Monitoring and evaluation arrangements. The University recognises the importance of monitoring and evaluation to inform the development of its access and student success and has developed an evaluation strategy which allows it to demonstrate the impact of its WP activity. Local level evaluation undertaken by each area of activity is fed into a central evaluation template. This allows an institutional overview of areas of success and areas for future development to ensure spend is based on evidence of impact. Evaluation is an iterative process and teams involved in WP activity meet regularly to discuss the progress of activities and share good practice. Use is made of existing management information available from national datasets (such as UK Performance Indicators of Higher Education) and internally available data, as well as the monitoring data collected by all activities about its participants. Qualitative and quantitative data collected by means of, for example, questionnaires are also used to assess the effectiveness of the delivery of specific activities to inform future development, as well as to gauge the short term influence of interventions on individuals’ aspirations toward HE and attainment. Such methods have been designed so that they are comparable across different activities and age groups where possible. The University will also look at ways of monitoring cohorts of individuals involved in WP activity from pre-application outreach work throughout the student lifecycle. This will also aid in its understanding of the impact of interventions. Challenges in accessing data about wider progression to HE remain and difficulties in determining data on, for example, attainment pre-university will need to be addressed. The University will make use of the new Higher Education Access Tracker (HEAT) to measure the progress of participants in Access initiatives as and when this becomes available. However in the meantime, the University will do all it can to endeavour to collect this information and is open to working collaboratively where potential networks of opportunity exist. Evaluation of the effect of financial support on student retention and success will also continue to be carried out. As well as analysis of withdrawal and attainment data, this will also take the form of questionnaires to those in receipt of awards, feedback from our first year experience survey and the CFE research evaluating the National Scholarship programme. The University has a Student Financial Support Working group to which findings from evaluation will be reported and decisions on the future of financial support packages discussed. Monitoring and evaluation reports, including progress against targets and milestones, are received by the University’s Academic Quality and Enhancement Committee, which reports to Senate. There is student representation on both these bodies. Academic faculties and departments are also required to monitor and comment upon the entry profile of new entrants in the University’s annual review process. Annual review reports are received by Faculty Boards of Study as well as by the University Academic Quality and Enhancement Committee. Overall responsibility for the delivery of the agreement resides with the Senior Management Team of the University. Equality and Diversity The University has been mindful of its responsibilities under the Equality Xxx 0000 and has given due consideration to the impact of these proposals on groups of students and potential students with protected characteristics, including those of disability, minority, races, age and gender, and to those from disadvantaged backgrounds, such as care leavers. Whilst many activities delivered under our Access Agreement are targeted at specific groups, the University does take an inclusive approach to those within cohorts, whether they share protected characteristics or not. Targeted outreach work and internal initiatives to promote student success take an integrated approach so as to benefit as broad a range of students as possible. Programme level initiatives to promote student success, for example, engage the cohort as a whole so as not to be selective and isolate those from under-represented groups. As a result of its Student Retention and Success work, the University has also been invited by the HEA to be one of 6 institutions to take part in a pilot Assessing Inclusivity scheme designed to support institutions to better embed equality into their institutional strategies and practices to improve retention and success. It is hoped participation in this scheme will help to “equality-proof” our retention and success work and also demonstrates our commitment to equality and diversity. At the University, Student Support and Guidance (SSG) offers bespoke support packages to students with protected characteristics. Through the Student Support Project Officer role the department offers one to one support for mature students (age), those who are pregnant or care responsibilities (pregnancy and maternity) and for care leavers or previously looked after children. There is an International Welfare Officer who not only offers support to international students but uses their specialist knowledge to support diverse students throughout the student body with religious and race related concerns. There is also a named contact for students who are experiencing issues with their gender or sexuality (covering the protected characteristics of gender, sexuality and gender reassignment). This support is often carried out in partnership with the Equality Officer. SSG also offers disability support, for disabled students across the University who disclose physical impairments, mental health difficulties and specific learning needs. This department consists of specialists in funding and making reasonable adjustments for a variety of physical impairments, support for students with long term mental health difficulties and crisis management for students who may experience breakdown. The department also offers one to one sessions with Academic Skills Tutors (ASTs) who offer tailored learning strategies for SpLD students who have disclosed learning differences, such as dyslexia, dyspraxia and dyscalculia. University-wide initiatives are developed through the Single Equality Scheme Working Group, chaired by the Pro VC with responsibility for Equality, which oversees a University-wide strategy document (the Single Equality Scheme) to ensure the University complies with and exceeds our institutional responsibilities under the Equality Xxx 0000 and the Public Sector Equality Duty 2012 (PSED). This addresses student (and staff) equality concerns throughout all the University’s main functions in all support and academic departments. This informs long-term equality projects, such as Stonewall, Xxxxxx Xxxxx and GEM, and opportunity for consultation on University equality issues is presented for staff and students through the open Equality Forum, held in line with the Committee structure termly. Students are also encouraged to attend and participate in the annual Diversity Festival fortnight; now in its 9th year, the festival champions diversity within the University and seeks to inform, celebrate and challenge those who attend. The University monitors the effects of its work on equality and diversity in part through an annual report analysing data on student intake, performance and progression according to particular characteristics, including both disability and ethnicity, which is considered by the Academic Quality and Enhancement Committee; this report is supported by a more detailed paper on diversity and achievement. It is worth noting, however, it can often be difficult to draw conclusions from some of this reporting due to the relatively small numbers of students with particular characteristics, such as BME. Results often identify inconsistent trends and year-on-year