Common use of Equality and Diversity Clause in Contracts

Equality and Diversity. 16.1 The University fulfils its commitments under the Equality Xxx 0000 by integrating equality and diversity considerations into all decision-making processes and into the development of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approach, equality considerations have been embedded into the design of both the Widening Participation Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics will continue to be included in all outreach work funded by the University’s 2016-17 access agreement. 44 mature students and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely with the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. The University is committed to addressing the issues linked to retention rates for different groups of students as well as exploring inequalities in attainment and employability.

Equality and Diversity. 16.1 The University fulfils is committed under its commitments under the Equality Xxx 0000 by integrating public sector equality and diversity considerations into all decision-making processes and into the development of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as duty to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approach, equality considerations have been embedded into the design of both the Widening Participation Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to the impact of any large changes which may impact upon students. This is managed through our equality duty when selecting students. 16.5 Students with protected characteristics impact assessment process. MMU is reviewing current practice in inclusive design and delivery of the curriculum and will continue develop an institutional framework for inclusive practice. This project aims to be included embed evaluation and monitoring of inclusive curriculum design within the quality enhancement processes at MMU. It will also deliver good practice resources for supporting inclusive practice in all outreach work funded by the University’s 2016-17 access agreementcurriculum and the professional development of academic staff. 44 mature students and 133 The University will carry out an equality impact assessment to determine if the introduction of the new fees regime in 2012/13 has had any disproportionate effect on the students from Black particular equality groupings (looking at age, ethnicity, gender and minority ethnic backgrounds completed disability). This will focus on students from the Access to Bristol programme in 201340% most under-14 and we will work hard to ensure we continue to reach these important target groupsrepresented areas (based on Low Participation Neighbourhoods). In order the event of any significant disproportionate effects being observed the University will develop additional targeted Outreach activities (in consultation with current students) to meet mitigate the needs of prospective students with disabilities, we changes observed. At this point additional targets will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely with the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee levelintroduced to future Access Agreements. The University is committed to addressing ensuring the issues linked equality of student experience by identifying any areas where satisfaction levels for students from protected characteristics fall below average and devising appropriate action plans. This will be monitored through the internal student satisfaction survey, which will be analysed to retention rates identify any statistically significant variations for different protected characteristics. This information will help to create actions that will be written into the next action plan of equality activities. Any actions or outcomes relevant to OFFA target groups will be incorporated into future monitoring reports. 94.5% 95% 95.4% 14.5% 15% 15.3% n the 2012/13 agreement MMU anticipated that participation would drop nationally in the first two years following the introduction of students as well as exploring inequalities tuition fees and made a commitment to arresting that fall and restoring participation levels of target groups to current levels over the next five years. Early indications suggest this may be a very ambitious target and once the actual figures are available we will eview this position and may alter our targets accordingly. n the 2012/13 agreement MMU anticipated that participation would drop nationally in attainment the first two years following the introduction of tuition fees and employabilitymade a commitment to arresting that fall and restoring participation levels of target groups to current levels over the next five years. Early indications suggest this may be a very ambitious target and once the actual figures are available we will eview this position and may alter our targets accordingly.

Equality and Diversity. 16.1 This section provides details on our commitment to equality and diversity. 8.1. Equality policy within the University – in seeking to close the gap between collecting data, analysis and action the Student Equality Forum (SEF) completes an annual report including data analysis and progress on priorities that are reviewed annually. The most recent 2014- 15 report has been considered and approved by the University Student Experience Committee, Academic Board and Board of Governors in 2016. 8.2. The SEF reported progress in the following priority areas: 8.2.1. Curriculum - A 2013-14 Academic Audit on ‘Inclusivity in the Curriculum’ investigated how inclusivity and diversity are addressed within course provision and compared the University policy and academic practices with the UK Quality Code concerning inclusivity in the curriculum. Actions undertaken in 2014-15 include an inclusivity staff lunchtime seminar series; strengthening the sharing of good inclusive practice including at conferences and via a University-wide peer practice exchange scheme developed by the Teaching and Learning Fellows. The University fulfils its commitments under was selected as a case study in a project run by De Montfort University entitled 'Supporting the Equality Xxx 0000 by integrating development of equality and diversity considerations into all decision-making processes skills, knowledge and into values in academic teaching staff in HE' funded by the development of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into accountChallenge Unit. 16.2 In accordance with this agreed approach, equality considerations have been embedded into 8.2.2. Student engagement - a Graduate Associate brought ‘equality-focused’ student officers to attend the design of both Student Equality Forum; and supported the Widening Participation Strategy Students’ Union application for ‘Investing in Diversity’ (IiD); and of this access agreement, which sets out how we will sustain co-presented a workshop at the University’s Teaching and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions Learning conference “In/visible queer students? Collaborating to improve the diversity experiences of our student bodyLesbian, Gay, Bisexual and Trans* (LGBT*) students”. A Human Library event was run and a total of 34 (recorded) conversations took place over the 4 hour event (81% participants strongly agreed The Human Library was a good way of challenging prejudice. 16.4 Monitoring pays particular attention 8.2.3. Staff development - Marshalls online EDI training was again made available again via the Portal. Progress has been made on a ‘toolkit’ approach to applications with protected characteristics better supporting staff supporting; a poster was presented at the Learning & Teaching Conference in April 2015; and we have included progress measures presentations made to the PGCTLHE, and to FBSE faculty Principal Lecturers. 8.2.4. Communication - Agree and promote a clear definition of EDI for racestudents and staff, disability finalise work on rationalising information and age in our access agreement. We monitor gender support available on the Portal and respond to trends Web, and continue strengthening communication in the data (working, for example, to increase participation of female students Faculties. The EDI agenda’s presence on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting studentsthe portal has been strengthened ensuring that all the information is easily accessible. 16.5 Students with protected characteristics will continue 8.2.5. Employability - Both mentor and mentee numbers have grown in 2014-15 to be included in all outreach work funded by the University’s 2016-17 access agreement85 mentors and 110 mentees. 44 mature students and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol programme The most recent available data for 58 mentees in 2013-14 73% in employment, and we of these 87% in professional managerial jobs, higher than the average of 57%. 8.2.6. CRM - The work on CRM ‘phase 2’ XXXX is ongoing and will work hard enable better support to students, and better management information that will enable better understanding of the value and impact on the use of support services by different student groups. 8.2.7. Accessibility - Estates and facilities continues to ensure we continue the University's equality, diversity and inclusivity objectives are considered as part of ongoing development of campuses. Examples include the Spark building (inclusion of adapted facilities, classroom furniture design and layout to reach these important target groups. In order to meet the needs of prospective cater for students with disabilities), we will ensure that all outreach activities are inclusive and accessibleJM Level 1 refurbishment through opening up of narrow corridors, making relevant adaptations as appropriatewide access to rooms and the inclusion of a dedicated 'changing places' facility. 16.6 Finally, it should be noted that 8.2.8. Equality data - The 2013-14 SEF annual report included reporting for the 2016-17 access agreement aligns closely first time on additional student groups (e.g. sexual orientation and religion and belief; intersectionality or multiple identities such as analysing age with gender or disability with ethnicity; and other student groups such as international and widening participation). The report included more accurate comparisons with the University’s Vision national data, and Strategy 2009was completed and approved in April 2015. 8.2.9. The following additional work was undertaken - A new Solent Access to Learning Fund (Solent ALF) was agreed for 2015-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, strengthening support to students and alumni target groups such as international students, and students undertaking unpaid work experience; the University Access Solent team in Student Services has continued to monitor and respond to changes to DSAs; and a great asset; we believe in Campus Development Plan and new Estates strategy are being drafted that will reference the equitable treatment importance of all’20. Equality issues are included in all activities the University's access, equality and have been mainstreamed into diversity agenda, within the decision making process at committee levelbroader framework of refurbishing existing buildings, and the construction of new buildings and facilities. 8.3. The SEF is currently working on the following seven priorities in 2015-16: 8. 3.1. Priority 1: Student Engagement – continue to strengthen the University is committed to addressing sense of community by encouraging and supporting student engagement with issues of EDI, collaborating with the issues linked to retention rates for different groups of students as well as exploring inequalities in attainment Solent Students’ Union ‘equality’ officers and employabilitysupporting student societies e.g. LGBT.

