Common use of Monitoring and evaluation arrangements Clause in Contracts

Monitoring and evaluation arrangements. Monitoring of the targets and milestones identified within this Access Agreement is incorporated within the University’s operational and strategic reporting, which ensures that this important area of work is considered appropriately within our decision-making. As a result, performance data on progress against these targets are used by the University Board, Academic Board and its sub- committees, the Senior Leadership Team, Colleges, Schools and Services, as well as by the University’s Access Agreement Working Group. Our Access Agreements are monitored through reports to the university’s Student Experience Committee, which is a sub-committee of Academic Board and is chaired by the Deputy Vice- Chancellor (Academic). The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with our Deputy Vice-Chancellor (Academic). The detailed work to develop our Access Agreements and coordinate evaluation of the impact of work in this area is undertaken by a working group, which is chaired by our Deputy Vice-Chancellor (Academic). This group includes representatives of university services responsible for the operational delivery of the activities described and the Students’ Union. We are continuing to enhance our ability to monitor impacts at the more detailed level, through arrangements to track the progress of students involved in specific initiatives or in receipt of financial support and overall monitoring of any differentials in levels of access, retention, attainment and progression by equality characteristics and other factors known to impact on these aspects of the student lifecycle. As part of this, we are committed to using the ‘closing the gap’ methodology recently developed for OFFA, to ensure that we understand the impact of our financial support arrangements on the success of those of our students who benefit. To date, we have already undertaken significant evaluation of the impact of our financial support and this has led to a complete change in our approach. As referred to in the Financial Support section, above, we have now focused all our financial support on incentivising progression and we require all students in receipt of additional payments to identify how this funding has benefitted them – overwhelmingly these case studies report that such funding makes it possible for them to continue their studies. The primary group of students applying for additional support are parents and others with caring responsibilities and we have tailored support to their needs, for example, making hardship payments during the summer, to prevent them needing to claim benefits and therefore leave their courses. We have recently commenced a longitudinal study to identify the impact of these interventions. We monitor annually the progression of students from HE courses offered through partner organisations to ‘top-up’ courses at UCLan and progression of students from the foundation year programmes. We are aware that a greater proportion of our foundation year students withdraw early and are working to identify any particular groups which may require intervention and support. The University is exploring its institutional data in more detail to identify different aspects of under- representation within the access, success and progression remits to inform our approaches moving forward. As referenced earlier in the document, we also draw on findings from national research and evaluation to ensure we are able to maximise the impact of our activities and resources and support our students effectively in fulfilling their full potential. We are in the process of implementing the HEAT database, and intend to use this to provide longitudinal tracking and enable us to assess the effectiveness and impact of our access and student success initiatives. To support this, we will be taking a research approach to our evaluation and have appointed new members of staff to take this forward. We plan to undertake randomised control trials and will extend this methodology if preliminary data looks promising. As we have referenced throughout this agreement, we regularly collect feedback on the impact of individual initiatives and programmes of activity and take soundings from students on the appropriateness and effectiveness of the support arrangements we have established. We also work closely with the Students Union to ensure the Student Voice is represented within our review and evaluation processes. In designing this access agreement, the university has paid due regard to equality and diversity. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality, diversity and inclusion by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example, we have expanded the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. The study skills and learning support to smooth the transition to higher education embedded within the curriculum are designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of providing equality of opportunity to all, supporting the rights and freedoms of our diverse community and fostering good relations and understanding between groups. We are meeting the specific duties of the Equality Act 2010 and Public Sector Equality Duty (2011) and publishing a breadth of student and staff equality and diversity information at: xxx.xxxxx.xx.xx/xxxxxxxxxxx0000 Our vision is strongly focused on achieving equality of outcomes. Our strategic equality and diversity objectives are as follows:  Enriching our culture of valuing and engaging people – staff and students feel valued and engaged in terms of equality, diversity and inclusion.  Ensuring fair processes and inclusion – enhancing UCLan’s working and study environment; increasing consistency and fairness in all that we do; ensuring our inclusion agenda is more prominent and broadly understood.  Empowering people (protected groups) – empowering staff and students to succeed to the best of their abilities, irrespective of their characteristics.  Embedding diversity, dignity and wellbeing – enhancing the way we embed diversity, dignity and wellbeing in all of our functions and services; ensuring everyone has a role to play in improving our environment, culture and behaviour. In support of this, we continue to lead, participate and engage in a range of internal and external equality networks, activities and events to promote equality, diversity and inclusion. We also strive to achieve a range of external equality awards and accreditations, such as the Equality Challenge Unit (ECU)’s Xxxxxx XXXX and Race Equality Charter Marks. We currently hold an Institutional Xxxxxx XXXX Bronze Award and are working towards several other awards. We also hold Stonewall Champions and Mindful Employer accreditations and are a Disability Confident Level 1 employer. This work allows us to focus our attentions to specific protected groups, benefiting both students and staff. We further participate in ECU projects such as our “Increasing Diversity: Recruiting students from under-representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion. This year the Students’ Union developed an Equality, Diversity and Inclusion (EDI) Strategy and an action plan to improve EDI across the Students’ Union and student-led groups. Representation of underrepresented groups is facilitated through student led forums such as BME forum, Disabled Students Forum and Student Parent Forum. The democratically elected Students’ Council also includes part time officers focusing on the needs of BME, Trans, Lesbian, Gay and Bisexual, Disabled and Women students. In The Union Plan 2016-2020, The Students’ Union has also committed to ‘Provide free membership and guaranteed help for student led groups supporting under represented or socially marginalised identities.’ We undertake regular monitoring, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this available to staff to interrogate and inform their approaches. E&D Leads in Academic areas monitor performance, benchmark it and identify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducing. A University-wide working group is enabling us to take this work forward. By engaging closely with the sector and other HEIs we keep abreast of latest research and findings and share best practice with other HEIs in steps taken to address attainment differences. We are pleased to have been selected to participate in the ECU’s Increasing diversity: recruiting students from underrepresented groups project, through which we will be exploring opportunities to transfer methodologies used to increase Muslim student participation to other underrepresented groups. We will continue to monitor closely and evaluate activities to consider the impact on protected equality groups, which will help inform our work and provide an evidence-base to set future actions. UCLan is committed to publishing clear and accessible information to existing and prospective students on the fees we intend to charge and the financial support we offer. We do this through the following channels:  ‘Student life’ and ‘Money’ pages on our website  Talks and publications at Open and Applicant Days, and all on or off campus events  Pre-entry information mailings and electronic communications to applicants and enquirers  Public engagement events  Displaying leaflets and guidance information in public places  Staff advising students at recruitment fairs and open days or working with under- represented groups through a wide range of outreach activities. We are also committed to providing timely, accurate information to UCAS and the Student Loans Company so they can populate their course databases in good time to inform applicants. Student views are highly valued within UCLan and are sought on a wide variety of matters, through a range of mechanisms including representation on all senior committees, such as Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Executive Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union and has valued the SU’s membership of and contributions to the working group developing the Agreement from the beginning of the process. The Students’ Union has committed to facilitating regular consultations with defined student groups i.e. mature / care leavers, through setting up student-led forums and networks, with a view to using these groups as sounding boards for access initiatives linked directly to them. 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 Socio-economic HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To remain above benchmark for the recruitment of full time students from low social classes. Because of data fluctuations, the baseline used is an average over the past three years (2011/12-2013/14). No Other (please give details in Description column) 42.3% 45% 45.5% 46% TBC TBC HESA has discontinued this metric and is currently reviewing alternative approaches. We intend to use the new HESA metric, unless this proves unsuitable. T16a_02 Access Low participation neighbourhoods (LPN) HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) To remain above benchmark for the recruitment of full time students from low participation neighbourhood. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 17.4% 19% 19.5% 20% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_03 Student success Attainment raising HESA T5 - Projected degree (full-time, first degree entrants) To achieve year on year increases in the percentage of students expected to complete their degree. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 77.3% 81% 82% 83% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_04 Student success Attainment raising Other statistic - Ethnicity (please give details in the next column) To reduce the attainment gap between BME and White students (baseline 2010/11 qualifiers) No Other (please give details in Description column) 16.3% max 10% max 9% max 8% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_05 Progression Other (please give details in Description column) Other statistic - Progression to employment or further study (please give details in the next column) To increase the proportion of full-time first degree leavers in employment/further studies (HESA PI E1a). Baseline 2014/15 leavers (published in 2016). No 2014-15 92.2% 93.7% 94.2% 94.7% 95.2% TBC Our current strategic plan extends to 2020. Whilst this set of targets was develop more recently and is therefore over a slightly longer timeframe than the others, we do not plan extend the series of targets further until a more over-arching strategic review is undertaken

Monitoring and evaluation arrangements. Monitoring of the targets and milestones identified within this Access Agreement is incorporated within addressed on an on-going basis through the use of the University’s operational and strategic reportingmanagement information system, which ensures that this important area of work is considered appropriately within our decision-making. As a result, updated as new data becomes available (overnight in some cases) and presents key performance data on progress against these targets are used for use by the University Board, Academic Board and its sub- sub-committees, the Senior Leadership Team, Colleges, Schools and Services. In addition, as well as by the University’s Access Agreement Working Group. Our Access Agreements part of our new strategy, we are monitored through reports to the university’s Student Experience Committee, which is a sub-committee of Academic Board and is chaired by the Deputy Vice- Chancellor (Academic). The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with our Deputy Vice-Chancellor (Academic). The detailed work to develop our Access Agreements and coordinate evaluation of the impact of work in this area is undertaken by a working group, which is chaired by our Deputy Vice-Chancellor (Academic). This group includes representatives of university services responsible for the operational delivery of the activities described and the Students’ Union. We are continuing to enhance enhancing our ability to monitor impacts at the more detailed level, through arrangements to track the progress of students involved in specific initiatives or in receipt of financial support and overall monitoring of any differentials in levels of access, retention, attainment and progression by equality characteristics and other factors known to impact on these aspects of the student lifecycle. As part of thiswe have referenced throughout this agreement, we are committed to using the ‘closing the gap’ methodology recently developed for OFFA, to ensure that we understand regularly collect feedback on the impact of our financial individual initiatives and programmes of activity and take soundings from students on the appropriateness and effectiveness of the support arrangements on the success of those of our students who benefit. To date, we have already undertaken significant evaluation established. We are in the process of purchasing the HEAT database, which will provide longitudinal tracking and enable us to assess the effectiveness and impact of our financial support access and this has led to a complete change in our approach. As referred to in the Financial Support sectionstudent success initiatives, above, we have now focused all our financial support on incentivising progression and we require all students are hoping for this to be in receipt of additional payments to identify how this funding has benefitted them – overwhelmingly these case studies report that such funding makes it possible for them to continue their studies. The primary group of students applying for additional support are parents and others with caring responsibilities and we have tailored support to their needs, for example, making hardship payments during the summer, to prevent them needing to claim benefits and therefore leave their courses. We have recently commenced a longitudinal study to identify the impact of these interventionsplace by September 2016. We monitor annually the progression of students from HE courses offered through partner organisations to ‘top-up’ courses at UCLan and progression of students from the foundation year programmes. We are aware that a greater proportion of our foundation year students withdraw early programmes and are working to identify any particular groups which may require intervention and support. The University is exploring its institutional data in more detail to identify different aspects of under- under-representation within the access, success and progression remits to inform our approaches moving forward. As referenced earlier in the document, we also draw on findings from national research and evaluation to ensure we are able to maximise the impact of our activities and resources and support our students effectively in fulfilling their full potential. We Our Access Agreements are in monitored through reports to the process university’s Student Experience Committee, which is a sub-committee of implementing Academic Board and is chaired by the HEAT databasePro Vice-Chancellor (Student Experience). The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with our Pro Vice-Chancellor, who is also a member of Student Experience Committee. The detailed work to develop our Access Agreements and intend to use this to provide longitudinal tracking and enable us to assess the effectiveness and impact coordinate evaluation of our access and student success initiatives. To support this, we will be taking a research approach to our evaluation and have appointed new members of staff to take this forward. We plan to undertake randomised control trials and will extend this methodology if preliminary data looks promising. As we have referenced throughout this agreement, we regularly collect feedback on the impact of individual initiatives and programmes work in this area is undertaken by a working group, which is chaired by our Pro Vice-Chancellor. This group includes representatives of activity and take soundings from students on university services responsible for the appropriateness and effectiveness operational delivery of the activities described and the Students’ Union. Operational management and delivery of outreach activity is delegated to the Director of Marketing & Communications; responsibility for student support arrangements we have established. We also work closely and careers services is delegated to the Director of LIS; and responsibility for meeting course-level retention targets lies with the Students Union Heads of School and Executive Deans, each reporting in to ensure the Student Voice is represented within our review and evaluation processestheir Executive Team lead. In designing this access agreement, the university has paid due regard to equality and diversity. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality, diversity and inclusion by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example, example we have expanded the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. The study skills and learning support to smooth the transition to higher education embedded within the curriculum are designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of providing equality of opportunity to all, supporting the rights and freedoms of our diverse community and fostering good relations and understanding between groups. We are meeting the specific duties of the Equality Act 2010 and Public Sector Equality Duty (2011) and publishing a breadth of student and staff equality and diversity information at: xxx.xxxxx.xx.xx/xxxxxxxxxxx0000 Our vision is strongly focused on achieving equality of outcomes. Our strategic equality and diversity plan and objectives are as followsin the process of being reviewed and updated, but are currently:  Enriching our culture of valuing and engaging people – Monitoring the staff and student diversity profiles.  Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students feel valued from diverse groups are on a par with or outperform the wider student body.  Ensuring that staff applications, appointments, satisfaction, retention, progression and engaged training for staff from diverse groups are on a par with or outperform the wider staff body.  Ensuring that we inspire inclusive learning communities and develop curricula which are accessible, challenging, engaging and meet the needs of diverse groups of students, in terms of equalitydesign, diversity delivery, content, mode of learning, assessment and inclusionachievement.  Ensuring fair processes that our approach to developing and inclusion – enhancing UCLan’s working implementing interventions is evidence- based, research informed, monitored and study environment; increasing consistency and fairness in all that we do; ensuring our inclusion agenda is more prominent and broadly understoodevaluated.  Empowering people (protected groups) – empowering Ensuring that all our staff are equipped with skills, training and students development programmes to succeed ensure they have the confidence, knowledge and skills to the best of their abilities, irrespective of their characteristicsdeal with diversity issues on a daily basis.  Embedding diversityWe celebrate, dignity through multi layered activities and wellbeing – enhancing the way we embed diversityrewards, dignity our diversity and wellbeing in all of our functions discuss and services; ensuring everyone has a role to play in improving our environment, culture debate key institutional and behavioursector diversity issues. In support of this, we continue to lead, participate and engage in a range of internal and external equality networks, activities and events to promote equality, diversity and inclusion. We also strive to achieve a range of external equality awards and accreditations, such as the Equality Challenge Unit (ECU)’s Xxxxxx XXXX and Race Equality Charter Marks. We currently hold an Institutional Xxxxxx XXXX Bronze Award and are working towards several other awards. We also hold Stonewall Champions Champions, Two Ticks and Mindful Employer accreditations and are a Disability Confident Level 1 employeraccreditations. This work allows us to focus our attentions to specific protected groups, benefiting both students and staff. We further participate in ECU projects such as our pending “Increasing Diversity: Recruiting students from under-under- representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion. This year the Students’ Union developed an Equality, Diversity and Inclusion (EDI) Strategy and an action plan to improve EDI across the Students’ Union and student-led groups. Representation of underrepresented groups is facilitated through student led forums such as BME forum, Disabled Students Forum and Student Parent Forum. The democratically elected Students’ Council also includes part time officers with dedicated Officers focusing on the needs of BME, Transtrans, Lesbianlesbian and gay, Gay disabled and Bisexual, Disabled and Women women students. In The Union Plan 2016-2020, The Students’ Union has also committed to ‘Provide free membership and guaranteed help for student led groups supporting under represented or socially marginalised identities.’ We undertake regular monitoring, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this available to staff to interrogate and inform their approaches. E&D Leads in Academic areas monitor performance, benchmark it and identify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducing. A University-wide working group is enabling us to take this work forward. By engaging closely with the sector and other HEIs we keep abreast of latest research and findings and share best practice with other HEIs in steps taken to address attainment differences. We are pleased to have been selected to participate in the ECU’s Increasing diversity: recruiting students from underrepresented groups project, through which we will be exploring opportunities to transfer methodologies used to increase Muslim student participation to other underrepresented groups. We will continue to closely monitor closely and evaluate activities to consider the impact on protected equality groups, which will help inform our work and provide an evidence-base to set future actions. UCLan is committed to publishing clear and accessible information to existing and prospective students on the fees we intend to charge and the financial support we offer. We do this through the following channels:  ‘Student life’ and ‘Money’ pages on our website  Talks and publications at Open and Applicant Days, and all on or off campus events Days  Pre-entry information mailings and electronic communications to applicants and enquirers  Public engagement events  Displaying leaflets and guidance information in public places  Staff advising students at recruitment fairs and open days or working with under- under-represented groups through a wide range of outreach activities. We are also committed to providing timely, accurate information to UCAS and the Student Loans Company so they can populate their course databases in good time to inform applicants. Student views are highly valued within UCLan and are sought on a wide variety of matters, through a range of mechanisms including representation on all senior committees, such as including Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Executive Management Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union and (SU), but this year the SU has valued joined the SUUniversity’s membership of and contributions to the working group and taken an active role in developing the Agreement from the beginning of the process. The Students’ Union University has committed valued this level of input and intends to facilitating regular consultations with defined student groups i.e. mature / care leavers, through setting up student-led forums and networks, with a view to using these groups as sounding boards for access initiatives linked directly to them. 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 follow 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 Socio-economic HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To remain above benchmark for the recruitment of full time students from low social classes. Because of data fluctuations, the baseline used is an average over the past three years (2011/12-2013/14). No Other (please give details approach in Description column) 42.3% 45% 45.5% 46% TBC TBC HESA has discontinued this metric and is currently reviewing alternative approaches. We intend to use the new HESA metric, unless this proves unsuitable. T16a_02 Access Low participation neighbourhoods (LPN) HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) To remain above benchmark for the recruitment of full time students from low participation neighbourhood. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 17.4% 19% 19.5% 20% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_03 Student success Attainment raising HESA T5 - Projected degree (full-time, first degree entrants) To achieve year on year increases in the percentage of students expected to complete their degree. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 77.3% 81% 82% 83% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_04 Student success Attainment raising Other statistic - Ethnicity (please give details in the next column) To reduce the attainment gap between BME and White students (baseline 2010/11 qualifiers) No Other (please give details in Description column) 16.3% max 10% max 9% max 8% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_05 Progression Other (please give details in Description column) Other statistic - Progression to employment or further study (please give details in the next column) To increase the proportion of full-time first degree leavers in employment/further studies (HESA PI E1a). Baseline 2014/15 leavers (published in 2016). No 2014-15 92.2% 93.7% 94.2% 94.7% 95.2% TBC Our current strategic plan extends to 2020. Whilst this set of targets was develop more recently and is therefore over a slightly longer timeframe than the others, we do not plan extend the series of targets further until a more over-arching strategic review is undertakenfuture years.

