1. Introduction
Victoria College of Arts and Design (VCAD) is a specialist higher education provider with campuses in London and Manchester, delivering programmes in art, design, and business in partnership with Arts University Plymouth (AUP) and Ravensbourne University London (RUL). The College was established with a clear and deliberate purpose: to create genuine, meaningful routes into higher education for individuals who might not otherwise have the opportunity to study, learn, and succeed at the university level.
Education at VCAD is understood as a foundation for lifelong growth, professional transformation, and social impact. The College's provision is shaped by a commitment to widening participation — targeting students from underrepresented backgrounds and offering flexible, blended-learning pathways that combine structured on-campus delivery with student-directed off-campus study. This model is not incidental to VCAD's identity; it is an expression of it.
Our Vision
"be acknowledged as a reputable and ambitious higher education provider. We are focused on delivering a high-quality teaching and learning experience to individuals who might not otherwise have the chance to study, learn and succeed at the university level."
Our Mission
"deliver a teaching and learning environment that facilitates VCAD students to achieve their goals, reach their potential, gain industry-aligned skills and graduate as confident, creative, and responsible citizens."
This Statement is structured around VCAD's three strategic pillars: Access, Creativity, and Impact, which together describe the College's approach to supporting students in entering higher education, engaging and succeeding during their studies, and progressing to meaningful destinations beyond graduation. It is published in accordance with OfS Condition A2 and will be reviewed and updated annually.
2. Understanding the Landscape
The target groups for VCAD include mature students, individuals from low socioeconomic backgrounds, and first-generation students to engage with higher education. Over 90% of the student population are mature students seeking career advancement or re-entry into the workforce, alongside younger learners progressing directly from secondary or further education.
A significant proportion of students come from underrepresented or disadvantaged backgrounds, including those from low-income households (with over half of the student body coming from IMDs 1–3), and first-generation higher education entrants. As of 2025, over 60% of the known student population self-identified as part of an identified minority group. The institution is committed to widening participation and fostering an inclusive learning environment that supports academic success and personal development.
The college has two London-based campuses and one Manchester-based campus. The locations are in well-connected urban areas accessible via public transport. Programmes are delivered through a blended-learning approach that combines on-campus teaching with guided off-campus study. For example, Fashion Design students attend two fixed full days of on-campus study each week. The geographic location enables strong engagement with local employers, community organisations, and public services, supporting both curriculum relevance and student employability. The college's bases also facilitate access to a diverse pool of prospective students and contribute to its strategic positioning within the UK higher education landscape. All campus locations provide full-time higher education. Depending on the campus and programme, courses may be delivered through either in-person teaching or a blended-learning model combining on-campus and guided off-campus study.
3. Regulatory and Strategic Alignment
This Statement has been developed with reference to the following:
Condition A2 – OfS Expectations
Equality of Opportunities and Risks Register (EORR)
Arts University Plymouth's Access and Participation Plan
Ravensbourne University's Access and Participation Plan
Equality of Opportunity Policy of VCAD
Student feedback gathered through VCAD's representative and governance structures
Sector evidence from HESA, the OfS, and the UCAS 2025 cycle applicant data, including the House of Commons Library Research Briefing on Higher Education Student Numbers (February 2025)
As a franchise provider, VCAD works in close and ongoing partnership with its partner institutions. The College maintains regular communication with AUP and RUL to ensure alignment of approaches, sharing of good practice, and fulfilment of mutual obligations regarding access and participation.
VCAD's approach is proportionate to its scale and stage of development. The College draws on sector-level evidence and partner APPs to contextualise its approach. This will evolve as cohort sizes grow and data infrastructure matures.
4. Risk Assessment: Equality of Opportunity
Drawing on the OfS Equality of Opportunity Risk Register (EORR), institutional data, and the characteristics of VCAD's student population, the College has identified the following key risks to equality of opportunity across the student lifecycle. These risks directly inform the intervention strategies set out in Sections 5, 6, and 7.
Gaps in academic preparedness, study skills, and confidence on entry, particularly for students returning to education after a prolonged period away from formal study.
Limited understanding of higher education expectations, assessment requirements, academic regulations, and available support services.
Lower levels of academic self-efficacy, confidence, and sense of belonging, which may affect engagement, continuation, and attainment.
