School of Education

BA (Hons) Early Childhood Studies

BA (Hons) Part-time 6 years, Full-time 3 years, Part-time 2 years

The BA (Hons) Early Childhood Studies will develop your understanding of a young person’s most formative years, when their body, personality, and understanding of the world are still growing. 

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The BA (Hons) Early Childhood Studies will develop your understanding of a young person’s most formative years, when their body, personality, and understanding of the world are still growing. 

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BA (Hons)
Start date(s)
15 September 2025,15 September 2025
UCAS Code
L591
Course specifications
View course spec
Course length
Part-time (6 years),Full-time (3 years),Part-time (2 years)
Campus location
University: Walsall Campus,The Bournemouth and Poole College
School
School of Education
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The tutors are enthusiastic, approachable and supportive. They make you feel comfortable and always push you to do your best!
Abbie Thomas, BA (Hons) Early Childhood Studies

Why choose this course?

95% of students happy with the teaching on the course.

NSS,2024

The course is suitable for people new to this area or experienced staff seeking career development.

The linking of theory and practice is integral throughout the degree, and you will undertake placements to gain work-based experiences with babies and young children. This will allow you to consider theory about the implications for practice so you can evaluate and develop creative approaches to working with babies and young children. You will also develop the skills of critical reflection and appraisal, which will enable you to understand and consider ethical principles, child development, children’s rights, health and wellbeing, child protection and safeguarding, early years pedagogy, multi-agency working and disability, diversity, and inclusion.

The Early Childhood Studies degree at the University of Wolverhampton offers you a choice of pathways:

  • Early Childhood studies with Assessed Practice (Level 3 full and relevant equivalent). Completion of the placement aspect of the degree includes the award of a level 3 Early Years Educator.
  • Early Childhood Studies with Assessed Practice (Graduate Practitioner Competencies)
  • Early Childhood Studies Top Up for further Level 6 education

The Graduate Practitioner Competencies are a proactive approach to shape the identity of the early childhood workforce and strengthen the professional practice aspect of the Early Childhood Studies degree. Graduate-level practice makes the distinction between level 3 and 6 practices explicit for practitioners and employers

The BA (Hons) Early Childhood is three years full-time course, and this course is also offered PART-TIME, which requires you to attend daytime sessions. However, if you are employed in Early Years and already have a level 3 qualification, we offer a part-time Foundation Degree in Early Years Services at our partner colleges. After completing your part-time foundation degree, you can then progress onto a final year of a part-time BA (Hons) Early Childhood Studies course in order to gain a full honours degree.

This degree sits within an exciting range of Early Childhood and Family Studies courses we offer within the School of Education.

ECSDN LOGO  

We are members of The Early Childhood Studies Degree Network 

   Sector Endorsed Foundation Degrees in Early Years Professional Association Logo

We are sector-endorsed for our Foundation Degree in Early Years Services by SEFDEY.

What's unique about this course?

  • Ranked 4th in the region for Graduate prospects
  • Opportunities for you to interact, and to demonstrate practice, application, exploration, critique, dialogue and analysis of theory
  • Develop your professional and ethical practice to improve outcomes for children and families

What happens on the course?

Your lived experience of this course will extend beyond the classroom. You will be taught in our state-of-the-art teaching buildings at Walsall Campus, just a short walk from Walsall town centre, and a bus ride from the centre of Birmingham and Wolverhampton. Our provision includes: buildings which are fitted with interactive whiteboards, lecture theatres, and classrooms, as well as social learning areas which include the Students’ Union.

At level 4, you will have opportunities to develop your knowledge and skills in early years theory and practice.

At level 5, you will begin to develop your critical capabilities through the selection, analysis and combining of relevant perspectives, and be able to justify different positions on matters relating to early childhood studies.

At level 6, you will be able to reflect on your own value systems, development and inclusive practices, question concepts and theories you have encountered in your studies and interrogate the assumptions underpinning research and your own practice.

You will also be required to attend an appropriate registered setting (0-8) in order to experience, participate in and develop your skills through a range of tasks associated with practice in an early years setting.  Placement expectations are as follows:

  • 150 hours at level 4 (with a named professional partner) linking to the module 'Developing Professionals'
  • 150 hours at level 5 (with a named professional partner) linking to the module 'Enquiring Practitioner'
  • 50 hours at level 6 (with professional partner) linking to the module 'Leading Quality'

At the University of Wolverhampton, there is a range of teaching and learning activities to help you achieve successfully on your course. Your sessions will have formative learning opportunities and formative feedback from your tutors, which will help you prepare for your final marked assessment (summative assessment). You will also be provided with feed-forward written and/or oral feedback on your summative assessments that will help you develop your academic skills as you progress through your course.

