Common use of Monitoring and evaluation arrangements Clause in Contracts

Monitoring and evaluation arrangements. The Deputy Principal and the ▇▇▇▇ of Higher Education and Curriculum Innovation are responsible for the delivery and monitoring of this Access Agreement. Monitoring and evaluation of progress against the targets related to our outreach activities will be measured using internal data streams and external data sources via UCAS and HESA, and reported through the Higher Education Strategy Group and Senior Management Team, and ultimately to the College Governors.14 As part of our existing management processes, data will be attributed to each and every activity covered by this agreement and will be collected through two routes: feedback from participants in specific events and student consultation. Both sets of data will be collated throughout the year and reported through the College’s management structure to ensure that evaluation is embedded in the College’s strategies. This will ensure that evidence will continue to be used to shape future policy decisions and that the activities can be evaluated for their effectiveness in supporting disadvantaged and underrepresented groups, and if it is found there are any gaps in performance of these demographics, particularly in they do not align with the remainder of the cohort, measures can be, and will be taken to address any differences. Evaluation of progress against the targets will feed into the College’s Equality and Diversity Annual Report and action planning to help prioritise the most effective activities and initiatives. The action plans, will include, but not be limited to, increased oversight, re-allocation of resources such as staff (both teaching and support personnel) and facilities, and the determination of more effective metrics which will allow the earlier identification of any attainment gaps. 14 As noted earlier: HE Strategy Group and College governance includes student representation At the time of producing this Access Agreement, the College is committed to collecting data about, monitoring, evaluating and continuing with all of the following outreach activities. Liaison work with local schools To raise aspirations and understanding of HE in school-age students to support the raising of attainment levels to maximise opportunities for progression. Teenage students in schools, sixth forms and other colleges within Solihull College’s catchment area, targeting in particular the aspirations of and attainment of young white males Increased awareness of HE generally, including the level of qualification necessary for enrolment and progression, increased understanding of the accessibility of HE and the opportunities available to young people. KPIs include:  Applications of school students to College courses.  Feedback from school students and teachers  data of local young people through College into HE.  Attainment levels of 16 year-olds locally College schemes support To provide financial support to young people from low income families to study at College at FE level and then later progress into HE Students from income families low Increase in the FE participation rates of students from low income families and increased staying on rates of those young people, into HE  Student data Careers services To provide careers information, advice and guidance in local schools and within the College Teenage students in schools within the College’s catchment area and all current College students Increased awareness of career opportunities and routes through HE Increased understanding of the accessibility of HE KPIs include:  Feedback from school students/learners and teachers.  Applications of school students/learners to College courses.  data of local young people through the College into HE. Progression activities within the College To provide focused information and support for progression through FE and into HE for College students Full time College students aged 16-19 Increased number of applications to providers of HE (including, but not restricted to, Solihull). Number of UCAS applications from College students. Tutorial programme To provide 1:1 support and target setting for students All HE students, with individualised tutorial support for each student Target setting and tutorial support enables and enhances student progress on programme and beyond. Individualised academic and pastoral support aids the retention of students. KPIs include:  continuation data,  success,  destinations (– analysis of the data on progression to postgraduate programmes or employment.) Student feedback is consistently positive, however the College has identified key areas of operation to focus on as a result of collecting and analysing these opinions which includes adding to tutorial provision Scholarships and Bursaries Provide financial assistance to students who would otherwise be at risk of not completing. Students from low income families and/or students unable to support themselves sufficiently during their programme of study. Students identified as requiring assistance retained to the end of each academic year & therefore eligible/able to progress. Increased number of at-risk students on programme at the end of each academic year HEI partner activity To provide access to the relevant HEI partner to inspire and support progression to post graduate study or employment All HE students who study on a programme that is linked with a HEI By providing access to the HEI, through visits, liaison with HEI staff and access to student unions and resources, progression and retention are aided. KPIs include:  Destination data;  Feedback from students;  Feedback from HEIs. Dyslexia, Dyscalclua and other identified disability support needs Provide expert support and assistance via trained staff and targeted resources Students identified as dyslexic, dyscalculic, diagnosed as having dyspraxia etc Individual student attainment levels in line with students not diagnosed as dyslexic, dyscalculic, diagnosed as having dyspraxia etc KPIs include:  continuation data,  success,  destinations. Work-based learning projects To provide opportunities for students to gain work place experience and therefore employability skills All programmes where work based learning is appropriate/ applicable By participating in work- based learning projects, students gain employability skills and industry awareness. These activities also aid retention by providing a realistic and engaging experience of the work place, relevant to the programme of study. KPIs include:  Continuation and retention data;  Student feedback;  EE reports;  Employer feedback. Employer feedback has been very positive as demonstrated with the good practice points noted in the College’s recent HER EE reports also praise the high quality of provision and opportunities with these programmes Educational visits To provide enrichment and relevance to HE study by supporting the learning with visits to employers, trade shows, HEIs etc All HE students, with visits relevant to the programme of study Improved understanding of industry and subject area, enriched learning opportunities and a widened educational experience aid student retention and support progression: both through the programme and after graduation. KPIs include:  Continuation and retention data;  Student feedback (Students appreciate and request more visits in their feedback);  EE reports;  Employer feedback. The College has identified, and will continue to find, opportunities to embed more educational visits into its HE provision. Study Support To provide students with additional support and teaching over and above that given as part of their course Students identified as requiring, or desiring, additional academic input to maximise their achievements. Increased grade profile across HE cohort KPIs include:  continuation data;  success;  destinations;  Student feedback. Personal Development Planning Use of the PDP process to enhance student success All HE students Use of the PDP process and output to support students in their success on programme and development of employability skills. Individual success data. Student feedback.

Monitoring and evaluation arrangements. Monitoring of the targets and milestones identified within this Access Agreement is incorporated within the University’s operational and strategic reporting, which ensures that this important area of work is considered appropriately within our decision-making. As a result, performance data on progress against these targets are used by the University Board, Academic Board and its sub- committees, the Senior Leadership Team, Colleges, Schools and Services, as well as by the University’s Access Agreement Working Group. Our Access Agreements are monitored through reports to the university’s Student Experience Committee, which is a sub-committee of Academic Board and is chaired by the Deputy Vice- Chancellor (Academic). The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with our Deputy Principal Vice-Chancellor (Academic). The detailed work to develop our Access Agreements and coordinate evaluation of the impact of work in this area is undertaken by a working group, which is chaired by our Deputy Vice-Chancellor (Academic). This group includes representatives of university services responsible for the operational delivery of the activities described and the Students’ Union. We are continuing to enhance our ability to monitor impacts at the more detailed level, through arrangements to track the progress of students involved in specific initiatives or in receipt of financial support and overall monitoring of any differentials in levels of access, retention, attainment and progression by equality characteristics and other factors known to impact on these aspects of the student lifecycle. As part of this, we are committed to using the ‘closing the gap’ methodology recently developed for OFFA, to ensure that we understand the impact of our financial support arrangements on the success of those of our students who benefit. To date, we have already undertaken significant evaluation of the impact of our financial support and this has led to a complete change in our approach. As referred to in the Financial Support section, above, we have now focused all our financial support on incentivising progression and we require all students in receipt of additional payments to identify how this funding has benefitted them – overwhelmingly these case studies report that such funding makes it possible for them to continue their studies. The primary group of students applying for additional support are parents and others with caring responsibilities and we have tailored support to their needs, for example, making hardship payments during the summer, to prevent them needing to claim benefits and therefore leave their courses. We have recently commenced a longitudinal study to identify the impact of these interventions. We monitor annually the progression of students from HE courses offered through partner organisations to ‘top-up’ courses at UCLan and progression of students from the foundation year programmes. We are aware that a greater proportion of our foundation year students withdraw early and are working to identify any particular groups which may require intervention and support. The University is exploring its institutional data in more detail to identify different aspects of under- representation within the access, success and progression remits to inform our approaches moving forward. As referenced earlier in the document, we also draw on findings from national research and evaluation to ensure we are able to maximise the impact of our activities and resources and support our students effectively in fulfilling their full potential. We are in the process of implementing the HEAT database, and intend to use this to provide longitudinal tracking and enable us to assess the effectiveness and impact of our access and student success initiatives. To support this, we will be taking a research approach to our evaluation and have appointed new members of staff to take this forward. We plan to undertake randomised control trials and will extend this methodology if preliminary data looks promising. As we have referenced throughout this agreement, we regularly collect feedback on the impact of individual initiatives and programmes of activity and take soundings from students on the appropriateness and effectiveness of the support arrangements we have established. We also work closely with the Students Union to ensure the Student Voice is represented within our review and evaluation processes. In designing this access agreement, the university has paid due regard to equality and diversity. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality, diversity and inclusion by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example, we have expanded the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. The study skills and learning support to smooth the transition to higher education embedded within the curriculum are designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of providing equality of opportunity to all, supporting the rights and freedoms of our diverse community and fostering good relations and understanding between groups. We are meeting the specific duties of the Equality Act 2010 and Public Sector Equality Duty (2011) and publishing a breadth of student and staff equality and diversity information at: ▇▇▇.▇▇▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇ Our vision is strongly focused on achieving equality of Higher Education outcomes. Our strategic equality and Curriculum Innovation diversity objectives are responsible as follows:  Enriching our culture of valuing and engaging people – staff and students feel valued and engaged in terms of equality, diversity and inclusion.  Ensuring fair processes and inclusion – enhancing UCLan’s working and study environment; increasing consistency and fairness in all that we do; ensuring our inclusion agenda is more prominent and broadly understood.  Empowering people (protected groups) – empowering staff and students to succeed to the best of their abilities, irrespective of their characteristics.  Embedding diversity, dignity and wellbeing – enhancing the way we embed diversity, dignity and wellbeing in all of our functions and services; ensuring everyone has a role to play in improving our environment, culture and behaviour. In support of this, we continue to lead, participate and engage in a range of internal and external equality networks, activities and events to promote equality, diversity and inclusion. We also strive to achieve a range of external equality awards and accreditations, such as the Equality Challenge Unit (ECU)’s ▇▇▇▇▇▇ ▇▇▇▇ and Race Equality Charter Marks. We currently hold an Institutional ▇▇▇▇▇▇ ▇▇▇▇ Bronze Award and are working towards several other awards. We also hold Stonewall Champions and Mindful Employer accreditations and are a Disability Confident Level 1 employer. This work allows us to focus our attentions to specific protected groups, benefiting both students and staff. We further participate in ECU projects such as our “Increasing Diversity: Recruiting students from under-representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion. This year the delivery Students’ Union developed an Equality, Diversity and monitoring Inclusion (EDI) Strategy and an action plan to improve EDI across the Students’ Union and student-led groups. Representation of underrepresented groups is facilitated through student led forums such as BME forum, Disabled Students Forum and Student Parent Forum. The democratically elected Students’ Council also includes part time officers focusing on the needs of BME, Trans, Lesbian, Gay and Bisexual, Disabled and Women students. In The Union Plan 2016-2020, The Students’ Union has also committed to ‘Provide free membership and guaranteed help for student led groups supporting under represented or socially marginalised identities.’ We undertake regular monitoring, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this Access Agreementavailable to staff to interrogate and inform their approaches. Monitoring E&D Leads in Academic areas monitor performance, benchmark it and evaluation identify areas of progress against under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducing. A University-wide working group is enabling us to take this work forward. By engaging closely with the targets related sector and other HEIs we keep abreast of latest research and findings and share best practice with other HEIs in steps taken to our outreach activities address attainment differences. We are pleased to have been selected to participate in the ECU’s Increasing diversity: recruiting students from underrepresented groups project, through which we will be measured using internal data streams and external data sources via UCAS and HESA, and reported through the Higher Education Strategy Group and Senior Management Team, and ultimately exploring opportunities to the College Governors.14 As part of our existing management processes, data will be attributed transfer methodologies used to each and every activity covered by this agreement and will be collected through two routes: feedback from participants in specific events and increase Muslim student consultationparticipation to other underrepresented groups. Both sets of data will be collated throughout the year and reported through the College’s management structure to ensure that evaluation is embedded in the College’s strategies. This will ensure that evidence We will continue to be used monitor closely and evaluate activities to shape future policy decisions and that consider the activities can be evaluated for their effectiveness in supporting disadvantaged and underrepresented impact on protected equality groups, and if it is found there are any gaps in performance of these demographics, particularly in they do not align with the remainder of the cohort, measures can be, and will be taken to address any differences. Evaluation of progress against the targets will feed into the College’s Equality and Diversity Annual Report and action planning to help prioritise the most effective activities and initiatives. The action plans, will include, but not be limited to, increased oversight, re-allocation of resources such as staff (both teaching and support personnel) and facilities, and the determination of more effective metrics which will allow the earlier identification of any attainment gapshelp inform our work and provide an evidence-base to set future actions. 14 As noted earlier: HE Strategy Group and College governance includes student representation At the time of producing this Access Agreement, the College UCLan is committed to collecting data about, monitoring, evaluating publishing clear and continuing with all of accessible information to existing and prospective students on the fees we intend to charge and the financial support we offer. We do this through the following channels:  ‘Student life’ and ‘Money’ pages on our website  Talks and publications at Open and Applicant Days, and all on or off campus events  Pre-entry information mailings and electronic communications to applicants and enquirers  Public engagement events  Displaying leaflets and guidance information in public places  Staff advising students at recruitment fairs and open days or working with under- represented groups through a wide range of outreach activities. Liaison work We are also committed to providing timely, accurate information to UCAS and the Student Loans Company so they can populate their course databases in good time to inform applicants. Student views are highly valued within UCLan and are sought on a wide variety of matters, through a range of mechanisms including representation on all senior committees, such as Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Executive Team. In compiling this Access Agreement the University has, as with local schools To raise aspirations all previous Agreements, consulted with the Students’ Union and understanding of HE in school-age students to support has valued the raising of attainment levels to maximise opportunities for progression. Teenage students in schools, sixth forms and other colleges within Solihull CollegeSU’s catchment area, targeting in particular the aspirations membership of and attainment of young white males Increased awareness of HE generally, including contributions to the level of qualification necessary for enrolment and progression, increased understanding working group developing the Agreement from the beginning of the accessibility process. The Students’ Union has committed to facilitating regular consultations with defined student groups i.e. mature / care leavers, through setting up student-led forums and networks, with a view to using these groups as sounding boards for access initiatives linked directly to them. Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Stage of HE and the opportunities available to young people. KPIs include:  Applications 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 Socio-economic HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To remain above benchmark for the recruitment of school students to College courses.  Feedback from school students and teachers  data of local young people through College into HE.  Attainment levels of 16 year-olds locally College schemes support To provide financial support to young people from low income families to study at College at FE level and then later progress into HE Students from income families low Increase in the FE participation rates of full time students from low income families and increased staying on rates social classes. Because of those young peopledata fluctuations, into HE  Student data Careers services To provide careers information, advice and guidance in local schools and within the College Teenage students in schools within baseline used is an average over the College’s catchment area and all current College students Increased awareness of career opportunities and routes through HE Increased understanding of the accessibility of HE KPIs include:  Feedback from school students/learners and teachers.  Applications of school students/learners to College courses.  