university of brighton: access agreement 2013-14 · 2018. 7. 10. · university of brighton: access...

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University of Brighton: Access Agreement 2013-14

In considering its tuition fees for 2013-14 the University of Brighton has taken into consideration its

funding position, the costs of delivery for its full range of courses, its high level of student demand

and the quality of the student experience. We have also had to take into account the uncertainties

around the future funding of learning and teaching in HE and student number controls.

This fee and access agreement sets out our intention to deliver education of the highest possible

quality. We will ensure the accessibility of all our courses through a comprehensive programme of

support that starts in local primary schools and extends to assisting our graduates into their chosen

professional careers.

Full-time fees and fee income above £6,000 and part-time fees and fee

income above £4,500

We propose to charge the following fees for UK and EU entrants in 2013-14:

Course Fee

Full-time undergraduate courses (degree and

foundation degree)

£9,000

Full-time PGCE / PG ITT £9,000

Brighton and Sussex Medical School £9,000

Partner Colleges:

Sussex Downs College and Sussex Coast College

Hastings:

Full-time Foundation Degree

Full-time Degree top-up

City College Brighton and Hove:

Full-time Foundation Degree and Degree top-up

£7,000

£7,500

£7,500

We intend to charge part-time students on a pro rata basis, up to the maximum permitted

fee of £6,750.

We intend to charge any permitted real terms rises in the fee for 2014-15 onwards.

Students who commence their studies in 2013-14 and who later take a sandwich year out

will be charged £750 for that year.

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Expenditure on additional access measures

The University of Brighton has a long-standing and well evidenced commitment to widening

participation and fair access. On both absolute and benchmark measures against the key HESA

performance indicators we can be shown to be broadly mid-range in terms of both our number of

under-represented students and our performance on non-continuation, in relation to the sector as a

whole.

As the section on milestones and targets demonstrates we intend both to sustain our strongest

areas of performance, and to make progress on other indicators in the context of what will be a very

challenging period for recruitment. To this end we propose to spend approximately 25% of our

additional fee income above £6,000 on measures to support access and retention (10% of additional

fees for new full-time PGCE / PG ITT). This amounts to an estimated annual amount of £7,254,000

by 2016-17. Together with our NSP government allocation this means a total package of £9 million.

Additional access and retention measures

The University of Brighton has considered the advice from OFFA in relation to the balance of

expenditure on the range of access measures it will employ. In particular we welcome the new

emphasis on measures to support retention and student success, and the opportunity to support

some of the activity previously funded by the Aimhigher Sussex programme, hosted by Brighton. It

is our intention therefore to re-balance our expenditure in order to provide a more tightly focused

strand of financial support and a greater balance of expenditure on outreach and retention.

In “steady state” the university proposes to devote £1.5m of its total additional access expenditure

to outreach activity and £2m to additional retention activity – in total an expenditure of £3.5m on

both outreach and retention.

Expenditure on outreach and retention as set out in this agreement will all be “countable” – that is it

is either expenditure counted in our previous access agreement that we will be continuing to make,

or it will be expenditure on new measures.

Outreach

The University of Brighton will continue to build on the success of its well established outreach

programme. In particular, we will additionally develop the following strands:

Key partnerships with local schools, colleges and community groups

Ensuring the bulk of our provision is targeted at those who need it most

Contextual admissions

Embedding widening participation into the curriculum

Encouraging students to interact with their local community

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Summer and Spring School

Supporting care leavers

Links with outreach teams in other HEIs

The existing outreach programme is long established, and University of Brighton WP staff currently

make over 9,000 interventions per year. We intend to focus our provision further by dividing our

activities into four levels of intensity. The lower two categories, which require less resources, will be

delivered to large groups in schools and colleges with significant non-traditional learner populations.

The higher two categories will be primarily available to identified widening participation groups

through our Aimhigher Brighton Collaboration (ABC) and Compact Plus schemes. Higher level

activities will include summer schools, mentoring programmes and attainment raising programmes

chosen based on sector evidence of previous success. It is our intention that these activities, which

require significant resources and intensive staff time, should be targeted at those who need support

the most.

The ABC programme is open to pupils in Year 10 and 11 at local secondary schools who fall into non-

traditional categories. The overarching ethos of the programme is a responsive collaboration

between the University, schools, parents and the pupils. In 2013-14 we anticipate active

collaboration with 20 schools, working with a significant number of other schools at a less intensive

level.

Post-16 students who have participated in ABC will automatically be invited to join the Compact Plus

programme. Compact Plus will be a programme of enhanced support for students from non-

traditional backgrounds, and is complementary to the University of Brighton Compact (our county

wide educational liaison initiative), which is available to all colleges and sixth forms in Sussex.

Although our targeted support schemes are intended to support participants’ choices to apply to any

HEI, should students apply to the University of Brighton they will be eligible to apply for the Compact

Plus bursary and extra consideration for an offer based on their participation in the scheme. It is our

intention, pending satisfactory Criminal Record Bureau checks, to employ previous Compact Plus

participants as University of Brighton WP Ambassadors, specifically to work with their former

schools and colleges as positive role models.

