,150
Intervention Activities
Pre-16 & Post-16 Outreach activity
Make it Make Sense (MiMS) | This is a sustained pre-16 outreach programme delivered in partnership with Charlton Athletic Community Trust (CACT) in schools with high proportions of students from low participation areas. Find out more about the MiMS project |
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STEM Attainment Project | This is a sustained pre-16 attainment-raising project for STEM subjects, in partnership with schools that have high proportions of students from low participation areas. |
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Literacy Attainment Project | This is a pre-16 programme focused on raising reading age in partnership with schools that have high proportions of students from low participation areas. |
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GREat Skills | This is a post-16 transferable skills programme targeting mathematical, academic, and personal skills, developed in partnership with the RGTS. It is delivered in schools with high proportions of students from BAME and/or IMD Q1 and/or FSM eligible backgrounds, particularly those undertaking non-traditional Level 3 qualifications. |
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Outcomes
Application & Progression to HE: Increased applications & progressions from low participation areas to HE & the UoG.
Awareness, Choice & Understanding: Increased student belonging, choice, knowledge, and awareness about HE that supports better alignment between students’ interest, aspirations & course choice.
School & College Outcomes: Enhanced school achievement, increased participant confidence, and greater enjoyment of learning, specifically aimed at motivating students to enrol in and finish STEM subjects.
Targeted activity
Schools’ Access Toolkit | The delivery of information, advice, and guidance, standalone or as part of a series. This activity is delivered in schools and colleges with high proportions of students from low participation areas, BAME and/or IMD Q1 and/or FSM eligible backgrounds (predominantly post-16). |
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Contextual Admissions | 1. Contextualised consideration of applicants from POLAR4 Q1 areas, supported by a cash travel bursary of up to £50 per applicant for those in receipt of contextual offers during the application cycle to visit the university for an open day or offer-holder event pre-entry. 2. Contextual consideration for applicants from partner schools with high proportions of students from low participation postcodes/based on school-level data/linked to outreach participation, to sit alongside broader partnership agreements to promote HE and support attainment raising. |
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Outcomes
Application & Progression to HE: Increased applications & progressions from low participation areas to HE & the UoG.
Awareness, Choice & Understanding: Increased student belonging, choice, knowledge, and awareness about HE that supports better alignment between students’ interest, aspirations & course choice.
Partnership: Improved relationships and communication with partner schools in target areas to increase the number of participants in outreach activities.
Diversifying Pathways activity
Development of new pathways | In partnership with employers, we will add to the existing portfolio of apprenticeships, technical qualifications micro credentials, and elevate courses and raise awareness, understanding and uptake of alternative routes through outreach activities (predominantly post-16). |
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Outcomes
Awareness, Choice & Understanding: Increased student belonging, choice, knowledge, and awareness about HE that supports better alignment between students’ interest, aspirations & course choice.
Financial Support activity
Review of outreach student scholarships (currently GREat Skills and Visionary) | The GREat Skills Scholarship is a £2000 cash scholarship paid to eligible students in their first year of study. The Visionary Scholarship is a £5000 cash scholarship paid to eligible students in their first year of study. In each case participation in Greenwich outreach activities is the main eligibility criteria, with applicants from underrepresented backgrounds prioritised for award. |
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Review and expansion of teacher/school staff partnership stipends | A cash payment of £3000 a year (reviewed on an annual basis) to partner schools to contribute to the cost of administering the partnership with the university. |
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Outcomes
Partnership: Improved relationships and communication with partner schools in target areas to increase the number of participants in outreach activities.
Financial support: Increased take-up of financial support among those participating in UoG outreach programmes.
APP Target
Increase number of entrants from POLAR 4 Q areas
KPI’s
- No BAME awarding gap
- 95% continuation from 1st to 2nd year
Aim
Education Without Boundaries
Gain a clear, visual overview of the BAME Attainment Strategy, including its key aims, target groups, risks, activities, outcomes and intended impact. This resource is designed to support effective planning, communication and engagement across teams and stakeholders. |
Intervention Strategy 2 aims to reduce our attainment gap between Black and White students from 15% points (2021/22 baseline year) to 7.5% points by 2028/29 (full-time, UK-domiciled, all undergraduate students). Also, it aims to reduce our attainment gap between Asian and White students from 12.1% points (2021/22 baseline year) to 5% points by 2028/29 (full-time, UK-domiciled, all undergraduate students).
We are taking a holistic view of the BAME awarding gap at the university, ensuring that our activities target student experiences inside the classroom, such as adapting our assessment approaches and developing the curricula to better reflect the lived experience of BAME students, and outside of the classroom, for example, our ‘Living Black’ Project within student accommodation.
