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["Access agreement monitoring return academic year 2016-17"]
["Institution name: ","Anglia Ruskin University"]
["Institution UKPRN",{"$f":"VLOOKUP(B2,control[],2,FALSE)","v":"10000291"}]
[]
["Notes"]
["Table 7: contains a report from the institution on its progress against the milestones and targets set out in its 2017-18 access agreement.\n\nTable 7a) looks at statistical milestones/targets relating to the institution's applicants, entrants or student body - for example those relating to the numbers of applicants/entrants from lower income backgrounds or under-represented groups.\n\nTable 7b) looks at other milestones and targets, such as the number of schools an institution is aiming to work with, or the number of students involved in outreach activities, as well as the measurable success of those activities, for example in raising aspiration and attainment or in influencing choices around GCSE subject, or about whether and where to go to higher education.\n\nTable 8: provides the institution's commentary on their progress against their milestones and targets.\n\nAccess agreement targets cover a five year period and we are interested in monitoring trends over time, rather than year-on-year changes."]

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["Table 7a -  Statistical milestones and targets relating to institution's applicants, entrants or student body"]
[{"$f":"CONCATENATE(\"Institution name: \",'Title page'!B2)","v":"Institution name: Anglia Ruskin University"}]
[]
["Number","Lifecycle stage","Main target category","Statistical milestone/target type ","Description \n(500 characters maximum)","Is this a collaborative target?","Baseline data","Baseline year\n(please use form 20XX-XX)","Target\n(number or percentage)","Target year\n(please use form 20XX-XX)","Progress to date, by academic year \n(numeric where possible, however you may use text)",null,null,null,null,"Performance summary "]
[null,null,null,null,null,null,null,null,null,null,"2012-13","2013-14","2014-15","2015-16","2016-17"]
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[5,{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q10),Targets!$E:$T,15,FALSE),\"\")","v":"Access"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q10),Targets!$E:$T,16,FALSE),\"\")","v":"Mature"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q10),Targets!$E:$T,2,FALSE),\"\")","v":"HESA T2a - (Mature, full-time, all undergraduate entrants)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q10),Targets!$E:$T,3,FALSE),\"\")","v":"Participation of mature students with no previous HE experience from low participation neighbourhoods (all entrants)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q10),Targets!$E:$T,4,FALSE),\"\")","v":"No"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q10),Targets!$E:$T,5,FALSE),\"\")","v":0.13600000000000001},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q10),Targets!$E:$T,6,FALSE),\"\")","v":"2013-14"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q10),Targets!$E:$T,7,FALSE),\"\")","v":0.16},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q10),Targets!$E:$T,8,FALSE),\"\")","v":"2019-20"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q10),Targets!$E:$T,9,FALSE),\"\")","v":0.14199999999999999},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q10),Targets!$E:$T,10,FALSE),\"\")","v":0.13600000000000001},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q10),Targets!$E:$T,11,FALSE),\"\")","v":0.13700000000000001},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q10),Targets!$E:$T,12,FALSE),\"\")","v":0.104},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q10),Targets!$E:$T,13,FALSE),\"\")","v":"-"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q10),Targets!$E:$T,14,FALSE),\"\")","v":"e) Performance is below baseline"},5]
[6,{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q11),Targets!$E:$T,15,FALSE),\"\")","v":"Access"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q11),Targets!$E:$T,16,FALSE),\"\")","v":"Low participation neighbourhood (LPN)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q11),Targets!$E:$T,2,FALSE),\"\")","v":"HESA T2b - Low participation neighbourhoods (POLAR3) (All, part-time, entrants)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q11),Targets!$E:$T,3,FALSE),\"\")","v":"Participation of PT students with no previous HE experience from low participation neighbourhoods"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q11),Targets!$E:$T,4,FALSE),\"\")","v":"No"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q11),Targets!$E:$T,5,FALSE),\"\")","v":5.6000000000000001E-2},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q11),Targets!$E:$T,6,FALSE),\"\")","v":"2013-14"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q11),Targets!$E:$T,7,FALSE),\"\")","v":7.8E-2},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q11),Targets!$E:$T,8,FALSE),\"\")","v":"2019-20"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q11),Targets!$E:$T,9,FALSE),\"\")","v":5.1999999999999998E-2},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q11),Targets!$E:$T,10,FALSE),\"\")","v":5.6000000000000001E-2},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q11),Targets!$E:$T,11,FALSE),\"\")","v":6.2E-2},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q11),Targets!$E:$T,12,FALSE),\"\")","v":4.5999999999999902E-2},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q11),Targets!$E:$T,13,FALSE),\"\")","v":"-"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q11),Targets!$E:$T,14,FALSE),\"\")","v":"e) Performance is below baseline"},6]
[7,{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q12),Targets!$E:$T,15,FALSE),\"\")","v":"Student Success"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q12),Targets!$E:$T,16,FALSE),\"\")","v":"Ethnicity"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q12),Targets!$E:$T,2,FALSE),\"\")","v":"Other statistic - Ethnicity (please give details in the next column)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q12),Targets!$E:$T,3,FALSE),\"\")","v":"Reduce the gap between % of white and BME students achieving good honour degrees (1st or 2:1)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q12),Targets!$E:$T,4,FALSE),\"\")","v":"No"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q12),Targets!$E:$T,5,FALSE),\"\")","v":0.17},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q12),Targets!$E:$T,6,FALSE),\"\")","v":"2014-15"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q12),Targets!$E:$T,7,FALSE),\"\")","v":0.09},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q12),Targets!$E:$T,8,FALSE),\"\")","v":"2019-20"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q12),Targets!$E:$T,9,FALSE),\"\")","v":"-"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q12),Targets!$E:$T,10,FALSE),\"\")","v":"-"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q12),Targets!$E:$T,11,FALSE),\"\")","v":0.19},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q12),Targets!$E:$T,12,FALSE),\"\")","v":0.16200000000000001},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q12),Targets!$E:$T,13,FALSE),\"\")","v":"-"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q12),Targets!$E:$T,14,FALSE),\"\")","v":"b) Yearly milestone met"},7]
[8,{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q13),Targets!$E:$T,15,FALSE),\"\")","v":"Access"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q13),Targets!$E:$T,16,FALSE),\"\")","v":"Part-time"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q13),Targets!$E:$T,2,FALSE),\"\")","v":"Other statistic - Part-time (please give details in the next column)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q13),Targets!$E:$T,3,FALSE),\"\")","v":"Reduce the decline in part time student numbers (UK Domicile)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q13),Targets!$E:$T,4,FALSE),\"\")","v":"No"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q13),Targets!$E:$T,5,FALSE),\"\")","v":0.08},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q13),Targets!$E:$T,6,FALSE),\"\")","v":"2014-15"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q13),Targets!$E:$T,7,FALSE),\"\")","v":0},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q13),Targets!$E:$T,8,FALSE),\"\")","v":"2019-20"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q13),Targets!$E:$T,9,FALSE),\"\")","v":"-"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q13),Targets!$E:$T,10,FALSE),\"\")","v":"-"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q13),Targets!$E:$T,11,FALSE),\"\")","v":0.08},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q13),Targets!$E:$T,12,FALSE),\"\")","v":0.04},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q13),Targets!$E:$T,13,FALSE),\"\")","v":"-"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q13),Targets!$E:$T,14,FALSE),\"\")","v":"b) Yearly milestone met"},8]
[9,{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q14),Targets!$E:$T,15,FALSE),\"\")","v":"Student success"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q14),Targets!$E:$T,16,FALSE),\"\")","v":"Disability"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q14),Targets!$E:$T,2,FALSE),\"\")","v":"Other statistic - Disabled (please give details in the next column)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q14),Targets!$E:$T,3,FALSE),\"\")","v":"Reduce the degree attainment gap between disabled students and those who do not declare a disability"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q14),Targets!$E:$T,4,FALSE),\"\")","v":"No"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q14),Targets!$E:$T,5,FALSE),\"\")","v":0.01},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q14),Targets!$E:$T,6,FALSE),\"\")","v":"2014-15"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q14),Targets!$E:$T,7,FALSE),\"\")","v":0},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q14),Targets!$E:$T,8,FALSE),\"\")","v":"2019-20"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q14),Targets!$E:$T,9,FALSE),\"\")","v":"-"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q14),Targets!$E:$T,10,FALSE),\"\")","v":"-"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q14),Targets!$E:$T,11,FALSE),\"\")","v":0.01},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q14),Targets!$E:$T,12,FALSE),\"\")","v":0.01},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q14),Targets!$E:$T,13,FALSE),\"\")","v":"-"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B3,\"-\",\"7a\",\"-\",'Table 7a'!$Q14),Targets!$E:$T,14,FALSE),\"\")","v":"b) Yearly milestone met"},9]
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{"sheet":"Table 7b","index":2,"n_rows":52,"n_cols":17,"rows_kept":52,"cut":false,"hidden":false,"merged":[[0,0,0,15],[3,0,4,0],[3,1,4,1],[3,2,4,2],[3,3,4,3],[3,4,4,4],[3,5,4,5],[3,6,4,6],[3,7,4,7],[3,8,4,8],[3,9,4,9],[3,10,3,14],[3,15,4,15],[1,0,1,15]]}
["Table 7b - Other milestones and targets"]
[{"$f":"CONCATENATE(\"Institution name: \",'Title page'!B2)","v":"Institution name: Anglia Ruskin University"}]
[]
["Number","Lifecycle stage","Main target type","Milestone/target type","Description \n(500 characters maximum)","Is this a collaborative target?","Baseline data","Baseline year\n(please use form 20XX-XX)","Target (number or percentage)","Target year\n(please use form 20XX-XX)","Progress to date, by academic year \n(numeric where possible, however you may use text)",null,null,null,null,"Performance summary "]
[null,null,null,null,null,null,null,null,null,null,"2012-13","2013-14","2014-15","2015-16","2016-17"]
[{"$f":"IF(LEN(B6)<1,\"\",Q6)","v":1},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",Q6),Targets!$E:$T,15,FALSE),\"\")","v":"Access"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",Q6),Targets!$E:$T,16,FALSE),\"\")","v":"Low participation neighbourhood (LPN)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",Q6),Targets!$E:$T,2,FALSE),\"\")","v":"Outreach / WP activity (other - please give details in the next column)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q6),Targets!$E:$T,3,FALSE),\"\")","v":"Proactively engage with targeted state secondary schools using relevant outreach criteria including POLAR  data, offering a portfolio of activity"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q6),Targets!$E:$T,4,FALSE),\"\")","v":"No"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q6),Targets!$E:$T,5,FALSE),\"\")","v":"We engaged with 96 schools during baseline year"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q6),Targets!$E:$T,6,FALSE),\"\")","v":"2012-13"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q6),Targets!$E:$T,7,FALSE),\"\")","v":"Engage with all schools in designated geographical area"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q6),Targets!$E:$T,8,FALSE),\"\")","v":"2019-20"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q6),Targets!$E:$T,9,FALSE),\"\")","v":96},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q6),Targets!$E:$T,10,FALSE),\"\")","v":93},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q6),Targets!$E:$T,11,FALSE),\"\")","v":98},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q6),Targets!$E:$T,12,FALSE),\"\")","v":"126 schools engaged"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q6),Targets!$E:$T,13,FALSE),\"\")","v":"150 schools engaged"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q6),Targets!$E:$T,14,FALSE),\"\")","v":"a) Overall target met/exceeded"},1]
[{"$f":"IF(LEN(B7)<1,\"\",Q7)","v":2},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",Q7),Targets!$E:$T,15,FALSE),\"\")","v":"Access"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",Q7),Targets!$E:$T,16,FALSE),\"\")","v":"Mature"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",Q7),Targets!$E:$T,2,FALSE),\"\")","v":"Outreach / WP activity (other - please give details in the next column)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q7),Targets!$E:$T,3,FALSE),\"\")","v":"Provide targeted activity/events for Access/Mature learners"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q7),Targets!$E:$T,4,FALSE),\"\")","v":"No"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q7),Targets!$E:$T,5,FALSE),\"\")","v":150},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q7),Targets!$E:$T,6,FALSE),\"\")","v":"2014-15"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q7),Targets!$E:$T,7,FALSE),\"\")","v":180},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q7),Targets!$E:$T,8,FALSE),\"\")","v":"2019-20"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q7),Targets!$E:$T,9,FALSE),\"\")","v":"5 Events / 312 learners"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q7),Targets!$E:$T,10,FALSE),\"\")","v":207},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q7),Targets!$E:$T,11,FALSE),\"\")","v":"131 (We experienced unusally low take up, which impacted on numbers)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q7),Targets!$E:$T,12,FALSE),\"\")","v":"228 students"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q7),Targets!$E:$T,13,FALSE),\"\")","v":"207 students"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q7),Targets!$E:$T,14,FALSE),\"\")","v":"a) Overall target met/exceeded"},2]
[3,{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",Q8),Targets!$E:$T,15,FALSE),\"\")","v":"Access"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",Q8),Targets!$E:$T,16,FALSE),\"\")","v":"Multiple"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",Q8),Targets!$E:$T,2,FALSE),\"\")","v":"Outreach / WP activity (other - please give details in the next column)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q8),Targets!$E:$T,3,FALSE),\"\")","v":"Provide activity/events for primary learners"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q8),Targets!$E:$T,4,FALSE),\"\")","v":"No"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q8),Targets!$E:$T,5,FALSE),\"\")","v":500},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q8),Targets!$E:$T,6,FALSE),\"\")","v":"2012-13"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q8),Targets!$E:$T,7,FALSE),\"\")","v":500},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q8),Targets!$E:$T,8,FALSE),\"\")","v":"2019-20"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q8),Targets!$E:$T,9,FALSE),\"\")","v":500},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q8),Targets!$E:$T,10,FALSE),\"\")","v":"517 (with 89 pupils and parents returning for graduation)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q8),Targets!$E:$T,11,FALSE),\"\")","v":"529  (102 students & parents returning for graduation)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q8),Targets!$E:$T,12,FALSE),\"\")","v":"547 Pupils\n(656 including those re-attending for ‘graduation’)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q8),Targets!$E:$T,13,FALSE),\"\")","v":"587 year 6 pupils (including those attending graduation)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q8),Targets!$E:$T,14,FALSE),\"\")","v":"a) Overall target met/exceeded"},3]
[4,{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",Q9),Targets!$E:$T,15,FALSE),\"\")","v":"Access"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",Q9),Targets!$E:$T,16,FALSE),\"\")","v":"State school"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",Q9),Targets!$E:$T,2,FALSE),\"\")","v":"Outreach / WP activity (collaborative - please give details in the next column)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q9),Targets!$E:$T,3,FALSE),\"\")","v":"Engage with students from state secondary schools through collaborative activity with other relevant organisations/bodies/networks"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q9),Targets!$E:$T,4,FALSE),\"\")","v":"Yes"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q9),Targets!$E:$T,5,FALSE),\"\")","v":929},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q9),Targets!$E:$T,6,FALSE),\"\")","v":"2013-14"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q9),Targets!$E:$T,7,FALSE),\"\")","v":1400},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q9),Targets!$E:$T,8,FALSE),\"\")","v":"2019-20"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q9),Targets!$E:$T,9,FALSE),\"\")","v":"25 Events (post 2012-13 target  changes to focus on number of visitors)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q9),Targets!$E:$T,10,FALSE),\"\")","v":"25 events"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q9),Targets!$E:$T,11,FALSE),\"\")","v":"2955 students"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q9),Targets!$E:$T,12,FALSE),\"\")","v":"3598 students"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q9),Targets!$E:$T,13,FALSE),\"\")","v":"3950 students"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q9),Targets!$E:$T,14,FALSE),\"\")","v":"a) Overall target met/exceeded"},4]
[5,{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",Q10),Targets!$E:$T,15,FALSE),\"\")","v":"Access"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",Q10),Targets!$E:$T,16,FALSE),\"\")","v":"Multiple"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",Q10),Targets!$E:$T,2,FALSE),\"\")","v":"Outreach / WP activity (other - please give details in the next column)"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q10),Targets!$E:$T,3,FALSE),\"\")","v":"Deliver campus based activity targeting families"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q10),Targets!$E:$T,4,FALSE),\"\")","v":"No"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q10),Targets!$E:$T,5,FALSE),\"\")","v":396},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q10),Targets!$E:$T,6,FALSE),\"\")","v":"2012-13"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q10),Targets!$E:$T,7,FALSE),\"\")","v":800},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q10),Targets!$E:$T,8,FALSE),\"\")","v":"2019-20"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q10),Targets!$E:$T,9,FALSE),\"\")","v":"382 Individuals"},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q10),Targets!$E:$T,10,FALSE),\"\")","v":1293},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q10),Targets!$E:$T,11,FALSE),\"\")","v":1190},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q10),Targets!$E:$T,12,FALSE),\"\")","v":1140},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q10),Targets!$E:$T,13,FALSE),\"\")","v":813},{"$f":"_xlfn.IFNA(VLOOKUP(CONCATENATE('Title page'!B$3,\"-\",\"7b\",\"-\",$Q10),Targets!$E:$T,14,FALSE),\"\")","v":"a) Overall target met/exceeded"},5]
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{"sheet":"Table 8","index":3,"n_rows":12,"n_cols":1,"rows_kept":12,"cut":false,"hidden":false,"merged":[]}
["Table 8 - Institution's commentary on progress against access agreement milestones and targets"]
[{"$f":"CONCATENATE(\"Institution name: \",'Title page'!B2)","v":"Institution name: Anglia Ruskin University"}]
[]
["Notes"]
["In this section, we invited institutions to:\n• comment on the level of progress made against the targets\n• set the figures in some context, for example if they may have been influenced by external factors\n• provide any explanations where targets haven’t been met or where progress has been less than anticipated\n• provide comment on key factors that have led to successful outcomes\n• provide explanation where targets have been amended or removed, and where these changes have been approved by OFFA"]
[]
["a) Comments on the institution's overall level of progress against their targets."]