Financial pressures arising from living costs, travel expenses, and competing financial responsibilities, increasing the risk of withdrawal or reduced engagement.
Time constraints associated with employment, caring responsibilities, and family commitments limit opportunities for participation and engagement.
Digital access and digital skills barriers, including limited access to appropriate technology, connectivity, or confidence in using digital learning platforms.
Barriers to accessing disability-related support and reasonable adjustments, including limited awareness of available support before enrolment.
Mental health and wellbeing challenges that may adversely affect participation, engagement, continuation, and academic success.
Limited access to professional networks, industry connections, and employability opportunities that support progression to graduate-level employment and further study.
VCAD's intervention strategies are designed to mitigate these risks through targeted academic, pastoral, financial, wellbeing, and employability support. The rationale, implementation period, intended outcomes, and evaluation measures for each intervention are set out in Sections 5–7.
The effectiveness of interventions will be monitored through institutional performance data, student feedback, continuation and completion of outcomes, graduate progression measures, and annual evaluation and review processes.
Particular attention is given to risks associated with academic preparedness, study skills development, confidence, self-efficacy, and understanding of higher education expectations, particularly among mature learners, first-generation students, and those returning to education after a significant period away from formal study.
The interventions outlined within this Statement are designed to mitigate these risks through both targeted support and embedded institutional practices, including induction, academic skills development, personalised student support, inclusive curriculum design, and employability enhancement activities.
5. Access — Expanding Opportunity and Entry into Higher Education
Access at VCAD means actively dismantling the structural, informational, and cultural barriers that prevent individuals from entering higher education — not simply opening a door, but ensuring people can see it, reach it, and walk through it with confidence.
5.1 Outreach and Community Engagement
VCAD's outreach programme is designed to raise aspirations and build awareness of creative higher education among communities that the sector has historically underserved. Current or planned activities target mature learners, school-age students who may not meet traditional entry requirements, and individuals from lower socioeconomic backgrounds who may not have considered university study. These activities are designed to address risks relating to awareness of higher education opportunities, confidence in applying to higher education, and access to information, advice, and guidance among underrepresented groups.
Participation in UCAS Discovery Days at London ExCeL, primarily engaging Year 12 and 13 students exploring progression into arts, design, and creative business programmes.
Attendance at the London Job Show in Stratford, engaging mature learners and career changers considering higher education routes — broadening VCAD's reach beyond traditional student recruitment channels.
Participation in public exhibitions, festivals, and creative showcases that position VCAD as a visible hub for artistic innovation and civic engagement within the communities it serves.
Open Days enabling prospective students to visit campus, meet academic and professional staff, experience the learning environment, and attend admissions interviews — building confidence and providing clarity about programme expectations.
Active promotion of all events and application routes via VCAD's social media platforms, ensuring information reaches a wide and geographically diverse audience.
VCAD has worked with specialist partner organisations to support engagement with key community groups and prospective learners. As the College grows, direct management of outreach activities will increase to support sustainable, scalable community engagement and enable the continued expansion of outreach provision.
5.2 Admissions: Enabling Fair and Flexible Entry
VCAD's admissions processes are designed to be enabling rather than gatekeeping — recognising the full range of ways in which prospective students may demonstrate their readiness for higher education.
Non-standard and Recognition of Prior Experiential Learning (RPEL) entry routes are actively supported. The College applies the Recognition of Prior Experiential Learning policies of its degree-awarding partners (AUP and RUL), enabling applicants with significant professional experience to demonstrate their readiness for higher education through a range of recognised entry routes. The outcomes of students admitted through non-standard entry routes are monitored through the College's quality assurance and enhancement processes. Pre-application guidance is offered to all prospective students, particularly mature learners, helping them assess whether a programme suits their qualifications, goals, and personal circumstances before committing to an application.
Comprehensive Course Discovery information is provided through the College website, prospectus, and direct enquiry channels — covering course content, entry requirements, financial implications (including student loans and grants), academic expectations, and available professional services.
A free in-house English Language assessment is available to all applicants, supported by preparation videos and guidance materials. The assessment supports the College in determining applicants' readiness to engage successfully with higher education study and identifying any additional language support requirements. Results are ordinarily communicated within 48 hours, enabling a prompt and transparent process.
