Common use of Monitoring and evaluation arrangements Clause in Contracts

Monitoring and evaluation arrangements. We will continue to monitor the above targets on an annual 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 approaches 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 (e.g. Bristol’s Widening Participation Research Cluster15) and undertake funded research in widening access to increase our capacity in this area. 15 xxx.xxxxxxx.xx.xx/xxxxxxxxxxxxxxxx/xxx/xxxx-xxxxxx/xxxx/ Our outreach evaluation plan has four main elements: collection of learner data to monitor engagement of our target groups; evaluation of activities to assess their immediate effectiveness; tracking students taking part in sustained 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. The Widening Participation Research Group coordinates a number of participatory action research projects designed to explore and address areas representing significant barriers to widening participation, fair access and student success. In order to better assess the 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 from non-traditional backgrounds 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 non-traditional backgrounds. 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 will include specific investigations such as: the evaluation of activities to enhance induction and first year experience; degree attainment for Black and Minority Ethnic Groups; and the impact of placements on degree attainment and employment destination. 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, both to check our progress against 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 non- traditional students 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.”16 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 strategy for widening participation is an integral part of the University’s Education Strategy which is overseen by the Pro-Vice Chancellor Learning and Teaching. Operational activities relating to widening participation will be shared and monitored by the Widening Participation Operational Group. Our management structures will be strengthened by the appointment of a new Director of Student Recruitment and Admissions who will oversee the outreach and fair access activities of the Widening Participation and the Admissions and

Monitoring and evaluation arrangements. We Strategic development of widening participation is a whole University responsibility led by the University Executive Board through the Pro-Vice Chancellor (PVC) for Learning and Teaching. The PVC chairs the Learning and Teaching Committee and its three sub-committees on behalf of Senate, including the Admissions and Outreach Sub-Committee. As a member of the University Executive Board, the PVC for Learning and Teaching ensures that strategic thinking about widening participation is at the heart of University strategic developments and reflections. This Board also includes the PVCs with responsibility for driving forward University strategies in each of the University’s five faculties (Arts and Humanities; Engineering; Medicine, Dentistry and Health; Science and Social Sciences). This strategic leadership structure ensures that widening participation is articulated within the Faculty learning and teaching strategies and practices. The University will monitor activity and evidence of impact in a number of ways. To date, Student Services teams have worked alongside Learning & Teaching Services (LeTS) staff to implement robust procedures for monitoring the activity that is delivered both by central teams and by individual faculties and academic departments. This will continue and will be strengthened by the recent integration of LeTS into the Student Services structure. In addition, in developing its Access Agreement for 2012 and beyond, the University has committed resource to monitor the above targets on development of an annual basis, as part of the re- submission of the Access Agreementacademic Widening Participation Research Unit. Evaluation of our core and collaborative outreach, using This will allow for 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 approaches 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 (e.g. Bristol’s Widening Participation Research Cluster15) and undertake funded research in widening access to increase our capacity in this area. 15 xxx.xxxxxxx.xx.xx/xxxxxxxxxxxxxxxx/xxx/xxxx-xxxxxx/xxxx/ Our outreach evaluation plan has four main elements: collection of learner data to monitor engagement of our target groups; evaluation of activities to assess their immediate effectiveness; tracking students taking part in sustained 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. The Widening Participation Research Group coordinates a number of participatory action research projects designed to explore and address areas representing significant barriers to widening participation, fair access and student success. In order to better assess into the long term impact of our outreach activity and widening participation initiatives to be undertaken by research experts. Results of such research will be published as a way of sharing good practice within the success sector. The evidence will also feed into continuous improvement 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 from non-traditional backgrounds will continue to include completion rates, academic achievement, participation in extra-curricular activities and developmentprogrammes we deliver. The unit will contribute and oversee short term research and evaluation activity, progression to graduate-provide a more consistent and formal approach to impact assessment and continuous improvement. On an ongoing basis, quantitative data will be used to measure outputs (e.g. number of participants, number of activities, number of schools and colleges involved) to assess the level employment and/or postgraduate study, of activity undertaken against the numerical targets we set. We will also use a range of evaluation techniques to measure the effectiveness of individual activities and whether they would recommend this institution to other students from non-traditional backgrounds. A mix longer term widening participation programmes as a way of quantitative and qualitative measures are being developed, monitored and reviewed throughout measuring the individual student's experience, so that individual adjustments can be made, as well as broader lessons learnedimpact of the work we undertake. This will include specific investigations such as: the evaluation paper and electronic surveys of activities to enhance induction participants and first year experience; degree attainment for Black and Minority Ethnic Groups; and the impact attitudinal surveys of placements participants on degree attainment and employment destinationintensive programmes. New data collection systems designed to increase our understanding of participation patterns at Faculty and departmental level were established in 2012, and Data will be monitoredmonitored and tracked to longitudinally assess the long term progression and success of students who participate in outreach programmes and/or progress to the University, both using admissions and progression data from the University’s internal student records system. Progress will be monitored through our own internal governance structures and reported to check our the Office for Fair Access on an annual basis. Monitoring of progress against targetstargets and milestones set out in the Access Agreement will be undertaken by the Admissions and Outreach Sub-Committee of Learning & Teaching Committee, which formally reports to the University’s Senate. Appendices Appendix 1: Further Details of Our Additional Access Measure Activities OUTREACH ACTIVITY FOCUS ADDITIONALITY DESCRIPTION RATIONALE Primary EXPANDED Interactive web-based resources for all primary schools across South Yorkshire. Professor Xxxxxx sessions on and also to inform off campus targeting pupils and parents. Classroom mentoring for literacy and numeracy. Primary teachers have been involved in developing the development of subject- based outreach strategiesresources that will be rolled out across South Yorkshire. 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 Their expertise with regard to the progression of non- traditional students 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 what will work with some ethnic groupsthis particular target group has been invaluable.”16 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 strategy for widening participation is an integral part of the University’s Education Strategy which is overseen by the Pro-Vice Chancellor Learning and Teaching. Operational activities relating to widening participation will be shared and monitored by the Widening Participation Operational Group. Our management structures will be strengthened by the appointment of a new Director of Student Recruitment and Admissions who will oversee the outreach and fair access activities of the Widening Participation and the Admissions and

Monitoring and evaluation arrangements. We will continue to monitor the above targets on an annual basis, as part of the re- 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 approaches 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 (e.g. Bristol’s Widening Participation Research Cluster15) and undertake funded research in widening access to increase our capacity in this area. 15 xxx.xxxxxxx.xx.xx/xxxxxxxxxxxxxxxx/xxx/xxxx-xxxxxx/xxxx/ 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 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 has was established around four main elements: collection of learner data to monitor engagement of our target groups; formative and summative evaluation of activities to assess their immediate impact and enhance their effectiveness; tracking students taking part in sustained high intensity activities to assess longer term impact; and small scale qualitative projects with learners in key year groups to provide in- in-depth understanding of the barriers and to inform future outreach activities. The Widening Participation Research Group coordinates As a number result of participatory action research projects designed to explore this work the University has developed an innovative, theoretically based Framework for evaluating interventions which has been assessed by active researchers at the University and address areas representing significant barriers to widening participation, fair access and student successwarmly received in the sector. In order to better assess the 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 from nonunder-traditional backgrounds 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 nonunder-traditional backgroundsrepresented 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 will include includes specific investigations such as: the evaluation of activities to enhance induction and first year experience; degree attainment for Black and Minority Ethnic Groups; and the impact of placements on degree attainment and 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 Departmental level were established in 2012, and will be monitored, both to check our progress against 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 non- traditional students 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.”16 ”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 strategy for University is at the forefront in developing strategies to evaluate its admissions and widening participation is an integral part of the University’s Education Strategy which is overseen by the Pro-Vice Chancellor Learning activities, and Teachingactively engages with national discussions through ongoing research activity and contribution to sector bodies working in this area. Operational activities relating to widening participation will be shared and monitored by the Widening Participation Operational Group. Our management structures will be strengthened by the appointment of a new The Director of Student Recruitment and Admissions who will oversee the outreach and fair access activities is a member of the recently-established UUK Social Mobility Advisory Group, which has been tasked with advising Government on developing the social mobility aspirations of the Green Paper. 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 sector. The Director’s re-election as UK Chair of the Higher Education Liaison Officers’ Association, appointment to the Advisory Board of SPA (Supporting Professionalism in Admissions), membership of the UCAS Council and involvement with a range of educational charities targeting access and student success (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 influence development of national access, admissions and outreach policy. The Head of Widening Participation is leading an evaluation and research consortium NERUPI (Network for Evaluating and Researching University 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 this area and is a member of the editorial board of the journal ‘Widening Participation and Lifelong Learning’. She is a member of the Admissions andHEAT Steering Group and convenor of the UALL (Universities Association for Lifelong Learning) Widening Participation and Access Network, working closely with the related SRHE (Society for Research into Higher Education) Network to offer a range of high profile events and activities.