All your modules will offer opportunities for you to interact, and to demonstrate practice, application, exploration, critique, dialogue and analysis of theory. In each of your modules, you will be provided with a structure of scheduled learning and teaching activities (both on campus and online) combined with guided and independent learning, to enable you to fully engage to achieve specified learning outcomes. These include :

  • Active contribution to lectures, group activities, including critical debate and discussion in seminars
  • Additional online consolidation activities
  • Guided reading
  • Asynchronous discussion forums
  • Non-timetabled one-to-one meetings with the module leader/module team
  • Preparation for scheduled learning and teaching activities
  • Preparation/completion of assessment tasks
  • Revision tasks
  • Non-synchronous webinars
  • Wider reading and research activity

There is also a variety of assessment types used to support and test your learning and progress, and to help you develop employability skills that are valued beyond your university studies and into your working life.

  • Coursework (for example, essays, reports, development of early years resources)
  • Practical (for example, oral presentations)

Our state-of-the-art teaching buildings at Walsall Campus, just a short walk from Walsall town centre and a bus ride from the centre of Birmingham and Wolverhampton. Our provision includes: buildings which are fitted with interactive whiteboards, lecture theatres, and classrooms. A special feature is access to an outdoor learning environment , which enhances the student experience, as well as social learning areas, which include the Students’ Union.

Course Modules

Module: 4CF002
Credits: 20
Period: 1
Type: Core

This module will expand your knowledge and understanding of the development of babies and young children from birth to eight. You will explore historical and contemporary theories relevant to different aspects of child development by drawing on research and literature. There will be a focus on children’s holistic development, in particular brain development, physical growth, as well as social and emotional development. As part of your learning you will be encouraged to consider factors that may affect the lives of babies and young children in relation to their growth and development, such as the complexities of family life and risks within the environment.

Module: 4CF009
Credits: 20
Period: 1
Type: Core

This module aims to increase your understanding and practical skills necessary to develop your work with babies and young children. During the module you will be able to develop your knowledge of your own roles and responsibilities within an early years setting. The module aims to develop your competence and confidence as a reflective and ethical early years practitioner, with opportunities to enhance your communication skills and work effectively as part of a team. During the module you will learn about the importance of creating an inclusive, learning environment and promoting children's holistic development. You will also gain the practical skills of planning and implementing activities for children’s individual needs.

Module: 4CF004
Credits: 20
Period: 1
Type: Core

This module introduces you to a range of theoretical concepts to explore what ‘childhood’ means in modern society. By exploring the interactions between children, young people, families and society, you will consider how the concept of ‘family’, and family practices, are shaped by wider social influences and social policy. In this module you will also explore the the ways in which a family is seen as a ‘haven’, and children as ‘happy and innocent’, match the reality of children and young people’s lives. You will engage with issues that focus on living in a society where diversity and inclusion are key to community harmony and how social policy interventions can affect life chances.

Module: 4CF003
Credits: 20
Period: 1
Type: Core

This module supports you in engaging with different perspectives on power, rights, diversity and inclusion in relation to supporting children, young people and families. When developing your own knowledge and understanding, you will also consider what constitutes inclusive practice and equity within our society. By drawing upon research and literature you will be able to recognise and understand the importance of challenging inequalities when working with children, young people and families. Therefore you will have the opportunity to reflect on your own learning of inclusion, diversity and power relationships which will enhance your practice when supporting children, young people and families.

Module: 4CF012
Credits: 20
Period: 1
Type: Core

This module will provide you with the opportunity to question and evaluate the role of play in childhood by examining historical and contemporary theories and concepts. You will also explore the body of knowledge that has accumulated in recent years, which identifies the importance of play as a fundamental right for children. You will be required to use your placement/workplace experience to investigate the role of play in curricula frameworks, the family as well as explore international perspectives. You will also examine your own principles and values in relation to working with children to facilitate play activities by researching the role of the professional, the use of play spaces and planning and assessment. This will enable you to gain knowledge of ways to develop quality play provision and how the quality of play can be evaluated.