fluctuations which can be down to local factors. Provision of Information to Prospective Students The University will provide information about tuition fees (including aggregate cost), the University of Xxxxxxx financial support schemes, and other information on student finance on its website. It will also make this information available through leaflets and direct information and advice sessions for prospective students. Information will also be included in offer letters to applicants. Information about tuition fees and financial support will also be provided to UCAS as soon as it is reasonable to do so. Existing students will benefit from publications and direct advice provided by the University’s Student Support and Guidance Team. Consultation with Students In framing this agreement, the University has consulted with Xxxxxxx Students’ Union (CSU) officers who have advised on the student perspective. CSU representatives have been involved in planning meetings for future funded activity and have participated in discussions over the content of the University’s Access Agreement. The CSU has been consulted over the proposed tuition fees and the planned form of intended benefits. Feedback from student representatives regarding preferred options for how the ‘in kind’ element of financial support packages can best support and enhance the student experience will also inform the University’s plans for financial awards going forward. CSU has confirmed its support for the full range of student support and benefits packages. The CSU also has involvement and representation on implementation groups (such as the Retention Steering Group) and takes an active role in initiatives to promote student success at the University. (June 2014) Access agreement 2015-16 resource plan (submission 1st May 2014) (Table 7) Targets and milestones Institution name: University of Xxxxxxx Institution UKPRN: 10007848 Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Number Please select target type from the drop-down menu Description (500 characters maximum) Is this a collaborative target? Baseline year Baseline data Yearly milestones (numeric where possible, however you may use text) Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum) 2014-15 2015-16 2016-17 2017-18 2018-19 1 HESA T1a - State School (Young, full-time, first degree entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 97.7% 97.8% 97.8% 97.9% 98.0% 2 HESA T1b - State School (Young, full-time, undergraduate entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 97.8% 97.9% 97.9% 98% 98% 3 HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 35.8% 36% 36.2% 36.4% 36.6% 4 HESA T1b - NS-SEC classes 4-7 (Young, full-time, undergraduate entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 36.8% 37% 37.2% 37.4% 37.6% 5 HESA T1a - Low participation neighbourhoods (POLAR2) (Young, full-time, first degree entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 15.4% 15.5% 15.5% 15.6% 15.7% 6 HESA T1b - Low participation neighbourhoods (POLAR2) (Young, full-time, undergraduate entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 16.1% 16.2% 16.4% 16.6% 16.8% 7 HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants) To improve rate of those who continue or qualify at Xxxxxxx Xx 0000-00 88.6% 88.9% 89% 89.1% 89.2% 8 HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 2) (Young, full-time, first degree entrants) To improve rate of those who continue or qualify at Xxxxxxx Xx 0000-00 85.5% 86.3% 86.5% 86.7% 86.9% 9 Other statistic - Gender (please give details in the next column) To increase recruitment of males to primary ITT UG programmes No 2011/12 18% 20% 21% 22% 23% Small numbers involved may lead to variability in statistical trends 10 Other statistic - Gender (please give details in the next column) To improve retention at level 4 of males on primary ITT UG programmes No 2010/11 73% 79% 81% 83% 85% Small numbers involved may lead to variability in statistical trends 11 Other statistic - Ethnicity (please give details in the next column) To increase the number of entrants to primary ITT programmes from BME backgrounds No 2011/12 3.7% 5.7% 6.6% 6.8% 7% Small numbers involved may lead to variability in statistical trends 12 Other statistic - Ethnicity (please give details in the next column) To increase % of BME entrants No 2010-11 entry 5.8% 6.4% 6.6% 6.8% 7% 13 HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 14.6% 14.7% 14.7% 14.8% 14.9% 14 HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 15.6% 15.7% 15.9% 16.1% 16.3% 15 HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants) To improve rate of those who continue or qualify at Xxxxxxx Xx 0000-00 86.5% 87.3% 87.5% 87.7% 87.9% Notes Alongside applicant and entrant targets, we encourage you to provide targets around outreach and student success work (including collaborative work where appropriate) or other initiatives to illustrate your progress towards increasing access, student success and progression. These should be measurable outcomes ‐based targets and should focus on the number of beneficiaries reached by a particular activity/programme or the number of schools worked with, and what the outcomes were, rather than simply recording the nature/number of activities.

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Samples: www1.chester.ac.uk

Monitoring and evaluation arrangements. The University recognises the importance of monitoring and evaluation to inform the development of its access and student success and has developed an evaluation strategy which allows it to demonstrate the impact of its WP activity. Local level evaluation undertaken by each area of activity is fed into a central evaluation template. This allows an institutional overview of areas of success and areas for future development to ensure spend is based on evidence of impact. Evaluation is an iterative process and teams involved Progress in WP activity meet regularly to discuss the progress of activities and share good practice. Use is made of existing management information available from national datasets (such as UK Performance Indicators of Higher Education) and internally available data, as well as the monitoring data collected by all activities about its participants. Qualitative and quantitative data collected by means of, for example, questionnaires are also used to assess the effectiveness of the delivery of specific activities to inform future development, as well as to gauge the short term influence of interventions on individuals’ aspirations toward HE and attainment. Such methods have been designed so that they are comparable across different activities and age groups where possible. The University will also look at ways of monitoring cohorts of individuals involved in WP activity from pre-application outreach work throughout the student lifecycle. This will also aid in its understanding of the impact of interventions. Challenges in accessing data about wider progression to HE remain and difficulties in determining data on, for example, attainment pre-university will need to be addressed. The University will make use of the new Higher Education Access Tracker (HEAT) to measure the progress of participants in Access initiatives as and when this becomes available. However in the meantime, the University will do all it can to endeavour to collect this information and is open to working collaboratively where potential networks of opportunity exist. Evaluation of the effect of financial support on student retention and success will also continue to be carried out. As well as analysis of withdrawal and attainment data, this will also take the form of questionnaires to those in receipt of awards, feedback from our first year experience survey and the CFE research evaluating the National Scholarship programme. The University has a Student Financial Support Working group to which findings from evaluation will be