As a result of our commitment to the local community, the University has a well established scheme

working with primary schools in low participation areas across Sussex. Previously franchised from

the University of Liverpool, we have developed our own project – Professor C. Gull – with generous

help from alumnus Chris Riddell. The main aim of the project is to introduce the language of HE to

participating children, and encourage them to view university as accessible and welcoming. We plan

to build on this deep rooted and widely respected project by delivering spin off sessions in ABC

schools for their incoming Year 7 cohorts, joining up our aims with the transitional objectives of the

schools.

The University has a commitment to the town of Hastings, an area of significant social and economic

deprivation, as part of its Economic and Social Engagement Strategy. Specifically, the University is

the lead sponsor of two academies in Hastings. Sponsorship commenced in 2008, and the

academies, which replaced three under-performing schools, opened in 2011. The University has

played a central role in the development of the curriculum in the academies, and now manages the

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Trust and assists the schools in the development of policy, innovative learning, teaching activities

and CPD strategy. The project has resulted in an improvement trajectory: GCSE achievement has

improved considerably, although significant challenges remain. The academies have ambitious

targets for GCSE attainment and, from that, progression to further study. Our Registry WP section

has a full time member of staff based at our campus in Hastings with a specific remit to respond to

the needs of the academies, and we plan for this to continue in the future.

Alongside our commitment to the Sussex community, we also plan to work with greater numbers of

schools in low participation neighbourhoods in London and Kent, with a long term objective of

extending our targeted support schemes in these areas.

Building on the considerable work already undertaken in our academic schools, such as the sports

tasters in the Chelsea School, mentoring in the School of Education and community outreach in the

Faculty of Arts, the academic faculties of the University will further develop outreach activities which

make the most of their subject based expertise and facilities. For example, we currently run a

successful fashion school across the academic year and we hope to replicate this type of subject

relevant activity in other academic schools across the University. We believe our rich and diverse

academic community has much to offer in exciting and innovative projects, delivered via the

framework of our ABC and Compact Plus schemes.

The University intends to embed widening participation further into the fabric of the institution. We

have a long tradition of serving our local community and we believe that our students should have

access to opportunities to understand and support local non-traditional learners in their attainment

and aspirations. The development of optional modules for University of Brighton students, in which

they mentor local young people in a subject related to their degree, will be a priority as we believe

this approach has great benefits for all participants.

The University has for the last few years been involved with a project to develop a Regional Strategy

to tackle the under-recruitment and under-representation of BME teacher trainees in the South East

Region, and the University’s ITE Co-ordinator chairs the Steering Group of this BME Recruitment and

Retention in ITE Project. It is intended to review work undertaken to date in terms of both outreach

and retention with a view to developing it further in the future. In general, our range of post-16

advice and guidance workshops are regularly delivered to BTEC and Access students in local colleges

who are interested in applying to Teaching related courses. We respond to a number of requests for

workshops on writing strong personal statements specifically for applicants to Teaching courses, and

we also deliver mock interviews and interview skills workshops for non-traditional students on

request, and personal statement surgeries to help strengthen applications. From 2012 students

identified as belonging to WP cohorts will be offered a student shadowing experience, which will

enable applicants to Teaching courses to understand more about how the course is taught.

The University is proud of achieving the Frank Buttle Kite mark for supporting care leavers, and for

recruiting increasing numbers of this particularly under represented group. We continue to work

closely with the Virtual School in East Sussex, offering one to one visits and support, as well as our

targeted Spring School. We hope to extend our enhanced support offer to Virtual Schools in

Brighton and Hove and West Sussex in 2013-14.

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Partnership and collaboration

One of the shared values of the University of Brighton’s Corporate Plan is collaboration – being a

good partner locally, regionally, nationally, internationally – being responsive as well as proactive.

The University of Brighton recognises the importance of sharing best practice in outreach and

collaborative activity. We are proactive members of a number of networks – chiefly the Southern

Widening Participation Practitioners Network – and work closely with local institutions such as the

University of Chichester and the University of Portsmouth in using the Higher Education Access

Tracker database to monitor the impact of our targeted outreach work. This is a significant

investment by the University and we believe data collaboration of this kind will be vital in the

understanding of activity impact on individual WP participants.

We also believe that participants in our outreach programme will benefit greatly by visiting different

universities to help inform them of the range of options to best suit their aspirations and choices. To

this end, we will be arranging for pupils in our ABC cohort to visit University College London and

Churchill College, Cambridge. We will also invite representatives from these institutions to speak at

the parental information evenings we will hold for entrants to the ABC programme to give a fuller

national picture of HE provision. We are currently working closely with our local FE partner colleges

– City College Brighton and Hove, Sussex Downs College, Plumpton College and Sussex Coast College

Hastings – many of whom have directly funded numbers of students for the first time, on outreach

and expect this will lead to significant collaborative activity in future years. We will also be seeking

out new local and national collaborative agreements that best fit our developing schemes.

The University shares a collaborative outreach project with the University of Sussex, based in the

Brighton and Sussex Medical School (BSMS). BrightMed, which is the outreach programme of BSMS

recruits 50 Year 8 pupils each year from local state schools and who have no family background in

higher education, and continues on to Year 13. The project aims to contribute towards increased

diversity in the medical profession.

Retention: Supporting student success

Our outreach work will be aligned with subsequent support for retention so that, for instance, work

done to guide students pre-entry will aim to give them a solid base on which to build on arrival at

university.

The University has chosen to allocate very substantial investment to additional retention measures.

