Widening access to HE
Introduction
Students from all backgrounds are welcome at Exeter and we continue to work hard to improve fair access to create a diverse educational community.
Learners from disadvantaged and underrepresented backgrounds experience multiple risks to equal opportunity which may limit their educational choices and potential. These may include unequal access to information, advice and guidance to make informed choices; relevant knowledge, skills and informed support to apply to university or limited access to flexible and affordable courses.
At Exeter we have sought to facilitate student access through a variety of means, expanding the availability of flexible courses while combining targeted advice and guidance, impactful fair access programmes and inclusive admissions practice to help widen participation within higher education and within our education community.
Fair access and progression programmes
Sector research and our own evaluation show programmes which provide scaffolded interventions to support students in developing knowledge and skills are correlated with higher propensity to apply for higher education and achieve a university place.
At Exeter, we run a number of these programmes for students from underrepresented backgrounds either as sole provider or in partnership to achieve greater reach. These are tailored to address learner needs at different stages of their educational development and are shaped by additional considerations such as improving representation within particular professions or supporting specific student communities.
Exeter Scholars
Exeter Scholars is our largest fair access programme and has been developed by the University to support young people from Year 10 onwards make informed choices about their future and help develop the skills, knowledge and confidence to successfully apply to higher education if they wish to take this step.
Realising Opportunities
Realising Opportunities (RO) is a unique collaboration of nine leading research-intensive universities, dedicated to promoting fair access and social mobility among students from groups underrepresented in higher education.
Sutton Trust Pathways
The Sutton Trust champions social mobility through programmes, research and policy influence and our partnership with them continues to provide opportunities for the University to work nationally with young people from widening participation backgrounds, as well as bringing together networks of practice relating to evaluation and policy development.
Realising Opportunities
Realising Opportunities (RO) is a unique collaboration of nine leading research-intensive universities, dedicated to promoting fair access and social mobility among students from groups underrepresented in higher education.
places offered on the RO programme in 2024/25.
The two-year programme for 16-18 year-olds is jointly delivered by partners with a particular focus on encouraging academically able students from disadvantaged backgrounds to progress to research intensive universities like Exeter.
All activities are designed to help students make informed choices, build understanding, develop critical academic skills while broadening networks and horizons. Independent evaluation shows participants are more likely to apply and progress to a research-intensive university and are more likely to achieve good honours. See the latest impact report.
In 2024/25 a total of 1,311 new Year 12 students were offered places on the programme, 120 of whom were recruited with the University of Exeter as their host university. Event delivery by Exeter for the year included an in-person launch event, to which teachers were invited and attended a personalised information advice and guidance session about the University; a series of virtual Academic Skills Module workshops; contributions to online advice and guidance events; and a virtual student conference.
Historically, students from ethnic minorities and living in areas of high deprivation, are over-represented amongst RO applicants to Exeter. Participants made 116 course applications to Exeter for 2024 entry compared to 86 the previous cycle although only six went on to enrol prompting changes to delivery to foster stronger relationships with Exeter.
Early data for 2025 entry suggests the position has improved considerably with the highest ever number of RO students enrolling at the University, including six scholarship award recipient.
Working with schools and colleges
As a high tariff University with stretching entry requirements, we are aware that many of the students we seek to attract may not see us as an achievable option despite having the potential to excel at Exeter.
This may be related to lack of confidence in applying based on predicted grades or lack of exposure to certain subject options and related career paths and transferable employability skills.
A significant proportion of our advice and guidance is focused on supporting students from underrepresented groups through targeted work with schools and colleges with high proportions of students living in high areas of deprivation, low progression to higher education and free school meal eligibility.
We often work in collaboration with charities or educational partnerships to make sure our support is focused on widening participation. A key objective is to give pupils confidence in applying to a high tariff university like Exeter through the provision of good quality information, often delivered by student ambassadors.
Information, advice and guidance
Our staff and student ambassadors delivered 482 higher education information advice and guidance talks engaging with approximately 54,000 students nationwide during 2024/25.
advice and guidance talks delivered.
students engaged nationwide.
