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 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 Leadership Team, Colleges, Schools and Services. In addition, as part of our new strategy, we are 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 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 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 access and student success initiatives, and we are hoping for this to be in place 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 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. 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 Pro 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 coordinate evaluation of the impact of work in this area is undertaken by a working group, which is chaired by our Pro Vice-Chancellor. This group includes representatives of university services responsible for the 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 and careers services is delegated to the Director of LIS; and responsibility for meeting course-level retention targets lies with the Heads of School and Executive Deans, each reporting in to their Executive Team lead. EQUALITY AND DIVERSITY 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 plan and objectives are in the process of being reviewed and updated, but are currently:  Monitoring the staff and student diversity profiles.  Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students from diverse groups are on a par with or outperform the wider student body.  Ensuring that staff applications, appointments, satisfaction, retention, progression and 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 design, 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 discuss and debate key institutional and sector 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, Two Ticks and Mindful Employer accreditations. 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- representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion, with dedicated Officers focusing on the needs of BME, trans, lesbian and gay, disabled and women students. 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 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. PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS 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  Pre-entry information mailings and electronic communications to applicants  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. CONSULTING WITH STUDENTS 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, including Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Management Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union (SU), but this year the SU has joined the University’s working group and taken an active role in developing the Agreement from the beginning of the process. The University has valued this level of input and intends to follow this approach in future years.

Monitoring and evaluation arrangements. The Deputy Principal and the Xxxx of Higher Education and Curriculum Innovation are responsible for the delivery and monitoring of this Access Agreement. Monitoring and evaluation of progress against the targets related to our outreach activities will be measured using internal data streams and external data sources via UCAS and HESA, and reported through the Higher Education Strategy Group and Senior Management Team, and ultimately to the College Governors.14 As part of our existing management processes, data will be attributed to 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 year and reported through the College’s management structure to ensure that evaluation is embedded in the 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 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 milestones identified within 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 14 Outreach activities At the time of producing this Access Agreement Agreement, the College is addressed committed to collecting data about, monitoring, evaluating and continuing with all of the following outreach activities. Outreach Activity Aim(s) Target Group(s ) Outputs/Results Measure(s) of Success/Failure/Impact. 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 to young people from low income families to study at College at FE level and then later progress into HE Students from income families low Increase in the FE participation rates of students from low income families and increased staying on an on-going basis rates of those young people, into HE  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 use 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. Retention Activities Aim(s) Target Group(s) Outputs/Results Measures of Success/Failure/Impact. 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 Universitydata 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 activity To provide access to the 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-based learning projects To provide opportunities for students to gain work place experience and 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 the work place, relevant to the programme of study. 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 management information systemrecent 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, which is updated as new data becomes available 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 widened educational experience aid student retention and support progression: both through the programme and after graduation. KPIs include:  Continuation and retention data;  Student feedback (overnight Students appreciate and request more visits in some casestheir feedback);  EE reports;  Employer feedback. The College has identified, and will continue to find, opportunities to embed more educational visits into its HE provision. Enhancing Student Success/Reducing Attainment Gap Activities Aim(s) Target Group(s) Outputs/Results Measures of Success/Failure/Impact. Study Support To provide students with additional support and presents key performance data for use by the University Board, Academic Board teaching over and its sub-committees, the Senior Leadership Team, Colleges, Schools and Services. In addition, above that given as part of our new strategytheir course Students identified as requiring, we are enhancing our ability or desiring, additional academic input 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 maximise their achievements. Increased grade profile across HE cohort KPIs include:  continuation data;  success;  destinations;  Student feedback. Personal Development Planning Use of the PDP process to enhance student lifecycle. 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 success All HE students on the appropriateness and effectiveness Use of the PDP process and output to support arrangements we have established. We are students in the process of purchasing the HEAT database, which will provide longitudinal tracking and enable us to assess the effectiveness and impact of our access and student their success initiatives, and we are hoping for this to be in place 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 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. 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 Pro 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 coordinate evaluation of the impact of work in this area is undertaken by a working group, which is chaired by our Pro Vice-Chancellor. This group includes representatives of university services responsible for the 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 and careers services is delegated to the Director of LIS; and responsibility for meeting course-level retention targets lies with the Heads of School and Executive Deans, each reporting in to their Executive Team lead. EQUALITY AND DIVERSITY 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 plan and objectives are in the process of being reviewed and updated, but are currently:  Monitoring the staff and student diversity profiles.  Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students from diverse groups are on a par with or outperform the wider student body.  Ensuring that staff applications, appointments, satisfaction, retention, progression and 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 design, 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 programme and development programmes to ensure they have the confidence, knowledge and skills to deal with diversity issues on a daily basisof employability skills.  We celebrate, through multi layered activities and rewards, our diversity and discuss and debate key institutional and sector diversity issuesIndividual success data. 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, Two Ticks and Mindful Employer accreditations. 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- representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion, with dedicated Officers focusing on the needs of BME, trans, lesbian and gay, disabled and women students. 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 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. PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS 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  Pre-entry information mailings and electronic communications to applicants  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. CONSULTING WITH STUDENTS 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, including Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Management Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union (SU), but this year the SU has joined the University’s working group and taken an active role in developing the Agreement from the beginning of the process. The University has valued this level of input and intends to follow this approach in future yearsfeedback.