Our aim is not only to recruit a wide range of students – building on our already good record in this

area – but to do everything we can to ensure they have a successful university experience and that

we support them into graduate employment. Our new programme of support for student success

will focus on targeted support for students from lower socio-economic groups, for mature students,

care leavers and students with disabilities, in the context of an overall approach to retention and

student success that is embedded in work across all our campuses. We will take a targeted

approach to the elements of expenditure on “embedded” measures to identify the proportions that

go in particular to support our target groups for the purpose of this access agreement.

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This additional investment will enable Brighton to develop new measures and expand current work

across the following strands:

Better pre-entry and transition support to complement our new “Student Charter”

Dedicated student support tutors and enhanced personal tutoring

Peer assisted study sessions (PASS)

Maths and Statistics support available to individual students

Study skills support

Learning support officers for students with disabilities

Enhanced career planning, employability and internship support with dedicated mentoring

and coaching for non-traditional students

Work to support students post-graduation

Partnership work with the Students’ Union to support retention, which might include for

example, work on pre-entry activities and advice and the development of subject focussed

student societies.

In particular we will be expanding and developing our current model of student support tutors.

These are embedded in academic schools and we will be targeting additional resource where

retention is weakest, and developing the role to include more support for pre-entry guidance and a

specific role in tracking and engaging with our Compact Plus students, care leavers and other

underrepresented groups. We also plan to expand significantly our Peer Assisted Study Sessions

which can be evidenced as improving achievement and developing confidence and leadership skills.

Financial support for students

The University of Brighton has been provisionally allocated £1,170,000 for the second year of the

National Scholarship Programme (NSP). We will not only match this, and subsequent year

allocations, but make additional contributions to the NSP programme. For the 2013-14 entry cohort

we intend to spend over all years of study, a total of £3.1m, of which 39% will be the Government

NSP contribution and 61%, c. £1.9m will be from the University.

By 2016 our overall commitment to financial support will be £3,704,000, which together with our

£1,755,000 allocation from the NSP will make a total of £5,459,000 available to support University of

Brighton students financially. In line with the OFFA advice, the emphasis on University of Brighton

bursaries will move away from general bursaries based primarily on income alone to a number of

targeted bursaries linked to the milestones that the University has set itself in this Access

Agreement.

Students at the Brighton and Sussex Medical School (BSMS) comprise equal numbers of students

registered at the Universities of Sussex and Brighton. It is intended that these students all have

access to the same financial support package, and therefore that University of Brighton students at

BSMS will be eligible for the University of Sussex National Scholarship Programme and any other

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financial support scheme operated by the University of Sussex, rather than for the Brighton

arrangements set out below.

National Scholarship Programme (NSP)

There will be two schemes using NSP funding – the Care Leaver’s Bursary and the Widening Access

Bursary. Eligibility criteria for these are set out below. Both of these will give recipients £1,000 in

cash bursary, £1,000 in fee waiver, and a further £1,000 either in fee waiver or in discount against

university accommodation or other services, dependent on recipient choice. These awards will be

made to new entrants in their first year. In their second and third years students will, subject to the

re-application of qualifying criteria, receive £2,000: £1,000 in fee waiver and a further £1,000 for

recipient choice (either an additional fee waiver or discounted university services). This means that

any student in receipt of our national scholarship bursaries for each of their three years of study will

receive a potential £1,000 in cash, £3,000 in fee waivers and £3,000 in other discounted University

accommodation or other services or additional fee waivers, (and commensurate amounts for those

students on four year programmes). Students on sandwich, or placement, years charged at £750 will

not be eligible for the NSP in that year.

University of Brighton Care Leavers’ Bursary

Eligibility criteria:

Care leavers – students who fit the eligibility criteria for the current care leavers study grant.

Students living in supported housing – currently eligible for the Foyer Bursary

University of Brighton Widening Access Bursary

This bursary will be allocated using a number of criteria, and allocation will proceed through a

number of stages. The criteria include:

Financial - a declared income up to £25,000

Low Participation Neighbourhood: Polar 1

In subsequent years we hope to introduce a further criterion based on contextual data on schools

performance, depending on its availability via UCAS, and we may wish to add additional criteria to

the Widening Access Bursary, to ensure expenditure targets are met (this may include a proportion

of students in LPN 2).

For EU students and part-time students it is proposed to offer the following under our NSP:

EU Widening Access Bursary

This bursary will be available to EU students only with a household income up to £25,000.

The bursary is a £3,000 fee reduction in Year 1.

Part-time Widening Access Bursary

This bursary is available to part-time students (studying a minimum of 25% intensity of FTE)

with a declared income of up to £25,000 and from a low participation neighbourhood (Polar

1). The bursary is a £3,000 pro-rata fee reduction in Year 1.

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Additional Bursaries and Financial Support

There will be three additional bursaries outside the requirements of the NSP, together with a

University of Brighton Student Support Fund. These will all have the same primary eligibility criteria,

a declared income of up to £25,000. Although we plan to extend the income threshold for eligibility

for support from the Student Support Fund to up to £42,600. The total amount available in 2013-14

will be approximately £500,000.

University of Brighton Access to the Professions Bursary – £1,000 cash bursary for each

year of study

This bursary is designed to support access to courses leading to the professions where

barriers such as length of course and degree of selectivity may militate against take up from

lower income students. Eligibility will be based on income threshold (up to £25,000) for new

entrants studying a 4 year course leading to a recognised qualification in teaching and

pharmacy and 5 year course in Architecture.

