The percentage of 16-17 year olds recorded in education and training within England, as at March 2019, was 93%. Of this figure, 85% were full time students. Apprenticeships, work-based learning, employment combined with study and part-time education contributed towards the remaining 8%. It is acknowledged that expecting vulnerable groups of students, as well as some individual young students to finance transport, food, books and equipment in order to remain in education or training can be a barrier and, in some cases, a prevention to continuation of study or training. As a result, there is specific support available to assist with these costs for some students.
Students identified as the most financially disadvantaged are defined as ‘vulnerable groups’. These groups are:
If a student meets one of these criteria and the institution they attend can verify this, a claim can be submitted by the institution through the Student Bursary Support Service Portal, up to a value of £1,200 per year. This is awarded from the 16 to 19 Bursary Fund.
Institutions also have the authority to pay an individual student a discretionary bursary, again from the 16 to 19 Bursary Fund but administered under differing eligibility criteria than the above.
An individual student is considered for an award from the fund to assist them in overcoming the barriers they are personally facing, which may prevent them from participation in education or training. Items that a student may need to pay for to continue in education, such as travel, books and equipment are considered as expenses, but also their individual situation including household income and requirements of their study programme.
Whilst the institution sets their own criteria for this discretionary bursary, they do have to comply with the eligibility conditions of the scheme.
A student who is in receipt of or whose parents receive a qualifying benefit could be eligible to receive a free meal at the institution for each day that they attend a study programme. The free meal provision is intended to support disadvantaged students, and is based upon a successful application that would be made to the further education provider.
For young parents (aged under 20), Care to Learn (C2L) provide funding for childcare, in order for the parents to continue in education after the birth of their child. Care to Learn pay a maximum of £160 per child per week towards childcare whilst the parent is engaged in a study programme or on a programme identified work or industry placement. The young parent should be the main carer for the child and in receipt of Child Benefit for the child they are claiming C2L. They must also be living and studying in England. There is a London weighting for the scheme, up to a maximum of £175 per week per child.
It is encouraged that institutions pay bursaries in the form of travel passes, vouchers or credits to cover food and books, relating to the reason the bursary was awarded to the student in the first instance and thus ensuring that the funding is used for the purpose for which it was intended.
Acknowledgement of the specific barriers opposing progression onto further education and training for students aged 16 is paramount to increasing the level of support, information and guidance that we administer. By providing this guidance we can hope that the proportion of 16 year olds participating in full or part time further education, apprenticeships, work based learning and employment combined with study will continue to rise.
The term ‘institutions’ is used to cover academies, schools, colleges and all other providers.
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Orin, studied Law at the University of Oxford, shares how her GCSEs influenced her A-level choices and decision to attend university. She also offers advice on selecting qualifications.
Josh, a Computer Science student at the University of Newcastle, shares how he chose his A-levels, offers advice on university applications, and reflects on valuable lessons for future students.
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Sarah, a Biochemistry graduate from Birmingham, discusses how university aided her transition to employment and shares valuable insights for choosing the right career path.
Samra, a Medicine student at the University of Liverpool, shares how she chose her course, the value of her work experience, and advice on overcoming barriers. She also offers tips for applying to study medicine.
Jackson, a Theatre and Performance Studies student at the University of Bristol, shares his insights on choosing qualifications, the significance of enjoying your subjects, and how bursaries and scholarships influenced his university decision.
Eireann, an English and Education graduate from Cambridge, shares how a summer school helped her decide on university and her course. She also offers advice on selecting the right university.
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Amy, an English Language graduate from the University of Glasgow, shares how she chose her university course, why she selected Glasgow, and her experience with scholarships.
Billie-Joe, studying Social Work and Geography at Queen's University Belfast, shares how she chose her GCSE subjects, what she enjoyed in A-Level, and offers advice for subject consideration.
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Billie-Joe, studying Social Work and Geography at Queen's University Belfast, shares his university selection process, reasons for choosing Belfast, and helpful advice for others.
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Fatima, studying Dentistry at Cardiff University, shares her journey, emphasising diverse work experiences, teacher support during applications, and the benefits of attending a Russell Group University.
Khima, a Law student at the University of Edinburgh, shares how he chose his A-Levels and how his dream job influenced those decisions.
Sophie, a law student at Sheffield, shares her experiences with GCSEs and offers valuable advice for selecting A-Level subjects based on her personal choices.
Saif, a graduate in Accounting and Finance from Manchester, discusses choosing a university and course, highlighting the benefits of access schemes in decision-making.
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Bishoy, studying Aerospace Engineering at Southampton, reflects on his university experience, highlighting the skills gained and what he enjoyed most about student life.
Onome, a Chemical Engineering graduate from Imperial College London, discusses his summer school experience, course highlights, and what mattered when applying for jobs after his masters.
Khima discusses his motivation for studying law at Edinburgh, highlights the city's appeal, and shares tips for open days.
Habiba, studying Maths at Queen Mary University, discusses her course selection factors, extracurricular activities, and shares valuable advice for choosing the right university.
Richard, an Economics and Finance student at the University of York, shares his university life experience, highlighting extracurricular activities and how they prepared him for future employment.
Nathan, an English student at Exeter, shares why he chose his course, the benefits of a gap year, and offers advice on selecting a university subject.
Matt, a Linguistics student at UCL, shares how he chose his GCSE subjects, the skills that supported his studies, and offers advice for selecting subjects.
Saif, a graduate in Accounting and Finance from Manchester, shares insights on making subject choices, emphasising how his GCSE experience influenced his A-Level decisions.
Jess discusses her Sociology experience at Durham, highlighting involvement opportunities, the benefits of university, and advice for those considering applying to higher education.
Gemma, a Communication and Media student at the University of Leeds, shares her experiences navigating university life with a disability and the opportunities she found.
Nathan, an English student at the University of Exeter, discusses challenges he faced transitioning to A-levels and shares insights that helped him realise he could attend university.
Habiba, studying Maths at Queen Mary University, shares how her future plans influenced her GCSE choices and offers valuable advice for making subject selections.
Fatima, studying Dentistry at Cardiff University, shares her insights on excelling in studies, the A-Level transition, and the importance of keeping her subject choices open for future opportunities.
In this case study, Khima, a Law student at the University of Edinburgh, talks about how getting involved in extra-curricular activities made her university experience even better.
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This article will discuss different barriers which LGBTQ+ students may face, and tools we can effectively use to dismantle these barriers.
We know students are using Chat GPT for their Personal Statements, right?
Within this blog, you will find an introduction to the new Advancing Access team, information on how Advancing Access can support you as well as upcoming opportunities to get involved in!
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As someone who has answered hundreds of phone calls in the past from students on A level results day.
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the Russell Group launched a new interactive website to host its Informed Choices guide.
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If ever there’s a situation where universities and schools are talking a different language when it comes to a given topic, we see part of our job as being the interpreter.
The first article in a blog is rarely the most interesting one – I dare say that this will be no exception…
