In 2022/23 Higher Education Progression Partnership (Hepp) piloted a multiple intervention programme (MIP) for learners in Years 8 to 10. Three interventions were delivered, aiming to provide participants with the knowledge, skills, and confidence to make informed decisions about progression to higher education. Evidence suggests that such sustained interventions are more impactful on increasing HE access, as well as enabling Hepp to conduct more robust evaluation. As a pilot study, we were aiming to test any measurable change in outcomes. We aimed for a wide variation in programme configuration (such as delivery methods, session types, cohort sizes) to see what was most effective. We tested the full range of outcomes derived from Hepp's existing resources to see in which areas the programme was most impactful. We used a pre- and post-survey with 28 pre-validated 5-point Likert scale questions measuring 12 outcomes. Pre- and post-surveys were matched for 840 learners across 18 schools, with Wilcoxon's signed rank test being used to test for significant differences. Overall, there were significant positive differences in scores for fit and belonging, self-efficacy, academic confidence, choices and pathways, and expectations for progression, and for some questions testing financial and career benefits, and social/academic benefits. The largest increases seen were in knowledge and attitudes around student finance. Qualitative research was also conducted to understand learner experience of the programme. An open question asked learners what they had gained from the programme (n=496) - although limited in depth, these showed appreciation of knowledge gained. A focus group showed that, although learners did not know they were on a programme, they showed a good level of understanding of higher education and future options and a sense of fit and belonging at university. Recommendations based on the impact demonstrated, operational changes to programme design, the consistency of the programme, and data collection processes are also considered.