Pre-application information about disability-related support, reasonable adjustments, and available services is provided to all prospective students — including those with disabilities, long-term conditions, neurodivergence, or temporary impairments — enabling genuinely informed decision-making before enrolment.
Where operationally feasible, feedback is provided to unsuccessful applicants, ensuring they understand what steps might support a future application.
VCAD's blended-learning delivery model is clearly communicated as a central feature of its offer: combining structured on-campus attendance with guided independent study. For example, Fashion Design students attend two fixed full days on campus per week. This model removes a significant practical barrier for students balancing study with employment or caring responsibilities.
Collectively, these admissions arrangements are designed to reduce barriers to participation in higher education and support informed decision-making. The College recognises that applicants may enter higher education through a variety of educational and professional pathways and seeks to ensure that admissions processes identify potential for success whilst providing appropriate support for transition into higher education study.
The admissions practices described in this section have been in place since the College commenced operations and are reviewed annually through the College's quality assurance, admissions, and enhancement processes.
6. Creativity — Supporting Participation, Engagement, and Academic Success
6.1 Induction and Transition into Higher Education
The transition into higher education is one of the most significant moments in a student's journey, particularly for adult learners and first-generation students who may be unfamiliar with academic conventions and institutional expectations.
The College's approach to induction is designed to address risks related to academic preparedness, study skills development, confidence, self-efficacy, a sense of belonging, and understanding of higher education expectations. The programme forms part of a broader package of transition support intended to facilitate successful engagement with higher education study from the outset.
All new students participate in a structured induction programme, spread across the first weeks of study. Rather than presenting information as a single large-scale event, VCAD's induction is designed to help students discover information progressively — covering academic expectations, key policies, available support services, and the resources they will need throughout their studies.
A re-induction is delivered at the start of each academic year following the summer break, re-familiarising returning students with institutional processes, support services, key dates, and academic expectations. The programme also supports students in preparing for the academic skills, behaviours, and expectations associated with progression to the next level of study.
The effectiveness of induction and transition activities is monitored through student feedback, engagement data, continuation outcomes, and ongoing review through the College's quality assurance and enhancement processes. Findings are used to inform the ongoing development of transition support provision.
6.2 Student Information and Support
Central to VCAD's approach to participation and student success is its Student Services provision, comprising integrated teams that support students throughout the full academic journey. This provision is designed to address risks associated with disengagement, limited awareness of available support, low confidence in navigating higher education systems, and barriers to accessing timely academic, pastoral, and wellbeing support.
The Student Information and Support Team operates as the primary point of contact for all students, providing accessible, frontline guidance through face-to-face services on campus and via email and telephone. This visible and approachable service is particularly valuable for students who may be unfamiliar with higher education systems and processes, including mature learners, first-generation students, and those from underrepresented backgrounds.
The team provides guidance across a broad range of academic and administrative matters — from enrolment and timetabling to student status letters and understanding institutional processes — and ensures that where a student's needs require specialist input, they are referred promptly to the appropriate service.
The VCAD Student Portal serves as a central, accessible information hub, providing up-to-date guidance, announcements, key process information, and clear signposting to support services. Students can access essential information independently, at a time and pace that suits them, helping to reduce barriers to accessing information and support throughout the student lifecycle.
Student Success Tutors are being introduced as part of the College's developing approach to student engagement, retention, and success. The role is intended to provide a consistent point of contact for students, facilitate communication between academic and professional services teams, and support the early identification of barriers to engagement, continuation, and achievement.
The effectiveness of student support provision is monitored through student feedback, service utilisation data, student engagement indicators, and institutional performance measures. Findings are reviewed through the College's quality assurance and enhancement processes to support continuous improvement. The College will continue to develop and monitor engagement measures relating to student support provision, including uptake of support services, attendance at support activities, and student feedback regarding accessibility and effectiveness.
6.3 Workshops and Skills Development
VCAD's Student Experience teams deliver a structured programme of workshops throughout the academic year, designed to build the academic and professional capabilities students need both within and beyond their studies. The workshop programme is designed to address risks relating to academic preparedness, study skills development, confidence, digital capability, wellbeing, and employability. Provision is informed by student feedback, engagement trends, and areas identified through the College's quality assurance and enhancement processes.