Monitoring and evaluation arrangements. We The principal responsibility for monitoring and evaluating widening participation activity lies with the Equality, Diversity and Inclusion Strategy group that is chaired by the Vice Principal (Curriculum and Support). Student cohort data including Equality and Diversity Impact Measurements (EDIMs) are regularly reviewed in addition to the specific targets identified as part of this Access Agreement throughout the quality assurance cycle. Regular progress reports will be produced for the strategy group in order to monitor impact. Further specific monitoring and evaluation activity will continue to monitor the above targets be undertaken to support TMC’s main widening participation activities. The annual report is a thorough critical analysis of key performance indicators and a range of data linked to student cohort. This highlights areas for further focus and enhancement on an annual on- going basis. Equality, as part Diversity and Wellbeing TMC has developed this Access Agreement to meet the legislative context of the re- submission Equality Act 2010. The Act underpins TMC’s inclusive ethos and operational delivery to ensure that no one is directly or indirectly discriminated against because of their protected characteristic. Our College is committed to the Access Agreement. Evaluation advancement of our core Equality, Diversity and collaborative outreachInclusion for all (colleagues, using quantitative students, external stakeholders 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 approaches 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 (e.g. Bristol’s Widening Participation Research Cluster15visitors) and undertake funded research we are working with the National Centre for Diversity to achieve the ‘Investors in widening access to increase our capacity Diversity Award’. The Investors in Diversity Award is a nationally recognised equality, diversity and inclusion accreditation that recognises excellence in this area. 15 xxx.xxxxxxx.xx.xx/xxxxxxxxxxxxxxxx/xxx/xxxx-xxxxxx/xxxx/ Furthermore, the College has a successful and vibrant LGBT Society, which is driven by the student body. Consulting with students This Access Agreement has been formulated in consultation with the Equality, Diversity and Inclusion Strategy group where the Student Union has representation. Progress towards achievement of the Access Agreement targets and activities are reported to this strategy group for review. Student representation and participation in the deliberative committee structure provides not only a rich contribution to the shared goal of continuous enhancement but also provides immediate feedback on a range of topics. Student feedback is frequently gathered through a number of established fora providing valuable feedback to inform reviews and future developments. The Student Engagement Strategy details the various mechanisms through which the student voice is heard, predominantly through partnership working. Provision of information to prospective students (Public Information) TMC is committed to providing information for prospective and current students. We publish information that describes our mission, values and overall strategy through:  Our outreach evaluation plan has four main elements: collection website that includes the Mission, Values and College Governance.  TMC’s mission and values are highly visible around the college estate through posters, regular campaigns and other documentation.  A Guide is produced annually and as a strategic communication includes the mission, values and strategic goals and priorities.  College publicity materials aim to promote the College’s Mission and Values where appropriate. We clearly communicate the process for application and admission to the programmes of learner data study by making the HE admissions process available on the website and in the HE prospectus. The next steps are detailed in our correspondence and via UCAS. We make information available to monitor engagement of our target groups; evaluation of activities prospective students to assess help them to select their immediate effectiveness; tracking students taking part in sustained activities to assess longer term impact; and small scale qualitative projects programme with learners in key year groups to provide in- depth an understanding of the barriers academic environment in which they will be studying and the support that will be made available to them via Open/HE experience days, High School and Sixth Form events, UCAS online, detailed course information sheets online and through the HE prospectus. Social media is used to enhance engagement and communications with students. In addition, information is presented at an institutional level on our facilities, welfare and support, employability and careers. TMC also ensures that the Key Information Set data for each course, where relevant, is available through the UNISTATS widget on the website at course level. The website, Moodle, MYDAY (The College’s student intranet) and social media are used to engage and inform students before arriving and to inform future outreach activitiessupport transition. The Widening Participation Research Group coordinates corporate teams work in partnership with the Students Union and Student Representatives to ensure that all relevant information reaches students. The introduction of the Student Communication and Liaison Officer in 2015-16 has made significant inroads into managing student expectations, involving students fully in their Higher Education experience and in this academic year, empowering them to co-create and to write articles etc. This has been achieved through the introduction of a HE Student Engagement Newsletter and the HE Blog: The Bee, plus significant engagements on social media. Table 7 - Targets and milestones Institution name: The Manchester College Institution UKPRN: 10023139 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 Disabled Other statistic - Disabled (please give details in the next column) Increasing access for students who disclose a disability No 2011-12 15% 21% 23% 25% 27% 29% Amended to a smarter target in description T16a_02 Access Ethnicity Other statistic - Ethnicity (please give details in the next column) Increasing access for Students from XXXX groups No 2011-12 29% 35% 36% 37% 39% 41% We would like to remove T16a_03 and amalagamate with T16a_02 into one milestone which reflects the new description included T16a_03 Access Ethnicity Other statistic - Ethnicity (please give details in the next column) Students from asian backgrounds who access the HE provision within the college No 2011-12 10% 13% 14% 16% 18% 20% Remove as indicated above T16a_04 Access Low participation neighbourhoods (LPN) Other statistic - Low-income backgrounds (please give details in the next column) Increasing access for Students from low income backgrounds No 2011-12 56% 59% 60% 61% 63% 65% Amended to a smarter target in description T16a_05 Access Mature Other statistic - Mature (please give details in the next column) Students aged over 25 who access the HE provision within the college No 2011-12 28% 31% 32% 33% 35% 37% Remove this target, as new part time target included-see T16a_10 T16a_06 Student success Multiple Other statistic - Other (please give details in the next column) Improving the continuation rate No 2011-12 85% 88% 89% 90% 91% 92% T16a_07 Student success Attainment raising Other statistic - Other (please give details in the next column) Student Achievement No 2011-12 79% 83% 84 85 86% 87% A more realistic and achieveable target set, but to replace with: Improving the completion rate T16a_08 Access Other (please give details in Description column) Other statistic - Other (please give details in the next column) Increasing the number of participatory action research projects designed internal FE students progressing to explore HE. No 2017-18 30% 32% 34% 36% 38% 40% New target and address areas representing significant barriers to widening participation, fair access and student success. In order to better assess milestone T16a_09 Student success Disabled Other statistic - Disabled (please give details in the long term impact next column) Increasing the number of our outreach activity and the success self disclosures 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 from non-traditional backgrounds 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 non-traditional backgrounds. 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 will include specific investigations such as: the evaluation of activities to enhance induction and first year experience; degree attainment for Black and Minority Ethnic Groups; and the impact of placements on degree attainment and employment destination. 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, both to check our progress against 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; LLDD and students with disabilities to evaluate the effectiveness under receipt of our outreach DSA. No 2017-18 15% 17% 19% 21% 23% 25% New target and admissions strategies in reaching these groups. We will also monitor and research the situation with regard to the progression of non- traditional students to postgraduate degrees. Research for the HEA found that while social class alone was not a significant factor milestone T16a_10 Access Part-time Other statistic - Part-time (please give details in the decision to continue beyond a next column) Growth in part time students. No 2017-18 10% 11% 13% 15% 17% 19% New target and milestone T16a_11 Student success Attainment raising HESA T1a - State School (Young, full-time, first degree other factors were: “family experience entrants) To offer targeted GM Schools and or Colleges a programme / series of higher education had an important effect on the respondents’ decisionsacademic / study skills in GCSE English and or maths. This was further conflated with some ethnic groups.”16 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 strategy for widening participation is an integral part of the University’s Education Strategy which is overseen by the ProNo 2018-Vice Chancellor Learning 19 25 sessions N/A 25 sessions 35 sessions 45 sessions 55 sessions New target and Teaching. Operational activities relating to widening participation will be shared and monitored by the Widening Participation Operational Group. Our management structures will be strengthened by the appointment of a new Director of Student Recruitment and Admissions who will oversee the outreach and fair access activities of the Widening Participation and the Admissions andmilestone

Monitoring and evaluation arrangements. The widening participation agenda, retention rates and success across the student lifecycle are overseen by the University’s Student Access and Progress Committee. The Committee, chaired by the Pro-Vice-Chancellor (Education) and with representation from the Guild of Students, receives and considers regular reports and analysis of institutional performance in a range of areas (such as continuation rates, student equality benchmarks, HESA Performance Indicators, student experience surveys, outreach activity evaluation, etc.). In addition, the University Education Committee, also chaired by the Pro-Vice-Chancellor (Education) and with representation from the Guild, receives an annual progress report, approves OFFA reporting and considers the annual report from the Academic Skills Centre. Within the University’s Outreach team there is a dedicated Officer with specific responsibility for evaluation; this post works closely with Outreach Officers and with Aimhigher on the evaluation of activities. The Outreach Evaluation Strategy for 2015-2018 supports our commitment to evidence-based practice in widening participation and outreach as well as to facilitating a culture of learning and continuous improvement. We are committed to generating evidence-based information from timely and robust evaluations to inform and support our outreach work. The overall aim of the Evaluation Strategy is to provide a framework for producing high quality evidence-based monitoring and evaluation information to support learning, improvement, innovation, accountability and strategic decision-making. The key objectives of the strategy are as detailed below.  Support the generation of evaluation evidence to improve fair access to higher education by: o understanding what we do; o identifying what approaches work in promoting fair access and social mobility; o identifying where we can improve to increase the effectiveness of our widening participation policies and interventions; and, o supporting strategic decision making and allocation of resources.  Provide direction on our approach to evaluation to ensure information generated is robust, relevant and useful.  Provide a framework for future evaluations and link them to strategic decision-making by setting out the key focus areas for evaluations and the main evaluation questions they will seek to address.  