University of Brighton Compact Plus Bursary - £2,000 bursary for each year of study (£1,000

fee waiver and £1,000 in cash)

To underpin the new Compact Plus concept that will replace the basic Aimhigher concept,

local students identified as Compact Plus will have access to a specific bursary. These

bursaries will be specifically targeted at students who have been identified through, and

participated in, our local widening participation programme. We will be working with

schools previously identified by Aimhigher Sussex using a range of indices of deprivation. On

application to the university students will already know that they are “Compact Plus”. The

Compact Plus bursary is for those CP students who are not eligible for our NSP bursary, but

who fulfil one or more of the following: children in care, young parents, disabled students,

first in family, income threshold of up to £25,000.

University of Brighton Disabled Athletes Scholarship – £1,000 cash bursary for each year of

study

Maintaining the current bursary. These scholarships are already in existence and the

programme has been run successfully for some years. Applicants should have represented

their sport at national or regional level or be able to demonstrate that they have the

potential to compete at these levels.

University of Brighton Student Support Fund

Similar to the existing ALF (funding for which is expected to reduce over time), students will

be able to apply for means tested support funds during their studies. This will allow those

students who are in real need (who in the past may have been eligible for a general

University of Brighton bursary), to receive one off payments (or reductions to university

services, such as accommodation). Allocation criteria will be linked to our Access Agreement

targets and will allow us to support students who fall within our broad access target groups

but who may not meet our other bursary thresholds – the intention is to open it to students

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with family incomes up to £42,600. Full-time PGCE / PG ITT students who meet the income

criteria and who are not eligible for the NSP, will also be eligible to apply (subject to

individual financial circumstances).

Targets and milestones

Detailed targets and milestones are set out at the end of this Agreement.

The majority of the ten targets we have chosen to set are based on the HESA widening participation

performance indicators and benchmarks and include those on state schools, NS-SEC classes 4-7, low

participation neighbourhoods, non-continuation and disabled students. The remainder relate to

increased enrolments of other specific under-represented groups of students, including care leavers

and Compact Plus students. These will be monitored using internal University of Brighton data.

The University of Brighton has a strong track record in performance on a number of the widening

participation performance indicators and the targets and milestones set out in this Access

Agreement aim either to maintain good performance (entrants from state schools and students in

receipt of DSA - above benchmark and sector), improve absolute performance (LPN) or to improve

performance in both absolute and relative terms (NS-SEC and non-continuation).

Three targets have been set with regard to achieving improvements in non-continuation rates to

reflect the increased and additional efforts in this area. Two are based on the HESA performance

indicators (full-time first degree entrants and young full-time first degree entrants from low

participation neighbourhoods), the other will be based on internal data, which analyses non-

continuation rates by NS-SEC.

The University has set targets that it believes are stretching given the changes being imposed from

2012 onwards and the significant challenges the sector as a whole faces as a result of the significant

increases in contributions expected from students.

As a result of the recently implemented changes to the student number controls across the sector

and the successful outcomes of our Partner College bids to HEFCE in this regard it has been

necessary to revisit a number of our previously approved targets and milestones, due to the impact

this will have on our student profile. Our performance indicators have been reviewed and the effect

of the removal of these numbers from our student cohort has been assessed. As such it has been

necessary to adjust slightly a number of our targets and milestones to reflect the change in our

student body. See the summary targets and milestones section at the end of this Agreement and

Annex B. We recognise that we may wish to revisit our targets in the future in the light of any other

significant changes to the context within which we are operating.

Also included are a range of targets and milestones around our outreach work. These continue to

build on existing work and the Widening Participation Outreach Plan produced in 2010. Our targets

include modest increases in the number of schools and pupils we work with. One of the aims is to

increase the intensity of the work for schools in the need of the most support. Our partner schools –

which have been targeted through analysis of a range of indices of mass deprivation – will be offered

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access to high and significant intensity activities such as Summer Schools, subject mentoring, subject

specific taster events and attainment raising programmes. These targets will be monitored and

evaluated through HEAT – a collaborative database developed from the records kept by Aimhigher

South East. Although we intend to continue with certain strands of aspiration raising mentoring

(such as our Suitable Boy and Primary mentoring programmes), we are planning to shift the main

emphasis of our intensive and continuous support for pupils to centre around subject specific

modules, which will be available to University of Brighton students on some courses, as we believe

such projects are beneficial to attainment raising and help raise the profile of WP across the

University. We also propose to convert our residential Summer School to a non-residential event to

enable us to redistribute our resources into developing more non-residential subject specific

Schools.

Monitoring and evaluation

The University of Brighton is undertaking a number of initiatives to evaluate the impact of WP

activities, and additional funding will be allocated under both the outreach and retention strands of

this agreement to develop and expand this work.

Responsibility for monitoring and evaluation of the two strands of activity under the Access

Agreement lies with two University committees; the Recruitment and Admissions Committee (RAC)

for the admissions phase and the Student Retention and Improvement Team (SRIT) for the retention

phase. The University’s Fees and Access Working Group (FAWG), chaired by the Deputy Vice-

Chancellor, oversees the development of the Access Agreement itself. Membership of this Group

includes a representative from the Students’ Union.