The Academic Skills and Mentoring team delivers workshops in academic English, academic writing, study skills, and referencing — building the confidence and capability of students who may not have engaged with formal study for some time, or who are approaching higher education from non-traditional educational backgrounds. This provision is particularly valuable for mature learners, students returning to education, and those entering higher education through non-traditional routes.
The Careers and Employability team offers workshops focused on professional development, including guidance on building a LinkedIn profile, networking effectively, and identifying prospective employers. This provision is complemented by individual career guidance and resources that support application preparation, interview readiness, and informed career decision-making.
Health and Wellbeing workshops provide students with practical strategies to manage wellbeing, build resilience, organise their time effectively, and engage confidently with the demands of higher education study.
Student Engagement Workshops build core digital and soft skills, supporting students to navigate Moodle, submit assessments, and use Microsoft 365 applications confidently. This may also include sessions on digital literacy, professional use of technology, and emerging technologies relevant to higher education and employment.
A reading and enrichment week is incorporated into the academic calendar — providing dedicated time for study skills development, wellbeing support, and careers-related activities, including stress management workshops, English language support, academic writing sessions, and CV workshops — without the pressure of core academic delivery.
The effectiveness of workshop provision is monitored through attendance data, student feedback, engagement metrics, and ongoing review of student outcomes. Findings are used to inform the development of future workshop content and support provision.
6.4 Inclusive Learning Environment
VCAD's learning environment is intended to be accessible and engaging for all students, recognising that diverse learning needs and personal circumstances require a genuinely flexible approach. The College's approach to learning and teaching is designed to reduce barriers to participation, engagement, and attainment by embedding inclusive practices within curriculum design, learning resources, assessment support, and the wider student experience.
Teaching is delivered on campus through an active, workshop-based model — combining content delivery, guided discussion, group work, and project-based activities. This is complemented by structured materials for off-campus guided study within the blended-learning model, reinforcing and extending in-class learning.
Universal Design for Learning (UDL) principles are being progressively embedded within learning, teaching, and assessment practices to create flexible learning environments that accommodate diverse learner needs and preferences. Staff are introduced to UDL through ongoing team development activities, with academic leadership oversight.
English language support is embedded at Levels 3 and 4, acknowledging that academic language conventions can be a significant barrier for students returning to study or studying in their second language.
Students have access to the library and learning resources provided through the College and its awarding partners, alongside digital media labs, computer labs, and specialist equipment relevant to their programme of study. This includes sewing machines and fashion equipment for fashion-related programmes, as well as photographic equipment for media and photography students. All students have access to Microsoft Office, and from Level 4 onwards, creative students receive the full Adobe Creative Suite.
Laptop loan schemes (on-campus) and on-campus internet access are available to address digital poverty, ensuring that access to hardware and connectivity does not determine a student's ability to engage with their studies. The College recognises that access to technology can present a barrier to participation and therefore seeks to ensure that students have equitable access to the digital resources required to engage successfully with their studies.
The effectiveness of the College's inclusive learning environment is monitored through student feedback, module evaluation processes, engagement data, attainment outcomes, and ongoing quality assurance and enhancement activities. Findings are used to inform the continuous development of learning, teaching, and support provision.
6.5 Disability Support and Reasonable Adjustments
VCAD is committed to providing an inclusive learning environment that enables students with disabilities, long-term conditions, neurodivergence, and temporary impairments to participate fully in their studies. The College recognises that barriers to participation and success may arise when students are unaware of available support or have difficulty accessing appropriate adjustments. Its approach is therefore designed to promote early awareness, timely intervention, and equitable access to learning opportunities throughout the student lifecycle.
Reasonable Adjustment Plans and Temporary Learning Support Plans are developed in collaboration with individual students. Support plans are tailored to individual needs, documented appropriately, and communicated to relevant academic staff to ensure consistent implementation across all modules.
The College provides clear information regarding disability support and reasonable adjustments before enrolment. It maintains a confidential and supportive process through which students can disclose disabilities or support needs at any stage of their studies. Students are signposted to the Health and Wellbeing Team, and information is handled sensitively in accordance with data protection and equality principles. Staff members can also submit a referral form on a student's behalf, with the wellbeing team following up directly with the student.
