Common use of Equality and Diversity Clause in Contracts

Equality and Diversity. 16.1 The University fulfils its commitments under the Equality ▇▇▇ ▇▇▇▇ by integrating equality and diversity considerations into all decision-making processes and into the development of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approach, equality considerations have been embedded into the design of both the Widening Participation Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics will continue to be included in all outreach work funded by the University’s 2016-17 access agreement. 44 mature students and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely with the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. The University is committed to addressing the issues linked to retention rates for different groups of students as well as exploring inequalities in attainment and employability.

Equality and Diversity. 16.1 The University fulfils its commitments of Brighton is committed to advancing equality of opportunity between students who share a protected characteristic under the Equality Act 2010 and those who do not. The university also recognises that equality and widening access are interlinked: for example, people who have a protected characteristic are more likely to come from a lower socio-economic group or a low participation neighbourhood (for example, disabled people and people from black and minority ethnic backgrounds). Consequently, the university takes a joint approach to equality and widening access. This can be seen from Aim 6 of the university’s Strategic Plan: “Our students will be supported to achieve academic and career success regardless of background”. This aim brings together our commitment to widening access to the institution and our commitment to creating an inclusive environment which fosters and develops the talent of all students. The university employs a Student Development Officer (Student Experience and Equalities) to oversee the development of equality and diversity strategies, policies and activities as they relate to the student experience. Based in Student Services, the role involves taking a holistic approach to equality and diversity issues affecting students and working with various stakeholders across the university (including the Widening Participation Team) to address these issues. The university recognises the importance of taking a whole student lifecycle approach, ensuring that equality issues are considered at every stage from recruitment and admissions, all the way through to graduation and destination after leaving higher education. Student Services contribute to outreach activities to ensure that prospective students are aware of what support is available to them during their studies. The university is currently working towards its Equality Objectives 2012-16 (published on our equality website: ▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇.▇▇.▇▇/equality/policies-schemes.php). They set out the key activities that are planned up until 2016 to help us achieve our overarching aim of embedding equality and diversity within every aspect of the day-to-day activities, decisions and functions of the university. The university’s progress in achieving the objectives related to student equalities is reported annually through our Student Equalities Report: ▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇.▇▇.▇▇/equality/facts- figures.php. This provides a quantitative analysis of university processes and the student experience in relation to the protected characteristics collected by the institution (Age, Disability, Gender and Race). The report is reviewed by the university’s Academic Standards Committee and is circulated widely internally. Objective Four of our Equalities Objectives (‘We will use local and national research to develop our equalities good practice’) includes the following action: ‘Considering how we might use contextual data within our admissions processes, by establishing a working group to review research in this area, leading to a pilot project in September 2013.’ Whilst the University has always given consideration to the individual circumstances of applicants, particularly if they come from a looked- after background, we are also looking at ways to develop a more systematic university-wide approach and are cognisant of emerging sector good practice including the helpful contributions made by the Supporting Professionalism in Admissions (SPA) team. There are two elements to our current work. Firstly, we are seeking to integrate the HEAT database with our admissions database to allow us to more easily identify participants in our outreach programme at the point of application. We are also considering whether to identify participants who have undertaken outreach activity in other HEIs. Secondly, we have developed bespoke functionality within our new online Admissions Portal (which went live in September 2013) which includes flags for widening participation applicants to more easily alert admissions tutors of their background. We have recently appointed an admissions officer who will focus on the use of contextual factors within our admissions processes and to advise academic admissions tutors. The Disability and Dyslexia Service have recently put in place a range of measures to improve the support available for disabled students. They have particularly focused on increasing uptake of Disabled Students Allowance (DSA) as our retention and achievement data in the past has shown a clear correlation between the receipt of this support and overall disabled student success. As mentioned earlier, the University has noted that DSA funding is being eroded and that we may need to revisit our financial support package for students in 2015-16 in order to be able to continue to offer similar levels of financial support for disabled students. This will be a priority area of work for the Disability and Dyslexia Service in 2015-16. Another priority area is improving the Variation of Assessment Methods (VOAM) process, following internal recommendations on how the system can be made more effective. Finally, the Inclusive Practice Manager will continue to work closely with course convenors from various academic schools to ensure that their course curriculum is inclusive of students with disabilities. An area of concern for the university is the under-achievement and under-employment of male and BME students/graduates and a certain degree of occupational segregation between subjects. The Careers Services’ Momentum Mentoring Scheme has recently been fine-tuned to target male and BME students, as well as students with disabilities. We are also targeting our Peer Assisted Study Support (PASS) programme within particular schools and faculties where differences are more demonstrable. We joined the ▇▇▇▇▇▇ ▇▇▇▇ Charter in order to promote female staff within science disciplines, who may then serve as useful role models for our students. In 2013, we were awarded an institutional Bronze Award by integrating equality and diversity considerations into all decision-making processes and into ▇▇▇▇▇▇ ▇▇▇▇, allowing individual schools within the development university to now apply for their own departmental ▇▇▇▇▇▇ ▇▇▇▇ awards. Other examples of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approach, equality considerations have been embedded into the design of both the Widening Participation Strategy and of this access agreement, current good practice which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics will continue to be included developed in all outreach work funded by the University’s 20162015-17 access agreement. 44 mature students and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely with the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. The University is committed to addressing the issues linked to retention rates for different groups of students as well as exploring inequalities in attainment and employability.16 include:

Equality and Diversity. 16.1 15.1 The University fulfils its commitments under of Bristol has a long-standing strong commitment to advancing equality and representation of disadvantaged groups. Our equality objectives align with the objectives and outcomes set out in our access agreement. Equality ▇▇▇ ▇▇▇▇ by integrating equality and diversity considerations are integrated into all relevant decision-making processes and into the development of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality associated data have been taken into account. We have introduced a basket of measures relating to widening participation within the University’s institutional strategic key performance indicators and report on progress against them (refining them in line with current priorities) on an annual basis. 16.2 15.2 Our quality assurance framework and programme review processes include reporting and analysis of student progress and attainment and cover the following characteristics: gender/sex; age; disability; and ethnicity. At the start of the 2014-15 academic year, we began collecting additional information from students as part of online registration. Caring responsibilities, gender identity, sexual orientation and religion or belief are the areas now included. 15.3 In accordance 2016 we developed a tool to provide non-data specialists the ability to interrogate student performance, outcomes and progression by the widest range of student characteristics at institutional, faculty, school or programme level. By comparing students with historical trends, it has enabled a more sophisticated approach to monitoring our students’ attainment and progression, including identifying those who are at risk of withdrawal or are likely to achieve a lower outcome than their peers. It also allows us to consider interventions based solidly on evidence and monitor the impact of initiatives. 15.4 The University’s Education Committee has, for the last number of years, received an extensive equalities data report which is complemented by an annual report from Research Degrees Examination Board. The expanded dataset has allowed deeper review of specific aspects of this agreed approach, equality and in 2016 the Committee considered non- continuation by a range of student characteristics; and BME attainment. This has led to the University setting up a task and finish group to consider this further focussed specifically on mature students and BME attainment. The latter has led to the University funding research in partnership with the Students’ Union in order to gain qualitative information about BME student experience and thus better target interventions. 15.5 Equality considerations have been embedded into the design of both the Widening Participation our University Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 . We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 15.6 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 15.7 Students with protected characteristics will continue to be included in all outreach work funded by the University’s 20162018-17 19 access agreement. 44 22 mature students and 133 159 students from Black and minority ethnic Minority Ethnic backgrounds completed the Access to Bristol programme in 20132015-14 16 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally15.8 We are determined to make further progress in this area and, it should as a subscriber, deploy the resources received from the Equality Challenge Unit (ECU) focused on addressing under-representation, progression and success of students to assist meeting targets outlined in the agreement. Many of the areas for consideration set out in ECU’s SWAN and Race Equality Charters are already being undertaken, including examining the data and causes of differing participation and attainment of students by gender and race. Utilising benchmarking data provided by ECU, we align the work undertaken at the University with national challenges and priorities. 15.9 In recognition of the synergy between our diversity and inclusion ambitions as they relate to our staff and students we have established an Equality Diversity and Inclusion Steering Group to offer a strategically focused approach to these areas, identifying and implementing key mission critical activity that will influence demonstrable change and challenge accepted norms. Working in partnership with Bristol Students’ Union, we aim to be noted creative in our thinking and bold in our recommendations, going beyond risk- based compliance to an approach that ensures the 2016-17 richness and diversity of society are reflected and celebrated in our staff and student experience. We have invested significantly in unconscious bias training, requiring all those involved in the development and delivery of recruitment and admissions processes and practices to undertake training. In order to respond to interest within the University, the invitation to take part in the workshop has also been extended to all staff. This is evidence of both our commitment to this area and the appetite of colleagues to develop their understanding of such bias and influence future behaviour. 15.10 The approaches and interventions outlined in this access agreement aligns closely with positively impact upon equality and diversity within the University’s Vision and Strategy 2009-16University in a number of ways. Diversity and equity We are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. The University is committed to addressing taking a whole institution approach to the issues linked issue as we know that our widening participation and equality and diversity efforts are likely to retention rates for different focus on the same groups of students who share a protected characteristic that is underrepresented. Understanding where this crossover exists and coordinating work that seeks to reach and support these groups will increase the impact of resources used. Critically, it will also ensure a smoother path for students so that they are supported to achieve the best possible outcomes and have a positive experience whilst at the University. 15.11 We are committed to providing a positive experience for all students, where individuals are treated with courtesy and consideration and where difference is valued and diversity respected. We expect the highest standards from our students and are resolutely committed to eliminating unlawful discrimination, harassment, and victimisation. We publish Student Disciplinary Regulations and Conduct Procedures for members of staff. We have signed up to the city of Bristol’s Zero Tolerance pledge against gender-based violence and abuse, progressing activity as well as exploring inequalities part of a multi- agency approach through our involvement with the Bristol Forum Against Sexual Violence and Harassment. 15.12 In order to ensure that students with particular protected characteristics are supported, we implement (and publish) a range of policies including fitness to study21. We are working in attainment collaboration with Bristol SU to implement a Trans Experience Work-plan to better support trans students during their time at Bristol and employabilityrecently reviewed and updated our guidance for staff on supporting trans students 22. 15.13 When particular issues are raised, we take action. We have recently established a ‘Task Force on Race’ in response to recent incidents of racism on campus. The task force aims to inform our thinking and identify extra measures we can take to promote an open and inclusive culture for all staff and students within our community. We will bring together relevant stakeholders (including the Mayor of Bristol and representatives from Stand Against Racism and Inequality) to: review existing policy, practice and research around prevention in all its forms; review models of good practice across and beyond the higher education sector; develop principle and recommendations that will identify how we can support cultural change and demonstrate commitment to such change.