Monitoring and evaluation arrangements. Monitoring of the targets and milestones identified within this Access Agreement is addressed on an on-going basis through the use of incorporated within the University’s management information systemoperational and strategic reporting, which ensures that this important area of work is updated as new data becomes available (overnight in some cases) and presents key considered appropriately within our decision-making. As a result, performance data for use on progress against these targets are used by the University Board, Academic Board and its sub-sub- committees, the Senior Leadership Team, Colleges, Schools and Services. In addition, as part 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 new strategyDeputy 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, we 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 enhancing 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 we have referenced throughout this agreementpart of this, we regularly collect feedback on are committed to using the ‘closing the gap’ methodology recently developed for OFFA, to ensure that we understand the impact of individual initiatives and programmes of activity and take soundings from students our financial support arrangements on the appropriateness and effectiveness success of those of our students who benefit. To date, we have already undertaken significant evaluation of the support arrangements we have 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 access financial support and student success initiativesthis 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 hoping parents and others with caring responsibilities and we have tailored support to their needs, for this example, making hardship payments during the summer, to be in place by September 2016prevent 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 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-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. Our Access Agreements We are monitored through reports in the process of implementing the HEAT database, and intend to use this to provide longitudinal tracking and enable us to assess the university’s Student Experience Committeeeffectiveness and impact of our access and student success initiatives. To support this, which is we will be taking a sub-committee research approach to our evaluation and have appointed new members of Academic Board staff to take this forward. We plan to undertake randomised control trials and is chaired by the Pro Vice-Chancellor (Student Experience)will extend this methodology if preliminary data looks promising. The Students’ Union is represented As we have referenced throughout this agreement, we regularly collect feedback 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 coordinate evaluation of the impact of work in this area is undertaken by a working group, which is chaired by our Pro Vice-Chancellor. This group includes representatives individual initiatives and programmes of university services responsible for activity and take soundings from students on the operational delivery appropriateness and effectiveness of the activities described and the Students’ Unionsupport arrangements we have established. Operational management and delivery of outreach activity is delegated to the Director of Marketing & Communications; responsibility for student support and careers services is delegated to the Director of LIS; and responsibility for meeting course-level retention targets lies We also work closely with the Heads of School Students Union to ensure the Student Voice is represented within our review and Executive Deans, each reporting in to their Executive Team leadevaluation processes. EQUALITY AND DIVERSITY 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 in the process of being reviewed and updated, but are currentlyas follows:  Monitoring the Enriching our culture of valuing and engaging people – staff and student students feel valued and engaged in terms of equality, diversity profilesand inclusion.  Ensuring fair processes and inclusion – enhancing UCLan’s working and study environment; increasing consistency and fairness in all that student applications, enrolments, retention, satisfaction, attainment we do; ensuring our inclusion agenda is more prominent and employability outcomes for students from diverse groups are on a par with or outperform the wider student bodybroadly understood.  Ensuring that Empowering people (protected groups) – empowering staff applicationsand students to succeed to the best of their abilities, appointments, satisfaction, retention, progression and training for staff from diverse groups are on a par with or outperform the wider staff bodyirrespective of their characteristics.  Ensuring that Embedding diversity, dignity and wellbeing – enhancing the way we inspire inclusive learning communities embed diversity, dignity and develop curricula which are accessiblewellbeing in all of our functions and services; ensuring everyone has a role to play in improving our environment, challenging, engaging culture and meet the needs of diverse groups of students, in terms of design, 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 discuss and debate key institutional and sector diversity issuesbehaviour. 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, Two Ticks Champions and Mindful Employer accreditationsaccreditations 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 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, with dedicated Officers 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, transTrans, lesbian Lesbian, Gay and gayBisexual, disabled 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 monitor closely monitor 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. PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS 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 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-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. CONSULTING WITH STUDENTS 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, including such as Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Management 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), but this year ’s membership of and contributions to the SU has joined the University’s working group and taken an active role in 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 7 - Targets and milestones Institution name: University of Central Lancashire Institution UKPRN: 10007141 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 valued discontinued this level 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 input 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 intends 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 follow 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 approach in future years.