Common use of Monitoring and evaluation arrangements Clause in Contracts

Monitoring and evaluation arrangements. The Deputy Principal and the Xxxx 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 14 Outreach activities 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. Outreach Activity Aim(s) Target Group(s ) Outputs/Results Measure(s) of Success/Failure/Impact. 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. Retention Activities Aim(s) Target Group(s) Outputs/Results Measures of Success/Failure/Impact. 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. Enhancing Student Success/Reducing Attainment Gap Activities Aim(s) Target Group(s) Outputs/Results Measures of Success/Failure/Impact. 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 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 Xxxx document, we also draw on findings from national research and evaluation to ensure we are able to maximise the impact of Higher Education our activities and Curriculum Innovation 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 monitoring 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. EQUALITY AND DIVERSITY In designing this Access Agreementaccess agreement, the university has paid due regard to equality and diversity. Monitoring UCLan is strongly committed to its equality and evaluation diversity responsibilities across the full range of progress against its activities as a provider of higher education. Throughout the targets related student lifecycle we actively promote equality, diversity and inclusion by providing diverse entry routes to our outreach 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: xxx.xxxxx.xx.xx/xxxxxxxxxxx0000 Our vision is strongly focused on achieving equality of outcomes. Our strategic equality and diversity plan and objectives are 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 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 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 Xxxxxx XXXX and Race Equality Charter Marks. We currently hold an Institutional Xxxxxx XXXX 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 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. A University-wide working group is enabling 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 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. PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS 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. CONSULTING WITH STUDENTS 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 14 Outreach activities 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. Outreach Activity Aim(s) Target Group(s ) Outputs/Results Measure(s) of Success/Failure/Impact. 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. Retention Activities Aim(s) Target Group(s) Outputs/Results Measures of Success/Failure/Impact. 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. Enhancing Student Success/Reducing Attainment Gap Activities Aim(s) Target Group(s) Outputs/Results Measures of Success/Failure/Impact. 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 This section details how the measures set out in the Agreement (including collaborative work) are monitored and evaluated. Statistical measures will be monitored on an annual basis by the Xxxx Planning Office as part of the analysis of the HESA return and HESA Performance Indicators. Collaborative targets will be monitored via the Higher Education and Curriculum Innovation are responsible for Access Tracker (HEAT). Canterbury Xxxxxx Church University is a founding member of the delivery and collaborative Higher Education Access Tracker Service (HEAT) that assists members in the targeting, monitoring of this Access Agreement. Monitoring and evaluation of progress both their individual and their collaborative Fair Access activities. It allows member universities to demonstrate outreach participation in relation to success at key transition point, collectively explore best practice in combining qualitative and quantitative research on outreach and in the future, perhaps, facilitate the development of collaborative targets. Membership of the HEAT service assists Canterbury Xxxxxx Church University in fully understanding patterns of participation in outreach and the effectiveness of different types and combinations of outreach, something which is made possible by the collaborative nature of the service. Individual members use the HEAT database to record outreach activity and can see where individuals have engaged in activities with more than one HEAT university. Collectively this allows the central HEAT service to analyse the timing and combinations of activities that show most impact on enrolment in HE. It can take some time for data about young participants in outreach to mature to the point of understanding their patterns of enrolment in HE as well as their retention and success rates. In the meantime, the HEAT service has developed a model of matching a number of different administrative datasets to the HEAT database which will afford the University a better understanding of the relationship between outreach and key educational outcomes at both pre and post 16, before any enrolment takes place. The collective size and diversity of the database will mean this relationship can be explored against multiple participant characteristics, contributing to the targets related University and the sector's understanding of outcomes for different underrepresented groups and recognising that widening participation students are not a homogenous group. Where HEAT data has matured it allows the University to understand the relationship between outreach participation and HE access, success (retention and attainment) and progression. We are able to see if and when our outreach activities will be measured using internal participants enrol in HE. Crucially these data streams and external data sources via UCAS and HESA, and reported through the Higher Education Strategy Group and Senior Management Team, and ultimately show enrolment not only to Canterbury Xxxxxx Church University but to all other HEIs. This allows us to demonstrate our contribution to the College Governors.14 sector as a whole. Furthermore, as data has matured, the University can now build a picture of the retention and degree classification of our outreach participants, as well as seeing destination