Common use of Monitoring and evaluation arrangements Clause in Contracts

Monitoring and evaluation arrangements. 3.1 Progression, Achievement and Employability are monitored routinely in relation to the KPIs identified at University level. The Strategic objectives set at School and subject level are monitored annually as part of the planning cycle. The performance of the academic portfolio is monitored in parallel with the performance of students. Internal statistics are benchmarked with Unistats data at course level. Outreach activities are informed by analysis of applicant and student data by feeder institution and borough. 3.2 The Director of Higher Education Policy is the senior postholder with responsibility for the University‟s policy on Access and Widening Participation, reporting directly to the Vice-Chancellor. 3.3 The Learning, Teaching and Student Support Committee is the lead body on behalf of the University‟s Academic Council with responsibility for monitoring and evaluating the Access Agreements and the Widening Participation Strategic Statements. The annual Student Equality and Diversity reports are based on multivariate analysis of student characteristics and these reports inform University policy and strategy on Access and Widening Participation. Annual monitoring reports are considered by the Quality Assurance and Enhancement Committee (QAEC) which reports directly to Academic Council. Papers are also prepared for the University Executive Board (UEB) both for discussion and debate, and for information on the resource allocations which support this core area of the University‟s activities. 3.4 Monitoring data is rigorously analysed and interpreted through the processes described. Yet the difficulty of demonstrating causality can hamper demonstration of the success of specific interventions. Changes in applicant and student behaviour during transitional periods between funding regimes inevitably pose greater challenges in terms of forecasting. The incompleteness of some data sets arising from students electing not to declare certain types of personal information, and the weaknesses of older data such as POLAR, can also limit the applicability of some reports. For these reasons the University is working closely with peer institutions, both individually and within sectors groups such as AccessHE , Linking London and Supporting Professionalism in Admissions (SPA) to share findings and case studies, and to set collaborative milestones and targets which can be contextualised by reference to broader studies of admissions, retention, achievement and graduate destinations. 3.5 Students are represented on the Learning, Teaching and Student Support Committee. Regular collaborative meetings are also held between the University‟s Director of Higher Education Policy and the President of the University of Westminster Students‟ Union (UWSU) to take forward initiatives to support the recruitment, selection and development of students from a diverse range of backgrounds, particularly those from less advantaged communities.

Monitoring and evaluation arrangements. 3.1 Progression, Achievement and Employability are monitored routinely in relation to the KPIs identified at University level. The Strategic strategic objectives set at School Faculty and subject level are monitored annually as part of the planning cycle. The performance of the academic portfolio is monitored in parallel with the performance of students. Internal statistics are benchmarked with Unistats data at course level. Outreach activities are informed by analysis of applicant and student data by feeder institution and borough, drawing on data provided through the DfE, HESA, the Student Loans Company, the GLA, and London Boroughs. From 2015/16 greater focus will be given to recording the impact of Access and Student Success initiatives. 3.2 The Director of Higher Education Policy is the senior postholder with responsibility for the University‟s University’s policy on Access and Widening Participation, reporting directly to the Vice-Vice- Chancellor. 3.3 The Learning, Learning and Teaching and Student Support Committee is the lead body on behalf of the University‟s University’s Academic Council with responsibility for monitoring and evaluating the Access Agreements and the Widening Participation Strategic Statements. The annual Student Equality and Diversity reports are based on multivariate analysis of student characteristics and these reports inform University policy and strategy on Access and Widening Participation. Annual monitoring reports are considered by the Quality Assurance and Enhancement Review Committee (QAEC) which reports directly to Academic Council. Papers are also prepared for the University Executive Board (UEB) both for discussion and debate, and for information on the resource allocations which support this core area of the University‟s University’s activities. 3.4 Monitoring data is rigorously analysed and interpreted through the processes described. Yet the difficulty of demonstrating causality can hamper demonstration of the success of specific interventions. Changes in applicant and student behaviour during transitional periods between funding regimes inevitably pose greater challenges in terms of forecasting. The incompleteness of some data sets arising from students electing not to declare certain types of personal information, and the weaknesses limitations of older data such as POLAR, on wards in metropolitan areas can also limit the applicability of some reports. For these reasons the University is working closely with peer institutions, both individually and within sectors groups such as AccessHE , Linking London and Supporting Professionalism in Admissions (SPA) to share findings and case studies, and to set collaborative milestones and targets which can be contextualised by reference to broader studies of admissions, retention, achievement and graduate destinations. 