Curriculum accessibility is monitored on an ongoing basis, and the College's approach is reviewed periodically to ensure it remains responsive to the evolving profile of the student body.
The effectiveness of disability support provision is monitored through student feedback, engagement with support services, implementation of support plans, and relevant student outcome measures. Findings are reviewed through the College's quality assurance and enhancement processes to support continuous improvement.
6.6 Financial Support and Hardship
Financial pressures are among the most significant risks to participation and continuation for VCAD's student population. The College recognises that financial hardship can affect participation, engagement, continuation, attainment, and wellbeing. Its approach is designed to ensure that students are aware of available sources of support and can access appropriate advice and assistance when financial difficulties arise.
Students are guided through the financial support options available to them, including government grants, student loans, institutional support, and budgeting resources.
Where students experience financial difficulty during their studies, they are signposted to appropriate internal and external sources of assistance. The College seeks to identify and address financial barriers at an early stage, supporting students in remaining engaged in their studies and, wherever possible, continuing their studies.
Financial support information is clearly accessible through the Student Portal and through direct engagement with Student Information and Support staff.
The College monitors themes arising from student support interactions, financial hardship concerns, student engagement, and continuation outcomes to understand the impact of financial pressures on the student experience and to inform the ongoing development of support provision. Particular consideration is given to the needs of mature learners and students with employment, caring, or family responsibilities, for whom financial pressures may present a significant barrier to participation and success.
7. Impact — Supporting Completion, Progression, and Graduate Outcomes
Impact at VCAD means students completing their qualifications, progressing into employment or further study, and contributing meaningfully to their fields and communities. The College's responsibility to its students does not end at graduation — it extends into the professional lives they build beyond it.
7.1 Retention and Completion
VCAD recognises that completion is not guaranteed, particularly for students managing financial pressures, personal challenges, or disruption to their studies. The interventions described below are designed to address risks relating to disengagement, non-continuation, academic difficulty, financial hardship, wellbeing concerns, and other factors that may affect a student's ability to complete their studies successfully. The College seeks to identify and respond to these risks at an early stage through a combination of monitoring, support, and intervention.
A holistic risk-tracking framework draws data from multiple engagement sources — including VLE activity, attendance, assignment submissions, and assessment outcomes — enabling the early identification of students who may benefit from additional academic, pastoral, or wellbeing support.
The Academic Progress and Success Team take a proactive approach to supporting students with submissions and resubmissions, helping to identify and address barriers to academic engagement before they escalate into more significant challenges.
Where disruption to study is unavoidable — whether for personal, financial, or health-related reasons — the College handles these situations sensitively, with clear processes that maximise the student's opportunity to continue or return to study.
Student engagement events throughout the academic year — including 'Dragon's Den' style pitch competitions and employer-linked careers fairs — are used to maintain motivation and connect students with their post-graduation goals during the later stages of their programmes. These activities are intended not only to support continuation and completion but also to strengthen students' motivation, confidence, sense of belonging, and connection to future career goals.
One-to-one CV and LinkedIn profile support is available to all students, delivered in person and online, supporting readiness for graduate-level employment.
The effectiveness of retention and completion activities is monitored through continuation rates, completion outcomes, attendance, assessment submission rates, student engagement data, utilisation of support services, and student feedback. These measures are reviewed through the College's quality assurance and enhancement processes and inform ongoing improvement activity.
7.2 Progression and Employability
The College is committed to ensuring that students leave VCAD not only with a qualification but with confidence, skills, and connections to make a successful transition into employment, further study, or broader professional development.
The College recognises that students from underrepresented backgrounds may have less access to professional networks, industry contacts, and opportunities to build social and cultural capital. The activities described below are designed to support students in developing the knowledge, skills, confidence, and connections required to progress successfully into employment, further study, or professional practice.
A dedicated Careers and Employability Lead develops and maintains relationships with employers and industry partners to provide students with access to professional networks, industry insight, employer engagement activities, and opportunities to develop career-related skills and experience.
CareerQuest — VCAD's careers and employability initiative — delivers employer-linked talks and guest speaker sessions featuring professionals from relevant industries, designed to motivate students and provide insight into graduate career pathways.
Connections with organisations, including Clifford Chance and other sector-relevant partners, provide students with access to professional environments and graduate career insight. These relationships continue to develop. These activities are intended to strengthen the social and professional capital available to students by increasing exposure to professional environments, industry expectations, and potential career pathways.
