The University of Westminster is ranked fourth in England for social mobility into higher education, according to a new report published by the Social Mobility Commission. Social mobility is the ability for people to improve their social and economic circumstances, regardless of their background or where they grew up.
The new Who Gets In? University Benchmarks for Social Mobility report is designed to provide a more detailed picture of universities’ approaches to support social mobility and widening access. Rather than simply measuring the proportion of disadvantaged students enrolled, the measure compares a university’s student intake with the pool of disadvantaged students who meet its entry requirements.
The findings highlight the University of Westminster’s role in providing access to higher education for students from a wide range of backgrounds and demonstrate the importance of looking beyond traditional measures of university admissions when assessing social mobility.
The data shows that Westminster recruits a high proportion of disadvantaged students from the pool of 18–19-year-olds who achieve the grades required to enter the University, with 76% of the students who joined the University coming from the least advantaged half of the population. It also ranks among the strongest performers in London, which is a particularly important environment for social mobility, according to the Social Mobility Commission report. The capital has a large pool of high-attaining students from disadvantaged backgrounds, providing universities with significant opportunities to widen participation.
The University of Westminster is a diverse and outward-looking community of more than 21,000 students drawn from nearly 170 nations. It delivers a range of collaborative projects that encourage students from all backgrounds to pursue higher education. These are designed around the real needs and barriers young people face as they consider university, helping to build both their skills and their confidence.
The University of Westminster has a long-standing commitment to widening participation and creating opportunities for students from underrepresented backgrounds. This work spans programmes that support young people to explore higher education, develop skills and gain experience, as well as initiatives that engage directly with schools and communities.
Key initiatives include the annual Science4U event, which brings together students from London schools for a day designed to inspire the next generation to study science and explore careers in science-related fields.
Through its partnership with Digital Schoolhouse, the University is helping to improve the teaching of computing and digital skills in schools. Drawing on Westminster’s expertise in Computer Science, Media and Games Development, the partnership provides professional development for teachers, alongside workshops and masterclasses designed to inspire pupils and strengthen the pathway from school-level education to university study in digital subjects.
The University also runs Shakespeare in the Soho Poly, a programme for pupils from six partner schools that uses film, theatre and hands-on learning to support English literacy and encourage young people to consider higher education.
The University has also opened Zone29, Westminster’s new home for careers and enterprise. In line with the Mayor of London’s Growth Plan, the development champions sustainable and inclusive skills and economic growth, while showcasing student-centred innovation and adaptability which make London the higher education capital of the world.
Westminster’s Programme for Enhancing Inclusion, Belonging and Sustainable Development sponsors several initiatives to champion mobility. For example, the Elevating Futures Programme supports final-year South Asian women students from working-class backgrounds to build career confidence and address the barriers they can face entering higher-level employment, through workshops and mentoring led by professionals in fields such as politics, journalism and entrepreneurship.
Bursaries and scholarships also play an important role in widening participation by helping to reduce the financial barriers associated with going to university. By providing financial support towards the costs of studying and living, these schemes can make higher education more accessible to students from disadvantaged and lower-income backgrounds, helping to ensure that financial circumstances do not prevent talented students from accessing or succeeding at university.
Vice-Chancellor and President Professor Peter Bonfield said: “The Social Mobility Commission’s latest findings reflect our University’s strong commitment to widening participation and social mobility, ensuring that talented students from all backgrounds have the opportunity to access higher education and benefit from the opportunities we provide. We’re incredibly proud that our historically inclusive approach to education has been recognised in this way.”
Professor Dibyesh Anand, Deputy Vice-Chancellor for Global Engagement and Employability and co-chair of the EDI Committee, added: “Opening doors for all has been integral to who we are since 1838. At Westminster, widening access has never been something we do alongside our mission; it is the mission. For us, inclusion and social mobility are not two goals but one. We want higher education to be something anyone, from any background, can aspire to, and we work hard to match that welcome with an equitable experience grounded in an inclusive culture. This recognition from the Social Mobility Commission reinforces our resolve."
This ranking recognises the University’s direct contribution to the United Nations Sustainable Development Goals (SDG) 4: Quality Education and 10: Reduced Inequalities. Since 2019, the University of Westminster has used the SDGs holistically to frame strategic decisions to help students and colleagues fulfil their potential and contribute to a more sustainable, equitable and healthier society.
Read the full report from the Social Mobility Commission.
Learn more about Access and Participation Plan at the University of Westminster.
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