[{"$f":"VLOOKUP(CONCATENATE('Title page'!B3,\"1\"),Targets_comm!D:E,2,FALSE)","v":"In 2016/17 Anglia Ruskin University continued to attract a high number of students from widening participation backgrounds. We continue to strengthen our collaborative work with large events, such as Eyes on the Prize and The Big Bang, showcasing our ability to deliver excellent events for a large number of students with the support of other opportunity providers, including other HEIs. "}]
["b) Commentary on key factors that the institution felt contributed to achieving successful outcomes"]
[{"$f":"VLOOKUP(CONCATENATE('Title page'!B3,\"2\"),Targets_comm!D:E,2,FALSE)","v":"We continue to reduce the gap between % of white and BME students achieving good honour degrees (1st or 2:1) (New indicator in 2017/18 Access Agreement).   We continue to embed equality analysis into all of our processes, including our academic annual monitoring processes. Further details are given in table 11a row 19.  We are please there has been a reduction in the decline in part time student numbers (UK Domicile) at Anglia Ruskin (New indicator in 2017/18 Access Agreement).   Given the national trends this has been particular challenging, but achieved through our continued dedication to give students the support they need to succeed.  The gap between the degree attainment of disabled students and those who do not declare a disability (New indicator in 2017/18 Access Agreement) has continued to be very low at 1%.  Our Disability Working Group has been successful at trialling and rolling out new initiatives to embed best practice.   A great example is our work on inclusive assessment.  We set up an Inclusive Assessment Work Group who identify principles for assessment practice that were inclusive in addition to meeting high pedagogic standards.  We continue to use start and end of day questionnaires to evaluate the distance travelled of our visitors and these consistently demonstrate that our outreach students benefit from these events. In 2016/17 visiting students left our campuses with, on average, a 23% greater understanding of HE. We are also proactive in seeking feedback from our target schools to ensure they find our visits beneficial and valuable; once again feedback is positive and constructive. "}]
["c) Commentary on key factors which the institution felt affected their ability to make progress."]
[{"$f":"VLOOKUP(CONCATENATE('Title page'!B3,\"3\"),Targets_comm!D:E,2,FALSE)","v":"Both of our non-continuation targets have not progressed well against our targets.   Our Student Retention Steering Group has implemented an action plan to address the issues with all of our academic faculties analysing non continuation data and taking action.  In 2017/18 this work has continued to grow.  An example is a pilot initiative run for the first time in semester 1 of 2017/18 called Team Rhino, supporting new students to be successful. There has been a slight reduction in the participation of young students from state schools and colleges, but our intake remains a high percent of all students and above benchmark. Our Outreach Team continue to proactively engage with state secondary schools, increasing year on year the number of schools they work with, and changing programmes to meet the needs of the schools given feedback.  There has been a reduction in all 3 of our access indicators looking at the participation of students from low participation neighbourhoods. Student maintenance grants were replaced with loans for new full-time students in England starting their courses in 2016, which may have discouraged some students from applying for university.  Given a large percent of our students are from low income households this is likely to have affected our students.  Encouraging participation from low participation neighbourhoods remains a key focus for our outreach and recruitment teams who continue to work with schools and communities in these areas.    "}]

{"sheet":"MON_CONTROL","index":4,"n_rows":185,"n_cols":15,"rows_kept":185,"cut":false,"hidden":true,"merged":[]}
["itemname repeat","ukprn","hesainst","itemname","Sortorder","Inst_type","Region","Overregion","Missiongroup","GROUPKEY","Dateloaded","isvalid","islocked","Lockedby","IncludeInst"]
[{"$f":"control[[#This Row],[itemname]]","v":"Anglia Ruskin University"},"10000291","H-0047","Anglia Ruskin University",1,"HEI","ES","LE","Million+",null,"2018-01-16T18:01:11.093",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Askham Bryan College"},"10000415","L105948","Askham Bryan College",198,"FEC","YH","\tN","None-FEC",null,"2018-01-31T10:10:02.790",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Aston University"},"10007759","H-0108","Aston University",4,"HEI","WM","MS","None-HEI",null,"2018-02-08T10:16:31.127",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Bath Spa University"},"10000571","H-0048","Bath Spa University",6,"HEI","SW","MS","Million+",null,"2018-01-31T10:15:18.347",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Birkbeck College"},"10007760","H-0127","Birkbeck College",8,"HEI","GL","LE","1994 Group",null,"2018-01-16T18:12:59.103",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Birmingham City University"},"10007140","H-0052","Birmingham City University",11,"HEI","WM","MS","Million+",null,"2018-02-19T09:45:07.503",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Bishop Burton College"},"10000721","L105582","Bishop Burton College",221,"FEC","YH","\tN","None-FEC",null,"2018-01-29T16:44:57.623",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Bishop Grosseteste University"},"10007811","H-0007","Bishop Grosseteste University",12,"HEI","EM","MS","GuildHE",null,"2018-02-01T15:56:26.430",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Blackburn College"},"10000747","L106749","Blackburn College",222,"FEC","NW","N","None-FEC",null,"2018-02-02T10:00:25.367",false,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Blackpool and the Fylde College"},"10000754","L108529","Blackpool and the Fylde College",223,"FEC","NW","N","None-FEC",null,"2018-02-26T16:23:06.757",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Bournemouth University"},"10000824","H-0050","Bournemouth University",14,"HEI","SW","MS","University Alliance",null,"2018-01-17T09:11:16.527",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Bradford College"},"10000840","L108311","Bradford College",233,"FEC","YH","\tN","None-FEC",null,"2018-02-16T11:06:54.880",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Bridgwater & Taunton College"},"10000878","L107531","Bridgwater & Taunton College",235,"FEC","SW","MS","None-FEC",null,"2018-02-02T16:07:00.290",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Brunel University London"},"10000961","H-0113","Brunel University London",21,"HEI","GL","LE","None-HEI",null,"2018-01-24T12:48:18.780",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Buckinghamshire New University"},"10000975","H-0009","Buckinghamshire New University",22,"HEI","SE","MS","Million+ and GuildH",null,"2018-01-30T14:18:34.570",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Burnley College"},"10001000","L106751","Burnley College",243,"FEC","NW","N","None",null,"2018-02-13T13:41:55.213",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Bury College"},"10001005","L105763","Bury College",244,"FEC","NW","N","None-FEC",null,"2018-01-31T15:20:24.793",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Canterbury Christ Church University"},"10001143","H-0012","Canterbury Christ Church University",24,"HEI","SE","MS","None-HEI",null,"2018-02-01T15:29:25.093",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Central College Nottingham"},"10005991","L108485","Central College Nottingham",261,"FEC","EM","MS","None-FEC",null,"2018-01-16T18:07:50.057",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"City College Brighton and Hove"},"10001457","L106098","City College Brighton and Hove",272,"FEC","SE","MS","None",null,"2018-02-06T14:13:33.090",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"City College Norwich"},"10004772","L106947","City College Norwich",275,"FEC","ES","LE","None",null,"2018-01-22T14:18:15.737",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"City of Bath College"},"10001465","L105154","City of Bath College",279,"FEC","SW","MS","None-FEC",null,"2018-02-19T12:24:14.083",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Cleveland College of Art and Design"},"10001503","L108536","Cleveland College of Art and Design",285,"FEC","NE","N","None-FEC",null,"2018-01-31T15:31:03.803",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Colchester Institute"},"10001535","L106564","Colchester Institute",287,"FEC","ES","LE","None",null,"2018-02-13T08:45:53.637",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Cornwall College"},"10001696","L106490","Cornwall College",290,"FEC","SW","MS","None",null,"2018-02-19T11:09:51.750",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Courtauld Institute of Art"},"10007761","H-0201","Courtauld Institute of Art",33,"HEI","GL","LE","None-HEI",null,"2018-01-18T16:06:17.313",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Coventry University"},"10001726","H-0056","Coventry University",34,"HEI","WM","MS","Million+",null,"2018-02-05T15:00:47.343",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Craven College"},"10001743","L107552","Craven College",293,"FEC","YH","\tN","None-FEC",null,"2018-02-07T13:36:28.827",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"De Montfort University"},"10001883","H-0068","De Montfort University",40,"HEI","EM","MS","University Alliance",null,"2018-01-31T09:33:37.470",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Derby College"},"10001919","L112173","Derby College",300,"FEC","EM","MS","None-FEC",null,"2018-01-31T10:20:39.557",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Doncaster College"},"10002005","L107019","Doncaster College",304,"FEC","YH","\tN","None-FEC",null,"2018-01-17T11:09:26.507",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Edge Hill University"},"10007823","H-0016","Edge Hill University",45,"HEI","NW","N","None-HEI",null,"2018-01-31T09:45:03.283",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Falmouth University"},"10008640","H-0017","Falmouth University",48,"HEI","SW","MS","GuildHE",null,"2018-02-06T15:35:50.547",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Farnborough College of Technology"},"10002412","L106602","Farnborough College of Technology",328,"FEC","SE","MS","None-FEC",null,"2018-01-17T10:27:06.050",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Goldsmiths' College"},"10002718","H-0131","Goldsmiths' College",50,"HEI","GL","LE","1994 Group",null,"2018-02-19T16:18:23.303",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Grimsby Institute of Further and Higher Education"},"10007938","L107632","Grimsby Institute of Further and Higher Education",343,"FEC","YH","\tN","None-FEC",null,"2018-01-26T11:11:47.913",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Guildford College"},"10002815","L107909","Guildford College",344,"FEC","SE","MS","None-FEC",null,"2018-02-06T08:38:43.810",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Guildhall School of Music & Drama"},"10007825","H-0208","Guildhall School of Music & Drama",53,"HEI","GL","LE","None-HEI",null,"2018-01-18T13:22:35.190",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Harper Adams University"},"10040812","H-0018","Harper Adams University",54,"HEI","WM","MS","GuildHE",null,"2018-02-01T10:28:03.457",false,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Hartpury College"},"10002919","L106586","Hartpury College",354,"FEC","SW","MS","None",null,"2018-01-25T16:15:50.020",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Heart of Worcestershire College"},"10007977","L106641","Heart of Worcestershire College",359,"FEC","WM","MS","None-FEC",null,"2018-02-02T12:59:26.053",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Hereford College of Arts"},"10003022","L108535","Hereford College of Arts",363,"FEC","WM","MS","None-FEC",null,"2018-02-09T14:06:02.163",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Hugh Baird College"},"10003193","L106900","Hugh Baird College",378,"FEC","NW","N","None",null,"2018-02-20T09:05:22.583",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Imperial College London"},"10003270","H-0132","Imperial College London",61,"HEI","GL","LE","Russell",null,"2018-01-17T11:33:21.353",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"King's College London"},"10003645","H-0134","King's College London",78,"HEI","GL","LE","Russell",null,"2018-02-09T14:07:01.767",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Kingston College"},"10003674","L108514","Kingston College",396,"FEC","GL","LE","None-FEC",null,"2018-02-12T15:52:29.387",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Kingston Maurward College"},"10003676","L106536","Kingston Maurward College",397,"FEC","SW","MS","None",null,"2018-02-05T13:11:58.580",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Kingston University"},"10003678","H-0063","Kingston University",79,"HEI","GL","LE","Million+",null,"2018-01-22T11:22:19.920",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Leeds Arts University"},"10003854","H-0211","Leeds Arts University",84,"HEI","YH","\tN","None",null,"2018-01-30T16:07:47.130",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Leeds Beckett University"},"10003861","H-0064","Leeds Beckett University",83,"HEI","YH","\tN","Million+",null,"2018-02-08T09:36:46.003",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Leeds City College"},"10024962","L118778","Leeds City College",406,"FEC","YH","\tN","None-FEC",null,"2018-02-08T15:11:37.697",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Leeds Trinity University"},"10003863","H-0040","Leeds Trinity University",86,"HEI","YH","\tN","GuildHE",null,"2018-02-07T15:03:21.640",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Lincoln College"},"10003928","L110223","Lincoln College",415,"FEC","EM","MS","None-FEC",null,"2018-02-09T15:25:38.257",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Liverpool Hope University"},"10003956","H-0023","Liverpool Hope University",90,"HEI","NW","N","None-HEI",null,"2018-02-02T09:06:42.833",false,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Liverpool John Moores University"},"10003957","H-0065","Liverpool John Moores University",92,"HEI","NW","N","University Alliance",null,"2018-01-16T18:05:25.750",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"London Metropolitan University"},"10004048","H-0202","London Metropolitan University",105,"HEI","GL","LE","Million+",null,"2018-02-08T15:25:41.213",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"London South Bank University"},"10004078","H-0076","London South Bank University",108,"HEI","GL","LE","Million+",null,"2018-01-17T14:26:11.160",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Loughborough College"},"10004112","L109293","Loughborough College",418,"FEC","EM","MS","None-FEC",null,"2018-01-26T15:19:48.030",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Loughborough University"},"10004113","H-0152","Loughborough University",109,"HEI","EM","MS","1994 Group",null,"2018-01-17T11:00:16.773",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Manchester Metropolitan University"},"10004180","H-0066","Manchester Metropolitan University",113,"HEI","NW","N","University Alliance",null,"2018-01-29T14:36:49.723",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Middlesex University"},"10004351","H-0067","Middlesex University",115,"HEI","GL","LE","Million+",null,"2018-02-07T14:54:04.580",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Moulton College"},"10004442","L106966","Moulton College",437,"FEC","EM","MS","None-FEC",null,"2018-02-26T09:25:55.710",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Myerscough College"},"10004478","L106924","Myerscough College",438,"FEC","NW","N","None",null,"2018-02-06T11:56:14.973",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"NCG"},"10004599","L107111","NCG",439,"FEC","NE","N","None-FEC",null,"2018-01-31T08:05:10.193",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"New College Durham"},"10004576","L108661","New College