The majority of this work was working with schools with high proportions of students living in areas of high deprivation or low progression to higher education.
A substantial part of our work in Wales revolves around engagement with the SEREN network. The network is organised and funded by the Welsh Government with the aim of encouraging learners to fulfil their educational potential regardless of socio-economic background. We increased engagement with the SEREN network during 2024/25 providing a range of support for students across South Wales and running a bespoke residential programme for nearly 150 students, with many from areas of highest deprivation and lowest participation in HE.
The University of Exeter continued its partnership with The Elephant Group (TEG), a headteacher-led charity supporting social mobility with a particular focus on helping students from non-selective state schools progress to high tariff universities. We began our partnership with The Elephant Group in 2018/19 which now comprises of 53 partner schools.
In 2024/25, Exeter participated in multiple information fairs and presentations, supported TEG webinars and major events such as the Winter Launch and Spring Conference – each attended by over 200 students. The University also hosted a three-day Year 12 residential at the Streatham Campus for 128 students. Evaluation carried out by TEG shows that students on the programme are twice as likely to progress to a high tariff university than the national benchmark.
TEG and SEREN evaluate their own programmes which involve multiple interventions provided by Exeter and other partners. We use pre and post event questionnaires for Exeter-specific activities such as the summer schools, and a combination of admissions and tracking data to assess the efficacy of our interventions and the overall impact of these partnerships in respect of progression to higher education and University of Exeter in particular.
Education partnerships
The Education Partners Programme is an important feature of our work with schools and is aimed at strengthening relationships with state schools and colleges to engage high achieving students largely from widening participation backgrounds.
The programme includes a package of student information, advice and guidance, and teacher development with a particular focus on supporting widening participation. As a result of evaluation through case studies, focus groups, session delivery analysis, and year-on-year application comparisons, we are aiming to expand the programme from the existing cohort of 70 schools and colleges by around 25%.
We offer teacher and HE advisor development opportunities through our partnership to provide guidance on topics such as the admissions system, student support and widening participation. Last year in addition to hosting a summer conference at Exeter, we held training events for teachers in London and the Midlands.
Forging closer ties with Further Education
The University of Exeter continues to strengthen partnerships with Further Education (FE) colleges across the UK, with a particular focus on the South West.
Through collaborative programmes, outreach activity, and progression agreements we supported learners from a wide range of backgrounds to access higher education. Our work has expanded pathways for mature students, developed progression opportunities with regional colleges, and delivered targeted academic and aspiration-raising programmes for underrepresented groups. In addition to the specific programmes described in more detail within this report we sponsored Petroc College’s Aim Higher programme, supporting high-achieving A level students with workshops and campus visits.
Academic engagement was strengthened through taster conferences welcoming over 500 further education students to our Streatham and Penryn campuses. We also supported asylum seekers and refugee students at Exeter College and advanced anti-racism partnership work with FE colleges through collaboration with the Black Leadership Group.
of those surveyed said their employability skills had improved following their internship.
agreed the internships helped them feel more confident about securing a graduate job.
agreed the experience will help them during the interview process for future jobs.
agreed the internship has helped inform their career plan and they feel positive about future career opportunities.
Non-traditional and flexible study options
An important stand of our fair access strategy is the expansion of non-traditional study options which provide greater flexibility and more direct routes into employment for individuals who might otherwise rule out degree study on the grounds of affordability.
The provision of these study routes are usually focused on meeting the skill demands of employers and may form part of ‘skills escalators’ in which we work with other education partners within our region to support scaffolded qualifications in particular demand areas such as data analytics to help meet the demands for skilled employment within our area to support social mobility.
Degree Apprenticeships: Flexible routes into higher education
Degree apprenticeships are central to the University of Exeter’s commitment to widening access to undergraduate study by offering flexible, work‑based routes that allow students to earn while they learn.
More than 4,200 apprentices currently studying at the University of Exeter.
Over the past decade, the University has helped shape what degree apprenticeships can be within a modern skills economy, working closely with employers to combine academic study with paid employment and real‑world experience. This approach opens higher education to learners who may not otherwise be able to study full time, while meeting the skills needs of employers and the wider economy.