Equality and Diversity. 16.1 This section provides details on our commitment to equality and diversity. 8.1. Equality policy within the University – in seeking to close the gap between collecting data, analysis and action the Student Equality Forum (SEF) completes an annual report including data analysis and progress on priorities that are reviewed annually. The most recent 2014- 15 report has been considered and approved by the University Student Experience Committee, Academic Board and Board of Governors in 2016. 8.2. The SEF reported progress in the following priority areas: 8.2.1. Curriculum - A 2013-14 Academic Audit on ‘Inclusivity in the Curriculum’ investigated how inclusivity and diversity are addressed within course provision and compared the University policy and academic practices with the UK Quality Code concerning inclusivity in the curriculum. Actions undertaken in 2014-15 include an inclusivity staff lunchtime seminar series; strengthening the sharing of good inclusive practice including at conferences and via a University-wide peer practice exchange scheme developed by the Teaching and Learning Fellows. The University fulfils its commitments under was selected as a case study in a project run by De Montfort University entitled 'Supporting the development of equality and diversity skills, knowledge and values in academic teaching staff in HE' funded by the Equality ▇▇▇ Challenge Unit. 8.2.2. Student engagement - a Graduate Associate brought ‘equality-focused’ student officers to attend the Student Equality Forum; and supported the Students’ Union application for ‘Investing in Diversity’ (IiD); and co-presented a workshop at the University’s Teaching and Learning conference “In/visible queer students? Collaborating to improve the experiences of Lesbian, Gay, Bisexual and Trans* (LGBT*) students”. A Human Library event was run and a total of 34 (recorded) conversations took place over the 4 hour event (81% participants strongly agreed The Human Library was a good way of challenging prejudice. 8.2.3. Staff development - Marshalls online EDI training was again made available again via the Portal. Progress has been made on a ‘toolkit’ approach to better supporting staff supporting; a poster was presented at the Learning & Teaching Conference in April 2015; and presentations made to the PGCTLHE, and to FBSE faculty Principal Lecturers. 8.2.4. Communication - Agree and promote a clear definition of EDI for students and staff, finalise work on rationalising information and support available on the Portal and Web, and continue strengthening communication in the Faculties. The EDI agenda’s presence on the portal has been strengthened ensuring that all the information is easily accessible. 8.2.5. Employability - Both mentor and mentee numbers have grown in 2014-15 to 85 mentors and 110 mentees. The most recent available data for 58 mentees in 2013-14 73% in employment, and of these 87% in professional managerial jobs, higher than the average of 57%. 8.2.6. CRM - The work on CRM ‘phase 2’ ▇▇▇▇ is ongoing and will enable better support to students, and better management information that will enable better understanding of the value and impact on the use of support services by integrating different student groups. 8.2.7. Accessibility - Estates and facilities continues to ensure the University's equality, diversity and inclusivity objectives are considered as part of ongoing development of campuses. Examples include the Spark building (inclusion of adapted facilities, classroom furniture design and layout to cater for students with disabilities), and JM Level 1 refurbishment through opening up of narrow corridors, wide access to rooms and the inclusion of a dedicated 'changing places' facility. 8.2.8. Equality data - The 2013-14 SEF annual report included reporting for the first time on additional student groups (e.g. sexual orientation and religion and belief; intersectionality or multiple identities such as analysing age with gender or disability with ethnicity; and other student groups such as international and widening participation). The report included more accurate comparisons with the national data, and was completed and approved in April 2015. 8.2.9. The following additional work was undertaken - A new Solent Access to Learning Fund (Solent ALF) was agreed for 2015-16, strengthening support to students and target groups such as international students, and students undertaking unpaid work experience; the University Access Solent team in Student Services has continued to monitor and respond to changes to DSAs; and a Campus Development Plan and new Estates strategy are being drafted that will reference the importance of the University's access, equality and diversity considerations into all decision-making processes agenda, within the broader framework of refurbishing existing buildings, and into the development construction of strategy new buildings and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into accountfacilities. 16.2 In accordance with this agreed approach, equality considerations have been embedded into 8.3. The SEF is currently working on the design of both the Widening Participation Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from underfollowing seven priorities in 2015-represented groups. Equality analysis has been a part of the policy development process and will inform implementation16: 8. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level3.1. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics will Priority 1: Student Engagement – continue to be included in all outreach work funded strengthen the University sense of community by the University’s 2016-17 access agreement. 44 mature students encouraging and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs supporting student engagement with issues of prospective students with disabilitiesEDI, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely collaborating with the University’s Vision Solent Students’ Union ‘equality’ officers and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. The University is committed to addressing the issues linked to retention rates for different groups of students as well as exploring inequalities in attainment and employabilitysupporting student societies e.g. LGBT.

Equality and Diversity. 16.1 The University fulfils its commitments under University’s Equality Objectives explicitly link with the objectives in this agreement in relation to outreach, student recruitment and retention. To ensure that the Equality ▇▇▇ ▇▇▇▇ by integrating equality Objectives interact with the Access Agreement, these targets also form part of the University’s overall Operating Plan and diversity considerations into all decision-making processes and into the development of strategy and policy across the institutionFaculty Business Plans. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approach, equality considerations have been embedded into the design of both the Widening Participation Strategy and There are many aspects of this access agreement, which sets out how we will sustain Access Agreement that meet the University’s equality objectives.  Successful progression into employment by implementing personalised career planning encompassing key groups such as disabled students and improve access, retention BME students and attainment among people from mature students.  Work with mature students aims to target under-represented groupsgroups (by age). Equality analysis has been a part of the policy development process and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications  Retention activity with ITT students specifically targets two other protected characteristics (race and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics will continue to be included in all outreach work funded by the University’s 2016-17 access agreement. 44 mature students and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely with the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee levelgender). The University is committed to addressing advancing equality and diversity in all its practices. It is developing a culture that actively respects and values differences, recognising that staff and students from different backgrounds and experiences bring valuable insight to the issues linked University It is an inclusive, supportive institution and makes every effort to retention rates communicate this to all staff and students through staff induction programmes, equality webpages and the Student Handbook. The Students’ Union is active in providing opportunities for different groups of all students as to engage in inclusive activities. As well as exploring inequalities a Community Officer whose remit is Welfare and Campaign, the Students’ Union has five part-time officers elected to represent students who are highlighted with protected characteristics. The students’ Union runs a range of activities for students to celebrate diversity and to raises awareness through specific campaigns. In April 2016, the University made a successful application to the Equality Challenge Unit (ECU) to be part of its project “Addressing the under-representation of particular student groups”. We were one of twelve universities selected and chose to focus on increasing the diversity of BME students in the Schools of Media and Education, with a particular focus on Initial Teacher Training, reflecting the priority in our Access Agreement. Having set up a project team, we have spent the last year reviewing our evidence to inform our choice of equality group i.e. BME students, identifying key barriers to access for the University and undertaking research to provide an evidence base. For the remainder of the project (which concludes in December 2018) we will be analysing our evidence and using it to develop initiatives to support improved access and attainment to trial in the two schools. Our expected outcome is increased participation in the targeted student groups and employabilityprogrammes.

