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Evaluation of 1-1 Appointments for Care Leavers and Estranged Students

A contribution analysis project to assess the mandatory appointments for care leavers and estranged students on their sense of belonging and continuation.

Project status

In progress

Duration

1 Jan 2025 to 30 Sep 2026

Fourteen percent of care leavers were in higher education by the age of 19 in 2021/22, with only 2% progressing to higher-tariff institutions (Simes, 2023). However, it’s estimated that around a third of care experienced students will apply as mature students (UCAS, 2022). Additionally, the OfS (2020) report states 3,000 estranged students join higher education each year.

Care experienced and estranged students may face challenges that make it harder to transition and succeed at university. This could range from a tough transition, building rapport and psychological needs, academic preparedness, and financial and accommodation challenges. Cotton, Nash & Kneale (2014) mentioned care leavers success in higher education includes motivation to participate, being prepared for university and having academic, personal and financial support.

Almost every university offers financial support for care experienced and estranged students, with many also offering a named contact for additional pastoral guidance. However, the levels of support will differ depending on caseloads, proactivity of support and contact, and the training/experience of contacts (Bhattacharya & Payne, 2024).

Recognising the potential engagement risks for these student groups, the University of Bath provides mandatory appointments each semester. A named contact in the Student Retention and Success team uses a proforma to scaffold conversations. This ensures that pastoral and academic experiences are discussed and appropriate referrals and/or actions are taken to support each student. The SRS team’s goal is to ensure that all students are accessing all possible support at the University, building the necessary rapport with student and staff to succeed in their studies.

Evaluation Questions

  • What contribution, if any, has the mandatory appointments and proforma made to care leavers and estranged students’ sense of belonging?
  • What contribution, if any, has the mandatory appointments and proforma made to care leavers and estranged students’ continuation rates?

Methodology

  • Contribution analysis, which has been taken to recognise the myriad of other interventions and factors that could be at play, and due to the small sample sizes. This is based on Befani and Mayne’s (2014) 6-step approach.
  • An initial Theory of Change will be developed for the Student Retention and Success team, with an enhanced Theory of Change being reviewed on the mandatory appointments and proforma
  • Collation of literature will be used to challenge and prove elements of the enhanced Theory of Change.
  • New evidence via interviews and/or focus groups with care leavers and estranged students will be collated to examine the causal mechanism
  • A contribution story will be created based on the review of all analysis and provide insight for further delivery of activities.

Type of evaluation evidence

Using the OfS standards of evidence this project will produce Type 2 (empirical evidence)

References

Published report

At the end of the project timeline, a report will be published on this webpage.

Explore other projects

See all the Access and Participation Research Projects This project is part of a set of projects that were committed in the Access and Participation Plan

Contact us

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