data. For the first time in 2016/17, the HEAT service will also be able to show members postgraduate enrolment data. We are delighted to see that the tracking of our targeted students over a number of years is starting to reveal some encouraging data across access, success and progression. As part of our existing management processes, data will be attributed ongoing commitment to each building a robust evaluation framework and every activity covered by this agreement and will be collected through two routes: feedback from participants in specific events and to better measure the impact of support on our current 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 14 Outreach activities At the time of producing this Access Agreementpopulation, the College University is committed to collecting data about, monitoring, evaluating and continuing with all of the following outreach activities. Outreach Activity Aim(s) Target Group(s ) Outputs/Results Measure(s) of Success/Failure/Impact. Liaison work with local schools To raise aspirations and understanding of HE increasing its investment 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. Retention Activities Aim(s) Target Group(s) Outputs/Results Measures of Success/Failure/Impact. 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 specifically to create a new full time post to oversee the evaluation of the data on its targeted success and progression to postgraduate programmes or employmentactivity and financial support.) 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. Enhancing Student Success/Reducing Attainment Gap Activities Aim(s) Target Group(s) Outputs/Results Measures of Success/Failure/Impact. 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 Xxxx of Higher Education and Curriculum Innovation are responsible Student Experience Committee which is chaired by the Pro Vice-Chancellor Xxxxx Xxxxxxxx. The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with Xxxxx Xxxxxxx, 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 (Xxxx Xxxxx) 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. 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 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: xxx.xxxxx.xx.xx/xxxxxxxxxxx0000 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. PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS 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. CONSULTING WITH STUDENTS 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 Xxxxxx 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 14 Outreach activities 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. Outreach Activity Aim(s) Target Group(s ) Outputs/Results Measure(s) of Success/Failure/Impact. 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 Institution name: University of Central Lancashire Institution UKPRN: 10007141 Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Number Please select target type from the accessibility 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 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 Notes Alongside applicant and entrant targets, we encourage you to provide targets around outreach and student success work (including collaborative work where appropriate) or other initiatives to illustrate your progress towards increasing access, student success and progression. These should be measurable outcomes ‐based targets and should focus on 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. Retention Activities Aim(s) Target Group(s) Outputsbeneficiaries reached by a particular activity/Results Measures of Success/Failure/Impact. 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 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. Enhancing Student Successrather than simply recording the nature/Reducing Attainment Gap Activities Aim(s) Target Group(s) Outputs/Results Measures number of Success/Failure/Impact. 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 feedbackactivities.

Monitoring and evaluation arrangements. The Deputy Principal and Access Agreement is monitored through reports to the Xxxx of Higher Education and Curriculum Innovation are responsible Student Experience Committee which is chaired by the Pro Vice-Chancellor Xxxxx Xxxxxxxx. The Students’ Union is represented on this Committee. Overall responsibility for the Access Agreement resides with Xxxxx Xxxxxxx, 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 (Xxxx Xxxxx) 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. 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 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: xxx.xxxxx.xx.xx/xxxxxxxxxxx0000 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. PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS 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. CONSULTING WITH STUDENTS 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 Xxxxxx 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 14 Outreach activities 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. Outreach Activity Aim(s) Target Group(s ) Outputs/Results Measure(s) of Success/Failure/Impact. 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 Institution name: University of Central Lancashire Institution UKPRN: 10007141 Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Number Please select target type from the accessibility 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 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 Notes Alongside applicant and entrant targets, we encourage you to provide targets around outreach and student success work (including collaborative work where appropriate) or other initiatives to illustrate your progress towards increasing access, student success and progression. These should be measurable outcomes ‐based targets and should focus on 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. Retention Activities Aim(s) Target Group(s) Outputsbeneficiaries reached by a particular activity/Results Measures of Success/Failure/Impact. 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 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. Enhancing Student Successrather than simply recording the nature/Reducing Attainment Gap Activities Aim(s) Target Group(s) Outputs/Results Measures number of Success/Failure/Impact. 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 feedbackactivities.