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 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 Leadership Team, Colleges, Schools and Services. In addition, as part of our new strategy, we are 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 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 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 access and student success initiatives, and we are hoping for this to be in place 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 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. 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 Pro Vice-Chancellor (Student Experience)Xxxxx Xxxxxxxx. The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with our Xxxxx Xxxxxxx, Pro Vice-Vice- Chancellor, who is also a member of Student Experience Committee. 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 Pro Vice-Chancellor. This group includes representatives of university services responsible for the 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 and careers services is delegated to the Director of LIS; (Xxxx Xxxxx) and responsibility for meeting course-level retention targets lies with the Heads of School and Executive Deans, each reporting in to their Executive Team Directorate lead. 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 the University Board, Academic Board and its sub-committees, the Senior Management Team, Schools and Services. In addition to collecting feedback on the impact of individual outreach activities and student success activities, we have commissioned longitudinal research into the experience and progression of Junior University participants into and through HE. We annually monitor 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 have also put in place a comprehensive evaluation plan for those aspects of the student experience which we package as the “UCLan Advantage” which includes financial support, personal advice and support, and employability support. EQUALITY AND DIVERSITY 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 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 plan and objectives are in the process of being reviewed and updatedobjectives, but are currentlytherefore, are:  • Monitoring the staff and student diversity profiles.  • Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students from diverse groups are on a par with or outperform the wider student body.  • Ensuring that staff applications, appointments, satisfaction, retention, progression and 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 design, 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 discuss and debate key institutional and sector 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, Two Ticks and Mindful Employer accreditations. 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- representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion, with dedicated Officers focusing on the needs of BME, trans, lesbian and gay, disabled and women studentsbe monitored tangibly. 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 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. PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS 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  PreDays; through pre-entry information mailings and electronic communications sent to applicants  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-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. CONSULTING WITH STUDENTS 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, including Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Management Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union (SU). The SU, but this year though its Officers’ direct involvement in discussions with the group developing the 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 SU will be sought as part of the evaluation of this financial support and they will be consulted on any future developments or changes. The SU continues to be concerned that mature students are fully supported and as members of the Panel which disburses Xxxxxx Bursaries has joined ensured that they are prioritised in allocating funds. The SU itself, recognising the importance of the University’s working group partnership arrangements as a means of promoting access to HE for mature students, has strengthened its links with key local colleges. The SU is keen to continue the financial support to students previously provided through the Access to Learning Fund and taken an active role 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 developing the Agreement 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 community. 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 the student lifecycle, into graduate careers will be evaluated. Access agreement 2015-16 resource plan (submission 1st May 2014) (Table 7) Targets and milestones Institution name: University of Central Lancashire Institution UKPRN: 10007141 Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Number Please select target type from the beginning drop-down menu Description (500 characters maximum) Is this a collaborative target? Baseline year 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 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 No 2011 (2009/10 data) 39% minimum 39% minimum 39% minimum 39% 2 HESA T1a - Low participation neighbourhoods (POLAR2) (Young, full-time, first degree entrants) To remain at or above benchmark for the processrecruitment of full time students from low participation neighbourhoods No 2011 (2009/10 data) 16.3% minimum 15.5% minimum 16% minimum 16% 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 No 2010 (2008/09 data) 68.7% 72% 76% 80% 4 Other statistic - Ethnicity (please give details in the next column) To reduce the attainment gap between BME and White students No 2010/11 qualifiers 16.3% max 14% max 13% max 12% Attainment gap' refers to the difference between the proportion of White students gaining a first or upper second class honours degree and the proportion of BME students gaining a first or upper second class honours degree Notes Alongside applicant and entrant targets, we 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. The University has valued this level These should be measurable outcomes ‐based targets and should focus on the number of input beneficiaries reached by a particular activity/programme or the number of schools worked with, and intends to follow this approach in future yearswhat 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 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 Leadership Team, Colleges, Schools and Services. In addition, as part of our new strategy, we are 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 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 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 access and student success initiatives, and we are hoping for this to be in place 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 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. 