Monitoring and evaluation arrangements. Monitoring The Deputy Principal and the Xxxx of the targets Higher Education and milestones identified within this Access Agreement is incorporated within the University’s operational and strategic reporting, which ensures that this important area of work is considered appropriately within our decision-making. As a result, performance data on progress against these targets Curriculum Innovation are used by the University Board, Academic Board and its sub- committees, the Senior Leadership Team, Colleges, Schools and Services, as well as by the University’s Access Agreement Working Group. Our Access Agreements are monitored through reports to the university’s Student Experience Committee, which is a sub-committee of Academic Board and is chaired by the Deputy Vice- Chancellor (Academic). The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with our Deputy Vice-Chancellor (Academic). The detailed work to develop our Access Agreements and coordinate evaluation of the impact of work in this area is undertaken by a working group, which is chaired by our Deputy Vice-Chancellor (Academic). This group includes representatives of university services responsible for the operational delivery of the activities described and the Students’ Union. We are continuing to enhance our ability to monitor impacts at the more detailed level, through arrangements to track the progress of students involved in specific initiatives or in receipt of financial support and overall monitoring of any differentials in levels this Access Agreement. Monitoring and evaluation of accessprogress against the targets related to our outreach activities will be measured using internal data streams and external data sources via UCAS and HESA, retentionand reported through the Higher Education Strategy Group and Senior Management Team, attainment and progression by equality characteristics and other factors known ultimately to impact on these aspects of the student lifecycle. College Governors.14 As part of thisour existing management processes, we are committed data will be attributed to using each and every activity covered by this agreement and will be collected through two routes: feedback from participants in specific events and student consultation. Both sets of data will be collated throughout the ‘closing year and reported through the gap’ methodology recently developed for OFFA, College’s management structure to ensure that we understand evaluation is embedded in the impact College’s strategies. This will ensure that evidence will continue to be used to shape future policy decisions and that the activities can be evaluated for their effectiveness in supporting disadvantaged and underrepresented groups, and if it is found there are any gaps in performance of our these demographics, particularly in they do not align with the remainder of the cohort, measures can be, and will be taken to address any differences. Evaluation of progress against the targets will feed into the College’s Equality and Diversity Annual Report and action planning to help prioritise the most effective activities and initiatives. The action plans, will include, but not be limited to, increased oversight, re-allocation of resources such as staff (both teaching and support personnel) and facilities, and the determination of more effective metrics which will allow the earlier identification of any attainment gaps. 14 As noted earlier: HE Strategy Group and College governance includes student representation At the time of producing this Access Agreement, the College is committed to collecting data about, monitoring, evaluating and continuing with all of the following outreach activities. Liaison work with local schools To raise aspirations and understanding of HE in school-age students to support the raising of attainment levels to maximise opportunities for progression. Teenage students in schools, sixth forms and other colleges within Solihull College’s catchment area, targeting in particular the aspirations of and attainment of young white males Increased awareness of HE generally, including the level of qualification necessary for enrolment and progression, increased understanding of the accessibility of HE and the opportunities available to young people. KPIs include:  Applications of school students to College courses.  Feedback from school students and teachers  data of local young people through College into HE.  Attainment levels of 16 year-olds locally College schemes support To provide financial support arrangements on the success of those of our students who benefit. To date, we have already undertaken significant evaluation of the impact of our financial support to young people from low income families to study at College at FE level and this has led to a complete change in our approach. As referred to then later progress into HE Students from income families low Increase in the Financial Support section, above, we have now focused all our financial support on incentivising progression and we require all students in receipt of additional payments to identify how this funding has benefitted them – overwhelmingly these case studies report that such funding makes it possible for them to continue their studies. The primary group of students applying for additional support are parents and others with caring responsibilities and we have tailored support to their needs, for example, making hardship payments during the summer, to prevent them needing to claim benefits and therefore leave their courses. We have recently commenced a longitudinal study to identify the impact of these interventions. We monitor annually the progression FE participation rates of students from low income families and increased staying on rates of those young people, into HE courses offered  Student data Careers services To provide careers information, advice and guidance in local schools and within the College Teenage students in schools within the College’s catchment area and all current College students Increased awareness of career opportunities and routes through HE Increased understanding of the accessibility of HE KPIs include:  Feedback from school students/learners and teachers.  Applications of school students/learners to College courses.  data of local young people through the College into HE. Progression activities within the College To provide focused information and support for progression through FE and into HE for College students Full time College students aged 16-19 Increased number of applications to providers of HE (including, but not restricted to, Solihull). Number of UCAS applications from College students. Tutorial programme To provide 1:1 support and target setting for students All HE students, with individualised tutorial support for each student Target setting and tutorial support enables and enhances student progress on programme and beyond. Individualised academic and pastoral support aids the retention of students. KPIs include:  continuation data,  success,  destinations (– analysis of the data on progression to postgraduate programmes or employment.) Student feedback is consistently positive, however the College has identified key areas of operation to focus on as a result of collecting and analysing these opinions which includes adding to tutorial provision Scholarships and Bursaries Provide financial assistance to students who would otherwise be at risk of not completing. Students from low income families and/or students unable to support themselves sufficiently during their programme of study. Students identified as requiring assistance retained to the end of each academic year & therefore eligible/able to progress. Increased number of at-risk students on programme at the end of each academic year HEI partner organisations activity To provide access to ‘topthe relevant HEI partner to inspire and support progression to post graduate study or employment All HE students who study on a programme that is linked with a HEI By providing access to the HEI, through visits, liaison with HEI staff and access to student unions and resources, progression and retention are aided. KPIs include:  Destination data;  Feedback from students;  Feedback from HEIs. Dyslexia, Dyscalclua and other identified disability support needs Provide expert support and assistance via trained staff and targeted resources Students identified as dyslexic, dyscalculic, diagnosed as having dyspraxia etc Individual student attainment levels in line with students not diagnosed as dyslexic, dyscalculic, diagnosed as having dyspraxia etc KPIs include:  continuation data,  success,  destinations. Work-up’ courses at UCLan based learning projects To provide opportunities for students to gain work place experience and progression therefore employability skills All programmes where work based learning is appropriate/ applicable By participating in work- based learning projects, students gain employability skills and industry awareness. These activities also aid retention by providing a realistic and engaging experience of students from the foundation year programmeswork place, relevant to the programme of study. We are aware that KPIs include:  Continuation and retention data;  Student feedback;  EE reports;  Employer feedback. Employer feedback has been very positive as demonstrated with the good practice points noted in the College’s recent HER EE reports also praise the high quality of provision and opportunities with these programmes Educational visits To provide enrichment and relevance to HE study by supporting the learning with visits to employers, trade shows, HEIs etc All HE students, with visits relevant to the programme of study Improved understanding of industry and subject area, enriched learning opportunities and a greater proportion of our foundation year students withdraw early widened educational experience aid student retention and are working to identify any particular groups which may require intervention support progression: both through the programme and supportafter graduation. KPIs include:  Continuation and retention data;  Student feedback (Students appreciate and request more visits in their feedback);  EE reports;  Employer feedback. The University is exploring its institutional data in more detail to identify different aspects of under- representation within the access, success and progression remits to inform our approaches moving forward. As referenced earlier in the document, we also draw on findings from national research and evaluation to ensure we are able to maximise the impact of our activities and resources and support our students effectively in fulfilling their full potential. We are in the process of implementing the HEAT databaseCollege has identified, and intend to use this to provide longitudinal tracking and enable us to assess the effectiveness and impact of our access and student success initiatives. To support this, we will be taking a research approach to our evaluation and have appointed new members of staff to take this forward. We plan to undertake randomised control trials and will extend this methodology if preliminary data looks promising. As we have referenced throughout this agreement, we regularly collect feedback on the impact of individual initiatives and programmes of activity and take soundings from students on the appropriateness and effectiveness of the support arrangements we have established. We also work closely with the Students Union to ensure the Student Voice is represented within our review and evaluation processes. In designing this access agreement, the university has paid due regard to equality and diversity. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality, diversity and inclusion by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example, we have expanded the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. The study skills and learning support to smooth the transition to higher education embedded within the curriculum are designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of providing equality of opportunity to all, supporting the rights and freedoms of our diverse community and fostering good relations and understanding between groups. We are meeting the specific duties of the Equality Act 2010 and Public Sector Equality Duty (2011) and publishing a breadth of student and staff equality and diversity information at: xxx.xxxxx.xx.xx/xxxxxxxxxxx0000 Our vision is strongly focused on achieving equality of outcomes. Our strategic equality and diversity objectives are as follows:  Enriching our culture of valuing and engaging people – staff and students feel valued and engaged in terms of equality, diversity and inclusion.  Ensuring fair processes and inclusion – enhancing UCLan’s working and study environment; increasing consistency and fairness in all that we do; ensuring our inclusion agenda is more prominent and broadly understood.  Empowering people (protected groups) – empowering staff and students to succeed to the best of their abilities, irrespective of their characteristics.  Embedding diversity, dignity and wellbeing – enhancing the way we embed diversity, dignity and wellbeing in all of our functions and services; ensuring everyone has a role to play in improving our environment, culture and behaviour. In support of this, we continue to lead, participate and engage in a range of internal and external equality networks, activities and events to promote equality, diversity and inclusion. We also strive to achieve a range of external equality awards and accreditations, such as the Equality Challenge Unit (ECU)’s Xxxxxx XXXX and Race Equality Charter Marks. We currently hold an Institutional Xxxxxx XXXX Bronze Award and are working towards several other awards. We also hold Stonewall Champions and Mindful Employer accreditations and are a Disability Confident Level 1 employer. This work allows us to focus our attentions to specific protected groups, benefiting both students and staff. We further participate in ECU projects such as our “Increasing Diversity: Recruiting students from under-representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion. This year the Students’ Union developed an Equality, Diversity and Inclusion (EDI) Strategy and an action plan to improve EDI across the Students’ Union and student-led groups. Representation of underrepresented groups is facilitated through student led forums such as BME forum, Disabled Students Forum and Student Parent Forum. The democratically elected Students’ Council also includes part time officers focusing on the needs of BME, Trans, Lesbian, Gay and Bisexual, Disabled and Women students. In The Union Plan 2016-2020, The Students’ Union has also committed to ‘Provide free membership and guaranteed help for student led groups supporting under represented or socially marginalised identities.’ We undertake regular monitoring, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this available to staff to interrogate and inform their approaches. E&D Leads in Academic areas monitor performance, benchmark it and identify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducing. A University-wide working group is enabling us to take this work forward. By engaging closely with the sector and other HEIs we keep abreast of latest research and findings and share best practice with other HEIs in steps taken to address attainment differences. We are pleased to have been selected to participate in the ECU’s Increasing diversity: recruiting students from underrepresented groups project, through which we will be exploring opportunities to transfer methodologies used to increase Muslim student participation to other underrepresented groups. We will continue to monitor closely find, opportunities to embed more educational visits into its HE provision. Study Support To provide students with additional support and evaluate activities teaching over and above that given as part of their course Students identified as requiring, or desiring, additional academic input to consider the impact on protected equality groups, which will help inform our work and provide an evidence-base to set future actionsmaximise their achievements. UCLan is committed to publishing clear and accessible information to existing and prospective students on the fees we intend to charge and the financial support we offer. We do this through the following channelsIncreased grade profile across HE cohort KPIs include:  ‘continuation data;  success;  destinations;  Student life’ feedback. Personal Development Planning Use of the PDP process to enhance student success All HE students Use of the PDP process and ‘Money’ pages output to support students in their success on our website  Talks programme and publications at Open and Applicant Days, and all on or off campus events  Pre-entry information mailings and electronic communications to applicants and enquirers  Public engagement events  Displaying leaflets and guidance information in public places  Staff advising students at recruitment fairs and open days or working with under- represented groups through a wide range development of outreach activitiesemployability skills. We are also committed to providing timely, accurate information to UCAS and the Student Loans Company so they can populate their course databases in good time to inform applicantsIndividual success data. Student views are highly valued within UCLan and are sought on a wide variety of matters, through a range of mechanisms including representation on all senior committees, such as Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Executive Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union and has valued the SU’s membership of and contributions to the working group developing the Agreement from the beginning of the process. The Students’ Union has committed to facilitating regular consultations with defined student groups i.e. mature / care leavers, through setting up student-led forums and networks, with a view to using these groups as sounding boards for access initiatives linked directly to them. 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 Socio-economic HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To remain above benchmark for the recruitment of full time students from low social classes. Because of data fluctuations, the baseline used is an average over the past three years (2011/12-2013/14). No Other (please give details in Description column) 42.3% 45% 45.5% 46% TBC TBC HESA has discontinued this metric and is currently reviewing alternative approaches. We intend to use the new HESA metric, unless this proves unsuitable. T16a_02 Access Low participation neighbourhoods (LPN) HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) To remain above benchmark for the recruitment of full time students from low participation neighbourhood. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 17.4% 19% 19.5% 20% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_03 Student success Attainment raising HESA T5 - Projected degree (full-time, first degree entrants) To achieve year on year increases in the percentage of students expected to complete their degree. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 77.3% 81% 82% 83% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_04 Student success Attainment raising Other statistic - Ethnicity (please give details in the next column) To reduce the attainment gap between BME and White students (baseline 2010/11 qualifiers) No Other (please give details in Description column) 16.3% max 10% max 9% max 8% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_05 Progression Other (please give details in Description column) Other statistic - Progression to employment or further study (please give details in the next column) To increase the proportion of full-time first degree leavers in employment/further studies (HESA PI E1a). Baseline 2014/15 leavers (published in 2016). No 2014-15 92.2% 93.7% 94.2% 94.7% 95.2% TBC Our current strategic plan extends to 2020. Whilst this set of targets was develop more recently and is therefore over a slightly longer timeframe than the others, we do not plan extend the series of targets further until a more over-arching strategic review is undertakenfeedback.