Provide a plan for outreach evaluations over the next 3 years, which will be reviewed and updated annually. We have a comprehensive evaluation programme for our Access to Birmingham programme, including monitoring of applications through from acceptance and tracking students to graduation and employment. Aimhigher West Midlands undertakes comprehensive evaluation of the impact of its interventions, with reference to control and experimental groups. Tracking suggests that engagement in Aimhigher during Key Stage 3 and 4 generates increased aspiration towards higher education, improved KS4 attainment and increased progress to higher education (HE). The proportion of Aimhigher-engaged Pupil Premium learners attaining 5 GCSEs at A* - C, including English and Maths, exceeded that of regional Pupil Premium learners over the four years 2011/12 to 2014/15. The progression of Aimhigher beneficiaries into HE is tracked via HESA data. Aimhigher learners formerly receiving Free School Meals (FSM) are more likely to enter HE than non-Aimhigher FSM students (31.6% in 2014 and 36.7% in 2015). By comparison, regionally 22% of former FSM students entered HE in 2014. Aimhigher learners from POLAR3 Quintile 1 postcodes also enter HE in greater proportions than their peers (40.0% in 2014, compared to 12.4% regionally, and 32.40% in 2015, compared to 13.4% regionally). There is evidence of increased volatility in national GCSE attainment and progression to HE trends. National research1 suggest Key Stage 4 curriculum reform will disproportionately impact on the attainment for disadvantaged learners, and January 2017 UCAS data showing a marked (2/3rd) reduction in the year-on-year growth in application rates of 18 year olds witnessed since 2012. As a result we intend to maintain our current ambitious milestones for both the GCSE attainment and HE progression of Aimhigher beneficiaries. The Realising Opportunities Pilot project has undergone extensive evaluation looking at the outcomes for learners and the wider impact of the partnership. This continues to inform the future of the scheme. We continue to develop our Evaluation Strategy with respect to the range of financial support we provide. This is focused on two main areas: work to understand patterns of spend and how the money is used, along with work to understand the impact of the money provided on retention and success. The work will draw on the OFFA toolkit. Equality and Diversity Our students and staff are key to achieving excellence and to delivering the objectives outlined in our Strategic Framework 2015-2020. Our linked Equality Scheme recognises the need to encourage each and every student to flourish whilst removing barriers to success. Equality is central to our mission to be a global force in teaching and research, and our Deputy Pro-Vice Chancellor for Equalities leads our institutional development in this, reflecting that commitment. The University’s Equality Scheme 2016-2020 has been developed around themes of inclusiveness, attainment, flexibility and embedding. As part of the development of the objectives we consulted with students to identify actions they felt the University should take to improve equality, and we have sought to address this feedback in our objectives. Progress against objectives is reviewed annually as part of the Equality and Diversity Assurance Report to Council. The University has been taking action to address the attainment gap between BME students and white students achieving a first or upper second class honours degree. We have delivered innovative mentoring and employability schemes for BME students, providing them with practical skills and role models for success in the workplace. The BME ambassador scheme, an initiative part-funded by the HEA, involves students engaging with staff in Schools and Departments to consider actions that can be taken to improve BME student inclusion, representation, engagement and to promote race equality. This project has been widely cited across the UK HE sector as an example of good practice in engaging and listening to BME students. We will continue to focus on developing this area of work and will be partners with Manchester University and Manchester Metropolitan University in a HEFCE Catalyst funded project as part of this. A website dedicated to supporting the success of BME students was launched in 2014/15, and a supporting online platform for staff launched in 2016 that captures the monitoring and evaluation of the impact of ambassador activity. The BME student ambassadors continue to work with School Equality co-ordinators to identify issues that impact on their experiences, and have developed action plans for activities that make a positive difference. There are over 200 BME students who are ambassadors and 10 College student leads. Following the launch of the online portal, the project will be evaluated in July 2017. The ethnicity attainment gap is a sector-wide issue and forms much of the focus of work with students on equality issues in universities today. This is an area of activity that we will continue to pursue in relation to our work towards the ECU’s Race Equality Mark. We are expanding this work to identify and address differences in completion rates and attainment amongst other groups, such as LGBT and trans students, mature students, disabled students and those from socioeconomically disadvantaged backgrounds, and identify equivalent interventions. Around 6% of all University of Birmingham students have dependents. The University is one of only a handful that collects this information at registration and we are therefore now able to monitor the progression and retention of student parents. Since 2010, the University has helped support student parents establish a Guild Association, produce a pregnancy, maternity and paternity policy, and work towards a more inclusive curriculum that recognizes the needs of students with caring responsibilities. From 2015/16 we have further enhanced the support offered to student carers identified above targets at (d), and developed a new University Policy for Student Parents, Guardians and Carers (effective from 2017/18). LGBT students have been supported by a mentoring scheme that was launched in 2012 called ‘Come Out, Stay Out’. In 2016 there were around 60 professional mentors, most being University staff, supporting over 28 student mentees. Around 3% of students identified as LGBT in 2016, whilst over 30% did not select the option to tell us their sexual identity at registration. Students are encouraged to disclose, and information is available at registration to explain the benefits of informing the University. We have developed trans-inclusive practices, including the provision of gender neutral facilities, the recording of personal information and through the publication of transgender guidance, and we are developing activities to improve understanding amongst our wider community of trans issues. To support the development and promotion of religious literacy and integration on campus the University has worked with a number of community organisations including local mosques and religious schools. The University’s Good Campus Relations Group comprises of members from community groups and works towards the promotion of understanding and representation of different faith groups. The University has an annual basisexcellent data collection and analysis system and, as part of its annual review of academic programmes, ensures that Schools consider the re- submission recruitment and performance data of students in the Access Agreementprotected characteristics and those from lower socio-economic backgrounds. Evaluation of our core Schools report issues emanating from the data to the University’s Quality Assurance and collaborative outreachEnhancement Committee, using quantitative chaired by the PVC (Education); the Committee then monitors how the Schools work towards making improvements. This process is supported through targeted Student Equality Reports, which are disseminated to Schools outlining any identified issues. We are fully committed to ensuring that anyone with the aspiration 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 approaches 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 ability can help to develop our expertise (e.g. Bristol’s Widening Participation Research Cluster15) and undertake funded research in widening gain access to increase our capacity in this area. 15 xxx.xxxxxxx.xx.xx/xxxxxxxxxxxxxxxx/xxx/xxxx-xxxxxx/xxxx/ Our outreach evaluation plan has four main elements: collection of learner data to monitor engagement of our target groups; evaluation of activities to assess their immediate effectiveness; tracking students taking part in sustained 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. The Widening Participation Research Group coordinates a number of participatory action research projects designed to explore and address areas representing significant barriers to widening participation, fair access and student success. In order to better assess the 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 from non-traditional backgrounds 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 non-traditional backgrounds. 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 madeUniversity, as well as broader lessons learnedprogress and achieve success regardless of any disability. This will include specific investigations such as: As a result of the evaluation of activities to enhance induction proposals around the reduction in funding and first year experience; degree attainment support by the Department for Black Business, Innovation and Minority Ethnic Groups; and the impact of placements on degree attainment and employment destination. 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, both to check our progress against 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 non- traditional students to postgraduate degrees. Research for the HEA found that while social class alone was not a significant factor Skills 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.”16 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 strategy for widening participation is an integral part form of the University’s Education Strategy which is overseen Disabled Students’ Allowances from 2016/17 onwards, a panel of specialist and senior staff, chaired by the Pro-Vice Chancellor Learning and Teaching. Operational activities relating to widening participation will be shared and monitored by the Widening Participation Operational Group. Our management structures will be strengthened by the appointment of a new Director of Student Recruitment Services, was convened. Following this work the University continues to develop its approach to deliver a more inclusive education environment and Admissions who will oversee also identified an additional £500k to support disabled students where that support now falls outside Disabled Students Allowance. The challenges of creating a physically accessible campus have been highlighted by students and staff in the outreach Equality Scheme consultation as a key priority for the University, and fair access activities we have undertaken significant work to improve accessibility across campus. During 2016 we developed a forum for students and staff to raise accessibility issues and to comment on campus developments to ensure the diverse needs of our community are reflected. We have worked closely with the Widening Participation Guild’s liberation associations and Guild officers via the Admissions andEquality Executive Group to ensure we have student input on equality issues. We have worked to embed the principles of Xxxxxx XXXX, and we outperform the sector for female representation in Maths and Engineering (37.2% and 20.6% respectively against sector figures of 34.1% and 16.4%). In 2015, we took the next step in developing our equality principles and practices by embarking upon the work required to achieve the ECU’s Race Equality Charter.

Monitoring and evaluation arrangements. We will continue to monitor the above targets on an annual 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 approaches and a sustained strategic overview, the The University will continue seek to support embed the WP Research Groupmonitoring of these measures within our existing governance, established in 2012, to explore, evaluate executive and monitor local strategies, work with partners where this can help to develop our expertise (e.g. Bristol’s Widening Participation Research Cluster15) and undertake funded research in widening access to increase our capacity in this area. 15 xxx.xxxxxxx.xx.xx/xxxxxxxxxxxxxxxx/xxx/xxxx-xxxxxx/xxxx/ Our outreach evaluation plan has four main elements: collection of learner data to monitor engagement of our target groups; evaluation of activities to assess their immediate effectiveness; tracking students taking part in sustained 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. The Widening Participation Research Group coordinates a number of participatory action research projects designed to explore and address areas representing significant barriers to widening participation, fair access and student success. In order to better assess the 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 from non-traditional backgrounds 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 non-traditional backgrounds. 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 madedeliberative structures, as well as broader lessons learneddeveloping specialised mechanisms for evaluating the success of certain core activities (such as project delivery). This will include specific investigations such as: The Board of Governors is already kept regularly informed regarding progress against the evaluation University’s key performance indicators (both at main Board meetings, and within Policy and Resources Committee). The Audit Committee has oversight of activities to enhance induction and first year experience; degree attainment for Black and Minority Ethnic Groups; and the impact of placements on degree attainment and employment destination. New data collection systems designed to increase our understanding of participation patterns at Faculty and departmental level were established monitoring mechanisms, in 2012their totality, and will be monitoredapprove (and maintain) any such that are put into place for these measures. We aim to introduce additional performance measures (or to adapt existing ones) to ensure that the Board has oversight of our performance in achieving the commitments made within this Agreement, both to check our progress as well as reporting the outcomes of the various projects that we implement each year (the Board already receives an Annual Report, from Academic Board, which covers performance against targetsHESA performance indicators as well as reporting on developmental activity in the spheres of quality assurance and enhancement, and also to inform learning and teaching development, across the development of subject- based outreach strategiesUniversity). We will closely monitor Within the participation executive, operational 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 non- traditional students 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.”16 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 strategy for widening participation is an integral part deliberative spheres of the University’s Education Strategy , our existing management and committee structures allow for appropriate monitoring of individual activities, with the University Executive, and the Academic Board, maintaining strategic oversight. The University has developed regular faculty and departmental planning meetings, which is overseen by scrutinise budgetary expenditure as well as operational goals, and which use the Prosame forms of performance measure against which we evaluate ourselves institutionally. We also have a developed, and uniform, process of project development and delivery, which includes the operation of a project board and the regular reporting of progress up to Executive level. Students are an important part of our committee structure, with student membership of the Board of Governors (and its key sub-Vice Chancellor committees), Academic Board, Quality and Standards Committee and Learning and TeachingTeaching Committee. Operational activities relating Students are also actively involved at faculty and course level, and within some project groups. In line with our proposal to widening maintain current participation will be shared levels (within benchmark) whilst improving student progression and monitored by retention (above and beyond benchmark) the Widening Participation Operational Groupemphasis of our monitoring processes is on tracking and improving retention. Our management structures will be strengthened by the appointment The University has established a number of means of monitoring student progression and engagement, which are drawn within a new Director wider-ranging programme of projects titled ‘Student Recruitment Progression and Admissions who will oversee the outreach and fair access activities Transition’ (STAR). The aims of the Widening Participation and the Admissions andSTAR are to:

Monitoring and evaluation arrangements. The widening participation agenda, retention rates and success across the student lifecycle are overseen by the University’s Student Access and Progress Committee. The Committee chaired by the Pro-Vice-Chancellor (Education) and with representation from the Guild of Students, receives and considers regular reports and analysis of institutional performance in a range of areas (such as continuation rates, student equality benchmarks, HESA performance Indicators, student experience surveys, outreach activity evaluation, etc.). In addition, the University Education Committee, also chaired by the Pro-Vice-Chancellor (Education) and with representation from the Guild, receives an annual progress report, approves WPSA and OFFA reporting and considers the annual report from the Academic Skills Centre. Within the University’s Outreach team there is a dedicated Officer with specific responsibility for evaluation; this post works closely with Outreach Officers and with Aimhigher on the evaluation of activities. The Outreach Evaluation Strategy for 2015-2018 supports our commitment to evidence-based practice in widening participation and outreach, and to facilitating a culture of learning and continuous improvement. We are committed to generating evidence-based information from timely and robust evaluations to inform and support our outreach work. The overall aim of the Evaluation Strategy is to provide a framework for producing high quality evidence-based monitoring and evaluation information to support learning, improvement, innovation, accountability and strategic decision-making. The key objectives of the strategy are to:  Support the generation of evaluation evidence to improve fair access to higher education by: o Understanding what we do; o Identifying what approaches work in promoting fair access and social mobility; o Identifying where we can improve to increase the effectiveness of our widening participation policies and interventions; and o Supporting strategic decision making and allocation of resources.  Provide direction on our approach to evaluation to ensure information generated is robust, relevant and useful  Provide a framework for future evaluations and linking them to strategic decision-making by setting out the key focus areas for evaluations and the main evaluation questions they will seek to address  Provide a plan for outreach evaluations over the next 3 years, which will be reviewed and updated annually. We have a comprehensive evaluation programme for our Access to Birmingham programme including monitoring of applications through to acceptance and tracking students through to graduation and employment. Aimhigher West Midlands undertakes comprehensive evaluation of the impact of its interventions via a PhD-linked research project including both control and experimental groups. Tracking suggests that engagement in Aimhigher intervention during Key Stage 3 and 4 generates increased aspiration towards higher education (+12.5% above non-participants) and improved KS4 attainment. The proportion of Aimhigher-engaged Pupil Premium learners attaining 5 GCSEs at A* - C including English and maths exceeded that of regional Pupil Premium learners over the three years 2011/12 to 2013/14. Research1 suggests that ongoing GCSE reform over the period of this Agreement (the introduction of a 9-point grade system and Progress / Attainment 8 measures) will reduce national attainment, and that this may have a disproportionate impact on outcomes for disadvantaged learners. We have re-framed our GCSE impact targets to reflect past performance and the likely impact of ongoing curriculum reform. Our tracking of beneficiaries into higher education has been delayed by the refusal of UCAS to release learner level data. This has necessitated the use of HESA data, allowing us to track our first cohort, who entered higher education in 2013 and were retained 1 xxxx://xxxxxxxxxxx.xxx/live/wp-content/uploads/2016/01/education-in-england-web.pdf for 6 months. We have revised our targets accordingly and have also removed the NS –SEC measure for this target. The Realising Opportunities Pilot project has undergone extensive evaluation looking at the outcomes for learners and the wider impact of the partnership. This continues to inform the future of the scheme. Equality and Diversity Our students and staff are key to achieving excellence and to delivering the objectives outlined in our Strategic Framework 2015-2020. Our linked Equality Scheme recognises the need to encourage each and every student to flourish whilst removing barriers to success. Equality is central to our core mission to be a global force in teaching and research, and the creation of a new Deputy Pro-Vice Chancellor for Equalities to lead institutional development in this area reflects that commitment. The University’s Equality Scheme 2016-2020 has been developed around themes of inclusiveness, attainment, flexibility and embedding. As part of the development of the objectives we consulted with students to identify actions they felt the University should take to improve equality; and we have sought to address this feedback in our objectives. Progress against objectives will be reviewed annually as part of the Equality and Diversity Assurance Report to Council. The University has been taking action to address the 11.5% (2014) attainment gap between BME students and white students achieving a first or upper second class honours degree. We have delivered innovative mentoring and employability schemes for BME students, providing them with practical skills and role models for success in the workplace. The BME ambassador scheme, an initiative part-funded by the HEA, involves students engaging with staff in Schools and Departments to consider actions that can be taken to improve BME student inclusion, representation, engagement and to promote race equality. This project has been widely cited across the UK HE sector as an example of good practice in engaging and listening to BME students. A website dedicated to supporting the success of BME students was launched in 14/15, and a supporting online platform for staff will be launched in 2016 with the aim of capturing, monitoring and evaluating the impact of ambassador activity. In 2015, School Equality and Diversity Champions have been tasked with working with BME student ambassadors to identify the issues that impact on their experiences, and have been asked to develop an action plan that identifies activities to make a positive difference. There are over 200 BME students who are ambassadors and 10 College student leads. Ongoing institutional resource has been earmarked for the project and, following the launch of the online portal, the project will be evaluated in July 2017. The ethnicity attainment gap is a sector-wide issue and forms much of the focus of work with students on equality issues in universities today. This is an area of activity that we will continue to pursue in relation to our work towards the ECU’s Race Equality Mark. During 2016, we will evaluate current initiatives, such as the BME ambassador scheme, and deliver sessions for staff on understanding and developing race equality for students. We will, however, expand this work to identify and address differences in completion rates and attainment amongst other groups, such as LGBT and trans students, mature students, disabled students and those from socioeconomically disadvantaged backgrounds. Around 6% of all University of Birmingham students have dependents. The University is one of only a handful that collects this information at registration and we are therefore now able to monitor the above targets progression and retention of student parents. Since 2010, the University has helped support student parents establish a Guild Association, produce a pregnancy, maternity and paternity policy, and work towards a more inclusive curriculum that recognizes the needs of students with caring responsibilities. From 2015/16 we have further enhanced the support offered to student carers. Students will be identified at the point of registration (through self-selection), and offered support from the Vulnerable Student Officer who will work with the student to develop a Carer’s Support Plan and will oversee implementation of the Plan within the student’s home School. This development has been informed by consultation with student carers and Welfare Tutors. LGBT students have been supported by a mentoring scheme that was launched in 2012 called ‘Come Out, Stay Out’. In 2015 there were around 25 professional mentors, most being University staff, supporting over 30 student mentees. Around 3% of students identified as LGB in 2015, whilst over 50% did not select the option to tell us their sexual identity at registration. Students are encouraged to disclose, and information is available at registration to explain the benefits of informing the University. In addition we are developing and promoting trans-inclusive practices, including gender- neutral facilities and developing activities to improve understanding amongst our wider community of trans issues. To support the development and promotion of religious literacy and integration on campus the University has worked with a number of community organisations including local mosques and religious schools. The University’s Good Campus Relations Group comprises of members from community groups and works towards the promotion of understanding and representation of different faith groups. The University has an annual basisexcellent data collection and analysis system and, as part of its annual review of academic programmes, ensures that Schools consider the re- submission recruitment and performance data of students in the protected characteristics and those from lower socio-economic backgrounds. Schools report issues emanating from the data to the University’s Quality Assurance and Enhancement Committee, chaired by the PVC (Education); the Committee then monitors how the Schools work towards making improvements. This process is supported through targeted Student Equality Reports, which are disseminated to Schools outlining any identified issues. We are fully committed to ensuring that anyone with the aspiration and ability can gain access, progress and achieve success at the University regardless of any disability. As a result of the Access Agreementproposals around the reduction in funding and support by the Department for Business, Innovation and Skills in the form of the Disabled Students’ Allowances from 2016/17 onwards, a panel of specialist and senior staff, chaired by the Director of Student Services, was convened. Evaluation This Group, launched initially in September 2014, has continued to meet during the 2015/16 academic year. The focus of the work is to review the government proposals to ensure that the University gives full consideration to how it will continue to support its disabled students in the light of reductions and amendments to the Disabled Students’ Allowance. The challenges of creating a physically accessible campus have been highlighted by students and staff in the Equality Scheme consultation as a key priority for the University, and we have undertaken significant work to improve accessibility across campus. During 2016 we will develop a forum for students and staff to raise accessibility issues and to comment on campus developments to ensure the diverse needs of our core community are reflected. Provision of Information to Prospective Students The priorities for communications to prospective students are that we provide clear and collaborative outreachtimely advice and information which is enhanced by our extended programme of face-to-face communications with students in school and their advisors, using quantitative including parents and qualitative methods, will teachers. Market research continues to be conducted both internally with students, prospective students and potentially their parents in the development and focus of our messages, our choice of information channels and to determine which information is of most importance to prospective students. Recruitment activities for the 17/18 cohort of students are already underway. The Guild contributes to the Undergraduate Prospectus for all potential students. Details of fees and funding arrangements are available on the University website; details are regularly updated as part of the Key Information Set initiative. Subscribers to our online customer relationship management system (CRM) are provided with personalised messages about fees and funding packages as well as the opportunity for online chat sessions with Funding Advisors. The University provides information to UCAS and the SLC in order to populate their information channels. Face-to-face contact is recognised as one of the most influential channels of information, providing opportunities for prospective students and their parents to understand the fees and funding regime. We ensure that University recruitment staff are experts in the current arrangements at Government and University level. Advisors on each of the outreach programmes are kept up-to-date on all aspects of student fees and support so that they can provide detailed and expert advice to students (and, wherever possible, their parents) participating in the A2B programme, as well as the other progressive programmes outlined in this document. We have provided authoritative