Equality and Diversity. 16.1 The University fulfils its commitments under the Equality Xxx 0000 by integrating equality and diversity considerations into all decision-making processes and into the development of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approach, equality considerations have been embedded into the design of both the Widening Participation Strategy and of this access agreementAccess Agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreementAccess Agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. As we currently perform relatively well against progress measures for BME applications, outreach currently targets mature learners and students with disabilities. 16.5 Students with protected characteristics will continue to be included in all outreach work funded by the University’s 2016-17 access agreement. 44 mature students and 133 students from Black and minority ethnic backgrounds completed the The 2015/16 Access to Bristol programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally, it should be noted that the 2016-17 access agreement Agreement aligns closely with the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. The University is committed to addressing the issues linked to retention rates for different groups of students as well as exploring inequalities in attainment and employability.2009-

Equality and Diversity. 16.1 9.1 The University fulfils its commitments purpose of the 2018-19 Access Agreement is to support access and student success and progression from groups currently under-represented in higher education. Target groups identified as under-represented in higher education include state-school students, students from low-participation neighbourhoods, and disabled students. The access agreement also supports a fair-access policy that seeks to ensure that all applicants are assessed fairly to identify whether they are appropriately qualified to succeed in the relevant academic programme. No aspect of this access agreement is likely to have an adverse effect on any member of the nine key groups defined as having protected characteristics under the Equality Xxx 0000 by integrating Act 2010. 9.2 QMUL is an international and diverse community, and promoting equality and diversity considerations into all decisionis essential to make it a world-making processes and into the development of strategy and policy across the class institution. We are committed to providing an environment for students and staff where respect is shown to all and where everyone is enabled to achieve their full potential. The university has a comprehensive action plan to ensure that it fulfils its duties under the Equality analysis must Act 2010, and this supports the objectives of the 2018-19 Access Agreement in a number of key areas. There are detailed actions plans to:  enhance gender equality for staff and students  reduce the attainment gap by ethnicity and investigate the withdrawal of black and minority ethnic students  enhance access to QMUL’s buildings and virtual environment  ensure that disabled students and staff feel supported at work and study, and that disability awareness is raised among students and staff  promote a culture in the university where staff and students can be undertaken on all themselves  ensure adequate facilities and policies are in place to allow the practice of religion and activities promote good interfaith relations  ensure students of different ages have access to support and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into accountfacilities required. 16.2 In accordance with this agreed approach, equality considerations have been embedded into 9.3 Full details of work in each of these areas can be found at xxxx://xxx.xx.xxxx.xx.xx/equality/equalityobjectives/index.html. 9.4 All the design activities in the widening participation programme described in the Access Agreement are open to everyone in the target cohorts of both the Widening Participation Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process Selection is based on this alone, and will inform implementationapplicants are judged against clear criteria that are discussed and agreed with participating schools and delivery partners. All activities are advertised widely to targeted schools and colleges to ensure maximum take-up. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends 9.5 Activities described in the data (working, for strategy have been designed to ensure that they will appeal to everyone in the relevant target groups. For example, to increase participation of female students on some science and engineering programmes and encouraging male students summer schools are designed to participate cover a wide range of engineering subjects to try to encourage higher take-up from girls, who often do not apply for these activities in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics will continue to be included in the same numbers as boys. Section 6 of the Access Agreement describes how all outreach work funded by the University’s 2016projects will be evaluated rigorously, and patterns of take-17 access agreement. 44 mature students and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol programme in 2013-14 and we up will work hard to ensure we continue to reach these important target groups. In order to meet the needs be monitored as part of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriatethis process. 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely with the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. The University is committed to addressing the issues linked to retention rates for different groups of students as well as exploring inequalities in attainment and employability.

Equality and Diversity. 16.1 The University fulfils its commitments under University’s Equality Objectives explicitly link with the objectives in this agreement in relation to outreach, student recruitment and retention. To ensure that the Equality Xxx 0000 by integrating equality Objectives interact with the Access Agreement, these targets also form part of the University’s overall Operating Plan and diversity considerations into all decision-making processes and into the development of strategy and policy across the institutionFaculty Business Plans. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approach, equality considerations have been embedded into the design of both the Widening Participation Strategy and There are many aspects of this access agreement, which sets out how we will sustain Access Agreement that meet the University’s equality objectives.  Successful progression into employment by implementing personalised career planning encompassing key groups such as disabled students and improve access, retention BME students and attainment among people from mature students.  Work with mature students aims to target under-represented groupsgroups (by age). Equality analysis has been a part of the policy development process and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications  Retention activity with ITT students specifically targets two other protected characteristics (race and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics will continue to be included in all outreach work funded by the University’s 2016-17 access agreement. 44 mature students and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely with the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee levelgender). The University is committed to addressing advancing equality and diversity in all its practices. It is developing a culture that actively respects and values differences, recognising that staff and students from different backgrounds and experiences bring valuable insight to the issues linked University It is an inclusive, supportive institution and makes every effort to retention rates communicate this to all staff and students through staff induction programmes, equality webpages and the Student Handbook. The Students’ Union is active in providing opportunities for different groups of all students as to engage in inclusive activities. As well as exploring inequalities a Community Officer whose remit is Welfare and Campaign, the Students’ Union has five part-time officers elected to represent students who are highlighted with protected characteristics. The students’ Union runs a range of activities for students to celebrate diversity and to raises awareness through specific campaigns. In April 2016, the University made a successful application to the Equality Challenge Unit (ECU) to be part of its project “Addressing the under-representation of particular student groups”. We were one of twelve universities selected and chose to focus on increasing the diversity of BME students in the Schools of Media and Education, with a particular focus on Initial Teacher Training, reflecting the priority in our Access Agreement. Having set up a project team, we have spent the last year reviewing our evidence to inform our choice of equality group i.e. BME students, identifying key barriers to access for the University and undertaking research to provide an evidence base. For the remainder of the project (which concludes in December 2018) we will be analysing our evidence and using it to develop initiatives to support improved access and attainment to trial in the two schools. Our expected outcome is increased participation in the targeted student groups and employabilityprogrammes.