Durham",441,"FEC","NE","N","None-FEC",null,"2018-02-14T14:19:06.743",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"New College Nottingham (NCN)"},"10004577","L106985","New College Nottingham (NCN)",442,"FEC","EM","MS","None-FEC",null,"2018-01-16T18:06:13.537",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"New College Stamford"},"10006303","L107722","New College Stamford",444,"FEC","EM","MS","None-FEC",null,"2018-02-08T14:56:13.827",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Newman University"},"10007832","H-0028","Newman University",119,"HEI","WM","MS","GuildHE",null,"2018-01-18T13:37:01.180",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"North East Surrey College of Technology (NESCOT)"},"10004686","L108505","North East Surrey College of Technology (NESCOT)",457,"FEC","SE","MS","None-FEC",null,"2018-02-02T13:37:45.573",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Northbrook College Sussex"},"10004736","L108501","Northbrook College Sussex",468,"FEC","SE","MS","None-FEC",null,"2018-01-29T14:16:58.020",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Norwich University of the Arts"},"10004775","H-0190","Norwich University of the Arts",125,"HEI","ES","LE","GuildHE",null,"2018-02-09T14:01:18.867",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Nottingham Trent University"},"10004797","H-0071","Nottingham Trent University",127,"HEI","EM","MS","University Alliance",null,"2018-01-31T13:28:51.610",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Oxford Brookes University"},"10004930","H-0072","Oxford Brookes University",131,"HEI","SE","MS","University Alliance",null,"2018-02-06T17:00:12.957",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Petroc"},"10004676","L106509","Petroc",488,"FEC","SW","MS","None",null,"2018-01-24T08:44:49.677",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Plumpton College"},"10005124","L107525","Plumpton College",491,"FEC","SE","MS","None",null,"2018-02-05T11:07:43.703",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Plymouth College of Art"},"10005127","L106513","Plymouth College of Art",133,"HEI","SW","MS","None-FEC",null,"2018-02-02T12:27:38.447",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Queen Mary University of London"},"10007775","H-0139","Queen Mary University of London",136,"HEI","GL","LE","Russell",null,"2018-01-25T15:13:40.283",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Ravensbourne"},"10005389","H-0030","Ravensbourne",137,"HEI","GL","LE","GuildHE",null,"2018-02-02T13:40:58.670",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Reaseheath College"},"10005404","L105301","Reaseheath College",499,"FEC","NW","N","None",null,"2018-01-31T11:27:38.567",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Roehampton University"},"10007776","H-0031","Roehampton University",139,"HEI","GL","LE","Million+",null,"2018-02-06T14:41:03.557",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Rose Bruford College"},"10005523","H-0032","Rose Bruford College",140,"HEI","GL","LE","GuildHE",null,"2018-02-08T13:45:39.230",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Royal Holloway, University of London"},"10005553","H-0141","Royal Holloway, University of London",148,"HEI","SE","MS","1994 Group",null,"2018-01-26T09:20:16.790",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Royal Northern College of Music"},"10007837","H-0035","Royal Northern College of Music",149,"HEI","NW","N","None-HEI",null,"2018-02-15T12:40:03.023",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Ruskin College"},"10005583","L108348","Ruskin College",517,"FEC","SE","MS","None-FEC",null,"2018-02-12T09:21:16.927",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Sheffield Hallam University"},"10005790","H-0075","Sheffield Hallam University",155,"HEI","YH","\tN","University Alliance",null,"2018-02-07T12:06:55.793",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"South Devon College"},"10005977","L108487","South Devon College",545,"FEC","SW","MS","None",null,"2018-02-05T10:06:03.520",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"South Essex College of Further and Higher Education"},"10005981","L106569","South Essex College of Further and Higher Education",548,"FEC","ES","LE","None",null,"2018-01-29T14:42:29.747",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"South Thames College"},"10005997","L108483","South Thames College",554,"FEC","GL","LE","None-FEC",null,null,true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Southampton Solent University"},"10006022","H-0037","Southampton Solent University",158,"HEI","SE","MS","Million+",null,"2018-01-18T10:46:24.010",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Sparsholt College"},"10006050","L106618","Sparsholt College",561,"FEC","SE","MS","None-FEC",null,"2018-01-29T12:49:05.230",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"St Helens College"},"10006174","L105907","St Helens College",568,"FEC","NW","N","None-FEC",null,"2018-01-22T12:27:00.800",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"St Mary's University, Twickenham"},"10007843","H-0039","St Mary's University, Twickenham",161,"HEI","GL","LE","GuildHE",null,"2018-02-08T15:37:52.053",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"St. George's, University of London"},"10007782","H-0145","St. George's, University of London",162,"HEI","GL","LE","None-HEI",null,"2018-01-17T10:05:29.533",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Staffordshire University"},"10006299","H-0077","Staffordshire University",163,"HEI","WM","MS","Million+",null,"2018-02-06T14:27:47.973",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Stockport College"},"10006331","L106863","Stockport College",576,"FEC","NW","N","None-FEC",null,"2018-02-08T11:22:56.267",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Strode College"},"10006378","L107542","Strode College",582,"FEC","SW","MS","None",null,"2018-01-25T14:37:20.963",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Sussex Downs College"},"10006432","L111809","Sussex Downs College",588,"FEC","SE","MS","None",null,"2018-02-05T11:31:28.850",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Teesside University"},"10007161","H-0079","Teesside University",169,"HEI","NE","N","Million+",null,"2018-02-07T17:32:59.760",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The Arts University Bournemouth"},"10000385","H-0197","The Arts University Bournemouth",2,"HEI","SW","MS","GuildHE",null,"2018-02-13T14:06:22.703",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The Bournemouth and Poole College"},"10000820","L106532","The Bournemouth and Poole College",229,"FEC","SW","MS","None",null,"2018-02-08T17:10:14.707",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The City of Liverpool College"},"10003955","L106915","The City of Liverpool College",281,"FEC","NW","N","None-FEC",null,"2018-01-30T14:17:24.193",false,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The City University"},"10001478","H-0115","The City University",31,"HEI","GL","LE","None-HEI",null,"2018-01-17T09:35:00.767",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The Conservatoire for Dance and Drama"},"10001653","H-0199","The Conservatoire for Dance and Drama",32,"HEI","GL","LE","None-HEI",null,"2018-01-16T18:02:46.227",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The Liverpool Institute for Performing Arts"},"10003945","H-0209","The Liverpool Institute for Performing Arts",91,"HEI","NW","N","GuildHE",null,"2018-01-16T18:05:08.470",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The London School of Economics and Political Science"},"10004063","H-0137","The London School of Economics and Political Science",106,"HEI","GL","LE","Russell",null,"2018-02-09T14:06:48.080",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The Manchester College"},"10023139","L118446","The Manchester College",424,"FEC","NW","N","None-FEC",null,"2018-01-30T12:19:59.483",false,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The Open University"},"10007773","H-0001","The Open University",128,"HEI","OU","OU","University Alliance",null,"2018-01-16T18:13:53.573",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The Royal Academy of Music"},"10007835","H-0033","The Royal Academy of Music",141,"HEI","GL","LE","None-HEI",null,"2018-01-22T14:38:53.440",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The Royal Agricultural University"},"10005545","H-0195","The Royal Agricultural University",142,"HEI","SW","MS","GuildHE",null,"2018-02-08T19:16:31.297",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The Royal Central School of Speech and Drama"},"10007816","H-0010","The Royal Central School of Speech and Drama",143,"HEI","GL","LE","None-HEI",null,"2018-01-29T16:16:11.767",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The Royal College of Music"},"10007778","H-0034","The Royal College of Music",145,"HEI","GL","LE","None-HEI",null,"2018-01-16T18:14:41.003",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The Royal Veterinary College"},"10007779","H-0143","The Royal Veterinary College",151,"HEI","GL","LE","None-HEI",null,"2018-02-02T10:45:47.527",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The School of Oriental and African Studies"},"10007780","H-0146","The School of Oriental and African Studies",129,"HEI","GL","LE","1994 Group",null,"2018-02-07T13:38:36.140",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The Sheffield College"},"10005788","L106996","The Sheffield College",527,"FEC","YH","\tN","None-FEC",null,"2018-02-07T17:09:15.457",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University College of Osteopathy"},"10000936","10000936","The University College of Osteopathy",236,"HEI","GL","LE","None-HEI",null,"2018-02-09T14:06:21.123",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Bath"},"10007850","H-0109","The University of Bath",5,"HEI","SW","MS","1994 Group",null,"2018-01-31T11:11:07.773",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Birmingham"},"10006840","H-0110","The University of Birmingham",9,"HEI","WM","MS","Russell",null,"2018-02-02T10:36:33.750",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Bolton"},"10006841","H-0049","The University of Bolton",13,"HEI","NW","N","Million+",null,"2018-02-15T16:48:34.303",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Bradford"},"10007785","H-0111","The University of Bradford",15,"HEI","YH","\tN","University Alliance",null,"2018-02-07T15:47:39.607",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Chichester"},"10007137","H-0082","The University of Chichester",30,"HEI","SE","MS","None-HEI",null,"2018-01-31T15:51:56.913",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of East Anglia"},"10007789","H-0117","The University of East Anglia",43,"HEI","ES","LE","1994 Group",null,"2018-01-17T15:58:43.370",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Essex"},"10007791","H-0118","The University of Essex",46,"HEI","ES","LE","1994 Group",null,"2018-01-25T11:11:16.287",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Huddersfield"},"10007148","H-0061","The University of Huddersfield",58,"HEI","YH","\tN","University Alliance",null,"2018-01-17T12:37:01.530",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Hull"},"10007149","H-0120","The University of Hull",59,"HEI","YH","\tN","None-HEI",null,"2018-02-08T11:19:45.363",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Keele"},"10007767","H-0121","The University of Keele",74,"HEI","WM","MS","None-HEI",null,"2018-01-31T10:27:07.067",false,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Kent"},"10007150","H-0122","The University of Kent",75,"HEI","SE","MS","University Alliance",null,"2018-01-25T13:52:44.300",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Lancaster"},"10007768","H-0123","The University of Lancaster",81,"HEI","NW","N","1994 Group",null,"2018-02-07T12:01:46.007",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Leeds"},"10007795","H-0124","The University of Leeds",82,"HEI","YH","\tN","Russell",null,"2018-02-06T09:53:02.097",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Leicester"},"10007796","H-0125","The University of Leicester",87,"HEI","EM","MS","1994 Group",null,"2018-02-06T21:17:04.367",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Liverpool"},"10006842","H-0126","The University of Liverpool",89,"HEI","NW","N","Russell",null,"2018-02-02T13:55:17.473",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Manchester"},"10007798","H-0204","The University of Manchester",111,"HEI","NW","N","Russell",null,"2018-02-09T15:55:25.837",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Northampton"},"10007138","H-0027","The University of Northampton",122,"HEI","EM","MS","Million+",null,"2018-01-25T14:46:47.350",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Nottingham"},"10007154","H-0155","The University of Nottingham",126,"HEI","EM","MS","Russell",null,"2018-01-19T09:22:44.943",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Reading"},"10007802","H-0157","The University of Reading",138,"HEI","SE","MS","1994 Group",null,"2018-01-30T15:06:14.177",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Salford"},"10007156","H-0158","The University of Salford",152,"HEI","NW","N","University Alliance",null,"2018-02-08T15:49:11.690",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Sheffield"},"10007157","H-0159","The University of Sheffield",154,"HEI","YH","\tN","Russell",null,"2018-02-09T14:05:24.883",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Southampton"},"10007158","H-0160","The University of Southampton",157,"HEI","SE","MS","Russell",null,"2018-01-17T07:32:30.327",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Surrey"},"10007160","H-0161","The University of Surrey",166,"HEI","SE","MS","1994 Group",null,"2018-01-19T09:09:16.063",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Warwick"},"10007163","H-0163","The University of Warwick",174,"HEI","WM","MS","Russell",null,"2018-02-13T19:31:09.063",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of West London"},"10006566","H-0080","The University of West London",175,"HEI","GL","LE","Million+",null,"2018-01-16T18:08:38.750",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Westminster"},"10007165","H-0083","The University of Westminster",178,"HEI","GL","LE","None-HEI",null,"2018-01-26T09:37:50.533",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of Wolverhampton"},"10007166","H-0085","The University of Wolverhampton",183,"HEI","WM","MS","Million+",null,"2018-01-16T18:12:16.920",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"The University of York"},"10007167","H-0164","The University of York",187,"HEI","YH","\tN","Russell",null,"2018-01-31T16:03:23.477",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Trinity Laban Conservatoire of Music and Dance Ltd"},"10008017","H-0041","Trinity Laban Conservatoire of Music and Dance Ltd",170,"HEI","GL","LE","None-HEI",null,"2018-01-16T18:19:19.293",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Truro and Penwith College"},"10007063","L108441","Truro and Penwith College",602,"FEC","SW","MS","None",null,"2018-01-16T18:09:12.510",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University Campus Suffolk Ltd"},"10014001","H-0210","University Campus Suffolk Ltd",164,"HEI","ES","LE","None-HEI",null,"2018-01-16T18:19:32.747",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University College Birmingham"},"10000712","H-0200","University College Birmingham",10,"HEI","WM","MS","GuildHE",null,"2018-02-08T17:46:16.003",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University College London"},"10007784","H-0149","University College London",94,"HEI","GL","LE","Russell",null,"2018-01-22T11:11:07.980",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University for the Creative Arts"},"10006427","H-0206","University for the Creative Arts",36,"HEI","SE","MS","GuildHE",null,"2018-02-05T11:58:09.827",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Bedfordshire"},"10007152","H-0026","University of Bedfordshire",7,"HEI","ES","LE","Million+",null,"2018-01-17T10:26:56.173",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Brighton"},"10000886","H-0051","University of Brighton",17,"HEI","SE","MS","None-HEI",null,"2018-01-16T18:02:10.187",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Bristol"},"10007786","H-0112","University