Name of Provider: The Liverpool Institute for Performing Arts UKPRN

Name of Provider: The Liverpool Institute for Performing Arts UKPRN: 10003945

1. Provider Context

The Liverpool Institute for Performing Arts

(LIPA) was co-founded in 1996 by Sir Paul

McCartney and Mark Featherstone-Witty to

provide learning that replicated the actuality

of working in the creative and the performing

arts. Our purpose for our graduates is a

lifetime of sustained work.

We were designated as a Higher

Education Institution in 2006. As a small

specialist higher education institution, LIPA is

renowned as a leading centre of excellence

for vocational training in the performance

disciplines of Acting, Applied and Community

Drama, Dance and Music and in the

disciplines for those who make performance

possible, in Filmmaking, Sound Technology,

Management, and Design and Technology in

Theatre Production.

As a teaching focussed institution and

a world leading specialist provider, the high

cost, practice intensive, industry focussed

learning environment is a necessity for

maintaining professional standards and

quality. This is reliant upon the retention of

relatively small cohorts and the provision of

experienced professional standard tuition,

facilities, and industry compatible specialist

equipment.

Within a practice intensive

conservatoire training environment, the

cornerstone of our approaches to teaching is

through project and practice-based learning

underpinned by creativity and collaboration.

We have developed a curriculum that is

designed to equip performers and those who

make performance possible with the

knowledge and skills to be self-sustaining

professionals. We emphasise creativity,

collaboration, enterprise, and autonomy. We

want to attract and retain people from non-

traditional backgrounds and emphasise

equality of opportunity.

Interdisciplinarity on projects and productions,

replicates and simulates the creative

environments our students will experience as

professionals. As well as learning and

developing the skills to be a successful

practitioner, they also learn how to become

an integral part of a team. The soft skills that

are required including, negotiation,

persuasion and understanding how a group

works well together.

The reputation of LIPA as an institute

and of its students and graduates is reflected

in the demand for our courses throughout the

UK and internationally. We currently have

approximately 1,000 students enrolled upon

our undergraduate and postgraduate

programmes. Our profile as a sector leading

institution contributes to our success in

addressing regional inequalities and

recruitment disparities by providing

alternative provision and counterbalancing

the dominance and draw of competitor

institutions in the south east of England. Our

profile and reputation enable us to attract

more international undergraduate students

than any other single specialist performing

arts institution in England (for which data is

publicly available) successfully recruiting from

a diverse range of countries from across the

world. In the 2021/22 academic year, we

enrolled students from 48 countries outside of

the United Kingdom.

Higher Education Statistics Agency (HESA):

2020/21

As a leading creative learning and

performing arts centre of excellence, we

established The LIPA Learning Group,

comprising LIPA 4-19 our weekend and

holiday workshop enterprise, LIPA Primary

School, and LIPA High School which adopt

the approach and focus on the performing

and creative arts to deliver the National

Curriculum and LIPA Sixth Form College and

LIPA Higher Education Institute, who offer

specialist performing and creative arts

training and education. The LIPA Learning

Group embodies our collaborative

approaches to providing a continuous and

sector leading creative learning education

from primary school level through to higher

education.

Following the retirement of the

Founding Principal/CEO In the autumn of

2021, Professor Sean McNamara, former

head of the Guildford School of Acting at the

University of Surrey and current chair of the

Name of Provider: The Liverpool Institute for Performing Arts UKPRN: 10003945

vocational training sectors professional body,

the Federation of Drama Schools (FDS) was

appointed as LIPA Principal/CEO.

The appointment marked a new

chapter in the evolution of the institution and

provided an opportunity to establish and

develop a new strategic vision and plan. To

achieve the institution’s new strategic

objectives a restructure of the senior

leadership team was undertaken to improve

clarity, connectivity, and cohesion across the

institution. The position of Chief Operating

Officer was created to oversee all operational

matters with the Registrar position evolving

into the Director of Students with oversight of

all areas related to academic governance,

compliance and standards, admissions and

student support and wellbeing and equality,

diversity, and inclusion. The institution’s

disciplinary focus was concentrated into eight

specific areas (Acting, Applied Theatre and

Community Drama, Dance, Filmmaking,

Management for the Creative Industries,

Music, Sound Technology, and Theatre &

Performance Design/Technology). As part of

the restructure three distinctive schools were

created, Creative Technologies, Music and

Performance with newly appointed directors

who have strategic oversight and

responsibility for the implementation of the

teaching, learning and assessment strategy

and all matters related to the delivery of

programmes, the learning environment for

students and the professional care and

development of colleagues.

We have developed an ambitious

strategic plan for the period 2023-26 with

core themes and priorities to achieve our

vision and purpose and ensure it is dynamic,

agile, and relevant to the needs and

ambitions of the institution and the

environment within which we operate.

Our vision, purpose, values, and core

themes have been developed to serve the

priority of ensuring we deliver an outstanding

student experience and excellent graduate

outcomes. Several strategic changes have

been made as we challenge our vision and

values and reshape themes and strategic

goals. We have directed effort towards

reflecting upon our values and culture, so

they serve the achievement of our vision and

purpose. Our evolved framework and six core

themes; Excellence, Equity, Environment,

Empowerment, Employability and

Entrepreneurship prioritises the achievement

of our vision to be a world leading centre of

excellence for creative learning and

vocational training and to make a positive

impact upon on our people, society, and

planet.

Our strategic goals are;

▪ To be recognised as a world leading

centre of excellence for creative learning

and vocational training within the

performing arts and creative industries

▪ Create and develop a culture and

environment for equality and inclusion at

all levels throughout the institution

▪ Achieve and maintain financial,

environmental, systemic, and

technological sustainability

▪ As a small specialist provider, we will

empower and enhance student, staff, and

alumni of the LIPA Learning Group to

meet the requirements of the higher

education and the creative sectors

▪ Employability will be embedded into the

curriculum and co-curricular activities to

develop students for future employment

opportunities and career progression

▪ Develop a learning environment for

inspiring creativity, innovation, and

entrepreneurship

The Next Stage, LIPA Strategic Plan

2023-26

A student and staff centred approach lies at

the core of our ethos and focus to position

LIPA as a world leading centre of excellence

for creative learning and vocational training

with innovation, interdisciplinarity and

diversity at its heart in pursuit of ensuring an

outstanding student experience and excellent

graduate outcomes.

‘There is clear evidence that the teaching

team help to engage students across the

curriculum by using a mixture of

assessment methods and arranging both

individual and group feedback sessions,

which provides students with important

development opportunities. The course

team have worked incredibly hard to support

students with revised teaching […] during

the Covid-19 pandemic and they should be

commended for […] their innovative

approaches.’

BA Sound Technology | External Examiner

Report 2022

Name of Provider: The Liverpool Institute for Performing Arts UKPRN: 10003945

‘The Institute's learning environment

provides a variety of opportunities for

students to gain an extensive range of

knowledge, skills and understanding of the

performing arts. The Institute aims to get as

many graduates as possible into sustained

work within the performing arts sector and

employability plays a key and integral role in

the curriculum.’