data of local young people through the College into HE. Progression activities within the College To provide focused information and support for progression through FE and into HE for College students Full time College students aged 16past three years (2011/12-19 Increased number of applications to providers of HE (including, but not restricted to, Solihull2013/14). Number No Other (please give details in Description column) 42.3% 45% 45.5% 46% TBC TBC HESA has discontinued this metric and is currently reviewing alternative approaches. We intend to use the new HESA metric, unless this proves unsuitable. T16a_02 Access Low participation neighbourhoods (LPN) HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) To remain above benchmark for the recruitment of UCAS applications from College students. Tutorial programme To provide 1:1 support and target setting for full time students All HE students, with individualised tutorial support for each student Target setting and tutorial support enables and enhances student progress on programme and beyond. Individualised academic and pastoral support aids the retention of students. KPIs include:  continuation data,  success,  destinations (– analysis of the data on progression to postgraduate programmes or employment.) Student feedback is consistently positive, however the College has identified key areas of operation to focus on as a result of collecting and analysing these opinions which includes adding to tutorial provision Scholarships and Bursaries Provide financial assistance to students who would otherwise be at risk of not completing. Students from low income families and/or students unable participation neighbourhood. Because of data fluctuations, the baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 17.4% 19% 19.5% 20% TBC TBC Our current strategic plan extends to support themselves sufficiently during their programme 2020, so we will extend the series of study. Students identified as requiring assistance retained to the end of each academic targets in due course T16a_03 Student success Attainment raising HESA T5 - Projected degree (full-time, first degree entrants) To achieve year & therefore eligible/able to progress. Increased number of at-risk students on programme at the end of each academic year HEI partner activity To provide access to the relevant HEI partner to inspire and support progression to post graduate study or employment All HE students who study on a programme that is linked with a HEI By providing access to the HEI, through visits, liaison with HEI staff and access to student unions and resources, progression and retention are aided. KPIs include:  Destination data;  Feedback from students;  Feedback from HEIs. Dyslexia, Dyscalclua and other identified disability support needs Provide expert support and assistance via trained staff and targeted resources Students identified as dyslexic, dyscalculic, diagnosed as having dyspraxia etc Individual student attainment levels in line with students not diagnosed as dyslexic, dyscalculic, diagnosed as having dyspraxia etc KPIs include:  continuation data,  success,  destinations. Work-based learning projects To provide opportunities for students to gain work place experience and therefore employability skills All programmes where work based learning is appropriate/ applicable By participating in work- based learning projects, students gain employability skills and industry awareness. These activities also aid retention by providing a realistic and engaging experience of the work place, relevant to the programme of study. KPIs include:  Continuation and retention data;  Student feedback;  EE reports;  Employer feedback. Employer feedback has been very positive as demonstrated with the good practice points noted increases in the College’s recent HER EE reports also praise percentage of students expected to complete their degree. Because of data fluctuations, the high quality baseline used is an average over the past three years (2011/12- 2013/14). No Other (please give details in Description column) 77.3% 81% 82% 83% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of provision targets in due course T16a_04 Student success Attainment raising Other statistic - Ethnicity (please give details in the next column) To reduce the attainment gap between BME and opportunities with these programmes Educational visits White students (baseline 2010/11 qualifiers) No Other (please give details in Description column) 16.3% max 10% max 9% max 8% TBC TBC Our current strategic plan extends to 2020, so we will extend the series of targets in due course T16a_05 Progression Other (please give details in Description column) Other statistic - Progression to employment or further study (please give details in the next column) To provide enrichment increase the proportion of full-time first degree leavers in employment/further studies (HESA PI E1a). Baseline 2014/15 leavers (published in 2016). No 2014-15 92.2% 93.7% 94.2% 94.7% 95.2% TBC Our current strategic plan extends to 2020. Whilst this set of targets was develop more recently and relevance to HE study by supporting is therefore over a slightly longer timeframe than the learning with visits to employersothers, trade shows, HEIs etc All HE students, with visits relevant to we do not plan extend the programme series of study Improved understanding of industry and subject area, enriched learning opportunities and targets further until a widened educational experience aid student retention and support progression: both through the programme and after graduation. KPIs include:  Continuation and retention data;  Student feedback (Students appreciate and request more visits in their feedback);  EE reports;  Employer feedback. The College has identified, and will continue to find, opportunities to embed more educational visits into its HE provision. Study Support To provide students with additional support and teaching over and above that given as part of their course Students identified as requiring, or desiring, additional academic input to maximise their achievements. Increased grade profile across HE cohort KPIs include:  continuation data;  success;  destinations;  Student feedback. Personal Development Planning Use of the PDP process to enhance student success All HE students Use of the PDP process and output to support students in their success on programme and development of employability skills. Individual success data. Student feedback.over-arching strategic review is undertaken

Monitoring and evaluation arrangements. Monitoring of the targets and milestones identified within this Access Agreement is addressed on an on-going basis through the use of the University’s management information system, which is updated as new data becomes available (overnight in some cases) and presents key performance data for use by the University Board, Academic Board and its sub-committees, the Senior Leadership Team, Colleges, Schools and Services. In addition, as part of our new strategy, we are enhancing our ability to monitor impacts at the more detailed level, through arrangements to track the progress of students involved in specific initiatives or in receipt of financial support and overall monitoring of any differentials in levels of access, retention, attainment and progression by equality characteristics and other factors known to impact on these aspects of the student lifecycle. As we have referenced throughout this agreement, we regularly collect feedback on the impact of individual initiatives and programmes of activity and take soundings from students on the appropriateness and effectiveness of the support arrangements we have established. We are in the process of purchasing the HEAT database, which will provide longitudinal tracking and enable us to assess the effectiveness and impact of our access and student success initiatives, and we are hoping for this to be in place by September 2016. We monitor annually the progression of students from HE courses offered through partner organisations to ‘top-up’ courses at UCLan and progression of students from the foundation year programmes and are working to identify any particular groups which may require intervention and support. The Deputy Principal University is exploring its institutional data in more detail to identify different aspects of under-representation within the access, success and progression remits to inform our approaches moving forward. As referenced earlier in the document, we also draw on findings from national research and evaluation to ensure we are able to maximise the impact of our activities and resources and support our students effectively in fulfilling their full potential. Our Access Agreements are monitored through reports to the university’s Student Experience Committee, which is a sub-committee of Academic Board and is chaired by the Pro Vice-Chancellor (Student Experience). The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with our Pro Vice-Chancellor, who is also a member of Student Experience Committee. The detailed work to develop our Access Agreements and coordinate evaluation of the impact of work in this area is undertaken by a working group, which is chaired by our Pro Vice-Chancellor. This group includes representatives of university services responsible for the operational delivery of the activities described and the Students’ Union. Operational management and delivery of outreach activity is delegated to the Director of Marketing & Communications; responsibility for student support and careers services is delegated to the Director of LIS; and responsibility for meeting course-level retention targets lies with the Heads of School and Executive Deans, each reporting in to their Executive Team lead. In designing this access agreement, the university has paid due regard to equality and diversity. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality, diversity and inclusion by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example we have expanded the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. The study skills and learning support to smooth the transition to higher education embedded within the curriculum are designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of providing equality of opportunity to all, supporting the rights and freedoms of our diverse community and fostering good relations and understanding between groups. We are meeting the specific duties of the Equality Act 2010 and Public Sector Equality Duty (2011) and publishing a breadth of student and staff equality and diversity information at: ▇▇▇.▇▇▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇ Our vision is strongly focused on achieving equality of Higher Education outcomes. Our strategic equality and Curriculum Innovation diversity plan and objectives are responsible in the process of being reviewed and updated, but are currently:  Monitoring the staff and student diversity profiles.  Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students from diverse groups are on a par with or outperform the delivery wider student body.  Ensuring that staff applications, appointments, satisfaction, retention, progression and monitoring training for staff from diverse groups are on a par with or outperform the wider staff body.  Ensuring that we inspire inclusive learning communities and develop curricula which are accessible, challenging, engaging and meet the needs of diverse groups of students, in terms of design, delivery, content, mode of learning, assessment and achievement.  Ensuring that our approach to developing and implementing interventions is evidence- based, research informed, monitored and evaluated.  Ensuring that all our staff are equipped with skills, training and development programmes to ensure they have the confidence, knowledge and skills to deal with diversity issues on a daily basis.  We celebrate, through multi layered activities and rewards, our diversity and discuss and debate key institutional and sector diversity issues. In support of this, we continue to lead, participate and engage in a range of internal and external equality networks, activities and events to promote equality, diversity and inclusion. We also strive to achieve a range of external equality awards and accreditations, such as the Equality Challenge Unit (ECU)’s ▇▇▇▇▇▇ ▇▇▇▇ and Race Equality Charter Marks. We currently hold an Institutional ▇▇▇▇▇▇ ▇▇▇▇ Bronze Award and are working towards several other awards. We also hold Stonewall Champions, Two Ticks and Mindful Employer accreditations. This work allows us to focus our attentions to specific protected groups, benefiting both students and staff. We further participate in ECU projects such as our pending “Increasing Diversity: Recruiting students from under- representative groups” project. Our Students’ Union is active in its support for equality, diversity and inclusion, with dedicated Officers focusing on the needs of BME, trans, lesbian and gay, disabled and women students. We undertake regular monitoring, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this Access Agreementavailable to staff to interrogate and inform their approaches. Monitoring E&D Leads in Academic areas monitor performance, benchmark it and evaluation identify areas of progress against under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducing. A University-wide working group is enabling us to take this work forward. By engaging closely with the targets related sector and other HEIs we keep abreast of latest research and findings and share best practice with other HEIs in steps taken to our outreach activities address attainment differences. We are pleased to have been selected to participate in the ECU’s Increasing diversity: recruiting students from underrepresented groups project, through which we will be measured using internal data streams exploring opportunities to transfer methodologies used to increase Muslim student participation to other underrepresented groups. We will continue to closely monitor and external data sources via evaluate activities to consider the impact on protected equality groups, which will help inform our work and provide an evidence-base to set future actions. UCLan is committed to publishing clear and accessible information to existing and prospective students on the fees we intend to charge and the financial support we offer. We do this through the following channels:  ‘Student life’ and ‘Money’ pages on our website  Talks and publications at Open and Applicant Days  Pre-entry information mailings and electronic communications to applicants  Public engagement events  Displaying leaflets and guidance information in public places  Staff advising students at recruitment fairs and open days or working with under-represented groups through a wide range of outreach activities. We are also committed to providing timely, accurate information to UCAS and HESAthe Student Loans Company so they can populate their course databases in good time to inform applicants. Student views are highly valued within UCLan and are sought on a wide variety of matters, through a range of mechanisms including representation on all senior committees, including Academic Board and University Board, feedback at course and School level, and reported through meetings between the Higher Education Strategy Group SU and the Senior Management Team. In compiling this Access Agreement the University has, and ultimately to the College Governors.14 As part of our existing management processesas with all previous Agreements, data will be attributed to each and every activity covered by this agreement and will be collected through two routes: feedback from participants in specific events and student consultation. Both sets of data will be collated throughout the year and reported through the College’s management structure to ensure that evaluation is embedded in the College’s strategies. This will ensure that evidence will continue to be used to shape future policy decisions and that the activities can be evaluated for their effectiveness in supporting disadvantaged and underrepresented groups, and if it is found there are any gaps in performance of these demographics, particularly in they do not align consulted with the remainder Students’ Union (SU), but this year the SU has joined the University’s working group and taken an active role in developing the Agreement from the beginning of the cohort, measures can be, and will be taken to address any differences. Evaluation of progress against the targets will feed into the College’s Equality and Diversity Annual Report and action planning to help prioritise the most effective activities and initiativesprocess. The action plans, will include, but not be limited to, increased oversight, re-allocation of resources such as staff (both teaching and support personnel) and facilities, and the determination of more effective metrics which will allow the earlier identification of any attainment gaps. 14 As noted earlier: HE Strategy Group and College governance includes student representation At the time of producing University has valued this Access Agreement, the College is committed to collecting data about, monitoring, evaluating and continuing with all of the following outreach activities. Liaison work with local schools To raise aspirations and understanding of HE in school-age students to support the raising of attainment levels to maximise opportunities for progression. Teenage students in schools, sixth forms and other colleges within Solihull College’s catchment area, targeting in particular the aspirations of and attainment of young white males Increased awareness of HE generally, including the level of qualification necessary for enrolment input and progression, increased understanding of the accessibility of HE and the opportunities available intends to young people. KPIs include:  Applications of school students to College courses.  Feedback from school students and teachers  data of local young people through College into HE.  Attainment levels of 16 year-olds locally College schemes support To provide financial support to young people from low income families to study at College at FE level and then later progress into HE Students from income families low Increase follow this approach in the FE participation rates of students from low income families and increased staying on rates of those young people, into HE  Student data Careers services To provide careers information, advice and guidance in local schools and within the College Teenage students in schools within the College’s catchment area and all current College students Increased awareness of career opportunities and routes through HE Increased understanding of the accessibility of HE KPIs include:  Feedback from school students/learners and teachers.  Applications of school students/learners to College courses.  data of local young people through the College into HE. Progression activities within the College To provide focused information and support for progression through FE and into HE for College students Full time College students aged 16-19 Increased number of applications to providers of HE (including, but not restricted to, Solihull). Number of UCAS applications from College students. Tutorial programme To provide 1:1 support and target setting for students All HE students, with individualised tutorial support for each student Target setting and tutorial support enables and enhances student progress on programme and beyond. Individualised academic and pastoral support aids the retention of students. KPIs include:  continuation data,  success,  destinations (– analysis of the data on progression to postgraduate programmes or employmentfuture years.) Student feedback is consistently positive, however the College has identified key areas of operation to focus on as a result of collecting and analysing these opinions which includes adding to tutorial provision Scholarships and Bursaries Provide financial assistance to students who would otherwise be at risk of not completing. Students from low income families and/or students unable to support themselves sufficiently during their programme of study. Students identified as requiring assistance retained to the end of each academic year & therefore eligible/able to progress. Increased number of at-risk students on programme at the end of each academic year HEI partner activity To provide access to the relevant HEI partner to inspire and support progression to post graduate study or employment All HE students who study on a programme that is linked with a HEI By providing access to the HEI, through visits, liaison with HEI staff and access to student unions and resources, progression and retention are aided. KPIs include:  Destination data;  Feedback from students;  Feedback from HEIs. Dyslexia, Dyscalclua and other identified disability support needs Provide expert support and assistance via trained staff and targeted resources Students identified as dyslexic, dyscalculic, diagnosed as having dyspraxia etc Individual student attainment levels in line with students not diagnosed as dyslexic, dyscalculic, diagnosed as having dyspraxia etc KPIs include:  continuation data,  success,  destinations. Work-based learning projects To provide opportunities for students to gain work place experience and therefore employability skills All programmes where work based learning is appropriate/ applicable By participating in work- based learning projects, students gain employability skills and industry awareness. These activities also aid retention by providing a realistic and engaging experience of the work place, relevant to the programme of study. KPIs include:  Continuation and retention data;  Student feedback;  EE reports;  Employer feedback. Employer feedback has been very positive as demonstrated with the good practice points noted in the College’s recent HER EE reports also praise the high quality of provision and opportunities with these programmes Educational visits To provide enrichment and relevance to HE study by supporting the learning with visits to employers, trade shows, HEIs etc All HE students, with visits relevant to the programme of study Improved understanding of industry and subject area, enriched learning opportunities and a widened educational experience aid student retention and support progression: both through the programme and after graduation. KPIs include:  Continuation and retention data;  Student feedback (Students appreciate and request more visits in their feedback);  EE reports;  Employer feedback. The College has identified, and will continue to find, opportunities to embed more educational visits into its HE provision. Study Support To provide students with additional support and teaching over and above that given as part of their course Students identified as requiring, or desiring, additional academic input to maximise their achievements. Increased grade profile across HE cohort KPIs include:  continuation data;  success;  destinations;  Student feedback. Personal Development Planning Use of the PDP process to enhance student success All HE students Use of the PDP process and output to support students in their success on programme and development of employability skills. Individual success data. Student feedback.