Strong evidence that improved BAME attainment increases continuation and graduate outcomes.
Risks
- Risk 6: Insufficient academic support
- Risk 7: Insufficient personal support
- Risk 8: Mental health
- Risk 10: Cost pressures
- UoG Risk 1: Ensuring consistency in transition between key stages & building a sense of belonging
- UoG Risk 2: Reducing challenges for students undertaking paid work/commuting
- UoG Risk 3: Ensuring a deeper understanding of the reason for BAME awarding gaps
Inputs per annum
- Staff time: 22 FTE
- Non-staff costs: £152,184
Intervention Activities
Academic activity
Developing the Curricula | Further developing the curricula to better reflect and support the lived experience of BAME students. Incorporating autobiographical reflections and life experiences into the curriculum. Decolonisation of the content of the curriculum. Teaching about inclusive professional practice. |
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Promotion of Inclusive Curriculum Enhancement Tool (ICET) | |
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Embed key academic skills | Better embed key academic skills into the curriculum to support BAME students who have alternative qualifications. |
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Revise assessments | Revise assessments to suit students entering with different qualifications and experience of assessments. |
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Outcomes
Student Outcomes: Increased BAME student engagement, reduced BAME awarding gap, improved academic skills and career aspirations.
Institutional Change: Increased culturally competent services, data-driven interventions, and enhancement of inclusive curriculum.
Utilisation of Resources & Support activity
Increase the use of online lecture/resources | Increase the use of online lectures/resources to support BAME students who have part-time work and caring responsibilities and need opportunities for more flexible working. |
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Targeted promotion of the Studiosity | Review usage and access and improve targeted promotion of the Studiosity platform to better support BAME students. |
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Outcomes
Student Outcomes: Increased BAME student engagement, reduced BAME awarding gap, improved academic skills and career aspirations.
Institutional Change: Increased culturally competent services, data-driven interventions, and enhancement of inclusive curriculum.
Belonging & Wellbeing activity
‘Living Black at University’ | Project to support BAME students develop a sense of belonging and community outside of the classroom. |
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Targeted support group workshops | Development of targeted support group workshops for BAME students to develop wider connections and support sense of community and of belonging. |
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Targeting of peer mentoring scheme | Targeting of Peer Mentoring Scheme to Asian students. |
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‘Safe Space’ drop-ins and workshops | Tackling racism, discrimination, and harassment via the creation of drop-ins and workshops delivered by our Report and Support Team. |
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Outcomes
Student Outcomes: Increased BAME student engagement, reduced BAME awarding gap, improved academic skills and career aspirations.
Institutional Change: Increased culturally competent services, data-driven interventions, and enhancement of inclusive curriculum.
Belonging & Wellbeing: Reduced racism and discrimination, increased sense of belonging and improved mental health.
APP Target
- Reduce attainment gap between Black & White students
- Reduce attainment gap between Asian & White students
KPI’s
- No BAME awarding gap
- 95% continuation from 1st to 2nd year
- 85% of students enter HSE of FS
Aim
Education Without Boundaries
Gain a clear, visual overview of the IMD Attainment Strategy, including its key aims, target groups, risks, activities, outcomes and intended impact. This resource is designed to support effective planning, communication and engagement across teams and stakeholders. |
Intervention Strategy 3 aims to reduce our attainment gap between IMD Q1 and Q5 students from 14% points (2021/22 baseline year) to 6% points by 2028/29 (full-time, UK-domiciled, all undergraduate students).
*ADD MORE INFO HERE*
Emerging evidence indicates IMD attainment reduces BAME awarding gaps, improves continuation and graduate outcomes.
Risks
- Risk 10: Cost pressures
- UoG Risk 2: Reducing challenges for students undertaking paid work/commuting
Inputs per annum
- Staff time: 3.5 FTE
- Non-staff costs: £40,000*
*FIT document
Intervention Activities
Targeted Financial Support & Advice activity
Bursaries for undergraduate students with low household incomes (<£25,000) | Commuter Bursary of up to 50% of monthly commuting costs between home and university up to a maximum of £1,000 per academic year. Digital Access Bursary of up to £300 towards IT equipment and internet connection for new students in their first year of study. The Greenwich Bursary of £700 paid as credit on student’s Aspire Card to use on resources to enhance their learning experience in their first year of study. |
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Proactive workshops and resources around managing money | Proactive workshops and resources around managing money and financial wellbeing targeted to bursary and scholarship recipients. |
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Provision of free community meals | Targeting of vouchers for free breakfasts or dinners at students who are eligible for FSM. Vouchers are to value of £20 and applications can be made once a term for each academic year of study. |
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Commuting student project | Project to develop a more in-depth understanding of the experiences of our commuter students in order to help them to develop a sense of belonging and ensure they are aware of the support available to them. |
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Outcomes
Attainment: Students from low-income households are as likely as students from middle-income households to achieve good degree outcomes.
