Primary Explorers

The Widening Participation Team delivers the Primary Explorers programme for primary school pupils to introduce students to higher education (HE) from a young age. With evidence showing that one in three applicants begin thinking about HE in primary school (UCAS, 2021), the programme supports aspirations, by helping to provide students with an understanding of what university is and the courses and careers university can lead to.

The Primary Explorers programme is split into two key strands:

The Primary Explorers Project: a multi-stage intervention targeting six Derbyshire primary schools with high numbers of widening participation students;

Primary Explorers Days: a condensed version of the Project on one day, providing the opportunity for any local primary school to engage in careers activities with the University.

In 2023/24, the Project was delivered to Year 5 and Year 6 pupils in Redwood Primary School, Wyndham Primary Academy, Pear Tree Primary School, Creswell Junior School, Ironville and Codnor Park Primary School, and The Bemrose Primary School. Many of these schools are also feeders to secondary schools the Widening Participation Team targets, thus extending the careers learning across their education journey. The Primary Explorers Days featured Ashwood Spencer Academy, Bishop Lonsdale Primary School, Brookfield Primary School, Fairfield Junior School, Hackwood Primary Academy, Hasland Junior School, Holbrook C of E Primary School, Scargill C of E Primary School, Staveley Junior School, William Gilbert Endowed Primary School, and Zaytouna Primary School.

Table 1: Key data on the Primary Explorers programme.

A table showing key statistics from our Primary Project.
690 students engaged in activities. 90% of these students are from the 40% most deprived areas based on IMD data. 19 activities were delivered to students during this project. 13 different schools engaged within this project.
Data	Results
Participants engaged	737 students
From the 40% most deprived areas based on IMD data	47% out of 62 respondents
Number of activities	24
Number of schools engaged	17

Impact

Pre- and post- project evaluation forms were collected from 530 students and built upon the Theory of Change which provides a rationale for our activities in improving overall student outcomes. 

The themes of the questions focused on ascertaining the students’ knowledge of HE and understanding their perceptions of HE. Additionally, the project seeks to find a connection between students’ knowledge of HE courses and aspirations to pursue a career linked with HE.  

The below graphics indicate the change in knowledge and perceptions of HE from participants who took part in both strands of the programme.

Perception of higher education

Students who feel they would fit in at university

BEFORE Primary Project/Days: 46%

AFTER Primary Project/Days: 67%

Knowledge of higher education

Students who have a good level of knowledge of university

BEFORE Primary Project/Days: 23%

AFTER Primary Project/Days: 71%

Attitudes of higher education

Students who expressed an ambition to go to university in the future

BEFORE Primary Project/Days: 51%

AFTER Primary Project/Days: 72%

Teacher feedback

A total of 38 school staff evaluation forms were also completed at the end of the activities. Questions on these forms focused on gaining an understanding of the knowledge students acquired during the Primary Explorers activities. Teacher voice is an important element of our evaluation activities, as such, we asked school staff what information or knowledge they thought their students had gained:   

“Literally they have gone from knowing nothing to being excited and enthusiastic for applying when they're older.” - Creswell
“What courses they can take and the next steps can be positive.”  - Wyndham
“They have learnt about the courses on offer and university life.” - Ironville
“The wide range of courses on offer. Jobs they can do after getting a degree. How long a degree takes.” - Bemrose
“Understand what uni life is about, future life choices and aspirations.” - William Gilbert

Student and staff evaluations demonstrate the impact of the Primary Explorers programme to improve the learners understanding of what university is and the pathway to a range of careers through enhancing knowledge on the subjects which can be studied at university. 84% and over, of all students surveyed across both strands, demonstrated an accurate understanding of what a university is, how old you need to be to enrol, and an awareness of subjects you can study at university following the programme.

This is important as children who learn and understand about university and where it can take them at a young age, can broaden their horizons and boost attainment (Education and Employers, 2019). This is supported by Hooley, T (2021) as young people develop much of their career identity and aspirations before they arrive at secondary school and so it is important to engage them in thinking and learning as early as possible.

References

Dr Kashefpakdel, E, Rehill, J (Education and Employers) and Dr Hughes, D OBE (DMH Associates) (2019) Career-related learning in primary: The role of primary teachers and schools in preparing children for the future. Available at: https://www.educationandemployers.org/wp-content/uploads/2019/01/EdEmp_CareerPrimary-report_Jan2019_v5_INDV.pdf [Accessed 13/12/24]

Hooley, T. (2021). Career education in primary school. myfuture Insights series.
Education Services Australia. Available at: https://cdaa.org.au/CDAAWebsite/Web/Blog/Posts/Career-Education-in-Primary-School.aspx [Accessed 13/12/24]

UCAS (2021) 2020 Entry UCAS Undergraduate Report – Where Next? Online. https://www.ucas.com/data-and-analysis/undergraduate-statistics-and-reports/ucas-undergraduate-end-cycle-data-resources-2020/2020-entry-ucas-undergraduate-report-where-next [Accessed 13/12/24]  