Module: 4CF005
Credits: 20
Period: 1
Type: Core

As part of your learning on this module you will be introduced to current debates around safeguarding children, young people and vulnerable adults. You will be encouraged to explore how policy, legislation and research evidence inform safeguarding practice. You will also consider the roles and responsibilities of all professionals to safeguard children, young people and vulnerable adults, and as part of this you will be encouraged to reflect on how professionals need to work together. You will explore how risk is managed and how families are supported by multi-agency teams, to ensure the well-being of all children, young people and vulnerable adults.

Module: 5ED002
Credits: 20
Period: 2
Type: Core

Research is not just for researchers: as active members of our profession, and indeed society, we all are affected by the research of others. Learning how to conduct your own research gives insight and understanding into such work, and improves your skills as a scholar and as a practitioner. This module prepares you for a successful personal research dissertation in level 6. You will be introduced to a range of techniques and theories on how to gather information, make sense of it, and report it in an effective way.

Module: 5CF011
Credits: 20
Period: 2
Type: Core

In this module you will explore how babies and young children develop their communication, language and literacy skills. You will gain an understanding of how social and cultural aspects influence the role of the adult in supporting children’s communication, language and literacy development. As part of this module, you will also critically evaluate different ways in which children learn to communicate, and develop language and literacy skills and the range of pedagogical approaches which can support development. You will also analyse how adults interact with children to develop their language, literacy and communication skills. You will have the opportunity to develop your own professionalism and decision making based on your own value systems.

Module: 5CF016
Credits: 20
Period: 2
Type: Core

This module aims to increase your understanding, knowledge and the practical skills required to work with babies, young children and their families. You will learn about policy and health standards to achieve the health and wellbeing of babies and young children in early year’s settings. You will also gain of knowledge of the roles and responsibilities of an early year’s practitioner when promoting health and wellbeing. By drawing upon literature and research you will develop a critical understanding of the importance of creating a healthy environment, and how you can meet the needs of individual children to enhance their health and wellbeing. This will include the development of planned activities and interventions that promotes babies and young children's health wellbeing and safety that enable them to flourish.

Module: 5CF006
Credits: 20
Period: 2
Type: Core

This module gives you the opportunity to undertake a placement in a area relevant to an aspect of your professional practice building on your previous experiences of working with babies, young children and families. You will have the opportunity to further develop your knowledge of the current curriculum (for babies and young children birth to eight) and policy requirements in early years settings and how these are applied in practice. You will also observe and evaluate an aspect of children’s learning and development and you will use research and literature to inform your reflective practice skills in terms of your personal and professional learning.

Module: 5CF013
Credits: 20
Period: 2
Type: Core

Within this module you will develop a critical understanding of how children learn, the role of the adult and how learning environments can influence children’s understanding of the world around them. You will compare theories, concepts and principles of children's learning by drawing upon literature and research. In this module you will learn about children's cognitive development and you will be able to apply these theories to practice in early years settings. You will also be able to critically evaluate aspects such as child centred and adult directed pedagogy, creativity and critical thinking, children's choice and needs. You will be able to analyse different teaching and learning approaches which are part of the curriculum for children up to eight years.

Module: 5SN001
Credits: 20
Period: 2
Type: Optional

This module focuses on inclusive early-years provision for children with developmental difficulties by exploring key concepts, such as early identification and intervention, developmentally appropriate practice, inter-agency collaboration and parental involvement. By examining the policy-to-practice context and relevant research perspectives about these processes, you will promote your critical understanding of opportunities and challenges associated with such provision. You will also learn about the early-years curriculum framework and how this influences family-centred professional practice.

Module: 5CF017
Credits: 20
Period: 2
Type: Optional

This module will enhance your knowledge and understanding of the role of the practitioner when working with children, young people and families. You will explore and show critical understanding on the impact of adverse childhood experiences and other social issues that may affect young lives. As part of your learning you will develop a critical understanding of how policy impacts on a range of diverse and vulnerable families and the challenges that policy may present for you, the practitioner, in your day-to day role. Key theories and therapeutic interventions will be evaluated as your professional knowledge and skills of family support are enhanced.

Module: 6ED015
Credits: 40
Period: 3
Type: Core

This module is the culmination your study and practice building upon your learning at level 4 and level 5 and provides you with the opportunity to develop your expertise and independent research skills in an area of your choice. This module builds on the proposal you developed for the module Becoming a Researcher that you studied at level 5. For this module you will develop your proposal into a research dissertation in collaboration with a supervisor you will be given. The Dissertation will involve you drawing on a wide range of literature and research to develop a critical review of previous theories, concepts and research around your chosen subject area. You will also have the opportunity to explore research methodology and methods that you can draw upon to develop your own research design. You will have the choice to undertake primary research or secondary research for your data collection to provide you with the opportunity to analyse key findings and reflect on what you have learnt.

