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Please get in touch with SCAPP by emailing and look out for more details of activities and opportunities as we develop.

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If you have evaluative evidence from an access intervention that you would like to see included within the toolkit, please get in touch.

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Updated 20 October 2020 – JOB OPPORTUNITIES

Job Opportunities at AspireNorth

If you have any enquires please contact Anne Haggart at the contact details below

Due to movement within the ASPIRENorth team, we are recruiting for a full-time development worker in our Aberdeen based team.

The closing date for applications is Wednesday 28th October.

More details, and links to apply, can be found at AspireNorth Job Opportunity

I would appreciate if you could share this throughout your networks and with anyone who may be interested in working with the ASPIRENorth team.

Anne Haggart
Regional Co-ordinator (Grampian)
Room 113
University office
King’s College
AB24 3FX



Job Opportunities with Queen Margaret University – uploaded 20 October 2020

Queen Margaret University are looking for School Subject tutors to support the East Lothian Tutoring Initiative for contracts lasting from January 2021 – April 2021 with additional hours possible during school holidays in February and April 2021.

Closing date for applications is Sunday 1 November 2020 at 5pm and interviews will be held w/c 16 November 2020

To request an application pack, please email

Informal enquiries may be directed to Callum Maguire or Karen Cullen,
Widening Participation and Outreach Team via

For further information see the East Lothian Tutoring Initiative leaflet



Opportunity for a Post-Doctoral Research Assistant, LGBTQ Refugees and Cultural and Social Policy, Bournemouth University, deadline 23 October

Part Time Post-Doctoral Research Assistant – Deadline for applications: 23 October 2020 Start date: 1 November 2020 – End date: 28 February 2021

Post-Doctoral Research Assistant to work on a British Academy funded project entitled ‘Understanding LGBTQ Refugees’ and Asylum Seekers’ Support Needs through Listening to Autobiographical Storytelling’, to produce a report on Cultural and Social policies. The successful candidate will independently review the formative outputs of the project, placing into context an existing range of research papers that have already been collated, alongside new research on cultural and social policies that affect LGBTQ refugees.

You will likely work remotely from the campus using your own IT equipment, but will be given access to online resources, and will be expected to regularly be in touch with the Principal Investigator (Christopher Pullen) and Co-Investigator (Ieuan Franklin).

For an informal conversation to discuss the details of the role or to please contact either:

Christopher Pullen, Associate Professor in Media and Inclusivity at Bournemouth University or Ieuan Franklin, Lecturer in History and Politics

Application process:

Please email your CV, and covering letter explaining your interests, and suitability for the role – to Christopher Pullen before October 23rd 2020.



Job opportunity for person with lived experience of asylum at British Red Cross VOICES project – Based at home and from Glasgow office. Salary: Between £21,831 to £25,106 (dependent on experience) 

A vacancy has become available at the British Red Cross – VOICES Network Participation Officer amplifying refugee voices (until September 2021). Candidates with lived experience are encouraged to apply. Application deadline is 2nd November.

The VOICES Network aims to support and empower refugees, asylum seekers and migrants to raise their voices about the challenges they face. This is to change minds (through media work), policy (through advocacy work) and practice (through Red Cross and sector service improvement).

The network is 150 VOICES Ambassadors strong, made up of 10 local networks across the UK. The largest of these networks are in Glasgow (Scotland) and South Wales, having dedicated VOICES Staff.

Find out more about the VOICES Network

Further information about the VOICES Network Participation Officer is available here.






Webinars and Online Events

Updated 28 October 2020

Lunch and Learn with GCU College Connect Transforming Transition materials for Online Delivery

Wednesday 9th December 2020 12.30 – 2pm

If you’re a WP practitioner or supporting students using online tools, join us for the first in our Lunch and Learn sessions with GCU College Connect. College Connect staff will discuss their response to the global health pandemic, transforming their flagship College Connect Transition Programme from a classroom based project with subject area specific activity to an online programme delivered over 9 weeks.

The session will cover:
• approach to transforming the materials
• Key challenges
• Impact and areas for further development
• Next Steps for the Project

There will also be a demonstration of the online content with the opportunity to ask questions.

The session will be hosted using Blackboard Ultra Collaborate and the link will be sent to you nearer the time.

To register click here Lunch and Learn



Updated 21 October 2020



SCAPP Connect with Coffee

Last working day of the month

Next event: Monday 30 November 2020, 11am

As we continue to work remotely, we realise that our opportunities to meet, network, share news and practice or just say “hello” – in the train, corridor, coffee queue or water cooler  – are limited. To address this in some way, we are introducing SCAPP Connect with Coffee events which will give you a chance to meet new colleagues, or catch up with existing ones.