Higher Education Review of The Liverpool

Institute for Performing Arts, QAA: May

2015

Learning for Careers in Performance Arts

and Creative Industries

Challenging and reviewing approaches to

models of learning and pedagogic innovation

within an evolving and developing creative

and cultural context is a strategic priority to

ensure our practices and the learning

environment remain excellent, student

centred and relevant to the needs and

demands of the creative economies.

Biggs Constructive Alignment and

Bloom’s Revised Taxonomy facilitate the

development of collaborative, integrative,

reflective, and inquiry/experience-based

learning practices, within and across our

disciplines to lead students to embrace and

develop talent and potential within the context

of the whole industry they aspire to work in.

Feedback from employers confirms that LIPA

graduates are among the best and leave the

Institute equipped to make meaningful

contributions to the performance arts in the

UK and worldwide. The synergy between

performers, producers, managers,

filmmakers, facilitators, designers, and

technicians that we foster here replicates and

simulates industry practice. We focus on

project-based practice and performance

learning. The objective is to create, which is

why our learning is based around conceiving

and delivering events or products.

‘At LIPA raw talent is refined with expert

tuition. Inspiration is introduced to

technique.’

Virgin Publishing,

Music Division of Chrysalis Group

Creative Industries Collaborations

We focus on project-based practice and

performance learning. The objective is to

create, which is why our learning is based

around conceiving and delivering events or

productions. As an example, since 2018 we

have taken our collaborations with industry

partners to a new level. In 2018, we initiated

an ambitious project with a leading industry

partner each year to benefit our second-year

performers and making performance possible

students across all disciplines. It represents a

significant shift from just preparing students

to fit in with traditional theatrical forms. The

companies gain the opportunity to research

and develop a new piece with a large cast

and crew. Our students get to experience

how different companies with different

agendas devise and operate creatively and

become an integral part of that process as a

new piece of work is created. It not only

prepares our students for the industry, but

also enthuses them and inspires them to be

open to creating innovative work in future. In

2018 our students collaborated with Slung

Low on developing Red and Black ran for 12

performances over six days in May 2018.

Featuring 16 different performances in 16

different locations in and around LIPA’s

buildings.

The Council for Dance, Drama and

Musical Theatre Training (CDMT)

Accreditation report for BA Dance, singled

this project out; The work produced by

students on the dance course is of a very

high standard, and aspects of it are

remarkably impressive. A complex cross-

disciplinary devised piece performed by

students from several course groups in May

2017 was evaluated by a CDMT panel

member thus:

‘Red and Black was truly innovative and

required of its performers a very confident

level of technical skill and artistic autonomy’.

BA Dance CDMT Accreditation Report:

2018

In 2019 award-winning and internationally

acclaimed physical theatre company Gecko

collaborated with our students on two

separate but related productions that

explored themes of migration, The Show and

The Centre. The devising, rehearsals and

performances were an integral part of

Gecko’s research and development for a

Name of Provider: The Liverpool Institute for Performing Arts UKPRN: 10003945

production commissioned by the National

Theatre.

‘We’re devising it together as a team.

Everyone’s voice in the room is important. It

breaks down the sense of territory in

theatre, all those boundaries are slightly

murky, especially in a Gecko show.’

Gecko

Due to the impact of the pandemic, it was

2022 before we were able to develop a new

collaborative project with Poet Laureate

Simon Armitage. Simon worked with Acting,

Music, Sound Technology, Theatre and

Performance Design and Theatre and

Performance Technology students devising a

production based on the epic poem

Gilgamesh.

‘LIPA enjoys extensive links with numerous

people and organisations across many

disciplines within the professional

performing arts industry and exploits these

tirelessly to ensure that students are

brought into contact with professional

practitioners and practices as much as

possible.’

BA Acting CDMT Accreditation Report:

2018

Covid-19

In March 2020, all activity at LIPA was, in line

with the U.K. government guidance, pushed

online and delivered via virtual platforms such

as Zoom until the end of the academic year.

From October until December 2020, all

delivery was achieved via a hybrid pedagogic

model, with some activities taking place in the

studio under social distancing regulations

compliant with U.K. law at the time, supported

by complimentary online delivery of further

classes.

The spring term of 2021 saw an

enforced return to fully online delivery until

March, when a phased return toward hybrid

delivery was undertaken in line with the U.K.

government guidance. This twelve-month

journey brought about a rapid learning curve

for students and staff alike at LIPA.

Throughout the pandemic the Covid

Communications Group issued guidance to

all students and staff each week on the

national, local, and institutional context. We

continued to require staff and students to test

twice weekly and wear masks in all areas.

We offered free home testing COVID kits and

risk assessments produced in accordance

with the outbreak management plan agreed

with the Liverpool Public Health Board.

Throughout we remained engaged with

Liverpool’s HEIs and support services such

as Public Health England and Merseyside

Police.

Vocational training in the U.K. model

traditionally engages students and staff in

high numbers of contact hours, in shared

spaces that facilitate experiential and

interactive learning experiences. The training

environment is both practical and physically

collaborative. The shift of delivery of training

to platforms such as Zoom and Teams

demanded a rapid reimagining of long held

pedagogic approaches and practices, it is to

the credit of colleagues for the adaptation and

innovation that was implemented to maintain

delivery under unprecedented circumstances.

We implemented a series of measures to

support the learning needs of students and to

mitigate for the exceptional circumstances

experienced such as a no detriment policy,

adaptation of assessments, and additional

learning support.

Challenges for training courses that

value close ensemble collaboration,

experiential and embodied learning, and

hands-on practice. In-person training and

intensive practical learning will continue to be

the primary delivery model but the increasing

focus upon innovation, adaptability and

creative solutions that were required to

navigate online and blended teaching, in

many cases have enhanced the training and

experience of students for whom online

learning and engagement is not a novel

concept. Within our sector the necessity of

online delivery was only ever a replacement

borne of need and not a substitute. We were

able to connect students and their work with a

wider range of industry professionals through

online masterclasses with Dame Judi Dench,

Sir Nicholas Hytner and Sir Paul McCartney.

Performance projects reimagined to ensure

delivery and training needs were maintained

within the contemporary context and the

government regulations.

Current students who enrolled in the

autumn of 2020 have faced considerable

challenges both academically and personally

and many continue to do so for which we

provide academic, pastoral and wellbeing

support. As higher education and the creative

Name of Provider: The Liverpool Institute for Performing Arts UKPRN: 10003945

industries emerge from the pandemic, there

is still a degree of precariousness as though

we may have reached the post pandemic

phase, we are not in a post covid era.

However, there is also much cause to be

hopeful. Across the sector creative and

innovative solutions, such as online

showcases, masterclasses, and digital

productions, have been developed to ensure

that training, performance, and the launching

of fledgling careers continue to take place

despite extraordinary challenges.