3.5 Westminster’s assessment of its performance against commitments made in earlier Access Agreements indicates that although the University’s admission criteria have been raised to ensure that the students admitted are capable of completing their studies in the standard timeframe for registration the proportion of students drawn from Lower Participation Neighbourhoods has not diminished significantly at this stage. However there are notable demographic shifts in London, and these include families dependent on housing benefit who are obliged to move to outer boroughs and the surrounding area beyond the M25. It is therefore anticipated that greater efforts will be needed to motivate students from disadvantaged neighbourhoods to take their place in a University environment. 3.6 Students are represented on the Learning, Learning and Teaching and Student Support Committee. Regular collaborative meetings are also held between the University‟s University’s Director of Higher Education Policy and the President of the University of Westminster Students‟ Students’ Union (UWSU) and the UWSU Manager to take forward initiatives to support the recruitment, selection and development of students from a diverse range of backgrounds, particularly those from less advantaged communities. 3.7 Longitudinal monitoring of academic progression by First Degree cohorts provides evidence of continuous achievement year-on-year. This analysis measures progression by gender, age, ethnicity, and protected characteristics for Westminster’s annual Diversity report. It is notable that in the period 2009-12 academic progression of 83 -85% has been achieved by young (>21 years) female students and 78 -81% by young male students from lower socio-economic categories (SEC 4-7). This relates directly to more demanding admissions criteria which help ensure academic success. 3.8 It is significant however that these achievements have not compromised diversity across the student body. Some 50% of students are still drawn from SEC4-7 groups and over 96% of students join Westminster from a state institution. 3.9 Diversity of the student body is also reflected in the broad range of qualifications on entry. Typically the UCAS tariff of new entrants comprises A level scores only for some 52% of the cohort, and the average tariff score across the University in 2014 was 320+ points, although this average masks much higher tariffs in individual subjects. Other entrants hold a combination of vocational and academic qualifications, and some mature learners hold no previous formal qualifications. From 2016-17 the range of qualifications on entry will be retained as a target to be monitored through the Access Agreement so that this diversity within the student community at Westminster can be captured formally.

Monitoring and evaluation arrangements. 3.1 11.1 Progression, Achievement and Employability are monitored routinely in relation to the KPIs identified at University level. The Strategic strategic objectives set at School Faculty and subject level are monitored annually as part of the planning cycle. The performance of the academic portfolio is monitored in parallel with the performance of students. Internal statistics are benchmarked with Unistats data at course level. Outreach activities are informed by analysis of applicant and student data by feeder institution and borough, drawing on data provided through the DfE, HESA, the Student Loans Company, the GLA, LondonCouncils, and individual London Boroughs. Since 2016-17 greater focus has being given to evaluation through the Student Experience Group chaired by the Deputy Vice –Chancellor. Financial support provision is evaluated by the Scholarships Committee which is chaired by a member of the Court of Governors, reporting to the Executive Board. This includes funding awards made by the Xxxxxxx Xxxx Trust, applications for which are coordinated through the Executive Board to ensure a clear strategic alignment with the University’s targets and objectives. 3.2 11.2 The Director of Higher Education Policy and Strategic Partnerships is the senior postholder with responsibility for the University‟s University’s policy on Access and Widening Participation, reporting directly to the Vice-Chancellor. 3.3 The Learning, Teaching and Student Support Committee is the lead body on behalf of the University‟s Academic Council with responsibility for monitoring and evaluating the Access Agreements and the Widening Participation Strategic Statements. 11.3 The annual Student Equality and Diversity reports are based on multivariate analysis of student characteristics and these reports inform University policy and strategy on Access and Widening Participation. Annual monitoring reports are considered by the Quality Assurance and Enhancement Teaching Committee (QAEC) which reports directly to Academic Council. Papers are also prepared for the University Executive Board (UEB) both for discussion and debate, and for information on the resource allocations which support this core area of the University‟s activities. 3.4 11.4 Monitoring data is rigorously analysed and interpreted through the processes described. Yet the difficulty of demonstrating causality can hamper demonstration of the success of specific interventions. Changes in applicant and student behaviour during transitional periods between funding regimes inevitably pose greater challenges in terms of forecasting. The incompleteness of some data sets arising from students electing not to declare certain types of personal information, and the weaknesses limitations of older data such as POLAR, on wards in metropolitan areas can also limit the applicability of some reports. For these reasons the University is working closely with peer institutions, both individually and within sectors groups such as AccessHE , Linking London and Supporting Professionalism in Admissions (SPA) to share findings and case studies, and to set collaborative milestones and targets which can be contextualised by reference to broader studies of admissions, retention, achievement and graduate destinations. 3.5 11.5 Students are represented on the Learning, Teaching and Student Support Committee. Regular collaborative meetings are also held between the University‟s University’s Director of Higher Education Policy (a Trustee of the SU), and the President of the University of Westminster Students‟ Students’ Union (UWSU) ), and the UWSU Manager to take forward initiatives to support the recruitment, selection and development of students from a diverse range of backgrounds, particularly those from less advantaged communities.