These events will normally take place on the last working day of each month.

Join us for the first in our series of 40-minute online events to meet other SCAPP members. Grab a cuppa and meet our ‘Member of the Month’ and get the opportunity to chat to another SCAPP member through our ‘Speed Networking’ session.

Register at Eventbrite for this event




Updated 7 October 2020

Event Wednesday 11 November 2pm – 3.30 pm – Articulation – Building a Community of Practice for Practitioners

Articulation is a key dimension to widening access and participation and represents an important and growing activity within HEIs reflecting key partnerships between schools, colleges and universities.

The National Articulation Forum released their Final Report in August 2020 which contained a number of important recommendations around Diverse Routes, Subject Alignment, Transition Support, Information Advice and Guidance and Sharing Good Practice.

SCAPP has been tasked to develop a network for practitioners involved in articulation work at schools, colleges and universities and will be hosting a Webinar on Wednesday 11 November 2020 2 pm – 3.30 pm.

This event will provide an overview of the Report and its recommendations, with an opportunity to contribute your ideas and input to shaping the activities of the Articulation Community of Practice. The event will be co-led by Dr Sally Middleton, Access and Articulation Manager, Aberdeen University and Muriel Alexander, Development Coordinator SCAPP

To register for this event please go to Eventbrite

This event will be of interest to practitioners involved in articulation and progression work across the education sector whether already working in this area or who have in interest in shaping the community of practice.

We are keen to have representation from school and college partners and would be grateful therefore if you could share this information with contacts who may be interested in attending.


13-14 October – Universities of Sanctuary Online Conference

open for registrations on Eventbrite

This year we will be bringing a series of sessions and workshops to you virtually in our two-day conference. This is a free event, open to all interested.

It is a particular pleasure that one of the keynote speakers this year will be Alison Phipps of the University of Glasgow. Alison is UNESCO Chair for Refugee Integration through Languages and the Arts, Professor of Languages and Intercultural Studies and co-convener Glasgow Refugee Asylum and Migration Network (GRAMNet). She also chairs Scottish Government’s New Scots Refugee Integration Strategy.

Have a look at the sessions below, precise details will be available nearer the date. Feel free to attend some or all sessions:
Confirmed sessions include:

*Keynote address from Alison Phipps and Daniel Mutanda *Sanctuary Scholars Address *Getting Started on the UoS Journey: Audits, Working Groups and Student Involvement *We Belong: hear from the first UK-wide charity to be set up and run entirely by and for young migrants *ESOL – A Trauma-Informed Approach *STAR (Student Action for Refugees) student campaigns *Student Finance and Humanitarian Protection – A Toolkit *Guidance for Universities Facing Student Removal or Detention *Solidarity in the time of Covid: how do we make sure sanctuary students are supported?

click here to register on Eventbrite


Toolkit Webinars

A series of five pre-recorded webinars has been developed on using the Fair Access Toolkit and carrying out evaluation. Webinars are pre-recorded without an audience and each lasts 20 minutes approximately. Webinars will be retained as a resource on the Fair Access website. This means that practitioners can access these at a time that suits them best and can be watched in sequence or selected for choice of topic.

A real-time virtual workshop which builds on the pre-recorded webinars is planned for the autumn. Further details to follow.

Please accept our apologies for any compromise of sound quality as we work towards facilitating online provision of this resource.

Webinar programme:

1. Using the Toolkit for Fair Access

This webinar introduces viewers to the Scottish Toolkit for Fair Access. We explain the background and purpose of the Toolkit before taking you on a tour of the website and the resources available to help you plan and evaluate your activities. We also outline what SCAPP – Scotland’s Community of Access and Participation Practitioners – is and how it can support you in your work.

You can access Webinar 1 here


2. Assessing evidence for the Toolkit
In this webinar the team who developed the Toolkit for Fair Access explain how they identified and assessed the evidence included in the Toolkit. Watching the webinar will help you understand more about the purpose of different types of evaluation and standard of evidence required for it to be included in the Toolkit.

You can access Webinar 2 here

3. Planning your evaluation

This webinar will help you to plan your evaluation in a structured and systematic way. It outlines the issues you’ll need to consider at the planning stage and the importance of developing a proportionate approach. It also explains how a Theory of Change can help inform your evaluation framework and how you can summarise your theory in a logic model.