The vocational training sector is

constantly evolving, increasingly using digital

technologies, and changing how stories are

created and performed., the pandemic

accelerated innovation and creativity and has

provided the impetus to ensure the learning

environment equips our students with the

skills to develop sustainable professional

careers in the post pandemic age.

‘The facilities were excellent and provided

everything I needed. The course staff coped

and responded to the difficulties of COVID

very well.’

NSS 2021: BA Sound Technology

Respondent

2. Student Experience (SE1)

Our ethos of excellence, and student-

centred approaches to learning and teaching

across the LIPA Learning Group have been

recognised by the awarding of an

Outstanding rating by Ofsted and Gold status

for the Liverpool Institute for Performing Arts

(LIPA) in the Teaching Excellence

Framework.

Student Experience and preparing our

graduates for their professional careers is at

the heart of what we do. Students work

closely with staff in their discipline areas. But

across the institute there is a strong sense of

identity and commitment to shared

professional values.

Induction week highlights this key

relationship between individual disciplines

and the institute wide community of

performing arts practitioners. Students

studying here receive an international,

multicultural experience that has a positive

impact on their personal development

through the international community of

students and staff. We train our students to

be equipped and prepared for the specialist

sectors within the creative industries and for

the next stage in their careers. We prepare

and challenge our students and graduates to

not only make a living within the creative

economies but to also make a difference as

leaders in their disciplines, as

communicators, entertainers and innovators

shaping the future of the creative industries

and the experience economy for the benefit

of society and culture.

The impact of Covid-19 on Higher

Education is likely to echo through several

academic cycles. The reverberation of the

pandemic has the potential for greater

ramifications beyond the disruption of an

academic year, placing economic strain and

significant logistical constraints on education

and the student experience. Prior to the

pandemic students rated their experience

highly with overall satisfaction of 86% in

2018, 85% in 2019 and 82% in 2020. For

cohorts most affected we have seen the

impact of the deprivation in access to the

experiential learning environment resulting in

declining overall satisfaction levels from 2021

to 2022. To address this, we have initiated

the Student Experience Improvement Plan

(SEIP) and the LIPA is Listening campaign.

The SEIP dashboard analyses data

and comments from the 2022 NSS and

establishes priorities and objectives to be

addressed across the institution and to chart

progress. It was evident from the responses

to the 2022 NSS that Assessment and

Feedback, and Student Voice were key

issues to be addressed for the 2022/23

academic year. This has seen the

establishment of an Assessment and

Feedback working group tasked with

providing recommendations and action son

improving processes, perceptions, and

timeliness of feedback. We are implementing

standardised institutional assessment and

feedback processes, an assessment and

feedback calendar to clarify key dates and

manage expectations.

For student voice we are working with

student representatives to develop and

establish a Student Guild and we have

recently commenced recruitment for a

Student Voice Officer, a paid sabbatical

position. During the summer of 2022 we

invested in installing screens across our

public spaces equipped with Now signage

software to improve internal communications

and information regarding student events,

Name of Provider: The Liverpool Institute for Performing Arts UKPRN: 10003945

collaborative, and innovative education,

training, scholarship, and industry

engagement. Staffing hours for 2021-22

maintain an average of 39.4 contact hours

per student FTE (this includes 1:1 music

tuition). These high levels of staffing are

necessary to maintain the expected levels of

teaching excellence and outstanding student

experience within the professional practice

intensive conservatoire training environment.

We are wholly in line with the benchmarks in

respect of teaching quality. The overall profile

of outcomes in terms of awards and

employment evidence a positive teaching and

learning environment and this is borne out by

the indicators. They demonstrate above

sector performance against the sector

benchmark signalling strong teaching quality.

Student Experience Committee

A new sub-committee of the Teaching and

Learning Board has been created to focus on

Student Experience, including Student

Support. The Teaching and Learning Board

has approved the subcommittee. It will

consider all aspects of the student journey

from a student experience perspective and

examine qualitative tools, such as the NSS,

to inform strategic planning.

Student Support

There has been a high number of student

contacts so far this year. There are several

students with complex and high-risk needs,

who are being supported. Single Session

Counselling is being offered this year,

whereby the focus is on a particular priority

goal or problem. The core team is currently in

the process of restructuring, to ensure that

the roles in the team meet the needs of the

students.

Advance HE delivered bespoke training

on Race Equality in HE for our senior staff

including Heads of Discipline and

Course/Subject Leaders together with those

support staff managers who work most

directly with our students.

The Covid Communications Group

issued guidance to all students and staff each

week on the National, Local and Institutional

context. We continue to require staff and

students to test twice weekly and wear masks

in all areas. We offer free home testing

COVID kits for everyone. A revised risk

assessment was produced, and an outbreak

management plan agreed with the Liverpool

Public Health Board. We continue to engage

with Liverpool’s HEIs and support services

such as Public Health England and

Merseyside Police.

Following the easing of restrictions

and the changes to the self-isolation

guidance in the summer, all staff were issued

with a revised set of staff protocols and

behaviours. This ensured the reporting

expectations and actions required, were clear

and easy to follow. Most of the health &

safety measures put in place during the

pandemic, are still in place, e.g., face

coverings. The reporting of Coronavirus

cases remains consistent and through

collaboration with the COVID-19

Communication Group, we have ensured all

staff are kept informed and up to date.

The OfS has recently published their strategy

document for 2022-25 which asserts its

mission that every student, whatever their

background, should have a fulfilling

experience of higher education that enriches

their lives and careers.

‘The fact that the teaching team managed to

maintain face-to-face delivery throughout

2020-2021 (aside from Jan & Feb due to the

national lockdown) is an incredible

achievement. Practical working

arrangements and briefs were adapted in

accordance with national industry

frameworks introduced under COVID,

meaning that students were not

disadvantaged any more than the industry

was itself. Added to this, the fact the

programme managed to retain 100% of its

students during the pandemic is nothing

short of miraculous. Every university

suffered in this regard, and it is only due to

the hard work and commitment of the

teaching team that this has not been the

case at LIPA.’

External Examiner Report | BA Filmmaking

and Creative Technologies: 2021

Professional Bodies

Advocacy and representation in addressing

sector wide issues is maintained through our

memberships of the following professional

bodies; Guild HE, Federation of Drama

Schools (Principal/CEO is Chair), CDMT and

the UK Arts and Design Institutions

Association.

Name of Provider: The Liverpool Institute for Performing Arts UKPRN: 10003945

Quality Assurance

Our quality has also been assessed by QAA

in 2009 and 2015, both times to its

satisfaction. The most recent review identified

several examples of good practice, including

the comprehensive range of individually

tailored and flexible support provided for

students and the strategic approach to the

use of deliberate and collaborative

interdisciplinary practice, which prepares

students for long term employability.

