Impact

Report
Academic Year
2015-16

Kiara Germaine-Morris, Lister Community School, tutored by Antonia Gold, Olswang

 The Access Project The Access Project

Why We Are Needed

Barriers Solutions Reach Impact

Education is not a level playing field many students Our programme addresses these barriers head on. Our growth during the past academic year means we Meriam Benhaj-Otham, from Clapton Girls Academy
face a range of socio-economic barriers both to their life are able to reach more students than ever before. partnered with Linklaters, has been tutored in French by
prospects and to fulfilling their academic potential. Linklaters volunteers for the past two years. She now holds
offers for The University of Law and the University of Sussex.

The Access Gap An academic tutor Students

We provide our students with academic tuition from a trained

volunteer for an hour each week to improve their grades.

A university mentor
We deliver an intensive programme of university support
from age 14-18. The programme helps students understand
6x less likely
the pathway to one of the UKs top third universities, from
choosing the most suitable subjects at GCSE, through to 938
You are six times less likely to make it to a top third
application, interview and placement at university.
university* if you are from one of the UKs least affluent 891
households (UCAS 2015). We believe this is unfair, and
significantly affects the life chances of less affluent young The Access Project students make more
people by restricting access to a key vehicle for social academic progress than their peers
mobility. This Access Gap is caused by two things: 530
+30% of +50% of
a grade a grade 300
The Access Project has helped me grow in confidence and
my tutors provided me with tailored help with the things I
1. Getting the grades 2012/13 2013/14 2014/15 2015/16
was struggling on. I started year 12 with a D grade in French,
at the end of the year I got a B in the general exam!
There is a well-documented At GCSE, tutored students The more tutorials they
attainment gap between the most made an average of a third attend, the bigger the impact. I come from a background where my family couldnt afford
and least affluent young people of a grade more progress Students who attended more to provide me with extra tuition. My parents didnt go to
that begins at primary school and than their peers in their than 20 tutorials in Year 11 university, my brother went this year I am now the second
reaches its peak at age 18. This tutored subject. made half a grade more person from my family to go to university.
means the least affluent young progress than their peers.
people are significantly less likely
Students not with Students with
Volunteers
to achieve the A*, A and B grades The Access Project The Access Project
Percentage of students who applied to university
at A level required to attend a top and placed at a top third institution.
third university.

Students with The Access Project

962
are significantly more likely to apply 925
to, and receive offers from, top third
2. Making a good application universities.* In 2015-2016: 54% 39%
The pathway to a top third university
can be very hard to navigate without University applicants who put in an
support. Less affluent young people application to a top third university
lack the support networks they need 548
to make the best GCSE, A level, Applicants who received at least
degree, and university institution one offer from a top third university
choices for them, and to prepare The Access Project students are 15 percentage
the best applications they can. points more likely to be placed at a top third
UCAS Control Group The Access Project Students 319
university than a matched control group

*Top third universities are the most selective institutions based on the academic results *The control group was created by UCAS by sampling students from the National Pupil 2012/13 2013/14 2014/15 2015/16 The Access Project Students UCAS Control Group
of their enrolled students. Database (NPD) such that the proportion of pupils with socio-demographic characteristics
and attainment levels in the control groups reflect those observed amongst students on
The Access Project.