information about the fees regime which has ensured that younger students have not been deterred from considering a combined research project with our HEI partnersuniversity career in the future for fear of debt. Recognising that successful widening participation Finally, at Bath will require new approaches and a sustained strategic overviewthe point at which the OFFA Agreement is confirmed, the University will continue produce a ‘Money Matters’ booklet. The booklet provides information about the fee, the University’s financial package including sport and music scholarships and a link to our searchable funding database, alongside an explanation of the statutory support package offered by the Student Loans Company. It forms a key part of the communications to our WP Research Groupstudents, established in 2012and is distributed at all talks, to explorevisits and events, evaluate and monitor local strategies, work with partners where this can help to develop our expertise (e.g. Bristol’s Widening Participation Research Cluster15) made available online. The booklet is well received and undertake funded research in widening access to increase our capacity in this area. 15 xxx.xxxxxxx.xx.xx/xxxxxxxxxxxxxxxx/xxx/xxxx-xxxxxx/xxxx/ Our outreach evaluation plan has four main elements: collection of learner data to monitor engagement is an essential part of our target groups; evaluation recruitment activity. Consultation with Students Representatives from the Guild of activities to assess their immediate effectiveness; tracking students taking part Students have been engaged in sustained activities to assess longer term impact; and small scale qualitative projects with learners in key year groups to provide in- depth understanding the drafting of the barriers and to inform future outreach activitiesthis Agreement. The Widening Participation Research Group coordinates This Access Agreement is considered at a number of participatory action research projects designed to explore senior University committees which include formal representation from the Guild of Students, including the Vice-President (Welfare). The initiatives and address areas representing significant barriers to widening participationactivities detailed in this document are formulated following extensive evaluation of student feedback. For instance, fair access the University developed the “Students with Children” Welcome and student successOrientation event following feedback from the Student Parents and Carers’ Group. In order to better assess the long term impact The “Student Survival Guide” was written by students for students, and many 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 from non-traditional backgrounds 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 non-traditional backgrounds. 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 will include specific investigations such as: the evaluation of activities to enhance induction and first year experience; degree attainment for Black and Minority Ethnic Groups; and the impact of placements on degree attainment and employment destination. 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, both to check our progress against 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 non- traditional students 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.”16 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 strategy for widening participation is an integral part of the University’s Education Strategy which is overseen by the Pro-Vice Chancellor Learning and Teaching. Operational activities relating to widening participation will be shared and monitored by the Widening Participation Operational Group. Our management structures will be strengthened by the appointment of a new Director of Student Recruitment and Admissions who will oversee the outreach and fair access activities of the Widening Participation and the Admissions andare

Monitoring and evaluation arrangements. We The Access Agreement, Widening Participation Strategy and WPSA will continue be monitored through the strategic plan and annual operating statement and through annual reports to monitor the above targets on an annual basisSenior Management Team. Regular reports will also be made to the University College’s Learning Enhancement subcommittee which has a particular responsibility for learning enhancement and student achievement. The Senior Management Team and the University College Council annually review HESA student data, as part including the performance tables for widening participation. The Fees and Financial Support Group and the department of Student Support will also play a key role in monitoring activities. Evaluation will take place across the Widening Participation themes and stages of the re- submission student lifecycle outlined in the Access Agreement and detailed in the WP Strategy. The University College has recently developed a WP database which is linked to its Unit-E student records system. The rationale behind this decision is recognition of the Access Agreementneed to evaluate effectively the impact of future WP activities. Evaluation This will enable analysis of our core and collaborative outreachevaluation questionnaires, using including quantitative and qualitative methodsdata, attitudinal and shifts in perception and longitudinal studies. These methodologies will enable the University College to track future WP students throughout their student lifecycle and 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 approaches and a sustained strategic overview, the University will continue to support monitored regularly by 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 (e.g. Bristol’s Widening Participation Research Cluster15) and undertake funded research in widening access to increase our capacity in this area. 15 xxx.xxxxxxx.xx.xx/xxxxxxxxxxxxxxxx/xxx/xxxx-xxxxxx/xxxx/ Our outreach evaluation plan has four main elements: collection of learner data to monitor engagement of our target groups; evaluation of activities to assess their immediate effectiveness; tracking students taking part in sustained 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 activitiesteam. The Widening Participation Research Group coordinates University College will evaluate the impact of WP activity through a number of participatory action research projects designed to explore means and address areas representing significant barriers to widening participation, fair access WP activity will be reviewed regularly alongside the new WP strategy and student successAction Plan. In order to better The University College will assess the long term outcome of outreach work with young people in schools and colleges contrasting both target schools and those with whom there is a special relationship, e.g. where the University College sponsors an Academy School. It will be included in the First Impressions survey, the post induction student survey, to ascertain the nature and extent of previous contact with the UC through outreach activity. Further work will look at adding an additional data field to application and enrolment forms to capture such information. The intention will be to also monitor the performance of students recruited as a result of WP activities. Progression and retention statistics will be monitored as will impact of our support measures through the annual programme monitoring and business planning processes. Differing methodologies will be used to assess the impact of interventions, such as questionnaires to collate core data on the participants and attitudinal shifts pre and post event, focus groups with current HE students, case studies to capture student success and also data from target and partner schools and colleges and progression data to access impact of interventions. Evaluation will include: Regular review of application, enrolment, retention and completion data Questionnaires to event participants Student tracking Evaluation through outreach activities and tracking and monitoring work First Impressions Survey Unit-E student progression data HESA performance indicators DLHE (for student employability) The outcomes of the evaluation process will be used to keep the activity and expenditure on the success Access Agreement under review and to engage in an ongoing process of our collaborative activities such as refinement. Table 5 - Milestones and targets Table 5a - Statistical milestones and targets relating to your applicants, entrants or student body (e.g. HESA, UCAS or internal targets) Please select milestone/target type from the Universities Outreach Partnership we have subscribed drop down menu Description (500 characters maximum) Baseline Baseline year data Yearly milestones/targets (numeric where possible, however you may use text) 2012-13 2013-14 2014-15 2015-16 2016-17 Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximium) State School (HESA Table T1a) maintain percentage of young full time first degree entrants from state schools at above 95% 2009/10 95.90% 95% 95% 95% 95% 95% UCP Marjon attracts the majority of its learners from state schools and confirms that it is committed to remaining above the Higher Education Access Tracker HESA benchmarks LPN (HEATHESA Table T1a) service. Measures of effectiveness in relation to supporting the retention and achievement Maintain percentage of students from nonlower participation neighbourhoods. 2009/10 16.50% 16% 16% 16% 16% 16% As this level is already above benchmark UCP Marjon will look to maintain the position NS-traditional backgrounds 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 SEC (HESA Table T1a) Maintain percentage of students from nonNS-traditional backgroundsSEC 4,5,6,7, which is currently above benchmark 2009/10 34.10% 37% 37% 37% 37% 37% UCP Marjon confirms that it is committed to at least matching the locally adjusted HESA benchmark. 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 will include specific investigations such as: the evaluation of activities to enhance induction and first year experience; degree attainment for Black and Minority Ethnic Groups; and the impact of placements on degree attainment and employment destination. 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, both to check our progress against targets, and also to inform the development of subject- based outreach strategies. We will closely monitor the participation and retention rates Mature Maintain benchmark percentage of mature students from under- represented groups in HE 2008/09 14.30% 13% 13% 14% 14% 14% UCP Marjon confirms that it is committed to at least matching the locally adjusted HESA benchmark. Non continuation: All (over 21HESA Table T3a) Achive the benchmark for full-time students 2008/09 10.00% 11% 10.50% 11.00% 12% 12% UCP Marjon confirms that it is committed to at least matching the locally adjusted HESA benchmark. Other (please give details in the next column) Maintain high level of student employability 2008/09 93.70% 94% 94% 94% 94% 94% Latest DLHE return shows 96.4% of respondents who completed courses in 2010 were in employment or further study six months after completion of course. The University College has the highest employability rae among SW institutions. Table 5b - Other milestones and targets Annex A Annex A: Access agreements for 2012-13: OFFA template for mainstream ITT providers (HEIs and FECs) University College Plymouth St Mark & St Xxxx Name of institution Please complete this template, and over 25); those with vocational qualifications; care leavers; those the Excel return at Annex B, and return to us using the HEFCE extranet by 30 March 2012. Where your arrangements are the same as for other courses, we would encourage you to cross-refer to your main agreement wherever possible, rather than seeking to replicate information 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 non- traditional students 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 groupsmain document here.”16 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 strategy for widening participation is an integral part of the University’s Education Strategy which is overseen by the Pro-Vice Chancellor Learning and Teaching. Operational activities relating to widening participation will be shared and monitored by the Widening Participation Operational Group. Our management structures will be strengthened by the appointment of a new Director of Student Recruitment and Admissions who will oversee the outreach and fair access activities of the Widening Participation and the Admissions and