reported and decisions on the future of financial support packages discussed. Monitoring and evaluation reports, including progress against targets and milestones, are received by the University’s Academic Quality and Enhancement Committee, which reports to Senate. There is student representation on both these bodies. Academic faculties and departments are also required to monitor and comment upon the entry profile of new entrants in the University’s annual review process. Annual review reports are received by Faculty Boards of Study as well as by the University Academic Quality and Enhancement Committee. Overall responsibility for the delivery of the agreement resides with the Senior Management Team of the University. Equality and Diversity The University has been mindful of its responsibilities under the Equality Xxx 0000 and has given due consideration to the impact of these proposals on groups of students and potential students with protected characteristics, including those of disability, minority, races, age and gender, and to those from disadvantaged backgrounds, such as care leavers. Whilst many activities delivered under delivering our Access Agreement ~~are targeted at specific groups, the University does take an inclusive approach to those within cohorts, whether they share protected characteristics or not. Targeted outreach work~~ and internal initiatives to promote student success take an integrated approach so as to benefit as broad a range of students as possible. Programme level initiatives to promote student success, for example, engage the cohort as a whole so as not to be selective and isolate those from under-represented groups. As a result of its Student Retention and Success work, the University has also been invited by the HEA to be one of 6 institutions to take part in a pilot Assessing Inclusivity scheme designed to support institutions to better embed equality into their institutional strategies and practices to improve retention and success. It widening participation strategy is hoped participation in this scheme will help to “equality-proof” our retention and success work and also demonstrates our commitment to equality and diversity. At the University, Student Support and Guidance (SSG) offers bespoke support packages to students with protected characteristics. Through the Student Support Project Officer role the department offers one to one support for mature students (age), those who are pregnant or care responsibilities (pregnancy and maternity) and for care leavers or previously looked after children. There is an International Welfare Officer who not only offers support to international students but uses their specialist knowledge to support diverse students throughout the student body with religious and race related concerns. There is also a named contact for students who are experiencing issues with their gender or sexuality (covering the protected characteristics of gender, sexuality and gender reassignment). This support is often carried out in partnership with the Equality Officer. SSG also offers disability support, for disabled students across the University who disclose physical impairments, mental health difficulties and specific learning needs. This department consists of specialists in funding and making reasonable adjustments for a variety of physical impairments, support for students with long term mental health difficulties and crisis management for students who may experience breakdown. The department also offers one to one sessions with Academic Skills Tutors (ASTs) who offer tailored learning strategies for SpLD students who have disclosed learning differences, such as dyslexia, dyspraxia and dyscalculia. University-wide initiatives are developed monitored through the ~~Single Equality Scheme~~ people and bodies outlined in Appendix E. The University's Widening Access Working Group, chaired by the ~~Pro VC~~ Vice President for Teaching, Learning & Students with ~~responsibility for Equality~~academic representation across the Faculties, ~~which oversees a University-wide strategy document (the Single Equality Scheme) to ensure the University complies with and exceeds our institutional responsibilities under the Equality Xxx 0000~~ senior Professional Support Services staff and the ~~Public Sector Equality Duty 2012 (PSED). This addresses student (~~Students’ Union, utilise expertise and staff) equality concerns throughout all the University’s main functions in all support and academic departments. This informs long-term equality projects, such as Stonewall, Xxxxxx Xxxxx and GEM, and opportunity for ensure full consultation on University equality issues is presented for staff and students through the open Equality Forum, held in line with the Committee structure termly. Students are also encouraged to attend and participate in the ~~annual Diversity Festival fortnight; now in its 9th year,~~ development of the ~~festival champions diversity within the University~~ Access Agreement. Research and ~~seeks~~ evaluation is embedded into our strategy and is integral to inform, celebrate and challenge those who attend. The University monitors the effects of its work on equality and diversity in part through an annual report analysing data on student intake, performance and progression according to particular characteristics, including both disability and ethnicityour work, which is considered by the Academic Quality and Enhancement Committee; this report is supported by a more detailed paper on diversity and achievement. It is worth noting, however, it can often be difficult to draw conclusions from some of this reporting due to the relatively small numbers of students with particular characteristics, such as BME. Results often identify inconsistent trends and year-on-year fluctuations which can be down to local factors. Provision of Information to Prospective Students The University will provide information about tuition fees (including aggregate cost), the University of Xxxxxxx financial support schemes, and other information on student finance on its website. It will also make this information available through leaflets and direct information and advice sessions for prospective students. Information will also be included in offer letters to applicants. Information about tuition fees and financial support will also be provided to UCAS as soon as it is reasonable to do so. Existing students will benefit from publications and direct advice provided by the University’s Student Support and Guidance Team. Consultation with Students In framing this agreement, the University has consulted with Xxxxxxx Students’ Union (CSU) officers who have advised on the student perspective. CSU representatives have been involved in planning meetings for future funded activity and have participated in discussions over the content of the University’s Access Agreement. The CSU has been consulted over the proposed tuition fees and the planned form of intended benefits. Feedback from student representatives regarding preferred options for how the ‘in kind’ element of financial support packages can best support and enhance the student experience will also inform the University’s plans for financial awards going forward. CSU has confirmed its support for the full range of student support and benefits packages. The CSU also has involvement and representation on implementation groups (such as the Retention Steering Group) and takes an active role in initiatives to promote student success at the University. (June 2014) Access agreement 2015-16 resource plan (submission 1st May 2014) (Table 7) Targets and milestones Institution name: University of Xxxxxxx Institution UKPRN: 10007848 Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Number Please select target type from the drop-down menu Description (500 characters maximum) Is this a collaborative target? Baseline year Baseline data Yearly milestones (numeric where possible, however you may use text) Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum) 2014-15 2015-16 2016-17 2017-18 2018-19 1 HESA T1a - State School (Young, full-time, first degree entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 97.7% 97.8% 97.8% 97.9% 98.0% 2 HESA T1b - State School (Young, full-time, undergraduate entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 97.8% 97.9% 97.9% 98% 98% 3 HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 35.8% 36% 36.2% 36.4% 36.6% 4 HESA T1b - NS-SEC classes 4-7 (Young, full-time, undergraduate entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 36.8% 37% 37.2% 37.4% 37.6% 5 HESA T1a - Low participation neighbourhoods (POLAR2) (Young, full-time, first degree entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 15.4% 15.5% 15.5% 15.6% 15.7% 6 HESA T1b - Low participation neighbourhoods (POLAR2) (Young, full-time, undergraduate entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 16.1% 16.2% 16.4% 16.6% 16.8% 7 HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants) To improve rate of those who continue or qualify at Xxxxxxx Xx 0000-00 88.6% 88.9% 89% 89.1% 89.2% 8 HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 2) (Young, full-time, first degree entrants) To improve rate of those who continue or qualify at Xxxxxxx Xx 0000-00 85.5% 86.3% 86.5% 86.7% 86.9% 9 Other statistic - Gender (please give details illustrated in the ~~next column) To increase recruitment~~ Framework in Appendix D and focuses our assessment of ~~males to primary ITT UG programmes No 2011/12 18% 20% 21% 22% 23% Small numbers involved may lead to variability~~ outcomes and impact. Specific examples of our assessment of targeting and evaluation of outcomes are provided in ~~statistical trends 10 Other statistic - Gender (please give details in~~ our Widening Participation Annual Report4. Our approach includes:  Targeting: ensuring that we are targeting the next column) To improve retention at level 4 of males on primary ITT UG programmes No 2010/11 73% 79% 81% 83% 85% Small numbers involved may lead to variability in statistical trends 11 Other statistic - Ethnicity (please give details in the next column) To increase the number of entrants to primary ITT programmes from BME backgrounds No 2011/12 3.7% 5.7% 6.6% 6.8% 7% Small numbers involved may lead to variability in statistical trends 12 Other statistic - Ethnicity (please give details in the next column) To increase % of BME entrants No 2010-11 entry 5.8% 6.4% 6.6% 6.8% 7% 13 HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 14.6% 14.7% 14.7% 14.8% 14.9% 14 HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 15.6% 15.7% 15.9% 16.1% 16.3% 15 HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants) To improve rate of those who continue or qualify at Xxxxxxx Xx 0000-00 86.5% 87.3% 87.5% 87.7% 87.9% 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 right students for our access, student success and ~~progression~~progression activity is an essential element of our work. ~~These should be measurable~~ We use a range of indicators and approaches dependent upon the aim/objective of the activity, the delivery or intensity and what data are available. Where appropriate, we also monitor the effectiveness of our targeting; for example, by analysing the postcodes of pupils who have taken part in key outreach programmes.  Monitoring: key performance indicators for WP are embedded into the University’s internal Annual Performance Reviews5. In addition, we also collect a range of internal monitoring data, for example, since 2005 we have used a specific online database for the systematic collection and analysis of individual, area and school/college-level monitoring data for our vast range of outreach work.  Evaluation: our approach to assessing the outcome/impact of our activity involves:  short-term evaluation of individual activities;  medium and longer term evaluation of participant outcomes. Evaluation is embedded in our plans and we analyse the outcomes ~~‐based targets~~ and ~~should focus on~~ impact of our outreach, student success and progression interventions each year. The results from our evaluation enable us to assess the ~~number~~ effectiveness of ~~beneficiaries reached by a particular~~ our activity~~/programme or the number of schools worked with~~, and ~~what~~ change or adapt this as necessary; it has also helped to inform priorities for our work. For example, our Careers Service monitors its activities, both quantitatively and qualitatively, in order to ensure that the ~~outcomes were~~University is able to achieve its ambition and Access Agreement target of a year-on- year increase in the proportion of WP students in positive employment destinations.  Specific Research: involves analysis of data, ~~rather than simply recording~~ both statistical and qualitative, and comparison is made with other data (e.g. comparison groups, the ~~nature/number of activities~~wider cohort, regional and national data).

Appears in 1 contract

Samples: documents.manchester.ac.uk

Monitoring and evaluation arrangements. The University recognises the importance of monitoring and evaluation to inform the development of its access and student success and has developed an evaluation strategy which allows it to demonstrate the impact of its WP activity. Local level evaluation undertaken by each area of activity is fed into a central evaluation template. This allows an institutional overview of areas of success and areas for future development to ensure spend is based on evidence of impact. Evaluation is an iterative process and teams involved in WP activity meet regularly to discuss the progress of activities and share good practice. Use is made of existing management information available from national datasets (such as UK Performance Indicators of Higher Education) and internally available data, as well as the monitoring data collected by all activities about its participants. Qualitative and quantitative data collected by means of, for example, questionnaires are also used to assess the effectiveness of the delivery of specific activities to inform future development, as well as to gauge the short term influence of interventions on individuals’ aspirations toward HE and attainment. Such methods have been designed so that they are comparable across different activities and age groups where possible. The University will ~~also look at~~ continue to examine ways of monitoring cohorts of individuals involved in WP activity from pre-application outreach work throughout the student ~~lifecycle. This will also~~ lifecycle to aid in its understanding of the impact of interventions. ~~Challenges in accessing data about wider progression to HE remain and difficulties in determining data on, for example, attainment pre-university will need to be addressed.