Monitoring and evaluation arrangements. 3.1 Progression, Achievement and Employability are monitored routinely in relation to the KPIs identified at University level. The Strategic strategic objectives set at School Faculty and subject level are monitored annually as part of the planning cycle. The performance of the academic portfolio is monitored in parallel with the performance of students. Internal statistics are benchmarked with Unistats data at course level. Outreach activities are informed by analysis of applicant and student data by feeder institution and borough, drawing on data provided through the DfE, HESA, the Student Loans Company, the GLA, and London Boroughs. From 2015/16 greater focus will be given to recording the impact of Access and Student Success initiatives. 3.2 The Director of Higher Education Policy is the senior postholder with responsibility for the University‟s University’s policy on Access and Widening Participation, reporting directly to the Vice-Vice- Chancellor. 3.3 The Learning, Learning and Teaching and Student Support Committee is the lead body on behalf of the University‟s University’s Academic Council with responsibility for monitoring and evaluating the Access Agreements and the Widening Participation Strategic Statements. The annual Student Equality and Diversity reports are based on multivariate analysis of student characteristics and these reports inform University policy and strategy on Access and Widening Participation. Annual monitoring reports are considered by the Quality Assurance and Enhancement Committee (QAEC) which reports directly to Academic Council. Papers are also prepared for the University Executive Board (UEB) both for discussion and debate, and for information on the resource allocations which support this core area of the University‟s University’s activities. 3.4 Monitoring data is rigorously analysed and interpreted through the processes described. Yet the difficulty of demonstrating causality can hamper demonstration of the success of specific interventions. Changes in applicant and student behaviour during transitional periods between funding regimes inevitably pose greater challenges in terms of forecasting. The incompleteness of some data sets arising from students electing not to declare certain types of personal information, and the weaknesses limitations of older data such as POLAR, on wards in metropolitan areas can also limit the applicability of some reports. For these reasons the University is working closely with peer institutions, both individually and within sectors groups such as AccessHE , Linking London and Supporting Professionalism in Admissions (SPA) to share findings and case studies, and to set collaborative milestones and targets which can be contextualised by reference to broader studies of admissions, retention, achievement and graduate destinations. 3.5 Westminster’s assessment of its performance against commitments made in earlier Access Agreements indicates that although the University’s admission criteria have been raised to ensure that the students admitted are capable of completing their studies in the standard timeframe for registration the proportion of students drawn from Lower Participation Neighbourhoods has not diminished significantly at this stage. However there are notable demographic shifts in London, and these include families dependent on housing benefit who are obliged to move to outer boroughs and the surrounding area beyond the M25. It is therefore anticipated that greater efforts will be needed to motivate students from disadvantaged neighbourhoods to take their place in a University environment. 3.6 Students are represented on the Learning, Learning and Teaching and Student Support Committee. Regular collaborative meetings are also held between the University‟s University’s Director of Higher Education Policy and the President of the University of Westminster Students‟ Students’ Union (UWSU) to take forward initiatives to support the recruitment, selection and development of students from a diverse range of backgrounds, particularly those from less advantaged communities. 3.7 Longitudinal monitoring of academic progression by First Degree cohorts provides evidence of continuous achievement year-on-year. This analysis measures progression by gender, age, ethnicity, and protected characteristics for Westminster’s annual Diversity report. It is notable that in the period 2009-12 academic progression of 83 -85% has been achieved by young (>21 years) female students and 78 -81% by young male students from lower socio-economic categories (SEC 4-7). This relates directly to more demanding admissions criteria which help ensure academic success. 