SABs, Programme Boards, ISAB (SE5)

As part of the wider commitment to

community, there are three levels for

engaging student opinion. Student

Representatives are elected following

explanation of roles and structures during

induction week. The representatives are then

provided with training which emphasises

wide-ranging consultation and then informal

student advisory boards are held to resolve

individual discipline issues. Formal

Programme Boards for each discipline

convene three times a year and deliberate

institute policies and performance indicators

as well as formally recording student issues

that need addressing. An Institute Student

Advisory Board convenes three times a year

and representatives from all disciplines attend

to look at institute wide issues.

SEB and the voluntary student network

The Student Events Board is a student run

creative and social initiative. The board

facilitates independent student shows and

social events. We have invested in this area

of activity by appointing a paid officer who

supports student representation and

facilitates events. There is in addition a

substantial amount of support for

independent initiatives through discipline

specialists supporting, through voluntary

activity, outside the curriculum. The way

students contribute to our collaborative ethos

is recognised at Graduation, in particular in

the conferring of the Philp Holt and the Paul

McCartney Human Spirit Awards

Learner/Student Support & Wellbeing

(SE5)

The Philip Holt Prizes, culminating in the Paul McCartney

Human Spirit Prize are awarded annually, nominated by staff

and students from across the institution to recognise the part

‘The lecturers are top-notch and care deeply

about their students. They have gone above

and beyond their duty to ensure our learning

has not been affected by the pandemic as

much as possible.’

NSS 2021: BA Theatre and Performance,

Technology Respondent

In addition to teaching contact students are

supported in their commitment to learning by

the allocation of a Learning Guidance Tutor

(LGT) and have a minimum entitlement to

three meetings per year. Learning Guidance

Tutors review progress and support the

development of professional profiles by the

maintenance of a Personal Progress File.

The student record contains a record of LGT

meetings and achievement transcripts. The

Learning Guidance Tutor system is integrated

into the reflective and developmental nature

of the learning which characterises our

programmes. Students have regular

opportunities, as part of wider assessment

and feedback strategies, to reflect and

forward plan. The LGT system complements

a core curriculum approach and supports the

students planning their futures.

A dedicated Student Support &

Wellbeing Team, Student Support Manager

and Student Support Officer with a wide-

ranging team of support tutors provide health,

wellbeing, mental health, and academic

support. Reflecting the subject community

propensity to attract learners who work

visually, aurally, and kinaesthetically students

are often assessed as requiring additional

learning support. Student Support is

welcomed by students. Retention and award

outcomes indicate successful support. Any

students with diagnosed additional learning

support needs have these recorded in a

Student Support Document (SSD), circulated

confidentially to relevant teaching staff. We

have seen the proportion of students with

support needs significantly increase since the

onset of the pandemic and increased

investment and staffing have been allocated

to ensure support and guidance is accessible

and adequate.

The LIPA Hub is being developed for

installation enhancing the existing LRC as

well as online for September 2023 to act as a

some students play in our daily lives above and beyond the

demands of their respective

Name of Provider: The Liverpool Institute for Performing Arts UKPRN: 10003945

‘one stop shop’ to provide a dedicated

Student Support & Wellbeing service.

‘Whenever I need support in other aspects

of life, I have always had the opportunity to

talk and share those with staff.’

NSS 2022: BA Dance Respondent

As noted above, at the start of the

year, all in-coming new students are provided

with a comprehensive induction programme.

Students started with their chosen discipline

to emphasise a personalised approach to

learning before engaging in larger whole year

activities. A week long programme of

activities with their discipline is followed. This

programme is interwoven with whole year

sessions including university perspectives

and understanding regulations, performance

and production etiquette, student community,

student support, IT and Learning Resource

Centre (LRC) inductions, introduction to the

core curriculum, and health and safety.

Valuing Teaching (SE4)

Institutional culture facilitates, recognises,

and rewards excellent teaching. Teaching

Quality has, since we began, been the

dominant driver. For students to succeed in

their chosen area of the performing arts and

creative industries they should be guided and

facilitated by practitioners who have

demonstrable industry experience and who

possess recognised teaching qualifications.

The institution’s most recent QAA Review

identified good practice in this area, that is.

The strategic approach to the use of

deliberate and collaborative interdisciplinary

practice, which prepares students for long

term employability.

Discipline identity

Intakes (admissions targets) for disciplines

are carefully managed to ensure that student

communities are of a size to maintain close

working relationships between staff and

students. This creates strong discipline

identities, which ensure quality and depth of

work undertaken.

Student Support Framework

Significantly, students with declared

disabilities out-perform students without in

terms of progression and achievement (2:1

and above degrees 86.15% vs 83.16%

Institute Annual Monitoring Report, January

2017). This evidences that our attention to

individualised student support is effective.

LGT and Professional Planning (SE5)

All students as part of their programme of

study are required to undertake career

development planning and portfolio building.

This is supported by the Learning Guidance

Tutor system that allows for periodic review of

progress with a view to achieving exit velocity

for students, very much at an individualised

level. Employment outcomes suggest this is

effective.

‘The assessors commend that each student

is assigned a Guided Learning Tutor who is

with them throughout their time at LIPA.

Transfers between courses are possible but

in practice are rarely needed due to the

interview and induction process.’

Joint Audio Media and Education Support

Accreditation Report: 2018

Investors in People – Gold Award (SE4)

Our approach is thoroughly embedded in the

culture of the institute and the full ownership

of this philosophy has been endorsed by

Investors in People who have recently

awarded us a Gold Award, for the second

time.

Outstanding Support for Staff

Professional Development (SE4)

It is a strategic objective (Excellence and

Empowerment: LIPA Strategic Plan 2023-26)

to ensure all staff achieve formal teaching or

sector recognised qualifications. We have

almost achieved our aspiration to ensure

100% Higher Education Academy (HEA)

recognition for staff. Senior members of staff

are expected to achieve Senior Fellowship

status and we are working towards

submissions for Principal Fellowship. HEA

Fellowship and Associate Fellowships extend

to learning support staff. A clear

demonstration of the institution’s commitment

to teaching excellence and the importance of

the student experience is evidenced when

benchmarked against other institutions for

2021/22 LIPA leads the sector with

AdvanceHE data reporting 97.9% of staff with

different categories of fellowship in

comparison to the sector average of 45.6%.

Name of Provider: The Liverpool Institute for Performing Arts UKPRN: 10003945

Our People Strategy states the vital

importance that what we deliver remains

industry relevant whilst at the same time

ensuring the professional responsibilities of

staff are carried out in line with current

thinking in the wider academic community.

Professional development for the students is

a key learning theme throughout their

programme of study. This theme is mirrored

in the development of our staff. We attach

great importance to the UKPSF and Advance

HE accreditation to support teaching

development alongside continued

opportunities for staff to enhance and update

their specialisms to innovate and create new

techniques and performing art forms.