Equality and Diversity. 16.1 The University fulfils its commitments under has set out, in the Equality & Diversity Scheme (EDS), the commitment made to progressing equality throughout the university. The EDS allows us to recognise and support the other characteristics which legislation protects, namely: age, ethnicity, disability, religion and belief, sexual orientation, transgender, pregnancy and maternity, marriage and civil partnership as well as effectively targeting resources to cross-characteristic issues and diversity concerns. It also enables the University to address broader socio-economic issues that impact on diversity by taking full account of the widening participation strategy. As such, the EDS is closely aligned to the Widening Participation Strategy which commits the University to:  Supporting all students to maximize their personal and professional potential and to complete their course of study.  Providing the environment of a caring and community focused university which takes into account educational attainment, previous experience of higher education and socio economic backgrounds. We conducted an Impact Assessment on the 2017/18 Access Agreement. This agreement was seen as positive progress for the targeted equality groups. Other equality groups were also considered (disabled students in particular) to investigate if they could also benefit from the access measures that will be implemented. It was agreed with the Coordinator for the Disability, Inclusion and Access Service (▇▇▇▇) that the equality assessment should be reviewed again in 2020/21 to allow for the collection and analysis of appropriate data to ascertain the degree to which the Access Agreement has a positive impact on equality groups not specifically targeted in the agreement. A copy of the Impact Assessment from the 2017/18 is attached at appendix 1. Access Agreement 2017/18 Appendix 1: Equality Impact Assessment Form 1. What item is being assessed? 2. What is the purpose of the item? 3. Who has the authority to make changes to the item? 4. Who is affected by the item? 5. Who implements the item? 6. Does, or could, the item have an adverse effect on members of an equality target group? Group Yes No Unclear¹ 7. Does, or could, the item help to promote equal opportunity for members of equality target groups? Group Yes No Unclear¹ 8. Does, or could, the item contribute to a specific duty in equality law? Duty Yes No Unclear ¹ 9. Should a full assessment be carried out on this item?² Yes No x 10. What is the justification for the decision about full assessment? 11. What priority does the item have? High Medium Low x 12. Who was involved in the assessment of the item and how? Student Recruitment and Widening Participation Manager PVC Student Experience This preliminary assessment was approved by: 1. No-one knows or opinion is divided – further research may be required in full assessment. 2. An item does not have to be fully assessed if all the answers to Q’s 6, 7 and 8 are “No”. If any answer is “Unclear”, the item should be provisionally treated as one that could have an effect. Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Stage of the lifecycle (drop-down menu) Main target type (drop-down menu) Target type (drop-down menu) Description (500 characters maximum) Is this a collaborative target? (drop- down menu) Baseline year (drop-down menu) Baseline data Yearly milestones (numeric where possible, however you may use text) Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum) 2017-18 2018-19 2019-20 2020-21 2021-22 T16a_01 Access State school HESA T1b - State School (Young, full-time, undergraduate entrants) Maintain percentage of young, full-time first degree entrants from state schools at above 95% No Other (please give details in Description column) 97.9% 98% 98% 98% 98% 98% The University attracts most of its learners from state schools and is committed to remaining above the HESA benchmarks. Baseline year 2013-14 T16a_02 Access Low participation neighbourhoods (LPN) HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) Maintain percentage of students from low participation neighbourhoods No Other (please give details in Description column) 18.0% 18% 18% 18% 18% 18% As this level is above benchmark the University will seek to maintain the position. Baseline year 2013-14 T16a_04 Access Mature HESA T2a - (Mature, full-time, all undergraduate entrants) Maintain percentage of mature students from underrepresented groups in HE No Other (please give details in Description column) 15.2% 15.2% 15.2% 15.2% 15.2% 15.2% As this level is above benchmark the University will seek to maintain the position. Baseline year 2013-14 T16a_05 Student success ▇▇▇▇▇-▇▇▇▇▇▇▇▇ ▇▇▇▇ by integrating equality and diversity considerations into all decision▇▇▇ - No longer in HE after 1 year (Young, full-making processes and into time, first degree entrants) Achieve the development of strategy and policy across retention benchmark for young, full-time, first degree entrants No Other (please give details in Description column) 9.3% 9% 8.5% 8% 8% 8% the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approach, equality considerations have been embedded into the design of both the Widening Participation Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics will continue to be included in all outreach work funded by the University’s 2016-17 access agreement. 44 mature students and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely with the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. The University is committed to addressing working towards the issues linked benchmark. Baseline year 2012-13 T16a_06 Progression Socio-economic Other statistic - Progression to retention rates for different groups employment or further study (please give details in the next column) Maintain high level of students as well as exploring inequalities employability No Other (please give details in attainment and Description column) 94.6% 95% 95% 95% 95% 95% the University is committed to maintaining high levels of employability.. Baseline year 2012-13

Equality and Diversity. 16.1 15.1 The University of Bristol has made a strong commitment to advancing equality and representation of disadvantaged groups. Our draft equality objectives align with the objectives and outcomes set out in our access agreement. 15.2 The University fulfils its commitments under the Equality ▇▇▇ ▇▇▇▇ by integrating equality and diversity considerations into all decision-making processes and into the development of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance 15.3 The University produces an Annual Report which provides high level equality data about both the student and staff population to provide an evidence based approach to equality monitoring and to demonstrate our compliance with the Equality Act by publishing this agreed approachinformation. The University’s Annual Programme Review (APR) process also provides reporting at programme level covering the following characteristics: gender/sex; age; disability; and ethnicity. At the start of the 2014-15 academic year, equality the University began collecting additional information from students as part of online registration. Caring responsibilities, gender identity, sexual orientation and religion or belief are the areas now included. 