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 the Access Agreement is addressed on an on-going basis through the use of the University’s management information system, which is updated as new data becomes available (overnight in some cases) and presents key performance data for use by the University Board, Academic Board and its sub-committees, the Senior Management Team, Schools and Services. In addition to 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 will continue to annually monitor the above targets on an annual basis, as part progression of students from HE courses offered through partner organisations to “top-up” courses at UCLan and progression of students from the re- submission foundation year programmes. EQUALITY AND DIVERSITY UCLan is strongly committed to its equality and diversity responsibilities across the full range of the Access Agreement. Evaluation of our core and collaborative outreach, using quantitative and qualitative methods, will be conducted both internally and potentially its activities as a combined research project with provider of higher education. Throughout the student lifecycle we actively promote equality and diversity by providing diverse entry routes to our HEI partners. Recognising that successful widening participation at Bath will require new approaches degree courses and a sustained strategic overview, 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 are expanding the University will continue 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 the WP Research Group, established in 2012, transition to explore, evaluate and monitor local strategies, work with partners where this can help to develop our expertise (e.g. Bristol’s Widening Participation Research Cluster15) and undertake funded research in widening access to increase our capacity in this area. 15 xxx.xxxxxxx.xx.xx/xxxxxxxxxxxxxxxx/xxx/xxxx-xxxxxx/xxxx/ Our outreach evaluation plan has four main elements: collection of learner data to monitor engagement of our target groups; evaluation of activities to assess their immediate effectiveness; tracking students taking part in sustained activities to assess longer term impact; and small scale qualitative projects with learners in key year groups to provide in- depth understanding of higher education embedded within the barriers and to inform future outreach activities. The Widening Participation Research Group coordinates a number of participatory action research projects curriculum is designed to explore further strengthen, and address areas representing significant barriers to widening participationensure, fair access and 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 those who are able to benefit from higher education. In order response to better assess the long term impact 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 an indication of our outreach activity commitment to ensuring that equality and diversity issues are at the success centre of our collaborative the University’s core priorities. This approach is also a key lever to ensure that equality and diversity activities such as are mainstreamed effectively across the Universities Outreach Partnership we have subscribed University. We are otherwise meeting the specific duties of the Equality Act 2010 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 outcomes too. Our strategic equality and diversity objectives are about to be reviewed, but are currently:  Monitoring the Higher Education Access Tracker (HEAT) servicestaff and student diversity profiles. Measures of effectiveness in relation to supporting the retention  Ensuring that student applications, enrolments, retention, satisfaction, attainment and achievement of employability outcomes for students from non-traditional backgrounds will continue to include completion ratesdiverse groups are on a par with or outperform the wider student body.  Ensuring that staff applications, academic achievementappointments, participation in extra-curricular activities and developmentsatisfaction, 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 graduate-level employment and/or postgraduate studydeveloping and implementing interventions is evidence- based, and whether they would recommend this institution to other students from non-traditional backgrounds. A mix of quantitative and qualitative measures are being developedresearch informed, monitored and reviewed throughout evaluated.  Ensuring that all our staff are equipped with skills, training and development programmes to ensure they have the individual student's experienceconfidence, 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 recognise that it is important to set targets in some areas so that individual adjustments progress can be madeachieved more quickly and be monitored tangibly. We undertake regular effective monitoring, as well as broader lessons learnedbuild 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. This will include specific investigations such as: 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 by 2017. A University-wide working group is enabling us to take this work forward. By engaging closely with the evaluation sector and other HEIs we keep abreast of activities latest research and findings and share best practice with other HEIs in steps taken to enhance induction and first year experience; degree address attainment for Black and Minority Ethnic Groups; and the impact of placements on degree attainment and employment destination. 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, both to check our progress against targets, and also to inform the development of subject- based outreach strategiesdifferences. We will closely monitor and evaluate activities to consider 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 impact on protected equality groups. We will also monitor be setting further equality and research the situation with regard to the progression of non- traditional students to postgraduate degreesdiversity targets as our work develops. 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: PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS UCLan provides information on fees and financial support on its “family experience of higher education had an important effect Study here @” and “fees and finance @” and “bursaries scholarship @” pages on the respondentswebsite; through talks and publications at Open and Applicant Days; through pre-entry information sent to applicants; through public engagement events; leaflets and guidance information in public 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. CONSULTING WITH STUDENTS Student views are highly valued within UCLan and are sought on a wide range of matters, through a range of mechanisms 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’ decisionsUnion (SU). This was further conflated with some ethnic groups.”16 Over time 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 Please select target type from the drop-down menu Description (500 characters maximum) Is this could result in a new social divide which would 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 detrimental to our aim for a diverse student population. Research in this area will measurable outcomes ‐based targets and should focus on identifying strategies to encourage wider participation. The strategy for widening participation is an integral part the number of beneficiaries reached by a particular activity/programme or the University’s Education Strategy which is overseen by number of schools worked with, and what the Pro-Vice Chancellor Learning and Teaching. Operational activities relating to widening participation will be shared and monitored by outcomes were, rather than simply recording the Widening Participation Operational Group. Our management structures will be strengthened by the appointment nature/number of a new Director of Student Recruitment and Admissions who will oversee the outreach and fair access activities of the Widening Participation and the Admissions andactivities.

Monitoring and evaluation arrangements. The widening participation agenda, retention rates and success across the student lifecycle are overseen by the University’s Student Access and Progress Committee. The Committee, chaired by the Pro-Vice-Chancellor (Education) and with representation from the Guild of Students, receives and considers regular reports and analysis of institutional performance in a range of areas (such as continuation rates, student equality benchmarks, HESA Performance Indicators, student experience surveys, outreach activity evaluation, etc.). In addition, the University Education Committee, also chaired by the Pro-Vice-Chancellor (Education) and with representation from the Guild, receives an annual progress report, approves OFFA reporting and considers the annual report from the Academic Skills Centre. Within the University’s Outreach team there is a dedicated Officer with specific responsibility for evaluation; this post works closely with Outreach Officers and with Aimhigher on the evaluation of activities. The Outreach Evaluation Strategy for 2015-2018 supports our commitment to evidence-based practice in widening participation and outreach as well as to facilitating a culture of learning and continuous improvement. We are committed to generating evidence-based information from timely and robust evaluations to inform and support our outreach work. The overall aim of the Evaluation Strategy is to provide a framework for producing high quality evidence-based monitoring and evaluation information to support learning, improvement, innovation, accountability and strategic decision-making. The key objectives of the strategy are as detailed below. • Support the generation of evaluation evidence to improve fair access to higher education by: o understanding what we do; o identifying what approaches work in promoting fair access and social mobility; o identifying where we can improve to increase the effectiveness of our widening participation policies and interventions; and, o supporting strategic decision making and allocation of resources. • Provide direction on our approach to evaluation to ensure information generated is robust, relevant and useful. • Provide a framework for future evaluations and link them to strategic decision-making by setting out the key focus areas for evaluations and the main evaluation questions they will seek to address. • Provide a plan for outreach evaluations over the next 3 years, which will be reviewed and updated annually. We have a comprehensive evaluation programme for our Access to Birmingham programme, including monitoring of applications through from acceptance and tracking students to graduation and employment. Aimhigher West Midlands undertakes comprehensive evaluation of the impact of its interventions, with reference to control and experimental groups. Tracking suggests that engagement in Aimhigher during Key Stage 3 and 4 generates increased aspiration towards higher education, improved KS4 attainment and increased progress to higher education (HE). The proportion of Aimhigher-engaged Pupil Premium learners attaining 5 GCSEs at A* - C, including English and Maths, exceeded that of regional Pupil Premium learners over the four years 2011/12 to 2014/15. The progression of Aimhigher beneficiaries into HE is tracked via HESA data. Aimhigher learners formerly receiving Free School Meals (FSM) are more likely to enter HE than non-Aimhigher FSM students (31.6% in 2014 and 36.7% in 2015). By comparison, regionally 22% of former FSM students entered HE in 2014. Aimhigher learners from POLAR3 Quintile 1 postcodes also enter HE in greater proportions than their peers (40.0% in 2014, compared to 12.4% regionally, and 32.40% in 2015, compared to 13.4% regionally). There is evidence of increased volatility in national GCSE attainment and progression to HE trends. National research1 suggest Key Stage 4 curriculum reform will disproportionately impact on the attainment for disadvantaged learners, and January 2017 UCAS data showing a marked (2/3rd) reduction in the year-on-year growth in application rates of 18 year olds witnessed since 2012. As a result we intend to maintain our current ambitious milestones for both the GCSE attainment and HE progression of Aimhigher beneficiaries. The Realising Opportunities Pilot project has undergone extensive evaluation looking at the outcomes for learners and the wider impact of the partnership. This continues to inform the future of the scheme. We continue to develop our Evaluation Strategy with respect to the range of financial support we provide. This is focused on two main areas: work to understand patterns of spend and how the money is used, along with work to understand the impact of the money provided on retention and success. The work will draw on the OFFA toolkit. Equality and Diversity Our students and staff are key to achieving excellence and to delivering the objectives outlined in our Strategic Framework 2015-2020. Our linked Equality Scheme recognises the need to encourage each and every student to flourish whilst removing barriers to success. Equality is central to our mission to be a global force in teaching and research, and our Deputy Pro-Vice Chancellor for Equalities leads our institutional development in this, reflecting that commitment. The University’s Equality Scheme 2016-2020 has been developed around themes of inclusiveness, attainment, flexibility and embedding. As part of the development of the objectives we consulted with students to identify actions they felt the University should take to improve equality, and we have sought to address this feedback in our objectives. Progress against objectives is reviewed annually as part of the Equality and Diversity Assurance Report to Council. The University has been taking action to address the attainment gap between BME students and white students achieving a first or upper second class honours degree. We have delivered innovative mentoring and employability schemes for BME students, providing them with practical skills and role models for success in the workplace. The BME ambassador scheme, an initiative part-funded by the HEA, involves students engaging with staff in Schools and Departments to consider actions that can be taken to improve BME student inclusion, representation, engagement and to promote race equality. This project has been widely cited across the UK HE sector as an example of good practice in engaging and listening to BME students. We will continue to focus on developing this area of work and will be partners with Manchester University and Manchester Metropolitan University in a HEFCE Catalyst funded project as part of this. A website dedicated to supporting the success of BME students was launched in 2014/15, and a supporting online platform for staff launched in 2016 that captures the monitoring and evaluation of the impact of ambassador activity. The BME student ambassadors continue to work with School Equality co-ordinators to identify issues that impact on their experiences, and have developed action plans for activities that make a positive difference. There are over 200 BME students who are ambassadors and 10 College student leads. Following the launch of the online portal, the project will be evaluated in July 2017. The ethnicity attainment gap is a sector-wide issue and forms much of the focus of work with students on equality issues in universities today. This is an area of activity that we will continue to pursue in relation to our work towards the ECU’s Race Equality Mark. We are expanding this work to identify and address differences in completion rates and attainment amongst other groups, such as LGBT and trans students, mature students, disabled students and those from socioeconomically disadvantaged backgrounds, and identify equivalent interventions. Around 6% of all University of Birmingham students have dependents. The University is one of only a handful that collects this information at registration and we are therefore now able to monitor the progression and retention of student parents. Since 2010, the University has helped support student parents establish a Guild Association, produce a pregnancy, maternity and paternity policy, and work towards a more inclusive curriculum that recognizes the needs of students with caring responsibilities. From 2015/16 we have further enhanced the support offered to student carers identified above targets at (d), and developed a new University Policy for Student Parents, Guardians and Carers (effective from 2017/18). LGBT students have been supported