‘LIPA HE requires all teaching staff to gain

either Associate or Fellow recognition of the

Higher Education Academy through a

number of routes, which is well supported by

the human resources team It is excellent

that LIPA has continued to develop

provision to provide a route for VP/ fractional

staff to gain Associate Fellowship

recognition in line with strategic targets. The

Introduction to Teaching and Learning in the

Performing Arts course was externally

recognised by the HEA* in May 2018. This

is a great example of the way in which LIPA

has engaged with stakeholders to achieve

excellence.’

LIPA Accreditation Report 2018:

AdvanceHE

Most staff are appointed for their professional

experience/expertise so that their teaching is

current and relevant preparing graduates for

employment in the performing arts and

creative industries. We expect that all new

teaching staff without a teaching qualification

or appropriate Advance HE Fellowship

recognition gain HEA Fellowship within three

years of appointment. To achieve these

objectives, we developed the following CPD

programmes, Professional Recognition

Scheme for the Performing Arts (PReSPA)

and the Teaching and Learning in the

Performing Arts (TLiPA) validated by

Advance HE since 2011 when our unique

Fellowship accreditation scheme (PReSPA),

developed in collaboration with Rose Bruford

College, was introduced. PReSPA is a

framework for developing and recognising

staff and specialists who teach and support

students’ learning in our performing arts-

related higher education environment. It

draws entirely upon the sector’s Professional

Standards Framework, (UKPSF) with a focus

on the impact on the student experience

within a Performing Arts context and offers

staff the opportunity to gain a HEA fellowship

in one of four categories and aims to

stimulate individual and group development

through peer dialogue, and through the

sharing of good practice. It also aims to

promote critical engagement with higher

education pedagogy and practice.

In 2022 AdvanceHE accredited LIPA until

2026 as the sole provider for the delivery of

the PReSPA and TLIPA schemes. Following

the pandemic and in response to

developments and challenges in the creative

industries and conservatoire training sector

the PReSPA Scheme has the potential to

provide CPD to staff beyond LIPA from FDS

member institutions.

‘The Liverpool Institute for Performing Arts

demonstrates a clear institutional

commitment to the professional

development of staff that teach and support

learning with the UK Professional Standards

Framework (UKPSF) and Fellowship. The

UKPSF and Fellowship are explicitly

embedded within institutional strategies and

policies such as the Human Resources

Strategy and the Learning, Teaching and

Assessment Strategy.’

LIPA PReSPA/TLiPA Advance HE

Accreditation: June 2018

Students benefit from being taught by staff

who have met the criteria outlined in the

UKPSF. This demonstrates a commitment by

staff to professional development in both their

discipline and teaching and learning practice.

Student representatives attend committees,

Name of Provider: The Liverpool Institute for Performing Arts UKPRN: 10003945

e.g., Institute Quality Committee, where the

outcomes of the PReSPA scheme are

discussed. LIPA prides itself on the

diversity, quality, and reputation of its

staff to work with our students. We

employ staff from across the world

including the USA, Canada, Europe, and

Asia as well as providing learning

opportunities from world renowned

performing arts practitioners. For

example:

▪ Our lead patron Sir Paul McCartney

delivers song writing workshops with our

Level 6 Music students each year.

▪ We employ both popular and classical

professional musicians from

internationally known bands/orchestras

such as Elbow, Hallé, and BBC Proms.

▪ Performance and Making Performance

Possible students benefit from working

with internationally renowned/award

winning companies and practitioners such

as Poet Laureate Simon Armitage,

Rowan Atkinson, Gecko, Slung Low,

Peepolykus and Imitating the Dog

▪ Internationally renowned choreographers

working with our dancers include Dean

Lee (worked with Janet Jackson, Kylie

Minogue, and Adam Lambert) and Jay

Revell (worked with Little Mix, Emilie

Sande, Kesha). Dean is a LIPA

Companion.

▪ For Eurovision 2023 hosted by Liverpool

on behalf of the Ukraine, LIPA students

are being engaged by the BBC and

Culture Liverpool to provide performance,

technical and production support to the

festival and events.

Professional Development of Staff (SE4)

As mentioned above our staff are recruited

for their professional experience in the

performing arts, many of whom are leading

practitioners in the field. The strength of LIPA

staff is that they are dual professionals,

experts, and innovators in their own

disciplines as well as trained teachers to

ensure a quality student experience.

Evidence of this was provided during our

Teaching Excellence Framework assessment

in 2017.

‘Teachers are highly experienced

professional practitioners, bringing their

wide- ranging knowledge and expertise

directly from the industry into the school. A

large number of regular teaching staff are

also either qualified as established teachers

or have achieved HEA fellowship status.

Teachers are excellent role models for

students in their work ethic, creative verve,

technical expertise, and professional

conduct.’

BA Acting CDMT Accreditation Report:

2019

We have set ourselves two main goals in our

Learning, Teaching and Assessment Strategy

in relation the development of our teaching

staff:

▪ To manage and nurture professional

development and world leading expertise

which should inform both curriculum

content and teaching.

▪ To ensure that all teaching staff achieve

HEA Fellowship status via the PReSPA or

TLiPA Scheme.

LIPA was awarded Gold status in the

Teaching Excellence Review 2017. On a

measurement of metrics across the institution

the following were identified as strengths:

▪ A strategic focus on vocational and

professional education, demonstrated by

a rigorous approach for ensuring students

attain the skills most highly valued by the

Creative Industries.

▪ An exemplary simulated environment in

which masterclasses, mock auditions,

placements, and public performances

ensure students are frequently and

consistently stretched to achieve high

quality.

▪ The strategic use of teacher-practitioners

to frequently engage students with

developments from the forefront of

scholarship and professional practice,

including collaborative work between

students and professionals on projects

throughout programmes.

▪ A systematic and embedded system for

recognising, rewarding, and developing

teachers to deliver the highest quality

teaching, including articulation to all four

levels of HEA fellowship (TEF Gold

Award, 2017).

To manage these processes strategically all

staff, participate in LIPA’s annual

Performance and Professional

Name of Provider: The Liverpool Institute for Performing Arts UKPRN: 10003945

Development Review (PPDR) Scheme.

Through this process staff are actively

encouraged to update their skills and

continue their professional practice in the

industry. Funding is available via the

professional development budget.

Our successful Catalyst Bid in 2018

enabled us to expand our provision and

provide opportunities to upskill our staff in

digital practices with the creative arts. This

new provision attracted experienced staff

from filmmaking and screen acting industries.

The bid also provided an excellent platform to

manage the synchronous and asynchronous

learning that was so necessary during Covid

restrictions. Our staff were able to respond

quickly and effectively due to their training

and development.