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 Pro Vice-Chancellor (Student Experience)Xxxxx Xxxxxxxx. The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with our Xxxxx Xxxxxxx, Pro Vice-Vice- Chancellor, who is also a member of Student Experience Committee. 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 Pro Vice-Chancellor. This group includes representatives of university services responsible for the 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 and careers services is delegated to the Director of LIS; (Xxxx Xxxxx) and responsibility for meeting course-level retention targets lies with the Heads of School and Executive Deans, each reporting in to their Executive Team Directorate lead. 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 the University Board, Academic Board and its sub-committees, the Senior Management Team, Schools and Services. In addition to collecting feedback on the impact of individual outreach activities and student success activities, we have commissioned longitudinal research into the experience and progression of Junior University participants into and through HE. We annually monitor 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 have also put in place a comprehensive evaluation plan for those aspects of the student experience which we package as the “UCLan Advantage” which includes financial support, personal advice and support, and employability support. EQUALITY AND DIVERSITY 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 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 plan and objectives are in the process of being reviewed and updatedobjectives, but are currentlytherefore, are:  Monitoring the staff and student diversity profiles.  Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students from diverse groups are on a par with or outperform the wider student body.  Ensuring that staff applications, appointments, satisfaction, retention, progression and 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 design, 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 discuss and debate key institutional and sector 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, Two Ticks and Mindful Employer accreditations. 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- representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion, with dedicated Officers focusing on the needs of BME, trans, lesbian and gay, disabled and women studentsbe monitored tangibly. 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 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. PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS 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  PreDays; through pre-entry information mailings and electronic communications sent to applicants  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-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. CONSULTING WITH STUDENTS 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, including Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Management Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union (SU). The SU, but this year though its Officers’ direct involvement in discussions with the group developing the 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 SU will be sought as part of the evaluation of this financial support and they will be consulted on any future developments or changes. The SU continues to be concerned that mature students are fully supported and as members of the Panel which disburses Xxxxxx Bursaries has joined ensured that they are prioritised in allocating funds. The SU itself, recognising the importance of the University’s working group partnership arrangements as a means of promoting access to HE for mature students, has strengthened its links with key local colleges. The SU is keen to continue the financial support to students previously provided through the Access to Learning Fund and taken an active role 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 developing the Agreement 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 community. 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 the student lifecycle, into graduate careers will be evaluated. Access agreement 2015-16 resource plan (submission 1st May 2014) (Table 7) Targets and milestones Institution name: University of Central Lancashire Institution UKPRN: 10007141 Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Number Please select target type from the beginning drop-down menu Description (500 characters maximum) Is this a collaborative target? Baseline year 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 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 No 2011 (2009/10 data) 39% minimum 39% minimum 39% minimum 39% 2 HESA T1a - Low participation neighbourhoods (POLAR2) (Young, full-time, first degree entrants) To remain at or above benchmark for the processrecruitment of full time students from low participation neighbourhoods No 2011 (2009/10 data) 16.3% minimum 15.5% minimum 16% minimum 16% 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 No 2010 (2008/09 data) 68.7% 72% 76% 80% 4 Other statistic - Ethnicity (please give details in the next column) To reduce the attainment gap between BME and White students No 2010/11 qualifiers 16.3% max 14% max 13% max 12% Attainment gap' refers to the difference between the proportion of White students gaining a first or upper second class honours degree and the proportion of BME students gaining a first or upper second class honours degree Notes Alongside applicant and entrant targets, we 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. The University has valued this level These should be measurable outcomes ‐based targets and should focus on the number of input beneficiaries reached by a particular activity/programme or the number of schools worked with, and intends to follow this approach in future yearswhat the outcomes were, rather than simply recording the nature/number of activities.