Module: 6CF010
Credits: 20
Period: 3
Type: Core

This module will consolidate your knowledge of the Early Years Foundation Stage for children aged birth to five and the Primary National Curriculum in England. As part of your learning, you will reflect upon a range of key theories, pioneers and research and their influences on different pedagogical approaches to the curriculum and curriculum design. You will also critically reflect on your own value systems, and you will have the opportunity to relate this to your own practice and professional goals. As part of your learning, you will also make critical judgments regarding early years and educational policy and the challenges that practitioners face in implementing a creative curriculum. This will be supported by a reflective and critical approach when comparing the curriculum in England to that of other countries.

Module: 6CF011
Credits: 20
Period: 3
Type: Core

The module enables you to critically appraise your leadership skills when developing high quality early years provision that supports babies and young children’s development. As part of you learning you will critically evaluate concepts, theories and principles related to leadership and how this can be applied to high quality practice in early years settings. You will also be able to critically reflect on your own professional development as a leader in an early years setting. The module aims to develop your competence and confidence as a reflective practitioner, with opportunities to enhance your communication skills and your ability to take the lead, support, plan and work collaboratively with others.

Module: 6CF016
Credits: 20
Period: 3
Type: Optional

This module offers you the opportunity to learn about child and youth provision and support from an international perspective. You will have the opportunity to critically compare provision currently offered in the United Kingdom and globally. You will appraise reasons for the diverse approaches adopted in different countries from social and cultural perspectives. You will also be able to critically analyse government policy, curriculum ideologies, professional training and evaluate provision in relation to theories, research evidence and national guidelines/standards.

Module: 6CF018
Credits: 20
Period: 3
Type: Optional

This module will increase your knowledge of learning in the outdoors for children from birth to 8. You will consider how developing opportunities for learning in the outdoors relates to relevant curricula frameworks. You will research and critically review a range of key theoretical ideas and pioneers in order to evaluate their influences upon pedagogical approaches concerned with learning in the outdoors. This will be supported by reflective and critical investigation considering global pedagogical approaches to learning in an outdoor context. You will appraise the challenges that practitioners face in developing and providing opportunities for learning in an outdoor context. This module will also develop your own value systems and you will have the opportunity to relate this to your own practice and professional goals.

Module: 6CF020
Credits: 20
Period: 3
Type: Optional

Within this module you will explore the ways in which early childhood professionals make provision for play and playful approaches to learning and teaching, how they design play/learning environments, and all the pedagogical decisions, techniques and strategies they use to support or enhance learning and teaching through play. You will also be able to enhance your understanding of critical issues on play pedagogy in theory and in practice by drawing on research and literature that focuses on different types of play, different aspects of play behaviours, child-centred play, and interactions in communities or groups of players. You will also have the opportunity to critically reflect on your own role as an early childhood practitioner in planning for play, using playful pedagogical approaches in adult- and child-initiated activities, and engaging with children on their terms and with respect for their meanings.

Module: 6CF017
Credits: 20
Period: 3
Type: Optional

The module explores the historical, social, cultural and economic contexts of children and childhood. You will appraise how the changing social and cultural constructions of children can impact on the lives of children living in diverse communities and societies. You will make critical judgments of issues relating to rights, diversity, equity and inclusion when working with children, families and communities in the UK and globally. You will also be able to recognise and critically analyse what meaningful participation looks like for children and how their voice and sense of place can be promoted.

Potential Career Paths

You!

Nursery Manager

Early Years Teacher

Primary School Teacher

Family Support Worker

Play Therapist/Play Worker

Social Worker

Youth Worker

Additional Information

Everything you need to know about this course!

  • Ranked 4th in the region for Graduate prospects
  • Opportunities for you to interact, and to demonstrate practice, application, exploration, critique, dialogue and analysis of theory
  • Develop your professional and ethical practice to improve outcomes for children and families
    An outside classroom/ forest school for practical sessions

Our tutors are experienced professionals from a variety of fields within early years, education, health, special needs and inclusion, and social care. Your teaching staff at the University of Wolverhampton are active researchers, and these interests contribute to high-quality teaching, curriculum development and innovation, which underpin the teaching and learning that you will experience. You will benefit from the latest research in the areas of early childhood, such as ‘mental health and resilience,’ ‘early years’ professionalism,’ ‘men in childcare’ and ‘pedagogy of play.’