You can access Webinar 3 here 

Here are links for the script for the presentation together with a template for the Logic model which is discussed in this webinar

4.  Selecting an appropriate method for your evaluation

This webinar will help you to select the best methods for your own evaluations and increase your confidence in your results. It talks you through the different types of research methods, the types of data they generate and the claims that can be made on the basis of the evidence they produce. We focus on evidencing causality through your evaluation and share our learning on running an RCT.

You can access Webinar 4 here

5. Sharing your findings – writing up and disseminating the results of your evaluation

The final webinar in the series is designed to help you communicate your evaluation findings effectively and achieve maximum impact. It identifies the things you need to include in the write-up of your findings, particularly if you would like your work to be included in the Toolkit in the future, and provides tips on ‘dos and don’ts’ when presenting data.

Access Webinar 5 here

Here are links for the script for the presentation together with Further Reading


Publications, Articles and Resources


Coherence and Sustainability: A review of Scotland’s Colleges and Universities Phase One Report: Insights to Develop Further, October 2020

National Articulation Forum Final Report 2020

Report on Widening Access, April 2020, SFC

Commission for Widening Access: A Blueprint for Fairness – Final Report of the Commission for Widening Access, March 2016

Commission for Fair Access Annual Report 2019: building on progress towards fair access

Commissioner for Widening Access: Discussion Paper: Access to Postgraduate Study: Representation and Destinations, January 2020

Fair Access to Higher Education: Progress and Challenges, Annual Report 2020 – Commission for Fair Access annual report

Resources and Useful Reading

WONKE – Home of the Higher Education debate

The Guardian Education pages

Holyrood Education pages

UK Research and Innovation works in partnership with universities, research organisations, businesses, charities, and government to create the best possible environment for research and innovation to flourish

Higher Education Policy Institute

The Conversation Independent source of news and views, sourced from the academic and research community and delivered direct to the public

Volunteer Scotland has a daily Radio V podcasts on all matter volunteering and learning.

OFS Briefing Note Needs of Students Without Family Support During Pandemic May 2020

Universities of Sanctuary Resource Pack

About the Universities of Sanctuary, how to become a University of Sanctuary, including case studies, useful links and websites.



Moving Widening Participation Outreach Online: Challenge or Opportunity – Jon Rainford, University of Bedfordshire

Our Hub Model can Transform prospects for Young People in Care – Lorraine Moore, Manager, Hub for Success, Edinburgh Napier University. This article appeared in The Scotsman on 2 July 2020

Why Widening Participation Matters More than Ever – View form Scottish HE Sector – Laura Cattell, Head of Widening Participation, University of Edinburgh This article, published on FACE website (Forum for Adult and Continuing Education),  summarises how Covid-19 has heightened the value and necessity of widening participation

Minister lambasts English universities for letting down students – article in the Guardian 1 July 2020


A Strange Speech to Widening Participation Practitioners – article by Alex Blower reflects on a speech on social mobility and concludes that the minister failed to read the room – from WONKHE 5 July 2020


Open University resources

Everyday computer skills (16 hours) is a collaboration between Lead Scotland and the OU in Scotland, with funding from SCVO’s Digital Participation Fund. It’s a digital skills course for beginners, designed with and for disabled people. It covers all you need to know to get online using your computer, tablet or phone, with a focus on accessibility and online safety.


Open University Widening Access and Lifelong Learning Journal

Caring Counts is an OU in Scotland course co-created with carers and carers organisations. It’s intended to help carers reflect on their caring role, and the skills and experiences they’ve gained through it that are transferable to other contexts. It’s particularly useful for carers at a transition, who may be considering returning to work or study. It can be studied online or facilitated as a group course (there’s a guide provided) – which many carers organisations around Scotland have done.

Carers scholarships – the OU is now offering scholarships to carers and young adult carers beginning their studies with them. The criteria for this is that you must have a household income of less than £25k per year. In Scotland, the SAAS part-time fee grant covers module costs for anyone with a personal income of less than £25k. That means that Scottish carers won’t benefit from the scholarship in the same way as their counterparts in other parts of the UK so OU in Scotland will not be promoting it. The good news is that they can study with the OU for free anyway, as 70% of OU students are eligible for the part-time fee grant.

Refugees and asylum seekers
Reflecting on Transitions is an OU in Scotland course co-created with refugees, asylum seekers and other new Scots, in partnership with Bridges Programmes in Glasgow. The course can help learners identify the range of skills and abilities you’ve gained from their personal experiences and plan their next steps into work or study.