Financial support monitoring and evaluation

The University will be participating in the research project being carried out by the Centre for

Economic Performance at the London School of Economics into the effectiveness of bursaries and

their impact on student progression, achievement and success. In addition our own Student Finance

Survey Group will be reviewing a range of possible initiatives in this area to better understand the

impact of our bursaries and will collaborate with our Students’ Union as a source of further

information.

Widening Participation outreach monitoring and evaluation

We have significantly developed our process for evaluating outreach activity. All activities are

divided into four categories of varying intensity, with each category having a different level of

evaluation. The highest intensity projects, such as Summer Schools or mentoring programmes, have

pre-entry and exit questionnaires designed to assess changes in the participants’ attitude,

motivation, understanding and – if appropriate – attainment. In addition to this participants in ABC

and Compact Plus programmes will be asked to complete yearly questionnaires to monitor changes

over the course of the programme.

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The Higher Education Access Tracker (HEAT), a collaborative database we participate in with 12

other HEIs, will allow us to attach evaluations for each activity to individual participants which

should give us latitude to evaluate individual projects and across our schemes.

We expect to analyse and assess the impact our activities are having on participants across the span

of our new ABC and Compact Plus programmes. We hope to be able to use the qualitative and

quantitative data we collect to monitor the effectiveness of our outreach provision and allow us to

responsively improve our portfolio of activities. Using HEAT we will be able to track the eventual

destination of the participants of our programmes. We will be seeking ways to share our research

with other institutions to identify best practice and high impact activity.

Contextual Admissions

If universities encourage applicants with disadvantaged and therefore possibly unconventional

educational backgrounds, then they must be ready to respond positively and creatively to these

applicants when they enter the admissions phase. Universities are already attempting to use

contextual data to assess applications in the holistic way described in the Schwartz Review. This

data is now more readily available via UCAS. New admissions processes are being investigated

(particularly in light of recent advice by SPA on contextual admissions practices) and will be

established by the University of Brighton for all applicants, but with a particular emphasis on

Compact Plus applicants. The University will also establish better statistical monitoring of these

cohorts to ensure effective impact of policies during the key admissions phase.

Retention

It is intended that part of the role of embedded support tutors will be to track the progress of

Compact Plus students and care leavers and evaluate the success of relevant interventions. The

expansion of the Peer Assisted Study Sessions scheme will continue to incorporate on-going

evaluation of both quantitative and qualitative outcomes.

Provision of information to prospective students

The University of Brighton will publish clear, accessible and timely information for applicants and

students on the fees that we charge and the financial support we offer. We will do this both through

our own institutional information channels, most particularly our website, and also through the

provision of information to UCAS, GTTR and the SLC in order to help them populate their applicant

facing web services.

We have consulted with our Students’ Union in drawing up this Access Agreement. We will continue

this dialogue in order, amongst other things, to ensure that our information to prospective students

is clear and easy to understand. Our Students’ Union is already represented on all key University

committees and will therefore participate in the consideration of our widening participation policies

and practices as they develop, particularly in the light of future impact analysis.

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Equality and Diversity

The University of Brighton is committed to developing an inclusive environment for all students,

staff and visitors, with diversity as a core value within our Strategic Plan. Our fifth Equality Objective

relates specifically to students and to the enhancement of the student experience. In this, the

objective explicitly mentions the role of our Access Agreement targets and milestones as a way of

measuring our progress, as well as the links between admissions, retention and student support

processes. This reflects the University’s desire to embed, or mainstream, the principles of equality

and diversity within all areas of its work.

The University has evaluated this agreement to determine whether it pays due regard to the

principles of the Equality Act (2010), and has carried out an appropriate Equality Analysis, based on

internal and sector monitoring data and with reference to good practice guidance provided by

HEFCE, Action on Access and the Equality Challenge Unit. These have not suggested that the OFFA

strategy outlined will have a detrimental effect on any particular equality group. The document

describes an approach which aims to provide fair access to university for applicants from low

participation neighbourhoods and from lower socio-economic backgrounds. This may have greater

impact on certain racial, age and disability groups, but this impact is not expected to be adverse

since the strategy introduces additional targeted initiatives rather than any reduction in support for

other groups.

Nevertheless, the University recognises the need to analyse applicant and student demographic

information within the general monitoring processes of this Access Agreement, where we currently

collect data (for Age, Disability, Gender and Race). The University already undertakes annual

demographic analysis of student admissions, progression and achievement as well as core processes

such as student complaints, academic appeals and disciplinary procedures according to these

characteristics. This public document is published on our website at www.brighton.ac.uk/equality.

It is envisaged that this analysis will be reviewed in the same way as other aspects of the Agreement.

We will continue to review and enhance our analysis of this data in the future.

FINAL DRAFT

SUBMITTED TO OFFA FOR APPROVAL

http://www.brighton.ac.uk/equality

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SUMMARY FOR ACCESS AGREEMENT: Targets and Milestones

1 State schools and colleges: young full-time undergraduate entrants (T1b) UoB performance on this indicator has remained stable over the last few years at around 93% and always above benchmark and sector. Target is to maintain our position and remain above benchmark.

