Since 2003, our Access to Leeds contextual admissions scheme has enabled over 10,000 UK undergraduates to register at the University of Leeds. This scheme is part of our commitment to widening participation, supporting access, and improving outcomes for students from less-represented backgrounds.
In its first year, Access to Leeds received 92 applications and registered 25 students. By 2023, nearly 8,000 applicants to Leeds were eligible for the scheme, and over 1,000 students were accepted onto degree programmes, constituting 18% of the undergraduate cohort.
“The main benefit was the reduced grade,” says Meegan, a 4th year undergraduate student. “It took the pressure off a little bit. And by introducing you to things at university before you start, you can be thinking about it, and then when you hear about it at university, you're not that scared of it.”
Lizzie, now a postgraduate student at Leeds, agrees. “It was really valuable to have a university style assignment marked,” she adds. “The comments were about the style of the essay in relation to academic style, so it was helpful to know how that differed.”
The Access to Leeds module
The support offered by Access to Leeds starts before students arrive at Leeds and before they even take their A levels, BTECs or other equivalent Level 3 qualification, with the Access to Leeds module, which eligible applicants follow during their Year 13 summer term at school or college. The module is a remote programme that is completed on our virtual learning platform. It comprises study skill workshops designed to strengthen students’ writing, referencing and critical reading abilities, putting them on a level footing with others more likely to have developed these skills at school.
Meegan explains why she found the module beneficial: “I hadn't done some study skills like academic integrity in my college courses at all. I didn't really know the concept of plagiarism. It was all new stuff, but after you read through the module materials it seemed much more straightforward.”
The module culminates in a subject-specific task with guidance from a university tutor who marks the work and provides feedback, familiarising students with university-style assessments prior to starting their degree.
Lizzie found the subject-assignment feedback especially useful: “It was really helpful to get an example of what we were going to get when we started: a lot of the marking and the comments were about the academic style of the essay - it was useful to know how they wanted you to write an essay and how that differed from A-level work.”
The module provides an insight into what to expect as a Leeds student.
Some students may already be familiar with the concept of university life via parents or carers who have been to university before them, or they may attend schools that prioritise entrance to Russell Group universities or universities with higher entry requirements.
However, many students have not had this experience, and the module aims to help them feel they belong at the University of Leeds.
There’s evidence that participation in Access to Leeds leads to higher continuation rates and improved graduate outcomes for several groups of underrepresented students. Over the past five years, 86% of students from areas of low participation in higher education (LPN) who completed Access to Leeds achieved 2:1 or higher in contrast to 81% of students who were also from an LPN area but did not complete Access to Leeds.
Increased skills and confidence
“My first-year personal tutees completing the Access to Leeds module have a better grasp of study skills, particularly around referencing,” said Stacey Mottershaw, Associate Professor at LUBS. “Having pre-entry materials to help students get to grips with study skills is particularly useful in easing the transition into university.”
“It helped me understand how independent you have to be in university,” said one student. Another commented that, “The skills it gave me and the reassurance and pressure it alleviated was extremely valuable to me. I had a greater understanding of how I could avoid any penalties before I even started my studies.”
Access to Leeds advocates
Within various professions, thousands of Access to Leeds entrants serve as advocates. Among them are Liv Powell and Kieran Launder, who currently work with Access to Leeds entrants who have advanced to the Plus Programme.
Liv Powell completed her BA in International History and Politics, followed by an MA in Modern History, after applying through Access to Leeds. She now draws on her personal experiences to support students, saying, “I love having full-circle moments when I can advise students who’ve come through Access to Leeds based on my first-hand experience.”
The Access to Leeds team collaborates closely with the Plus Programme to develop and refine programme content, providing tailored transition support. This ensures participants are better prepared to begin higher education, fostering a sense of belonging from the point of application.
The attainment of students eligible for Access to Leeds is comparable to the overall undergraduate cohort, with 90% achieving a first or 2:1 in 2022.
Despite his prior lack of confidence in pursuing higher education, Kieran Launder graduated with First-Class Honours in English Literature and went on to study an MA in Writing for Performance and Publication. He said, “I was a high achiever but didn’t think I was the kind of person who would belong in a university setting.” Finding Access to Leeds reassured him, and he added, “The scheme showed me I was capable of coming to the University.”
In his current role, Kieran says: “My own experience means I’m acutely aware of the pressures different groups of students' face. This feeds into the work I’m doing as I try to be the most approachable, friendly and empathetic person I can be in my role.”
To find out more about the support underrepresented students can receive before and during university through the Access to Leeds programme, email the Student Success Team: studentsuccess@leeds.ac.uk.