Appraisal, teaching observation and the

sharing of good practice (SE4)

Teaching staff participate in an appraisal

scheme, which has been developed in

response to the need for high quality

teaching. Teaching staff are observed

annually by their line manager, professional

development advisor or a peer (three-year

cycle). If concerns are raised about teaching

approaches during the observation, a second

observation takes place and further support

or training offered, if required. Funding (see

below) is made available to support the

development of pedagogic priorities. An

evaluation of the outcomes of teaching

observations takes place annually and is

reported to our Professional Development

Committee. A designated week of activities

(Professional Development Week) at the end

of each teaching year provides opportunity for

training and information relating to good

practice as well as the sharing of practice. A

good practice on-line resource (Good

Practice Community) is also available to all

staff. New staff have mentors appointed to

support them to understand and adopt our

approach during their first

Professional Development Funding (SE4)

We operate funding by application, which

supports staff initiatives to enhance teaching

and learning investigation, innovation and

professional and industry updating. This

funding also supports institute wide

development events.

Scholarship, Research and Professional

Practice (SE3)

The learning environment is enriched by

student exposure to and involvement in

provision at the forefront of scholarship,

research and/or professional practice.

Our underlying philosophy that academic staff

should be experienced professionals and that

students should be exposed to current

practitioners and practitioners of significant

standing means that student learning is

infused with relevant expertise. There is a

rich dynamic between students’ on-going

intensive practice and opportunities to

benchmark or gain perspective through

interaction with experienced practitioners. It is

important for student practitioners to

understand that seasoned professionals still

engage with the same creative issues as the

students. Our staff also approach their

practice as investigation and contribute to

wider subject knowledge through conference

contributions and published writing to further

enrich the lived notion of critical practice. In

addition to gaining AdvanceHE Fellowship,

CPD opportunities for further learning at

masters and PHD level are a key strategic

priority.

‘Promote a staff culture of continuous

professional development for staff with

opportunities for research

and recognition through accreditation

qualification

and profile enhancement’.

Empowerment | The Next Stage

LIPA Strategic Plan 2023-26

A Professional Development programme

supports staff in maintaining currency and

critical capital. New practices are essential in

retaining industrial relevance. Ongoing

engagement with the industry through

practice and project based learning and our

PSRB accreditation also ensure an enriched

student experience. Staff record their

professional practice work as part of the

appraisal process. In 2020 100% of staff

highlighted their professional practice work

and achievements ranging from ongoing

music gigs to designing lighting for

professional shows. The research and

scholarship paradigm is one of practice as

research. Many of our staff are engaged in

professional practice aligned to the creative

and performing arts economies and there is

Name of Provider: The Liverpool Institute for Performing Arts UKPRN: 10003945

continual ongoing cross-institutional liaison

with the creative and performing arts

economies through individual contacts,

Visiting Professionals (VPs) and our

Companions and Patrons.

Recognition of Excellence

For the 2022/23 academic year we have

introduced the LIPA Staff Excellence

Awards to recognise and reward teaching

excellence and a commitment to the student

experience for professional services and

student support.

Staff Expertise

Professional staff expertise (highly selective

inclusion of items detailed here) includes film

and television directing at Coronation Street,

Emmerdale and Brookside, BBC, Canal Plus,

Sky and ZDF. Music business successes

(China Crisis) include album sales of seven

million, 10 top 40 singles. Design staff

credits include The Royal Exchange

Manchester, The Mighty Boosh (BBC),

designs for dreamthinkspeak selected to

represent UK design for performance in an

exhibition at the V&A Museum, Prague

Quadrennial, Special Jury prize. Dance

choreography credits include Flood with

Stefano Curina, work for the Bloomsbury and

Cochrane Theatres and performer credits

with Hamburg Ballet. Live sound credits for

Prodigy, The Pogues and Chumbawamba

and the PRG award for outstanding

achievement in education at the inaugural

Technical Theatre Awards (TTA).

Management credits include Head of A&R for

Factory Records and Chair Arts in

Regeneration, Liverpool Capital of Culture,

the Royal National Theatre and Royal

Shakespeare Company. Theatre credits

include artistic director of Solent Peoples

Theatre, Indefinite Article and First Draft

Theatre, High Sheriff Award for New Writing,

Stiles & Drewe Best New Song Award, Best

Choreography award at the United Solo

Festival.

Public Production Season

The Institute produces 15 in-house fully

supported public productions a year.

These are professional standard productions

and involve the collaborative efforts of

students from across disciplines.

Technicians, designers, managers,

musicians, and performers work together

under industry working conditions, to simulate

the professional creative environment and to

implement skills and techniques attained.

The 2ube and 2ube Extra

The 2ube and 2ube Extra Festival are

examples of staff and students working

collaboratively to deliver high-quality

professional standard events. The 2ube is a

weekly live event staged in house. The

weekly live events culminate in a large-scale

live music festival, The 2ube Extra Festival,

which takes place over two weeks, in the

summer term and is streamed, with

recordings through YouTube. These events

are attended by students, staff, and external

visitors, including industry representatives. A

team of management students are

responsible for working with music and

management staff to organise, market and

promote the 2ube activities and to maintain a

strong online, social media presence. Staff

and students from designer & theatre

technology and sound students are

responsible for the stage management,

lighting, and sound production. With Liverpool

hosting Eurovision in 2023 on behalf of the

Ukraine, LIPA is collaborating with Culture

Liverpool and the BBC on providing technical

support, student participation and a series of

live events in the lead up to the Eurovision

Festival in May 2023, including a masterclass

with ABBA member Bjorn Ulvaeus and a

2ube Extra Eurovision Concert in

collaboration with Culture Liverpool and the

BBC.

Masterclasses

We offer an extensive year long programme

of masterclasses at institutional level

alongside discipline focussed weekly

masterclasses, which are integrated into the

individual programmes. Masterclasses are

designed to allow students to hear from and

speak with established professionals. They

are also key in preparing students for the

industry. Dance, by way of example, in

addition to question answer sessions, have

industry figures/agencies conducting mock

auditions with students. Students often gain

representation from these visits, and some

have been employed as a result of meetings

with various choreographers as a part of this

process. During the last five years

masterclasses have been delivered by

globally leading industry stars and award

Name of Provider: The Liverpool Institute for Performing Arts UKPRN: 10003945

winners amongst many others: Paul

Epworth, Stephen Fry, Giles Martin, Sir Paul

McCartney, Dame Judi Dench, Sir Nicholas

Hytner, Robert Plant, Rowan Atkinson,

Woody Harrelson, Tom Robinson, Fran

Healy, Samuel West, Heather Knight, Nick

Starr, Arlene Philips, Midge Ure, Nicholas

Grace, Billy Ocean, Elaine Paige and Mark

Ronson.

Industry Partnerships

Collaboration with industry partners is vital to

LIPA’s ongoing innovation, excellence,

relevance, and success. Our partners include

national and international companies and

organisations and individuals, who work with

us to continually innovate and develop our

undergraduate programmes and teaching

delivery to meet identified industry skills gaps.