of Bristol",18,"HEI","SW","MS","Russell",null,"2018-02-07T15:08:33.420",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Cambridge"},"10007788","H-0114","University of Cambridge",23,"HEI","ES","LE","Russell",null,"2018-03-07T13:46:51.443",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Central Lancashire"},"10007141","H-0053","University of Central Lancashire",25,"HEI","NW","N","Million+",null,"2018-01-17T09:17:35.567",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Chester"},"10007848","H-0011","University of Chester",29,"HEI","NW","N","None-HEI",null,"2018-01-16T18:19:04.767",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Cumbria"},"10007842","H-0038","University of Cumbria",37,"HEI","NW","N","GuildHE",null,"2018-01-31T09:04:03.747",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Derby"},"10007851","H-0057","University of Derby",41,"HEI","EM","MS","Million+",null,"2018-02-09T15:42:05.390",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Durham"},"10007143","H-0116","University of Durham",42,"HEI","NE","N","Russell",null,"2018-01-23T14:37:32.297",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of East London"},"10007144","H-0058","University of East London",44,"HEI","GL","LE","Million+",null,"2018-01-17T15:56:33.507",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Exeter"},"10007792","H-0119","University of Exeter",47,"HEI","SW","MS","Russell",null,"2018-02-09T14:05:43.587",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Gloucestershire"},"10007145","H-0054","University of Gloucestershire",49,"HEI","SW","MS","University Alliance",null,"2018-02-02T16:29:03.943",false,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Greenwich"},"10007146","H-0059","University of Greenwich",51,"HEI","GL","LE","Million+",null,"2018-02-01T13:55:58.260",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Hertfordshire"},"10007147","H-0060","University of Hertfordshire",55,"HEI","ES","LE","University Alliance",null,"2018-01-24T16:51:14.950",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Lincoln"},"10007151","H-0062","University of Lincoln",88,"HEI","EM","MS","University Alliance",null,"2018-01-16T18:10:56.030",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Newcastle Upon Tyne"},"10007799","H-0154","University of Newcastle Upon Tyne",118,"HEI","NE","N","Russell",null,"2018-02-06T13:35:00.617",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Northumbria at Newcastle"},"10001282","H-0069","University of Northumbria at Newcastle",124,"HEI","NE","N","University Alliance",null,"2018-02-07T17:11:22.317",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Oxford"},"10007774","H-0156","University of Oxford",130,"HEI","SE","MS","Russell",null,"2018-01-16T18:14:08.357",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Plymouth"},"10007801","H-0073","University of Plymouth",132,"HEI","SW","MS","University Alliance",null,"2018-01-23T16:33:43.060",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Portsmouth"},"10007155","H-0074","University of Portsmouth",135,"HEI","SE","MS","University Alliance",null,"2018-02-01T08:38:03.303",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of St Mark & St John"},"10037449","H-0014","University of St Mark & St John",160,"HEI","SW","MS","GuildHE",null,"2018-01-25T16:44:30.923",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Sunderland"},"10007159","H-0078","University of Sunderland",165,"HEI","NE","N","Million+",null,"2018-02-06T09:33:38.240",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Sussex"},"10007806","H-0162","University of Sussex",168,"HEI","SE","MS","1994 Group",null,"2018-01-16T18:18:10.863",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of the Arts, London"},"10007162","H-0024","University of the Arts, London",3,"HEI","GL","LE","None-HEI",null,"2018-01-17T11:10:46.960",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of the West of England, Bristol"},"10007164","H-0081","University of the West of England, Bristol",176,"HEI","SW","MS","University Alliance",null,"2018-02-12T11:21:53.740",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Winchester"},"10003614","H-0021","University of Winchester",181,"HEI","SE","MS","GuildHE",null,"2018-01-22T16:23:21.427",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"University of Worcester"},"10007139","H-0046","University of Worcester",184,"HEI","WM","MS","GuildHE",null,"2018-01-30T15:07:23.473",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Wakefield College"},"10007289","L108440","Wakefield College",607,"FEC","YH","\tN","None-FEC",null,"2018-01-16T18:12:43.093",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Walsall College"},"10007315","L105118","Walsall College",610,"FEC","WM","MS","None-FEC",null,"2018-02-02T11:06:15.453",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Warwickshire College"},"10007859","L106448","Warwickshire College",613,"FEC","WM","MS","None-FEC",null,"2018-02-21T16:00:10.593",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Weston College of Further and Higher Education"},"10007459","L105242","Weston College of Further and Higher Education",623,"FEC","SW","MS","None",null,"2018-02-06T11:21:44.157",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Wigan and Leigh College"},"10007500","L107785","Wigan and Leigh College",626,"FEC","NW","N","None-FEC",null,"2018-02-01T16:54:21.067",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Wiltshire College"},"10007527","L109912","Wiltshire College",628,"FEC","SW","MS","None-FEC",null,"2018-02-01T15:42:44.957",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"Writtle College"},"10007657","H-0189","Writtle College",185,"HEI","ES","LE","GuildHE",null,"2018-02-05T17:28:35.037",true,false]
[{"$f":"control[[#This Row],[itemname]]","v":"York St John University"},"10007713","H-0013","York St John University",188,"HEI","YH","\tN","GuildHE",null,"2018-02-02T13:31:30.080",true,false]

{"sheet":"Targets","index":5,"n_rows":2337,"n_cols":20,"rows_kept":2337,"cut":false,"hidden":true,"merged":[]}
["ukprn","Tab","Row","Column1","Column2","Target","Description","Collab","Base_Data","Base_yr","Target_num","Target_yr","AY1213","AY1314","AY1415","AY1516","AY1617","Perform_Sum","Lifecycle","Category"]
["10001143","7a",7,{"$f":"CONCATENATE(Targets!$A2,\"-\",Targets!$B2)","v":"10001143-7a"},{"$f":"CONCATENATE(Targets!$A2,\"-\",Targets!$B2,\"-\",Targets!$C2)","v":"10001143-7a-7"},"Other statistic - Socio-economic (please give details in the next column)","Maintain, and slightly increase if possible, levels of recruitment from LPNs","No",0.34899999999999998,"2013-14",0.37,"2019-20",34.4,34.9,35.5,35.799999999999898,36.47,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007157","7b",1,{"$f":"CONCATENATE(Targets!$A3,\"-\",Targets!$B3)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A3,\"-\",Targets!$B3,\"-\",Targets!$C3)","v":"10007157-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","Realising Opportunities Targets for progression of RO participants to a research intensive university","Yes","N/A","Other (please give details in Description column)",0.39,"2019-20",0.36,0.3,0.24,0.31,0.36,"b) Yearly milestone met","Access","Multiple"]
["10007138","7b",9,{"$f":"CONCATENATE(Targets!$A4,\"-\",Targets!$B4)","v":"10007138-7b"},{"$f":"CONCATENATE(Targets!$A4,\"-\",Targets!$B4,\"-\",Targets!$C4)","v":"10007138-7b-9"},"Other (please give details in the next column)","Number of disclosed UK/EU BME students engaged in work placements/volunteering placements for a minimum of 40 hours within social enterprises","Yes",29,"2013-14",250,"2019-20","-","-","-",63,112,"b) Yearly milestone met","Access, Student Success and Progression","Ethnicity"]
["10007138","7b",10,{"$f":"CONCATENATE(Targets!$A5,\"-\",Targets!$B5)","v":"10007138-7b"},{"$f":"CONCATENATE(Targets!$A5,\"-\",Targets!$B5,\"-\",Targets!$C5)","v":"10007138-7b-10"},"Other (please give details in the next column)","Number of students from disadvantaged backgrounds (students from 0-40% quintile IMD) undertaking 40 hours paid internship/work experience in a social enterprise/voluntary sector or community group.","Yes",0,"2014-15",250,"2019-20","-","-","-",184,152,"b) Yearly milestone met","Student Success and Progression","Socio-economic"]
["10006566","7a",1,{"$f":"CONCATENATE(Targets!$A6,\"-\",Targets!$B6)","v":"10006566-7a"},{"$f":"CONCATENATE(Targets!$A6,\"-\",Targets!$B6,\"-\",Targets!$C6)","v":"10006566-7a-1"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","To approach benchmark over 5 year period","No",5.1999999999999998E-2,"2013-14",7.8E-2,"2019-20",4.2999999999999997E-2,5.1999999999999998E-2,5.6000000000000001E-2,5.19999999999999E-2,"-","d) No progress made against baseline","Access","Disability"]
["10007138","7b",11,{"$f":"CONCATENATE(Targets!$A7,\"-\",Targets!$B7)","v":"10007138-7b"},{"$f":"CONCATENATE(Targets!$A7,\"-\",Targets!$B7,\"-\",Targets!$C7)","v":"10007138-7b-11"},"Other (please give details in the next column)","Number of students from disadvantaged backgrounds (students from 0-40% quintile IMD) undertaking 40 hours voluntary work in a social enterprise, voluntary sector organisation, or community group","Yes",0,"2014-15",225,"2019-20","-","-","-",132,164,"b) Yearly milestone met","Student Success and Progression","Socio-economic"]
["10007138","7b",12,{"$f":"CONCATENATE(Targets!$A8,\"-\",Targets!$B8)","v":"10007138-7b"},{"$f":"CONCATENATE(Targets!$A8,\"-\",Targets!$B8,\"-\",Targets!$C8)","v":"10007138-7b-12"},"Outreach / WP activity (summer schools)","Number of young people attending in reach/summer school activities","Yes",257,"2013-14",700,"2019-20","-","-","-",3273,464,"b) Yearly milestone met","Access","State school"]
["10007138","7b",13,{"$f":"CONCATENATE(Targets!$A9,\"-\",Targets!$B9)","v":"10007138-7b"},{"$f":"CONCATENATE(Targets!$A9,\"-\",Targets!$B9,\"-\",Targets!$C9)","v":"10007138-7b-13"},"Outreach / WP activity (collaborative - please give details in the next column)","Outreach with  BME young people and adults","Yes",136,"2013-14",300,"2019-20","-","-","-",20,283,"b) Yearly milestone met","Access","Ethnicity"]
["10002919","7b",1,{"$f":"CONCATENATE(Targets!$A10,\"-\",Targets!$B10)","v":"10002919-7b"},{"$f":"CONCATENATE(Targets!$A10,\"-\",Targets!$B10,\"-\",Targets!$C10)","v":"10002919-7b-1"},"Contextual data","Commit to diseminating analysis of student success/achievement/ retention data through at least conference/journal output per year, which could include working with partner Colleges/Schools/HEIs","Yes",1,"2015-16",1,"2019-20","-","-","-",3,1,"b) Yearly milestone met","Other","Multiple"]
["10001143","7a",8,{"$f":"CONCATENATE(Targets!$A11,\"-\",Targets!$B11)","v":"10001143-7a"},{"$f":"CONCATENATE(Targets!$A11,\"-\",Targets!$B11,\"-\",Targets!$C11)","v":"10001143-7a-8"},"Other statistic - Completion/Non continuation (please give details in the next column)","Retention: reduce annual withdrawal level to less than 4%","No",4.2999999999999997E-2,"2013-14","<4%","2019-20",4.5,4.3,3.5,3.2,4.7,"e) Performance is below baseline","Student Success","Other"]
["10007157","7b",2,{"$f":"CONCATENATE(Targets!$A12,\"-\",Targets!$B12)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A12,\"-\",Targets!$B12,\"-\",Targets!$C12)","v":"10007157-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","Realising Opportunities Targets for progression of RO participants to an RO Partner  university","Yes","N/A","Other (please give details in Description column)",0.24,"2019-20",0.28999999999999898,0.23,0.18,0.23,0.26,"b) Yearly milestone met","Access","Multiple"]
["10002919","7b",2,{"$f":"CONCATENATE(Targets!$A13,\"-\",Targets!$B13)","v":"10002919-7b"},{"$f":"CONCATENATE(Targets!$A13,\"-\",Targets!$B13,\"-\",Targets!$C13)","v":"10002919-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","Advertise outreach opportunities to local schools through the NNCO","Yes","TBC","2015-16","TBC","2019-20","-","-","-","NYK","NTK","f) Target discontinued","Access","Multiple"]
["10007792","7b",3,{"$f":"CONCATENATE(Targets!$A14,\"-\",Targets!$B14)","v":"10007792-7b"},{"$f":"CONCATENATE(Targets!$A14,\"-\",Targets!$B14,\"-\",Targets!$C14)","v":"10007792-7b-3"},"Operational targets","WP students securing quality placements though the Professional Pathways schemes","No",0,"2014/15",100,"2016/17","-","-","-",54,50,"c) Progress made – but less than anticipated","Student Success and Progression","Multiple"]
["10007157","7b",3,{"$f":"CONCATENATE(Targets!$A15,\"-\",Targets!$B15)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A15,\"-\",Targets!$B15,\"-\",Targets!$C15)","v":"10007157-7b-3"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","We will develop more formal partnership arrangements with schools and colleges as well as with Local Authority and other external agencies.","No","1 HE/Schools partnership conference and 2 senior manager networking opportunities.","2013-14","1 HE/Schools partnership conference and 2 senior manager networking opportunities.","2019-20","1 conference wth 70 delegates plus 3 senior manager networking events with 48 stakeholders. Termly e-newsletter sent to >1000 external subscribers.","1 Schools conference with 73 delegates. Collaborative project with Master Cutler and DCS resulting in 405 interventions across 27 masterclasses and industry based workexp.  Collaboration with National Childrens University.","We successfully held our annual schools  conference attended by 86 delegates, along with two educational stakeholder group meetings with attendance from senior management from local schools and colleges.","We successfully held our annual schools  conference attended by 80 delegates, along with two educational stakeholder group meetings with attendance from senior management from local schools and colleges.","We successfully held our annual schools conference attended by 94 delegates, along with two education stakeholder meetings with a total of 20 attendees from senior management from local schools and colleges.  ","a) Overall target met/exceeded","Access","Multiple"]
["10004063","7b",1,{"$f":"CONCATENATE(Targets!$A16,\"-\",Targets!$B16)","v":"10004063-7b"},{"$f":"CONCATENATE(Targets!$A16,\"-\",Targets!$B16,\"-\",Targets!$C16)","v":"10004063-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Number of pre-university students engaged on our WP programmes","No",1881,"2011-12",2570,"2019-20",2209,2430,2564,2485,2716,"a) Overall target met/exceeded","Access","Multiple"]
["10004063","7b",2,{"$f":"CONCATENATE(Targets!$A17,\"-\",Targets!$B17)","v":"10004063-7b"},{"$f":"CONCATENATE(Targets!$A17,\"-\",Targets!$B17,\"-\",Targets!$C17)","v":"10004063-7b-2"},"Management targets","Number of students enrolled onto LSE undergraduate programmes from our pre-entry WP activities","No",16,"2011-12",40,"2019-20",34,23,31,18,31,"b) Yearly milestone met","Access","Multiple"]
["10001143","7a",9,{"$f":"CONCATENATE(Targets!$A18,\"-\",Targets!$B18)","v":"10001143-7a"},{"$f":"CONCATENATE(Targets!$A18,\"-\",Targets!$B18,\"-\",Targets!$C18)","v":"10001143-7a-9"},"Other statistic - Completion/Non continuation (please give details in the next column)","Maintain part-time continuation rates after 2 years of entry","No",0.125,"2012-13",0.13200000000000001,"2019-20",12.5,21.5,23,25.5,"Available March 2018","d) No progress made against baseline","Student Success","Part-time"]
["10002919","7b",3,{"$f":"CONCATENATE(Targets!$A19,\"-\",Targets!$B19)","v":"10002919-7b"},{"$f":"CONCATENATE(Targets!$A19,\"-\",Targets!$B19,\"-\",Targets!$C19)","v":"10002919-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Subject and HE taster events","No",1,"2014-15",4,"2017/18",1,2,4,4,16,"a) Overall target met/exceeded","Access","Multiple"]
["10002919","7b",4,{"$f":"CONCATENATE(Targets!$A20,\"-\",Targets!$B20)","v":"10002919-7b"},{"$f":"CONCATENATE(Targets!$A20,\"-\",Targets!$B20,\"-\",Targets!$C20)","v":"10002919-7b-4"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Progression and or scholarship agreements/accords","No",3,"2014-15",6,"2019-20",0,2,3,4,4,"b) Yearly milestone met","Access","Multiple"]
["10002919","7b",5,{"$f":"CONCATENATE(Targets!$A21,\"-\",Targets!$B21)","v":"10002919-7b"},{"$f":"CONCATENATE(Targets!$A21,\"-\",Targets!$B21,\"-\",Targets!$C21)","v":"10002919-7b-5"},"Student support services","Identify methods to support DSA students and develop a strategy to ensure sustainability, sharing good practice where possible.","Yes","TBC","2015-16","TBC","2019/20","-","-","-","NYK","NYK","f) Target discontinued","Student Success","Disability"]