OpenLearn has developed a collection for Refugee Week called Understanding Refugee Experiences including a section on Resources for refugees

FutureLearn runs regular ESOL courses by the British Council. Understanding IELTS: Reading is available now (free, 3 weeks long). Understanding IELTS: Listening begins on 6 July.

The RefER project identified a range of online resources for refugee learners and those supporting them. You can read the report here or access the interactive document with links to those resources.

If you are using open educational resources with refugees and asylum seekers, you or your learners are invited to share your experiences on the Refugee Learning Stories blog. This is an open space, so anyone is welcome to contribute and posts can be anonymous if you prefer. There are some interesting posts for you to browse – from using Whatsapp as a language learning tool to university scholarships for asylum seekers in Dublin.

The Scottish Refugee Council has produced a short film called I Hear You for Word Refugee Day 2020

Anti-racism resources
Very topical at the moment and of critical importance to educators, many anti-racism resources are being made available for free just now. The Service Design in Scotland Network has compiled an interactive Padlet of resources called Black Lives in Scotland. You can explore links to resources or contribute to the Padlet yourself.

OpenLearn resources

Collection of mental health and wellbeing resources
Family friendly hub
Furloughed workers resources (in partnership with My World of Work)
Taking your teaching online
Open Pathways – an interactive guide for learners beginning their journey on OpenLearn

Managing your money for young adults (24 hours) is a course aimed at young people moving away from home to work or study. It comes with guidance for teachers on adapting for the classroom.

Making your learning count is a 30 credit module that allows you to gain credit for OpenLearn course and other informal learning.

Bullying and Manipulation: Join the Resistance interactive resource exploring bullying at work, school and even on Twitter at the hands of Donald Trump.

Citizen science and the data avalanche series of videos on how to become a citizen scientist

Climate justice for the next generation (7 hours, intermediate level) a new course that frames global warming and climate change in terms of social justice, human rights and intergenerational equality and emphasises how children and those least responsible for climate change are the ones who suffer its most significant consequences.

How to talk about race short video talking about race with comedian Munya Chawawa. A BBC / Open University collaboration.

Employability Resources

In partnership with the Department of Work and Pensions (DWP), the OpenLearn team has curated a collection of employability and digital skills resources, as well as functional English and Maths:

Internships and other work experiences (24 hours) is a brand new course for those who want to learn more about internships and other work experience options available, and explore how you can obtain and maximise the right opportunities to support your chosen career.

Digital skills: succeeding in a digital world (24 hours) is a new version of the existing ‘Digital literacy: succeeding in a digital world’ course with updated content reflecting changes in the digital landscape over the last few years.

Start your career with OpenLearn is a collection aimed at people leaving education and looking for some career support.

Covid-related resources

Coping in isolation: time to think – course trailer a short video for the course in which two Open University graduates reflect on the current COVID-19 lockdown. They offer some insights into their study experiences while imprisoned in the 1970s and 1980s, and suggest ways to adjust to the current pressures facing people across the globe.

Young carers, COVID-19 and physical activity article outlining an Open University study around carers and their relationship with physical activity during the COVID-19 pandemic.


Articles and Papers

Why Widening Participation Matters more than Ever – View from the Scottish HE Sector written by Laura Cattell, Head of Widening Participation at the University of Edinburgh,  published on FACE website (Forum for Adult and Continuing Education)

Student ambassadors: “role-models”, learning practices and identities’ published by Dr Clare Gartland from the University of Suffolk – paper presented at LEAPS/SCAPP event on 25th June 2020 “Working effectively with Student Ambassadors and Volunteers in Widening Participation Projects

Presentation from webinar Working Effectively with Student Ambassadors and Volunteers in Widening Participation Projects – presentation by Dr Clare Gartland on 25 June 2020

Using the Lens of ‘Possible Selves’ to Explore Access to Higher Education: A New Conceptual Model for Practice, Policy, and Research  Neil Harrison, Department of Education and Childhood, University of the West of England

Information for Volunteers

Volunteer Scotland has a daily Radio V podcasts on all matter volunteering and learning.

 Keeping Volunteers Safe: Restarting your Volunteer Programme this  10 hour  course covers the key considerations to ensure a positive experience for those returning to volunteering following COVID-19. It’s hosted on OpenLearn Create as part of the OU’s Centre for Voluntary Sector Leadership collection and you can gain a certificate of participation and digital badge participation on completion of the course. More information about Volunteer Scotland’s online learning here.


Information to support Care Experienced and Estranged Students

Carers Trust Scotland have produced a video with BBC Scotland called Things You Should Know About Young Carers (1 minute) featuring young people talking about what their caring role involves.