Monitoring and evaluation arrangements. Monitoring Although our monitoring and evaluation work is led by senior managers at the University, it cuts across a range of strategic committees such as the Student Experience Committee and the Learning, Quality and Standards Committee, ensuring connectivity across the institution. Following a review of the targets student experience committee, it has been agreed that the monitoring and milestones identified within this evaluation of the trends and activity germane to the Access Agreement must also be the responsibility of the Learning, Quality and Standards Committee (LQSC). The LQSC is incorporated within responsible for academic quality, standards, outcomes, policy and interventions. Thus, henceforth, this committee will receive reports relevant to the University’s operational Access Agreement, and strategic reportingrespond as appropriate. The availability of valid, which ensures that this important area reliable and credible data is key to understanding and improving performance. UoG is at the forefront of work is considered appropriately within our decision-makinglearning analytics work, embracing the potential benefits for students in particular. As We have worked in partnership with academics and students to develop a resultrange of resources, including a data warehouse and business intelligence system, a sophisticated student records system, performance data on progress against dashboards, and an in-house student analytics eco-system (SAE). Available to all staff, these targets are used accessible resources enable an evidence-based, proactive approach to the enhancement of learning and teaching. A full programme of work, overseen by the senior University Boardstaff has been established to understand the barriers to success facing these students, Academic Board and its sub- committees, in particular the Senior Leadership Team, Colleges, Schools intersectional issues. The principal intervention to date has been a drive to recruit more minority ethnic mentors and Services, as well as by the University’s Access Agreement Working Groupto engage employers in encouraging greater involvement with placements and internships. Our Access Agreements work in this area is paying dividends, our XXXX students, especially those students who enter the University with lower tariff scores, with a foundation degree or with other undergraduate qualifications, are monitored through reports achieving first and 2:1 degrees at a level that is above expectation when benchmarked against the rest of the sector. For 2018-19 we are deploying an Impact Officer who will have responsibility to develop our monitoring and evaluation strategy for the university’s access and success projects. Their role will be to have oversight of the access, success, retention and progression projects to assess their impact. Our SASS (Strategy for Access and Student Success) Committee continues to be the central point for monitoring and evaluating the progress with the interventions aligned to the access agreement at the University. The SASS Committee is representative of the whole University (including all Directors of Student Experience Committee, which and the Students’ Union) and will receive reports from each section on progress with interventions and their impact and action plans. It is a sub-committee of the University’s Student Experience Committee which in turn reports to Academic Board and is chaired by the Deputy Vice- Chancellor (Academic). The Students’ Union is represented on this Committee. Overall responsibility for Council through to University Court of Governors where the Access Agreement resides with Agreement, evaluation and monitoring are scrutinised. To track the success of our Deputy Vice-Chancellor outreach the University subscribes to the Higher Education and Access Tracker (Academic)HEAT) service which assists members in targeting, monitoring and evaluating both their individual and their collaborative fair access activities. The detailed work It allows us to develop demonstrate outreach participation in relation to success at key transition points, collectively exploring best practice in combining qualitative and quantitative research on outreach facilitating the development of our Access Agreements and coordinate evaluation of the impact of collaborative work in this area is undertaken by a working group, which is chaired by our Deputy Vice-Chancellor (Academic)area. This group includes representatives of university services responsible for the operational delivery of the activities described and the Students’ Union. We are continuing to enhance our ability to monitor impacts at the more detailed level, through arrangements to track the progress of students involved in specific initiatives or in receipt of financial support and overall monitoring of any differentials in levels of access, retention, attainment and progression by equality characteristics and other factors known to impact on these aspects of the student lifecycle. As part of this, we are committed to using the ‘closing the gap’ methodology recently developed for OFFA, to ensure that we understand the impact of our financial support arrangements on the success of those of our students who benefit. To date, we have already undertaken significant evaluation of the impact of our financial support and this has led to a complete change in our approach. As referred to in the Financial Support section, above, we have now focused all our financial support on incentivising progression and we require all students in receipt of additional payments to identify how this funding has benefitted them – overwhelmingly these case studies report that such funding makes it possible for them to continue their studies. The primary group of students applying for additional support are parents and others with caring responsibilities and we have tailored support to their needs, for example, making hardship payments during the summer, to prevent them needing to claim benefits and therefore leave their courses. We have recently commenced a longitudinal study to identify the impact All of these interventions. We monitor annually arrangements plus the progression of students from HE courses offered through partner organisations to ‘top-up’ courses at UCLan and progression of students from the foundation year programmes. We are aware that a greater proportion of our foundation year students withdraw early and are working to identify any particular groups which may require intervention and support. The University is exploring its institutional data in more detail to identify different aspects of under- representation within the access, success and progression remits to inform our approaches moving forward. As referenced earlier in the document, we also draw on findings from national research and evaluation to ensure we are able to maximise the impact of our activities and resources and support our students effectively in fulfilling their full potential. We are in the process of implementing the HEAT database, and intend to use this to provide longitudinal tracking and enable us to assess the effectiveness and impact of our access and student success initiatives. To support this, we enhancements described will be taking a research approach to our evaluation and have appointed new members of staff to take this forward. We plan to undertake randomised control trials and will extend this methodology if preliminary data looks promising. As we have referenced throughout this agreement, we regularly collect feedback on the impact of individual initiatives and programmes of activity and take soundings from students on the appropriateness and effectiveness of the support arrangements we have established. We also work closely with the Students Union to ensure the Student Voice is represented within our review and evaluation processes. In designing this access agreement, the university has paid due regard to equality and diversity. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality, diversity and inclusion by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example, we have expanded the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. The study skills and learning support to smooth the transition to higher education embedded within the curriculum are designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of providing equality of opportunity to all, supporting the rights and freedoms of our diverse community and fostering good relations and understanding between groups. We are meeting the specific duties of the Equality Act 2010 and Public Sector Equality Duty (2011) and publishing a breadth of student and staff equality and diversity information at: xxx.xxxxx.xx.xx/xxxxxxxxxxx0000 Our vision is strongly focused on achieving equality of outcomes. Our strategic equality and diversity objectives are as follows:  Enriching our culture of valuing and engaging people – staff and students feel valued and engaged in terms of equality, diversity and inclusion.  Ensuring fair processes and inclusion – enhancing UCLan’s working and study environment; increasing consistency and fairness in all that we do; ensuring our inclusion agenda is more prominent and broadly understood.  Empowering people (protected groups) – empowering staff and students to succeed to the best of their abilities, irrespective of their characteristics.  Embedding diversity, dignity and wellbeing – enhancing the way we embed diversity, dignity and wellbeing in all of our functions and services; ensuring everyone has a role to play in improving our environment, culture and behaviour. In support of this, we continue to lead, participate and engage in a range of internal and external equality networks, activities and events to promote equality, diversity and inclusion. We also strive to achieve a range of external equality awards and accreditations, such as the Equality Challenge Unit (ECU)’s Xxxxxx XXXX and Race Equality Charter Marks. We currently hold an Institutional Xxxxxx XXXX Bronze Award and are working towards several other awards. We also hold Stonewall Champions and Mindful Employer accreditations and are a Disability Confident Level 1 employer. This work allows us to focus our attentions to specific protected groups, benefiting both students and staff. We further participate in ECU projects such as our “Increasing Diversity: Recruiting students from under-representative groups” project. Our Students’ Union is active in its support place for equality, diversity and inclusion. This year the Students’ Union developed an Equality, Diversity and Inclusion (EDI) Strategy and an action plan to improve EDI across the Students’ Union and student-led groups. Representation of underrepresented groups is facilitated through student led forums such as BME forum, Disabled Students Forum and Student Parent Forum. The democratically elected Students’ Council also includes part time officers focusing on the needs of BME, Trans, Lesbian, Gay and Bisexual, Disabled and Women students. In The Union Plan 2016-2020, The Students’ Union has also committed to ‘Provide free membership and guaranteed help for student led groups supporting under represented or socially marginalised identities.’ We undertake regular monitoring, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this available to staff to interrogate and inform their approaches. E&D Leads in Academic areas monitor performance, benchmark it and identify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducing. A University-wide working group is enabling us to take this work forward. By engaging closely with the sector and other HEIs we keep abreast of latest research and findings and share best practice with other HEIs in steps taken to address attainment differences. We are pleased to have been selected to participate in the ECU’s Increasing diversity: recruiting students from underrepresented groups project, through which we will be exploring opportunities to transfer methodologies used to increase Muslim student participation to other underrepresented groups. We will continue to monitor closely and evaluate activities to consider the impact on protected equality groups, which will help inform our work and provide an evidence-base to set future actions. UCLan is committed to publishing clear and accessible information to existing and prospective students on the fees we intend to charge and the financial support we offer. We do this through the following channels:  ‘Student life’ and ‘Money’ pages on our website  Talks and publications at Open and Applicant Days, and all on or off campus events  Pre-entry information mailings and electronic communications to applicants and enquirers  Public engagement events  Displaying leaflets and guidance information in public places  Staff advising students at recruitment fairs and open days or working with under- represented groups through a wide range of outreach activities. We are also committed to providing timely, accurate information to UCAS and the Student Loans Company so they can populate their course databases in good time to inform applicants. Student views are highly valued within UCLan and are sought on a wide variety of matters, through a range of mechanisms including representation on all senior committees, such as Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Executive Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union and has valued the SU’s membership of and contributions to the working group developing the Agreement from the beginning of the process. The Students’ Union has committed to facilitating regular consultations with defined student groups i.e. mature / care leavers, through setting up student-led forums and networks, with a view to using these groups as sounding boards for access initiatives linked directly to them. 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 Socio-economic HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To remain above benchmark for the recruitment of full time students from low social classes. Because of data fluctuations, the baseline used is an average over the past three years (2011/12-2013/14). No Other (please give details in Description column) 42.3% 45% 45.5% 46% TBC TBC HESA has discontinued this metric and is currently reviewing alternative approaches. We intend to use the new HESA metric, unless this proves unsuitable. T16a_02 Access Low participation neighbourhoods (LPN) HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) To remain above benchmark for the recruitment of full time students from low participation neighbourhood. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 17.4% 19% 19.5% 20% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_03 Student success Attainment raising HESA T5 - Projected degree (full-time, first degree entrants) To achieve year on year increases in the percentage of students expected to complete their degree. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 77.3% 81% 82% 83% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_04 Student success Attainment raising Other statistic - Ethnicity (please give details in the next column) To reduce the attainment gap between BME and White students (baseline 2010/11 qualifiers) No Other (please give details in Description column) 16.3% max 10% max 9% max 8% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_05 Progression Other (please give details in Description column) Other statistic - Progression to employment or further study (please give details in the next column) To increase the proportion of full-time first degree leavers in employment/further studies (HESA PI E1a). Baseline 2014/15 leavers (published in 2016). No 2014-15 92.2% 93.7% 94.2% 94.7% 95.2% TBC Our current strategic plan extends to 2020. Whilst this set of targets was develop more recently and is therefore over a slightly longer timeframe than the others, we do not plan extend the series of targets further until a more over-arching strategic review is undertaken.

Monitoring and evaluation arrangements. Monitoring of the targets and milestones identified within this The Access Agreement is incorporated within the University’s operational and strategic reporting, which ensures that this important area of work is considered appropriately within our decision-making. As a result, performance data on progress against these targets are used by the University Board, Academic Board and its sub- committees, the Senior Leadership Team, Colleges, Schools and Services, as well as by the University’s Access Agreement Working Group. Our Access Agreements are monitored through reports to the university’s Student Experience Committee, Committee which is a sub-committee of Academic Board and is chaired by the Deputy Vice- Pro Vice-Chancellor (Academic)Xxxxx Xxxxxxxx. The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with our Deputy ViceXxxxx Xxxxxxx, Pro Vice- Chancellor, who is a member of Student Experience Committee. Operational management and delivery of outreach activity is delegated to the Director of Marketing (Xxxx Xxxxx) and responsibility for meeting course-Chancellor (Academic)level retention targets lies with the Deans, reporting in to their Directorate lead. The detailed work Monitoring of the targets and milestones identified within the Access Agreement is addressed on an on-going basis through the use of the University’s scorecard system, which is updated monthly and presents key performance data to develop our Access Agreements the University Board, Academic Board and coordinate evaluation of its sub-committees, the Senior Management Team, Schools and Services. In addition to collecting feedback on the impact of work in this area is undertaken by a working group, which is chaired by our Deputy Vice-Chancellor (Academic). This group includes representatives of university services responsible for the operational delivery of the individual outreach activities described and the Students’ Union. We are continuing to enhance our ability to monitor impacts at the more detailed level, through arrangements to track the progress of students involved in specific initiatives or in receipt of financial support and overall monitoring of any differentials in levels of access, retention, attainment and progression by equality characteristics and other factors known to impact on these aspects of the student lifecycle. As part of this, we are committed to using the ‘closing the gap’ methodology recently developed for OFFA, to ensure that we understand the impact of our financial support arrangements on the success of those of our students who benefit. To dateactivities, we have already undertaken significant evaluation commissioned longitudinal research into the experience and progression of the impact of our financial support Junior University participants into and this has led to a complete change in our approach. As referred to in the Financial Support section, above, we have now focused all our financial support on incentivising progression and we require all students in receipt of additional payments to identify how this funding has benefitted them – overwhelmingly these case studies report that such funding makes it possible for them to continue their studies. The primary group of students applying for additional support are parents and others with caring responsibilities and we have tailored support to their needs, for example, making hardship payments during the summer, to prevent them needing to claim benefits and therefore leave their coursesthrough HE. We have recently commenced a longitudinal study to identify the impact of these interventions. We annually monitor annually the progression of students from HE courses offered through partner organisations to ‘“top-up’ ” courses at UCLan and progression of students from the foundation year programmes. We are aware that have also put in place a greater proportion comprehensive evaluation plan for those aspects of our foundation year students withdraw early and are working to identify any particular groups the student experience which may require intervention we package as the “UCLan Advantage” which includes financial support, personal advice and support. The University is exploring its institutional data in more detail to identify different aspects of under- representation within the access, success and progression remits to inform our approaches moving forward. As referenced earlier in the document, we also draw on findings from national research and evaluation to ensure we are able to maximise the impact of our activities and resources and support our students effectively in fulfilling their full potential. We are in the process of implementing the HEAT database, and intend to use this to provide longitudinal tracking and enable us to assess the effectiveness and impact of our access and student success initiatives. To support this, we will be taking a research approach to our evaluation and have appointed new members of staff to take this forward. We plan to undertake randomised control trials and will extend this methodology if preliminary data looks promising. As we have referenced throughout this agreement, we regularly collect feedback on the impact of individual initiatives and programmes of activity and take soundings from students on the appropriateness and effectiveness of the support arrangements we have established. We also work closely with the Students Union to ensure the Student Voice is represented within our review and evaluation processes. In designing this access agreement, the university has paid due regard to equality and diversityemployability support. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality, equality and diversity and inclusion by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example, example we have expanded are expanding the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. This is offered at a substantially discounted fee. The study skills and learning to support to smooth the transition to higher education embedded within the curriculum are is designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of enabling access and providing equality of opportunity to all, supporting all those who are able to benefit from higher education. In response to the rights flexibility of the Equality Act 2010 we have included targets within the University’s key strategic document (the Corporate Plan). We believe this is a significant strength and freedoms an indication of our diverse community commitment to ensuring that equality and fostering good relations diversity issues are at the centre of the University’s core priorities. This approach is also a key lever to ensure that equality and understanding between groupsdiversity activities are mainstreamed effectively across the University. We are otherwise meeting the specific duties of the Equality Act 2010 and Public Sector Equality Duty (2011) and by publishing a breadth of student and staff equality and diversity information at: xxx.xxxxx.xx.xx/xxxxxxxxxxx0000 Our vision is strongly focused on achieving equality of outcomesoutcomes too. Our strategic equality and diversity objectives are as followsobjectives, therefore, are:  Enriching our culture of valuing and engaging people – • Monitoring the staff and student diversity profiles. • Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students feel valued from diverse groups are on a par with or outperform the wider student body. • Ensuring that staff applications, appointments, satisfaction, retention, progression and engaged training for staff from diverse groups are on a par with or outperform the wider staff body. • Ensuring that we inspire inclusive learning communities and develop curricula which are accessible, challenging, engaging and meet the needs of diverse groups of students, in terms of equalitydesign, delivery, content, mode of learning, assessment and achievement. • Ensuring that our approach to developing and implementing interventions is evidence- based, research informed, monitored and evaluated. • Ensuring that all our staff are equipped with skills, training and development programmes to ensure they have the confidence, knowledge and skills to deal with diversity issues on a daily basis. • We celebrate, through multi layered activities and rewards, our diversity and inclusion.  Ensuring fair processes discuss and inclusion – enhancing UCLan’s working debate key institutional and study environment; increasing consistency and fairness in all that we do; ensuring our inclusion agenda is more prominent and broadly understood.  Empowering people (protected groups) – empowering staff and students to succeed to the best of their abilities, irrespective of their characteristics.  Embedding diversity, dignity and wellbeing – enhancing the way we embed diversity, dignity and wellbeing in all of our functions and services; ensuring everyone has a role to play in improving our environment, culture and behavioursector diversity issues. In support of this, we continue recognise that it is important to lead, participate set targets in some areas so progress can be achieved more quickly and engage in a range of internal and external equality networks, activities and events to promote equality, diversity and inclusionbe monitored tangibly. We also strive to achieve a range of external equality awards and accreditations, such as the Equality Challenge Unit (ECU)’s Xxxxxx XXXX and Race Equality Charter Marks. We currently hold an Institutional Xxxxxx XXXX Bronze Award and are working towards several other awards. We also hold Stonewall Champions and Mindful Employer accreditations and are a Disability Confident Level 1 employer. This work allows us to focus our attentions to specific protected groups, benefiting both students and staff. We further participate in ECU projects such as our “Increasing Diversity: Recruiting students from under-representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion. This year the Students’ Union developed an Equality, Diversity and Inclusion (EDI) Strategy and an action plan to improve EDI across the Students’ Union and student-led groups. Representation of underrepresented groups is facilitated through student led forums such as BME forum, Disabled Students Forum and Student Parent Forum. The democratically elected Students’ Council also includes part time officers focusing on the needs of BME, Trans, Lesbian, Gay and Bisexual, Disabled and Women students. In The Union Plan 2016-2020, The Students’ Union has also committed to ‘Provide free membership and guaranteed help for student led groups supporting under represented or socially marginalised identities.’ We undertake regular effective monitoring, build up effective bases, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this available to staff to interrogate and inform their approaches. E&D Leads in Academic areas monitor performance, benchmark it and identify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducingreducing by 2017. A University-wide working group is enabling will enable us to take this work forward. By engaging closely with the sector and other HEIs we keep abreast of latest research and findings and share best practice with other HEIs in steps taken to address attainment differences. We are pleased to have been selected to participate in the ECU’s Increasing diversity: recruiting students from underrepresented groups project, through which we will be exploring opportunities to transfer methodologies used to increase Muslim student participation to other underrepresented groups. We will continue to closely monitor closely and evaluate activities to consider the impact on protected equality groups, which . We will help inform be setting further equality and diversity targets as our work and provide an evidence-base to set future actionsdevelops. UCLan is committed to publishing clear provides information on fees and accessible information to existing financial support on its “Study_here @” and prospective students “fees_and_finance_@” and “bursaries_scholarship@” pages on the fees we intend to charge and the financial support we offer. We do this website; through the following channels:  ‘Student life’ and ‘Money’ pages on our website  Talks talks and publications at Open and Applicant Days, and all on or off campus events  Pre; through pre-entry information mailings and electronic communications sent to applicants and enquirers  Public applicants; through public engagement events  Displaying events; leaflets and guidance information in public places  Staff places; and through staff advising students at recruitment fairs and open days or working with under- under-represented groups through a wide range of outreach activities. We are also committed to providing timely, accurate information to UCAS and the Student Loans Company so they can populate their course databases in good time to inform applicants. Student views are highly valued within UCLan and are sought on a wide variety range of matters, through a range of mechanisms including from representation on all senior committees, such as including Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Executive Management Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union and has valued (SU). The SU, though its Officers’ direct involvement in discussions with the SU’s membership of and contributions to the working group developing the Agreement Access Agreement, has fed in views about the student support package. The student view, in particular, that they would wish to see greater use of cash and hardship monies rather than portable financial credits, has led to financial support from 14/15 being in full as cash rather than credits. Feedback from the beginning SU will be sought as part of the processevaluation of this financial support and they will be consulted on any future developments or changes. The Students’ Union SU continues to be concerned that mature students are fully supported and as members of the Panel which disburses Xxxxxx Bursaries has committed ensured that they are prioritised in allocating funds. The SU itself, recognising the importance of the University’s partnership arrangements as a means of promoting access to facilitating regular consultations HE for mature students, has strengthened its links with defined key local colleges. The SU is keen to continue the financial support to students previously provided through the Access to Learning Fund and the University will ensure that this support is made available from its Student Opportunity funding The SU is very keen to ensure that all possible support is given to students in the provision of career enhancing activities such as work placements, internships, subject relevant work experience and that funds are available to make these activities accessible by students from lower socio-economic backgrounds as well as the wider student groups i.e. mature / care leaverscommunity. The SU’s view is that they would wish to work in partnership with the University to seek and provide such opportunities and that financial support is made available. The relationship of all forms of funded work experience in promoting student success and progression, through setting up studentthe student lifecycle, into graduate careers will be evaluated. Access agreement 2015-led forums 16 resource plan (submission 1st May 2014) (Table 7) Targets and networks, with a view to using these groups as sounding boards for access initiatives linked directly to them. milestones Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Stage of Number Please select target type from the lifecycle (drop-down menu) Main target type (drop-down menu) Target type (drop-down menu) 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) 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 T16a_01 Access Socio-economic 1 HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To remain at or above benchmark for the recruitment of full time students from low social classes. Because of data fluctuations, the baseline used is an average over the past three years classes No 2011 (2011/12-2013/14). No Other (please give details in Description column2009/10 data) 42.339% 45minimum 39% 45.5minimum 39% 46minimum 39% TBC TBC HESA has discontinued this metric and is currently reviewing alternative approaches. We intend to use the new HESA metric, unless this proves unsuitable. T16a_02 Access Low participation neighbourhoods (LPN) 2 HESA T1a - Low participation neighbourhoods (POLAR3POLAR2) (Young, full- full-time, first degree entrants) To remain at or above benchmark for the recruitment of full time students from low participation neighbourhood. Because of data fluctuations, the baseline used is an average over the past three years neighbourhoods No 2011 (2011/12- 2013/14). No Other (please give details in Description column2009/10 data) 17.416.3% 19minimum 15.5% 19.5minimum 16% 20minimum 16% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_03 Student success Attainment raising 3 HESA T5 - Projected degree (full-time, first degree entrants) To achieve year on year increases in the percentage of students expected to complete their degree. Because of data fluctuations, the baseline used is an average over the past three years degree No 2010 (2011/12- 2013/14). No Other (please give details in Description column2008/09 data) 77.368.7% 8172% 8276% 8380% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_04 Student success Attainment raising 4 Other statistic - Ethnicity (please give details in the next column) To reduce the attainment gap between BME and White students (baseline No 2010/11 qualifiers) No Other (please give details in Description column) qualifiers 16.3% max 1014% max 913% max 812% TBC TBC Our current strategic plan extends Attainment gap' refers to 2020, so we will extend the series of targets in due course T16a_05 Progression Other (please give details in Description column) Other statistic - Progression to employment or further study (please give details in the next column) To increase difference between the proportion of full-time White students gaining a first or upper second class honours degree leavers in employment/further studies (HESA PI E1a). Baseline 2014/15 leavers (published in 2016). No 2014-15 92.2% 93.7% 94.2% 94.7% 95.2% TBC Our current strategic plan extends to 2020. Whilst this set and the proportion of targets was develop more recently BME students gaining a first or upper second class honours degree Alongside applicant and is therefore over a slightly longer timeframe than the othersentrant targets, we do not plan extend encourage you to provide targets around outreach and student success work (including collaborative work where appropriate) or other initiatives to illustrate your progress towards increasing access, student success and progression. These should be measurable outcomes ‐based targets and should focus on the series number of targets further until beneficiaries reached by a more over-arching strategic review is undertakenparticular activity/programme or the number of schools worked with, and what the outcomes were, rather than simply recording the nature/number of activities.