A few examples of our industry partners

include Broadway Dance Center,

Charcoalblue, Orange, Sennheiser, SSE

Audio Group and Wigwam, The Everyman

Theatre and Playhouse, Twickenham

Studios, Black Magic Digital, Shakespeare

North Playhouse, The Liverpool Royal Court

Theatre, Empire Theatre, The Cavern Club,

BBC (Eurovision 2023).

Assessment and Feedback (SE1)

Assessment and feedback within the

conservatoire context is subjective and

structured to facilitate the development of

reflective practice and progress as fledgling

professionals. A wide range of innovative

assessment methods have been developed

to inspire and motivate students to achieve.

We provide real-world assessments through

our public performances and the

assessments reflect the creative environment

we are working in and the high number of

neurodiverse students (18% at

undergraduate level) within our Institute.

Assessment and feedback are used

effectively in supporting students’

development, progression, and attainment.

As part of our commitment in preparing

students for work, assessment and feedback

is framed as part of the landscape of work.

We encourage students to understand how in

a professional context achievement is

measured and critique is used. This

perspective brings to the fore the importance

of what people say and how to listen and the

standing of work in the context of a peer

environment. We place less emphasis on

grades and more on qualitative comment.

The Teaching, Learning and Assessment

Strategy identifies how this philosophy is put

into practice:

▪ To enable the development of students

as independent, engaged, and

autonomous learners

▪ To deliver teaching excellence aligned to

professional work

▪ To maintain an ongoing focus on work

through discipline specific and generic

skills

▪ To maintain a focus on delivery,

assessment and feedback that fosters

deliberate practice (the engagement in

highly structured activities with the

specific goal of improving performance)

▪ To extend the use of technology to

support our ongoing enhancement of

learning opportunities

LIPA Teaching, Learning and Assessment

Strategy 2019-23

Teaching, Learning and Assessment

Handbook

A teaching and learning handbook is updated

annually and agreed by the Institute Quality

Committee to guide staff through the

regulations, policy of assessment and

feedback and course documentation and

includes institute marking guidelines.

We have identified clear strategies to ensure

that we articulate our expectations clearly and

transparently to the student body as part of

our future strategic approaches to learning

and teaching. As part of our preparations for

gaining taught degree awarding powers we

have set up a working group to specifically

focus on the area of assessment and

feedback.

‘Recorded feedback is particularly

accessible and clear in supporting students

understanding and progress. The

handbooks to support each module are

really clear with a clear communication and

transparency of expectations for

assessment. Modules running year long

enables a flexibility for student journeys

around production opportunities and roles.’

BA Theatre & Performance, Technology:

External Examiner Report 2020

Name of Provider: The Liverpool Institute for Performing Arts UKPRN: 10003945

Academic Support and Learning

Environment (SE5)

The metrics that relate to academic support

show that we are performing above the

benchmark and providing students with a

supportive learning environment. We would

say our successes in these areas are a direct

result of our ethos and the learning

environment we work within.

A Core Curriculum: The Professional and

Contextual Studies (SE7)

The professional development strand is

embedded within all programmes and how

we prepare learners for sustained work. The

level 4 shared Professional Development

module starts provides students with the

generic skills and understanding they need

for employment or self-employment and

enterprise. This is broadened by subsequent

programme-specific, professional

development modules at levels 5 and 6 and

by opportunities to engage with the relevant

industry at the Music, Dance and Acting

showcases. Career planning and

development is an integral part of The

Professional modules at each level of study.

These modules incorporate topics such as

planning; time management; analysis of

individual strengths and weaknesses; career

development; action planning; practical

management experience and reflection on

personal and professional development.

Personalised Learning

Students’ academic experiences are tailored

to the individual, maximising rates of

retention, attainment, and progression. The

core philosophy of ensuring the collaboration

between discrete disciplines is founded on a

recognition of the need for learning

environments for each of the areas to

develop a specific and distinct culture.

Students are then operating within a

responsive rather generic environment, and

this is further developed at the level of

individual projects and creative endeavours,

which means that each student is able to ‘fit’

very effectively in the practice community.

Levels of retention and progression are

above the sector average and above the

university benchmark levels and this

evidence the effectiveness of this approach.

‘The 24 hours access is incredibly helpful

and lowers the stress significantly as I don't

feel confined to time limits facility wise.

When talking with others everyone likes the

balance of lectures and practical work.

Doesn't feel like we just listen all the time

and it feels like we get a ton of

opportunities to create things. From a

personal experience I needed some

support and feedback on a project

situation, and it was so easy to get help

and have it sorted and learn from it.’

Student Respondent: LIPA Student TEF

Survey 2023

Learning Enhancement Sub-Committee &

Assessment & Feedback Working Group

A long-standing use of time limited working

groups to progress areas of teaching and

learning practice (recently The Professional

and Reason and Persuasion working groups)

has been formalised in our structures by the

creation of the Learning Enhancement Sub-

Committee, which has grown out of an

Assessment and Feedback working group.

Technology

LIPA leads the conservatoire sector nationally

in terms of its programme delivery relating to

industry level teaching and learning in

creative technologies. Specialist spaces for

television, green screen, sound recording,

video editing and more are part of the

school’s baseline infrastructure and serve the

students with 24 hour access to cutting edge

future focussed technologies.

The VLE (Moodle) is used with

innovation as standard and the

implementation of Microsoft 365 as the

operating software for the institute intranet for

staff and students has provided the

opportunity for improved efficiency in the

provision of feedback. Feedback folders for

students and the increasing use of audio

feedback have been pioneered in certain

areas and the innovation has been

disseminated and replicated across the

institute. The progress and consolidation of

approaches is being led by the Learning

Enhancement Sub-Committee. We recently

invested in a redesign of our Moodle

provision through the employment of an

external specialist Moodle agency.

Name of Provider: The Liverpool Institute for Performing Arts UKPRN: 10003945

LIPA Annual Graduate Survey: 2019

Mountview Academy of Theatre Arts

84%

Arts Educational Schools

80%

Rose Bruford College of Theatre and

Performance

79%

The Arts University Bournemouth

78%

BIMM Limited

76%

The Liverpool Institute for Performing Arts

75%

Guildhall School of Music and Drama

73%

University for the Creative Arts

72%

The Royal Central School of Speech and

Drama

72%

Leeds Conservatoire

70%

Royal Academy of Dramatic Art

69%

Royal Conservatoire of Scotland

69%

Trinity Laban Conservatoire of Music and

Dance

65%

Royal Academy of Music

64%

LAMDA Limited

63%

Royal Northern College of Music

62%

Conservatoire for Dance and Drama

58%

Graduate Outcomes Survey | Sector

Benchmarking Data: 2019-20

Alumni and See Me Now Events

We recognise the importance of an

immediate peer community and the way in

which recent graduates can indicate the way

forwards for those still on programme. We

have annual See Me Now Conferences

where graduates return to speak with current

undergraduates and relate experiences and

lessons learned from professional work.