15.4 We are also developing an extensive and sophisticated approach to monitoring our students’ attainment and progression to ensure that we better understand their experience with us. It also allows us to consider interventions based solidly on evidence and monitor the impact of initiatives. The University’s Education Committee has, for the last number of years, received an extensive equalities data report which is complemented by an annual report from Research Degrees Examination Board. This activity is being further extended by a project this year led by the Student Data and Information Team within Academic Registry to develop a ▇▇▇▇▇▇ dataset which will be capable of interrogation by the widest range of student characteristics and at institutional, faculty, school and programme level. 15.5 Equality considerations have been embedded into the design of both the Widening Participation Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 . We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 15.6 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 15.7 Students with protected characteristics will continue to be included in all outreach work funded by the University’s 20162017-17 18 access agreement. 44 28 mature students and 133 183 students from Black and minority ethnic Minority Ethnic backgrounds completed the Access to Bristol programme in 20132014-14 15 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally15.8 We are determined to make further progress in this area and, as a subscriber, deploy the resources received from the Equality Challenge Unit (ECU) focused on addressing under- representation, progression and success of students to assist meeting targets outlined in the agreement. Many of the areas for consideration set out in ECU’s Race Equality Charter are already being undertaken, including examining the data and causes of differing participation and attainment of students from different ethnic backgrounds. Utilising benchmarking data provided by ECU, we align the work undertaken at the University with national challenges and priorities. 15.9 The approaches and interventions outlined in this access agreement positively impact upon equality and diversity within the University in a number of ways. We are committed to taking a whole institution approach to the issue as we know that our widening participation and equality and diversity efforts are likely to focus on the same groups of students who share a protected characteristic that is underrepresented. Understanding where this crossover exists and coordinating work that seeks to reach and support these groups will increase the impact of resources used. Critically, it should be noted will also ensure a smoother path for students so that they are supported to achieve the 2016-17 access agreement aligns closely with best possible outcomes and have a positive experience whilst at the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. . 15.10 The University is committed to addressing providing a positive experience for all students, where individuals are treated with courtesy and consideration and where difference is valued and diversity respected. We expect the issues linked highest standards from our students and are resolutely committed to retention rates complying with the Equality ▇▇▇ ▇▇▇▇ and eliminating unlawful discrimination, harassment, and victimisation. We publish Student Disciplinary Regulations and Conduct Procedures for different groups members of staff. We have a zero tolerance to sexual harassment policy and have signed Bristol City Council’s pledge to end gender based violence. 15.11 In order to ensure that students with particular protected characteristics are supported, we implement (and publish) a range of policies including fitness to study23 as well as exploring inequalities in attainment and employabilityguidance for members of staff working with students from under-represented groups (such as transgender students24, for example). 24 ▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇.▇▇.▇▇/equalityanddiversity/act/protected/genderreassign/supportingtransstudents.pdf

Equality and Diversity. 16.1 The University fulfils its commitments under of Hertfordshire has a diverse student population that is reflective of our continuing commitment to equal opportunities. Our over=arching Equality and Diversity policy articulates a renewed vision for advancing equality and valuing diversity which supports the achievement of the University’s Strategic Plan. The Equality ▇▇▇ and Diversity policy (UPR EQ03, updated 4th April 2012) can be accessed on the University’s website at the following location: ▇▇▇▇ by integrating equality ▇://▇▇▇▇▇.▇▇▇▇▇.▇▇.▇▇/secreg/upr/EQ03.htm The policy statement set out in this document summarises how the University will realise this vision, and diversity considerations into all decision-making processes and into the development of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approach, equality considerations have been embedded into the design of both the Widening Participation Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics will continue to be included in all outreach work funded by the University’s 2016-17 access agreement. 44 mature students and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely compliance with the University’s Vision Equality Act 2010 and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee levelother relevant legislation. The University is committed to addressing producing Equality Impact Assessments for the issues linked areas covered by this Access Agreement, supported by the University’s Equality Office. Much of the work set out in this Access Agreement will positively impact on the equality and diversity of the University of Hertfordshire; particular examples of this are our commitment to retention rates lessening the attainment gap between BME and white students and our ongoing support of Looked After Children/Care Leavers. The University made a public commitment through our Equality Objectives in 2011 to reduce the degree attainment differential between white and Black and Minority Ethnic (BME) students by ten percentage points by 2015. We are proud that the work of staff and students over the preceding years has secured a reduction of 7% in the attainment differential. This work has placed race, ethnicity, and culture firmly at the centre of the University’s discussions and activities. Over 20% of our staff have enrolled on our Unconscious Bias workshops. We are now extending this activity to the University’s subsidiary companies, including the 250 staff employed by Uno Bus, our bus company, where there will be the potential for different groups even wider impact on our community. We are deeply conscious that we need to continue our work in narrowing the degree attainment differential and are committed to setting another ambitious, yet realistic, target for the next five years to be underpinned with further activities across the University. We are also aware that we need to continue to strengthen the diversity of students our staff to better reflect and inspire our student community. This will necessitate reviewing recruitment, selection, promotion, retention, and talent management activities as well as exploring inequalities the inculcation of cultural change to ensure there are no barriers, whether perceived or real, to the attainment of race equality at the University. The University is taking proactive steps to prepare for the Government's changes to the way Disabled Students’ Allowance are awarded to disabled students. In order to ensure there is no drop in attainment and employabilityadmission or progression of disabled students, the University has • given assurance that it will continue to provide disabled students with essential support once the DSA is removed • set up a working group, chaired by the Head of Student Wellbeing, to review whether inclusive practice can be enhanced to better meet the needs of disabled students • approved a review of support worker provision.