Monitoring and evaluation arrangements. The Access Agreement is monitored through reports to the Student Experience Committee which is chaired by the Pro Vice-Chancellor (Student Experience) Xxx Xxxxxx. The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with Xxxxx 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-level retention targets lies with the Heads of School and Executive Deans, reporting in to their Directorate lead. Monitoring of the targets and milestones identified within this 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 Leadership Management Team, Colleges, Schools and Services. In addition, as part of our new strategy, we are enhancing our ability addition 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 we have referenced throughout this agreement, we regularly collect collecting 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 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 access outreach activities and student success initiativesactivities, we have commissioned longitudinal research into the experience and we are hoping for this to be in place by September 2016progression of Junior University participants into and through HE. 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 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. 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 Pro 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 coordinate evaluation of the impact of work in this area is undertaken by a working group, which is chaired by our Pro Vice-Chancellor. This group includes representatives of university services responsible for the 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 and careers services is delegated to the Director of LIS; and responsibility for meeting course-level retention targets lies with the Heads of School and Executive Deans, each reporting in to their Executive Team leadprogrammes. EQUALITY AND DIVERSITY 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 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 plan and objectives are in the process of being reviewed and updatedabout to be reviewed, but are currently:  • Monitoring the staff and student diversity profiles.  • Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students from diverse groups are on a par with or outperform the wider student body.  • Ensuring that staff applications, appointments, satisfaction, retention, progression and 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 design, 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 discuss and debate key institutional and sector 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 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, Two Ticks and Mindful Employer accreditations. 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- representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion, with dedicated Officers focusing on the needs of BME, trans, lesbian and gay, disabled and women studentsbe monitored tangibly. 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 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. PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS 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  PreDays; through pre-entry information mailings and electronic communications sent to applicants  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-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. CONSULTING WITH STUDENTS 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, including Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Management Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union (SU). Table 7 - Targets and milestones Institution name: University of Central Lancashire Institution UKPRN: 10007141 Table 7a - Statistical targets and milestones relating to your applicants, but this year the SU has joined the University’s working group and taken an active role in developing the Agreement entrants or student body Reference number Please select target type from the beginning drop-down menu Description (500 characters maximum) Is this a collaborative target? Baseline year 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) Notes Alongside applicant and entrant targets, we 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 number of beneficiaries reached by a particular activity/programme or the process. The University has valued this level number of input schools worked with, and intends to follow this approach in future yearswhat the outcomes were, rather than simply recording the nature/number of activities.

Monitoring and evaluation arrangements. The Access Agreement is monitored through reports to the Student Experience Committee which is chaired by the Pro Vice-Chancellor (Student Experience) Xxx Xxxxxx. The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with Xxxxx 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-level retention targets lies with the Heads of School and Executive Deans, reporting in to their Directorate lead. Monitoring of the targets and milestones identified within this 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 Leadership Management Team, Colleges, Schools and Services. In addition, as part of our new strategy, we are enhancing our ability addition 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 we have referenced throughout this agreement, we regularly collect collecting 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 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 access outreach activities and student success initiativesactivities, we have commissioned longitudinal research into the experience and we are hoping for this to be in place by September 2016progression of Junior University participants into and through HE. 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 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. 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 Pro 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 coordinate evaluation of the impact of work in this area is undertaken by a working group, which is chaired by our Pro Vice-Chancellor. This group includes representatives of university services responsible for the 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 and careers services is delegated to the Director of LIS; and responsibility for meeting course-level retention targets lies with the Heads of School and Executive Deans, each reporting in to their Executive Team leadprogrammes. EQUALITY AND DIVERSITY 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 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 plan and objectives are in the process of being reviewed and updatedabout to be reviewed, but are currently:  Monitoring the staff and student diversity profiles.  Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students from diverse groups are on a par with or outperform the wider student body.  Ensuring that staff applications, appointments, satisfaction, retention, progression and 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 design, 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 discuss and debate key institutional and sector 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 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, Two Ticks and Mindful Employer accreditations. 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- representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion, with dedicated Officers focusing on the needs of BME, trans, lesbian and gay, disabled and women studentsbe monitored tangibly. 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 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. PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS 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  PreDays; through pre-entry information mailings and electronic communications sent to applicants  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-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. CONSULTING WITH STUDENTS 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, including Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Management Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union (SU). Table 7 - Targets and milestones Institution name: University of Central Lancashire Institution UKPRN: 10007141 Table 7a - Statistical targets and milestones relating to your applicants, but this year the SU has joined the University’s working group and taken an active role in developing the Agreement entrants or student body Reference number Please select target type from the beginning drop-down menu Description (500 characters maximum) Is this a collaborative target? Baseline year 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) Notes Alongside applicant and entrant targets, we 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 number of beneficiaries reached by a particular activity/programme or the process. The University has valued this level number of input schools worked with, and intends to follow this approach in future yearswhat the outcomes were, rather than simply recording the nature/number of activities.