3.8 It is significant however that these achievements have not compromised diversity across the student body. Some 42% of students are drawn from SEC4-7 groups against a benchmark of 36%, and over 95% of students join Westminster from a state institution against a sector benchmark of 93%. 3.9 Diversity of the student body is also reflected in the broad range of qualifications on entry. Typically the UCAS tariff of new entrants comprises A level scores only for some 52% of the cohort, and the average tariff score across the University in 2013 was 320+ points, although this average masks much higher tariffs in individual subjects. Other entrants hold a combination of vocational and academic qualifications, and some mature learners hold no previous formal qualifications. From 2014/15 the range of qualifications on entry will be included as a target to be monitored through the Access Agreement so that this diversity within the student community at Westminster can be captured formally. 3.10 The introduction of the Friends of Arriving New Students scheme forms part of the University’s continuing efforts to ensure that students make a successful transition from their earlier learning environment to reduce the risk of them withdrawing in their first year. Analysis of student’s educational attainment and family background indicates that students from families whose household income is higher than £25k per annum as equally vulnerable as those whom lower income groups, often as they are expected to assume greater family responsibilities when their timetable is more flexible at university level. Detailed analysis of student non-completion by subject has yielded insights specific to particular communities. Therefore the FANS programme has been funded for all student beneficiaries not solely for those on full state support.

Monitoring and evaluation arrangements. 3.1 Progression, Achievement and Employability are monitored routinely in relation to the KPIs identified at University level. The Strategic strategic objectives set at School Faculty and subject level are monitored annually as part of the planning cycle. The performance of the academic portfolio is monitored in parallel with the performance of students. Internal statistics are benchmarked with Unistats data at course level. Outreach activities are informed by analysis of applicant and student data by feeder institution and borough, drawing on data provided through the DfE, HESA, the Student Loans Company, the GLA, and London Boroughs. From 2015/16 greater focus has been given to recording the impact of Access and Student Success initiatives for independent review by the Student Engagement Task Group as well as Faculty Executive Groups. Financial support provision is evaluated by the Scholarships Committee which is chaired by a member of the Court of Governors, reporting to the Executive Board. This includes funding awards made by the Xxxxxxx Xxxx Trust, applications for which are coordinated through the Executive Board to ensure a clear strategic alignment with the University’s targets and objectives. 3.2 The Director of Higher Education Policy is the senior postholder with responsibility for the University‟s University’s policy on Access and Widening Participation, reporting directly to the Vice-Vice- Chancellor. 3.3 The Learning, Teaching and Student Support Committee is the lead body on behalf of the University‟s Academic Council with responsibility for monitoring and evaluating the Access Agreements and the Widening Participation Strategic Statements. The annual Student Equality and Diversity reports are based on multivariate analysis of student characteristics and these reports inform University policy and strategy on Access and Widening Participation. Annual monitoring reports are considered by the Quality Assurance and Enhancement Review Committee (QAECQRC) which reports directly to Academic Council. Papers are also prepared for the University Executive Board (UEB) both for discussion and debate, and for information on the resource allocations which support this core area of the University‟s University’s activities. 