Monitoring and evaluation arrangements. Monitoring of the targets and milestones identified within this The Access Agreement is incorporated within the University’s operational and strategic reporting, which ensures that this important area of work is considered appropriately within our decision-making. As a result, performance data on progress against these targets are used by the University Board, Academic Board and its sub- committees, the Senior Leadership Team, Colleges, Schools and Services, as well as by the University’s Access Agreement Working Group. Our Access Agreements are monitored through reports to the university’s Student Experience Committee, Committee which is a sub-committee of Academic Board and is chaired by the Deputy Vice- Pro Vice-Chancellor (AcademicStudent Experience), Xxx Xxxxxx-Xxxxxxxx. The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with our Xxx Xxxxxx-Xxxxxxxx, Pro Vice-Chancellor (Student Experience). Operational management and delivery of outreach activity is delegated to the Director of Advancement (Xxxxx Xxxxxxxxx) and responsibility for meeting course-level retention targets lies with the Deans of School, reporting in to either the Deputy Vice-Chancellor (Academic). The detailed work to develop our Access Agreements and coordinate evaluation of ) Xxxxxx Xxxxxxx or the impact of work in this area is undertaken by a working group, which is chaired by our Deputy Pro Vice-Chancellor (Academic)Student Experience) Xxx Xxxxxx-Xxxxxxxx. This group includes representatives of university services responsible for the operational delivery Monitoring of the activities described targets and milestones identified within the Students’ Union. We are continuing to enhance our ability to monitor impacts at Access Agreement is addressed on an on-going basis through the more detailed level, through arrangements to track the progress of students involved in specific initiatives or in receipt of financial support and overall monitoring of any differentials in levels of access, retention, attainment and progression by equality characteristics and other factors known to impact on these aspects use of the student lifecycleUniversity’s scorecard system, which is updated monthly and presents key performance data to the University Board, Academic Board and its sub-committees, the senior management team, schools and services. As part of this, we are committed In addition to using the ‘closing the gap’ methodology recently developed for OFFA, to ensure that we understand collecting feedback on the impact of our financial support arrangements on the success of those of our students who benefit. To dateindividual outreach activities, we have already undertaken significant evaluation commissioned longitudinal research into the experience and progression of the impact of our financial support Junior University participants into and this has led to a complete change in our approach. As referred to in the Financial Support section, above, we have now focused all our financial support on incentivising progression and we require all students in receipt of additional payments to identify how this funding has benefitted them – overwhelmingly these case studies report that such funding makes it possible for them to continue their studies. The primary group of students applying for additional support are parents and others with caring responsibilities and we have tailored support to their needs, for example, making hardship payments during the summer, to prevent them needing to claim benefits and therefore leave their coursesthrough HE. We have recently commenced a longitudinal study to identify the impact of these interventions. We annually monitor annually the progression of students from HE courses offered through partner organisations to ‘“top-up’ ” courses at UCLan and progression of students from the foundation year programmesUCLan. We are aware that have also put in place a greater proportion comprehensive evaluation plan for those aspects of our foundation year students withdraw early and are working to identify any particular groups the student experience which may require intervention we package as the “UCLan Advantage” which includes financial support, personal advice and support. The University is exploring its institutional data in more detail to identify different aspects of under- representation within the access, success and progression remits to inform our approaches moving forward. As referenced earlier in the document, we also draw on findings from national research and evaluation to ensure we are able to maximise the impact of our activities and resources and support our students effectively in fulfilling their full potential. We are in the process of implementing the HEAT database, and intend to use this to provide longitudinal tracking and enable us to assess the effectiveness and impact of our access and student success initiatives. To support this, we will be taking a research approach to our evaluation and have appointed new members of staff to take this forward. We plan to undertake randomised control trials and will extend this methodology if preliminary data looks promising. As we have referenced throughout this agreement, we regularly collect feedback on the impact of individual initiatives and programmes of activity and take soundings from students on the appropriateness and effectiveness of the support arrangements we have established. We also work closely with the Students Union to ensure the Student Voice is represented within our review and evaluation processes. In designing this access agreement, the university has paid due regard to equality and diversityemployability support. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality, diversity and inclusion by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example, work and we have expanded the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. The study skills and learning support to smooth the transition to higher education embedded within the curriculum are designed very keen to further strengthen, strengthen this as our work in both areas develops and ensure, student successmatures. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of enabling access and providing equality of opportunity to allall those who are able to benefit from higher education. In response to the flexibility of the Equality Act 2010 we have moved away from outlining our E&D objectives and targets within a separate document i.e. our Single Equality Scheme, supporting to the rights inclusion of them within the University’s key strategic document (the Corporate Plan). We believe this is a significant strength and freedoms an indication of our diverse community commitment to ensuring that equality and fostering good relations diversity issues are at the centre of the University’s core priorities. This approach is also a key lever to ensure that equality and understanding between groupsdiversity activities are mainstreamed effectively across the University. We are otherwise meeting the specific duties of the Equality Act 2010 and Public Sector Equality Duty (2011) and by publishing a breadth of student and staff equality and diversity information at: xxx.xxxxx.xx.xx/xxxxxxxxxxx0000 Our vision is strongly focused on achieving equality of outcomesoutcomes too. Our strategic equality and diversity objectives are as followsobjectives, therefore, are:  Enriching our culture of valuing and engaging people – • Monitoring the staff and student diversity profiles. • Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students feel valued from diverse groups are on a par with the wider student body. • Ensuring that staff applications, appointments, satisfaction, retention, progression and engaged training for staff from diverse groups are on a par with the wider staff body. • Ensuring that our curriculum is inclusive, accessible and meeting the needs of diverse groups of students, in terms of equalitydesign, delivery and content. • Ensuring that our approach to developing and implementing interventions is evidence- based. • Ensuring that our staff are equipped with skills, training and development programmes to ensure they have the confidence, knowledge and skills to deal with diversity issues on a daily basis. • We celebrate our diversity and inclusion.  Ensuring fair processes discuss and inclusion – enhancing UCLan’s working debate key institutional and study environment; increasing consistency and fairness in all that we do; ensuring our inclusion agenda is more prominent and broadly understood.  Empowering people (protected groups) – empowering staff and students to succeed to the best of their abilities, irrespective of their characteristics.  Embedding diversity, dignity and wellbeing – enhancing the way we embed diversity, dignity and wellbeing in all of our functions and services; ensuring everyone has a role to play in improving our environment, culture and behavioursector diversity issues. In support of this, we continue recognise that it is important to lead, participate set targets in some areas so progress can be achieved more quickly and engage in a range of internal and external equality networks, activities and events to promote equality, diversity and inclusion. We also strive to achieve a range of external equality awards and accreditations, such as the Equality Challenge Unit (ECU)’s Xxxxxx XXXX and Race Equality Charter Marks. We currently hold an Institutional Xxxxxx XXXX Bronze Award and are working towards several other awards. We also hold Stonewall Champions and Mindful Employer accreditations and are a Disability Confident Level 1 employer. This work allows us to focus our attentions to specific protected groups, benefiting both students and staff. We further participate in ECU projects such as our “Increasing Diversity: Recruiting students from under-representative groups” projectbe monitored tangibly. Our Students’ Union is active in its support for equalityfirst step to this has been to undertake effective monitoring, diversity and inclusion. This year the Students’ Union developed an Equality, Diversity and Inclusion (EDI) Strategy and an action plan to improve EDI across the Students’ Union and student-led groups. Representation of underrepresented groups is facilitated through student led forums such as BME forum, Disabled Students Forum and Student Parent Forum. The democratically elected Students’ Council also includes part time officers focusing on the needs of BME, Trans, Lesbian, Gay and Bisexual, Disabled and Women students. In The Union Plan 2016-2020, The Students’ Union has also committed to ‘Provide free membership and guaranteed help for student led groups supporting under represented or socially marginalised identities.’ We undertake regular monitoringbuild up effective bases, produce meaningful student equality and diversity information across the range of student lifecycle stages stages. We are achieving this and make this available to staff to interrogate and inform their approaches. are now supporting E&D Leads in Academic areas monitor performancesixteen Schools to understand that data, benchmark it and identify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics age, disability, gender, ethnicity and socio-economic background. Reports feed into Committee structures and As well as this we have incorporated such analyses in periodic course reviews evaluate where any similar trends over a 3-year period can be considered, and where there are any issues the School is prompted to discuss what actions it has planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducingreducing significantly by 2017. A We are developing a University-wide working group is enabling to enable us to take this work forward. By We are engaging closely with the sector and other HEIs we to keep abreast of latest research and findings and share best practice with learning from the work of other HEIs in steps taken within their institutions to address attainment differences. We are pleased Our intention initially is to have been selected to participate in evaluate current mainstream interventions and assess the ECU’s Increasing diversity: recruiting take-up of these services by students from underrepresented different protected characteristics both to evaluate the effectiveness of their inclusivity and the impact of their work on students from different groups project, through which we will be exploring opportunities - rather than seek to transfer methodologies used to increase Muslim student participation to other underrepresented groupsdevelop new initiatives. We will continue to closely monitor closely and evaluate activities to consider the impact on protected equality groups, which . We will help inform be setting further equality and diversity targets as our work and provide an evidence-base to set future actionsdevelops. UCLan is committed to publishing clear provides information on fees and accessible information to existing financial support on its “Study @” and prospective students “Advantage” pages on the fees we intend to charge and the financial support we offer. We do this website; through the following channels:  ‘Student life’ and ‘Money’ pages on our website  Talks talks and publications at Open and Applicant Days, and all on or off campus events  Pre; through pre-entry information mailings sent to applicants; and electronic communications to applicants and enquirers  Public engagement events  Displaying leaflets and guidance information in public places  Staff through staff advising students at recruitment fairs and open days or working with under- under-represented groups through a wide range of outreach activities. We are also committed to providing timely, accurate information to UCAS and the Student Loans Company so they can populate their course databases in good time to inform applicants. Student views are highly valued within UCLan and are sought on a wide variety of matters, through a range of mechanisms including representation on all senior committees, such as Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Executive Team. In compiling this Access Agreement the University has, as with all previous Agreements, has consulted with the Students’ Union Union. Their view that they would like to see a more gradated approach for financial support has been taken on board in differentiating the funding levels according to household income and has valued targeting the SU’s membership greatest level of and contributions support to the working group developing the Agreement from the beginning those on incomes below £20,000. Other views about how portable financial credits can be used have been addressed through a reduced use of the processcredits and a greater use instead of cash and hardship monies. The Students’ Union SU continues to be particularly concerned that mature students are fully supported, and the University has committed to facilitating regular consultations with defined student groups i.e. mature / care leavers, through setting up student-led forums and networks, with a view to using these groups ensured that this has been highlighted as sounding boards for access initiatives linked directly to them. Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Stage one of the lifecycle (drop-down menu) Main target type (drop-down menu) Target type (drop-down menu) Description (500 characters maximum) Is this criteria for the Xxxxxx Bursary Fund. The University’s partnership arrangements are a collaborative target? (drop- down menu) Baseline year (drop-down menu) Baseline data Yearly milestones (numeric where possiblekey vehicle in promoting access for mature students, 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 Socio-economic HESA T1a - allowing them to return to study in the supportive environment of a local college. 1 NS-SEC classes 4-7 (Young, full-time, first degree entrantsHESA Table T1a) To remain at or above benchmark for the recruitment of full time students from low social classes. Because of data fluctuations, the baseline used is an average over the past three years (2011/12-2013/14). classes No Other (please give details in Description column) 42.3% 45% 45.5% 46% TBC TBC HESA has discontinued this metric and is currently reviewing alternative approaches. We intend to use the new HESA metric, unless this proves unsuitable. T16a_02 Access Low participation neighbourhoods (LPN) HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) To remain at or above benchmark for the 2011 (2009/10 data) 39% minimum 39% minimum 39% minimum 39% minimum 39% minimum 39% recruitment of full time students from low 2011 (2009/10 minimum 2 LPN (HESA Table T1a) participation neighbourhood. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). neighbourhoods No Other (please give details in Description column) 17.4% 19% 19.5% 20% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_03 Student success Attainment raising HESA T5 - Projected degree (full-time, first degree entrants) To achieve year on year increases in the percentage of students expected to data) 16.3% minimum 15% minimum 15% 15.5% minimum 16% minimum 16% 2010 (2008/09 3 Projected outcomes (HESA table T5) complete their degree. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). degree No Other (please give details in Description columndata) 77.368.7% 8169% 8270% 8372% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_04 Student success Attainment raising Other statistic - 76% 80% 4 Ethnicity (please give details in the next column) To reduce the attainment gap between BME and White students (baseline No 2010/11 qualifiers) No Other (please give details in Description column) qualifiers 16.3% max 10maximum 16% max 915.5% max 814% TBC TBC Our current strategic plan extends max 13% max 12% Attainment gap' refers to 2020, so we will extend the series of targets in due course T16a_05 Progression Other (please give details in Description column) Other statistic - Progression to employment or further study (please give details in the next column) To increase difference between the proportion of full-time White students gaining a first or upper second class honours degree leavers in employment/further studies (HESA PI E1a). Baseline 2014/15 leavers (published in 2016). No 2014-15 92.2% 93.7% 94.2% 94.7% 95.2% TBC Our current strategic plan extends to 2020. Whilst this set and the proportion of targets was develop more recently BME tudents gaining a first or upper second class honours degree Alongside applicant and is therefore over a slightly longer timeframe than the othersentrant targets, we do not plan extend encourage you to provide targets around your outreach work (including collaborative outreach work where appropriate) or other initiatives to illustrate your progress towards increasing access. These should be measurable outcomes based targets and should focus on the series number of targets further until pupils reached by a more over-arching strategic review is undertakenparticular activity/programme, or number of schools worked with, and what the outcomes were, rather than simply recording the nature/number of activities.