Monitoring and evaluation arrangements. Monitoring of We will continue to monitor the above targets and milestones identified within this 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 Leadership Team, Colleges, Schools and Services. In additionannual basis, as part of the re-submission of the Access Agreement. Evaluation of our core and collaborative outreach, using quantitative and qualitative methods, will be conducted both internally and potentially as a combined research project with our HEI partners. Recognising that successful widening participation at Bath will require new strategyapproaches and a sustained strategic overview, the University will continue to support the WP Research Group, established in 2012, to explore, evaluate and monitor local strategies, work with partners where this can help to develop our expertise and undertake funded research in widening access to increase our capacity in this area. We are active members of the Western Widening Participation Research Cluster (formerly the Bristol Widening Participation Research Cluster14) which provides opportunities for sharing good practice, undertaking local collaborative projects and preparing bids for externally funded research. A Research and Evaluation post was created in 2013 to evaluate activities, analyse existing data and undertake new research to support the fair access and social mobility agenda. From 2016-17 we are enhancing our ability plan to expand the University’s capacity in this area by establishing a fund to support doctoral studentships focused on research in aspects relevant to widening participation work. Our outreach evaluation plan was established around four main elements: collection of learner data to monitor impacts engagement of our target groups; formative and summative evaluation of activities to assess their impact and enhance their effectiveness; tracking students taking part in high intensity activities to assess longer term impact; and small scale qualitative projects with learners in key year groups to provide in-depth understanding of the barriers and to inform future outreach activities. As a result of this work the University has developed an innovative, theoretically based Framework for evaluating interventions which has been assessed by active researchers at the more detailed level, through arrangements University and warmly received in the sector. In order to track better assess the progress long term impact of our outreach activity and the success of our collaborative activities such as the Universities Outreach Partnership we have subscribed to the Higher Education Access Tracker (HEAT) service. Measures of effectiveness in relation to supporting the retention and achievement of students involved from under-represented groups will continue to include completion rates, academic achievement, participation in extra-curricular activities and development, progression to graduate-level employment and/or postgraduate study, and whether they would recommend this institution to other students from under-represented groups. A mix of quantitative and qualitative measures are being developed, monitored and reviewed throughout the individual student's experience, so that individual adjustments can be made, as well as broader lessons learned. This includes specific initiatives or in receipt investigations such as: the evaluation of financial support activities to enhance induction and overall monitoring of any differentials in levels of access, retention, first year experience; degree attainment for Black and progression by equality characteristics Minority Ethnic Groups; and other factors known to impact on these aspects of the student lifecycle. As we have referenced throughout this agreement, we regularly collect feedback on the impact of individual initiatives placements on degree attainment and programmes employment destination. 14Bath, Bath Spa, Bristol and UWE Bristol New data collection systems designed to increase our understanding of participation patterns at Faculty and Departmental level were established in 2012, and will be monitored, to check our progress, develop appropriate targets, and also to inform the development of subject- based outreach strategies. We will closely monitor the participation and retention rates of mature students (over 21, and over 25); those with vocational qualifications; care leavers; those from black and minority ethnic groups; and students with disabilities to evaluate the effectiveness of our outreach and admissions strategies in reaching these groups. We will also monitor and research the situation with regard to the progression of under- represented groups to postgraduate degrees. Research for the HEA found that while social class alone was not a significant factor in the decision to continue beyond a first degree other factors were: “family experience of higher education had an important effect on the respondents’ decisions. This was further conflated with some ethnic groups.”15 Over time this could result in a new social divide which would be detrimental to our aim for a diverse student population. Research in this area will focus on identifying strategies to encourage wider participation. The University is at the forefront in developing strategies to evaluate its admissions and widening participation