Equality and Diversity. 16.1 The University fulfils its commitments under of Brighton recognises the Equality Xxx 0000 by integrating need for a joint approach between equality and diversity considerations into all decision-making processes and into widening access with the development aim of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approachdeveloping more holistic strategies for student recruitment, equality considerations have been embedded into the design of both the Widening Participation Strategy and of this access agreement, which sets out how we will sustain and improve widening access, retention and attainment among people from understudent success. The university’s Strategic Plan 2012-represented groups15 seeks to draw together the institution’s equality and widening participation strategies within Aim 6: “Our students will be supported to achieve academic and career success regardless of background”. Equality analysis has been This aim centres on both increasing access to the institution, and to fostering and developing student talent in a way which prepares our students for fulfilling employment. This strategy highlights the institutional concern that equality be considered as part of the policy development process core university business strategy rather than at the periphery. One of the university’s two Equality and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty Diversity Advisers focuses on student issues and programme levelis based within the Student Services department. This role involves thinking holistically about inclusion issues for the student community and networking with stakeholders across the university (including the WP outreach team). Our Equality Objectives 2012-2016 were published on our equality website (xxx.xxxxxxxx.xx.xx/xxxxxxxx) in September 2012, based on extensive feedback with staff and students, as well as scrutiny of institutional and national equality data. The university’s progress for student equality can be demonstrated within our annual Student Equalities Report (xxx.xxxxxxxx.xx.xx/xxxxxxxx/xxxxx-xxxxxxx.xxx). This provides quantitative analysis of university processes and the student experience in relation to the protected characteristics collected by the institution (Age, Disability, Gender and Race). This is used reviewed by the Academic Standards Committee and is circulated widely internally, to help us identify inform change and the institutions overall strategies for equality, recruitment and widening access. The 2012 Report published in January 2013 makes a number of recommendations which are mentioned elsewhere in this report as being taken forward in 2014-15. Particular areas for equality development at the university include the underachievement of male and BME students and a certain degree of occupational segregation between subjects. In order to address these issues, the university is currently working on a number of projects, including: looking at the experiences of these groups in relation to our student engagement and employability strategies; targeting our Peer Assisted Study Support programme within particular schools and faculties where differences are more demonstrable; and by joining the Xxxxxx Xxxx scheme to promote female staff within science disciplines, who may serve as useful role models for our students. Our access agreement targets include our aim to maintain the number of students receiving the Disabled Students Allowance. This is because our retention and achievement data shows a clear correlation between the receipt of this support and overall disabled student success. In addition, a new Inclusive Practice Manager role has been created within Student Services to work with academic staff to ensure that are particularly under-represented our curriculum is developed inclusively and to develop appropriate targeted actions to improve the diversity increase staff awareness of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreementgood practice. We monitor gender and respond to trends in the data (working, for example, to increase participation Two examples of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics current good practice which will continue to be included developed in all outreach work funded by 2014-15:  The Active Student volunteering team are currently working with American Express to provide workplace mentoring for LGB students studying at the University’s 2016-17 access agreementuniversity. 44 mature students This will form the basis of a research project with AMOSSHE (Association of Managers of Student Services in Higher Education) and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol Equality Challenge Unit, into ways in which we can adapt the programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective other groups of students, such as those from a BME background or male students.  The university operates the Momentum mentoring scheme within the Careers Services itself, which targets students who may face real or perceived barriers to employment. The university does not currently collect data in relation to the remaining five protected characteristics of Gender Identity, Marriage/Civil Partnership, Pregnancy/Maternity, Religion/Belief and Sexual Orientation. As such, qualitative analysis of the student experience for these groups is not currently possible, although the institution engages with disabilities, we will ensure that all outreach activities are inclusive the Student Union and accessible, making relevant adaptations as appropriate. 16.6 Finally, through Student Equalities Surveys in order to obtain more anecdotal information about the experiences of its students. The question of whether this data should be collected and how it should be noted stored is under regular review by the institution and it is intended that a further proposal for its collection will be submitted to Academic Standards Committee within the 2016-17 access agreement aligns closely with the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee levelnext twelve months. The University is committed university also intends to addressing improve the issues linked way it cross references equality and widening participation data for students. By 2014 we aim to retention rates for different have a much better understanding of which groups of students as well as exploring inequalities are receiving and benefiting from bursaries through monitoring and evaluation activities outlines in attainment section 4 above. The university is also developing its contextual admissions policy. The recruitment and employabilityoutreach team and the equalities team will work closely when reviewing the equality impact of these changes.

Equality and Diversity. 16.1 The 11.1 When creating this Access Agreement City, University fulfils its commitments under of London ensured that it was compliant with the Equality Xxx 0000 by integrating equality and diversity considerations into all decisionDiversity Act 2010. The access, student success and progression support outlined here covers students from different backgrounds and groups under-represented in Higher Education. 11.2 Access Agreement commitments and activity are included in the City’s Public Sector Equality Duty statement. The Access Agreement also features in City’s Public Benefit Statement published as part of our annual accounting to HEFCE. 11.3 City has one of the most diverse student bodies in the country. We are proud of this and we are committed to retaining this aspect of our identity. This forms a crucial part of making processes City a world-leading institution. The measures set out in this Access Agreement and into in the HESA PI summary (Appendix A) reiterate our formal commitment to students from an array of diverse backgrounds and contexts. This includes commitments to disabled students, those entering university from care backgrounds and mature learners. As we develop new policies and provision we will look at how our Access Agreement can be used to support work across the student lifecycle, including in investment in new activity where appropriate. For example, we are in the process of finalising a policy commitment to the inclusion of Transgender, Intersex and Gender Non-Conforming staff and students. Staff supporting delivery of our Access Agreements have contributed to the development of strategy this policy and policy across the institutionwill be involved in its delivery. Equality analysis must be undertaken on all policies We do this to create a culture in which equality of opportunity for staff and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into accountstudents is actively promoted. 16.2 In accordance 11.4 Initiatives and measures described in this Access Agreement and the ethos that underpins outreach and student success activity are fundamentally concerned with this agreed approachfairness and equality of access to Higher Education, equality considerations have been embedded into business and the design of both the Widening Participation Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreementprofessions. We monitor gender and respond remain committed to trends in the data (working, for example, doing all we can to increase participation of female students on some science and engineering programmes enhance students’ progression to, through and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics beyond university. We will continue to be included work proactively to promote this work in all outreach work funded by the University’s 2016-17 access agreement. 44 mature students and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely keeping with the University’s Vision principles of equity of provision and Strategy 2009-16the role of the university in society. Diversity We will evaluate all projects and equity are key values as articulated in the document with a clear statement monitor their effects on applications and admissions to that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. The University is committed to addressing the issues linked to retention rates for different groups of students as well as exploring inequalities in attainment and employabilityend.

Equality and Diversity. 16.1 The University fulfils its commitments under the of Hertfordshire has a diverse student population that is reflective of our continuing commitment to equal opportunities. Our over=arching Equality Xxx 0000 by integrating and Diversity policy articulates a renewed vision for advancing equality and valuing diversity considerations into all decision-making processes and into which supports the development achievement of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approach, equality considerations have been embedded into the design of both the Widening Participation Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics will continue to be included in all outreach work funded by the University’s 2016-17 access agreementStrategic Plan. 44 mature students The Equality and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilitiesDiversity policy (UPR EQ03, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally, it should updated 4th April 2012) can be noted that the 2016-17 access agreement aligns closely with accessed on the University’s Vision website at the following location: xxxx://xxxxx.xxxxx.xx.xx/secreg/upr/EQ03.htm The policy statement set out in this document summarises how the University will realise this vision, and Strategy 2009-16. Diversity ensure compliance with the Equality Act 2010 and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee levelother relevant legislation. The University is committed to addressing producing Equality Impact Assessments for the issues linked areas covered by this Access Agreement, supported by the University’s Equality Office. Much of the work set out in this Access Agreement will positively impact on the equality and diversity of the University of Hertfordshire; particular examples of this are our commitment to retention rates lessening the attainment gap between BME and white students and our ongoing support of Looked After Children/Care Leavers. The University made a public commitment through our Equality Objectives in 2011 to reduce the degree attainment differential between white and Black and Minority Ethnic (BME) students by ten percentage points by 2015. We are proud that the work of staff and students over the preceding years has secured a reduction of 7% in the attainment differential. This work has placed race, ethnicity, and culture firmly at the centre of the University’s discussions and activities. Over 20% of our staff have enrolled on our Unconscious Bias workshops. We are now extending this activity to the University’s subsidiary companies, including the 250 staff employed by Uno Bus, our bus company, where there will be the potential for different groups even wider impact on our community. We are deeply conscious that we need to continue our work in narrowing the degree attainment differential and are committed to setting another ambitious, yet realistic, target for the next five years to be underpinned with further activities across the University. We are also aware that we need to continue to strengthen the diversity of students our staff to better reflect and inspire our student community. This will necessitate reviewing recruitment, selection, promotion, retention, and talent management activities as well as exploring inequalities the inculcation of cultural change to ensure there are no barriers, whether perceived or real, to the attainment of race equality at the University. The University is taking proactive steps to prepare for the Government's changes to the way Disabled Students’ Allowance are awarded to disabled students. In order to ensure there is no drop in attainment and employabilityadmission or progression of disabled students, the University has • given assurance that it will continue to provide disabled students with essential support once the DSA is removed • set up a working group, chaired by the Head of Student Wellbeing, to review whether inclusive practice can be enhanced to better meet the needs of disabled students • approved a review of support worker provision.