~~ The University will also make use of the ~~new~~ Higher Education Access Tracker (HEAT) to measure the progress of participants in Access initiatives as and when this becomes available. However in the meantime, the University will do all it can to endeavour to collect this information and is open to working collaboratively where potential networks of opportunity existinitiatives. Evaluation of the effect of financial support on student retention and success will also continue to be ~~carried out~~undertaken. As well as analysis of withdrawal and attainment data, this will also take the form of questionnaires to those in receipt of awards, feedback from our ~~first year experience survey~~ own First Year Experience Survey, and ~~the CFE research evaluating the National Scholarship programme~~national research. The University has a Student Financial Support Working group to which findings from evaluation will be reported and decisions on the future of financial support packages discussed. Monitoring and evaluation reports, including progress against targets and milestones, are received by the University’s Academic Quality and Enhancement Committee, which reports to Senate. There is student representation on both these bodies. Academic faculties and departments are also required to monitor and comment upon the entry profile of new entrants in the University’s ~~annual~~ Continuous Monitoring and Enhancement programme review process. ~~Annual review reports~~ These reports, which include comment and actions on student retention and success data, are received annually by Faculty Boards of ~~Study as well as by~~ Study, with department and faculty overviews reported to the University Academic Quality and Enhancement Committee. Overall responsibility for the delivery of the agreement resides with the Senior Management Team of the University. Equality and Diversity The University has been mindful of its responsibilities under the Equality Xxx 0000 and has given due consideration to the impact of these proposals on groups of students and potential students with protected characteristics, including those of disability, minority, races, age and gender, and to those from disadvantaged backgrounds, such as care leavers. Whilst many activities delivered under our Access Agreement are targeted at specific groups, the University does take an inclusive approach to those within cohorts, whether they share protected characteristics or not. Targeted outreach work and internal initiatives to promote student success take an integrated approach so as to benefit as broad a range of students as possible. Programme level initiatives to promote student success, for example, engage the cohort as a whole so as not to be selective and isolate those from under-represented groups. As The University’s academic learning advisory work has a ~~result of its Student Retention~~ focus on inclusion in Learning and ~~Success work~~Teaching, reflected in the ~~University has also been invited by the HEA~~ updated Learning and Teaching Strategy (2017). This is intended to ~~be one of 6 institutions to take part in a pilot Assessing Inclusivity scheme designed to support institutions to better~~ embed equality into ~~their institutional strategies~~ teaching practices and ~~practices to~~ thereby improve retention and ~~success. It is hoped participation in this scheme will help to “equality~~success for under-~~proof” our retention and success work and also demonstrates our commitment to equality and diversity~~represented groups. At the University, Student Support and Guidance (SSG) offers bespoke support packages to students with protected characteristics. Through the Student Support Project Officer role the department offers ~~one to~~ one-to-one support for mature students (age), those who are pregnant or have care responsibilities (pregnancy and maternity) and for care leavers or previously ~~looked~~ Looked-after children. ~~There is an~~ An International Welfare Officer ~~who not only~~ offers support to international students but also uses their specialist knowledge to support diverse students throughout the student body with religious and race related concerns. There is also a named contact for students who are experiencing issues with their gender or sexuality (covering the protected characteristics of gender, sexuality and gender reassignment)~~. This support is often carried out in partnership with the Equality Officer~~. SSG also offers disability support, for disabled students across the University who disclose physical impairments, mental health difficulties and specific learning needs. This department consists of specialists in funding and making reasonable adjustments for a variety of physical impairments, support for students with long term mental health difficulties and crisis management for students who may experience breakdown. The department also offers ~~one to~~ one-to-one sessions with Academic Skills Tutors (ASTs) who offer tailored learning strategies for SpLD students who have disclosed learning differences, such as dyslexia, dyspraxia and dyscalculia. In light of the changes to Disability Support Allowance, the assistive technologist and Disability Support team ensure that the student has all the equipment and training they need to be successful in their chosen course. The Disability Support team will continue to work with the wider University on implementing more inclusive learning and teaching approaches across the curriculum. University-wide initiatives are developed through the ~~Single~~ Equality ~~Scheme Working Group~~Forum, held in line with the Committee structure termly and chaired by the Pro VC with responsibility for Equality~~, which~~ . The Forum oversees a the University-wide Equality and Diversity strategy ~~document (the Single Equality Scheme)~~ and objectives to ensure the University complies with and exceeds our institutional responsibilities under the Equality Xxx 0000 and the Public Sector Equality Duty 2012 (PSED). ~~This addresses~~ Any student (and staff) equality ~~concerns~~ issues throughout all the University’s main functions in all support and academic ~~departments~~departments can be raised and discussed at this Forum. This informs long-term equality projects, such as ~~Stonewall,~~ the Xxxxxx ~~Xxxxx and GEM~~XXXX Charter Xxxx, and opportunity for consultation on University equality issues is presented for staff and students through the open ~~Equality~~ Forum~~, held in line with the Committee structure termly~~. Students are also encouraged to attend and participate in the annual Diversity Festival fortnight; ~~now in its 9th year, the~~ running since 2006. The festival champions diversity within the University and seeks to inform, celebrate and challenge those who ~~attend~~attend with a range of events covering all Diversity areas. The University monitors the effects of its work on equality and diversity in part through an annual report analysing data on student intake, performance and progression according to particular characteristics, including ~~both~~ age, disability and ethnicity, which is considered by the Academic Quality and Enhancement Committee; this report is supported by a more detailed paper on diversity and achievement. It is worth ~~noting~~emphasising, however, it can often be difficult to draw conclusions from some of this reporting due to the relatively small numbers of students with particular characteristics, such as BME. Results often identify inconsistent trends and year-on-year fluctuations which can be down to local factors. Provision of Information to Prospective Students The University will provide information about tuition fees (including aggregate cost), the University of Xxxxxxx financial support schemes, and other information on student finance on via its website. Tuition fees will be published at individual programme level and the current section on ‘Finance' is regularly updated. It will also make this information available through ~~leaflets and~~ direct information and advice sessions for prospective students, notably through finance talks on Open Days, Applicant Days, and through general outreach activity. Information will also be included in offer letters and timely email communications to applicants, including how and when to apply for financial support. Information about tuition fees and financial support will also be provided to UCAS as soon as it is reasonable to do so. Existing students will benefit from publications and direct advice provided by the University’s Student Support and Guidance Team, in particular information relating to the support offered for students declaring a disability. Consultation with Students In framing this agreement, the University has consulted with Xxxxxxx Students’ Union (CSU) officers who have advised on the student perspective. CSU representatives ~~have been~~ are involved in the planning ~~meetings for future~~ and delivery of funded activity and