Common use of Assessment of access and retention record Clause in Contracts

Assessment of access and retention record. The University of Bristol is a highly selective, research-intensive University. For entry in October 2011, we received an average of 10.6 home applications for every place (with some programmes receiving over 30 applications per place). The average UCAS tariff score of our 2011 entrants was 489.7 (the equivalent of 4 A grade ‘A’ Level passes). By contrast, average secondary attainment in the Bristol area is among the poorest in England, with an average NQF/QCF tariff score of 685.5 per student (the equivalent of 3.2 C grade ‘A’ Level passes), compared with the English average of 728.3 per student (NB the UCAS tariff and NQF/QCF tariffs are not calculated on the same basis so cannot be directly compared with each other4). A recent feasibility study, undertaken by IntoUniversity noted that: • Bristol has 39 LSQAs (Lower Super Output Areas) in the most deprived 10% nationally. Of these, 14 are in the most deprived 3% and 4 in the most deprived 1%. • In the sub-domain of children and young people, 82 Bristol LSOAs fall within the most deprived 10% nationally in the domain of Education, Skills and Training deprivation. Of these, 17 LSOAs are in the most deprived 100 areas in England and Illminster Avenue West in Filwood is the most deprived LSOA in England. • Of England’s core cities, Bristol has the second lowest proportion of low income children progressing to higher education. • Black and minority ethnic pupils, those children with free school meal eligibility and pupils with English as an alternative language under-perform at all levels in Bristol. • In 2008, it was established that around 21,900 (27%) children live in poverty in Bristol. In ▇▇▇▇▇▇▇▇ ▇▇▇▇, this rises to almost 60% - the bottom percentile of all wards nationally. Beyond the Bristol area, the University draws students primarily from the south of England, where average income levels are relatively high. A predominantly traditional subject portfolio also has some impact on attractiveness of programmes to widening participation students. These characteristics create some very specific challenges when it comes to diversifying our own undergraduate intake (as opposed to playing our part in raising student aspirations and widening participation in Higher Education more generally).