["10002919","7b",6,{"$f":"CONCATENATE(Targets!$A22,\"-\",Targets!$B22)","v":"10002919-7b"},{"$f":"CONCATENATE(Targets!$A22,\"-\",Targets!$B22,\"-\",Targets!$C22)","v":"10002919-7b-6"},"Contextual data","Commit to producing and reviewing data reports on the profile of E&D and WP target group student achievement/ retention/ success","No",4,"2014-15",4,"2019-20","-","-","-","NYK",4,"b) Yearly milestone met","Student Success","Multiple"]
["10002919","7b",7,{"$f":"CONCATENATE(Targets!$A23,\"-\",Targets!$B23)","v":"10002919-7b"},{"$f":"CONCATENATE(Targets!$A23,\"-\",Targets!$B23,\"-\",Targets!$C23)","v":"10002919-7b-7"},"Mission targets","Increase the number of activites and/or programmes with vocational qualifications linked specifically to successful completion of the programme","Yes",4,"2014-15",10,"2019-20","-","-","-",7,8,"b) Yearly milestone met","Progression","Multiple"]
["10007157","7b",6,{"$f":"CONCATENATE(Targets!$A24,\"-\",Targets!$B24)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A24,\"-\",Targets!$B24,\"-\",Targets!$C24)","v":"10007157-7b-6"},"Student support services","Enhanced support for commuter students","No","Support already in place but we envisage higher numbers of students choosing to commute, in order to overcome some financial hurdles.","2011-12","A minimum of three events targeting commuter students. Activities to include peer mentoring.","2019-20","3 events delivered. Peer mentoring with 12 mentors and 80 mentees.","One local/commuter welcome event. 18 Discovery week, 16 Intro week and 2 semester one ‘Fringe’ branded social events targeting commuter students. All highlighting well-being, welfare support and student community building.","One local/commuter welcome event. Invitation to a full week (147 events) of tailored and supported induction and welcome activities during Orientation week, 10 Intro Week ‘Fringe’ branded social events.","1 local/commuter welcome event. Invitation to a full week of welcome  induction activities through orientation week. Availability of a range of \"Intro Week\" activities including 10 \"Fringe\" and  100+ \"give it a go\" events.","one local/commuter welcome event. Invitation to a full week of welcome  induction activities through orientation week. Availability of a range of \"Intro Week\" activities 100+ \"give it a go\" events.","a) Overall target met/exceeded","Student Success","Multiple"]
["10007157","7b",7,{"$f":"CONCATENATE(Targets!$A25,\"-\",Targets!$B25)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A25,\"-\",Targets!$B25,\"-\",Targets!$C25)","v":"10007157-7b-7"},"Management targets","(WPREU) WP Research and Evaluation Unit - Continue to develop the evaluation and research of the University's WP outreach activities.","No","N/A","2012-13","Continue to develop a toolkit and framework to support the consistent evaluation of, and research into, the University's WP outreach activities. Continue to develop and implement effective mechanisms for the review and response to research and evaluation outcomes and for the sharing of good practice both internall and externally.","2019-20","Formative evaluation framework in place  and progress made in mapping full range of university WP activities. Full first year evaluation report due in time for 2015-16 Access Agreement planning round. Evaluation Strategy Phase 2 revised on basis of outcomes of Phase 1 (2012-13).","First year evaluation report delivered and informed discussion for the 2015-16 Access Agreement. A number of evaluation projects delivered and completed. Development continued on evaluation toolkit,  methodology and strategy.","A number of outreach and student success and progression focused evaluation projects delivered and completed. 2nd years of interviews delivered for Sheffield Student 2013 project. Continued to develop and review toolkit. Phase 1 evaluation now embeded with practitioners. Phase 2 evaluation framework and tools under development. Potential development of new evaluation tools with academic colleagues from Department of Psychology.","Continued to develop a toolkit and framework to support the consistent evaluation of, and research into, the University's WP outreach activities. Continued to develop and implement effective mechanisms for the review and response to research and evaluation outcomes and for the sharing of good practice both internall and externally.","We have expanded our research & evaluation capacity –  to 2 FT evaluator/researchers + 2 post-doctoral researchers. We continue to develop a self-service evaluation process & are working with practitioners in the development of a new project for Y7-8 pupils & their parents. We continue to focus on Outreach evaluation methodology & strategies & are experimenting with ‘realist’ approaches –discussing this with colleagues across the sector. Our approach to outreach evaluation is becoming increasingly connected with our approach to student success & the 1st year transition process specifically.","a) Overall target met/exceeded","Access","Multiple"]
["10007157","7b",14,{"$f":"CONCATENATE(Targets!$A26,\"-\",Targets!$B26)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A26,\"-\",Targets!$B26,\"-\",Targets!$C26)","v":"10007157-7b-14"},"Outreach / WP activity (collaborative - please give details in the next column)","Continue to develop the HEPP partnership. Develop a project to test the effectiveness of longitudinal engagement with schools.","Yes","Develop a strategy to engage with a number of schools in one sub-region on a collective project.","2014-15","Consider rolling out to other schools in the sub-region, depending on future funding","2019-20","-","-","A strategy was developed to engage with 4  schools in North East Derbyshire. Activity is progressive; in each school, one outreach activity per year group for 30 students.","The 'Raising Aspirations in N.E.Derbyshire ' project is underway and is now part of the school year plan embedded into 7 schools.","HEPP engaged with 422  students and 140 parents within 7 NE Derbyshire schools through the longitudinal Raising Aspirations programme in 2016/17, delivering a minimum of one activity per year group across years 7 to 11.\n \nOf evaluations received 69% of respondents stated they felt more confident about going to university after participating in the programme this year with 88% stating they were 'very' or 'fairly' likely to apply in the future","a) Overall target met/exceeded","Access","Multiple"]
["10003645","7a",7,{"$f":"CONCATENATE(Targets!$A27,\"-\",Targets!$B27)","v":"10003645-7a"},{"$f":"CONCATENATE(Targets!$A27,\"-\",Targets!$B27,\"-\",Targets!$C27)","v":"10003645-7a-7"},"Other statistic - Other (please give details in the next column)","Proportion of students starting the Realising Opportunities programme progressing to a research-intensive university","Yes","n/a","Other (please give details in Description column)",39,"2019-20",0.36,0.3,0.24,0.31,0.36,"b) Yearly milestone met","Access","Other"]
["10003645","7a",8,{"$f":"CONCATENATE(Targets!$A28,\"-\",Targets!$B28)","v":"10003645-7a"},{"$f":"CONCATENATE(Targets!$A28,\"-\",Targets!$B28,\"-\",Targets!$C28)","v":"10003645-7a-8"},"Other statistic - Other (please give details in the next column)","Realising Opportunities: target for progression of RO participants to an RO partner university","Yes","n/a","Other (please give details in Description column)",25,"2019-20",0.26,0.17,0.17,0.35,0.36,"b) Yearly milestone met","Access","Other"]
["10003863","7a",4,{"$f":"CONCATENATE(Targets!$A29,\"-\",Targets!$B29)","v":"10003863-7a"},{"$f":"CONCATENATE(Targets!$A29,\"-\",Targets!$B29,\"-\",Targets!$C29)","v":"10003863-7a-4"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","% student non continuation in HE after year 1","No",0.114,"2012-13",0.08,"2019-20",0.114,8.5000000000000006E-2,8.5999999999999896E-2,"Awaiting publication HESA data.","-","a) Overall target met/exceeded","Student Success","Multiple"]
["10005124","7a",4,{"$f":"CONCATENATE(Targets!$A30,\"-\",Targets!$B30)","v":"10005124-7a"},{"$f":"CONCATENATE(Targets!$A30,\"-\",Targets!$B30,\"-\",Targets!$C30)","v":"10005124-7a-4"},"Other statistic - Care-leavers (please give details in the next column)","Improve the proportion of Care-Leavers within the total student population","No",5.0000000000000001E-3,"2014-15",1.7500000000000002E-2,"2019-20","-","-",5.0000000000000001E-3,0.3,"-","f) Target discontinued","Access","Care leavers"]
["10005124","7a",5,{"$f":"CONCATENATE(Targets!$A31,\"-\",Targets!$B31)","v":"10005124-7a"},{"$f":"CONCATENATE(Targets!$A31,\"-\",Targets!$B31,\"-\",Targets!$C31)","v":"10005124-7a-5"},"Other statistic - Mature (please give details in the next column)","Improve retention/success rate for students over 25 yrs old","No",0.88,"2014-15",0.93,"2019-20","-","-",0.88,82,0.89,"c) Progress made – but less than anticipated","Student Success","Mature"]
["10003863","7a",5,{"$f":"CONCATENATE(Targets!$A32,\"-\",Targets!$B32)","v":"10003863-7a"},{"$f":"CONCATENATE(Targets!$A32,\"-\",Targets!$B32,\"-\",Targets!$C32)","v":"10003863-7a-5"},"HESA T5 - Projected degree (full-time, first degree entrants)","% likelyhood of UG student achieving a degree","No",0.76600000000000001,"2012-13",0.8,"2019-20",0.76600000000000001,0.79700000000000004,0.83399999999999896,"Awaiting publication HESA data.","-","a) Overall target met/exceeded","Student Success","Multiple"]
["10005124","7a",6,{"$f":"CONCATENATE(Targets!$A33,\"-\",Targets!$B33)","v":"10005124-7a"},{"$f":"CONCATENATE(Targets!$A33,\"-\",Targets!$B33,\"-\",Targets!$C33)","v":"10005124-7a-6"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","Increase the proportion of students within the whole student body that come from non-traditional backgrounds.","No",0.22,"2014-15",0.27,"2019-20","-","-",0.22,24,0.25,"b) Yearly milestone met","Access","State school"]
["10003863","7a",6,{"$f":"CONCATENATE(Targets!$A34,\"-\",Targets!$B34)","v":"10003863-7a"},{"$f":"CONCATENATE(Targets!$A34,\"-\",Targets!$B34,\"-\",Targets!$C34)","v":"10003863-7a-6"},"Other statistic - Progression to employment or further study (please give details in the next column)","% of full-time leavers in work or further study","No",0.94099999999999995,"2012-13",0.94,"2019-20",0.94099999999999995,0.95099999999999996,0.95,0.96799999999999897,0.97,"a) Overall target met/exceeded","Student Success and Progression","Multiple"]
["10007851","7a",9,{"$f":"CONCATENATE(Targets!$A35,\"-\",Targets!$B35)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A35,\"-\",Targets!$B35,\"-\",Targets!$C35)","v":"10007851-7a-9"},"Other statistic - Other (please give details in the next column)","Good honours - % full-time and part-time, first degree (UK domiciled BME)","No",0.51200000000000001,"2013-14",0.6,"2019-20",0.41099999999999998,0.51200000000000001,0.55200000000000005,0.58799999999999997,0.53,"c) Progress made – but less than anticipated","Student Success","Ethnicity"]
["10000936","7a",9,{"$f":"CONCATENATE(Targets!$A36,\"-\",Targets!$B36)","v":"10000936-7a"},{"$f":"CONCATENATE(Targets!$A36,\"-\",Targets!$B36,\"-\",Targets!$C36)","v":"10000936-7a-9"},"Other statistic - Progression to employment or further study (please give details in the next column)","Maintain the proportion of graduates in graduate level employment or further study based on DELHE data","No",1,"2014-15",0.90900000000000003,"2016-17","N/A","N/A",1,"N/A","No information provided by validating instution ","a) Overall target met/exceeded","Student Success","Attainment raising"]
["10000936","7a",10,{"$f":"CONCATENATE(Targets!$A37,\"-\",Targets!$B37)","v":"10000936-7a"},{"$f":"CONCATENATE(Targets!$A37,\"-\",Targets!$B37,\"-\",Targets!$C37)","v":"10000936-7a-10"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Increase the percentage of young full-time undergraduate entrants from LPN quintile 1","No",3.4,"2014-15",0.13800000000000001,"2016-17","N/A","N/A",3.4,"N/A",3.1E-2,"e) Performance is below baseline","Access","Low participation neighbourhoods (LPN)"]
["10000936","7a",11,{"$f":"CONCATENATE(Targets!$A38,\"-\",Targets!$B38)","v":"10000936-7a"},{"$f":"CONCATENATE(Targets!$A38,\"-\",Targets!$B38,\"-\",Targets!$C38)","v":"10000936-7a-11"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","Maintain percentage of young full-time undergraduate entrants from state schools","No",0.90900000000000003,"2014-15",0.90900000000000003,"2016-17","N/A","N/A",0.90900000000000003,"N/A",0.96,"a) Overall target met/exceeded","Access","State school"]
["10003863","7b",3,{"$f":"CONCATENATE(Targets!$A39,\"-\",Targets!$B39)","v":"10003863-7b"},{"$f":"CONCATENATE(Targets!$A39,\"-\",Targets!$B39,\"-\",Targets!$C39)","v":"10003863-7b-3"},"Outreach / WP activity (other - please give details in the next column)","To develop the Leeds Children's University","No",0,"2012-13",35,"2019-20","n/a",400,420,440,778,"a) Overall target met/exceeded","Access","Multiple"]
["10024962","7a",3,{"$f":"CONCATENATE(Targets!$A40,\"-\",Targets!$B40)","v":"10024962-7a"},{"$f":"CONCATENATE(Targets!$A40,\"-\",Targets!$B40,\"-\",Targets!$C40)","v":"10024962-7a-3"},"Other statistic - Progression to employment or further study (please give details in the next column)","LCOM only- increase progression from FE to HE for LCOM level 3 students","No",0.55000000000000004,"2011-12",0.6,"2016-17",0.63,0.63,0.68,0.66,0.64,"a) Overall target met/exceeded","Access","Other"]
["10024962","7a",4,{"$f":"CONCATENATE(Targets!$A41,\"-\",Targets!$B41)","v":"10024962-7a"},{"$f":"CONCATENATE(Targets!$A41,\"-\",Targets!$B41,\"-\",Targets!$C41)","v":"10024962-7a-4"},"Other statistic - Low-income backgrounds (please give details in the next column)","LCOM only - increase percentage of students enrolling where household income is less than £25,000","No",0.33,"2011-12",0.4,"2019-20",0.33,0.34,0.37,0.33,0.31,"e) Performance is below baseline","Access","Socio-economic"]
["10007786","7a",4,{"$f":"CONCATENATE(Targets!$A42,\"-\",Targets!$B42)","v":"10007786-7a"},{"$f":"CONCATENATE(Targets!$A42,\"-\",Targets!$B42,\"-\",Targets!$C42)","v":"10007786-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","Applications from Black and minority ethnic groups","No",0.17799999999999999,"2013-14",0.183,"2019-20",15.1,17.8,18.7,20,20,"a) Overall target met/exceeded","Access","Ethnicity"]
["10007786","7a",5,{"$f":"CONCATENATE(Targets!$A43,\"-\",Targets!$B43)","v":"10007786-7a"},{"$f":"CONCATENATE(Targets!$A43,\"-\",Targets!$B43,\"-\",Targets!$C43)","v":"10007786-7a-5"},"Other statistic - Disabled (please give details in the next column)","Applications from disabled students","No",6.5000000000000002E-2,"2013-14",7.0000000000000007E-2,"2019-20",6.4,6.5,7,7.3,8.1999999999999904,"a) Overall target met/exceeded","Access","Disability"]
["10000936","7a",12,{"$f":"CONCATENATE(Targets!$A44,\"-\",Targets!$B44)","v":"10000936-7a"},{"$f":"CONCATENATE(Targets!$A44,\"-\",Targets!$B44,\"-\",Targets!$C44)","v":"10000936-7a-12"},"Other statistic - Low-income backgrounds (please give details in the next column)","Increase percentage of full-time undergraduate students from low income backgrounds who receive the full statutory Maintenance Grant (household income of £25,000 or less)","No",53.1,"2014-15",0.55000000000000004,"2016-17","N/A","N/A",53.1,"N/A",3.2000000000000001E-2,"e) Performance is below baseline","Access","Low income background"]
["10007851","7b",4,{"$f":"CONCATENATE(Targets!$A45,\"-\",Targets!$B45)","v":"10007851-7b"},{"$f":"CONCATENATE(Targets!$A45,\"-\",Targets!$B45,\"-\",Targets!$C45)","v":"10007851-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","Lead and be an active partner in the North East Midlands Collaborative Outreach Network. Develop activities and resources that focus on and encourage the progression of learners into higher education from within the geographical reach of the network.","Yes","NEMCON network established","2014-15","If appropriate continue to develop NEMCON activity","2019-20","N/A","N/A","N/A","NEMCON was reviewed through 15-16 and, due to the lack of continuation funding and the beginning of the NCOP programme, the decision was made by the Steering Group to cease activity in December 2016","See separate word doc","f) Target discontinued","Access","Low participation neighbourhood (LPN)"]