2 Impact Report 2015-16 Impact Report 2015-16 3

 The Access Project
Foreword
I entered the classroom in 2006, with the optimistic
aim of improving life chances for young people in a
tough part of outer London. Ten years on, our society
remains deeply unequal in many ways.
Against what can seem a bleak backdrop, Im so proud
that The Access Project has reached some huge
milestones in the last year. Our causal impact on student
attainment has been verified by Nesta, and analysis by
UCAS shows that we have had a statistically significant
impact on our students university outcomes in both of
the last two years.
This success has been achieved through the hard work
of so many different groups of people. I would like to
thank all of you: every one of our 962 volunteers who
provided one-to-one academic tuition this year; each of
our 18 inspirational partner schools; all of our financial
supporters, including Impetus-The Private Equity
Foundation; and every one of my wonderful colleagues
who demonstrate such commitment to our young people
every day.
Despite this hard work, much remains to be done. I want
to outline the challenges we face in making access to top
third universities fair, why it matters, and our vision for
the future.
The Access Gap
The past five years has seen a widening gap
between the number of poor young people
and those from wealthier backgrounds who
go to our top universities.
39,600
36,900
2010 2015
Source: UCAS, 2016
4 Impact Report 2015-16
The Access Project The Access Project
Why this matters
This Access Gap matters.
On one hand, its an issue of fairness. Not everyone
should go to university at age 18. However, we believe it
Average earnings over a lifetime How we work
cannot be right that if youre poor you are far less likely
to go to university, and six times less likely to go to a top
The Access Project works with high-potential students from
third institution. This segregated system does not reflect
1,597,610 disadvantaged backgrounds, providing in-school support
the talent of our young people, and is deeply unfair.
1,385,260 and personalised tuition to help them gain access to top
third universities. Our programme is founded on a unique
The Access Gap is also an issue of life prospects. Young
and highly effective collaboration between our community
people leaving education today face an increasingly
of students, schools, volunteers, individual supporters, grant
complex labour market. Reviewing all of the available
makers and business partners.
evidence, it is clear that going to a top third university
remains the most reliable vehicle for less affluent students
Our businesses encourage their employees to train as
to be socially mobile and achieve financially secure, high
volunteer academic tutors to our students. Businesses, grant
status employment. We believe all young people should Russell Group* Non Russell Group makers and individual supporters provide matched funding
have the opportunity to access this. This is emphatically
for our work with these students, or fund key projects critical
not the case today. From the Sutton Trust 'Levels of Success' report in Oct 2015
to achieving our vision to work with 2,500 students in areas
We are committed to improving social of highest need by 2020.
*The Russell Group represents 24 leading UK universities.
mobility by helping poorer young people to The Access Project provides in-depth support to students,
reach selective universities. In this report schools and volunteers through a dedicated member of
we share conclusive evidence that The staff who works on site at our partner schools, programme
Access Project can and should be a part of coordinators and an office-based team who give support
the solution to the growing Access Gap. behind the scenes.
Andrew Berwick
Director, The Access Project
The situation is worsening Our Goal Our Vision
The Access Project focuses on improving access to top third 2,600 This is a critical time for all of us who are committed to
Number of Access Project Students
universities for young people from the most disadvantaged improving social mobility by making a difference to young
2,400
backgrounds. There is good news: more young people from peoples life chances. In this report we share conclusive
less affluent backgrounds are going to these universities 2,200 evidence that The Access Project can and should be a part
than ever before. 2,000 of the solution to the growing Access Gap.
1,800
However, the bad news is that like in so many other areas Our goal is to work with 2,500 young people in the areas of
of our economy the gap between rich and poor is growing 1,600 highest need by 2020 and in time to work with all of the
year on year. 1,400 400 schools in England that meet our eligibility criteria. By
1,200 achieving this goal, we would support an additional 1,400
There is a yawning gulf an Access Gap between the pupil premium-eligible young people to top third universities Students Schools Volunteers Businesses Programme
1,000 Coordinators
number of less affluent young people going to our top third each year.
universities and those from more affluent backgrounds. In 800
2010, this gap was 36,900 students. By 2015, it had grown Getting there will not be easy and will require us to work
600
to 39,600 young people, an increase of 2,700. with more partners than ever before. Whether you are reading
400
this as a leader in education, business, charity, or government,
This Access Gap is driven largely by the continued gulf 200 we need your support to realise our vision to close The
in attainment between the most and least affluent young 0 Access Gap and make a real and lasting difference to our
people. The barriers to attainment for less affluent young 2013/14 2014/15 2015/16 2020 young peoples lives. I hope you will join us.
people are numerous. This is exacerbated by a booming
private tuition industry that provides intensive one-to-one Year
support for those who can afford it whilst state schools
across the country are facing real-terms cuts in funding. Our goal is to work with all of the 400 schools
in England that meet our eligibility criteria.
Working at this scale would allow us to
support an additional 1,400 pupil premium- Andrew Berwick
eligible* students to gain places at top third Director, The Access Project
universities each year.
*Pupil premium is additional funding for publicly funded schools in England to raise the
attainment of disadvantaged pupils of all abilities and to close the gap between them
and their peers.
Impact Report 2015-16
3 5 6 Impact Report 2015-16
 The Access Project The Access Project
The Access Project doesnt just give young
people from disadvantaged backgrounds access
to high-quality tuition, it exposes them to work
environments and jobs that they are very unlikely
to encounter otherwise Ive found this can be as
motivating as the tuition itself.