Monitoring and evaluation arrangements. The Deputy Principal and Access Agreement is monitored through reports to the Student Experience Committee which is chaired by the Pro Vice-Chancellor ▇▇▇▇▇ of Higher Education and Curriculum Innovation are responsible ▇▇▇▇▇▇▇▇. The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with ▇▇▇▇▇ ▇▇▇▇▇▇▇, Pro Vice- Chancellor, who is a member of Student Experience Committee. Operational management and delivery of outreach activity is delegated to the Director of Marketing (▇▇▇▇ ▇▇▇▇▇) and monitoring of this Access Agreementresponsibility for meeting course-level retention targets lies with the Deans, reporting in to their Directorate lead. Monitoring and evaluation of progress against the targets related to our outreach activities will be measured using internal data streams and external data sources via UCAS and HESA, and reported milestones identified within the Access Agreement is addressed on an on-going basis through the Higher Education Strategy Group use of the University’s scorecard system, which is updated monthly and presents key performance data to the University Board, Academic Board and its sub-committees, the Senior Management Team, Schools and ultimately Services. In addition to collecting feedback on the impact of individual outreach activities and student success activities, we have commissioned longitudinal research into the experience and progression of Junior University participants into and through HE. We annually monitor the progression of students from HE courses offered through partner organisations to “top-up” courses at UCLan and progression of students from the foundation year programmes. We have also put in place a comprehensive evaluation plan for those aspects of the student experience which we package as the “UCLan Advantage” which includes financial support, personal advice and support, and employability support. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality and diversity by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example we are expanding the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. This is offered at a substantially discounted fee. The study skills and learning to support the transition to higher education embedded within the curriculum is designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of enabling access and providing equality of opportunity to all those who are able to benefit from higher education. In response to the College Governors.14 As part flexibility of the Equality Act 2010 we have included targets within the University’s key strategic document (the Corporate Plan). We believe this is a significant strength and an indication of our existing management processes, data will be attributed commitment to each ensuring that equality and every activity covered by this agreement and will be collected through two routes: feedback from participants in specific events and student consultationdiversity issues are at the centre of the University’s core priorities. Both sets of data will be collated throughout the year and reported through the College’s management structure This approach is also a key lever to ensure that equality and diversity activities are mainstreamed effectively across the University. We are otherwise meeting the specific duties of the Equality Act 2010 by publishing a breadth of student and staff equality and diversity information at: ▇▇▇.▇▇▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇ Our vision is strongly focused on achieving equality of outcomes too. Our strategic equality and diversity objectives, therefore, are:  Monitoring the staff and student diversity profiles.  Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students from diverse groups are on a par with or outperform the wider student body.  Ensuring that staff applications, appointments, satisfaction, retention, progression and training for staff from diverse groups are on a par with or outperform the wider staff body.  Ensuring that we inspire inclusive learning communities and develop curricula which are accessible, challenging, engaging and meet the needs of diverse groups of students, in terms of design, delivery, content, mode of learning, assessment and achievement.  Ensuring that our approach to developing and implementing interventions is evidence- based, research informed, monitored and evaluated.  Ensuring that all our staff are equipped with skills, training and development programmes to ensure they have the confidence, knowledge and skills to deal with diversity issues on a daily basis.  We celebrate, through multi layered activities and rewards, our diversity and discuss and debate key institutional and sector diversity issues. In support of this, we recognise that it is important to set targets in some areas so progress can be achieved more quickly and be monitored tangibly. We undertake regular effective monitoring, build up effective bases, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this available to staff to interrogate and inform their approaches. E&D Leads in Academic areas monitor performance, benchmark it and identify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducing by 2017. A University-wide working group will enable us to take this work forward. By engaging closely with the sector and other HEIs we keep abreast of latest research and findings and share best practice with other HEIs in steps taken to address attainment differences. We will closely monitor and evaluate activities to consider the impact on protected equality groups. We will be setting further equality and diversity targets as our work develops. UCLan provides information on fees and financial support on its “Study_here @” and “fees_and_finance_@” and “bursaries_scholarship@” pages on the website; through talks and publications at Open and Applicant Days; through pre-entry information sent to applicants; through public engagement events; leaflets and guidance information in public places; and through staff advising students at recruitment fairs and open days or working with under-represented groups through a wide range of outreach activities. Student views are highly valued within UCLan and are sought on a wide range of matters, through a range of mechanisms from representation on all senior committees, including Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Management Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union (SU). The SU, though its Officers’ direct involvement in discussions with the group developing the Access Agreement, has fed in views about the student support package. The student view, in particular, that they would wish to see greater use of cash and hardship monies rather than portable financial credits, has led to financial support from 14/15 being in full as cash rather than credits. Feedback from the SU will be sought as part of the evaluation of this financial support and they will be consulted on any future developments or changes. The SU continues to be concerned that mature students are fully supported and as members of the Panel which disburses ▇▇▇▇▇▇ Bursaries has ensured that they are prioritised in allocating funds. The SU itself, recognising the importance of the University’s partnership arrangements as a means of promoting access to HE for mature students, has strengthened its links with key local colleges. The SU is embedded in keen to continue the College’s strategies. This financial support to students previously provided through the Access to Learning Fund and the University will ensure that evidence will continue this support is made available from its Student Opportunity funding The SU is very keen to be used ensure that all possible support is given to shape future policy decisions students in the provision of career enhancing activities such as work placements, internships, subject relevant work experience and that funds are available to make these activities accessible by students from lower socio-economic backgrounds as well as the activities can be evaluated for their effectiveness wider student community. The SU’s view is that they would wish to work in supporting disadvantaged and underrepresented groups, and if it is found there are any gaps in performance of these demographics, particularly in they do not align partnership with the remainder of the cohort, measures can be, University to seek and will be taken to address any differences. Evaluation of progress against the targets will feed into the College’s Equality provide such opportunities and Diversity Annual Report and action planning to help prioritise the most effective activities and initiativesthat financial support is made available. The action plans, will include, but not be limited to, increased oversight, re-allocation relationship of resources such as staff (both teaching and support personnel) and facilities, and the determination all forms of more effective metrics which will allow the earlier identification of any attainment gaps. 14 As noted earlier: HE Strategy Group and College governance includes funded work experience in promoting student representation At the time of producing this Access Agreement, the College is committed to collecting data about, monitoring, evaluating and continuing with all of the following outreach activities. Liaison work with local schools To raise aspirations and understanding of HE in school-age students to support the raising of attainment levels to maximise opportunities for progression. Teenage students in schools, sixth forms and other colleges within Solihull College’s catchment area, targeting in particular the aspirations of and attainment of young white males Increased awareness of HE generally, including the level of qualification necessary for enrolment success and progression, increased understanding through the student lifecycle, into graduate careers will be evaluated. 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 - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To remain at or above benchmark for the recruitment of the accessibility of HE and the opportunities available to young people. KPIs include:  Applications of school students to College courses.  Feedback from school students and teachers  data of local young people through College into HE.  Attainment levels of 16 year-olds locally College schemes support To provide financial support to young people from low income families to study at College at FE level and then later progress into HE Students from income families low Increase in the FE participation rates of full time students from low income families social classes No 2011 (2009/10 data) 39% minimum 39% minimum 39% minimum 39% 2 HESA T1a - Low participation neighbourhoods (POLAR2) (Young, full-time, first degree entrants) To remain at or above benchmark for the recruitment of full time students from low participation neighbourhoods No 2011 (2009/10 data) 16.3% minimum 15.5% minimum 16% minimum 16% 3 HESA T5 - Projected degree (full-time, first degree entrants) To achieve year on year increases in the percentage of students expected to complete their degree No 2010 (2008/09 data) 68.7% 72% 76% 80% 4 Other statistic - Ethnicity (please give details in the next column) To reduce the attainment gap between BME and increased staying White students No 2010/11 qualifiers 16.3% max 14% max 13% max 12% Attainment gap' refers to the difference between the proportion of White students gaining a first or upper second class honours degree and the proportion of BME students gaining a first or upper second class honours degree 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 rates of those young people, into HE  Student data Careers services To provide careers information, advice and guidance in local schools and within the College Teenage students in schools within the College’s catchment area and all current College students Increased awareness of career opportunities and routes through HE Increased understanding of the accessibility of HE KPIs include:  Feedback from school students/learners and teachers.  Applications of school students/learners to College courses.  data of local young people through the College into HE. Progression activities within the College To provide focused information and support for progression through FE and into HE for College students Full time College students aged 16-19 Increased number of applications to providers of HE (including, but not restricted to, Solihull). Number of UCAS applications from College students. Tutorial beneficiaries reached by a particular activity/programme To provide 1:1 support and target setting for students All HE students, with individualised tutorial support for each student Target setting and tutorial support enables and enhances student progress on programme and beyond. Individualised academic and pastoral support aids or the retention of students. KPIs include:  continuation data,  success,  destinations (– analysis of the data on progression to postgraduate programmes or employment.) Student feedback is consistently positive, however the College has identified key areas of operation to focus on as a result of collecting and analysing these opinions which includes adding to tutorial provision Scholarships and Bursaries Provide financial assistance to students who would otherwise be at risk of not completing. Students from low income families and/or students unable to support themselves sufficiently during their programme of study. Students identified as requiring assistance retained to the end of each academic year & therefore eligible/able to progress. Increased number of at-risk students on programme at the end of each academic year HEI partner activity To provide access to the relevant HEI partner to inspire and support progression to post graduate study or employment All HE students who study on a programme that is linked with a HEI By providing access to the HEI, through visits, liaison with HEI staff and access to student unions and resources, progression and retention are aided. KPIs include:  Destination data;  Feedback from students;  Feedback from HEIs. Dyslexia, Dyscalclua and other identified disability support needs Provide expert support and assistance via trained staff and targeted resources Students identified as dyslexic, dyscalculic, diagnosed as having dyspraxia etc Individual student attainment levels in line with students not diagnosed as dyslexic, dyscalculic, diagnosed as having dyspraxia etc KPIs include:  continuation data,  success,  destinations. Work-based learning projects To provide opportunities for students to gain work place experience and therefore employability skills All programmes where work based learning is appropriate/ applicable By participating in work- based learning projects, students gain employability skills and industry awareness. These activities also aid retention by providing a realistic and engaging experience of the work place, relevant to the programme of study. KPIs include:  Continuation and retention data;  Student feedback;  EE reports;  Employer feedback. Employer feedback has been very positive as demonstrated with the good practice points noted in the College’s recent HER EE reports also praise the high quality of provision and opportunities with these programmes Educational visits To provide enrichment and relevance to HE study by supporting the learning with visits to employers, trade shows, HEIs etc All HE students, with visits relevant to the programme of study Improved understanding of industry and subject area, enriched learning opportunities and a widened educational experience aid student retention and support progression: both through the programme and after graduation. KPIs include:  Continuation and retention data;  Student feedback (Students appreciate and request more visits in their feedback);  EE reports;  Employer feedback. The College has identifiedschools worked with, and will continue to findwhat the outcomes were, opportunities to embed more educational visits into its HE provision. Study Support To provide students with additional support and teaching over and above that given as part rather than simply recording the nature/number of their course Students identified as requiring, or desiring, additional academic input to maximise their achievements. Increased grade profile across HE cohort KPIs include:  continuation data;  success;  destinations;  Student feedback. Personal Development Planning Use of the PDP process to enhance student success All HE students Use of the PDP process and output to support students in their success on programme and development of employability skills. Individual success data. Student feedbackactivities.