Young FT UG entrants (T1b) 10/11 09/10 08/09 07/08 06/07

PI (%) 93.7% 93.5 93.1 93.2 93

N = 3110 2940 2665 2330 2135

Difference from LA

benchmark

+2.1% +2.7 +2.8 +4.7 +4

LA Benchmark 91.6 90.8 90.3 88.5 89

Sector England 88.8 89 88.6 87.9 87.7

ACCESS AGREEMENT TARGET:

TARGET BASELINE

09/10

10/11 11/12 ANNUAL

12/13

MILSETONES

13/14

14/15

15/16

16/17

Monitoring

Maintain position and

above benchmark

93.5% 93.7% 93.5% 93.5% 93.5% 93.5% 93.5% 93.5% RAC

Annual WP PI report

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2 NS-SEC 4-7: young full-time undergraduate entrants (T1b) Data for 08/09 not comparable with other years. UoB performance on this indicator has seen a gradual increase since 2002/03 but usually just below benchmark and sector. Current year shows the biggest gap below benchmark for 5 years. Target is to improve our

position and move closer to our benchmark.

Young FT UG entrants (T1b) 10/11 09/10 08/09 07/08 06/07 05/06

PI (%) 29.4% 28.5 36.2 30.3 29.4 28.8

N = 820 745 870 675 645 655

Difference from LA

benchmark

-3.2% -2.5 0.8 0.1 -0.9 -0.7

LA Benchmark 32.6% 31 35.4 30.2 30.3 29.5

Sector England 31.4 30.9 33.3 30 30.3 29.6


TARGET BASELINE

09/10

10/11 11/12 ANNUAL

12/13

MILESTONES

13/14

14/15

15/16

16/17

Monitoring

Improve/move closer to

benchmark

28.5% 29.4% 28.5% 28.0% 28.5% 28.5% 29.0% 29.5% RAC

Annual WP PI report

of 20

3 LPN: young full-time undergraduates (T1b) UoB position has always been above benchmark, although performance dipped last year. Current data shows improvement, although not back to original level. Target is to sustain our position above benchmark and

improve performance.

Young FT UG entrants (T1b) 10/11 09/10 08/09 07/08 06/07

PI (%) 9.6% 10.2 9.1 11.2 10.9

N = 320 330 280 315 305

Difference from LA BM +0.4 +1.1 +0.2 +2.8 +2.8

LA Benchmark 9.2% 9.1 8.9 8.4 8.1

Sector England 11% 10.9 10.6 10.3 10.1


TARGET BASELINE

09/10

10/11

11/12

ANNUAL

12/13

MILESTONES

13/14

14/15

15/16

16/17

Monitoring

Sustain position above

benchmark and improve

10.2% 9.6% 9.5% 10.0% 10.5% 10.5% 11.0% 11.5% RAC

Annual WP PI report

of 20

4 Non-continuation: all full-time first degree entrants UoB position: non-continuation for all entrants has shown a gradual increase over the last few years but the most recent data shows a larger increase and performance over (negative) our benchmark. Target is to improve

our position and regain our previous position below benchmark.

FT First (young and mature)

degree entrants (T3a)

09/10 entry 08/09 entry 07/08 entry 06/07 entry 05/06 entry

PI (%) 12.2% 11 9.3 8.6 8.1

N = 455 380 290 265 250

Difference from LA benchmark +2.7% +2 -0.2 -0.9 -1.0

LA Benchmark 9.5% 9 9.5 9.5 9.1

Sector England 8.4% 7.8 8.4 8.7 8.3


TARGET BASELINE

09/10

10/11

11/12

ANNUAL

12/13

MILESTONES

13/14

14/15

15/16

16/17

Monitoring

Improve and regain position

below benchmark

11% 12% 11% 10% 10% 9% 9% 8% SRIT/ASC

Annual Retention report

of 20

5 Non-continuation – LPNs Summary UoB position: non-continuation for LPNs has shown a sharp increase in the most recent year (NB numbers are small) and is for the first time in 4 years above benchmark (negative). Target is to improve

performance and regain our position below benchmark.

(T3b) Young full-time first

degree entrants from LPNs

10/11 09/10 08/09 07/08 06/07

PI (%) 12.9% 12.1% 7.6% 8.8% 5.0%

N = 30 25 15 20 10

Difference from LA benchmark +2.5% +2.5 -1.8 -0.8 -4.2

LA Benchmark 10.4% 9.6% 9.4% 9.6% 9.2%

Sector England 9.9% 8.7% 9.4% 9.6% 9.3%


TARGET BASELINE

09/10

10/11

11/12

ANNUAL

12/13

MILESTONES

13/14

14/15

15/16

16/17

Monitoring

Improve/regain position

below benchmark

12% 12.9% 11% 11% 10% 9% 8% 8% SRIT/ASC

Annual Retention report

6 Non-continuation NS-SEC UoB data

UoB internal data analysis highlights a slightly higher rate of non-completion for students from lower socio-economic groups. The target is to close the gap between the groups. Progress will be monitored via our Academic Standards Committee and our Student Retention Improvement Team, and tracked via our internal Annual Retention Report.

of 20

7 Disabled students: full-time Summary UoB position: performance has increased and remained steady above benchmark and sector for last two years. Target is to maintain position above benchmark and sector.