by a mentoring scheme that was launched in 2012 called ‘Come Out, Stay Out’. In 2016 there were around 60 professional mentors, most being University staff, supporting over 28 student mentees. Around 3% of students identified as LGBT in 2016, whilst over 30% did not select the option to tell us their sexual identity at registration. Students are encouraged to disclose, and information is available at registration to explain the benefits of informing the University. We have developed trans-inclusive practices, including the provision of gender neutral facilities, the recording of personal information and through the publication of transgender guidance, and we are developing activities to improve understanding amongst our wider community of trans issues. To support the development and promotion of religious literacy and integration on campus the University has worked with a number of community organisations including local mosques and religious schools. The University’s Good Campus Relations Group comprises of members from community groups and works towards the promotion of understanding and representation of different faith groups. The University has an annual basisexcellent data collection and analysis system and, as part of its annual review of academic programmes, ensures that Schools consider the re- submission recruitment and performance data of students in the Access Agreementprotected characteristics and those from lower socio-economic backgrounds. Evaluation of our core Schools report issues emanating from the data to the University’s Quality Assurance and collaborative outreachEnhancement Committee, using quantitative chaired by the PVC (Education); the Committee then monitors how the Schools work towards making improvements. This process is supported through targeted Student Equality Reports, which are disseminated to Schools outlining any identified issues. We are fully committed to ensuring that anyone with the aspiration 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 approaches 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 ability can help to develop our expertise (e.g. Bristol’s Widening Participation Research Cluster15) and undertake funded research in widening gain access to increase our capacity in this area. 15 xxx.xxxxxxx.xx.xx/xxxxxxxxxxxxxxxx/xxx/xxxx-xxxxxx/xxxx/ Our outreach evaluation plan has four main elements: collection of learner data to monitor engagement of our target groups; evaluation of activities to assess their immediate effectiveness; tracking students taking part in sustained 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. The Widening Participation Research Group coordinates a number of participatory action research projects designed to explore and address areas representing significant barriers to widening participation, fair access and student success. In order to better assess the 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 from non-traditional backgrounds 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 non-traditional backgrounds. 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 madeUniversity, as well as broader lessons learnedprogress and achieve success regardless of any disability. This will include specific investigations such as: As a result of the evaluation of activities to enhance induction proposals around the reduction in funding and first year experience; degree attainment support by the Department for Black Business, Innovation and Minority Ethnic Groups; and the impact of placements on degree attainment and employment destination. 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, both to check our progress against 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 non- traditional students to postgraduate degrees. Research for the HEA found that while social class alone was not a significant factor Skills 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.”16 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 strategy for widening participation is an integral part form of the University’s Education Strategy which is overseen Disabled Students’ Allowances from 2016/17 onwards, a panel of specialist and senior staff, chaired by the Pro-Vice Chancellor Learning and Teaching. Operational activities relating to widening participation will be shared and monitored by the Widening Participation Operational Group. Our management structures will be strengthened by the appointment of a new Director of Student Recruitment Services, was convened. Following this work the University continues to develop its approach to deliver a more inclusive education environment and Admissions who will oversee also identified an additional £500k to support disabled students where that support now falls outside Disabled Students Allowance. The challenges of creating a physically accessible campus have been highlighted by students and staff in the outreach Equality Scheme consultation as a key priority for the University, and fair access activities we have undertaken significant work to improve accessibility across campus. During 2016 we developed a forum for students and staff to raise accessibility issues and to comment on campus developments to ensure the diverse needs of our community are reflected. We have worked closely with the Widening Participation Guild’s liberation associations and Guild officers via the Admissions andEquality Executive Group to ensure we have student input on equality issues. We have worked to embed the principles of Xxxxxx XXXX, and we outperform the sector for female representation in Maths and Engineering (37.2% and 20.6% respectively against sector figures of 34.1% and 16.4%). In 2015, we took the next step in developing our equality principles and practices by embarking upon the work required to achieve the ECU’s Race Equality Charter.

Monitoring and evaluation arrangements. We The Access Agreement, Widening Participation Strategy and WPSA will continue be monitored through the strategic plan and annual operating statement and through annual reports to monitor the above targets on an annual basisSenior Management Team. Regular reports will also be made to the University College’s Learning Enhancement subcommittee which has a particular responsibility for learning enhancement and student achievement. The Senior Management Team and the University College Council annually review HESA student data, as part including the performance tables for widening participation. The Fees and Financial Support Group and the department of Student Support will also play a key role in monitoring activities. Evaluation will take place across the Widening Participation themes and stages of the re- submission student lifecycle outlined in the Access Agreement and detailed in the WP Strategy. The University College has recently developed a WP database which is linked to its Unit-E student records system. The rationale behind this decision is recognition of the Access Agreementneed to evaluate effectively the impact of future WP activities. Evaluation This will enable analysis of our core and collaborative outreachevaluation questionnaires, using including quantitative and qualitative methodsdata, attitudinal and shifts in perception and longitudinal studies. These methodologies will enable the University College to track future WP students throughout their student lifecycle and 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 approaches and a sustained strategic overview, the University will continue to support monitored regularly by 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 (e.g. Bristol’s Widening Participation Research Cluster15) and undertake funded research in widening access to increase our capacity in this area. 15 xxx.xxxxxxx.xx.xx/xxxxxxxxxxxxxxxx/xxx/xxxx-xxxxxx/xxxx/ Our outreach evaluation plan has four main elements: collection of learner data to monitor engagement of our target groups; evaluation of activities to assess their immediate effectiveness; tracking students taking part in sustained 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 activitiesteam. The Widening Participation Research Group coordinates University College will evaluate the impact of WP activity through a number of participatory action research projects designed to explore means and address areas representing significant barriers to widening participation, fair access WP activity will be reviewed regularly alongside the new WP strategy and student successAction Plan. In order to better The University College will assess the long term outcome of outreach work with young people in schools and colleges contrasting both target schools and those with whom there is a special relationship, e.g. where the University College sponsors an Academy School. It will be included in the First Impressions survey, the post induction student survey, to ascertain the nature and extent of previous contact with the UC through outreach activity. Further work will look at adding an additional data field to application and enrolment forms to capture such information. The intention will be to also monitor the performance of students recruited as a result of WP activities. Progression and retention statistics will be monitored as will impact of our support measures through the annual programme monitoring and business planning processes. Differing methodologies will be used to assess the impact of interventions, such as questionnaires to collate core data on the participants and attitudinal shifts pre and post event, focus groups with current HE students, case studies to capture student success and also data from target and partner schools and colleges and progression data to access impact of interventions. Evaluation will include: Regular review of application, enrolment, retention and completion data Questionnaires to event participants Student tracking Evaluation through outreach activities and tracking and monitoring work First Impressions Survey Unit-E student progression data HESA performance indicators DLHE (for student employability) The outcomes of the evaluation process will be used to keep the activity and expenditure on the success Access Agreement under review and to engage in an ongoing process of our collaborative activities such as refinement. Table 5 - Milestones and targets Table 5a - Statistical milestones and targets relating to your applicants, entrants or student body (e.g. HESA, UCAS or internal targets) Please select milestone/target type from the Universities Outreach Partnership we have subscribed drop down menu Description (500 characters maximum) Baseline Baseline year data Yearly milestones/targets (numeric where possible, however you may use text) 2012-13 2013-14 2014-15 2015-16 2016-17 Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximium) State School (HESA Table T1a) maintain percentage of young full time first degree entrants from state schools at above 95% 2009/10 95.90% 95% 95% 95% 95% 95% UCP Marjon attracts the majority of its learners from state schools and confirms that it is committed to remaining above the Higher Education Access Tracker HESA benchmarks LPN (HEATHESA Table T1a) service. Measures of effectiveness in relation to supporting the retention and achievement Maintain percentage of students from nonlower participation neighbourhoods. 2009/10 16.50% 16% 16% 16% 16% 16% As this level is already above benchmark UCP Marjon will look to maintain the position NS-traditional backgrounds 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 SEC (HESA Table T1a) Maintain percentage of students from nonNS-traditional backgroundsSEC 4,5,6,7, which is currently above benchmark 2009/10 34.10% 37% 37% 37% 37% 37% UCP Marjon confirms that it is committed to at least matching the locally adjusted HESA benchmark. 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 will include specific investigations such as: the evaluation of activities to enhance induction and first year experience; degree attainment for Black and Minority Ethnic Groups; and the impact of placements on degree attainment and employment destination. 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, both to check our progress against targets, and also to inform the development of subject- based outreach strategies. We will closely monitor the participation and retention rates Mature Maintain benchmark percentage of mature students from under- represented groups in HE 2008/09 14.30% 13% 13% 14% 14% 14% UCP Marjon confirms that it is committed to at least matching the locally adjusted HESA benchmark. Non continuation: All (over 21, and over 25); those with vocational qualifications; care leavers; those from black and minority ethnic groups; and HESA Table T3a) Achive the benchmark for full-time students with disabilities 2008/09 10.00% 11% 10.50% 11.00% 12% 12% UCP Marjon confirms that it is committed to evaluate at least matching the effectiveness of our outreach and admissions strategies in reaching these groupslocally adjusted HESA benchmark. We will also monitor and research the situation with regard to the progression of non- traditional students to postgraduate degrees. Research for the HEA found that while social class alone was not a significant factor Other (please give details in the decision to continue beyond a first degree other factors were: “family experience next column) Maintain high level of higher education had an important effect on the respondents’ decisions. This was student employability 2008/09 93.70% 94% 94% 94% 94% 94% Latest DLHE return shows 96.4% of respondents who completed courses in 2010 were in employment or further conflated with some ethnic groups.”16 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 participationstudy six months after completion of course. The strategy for widening participation is an integral part of University College has the University’s Education Strategy which is overseen by the Pro-Vice Chancellor Learning highest employability rae among SW institutions. Table 5b - Other milestones and Teaching. Operational activities relating to widening participation will be shared and monitored by the Widening Participation Operational Group. Our management structures will be strengthened by the appointment of a new Director of Student Recruitment and Admissions who will oversee the outreach and fair access activities of the Widening Participation and the Admissions andtargets