Equality and Diversity. 16.1 The University fulfils its commitments under aim of the University’s Equality Xxx 0000 by integrating and Diversity Strategy is to embed equality for all, across all protected characteristics, in all aspects of the University’s business. Our monitoring and evaluation framework above shows how we monitor protected characteristics across the student lifecycle. We do not disaggregate ethnicity data as students from all BME groups are under-represented at the University. We have a strong commitment to the equality and diversity considerations into of all decision-making processes our staff and students and demonstrate this through our policies and priorities. This includes the process of engaging student voice in Equality and Diversity processes, from individual students being able to sit on Special Interest Groups (i.e. Disability & Equality Interest Group) and the Equality Diversity Forum which directly feeds into the development of strategy Equality and policy across Diversity Committee (EDC), to Student Union representation on the institution. Equality analysis must be undertaken on all policies EDC and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approach, equality considerations have been embedded into the design of both the Widening Participation Lifelong Learning Strategy Group. This ensures students from particular protected characteristics are represented in strategic discussions that could impact their access, success and progression. For example, a success of this access agreementprocess came from student voice within the Equality and Diversity Forum calling for gender neutral toilets leading to the inclusion of this provision across the campus. In addition, which sets out how we will sustain the Director of Widening Participation, who oversees widening participation strategy, is a member of the University’s Equality and improve accessDiversity Committee and the Equality Forum. There are therefore strong strategic links between these two areas of work. Our outreach includes specific activity targeted at BME groups, retention and attainment among people from children in care, care leavers, males who are under-represented groupsin ITT, disabled students, young carers and children from military families. Equality analysis has been We collect equality data on participants in our WINdow on HE programme (see section 3). We deliberately set out to recruit a part diverse range of the policy development process Student HE Ambassadors. In 2016-17 62% of HE Ambassadors said they are first in family to attend HE, 42.9% of Ambassadors are from low-participation neighbourhoods, 16% disclosed a disability, 14% are mature on entry to HE, 16% are from BME backgrounds, 4% are from backgrounds in care, 7% are young carers and will inform implementation. 16.3 We undertake a detailed annual review 7 % are from military service families. In total 88.8% of progress against all HE Ambassadors meet at least one of these widening participation progress measures at university, faculty criteria. This diversity provides role models and programme levelalso provides valuable experience for our students to support their employability. Our analysis We have an Inclusive Practice Coordinator and have an ‘Accessible and Inclusive Learning Policy’ which articulates the University’s commitment to accessibility and inclusivity of learning and teaching for all students by mainstreaming a number of adjustments. It is used to help us identify groups that are particularly under-represented supported through the dissemination of good practice and to develop appropriate targeted actions to improve the diversity professional advice of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics Student Services. The University is a Stonewall Diversity Champion and we have included progress measures for race, disability active staff and age in our access agreementstudent LGBT+ networks. We monitor gender are a proud supporter and respond partner to trends in the data (workingHampshire LGBT Alliance and Hampshire Pride hosting network meetings, an annual LGBT History Symposium, the Hampshire Pride Parade Assembly and LGBT guest speakers for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics will continue to be included in all outreach work funded by the University’s 2016-17 access agreement. 44 mature students and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely with the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in members of the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee levelpublic. The University has a Christian foundation and is committed inclusive of those from all faiths or none. We have a Muslim prayer room and Anglican chapel on campus which are made available to addressing all staff and students along with visitors and participants in outreach programmes. The University's Xxxx of Chapel promotes links with other faith communities and the issues linked Chaplaincy is a source of pastoral support and exploration for people of all faiths and none. Concrete instances of our work in fostering good relations between those of different faiths and none are the Inter-Faith lecture series, and the annual ‘Space for Peace’ concert. We will also be appointing two new part-time volunteer chaplains as part of the chaplaincy team, both the Muslim and Buddhist chaplains will offer faith-based pastoral care and associated activities or support for students and staff of the University, demonstrating the University's determination to retention rates for different groups of increasing diversity and inclusivity and to appropriately supporting our students as well as exploring inequalities in attainment and employabilitystaff from these faith communities. An Equality Analysis has been carried out on this Access Agreement which demonstrates that the University has paid due regard to our responsibilities under the Equality Act 2010.