3.4 Monitoring data is rigorously analysed and interpreted through the processes described. Yet the difficulty of demonstrating causality can hamper demonstration of the success of specific interventions. Changes in applicant and student behaviour during transitional periods between funding regimes inevitably pose greater challenges in terms of forecasting. The incompleteness of some data sets arising from students electing not to declare certain types of personal information, and the weaknesses limitations of older data such as POLAR, on wards in metropolitan areas can also limit the applicability of some reports. For these reasons the University is working closely with peer institutions, both individually and within sectors groups such as AccessHE , Linking London and Supporting Professionalism in Admissions (SPA) to share findings and case studies, and to set collaborative milestones and targets which can be contextualised by reference to broader studies of admissions, retention, achievement and graduate destinations. Approved Final 2017/18 Access Agreement 3.5 Westminster’s assessment of its performance against commitments made in earlier Access Agreements indicates that although the University’s admission criteria have been raised to ensure that the students admitted are capable of completing their studies in the standard timeframe for registration the proportion of students drawn from Lower Participation Neighbourhoods has not diminished. However there are notable demographic shifts in London, and these include families dependent on housing benefit who are obliged to move to outer boroughs and the surrounding area beyond the M25. It is therefore anticipated that greater efforts will be needed to motivate students from disadvantaged neighbourhoods to take their place in a University environment. 3.5 3.6 Students are represented on the Learning, Teaching and Student Support CommitteeAcademic Council Committees . Regular collaborative meetings are also held between the University‟s University’s Director of Higher Education Policy (a Trustee of the SU), and the President of the University of Westminster Students‟ Students’ Union (UWSU) ), and the UWSU Manager to take forward initiatives to support the recruitment, selection and development of students from a diverse range of backgrounds, particularly those from less advantaged communities. 3.7 Longitudinal monitoring of academic progression by First Degree cohorts provides evidence of continuous achievement year-on-year. This analysis measures progression by gender, age, ethnicity, and protected characteristics for Westminster’s annual Diversity report. It is notable that in the period 2009-12 academic progression of 83 -85% has been achieved by young (>21 years) female students and 78 -81% by young male students from lower socio-economic categories (SEC 4-7). This relates directly to more demanding admissions criteria which help ensure academic success. 3.8 It is significant however that these achievements have not compromised diversity across the student body. Some 49% of students are drawn from SEC4-7 groups against a benchmark of 36%, and over 96% of students join Westminster from a state institution against a sector benchmark of 93%. 3.9 Diversity of the student body is also reflected in the broad range of qualifications on entry. Typically the UCAS tariff of new entrants comprises A level scores only for some 52% of the cohort, and the average tariff score across the University in 2014 was 320+ points, although this average masks much higher tariffs in individual subjects. Other entrants hold a combination of vocational and academic qualifications, and some mature learners hold no previous formal qualifications. From 2017/18 the range of qualifications on entry will be retained as a target to be monitored through the Access Agreement so that this diversity within the student community at Westminster can be captured formally. Approved Final 2017/18 Access Agreement 3.10 The introduction of the Friends of Arriving and New Students (FANS) scheme formed part of the University’s continuing efforts to ensure that students make a successful transition from their earlier learning environment to reduce the risk of them withdrawing in their first year. Analysis of student’s educational attainment and family background indicates that students from families whose household income is higher than £25k per annum as equally vulnerable as those whom lower income groups, often as they are expected to assume greater family responsibilities when their timetable is more flexible at university level. Detailed analysis of student non-completion by subject has yielded insights specific to particular communities. Therefore the FANS programme has been funded for all student beneficiaries not solely for those on full state support.