have participated in discussions over the content of the University’s Access Agreement. The CSU has been consulted over the proposed tuition fees and the planned form of intended benefits. Feedback from student representatives regarding preferred options for how the ‘in kind’ element (Aspire Credit) of financial support packages can best support and enhance the student experience ~~will~~ has also ~~inform~~ informed the University’s plans for financial awards going forward. CSU has confirmed its support for the Access Agreement 2018/19 and for the full range of student support and benefits ~~packages~~packages proposed. ~~The CSU also has involvement~~ In particular it welcomes the increased support offered by the University to improve student retention and representation on implementation groups (such as the Retention Steering Group) and takes an active role in initiatives to promote student success at the University. (June 2014) Access agreement 2015-16 resource plan (submission 1st May 2014) (Table 7) Targets and milestones Institution name: University of Xxxxxxx Institution UKPRN: 10007848 Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Number Please select target type from the drop-down menu Description (500 characters maximum) Is this a collaborative target? Baseline year Baseline data Yearly milestones (numeric where possible, however you may use text) Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum) 2014-15 2015-16 2016-17 2017-18 2018-19 1 HESA T1a - State School (Young, full-time, first degree entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 97.7% 97.8% 97.8% 97.9% 98.0% 2 HESA T1b - State School (Young, full-time, undergraduate entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 97.8% 97.9% 97.9% 98% 98% 3 HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 35.8% 36% 36.2% 36.4% 36.6% 4 HESA T1b - NS-SEC classes 4-7 (Young, full-time, undergraduate entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 36.8% 37% 37.2% 37.4% 37.6% 5 HESA T1a - Low participation neighbourhoods (POLAR2) (Young, full-time, first degree entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 15.4% 15.5% 15.5% 15.6% 15.7% 6 HESA T1b - Low participation neighbourhoods (POLAR2) (Young, full-time, undergraduate entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 16.1% 16.2% 16.4% 16.6% 16.8% 7 HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants) To improve rate of those who continue or qualify at Xxxxxxx Xx 0000-00 88.6% 88.9% 89% 89.1% 89.2% 8 HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 2) (Young, full-time, first degree entrants) To improve rate of those who continue or qualify at Xxxxxxx Xx 0000-00 85.5% 86.3% 86.5% 86.7% 86.9% 9 Other statistic - Gender (please give details in the next column) To increase recruitment of males to primary ITT UG programmes No 2011/12 18% 20% 21% 22% 23% Small numbers involved may lead to variability in statistical trends 10 Other statistic - Gender (please give details in the next column) To improve retention at level 4 of males on primary ITT UG programmes No 2010/11 73% 79% 81% 83% 85% Small numbers involved may lead to variability in statistical trends 11 Other statistic - Ethnicity (please give details in the next column) To increase the number of entrants to primary ITT programmes from BME backgrounds No 2011/12 3.7% 5.7% 6.6% 6.8% 7% Small numbers involved may lead to variability in statistical trends 12 Other statistic - Ethnicity (please give details in the next column) To increase % of BME entrants No 2010-11 entry 5.8% 6.4% 6.6% 6.8% 7% 13 HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 14.6% 14.7% 14.7% 14.8% 14.9% 14 HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 15.6% 15.7% 15.9% 16.1% 16.3% 15 HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants) To improve rate of those who continue or qualify at Xxxxxxx Xx 0000-00 86.5% 87.3% 87.5% 87.7% 87.9% Notes Alongside applicant and entrant targets, we encourage you to provide targets around outreach and student success work (including collaborative work where appropriate) or other initiatives to illustrate your progress towards increasing access, student success and progression. These should be measurable successful outcomes ‐based targets and should focus on the number of beneficiaries reached by a particular activity/programme or the number of schools worked with, and what the outcomes were, rather than simply recording the nature/number of activitiesfor its students.

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Monitoring and evaluation arrangements. The University recognises the importance of monitoring and evaluation to inform the development of its access and student success and has developed an evaluation strategy which allows it to demonstrate the impact of its WP activity. Local level evaluation undertaken by each area of activity is fed into a central evaluation template. This allows an institutional overview of areas of success and areas for future development to ensure spend is based on evidence of impact. Evaluation is an iterative process and teams involved in WP activity meet regularly to discuss the progress of activities and share good practice. Use is made of existing management information available from national datasets (such as UK Performance Indicators of Higher Education) and internally available data, as well as the monitoring data collected by all activities about its participants. Qualitative and quantitative data collected by means of, for example, questionnaires are also used to assess the effectiveness of the delivery of specific activities to inform future development, as well as to gauge the short term influence of interventions on individuals’ aspirations toward HE and attainment. Such methods have been designed so that they are comparable across different activities and age groups where possible. The University will ~~also look at~~ continue to examine ways of monitoring cohorts of individuals involved in WP activity from pre-application outreach work throughout the student ~~lifecycle. This will also~~ lifecycle to aid in its understanding of the impact of interventions. ~~Challenges in accessing data about wider progression to HE remain and difficulties in determining data on, for example, attainment pre-university will need to be addressed.~~ The University will also make use of the ~~new~~ Higher Education Access Tracker (HEAT) to measure the progress of participants in Access initiatives as and when this becomes available. However in the meantime, the University will do all it can to endeavour to collect this information and is open to working collaboratively where potential networks of opportunity existinitiatives. Evaluation of the effect of financial support on student retention and success will also continue to be ~~carried out~~undertaken. As well as analysis of withdrawal and attainment data, this will also take the form of questionnaires to those in receipt of awards, feedback from our ~~first year experience survey~~ own First Year Experience Survey, and ~~the CFE research evaluating the National Scholarship programme~~national research. The University has a Student Financial Support Working group to which findings from evaluation will be reported and decisions on the future of financial support packages discussed. Monitoring and evaluation reports, including progress against targets and milestones, are received by the University’s Academic Quality and Enhancement Committee, which reports to Senate. There is student representation on both these bodies. Academic faculties and departments are also required to monitor and comment upon the entry profile of new entrants in the University’s ~~annual~~ Continuous Monitoring and Enhancement programme review process. ~~Annual review reports~~ These reports, which include comment and actions on student retention and success data, are received annually by Faculty