I would recommend businesses get involved

with The Access Project both financially and in
providing volunteer tutors, to support a charity
that delivers tangible results towards tackling
inequality and expanding opportunity.

Students Schools Suneil Setiya

Co-founder, Quadrature Capital
Business
A-Levels are a big jump from GCSEs and The Access Projects support means that some
having somebody to help you through of our students are the first in their entire family Hours of Tuition London West Midlands
Number of
parts of the course you dont understand to consider further education. But the greatest Percentage (29 per hour) (23 per hour)
businesses
is extremely helpful and an aspect of The benefit is the resilience the programme offers of students engaged with
Access Project Im most grateful for I feel our young people attending tutor sessions who applied to 313
54% 39% 342,751
tutoring has really boosted my confidence away from the academy means our students university and 299
in Chemistry. Alongside tutoring, being able have to be independent way before entering placed at a top
12,727
to go to your tutors workplace gives you work or higher education. This preparation is third institution 2014/15
hours 230
first-hand insight into your prospects after key in an area where there is very little mobility 20,884
university which is really motivational. of any kind. The Access Project students are 15 percentage
points more likely to be placed at a top third
Danyaal Hussain Andrew Burns university than a matched control group*
Moseley School, Birmingham, Tutored by Henry Headteacher, Ormiston Forge Academy, 356,729
131
Hopcroft, Barclays West Midlands The Access Project Students UCAS Control Group
2015/16 13,852
*The control group was created by UCAS by sampling students from the National Pupil hours 2012/13 2013/14 2014/15 2015/16
Database (NPD) such that the proportion of pupils with socio-demographic characteristics 35,673
and attainment levels in the control groups reflect those observed amongst students on
The Access Project.

Tutoring is a fantastic and very convenient

way to contribute the wider community its
rewarding knowing that you are making a
contribution towards a young person fulfilling Following a young person through their journey
their potential. As you are directly sharing your to realise their aspirations is both fulfilling and
skills and knowledge, it feels very personal. Its humbling. I am so lucky to be able to support
also great that tutoring keeps that academic students to make these decisions as well as
knowledge fresh in your mind if it doesnt crop guide them along the way by far the most
up in your career. rewarding part is A-Level results day seeing all

Programme
that hard work pay off!
Phil Hurt
Assistant Director, Corporate Communications,
Rothschild
Volunteers Coordinators
Tracey Beech
Programme Coordinator at Moseley School
and Ormiston Forge Academy, West Midlands

+0.58 of +0.27 of +0.26 of +0.25 of

a grade a grade a grade a grade

Hours of tuition delivered

in academic year 2015-16 13,852
in working years
Science Maths Humanities Languages 12,727
7 Years
6 Months 8,160
GCSE grade improvement by The Access Project students in comparison to peers by subject
3,310 Help choosing In-depth University visits, Detailed guidance on the Clearing
subjects, universities personal specialised programmes application process support
2012/13 2013/14 2014/15 2015/16 and courses to apply to statement and subject-specific
support societies
Increase in hours of tuition
7 Impact Report 2015-16 8 Impact Report 2015-16 Impact Report 2015-16 3 9
 The Access Project The Access Project