At the heart of Exeter’s model are ten clear principles that ensure programmes are high quality, inclusive and academically rigorous. Apprentices are supported through careful assessment at the start of their programme, tailored academic and pastoral support, and inclusive teaching practices designed to meet a wide range of needs. Leaders set high expectations for all apprentices, including those from disadvantaged backgrounds, first‑generation students, carers, and those managing health or wellbeing needs alongside work and study. Flexible learning design, accessible materials and strong employer partnerships enable apprentices to progress and achieve from their individual starting points.
Widening participation is a defining strength of Exeter’s apprenticeship provision. More than half of undergraduate apprentices are the first in their family to enter higher education, nearly a third come from minority ethnic backgrounds, and a third are from the most deprived communities. Outcomes are strong and increasingly equitable across groups, reflecting the effectiveness of inclusive recruitment, contextualised offers and sustained support.
With more than 4,200 apprentices currently studying across 23 Level 6 and 7 programmes, the University is now the largest provider of degree apprenticeships in England. National awards for inclusion and diversity further recognise the impact of Exeter’s work in enabling apprentices from underrepresented backgrounds to succeed.
STEM degrees with Foundation Year
Attainment in maths continues to be a barrier for many widening participation students wishing to undertake undergraduate study in science, technology, engineering and mathematics (STEM).
93% of Foundation Year students are progressing to undergraduate study.
Our BSc programmes with Foundation Year provide alternative entry routes into STEM degrees for high-potential students who need additional development in maths to meet the proficiency required for undergraduate study. Available only to students from widening participation backgrounds, the route aims to support both fair access and onward success at degree level.
Informed by a literature review, the theory of change for the programme proposes that intensive academic preparation, small class sizes, and pastoral support will lead to improved academic outcomes and will support continuation and attainment at degree level.
Mixed methods evaluation conducted since the programme was launched in 2022/23 provides evidence that the foundation programme is an effective bridging programme particularly for upskilling in mathematics and preparing students for the academic requirements of a high tariff university.
Student feedback indicated a high level of satisfaction with the programme, increased academic readiness and belief that entry to a high tariff university was a worthwhile trade-off for the additional time and cost of completing an additional year of study.
Early indications are that the progression of Foundation Year students into degree programmes is high, with 93% progressing to undergraduate study and 87% into Year 2. Students from low income and low participation neighbourhoods, are over-represented in the foundation cohorts compared to the degree programmes it feeds, showing it has the potential to diversify the student intake in STEM however, applications and enrolments have been lower than expected with financial challenges remaining a particular barrier.
Taken together the evaluation findings support the plausibility of the underpinning theory of change. A detailed evaluation report on this programme will be published in 2025/26.
Inclusive admissions and recruitment
It is important that prospective students of all backgrounds perceive our University as a viable option for them and as a place of learning where they will belong and feel welcome.
We know from our own research that confidence levels amongst learners meeting widening participation criteria are lower than their peers and that a research-intensive university like ours may be perceived as out of reach, despite academic ability and potential to succeed.
We have taken a range of measures including targeted student recruitment, improved advice and guidance, admissions support and adjustments in our admissions policy, as we seek to make our University as accessible as possible.
Specialist admissions advice and support
Negotiating the University admissions system can be challenging for students who have followed non-traditional or disrupted routes through education.
Our own consultation with mature students and home educated students has highlighted the need for specialist expertise and support to give learners the confidence and knowledge they need to receive a university offer.
We established a specialist admissions advisor role with the primary aim of supporting the access of mature learners, as our own analysis showed the primary reason for students failing to make a successful application was due to lack of understanding about subject requirements and qualification equivalencies.
Since the post was established, the remit quickly grew to support a wide range of widening participation students through our admission enquiries service, holding drop-in clinics and running webinars. The role-holder provides specialist guidance sessions to our fair access students on programmes such as the Mature Access Pathway. They also provide development for our outreach and admissions staff, so they are better equipped to support widening participation students.