Monitoring and evaluation arrangements. 3.1 Progression, Achievement and Employability are monitored routinely in relation to the KPIs identified at University level. The Strategic strategic objectives set at School Faculty and subject level are monitored annually as part of the planning cycle. The performance of the academic portfolio is monitored in parallel with the performance of students. Internal statistics are benchmarked with Unistats data at course level. Outreach activities are informed by analysis of applicant and student data by feeder institution and borough, drawing on data provided through the DfE, HESA, the Student Loans Company, the GLA, and London Boroughs. From 2015/16 greater focus has been given to recording the impact of Access and Student Success initiatives for independent review by the Student Engagement Task Group as well as Faculty Executive Groups. Financial support provision is evaluated by the Scholarships Committee which is chaired by a member of the Court of Governors, reporting to the Executive Board. This includes funding awards made by the Xxxxxxx Xxxx Trust, applications for which are coordinated through the Executive Board to ensure a clear strategic alignment with the University’s targets and objectives. 3.2 The Director of Higher Education Policy is the senior postholder with responsibility for the University‟s University’s policy on Access and Widening Participation, reporting directly to the Vice-Vice- Chancellor. 3.3 The Learning, Teaching and Student Support Committee is the lead body on behalf of the University‟s Academic Council with responsibility for monitoring and evaluating the Access Agreements and the Widening Participation Strategic Statements. The annual Student Equality and Diversity reports are based on multivariate analysis of student characteristics and these reports inform University policy and strategy on Access and Widening Participation. Annual monitoring reports are considered by the Quality Assurance and Enhancement Review Committee (QAECQRC) which reports directly to Academic Council. Papers are also prepared for the University Executive Board (UEB) both for discussion and debate, and for information on the resource allocations which support this core area of the University‟s University’s activities. 3.4 Monitoring data is rigorously analysed and interpreted through the processes described. Yet the difficulty of demonstrating causality can hamper demonstration of the success of specific interventions. Changes in applicant and student behaviour during transitional periods between funding regimes inevitably pose greater challenges in terms of forecasting. The incompleteness of some data sets arising from students electing not to declare certain types of personal information, and the weaknesses limitations of older data such as POLAR, on wards in metropolitan areas can also limit the applicability of some reports. For these reasons the University is working closely with peer institutions, both individually and within sectors groups such as AccessHE , Linking London and Supporting Professionalism in Admissions (SPA) to share findings and case studies, and to set collaborative milestones and targets which can be contextualised by reference to broader studies of admissions, retention, achievement and graduate destinations. 3.5 Westminster’s assessment of its performance against commitments made in earlier Access Agreements indicates that although the University’s admission criteria have been raised to ensure that the students admitted are capable of completing their studies in the standard timeframe for registration the proportion of students drawn from Lower Participation Neighbourhoods has not diminished. However there are notable demographic shifts in London, and these include families dependent on housing benefit who are obliged to move to outer boroughs and the surrounding area beyond the M25. It is therefore anticipated that greater efforts will be needed to motivate students from disadvantaged neighbourhoods to take their place in a University environment.‌ 3.6 Students are represented on the Learning, Teaching and Student Support CommitteeAcademic Council Committees . Regular collaborative meetings are also held between the University‟s University’s Director of Higher Education Policy (a Trustee of the SU), and the President of the University of Westminster Students‟ Students’ Union (UWSU) ), and the UWSU Manager to take forward initiatives to support the recruitment, selection and development of students from a diverse range of backgrounds, particularly those from less advantaged communities. 3.7 Longitudinal monitoring of academic progression by First Degree cohorts provides evidence of continuous achievement year-on-year. This analysis measures progression by gender, age, ethnicity, and protected characteristics for Westminster’s annual Diversity report. It is notable that in the period 2009-12 academic progression of 83 -85% has been achieved by young (>21 years) female students and 78 -81% by young male students from lower socio-economic categories (SEC 4-7). This relates directly to more demanding admissions criteria which help ensure academic success. 3.8 It is significant however that these achievements have not compromised diversity across the student body. Some 49% of students are drawn from SEC4-7 groups against a benchmark of 36%, and over 96% of students join Westminster from a state institution against a sector benchmark of 93%. 3.9 Diversity of the student body is also reflected in the broad range of qualifications on entry. Typically the UCAS tariff of new entrants comprises A level scores only for some 52% of the cohort, and the average tariff score across the University in 2014 was 320+ points, although this average masks much higher tariffs in individual subjects. Other entrants hold a combination of vocational and academic qualifications, and some mature learners hold no previous formal qualifications. From 2017/18 the range of qualifications on entry will be retained as a target to be monitored through the Access Agreement so that this diversity within the student community at Westminster can be captured formally.