Participation of students in

receipt of DSA: full-time

undergraduates (T7)

10/11 09/10 08/09 07/08 06/07

PI (%) 6.4% 6.5% 6.1% 3% 3.6%

N = 805 780 730 350 420

Difference from LA benchmark +0.7% +1.3% +1.2% -1.8% -1.1%

LA Benchmark 5.7% 5.2% 4.9% 4.8% 4.7%

Sector England 5.4% 4.9% 4.8% 4.5% 4.3%


TARGET BASELINE

09/10

10/11

11/12

ANNUAL

12/13

MILESTONES

13/14

14/15

15/16

16/17

Monitoring

Maintain position and above

benchmark

6.5% 6.4% 6.5% 6.5% 6.5% 6.5% 6.5% 6.5% RAC

of 20

8 Disabled students: part-time

Summary UoB position: performance has increased and remained steady above benchmark and sector for last two years. Target is to maintain position above benchmark and sector.

Participation of students in

receipt of DSA: part-time

undergraduates (T7)

10/11 09/10 08/09 07/08 06/07

PI (%) 5% 5.2% 3.9% 1.8% 1.2%

N = 90 85 70 30 15

Difference from LA benchmark +1.7% +2.1 +1.2% -0.4% -0.7%

LA Benchmark 3.3% 3.1% 2.7% 2.2% 1.9%

Sector England 3.5% 3% 2.7% 2.5% 2.3%


TARGET BASELINE

09/10

10/11

11/12

ANNUAL

12/13

MILESTONES

13/14

14/15

15/16

16/17

Monitoring

Maintain position and above

benchmark

5.2% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% 5.0% RAC

of 20

9 Care leavers UoB position: Successful increase in enrolments over recent years. Target is to sustain and increase enrolments slightly with enhanced focus on retention, success and employability.

Enrolments 11/12 2010/11 2009/10 2008/09

N = 22 19 13 8


TARGET BASELINE

09/10

10/11

11/12

ANNUAL

12/13

MILESTONES

13/14

14/15

15/16

16/17

Monitoring

Enrolments of care leavers 22 26 28 30 32 34 RAC/SRIT

10 Compact Plus enrolments UoB position: successful increase in enrolments of Compact Plus students. Target is to sustain and increase enrolments post Aimhigher via introduction of Compact Plus scheme.

Enrolments 11/12 2010/11 2009/10 2008/09

N = 67 46 28 24


TARGET BASELINE

09/10

10/11

11/12

ANNUAL

12/13

MILESTONES

13/14

14/15

15/16

16/17

Monitoring

Enrolments of Compact Plus 67 65 75 85 95 105 RAC/SRIT

Table 6 - Milestones and targets

Notes:

Table 6a - 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)

Is this a

collaborative

target?

Baseline

year Baseline data 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)

State School (location adjusted) (HESA Table T1b)

Maintain position above LA

benchmark and sector 2009-10 93.5% 93.5% 93.5% 93.5% 93.5% 93.5%

NS-SEC (location adjusted) (HESA Table T1b)

Improve position and move closer to

LA benchmark 2009-10 28.5% 0.28 0.285 0.285 0.29 0.295

as a result of the recently implemented

changes to the student number controls

and the successful outcomes of our Partner

College bids to HEFCE in this regard it has

been necessary to revisit a number of our

targets and milestones due to the impact

this will have on our student profile. Our

PIs have been reviewed and the effect of

the removal of these numbers assessed.

As such a number of our T and Ms have

been adjusted slightly to reflect the change

in our student body.

LPN (location adjusted) (HESA Table T1b)

Sustain position above LA benchmark

and improve 2009-10 10.2% 0.1 0.105 0.105 0.11 0.115













Non continuation: All (HESA Table T3a)

Improve position and regain position

below benchmark 2009-10 11% 10% 10% 9% 9% 8%

Non continuation: LPN (HESA Table T3b)

Improve position and regain position

below benchmark 2009-10 12% 11% 10% 9% 8% 8%

Completion/Non continuation (other - please give details in

the next column)

Non-continuation full-time first degree

home entrants by NS-SEC 2009-10

UoB internal data anlysis highlights a

slightly higher rate of non-continuation for

home full-time first degree entrants from NS-

SEC groups 4-7 than 1-3. Target is to

reduce the gap between the groups.

Validation checks:

10. A reason for changing any prefilled data must be recorded in column L for both tables 6a and 6b.

Validation check passed.

OFFA Access Agreement 2013/14 - Annexes B & C

Institution name: University of Brighton

Institution UKPRN: 10000886

If you have made any changes to the

prefilled data around your

milestones/targets, or included

additional milestones/targets, please

indicate why here.

Yearly milestones/targets (numeric where possible, however you may

use text)

These tables have been pre-populated using the information you provided to us in your 2012-13 access agreement.

You will, however, need to consider whether you wish to amend or add targets to reflect:

the inclusion of part-time and/or ITT courses within your access agreement

any significant changes to the nature and size of your cohort, for example in response to changing student number controls

more joint targets around collaborative outreach work

targets to improve equality and diversity in your access agreement

Disabled

(HESA Table T7) Participation of

students in receipt of DSA - full-time

undergraduates: maintain position and

above benchmark 2009-10 6.5% 6.5% 6.5% 6.5% 6.5% 6.5%

Disabled

(HESA Table T7) Participation of

students in receipt of DSA - part-time

undergraduates: maintain position and

above benchmark 2009-10 5.2% 0.05 0.05 0.05 0.05 0.05













Care-leavers

Sustain and increase enrolments of

care leavers 2010-11 19 26 28 30 32 34







this will have on our student profile. The

effect of the removal of these numbers has

been assessed and as such this has been

adjusted slightly to reflect the change in our

student body.