Monitoring and evaluation arrangements. The Deputy Principal and the Xxxx 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 14 Outreach activities 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. Outreach Activity Aim(s) Target Group(s ) Outputs/Results Measure(s) of Success/Failure/Impact. 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. Retention Activities Aim(s) Target Group(s) Outputs/Results Measures of Success/Failure/Impact. 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. Enhancing Student Success/Reducing Attainment Gap Activities Aim(s) Target Group(s) Outputs/Results Measures of Success/Failure/Impact. 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 responsibility for monitoring and evaluating widening participation activity lies with the Equality, Diversity and Inclusion Strategy group that is chaired by the Vice Principal (Curriculum and Support). Student cohort data including Equality and Diversity Impact Measurements (EDIMs) are regularly reviewed in addition to the Xxxx of Higher Education and Curriculum Innovation are responsible for the delivery and monitoring specific targets identified as part of this Access AgreementAgreement throughout the quality assurance cycle. Monitoring Regular progress reports will be produced for the strategy group in order to monitor impact. Further specific 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 undertaken to shape future policy decisions support TMC’s main widening participation activities. The annual report is a thorough critical analysis of key performance indicators and that a range of data linked to student cohort. This highlights areas for further focus and enhancement on an on- going basis. Equality, Diversity and Wellbeing TMC has developed this Access Agreement to meet 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 legislative context 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 initiativesAct 2010. The action plans, will include, but not be limited to, increased oversight, re-allocation Act underpins TMC’s inclusive ethos and operational delivery to ensure that no one is directly or indirectly discriminated against because 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 gapstheir protected characteristic. 14 As noted earlier: HE Strategy Group and College governance includes student representation 14 Outreach activities At the time of producing this Access Agreement, the Our College is committed to collecting data aboutthe advancement of Equality, monitoringDiversity and Inclusion for all (colleagues, evaluating students, external stakeholders and continuing visitors) and we are working with all the National Centre for Diversity to achieve the ‘Investors in Diversity Award’. The Investors in Diversity Award is a nationally recognised equality, diversity and inclusion accreditation that recognises excellence in this area. Furthermore, the College has a successful and vibrant LGBT Society, which is driven by the student body. Consulting with students This Access Agreement has been formulated in consultation with the Equality, Diversity and Inclusion Strategy group where the Student Union has representation. Progress towards achievement of the following outreach activitiesAccess Agreement targets and activities are reported to this strategy group for review. Outreach Activity Aim(sStudent representation and participation in the deliberative committee structure provides not only a rich contribution to the shared goal of continuous enhancement but also provides immediate feedback on a range of topics. Student feedback is frequently gathered through a number of established fora providing valuable feedback to inform reviews and future developments. The Student Engagement Strategy details the various mechanisms through which the student voice is heard, predominantly through partnership working. Provision of information to prospective students (Public Information) Target Group(s ) Outputs/Results Measure(s) TMC is committed to providing information for prospective and current students. We publish information that describes our mission, values and overall strategy through:  Our website that includes the Mission, Values and College Governance.  TMC’s mission and values are highly visible around the college estate through posters, regular campaigns and other documentation.  A Guide is produced annually and as a strategic communication includes the mission, values and strategic goals and priorities.  College publicity materials aim to promote the College’s Mission and Values where appropriate. We clearly communicate the process for application and admission to the programmes of Success/Failure/Impactstudy by making the HE admissions process available on the website and in the HE prospectus. Liaison work with local schools To raise aspirations The next steps are detailed in our correspondence and understanding of HE in school-age via UCAS. We make information available to prospective students to support the raising of attainment levels help them 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 select their programme with an understanding of the accessibility of HE academic environment in which they will be studying and the opportunities support that will be made available to young peoplethem via Open/HE experience days, High School and Sixth Form events, UCAS online, detailed course information sheets online and through the HE prospectus. KPIs includeSocial media is used to enhance engagement and communications with students. In addition, information is presented at an