Students Schools Rise in numbers of students

We deliver impact for our students by addressing their two
key barriers to accessing a top third university: getting
the grades and making a good application. Academic
year 2015-16 saw major successes in both of these crucial
areas. At GCSE, students made an average of a third of
a grade more progress in their tutored subject than their
peers. For students who attended at least 20 tutorials in
Year 11, this increased to half a grade more progress than
their peers who were not on our programme.
But gaining a place at one of the countrys top universities
isnt just about getting the grades; its also about making
a good application. To do this, our students need to have
the aspiration and confidence to apply. A unique aspect
of our programme is that our students are tutored by
volunteers from some of the countrys leading employers.
This simultaneously boosts their confidence and hones
their soft skills, which are crucial to successful university
applications. This has a resounding impact on our students
aspirations in academic year 2015-16, 90% of students on
our programme applied to university.
All of this is underpinned by a framework of targeted, high-
quality university support. From guidance on how to write
personal statements, to specialised mentoring for Oxbridge
entrance exams, our students are given expert support on
how to navigate the university application process.
This year we have powerful evidence showing how the
elements of our programme come together to radically
improve our students access to top third universities. We
compared the university outcomes of our students against
a control group specially developed for us by UCAS.*
We found, of our students who applied to university, 69%
secured a firm offer from a top third university, compared
to 54% of students in the control group.
Whats more, our growth during the past academic year
meant we were able to deliver our impact to more students
than ever before. We now tutor 938 students across
London and the West Midlands, up from 300 students in
academic year 2012-13.
*The control group was created by UCAS by sampling students from the National
Pupil Database (NPD) such that the proportion of pupils with socio-demographic
characteristics and attainment levels in the control groups reflect those observed
amongst students on The Access Project.
we believe students need to achieve to study at a top third
Tutoring has given me targeted support
on particular topics within my A-Level
Mathematics syllabus. Jamie and I go
through questions together and he
encourages me to explain how I got to
my answers; this consolidates my
learning and boosts my confidence.
Armando Karafili
Lilian Baylis Technology School, partnered with the Golden
Bottle Trust. Tutored by Jamie Gossage, Private Bank.
The Access Project students make more
academic progress than their peers
+30% of a grade
gaining Top Third places at schools
The programme we offer our students not only increases before and since the introduction
their chances of attending a top third university, it also raises of The Access Projects programme
the aspirations of students throughout the schools in which
we work. It thus transforms our schools overall post-18
student destination profiles.
Four years since
This is illustrated by the growth in the total number of students Three years before
who go on to study at a top third university following a partnership
between their school and The Access Project (see opposite).
London
Weve mapped the outcomes from year 10 to year 13 that School A
university, and we place one of our programme co-ordinators
in school to deliver a programme of high quality university
support to enable students to meet these outcomes. This 42
ranges from guidance on which GCSEs to pick if youre
aspiring to become a vet, to preparation for engineering
3
degree admissions interviews.
Further, our schools tell us we provide an invaluable addition to
their teaching expertise: were able to connect their students Six years since
with trained volunteers, who have an A-Level or degree-
level qualification in the subject their students themselves Three years before
identify they need most support in. This allows the schools
we work with, which all serve disadvantaged communities,
to offer weekly one-to-one personalised academic support in
the subject where it is needed most, for their high-potential
students who need it the most. London
School B
Whats more, these connections allow us to provide further
support to our students. This includes the opportunity to 54
join our Medicine and Dentistry society, our Steps to Law
programme (supported by Linklaters and Clifford Chance), and 7
our Oxbridge society (delivered in conjunction with interview
preparation sector-leaders, Oxbridge Interviews, through their
social enterprise, Oxfizz). These programmes offer students
who are keen to apply to the most competitive courses
Three years since
extra support, including mock interviews, admissions tests, Two years before
networking events and tailored personal statement support.
For many schools, their partnership with The Access Project
helps them to send students to Oxbridge for the very first time.
It frequently means that their students are the first in their
families to attend university. In academic year 2015-16, five of London
our students were invited to interviews at either the University School C
of Oxford or the University of Cambridge. The overall result is
18

At GCSE, tutored students made an average of a third

heightened aspiration in a schools community and the creation
of a high achieving, inspirational school alumni body. 1
of a grade more progress than their peers in their
tutored subject.