Other (please give details in the next column)

Enrolments of Compact Plus students

- sustain and increase enrolments post

Aimhigher via introduction of Compact

Plus scheme 2010-11 45 65 75 85 95 105







this will have on our student profile. The

effect of the removal of these numbers has

been assessed and as such this has been

adjusted slightly to reflect the change in our

student body.

Table 6b - Other milestones and targets

Please select milestone/target type from the drop down

menu

Description (500 characters

maximum)

Is this a

collaborqativ

e target?

Baseline

year Baseline data 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)

Outreach / WP activity (summer schools)

Non residential summer school - aims

to help with transition from Y11 to Y12.

Non residential subject specific more

skills focused. Looked after children

aspiration raising. Key -

transitional/art based non

residential/LAC non res/sports non res

ADDITION: Media non-res 2010-2011 50/10/20/0/0

50/30/20/15/1

5

50/45/20/30/2

0

50/45/20/45/2

0

50/45/20/45/2

0

50/45/20/45/2

0

The summer school programme will be

tightly tied to the curriculum based

activities.

We propose to turn the residential Summer

School into a non-residential so we can

redistribute our resources into other

Summer, Spring and Saturday Schools.

Outreach / WP activity (other - please give details in the

next column)

Primary programme - visits to schools

and visits to university. Key - number

of schools/number of pupils 2010-2011

14 schools

510

participants

16 schools

570

participants

18 schools

630

participants

20 schools

690

participants

20 schools

690 pupils

20 schools

690

participants

Pupils understand the language and

concept of HE, are aware of the range of

university courses and associated careers.

Pupils have visited a university campus.


next column) Primary mentoring programme 2010-2011

One school,

16 pupils

4 schools, 64

pupils

6 schools, 96

pupils

8 schools, 128

pupils

8 schools/ 128

pupils

8 schools, 128

pupils

This programme is directed at primary

schools in areas of high deprivation. The

aim is to improve confidence particularly in

relation to the transition to secondary

schools. Pupils should gain greater

awareness of university courses and career

paths. As the programme progresses we

aim to include an attainment raising

element.


next column)

Accredited modules for UoB students

in which they work with WP groups

over a sustained period of time to

improve attainment, confidence and

knowledge in a subject. Aspiration

raising mentoring in smaller numbers. 2010-2011

No such

activity taking

place

6 schools / 30

students / 200

pupils

8 schools / 60

students /300

pupils

12 schools/80

students / 400

pupils

12 schools/80

students / 400

pupils

12 schools/80

students / 400

pupils

A number of accredited modules which will

combine aspects of mentoring and tutoring

will cover a range of age groups, but will be

primarily focused on Yrs 10 and above.

Rather than aspiration raising mentoring,

which has had limited success in our pilot

project, we propose to focus on innovative

subject specific projects which will be

linked to attainment raising. We plan to do

this by developing accredited modules for

our students designed to pass on their

knowledge and experience to pupils in local

schools and colleges. We hope to reach

similar numbers of pupils albeit across

fewer schools due to the complexities of

setting up such schemes. We will still

retain elements of aspiration raising

mentoring which have received good

feedback, such as our Suitable Boy

programme, but will focus most of our

resource on subject specific mentoring.


next column)

Secondary programme - includes work

in schools, visits to the university,

curriculum linked work 2010-2011

15 schools,

1600

participants

18 schools/

1900

participants

21 schools/

2200

participants

24

schools/2500

participants

24

schools/2700

participants

24

schools/3000

participants

Key stage 3 work will focus on support

through transition and will link with primary

programme. Pupil's knowledge and

understanding of university should increase

and they should be able to apply this to

GCSE subject choices. Key stage 4 work

will be linked with subject specific activity

and aim to increase understanding of

particular subject routes and support

attainment in these areas.

If you have made any changes to the

prefilled data around your

milestones/targets, or included

additional milestones/targets, please

indicate why here.

Alongside applicant and entrant targets, we encourage you to provide targets around your outreach work (including collaborative outreach work where

appropriate) or other initiatives to illustrate your progress towards increasing access. These should be measurable outcomes

‐

based targets and should focus on

the number of pupils reached by a particular activity/programme, or number of schools worked with, and what the outcomes were, rather than simply recording

the nature/number of activities.

Yearly milestones/targets (numeric where possible, however you may

use text)


next column) College programme 2010-2011

11 colleges/

1300 16-19

participants/

1000 Access

participants

11 colleges/

1200 16-19

participants/

1000 Access

participants

11

colleges/1300

16-19

participants/10

00 Access

participants

11 colleges/

1400 16-19

participants/

1000 Access

participants

11 colleges/

1500 16-19

participants/

1000 Access

11 colleges/

1600 16-19

participants/

100 0 Access

participants

The university already works with all bar

one local college and with large number of

students. The focus through the Accord

Plus programme will therefore be on

increasing the intensity of the work and in

particular on supporting students to make

appropriate course choices, to produce high

quality personal statements, provide

interview practice and to support students

make the transition to university. We will

monitor the retention of students who have

participated in this programme.

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