Equality and Diversity. 16.1 The University fulfils its commitments under has set out, in the Equality Xxx 0000 by integrating & Diversity Scheme (EDS), the commitment made to progressing equality throughout the university. The EDS allows us to recognise and support the other characteristics which legislation protects, namely: age, ethnicity, disability, religion and belief, sexual orientation, transgender, pregnancy and maternity, marriage and civil partnership as well as effectively targeting resources to cross-characteristic issues and diversity considerations into all decisionconcerns. It also enables the University to address broader socio-making processes and into economic issues that impact on diversity by taking full account of the development of strategy and policy across widening participation strategy. As such, the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as EDS is closely aligned to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approach, equality considerations have been embedded into the design of both the Widening Participation Strategy which commits the University to:  Supporting all students to maximize their personal and professional potential and to complete their course of this access agreementstudy.  Providing the environment of a caring and community focused university which takes into account educational attainment, which sets out how we will sustain previous experience of higher education and improve access, retention and attainment among people from under-represented socio economic backgrounds. We conducted an Impact Assessment on the 2017/18 Access Agreement. This agreement was seen as positive progress for the targeted equality groups. Equality Other equality groups were also considered (disabled students in particular) to investigate if they could also benefit from the access measures that will be implemented. It was agreed with the Coordinator for the Disability, Inclusion and Access Service (XXXX) that the equality assessment should be reviewed again in 2020/21 to allow for the collection and analysis of appropriate data to ascertain the degree to which the Access Agreement has been a part positive impact on equality groups not specifically targeted in the agreement. A copy of the policy development process Impact Assessment from the 2017/18 is attached at appendix 1. Access Agreement 2017/18 Appendix 1: Equality Impact Assessment Form 1. What item is being assessed? 2. What is the purpose of the item? 3. Who has the authority to make changes to the item? 4. Who is affected by the item? 5. Who implements the item? 6. Does, or could, the item have an adverse effect on members of an equality target group? Group Yes No Unclear¹ 7. Does, or could, the item help to promote equal opportunity for members of equality target groups? Group Yes No Unclear¹ 8. Does, or could, the item contribute to a specific duty in equality law? Duty Yes No Unclear ¹ 9. Should a full assessment be carried out on this item?² Yes No x 10. What is the justification for the decision about full assessment? 11. What priority does the item have? High Medium Low x 12. Who was involved in the assessment of the item and will inform implementationhow? Student Recruitment and Widening Participation Manager PVC Student Experience This preliminary assessment was approved by: 1. No-one knows or opinion is divided – further research may be required in full assessment. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level2. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we An item does not have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics will continue to be included fully assessed if all the answers to Q’s 6, 7 and 8 are “No”. If any answer is “Unclear”, the item should be provisionally treated as one that could have an effect. Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Stage of the lifecycle (drop-down menu) Main target type (drop-down menu) Target type (drop-down menu) Description (500 characters maximum) Is this a collaborative target? (drop- down menu) Baseline year (drop-down menu) Baseline data Yearly milestones (numeric where possible, however you may use text) Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum) 2017-18 2018-19 2019-20 2020-21 2021-22 T16a_01 Access State school HESA T1b - State School (Young, full-time, undergraduate entrants) Maintain percentage of young, full-time first degree entrants from state schools at above 95% No Other (please give details in all outreach work funded by Description column) 97.9% 98% 98% 98% 98% 98% The University attracts most of its learners from state schools and is committed to remaining above the University’s 2016-17 access agreementHESA benchmarks. 44 mature students and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol programme in Baseline year 2013-14 and we T16a_02 Access Low participation neighbourhoods (LPN) HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) Maintain percentage of students from low participation neighbourhoods No Other (please give details in Description column) 18.0% 18% 18% 18% 18% 18% As this level is above benchmark the University will work hard seek to ensure we continue maintain the position. Baseline year 2013-14 T16a_04 Access Mature HESA T2a - (Mature, full-time, all undergraduate entrants) Maintain percentage of mature students from underrepresented groups in HE No Other (please give details in Description column) 15.2% 15.2% 15.2% 15.2% 15.2% 15.2% As this level is above benchmark the University will seek to reach these important target groupsmaintain the position. In order to meet Baseline year 2013-14 T16a_05 Student success Xxxxx-xxxxxxxx XXXX X0x - No longer in HE after 1 year (Young, full-time, first degree entrants) Achieve the needs of prospective students with disabilitiesretention benchmark for young, we will ensure that all outreach activities are inclusive and accessiblefull-time, making relevant adaptations as appropriate. 16.6 Finally, it should be noted that first degree entrants No Other (please give details in Description column) 9.3% 9% 8.5% 8% 8% 8% the 2016-17 access agreement aligns closely with the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. The University is committed to addressing working towards the issues linked benchmark. Baseline year 2012-13 T16a_06 Progression Socio-economic Other statistic - Progression to retention rates for different groups employment or further study (please give details in the next column) Maintain high level of students as well as exploring inequalities employability No Other (please give details in attainment and Description column) 94.6% 95% 95% 95% 95% 95% the University is committed to maintaining high levels of employability.. Baseline year 2012-13

Equality and Diversity. 16.1 15.1 The University fulfils its commitments under of Bristol has a long-standing strong commitment to advancing equality and representation of disadvantaged groups. Our equality objectives align with the objectives and outcomes set out in our access agreement. Equality Xxx 0000 by integrating equality and diversity considerations are integrated into all relevant decision-making processes and into the development of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality associated data have been taken into account. We have introduced a basket of measures relating to widening participation within the University’s institutional strategic key performance indicators and report on progress against them (refining them in line with current priorities) on an annual basis. 16.2 15.2 Our quality assurance framework and programme review processes include reporting and analysis of student progress and attainment and cover the following characteristics: gender/sex; age; disability; and ethnicity. At the start of the 2014-15 academic year, we began collecting additional information from students as part of online registration. Caring responsibilities, gender identity, sexual orientation and religion or belief are the areas now included. 15.3 In accordance 2016 we developed a tool to provide non-data specialists the ability to interrogate student performance, outcomes and progression by the widest range of student characteristics at institutional, faculty, school or programme level. By comparing students with historical trends, it has enabled a more sophisticated approach to monitoring our students’ attainment and progression, including identifying those who are at risk of withdrawal or are likely to achieve a lower outcome than their peers. It also allows us to consider interventions based solidly on evidence and monitor the impact of initiatives. 15.4 The University’s Education Committee has, for the last number of years, received an extensive equalities data report which is complemented by an annual report from Research Degrees Examination Board. The expanded dataset has allowed deeper review of specific aspects of this agreed approach, equality and in 2016 the Committee considered non- continuation by a range of student characteristics; and BME attainment. This has led to the University setting up a task and finish group to consider this further focussed specifically on mature students and BME attainment. The latter has led to the University funding research in partnership with the Students’ Union in order to gain qualitative information about BME student experience and thus better target interventions. 15.5 Equality considerations have been embedded into the design of both the Widening Participation our University Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 . We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 15.6 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 15.7 Students with protected characteristics will continue to be included in all outreach work funded by the University’s 20162018-17 19 access agreement. 44 22 mature students and 133 159 students from Black and minority ethnic Minority Ethnic backgrounds completed the Access to Bristol programme in 20132015-14 16 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally15.8 We are determined to make further progress in this area and, it should as a subscriber, deploy the resources received from the Equality Challenge Unit (ECU) focused on addressing under-representation, progression and success of students to assist meeting targets outlined in the agreement. Many of the areas for consideration set out in ECU’s SWAN and Race Equality Charters are already being undertaken, including examining the data and causes of differing participation and attainment of students by gender and race. Utilising benchmarking data provided by ECU, we align the work undertaken at the University with national challenges and priorities. 15.9 In recognition of the synergy between our diversity and inclusion ambitions as they relate to our staff and students we have established an Equality Diversity and Inclusion Steering Group to offer a strategically focused approach to these areas, identifying and implementing key mission critical activity that will influence demonstrable change and challenge accepted norms. Working in partnership with Bristol Students’ Union, we aim to be noted creative in our thinking and bold in our recommendations, going beyond risk- based compliance to an approach that ensures the 2016-17 richness and diversity of society are reflected and celebrated in our staff and student experience. We have invested significantly in unconscious bias training, requiring all those involved in the development and delivery of recruitment and admissions processes and practices to undertake training. In order to respond to interest within the University, the invitation to take part in the workshop has also been extended to all staff. This is evidence of both our commitment to this area and the appetite of colleagues to develop their understanding of such bias and influence future behaviour. 15.10 The approaches and interventions outlined in this access agreement aligns closely with positively impact upon equality and diversity within the University’s Vision and Strategy 2009-16University in a number of ways. Diversity and equity We are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. The University is committed to addressing taking a whole institution approach to the issues linked issue as we know that our widening participation and equality and diversity efforts are likely to retention rates for different focus on the same groups of students who share a protected characteristic that is underrepresented. Understanding where this crossover exists and coordinating work that seeks to reach and support these groups will increase the impact of resources used. Critically, it will also ensure a smoother path for students so that they are supported to achieve the best possible outcomes and have a positive experience whilst at the University. 15.11 We are committed to providing a positive experience for all students, where individuals are treated with courtesy and consideration and where difference is valued and diversity respected. We expect the highest standards from our students and are resolutely committed to eliminating unlawful discrimination, harassment, and victimisation. We publish Student Disciplinary Regulations and Conduct Procedures for members of staff. We have signed up to the city of Bristol’s Zero Tolerance pledge against gender-based violence and abuse, progressing activity as well as exploring inequalities part of a multi- agency approach through our involvement with the Bristol Forum Against Sexual Violence and Harassment. 15.12 In order to ensure that students with particular protected characteristics are supported, we implement (and publish) a range of policies including fitness to study21. We are working in attainment collaboration with Bristol SU to implement a Trans Experience Work-plan to better support trans students during their time at Bristol and employabilityrecently reviewed and updated our guidance for staff on supporting trans students 22. 15.13 When particular issues are raised, we take action. We have recently established a ‘Task Force on Race’ in response to recent incidents of racism on campus. The task force aims to inform our thinking and identify extra measures we can take to promote an open and inclusive culture for all staff and students within our community. We will bring together relevant stakeholders (including the Mayor of Bristol and representatives from Stand Against Racism and Inequality) to: review existing policy, practice and research around prevention in all its forms; review models of good practice across and beyond the higher education sector; develop principle and recommendations that will identify how we can support cultural change and demonstrate commitment to such change.