Student survey responses +50% of a grade The Access Project has raised aspirations
Percentage of students who agreed with the statements focusing pupils and staffs minds on
the most competitive universities.
In my tutorials The pupils independence in arranging,
I learn a lot
travelling to and engaging with one-to-
In my tutorials my tutor one tutorials with inspirational graduates
addresses anything I do The more tutorials they attend, the bigger the impact. has been transformational. In addition,
not understand Students who attended more than 20 tutorials in Year 11 the Oxbridge preparation programme
The choice of made half a grade more progress than their peers. has been of the highest quality.
topics reflects my
individual needs
Students not with Students with Max Haimendorf
The Access Project The Access Project Secondary Headteacher, King Solomon Academy,
partnered with OxFizz
10 Impact Report 2015-16 Impact Report 2015-16 11
 The Access Project
Businesses
The Access Project could not deliver its impact without the
generosity of our business partners. As well as financial
support, they encourage their staff to volunteer: 41% of our
volunteers heard about us through their employer. And it
doesnt stop there. From sharing their skills pro-bono, to
hosting events, our business partners make The Access
Project work.
The impact flows both ways: our partners can see their
measurable impact on making university access fairer in
their local communities and the positive impact our
volunteering has on employees.
Diversity, inclusion and social mobility
In the UK, your likelihood of progressing to high status
employment is mainly determined by your parents income.
We believe this is unacceptable, and so do our partners.
Our partners want to make their own workplaces more
diverse and more inclusive for students like ours. The
Access Project allows our partners to address this challenge
directly and measurably.
The Access Project has facilitated our award-winning
Key Project since 2011. This is Slaughter and Mays
flagship social mobility project.
Kate Hursthouse, Corporate Responsibility Manager,
Slaughter and May Employee engagement
Employee engagement
Our volunteers care about social mobility too: 94% of surveyed
volunteers see volunteering with us as their opportunity to help
a young person from a disadvantaged background secure a
place at a top university. As a result, 73% of volunteers from
our business partners say that being able to volunteer with us
makes their company a more attractive place to work.
Skills-based volunteering opportunity
94% of volunteers from our business partners say that tutoring
means they can use their skills in a meaningful way.
We train volunteers to use their academic qualifications and
skills to make a difference to a young persons academic
attainment. Our students have neither the networks nor the
money to get such support elsewhere.
This is a way for our volunteers to use their skills,
knowledge and experience in a meaningful way
and make a real impact. It sounds obvious to say,
but opportunities like this can be difficult to find
Linda Zell, Head of Corporate Responsibility, Olswang
Skills development
Our partners know that their volunteers benefit too. 67%
of surveyed volunteers say tutoring has helped them coach
more junior colleagues and 85% say it has helped them
communicate with a wide variety of people.
This impact is also seen by volunteers managers. 84% of senior
managers who we surveyed said they would look favourably on
a candidate for promotion who had volunteered with us.
12 Impact Report 2015-16
KPMG is proud to have been a long-
standing supporter of The Access Project.
As well as the pride that comes from
helping a student to achieve their full
potential, our volunteers also develop their
own skills, making it a real win-win.
Corrine Harms
Corporate Responsibility Manager, Corporate Affairs,
KPMG LLP, partnered with City Academy Hackney
Business survey responses
agree they are able to use
94% their skills and abilities in a
meaningful way in their tutorials
of senior managers who
we surveyed said they
84% would look favourably on a
candidate for promotion who
had volunteered with us
of volunteers from our
business partners agree the
opportunity to volunteer for
73% The Access Project makes
their company a more
attractive place to work
The Access Project
Volunteers
Our community of volunteer tutors are at the very heart of
Volunteer survey responses
the work we do to support students on The Access Project.
Tutors work with a student for one hour per week, providing
academic support and guidance in a particular subject area
to enable the student to develop their knowledge and skills
and, ultimately, to raise their attainment.
of respondents agree
In 2015-16, volunteer tutors delivered 13,852 hours of free or strongly agree with
tuition to students across London and the West Midlands, an the statement I would
increase of 1,125 hours compared to the previous academic 98% recommend volunteering
year. Tutors who volunteer their time to support The Access for The Access Project to
Project are passionate about our mission and understand friends or colleagues.
the very real impact their support is having 94% see
volunteering with The Access Project as an opportunity to
help a young person secure a place at a top university.
This passion has resulted in an increase in average hours
delivered per tutor, from 13.7 hours per tutor in 2014-15 to 14.3
in 2015-16. As tutors can see their weekly tutorials are having
a tangible impact, they are motivated to invest more time.
Tutors tell us they notice improved ambition, confidence, and of tutors agree that
positivity among their tutees over the course of their tutorials,
in addition to the academic progress made. 94% The Access Project is an
excellent place to volunteer
Tutors realise the importance of one-to-one tutoring in creating
a strong foundation on which to work with a student, and they
value the relationship they build with their tutee. One tutor
said: Ive enjoyed the opportunity to work energetically with
students. Regular one-to-one sessions result in good student
progress and positive tutor-student relationships.
The responses to this years tutor survey demonstrated a high
level of satisfaction among tutors with 98% of respondents
agreeing or strongly agreeing with the statement: I would
recommend volunteering for The Access Project to friends
or colleagues. This is reflected in the number of new tutors
who credit word of mouth as the reason they chose to
volunteer from our current tutors, almost a quarter fall into
this category.
Ninety four percent of tutors also agree that The Access
Project is an excellent place to volunteer. We are proud
to consider our volunteers as advocates for our students,
the programme we deliver, and the importance of tackling
The Access Gap.
The students dont lack aspiration
or ambition, but I think a bit of
encouragement and support, from
those who have been there before
them, can help them to understand
how to get to where they want to go.
One of the best aspects of the project
is that the students have to arrange
the meetings and come into our
offices and generally get a bit more
familiar with the norms of office life.
Isabel Taylor
Partner, Slaughter and May, partnered
with Central Foundation Boys School
Impact Report 2015-16 13
 With thanks to our:

Business partners Major funders

Barclays Fidelity UK Foundation
Clifford Chance LLP Impetus The Private Equity Foundation
EQ Foundation Stavros Niarchos Foundation
Golden Bottle Trust The Careers & Enterprise Company
KPMG LLP
Linklaters
Supporters
Olswang
Oxfizz
Aimia
Quadrature Capital
AKT II
Slaughter and May
Ashurst LLP
Worshipful Company of Founders
Aspect Capital
The Boston Consulting Group
Bloomberg
The Buzzacott Stuart Defries Memorial Fund
Coco Ferguson
Credit Suisse
Schools Frazer-Nash Consultancy
Fulcrum Asset Management
Ark Globe Academy Gowling WLG (UK) LLP
Central Foundation Boys School Independent Franchise Partners, LLP
City Academy Hackney Mercer
Clapton Girls Academy Neil Cosgrove
Haverstock School Nesta & The Cabinet Office
Highbury Grove School Newington Communications Limited
Holte School Northern Trust
Hornsey School for Girls Parthenon-EY
King Solomon Academy Peter Brett Associates LLP
Lilian Baylis Technology School PJT Partners (UK)
Lister Community School PSE
Moseley School Simon Hillary
Oasis Academy Enfield TalentPool
Oasis Academy Hadley Teach First
Ormiston Forge Academy Treebeard Trust
St Aloysius College The Boston Consulting Group
St Georges Catholic School The Clothworkers Foundation
Waverley School The Girdlers Company Charitable Trust
The Ironmongers Company
The Access Projects
The Hiscox Foundation
Impact Report supported by:
The Key Support Services ltd

The Access Project

Bastion House
140 London Wall
EC2Y 5DN

@theaccessp www.theaccessproject.org.uk
0207 601 1939
info@theaccessproject.org.uk
Registered charity: 1143011

All images by Robert Logan Photography bwa.design