Our Early Childhood Studies course at the University of Wolverhampton was one of the first degrees to embed the Early Childhood Studies Degrees Network’s (ECSDN) Early Childhood Graduate Practitioner Competencies in England. 

The Library will provide you with academic skills support via the Skills for Learning programme. You can attend workshops on campus or online, or ask for one-to-one help on a range of skills such as academic writing and referencing. 1:1 online skills appointments are also available.

The University Student Support website offers advice on a variety of matters (careers, counselling, Student Unions’ advice, etc.) You can also access these services by booking an appointment with the SU, careers, counselling services, etc.

Course-specific support

  • You will be allocated a personal tutor
  • Specific assessment support will be factored into each module.
  • If you have disabilities and/or specific learning difficulties, you can gain a wide range of support fromthe  Student Support and Wellbeing team at the university.

Higher education academic skills will be embedded throughout the curriculum.

Twitter:@wlv_ecs

Facebook @EcsWolvUni

  • You will be able to reflect upon a range of ideas and consider how these underpin different understandings of young children and childhood
  • Gain knowledge and awareness of the skills needed for different pedagogical approaches when working with children, families, and communities
  • Act as an advocate for children, families and communities including promoting children’s welfare and safety needs
  • Become critical in your approach of issues relating to rights, diversity, equity, and inclusion when working with young children, families, and communities in the UK and globally
  • Develop your written and oral communication skills so you can communicate clearly for a range of purposes including the ability to take the lead, support, plan, and work collaboratively in a multi-agency team
  • Become digitally literate
  • Develop your professional and ethical practice to improve outcomes for children and families
  • Become entrepreneurial and enterprising when developing new ways of working with young children and families

Location Mode Fee Year
Home Full-time £9250 per year 2024-25
Home Full-time £9535 per year 2025-26
Home Part-time £4625 per year# 2024-25
Home Part-time £3083 per year# 2024-25
Home Part-time £3178 per year# 2025-26
Home Part-time £4768 per year# 2025-26
International Full-time £14950 per year 2024-25
International Full-time £15995 per year 2025-26

The University is committed to a transparent fee structure, with no hidden costs, to help you make an informed decision. This includes information on what is included in the fee and how fees are calculated and reviewed

# Undergraduate part-time fees for 50% rate of study

Please note that the January intake is only available for Level 6 (Year 3) entry

Applicants should hold a Foundation Degree in either Supporting Children in Primary Education or Early Years Services.

September intake

Typical entry requirement: 96 UCAS points

  • A Levels - grades CCC / BCD
  • BTEC L3 Extended Diploma or OCR Cambridge L3 Technical Extended Diploma - grades MMM
  • BTEC L3 Diploma - grades DD
  • NCFE CACHE L3 Diploma in Childcare and Education or NCFE CACHE L3 Technical Diploma in Childcare and Education - grade C
  • Access to HE Diploma (60 credits) of which a minimum of 45 must be at Level 3 (96 UCAS point equivalence, minimum 45 credits at merit)

Use the UCAS Tariff calculator to check your qualifications and points

Other Requirements

Entry to this course requires a Disclosure and Barring Service (DBS) and Occupational Health Checks.

Free Disclosure and Barring Service (DBS) and Occupational Health Check:

Due to the professional nature of some of our courses you may also be required to complete a Declaration of Health and Disclosure and Barring Service (DBS) Check.  We will coordinate both of these non-academic conditions with you should your course require this and you receive an offer from us

There will be no cost for the DBS this is free to applicants who have secured an offer and have chosen to study at the University of Wolverhampton.

Students must usually have studied for a minimum of two years post GCSE level. However, we will consider applications from mature students who do not have two years of post-16 study, where they have relevant work experience. Please see http://wlv.ac.uk/mature for further information.

Graduate Aishah, standing outside university building in graduate gown and hat and smiling at camera

"My name is Aishah Bi, and I graduated with a First-class degree in Early Childhood Studies in 2024 alongside completion of the Early Childhood. Initially, I was unsure about coming to university, as it felt like a big step. However, I took the leap, and it turned out to be one of the best decisions I’ve made. It not only shaped my professional aspirations but also helped me grow in confidence, develop new skills, and discover my passion for education. Now, as I continue my journey in teaching and learning, I am excited to make a meaningful impact in the lifelong learning sector."​ Aisha Bi (Early Childhood Studies graduate)

"Hi there, my name is Isobel Lily Bailey. I graduated from the University of Wolverhampton in September 2024. With a first-class degree in Early Childhood Studies, along with my Early Childhood Graduate Practitioner Competencies (ECGPC). I chose to study the Early Childhood Studies degree because I felt it aligned with my own values. It is such a broad degree that dives into the many areas of development, health, safeguarding, the list goes on. This degree allowed me to cover and have such a range of knowledge, which has enabled me to be where I am today.