Monitoring and evaluation arrangements. Monitoring The Deputy Principal and the Xxxx of the targets Higher Education and milestones identified within this Access Agreement is incorporated within the University’s operational and strategic reporting, which ensures that this important area of work is considered appropriately within our decision-making. As a result, performance data on progress against these targets Curriculum Innovation are used by the University Board, Academic Board and its sub- committees, the Senior Leadership Team, Colleges, Schools and Services, as well as by the University’s Access Agreement Working Group. Our Access Agreements are monitored through reports to the university’s Student Experience Committee, which is a sub-committee of Academic Board and is chaired by the Deputy Vice- Chancellor (Academic). The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with our Deputy Vice-Chancellor (Academic). The detailed work to develop our Access Agreements and coordinate evaluation of the impact of work in this area is undertaken by a working group, which is chaired by our Deputy Vice-Chancellor (Academic). This group includes representatives of university services responsible for the operational delivery of the activities described and the Students’ Union. We are continuing to enhance our ability to monitor impacts at the more detailed level, through arrangements to track the progress of students involved in specific initiatives or in receipt of financial support and overall monitoring of any differentials in levels this Access Agreement. Monitoring and evaluation of accessprogress against the targets related to our outreach activities will be measured using internal data streams and external data sources via UCAS and HESA, retentionand reported through the Higher Education Strategy Group and Senior Management Team, attainment and progression by equality characteristics and other factors known ultimately to impact on these aspects of the student lifecycle. College Governors.14 As part of thisour existing management processes, we are committed data will be attributed to using each and every activity covered by this agreement and will be collected through two routes: feedback from participants in specific events and student consultation. Both sets of data will be collated throughout the ‘closing year and reported through the gap’ methodology recently developed for OFFA, College’s management structure to ensure that we understand evaluation is embedded in the impact College’s strategies. This will ensure that evidence will continue to be used to shape future policy decisions and that the activities can be evaluated for their effectiveness in supporting disadvantaged and underrepresented groups, and if it is found there are any gaps in performance of our these demographics, particularly in they do not align with the remainder of the cohort, measures can be, and will be taken to address any differences. Evaluation of progress against the targets will feed into the College’s Equality and Diversity Annual Report and action planning to help prioritise the most effective activities and initiatives. The action plans, will include, but not be limited to, increased oversight, re-allocation of resources such as staff (both teaching and support personnel) and facilities, and the determination of more effective metrics which will allow the earlier identification of any attainment gaps. 14 As noted earlier: HE Strategy Group and College governance includes student representation At the time of producing this Access Agreement, the College is committed to collecting data about, monitoring, evaluating and continuing with all of the following outreach activities. Liaison work with local schools To raise aspirations and understanding of HE in school-age students Teenage students in schools, sixth forms and other colleges with Level 3 provision within Solihull College’s catchment area Increased awareness of HE generally, increased understanding of the accessibility of HE and the opportunities available to young people KPIs include:  Applications of school students to College courses.  Feedback from school students and teachers  data of local young people through College into HE. College support schemes To provide financial support arrangements on the success of those of our students who benefit. To date, we have already undertaken significant evaluation of the impact of our financial support to young people from low income families to study at College at FE level and this has led to a complete change in our approach. As referred to then later progress into HE Students from low income families Increase in the Financial Support section, above, we have now focused all our financial support on incentivising progression and we require all students in receipt of additional payments to identify how this funding has benefitted them – overwhelmingly these case studies report that such funding makes it possible for them to continue their studies. The primary group of students applying for additional support are parents and others with caring responsibilities and we have tailored support to their needs, for example, making hardship payments during the summer, to prevent them needing to claim benefits and therefore leave their courses. We have recently commenced a longitudinal study to identify the impact of these interventions. We monitor annually the progression FE participation rates of students from low income families and increased staying on rates of those young people, into HE courses offered  Student data Careers services To provide careers information, advice and guidance in local schools and within the College Teenage students in schools within the College’s catchment area and all current College students Increased awareness of career opportunities and routes through HE Increased understanding of the accessibility of HE KPIs include:  Feedback from school students/learners and teachers.  Applications of school students/learners to College courses.  data of local young people through the College into HE. Progression activities within the College To provide focused information and support for progression through FE and into HE for College students Full time College students aged 16-19 Increased number of applications to providers of HE (including, but not restricted to, Solihull). Number of UCAS applications from College students. Tutorial programme To provide 1:1 support and target setting for students All HE students, with individualised tutorial support for each student Target setting and tutorial support enables and enhances student progress on programme and beyond. Individualised academic and pastoral support aids the retention of students. KPIs include:  continuation data,  success,  destinations (– analysis of the data on progression to postgraduate programmes or employment.) Student feedback is consistently positive, however the College has identified key areas of operation to focus on as a result of collecting and analysing these opinions which includes adding to tutorial provision Scholarships and Bursaries Provide financial assistance to students who would otherwise be at risk of not completing. Students from low income families and/or students unable to support themselves sufficiently during their programme of study. Students identified as requiring assistance retained to the end of each academic year & therefore eligible/able to progress. Increased number of at-risk students on programme at the end of each academic year HEI partner organisations activity To provide access to ‘topthe relevant HEI partner to inspire and support progression to post graduate study or employment All HE students who study on a programme that is linked with a HEI By providing access to the HEI, through visits, liaison with HEI staff and access to student unions and resources, progression and retention are aided. KPIs include:  Destination data;  Feedback from students;  Feedback from HEIs. Dyslexia, Dyscalclua and other identified disability support needs Provide expert support and assistance via trained staff and targeted resources Students identified as dyslexic, dyscalculic, diagnosed as having dyspraxia etc Individual student attainment levels in line with students not diagnosed as dyslexic, dyscalculic, diagnosed as having dyspraxia etc KPIs include:  continuation data,  success,  destinations. Work-up’ courses at UCLan based learning projects To provide opportunities for students to gain work place experience and progression therefore employability skills All programmes where work based learning is appropriate/ applicable By participating in work- based learning projects, students gain employability skills and industry awareness. These activities also aid retention by providing a realistic and engaging experience of students from the foundation year programmeswork place, relevant to the programme of study. We are aware that KPIs include:  Continuation and retention data;  Student feedback;  EE reports;  Employer feedback. Employer feedback has been very positive as demonstrated with the good practice points noted in the College’s recent HER EE reports also praise the high quality of provision and opportunities with these programmes Educational visits To provide enrichment and relevance to HE study by supporting the learning with visits to employers, trade shows, HEIs etc All HE students, with visits relevant to the programme of study Improved understanding of industry and subject area, enriched learning opportunities and a greater proportion of our foundation year students withdraw early widened educational experience aid student retention and are working to identify any particular groups which may require intervention support progression: both through the programme and supportafter graduation. KPIs include:  Continuation and retention data;  Student feedback (Students appreciate and request more visits in their feedback);  EE reports;  Employer feedback. The University is exploring its institutional data in more detail to identify different aspects of under- representation within the access, success and progression remits to inform our approaches moving forward. As referenced earlier in the document, we also draw on findings from national research and evaluation to ensure we are able to maximise the impact of our activities and resources and support our students effectively in fulfilling their full potential. We are in the process of implementing the HEAT databaseCollege has identified, and intend to use this to provide longitudinal tracking and enable us to assess the effectiveness and impact of our access and student success initiatives. To support this, we will be taking a research approach to our evaluation and have appointed new members of staff to take this forward. We plan to undertake randomised control trials and will extend this methodology if preliminary data looks promising. As we have referenced throughout this agreement, we regularly collect feedback on the impact of individual initiatives and programmes of activity and take soundings from students on the appropriateness and effectiveness of the support arrangements we have established. We also work closely with the Students Union to ensure the Student Voice is represented within our review and evaluation processes. In designing this access agreement, the university has paid due regard to equality and diversity. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality, diversity and inclusion by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example, we have expanded the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. The study skills and learning support to smooth the transition to higher education embedded within the curriculum are designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of providing equality of opportunity to all, supporting the rights and freedoms of our diverse community and fostering good relations and understanding between groups. We are meeting the specific duties of the Equality Act 2010 and Public Sector Equality Duty (2011) and publishing a breadth of student and staff equality and diversity information at: xxx.xxxxx.xx.xx/xxxxxxxxxxx0000 Our vision is strongly focused on achieving equality of outcomes. Our strategic equality and diversity objectives are as follows:  Enriching our culture of valuing and engaging people – staff and students feel valued and engaged in terms of equality, diversity and inclusion.  Ensuring fair processes and inclusion – enhancing UCLan’s working and study environment; increasing consistency and fairness in all that we do; ensuring our inclusion agenda is more prominent and broadly understood.  Empowering people (protected groups) – empowering staff and students to succeed to the best of their abilities, irrespective of their characteristics.  Embedding diversity, dignity and wellbeing – enhancing the way we embed diversity, dignity and wellbeing in all of our functions and services; ensuring everyone has a role to play in improving our environment, culture and behaviour. In support of this, we continue to lead, participate and engage in a range of internal and external equality networks, activities and events to promote equality, diversity and inclusion. We also strive to achieve a range of external equality awards and accreditations, such as the Equality Challenge Unit (ECU)’s Xxxxxx XXXX and Race Equality Charter Marks. We currently hold an Institutional Xxxxxx XXXX Bronze Award and are working towards several other awards. We also hold Stonewall Champions and Mindful Employer accreditations and are a Disability Confident Level 1 employer. This work allows us to focus our attentions to specific protected groups, benefiting both students and staff. We further participate in ECU projects such as our “Increasing Diversity: Recruiting students from under-representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion. This year the Students’ Union developed an Equality, Diversity and Inclusion (EDI) Strategy and an action plan to improve EDI across the Students’ Union and student-led groups. Representation of underrepresented groups is facilitated through student led forums such as BME forum, Disabled Students Forum and Student Parent Forum. The democratically elected Students’ Council also includes part time officers focusing on the needs of BME, Trans, Lesbian, Gay and Bisexual, Disabled and Women students. In The Union Plan 2016-2020, The Students’ Union has also committed to ‘Provide free membership and guaranteed help for student led groups supporting under represented or socially marginalised identities.’ We undertake regular monitoring, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this available to staff to interrogate and inform their approaches. E&D Leads in Academic areas monitor performance, benchmark it and identify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducing. A University-wide working group is enabling us to take this work forward. By engaging closely with the sector and other HEIs we keep abreast of latest research and findings and share best practice with other HEIs in steps taken to address attainment differences. We are pleased to have been selected to participate in the ECU’s Increasing diversity: recruiting students from underrepresented groups project, through which we will be exploring opportunities to transfer methodologies used to increase Muslim student participation to other underrepresented groups. We will continue to monitor closely find, opportunities to embed more educational visits into its HE provision. Study Support To provide students with additional support and evaluate activities teaching over and above that given as part of their course Students identified as requiring, or desiring, additional academic input to consider the impact on protected equality groups, which will help inform our work and provide an evidence-base to set future actionsmaximise their achievements. UCLan is committed to publishing clear and accessible information to existing and prospective students on the fees we intend to charge and the financial support we offer. We do this through the following channelsIncreased grade profile across HE cohort KPIs include:  ‘continuation data;  success;  destinations;  Student life’ feedback. Personal Development Planning Use of the PDP process to enhance student success All HE students Use of the PDP process and ‘Money’ pages output to support students in their success on our website  Talks programme and publications at Open and Applicant Days, and all on or off campus events  Pre-entry information mailings and electronic communications to applicants and enquirers  Public engagement events  Displaying leaflets and guidance information in public places  Staff advising students at recruitment fairs and open days or working with under- represented groups through a wide range development of outreach activitiesemployability skills. We are also committed to providing timely, accurate information to UCAS and the Student Loans Company so they can populate their course databases in good time to inform applicantsIndividual success data. Student views are highly valued within UCLan and are sought on a wide variety of matters, through a range of mechanisms including representation on all senior committees, such as Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Executive Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union and has valued the SU’s membership of and contributions to the working group developing the Agreement from the beginning of the process. The Students’ Union has committed to facilitating regular consultations with defined student groups i.e. mature / care leavers, through setting up student-led forums and networks, with a view to using these groups as sounding boards for access initiatives linked directly to them. 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 Socio-economic HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To remain above benchmark for the recruitment of full time students from low social classes. Because of data fluctuations, the baseline used is an average over the past three years (2011/12-2013/14). No Other (please give details in Description column) 42.3% 45% 45.5% 46% TBC TBC HESA has discontinued this metric and is currently reviewing alternative approaches. We intend to use the new HESA metric, unless this proves unsuitable. T16a_02 Access Low participation neighbourhoods (LPN) HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) To remain above benchmark for the recruitment of full time students from low participation neighbourhood. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 17.4% 19% 19.5% 20% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_03 Student success Attainment raising HESA T5 - Projected degree (full-time, first degree entrants) To achieve year on year increases in the percentage of students expected to complete their degree. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 77.3% 81% 82% 83% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_04 Student success Attainment raising Other statistic - Ethnicity (please give details in the next column) To reduce the attainment gap between BME and White students (baseline 2010/11 qualifiers) No Other (please give details in Description column) 16.3% max 10% max 9% max 8% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_05 Progression Other (please give details in Description column) Other statistic - Progression to employment or further study (please give details in the next column) To increase the proportion of full-time first degree leavers in employment/further studies (HESA PI E1a). Baseline 2014/15 leavers (published in 2016). No 2014-15 92.2% 93.7% 94.2% 94.7% 95.2% TBC Our current strategic plan extends to 2020. Whilst this set of targets was develop more recently and is therefore over a slightly longer timeframe than the others, we do not plan extend the series of targets further until a more over-arching strategic review is undertakenfeedback.