Monitoring and evaluation arrangements. The Deputy Principal Our SASS (Strategy for Access and Student Success) Committee continues to be the ▇▇▇▇ of Higher Education central point for monitoring and Curriculum Innovation are responsible for evaluating the delivery access and monitoring of this Access Agreementstudent success interventions at the University. Monitoring and evaluation of progress against the targets related to our outreach activities Their work will be measured using internal data streams enhanced by monitoring the impact of the measures described above on all students and external data sources via UCAS also the specific groups of students identified. Access, retention, completion, outcomes and HESA, and reported through the Higher Education Strategy Group and Senior Management Team, and ultimately to the College Governors.14 As part of our existing management processes, employment data will be attributed used to each interrogate work at Faculty, Directorate and every activity covered by this agreement University level. Student evaluation data derived from internal and external surveys will also be used. The SASS Committee is representative of the whole University (including all Directors of Student Experience and the Students’ Union) and will be collected through two routes: feedback receive reports from participants in specific events each section on progress with interventions and student consultationtheir impact and action plans. Both sets of data will be collated throughout the year and reported through the College’s management structure to ensure that evaluation The SASS Committee is embedded in the College’s strategies. This will ensure that evidence will continue to be used to shape future policy decisions and that the activities can be evaluated for their effectiveness in supporting disadvantaged and underrepresented groups, and if it is found there are any gaps in performance of these demographics, particularly in they do not align with the remainder a sub-committee of the cohortUniversity’s Student Experience Committee which in turn reports to Academic Council through to University Court of Governors where the Access Agreement and updates are received and scrutinised. The SASS group also has strong links with other University committees, measures can befor example, and will be taken to address any differences. Evaluation of progress against the targets will feed into the College’s Equality and Diversity Annual Report Committee where targets associated with BME students are monitored. These are reported into the SASS committee for information and action planning to help prioritise the most effective activities and initiativesaction. The action plansEquality and Diversity Committee evaluates the performance of groups identified in the Equality Act 2010 and promotes inclusion across the institution. Chaired by the Director of Human Resources, will includethis committee also reports into the University Student Experience Committee and Academic Council ensuring that senior managers have oversight and strategic management of equality and diversity. The increased use of data has enabled the SASS committee to use an evidence-based approach to evaluate the performance of specific groups across the University and within each Faculty. This has led to the generation of new targets for this Access Agreement that identify the under-performance of specific groups that are classified with protected characteristics under the Equality Act 2010. In relation to outreach the University is a member of the collaborative Higher Education Access Tracker Service (HEAT) which assists members in targeting, but not be limited tomonitoring and evaluating both their individual and their collaborative fair access activities. It allows us to demonstrate outreach participation in relation to success at key transition points, increased oversight, re-allocation collectively exploring best practice in combining qualitative and quantitative research on outreach facilitating the development of resources such as staff (both teaching and support personnel) and facilities, our collaborative work in this area. Membership of the HEAT service assists us to fully understand the patterns of participation in outreach and the determination effectiveness of more effective metrics different types and combinations of outreach, something which will allow is made possible by the earlier identification of any attainment gaps. 14 As noted earlier: HE Strategy Group and College governance includes student representation At the time of producing this Access Agreement, the College is committed to collecting data about, monitoring, evaluating and continuing with all collaborative nature of the following service. We use the HEAT database to record outreach activitiesactivity and can see where individuals have engaged in activities with more than one HEAT university. Liaison work with local schools To raise aspirations Collectively this allows the central HEAT service to analyse the timing and understanding combinations of HE activities that show most impact on enrolment in school-age students to support the raising of attainment levels to maximise opportunities for progression. Teenage students in schools, sixth forms and other colleges within Solihull College’s catchment area, targeting in particular the aspirations of and attainment of young white males Increased awareness of HE generally, including the level of qualification necessary for enrolment and progression, increased understanding of the accessibility of HE and the opportunities available to young people. KPIs include:  Applications of school students to College courses.  Feedback from school students and teachers  data of local young people through College into HE.  Attainment levels of 16 year-olds locally College schemes support To provide financial support to young people from low income families to study at College at FE level and then later progress into HE Students from income families low Increase in the FE participation rates of students from low income families and increased staying on rates of those young people, into HE  Student data Careers services To provide careers information, advice and guidance in local schools and within the College Teenage students in schools within the College’s catchment area and all current College students Increased awareness of career opportunities and routes through HE Increased understanding of the accessibility of HE KPIs include:  Feedback from school students/learners and teachers.  Applications of school students/learners to College courses.  data of local young people through the College into HE. Progression activities within the College To provide focused information and support for progression through FE and into HE for College students Full time College students aged 16-19 Increased number of applications to providers of HE (including, but not restricted to, Solihull). Number of UCAS applications from College students. Tutorial programme To provide 1:1 support and target setting for students All HE students, with individualised tutorial support for each student Target setting and tutorial support enables and enhances student progress on programme and beyond. Individualised academic and pastoral support aids the retention of students. KPIs include:  continuation data,  success,  destinations (– analysis of the data on progression to postgraduate programmes or employment.) Student feedback is consistently positive, however the College has identified key areas of operation to focus on as a result of collecting and analysing these opinions which includes adding to tutorial provision Scholarships and Bursaries Provide financial assistance to students who would otherwise be at risk of not completing. Students from low income families and/or students unable to support themselves sufficiently during their programme of study. Students identified as requiring assistance retained to the end of each academic year & therefore eligible/able to progress. Increased number of at-risk students on programme at the end of each academic year HEI partner activity To provide access to the relevant HEI partner to inspire and support progression to post graduate study or employment All HE students who study on a programme that is linked with a HEI By providing access to the HEI, through visits, liaison with HEI staff and access to student unions and resources, progression and retention are aided. KPIs include:  Destination data;  Feedback from students;  Feedback from HEIs. Dyslexia, Dyscalclua and other identified disability support needs Provide expert support and assistance via trained staff and targeted resources Students identified as dyslexic, dyscalculic, diagnosed as having dyspraxia etc Individual student attainment levels in line with students not diagnosed as dyslexic, dyscalculic, diagnosed as having dyspraxia etc KPIs include:  continuation data,  success,  destinations. Work-based learning projects To provide opportunities for students to gain work place experience and therefore employability skills All programmes where work based learning is appropriate/ applicable By participating in work- based learning projects, students gain employability skills and industry awareness. These activities also aid retention by providing a realistic and engaging experience of the work place, relevant to the programme of study. KPIs include:  Continuation and retention data;  Student feedback;  EE reports;  Employer feedback. Employer feedback has been very positive as demonstrated with the good practice points noted in the College’s recent HER EE reports also praise the high quality of provision and opportunities with these programmes Educational visits To provide enrichment and relevance to HE study by supporting the learning with visits to employers, trade shows, HEIs etc All HE students, with visits relevant to the programme of study Improved understanding of industry and subject area, enriched learning opportunities and a widened educational experience aid student retention and support progression: both through the programme and after graduation. KPIs include:  Continuation and retention data;  Student feedback (Students appreciate and request more visits in their feedback);  EE reports;  Employer feedback. The College has identified, and will continue to find, opportunities to embed more educational visits into its HE provision. Study Support To provide students with additional support and teaching over and above that given as part of their course Students identified as requiring, or desiring, additional academic input to maximise their achievements. Increased grade profile across HE cohort KPIs include:  continuation data;  success;  destinations;  Student feedback. Personal Development Planning Use of the PDP process to enhance student success All HE students Use of the PDP process and output to support students in their success on programme and development of employability skills. Individual success data. Student feedback.

Monitoring and evaluation arrangements. The Deputy Principal and the ▇▇▇▇ of Higher Education and Curriculum Innovation are responsible for the delivery and monitoring of this Access Agreement. Monitoring and evaluation of progress against the targets related to our outreach activities will be measured using internal data streams and external data sources via UCAS and HESA, and reported through the Higher Education Strategy Group and Senior Management Team, and ultimately to the College Governors.14 As part of our existing management processes, data will be attributed to each and every activity covered by this agreement and will be collected through two routes: feedback from participants in specific events and student consultation. Both sets of data will be collated throughout the year and reported through the College’s management structure to ensure that evaluation is embedded in the College’s strategies. This will ensure that evidence will continue to be used to shape future policy decisions and that the activities can be evaluated for their effectiveness in supporting disadvantaged and underrepresented groups, and if it is found there are any gaps in performance of these demographics, particularly in they do not align with the remainder of the cohort, measures can be, and will be taken to address any differences. Evaluation of progress against the targets will feed into the College’s Equality and Diversity Annual Report and action planning to help prioritise the most effective activities and initiatives. The action plans, will include, but not be limited to, increased oversight, re-allocation of resources such as staff (both teaching and support personnel) and facilities, and the determination of more effective metrics which will allow the earlier identification of any attainment gaps. 14 As noted earlier: HE Strategy Group and College governance includes student representation At the time of producing this Access Agreement, the College is committed to collecting data about, monitoring, evaluating and continuing with all of the following outreach activities. Liaison work with local schools To raise aspirations and understanding of HE in school-age students to support the raising of attainment levels to maximise opportunities for progression. Teenage students in schools, sixth forms and other colleges with Level 3 provision within Solihull College’s catchment area, targeting in particular the aspirations of and attainment of young white males area Increased awareness of HE generally, including the level of qualification necessary for enrolment and progression, increased understanding of the accessibility of HE and the opportunities available to young people. people KPIs include:  Applications of school students to College courses.  Feedback from school students and teachers  data of local young people through College into HE.  Attainment levels of 16 year-olds locally College support schemes support To provide financial support to young people from low income families to study at College at FE level and then later progress into HE Students from low income families low Increase in the FE participation rates of students from low income families and increased staying on rates of those young people, into HE  Student data Careers services To provide careers information, advice and guidance in local schools and within the College Teenage students in schools within the College’s catchment area and all current College students Increased awareness of career opportunities and routes through HE Increased understanding of the accessibility of HE KPIs include:  Feedback from school students/learners and teachers.  Applications of school students/learners to College courses.  data of local young people through the College into HE. Progression activities within the College To provide focused information and support for progression through FE and into HE for College students Full time College students aged 16-19 Increased number of applications to providers of HE (including, but not restricted to, Solihull). Number of UCAS applications from College students. Tutorial programme To provide 1:1 support and target setting for students All HE students, with individualised tutorial support for each student Target setting and tutorial support enables and enhances student progress on programme and beyond. Individualised academic and pastoral support aids the retention of students. KPIs include:  continuation data,  success,  destinations (– analysis of the data on progression to postgraduate programmes or employment.) Student feedback is consistently positive, however the College has identified key areas of operation to focus on as a result of collecting and analysing these opinions which includes adding to tutorial provision Scholarships and Bursaries Provide financial assistance to students who would otherwise be at risk of not completing. Students from low income families and/or students unable to support themselves sufficiently during their programme of study. Students identified as requiring assistance retained to the end of each academic year & therefore eligible/able to progress. Increased number of at-risk students on programme at the end of each academic year HEI partner activity To provide access to the relevant HEI partner to inspire and support progression to post graduate study or employment All HE students who study on a programme that is linked with a HEI By providing access to the HEI, through visits, liaison with HEI staff and access to student unions and resources, progression and retention are aided. KPIs include:  Destination data;  Feedback from students;  Feedback from HEIs. Dyslexia, Dyscalclua and other identified disability support needs Provide expert support and assistance via trained staff and targeted resources Students identified as dyslexic, dyscalculic, diagnosed as having dyspraxia etc Individual student attainment levels in line with students not diagnosed as dyslexic, dyscalculic, diagnosed as having dyspraxia etc KPIs include:  continuation data,  success,  destinations. Work-based learning projects To provide opportunities for students to gain work place experience and therefore employability skills All programmes where work based learning is appropriate/ applicable By participating in work- based learning projects, students gain employability skills and industry awareness. These activities also aid retention by providing a realistic and engaging experience of the work place, relevant to the programme of study. KPIs include:  Continuation and retention data;  Student feedback;  EE reports;  Employer feedback. Employer feedback has been very positive as demonstrated with the good practice points noted in the College’s recent HER EE reports also praise the high quality of provision and opportunities with these programmes Educational visits To provide enrichment and relevance to HE study by supporting the learning with visits to employers, trade shows, HEIs etc All HE students, with visits relevant to the programme of study Improved understanding of industry and subject area, enriched learning opportunities and a widened educational experience aid student retention and support progression: both through the programme and after graduation. KPIs include:  Continuation and retention data;  Student feedback (Students appreciate and request more visits in their feedback);  EE reports;  Employer feedback. The College has identified, and will continue to find, opportunities to embed more educational visits into its HE provision. Study Support To provide students with additional support and teaching over and above that given as part of their course Students identified as requiring, or desiring, additional academic input to maximise their achievements. Increased grade profile across HE cohort KPIs include:  continuation data;  success;  destinations;  Student feedback. Personal Development Planning Use of the PDP process to enhance student success All HE students Use of the PDP process and output to support students in their success on programme and development of employability skills. Individual success data. Student feedback.