Initially, I was unsure about coming to university, as it felt like a big step. However, I took the leap, and it turned out to be one of the best decisions I’ve made. It not only shaped my professional aspirations but also helped me grow in confidence, develop new skills, and discover my passion for education. Now, as I continue my journey in teaching and learning, I am excited to make a meaningful impact in the lifelong learning sector." Isobel Lily Bailey (Early Childhood Studies graduate)

Graduate Kizzy standing outside with leaves in background wearing graduation cap and gown facing away from camera and looking back at camera and smiling

"My name is Kizzy Scott, I am a Mum to four beautiful children and I'm what they call a 'mature student'! After graduating with a first class, I went straight onto my PGCE in Primary Education. Over the next few months, I look forward to applying for jobs and hopefully securing my first teaching job as an ECT 1. All being well, I am most excited to get my classroom ready for my own class in September." Kizzy Scott (Early Childhood Studies graduate)

Suzanne in graduation gown throwing cap in the air, looking up towards the sky

"My name is Suzanne Fisher and I have recently completed the Early Childhood Graduate Competencies as part of my degree BA (Hons) Early Childhood Studies.

As a lone parent taking on the challenge of pursuing a degree, I am committed to not only improving my own life but also to creating a lasting impact on future generations. By advancing my education, I am actively working to break the cycle of social inequalities that too often hold back individuals and communities. I believe that gaining knowledge and skills at degree level will provide me with the tools to advocate for social justice, expand opportunities for my children and contribute to the dismantling of barriers faced by others in similar circumstances.My journey is driven by a deep desire to build a more equitable future, where access to education and opportunities is not determined by one's background or family structure, but by their potential and aspirations." Suzanne Fisher (Early Childhood Studies student)

“You have the opportunity to take on more of an active role with the competencies. You can then take this knowledge with you if you choose to carry on working or studying. For example, I am studying the PGCE – I feel really prepared, as already I have so many of the skills needed"  Jenny Carver (Early Childhood Studies graduate)

“An experience that I enjoyed most on my course was my placement. It allowed me to really increase my professional knowledge and experience, and also allowed me to put into practice things that I had learnt during lectures. I also enjoyed attending and having the opportunity to take part in the BECERA conference. Completing a placement was useful because it led me to gain a position on a school-centred salaried teacher training course, and subsequently, I got a teaching job within the same setting. Now that I have graduated, I am aiming to establish myself within my teaching career and gain a range of experiences that will allow me to continue to further my professional knowledge. My future aspiration is to eventually become an Early Years Lead. I also aspire to complete a master’s degree in education once I am fully established within my career.” Jennifer Stanley (Early Childhood Studies graduate)

Tuition Fees Loan (Home Fee Status):

Most students will be able to apply for a loans to pay for these subject to eligibility. To find out more information please refer to the government Student Finance website.

Changes for EU students:

The UK government has confirmed that EU students starting courses from 1 August 2021 will normally be classified as having Overseas Fee status. More information about the change is available at UKCISA:

EU citizens living in the UK with 'settled' status, and Irish nationals living in the UK or Ireland, will still be classified as Home students, providing they meet the usual residency requirements, for more information about EU Settlement Scheme (EUSS)


Self-funding:

If you don’t want to take out a loan to pay your fees or if you aren’t eligible to receive a loan, you might want to take advantage of the University’s scheme to pay by instalments: See How to pay.

For more information please contact the Gateway.


Your employer, embassy or organisation can pay for your Tuition fees:

If your employer, embassy or organisation agrees to pay all or part of your tuition fees; the University will refer to them as your sponsor and will invoice them for the appropriate amount.

We must receive notification of sponsorship in writing as soon as possible, and before enrolment, confirming that the sponsor will pay your tuition fees.


Financial Hardship:

Students can apply to the Dennis Turner Opportunity Fund.

for help with course related costs however this cannot be used for fees or to cover general living costs.


Bursaries and Scholarships:

In addition the University also offers a range of Bursaries and Scholarships packages

You can find more information on the University’s Funding, cost, fee and support pages.

Telephone

01902 32 22 22

Email

enquiries@wlv.ac.uk

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