Student Finance, Research, Campaigns 

Stand Alone summer update

Campaign for financial support for estranged and care-experienced students and graduates without family support

Stand Alone has been working in collaboration with a number of charities to raise awareness of the impact of Covid 19 on higher education students without parental / family support and to lobby governments for additional financial support for these students.

We published a survey at the start of lockdown on the challenges these students were facing due to Covid 19. We have written about the issue in the press, have taken part in Scottish Government consultations and are in discussions with the DfE and Welsh Government.

Our most recent ‘summer hardship’ survey report will be published shortly alongside an open letter from an estranged student.

Applying to SAAS: Financial Support for Estranged Scottish Students

Applicants need to let SAAS know that they are estranged from parents when applying for support.

A student is eligible to be considered for independence on the basis of being estranged if:
• they are not in contact with both their parents and
• there’s been a permanent breakdown in the relationship, and there is no sign of this being resolved in the future

Applicants are sent the Evidence of Estrangement form, and they return the completed form using the ‘Document Upload’ service in their SAAS Account. The form must be endorsed by a professional person who knows the student’s circumstances, such as: teacher / doctor / counsellor / college or university student advisor / lawyer / solicitor / police officer / family mediation worker / social worker / etc.

If the student doesn’t have a professional person to confirm they are estranged then they should still complete the estranged evidence form and explain why this is the case in section B. SAAS will contact them if they need any further information.

SAAS case workers assess all applications from estranged students on a case-by-case basis. If any further information is required when processing an application for estrangement SAAS will contact the student directly.

You can find information about the Student Information Scotland website here

Student Finance England ‘Estrangement Form 20/21’: Advice and best practice

Practitioners feedback since the form’s inception has been very positive as it gives step by step guidance to supporting those students without any suitable evidence and an opportunity to request a SFE caseworker should a further discussion be needed and a future telephone interview.

In the past some staff in institutions have been reluctant to sign the form as they felt they were confirming a certain situation was true.

Staff now no longer need to known the student for any length of time to sign the new form, therefore removing a major barrier to proving estrangement. The new form specifically directs students without evidence to student services as in many cases staff may either know their circumstances and be able to confirm them or alternatively, can suggest sources of evidence that can confirm their situation and would be acceptable. If you are not able to sign the form though, you should send it to SFE with an email explaining why and ask for the student to be referred to a case worker.

It is also important to note that the form is not a compulsory part of the estrangement process and evidence will continue to be accepted as it has been in a variety of formats.

Please bear in mind when speaking to a student about the form to be aware of the potential sensitivity of individual student’s circumstances and the potentially traumatic experiences that have led to a breakdown in the relationship with their parents and often also their wider family. Conversations should be conducted with care and confidentiality and not probe into details of student’s personal experiences and their estrangement.

House keeping: The new Form was released in Jan 2020. Please delete the old version and familiarise yourself with the new version.

Click here for the new form on the SLC webpage

You may also find the SLC Funding Information Team monthly bulletin useful which you can access via this webpage, and where you can also post feedback:

A guide to help estranged students write their personal statement
Stand Alone has worked with UCAS to produce guidance for estranged students on how to write their personal statement. A group of estranged students compiled a set of unique skills and positive personal strengths these students may have developed as a result of their experiences.

Click here for more information

New Stand Alone research report: Family Estrangement and the Covid 19 Crisis

This survey set out to explore the impact of the COVID-19 pandemic on estranged family relationships.

This research was conducted by Dr Lucy Blake at Edge Hill University, Dr Becca Bland at Stand Alone, and Dr Sarah Foley and Dr Susan Imrie at the Centre for Family Research at the University of Cambridge.

Click here to read the report

The Stand Alone Pledge

Emerging from lockdown and planning for a restructured delivery of the new academic year provides higher education institutions with a unique opportunity to fully address the different needs of a diverse student body.

So this is also a time to sign the Stand Alone Pledge or use your Pledge to shape the support for estranged students to ensure their needs are recognised and they feel part of their university community.

Click on the Pledge logo to link to the Pledge website


Updated 5 August 2020

Covid-19 Survey – Summary of resources

Following the survey on responses and challenges of Covid-19 which was distributed in May, please find the link below for the summary of the responses. There are key points and actions on page one, followed by an executive summary of the main points under themes, then followed by responses per question for those readers who wish to see the full set of responses.

I hope that this provides insightful, interesting and useful reading.

Covid-19 Survey Responses Summary