Equality and Diversity. 16.1 The University fulfils its commitments under the Equality ▇▇▇ ▇▇▇▇ by integrating equality and diversity considerations into all decision-making processes and into the development of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approach, equality considerations have been embedded into the design of both the Widening Participation Strategy and of this access agreementAccess Agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreementAccess Agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. As we currently perform relatively well against progress measures for BME applications, outreach currently targets mature learners and students with disabilities. 16.5 Students with protected characteristics will continue to be included in all outreach work funded by the University’s 2016-17 access agreement. 44 mature students and 133 students from Black and minority ethnic backgrounds completed the The 2015/16 Access to Bristol programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally, it should be noted that the 2016-17 access agreement Agreement aligns closely with the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. The University is committed to addressing the issues linked to retention rates for different groups of students as well as exploring inequalities in attainment and employability.2009-

Equality and Diversity. 16.1 The University fulfils its commitments under of Brighton recognises the need for a joint approach between equality and widening access with the aim of developing more holistic strategies for student recruitment, widening access, retention and student success. The university’s Strategic Plan 2012-15 seeks to draw together the institution’s equality and widening participation strategies within Aim 6: “Our students will be supported to achieve academic and career success regardless of background”. This aim centres on both increasing access to the institution, and to fostering and developing student talent in a way which prepares our students for fulfilling employment. This strategy highlights the institutional concern that equality be considered as part of the core university business strategy rather than at the periphery. One of the university’s two Equality and Diversity Advisers focuses on student issues and is based within the Student Services department. This role involves thinking holistically about inclusion issues for the student community and networking with stakeholders across the university (including the WP outreach team). Our Equality Objectives 2012-2016 were published on our equality website (▇▇▇.▇▇▇▇▇▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇) in September 2012, based on extensive feedback with staff and students, as well as scrutiny of institutional and national equality data. The university’s progress for student equality can be demonstrated within our annual Student Equalities Report (▇▇▇.▇▇▇▇▇▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇/▇▇▇▇▇-▇▇▇▇▇▇▇.▇▇▇). This provides quantitative analysis of university processes and the student experience in relation to the protected characteristics collected by the institution (Age, Disability, Gender and Race). This is reviewed by the Academic Standards Committee and is circulated widely internally, to inform change and the institutions overall strategies for equality, recruitment and widening access. The 2012 Report published in January 2013 makes a number of recommendations which are mentioned elsewhere in this report as being taken forward in 2014-15. Particular areas for equality development at the university include the underachievement of male and BME students and a certain degree of occupational segregation between subjects. In order to address these issues, the university is currently working on a number of projects, including: looking at the experiences of these groups in relation to our student engagement and employability strategies; targeting our Peer Assisted Study Support programme within particular schools and faculties where differences are more demonstrable; and by joining the ▇▇▇▇▇▇ ▇▇▇▇ by integrating equality scheme to promote female staff within science disciplines, who may serve as useful role models for our students. Our access agreement targets include our aim to maintain the number of students receiving the Disabled Students Allowance. This is because our retention and diversity considerations into all decision-making processes and into achievement data shows a clear correlation between the development of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance with this agreed approach, equality considerations have been embedded into the design of both the Widening Participation Strategy and receipt of this access agreementsupport and overall disabled student success. In addition, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis a new Inclusive Practice Manager role has been a part of the policy development process and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis created within Student Services to work with academic staff to ensure that our curriculum is used to help us identify groups that are particularly under-represented developed inclusively and to develop appropriate targeted actions to improve the diversity increase staff awareness of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreementgood practice. We monitor gender and respond to trends in the data (working, for example, to increase participation Two examples of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics current good practice which will continue to be included developed in all outreach work funded by 2014-15:  The Active Student volunteering team are currently working with American Express to provide workplace mentoring for LGB students studying at the University’s 2016-17 access agreementuniversity. 44 mature students This will form the basis of a research project with AMOSSHE (Association of Managers of Student Services in Higher Education) and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol Equality Challenge Unit, into ways in which we can adapt the programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective other groups of students, such as those from a BME background or male students.  The university operates the Momentum mentoring scheme within the Careers Services itself, which targets students who may face real or perceived barriers to employment. The university does not currently collect data in relation to the remaining five protected characteristics of Gender Identity, Marriage/Civil Partnership, Pregnancy/Maternity, Religion/Belief and Sexual Orientation. As such, qualitative analysis of the student experience for these groups is not currently possible, although the institution engages with disabilities, we will ensure that all outreach activities are inclusive the Student Union and accessible, making relevant adaptations as appropriate. 16.6 Finally, through Student Equalities Surveys in order to obtain more anecdotal information about the experiences of its students. The question of whether this data should be collected and how it should be noted stored is under regular review by the institution and it is intended that a further proposal for its collection will be submitted to Academic Standards Committee within the 2016-17 access agreement aligns closely with the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee levelnext twelve months. The University is committed university also intends to addressing improve the issues linked way it cross references equality and widening participation data for students. By 2014 we aim to retention rates for different have a much better understanding of which groups of students as well as exploring inequalities are receiving and benefiting from bursaries through monitoring and evaluation activities outlines in attainment section 4 above. The university is also developing its contextual admissions policy. The recruitment and employabilityoutreach team and the equalities team will work closely when reviewing the equality impact of these changes.