Monitoring and evaluation arrangements. Monitoring of the targets and milestones identified within this Progress in delivering our Access Agreement and widening participation strategy is incorporated within monitored through the people and bodies outlined in Appendix E. The University’s operational and strategic reporting, which ensures that this important area of work is considered appropriately within our decision-making. As a result, performance data on progress against these targets are used by the University Board, Academic Board and its sub- committees, the Senior Leadership Team, Colleges, Schools and Services, as well as by the University’s 's Widening Access Agreement Working Group. Our Access Agreements are monitored through reports to the university’s Student Experience Committee, which is a sub-committee of Academic Board and is chaired by the Deputy Vice- Chancellor (Academic). The Students’ Union is represented on this Committee. Overall responsibility Vice President for Teaching, Learning & Students with academic representation across the Access Agreement resides with our Deputy Vice-Chancellor (Academic). The detailed work to develop our Access Agreements and coordinate evaluation of the impact of work in this area is undertaken by a working groupFaculties, which is chaired by our Deputy Vice-Chancellor (Academic). This group includes representatives of university services responsible for the operational delivery of the activities described senior Professional Support Services staff and the Students’ Union, utilise expertise and ensure full consultation in the development of the Access Agreement. Research and evaluation is embedded into our strategy and is integral to our work, which is illustrated in the Framework in Appendix D and focuses our assessment of outcomes and impact. Specific examples of our assessment of targeting and evaluation of outcomes are provided in our Widening Participation Annual Report4. Our approach includes:  Targeting: ensuring that we are targeting the right students for our access, student success and progression activity is an essential element of our work. We are continuing to enhance our ability to monitor impacts at use a range of indicators and approaches dependent upon the more detailed level, through arrangements to track the progress of students involved in specific initiatives or in receipt of financial support and overall monitoring of any differentials in levels of access, retention, attainment and progression by equality characteristics and other factors known to impact on these aspects aim/objective of the student lifecycleactivity, the delivery or intensity and what data are available. As part of thisWhere appropriate, we are committed to using also monitor the ‘closing the gap’ methodology recently developed for OFFA, to ensure that we understand the impact effectiveness of our financial support arrangements on targeting; for example, by analysing the success postcodes of those of our students pupils who benefithave taken part in key outreach programmes. To date Monitoring: key performance indicators for WP are embedded into the University’s internal Annual Performance Reviews5. In addition, we have already undertaken significant evaluation also collect a range of the impact of our financial support and this has led to a complete change in our approach. As referred to in the Financial Support section, above, we have now focused all our financial support on incentivising progression and we require all students in receipt of additional payments to identify how this funding has benefitted them – overwhelmingly these case studies report that such funding makes it possible for them to continue their studies. The primary group of students applying for additional support are parents and others with caring responsibilities and we have tailored support to their needsinternal monitoring data, for example, making hardship payments during since 2005 we have used a specific online database for the summersystematic collection and analysis of individual, area and school/college-level monitoring data for our vast range of outreach work.  Evaluation: our approach to prevent them needing to claim benefits and therefore leave their courses. We have recently commenced a longitudinal study to identify assessing the outcome/impact of these interventionsour activity involves:  short-term evaluation of individual activities;  medium and longer term evaluation of participant outcomes. We monitor annually Evaluation is embedded in our plans and we analyse the progression of students from HE courses offered through partner organisations to ‘top-up’ courses at UCLan outcomes and progression of students from the foundation year programmes. We are aware that a greater proportion impact of our foundation year students withdraw early and are working to identify any particular groups which may require intervention and support. The University is exploring its institutional data in more detail to identify different aspects of under- representation within the accessoutreach, student success and progression remits to inform interventions each year. The results from our approaches moving forward. As referenced earlier in the document, we also draw on findings from national research and evaluation to ensure we are able to maximise the impact of our activities and resources and support our students effectively in fulfilling their full potential. We are in the process of implementing the HEAT database, and intend to use this to provide longitudinal tracking and enable us to assess the effectiveness and impact of our access activity, and student success initiatives. To support this, we will be taking a research approach change or adapt this as necessary; it has also helped to inform priorities for our evaluation and have appointed new members of staff to take this forward. We plan to undertake randomised control trials and will extend this methodology if preliminary data looks promising. As we have referenced throughout this agreement, we regularly collect feedback on the impact of individual initiatives and programmes of activity and take soundings from students on the appropriateness and effectiveness of the support arrangements we have established. We also work closely with the Students Union to ensure the Student Voice is represented within our review and evaluation processes. In designing this access agreement, the university has paid due regard to equality and diversity. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality, diversity and inclusion by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example, we have expanded our Careers Service monitors its activities, both quantitatively and qualitatively, in order to ensure that the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. The study skills and learning support to smooth the transition to higher education embedded within the curriculum are designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of providing equality of opportunity to all, supporting the rights and freedoms of our diverse community and fostering good relations and understanding between groups. We are meeting the specific duties of the Equality Act 2010 and Public Sector Equality Duty (2011) and publishing a breadth of student and staff equality and diversity information at: xxx.xxxxx.xx.xx/xxxxxxxxxxx0000 Our vision University is strongly focused on achieving equality of outcomes. Our strategic equality and diversity objectives are as follows:  Enriching our culture of valuing and engaging people – staff and students feel valued and engaged in terms of equality, diversity and inclusion.  Ensuring fair processes and inclusion – enhancing UCLan’s working and study environment; increasing consistency and fairness in all that we do; ensuring our inclusion agenda is more prominent and broadly understood.  Empowering people (protected groups) – empowering staff and students to succeed to the best of their abilities, irrespective of their characteristics.  Embedding diversity, dignity and wellbeing – enhancing the way we embed diversity, dignity and wellbeing in all of our functions and services; ensuring everyone has a role to play in improving our environment, culture and behaviour. In support of this, we continue to lead, participate and engage in a range of internal and external equality networks, activities and events to promote equality, diversity and inclusion. We also strive able to achieve a range of external equality awards its ambition and accreditations, such as the Equality Challenge Unit (ECU)’s Xxxxxx XXXX and Race Equality Charter Marks. We currently hold an Institutional Xxxxxx XXXX Bronze Award and are working towards several other awards. We also hold Stonewall Champions and Mindful Employer accreditations and are a Disability Confident Level 1 employer. This work allows us to focus our attentions to specific protected groups, benefiting both students and staff. We further participate in ECU projects such as our “Increasing Diversity: Recruiting students from under-representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion. This year the Students’ Union developed an Equality, Diversity and Inclusion (EDI) Strategy and an action plan to improve EDI across the Students’ Union and student-led groups. Representation of underrepresented groups is facilitated through student led forums such as BME forum, Disabled Students Forum and Student Parent Forum. The democratically elected Students’ Council also includes part time officers focusing on the needs of BME, Trans, Lesbian, Gay and Bisexual, Disabled and Women students. In The Union Plan 2016-2020, The Students’ Union has also committed to ‘Provide free membership and guaranteed help for student led groups supporting under represented or socially marginalised identities.’ We undertake regular monitoring, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this available to staff to interrogate and inform their approaches. E&D Leads in Academic areas monitor performance, benchmark it and identify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducing. A University-wide working group is enabling us to take this work forward. By engaging closely with the sector and other HEIs we keep abreast of latest research and findings and share best practice with other HEIs in steps taken to address attainment differences. We are pleased to have been selected to participate in the ECU’s Increasing diversity: recruiting students from underrepresented groups project, through which we will be exploring opportunities to transfer methodologies used to increase Muslim student participation to other underrepresented groups. We will continue to monitor closely and evaluate activities to consider the impact on protected equality groups, which will help inform our work and provide an evidence-base to set future actions. UCLan is committed to publishing clear and accessible information to existing and prospective students on the fees we intend to charge and the financial support we offer. We do this through the following channels:  ‘Student life’ and ‘Money’ pages on our website  Talks and publications at Open and Applicant Days, and all on or off campus events  Pre-entry information mailings and electronic communications to applicants and enquirers  Public engagement events  Displaying leaflets and guidance information in public places  Staff advising students at recruitment fairs and open days or working with under- represented groups through a wide range of outreach activities. We are also committed to providing timely, accurate information to UCAS and the Student Loans Company so they can populate their course databases in good time to inform applicants. Student views are highly valued within UCLan and are sought on a wide variety of matters, through a range of mechanisms including representation on all senior committees, such as Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Executive Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union and has valued the SU’s membership target of and contributions to the working group developing the Agreement from the beginning of the process. The Students’ Union has committed to facilitating regular consultations with defined student groups i.e. mature / care leavers, through setting up studenta year-led forums and networks, with a view to using these groups as sounding boards for access initiatives linked directly to them. 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 on- 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 Socio-economic HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To remain above benchmark for the recruitment of full time students from low social classes. Because of data fluctuations, the baseline used is an average over the past three years (2011/12-2013/14). No Other (please give details increase in Description column) 42.3% 45% 45.5% 46% TBC TBC HESA has discontinued this metric and is currently reviewing alternative approaches. We intend to use the new HESA metric, unless this proves unsuitable. T16a_02 Access Low participation neighbourhoods (LPN) HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) To remain above benchmark for the recruitment of full time students from low participation neighbourhood. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 17.4% 19% 19.5% 20% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_03 Student success Attainment raising HESA T5 - Projected degree (full-time, first degree entrants) To achieve year on year increases in the percentage of students expected to complete their degree. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 77.3% 81% 82% 83% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_04 Student success Attainment raising Other statistic - Ethnicity (please give details in the next column) To reduce the attainment gap between BME and White students (baseline 2010/11 qualifiers) No Other (please give details in Description column) 16.3% max 10% max 9% max 8% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_05 Progression Other (please give details in Description column) Other statistic - Progression to employment or further study (please give details in the next column) To increase the proportion of full-time first degree leavers WP students in employment/further studies positive employment destinations.  Specific Research: involves analysis of data, both statistical and qualitative, and comparison is made with other data (HESA PI E1ae.g. comparison groups, the wider cohort, regional and national data). Baseline 2014/15 leavers (published in 2016). No 2014-15 92.2% 93.7% 94.2% 94.7% 95.2% TBC Our current strategic plan extends to 2020. Whilst this set of targets was develop more recently and is therefore over a slightly longer timeframe than the others, we do not plan extend the series of targets further until a more over-arching strategic review is undertaken. 3.1 Student financial support

Monitoring and evaluation arrangements. Monitoring Our SASS (Strategy for Access and Student Success) Committee continues to be the central point for monitoring and evaluating the access and student success interventions at the University. Their work will be enhanced by monitoring the impact of the targets measures described above on all students and milestones identified within this Access Agreement also the specific groups of students identified. Access, retention, completion, outcomes and employment data will be used to interrogate work at Faculty, Directorate and University level. Student evaluation data derived from internal and external surveys will also be used. The SASS Committee is incorporated within representative of the University’s operational whole University (including all Directors of Student Experience and strategic reporting, which ensures that this important area of work is considered appropriately within our decision-making. As a result, performance data the Students’ Union) and will receive reports from each section on progress against these targets are used by the University Board, Academic Board with interventions and its sub- committees, the Senior Leadership Team, Colleges, Schools their impact and Services, as well as by the University’s Access Agreement Working Groupaction plans. Our Access Agreements are monitored through reports to the university’s Student Experience Committee, which The SASS Committee is a sub-committee of the University’s Student Experience Committee which in turn reports to Academic Board and is chaired by the Deputy Vice- Chancellor (Academic). The Students’ Union is represented on this Committee. Overall responsibility for Council through to University Court of Governors where the Access Agreement resides with our Deputy Vice-Chancellor (Academic)and updates are received and scrutinised. The detailed work to develop our Access Agreements and coordinate evaluation of the impact of work in this area is undertaken by a working group, which is chaired by our Deputy Vice-Chancellor (Academic). This SASS group includes representatives of university services responsible for the operational delivery of the activities described and the Students’ Union. We are continuing to enhance our ability to monitor impacts at the more detailed level, through arrangements to track the progress of students involved in specific initiatives or in receipt of financial support and overall monitoring of any differentials in levels of access, retention, attainment and progression by equality characteristics and also has strong links with other factors known to impact on these aspects of the student lifecycle. As part of this, we are committed to using the ‘closing the gap’ methodology recently developed for OFFA, to ensure that we understand the impact of our financial support arrangements on the success of those of our students who benefit. To date, we have already undertaken significant evaluation of the impact of our financial support and this has led to a complete change in our approach. As referred to in the Financial Support section, above, we have now focused all our financial support on incentivising progression and we require all students in receipt of additional payments to identify how this funding has benefitted them – overwhelmingly these case studies report that such funding makes it possible for them to continue their studies. The primary group of students applying for additional support are parents and others with caring responsibilities and we have tailored support to their needsUniversity committees, for example, making hardship payments during the summer, to prevent them needing to claim benefits Equality and therefore leave their coursesDiversity Committee where targets associated with BME students are monitored. We have recently commenced a longitudinal study to identify These are reported into the impact of these interventions. We monitor annually the progression of students from HE courses offered through partner organisations to ‘top-up’ courses at UCLan SASS committee for information and progression of students from the foundation year programmes. We are aware that a greater proportion of our foundation year students withdraw early and are working to identify any particular groups which may require intervention and supportaction. The University is exploring its institutional data Equality and Diversity Committee evaluates the performance of groups identified in more detail to identify different aspects of under- representation within the access, success and progression remits to inform our approaches moving forward. As referenced earlier in the document, we also draw on findings from national research and evaluation to ensure we are able to maximise the impact of our activities and resources and support our students effectively in fulfilling their full potential. We are in the process of implementing the HEAT database, and intend to use this to provide longitudinal tracking and enable us to assess the effectiveness and impact of our access and student success initiatives. To support this, we will be taking a research approach to our evaluation and have appointed new members of staff to take this forward. We plan to undertake randomised control trials and will extend this methodology if preliminary data looks promising. As we have referenced throughout this agreement, we regularly collect feedback on the impact of individual initiatives and programmes of activity and take soundings from students on the appropriateness and effectiveness of the support arrangements we have established. We also work closely with the Students Union to ensure the Student Voice is represented within our review and evaluation processes. In designing this access agreement, the university has paid due regard to equality and diversity. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality, diversity and inclusion by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example, we have expanded the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. The study skills and learning support to smooth the transition to higher education embedded within the curriculum are designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of providing equality of opportunity to all, supporting the rights and freedoms of our diverse community and fostering good relations and understanding between groups. We are meeting the specific duties of the Equality Act 2010 and Public Sector Equality Duty (2011) promotes inclusion across the institution. Chaired by the Director of Human Resources, this committee also reports into the University Student Experience Committee and publishing a breadth Academic Council ensuring that senior managers have oversight and strategic management of student and staff equality and diversity information at: xxx.xxxxx.xx.xx/xxxxxxxxxxx0000 Our vision is strongly focused on achieving equality diversity. The increased use of outcomesdata has enabled the SASS committee to use an evidence-based approach to evaluate the performance of specific groups across the University and within each Faculty. Our strategic equality and diversity objectives are as follows:  Enriching our culture of valuing and engaging people – staff and students feel valued and engaged in terms of equality, diversity and inclusion.  Ensuring fair processes and inclusion – enhancing UCLan’s working and study environment; increasing consistency and fairness in all that we do; ensuring our inclusion agenda is more prominent and broadly understood.  Empowering people (protected groups) – empowering staff and students to succeed This has led to the best generation of their abilities, irrespective new targets for this Access Agreement that identify the under-performance of their characteristics.  Embedding diversity, dignity and wellbeing – enhancing specific groups that are classified with protected characteristics under the way we embed diversity, dignity and wellbeing in all of our functions and services; ensuring everyone has a role to play in improving our environment, culture and behaviourEquality Act 2010. In support relation to outreach the University is a member of thisthe collaborative Higher Education Access Tracker Service (HEAT) which assists members in targeting, we continue to lead, participate monitoring and engage in a range of internal evaluating both their individual and external equality networks, activities and events to promote equality, diversity and inclusiontheir collaborative fair access activities. We also strive to achieve a range of external equality awards and accreditations, such as the Equality Challenge Unit (ECU)’s Xxxxxx XXXX and Race Equality Charter Marks. We currently hold an Institutional Xxxxxx XXXX Bronze Award and are working towards several other awards. We also hold Stonewall Champions and Mindful Employer accreditations and are a Disability Confident Level 1 employer. This work It allows us to focus demonstrate outreach participation in relation to success at key transition points, collectively exploring best practice in combining qualitative and quantitative research on outreach facilitating the development of our attentions collaborative work in this area. Membership of the HEAT service assists us to specific protected groupsfully understand the patterns of participation in outreach and the effectiveness of different types and combinations of outreach, benefiting both students and staffsomething which is made possible by the collaborative nature of the service. We further participate use the HEAT database to record outreach activity and can see where individuals have engaged in ECU projects such as our “Increasing Diversity: Recruiting students from under-representative groups” projectactivities with more than one HEAT university. Our Students’ Union is active in its support for equality, diversity Collectively this allows the central HEAT service to analyse the timing and inclusion. This year the Students’ Union developed an Equality, Diversity and Inclusion (EDI) Strategy and an action plan to improve EDI across the Students’ Union and student-led groups. Representation combinations of underrepresented groups is facilitated through student led forums such as BME forum, Disabled Students Forum and Student Parent Forum. The democratically elected Students’ Council also includes part time officers focusing on the needs of BME, Trans, Lesbian, Gay and Bisexual, Disabled and Women students. In The Union Plan 2016-2020, The Students’ Union has also committed to ‘Provide free membership and guaranteed help for student led groups supporting under represented or socially marginalised identities.’ We undertake regular monitoring, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this available to staff to interrogate and inform their approaches. E&D Leads in Academic areas monitor performance, benchmark it and identify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified activities that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducing. A University-wide working group is enabling us to take this work forward. By engaging closely with the sector and other HEIs we keep abreast of latest research and findings and share best practice with other HEIs in steps taken to address attainment differences. We are pleased to have been selected to participate in the ECU’s Increasing diversity: recruiting students from underrepresented groups project, through which we will be exploring opportunities to transfer methodologies used to increase Muslim student participation to other underrepresented groups. We will continue to monitor closely and evaluate activities to consider the show most impact on protected equality groups, which will help inform our work and provide an evidence-base to set future actions. UCLan is committed to publishing clear and accessible information to existing and prospective students on the fees we intend to charge and the financial support we offer. We do this through the following channels:  ‘Student life’ and ‘Money’ pages on our website  Talks and publications at Open and Applicant Days, and all on or off campus events  Pre-entry information mailings and electronic communications to applicants and enquirers  Public engagement events  Displaying leaflets and guidance information enrolment in public places  Staff advising students at recruitment fairs and open days or working with under- represented groups through a wide range of outreach activities. We are also committed to providing timely, accurate information to UCAS and the Student Loans Company so they can populate their course databases in good time to inform applicants. Student views are highly valued within UCLan and are sought on a wide variety of matters, through a range of mechanisms including representation on all senior committees, such as Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Executive Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union and has valued the SU’s membership of and contributions to the working group developing the Agreement from the beginning of the process. The Students’ Union has committed to facilitating regular consultations with defined student groups i.e. mature / care leavers, through setting up student-led forums and networks, with a view to using these groups as sounding boards for access initiatives linked directly to them. 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 Socio-economic HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To remain above benchmark for the recruitment of full time students from low social classes. Because of data fluctuations, the baseline used is an average over the past three years (2011/12-2013/14). No Other (please give details in Description column) 42.3% 45% 45.5% 46% TBC TBC HESA has discontinued this metric and is currently reviewing alternative approaches. We intend to use the new HESA metric, unless this proves unsuitable. T16a_02 Access Low participation neighbourhoods (LPN) HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) To remain above benchmark for the recruitment of full time students from low participation neighbourhood. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 17.4% 19% 19.5% 20% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_03 Student success Attainment raising HESA T5 - Projected degree (full-time, first degree entrants) To achieve year on year increases in the percentage of students expected to complete their degree. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 77.3% 81% 82% 83% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_04 Student success Attainment raising Other statistic - Ethnicity (please give details in the next column) To reduce the attainment gap between BME and White students (baseline 2010/11 qualifiers) No Other (please give details in Description column) 16.3% max 10% max 9% max 8% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_05 Progression Other (please give details in Description column) Other statistic - Progression to employment or further study (please give details in the next column) To increase the proportion of full-time first degree leavers in employment/further studies (HESA PI E1a). Baseline 2014/15 leavers (published in 2016). No 2014-15 92.2% 93.7% 94.2% 94.7% 95.2% TBC Our current strategic plan extends to 2020. Whilst this set of targets was develop more recently and is therefore over a slightly longer timeframe than the others, we do not plan extend the series of targets further until a more over-arching strategic review is undertakenHE.