Monitoring and evaluation arrangements. The Access Agreement is monitored through reports to the Student Experience Committee which is chaired by the Pro Vice-Chancellor (Student Experience), ▇▇▇ ▇▇▇▇▇▇-▇▇▇▇▇▇▇▇. The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with ▇▇▇ ▇▇▇▇▇▇-▇▇▇▇▇▇▇▇, Pro Vice-Chancellor (Student Experience). Operational management and delivery of outreach activity is delegated to the Director of Advancement (▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇) and responsibility for meeting course-level retention targets lies with the Deans of School, reporting in to either the Deputy Principal Vice-Chancellor (Academic) ▇▇▇▇▇▇ ▇▇▇▇▇▇▇ or the Pro Vice-Chancellor (Student Experience) ▇▇▇ ▇▇▇▇▇▇-▇▇▇▇▇▇▇▇. Monitoring of the targets and milestones identified within the Access Agreement is addressed on an on-going basis through the use of the University’s scorecard system, which is updated monthly and presents key performance data to the University Board, Academic Board and its sub-committees, the senior management team, schools and services. In addition to collecting feedback on the impact of individual outreach activities, we have commissioned longitudinal research into the experience and progression of Junior University participants into and through HE. We annually monitor the progression of students from HE courses offered through partner organisations to “top-up” courses at UCLan. We have also put in place a comprehensive evaluation plan for those aspects of the student experience which we package as the “UCLan Advantage” which includes financial support, personal advice and support, and employability support. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Our access agreement is closely linked to our equality and diversity work and we are very keen to further strengthen this as our work in both areas develops and matures. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of enabling access and providing equality of opportunity to all those who are able to benefit from higher education. In response to the flexibility of the Equality Act 2010 we have moved away from outlining our E&D objectives and targets within a separate document i.e. our Single Equality Scheme, to the inclusion of them within the University’s key strategic document (the Corporate Plan). We believe this is a significant strength and an indication of our commitment to ensuring that equality and diversity issues are at the centre of the University’s core priorities. This approach is also a key lever to ensure that equality and diversity activities are mainstreamed effectively across the University. We are otherwise meeting the specific duties of the Equality Act 2010 by publishing a breadth of student and staff equality and diversity information at: ▇▇▇.▇▇▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇ Our vision is strongly focused on achieving equality of outcomes too. Our strategic equality and diversity objectives, therefore, are: • Monitoring the staff and student diversity profiles. • Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students from diverse groups are on a par with the wider student body. • Ensuring that staff applications, appointments, satisfaction, retention, progression and training for staff from diverse groups are on a par with the wider staff body. • Ensuring that our curriculum is inclusive, accessible and meeting the needs of diverse groups of students, in terms of design, delivery and content. • Ensuring that our approach to developing and implementing interventions is evidence- based. • Ensuring that our staff are equipped with skills, training and development programmes to ensure they have the confidence, knowledge and skills to deal with diversity issues on a daily basis. • We celebrate our diversity and discuss and debate key institutional and sector diversity issues. In support of this, we recognise that it is important to set targets in some areas so progress can be achieved more quickly and be monitored tangibly. Our first step to this has been to undertake effective monitoring, build up effective bases, produce meaningful student equality and diversity information across the range of student lifecycle stages. We are achieving this and are now supporting E&D Leads in sixteen Schools to understand that data, benchmark it and identify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to age, disability, gender, ethnicity and socio-economic background. As well as this we have incorporated such analyses in periodic course reviews where any similar trends over a 3-year period can be considered, and where there are any issues the School is prompted to discuss what actions it has planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducing significantly by 2017. We are developing a University-wide working group to enable us to take this work forward. We are engaging closely with the sector and other HEIs to keep abreast of latest research and findings and learning from the work of other HEIs in steps taken within their institutions to address attainment differences. Our intention initially is to evaluate current mainstream interventions and assess the take-up of these services by students from different protected characteristics both to evaluate the effectiveness of their inclusivity and the impact of their work on students from different groups - rather than seek to develop new initiatives. We will closely monitor and evaluate activities to consider the impact on protected equality groups. We will be setting further equality and diversity targets as our work develops. UCLan provides information on fees and financial support on its “Study @” and “Advantage” pages on the website; through talks and publications at Open and Applicant Days; through pre-entry information sent to applicants; and through staff advising students at recruitment fairs and open days or working with under-represented groups through outreach activities. In compiling this Access Agreement the University has consulted with the Students’ Union. Their view that they would like to see a more gradated approach for financial support has been taken on board in differentiating the funding levels according to household income and targeting the greatest level of support to those on incomes below £20,000. Other views about how portable financial credits can be used have been addressed through a reduced use of the credits and a greater use instead of cash and hardship monies. The SU continues to be particularly concerned that mature students are fully supported, and the University has ensured that this has been highlighted as one of the criteria for the ▇▇▇▇▇▇ Bursary Fund. The University’s partnership arrangements are a key vehicle in promoting access for mature students, allowing them to return to study in the supportive environment of Higher Education and Curriculum Innovation are responsible a local college. 1 NS-SEC (HESA Table T1a) To remain at or above benchmark for the delivery and monitoring recruitment of this Access Agreement. Monitoring and evaluation of progress against the targets related to our outreach activities will be measured using internal data streams and external data sources via UCAS and HESA, and reported through the Higher Education Strategy Group and Senior Management Team, and ultimately to the College Governors.14 As part of our existing management processes, data will be attributed to each and every activity covered by this agreement and will be collected through two routes: feedback from participants in specific events and student consultation. Both sets of data will be collated throughout the year and reported through the College’s management structure to ensure that evaluation is embedded in the College’s strategies. This will ensure that evidence will continue to be used to shape future policy decisions and that the activities can be evaluated for their effectiveness in supporting disadvantaged and underrepresented groups, and if it is found there are any gaps in performance of these demographics, particularly in they do not align with the remainder of the cohort, measures can be, and will be taken to address any differences. Evaluation of progress against the targets will feed into the College’s Equality and Diversity Annual Report and action planning to help prioritise the most effective activities and initiatives. The action plans, will include, but not be limited to, increased oversight, re-allocation of resources such as staff (both teaching and support personnel) and facilities, and the determination of more effective metrics which will allow the earlier identification of any attainment gaps. 14 As noted earlier: HE Strategy Group and College governance includes student representation At the full time of producing this Access Agreement, the College is committed to collecting data about, monitoring, evaluating and continuing with all of the following outreach activities. Liaison work with local schools To raise aspirations and understanding of HE in school-age students to support the raising of attainment levels to maximise opportunities for progression. Teenage students in schools, sixth forms and other colleges within Solihull College’s catchment area, targeting in particular the aspirations of and attainment of young white males Increased awareness of HE generally, including the level of qualification necessary for enrolment and progression, increased understanding of the accessibility of HE and the opportunities available to young people. KPIs include:  Applications of school students to College courses.  Feedback from school students and teachers  data of local young people through College into HE.  Attainment levels of 16 year-olds locally College schemes support To provide financial support to young people from low income families to study at College at FE level and then later progress into HE Students from income families low Increase in the FE participation rates of students from low income families social classes No To remain at or above benchmark for the 2011 (2009/10 data) 39% minimum 39% minimum 39% minimum 39% minimum 39% minimum 39% recruitment of full time students from low 2011 (2009/10 minimum 2 LPN (HESA Table T1a) participation neighbourhoods No To achieve year on year increases in the percentage of students expected to data) 16.3% minimum 15% minimum 15% 15.5% minimum 16% minimum 16% 2010 (2008/09 3 Projected outcomes (HESA table T5) complete their degree No data) 68.7% 69% 70% 72% 76% 80% 4 Ethnicity To reduce the attainment gap between BME and increased staying White students No 2010/11 qualifiers 16.3% maximum 16% max 15.5% max 14% max 13% max 12% Attainment gap' refers to the difference between the proportion of White students gaining a first or upper second class honours degree and the proportion of BME tudents gaining a first or upper second class honours degree Alongside applicant and entrant targets, we encourage you to provide targets around your outreach work (including collaborative outreach work where appropriate) or other initiatives to illustrate your progress towards increasing access. These should be measurable outcomes based targets and should focus on rates of those young people, into HE  Student data Careers services To provide careers information, advice and guidance in local schools and within the College Teenage students in schools within the College’s catchment area and all current College students Increased awareness of career opportunities and routes through HE Increased understanding of the accessibility of HE KPIs include:  Feedback from school students/learners and teachers.  Applications of school students/learners to College courses.  data of local young people through the College into HE. Progression activities within the College To provide focused information and support for progression through FE and into HE for College students Full time College students aged 16-19 Increased number of applications to providers of HE (includingpupils reached by a particular activity/programme, but not restricted to, Solihull). Number of UCAS applications from College students. Tutorial programme To provide 1:1 support and target setting for students All HE students, with individualised tutorial support for each student Target setting and tutorial support enables and enhances student progress on programme and beyond. Individualised academic and pastoral support aids the retention of students. KPIs include:  continuation data,  success,  destinations (– analysis of the data on progression to postgraduate programmes or employment.) Student feedback is consistently positive, however the College has identified key areas of operation to focus on as a result of collecting and analysing these opinions which includes adding to tutorial provision Scholarships and Bursaries Provide financial assistance to students who would otherwise be at risk of not completing. Students from low income families and/or students unable to support themselves sufficiently during their programme of study. Students identified as requiring assistance retained to the end of each academic year & therefore eligible/able to progress. Increased number of at-risk students on programme at the end of each academic year HEI partner activity To provide access to the relevant HEI partner to inspire and support progression to post graduate study or employment All HE students who study on a programme that is linked with a HEI By providing access to the HEI, through visits, liaison with HEI staff and access to student unions and resources, progression and retention are aided. KPIs include:  Destination data;  Feedback from students;  Feedback from HEIs. Dyslexia, Dyscalclua and other identified disability support needs Provide expert support and assistance via trained staff and targeted resources Students identified as dyslexic, dyscalculic, diagnosed as having dyspraxia etc Individual student attainment levels in line with students not diagnosed as dyslexic, dyscalculic, diagnosed as having dyspraxia etc KPIs include:  continuation data,  success,  destinations. Work-based learning projects To provide opportunities for students to gain work place experience and therefore employability skills All programmes where work based learning is appropriate/ applicable By participating in work- based learning projects, students gain employability skills and industry awareness. These activities also aid retention by providing a realistic and engaging experience of the work place, relevant to the programme of study. KPIs include:  Continuation and retention data;  Student feedback;  EE reports;  Employer feedback. Employer feedback has been very positive as demonstrated with the good practice points noted in the College’s recent HER EE reports also praise the high quality of provision and opportunities with these programmes Educational visits To provide enrichment and relevance to HE study by supporting the learning with visits to employers, trade shows, HEIs etc All HE students, with visits relevant to the programme of study Improved understanding of industry and subject area, enriched learning opportunities and a widened educational experience aid student retention and support progression: both through the programme and after graduation. KPIs include:  Continuation and retention data;  Student feedback (Students appreciate and request more visits in their feedback);  EE reports;  Employer feedback. The College has identifiedschools worked with, and will continue to findwhat the outcomes were, opportunities to embed more educational visits into its HE provision. Study Support To provide students with additional support and teaching over and above that given as part rather than simply recording the nature/number of their course Students identified as requiring, or desiring, additional academic input to maximise their achievements. Increased grade profile across HE cohort KPIs include:  continuation data;  success;  destinations;  Student feedback. Personal Development Planning Use of the PDP process to enhance student success All HE students Use of the PDP process and output to support students in their success on programme and development of employability skills. Individual success data. Student feedbackactivities.

Monitoring and evaluation arrangements. The Deputy Principal Although our monitoring and evaluation work is led by senior managers at the University, it cuts across a range of strategic committees such as the Student Experience Committee and the Learning, Quality and Standards Committee, ensuring connectivity across the institution. Following a review of the student experience committee, it has been agreed that the monitoring and evaluation of the trends and activity germane to the Access Agreement must also be the responsibility of the Learning, Quality and Standards Committee (LQSC). The LQSC is responsible for academic quality, standards, outcomes, policy and interventions. Thus, henceforth, this committee will receive reports relevant to the Access Agreement, and respond as appropriate. The availability of valid, reliable and credible data is key to understanding and improving performance. UoG is at the forefront of learning analytics work, embracing the potential benefits for students in particular. We have worked in partnership with academics and students to develop a range of resources, including a data warehouse and business intelligence system, a sophisticated student records system, performance dashboards, and an in-house student analytics eco-system (SAE). Available to all staff, these accessible resources enable an evidence-based, proactive approach to the enhancement of learning and teaching. A full programme of work, overseen by the senior University staff has been established to understand the barriers to success facing these students, and in particular the intersectional issues. The principal intervention to date has been a drive to recruit more minority ethnic mentors and to engage employers in encouraging greater involvement with placements and internships. Our work in this area is paying dividends, our ▇▇▇▇ students, especially those students who enter the University with lower tariff scores, with a foundation degree or with other undergraduate qualifications, are achieving first and 2:1 degrees at a level that is above expectation when benchmarked against the rest of the sector. For 2018-19 we are deploying an Impact Officer who will have responsibility to develop our monitoring and evaluation strategy for the university’s access and success projects. Their role will be to have oversight of the access, success, retention and progression projects to assess their impact. Our SASS (Strategy for Access and Student Success) Committee continues to be the central point for monitoring and evaluating the progress with the interventions aligned to the access agreement at the University. The SASS Committee is representative of the whole University (including all Directors of Student Experience and the Students’ Union) and will receive reports from each section on progress with interventions and their impact and action plans. It is a sub-committee of the University’s Student Experience Committee which in turn reports to Academic Council through to University Court of Governors where the Access Agreement, evaluation and monitoring are scrutinised. To track the success of our outreach the University subscribes to the Higher Education and Curriculum Innovation are responsible for Access Tracker (HEAT) service which assists members in targeting, monitoring and evaluating both their individual and their collaborative fair access activities. It allows us to demonstrate outreach participation in relation to success at key transition points, collectively exploring best practice in combining qualitative and quantitative research on outreach facilitating the delivery and monitoring development of our collaborative work in this Access Agreementarea. Monitoring and evaluation All of progress against these arrangements plus the targets related to our outreach activities enhancements described will be measured using internal data streams and external data sources via UCAS and HESA, and reported through the Higher Education Strategy Group and Senior Management Team, and ultimately to the College Governors.14 As part of our existing management processes, data will be attributed to each and every activity covered by this agreement and will be collected through two routes: feedback from participants in specific events and student consultation. Both sets of data will be collated throughout the year and reported through the College’s management structure to ensure that evaluation is embedded in the College’s strategies. This will ensure that evidence will continue to be used to shape future policy decisions and that the activities can be evaluated place for their effectiveness in supporting disadvantaged and underrepresented groups, and if it is found there are any gaps in performance of these demographics, particularly in they do not align with the remainder of the cohort, measures can be, and will be taken to address any differences. Evaluation of progress against the targets will feed into the College’s Equality and Diversity Annual Report and action planning to help prioritise the most effective activities and initiatives. The action plans, will include, but not be limited to, increased oversight, re2018-allocation of resources such as staff (both teaching and support personnel) and facilities, and the determination of more effective metrics which will allow the earlier identification of any attainment gaps. 14 As noted earlier: HE Strategy Group and College governance includes student representation At the time of producing this Access Agreement, the College is committed to collecting data about, monitoring, evaluating and continuing with all of the following outreach activities. Liaison work with local schools To raise aspirations and understanding of HE in school-age students to support the raising of attainment levels to maximise opportunities for progression. Teenage students in schools, sixth forms and other colleges within Solihull College’s catchment area, targeting in particular the aspirations of and attainment of young white males Increased awareness of HE generally, including the level of qualification necessary for enrolment and progression, increased understanding of the accessibility of HE and the opportunities available to young people. KPIs include:  Applications of school students to College courses.  Feedback from school students and teachers  data of local young people through College into HE.  Attainment levels of 16 year-olds locally College schemes support To provide financial support to young people from low income families to study at College at FE level and then later progress into HE Students from income families low Increase in the FE participation rates of students from low income families and increased staying on rates of those young people, into HE  Student data Careers services To provide careers information, advice and guidance in local schools and within the College Teenage students in schools within the College’s catchment area and all current College students Increased awareness of career opportunities and routes through HE Increased understanding of the accessibility of HE KPIs include:  Feedback from school students/learners and teachers.  Applications of school students/learners to College courses.  data of local young people through the College into HE. Progression activities within the College To provide focused information and support for progression through FE and into HE for College students Full time College students aged 16-19 Increased number of applications to providers of HE (including, but not restricted to, Solihull). Number of UCAS applications from College students. Tutorial programme To provide 1:1 support and target setting for students All HE students, with individualised tutorial support for each student Target setting and tutorial support enables and enhances student progress on programme and beyond. Individualised academic and pastoral support aids the retention of students. KPIs include:  continuation data,  success,  destinations (– analysis of the data on progression to postgraduate programmes or employment19.) Student feedback is consistently positive, however the College has identified key areas of operation to focus on as a result of collecting and analysing these opinions which includes adding to tutorial provision Scholarships and Bursaries Provide financial assistance to students who would otherwise be at risk of not completing. Students from low income families and/or students unable to support themselves sufficiently during their programme of study. Students identified as requiring assistance retained to the end of each academic year & therefore eligible/able to progress. Increased number of at-risk students on programme at the end of each academic year HEI partner activity To provide access to the relevant HEI partner to inspire and support progression to post graduate study or employment All HE students who study on a programme that is linked with a HEI By providing access to the HEI, through visits, liaison with HEI staff and access to student unions and resources, progression and retention are aided. KPIs include:  Destination data;  Feedback from students;  Feedback from HEIs. Dyslexia, Dyscalclua and other identified disability support needs Provide expert support and assistance via trained staff and targeted resources Students identified as dyslexic, dyscalculic, diagnosed as having dyspraxia etc Individual student attainment levels in line with students not diagnosed as dyslexic, dyscalculic, diagnosed as having dyspraxia etc KPIs include:  continuation data,  success,  destinations. Work-based learning projects To provide opportunities for students to gain work place experience and therefore employability skills All programmes where work based learning is appropriate/ applicable By participating in work- based learning projects, students gain employability skills and industry awareness. These activities also aid retention by providing a realistic and engaging experience of the work place, relevant to the programme of study. KPIs include:  Continuation and retention data;  Student feedback;  EE reports;  Employer feedback. Employer feedback has been very positive as demonstrated with the good practice points noted in the College’s recent HER EE reports also praise the high quality of provision and opportunities with these programmes Educational visits To provide enrichment and relevance to HE study by supporting the learning with visits to employers, trade shows, HEIs etc All HE students, with visits relevant to the programme of study Improved understanding of industry and subject area, enriched learning opportunities and a widened educational experience aid student retention and support progression: both through the programme and after graduation. KPIs include:  Continuation and retention data;  Student feedback (Students appreciate and request more visits in their feedback);  EE reports;  Employer feedback. The College has identified, and will continue to find, opportunities to embed more educational visits into its HE provision. Study Support To provide students with additional support and teaching over and above that given as part of their course Students identified as requiring, or desiring, additional academic input to maximise their achievements. Increased grade profile across HE cohort KPIs include:  continuation data;  success;  destinations;  Student feedback. Personal Development Planning Use of the PDP process to enhance student success All HE students Use of the PDP process and output to support students in their success on programme and development of employability skills. Individual success data. Student feedback.