institutional level on our facilities, welfare and support, employability and careers. TMC also ensures that the Key Information Set data for each course, where relevant, is available through the UNISTATS widget on the website at course level. The website, Moodle, MYDAY (The College’s student intranet) and social media are used to engage and inform students before arriving and to support transition. The corporate teams work in partnership with the Students Union and Student Representatives to ensure that all relevant information reaches students. The introduction of the Student Communication and Liaison Officer in 2015-16 has made significant inroads into managing student expectations, involving students fully in their Higher Education experience and in this academic year, empowering them to co-create and to write articles etc. This has been achieved through the introduction of a HE Student Engagement Newsletter and the HE Blog:  Applications The Bee, plus significant engagements on social media. Table 7 - Targets and milestones Institution name: The Manchester College Institution UKPRN: 10023139 Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Stage of school the lifecycle (drop-down menu) Main target type (drop-down menu) Target type (drop-down menu) Description (500 characters maximum) Is this a collaborative target? (drop- down menu) Baseline year (drop-down menu) Baseline data Yearly milestones (numeric where possible, however you may use text) Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum) 2017-18 2018-19 2019-20 2020-21 2021-22 T16a_01 Access Disabled Other statistic - Disabled (please give details in the next column) Increasing access for students who disclose a disability No 2011-12 15% 21% 23% 25% 27% 29% Amended 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 a smarter target in description T16a_02 Access Ethnicity Other statistic - Ethnicity (please give details in the next column) Increasing access for Students from income families low Increase XXXX groups No 2011-12 29% 35% 36% 37% 39% 41% We would like to remove T16a_03 and amalagamate with T16a_02 into one milestone which reflects the new description included T16a_03 Access Ethnicity Other statistic - Ethnicity (please give details in the FE participation rates of students next column) Students from low income families and increased staying on rates of those young people, into asian backgrounds who access the HE  Student data Careers services To provide careers information, advice and guidance in local schools and provision within the College Teenage students college No 2011-12 10% 13% 14% 16% 18% 20% Remove as indicated above T16a_04 Access Low participation neighbourhoods (LPN) Other statistic - Low-income backgrounds (please give details 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 next column) Increasing access 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. Retention Activities Aim(s) Target Group(s) Outputs/Results Measures of Success/Failure/Impact. 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 backgrounds No 2011-12 56% 59% 60% 61% 63% 65% Amended to support themselves sufficiently during their programme of study. a smarter target in description T16a_05 Access Mature Other statistic - Mature (please give details in the next column) Students identified aged over 25 who access the HE provision within the college No 2011-12 28% 31% 32% 33% 35% 37% Remove this target, as requiring assistance retained new part time target included-see T16a_10 T16a_06 Student success Multiple Other statistic - Other (please give details in the next column) Improving the continuation rate No 2011-12 85% 88% 89% 90% 91% 92% T16a_07 Student success Attainment raising Other statistic - Other (please give details in the next column) Student Achievement No 2011-12 79% 83% 84 85 86% 87% A more realistic and achieveable target set, but to replace with: Improving the end of each academic year & therefore eligible/able to progress. Increased completion rate T16a_08 Access Other (please give details in Description column) Other statistic - Other (please give details in the next column) Increasing the number of atinternal FE students progressing to HE. No 2017-risk 18 30% 32% 34% 36% 38% 40% New target and milestone T16a_09 Student success Disabled Other statistic - Disabled (please give details in the next column) Increasing the number of self disclosures of LLDD and students on programme at under receipt of DSA. No 2017-18 15% 17% 19% 21% 23% 25% New target and milestone T16a_10 Access Part-time Other statistic - Part-time (please give details in the end of each academic year HEI partner activity next column) Growth in part time students. No 2017-18 10% 11% 13% 15% 17% 19% New target and milestone T16a_11 Student success Attainment raising HESA T1a - State School (Young, full-time, first degree entrants) To provide access to the relevant HEI partner to inspire offer targeted GM Schools and support progression to post graduate study or employment All HE students who study on Colleges a programme that is linked with a HEI By providing access to the HEI, through visits, liaison with HEI staff / series of academic / study skills in GCSE English and access to student unions or maths. No 2018-19 25 sessions N/A 25 sessions 35 sessions 45 sessions 55 sessions New target 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. Enhancing Student Success/Reducing Attainment Gap Activities Aim(s) Target Group(s) Outputs/Results Measures of Success/Failure/Impact. 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.milestone