["10007786","7a",6,{"$f":"CONCATENATE(Targets!$A46,\"-\",Targets!$B46)","v":"10007786-7a"},{"$f":"CONCATENATE(Targets!$A46,\"-\",Targets!$B46,\"-\",Targets!$C46)","v":"10007786-7a-6"},"Other statistic - Location (please give details in the next column)","Applications from students applying from BS and BA postcodes","No",4.2000000000000003E-2,"2013-14",5.5E-2,"2019-20",3.9,4.2,4.3,4,4.2,"d) No progress made against baseline","Access","Other"]
["10007851","7b",5,{"$f":"CONCATENATE(Targets!$A47,\"-\",Targets!$B47)","v":"10007851-7b"},{"$f":"CONCATENATE(Targets!$A47,\"-\",Targets!$B47,\"-\",Targets!$C47)","v":"10007851-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Be an active partner in the Higher Horizons Network. Develop activities and resources that focus on and encourage the progression of learners into higher education from within the geographical reach of the network.","Yes","Higher Horizons network established","2014-15","Continue to develop the Higher Horizons network","2019-20","N/A","N/A","N/A","Higher Horizon was reviewed through 15-16 and activity will continue beyond December 2016 as part of the Higher Horizons + NCOP","See separate word doc","f) Target discontinued","Access","Other"]
["10007851","7b",6,{"$f":"CONCATENATE(Targets!$A48,\"-\",Targets!$B48)","v":"10007851-7b"},{"$f":"CONCATENATE(Targets!$A48,\"-\",Targets!$B48,\"-\",Targets!$C48)","v":"10007851-7b-6"},"Operational targets","Evidence informed actions to improve graduate destinations based on graduate characteristics to ensure impact is achieved for that would benefit most.","No","N/A","2016-17","Evaluation of impact and review of targets to increase on baseline data","2019-20","N/A","N/A","N/A","New target - from 2016-17","Graduate destinations increased by 10 pp in 2016-17","a) Overall target met/exceeded","Student Success and Progression","Other"]
["10007851","7b",7,{"$f":"CONCATENATE(Targets!$A49,\"-\",Targets!$B49)","v":"10007851-7b"},{"$f":"CONCATENATE(Targets!$A49,\"-\",Targets!$B49,\"-\",Targets!$C49)","v":"10007851-7b-7"},"Student support services","Pre-entry support and early induction for disabled students - Get Ahead - % attendees progressing to year 2 in line with cohort","No","N/A","N/A",0.93300000000000005,"2019-20","N/A","N/A","N/A","New target - from 2016-17",0.92800000000000005,"b) Yearly milestone met","Student Success","Disability"]
["10007851","7b",8,{"$f":"CONCATENATE(Targets!$A50,\"-\",Targets!$B50)","v":"10007851-7b"},{"$f":"CONCATENATE(Targets!$A50,\"-\",Targets!$B50,\"-\",Targets!$C50)","v":"10007851-7b-8"},"Student support services","On-Programme Support for disabled students - continued focus on intiatives to support the experience of disabled students on programme. Specific areas of work will include further progress on inclusive Learning Teaching & Assessment practice, mitigation of impacts of changes to DSA.","No","N/A","N/A","N/A","N/A","N/A","N/A","N/A","New target - from 2016-17","New academic staff have sessions on Inclusive Learning and Teaching in the PG Cert HE","b) Yearly milestone met","Student Success","Disability"]
["10007851","7b",9,{"$f":"CONCATENATE(Targets!$A51,\"-\",Targets!$B51)","v":"10007851-7b"},{"$f":"CONCATENATE(Targets!$A51,\"-\",Targets!$B51,\"-\",Targets!$C51)","v":"10007851-7b-9"},"Student support services","Continue to expand pre-entry model to reach other priority groups -  develop a targeted communication strategy, academic and personal preparation activity and support, for groups including but not limited to identified WP groups, those without parental support, 2nd & 3rd year direct entrants.","No","N/A","N/A","N/A","N/A","N/A","N/A","N/A","New target - beginning 2016-17","See separate word doc\n","b) Yearly milestone met","Student Success","Other"]
["10007851","7b",10,{"$f":"CONCATENATE(Targets!$A52,\"-\",Targets!$B52)","v":"10007851-7b"},{"$f":"CONCATENATE(Targets!$A52,\"-\",Targets!$B52,\"-\",Targets!$C52)","v":"10007851-7b-10"},"Student support services","Pre-entry and transition support for Care Leavers/those without parental support - % retained and succeeding through 1st semester.\n\nContinue to develop our established pre-entry and transition work with:\n- increased focus on external partnerships to identify and support those with aspiration to study in HE.\n-develop and extend the mentoring and buddy programme\n- increase the numbers of care leavers in line with the institutional target","No","N/A","N/A",0.8,"2019-20","N/A","N/A","N/A","New target - from 2016-17",0.94,"a) Overall target met/exceeded","Student Success and Progression","Care leavers"]
["10007851","7b",11,{"$f":"CONCATENATE(Targets!$A53,\"-\",Targets!$B53)","v":"10007851-7b"},{"$f":"CONCATENATE(Targets!$A53,\"-\",Targets!$B53,\"-\",Targets!$C53)","v":"10007851-7b-11"},"Student support services","Transition support through on-programme educational workshops - % attendeed rating workshop input as useful on their programme.","No","N/A","N/A",0.82499999999999996,"2019-20","N/A","N/A","N/A","New target - from 2016-17",0.86099999999999899,"a) Overall target met/exceeded","Student Success and Progression","Other"]
["10005583","7a",3,{"$f":"CONCATENATE(Targets!$A54,\"-\",Targets!$B54)","v":"10005583-7a"},{"$f":"CONCATENATE(Targets!$A54,\"-\",Targets!$B54,\"-\",Targets!$C54)","v":"10005583-7a-3"},"Other statistic - Low-income backgrounds (please give details in the next column)","Number of entrants on full state support","No",38,"2013-14",41,"2019-20","-",35,36,40,33,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10040812","7b",15,{"$f":"CONCATENATE(Targets!$A55,\"-\",Targets!$B55)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A55,\"-\",Targets!$B55,\"-\",Targets!$C55)","v":"10040812-7b-15"},"Outreach / WP activity (other - please give details in the next column)","Taster Days","Yes",0,"2010-11",2,"2016-17",8,6,12,12,10,"a) Overall target met/exceeded","Access","Multiple"]
["10040812","7b",16,{"$f":"CONCATENATE(Targets!$A56,\"-\",Targets!$B56)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A56,\"-\",Targets!$B56,\"-\",Targets!$C56)","v":"10040812-7b-16"},"Outreach / WP activity (other - please give details in the next column)","Events with University Technical Colleges to raise awareness","Yes",0,"2010-11",2,"2017-17",0,0,2,4,2,"a) Overall target met/exceeded","Access","Multiple"]
["10040812","7b",17,{"$f":"CONCATENATE(Targets!$A57,\"-\",Targets!$B57)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A57,\"-\",Targets!$B57,\"-\",Targets!$C57)","v":"10040812-7b-17"},"Outreach / WP activity (other - please give details in the next column)","Technical Event Days","Yes",0,"2010-11",3,"2016-17",0,17,6,3,1,"c) Progress made – but less than anticipated","Access","Multiple"]
["10004676","7a",5,{"$f":"CONCATENATE(Targets!$A58,\"-\",Targets!$B58)","v":"10004676-7a"},{"$f":"CONCATENATE(Targets!$A58,\"-\",Targets!$B58,\"-\",Targets!$C58)","v":"10004676-7a-5"},"Other statistic - Socio-economic (please give details in the next column)","Introduce hardship fund to support students suffering extreme financal difficulty whilst on programme","No",0,"2014-15",4,"2019-20","-","-","-",0,2,"c) Progress made – but less than anticipated","Student Success","Socio-economic"]
["10040812","7b",18,{"$f":"CONCATENATE(Targets!$A59,\"-\",Targets!$B59)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A59,\"-\",Targets!$B59,\"-\",Targets!$C59)","v":"10040812-7b-18"},"Outreach / WP activity (other - please give details in the next column)","Teacher and careers advisor conference","No",0,"2010-11",1,"2016-17",0,1,1,1,1,"a) Overall target met/exceeded","Access","Multiple"]
["10040812","7b",19,{"$f":"CONCATENATE(Targets!$A60,\"-\",Targets!$B60)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A60,\"-\",Targets!$B60,\"-\",Targets!$C60)","v":"10040812-7b-19"},"Outreach / WP activity (other - please give details in the next column)","Student ambassador development to better engage with and support non-traditional students","No",0,"2010-11",15,"2016-17",234,203,198,193,230,"a) Overall target met/exceeded","Access","Multiple"]
["10003957","7a",1,{"$f":"CONCATENATE(Targets!$A61,\"-\",Targets!$B61)","v":"10003957-7a"},{"$f":"CONCATENATE(Targets!$A61,\"-\",Targets!$B61,\"-\",Targets!$C61)","v":"10003957-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","Maintain LJMU's current strong position against sector benchmark and location adjusted benchmark","No",0.97499999999999998,"2013-14",0.97499999999999998,"2019-20","-",0.97499999999999998,0.96599999999999997,0.98,0.98299999999999899,"a) Overall target met/exceeded","Access","State school"]
["10040812","7b",20,{"$f":"CONCATENATE(Targets!$A62,\"-\",Targets!$B62)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A62,\"-\",Targets!$B62,\"-\",Targets!$C62)","v":"10040812-7b-20"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","North West Midlands primary school activities","Yes",0,"2012-13",2,"2016-17","-",0,2,4,4,"a) Overall target met/exceeded","Access","Multiple"]
["10040812","7b",21,{"$f":"CONCATENATE(Targets!$A63,\"-\",Targets!$B63)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A63,\"-\",Targets!$B63,\"-\",Targets!$C63)","v":"10040812-7b-21"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Telford and Wrekin schools targeted activities","No",0,"2012-13",3,"2016-17","-",0,4,5,6,"a) Overall target met/exceeded","Access","Multiple"]
["10040812","7b",22,{"$f":"CONCATENATE(Targets!$A64,\"-\",Targets!$B64)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A64,\"-\",Targets!$B64,\"-\",Targets!$C64)","v":"10040812-7b-22"},"Operational targets","Children's University collaborative activity","Yes",0,"2011-12",1,"2016-17","-",1,1,1,0,"d) No progress made against baseline","Access","Multiple"]
["10040812","7b",23,{"$f":"CONCATENATE(Targets!$A65,\"-\",Targets!$B65)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A65,\"-\",Targets!$B65,\"-\",Targets!$C65)","v":"10040812-7b-23"},"Outreach / WP activity (other - please give details in the next column)","Community Events - people involved","No",0,"2014-15",10000,"2019-20","-","-",0,3700,2200,"b) Yearly milestone met","Access","Multiple"]
["10040812","7b",24,{"$f":"CONCATENATE(Targets!$A66,\"-\",Targets!$B66)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A66,\"-\",Targets!$B66,\"-\",Targets!$C66)","v":"10040812-7b-24"},"Outreach / WP activity (other - please give details in the next column)","Primary school profile raising in Wales - children involved","Yes",0,"2014-15",150,"2017-18","-","-",0,158,168,"a) Overall target met/exceeded","Access","Multiple"]
["10006432","7a",1,{"$f":"CONCATENATE(Targets!$A67,\"-\",Targets!$B67)","v":"10006432-7a"},{"$f":"CONCATENATE(Targets!$A67,\"-\",Targets!$B67,\"-\",Targets!$C67)","v":"10006432-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","To develop a more diverse student profile and a more balanced representation across curriculum areas. Especially from families with a below average income.","No",0.83,"2011-12",0.85,"2019-20","-","-","-",84.3,0.85599999999999898,"a) Overall target met/exceeded","Access","Low participation neighbourhoods (LPN)"]
["10007164","7a",9,{"$f":"CONCATENATE(Targets!$A68,\"-\",Targets!$B68)","v":"10007164-7a"},{"$f":"CONCATENATE(Targets!$A68,\"-\",Targets!$B68,\"-\",Targets!$C68)","v":"10007164-7a-9"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","Increase number of students in receipt of DSA","No",7.5,"2011-12",10.1999999999999,"2019-20",8.5000000000000006E-2,9.0999999999999998E-2,9.4E-2,9.5000000000000001E-2,"-","b) Yearly milestone met","Student Success","Disability"]
["10007164","7a",10,{"$f":"CONCATENATE(Targets!$A69,\"-\",Targets!$B69)","v":"10007164-7a"},{"$f":"CONCATENATE(Targets!$A69,\"-\",Targets!$B69,\"-\",Targets!$C69)","v":"10007164-7a-10"},"Other statistic - Ethnicity (please give details in the next column)","Increase enrolment of BME students to level representative of Bristol","No",13,"2011-12",22.2,"2019-20",0.13,0.14899999999999999,0.14599999999999999,0.14899999999999999,0.153,"c) Progress made – but less than anticipated","Access","Ethnicity"]
["10007164","7a",11,{"$f":"CONCATENATE(Targets!$A70,\"-\",Targets!$B70)","v":"10007164-7a"},{"$f":"CONCATENATE(Targets!$A70,\"-\",Targets!$B70,\"-\",Targets!$C70)","v":"10007164-7a-11"},"Other statistic - Care-leavers (please give details in the next column)","Increase enrolment of care leavers","No",23,"2011-12",32,"2019-20",49,37,41,45,57,"a) Overall target met/exceeded","Access","Care leavers"]
["10007164","7b",1,{"$f":"CONCATENATE(Targets!$A71,\"-\",Targets!$B71)","v":"10007164-7b"},{"$f":"CONCATENATE(Targets!$A71,\"-\",Targets!$B71,\"-\",Targets!$C71)","v":"10007164-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","Delivery of South Bristol Youth collaborative activity in Year 8 and 10 with University of Bristol","Yes","Year 8 programme - 120 young people; year 10 progamme - 120 young people","2014-15","Year 8 programme - 120 young people; year 10 progamme - 120 young people","2019-20","n/a","n/a","Year 8 - 120 students; Year 10 - 120 students","Year 8 - 120 students; Year 10 - 120 students","Year 7 and year 8 programme delivered","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007164","7b",2,{"$f":"CONCATENATE(Targets!$A72,\"-\",Targets!$B72)","v":"10007164-7b"},{"$f":"CONCATENATE(Targets!$A72,\"-\",Targets!$B72,\"-\",Targets!$C72)","v":"10007164-7b-2"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Strategic partnerships with 3 Colleges and Enhanced Partnerships with local school trusts/federations","No","3 colleges + 3 school partnerships","2014-15","3 colleges + 4 school partnerships","2019-20","n/a","n/a","3 schools +3 school partnerships","3 colleges + 5 school partnerships","3 colleges + 5 school partnerships","a) Overall target met/exceeded","Access","Multiple"]
["10007164","7b",3,{"$f":"CONCATENATE(Targets!$A73,\"-\",Targets!$B73)","v":"10007164-7b"},{"$f":"CONCATENATE(Targets!$A73,\"-\",Targets!$B73,\"-\",Targets!$C73)","v":"10007164-7b-3"},"Student support services","Maintain Financial Health Check Service for students in financial difficulties","No","134 appointments","2013-14","140 appointments","2019-20","n/a",134,134,136,170,"a) Overall target met/exceeded","Student Success","Socio-economic"]
["10007164","7b",4,{"$f":"CONCATENATE(Targets!$A74,\"-\",Targets!$B74)","v":"10007164-7b"},{"$f":"CONCATENATE(Targets!$A74,\"-\",Targets!$B74,\"-\",Targets!$C74)","v":"10007164-7b-4"},"Student support services","Support at least 1000 students with bursary provision","No",1058,"2013-14",1300,"2019-20","n/a",1058,1401,1300,1460,"a) Overall target met/exceeded","Student Success","Socio-economic"]
["10007164","7b",5,{"$f":"CONCATENATE(Targets!$A75,\"-\",Targets!$B75)","v":"10007164-7b"},{"$f":"CONCATENATE(Targets!$A75,\"-\",Targets!$B75,\"-\",Targets!$C75)","v":"10007164-7b-5"},"Operational targets","Increase proportion of PAL leaders meeting a WP criteria to 50%","No","45% PAL leaders meet WP criteria","2014-15",0.5,"2019-20","n/a",0.42,0.43,0.46,0.5,"a) Overall target met/exceeded","Student Success and Progression","Multiple"]
["10004775","7a",1,{"$f":"CONCATENATE(Targets!$A76,\"-\",Targets!$B76)","v":"10004775-7a"},{"$f":"CONCATENATE(Targets!$A76,\"-\",Targets!$B76,\"-\",Targets!$C76)","v":"10004775-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","To increase the proportion of young full-time undergraduate entrants from Low Participation Neighbourhoods and to remain above the location adjusted benchmark in all years","No",0.17299999999999999,"2013-14",0.21,"2019-20",0.182,0.17299999999999999,0.158,0.13200000000000001,0.125,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10004775","7a",2,{"$f":"CONCATENATE(Targets!$A77,\"-\",Targets!$B77)","v":"10004775-7a"},{"$f":"CONCATENATE(Targets!$A77,\"-\",Targets!$B77,\"-\",Targets!$C77)","v":"10004775-7a-2"},"HESA T2a - (Mature, full-time, first degree entrants)","To increase the proportion of mature full-time undergraduate entrants","No",0.153,"2013-14",0.2,"2019-20",0.13,0.153,0.14099999999999999,0.122,0.1,"e) Performance is below baseline","Access","Mature"]