Monitoring and evaluation arrangements. Monitoring of the targets and milestones identified within this The Access Agreement is incorporated within the University’s operational and strategic reporting, which ensures that this important area of work is considered appropriately within our decision-making. As a result, performance data on progress against these targets are used by the University Board, Academic Board and its sub- committees, the Senior Leadership Team, Colleges, Schools and Services, as well as by the University’s Access Agreement Working Group. Our Access Agreements are monitored through reports to the university’s Student Experience Committee, Committee which is a sub-committee of Academic Board and is chaired by the Deputy Vice- Pro Vice-Chancellor (Academic)Student Experience) Xxx Xxxxxx. The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with our Deputy Xxxxx Xxxxxxx, Pro Vice-Chancellor Chancellor, who is a member of Student Experience Committee. Operational management and delivery of outreach activity is delegated to the Director of Marketing (Academic)Xxxx Xxxxx) and responsibility for meeting course-level retention targets lies with the Heads of School and Executive Deans, reporting in to their Directorate lead. The detailed work Monitoring of the targets and milestones identified within the Access Agreement is addressed on an on-going basis through the use of the University’s management information system, which is updated as new data becomes available (overnight in some cases) and presents key performance data for use by the University Board, Academic Board and its sub-committees, the Senior Management Team, Schools and Services. In addition to develop our Access Agreements and coordinate evaluation of collecting feedback on the impact of work in this area is undertaken by a working group, which is chaired by our Deputy Vice-Chancellor (Academic). This group includes representatives of university services responsible for the operational delivery of the individual outreach activities described and the Students’ Union. We are continuing to enhance our ability to monitor impacts at the more detailed level, through arrangements to track the progress of students involved in specific initiatives or in receipt of financial support and overall monitoring of any differentials in levels of access, retention, attainment and progression by equality characteristics and other factors known to impact on these aspects of the student lifecycle. As part of this, we are committed to using the ‘closing the gap’ methodology recently developed for OFFA, to ensure that we understand the impact of our financial support arrangements on the success of those of our students who benefit. To dateactivities, we have already undertaken significant evaluation commissioned longitudinal research into the experience and progression of the impact of our financial support Junior University participants into and this has led to a complete change in our approach. As referred to in the Financial Support section, above, we have now focused all our financial support on incentivising progression and we require all students in receipt of additional payments to identify how this funding has benefitted them – overwhelmingly these case studies report that such funding makes it possible for them to continue their studies. The primary group of students applying for additional support are parents and others with caring responsibilities and we have tailored support to their needs, for example, making hardship payments during the summer, to prevent them needing to claim benefits and therefore leave their coursesthrough HE. We have recently commenced a longitudinal study to identify the impact of these interventions. We annually monitor annually the progression of students from HE courses offered through partner organisations to ‘“top-up’ ” courses at UCLan and progression of students from the foundation year programmes. We are aware that a greater proportion of our foundation year students withdraw early and are working to identify any particular groups which may require intervention and support. The University is exploring its institutional data in more detail to identify different aspects of under- representation within the access, success and progression remits to inform our approaches moving forward. As referenced earlier in the document, we also draw on findings from national research and evaluation to ensure we are able to maximise the impact of our activities and resources and support our students effectively in fulfilling their full potential. We are in the process of implementing the HEAT database, and intend to use this to provide longitudinal tracking and enable us to assess the effectiveness and impact of our access and student success initiatives. To support this, we will be taking a research approach to our evaluation and have appointed new members of staff to take this forward. We plan to undertake randomised control trials and will extend this methodology if preliminary data looks promising. As we have referenced throughout this agreement, we regularly collect feedback on the impact of individual initiatives and programmes of activity and take soundings from students on the appropriateness and effectiveness of the support arrangements we have established. We also work closely with the Students Union to ensure the Student Voice is represented within our review and evaluation processes. In designing this access agreement, the university has paid due regard to equality and diversity. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality, equality and diversity and inclusion by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example, example we have expanded are expanding the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. This is offered at a substantially discounted fee. The study skills and learning to support to smooth the transition to higher education embedded within the curriculum are is designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of enabling access and providing equality of opportunity to all, supporting all those who are able to benefit from higher education. In response to the rights flexibility of the Equality Act 2010 we have included targets within the University’s key strategic document (the Annual Plan). We believe this is a significant strength and freedoms an indication of our diverse community commitment to ensuring that equality and fostering good relations diversity issues are at the centre of the University’s core priorities. This approach is also a key lever to ensure that equality and understanding between groupsdiversity activities are mainstreamed effectively across the University. We are otherwise meeting the specific duties of the Equality Act 2010 and Public Sector Equality Duty (2011) and by publishing a breadth of student and staff equality and diversity information at: xxx.xxxxx.xx.xx/xxxxxxxxxxx0000 Our vision is strongly focused on achieving equality of outcomesoutcomes too. Our strategic equality and diversity objectives are as followsabout to be reviewed, but are currently:  Enriching our culture of valuing and engaging people – • Monitoring the staff and student diversity profiles. • Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students feel valued from diverse groups are on a par with or outperform the wider student body. • Ensuring that staff applications, appointments, satisfaction, retention, progression and engaged training for staff from diverse groups are on a par with or outperform the wider staff body. • Ensuring that we inspire inclusive learning communities and develop curricula which are accessible, challenging, engaging and meet the needs of diverse groups of students, in terms of equalitydesign, delivery, content, mode of learning, assessment and achievement. • Ensuring that our approach to developing and implementing interventions is evidence- based, research informed, monitored and evaluated. • Ensuring that all our staff are equipped with skills, training and development programmes to ensure they have the confidence, knowledge and skills to deal with diversity issues on a daily basis. • We celebrate, through multi layered activities and rewards, our diversity and inclusion.  Ensuring fair processes discuss and inclusion – enhancing UCLan’s working debate key institutional and study environment; increasing consistency and fairness in all that we do; ensuring our inclusion agenda is more prominent and broadly understood.  Empowering people (protected groups) – empowering staff and students to succeed to the best of their abilities, irrespective of their characteristics.  Embedding diversity, dignity and wellbeing – enhancing the way we embed diversity, dignity and wellbeing in all of our functions and services; ensuring everyone has a role to play in improving our environment, culture and behavioursector diversity issues. In support of this, we continue recognise that it is important to lead, participate set targets in some areas so that progress can be achieved more quickly and engage in a range of internal and external equality networks, activities and events to promote equality, diversity and inclusionbe monitored tangibly. We also strive to achieve a range of external equality awards and accreditations, such as the Equality Challenge Unit (ECU)’s Xxxxxx XXXX and Race Equality Charter Marks. We currently hold an Institutional Xxxxxx XXXX Bronze Award and are working towards several other awards. We also hold Stonewall Champions and Mindful Employer accreditations and are a Disability Confident Level 1 employer. This work allows us to focus our attentions to specific protected groups, benefiting both students and staff. We further participate in ECU projects such as our “Increasing Diversity: Recruiting students from under-representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion. This year the Students’ Union developed an Equality, Diversity and Inclusion (EDI) Strategy and an action plan to improve EDI across the Students’ Union and student-led groups. Representation of underrepresented groups is facilitated through student led forums such as BME forum, Disabled Students Forum and Student Parent Forum. The democratically elected Students’ Council also includes part time officers focusing on the needs of BME, Trans, Lesbian, Gay and Bisexual, Disabled and Women students. In The Union Plan 2016-2020, The Students’ Union has also committed to ‘Provide free membership and guaranteed help for student led groups supporting under represented or socially marginalised identities.’ We undertake regular effective monitoring, build up effective bases, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this available to staff to interrogate and inform their approaches. E&D Leads in Academic areas monitor performance, benchmark it and identify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducingreducing by 2017. A University-wide working group is enabling us to take this work forward. By engaging closely with the sector and other HEIs we keep abreast of latest research and findings and share best practice with other HEIs in steps taken to address attainment differences. We are pleased to have been selected to participate in the ECU’s Increasing diversity: recruiting students from underrepresented groups project, through which we will be exploring opportunities to transfer methodologies used to increase Muslim student participation to other underrepresented groups. We will continue to closely monitor closely and evaluate activities to consider the impact on protected equality groups, which . We will help inform be setting further equality and diversity targets as our work and provide an evidence-base to set future actionsdevelops. UCLan is committed to publishing clear provides information on fees and accessible information to existing financial support on its “Study here @” and prospective students “fees and finance @” and “bursaries scholarship @” pages on the fees we intend to charge and the financial support we offer. We do this website; through the following channels:  ‘Student life’ and ‘Money’ pages on our website  Talks talks and publications at Open and Applicant Days, and all on or off campus events  Pre; through pre-entry information mailings and electronic communications sent to applicants and enquirers  Public applicants; through public engagement events  Displaying events; leaflets and guidance information in public places  Staff places; and through staff advising students at recruitment fairs and open days or working with under- under-represented groups through a wide range of outreach activities. We are also committed to providing timely, accurate information to UCAS and the Student Loans Company so they can populate their course databases in good time to inform applicants. Student views are highly valued within UCLan and are sought on a wide variety range of matters, through a range of mechanisms including from representation on all senior committees, such as including Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Executive Management Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union and has valued the (SU’s membership of and contributions to the working group developing the Agreement from the beginning of the process. The Students’ Union has committed to facilitating regular consultations with defined student groups i.e. mature / care leavers, through setting up student-led forums and networks, with a view to using these groups as sounding boards for access initiatives linked directly to them). Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Stage of Please select target type from the lifecycle (drop-down menu) Main target type (drop-down menu) Target type (drop-down menu) 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 Socio-economic HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To remain above benchmark for the recruitment of full time students from low social classes. Because of data fluctuations, the baseline used is an average over the past three years (2011/12-2013/14). No Other (please give details in Description column) 42.3% 45% 45.5% 46% TBC TBC HESA has discontinued this metric Alongside applicant and is currently reviewing alternative approaches. We intend to use the new HESA metric, unless this proves unsuitable. T16a_02 Access Low participation neighbourhoods (LPN) HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) To remain above benchmark for the recruitment of full time students from low participation neighbourhood. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 17.4% 19% 19.5% 20% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_03 Student success Attainment raising HESA T5 - Projected degree (full-time, first degree entrants) To achieve year on year increases in the percentage of students expected to complete their degree. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 77.3% 81% 82% 83% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_04 Student success Attainment raising Other statistic - Ethnicity (please give details in the next column) To reduce the attainment gap between BME and White students (baseline 2010/11 qualifiers) No Other (please give details in Description column) 16.3% max 10% max 9% max 8% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_05 Progression Other (please give details in Description column) Other statistic - Progression to employment or further study (please give details in the next column) To increase the proportion of full-time first degree leavers in employment/further studies (HESA PI E1a). Baseline 2014/15 leavers (published in 2016). No 2014-15 92.2% 93.7% 94.2% 94.7% 95.2% TBC Our current strategic plan extends to 2020. Whilst this set of targets was develop more recently and is therefore over a slightly longer timeframe than the othersentrant targets, we do not plan extend encourage you to provide targets around outreach and student success work (including collaborative work where appropriate) or other initiatives to illustrate your progress towards increasing access, student success and progression. These should be measurable outcomes ‐based targets and should focus on the series number of targets further until beneficiaries reached by a more over-arching strategic review is undertakenparticular activity/programme or the number of schools worked with, and what the outcomes were, rather than simply recording the nature/number of activities.

Monitoring and evaluation arrangements. Monitoring of the targets and milestones identified within this The Access Agreement is incorporated within the University’s operational and strategic reporting, which ensures that this important area of work is considered appropriately within our decision-making. As a result, performance data on progress against these targets are used by the University Board, Academic Board and its sub- committees, the Senior Leadership Team, Colleges, Schools and Services, as well as by the University’s Access Agreement Working Group. Our Access Agreements are monitored through reports to the university’s Student Experience Committee, Committee which is a sub-committee of Academic Board and is chaired by the Deputy Vice- Pro Vice-Chancellor (Academic)Xxxxx Xxxxxxxx. The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with our Deputy ViceXxxxx Xxxxxxx, Pro Vice- Chancellor, who is a member of Student Experience Committee. Operational management and delivery of outreach activity is delegated to the Director of Marketing (Xxxx Xxxxx) and responsibility for meeting course-Chancellor (Academic)level retention targets lies with the Deans, reporting in to their Directorate lead. The detailed work Monitoring of the targets and milestones identified within the Access Agreement is addressed on an on-going basis through the use of the University’s scorecard system, which is updated monthly and presents key performance data to develop our Access Agreements the University Board, Academic Board and coordinate evaluation of its sub-committees, the Senior Management Team, Schools and Services. In addition to collecting feedback on the impact of work in this area is undertaken by a working group, which is chaired by our Deputy Vice-Chancellor (Academic). This group includes representatives of university services responsible for the operational delivery of the individual outreach activities described and the Students’ Union. We are continuing to enhance our ability to monitor impacts at the more detailed level, through arrangements to track the progress of students involved in specific initiatives or in receipt of financial support and overall monitoring of any differentials in levels of access, retention, attainment and progression by equality characteristics and other factors known to impact on these aspects of the student lifecycle. As part of this, we are committed to using the ‘closing the gap’ methodology recently developed for OFFA, to ensure that we understand the impact of our financial support arrangements on the success of those of our students who benefit. To dateactivities, we have already undertaken significant evaluation commissioned longitudinal research into the experience and progression of the impact of our financial support Junior University participants into and this has led to a complete change in our approach. As referred to in the Financial Support section, above, we have now focused all our financial support on incentivising progression and we require all students in receipt of additional payments to identify how this funding has benefitted them – overwhelmingly these case studies report that such funding makes it possible for them to continue their studies. The primary group of students applying for additional support are parents and others with caring responsibilities and we have tailored support to their needs, for example, making hardship payments during the summer, to prevent them needing to claim benefits and therefore leave their coursesthrough HE. We have recently commenced a longitudinal study to identify the impact of these interventions. We annually monitor annually the progression of students from HE courses offered through partner organisations to ‘“top-up’ ” courses at UCLan and progression of students from the foundation year programmes. We are aware that have also put in place a greater proportion comprehensive evaluation plan for those aspects of our foundation year students withdraw early and are working to identify any particular groups the student experience which may require intervention we package as the “UCLan Advantage” which includes financial support, personal advice and support. The University is exploring its institutional data in more detail to identify different aspects of under- representation within the access, success and progression remits to inform our approaches moving forward. As referenced earlier in the document, we also draw on findings from national research and evaluation to ensure we are able to maximise the impact of our activities and resources and support our students effectively in fulfilling their full potential. We are in the process of implementing the HEAT database, and intend to use this to provide longitudinal tracking and enable us to assess the effectiveness and impact of our access and student success initiatives. To support this, we will be taking a research approach to our evaluation and have appointed new members of staff to take this forward. We plan to undertake randomised control trials and will extend this methodology if preliminary data looks promising. As we have referenced throughout this agreement, we regularly collect feedback on the impact of individual initiatives and programmes of activity and take soundings from students on the appropriateness and effectiveness of the support arrangements we have established. We also work closely with the Students Union to ensure the Student Voice is represented within our review and evaluation processes. In designing this access agreement, the university has paid due regard to equality and diversityemployability support. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality, equality and diversity and inclusion by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example, example we have expanded are expanding the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. This is offered at a substantially discounted fee. The study skills and learning to support to smooth the transition to higher education embedded within the curriculum are is designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of enabling access and providing equality of opportunity to all, supporting all those who are able to benefit from higher education. In response to the rights flexibility of the Equality Act 2010 we have included targets within the University’s key strategic document (the Corporate Plan). We believe this is a significant strength and freedoms an indication of our diverse community commitment to ensuring that equality and fostering good relations diversity issues are at the centre of the University’s core priorities. This approach is also a key lever to ensure that equality and understanding between groupsdiversity activities are mainstreamed effectively across the University. We are otherwise meeting the specific duties of the Equality Act 2010 and Public Sector Equality Duty (2011) and by publishing a breadth of student and staff equality and diversity information at: xxx.xxxxx.xx.xx/xxxxxxxxxxx0000 Our vision is strongly focused on achieving equality of outcomesoutcomes too. Our strategic equality and diversity objectives are as followsobjectives, therefore, are:  Enriching our culture of valuing and engaging people – Monitoring the staff and student diversity profiles.  Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students feel valued from diverse groups are on a par with or outperform the wider student body.  Ensuring that staff applications, appointments, satisfaction, retention, progression and engaged training for staff from diverse groups are on a par with or outperform the wider staff body.  Ensuring that we inspire inclusive learning communities and develop curricula which are accessible, challenging, engaging and meet the needs of diverse groups of students, in terms of equalitydesign, diversity delivery, content, mode of learning, assessment and inclusionachievement.  Ensuring fair processes that our approach to developing and inclusion – enhancing UCLan’s working implementing interventions is evidence- based, research informed, monitored and study environment; increasing consistency and fairness in all that we do; ensuring our inclusion agenda is more prominent and broadly understoodevaluated.  Empowering people (protected groups) – empowering Ensuring that all our staff are equipped with skills, training and students development programmes to succeed ensure they have the confidence, knowledge and skills to the best of their abilities, irrespective of their characteristicsdeal with diversity issues on a daily basis.  