Equality and Diversity. 16.1 The University fulfils its commitments 9.1 Compliance with responsibilities under the Equality Xxx 0000 by integrating equality Act 2010 9.1.1 The purpose of the 2017-18 Access Agreement is to support and diversity considerations into encourage progression to higher education from groups currently under-represented. Target groups identified as under-represented in higher education include state-school students, students from low-participation neighbourhoods, and disabled students. The access agreement also supports a fair-access policy that seeks to ensure that all decision-making processes and into applicants are assessed fairly to identify whether they are appropriately qualified to succeed in the development of strategy and policy across the institutionrelevant academic programme. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approach, equality considerations have been embedded into the design of both the Widening Participation Strategy and No aspect of this access agreementagreement is likely to have an adverse eeffect on any member of the nine key groups defined as having protected characteristics under the Equality Act 2010. 9.1.2 QMUL is an international and diverse community, which sets out how we and promoting equality is essential to make it a world-class institution. We are committed to providing an environment for students and staff where respect is shown to all and where everyone is enabled to achieve their full potential. The university has a comprehensive action plan to ensure that it fulfils its duties under the Equality Act 2010, and this supports the objectives of the 2016-17 Access Agreement in a number of key areas. There are detailed actions plans to:  enhance gender equality for staff and students  reduce the attainment gap by ethnicity and investigate the withdrawal of black and minority ethnic students  enhance access to QMUL’s buildings and virtual environment  ensure that disabled students and staff feel supported at work and study, and that disability awareness is raised among students and staff  promote a culture in the university where staff and students can be themselves  ensure adequate facilities and policies are in place to allow the practice of religion and promote good interfaith relations  ensure students of different ages have access to support and facilities required. 9.1.3 Full details of work in each of these areas can be found at xxxx://xxx.xx.xxxx.xx.xx/equality/equalityobjectives/index.html. These are in the process of being updated and will sustain be considered by the QMUL Equality and improve access, retention and attainment among people from Diversity Steering Group at their meeting in May 2016. 9.1.4 All the activities in the widening participation programme described in the Access Agreement are open to everyone in the target cohorts of under-represented groups. Equality analysis has been a part of the policy development process Selection is based on this alone, and will inform implementationapplicants are judged against clear criteria that are discussed and agreed with participating schools and delivery partners. All activities are advertised widely to targeted schools and colleges to ensure maximum take-up. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends 9.1.5 Activities described in the data (working, for strategy have been designed to ensure that they will appeal to everyone in the relevant target groups. For example, to increase participation of female students on some science and engineering programmes and encouraging male students summer schools are designed to participate cover a wide range of engineering subjects to try to encourage higher take-up from girls, who often do not apply for these activities in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics will continue to be included in the same numbers as boys. Section 6 of the Access Agreement describes how all outreach work funded by projects will be evaluated rigorously, and patterns of take-up will be monitored as part of this process. Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Stage of the University’s lifecycle (drop-down menu) Target type (drop-down menu) Description (500 characters maximum) Is this a collaborative target? (drop- down menu) Baseline year (drop-down menu) Baseline data Yearly milestones (numeric where possible, however you may use text) Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum) 2016-17 access agreement. 44 mature students and 133 2017-18 2018-19 2019-20 2020-21 T16a_01 Access HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) Increase the percentage of full-time first degree students from Black and minority ethnic backgrounds completed the Access low participation neighbourhoods to Bristol programme in 6.3% by 2019-20 No 2013-14 4.6% 5.1% 5.3% 5.7% 6.1% 6.3% T16a_03 Access HESA T7 - Students in receipt of DSA (full-time, first degree entrants) Increase the percentage of full-time first-degree students in receipt of Disabled Students Allowance to 8.8% by 2019-20 No 2013-14 7.5% 7.8% 8.0% 8.5% 8.5% 8.8% T16a_04 Student success Other statistic - Completion/Non continuation (please give details in the next column) Increase the successful completion rate for full-time first-degree entrants still in attendance at 31 July on year of entry to 93 % by 2019-20 No 2013-14 89%. See commentary for explanation 90.5% 91% 91.5% 92% 93% Up to date appropriate Baseline data is from Queen Xxxx's Student Information System. For 2013/14 this is the percentage of full-time first-degree entrants with home fee status who were still in attendance on 31 July in the year of entry, and we will work hard to ensure we continue to reach these important target groupswho successfully completed a 3, 4 or 5 year course by 2013/14. In order to meet T16a_05 Access Other statistic - Other (please give details in the needs next column) Increase the percentage of prospective students with disabilities, we will ensure that all participants attending intensive outreach activities are inclusive belonging to key target WP groups to 99% by 2018-19 No 2014-15 85% 85% 95% 98% 98% 99% Becoming members of HEAT will allow us to more efficiently target and accessible, making relevant adaptations as appropriatemonitor participants in our most intensive activities (e.g. Summer Schools and Science Practical Schools). 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely with the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. The University is committed to addressing the issues linked to retention rates for different groups of students as well as exploring inequalities in attainment and employability.

Equality and Diversity. 16.1 15.1 The University of Bristol has made a strong commitment to advancing equality and representation of disadvantaged groups. Our draft equality objectives align with the objectives and outcomes set out in our access agreement. 15.2 The University fulfils its commitments under the Equality Xxx 0000 by integrating equality and diversity considerations into all decision-making processes and into the development of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance 15.3 The University produces an Annual Report which provides high level equality data about both the student and staff population to provide an evidence based approach to equality monitoring and to demonstrate our compliance with the Equality Act by publishing this agreed approachinformation. The University’s Annual Programme Review (APR) process also provides reporting at programme level covering the following characteristics: gender/sex; age; disability; and ethnicity. At the start of the 2014-15 academic year, equality the University began collecting additional information from students as part of online registration. Caring responsibilities, gender identity, sexual orientation and religion or belief are the areas now included. 15.4 We are also developing an extensive and sophisticated approach to monitoring our students’ attainment and progression to ensure that we better understand their experience with us. It also allows us to consider interventions based solidly on evidence and monitor the impact of initiatives. The University’s Education Committee has, for the last number of years, received an extensive equalities data report which is complemented by an annual report from Research Degrees Examination Board. This activity is being further extended by a project this year led by the Student Data and Information Team within Academic Registry to develop a xxxxxx dataset which will be capable of interrogation by the widest range of student characteristics and at institutional, faculty, school and programme level. 15.5 Equality considerations have been embedded into the design of both the Widening Participation Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 . We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 15.6 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 15.7 Students with protected characteristics will continue to be included in all outreach work funded by the University’s 20162017-17 18 access agreement. 44 28 mature students and 133 183 students from Black and minority ethnic Minority Ethnic backgrounds completed the Access to Bristol programme in 20132014-14 15 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally15.8 We are determined to make further progress in this area and, as a subscriber, deploy the resources received from the Equality Challenge Unit (ECU) focused on addressing under-representation, progression and success of students to assist meeting targets outlined in the agreement. Many of the areas for consideration set out in ECU’s Race Equality Charter are already being undertaken, including examining the data and causes of differing participation and attainment of students from different ethnic backgrounds. Utilising benchmarking data provided by ECU, we align the work undertaken at the University with national challenges and priorities. 15.9 The approaches and interventions outlined in this access agreement positively impact upon equality and diversity within the University in a number of ways. We are committed to taking a whole institution approach to the issue as we know that our widening participation and equality and diversity efforts are likely to focus on the same groups of students who share a protected characteristic that is underrepresented. Understanding where this crossover exists and coordinating work that seeks to reach and support these groups will increase the impact of resources used. Critically, it should be noted will also ensure a smoother path for students so that they are supported to achieve the 2016-17 access agreement aligns closely with best possible outcomes and have a positive experience whilst at the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. . 15.10 The University is committed to addressing providing a positive experience for all students, where individuals are treated with courtesy and consideration and where difference is valued and diversity respected. We expect the issues linked highest standards from our students and are resolutely committed to retention rates complying with the Equality Xxx 0000 and eliminating unlawful discrimination, harassment, and victimisation. We publish Student Disciplinary Regulations and Conduct Procedures for different groups members of staff. We have a zero tolerance to sexual harassment policy and have signed Bristol City Council’s pledge to end gender based violence. 15.11 In order to ensure that students with particular protected characteristics are supported, we implement (and publish) a range of policies including fitness to study23 as well as exploring inequalities in attainment and employabilityguidance for members of staff working with students from under-represented groups (such as transgender students24, for example).