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 the Access Agreement is addressed on an on-going basis through the use of the University’s management information system, which is updated as new data becomes available (overnight in some cases) and presents key performance data for use by the University Board, Academic Board and its sub-committees, the Senior Management Team, Schools and Services. In addition to 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 will continue to annually monitor the above targets on an annual basis, as part progression of students from HE courses offered through partner organisations to “top-up” courses at UCLan and progression of students from the re- submission foundation year programmes. EQUALITY AND DIVERSITY UCLan is strongly committed to its equality and diversity responsibilities across the full range of the Access Agreement. Evaluation of our core and collaborative outreach, using quantitative and qualitative methods, will be conducted both internally and potentially its activities as a combined research project with provider of higher education. Throughout the student lifecycle we actively promote equality and diversity by providing diverse entry routes to our HEI partners. Recognising that successful widening participation at Bath will require new approaches degree courses and a sustained strategic overview, 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 are expanding the University will continue 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 the WP Research Group, established in 2012, transition to explore, evaluate and monitor local strategies, work with partners where this can help to develop our expertise (e.g. Bristol’s Widening Participation Research Cluster15) and undertake funded research in widening access to increase our capacity in this area. 15 xxx.xxxxxxx.xx.xx/xxxxxxxxxxxxxxxx/xxx/xxxx-xxxxxx/xxxx/ Our outreach evaluation plan has four main elements: collection of learner data to monitor engagement of our target groups; evaluation of activities to assess their immediate effectiveness; tracking students taking part in sustained activities to assess longer term impact; and small scale qualitative projects with learners in key year groups to provide in- depth understanding of higher education embedded within the barriers and to inform future outreach activities. The Widening Participation Research Group coordinates a number of participatory action research projects curriculum is designed to explore further strengthen, and address areas representing significant barriers to widening participationensure, fair access and 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 those who are able to benefit from higher education. In order response to better assess the long term impact 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 an indication of our outreach activity commitment to ensuring that equality and diversity issues are at the success centre of our collaborative the University’s core priorities. This approach is also a key lever to ensure that equality and diversity activities such as are mainstreamed effectively across the Universities Outreach Partnership we have subscribed University. We are otherwise meeting the specific duties of the Equality Act 2010 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 outcomes too. Our strategic equality and diversity objectives are about to be reviewed, but are currently: • Monitoring the Higher Education Access Tracker (HEAT) servicestaff and student diversity profiles. Measures of effectiveness in relation to supporting the retention • Ensuring that student applications, enrolments, retention, satisfaction, attainment and achievement of employability outcomes for students from non-traditional backgrounds will continue to include completion ratesdiverse groups are on a par with or outperform the wider student body. • Ensuring that staff applications, academic achievementappointments, participation in extra-curricular activities and developmentsatisfaction, 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 graduate-level employment and/or postgraduate studydeveloping and implementing interventions is evidence- based, and whether they would recommend this institution to other students from non-traditional backgrounds. A mix of quantitative and qualitative measures are being developedresearch informed, monitored and reviewed throughout evaluated. • Ensuring that all our staff are equipped with skills, training and development programmes to ensure they have the individual student's experienceconfidence, 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 recognise that it is important to set targets in some areas so that individual adjustments progress can be madeachieved more quickly and be monitored tangibly. We undertake regular effective monitoring, as well as broader lessons learnedbuild 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. This will include specific investigations such as: 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 by 2017. A University-wide working group is enabling us to take this work forward. By engaging closely with the evaluation sector and other HEIs we keep abreast of activities latest research and findings and share best practice with other HEIs in steps taken to enhance induction and first year experience; degree address attainment for Black and Minority Ethnic Groups; and the impact of placements on degree attainment and employment destination. 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, both to check our progress against targets, and also to inform the development of subject- based outreach strategiesdifferences. We will closely monitor and evaluate activities to consider 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 impact on protected equality groups. We will also monitor be setting further equality and research the situation with regard to the progression of non- traditional students to postgraduate degreesdiversity targets as our work develops. 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: PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS UCLan provides information on fees and financial support on its “family experience of higher education had an important effect Study here @” and “fees and finance @” and “bursaries scholarship @” pages on the respondentswebsite; through talks and publications at Open and Applicant Days; through pre-entry information sent to applicants; through public engagement events; leaflets and guidance information in public 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. CONSULTING WITH STUDENTS Student views are highly valued within UCLan and are sought on a wide range of matters, through a range of mechanisms 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’ decisionsUnion (SU). This was further conflated with some ethnic groups.”16 Over time 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 Please select target type from the drop-down menu Description (500 characters maximum) Is this could result in a new social divide which would 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 detrimental to our aim for a diverse student population. Research in this area will measurable outcomes ‐based targets and should focus on identifying strategies to encourage wider participation. The strategy for widening participation is an integral part the number of beneficiaries reached by a particular activity/programme or the University’s Education Strategy which is overseen by number of schools worked with, and what the Pro-Vice Chancellor Learning and Teaching. Operational activities relating to widening participation will be shared and monitored by outcomes were, rather than simply recording the Widening Participation Operational Group. Our management structures will be strengthened by the appointment nature/number of a new Director of Student Recruitment and Admissions who will oversee the outreach and fair access activities of the Widening Participation and the Admissions andactivities.

Monitoring and evaluation arrangements. We Strategic development of widening participation is a whole University responsibility led by the University Executive Board through the Pro-Vice Chancellor (PVC) for Learning and Teaching. The PVC chairs the Learning and Teaching Committee and its three sub-committees on behalf of Senate, including the Admissions and Outreach Sub-Committee. As a member of the University Executive Board, the PVC for Learning and Teaching ensures that strategic thinking about widening participation is at the heart of University strategic developments and reflections. This Board also includes the PVCs with responsibility for driving forward University strategies in each of the University‟s five faculties (Arts and Humanities; Engineering; Medicine, Dentistry and Health; Science and Social Sciences). This strategic leadership structure ensures that widening participation is articulated within the Faculty learning and teaching strategies and practices. The University will monitor activity and evidence of impact in a number of ways. To date, Student Services teams have worked alongside Learning & Teaching Services (LeTS) staff to implement robust procedures for monitoring the activity that is delivered both by central teams and by individual faculties and academic departments. This will continue and will be strengthened by the recent integration of LeTS into the Student Services structure. In addition, in developing its Access Agreement for 2012 and beyond, the University has committed resource to monitor the above targets on development of an annual basis, as part of the re- submission of the Access Agreementacademic Widening Participation Research Unit. Evaluation of our core and collaborative outreach, using This will allow for 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 approaches 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 (e.g. Bristol’s Widening Participation Research Cluster15) and undertake funded research in widening access to increase our capacity in this area. 15 xxx.xxxxxxx.xx.xx/xxxxxxxxxxxxxxxx/xxx/xxxx-xxxxxx/xxxx/ Our outreach evaluation plan has four main elements: collection of learner data to monitor engagement of our target groups; evaluation of activities to assess their immediate effectiveness; tracking students taking part in sustained 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. The Widening Participation Research Group coordinates a number of participatory action research projects designed to explore and address areas representing significant barriers to widening participation, fair access and student success. In order to better assess into the long term impact of our outreach activity and widening participation initiatives to be undertaken by research experts. Results of such research will be published as a way of sharing good practice within the success sector. The evidence will also feed into continuous improvement 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 from non-traditional backgrounds will continue to include completion rates, academic achievement, participation in extra-curricular activities and developmentprogrammes we deliver. The unit will contribute and oversee short term research and evaluation activity, progression to graduate-provide a more consistent and formal approach to impact assessment and continuous improvement. On an ongoing basis, quantitative data will be used to measure outputs (e.g. number of participants, number of activities, number of schools and colleges involved) to assess the level employment and/or postgraduate study, of activity undertaken against the numerical targets we set. We will also use a range of evaluation techniques to measure the effectiveness of individual activities and whether they would recommend this institution to other students from non-traditional backgrounds. A mix longer term widening participation programmes as a way of quantitative and qualitative measures are being developed, monitored and reviewed throughout measuring the individual student's experience, so that individual adjustments can be made, as well as broader lessons learnedimpact of the work we undertake. This will include specific investigations such as: the evaluation paper and electronic surveys of activities to enhance induction participants and first year experience; degree attainment for Black and Minority Ethnic Groups; and the impact attitudinal surveys of placements participants on degree attainment and employment destinationintensive programmes. New data collection systems designed to increase our understanding of participation patterns at Faculty and departmental level were established in 2012, and Data will be monitoredmonitored and tracked to longitudinally assess the long term progression and success of students who participate in outreach programmes and/or progress to the University, both using admissions and progression data from the University‟s internal student records system. Progress will be monitored through our own internal governance structures and reported to check our the Office for Fair Access on an annual basis. Monitoring of progress against targetstargets and milestones set out in the Access Agreement will be undertaken by the Admissions and Outreach Sub- Committee of Learning & Teaching Committee, which formally reports to the University‟s Senate. Appendices Appendix 1: Further Details of Our Additional Access Measure Activities OUTREACH ACTIVITY FOCUS ADDITIONALITY DESCRIPTION RATIONALE Primary EXPANDED  Interactive web-based resources for all primary schools across South Yorkshire.  Professor Fluffy sessions on and also to inform off campus targeting pupils and parents.  Classroom mentoring for literacy and numeracy. Primary teachers have been involved in developing the development of subject- based outreach strategiesresources that will be rolled out across South Yorkshire. 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 Their expertise with regard to the progression of non- traditional students 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 what will work with some ethnic groupsthis particular target group has been invaluable.”16 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 strategy for widening participation is an integral part of the University’s Education Strategy which is overseen by the Pro-Vice Chancellor Learning and Teaching. Operational activities relating to widening participation will be shared and monitored by the Widening Participation Operational Group. Our management structures will be strengthened by the appointment of a new Director of Student Recruitment and Admissions who will oversee the outreach and fair access activities of the Widening Participation and the Admissions and