As graduate numbers grow, VCAD intends to establish an alumni network to support professional mentoring, peer networking, and ongoing engagement between graduates and current students. For students considering postgraduate study or professional qualifications, the College provides information and guidance on available routes, ensuring that ambition beyond undergraduate level is actively encouraged and supported.
Opportunities for students to participate in exhibitions, creative showcases, and public-facing events enable them to demonstrate their work and potential to future employers, collaborators, and the broader creative community.
The effectiveness of employability and progression activities is monitored through student participation in careers-related activities, engagement with employability services, student feedback, graduate outcomes data, progression to further study, and employer engagement activity. Findings are used to inform the ongoing development of employability provision and institutional enhancement planning.
8. Student Voice and Partnership
Student engagement is integral to VCAD's approach to access and participation. The College recognises that meaningful engagement with students is essential to identifying barriers to participation, informing enhancement activity, and supporting equality of opportunity across the student lifecycle. The College operates a structured Student Representative system aligned to its Student Voice, Experience and Success Framework, through which student representatives participate in programme-level and institutional committees, ensuring that the student perspective contributes directly to decisions about academic quality, support services, and strategic planning.
Student feedback is collected through module evaluations, surveys, focus groups, and QR code touchpoints.
Student feedback is considered through Programme Committees and the Student Voice and Experience Committee (SVEC). Significant themes, actions, and enhancement priorities are reported through the Academic Committee and, where appropriate, to the Board of Governors. Improvements resulting from student feedback are communicated through formal 'You Said, We Did' updates and annual enhancement reporting.
A Student Voice and Experience Committee is being established as a formal sub-group of the Academic Committee. Becoming a student representative is open to all students, and VCAD actively encourages participation from students with diverse backgrounds and experiences. The role provides opportunities for students to contribute to institutional development whilst also developing leadership, communication, and collaborative working skills.
Student feedback directly informs teaching and assessment practices, support services and wellbeing provision, equity, diversity and inclusion strategy, and institutional strategic planning. The effectiveness of student engagement and representation arrangements is monitored through participation rates, student feedback, representative activity, committee reporting, and annual evaluation processes, with findings informing the ongoing development of student voice mechanisms and partnership working.
9. Monitoring and Continuous Improvement
VCAD is committed to a proportionate, data-informed approach to monitoring and improving its access and participation outcomes. Given the College's size and stage of development, monitoring activity will evolve as systems and processes mature.
The effectiveness of the interventions described in this Statement will be evaluated by analysing access, continuation, completion, attainment, progression, attendance, student engagement, utilisation of support services, and student feedback. Where available, graduate outcomes and progression data will also be used to evaluate the impact of employability and progression initiatives. Findings will inform annual enhancement planning and future revisions to this Statement.
Staff development is an ongoing institutional priority. The College will continue to invest in training and development to maintain high-quality teaching, inclusive practice, and effective student support, with Universal Design for Learning (UDL) principles embedded in induction and ongoing team development overseen by the academic team.
Students and student representatives are engaged in self-evaluation, policy development, and institutional governance, ensuring that the student voice is a genuine influence on how the College develops.
VCAD maintains close working relationships with AUP and RUL to ensure alignment with their Access and Participation Plans, share good practice, and fulfil its obligations as a franchise provider.
Relevant committees allocate appropriate financial resources to support the effective implementation of this Statement. A designated senior member of the management team is responsible for implementing and monitoring this Statement on an ongoing basis, with reporting to the Academic Committee and the Board of Governors.
The annual review of this Statement will consider institutional performance data, student feedback, engagement with support services, emerging sector evidence, and feedback from students and staff. Where appropriate, interventions will be revised, enhanced, or replaced to ensure the continued promotion of equality of opportunity across the student lifecycle.
As a relatively new provider, some interventions described within this Statement are established activities, whilst others are being introduced or expanded as institutional capacity develops. The College will monitor and evaluate the effectiveness of these interventions through annual reviews and use the findings to inform future enhancement activities.
10. Annual Review and Publication
This Access and Participation Statement is reviewed and updated annually by VCAD's Senior Management Team, with approval from the Board of Governors. The current version is published on the VCAD website.