Equality and Diversity. 16.1 The Plymouth University fulfils is committed to equality and diversity and has developed its commitments Access Agreement with due regard for its responsibilities under the Equality Xxx 0000 by integrating Act 2010 seeking to eliminate unlawful discrimination, advance equality of opportunity and diversity considerations into xxxxxx good relations between protected groups and others. The Plymouth Access Scheme (PAS) has been configured to ensure outreach activities provide positive actions relating to class, age, ethnicity, disability and in care/care leaver status – see section 3b. Targeting has followed best practice Level 1 and 2 guidance drawn from HEFCE Targeting Guidance (HEFCE May 2007/12). The collection of participant and activity monitoring data will continue to be through University’s WP Participant and Activities Database (WPPAD). Monitoring and evaluation for impact on all decision-making processes and into the development of strategy and policy target groups runs across the institutionPAS scheme as well as operating at strand level. Equality analysis must be undertaken on all policies and New transitional activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 devised to support these target student groups on entry to Plymouth University. These include social networking and support through Plymouth Learning Access Network (PLAN) and face to face transitional support programmes – see section 3e (iii). The University’s Disability Assist Services provides advice, guidance and support to learners with disabilities and also arranges appropriate support. In accordance with this agreed approach, equality considerations have been embedded into 2011/12 12.3% of Plymouth students declared a disability. Targeted support is provided for Care Leavers through a bespoke Care Leaver Support Officer and the design of both the Widening Participation Strategy and of this access agreementCAKE (Care Advisory Knowledge Exchange) network. Additional services are available to support all students, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve recognise the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for exampleinstance the Multi-Faith Chaplaincy and the Learning Development service. The University’s research agenda also supports student and staff equality and diversity. For instance, a study was commissioned in 2011-12 to increase participation of female explore the underlying reasons why black student achievement was lower than white students on some science and engineering programmes and encouraging male students to participate in summer schools) and courses. The study included recommended actions which have due regard to equality duty when selecting students. 16.5 Students with protected characteristics will continue to be included in all outreach work funded since been implemented. Similarly, a longitudinal study has been commissioned by the University’s 2016-17 access agreementWP team to track the on- course experiences of students awarded NSP for 2012 entry to better inform future provision. 44 mature Plymouth University also completes an annual employability study comparing post course outcomes and destinations for our key WP groups with other students, which indicates that WP cohorts are generally preforming well compared to the rest of the student body. There is an annual analysis and reporting on equality and diversity data for both students and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely with staff at the University’s Vision , at course, school, faculty and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee institutional level. The priorities identified above are the same as those embedded within all University is committed quality processes, such as for programme validation and review. We will be undertaking a xxxxxx institutional Equality Analysis prior to addressing the issues linked to retention rates for different groups of students as well as exploring inequalities in attainment and employabilityimplementing our 2014- 15 Access Agreement.

Equality and Diversity. 16.1 15.1 The University of Bristol has made a strong commitment to advancing equality and representation of disadvantaged groups. Our draft equality objectives align with the objectives and outcomes set out in our access agreement. 15.2 The University fulfils its commitments under the Equality Xxx 0000 by integrating equality and diversity considerations into all decision-making processes and into the development of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance 15.3 The University produces an Annual Report which provides high level equality data about both the student and staff population to provide an evidence based approach to equality monitoring and to demonstrate our compliance with the Equality Act by publishing this agreed approachinformation. The University’s Annual Programme Review (APR) process also provides reporting at programme level covering the following characteristics: gender/sex; age; disability; and ethnicity. At the start of the 2014-15 academic year, equality the University began collecting additional information from students as part of online registration. Caring responsibilities, gender identity, sexual orientation and religion or belief are the areas now included. 15.4 We are also developing an extensive and sophisticated approach to monitoring our students’ attainment and progression to ensure that we better understand their experience with us. It also allows us to consider interventions based solidly on evidence and monitor the impact of initiatives. The University’s Education Committee has, for the last number of years, received an extensive equalities data report which is complemented by an annual report from Research Degrees Examination Board. This activity is being further extended by a project this year led by the Student Data and Information Team within Academic Registry to develop a xxxxxx dataset which will be capable of interrogation by the widest range of student characteristics and at institutional, faculty, school and programme level. 15.5 Equality considerations have been embedded into the design of both the Widening Participation Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 . We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 15.6 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 15.7 Students with protected characteristics will continue to be included in all outreach work funded by the University’s 20162017-17 18 access agreement. 44 28 mature students and 133 183 students from Black and minority ethnic Minority Ethnic backgrounds completed the Access to Bristol programme in 20132014-14 15 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally15.8 We are determined to make further progress in this area and, as a subscriber, deploy the resources received from the Equality Challenge Unit (ECU) focused on addressing under- representation, progression and success of students to assist meeting targets outlined in the agreement. Many of the areas for consideration set out in ECU’s Race Equality Charter are already being undertaken, including examining the data and causes of differing participation and attainment of students from different ethnic backgrounds. Utilising benchmarking data provided by ECU, we align the work undertaken at the University with national challenges and priorities. 15.9 The approaches and interventions outlined in this access agreement positively impact upon equality and diversity within the University in a number of ways. We are committed to taking a whole institution approach to the issue as we know that our widening participation and equality and diversity efforts are likely to focus on the same groups of students who share a protected characteristic that is underrepresented. Understanding where this crossover exists and coordinating work that seeks to reach and support these groups will increase the impact of resources used. Critically, it should be noted will also ensure a smoother path for students so that they are supported to achieve the 2016-17 access agreement aligns closely with best possible outcomes and have a positive experience whilst at the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. . 15.10 The University is committed to addressing providing a positive experience for all students, where individuals are treated with courtesy and consideration and where difference is valued and diversity respected. We expect the issues linked highest standards from our students and are resolutely committed to retention rates complying with the Equality Xxx 0000 and eliminating unlawful discrimination, harassment, and victimisation. We publish Student Disciplinary Regulations and Conduct Procedures for different groups members of staff. We have a zero tolerance to sexual harassment policy and have signed Bristol City Council’s pledge to end gender based violence. 15.11 In order to ensure that students with particular protected characteristics are supported, we implement (and publish) a range of policies including fitness to study23 as well as exploring inequalities in attainment and employability.guidance for members of staff working with students from under-represented groups (such as transgender students24, for example). 24 xxxx://xxx.xxxxxxx.xx.xx/equalityanddiversity/act/protected/genderreassign/supportingtransstudents.pdf