Employability and transferable skills (SO2)

Students acquire knowledge, skills and

attributes that are valued by employers and

that enhance their personal and/or

professional lives. The range of destinations

of students indicates that there is high level of

transferability of the discipline specific and

vocational skills that students encounter and

develop of their courses.

The Professional

All programmes contain modules, which

place professional practice in its appropriate

critical and social context. There is an

emphasis on the core skills of reasoning,

argument and the use of evidence.

‘LIPA provides excellent industry leading

courses and provides us with an incredible

network’.

End of Level Evaluation 2022 | BA

Management of Music, Entertainment,

Theatre and Events student

Masterclasses

All disciplines run year long programmes of

masterclasses which bring in high profile,

world leading practitioners. Examples include,

Tom Scutt (award winning theatre designer

and director), Gabrielle Slade, (Tony Award

winning theatre designer), Leslie Travers

(Theatre designer), Finn Ross (Tony and

Olivier Award winning video designer), Jenny

Beavan (Multi Oscar winning costume

designer), Grant Montgomery (Production

designer for film and TV), Steve Levine

(Record Producer and Engineer), Jon Burton

(FOH Engineer), Paul Epworth (Oscar,

Grammy, Brit Award winning Record

Producer), Giles Thomas (Sound Designer),

Gareth Fry (Sound Designer),

Tim Routledge (Lighting Designer for

Eurovision 2023), Mononeon & Ghostnote

(US Rhythm section who both played with

Prince (among many others), Roosevelt

Collier (US pedal steel guitar virtuoso), Greg

Abate (US alto saxophonist who played with

Ray Charles), Geni Lamb (UK jazz promoter),

Robert Plant (former lead singer of Led

Zeppelin), David Stark (Songlink

International).

Networks and digital presence

All courses, require students to examine the

significance of developing networks and self-

Name of Provider: The Liverpool Institute for Performing Arts UKPRN: 10003945

promotion. This level of self-advocacy

includes the opportunities afforded by digital

channels of communication.

‘LIPA’s ‘Management degree’ is a very

entrepreneurial program. And to me, that’s

the cornerstone of producing, figuring out

how to manage a business and other people

and situations and projects. I really learned

the foundation of those skills while I was at

LIPA.’

Producers Guild of America Magazine,

July 2018

Support for Enterprise and Business

Development

‘Promote and support opportunities for

students and staff to develop their interests

an skills in innovation, enterprise, and

knowledge exchange.’

Entrepreneurship | The Next Stage, LIPA

Strategic Plan 2023-26

Entrepreneurship is a core theme of the

institution’s new strategic plan for the period

2023-26. Since work in the creative and

performing arts sector is characterised by

SMEs, part-time working, self-employment,

and short-term contracts, regardless of

discipline, from the moment students join us,

we emphasise, the importance of enterprise.

Within the curriculum this is evidenced in

many ways, but most clearly in professional

development modules. Beyond the

curriculum, students are supported putting on

their own shows, either in-house or in the city

or, for instance, taking shows to the

Edinburgh Fringe Festival).

We also provide learning and

financial support through a range of

enterprise funds which extend beyond five

years of graduating. In 2018/19 total funds

of £49,379 were awarded. In 2019/20, funds

of £23,469 were granted. Over £400,000 has

been awarded.

‘Employability is also a key co-curricular

activity with extracurricular support provided

for student enterprises including showcases

and student-led conferences. Graduates

have access to varied funding opportunities

provided by the Institute including the First

Year Out Fund, the Graduate Business

Development Fund and the Our Graduate

Sponsorship Fund. There are opportunities

to interact and maintain links with the

Institute and other graduates through online

forums and networking events.’

Higher Education Review: The Liverpool

Institute for Performing Arts

May 2015

An outline of our key enterprise funds are:

▪ The Show Fund/Edinburgh Fund

The objective is support for any student or

graduate (within one year of leaving)

wanting to put on an event. This includes

taking a show to Edinburgh.

▪ The First Year Out Fund

The objective is support for a business

due to start up during the year after

graduation. This is open to third years

and, exceptionally, graduates in their first

year out.

▪ Graduate Business Fund

The objective is support for an existing

graduate business. The business should

have been in existence for up to three

years post-graduation.

▪ Sponsorship Fund

The objective is support for

established graduate companies.

Positive outcomes for all (SO3)

Positive outcomes are achieved by our

students from all backgrounds, in particular

those from disadvantaged backgrounds or

those who are at greater risk of not achieving

positive outcomes. The founding objects of

our institute acknowledge disadvantage and

enshrine the enabling potential of the

performing arts. Part of the learning dynamic

and creative spirit are the diverse forces at

work in the essential collaborative nature of

the work undertaken by students. With an

international student population of 21% and a

wide range of home backgrounds (46% of

students come from low participation areas),

there is a rich culture of exchange and peer

learning.

Name of Provider: The Liverpool Institute for Performing Arts UKPRN: 10003945

References

BA Acting Accreditation Report 2018: Council

for Dance, Drama and Musical Theatre

(CDMT). Held in LIPA Hub Senior

Management document system

BA Dance Accreditation Report 2018: Council

for Dance, Drama and Musical Theatre

(CDMT). Held in LIPA Hub Senior

Management document system

External Examiners Reports 2018-22

Held in LIPA Hub Senior Management

document system

Graduate Outcomes Survey

https://www.officeforstudents.org.uk/advice-

and-guidance/student-information-and-

data/graduate-outcomes-survey/

Higher Education Review: The Liverpool

Institute for Performing Arts, May 2015

https://www.qaa.ac.uk/reviewing-higher-

education/quality-assurance-

reports/Liverpool-Institute-for-Performing-Arts

HE Student Data: Higher Education Statistics

Agency (HESA)

https://www.hesa.ac.uk/search/site/LIPA

Investors in People Standards Assessment

and Workplace Accreditation: 2019

Held in LIPA Hub Senior Management

document system

LIPA Annual Graduate Survey

Held in LIPA Hub Senior Management

document system

LIPA End of Level Evaluation: Evasys

Held in LIPA Hub Senior Management

document system

LIPA Green Book

Held in LIPA Hub Senior Management

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LIPA Portfolio Review 2022: The Knowledge

Partnership: September 2022.

Held in LIPA Hub Senior Management

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LIPA Teaching, Learning and Assessment

Strategy 2019-2023

Held in LIPA Hub Senior Management

document system

National Student Survey Data: The Office for

Students

https://www.officeforstudents.org.uk/advice-

and-guidance/student-information-and-

data/national-student-survey-nss/

The Next Stage: LIPA Strategic Plan 2023-26

Held in LIPA Hub Senior Management

document system

The Professional Recognition Scheme for the

Performing Arts (PReSPA): Advance HE

Accreditation | June 2022. Held in LIPA Hub

Senior Management document system

Student Representatives Survey: December

2022

Held in LIPA Hub Senior Management

document system