Monitoring and evaluation arrangements. 3.1 Progression, Achievement and Employability are monitored routinely in relation to the KPIs identified at University level. The Strategic strategic objectives set at School Faculty and subject level are monitored annually as part of the planning cycle. The performance of the academic portfolio is monitored in parallel with the performance of students. Internal statistics are benchmarked with Unistats data at course level. Outreach activities are informed by analysis of applicant and student data by feeder institution and borough, drawing on data provided through the DfE, HESA, the Student Loans Company, the GLA, and London Boroughs. From 2015/16 greater focus will be given to recording the impact of Access and Student Success initiatives. 3.2 The Director of Higher Education Policy is the senior postholder with responsibility for the University‟s University’s policy on Access and Widening Participation, reporting directly to the Vice-Vice- Chancellor. 3.3 The Learning, Learning and Teaching and Student Support Committee is the lead body on behalf of the University‟s University’s Academic Council with responsibility for monitoring and evaluating the Access Agreements and the Widening Participation Strategic Statements. The annual Student Equality and Diversity reports are based on multivariate analysis of student characteristics and these reports inform University policy and strategy on Access and Widening Participation. Annual monitoring reports are considered by the Quality Assurance and Enhancement Committee (QAEC) which reports directly to Academic Council. Papers are also prepared for the University Executive Board (UEB) both for discussion and debate, and for information on the resource allocations which support this core area of the University‟s University’s activities. 3.4 Monitoring data is rigorously analysed and interpreted through the processes described. Yet the difficulty of demonstrating causality can hamper demonstration of the success of specific interventions. Changes in applicant and student behaviour during transitional periods between funding regimes inevitably pose greater challenges in terms of forecasting. The incompleteness of some data sets arising from students electing not to declare certain types of personal information, and the weaknesses limitations of older data such as POLAR, on wards in metropolitan areas can also limit the applicability of some reports. For these reasons the University is working closely with peer institutions, both individually and within sectors groups such as AccessHE , Linking London and Supporting Professionalism in Admissions (SPA) to share findings and case studies, and to set collaborative milestones and targets which can be contextualised by reference to broader studies of admissions, retention, achievement and graduate destinations. 3.5 Westminster’s assessment of its performance against commitments made in earlier Access Agreements indicates that although the University’s admission criteria have been raised to ensure that the students admitted are capable of completing their studies in the standard timeframe for registration the proportion of students drawn from Lower Participation Neighbourhoods has not diminished significantly at this stage. However there are notable demographic shifts in London, and these include families dependent on housing benefit who are obliged to move to outer boroughs and the surrounding area beyond the M25. It is therefore anticipated that greater efforts will be needed to motivate students from disadvantaged neighbourhoods to take their place in a University environment. 3.6 Students are represented on the Learning, Learning and Teaching and Student Support Committee. Regular collaborative meetings are also held between the University‟s University’s Director of Higher Education Policy and the President of the University of Westminster Students‟ Students’ Union (UWSU) to take forward initiatives to support the recruitment, selection and development of students from a diverse range of backgrounds, particularly those from less advantaged communities.‌‌ 3.7 Longitudinal monitoring of academic progression by First Degree cohorts provides evidence of continuous achievement year-on-year. This analysis measures progression by gender, age, ethnicity, and protected characteristics for Westminster’s annual Diversity report. It is notable that in the period 2009-12 academic progression of 83 -85% has been achieved by young (>21 years) female students and 78 -81% by young male students from lower socio-economic categories (SEC 4-7). This relates directly to more demanding admissions criteria which help ensure academic success. 3.8 It is significant however that these achievements have not compromised diversity across the student body. Some 42% of students are drawn from SEC4-7 groups against a benchmark of 36%, and over 95% of students join Westminster from a state institution against a sector benchmark of 93%. 3.9 Diversity of the student body is also reflected in the broad range of qualifications on entry. Typically the UCAS tariff of new entrants comprises A level scores only for some 52% of the cohort, and the average tariff score across the University in 2013 was 320+ points, although this average masks much higher tariffs in individual subjects. Other entrants hold a combination of vocational and academic qualifications, and some mature learners hold no previous formal qualifications. From 2014/15 the range of qualifications on entry will be included as a target to be monitored through the Access Agreement so that this diversity within the student community at Westminster can be captured formally. 3.10 The introduction of the Friends of Arriving New Students scheme forms part of the University’s continuing efforts to ensure that students make a successful transition from their earlier learning environment to reduce the risk of them withdrawing in their first year. Analysis of student’s educational attainment and family background indicates that students from families whose household income is higher than £25k per annum as equally vulnerable as those whom lower income groups, often as they are expected to assume greater family responsibilities when their timetable is more flexible at university level. Detailed analysis of student non-completion by subject has yielded insights specific to particular communities. Therefore the FANS programme has been funded for all student beneficiaries not solely for those on full state support.