During 2024/25, the remit of this role was widened to focused on the specific needs of home educated students, informed by research by our Centre for Social Mobility and consultation with the Home Education community. This sector-leading work is reported on elsewhere within this report (Information, advice and guidance) and will continue to develop as we continue to learn more about the needs of these learners.
Maths preparation pathway
A good foundation in maths is often a prerequisite in admissions to many undergraduate courses, particularly in science, technology, engineering, and mathematics.
Students without a good GCSE in mathematics can face challenges in meeting entry requirements for their desired courses, limiting their opportunities to access higher education.
Inequalities in maths attainment at GCSE experienced by widening participation students is one of the main barriers to accessing higher education. In England, on average, 69% of pupils achieve a GCSE English and maths pass (C or 4) compared with 49% of students eligible for free school meals, falling to 45% in the South West.
During 2024/25 we designed a maths pathway with the help of maths specialists in our School of Education and Academic Skills team, to enable us to soften our maths requirements in specific programmes to students with the potential to develop these skills.
Students, who would otherwise have been rejected due to maths attainment, will be given an offer conditional on the successful completion of a pre-entry course and undertaking embedded maths support during their first year of undergraduate study, with the specific aim of widening participation.
This new pathway will be offered to students during 2025/26 for September 2026 entry. Evaluation of this pathway will be subject of a published impact report in future years.
Offer-holder visit bursary
Regular surveys of applicants and offer-holders show us how important university visits are in making informed decisions about where to study.
The costs involved however can be prohibitive especially for those students from low-income backgrounds. We contact all offer-holders who have either been in care or who are eligible for free school meals and invite them to apply for funding to help cover travel and overnight accommodation costs when visiting our campuses.
This year 125 students who attended offer-holder days received funding. Of the students who completed our post-visit survey, 77% said they would not have been able to attend without the bursary and for many, this was their first time stepping onto a university campus.
Evaluation shows benefits for individual students and flags opportunities to continue to improve communications and operational processes. We continue to review procedures on an annual basis to make the bursary as effective as possible.
Contextual offers help to widen participation
When we review an application to study at Exeter, we take into consideration the context in which applicants have achieved their academic qualifications.
Our institution operates one of the broadest and most established contextual admissions schemes in the sector. The approach is deliberately egalitarian and designed to minimise bias, promote equity, and recognise that applicants’ achievements are shaped by the circumstances in which they were gained.
Policies are transparent and consistent, with applicants needing to meet only one criterion to qualify for contextual consideration. We use contextual offers because there is strong evidence that:
- educational outcomes are significantly affected by school and neighbourhood context;
- predicted grades can be unreliable indicators of academic potential;
- contextual admissions increase access for under‑represented groups, particularly to selective institutions; and
- grade reductions do not undermine student success when appropriate support is in place.
Our institution considers a wide range of area‑level, school‑level, and individual‑level contextual indicators. Applicants who meet at least one criterion may receive a reduced offer – typically two grades, and up to three grades for the most disadvantaged applicants.
Promoting racial equality
In 2024/25 we were delighted to affiliate with the Black* Leadership Group (BLG) to support our mission to become a diverse and inclusive university.
The University’s Student Access, Recruitment and Admissions Division became BLG’s first higher education affiliate, and since then has been working in partnership to consider the opportunities and challenges associated with a more ethnically diverse institutional, regional and national context.
BLG was established to challenge systemic racism for the benefit of all *Black communities and the wider UK society as a whole. It aims to be the authoritative voice of antiracism in FE and HE, schools, public, voluntary and private sectors, and to further the interests of people from ethnically diverse backgrounds. BLG uses *ߵBlack’ as an inclusive definition for people from ethnically diverse backgrounds who share a lived experience of the effects of racism.
Given our focus on elevating our support for students from underrepresented groups throughout the various aspects of their outreach, recruitment and admissions journeys, affiliation was both relevant and timely.
Our partnership has involved staff training, action planning and more recently research to better assess the needs of our ethnic minority students as they consider joining the University.
We have also developed a package of information, advice and guidance for BLG affiliate further education colleges and look forward to growing this relationship during 2025/26.