Monitoring and evaluation arrangements. The Deputy Principal and Access Agreement is monitored through reports to the Student Experience Committee which is chaired by the Pro Vice-Chancellor (Student Experience) ▇▇▇ ▇▇▇▇▇▇. The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with ▇▇▇▇▇ ▇▇▇▇▇▇▇, Pro Vice-Chancellor, who is a member of Higher Education Student Experience Committee. Operational management and Curriculum Innovation are responsible delivery of outreach activity is delegated to the Director of Marketing (▇▇▇▇ ▇▇▇▇▇) and responsibility for meeting course-level retention targets lies with the delivery Heads of School and monitoring of this Access AgreementExecutive Deans, reporting in to their Directorate lead. Monitoring and evaluation of progress against the targets related to our outreach activities will be measured using internal data streams and external data sources via UCAS and HESA, and reported milestones identified within the Access Agreement is addressed on an on-going basis through the Higher Education Strategy Group use of the University’s management information system, which is updated as new data becomes available (overnight in some cases) and presents key performance data for use by the University Board, Academic Board and its sub-committees, the Senior Management Team, Schools and ultimately Services. In addition to collecting feedback on the impact of individual outreach activities and student success activities, we have commissioned longitudinal research into the experience and progression of Junior University participants into and through HE. We annually monitor the progression of students from HE courses offered through partner organisations to “top-up” courses at UCLan and progression of students from the foundation year programmes. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality and diversity by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example we are expanding the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. This is offered at a substantially discounted fee. The study skills and learning to support the transition to higher education embedded within the curriculum is designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of enabling access and providing equality of opportunity to all those who are able to benefit from higher education. In response to the College Governors.14 As part flexibility of the Equality Act 2010 we have included targets within the University’s key strategic document (the Annual Plan). We believe this is a significant strength and an indication of our existing management processes, data will be attributed commitment to each ensuring that equality and every activity covered by this agreement and will be collected through two routes: feedback from participants in specific events and student consultationdiversity issues are at the centre of the University’s core priorities. Both sets of data will be collated throughout the year and reported through the College’s management structure This approach is also a key lever to ensure that evaluation equality and diversity activities are mainstreamed effectively across the University. We are otherwise meeting the specific duties of the Equality Act 2010 by publishing a breadth of student and staff equality and diversity information at: ▇▇▇.▇▇▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇ Our vision is embedded in the College’s strategiesstrongly focused on achieving equality of outcomes too. This will ensure that evidence will continue Our strategic equality and diversity objectives are about to be used reviewed, but are currently: • Monitoring the staff and student diversity profiles. • Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students from diverse groups are on a par with or outperform the wider student body. • Ensuring that staff applications, appointments, satisfaction, retention, progression and training for staff from diverse groups are on a par with or outperform the wider staff body. • Ensuring that we inspire inclusive learning communities and develop curricula which are accessible, challenging, engaging and meet the needs of diverse groups of students, in terms of design, delivery, content, mode of learning, assessment and achievement. • Ensuring that our approach to shape future policy decisions developing and implementing interventions is evidence- based, research informed, monitored and evaluated. • Ensuring that all our staff are equipped with skills, training and development programmes to ensure they have the confidence, knowledge and skills to deal with diversity issues on a daily basis. • We celebrate, through multi layered activities and rewards, our diversity and discuss and debate key institutional and sector diversity issues. In support of this, we recognise that it is important to set targets in some areas so that progress can be evaluated for achieved more quickly and be monitored tangibly. We undertake regular effective monitoring, build up effective bases, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this available to staff to interrogate and inform their effectiveness approaches. E&D Leads in supporting disadvantaged Academic areas monitor performance, benchmark it and underrepresented groupsidentify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and if it socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducing by 2017. A University-wide working group is found there are any gaps in performance of these demographics, particularly in they do not align enabling us to take this work forward. By engaging closely with the remainder sector and other HEIs we keep abreast of the cohort, measures can be, latest research and will be findings and share best practice with other HEIs in steps taken to address any attainment differences. Evaluation We will closely monitor and evaluate activities to consider the impact on protected equality groups. We will be setting further equality and diversity targets as our work develops. UCLan provides information on fees and financial support on its “Study here @” and “fees and finance @” and “bursaries scholarship @” pages on the website; through talks and publications at Open and Applicant Days; through pre-entry information sent to applicants; through public engagement events; leaflets and guidance information in public places; and through staff advising students at recruitment fairs and open days or working with under-represented groups through a wide range of progress against the targets will feed into the College’s Equality and Diversity Annual Report and action planning to help prioritise the most effective activities and initiatives. The action plans, will include, but not be limited to, increased oversight, re-allocation of resources such as staff (both teaching and support personnel) and facilities, and the determination of more effective metrics which will allow the earlier identification of any attainment gaps. 14 As noted earlier: HE Strategy Group and College governance includes student representation At the time of producing this Access Agreement, the College is committed to collecting data about, monitoring, evaluating and continuing with all of the following outreach activities. Liaison Student views are highly valued within UCLan and are sought on a wide range of matters, through a range of mechanisms from representation on all senior committees, including Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Management Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union (SU). Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Please select target type from the drop-down menu Description (500 characters maximum) Is this 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) Alongside applicant and entrant targets, we encourage you to provide targets around outreach and student success work with local schools To raise aspirations (including collaborative work where appropriate) or other initiatives to illustrate your progress towards increasing access, student success and understanding of HE in school-age students to support the raising of attainment levels to maximise opportunities for progression. Teenage students in schools, sixth forms These should be measurable outcomes ‐based targets and other colleges within Solihull College’s catchment area, targeting in particular should focus on the aspirations of and attainment of young white males Increased awareness of HE generally, including the level of qualification necessary for enrolment and progression, increased understanding of the accessibility of HE and the opportunities available to young people. KPIs include:  Applications of school students to College courses.  Feedback from school students and teachers  data of local young people through College into HE.  Attainment levels of 16 year-olds locally College schemes support To provide financial support to young people from low income families to study at College at FE level and then later progress into HE Students from income families low Increase in the FE participation rates of students from low income families and increased staying on rates of those young people, into HE  Student data Careers services To provide careers information, advice and guidance in local schools and within the College Teenage students in schools within the College’s catchment area and all current College students Increased awareness of career opportunities and routes through HE Increased understanding of the accessibility of HE KPIs include:  Feedback from school students/learners and teachers.  Applications of school students/learners to College courses.  data of local young people through the College into HE. Progression activities within the College To provide focused information and support for progression through FE and into HE for College students Full time College students aged 16-19 Increased number of applications to providers of HE (including, but not restricted to, Solihull). Number of UCAS applications from College students. Tutorial beneficiaries reached by a particular activity/programme To provide 1:1 support and target setting for students All HE students, with individualised tutorial support for each student Target setting and tutorial support enables and enhances student progress on programme and beyond. Individualised academic and pastoral support aids or the retention of students. KPIs include:  continuation data,  success,  destinations (– analysis of the data on progression to postgraduate programmes or employment.) Student feedback is consistently positive, however the College has identified key areas of operation to focus on as a result of collecting and analysing these opinions which includes adding to tutorial provision Scholarships and Bursaries Provide financial assistance to students who would otherwise be at risk of not completing. Students from low income families and/or students unable to support themselves sufficiently during their programme of study. Students identified as requiring assistance retained to the end of each academic year & therefore eligible/able to progress. Increased number of at-risk students on programme at the end of each academic year HEI partner activity To provide access to the relevant HEI partner to inspire and support progression to post graduate study or employment All HE students who study on a programme that is linked with a HEI By providing access to the HEI, through visits, liaison with HEI staff and access to student unions and resources, progression and retention are aided. KPIs include:  Destination data;  Feedback from students;  Feedback from HEIs. Dyslexia, Dyscalclua and other identified disability support needs Provide expert support and assistance via trained staff and targeted resources Students identified as dyslexic, dyscalculic, diagnosed as having dyspraxia etc Individual student attainment levels in line with students not diagnosed as dyslexic, dyscalculic, diagnosed as having dyspraxia etc KPIs include:  continuation data,  success,  destinations. Work-based learning projects To provide opportunities for students to gain work place experience and therefore employability skills All programmes where work based learning is appropriate/ applicable By participating in work- based learning projects, students gain employability skills and industry awareness. These activities also aid retention by providing a realistic and engaging experience of the work place, relevant to the programme of study. KPIs include:  Continuation and retention data;  Student feedback;  EE reports;  Employer feedback. Employer feedback has been very positive as demonstrated with the good practice points noted in the College’s recent HER EE reports also praise the high quality of provision and opportunities with these programmes Educational visits To provide enrichment and relevance to HE study by supporting the learning with visits to employers, trade shows, HEIs etc All HE students, with visits relevant to the programme of study Improved understanding of industry and subject area, enriched learning opportunities and a widened educational experience aid student retention and support progression: both through the programme and after graduation. KPIs include:  Continuation and retention data;  Student feedback (Students appreciate and request more visits in their feedback);  EE reports;  Employer feedback. The College has identifiedschools worked with, and will continue to findwhat the outcomes were, opportunities to embed more educational visits into its HE provision. Study Support To provide students with additional support and teaching over and above that given as part rather than simply recording the nature/number of their course Students identified as requiring, or desiring, additional academic input to maximise their achievements. Increased grade profile across HE cohort KPIs include:  continuation data;  success;  destinations;  Student feedback. Personal Development Planning Use of the PDP process to enhance student success All HE students Use of the PDP process and output to support students in their success on programme and development of employability skills. Individual success data. Student feedbackactivities.