activities, and actively engages with national discussions through ongoing research activity and take soundings from students on the appropriateness contribution to sector bodies working in this area. The Director of Student Recruitment and effectiveness Admissions is a member of the support arrangements we have establishedrecently-established UUK Social Mobility Advisory Group, which has been tasked with advising Government on developing the social mobility aspirations of the Green Paper. We are He is also co-chairing the Practitioner sub-group that has been tasked with identifying effective and scalable activities and interventions already operating to improve access, retention and success in the process sector. The Director’s re-election as UK Chair of purchasing the HEAT databaseHigher Education Liaison Officers’ Association, which will provide longitudinal tracking appointment to the Advisory Board of SPA (Supporting Professionalism in Admissions), membership of the UCAS Council and enable us to assess the effectiveness and impact involvement with a range of our educational charities targeting access and student success initiatives(Teach First/Futures programme, Target Oxbridge/Rare BME access programme, Xxxxxx Trust/Xxxxxxxxx Commission access programme) provide opportunities for the University of Bath to input and we are hoping for this to be in place by September 2016. We monitor annually the progression influence development of students from HE courses offered through partner organisations to ‘top-up’ courses at UCLan national access, admissions and progression of students from the foundation year programmes and are working to identify any particular groups which may require intervention and supportoutreach policy. The Head of Widening Participation is leading an evaluation and research consortium NERUPI (Network for Evaluating and Researching University is exploring its institutional data Participation Interventions) which currently includes the universities of: Bath Spa, Exeter, Oxford, Oxford Brookes, Sheffield, Hertfordshire and Plymouth with strong interest from a number of other institutions. The Head of Widening Participation has a number of publications 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. Our Access Agreements are monitored through reports to the university’s Student Experience Committee, which is a sub-committee of Academic Board this area and is chaired by the Pro 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 coordinate evaluation the editorial board of the impact of work in this area journal ‘Widening Participation and Lifelong Learning’. She is undertaken by a working group, which is chaired by our Pro Vice-Chancellor. This group includes representatives of university services responsible for the operational delivery member of the activities described HEAT Steering Group and convenor of the Students’ Union. Operational management UALL (Universities Association for Lifelong Learning) Widening Participation and delivery of outreach activity is delegated to the Director of Marketing & Communications; responsibility for student support and careers services is delegated to the Director of LIS; and responsibility for meeting course-level retention targets lies Access Network, working closely with the Heads of School and Executive Deans, each reporting in related SRHE (Society for Research into Higher Education) Network to their Executive Team lead. EQUALITY AND DIVERSITY 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 plan and objectives are in the process of being reviewed and updated, but are currently:  Monitoring the staff and student diversity profiles.  Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students from diverse groups are on a par with or outperform the wider student body.  Ensuring that staff applications, appointments, satisfaction, retention, progression and 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 design, 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 discuss and debate key institutional and sector diversity issues. In support of this, we continue to lead, participate and engage in offer a range of internal high profile events 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, Two Ticks and Mindful Employer accreditations. 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- representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion, with dedicated Officers focusing on the needs of BME, trans, lesbian and gay, disabled and women students. 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 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. PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS 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  Pre-entry information mailings and electronic communications to applicants  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. CONSULTING WITH STUDENTS 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, including Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Management Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union (SU), but this year the SU has joined the University’s working group and taken an active role in developing the Agreement from the beginning of the process. The University has valued this level of input and intends to follow this approach in future years.