Equality and Diversity. 16.1 The 11.1 When creating this Access Agreement City, University fulfils its commitments under of London ensured that it was compliant with the Equality ▇▇▇ ▇▇▇▇ by integrating equality and diversity considerations into all decisionDiversity Act 2010. The access, student success and progression support outlined here covers students from different backgrounds and groups under-represented in Higher Education. 11.2 Access Agreement commitments and activity are included in the City’s Public Sector Equality Duty statement. The Access Agreement also features in City’s Public Benefit Statement published as part of our annual accounting to HEFCE. 11.3 City has one of the most diverse student bodies in the country. We are proud of this and we are committed to retaining this aspect of our identity. This forms a crucial part of making processes City a world-leading institution. The measures set out in this Access Agreement and into in the HESA PI summary (Appendix A) reiterate our formal commitment to students from an array of diverse backgrounds and contexts. This includes commitments to disabled students, those entering university from care backgrounds and mature learners. As we develop new policies and provision we will look at how our Access Agreement can be used to support work across the student lifecycle, including in investment in new activity where appropriate. For example, we are in the process of finalising a policy commitment to the inclusion of Transgender, Intersex and Gender Non-Conforming staff and students. Staff supporting delivery of our Access Agreements have contributed to the development of strategy this policy and policy across the institutionwill be involved in its delivery. Equality analysis must be undertaken on all policies We do this to create a culture in which equality of opportunity for staff and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into accountstudents is actively promoted. 16.2 In accordance 11.4 Initiatives and measures described in this Access Agreement and the ethos that underpins outreach and student success activity are fundamentally concerned with this agreed approachfairness and equality of access to Higher Education, equality considerations have been embedded into business and the design of both the Widening Participation Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreementprofessions. We monitor gender and respond remain committed to trends in the data (working, for example, doing all we can to increase participation of female students on some science and engineering programmes enhance students’ progression to, through and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics beyond university. We will continue to be included work proactively to promote this work in all outreach work funded by the University’s 2016-17 access agreement. 44 mature students and 133 students from Black and minority ethnic backgrounds completed the Access to Bristol programme in 2013-14 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely keeping with the University’s Vision principles of equity of provision and Strategy 2009-16the role of the university in society. Diversity We will evaluate all projects and equity are key values as articulated in the document with a clear statement monitor their effects on applications and admissions to that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. The University is committed to addressing the issues linked to retention rates for different groups of students as well as exploring inequalities in attainment and employabilityend.

Equality and Diversity. 16.1 15.1 The University of Bristol has made a strong commitment to advancing equality and representation of disadvantaged groups. Our draft equality objectives align with the objectives and outcomes set out in our access agreement. 15.2 The University fulfils its commitments under the Equality ▇▇▇ ▇▇▇▇ by integrating equality and diversity considerations into all decision-making processes and into the development of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into account. 16.2 In accordance 15.3 The University produces an Annual Report which provides high level equality data about both the student and staff population to provide an evidence based approach to equality monitoring and to demonstrate our compliance with the Equality Act by publishing this agreed approachinformation. The University’s Annual Programme Review (APR) process also provides reporting at programme level covering the following characteristics: gender/sex; age; disability; and ethnicity. At the start of the 2014-15 academic year, equality the University began collecting additional information from students as part of online registration. Caring responsibilities, gender identity, sexual orientation and religion or belief are the areas now included. 15.4 We are also developing an extensive and sophisticated approach to monitoring our students’ attainment and progression to ensure that we better understand their experience with us. It also allows us to consider interventions based solidly on evidence and monitor the impact of initiatives. The University’s Education Committee has, for the last number of years, received an extensive equalities data report which is complemented by an annual report from Research Degrees Examination Board. This activity is being further extended by a project this year led by the Student Data and Information Team within Academic Registry to develop a ▇▇▇▇▇▇ dataset which will be capable of interrogation by the widest range of student characteristics and at institutional, faculty, school and programme level. 15.5 Equality considerations have been embedded into the design of both the Widening Participation Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process and will inform implementation. 16.3 . We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 15.6 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends in the data (working, for example, to increase participation of female students on some science and engineering programmes and encouraging male students to participate in summer schools) and have due regard to equality duty when selecting students. 16.5 15.7 Students with protected characteristics will continue to be included in all outreach work funded by the University’s 20162017-17 18 access agreement. 44 28 mature students and 133 183 students from Black and minority ethnic Minority Ethnic backgrounds completed the Access to Bristol programme in 20132014-14 15 and we will work hard to ensure we continue to reach these important target groups. In order to meet the needs of prospective students with disabilities, we will ensure that all outreach activities are inclusive and accessible, making relevant adaptations as appropriate. 16.6 Finally15.8 We are determined to make further progress in this area and, as a subscriber, deploy the resources received from the Equality Challenge Unit (ECU) focused on addressing under-representation, progression and success of students to assist meeting targets outlined in the agreement. Many of the areas for consideration set out in ECU’s Race Equality Charter are already being undertaken, including examining the data and causes of differing participation and attainment of students from different ethnic backgrounds. Utilising benchmarking data provided by ECU, we align the work undertaken at the University with national challenges and priorities. 15.9 The approaches and interventions outlined in this access agreement positively impact upon equality and diversity within the University in a number of ways. We are committed to taking a whole institution approach to the issue as we know that our widening participation and equality and diversity efforts are likely to focus on the same groups of students who share a protected characteristic that is underrepresented. Understanding where this crossover exists and coordinating work that seeks to reach and support these groups will increase the impact of resources used. Critically, it should be noted will also ensure a smoother path for students so that they are supported to achieve the 2016-17 access agreement aligns closely with best possible outcomes and have a positive experience whilst at the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. . 15.10 The University is committed to addressing providing a positive experience for all students, where individuals are treated with courtesy and consideration and where difference is valued and diversity respected. We expect the issues linked highest standards from our students and are resolutely committed to retention rates complying with the Equality ▇▇▇ ▇▇▇▇ and eliminating unlawful discrimination, harassment, and victimisation. We publish Student Disciplinary Regulations and Conduct Procedures for different groups members of staff. We have a zero tolerance to sexual harassment policy and have signed Bristol City Council’s pledge to end gender based violence. 15.11 In order to ensure that students with particular protected characteristics are supported, we implement (and publish) a range of policies including fitness to study23 as well as exploring inequalities in attainment and employabilityguidance for members of staff working with students from under-represented groups (such as transgender students24, for example).