Monitoring and evaluation arrangements. The Deputy Principal We will continue to monitor the above targets on an annual basis, as part of the re-submission of the Access Agreement. Evaluation of our core and collaborative outreach, using quantitative and qualitative methods, will be conducted both internally and potentially as a combined research project with our HEI partners. g. Bristol’s Widening Participation Research Cluster13) and undertake funded research in widening access to increase our capacity in this area. Our outreach evaluation plan has four main elements: collection of learner data to monitor engagement of our target groups; formative and summative evaluation of activities to assess their impact and enhance their effectiveness; tracking students taking part in high intensity activities to assess longer term impact; and small scale qualitative projects with learners in key year groups to provide in-depth understanding of the barriers and to inform future outreach activities. In order to better assess the long term impact of our outreach activity and the success of our collaborative activities such as the Universities Outreach Partnership we have subscribed to the Higher Education Access Tracker (HEAT) service. Measures of effectiveness in relation to supporting the retention and achievement of students from under-represented groups will continue to include completion rates, academic achievement, participation in extra-curricular activities and development, progression to graduate-level employment and/or postgraduate study, and whether they would recommend this institution to other students from under-represented groups. A mix of quantitative and 13 ▇▇▇▇ of Higher Education .▇▇▇▇▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇/▇▇▇/▇▇▇▇-▇▇▇▇▇▇/▇▇▇▇/ qualitative measures are being developed, monitored and Curriculum Innovation are responsible for the delivery and monitoring of this Access Agreement. Monitoring and evaluation of progress against the targets related to our outreach activities will be measured using internal data streams and external data sources via UCAS and HESA, and reported through the Higher Education Strategy Group and Senior Management Team, and ultimately to the College Governors.14 As part of our existing management processes, data will be attributed to each and every activity covered by this agreement and will be collected through two routes: feedback from participants in specific events and student consultation. Both sets of data will be collated reviewed throughout the year and reported through the College’s management structure to ensure individual student's experience, so that evaluation is embedded in the College’s strategiesindividual adjustments can be made, as well as broader lessons learned. This will ensure that evidence will continue include specific investigations such as: the evaluation of activities to be used enhance induction and first year experience; degree attainment for Black and Minority Ethnic Groups; and the impact of placements on degree attainment and employment destination. New data collection systems designed to shape future policy decisions increase our understanding of participation patterns at Faculty and that the activities can be evaluated for their effectiveness Departmental level were established in supporting disadvantaged and underrepresented groups, and if it is found there are any gaps in performance of these demographics, particularly in they do not align with the remainder of the cohort, measures can be2012, and will be taken monitored, to address any differences. Evaluation of progress against the targets will feed into the College’s Equality and Diversity Annual Report and action planning to help prioritise the most effective activities and initiatives. The action planscheck our progress, will include, but not be limited to, increased oversight, re-allocation of resources such as staff (both teaching and support personnel) and facilitiesdevelop appropriate targets, and also to inform the determination development of more effective metrics which subject- based outreach strategies. We will allow closely monitor the earlier identification participation and retention rates of any attainment gapsmature students (over 21, and over 25); those with vocational qualifications; care leavers; those from black and minority ethnic groups; and students with disabilities to evaluate the effectiveness of our outreach and admissions strategies in reaching these groups. 14 As noted earlier: HE Strategy Group We will also monitor and College governance includes student representation At research the time situation with regard to the progression of producing this Access Agreement, under- represented groups to postgraduate degrees. Research for the College is committed to collecting data about, monitoring, evaluating and continuing with all of the following outreach activities. Liaison work with local schools To raise aspirations and understanding of HE in school-age students to support the raising of attainment levels to maximise opportunities for progression. Teenage students in schools, sixth forms and other colleges within Solihull College’s catchment area, targeting in particular the aspirations of and attainment of young white males Increased awareness of HE generally, including the level of qualification necessary for enrolment and progression, increased understanding of the accessibility of HE and the opportunities available to young people. KPIs include:  Applications of school students to College courses.  Feedback from school students and teachers  data of local young people through College into HE.  Attainment levels of 16 year-olds locally College schemes support To provide financial support to young people from low income families to study at College at FE level and then later progress into HE Students from income families low Increase HEA found that while social class alone was not a significant factor in the FE participation rates decision to continue beyond a first degree other factors were: “family experience of students from low income families and increased staying higher education had an important effect on rates of those young people, into HE  Student data Careers services To provide careers information, advice and guidance the respondents’ decisions. This was further conflated with some ethnic groups.”14 Over time this could result in local schools and within the College Teenage students a new social divide which would be detrimental to our aim for a diverse student population. Research in schools within the College’s catchment this area and all current College students Increased awareness of career opportunities and routes through HE Increased understanding of the accessibility of HE KPIs include:  Feedback from school students/learners and teachers.  Applications of school students/learners to College courses.  data of local young people through the College into HE. Progression activities within the College To provide focused information and support for progression through FE and into HE for College students Full time College students aged 16-19 Increased number of applications to providers of HE (including, but not restricted to, Solihull). Number of UCAS applications from College students. Tutorial programme To provide 1:1 support and target setting for students All HE students, with individualised tutorial support for each student Target setting and tutorial support enables and enhances student progress on programme and beyond. Individualised academic and pastoral support aids the retention of students. KPIs include:  continuation data,  success,  destinations (– analysis of the data on progression to postgraduate programmes or employment.) Student feedback is consistently positive, however the College has identified key areas of operation to will focus on as a result of collecting and analysing these opinions which includes adding identifying strategies to tutorial provision Scholarships and Bursaries Provide financial assistance to students who would otherwise be at risk of not completing. Students from low income families and/or students unable to support themselves sufficiently during their programme of study. Students identified as requiring assistance retained to the end of each academic year & therefore eligible/able to progress. Increased number of at-risk students on programme at the end of each academic year HEI partner activity To provide access to the relevant HEI partner to inspire and support progression to post graduate study or employment All HE students who study on a programme that is linked with a HEI By providing access to the HEI, through visits, liaison with HEI staff and access to student unions and resources, progression and retention are aided. KPIs include:  Destination data;  Feedback from students;  Feedback from HEIs. Dyslexia, Dyscalclua and other identified disability support needs Provide expert support and assistance via trained staff and targeted resources Students identified as dyslexic, dyscalculic, diagnosed as having dyspraxia etc Individual student attainment levels in line with students not diagnosed as dyslexic, dyscalculic, diagnosed as having dyspraxia etc KPIs include:  continuation data,  success,  destinations. Work-based learning projects To provide opportunities for students to gain work place experience and therefore employability skills All programmes where work based learning is appropriate/ applicable By participating in work- based learning projects, students gain employability skills and industry awareness. These activities also aid retention by providing a realistic and engaging experience of the work place, relevant to the programme of study. KPIs include:  Continuation and retention data;  Student feedback;  EE reports;  Employer feedback. Employer feedback has been very positive as demonstrated with the good practice points noted in the College’s recent HER EE reports also praise the high quality of provision and opportunities with these programmes Educational visits To provide enrichment and relevance to HE study by supporting the learning with visits to employers, trade shows, HEIs etc All HE students, with visits relevant to the programme of study Improved understanding of industry and subject area, enriched learning opportunities and a widened educational experience aid student retention and support progression: both through the programme and after graduation. KPIs include:  Continuation and retention data;  Student feedback (Students appreciate and request more visits in their feedback);  EE reports;  Employer feedback. The College has identified, and will continue to find, opportunities to embed more educational visits into its HE provision. Study Support To provide students with additional support and teaching over and above that given as part of their course Students identified as requiring, or desiring, additional academic input to maximise their achievements. Increased grade profile across HE cohort KPIs include:  continuation data;  success;  destinations;  Student feedback. Personal Development Planning Use of the PDP process to enhance student success All HE students Use of the PDP process and output to support students in their success on programme and development of employability skills. Individual success data. Student feedbackencourage wider participation.

Monitoring and evaluation arrangements. The Deputy Principal and Access Agreement is monitored through reports to the Student Experience Committee which is chaired by the Pro Vice-Chancellor ▇▇▇▇▇ of Higher Education and Curriculum Innovation are responsible ▇▇▇▇▇▇▇▇. The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with ▇▇▇▇▇ ▇▇▇▇▇▇▇, Pro Vice- Chancellor, who is a member of Student Experience Committee. Operational management and delivery of outreach activity is delegated to the Director of Marketing (▇▇▇▇ ▇▇▇▇▇) and monitoring of this Access Agreementresponsibility for meeting course-level retention targets lies with the Deans, reporting in to their Directorate lead. Monitoring and evaluation of progress against the targets related to our outreach activities will be measured using internal data streams and external data sources via UCAS and HESA, and reported milestones identified within the Access Agreement is addressed on an on-going basis through the Higher Education Strategy Group use of the University’s scorecard system, which is updated monthly and presents key performance data to the University Board, Academic Board and its sub-committees, the Senior Management Team, Schools and ultimately Services. In addition to collecting feedback on the impact of individual outreach activities and student success activities, we have commissioned longitudinal research into the experience and progression of Junior University participants into and through HE. We annually monitor the progression of students from HE courses offered through partner organisations to “top-up” courses at UCLan and progression of students from the foundation year programmes. We have also put in place a comprehensive evaluation plan for those aspects of the student experience which we package as the “UCLan Advantage” which includes financial support, personal advice and support, and employability support. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality and diversity by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example we are expanding the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. This is offered at a substantially discounted fee. The study skills and learning to support the transition to higher education embedded within the curriculum is designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of enabling access and providing equality of opportunity to all those who are able to benefit from higher education. In response to the College Governors.14 As part flexibility of the Equality Act 2010 we have included targets within the University’s key strategic document (the Corporate Plan). We believe this is a significant strength and an indication of our existing management processes, data will be attributed commitment to each ensuring that equality and every activity covered by this agreement and will be collected through two routes: feedback from participants in specific events and student consultationdiversity issues are at the centre of the University’s core priorities. Both sets of data will be collated throughout the year and reported through the College’s management structure This approach is also a key lever to ensure that equality and diversity activities are mainstreamed effectively across the University. We are otherwise meeting the specific duties of the Equality Act 2010 by publishing a breadth of student and staff equality and diversity information at: ▇▇▇.▇▇▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇ Our vision is strongly focused on achieving equality of outcomes too. Our strategic equality and diversity objectives, therefore, are: • Monitoring the staff and student diversity profiles. • Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students from diverse groups are on a par with or outperform the wider student body. • Ensuring that staff applications, appointments, satisfaction, retention, progression and training for staff from diverse groups are on a par with or outperform the wider staff body. • Ensuring that we inspire inclusive learning communities and develop curricula which are accessible, challenging, engaging and meet the needs of diverse groups of students, in terms of design, delivery, content, mode of learning, assessment and achievement. • Ensuring that our approach to developing and implementing interventions is evidence- based, research informed, monitored and evaluated. • Ensuring that all our staff are equipped with skills, training and development programmes to ensure they have the confidence, knowledge and skills to deal with diversity issues on a daily basis. • We celebrate, through multi layered activities and rewards, our diversity and discuss and debate key institutional and sector diversity issues. In support of this, we recognise that it is important to set targets in some areas so progress can be achieved more quickly and be monitored tangibly. We undertake regular effective monitoring, build up effective bases, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this available to staff to interrogate and inform their approaches. E&D Leads in Academic areas monitor performance, benchmark it and identify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducing by 2017. A University-wide working group will enable us to take this work forward. By engaging closely with the sector and other HEIs we keep abreast of latest research and findings and share best practice with other HEIs in steps taken to address attainment differences. We will closely monitor and evaluate activities to consider the impact on protected equality groups. We will be setting further equality and diversity targets as our work develops. UCLan provides information on fees and financial support on its “Study_here @” and “fees_and_finance_@” and “bursaries_scholarship@” pages on the website; through talks and publications at Open and Applicant Days; through pre-entry information sent to applicants; through public engagement events; leaflets and guidance information in public places; and through staff advising students at recruitment fairs and open days or working with under-represented groups through a wide range of outreach activities. Student views are highly valued within UCLan and are sought on a wide range of matters, through a range of mechanisms from representation on all senior committees, including Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Management Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union (SU). The SU, though its Officers’ direct involvement in discussions with the group developing the Access Agreement, has fed in views about the student support package. The student view, in particular, that they would wish to see greater use of cash and hardship monies rather than portable financial credits, has led to financial support from 14/15 being in full as cash rather than credits. Feedback from the SU will be sought as part of the evaluation of this financial support and they will be consulted on any future developments or changes. The SU continues to be concerned that mature students are fully supported and as members of the Panel which disburses ▇▇▇▇▇▇ Bursaries has ensured that they are prioritised in allocating funds. The SU itself, recognising the importance of the University’s partnership arrangements as a means of promoting access to HE for mature students, has strengthened its links with key local colleges. The SU is embedded in keen to continue the College’s strategies. This financial support to students previously provided through the Access to Learning Fund and the University will ensure that evidence will continue this support is made available from its Student Opportunity funding The SU is very keen to be used ensure that all possible support is given to shape future policy decisions students in the provision of career enhancing activities such as work placements, internships, subject relevant work experience and that funds are available to make these activities accessible by students from lower socio-economic backgrounds as well as the activities can be evaluated for their effectiveness wider student community. The SU’s view is that they would wish to work in supporting disadvantaged and underrepresented groups, and if it is found there are any gaps in performance of these demographics, particularly in they do not align partnership with the remainder of the cohort, measures can be, University to seek and will be taken to address any differences. Evaluation of progress against the targets will feed into the College’s Equality provide such opportunities and Diversity Annual Report and action planning to help prioritise the most effective activities and initiativesthat financial support is made available. The action plans, will include, but not be limited to, increased oversight, re-allocation relationship of resources such as staff (both teaching and support personnel) and facilities, and the determination all forms of more effective metrics which will allow the earlier identification of any attainment gaps. 14 As noted earlier: HE Strategy Group and College governance includes funded work experience in promoting student representation At the time of producing this Access Agreement, the College is committed to collecting data about, monitoring, evaluating and continuing with all of the following outreach activities. Liaison work with local schools To raise aspirations and understanding of HE in school-age students to support the raising of attainment levels to maximise opportunities for progression. Teenage students in schools, sixth forms and other colleges within Solihull College’s catchment area, targeting in particular the aspirations of and attainment of young white males Increased awareness of HE generally, including the level of qualification necessary for enrolment success and progression, increased understanding through the student lifecycle, into graduate careers will be evaluated. Access agreement 2015-16 resource plan (submission 1st May 2014) (Table 7) Targets and milestones 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 - NS-SEC classes 4-7 (Young, full-time, first degree entrants) To remain at or above benchmark for the recruitment of the accessibility of HE and the opportunities available to young people. KPIs include:  Applications of school students to College courses.  Feedback from school students and teachers  data of local young people through College into HE.  Attainment levels of 16 year-olds locally College schemes support To provide financial support to young people from low income families to study at College at FE level and then later progress into HE Students from income families low Increase in the FE participation rates of full time students from low income families social classes No 2011 (2009/10 data) 39% minimum 39% minimum 39% minimum 39% 2 HESA T1a - Low participation neighbourhoods (POLAR2) (Young, full-time, first degree entrants) To remain at or above benchmark for the recruitment of full time students from low participation neighbourhoods No 2011 (2009/10 data) 16.3% minimum 15.5% minimum 16% minimum 16% 3 HESA T5 - Projected degree (full-time, first degree entrants) To achieve year on year increases in the percentage of students expected to complete their degree No 2010 (2008/09 data) 68.7% 72% 76% 80% 4 Other statistic - Ethnicity (please give details in the next column) To reduce the attainment gap between BME and increased staying White students No 2010/11 qualifiers 16.3% max 14% max 13% max 12% Attainment gap' refers to the difference between the proportion of White students gaining a first or upper second class honours degree and the proportion of BME students gaining a first or upper second class honours degree 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 rates of those young people, into HE  Student data Careers services To provide careers information, advice and guidance in local schools and within the College Teenage students in schools within the College’s catchment area and all current College students Increased awareness of career opportunities and routes through HE Increased understanding of the accessibility of HE KPIs include:  Feedback from school students/learners and teachers.  Applications of school students/learners to College courses.  data of local young people through the College into HE. Progression activities within the College To provide focused information and support for progression through FE and into HE for College students Full time College students aged 16-19 Increased number of applications to providers of HE (including, but not restricted to, Solihull). Number of UCAS applications from College students. Tutorial beneficiaries reached by a particular activity/programme To provide 1:1 support and target setting for students All HE students, with individualised tutorial support for each student Target setting and tutorial support enables and enhances student progress on programme and beyond. Individualised academic and pastoral support aids or the retention of students. KPIs include:  continuation data,  success,  destinations (– analysis of the data on progression to postgraduate programmes or employment.) Student feedback is consistently positive, however the College has identified key areas of operation to focus on as a result of collecting and analysing these opinions which includes adding to tutorial provision Scholarships and Bursaries Provide financial assistance to students who would otherwise be at risk of not completing. Students from low income families and/or students unable to support themselves sufficiently during their programme of study. Students identified as requiring assistance retained to the end of each academic year & therefore eligible/able to progress. Increased number of at-risk students on programme at the end of each academic year HEI partner activity To provide access to the relevant HEI partner to inspire and support progression to post graduate study or employment All HE students who study on a programme that is linked with a HEI By providing access to the HEI, through visits, liaison with HEI staff and access to student unions and resources, progression and retention are aided. KPIs include:  Destination data;  Feedback from students;  Feedback from HEIs. Dyslexia, Dyscalclua and other identified disability support needs Provide expert support and assistance via trained staff and targeted resources Students identified as dyslexic, dyscalculic, diagnosed as having dyspraxia etc Individual student attainment levels in line with students not diagnosed as dyslexic, dyscalculic, diagnosed as having dyspraxia etc KPIs include:  continuation data,  success,  destinations. Work-based learning projects To provide opportunities for students to gain work place experience and therefore employability skills All programmes where work based learning is appropriate/ applicable By participating in work- based learning projects, students gain employability skills and industry awareness. These activities also aid retention by providing a realistic and engaging experience of the work place, relevant to the programme of study. KPIs include:  Continuation and retention data;  Student feedback;  EE reports;  Employer feedback. Employer feedback has been very positive as demonstrated with the good practice points noted in the College’s recent HER EE reports also praise the high quality of provision and opportunities with these programmes Educational visits To provide enrichment and relevance to HE study by supporting the learning with visits to employers, trade shows, HEIs etc All HE students, with visits relevant to the programme of study Improved understanding of industry and subject area, enriched learning opportunities and a widened educational experience aid student retention and support progression: both through the programme and after graduation. KPIs include:  Continuation and retention data;  Student feedback (Students appreciate and request more visits in their feedback);  EE reports;  Employer feedback. The College has identifiedschools worked with, and will continue to findwhat the outcomes were, opportunities to embed more educational visits into its HE provision. Study Support To provide students with additional support and teaching over and above that given as part rather than simply recording the nature/number of their course Students identified as requiring, or desiring, additional academic input to maximise their achievements. Increased grade profile across HE cohort KPIs include:  continuation data;  success;  destinations;  Student feedback. Personal Development Planning Use of the PDP process to enhance student success All HE students Use of the PDP process and output to support students in their success on programme and development of employability skills. Individual success data. Student feedbackactivities.