["10004775","7a",3,{"$f":"CONCATENATE(Targets!$A78,\"-\",Targets!$B78)","v":"10004775-7a"},{"$f":"CONCATENATE(Targets!$A78,\"-\",Targets!$B78,\"-\",Targets!$C78)","v":"10004775-7a-3"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Retention: to continue to ensure that the percentage of young entrants who drop out of Higher Education falls below 5% and the percentage is lower than the HESA benchmark","No",0.08,"2013-14",0.04,"2019-20",0.05,0.08,5.5E-2,0.06,"Hesa Pis not yet published","b) Yearly milestone met","Student Success","State school"]
["10004775","7a",4,{"$f":"CONCATENATE(Targets!$A79,\"-\",Targets!$B79)","v":"10004775-7a"},{"$f":"CONCATENATE(Targets!$A79,\"-\",Targets!$B79,\"-\",Targets!$C79)","v":"10004775-7a-4"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","Retention: to continue to ensure that the percentage of mature entrants who drop out of Higher Education falls below 10% and the percentage is lower than the HESA benchmark.","No",0.13700000000000001,"2013-14",0.09,"2019-20",0.08,0.13700000000000001,5.6000000000000001E-2,0.129,"Hesa Pis not yet published","b) Yearly milestone met","Student Success","Mature"]
["10001143","7b",4,{"$f":"CONCATENATE(Targets!$A80,\"-\",Targets!$B80)","v":"10001143-7b"},{"$f":"CONCATENATE(Targets!$A80,\"-\",Targets!$B80,\"-\",Targets!$C80)","v":"10001143-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","Ensure a range of year groups participate in outreach programmes and maintain levels of engagement across schools - year 10","Yes","Yr 10, 2987","2013-14",2987,"2019-20",1392,2130,1381,1928,1660,"e) Performance is below baseline","Access","Multiple"]
["10001143","7b",5,{"$f":"CONCATENATE(Targets!$A81,\"-\",Targets!$B81)","v":"10001143-7b"},{"$f":"CONCATENATE(Targets!$A81,\"-\",Targets!$B81,\"-\",Targets!$C81)","v":"10001143-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Ensure a range of year groups participate in outreach programmes and maintain levels of engagement across schools - year 11","Yes","Yr 11, 4907","2013-14",4907,"2019-20",2830,1178,1269,2769,1243,"e) Performance is below baseline","Access","Multiple"]
["10001143","7b",6,{"$f":"CONCATENATE(Targets!$A82,\"-\",Targets!$B82)","v":"10001143-7b"},{"$f":"CONCATENATE(Targets!$A82,\"-\",Targets!$B82,\"-\",Targets!$C82)","v":"10001143-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Ensure a range of year groups participate in outreach programmes and maintain levels of engagement across schools - years 12/13","Yes","Yr 12-13, 7110","2013-14",7110,"2019-20",5018,3462,4887,5059,6979,"b) Yearly milestone met","Access","Multiple"]
["10004676","7a",6,{"$f":"CONCATENATE(Targets!$A83,\"-\",Targets!$B83)","v":"10004676-7a"},{"$f":"CONCATENATE(Targets!$A83,\"-\",Targets!$B83,\"-\",Targets!$C83)","v":"10004676-7a-6"},"HESA T2a - (Mature, full-time, first degree entrants)","Introduce taught sesions through summer vacation to support students who failed June examination board  ","No",0,"2014-15",6,"2019-20","-","-","-",0,4,"c) Progress made – but less than anticipated","Student Success","Multiple"]
["10001143","7b",7,{"$f":"CONCATENATE(Targets!$A84,\"-\",Targets!$B84)","v":"10001143-7b"},{"$f":"CONCATENATE(Targets!$A84,\"-\",Targets!$B84,\"-\",Targets!$C84)","v":"10001143-7b-7"},"Outreach / WP activity (collaborative - please give details in the next column)","KS4 Destination - – Increase proportion who stay on in education after KS4","Yes","KMPF - 81%","2013-14",0.84,"2019-20",0.81,0.81,0.86,0.86,0.86,"a) Overall target met/exceeded","Access","Multiple"]
["10003957","7b",7,{"$f":"CONCATENATE(Targets!$A85,\"-\",Targets!$B85)","v":"10003957-7b"},{"$f":"CONCATENATE(Targets!$A85,\"-\",Targets!$B85,\"-\",Targets!$C85)","v":"10003957-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Work with mature learners to help increase level 4 skills","No","20 colleges","2013-14","25 colleges","2019-20","-","20 colleages","23 colleges","28 colleges",29,"a) Overall target met/exceeded","Access","Mature"]
["10003957","7b",8,{"$f":"CONCATENATE(Targets!$A86,\"-\",Targets!$B86)","v":"10003957-7b"},{"$f":"CONCATENATE(Targets!$A86,\"-\",Targets!$B86,\"-\",Targets!$C86)","v":"10003957-7b-8"},"Outreach / WP activity (other - please give details in the next column)","Engaging student advocates in WP outreach activities","No","40 students","2013-14","80 students","2019-20","-","40 students","100 students","107 students",107,"a) Overall target met/exceeded","Access","Multiple"]
["10001143","7b",8,{"$f":"CONCATENATE(Targets!$A87,\"-\",Targets!$B87)","v":"10001143-7b"},{"$f":"CONCATENATE(Targets!$A87,\"-\",Targets!$B87,\"-\",Targets!$C87)","v":"10001143-7b-8"},"Outreach / WP activity (collaborative - please give details in the next column)","Improve KS4 results of disadvantage students 5A*-C including English and Maths","Yes",0.3,"2013-14","Milestones to be reviewed and recalculated in light of new curriculum changes","2019-20",0.3,0.3,0.26,0.25,"-","f) Target discontinued","Access","Multiple"]
["10001143","7b",9,{"$f":"CONCATENATE(Targets!$A88,\"-\",Targets!$B88)","v":"10001143-7b"},{"$f":"CONCATENATE(Targets!$A88,\"-\",Targets!$B88,\"-\",Targets!$C88)","v":"10001143-7b-9"},"Outreach / WP activity (collaborative - please give details in the next column)","Increase UCAS applicant rate as % of students","Yes",0.52,"2013-14","Milestones to be reviewed and recalculated in light of new curriculum changes","2019-20",0.49,0.52,0.53,0.54,"-","f) Target discontinued","Access","Multiple"]
["10007527","7a",5,{"$f":"CONCATENATE(Targets!$A89,\"-\",Targets!$B89)","v":"10007527-7a"},{"$f":"CONCATENATE(Targets!$A89,\"-\",Targets!$B89,\"-\",Targets!$C89)","v":"10007527-7a-5"},"Other statistic - Other (please give details in the next column)","To increase BME representation on College HE courses","No","4% BME students","2014-15",0.08,"2019-20",0.115,9.4E-2,0.04,0.06,3.3000000000000002E-2,"d) No progress made against baseline","Access","Ethnicity"]
["10007500","7b",3,{"$f":"CONCATENATE(Targets!$A90,\"-\",Targets!$B90)","v":"10007500-7b"},{"$f":"CONCATENATE(Targets!$A90,\"-\",Targets!$B90,\"-\",Targets!$C90)","v":"10007500-7b-3"},"Student support services","develop and hold an HE careers/employer event","No",0,"2014-15",3,"2021-22","-","-",0,0,1,"b) Yearly milestone met","Progression","Other (please give details in Description column)"]
["10007500","7b",4,{"$f":"CONCATENATE(Targets!$A91,\"-\",Targets!$B91)","v":"10007500-7b"},{"$f":"CONCATENATE(Targets!$A91,\"-\",Targets!$B91,\"-\",Targets!$C91)","v":"10007500-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","GM Higher is a collaboration of universities and further education colleges from Greater Manachester working together to provide high quality outreach activities for local schools and colleges","Yes",87,"2014-15",130,"2021-22","-","-",87,"-",98,"b) Yearly milestone met","Access","Low participation neighbourhoods (LPN)"]
["10003956","7a",3,{"$f":"CONCATENATE(Targets!$A92,\"-\",Targets!$B92)","v":"10003956-7a"},{"$f":"CONCATENATE(Targets!$A92,\"-\",Targets!$B92,\"-\",Targets!$C92)","v":"10003956-7a-3"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","Full-time, first degree entrants in receipt of DSA","No","7.8% against benchmark of 7.6%","2013-14","7-9%","2019-20",8,7.8,9.3000000000000007,9,8.8000000000000007,"f) Target discontinued","Access","Disabled"]
["10003956","7a",4,{"$f":"CONCATENATE(Targets!$A93,\"-\",Targets!$B93)","v":"10003956-7a"},{"$f":"CONCATENATE(Targets!$A93,\"-\",Targets!$B93,\"-\",Targets!$C93)","v":"10003956-7a-4"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Continuation of young, full-time, first degree entrants from Low Participation Neighbourhoods after 1 year","No","10.4% against benchmark of 9.0%","2013-14","7-10%","2019-20",10.8,10.4,12.2,"n/a","n/a","d) No progress made against baseline","Student Success","Low participation neighbourhoods (LPN)"]
["10003956","7a",5,{"$f":"CONCATENATE(Targets!$A94,\"-\",Targets!$B94)","v":"10003956-7a"},{"$f":"CONCATENATE(Targets!$A94,\"-\",Targets!$B94,\"-\",Targets!$C94)","v":"10003956-7a-5"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Continuation of all, full-time, first degree entrants after 1 year","No","8.6% against benchmark of 8.0%","2012-13","6-8%","2019-20",8.6,9,10.8,"n/a","n/a","d) No progress made against baseline","Student Success","Multiple"]
["10003956","7a",6,{"$f":"CONCATENATE(Targets!$A95,\"-\",Targets!$B95)","v":"10003956-7a"},{"$f":"CONCATENATE(Targets!$A95,\"-\",Targets!$B95,\"-\",Targets!$C95)","v":"10003956-7a-6"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","Continuation of mature, full-time, first degree entrants after 1 year","No","10.8% against benchmark of 12.3%","2013-14","10-14%","2019-20",14.2,10.8,14.6,"n/a","n/a","d) No progress made against baseline","Student Success","Mature"]
["10003956","7a",7,{"$f":"CONCATENATE(Targets!$A96,\"-\",Targets!$B96)","v":"10003956-7a"},{"$f":"CONCATENATE(Targets!$A96,\"-\",Targets!$B96,\"-\",Targets!$C96)","v":"10003956-7a-7"},"HESA T5 - Projected degree (full-time, first degree entrants)","Neither award nor transfer projected","No","11.8% against benchmark of 11.5%","2013-14","9-12%","2019-20",10.8,11.8,12.2,"n/a","n/a","d) No progress made against baseline","Student Success","Multiple"]
["10003956","7a",8,{"$f":"CONCATENATE(Targets!$A97,\"-\",Targets!$B97)","v":"10003956-7a"},{"$f":"CONCATENATE(Targets!$A97,\"-\",Targets!$B97,\"-\",Targets!$C97)","v":"10003956-7a-8"},"Other statistic - Disabled (please give details in the next column)","Total number of undergraduate students with a declared disability","No","16% of registered undergraduate students in 2014/15 had a declared disability (HESA Data)","2014-15",">=16%","2019-20","-","-","-",0.19,0.2,"a) Overall target met/exceeded","Access","Disabled"]
["10000747","7a",3,{"$f":"CONCATENATE(Targets!$A98,\"-\",Targets!$B98)","v":"10000747-7a"},{"$f":"CONCATENATE(Targets!$A98,\"-\",Targets!$B98,\"-\",Targets!$C98)","v":"10000747-7a-3"},"Other statistic - Disabled (please give details in the next column)","Engagement with disability services (DSA) target will continue to be monitored as evidence suggests that this as a positive impact upon retention, achievement and success.  The data shows a conversion rate of 50.2% based on 577 students who engaged with the service (excludes a further 11 where not eligible for HEFCE funding) of which 277 became DSA claimants (12% of the student population). The pattern has been 2015/16 at 52%, 2014-15 at 46% and 2013-14 at 45%, which shows a slight decrease from 2015-16. This is reflected in the overall student numbers being lower in this year, ","No",0.45,"2013-14",0.57499999999999996,"2019-20","-",0.45,0.46,0.52,0.5,"c) Progress made – but less than anticipated","Access","Disability"]
["10000747","7a",4,{"$f":"CONCATENATE(Targets!$A99,\"-\",Targets!$B99)","v":"10000747-7a"},{"$f":"CONCATENATE(Targets!$A99,\"-\",Targets!$B99,\"-\",Targets!$C99)","v":"10000747-7a-4"},"Other statistic - Gender (please give details in the next column)","For the last four years the proportion of females entering into high education has remained higher than males. The proportion of males remains comparable at 41% which is -2% on the previous 2 years.  The target is to increase the proportion of male to female students (although current trends indicate it may be challenging, hence the small targeted increase). Targetted analysis and research is planned  with regards to this issue, including age (ie. young white males under 21).  The percentage of male students against female has dropped by 3% in 16/17 compared to a sustained 41% in the previous two years and the learner profile reduced by 164 males (1055 down to 891) . ","No",0.41,"2014-15",0.45,"2019-20",0.43,0.43,0.41,0.41,0.38,"e) Performance is below baseline","Access","Gender"]
["10000747","7b",1,{"$f":"CONCATENATE(Targets!$A100,\"-\",Targets!$B100)","v":"10000747-7b"},{"$f":"CONCATENATE(Targets!$A100,\"-\",Targets!$B100,\"-\",Targets!$C100)","v":"10000747-7b-1"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","To re evaluate and increase formal partnerships on reflection of the work of the NNCO, specifically with Schools and Sixth Forms and those not engaged in HEI outreach activity.  Progress has been made through the NNCO and several projects took place to develop working relationships and awareness.  The Head of HE Student Experience was part of the NNCO working group in developing and leading on some of the projects ensuring sustainability wherever appropriate.  The collaboration continues with the work in relation to NCOP","No","NA","2014-15","NA","NA","NA","NA","NA","NA","NA","b) Yearly milestone met","Access","Multiple"]
["10000747","7b",2,{"$f":"CONCATENATE(Targets!$A101,\"-\",Targets!$B101)","v":"10000747-7b"},{"$f":"CONCATENATE(Targets!$A101,\"-\",Targets!$B101,\"-\",Targets!$C101)","v":"10000747-7b-2"},"Management targets","Retention rates remain complex and a challenge given the high proportion of students from a disadvantaged post code. Retention remains comparable over the last two years.  Analysis and research is being carried out as to reasons for retention and possibilities of early intervention","No",0.76,"2014-15",0.84,"2019-20","not available","not available",0.77,0.74,0.74,"d) No progress made against baseline","Student Success and Progression","Socio-economic"]
["10000747","7b",3,{"$f":"CONCATENATE(Targets!$A102,\"-\",Targets!$B102)","v":"10000747-7b"},{"$f":"CONCATENATE(Targets!$A102,\"-\",Targets!$B102,\"-\",Targets!$C102)","v":"10000747-7b-3"},"Outreach / WP activity (other - please give details in the next column)","To increase participation and activity with The Childrens' University.  The number of schools and pupils has increased year on year. The initial pupil numbers were 120 and have risen to just short of 500 in 15-16. Pupils numbers in 2016-2017 rose to 619 with a number of success activities taking place. ","No",4,"2011-12",16,"2019-20",6,6,6,6,6,"a) Overall target met/exceeded","Access","Other"]
["10000747","7b",4,{"$f":"CONCATENATE(Targets!$A103,\"-\",Targets!$B103)","v":"10000747-7b"},{"$f":"CONCATENATE(Targets!$A103,\"-\",Targets!$B103,\"-\",Targets!$C103)","v":"10000747-7b-4"},"Student support services","To offer a one stop shop support service for students which provides a wrap around service. The college teams work collaboratively in term sof wrap around support to all students","No","NA","2013-14","NA","NA","NA","NA","NA","NA","NA","b) Yearly milestone met","Access, Student Success and Progression","Multiple"]
["10000747","7b",5,{"$f":"CONCATENATE(Targets!$A104,\"-\",Targets!$B104)","v":"10000747-7b"},{"$f":"CONCATENATE(Targets!$A104,\"-\",Targets!$B104,\"-\",Targets!$C104)","v":"10000747-7b-5"},"Outreach / WP activity (summer schools)","To continue the development of a comprehensive study skills support for Higeher Education students including a wide range of   summer school options and a yearly cycle of responsive intervention strategies to improve skills and progression between levels.  The number quoted for 2016-2017  also includes winter school and second language support programme","No","150 students","2014-15",200,"2019-20",282,360,200,350,355,"a) Overall target met/exceeded","Access","Multiple"]
["10007155","7b",6,{"$f":"CONCATENATE(Targets!$A105,\"-\",Targets!$B105)","v":"10007155-7b"},{"$f":"CONCATENATE(Targets!$A105,\"-\",Targets!$B105,\"-\",Targets!$C105)","v":"10007155-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Mature learners:  'Why HE?'and transition events targeted at mature learners","No","50 adults","2011-12","100 adults","2019-20",321,139,119,108,100,"a) Overall target met/exceeded","Access","Mature"]
["10003957","7b",9,{"$f":"CONCATENATE(Targets!$A106,\"-\",Targets!$B106)","v":"10003957-7b"},{"$f":"CONCATENATE(Targets!$A106,\"-\",Targets!$B106,\"-\",Targets!$C106)","v":"10003957-7b-9"},"Outreach / WP activity (other - please give details in the next column)","Outreach in targeted primary schools that feed into progression curriculum secondary schools","No","10 schools","2013-14","15 schools","2019-20","-","10 schools","12 schools","13 schools",18,"a) Overall target met/exceeded","Access","Multiple"]
["10003957","7b",10,{"$f":"CONCATENATE(Targets!$A107,\"-\",Targets!$B107)","v":"10003957-7b"},{"$f":"CONCATENATE(Targets!$A107,\"-\",Targets!$B107,\"-\",Targets!$C107)","v":"10003957-7b-10"},"Outreach / WP activity (summer schools)","Summer schools for secondary school/college pupils from the local area","No","200 pupils","2013-14","300 pupils","2019-20","-","200 pupils","297 pupils","233 pupils",269,"b) Yearly milestone met","Access","Multiple"]
