Milestones and targets. This document reflects the institution’s own analysis of its performance against the targets and milestones that it set itself in its access agreement for 2010-11. OFFA considered it as part of our holistic consideration of the institution's progress against its access agreement; we also took into account the other information provided in the monitoring return, the institution's general performance on widening participation, and our knowledge of its access agreement and previous monitoring rounds. For further information about monitoring performance against milestones and targets, please see part four of the report, Access agreement and widening participation strategic assessment monitoring: Outcomes for 2010-11. Table 1 contains a report from the institution on its progress against the milestones it set itself in its access agreement relating to 2010-11. Table 1a): This shows statistical milestones/targets relating to the institution’s applicants, entrants or student body – e.g. those based on HESA, Ucas or similar data that the institution uses to measure the outcomes of its widening participation work. Table 1b): This shows other milestones and targets that the institution chose to include. These typically relate to outreach, lifelong learning, or institutional mission and targets. Table 2 sets out the HESA performance indicators for young entrants covering state school, social class (National Statistics Socio-economic Classification – NS-SEC) and low participation neighbourhoods (LPN). These are reproduced to provide a context for the institution’s overall performance. Please note that 2010-11 performance indicators are now also available; however, these had not been published at the time institutions were submitting their monitoring returns and are not presented here. For more information on HESA performance indicators, see xxx.xxxx.xx.xx/xx. Table 3 provides the institution’s commentary on its progress. Specifically, we invited institutions to: - comment on the level of progress made against their access agreement targets - set the figures in some context, for example, if there were any external factors which may have influenced them - provide explanations where they did not meet targets or where progress was less than anticipated.

Milestones and targets. Participation ⮚ Over the period of this Agreement annually to remain above national average for entrants: o from state schools or colleges o from social classes IIM, IV, V o from low participation neighbourhoods o in receipt of disabled students’ allowance Summer schools ⮚ by 2008, at least 100% expansion of participants from a base of 110 ⮚ by 2008, at least 70% of participants to progress into HE ⮚ by 2008, at least 25% per annum to progress to the University of Hull. Generating applications ⮚ from 2006, 2% per annum growth of applications to HE from the Hull and North East Lincolnshire LEAs from 2005 baseline. [These areas have furthest to go in terms of applications to HE]

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Milestones and targets. The objectives of the Access Agreement are:

Milestones and targets. 71. The following table shows the full set of our WP milestones and targets, reflecting intended outcomes of work outlined in this document. Targets are unchanged from those approved under our 2017-2018 Access Agreement but are extended to 2021-2022.

Milestones and targets. The objectives of the Access Plan are:

Milestones and targets. The introductory section to this document shows that Manchester Metropolitan University is an institution that already performs comfortably above a number of benchmarks that provide indicators of the extent to which its admissions and recruitment activities achieve good social inclusion. Nonetheless, the University will continue to develop targets for its activities that will demonstrate not only its continuing commitment to the recruitment of an appropriately inclusive population of students, but also the progress made by students from target groups relative to those from more traditional backgrounds. It will monitor its performance and check progress against these targets, with some of the data on which these evaluations take place forming part of the information that the University returns regularly to government or funding bodies. For the University to be confident in tracking achievements against its targets and milestones, it is aware that it must continue to build on data sets so that they accurately represent key performance parameters as they develop. It also needs to establish the baselines for new sets of data against which progress will be measured. The first (updated) set of targets below was established in the first Agreement and monitoring against them shall be continued. These are:

Milestones and targets. Table 5a - Statistical milestones and targets relating to your applicants, entrants or student body (e.g. HESA, UCAS or internal targets) Please select milestone/target type from the drop down menu Description (500 characters maximum) Baseline year Baseline data Yearly milestones/targets (numeric where possible, however you may use text) 2012-13 2013-14 2014-15 2015-16 2016-17 Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximium) 7.5% - 3 perform perform perform perform perform year benchmark benchmark benchmark benchmark benchmark To continue, year-on-year, to out- average and obtain a and obtain a and obtain a and obtain a and obtain a perform our benchmark in relation to average of (6.8 7.5% 7.6% 7.7% 7.8% 7.9% the percentage of new entrants from 2007-08 benchmark progression of progression of progression of progression of progression of The baseline figure of 7.5% derives from a three year weighted Low Participation Neighbourhoods 2008-09 in 2009-10) students from students from students from students from students from average. The University already performs significantly better than LPN (HESA Table T1a) and see further progress over time. 2009-10 LPNs. LPNs. LPNs. LPNs. LPNs. xxxxxxxxx and further progress wil be made over time. . To ensure The University of top end of the top end of the top end of the top end of the Manchester is positioned at the top To establish English English English English We will establish a baseline for the proportion of low-income end of the English Xxxxxxx Group in new baseline Xxxxxxx Group Xxxxxxx Group Xxxxxxx Group Xxxxxxx Group students entering Manchester in 2012/13, assess performance the recruitment of low income students in Y1 against and improve and improve and improve and improve against Xxxxxxx Group peer HEIs thereafter and improve Low-income backgrounds and improve performance over time. 2012/13 tbc peer HEIs over time over time over time over time performance over time. average of 2006-07 2007-08 Narrow gap Narrow gap Narrow gap Narrow gap Narrow gap 2009-10 against against against against against To improve performance and narrow (2008-09 21.0% benchmark benchmark benchmark benchmark benchmark In 2009/10 the three year weighted average of recruitment from the gap against benchmark for the % used (three year and obtain and obtain and obtain and obtain and obtain lower socio-economic groups was 21.0% of young full-time of students...

Milestones and targets. Table 5a - Statistical milestones and targets relating to your applicants, entrants or student body (e.g. HESA, UCAS or internal targets) Please select milestone/target type from the drop down menu Description (500 characters maximum) Baseline Baseline year data Yearly milestones/targets (numeric where possible, however you may use text) 2012-13 2013-14 2014-15 2015-16 2016-17 Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximium) NS-SEC (HESA Table T1b) Percentage from NS-SEC classes 4,5,6 & 7 2009/10 41.1 41.1 41.1 41.1 41.1 41.1 The aim is to retain current performance despite the negative effects upon these students of the new financial arrangements. This is well above the current benchmark. Care-leavers Numbers of new care-leavers commencing full time undergraduate study 2009/10 48 55 55 55 55 55 The aim is to increase access for looked after young people Non continuation: Young (HESA Table T3a) Non-continuation following year of entry: full time first degree entrants 2009/10 10.1 9.7 9.3 8.9 8.5 8.1 The aim is to improve retention to meet the benchmark level over the five year period, allowing for one standard deviation variance Non continuation: Mature (HESA Table T3a) Non-continuation following year of entry: full time first degree entrants 2009/10 17.4 16.7 16 15.3 14.5 13.7 The aim is to improve retention to meet the benchmark level over the five year period, allowing for one standard deviation variance Completion/Non continuation (other - please give details in t Table 3d Non-continuation following year of entry: other undergraduate entrants 2009/10 14.3 14.3 14.3 14.3 14.3 14.3 Current performance is significantly better than benchmark, and the intention is to maintain this performance

Milestones and targets. Success can be measured in many ways, not all of them easily translated into simple performance indicators. Further, making a demonstrable impact on access, retention and progression requires a sustained and focused investment. For these reasons, our targets are presented over the 4 year period from 2016 – 2020. Given the level of uncertainty in the external environment however, we will need to keep this agreement and the specific targets under regular review. Specifically we will be aiming to:  Maintain the proportion of students recruited from NS-SEC classes 4-7 (HESA PIs) (Access Indicator))  Maintain the proportion of students from low participation neighbourhoods. (HESA PIs) (Access Indicator)  The above will include both increasing engagement from these groups in selection processes; reducing the number of unsuccessful applicants from these groups for the most competitive course and reducing the number of students from these groups who fail to enrol, having been made an offer  Maintain the number of Care Leavers recruited (Internal Monitoring) (Access Indicator)  Achieve the benchmark expectations for the numbers of students in receipt of DSA (HESA PIs) (Access Indicator)  Close the retention gap between students entering with BTEC as compared to A Level qualifications (Internal Monitoring) (Success Indicator)  Close the attainment gap for BME students so that the percentage of BME students attaining a ‘good’ degree is equal to those awarded to white students (Internal Monitoring) (Success Indicator)  Exceed benchmark expectations for year 1 retention rates (HESA PIs) (Success Indicator)  Exceed benchmark expectations for year 1 retention rates of young, full time students from low participation neighbourhoods (HESA PIs) (Success Indicator)  Exceed benchmark expectations for year 1 retention rates for full time, mature students. (HESA PIs) (Success Indicator)  Ensure employability rates exceed benchmark expectations for full time, first degree graduates (HESA DHLE PIs) (Progression Indicator)  Ensure graduate level employment at least equals benchmark for full time, first degree graduates (Internal Monitoring derived from HESA DHLE PIs) (Progression Indicator)

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