Financial Support and Literacy: Students are less likely to experience financial hardship and are supported to develop skills and confidence in managing money effectively.
Student Wellbeing: Financial support leads to students being able to study and learn effectively and develop a sense of belonging.
APP Target
Reduce attainment gap between IMD Q1 & Q5 students
KPI’s
- No BAME awarding gap
- 95% continuation from 1st to 2nd year
- 85% of students enter HSE of FS
Aim
Education Without Boundaries
Gain a clear, visual overview of the Progression Strategy, including its key aims, target groups, risks, activities, outcomes and intended impact. This resource is designed to support effective planning, communication and engagement across teams and stakeholders. |
Intervention Strategy 4 aims to reduce the gap in progression to graduate employment or further study between Asian and White students from 9% points (2020/21 baseline year) to 3% points by 2028/29 (full-time, UK-domiciled, all undergraduate students). Also, it aims to reduce the gap in progression to graduate employment or further study between IMD Q1 and Q5 students from 16.4% points (2020/21 baseline year) to 6% points by 2028/29 (full-time, UK-domiciled, all undergraduate students).
*ADD MORE INFO HERE*
It is assumed that students who feel well-prepared and confident about their careers are more likely to be satisfied with their university experience.
Risks
- Risk 10: Cost pressures
- Risk 12: Progression from HE
Inputs per annum
- Staff time: 5 FTE
- Non-staff costs: £25,910
Mentoring activity
Career mentoring | Career mentoring: expanding our mentoring programme and ensuring it is better promoted to students from BAME and IMD Q1 backgrounds in subject areas where we know we have the biggest gaps in Progression outcomes, prioritising and providing additional and tailored engagement opportunities for students with mentors drawn from employer partners and alumni. |
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BAME alumni community | BAME alumni community: facilitating professional and personal networks, sourced from BAME alumni who reflect graduating student experience, that provide informal mentoring, advice and opportunities for graduating students from BAME backgrounds. |
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Outcomes
Career Development: Elevated career ambitions, improved career planning and navigation of the job market, and enhanced access to professional networks.
Student Development: Increased career opportunities knowledge, self-confidence and employability skills, and greater social and cultural capital.
Work Experience & Financial Support: Increased study-friendly and part-time work opportunities that align with career progression, and targeted financial support to access graduate-level opportunities.
Work & Study Opportunities activity
Holistic interview support package | Holistic interview support package: sponsored by university employer partners and alumni, for final-year students from IMD (2019) Q1/low household incomes to overcome financial barriers to pursuing graduate level interview opportunities. |
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Annual part-time jobs fair | Annual part-time jobs fair: in partnership with local employers to connect students with parttime work opportunities that could provide graduate-level experience and/or lead to graduate employment, including specific pre-application support for BAME students and those from IMD Q1 areas. |
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Positive action recruitment & selection | Positive action recruitment and selection for student jobs (internal placements and student ambassador roles and working with our employers to encourage adoption of the same), including targeted promotion, pre application support and guaranteed interviews for BAME students and those from IMD Q1 areas in subject areas where we know we have the biggest gaps in progression outcomes. |
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Postgraduate Task Force | Involving representatives from academic and professional services, tasked with raising the profile of postgraduate study opportunities, with specific consideration given to the needs of Asian students and those from IMD Q1 areas. Group to be established and action plan agreed 2024/25 with the plan to become fully operational from 2025/26. |
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Outcomes
Career Development: Elevated career ambitions, improved career planning and navigation of the job market, and enhanced access to professional networks.
Student Development: Increased career opportunities knowledge, self-confidence and employability skills, and greater social and cultural capital.
Work Experience & Financial Support: Increased study-friendly and part-time work opportunities that align with career progression, and targeted financial support to access graduate-level opportunities.
APP Target
- Reduce attainment gap between IMD Q1 & Q5 students
- Reduce progression gap between IMD Q1 & Q5 students
KPI’s
- 90% average student satisfaction
- 85% of students enter HSE of FS
Aim
Education Without Boundaries
Find out more about the university's Access and Participation Plan