Embedding diversityWe celebrate, dignity through multi layered activities and wellbeing – enhancing the way we embed diversityrewards, dignity our diversity and wellbeing in all of our functions discuss and services; ensuring everyone has a role to play in improving our environment, culture debate key institutional and behavioursector diversity issues. In support of this, we continue recognise that it is important to lead, participate set targets in some areas so progress can be achieved more quickly and engage in a range of internal and external equality networks, activities and events to promote equality, diversity and inclusionbe monitored tangibly. We also strive to achieve a range of external equality awards and accreditations, such as the Equality Challenge Unit (ECU)’s Xxxxxx XXXX and Race Equality Charter Marks. We currently hold an Institutional Xxxxxx XXXX Bronze Award and are working towards several other awards. We also hold Stonewall Champions and Mindful Employer accreditations and are a Disability Confident Level 1 employer. This work allows us to focus our attentions to specific protected groups, benefiting both students and staff. We further participate in ECU projects such as our “Increasing Diversity: Recruiting students from under-representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion. This year the Students’ Union developed an Equality, Diversity and Inclusion (EDI) Strategy and an action plan to improve EDI across the Students’ Union and student-led groups. Representation of underrepresented groups is facilitated through student led forums such as BME forum, Disabled Students Forum and Student Parent Forum. The democratically elected Students’ Council also includes part time officers focusing on the needs of BME, Trans, Lesbian, Gay and Bisexual, Disabled and Women students. In The Union Plan 2016-2020, The Students’ Union has also committed to ‘Provide free membership and guaranteed help for student led groups supporting under represented or socially marginalised identities.’ We undertake regular effective monitoring, build up effective bases, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this available to staff to interrogate and inform their approaches. E&D Leads in Academic areas monitor performance, benchmark it and identify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducingreducing by 2017. A University-wide working group is enabling will enable us to take this work forward. By engaging closely with the sector and other HEIs we keep abreast of latest research and findings and share best practice with other HEIs in steps taken to address attainment differences. We are pleased to have been selected to participate in the ECU’s Increasing diversity: recruiting students from underrepresented groups project, through which we will be exploring opportunities to transfer methodologies used to increase Muslim student participation to other underrepresented groups. We will continue to closely monitor closely and evaluate activities to consider the impact on protected equality groups, which . We will help inform be setting further equality and diversity targets as our work and provide an evidence-base to set future actionsdevelops. UCLan is committed to publishing clear provides information on fees and accessible information to existing financial support on its “Study_here @” and prospective students “fees_and_finance_@” and “bursaries_scholarship@” pages on the fees we intend to charge and the financial support we offer. We do this website; through the following channels:  ‘Student life’ and ‘Money’ pages on our website  Talks talks and publications at Open and Applicant Days, and all on or off campus events  Pre; through pre-entry information mailings and electronic communications sent to applicants and enquirers  Public applicants; through public engagement events  Displaying events; leaflets and guidance information in public places  Staff places; and through staff advising students at recruitment fairs and open days or working with under- under-represented groups through a wide range of outreach activities. We are also committed to providing timely, accurate information to UCAS and the Student Loans Company so they can populate their course databases in good time to inform applicants. Student views are highly valued within UCLan and are sought on a wide variety range of matters, through a range of mechanisms including from representation on all senior committees, such as including Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Executive Management Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union and has valued (SU). The SU, though its Officers’ direct involvement in discussions with the SU’s membership of and contributions to the working group developing the Agreement Access Agreement, has fed in views about the student support package. The student view, in particular, that they would wish to see greater use of cash and hardship monies rather than portable financial credits, has led to financial support from 14/15 being in full as cash rather than credits. Feedback from the beginning SU will be sought as part of the processevaluation of this financial support and they will be consulted on any future developments or changes. The Students’ Union SU continues to be concerned that mature students are fully supported and as members of the Panel which disburses Xxxxxx Bursaries has committed ensured that they are prioritised in allocating funds. The SU itself, recognising the importance of the University’s partnership arrangements as a means of promoting access to facilitating regular consultations HE for mature students, has strengthened its links with defined key local colleges. The SU is keen to continue the financial support to students previously provided through the Access to Learning Fund and the University will ensure that this support is made available from its Student Opportunity funding The SU is very keen to ensure that all possible support is given to students in the provision of career enhancing activities such as work placements, internships, subject relevant work experience and that funds are available to make these activities accessible by students from lower socio-economic backgrounds as well as the wider student groups i.e. mature / care leaverscommunity. The SU’s view is that they would wish to work in partnership with the University to seek and provide such opportunities and that financial support is made available. The relationship of all forms of funded work experience in promoting student success and progression, through setting up student-led forums and networksthe student lifecycle, with a view to using these groups as sounding boards for access initiatives linked directly to theminto graduate careers will be evaluated. Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Stage of Number Please select target type from the lifecycle (drop-down menu) Main target type (drop-down menu) Target type (drop-down menu) 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) 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 T16a_01 Access Socio-economic 1 HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To remain at or above benchmark for the recruitment of full time students from low social classes. Because of data fluctuations, the baseline used is an average over the past three years classes No 2011 (2011/12-2013/14). No Other (please give details in Description column2009/10 data) 42.339% 45minimum 39% 45.5minimum 39% 46minimum 39% TBC TBC HESA has discontinued this metric and is currently reviewing alternative approaches. We intend to use the new HESA metric, unless this proves unsuitable. T16a_02 Access Low participation neighbourhoods (LPN) 2 HESA T1a - Low participation neighbourhoods (POLAR3POLAR2) (Young, full- full-time, first degree entrants) To remain at or above benchmark for the recruitment of full time students from low participation neighbourhood. Because of data fluctuations, the baseline used is an average over the past three years neighbourhoods No 2011 (2011/12- 2013/14). No Other (please give details in Description column2009/10 data) 17.416.3% 19minimum 15.5% 19.5minimum 16% 20minimum 16% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_03 Student success Attainment raising 3 HESA T5 - Projected degree (full-time, first degree entrants) To achieve year on year increases in the percentage of students expected to complete their degree. Because of data fluctuations, the baseline used is an average over the past three years degree No 2010 (2011/12- 2013/14). No Other (please give details in Description column2008/09 data) 77.368.7% 8172% 8276% 8380% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_04 Student success Attainment raising 4 Other statistic - Ethnicity (please give details in the next column) To reduce the attainment gap between BME and White students (baseline No 2010/11 qualifiers) No Other (please give details in Description column) qualifiers 16.3% max 1014% max 913% max 812% TBC TBC Our current strategic plan extends Attainment gap' refers to 2020, so we will extend the series of targets in due course T16a_05 Progression Other (please give details in Description column) Other statistic - Progression to employment or further study (please give details in the next column) To increase difference between the proportion of full-time White students gaining a first or upper second class honours degree leavers in employment/further studies (HESA PI E1a). Baseline 2014/15 leavers (published in 2016). No 2014-15 92.2% 93.7% 94.2% 94.7% 95.2% TBC Our current strategic plan extends to 2020. Whilst this set and the proportion of targets was develop more recently BME students gaining a first or upper second class honours degree Alongside applicant and is therefore over a slightly longer timeframe than the othersentrant targets, we do not plan extend encourage you to provide targets around outreach and student success work (including collaborative work where appropriate) or other initiatives to illustrate your progress towards increasing access, student success and progression. These should be measurable outcomes ‐based targets and should focus on the series number of targets further until beneficiaries reached by a more over-arching strategic review is undertakenparticular activity/programme or the number of schools worked with, and what the outcomes were, rather than simply recording the nature/number of activities.

Monitoring and evaluation arrangements. Monitoring of the targets and milestones identified within this The Access Agreement is incorporated within the University’s operational and strategic reporting, which ensures that this important area of work is considered appropriately within our decision-making. As a result, performance data on progress against these targets are used by the University Board, Academic Board and its sub- committees, the Senior Leadership Team, Colleges, Schools and Services, as well as by the University’s Access Agreement Working Group. Our Access Agreements are monitored through reports to the university’s Student Experience Committee, Committee which is a sub-committee of Academic Board and is chaired by the Deputy Vice- Pro Vice-Chancellor (Academic)Student Experience) Xxx Xxxxxx. The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with our Deputy Xxxxx Xxxxxxx, Pro Vice-Chancellor Chancellor, who is a member of Student Experience Committee. Operational management and delivery of outreach activity is delegated to the Director of Marketing (Academic)Xxxx Xxxxx) and responsibility for meeting course-level retention targets lies with the Heads of School and Executive Deans, reporting in to their Directorate lead. The detailed work Monitoring of the targets and milestones identified within the Access Agreement is addressed on an on-going basis through the use of the University’s management information system, which is updated as new data becomes available (overnight in some cases) and presents key performance data for use by the University Board, Academic Board and its sub-committees, the Senior Management Team, Schools and Services. In addition to develop our Access Agreements and coordinate evaluation of collecting feedback on the impact of work in this area is undertaken by a working group, which is chaired by our Deputy Vice-Chancellor (Academic). This group includes representatives of university services responsible for the operational delivery of the individual outreach activities described and the Students’ Union. We are continuing to enhance our ability to monitor impacts at the more detailed level, through arrangements to track the progress of students involved in specific initiatives or in receipt of financial support and overall monitoring of any differentials in levels of access, retention, attainment and progression by equality characteristics and other factors known to impact on these aspects of the student lifecycle. As part of this, we are committed to using the ‘closing the gap’ methodology recently developed for OFFA, to ensure that we understand the impact of our financial support arrangements on the success of those of our students who benefit. To dateactivities, we have already undertaken significant evaluation commissioned longitudinal research into the experience and progression of the impact of our financial support Junior University participants into and this has led to a complete change in our approach. As referred to in the Financial Support section, above, we have now focused all our financial support on incentivising progression and we require all students in receipt of additional payments to identify how this funding has benefitted them – overwhelmingly these case studies report that such funding makes it possible for them to continue their studies. The primary group of students applying for additional support are parents and others with caring responsibilities and we have tailored support to their needs, for example, making hardship payments during the summer, to prevent them needing to claim benefits and therefore leave their coursesthrough HE. We have recently commenced a longitudinal study to identify the impact of these interventions. We annually monitor annually the progression of students from HE courses offered through partner organisations to ‘“top-up’ ” courses at UCLan and progression of students from the foundation year programmes. We are aware that a greater proportion of our foundation year students withdraw early and are working to identify any particular groups which may require intervention and support. The University is exploring its institutional data in more detail to identify different aspects of under- representation within the access, success and progression remits to inform our approaches moving forward. As referenced earlier in the document, we also draw on findings from national research and evaluation to ensure we are able to maximise the impact of our activities and resources and support our students effectively in fulfilling their full potential. We are in the process of implementing the HEAT database, and intend to use this to provide longitudinal tracking and enable us to assess the effectiveness and impact of our access and student success initiatives. To support this, we will be taking a research approach to our evaluation and have appointed new members of staff to take this forward. We plan to undertake randomised control trials and will extend this methodology if preliminary data looks promising. As we have referenced throughout this agreement, we regularly collect feedback on the impact of individual initiatives and programmes of activity and take soundings from students on the appropriateness and effectiveness of the support arrangements we have established. We also work closely with the Students Union to ensure the Student Voice is represented within our review and evaluation processes. In designing this access agreement, the university has paid due regard to equality and diversity. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality, equality and diversity and inclusion by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example, example we have expanded are expanding the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. This is offered at a substantially discounted fee. The study skills and learning to support to smooth the transition to higher education embedded within the curriculum are is designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of enabling access and providing equality of opportunity to all, supporting all those who are able to benefit from higher education. In response to the rights flexibility of the Equality Act 2010 we have included targets within the University’s key strategic document (the Annual Plan). We believe this is a significant strength and freedoms an indication of our diverse community commitment to ensuring that equality and fostering good relations diversity issues are at the centre of the University’s core priorities. This approach is also a key lever to ensure that equality and understanding between groupsdiversity activities are mainstreamed effectively across the University. We are otherwise meeting the specific duties of the Equality Act 2010 and Public Sector Equality Duty (2011) and by publishing a breadth of student and staff equality and diversity information at: xxx.xxxxx.xx.xx/xxxxxxxxxxx0000 Our vision is strongly focused on achieving equality of outcomesoutcomes too. Our strategic equality and diversity objectives are as followsabout to be reviewed, but are currently:  Enriching our culture of valuing and engaging people – Monitoring the staff and student diversity profiles.  Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students feel valued from diverse groups are on a par with or outperform the wider student body.  Ensuring that staff applications, appointments, satisfaction, retention, progression and engaged training for staff from diverse groups are on a par with or outperform the wider staff body.  Ensuring that we inspire inclusive learning communities and develop curricula which are accessible, challenging, engaging and meet the needs of diverse groups of students, in terms of equalitydesign, diversity delivery, content, mode of learning, assessment and inclusionachievement.  Ensuring fair processes that our approach to developing and inclusion – enhancing UCLan’s working implementing interventions is evidence- based, research informed, monitored and study environment; increasing consistency and fairness in all that we do; ensuring our inclusion agenda is more prominent and broadly understoodevaluated.  Empowering people (protected groups) – empowering Ensuring that all our staff are equipped with skills, training and students development programmes to succeed ensure they have the confidence, knowledge and skills to the best of their abilities, irrespective of their characteristicsdeal with diversity issues on a daily basis.  Embedding diversityWe celebrate, dignity through multi layered activities and wellbeing – enhancing the way we embed diversityrewards, dignity our diversity and wellbeing in all of our functions discuss and services; ensuring everyone has a role to play in improving our environment, culture debate key institutional and behavioursector diversity issues. In support of this, we continue recognise that it is important to lead, participate set targets in some areas so that progress can be achieved more quickly and engage in a range of internal and external equality networks, activities and events to promote equality, diversity and inclusionbe monitored tangibly. We also strive to achieve a range of external equality awards and accreditations, such as the Equality Challenge Unit (ECU)’s Xxxxxx XXXX and Race Equality Charter Marks. We currently hold an Institutional Xxxxxx XXXX Bronze Award and are working towards several other awards. We also hold Stonewall Champions and Mindful Employer accreditations and are a Disability Confident Level 1 employer. This work allows us to focus our attentions to specific protected groups, benefiting both students and staff. We further participate in ECU projects such as our “Increasing Diversity: Recruiting students from under-representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion. This year the Students’ Union developed an Equality, Diversity and Inclusion (EDI) Strategy and an action plan to improve EDI across the Students’ Union and student-led groups. Representation of underrepresented groups is facilitated through student led forums such as BME forum, Disabled Students Forum and Student Parent Forum. The democratically elected Students’ Council also includes part time officers focusing on the needs of BME, Trans, Lesbian, Gay and Bisexual, Disabled and Women students. In The Union Plan 2016-2020, The Students’ Union has also committed to ‘Provide free membership and guaranteed help for student led groups supporting under represented or socially marginalised identities.’ We undertake regular effective monitoring, build up effective bases, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this available to staff to interrogate and inform their approaches. E&D Leads in Academic areas monitor performance, benchmark it and identify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducingreducing by 2017. A University-wide working group is enabling us to take this work forward. By engaging closely with the sector and other HEIs we keep abreast of latest research and findings and share best practice with other HEIs in steps taken to address attainment differences. We are pleased to have been selected to participate in the ECU’s Increasing diversity: recruiting students from underrepresented groups project, through which we will be exploring opportunities to transfer methodologies used to increase Muslim student participation to other underrepresented groups. We will continue to closely monitor closely and evaluate activities to consider the impact on protected equality groups, which . We will help inform be setting further equality and diversity targets as our work and provide an evidence-base to set future actionsdevelops. UCLan is committed to publishing clear provides information on fees and accessible information to existing financial support on its “Study here @” and prospective students “fees and finance @” and “bursaries scholarship @” pages on the fees we intend to charge and the financial support we offer. We do this website; through the following channels:  ‘Student life’ and ‘Money’ pages on our website  Talks talks and publications at Open and Applicant Days, and all on or off campus events  Pre; through pre-entry information mailings and electronic communications sent to applicants and enquirers  Public applicants; through public engagement events  Displaying events; leaflets and guidance information in public places  Staff places; and through staff advising students at recruitment fairs and open days or working with under- under-represented groups through a wide range of outreach activities. We are also committed to providing timely, accurate information to UCAS and the Student Loans Company so they can populate their course databases in good time to inform applicants. Student views are highly valued within UCLan and are sought on a wide variety range of matters, through a range of mechanisms including from representation on all senior committees, such as including Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Executive Management Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union and has valued the (SU’s membership of and contributions to the working group developing the Agreement from the beginning of the process. The Students’ Union has committed to facilitating regular consultations with defined student groups i.e. mature / care leavers, through setting up student-led forums and networks, with a view to using these groups as sounding boards for access initiatives linked directly to them). Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Stage of Please select target type from the lifecycle (drop-down menu) Main target type (drop-down menu) Target type (drop-down menu) 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 Socio-economic HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To remain above benchmark for the recruitment of full time students from low social classes. Because of data fluctuations, the baseline used is an average over the past three years (2011/12-2013/14). No Other (please give details in Description column) 42.3% 45% 45.5% 46% TBC TBC HESA has discontinued this metric Alongside applicant and is currently reviewing alternative approaches. We intend to use the new HESA metric, unless this proves unsuitable. T16a_02 Access Low participation neighbourhoods (LPN) HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) To remain above benchmark for the recruitment of full time students from low participation neighbourhood. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 17.4% 19% 19.5% 20% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_03 Student success Attainment raising HESA T5 - Projected degree (full-time, first degree entrants) To achieve year on year increases in the percentage of students expected to complete their degree. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 77.3% 81% 82% 83% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_04 Student success Attainment raising Other statistic - Ethnicity (please give details in the next column) To reduce the attainment gap between BME and White students (baseline 2010/11 qualifiers) No Other (please give details in Description column) 16.3% max 10% max 9% max 8% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_05 Progression Other (please give details in Description column) Other statistic - Progression to employment or further study (please give details in the next column) To increase the proportion of full-time first degree leavers in employment/further studies (HESA PI E1a). Baseline 2014/15 leavers (published in 2016). No 2014-15 92.2% 93.7% 94.2% 94.7% 95.2% TBC Our current strategic plan extends to 2020. Whilst this set of targets was develop more recently and is therefore over a slightly longer timeframe than the othersentrant targets, we do not plan extend encourage you to provide targets around outreach and student success work (including collaborative work where appropriate) or other initiatives to illustrate your progress towards increasing access, student success and progression. These should be measurable outcomes ‐based targets and should focus on the series number of targets further until beneficiaries reached by a more over-arching strategic review is undertakenparticular activity/programme or the number of schools worked with, and what the outcomes were, rather than simply recording the nature/number of activities.