Monitoring and evaluation arrangements. The Deputy Principal and Access Agreement is monitored through reports to the Student Experience Committee which is chaired by the Pro Vice-Chancellor (Student Experience) ▇▇▇ ▇▇▇▇▇▇. The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with ▇▇▇▇▇ ▇▇▇▇▇▇▇, Pro Vice-Chancellor, who is a member of Higher Education Student Experience Committee. Operational management and Curriculum Innovation are responsible delivery of outreach activity is delegated to the Director of Marketing (▇▇▇▇ ▇▇▇▇▇) and responsibility for meeting course-level retention targets lies with the delivery Heads of School and monitoring of this Access AgreementExecutive Deans, reporting in to their Directorate lead. Monitoring and evaluation of progress against the targets related to our outreach activities will be measured using internal data streams and external data sources via UCAS and HESA, and reported milestones identified within the Access Agreement is addressed on an on-going basis through the Higher Education Strategy Group use of the University’s management information system, which is updated as new data becomes available (overnight in some cases) and presents key performance data for use by the University Board, Academic Board and its sub-committees, the Senior Management Team, Schools and ultimately Services. In addition to collecting feedback on the impact of individual outreach activities and student success activities, we have commissioned longitudinal research into the experience and progression of Junior University participants into and through HE. We annually monitor the progression of students from HE courses offered through partner organisations to “top-up” courses at UCLan and progression of students from the foundation year programmes. UCLan is strongly committed to its equality and diversity responsibilities across the full range of its activities as a provider of higher education. Throughout the student lifecycle we actively promote equality and diversity by providing diverse entry routes to our degree courses and a suite of interventions and support tailored to ensure students achieve their full potential regardless of prior attainment. Our access agreement is closely linked to our equality and diversity work. For example we are expanding the suite of foundation entry year courses to provide non-standard access to all our undergraduate degrees. This is offered at a substantially discounted fee. The study skills and learning to support the transition to higher education embedded within the curriculum is designed to further strengthen, and ensure, student success. Our access agreement and equality and diversity focus are both intended to fulfil our key commitment of enabling access and providing equality of opportunity to all those who are able to benefit from higher education. In response to the College Governors.14 As part flexibility of the Equality Act 2010 we have included targets within the University’s key strategic document (the Annual Plan). We believe this is a significant strength and an indication of our existing management processes, data will be attributed commitment to each ensuring that equality and every activity covered by this agreement and will be collected through two routes: feedback from participants in specific events and student consultationdiversity issues are at the centre of the University’s core priorities. Both sets of data will be collated throughout the year and reported through the College’s management structure This approach is also a key lever to ensure that evaluation equality and diversity activities are mainstreamed effectively across the University. We are otherwise meeting the specific duties of the Equality Act 2010 by publishing a breadth of student and staff equality and diversity information at: ▇▇▇.▇▇▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇ Our vision is embedded in the College’s strategiesstrongly focused on achieving equality of outcomes too. This will ensure that evidence will continue Our strategic equality and diversity objectives are about to be used reviewed, but are currently:  Monitoring the staff and student diversity profiles.  Ensuring that student applications, enrolments, retention, satisfaction, attainment and employability outcomes for students from diverse groups are on a par with or outperform the wider student body.  Ensuring that staff applications, appointments, satisfaction, retention, progression and training for staff from diverse groups are on a par with or outperform the wider staff body.  Ensuring that we inspire inclusive learning communities and develop curricula which are accessible, challenging, engaging and meet the needs of diverse groups of students, in terms of design, delivery, content, mode of learning, assessment and achievement.  Ensuring that our approach to shape future policy decisions developing and implementing interventions is evidence- based, research informed, monitored and evaluated.  Ensuring that all our staff are equipped with skills, training and development programmes to ensure they have the confidence, knowledge and skills to deal with diversity issues on a daily basis.  We celebrate, through multi layered activities and rewards, our diversity and discuss and debate key institutional and sector diversity issues. In support of this, we recognise that it is important to set targets in some areas so that progress can be evaluated for achieved more quickly and be monitored tangibly. We undertake regular effective monitoring, build up effective bases, produce meaningful student equality and diversity information across the range of student lifecycle stages and make this available to staff to interrogate and inform their effectiveness approaches. E&D Leads in supporting disadvantaged Academic areas monitor performance, benchmark it and underrepresented groupsidentify areas of under-representation or disparities in satisfaction, retention or attainment locally between groups of students due to protected characteristics and if it socio-economic background. Reports feed into Committee structures and periodic course reviews evaluate trends and discuss actions planned. As noted above, institutionally we have identified that we have an ethnicity attainment gap between our UK-domiciled White and BME students, which we are committed to reducing by 2017. A University-wide working group is found there are any gaps in performance of these demographics, particularly in they do not align enabling us to take this work forward. By engaging closely with the remainder sector and other HEIs we keep abreast of the cohort, measures can be, latest research and will be findings and share best practice with other HEIs in steps taken to address any attainment differences. Evaluation We will closely monitor and evaluate activities to consider the impact on protected equality groups. We will be setting further equality and diversity targets as our work develops. UCLan provides information on fees and financial support on its “Study here @” and “fees and finance @” and “bursaries scholarship @” pages on the website; through talks and publications at Open and Applicant Days; through pre-entry information sent to applicants; through public engagement events; leaflets and guidance information in public places; and through staff advising students at recruitment fairs and open days or working with under-represented groups through a wide range of progress against the targets will feed into the College’s Equality and Diversity Annual Report and action planning to help prioritise the most effective activities and initiatives. The action plans, will include, but not be limited to, increased oversight, re-allocation of resources such as staff (both teaching and support personnel) and facilities, and the determination of more effective metrics which will allow the earlier identification of any attainment gaps. 14 As noted earlier: HE Strategy Group and College governance includes student representation At the time of producing this Access Agreement, the College is committed to collecting data about, monitoring, evaluating and continuing with all of the following outreach activities. Liaison Student views are highly valued within UCLan and are sought on a wide range of matters, through a range of mechanisms from representation on all senior committees, including Academic Board and University Board, feedback at course and School level, and meetings between the SU and the Senior Management Team. In compiling this Access Agreement the University has, as with all previous Agreements, consulted with the Students’ Union (SU). Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Please select target type from the drop-down menu Description (500 characters maximum) Is this 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) Alongside applicant and entrant targets, we encourage you to provide targets around outreach and student success work with local schools To raise aspirations (including collaborative work where appropriate) or other initiatives to illustrate your progress towards increasing access, student success and understanding of HE in school-age students to support the raising of attainment levels to maximise opportunities for progression. Teenage students in schools, sixth forms These should be measurable outcomes ‐based targets and other colleges within Solihull College’s catchment area, targeting in particular should focus on the aspirations of and attainment of young white males Increased awareness of HE generally, including the level of qualification necessary for enrolment and progression, increased understanding of the accessibility of HE and the opportunities available to young people. KPIs include:  Applications of school students to College courses.  Feedback from school students and teachers  data of local young people through College into HE.  Attainment levels of 16 year-olds locally College schemes support To provide financial support to young people from low income families to study at College at FE level and then later progress into HE Students from income families low Increase in the FE participation rates of students from low income families and increased staying on rates of those young people, into HE  Student data Careers services To provide careers information, advice and guidance in local schools and within the College Teenage students in schools within the College’s catchment area and all current College students Increased awareness of career opportunities and routes through HE Increased understanding of the accessibility of HE KPIs include:  Feedback from school students/learners and teachers.  Applications of school students/learners to College courses.  data of local young people through the College into HE. Progression activities within the College To provide focused information and support for progression through FE and into HE for College students Full time College students aged 16-19 Increased number of applications to providers of HE (including, but not restricted to, Solihull). Number of UCAS applications from College students. Tutorial beneficiaries reached by a particular activity/programme To provide 1:1 support and target setting for students All HE students, with individualised tutorial support for each student Target setting and tutorial support enables and enhances student progress on programme and beyond. Individualised academic and pastoral support aids or the retention of students. KPIs include:  continuation data,  success,  destinations (– analysis of the data on progression to postgraduate programmes or employment.) Student feedback is consistently positive, however the College has identified key areas of operation to focus on as a result of collecting and analysing these opinions which includes adding to tutorial provision Scholarships and Bursaries Provide financial assistance to students who would otherwise be at risk of not completing. Students from low income families and/or students unable to support themselves sufficiently during their programme of study. Students identified as requiring assistance retained to the end of each academic year & therefore eligible/able to progress. Increased number of at-risk students on programme at the end of each academic year HEI partner activity To provide access to the relevant HEI partner to inspire and support progression to post graduate study or employment All HE students who study on a programme that is linked with a HEI By providing access to the HEI, through visits, liaison with HEI staff and access to student unions and resources, progression and retention are aided. KPIs include:  Destination data;  Feedback from students;  Feedback from HEIs. Dyslexia, Dyscalclua and other identified disability support needs Provide expert support and assistance via trained staff and targeted resources Students identified as dyslexic, dyscalculic, diagnosed as having dyspraxia etc Individual student attainment levels in line with students not diagnosed as dyslexic, dyscalculic, diagnosed as having dyspraxia etc KPIs include:  continuation data,  success,  destinations. Work-based learning projects To provide opportunities for students to gain work place experience and therefore employability skills All programmes where work based learning is appropriate/ applicable By participating in work- based learning projects, students gain employability skills and industry awareness. These activities also aid retention by providing a realistic and engaging experience of the work place, relevant to the programme of study. KPIs include:  Continuation and retention data;  Student feedback;  EE reports;  Employer feedback. Employer feedback has been very positive as demonstrated with the good practice points noted in the College’s recent HER EE reports also praise the high quality of provision and opportunities with these programmes Educational visits To provide enrichment and relevance to HE study by supporting the learning with visits to employers, trade shows, HEIs etc All HE students, with visits relevant to the programme of study Improved understanding of industry and subject area, enriched learning opportunities and a widened educational experience aid student retention and support progression: both through the programme and after graduation. KPIs include:  Continuation and retention data;  Student feedback (Students appreciate and request more visits in their feedback);  EE reports;  Employer feedback. The College has identifiedschools worked with, and will continue to findwhat the outcomes were, opportunities to embed more educational visits into its HE provision. Study Support To provide students with additional support and teaching over and above that given as part rather than simply recording the nature/number of their course Students identified as requiring, or desiring, additional academic input to maximise their achievements. Increased grade profile across HE cohort KPIs include:  continuation data;  success;  destinations;  Student feedback. Personal Development Planning Use of the PDP process to enhance student success All HE students Use of the PDP process and output to support students in their success on programme and development of employability skills. Individual success data. Student feedbackactivities.