Equality and Diversity. 16.1 The University fulfils its commitments 9.1 Compliance with responsibilities under the Equality ▇▇▇ Act 2010 9.1.1 The purpose of the 2017-18 Access Agreement is to support and encourage progression to higher education from groups currently under-represented. Target groups identified as under-represented in higher education include state-school students, students from low-participation neighbourhoods, and disabled students. The access agreement also supports a fair-access policy that seeks to ensure that all applicants are assessed fairly to identify whether they are appropriately qualified to succeed in the relevant academic programme. No aspect of this access agreement is likely to have an adverse eeffect on any member of the nine key groups defined as having protected characteristics under the Equality Act 2010. 9.1.2 QMUL is an international and diverse community, and promoting equality is essential to make it a world-class institution. We are committed to providing an environment for students and staff where respect is shown to all and where everyone is enabled to achieve their full potential. The university has a comprehensive action plan to ensure that it fulfils its duties under the Equality Act 2010, and this supports the objectives of the 2016-17 Access Agreement in a number of key areas. There are detailed actions plans to:  enhance gender equality for staff and students  reduce the attainment gap by ethnicity and investigate the withdrawal of black and minority ethnic students  enhance access to QMUL’s buildings and virtual environment  ensure that disabled students and staff feel supported at work and study, and that disability awareness is raised among students and staff  promote a culture in the university where staff and students can be themselves  ensure adequate facilities and policies are in place to allow the practice of religion and promote good interfaith relations  ensure students of different ages have access to support and facilities required. 9.1.3 Full details of work in each of these areas can be found at ▇▇▇▇ ▇://▇▇▇.▇▇.▇▇▇▇.▇▇.▇▇/equality/equalityobjectives/index.html. These are in the process of being updated and will be considered by integrating equality the QMUL Equality and diversity considerations into all decision-making processes and into the development of strategy and policy across the institution. Equality analysis must be undertaken on all policies and activities and committee cover sheets require reference as to how equality related issues and relevant equality data have been taken into accountDiversity Steering Group at their meeting in May 2016. 16.2 In accordance with this agreed approach, equality considerations have been embedded into 9.1.4 All the design activities in the widening participation programme described in the Access Agreement are open to everyone in the target cohorts of both the Widening Participation Strategy and of this access agreement, which sets out how we will sustain and improve access, retention and attainment among people from under-represented groups. Equality analysis has been a part of the policy development process Selection is based on this alone, and will inform implementationapplicants are judged against clear criteria that are discussed and agreed with participating schools and delivery partners. All activities are advertised widely to targeted schools and colleges to ensure maximum take-up. 16.3 We undertake a detailed annual review of progress against all widening participation progress measures at university, faculty and programme level. Our analysis is used to help us identify groups that are particularly under-represented and to develop appropriate targeted actions to improve the diversity of our student body. 16.4 Monitoring pays particular attention to applications with protected characteristics and we have included progress measures for race, disability and age in our access agreement. We monitor gender and respond to trends 9.1.5 Activities described in the data (working, for strategy have been designed to ensure that they will appeal to everyone in the relevant target groups. For example, to increase participation of female students on some science and engineering programmes and encouraging male students summer schools are designed to participate cover a wide range of engineering subjects to try to encourage higher take-up from girls, who often do not apply for these activities in summer schools) and have due regard to equality duty when selecting students. 16.5 Students with protected characteristics will continue to be included in the same numbers as boys. Section 6 of the Access Agreement describes how all outreach work funded by projects will be evaluated rigorously, and patterns of take-up will be monitored as part of this process. Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Stage of the University’s lifecycle (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) 2016-17 access agreement. 44 mature students and 133 2017-18 2018-19 2019-20 2020-21 T16a_01 Access HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) Increase the percentage of full-time first degree students from Black and minority ethnic backgrounds completed the Access low participation neighbourhoods to Bristol programme in 6.3% by 2019-20 No 2013-14 4.6% 5.1% 5.3% 5.7% 6.1% 6.3% T16a_03 Access HESA T7 - Students in receipt of DSA (full-time, first degree entrants) Increase the percentage of full-time first-degree students in receipt of Disabled Students Allowance to 8.8% by 2019-20 No 2013-14 7.5% 7.8% 8.0% 8.5% 8.5% 8.8% T16a_04 Student success Other statistic - Completion/Non continuation (please give details in the next column) Increase the successful completion rate for full-time first-degree entrants still in attendance at 31 July on year of entry to 93 % by 2019-20 No 2013-14 89%. See commentary for explanation 90.5% 91% 91.5% 92% 93% Up to date appropriate Baseline data is from Queen ▇▇▇▇'s Student Information System. For 2013/14 this is the percentage of full-time first-degree entrants with home fee status who were still in attendance on 31 July in the year of entry, and we will work hard to ensure we continue to reach these important target groupswho successfully completed a 3, 4 or 5 year course by 2013/14. In order to meet T16a_05 Access Other statistic - Other (please give details in the needs next column) Increase the percentage of prospective students with disabilities, we will ensure that all participants attending intensive outreach activities are inclusive belonging to key target WP groups to 99% by 2018-19 No 2014-15 85% 85% 95% 98% 98% 99% Becoming members of HEAT will allow us to more efficiently target and accessible, making relevant adaptations as appropriatemonitor participants in our most intensive activities (e.g. Summer Schools and Science Practical Schools). 16.6 Finally, it should be noted that the 2016-17 access agreement aligns closely with the University’s Vision and Strategy 2009-16. Diversity and equity are key values as articulated in the document with a clear statement that we ‘view the diversity of our staff, students and alumni as a great asset; we believe in the equitable treatment of all’20. Equality issues are included in all activities and have been mainstreamed into the decision making process at committee level. The University is committed to addressing the issues linked to retention rates for different groups of students as well as exploring inequalities in attainment and employability.