Boards of ~~Study as well as by~~ Study, with department and faculty overviews reported to the University Academic Quality and Enhancement Committee. Overall responsibility for the delivery of the agreement resides with the Senior Management Team of the University. Equality and Diversity The University has been mindful of its responsibilities under the Equality Xxx 0000 and has given due consideration to the impact of these proposals on groups of students and potential students with protected characteristics, including those of disability, minority, races, age and gender, and to those from disadvantaged backgrounds, such as care leavers. Whilst many activities delivered under our Access Agreement are targeted at specific groups, the University does take an inclusive approach to those within cohorts, whether they share protected characteristics or not. Targeted outreach work and internal initiatives to promote student success take an integrated approach so as to benefit as broad a range of students as possible. Programme level initiatives to promote student success, for example, engage the cohort as a whole so as not to be selective and isolate those from under-represented groups. As The University’s academic learning advisory work has a ~~result of its Student Retention~~ focus on inclusion in Learning and ~~Success work~~Teaching, reflected in the ~~University has also been invited by the HEA~~ updated Learning and Teaching Strategy (2017). This is intended to ~~be one of 6 institutions to take part in a pilot Assessing Inclusivity scheme designed to support institutions to better~~ embed equality into ~~their institutional strategies~~ teaching practices and ~~practices to~~ thereby improve retention and ~~success. It is hoped participation in this scheme will help to “equality~~success for under-~~proof” our retention and success work and also demonstrates our commitment to equality and diversity~~represented groups. At the University, Student Support and Guidance (SSG) offers bespoke support packages to students with protected characteristics. Through the Student Support Project Officer role the department offers ~~one to~~ one-to-one support for mature students (age), those who are pregnant or have care responsibilities (pregnancy and maternity) and for care leavers or previously ~~looked~~ Looked-after children. ~~There is an~~ An International Welfare Officer ~~who not only~~ offers support to international students but also uses their specialist knowledge to support diverse students throughout the student body with religious and race related concerns. There is also a named contact for students who are experiencing issues with their gender or sexuality (covering the protected characteristics of gender, sexuality and gender reassignment)~~. This support is often carried out in partnership with the Equality Officer~~. SSG also offers disability support, for disabled students across the University who disclose physical impairments, mental health difficulties and specific learning needs. This department consists of specialists in funding and making reasonable adjustments for a variety of physical impairments, support for students with long term mental health difficulties and crisis management for students who may experience breakdown. The department also offers ~~one to~~ one-to-one sessions with Academic Skills Tutors (ASTs) who offer tailored learning strategies for SpLD students who have disclosed learning differences, such as dyslexia, dyspraxia and dyscalculia. In light of the changes to Disability Support Allowance, the assistive technologist and Disability Support team ensure that the student has all the equipment and training they need to be successful in their chosen course. The Disability Support team will continue to work with the wider University on implementing more inclusive learning and teaching approaches across the curriculum. University-wide initiatives are developed through the ~~Single~~ Equality ~~Scheme Working Group~~Forum, held in line with the Committee structure termly and chaired by the Pro VC with responsibility for Equality~~, which~~ . The Forum oversees a the University-wide Equality and Diversity strategy ~~document (the Single Equality Scheme)~~ and objectives to ensure the University complies with and exceeds our institutional responsibilities under the Equality Xxx 0000 and the Public Sector Equality Duty 2012 (PSED). ~~This addresses~~ Any student (and staff) equality ~~concerns~~ issues throughout all the University’s main functions in all support and academic ~~departments~~departments can be raised and discussed at this Forum. This informs long-term equality projects, such as ~~Stonewall,~~ the Xxxxxx ~~Xxxxx and GEM~~XXXX Charter Xxxx, and opportunity for consultation on University equality issues is presented for staff and students through the open ~~Equality~~ Forum~~, held in line with the Committee structure termly~~. Students are also encouraged to attend and participate in the annual Diversity Festival fortnight; ~~now in its 9th year, the~~ running since 2006. The festival champions diversity within the University and seeks to inform, celebrate and challenge those who ~~attend~~attend with a range of events covering all Diversity areas. The University monitors the effects of its work on equality and diversity in part through an annual report analysing data on student intake, performance and progression according to particular characteristics, including ~~both~~ age, disability and ethnicity, which is considered by the Academic Quality and Enhancement Committee; this report is supported by a more detailed paper on diversity and achievement. It is worth ~~noting~~emphasising, however, it can often be difficult to draw conclusions from some of this reporting due to the relatively small numbers of students with particular characteristics, such as BME. Results often identify inconsistent trends and year-on-year fluctuations which can be down to local factors. Provision of Information to Prospective Students The University will provide information about tuition fees (including aggregate cost), the University of Xxxxxxx financial support schemes, and other information on student finance on via its website. Tuition fees will be published at individual programme level and the current section on ‘Finance' is regularly updated. It will also make this information available through ~~leaflets and~~ direct information and advice sessions for prospective students, notably through finance talks on Open Days, Applicant Days, and through general outreach activity. Information will also be included in offer letters and timely email communications to applicants, including how and when to apply for financial support. Information about tuition fees and financial support will also be provided to UCAS as soon as it is reasonable to do so. Existing students will benefit from publications and direct advice provided by the University’s Student Support and Guidance Team, in particular information relating to the support offered for students declaring a disability. Consultation with Students In framing this agreement, the University has consulted with Xxxxxxx Students’ Union (CSU) officers who have advised on the student perspective. CSU representatives ~~have been~~ are involved in the planning ~~meetings for future~~ and delivery of funded activity and have participated in discussions over the content of the University’s Access Agreement. The CSU has been consulted over the proposed tuition fees and the planned form of intended benefits. Feedback from student representatives regarding preferred options for how the ‘in kind’ element (Aspire Credit) of financial support packages can best support and enhance the student experience ~~will~~ has also ~~inform~~ informed the University’s plans for financial awards going forward. CSU has confirmed its support for the Access Agreement 2018/19 and