In the context of increasing hostility towards the value of foundation years in universities, this article seeks to emphasise their value in helping develop new pedagogical approaches which can be replicated at all levels of undergraduate study. Owing to the diverse nature of foundation years, practitioners who work on these courses develop a range of innovations to promote engagement, attendance, attainment and retention. The impact of the Covid-19 pandemic on the educational experience of many young people, combined with the implementation of stringent performance indicators by the Office for Students makes these strategies more important than ever in supporting students at all levels of undergraduate study