Monitoring and evaluation arrangements. Monitoring of the targets and milestones identified within this 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 Leadership Team, Colleges, Schools and Services. In addition, as part of our new strategy, we are 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 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 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 access and student success initiatives, and we are hoping for this to be in place 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 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. 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 Pro Vice-Chancellor (Student 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, who is also a member of Chancellor (Student Experience Committee. 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 Pro Vice-Chancellor. This group includes representatives of university services responsible for the operational delivery of the activities described and the Students’ UnionExperience). Operational management and delivery of outreach activity is delegated to the Director of Marketing & Communications; responsibility for student support and careers services is delegated to the Director of LIS; Advancement (Xxxxx Xxxxxxxxx) and responsibility for meeting course-level retention targets lies with the Heads Deans of School and Executive DeansSchool, each reporting in to their Executive Team leadeither the Deputy Vice-Chancellor (Academic) Xxxxxx Xxxxxxx or the Pro Vice-Chancellor (Student Experience) Xxx Xxxxxx-Xxxxxxxx. 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 the University Board, Academic Board and its sub-committees, the senior management team, schools and services. In addition to collecting feedback on the impact of individual outreach activities, we have commissioned longitudinal research into the experience and progression of Junior University participants into and through HE. We annually monitor the progression of students from HE courses offered through partner organisations to “top-up” courses at UCLan. We have also put in place a comprehensive evaluation plan for those aspects of the student experience which we package as the “UCLan Advantage” which includes financial support, personal advice and support, and employability support. EQUALITY AND DIVERSITY 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 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 plan and objectives are in the process of being reviewed and updatedobjectives, but are currentlytherefore, are:  • Monitoring the staff and student diversity profiles.  • Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students from diverse groups are on a par with or outperform the wider student body.  • Ensuring that staff applications, appointments, satisfaction, retention, progression and training for staff from diverse groups are on a par with or outperform the wider staff body.  • Ensuring that we inspire inclusive learning communities our curriculum is inclusive, accessible and develop curricula which are accessible, challenging, engaging and meet meeting the needs of diverse groups of students, in terms of design, delivery, delivery and 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, celebrate our diversity and discuss and debate key institutional and sector 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, Two Ticks and Mindful Employer accreditations. 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- 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, with dedicated Officers focusing on the needs of BME, trans, lesbian and gay, disabled and women students. 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 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. PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS 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  PreDays; through pre-entry information mailings sent to applicants; and electronic communications to applicants  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-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. CONSULTING WITH STUDENTS 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, including Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Management Team. In compiling this Access Agreement the University has, as with all previous Agreements, has consulted with the Students’ Union (SU)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 targeting the greatest level of support to 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 credits and a greater use instead of cash and hardship monies. The SU continues to be particularly concerned that mature students are fully supported, but and the University has ensured that this year has been highlighted as one of the SU has joined criteria for the Xxxxxx Bursary Fund. The University’s working group partnership arrangements are a key vehicle in promoting access for mature students, allowing them to return to study in the supportive environment of a local college. OFFA Access Agreement 2014/15 - Annexes B & C Institution name: University of Central Lancashire Institution UKPRN: 10007141 Table 5 - Milestones and taken an active role in developing the Agreement targets Table 5a - Statistical milestones and targets relating to your applicants, entrants or student body (e.g. HESA, UCAS or internal targets) Number Please select milestone/target type from the beginning drop down menu Description (500 characters maximum) Is this a collaborative target? Baseline year Baseline data Yearly milestones/targets (numeric where possible, however you may use text) 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum) 1 NS-SEC (HESA Table T1a) To remain at or above benchmark for the recruitment of full time students from low social classes No To remain at or above benchmark for the process2011 (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 neighbourhoods No 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 No data) 68.7% 69% 70% 72% 76% 80% 4 Ethnicity To reduce the attainment gap between BME and White students No 2010/11 qualifiers 16.3% maximum 16% max 15.5% max 14% max 13% max 12% Attainment gap' refers to the difference between the proportion of White students gaining a first or upper second class honours degree and the proportion of BME tudents gaining a first or upper second class honours degree Table 5b - Other milestones and targets ‐ Alongside applicant and entrant targets, we 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. The University has valued this level These should be measurable outcomes based targets and should focus on the number of input pupils reached by a particular activity/programme, or number of schools worked with, and intends to follow this approach in future yearswhat the outcomes were, rather than simply recording the nature/number of activities.