Equality and Diversity. 16.1 The University fulfils its commitments under has set out, in the Equality Xxx 0000 by integrating & Diversity Scheme (EDS), the commitment made to progressing equality throughout the university. The EDS allows us to recognise and support the other characteristics which legislation protects, namely: age, ethnicity, disability, religion and belief, sexual orientation, transgender, pregnancy and maternity, marriage and civil partnership as well as effectively targeting resources to cross- characteristic issues and diversity considerations into all decisionconcerns. It also enables the University to address broader socio-making processes and into economic issues that impact on diversity by taking full account of the development of strategy and policy across widening participation strategy. As such, the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as EDS is closely aligned to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approach, equality considerations have been embedded into the design of both the Widening Participation Strategy which commits the University to: • Supporting all students to maximize their personal and professional potential and to complete their course of this access agreementstudy. • Providing the environment of a caring and community focused university which takes into account educational attainment, which sets out how we will sustain previous experience of higher education and improve access, retention and attainment among people from under-represented socio economic backgrounds. We conducted an Impact Assessment on the 2017/18 Access Agreement. This agreement was seen as positive progress for the targeted equality groups. Equality Other equality groups were also considered (disabled students in particular) to investigate if they could also benefit from the access measures that will be implemented. It was agreed with the Coordinator for the Disability, Inclusion and Access Service (XXXX) that the equality assessment should be reviewed again in 2020/21 to allow for the collection and analysis of appropriate data to ascertain the degree to which the Access Agreement has been a part positive impact on equality groups not specifically targeted in the agreement. A copy of the policy development process and will inform implementation.Impact Assessment from the 2017/18 is attached at appendix 1. University of St Mark & St Xxxx Access Agreement 2017/18 Appendix 1: Equality Impact Assessment Form Department: External Relations & Marketing (Widening Participation) 16.3 We undertake a detailed annual review 1. What item is being assessed? 2017/18 Access Agreement 2. What is the purpose of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics will continue to be included in all outreach work funded by item? To set out the University’s 2016commitment to access and inclusion with respect to widening participation into HE. 3. Who has the authority to make changes to the item? Deputy Vice-17 access agreementChancellor 4. 44 mature Who is affected by the item? Prospective students, current students and 133 students from Black graduates 5. Who implements the item? Selected representatives across the University are responsible for delivering specific targets (e.g. Student Support, Learning and minority ethnic backgrounds completed Quality, Faculty Representatives). The Student Recruitment and Widening Participation Manager is responsible for monitoring the implementation of the Access Agreement targets and milestones. 6. Does, or could, the item have an adverse effect on members of an equality target group? Age x Disability x Gender x Race x Religion/belief x Sexual Orientation x 7. Does, or could, the item help to Bristol programme in 2013-14 and we will work hard to ensure we continue to reach these important promote equal opportunity for members of equality target groups? Age X Disability X Gender X Race X Religion/belief x Sexual Orientation x 8. In order Does, or could, the item contribute to meet a specific duty in equality law? Promoting good relations between members of different racial groups x Promote equality between men and women x Eliminating harassment of people because of their race, disability, gender, age, sexual orientation or religion/belief x Encouraging the participation of disabled people in public life x Providing for the needs of prospective students with disabilitiesdisabled people x 9. Should a full assessment be carried out on this item?² 10. What is the justification for the decision about full assessment? The Access Agreement outlines the access measures, we will ensure that all outreach activities are inclusive targets and accessible, making relevant adaptations as appropriate. 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely with milestones in relation to the University’s Vision performance indicators for participation and Strategy 2009retention. In particular, the agreement has a specific focus on targeted equality groups, such as those from lower socio-16. Diversity economic backgrounds, low participation neighbourhoods and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee levelBME groups. The University already has a good reputation in terms of recruiting disabled students; 17% of all full time undergraduate students are in receipt of DSA compared to a sector benchmark 8.1% -. The current Access Agreement could potentially promote equal opportunities for additional equality groups, for example through investigating whether there is committed a correlation between socio-economic background, low participation neighbourhoods and ethnicity within the regional sector. While the current effort is directed at particular equality groups, the University will review the impact assessment in 3 years time (2020/21) to addressing assess the issues linked level to retention rates for different which other equality groups of students as well as exploring inequalities in attainment and employabilityare positively impacted upon.

Equality and Diversity. 16.1 The University fulfils has prepared this Access Agreement aware of its commitments responsibility, under the Equality Xxx 0000 Act 2010, to ensure that nobody is directly or indirectly discriminated against, because of their protected characteristics, by integrating equality the measures set out in this Agreement. We believe that the measures set out above will increase the diversity of the University’s student population as a result of targeted activity for particular groups of potential students, including disabled, mature and BME students. In particular, the following initiatives support the University’s diversity considerations into all decisionagenda:  Our outreach programme includes a specific strand that is focused on providing support for underrepresented groups, such as BME communities, disabled students, and care leavers. We are taking a proactive approach to engaging with these client groups and their supporters, ensuring that colleagues in outreach and student support work closely together in terms of pre-making processes application and into the development of strategy and policy across the institutionpost-entry. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as  In order to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approach, equality considerations have been embedded into the design of both the Widening Participation Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from ensure that under-represented groups, such as male African-Caribbean students, are encouraged to access our pre-application programmes, we are working proactively with a range of groups to take a targeted approach, for example with Generating Genius. This is a third sector organisation that works with high achieving students from disadvantaged communities throughout their secondary school careers, to help them acquire the skills they need to earn places at Xxxxxxx Group universities.  The University has well-developed student support mechanisms in place through our Education Support Service (xxx.xxxxxxxxxxx.xx.xx/xxxxxxxxxx). The services provided include disability support, dyslexia support, our Assistive Technology Centre and the University’s Counselling Service. They are provided to students prior to entry to the University and throughout their time here. Working with the outreach team, we are developing approaches to proactively communicate the support available to target groups, such as disabled students.  The University has a Good Campus Relations group, which focuses on improving understanding between students of different cultures, faiths and backgrounds.  The University has created an Equality analysis has been and Diversity Advisory Committee, chaired by the University’s Diversity Champion (a member of the University Executive Group). We recognise that individuals within the client groups have different needs, and we do not treat them as homogeneous groups. For example, we recognise that within the BME community some groups have above average higher education participation and success rates, while others appear particularly disadvantaged with regard to attainment and progression. We are mindful, in planning our outreach activities, of the needs and requirements of people with protected characteristics; we propose to introduce more formal equality impact assessments as part of the policy development process and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at universityplanning processes by 2014-15. Within the activities referred to in this Agreement, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond taken steps to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 Students ensure that people with protected characteristics will continue not feel discriminated against. We are confident that the breadth of our activity allows all individuals the opportunity to be included in all outreach work funded benefit from it, although some of our targeted activity is by its nature not wholly inclusive. We aim to promote closer collaborative working between our Equality and Diversity and Outreach teams where there are common interests. The enhancement of our monitoring and evaluation activity referred to above will allow us to improve the breadth and depth of analysis relevant to quality and diversity monitoring. As a result of our findings, we will produce an action plan to address any issues through to the University’s 2016-17 access agreement. 44 mature students Equality and 133 students from Black Diversity Action Committee and minority ethnic backgrounds completed the Access to Bristol programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriateUniversity Programme Committee. 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely with the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. The University is committed to addressing the issues linked to retention rates for different groups of students as well as exploring inequalities in attainment and employability.