for the full range of student support and benefits ~~packages~~packages proposed. In particular it welcomes the increased support offered by the University to improve student retention and successful outcomes for its students. The CSU also has involvement and representation on implementation groups (such as ~~the Retention~~ Attendance Monitoring User Group, Engagement Analytics Steering ~~Group~~Group etc.) and takes an active role in initiatives to promote student engagement and success at the University. ~~(June 2014) Access agreement 2015-16 resource plan (submission 1st May 2014) (~~Table 7) 7 - Targets and milestones Institution name: University of Xxxxxxx Institution UKPRN: 10007848 Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body ~~Number Please select target type from~~ Reference number Stage of the lifecycle (drop-down ~~menu~~ 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) ~~2014-15 2015-16 2016-17~~ 2017-18 2018-19 1 2019-20 2020-21 2021-22 T16a_01 Access Low participation neighbourhoods (LPN) HESA T1a - ~~State School~~ Low participation neighbourhoods (POLAR3) (Young, ~~full-~~full- time, first degree entrants) To maintain ~~performance above national~~ the proportion of entrants against sector and ~~locally-~~locally adjusted benchmarks - % No ~~2009~~2013-~~10 97.7% 97.8% 97.8% 97.9% 98.0% 2~~ 14 17.5 17.8 17.9 18 18.1 T16a_02 Access Low participation neighbourhoods (LPN) HESA T1b - ~~State School~~ Low participation neighbourhoods (POLAR3) (Young, ~~full-~~full- time, undergraduate entrants) To maintain ~~performance above national~~ the proportion of entrants against sector and ~~locally-~~locally adjusted benchmarks - % No ~~2009~~2013-~~10 97.8% 97.9% 97.9% 98% 98% 3~~ 14 17.6 18 18.2 18.4 _ T16a_03 Access Mature HESA ~~T1a~~ T2a - ~~NS-SEC classes 4-7~~ (~~Young~~Mature, full-time, ~~first degree entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 35.8% 36% 36.2% 36.4% 36.6% 4 HESA T1b - NS-SEC classes 4-7 (Young, full-time,~~ all undergraduate entrants) To ~~maintain performance above national~~ increase the proportion of entrants with no previous HE and ~~locally-~~from low particpation neighbourhoods against sector and locally adjusted benchmarks - % No ~~2009~~2013-~~10 36.8% 37% 37.2% 37.4% 37.6% 5 HESA T1a~~ 14 23.2 23.6 23.8 24 _ T16a_04 Access Ethnicity Other statistic - ~~Low participation neighbourhoods~~ Ethnicity (~~POLAR2) (Young, full-time, first degree entrants~~please give details in the next column) To ~~maintain performance above national and locally~~increase the proportion of UK domiciled entrants from BME backgrounds - % No 2013-~~adjusted benchmarks No 2009-10 15.4% 15.5% 15.5% 15.6% 15.7% 6 HESA T1b~~ 14 8.5 8.8 8.9 9 _ T16a_05 Access Gender Other statistic - ~~Low participation neighbourhoods~~ Gender (~~POLAR2) (Young, full-time, undergraduate entrants~~please give details in the next column) To ~~maintain performance above national and locally~~increase the proportion of male entrants to UG Primary ITE programmes - % No 2013-~~adjusted benchmarks~~ 14 18.5 21 22 22 _ T16a_06 Student success Gender Other statistic - Gender (please give details in the next column) To increase the propotion of male level 4 UG Primary ITE students progressing to the next level of study - % No ~~2009~~2013-~~10 16.1~~14 82 84 86 88 _ T16a_07 Access Ethnicity Other statistic - Ethnicity (please give details in the next column) To increase the proportion of BME entrants to UG Primary ITE programmes - % ~~16.2% 16.4% 16.6% 16.8% 7~~ No 2013-14 3.7 5.5 6 6.5 _ T16a_08 Student success Other (please give details in Description column) HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants) To improve rate of those who continue or qualify at Xxxxxxx Xx 0000-00 88.6% 88.9% 89% 89.1% 89.2% 8 HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 2) (Young, full-time, first degree entrants) To improve rate of those who continue or qualify at Xxxxxxx Xx 0000-00 85.5% 86.3% 86.5% 86.7% 86.9% 9 Other statistic - Gender (please give details in the next column) To increase recruitment of males to primary ITT UG programmes No 2011/12 18% 20% 21% 22% 23% Small numbers involved may lead to variability in statistical trends 10 Other statistic - Gender (please give details in the next column) To improve retention at level 4 of males on primary ITT UG programmes No 2010/11 73% 79% 81% 83% 85% Small numbers involved may lead to variability in statistical trends 11 Other statistic - Ethnicity (please give details in the next column) To increase the number of entrants to primary ITT programmes from BME backgrounds No 2011/12 3.7% 5.7% 6.6% 6.8% 7% Small numbers involved may lead to variability in statistical trends 12 Other statistic - Ethnicity (please give details in the next column) To increase % of ~~BME entrants~~ students continuing or qualifying at the University No ~~2010~~2013-~~11 entry 5.8% 6.4% 6.6% 6.8% 7% 13 HESA T1a -~~ 14 88.3 90 90.5 91 _ T16a_09 Student success Low participation neighbourhoods (~~POLAR3~~LPN) (Young, full-time, first degree entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 14.6% 14.7% 14.7% 14.8% 14.9% 14 HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants) To maintain performance above national and locally-adjusted benchmarks No 2009-10 15.6% 15.7% 15.9% 16.1% 16.3% 15 HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants) To ~~improve rate~~ increase the % of ~~those who continue~~ students continuing or ~~qualify~~ qualifying at ~~Xxxxxxx Xx 0000~~the University No 2013-~~00 86.5~~14 84.2 88 89 90 _ T16a_10 Student success Mature HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants) To increase the % ~~87.3~~of students continuing or qualifying at the University No 2013-14 87.5 87.8 87.9 88 _ T16a_11 Student success Mature HESA T3c - No longer in HE after 1 year & no previous HE qualification (Mature, full-time, first degree entrants) To increase the % ~~87.5~~of students continuing or qualifying at the University No 2013-14 86 86.8 87.2 87.5 _ T16a_12 Progression Low participation neighbourhoods (LPN) Other statistic - Progression to employment or further study (please give details in the next column) To increase the % ~~87.7~~of students progressing to work and/or further study from low partipation neighbourhoods No 2013-14 91.2 91.4 91.5 91.6 _ T16a_13 Progression Disabled Other statistic - Progression to employment or further study (please give details in the next column) To increase the % ~~87.9% Notes Alongside applicant and entrant targets, we encourage you~~ of students progressiong to ~~provide targets around outreach and student~~ work and/or further study with a declared disability No 2013-14 85.7 87 87.5 88 _ T16a_14 Access White economically disadvantaged males Other statistic - Socio-economic (please give details in the next column) To increase the proportion of young white male entrants from socio- economically disadvantaged backgrounds No 2015-16 35 35.2 35.4 35.6 _ T16a_15 Student success ~~work~~ Ethnicity Other statistic - Ethnicity (~~including collaborative work where appropriate~~please give details in the next column) ~~or other initiatives to illustrate your progress towards increasing access, student~~ To increase good degree outcomes (1st & 2i) of BME (non white) students No 2015-16 54.7 57 58 59 _ T16a_16 Student success ~~and progression. These should be measurable~~ Disabled Other statistic - Disabled (please give details in the next column) To increase the success outcomes ~~‐based targets and should focus on the number~~ of ~~beneficiaries reached by~~ students with a ~~particular activity/programme or the number of schools worked with, and what the outcomes were, rather than simply recording the nature/number of activities.~~disability No 2015-16 83.1 83.5 84 84.5 _

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Common use of Monitoring and evaluation arrangements Clause in Contracts