["10006840","7a",5,{"$f":"CONCATENATE(Targets!$A108,\"-\",Targets!$B108)","v":"10006840-7a"},{"$f":"CONCATENATE(Targets!$A108,\"-\",Targets!$B108,\"-\",Targets!$C108)","v":"10006840-7a-5"},"Other statistic - Other (please give details in the next column)","Number of students entering Medicine via Access to Birmingham","No",19,"2013-14",31,"2019-20","NA","NA",28,34,34,"a) Overall target met/exceeded","Access","Multiple"]
["10006840","7a",6,{"$f":"CONCATENATE(Targets!$A109,\"-\",Targets!$B109)","v":"10006840-7a"},{"$f":"CONCATENATE(Targets!$A109,\"-\",Targets!$B109,\"-\",Targets!$C109)","v":"10006840-7a-6"},"Other statistic - Other (please give details in the next column)","Progression of students who entered via A2B is comparable to overall cohort","No",0.93,"2011-12",0.96,"2019-20",0.95,0.93,0.95,0.95,0.96,"a) Overall target met/exceeded","Student Success","Multiple"]
["10006840","7a",7,{"$f":"CONCATENATE(Targets!$A110,\"-\",Targets!$B110)","v":"10006840-7a"},{"$f":"CONCATENATE(Targets!$A110,\"-\",Targets!$B110,\"-\",Targets!$C110)","v":"10006840-7a-7"},"Other statistic - Completion/Non continuation (please give details in the next column)","Percentage of students who entered via A2B gaining 2.1 or above","No",0.68,"2011-12",0.75,"2019-20",0.8,0.84,0.82399999999999995,0.81,0.81899999999999895,"a) Overall target met/exceeded","Student Success","Multiple"]
["10006840","7a",8,{"$f":"CONCATENATE(Targets!$A111,\"-\",Targets!$B111)","v":"10006840-7a"},{"$f":"CONCATENATE(Targets!$A111,\"-\",Targets!$B111,\"-\",Targets!$C111)","v":"10006840-7a-8"},"Other statistic - Progression to employment or further study (please give details in the next column)","Percentage of students who entered via A2B gaining a graduate level job within 6 months of graduating.","No",0.76,"2011-12",0.8,"2019-20",0.77500000000000002,0.82,0.85,0.84399999999999997,"Data not available yet","a) Overall target met/exceeded","Progression","Multiple"]
["10006840","7b",1,{"$f":"CONCATENATE(Targets!$A112,\"-\",Targets!$B112)","v":"10006840-7b"},{"$f":"CONCATENATE(Targets!$A112,\"-\",Targets!$B112,\"-\",Targets!$C112)","v":"10006840-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Number of students engaged in on-campus WP activity (e.g tailored school visits, Raise Programme and Masterclass Programme)","No",5000,"2009-10",6000,"2019-20",11682,9988,9051,10450,10303,"a) Overall target met/exceeded","Access","Multiple"]
["10006840","7b",2,{"$f":"CONCATENATE(Targets!$A113,\"-\",Targets!$B113)","v":"10006840-7b"},{"$f":"CONCATENATE(Targets!$A113,\"-\",Targets!$B113,\"-\",Targets!$C113)","v":"10006840-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","Number of young people from disadvantaged backgrounds engaged in intensive activty with collaborative partnership using a basket of indicators. \n\nBaseline year is 2010/11 to enable overall growth in beneficiaries since the inception of the project to be reported.","Yes",500,"Other (please give details in Description column)",1000,"2019-20",660,768,1001,1021,1108,"a) Overall target met/exceeded","Access","Multiple"]
["10006840","7b",3,{"$f":"CONCATENATE(Targets!$A114,\"-\",Targets!$B114)","v":"10006840-7b"},{"$f":"CONCATENATE(Targets!$A114,\"-\",Targets!$B114,\"-\",Targets!$C114)","v":"10006840-7b-3"},"Outreach / WP activity (collaborative - please give details in the next column)","Proportion of engaged young people from disadvantaged backgrounds attaining 5 x GCSE A* to C inc English and Maths is greater than local average for young people from disadvantaged backgrounds, using a basket of indicators\n\nBaseline year for overall longitudinal tracking remains 2010/11 but impact on each cohort passing this milestone will be reported against the relevant benchmarking data for the academic year in which they complete Key Stage 4.","Yes","44.1% FSM pupils (Birmingham)   32.3% FSM Pupils (Solihull)","Other (please give details in Description column)","4% over baseline","2019-20","76.9%(baseline 39.6%)","60.2% (Baseline 34.3%)","58.4% (Baseline 33.4%)","Awaiting NPD Request","N/A","b) Yearly milestone met","Access","Multiple"]
["10006840","7b",4,{"$f":"CONCATENATE(Targets!$A115,\"-\",Targets!$B115)","v":"10006840-7b"},{"$f":"CONCATENATE(Targets!$A115,\"-\",Targets!$B115,\"-\",Targets!$C115)","v":"10006840-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","Proportion of young people from disadvantaged backgrounds in intensive activty target group applying for FT place in HE is greater than local average for YP from disadvantaged backgrounds, using a basket of indicators\n\nBaseline year for overall longitudinal tracking remains 2010/11 but impact on each cohort passing this milestone will be reported against the relevant benchmarking data for the academic year in which they complete Key Stage 5.","Yes","58.75% disadvantaged IMD, 40.8% NS-SEC 4 to 7, 38.21% LPN (POLAR 2 qs 1 and 2), 9.74% disabled","Other (please give details in Description column)","4% over baseline","2019-20","N/A","31.6% FSM6 ( baseline 22%) 40% Polar 3 Q1 ( baseline 12.4%)","36.7%FSM6 (baseline 24%) Polar 3 Q1 32.4% (Baseline 13.4%)","Awaiting NPD Request","N/A","b) Yearly milestone met","Access","Multiple"]
["10006840","7b",5,{"$f":"CONCATENATE(Targets!$A116,\"-\",Targets!$B116)","v":"10006840-7b"},{"$f":"CONCATENATE(Targets!$A116,\"-\",Targets!$B116,\"-\",Targets!$C116)","v":"10006840-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Realising Opportunities Targets for progression of RO participants to a research intensive university","Yes",0.27,"2010-11",0.38,"2019-20",0.36,0.3,0.24,0.31,0.36,"b) Yearly milestone met","Access","Multiple"]
["10006378","7a",1,{"$f":"CONCATENATE(Targets!$A117,\"-\",Targets!$B117)","v":"10006378-7a"},{"$f":"CONCATENATE(Targets!$A117,\"-\",Targets!$B117,\"-\",Targets!$C117)","v":"10006378-7a-1"},"HESA T2a - (Mature, full-time, first degree entrants)","increase the numbers of mature students (over 25) participating in HE study","No",0.45,"2013-14",0.45,"2019-20","-",0.45,0.37,0.28999999999999998,0.37,"e) Performance is below baseline","Access","Mature"]
["10007155","7b",10,{"$f":"CONCATENATE(Targets!$A118,\"-\",Targets!$B118)","v":"10007155-7b"},{"$f":"CONCATENATE(Targets!$A118,\"-\",Targets!$B118,\"-\",Targets!$C118)","v":"10007155-7b-10"},"Outreach / WP activity (collaborative - please give details in the next column)","SUN will develop and extend collaborative projects which support the progression of students with disabilities drawing on the expertise of specialists within our universities, our students with disabilities and those working in this field.","Yes","SUN Disability Group in Place","2015-16","Collaborative activities agreed in previous year delivered","2019-20","-","-","-","The SUN Disability group continue to meet termly and run institutional events. The SUN website includes a link to Disabled Students Allowances (DSA) and links to disability support for each institution in the network. The SUN Ambassadors receive additional training which includes more in-depth detail about the support available.  The SUN have also developed a pilot on-line training tool for student ambassadors.","SUN website disability resources section developed. Continued working with student minds to develop an online resource for transition to HE. Collaborative event attended by 3 HEI's.","c) Progress made – but less than anticipated","Access and Progression","Disability"]
["10007713","7b",1,{"$f":"CONCATENATE(Targets!$A119,\"-\",Targets!$B119)","v":"10007713-7b"},{"$f":"CONCATENATE(Targets!$A119,\"-\",Targets!$B119,\"-\",Targets!$C119)","v":"10007713-7b-1"},"Outreach / WP activity (summer schools)","Part of a broader series of work with schools which are in the lowest POLAR quintiles, have high levels of FSM and a low GCSE attainment level","No",8,"2012-13",50,"2019-20",8,11,11,18,29,"c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10007786","7a",9,{"$f":"CONCATENATE(Targets!$A120,\"-\",Targets!$B120)","v":"10007786-7a"},{"$f":"CONCATENATE(Targets!$A120,\"-\",Targets!$B120,\"-\",Targets!$C120)","v":"10007786-7a-9"},"Other statistic - Other (please give details in the next column)","Conversion rates: application to intake rates for students from low performing schools and colleges","No",0.12,"2013-14",0.13500000000000001,"2019-20",12.5,12,13.6,12.9,13.8,"a) Overall target met/exceeded","Access","Other"]
["10006378","7a",2,{"$f":"CONCATENATE(Targets!$A121,\"-\",Targets!$B121)","v":"10006378-7a"},{"$f":"CONCATENATE(Targets!$A121,\"-\",Targets!$B121,\"-\",Targets!$C121)","v":"10006378-7a-2"},"Other statistic - Ethnicity (please give details in the next column)","increase the number of students from ethnic minority backgrounds over the course of the access agreement through targeted allocations of cash bursaries","No",7.0000000000000007E-2,"2013-14",7.0000000000000007E-2,"2019-20","-",7.0000000000000007E-2,7.4999999999999997E-2,4.3999999999999997E-2,0.05,"e) Performance is below baseline","Access","Ethnicity"]
["10006378","7a",3,{"$f":"CONCATENATE(Targets!$A122,\"-\",Targets!$B122)","v":"10006378-7a"},{"$f":"CONCATENATE(Targets!$A122,\"-\",Targets!$B122,\"-\",Targets!$C122)","v":"10006378-7a-3"},"Other statistic - Disabled (please give details in the next column)","increase the number of students with disabilities over the course of tha access agreement through targetted cash bursaries","No",0.19,"2013-14",0.19,"2019-20","-",0.19,0.25,0.27,0.24,"a) Overall target met/exceeded","Access","Disability"]
["10007163","7b",1,{"$f":"CONCATENATE(Targets!$A123,\"-\",Targets!$B123)","v":"10007163-7b"},{"$f":"CONCATENATE(Targets!$A123,\"-\",Targets!$B123,\"-\",Targets!$C123)","v":"10007163-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Increase the number of secondary schools/colleges in Coventry and Warwickshire that we work with to 40 by 2016/17","No",32,"Other (please give details in Description column)",40,"2016-17",38,30,38,39,"-","f) Target discontinued","Access","Other"]
["10006566","7a",2,{"$f":"CONCATENATE(Targets!$A124,\"-\",Targets!$B124)","v":"10006566-7a"},{"$f":"CONCATENATE(Targets!$A124,\"-\",Targets!$B124,\"-\",Targets!$C124)","v":"10006566-7a-2"},"HESA T1a - State School (Young, full-time, first degree entrants)","To maintain representation from state schools at above the location-adjusted benchmark or above 95%","No",0.96599999999999997,"2013-14",0.96599999999999997,"2019-20",0.96299999999999997,0.96599999999999997,0.98099999999999998,0.96899999999999897,"-","a) Overall target met/exceeded","Access","State school"]
["10006566","7a",3,{"$f":"CONCATENATE(Targets!$A125,\"-\",Targets!$B125)","v":"10006566-7a"},{"$f":"CONCATENATE(Targets!$A125,\"-\",Targets!$B125,\"-\",Targets!$C125)","v":"10006566-7a-3"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Maintain position at or above location-adjusted benchmark","No",8.6999999999999994E-2,"2013-14",9.1999999999999998E-2,"2019-20",9.8000000000000004E-2,8.6999999999999994E-2,9.9000000000000005E-2,9.2999999999999902E-2,"-","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10006566","7a",4,{"$f":"CONCATENATE(Targets!$A126,\"-\",Targets!$B126)","v":"10006566-7a"},{"$f":"CONCATENATE(Targets!$A126,\"-\",Targets!$B126,\"-\",Targets!$C126)","v":"10006566-7a-4"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Non-continuation rates to be lower than benchmark. The year here refers to the entry cohort of degree students; improvement will not be visible until following year.","No",0.114,"2012-13",0.08,"2019-20",0.114,0.122,9.8000000000000004E-2,"-","-","b) Yearly milestone met","Student Success","Other"]
["10006566","7a",5,{"$f":"CONCATENATE(Targets!$A127,\"-\",Targets!$B127)","v":"10006566-7a"},{"$f":"CONCATENATE(Targets!$A127,\"-\",Targets!$B127,\"-\",Targets!$C127)","v":"10006566-7a-5"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","Non-continuation rates to be lower than benchmark. The year here refers to the entry cohort of degree students; improvement will not be visible until following year.","No",0.16600000000000001,"2012-13",0.14000000000000001,"2019-20",0.16600000000000001,0.14299999999999999,0.11700000000000001,"-","-","a) Overall target met/exceeded","Student Success","Mature"]
["10006566","7a",6,{"$f":"CONCATENATE(Targets!$A128,\"-\",Targets!$B128)","v":"10006566-7a"},{"$f":"CONCATENATE(Targets!$A128,\"-\",Targets!$B128,\"-\",Targets!$C128)","v":"10006566-7a-6"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","To maintain position beneath benchmark","No",0.128,"2012-13",9.8000000000000004E-2,"2019-20",0.128,0.14399999999999999,8.7999999999999898E-2,"-","-","a) Overall target met/exceeded","Student Success","Low participation neighbourhood (LPN)"]
["10006566","7a",7,{"$f":"CONCATENATE(Targets!$A129,\"-\",Targets!$B129)","v":"10006566-7a"},{"$f":"CONCATENATE(Targets!$A129,\"-\",Targets!$B129,\"-\",Targets!$C129)","v":"10006566-7a-7"},"Other statistic - Other (please give details in the next column)","Table E1a - Employment indicator: leavers obtaining first degrees from full-time courses.","No",0.95,"2012-13","To maintain or improve on 95%","2019-20",0.94899999999999995,0.95899999999999996,0.96099999999999997,0.97099999999999898,"-","a) Overall target met/exceeded","Progression","Other"]
["10006566","7a",8,{"$f":"CONCATENATE(Targets!$A130,\"-\",Targets!$B130)","v":"10006566-7a"},{"$f":"CONCATENATE(Targets!$A130,\"-\",Targets!$B130,\"-\",Targets!$C130)","v":"10006566-7a-8"},"Other statistic - Part-time (please give details in the next column)","To increase part-time undergraduate student headcount intake by at least 3% year on year (HESA Student return)","No",193,"2014-15",200,"2019-20","-","-",193,176,163,"d) No progress made against baseline","Access","Part-time"]
["10005583","7b",2,{"$f":"CONCATENATE(Targets!$A131,\"-\",Targets!$B131)","v":"10005583-7b"},{"$f":"CONCATENATE(Targets!$A131,\"-\",Targets!$B131,\"-\",Targets!$C131)","v":"10005583-7b-2"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Develop progression accords with two local FE colleges.  Oxford & Cherwell Valley College and Abingdon & Witney college in relation to Access programmes","Yes",2,"2013-14",2,"2019-20","-",2,2,2,"-","b) Yearly milestone met","Access","Socio-economic"]
["10003957","7b",11,{"$f":"CONCATENATE(Targets!$A132,\"-\",Targets!$B132)","v":"10003957-7b"},{"$f":"CONCATENATE(Targets!$A132,\"-\",Targets!$B132,\"-\",Targets!$C132)","v":"10003957-7b-11"},"Outreach / WP activity (collaborative - please give details in the next column)","Widening participation activity delivered in collaboration with othe HE and FE providers","Yes","2 other providers","2013-14","9 other providers","2019-20","-","2 other providers","9 other providers","9 other providers","9 providers","a) Overall target met/exceeded","Access","Multiple"]
["10006378","7a",4,{"$f":"CONCATENATE(Targets!$A133,\"-\",Targets!$B133)","v":"10006378-7a"},{"$f":"CONCATENATE(Targets!$A133,\"-\",Targets!$B133,\"-\",Targets!$C133)","v":"10006378-7a-4"},"Other statistic - Other (please give details in the next column)","improve the retention of students on foundation degree courses from start year 1 to end of year 2 from current average over a 6 year period of  71.8%  through targeting and timing of the cash bursaries and effective mentoring.","No",0.79,"2013-14",0.8,"2019-20","-",0.79,0.75,0.73299999999999998,0.70499999999999896,"e) Performance is below baseline","Student Success","Other"]
["10007160","7a",1,{"$f":"CONCATENATE(Targets!$A134,\"-\",Targets!$B134)","v":"10007160-7a"},{"$f":"CONCATENATE(Targets!$A134,\"-\",Targets!$B134,\"-\",Targets!$C134)","v":"10007160-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","-","No",7.1,"2011-12",7.5,"2019-20",7.3,6.4,7.3,8,"-","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007160","7a",2,{"$f":"CONCATENATE(Targets!$A135,\"-\",Targets!$B135)","v":"10007160-7a"},{"$f":"CONCATENATE(Targets!$A135,\"-\",Targets!$B135,\"-\",Targets!$C135)","v":"10007160-7a-2"},"HESA T1a - State School (Young, full-time, first degree entrants)","-","No",92.6,"2011-12",92.7,"2019-20",91.1,92.7,91.9,92.1,"-","d) No progress made against baseline","Access","State school"]
["10006378","7b",1,{"$f":"CONCATENATE(Targets!$A136,\"-\",Targets!$B136)","v":"10006378-7b"},{"$f":"CONCATENATE(Targets!$A136,\"-\",Targets!$B136,\"-\",Targets!$C136)","v":"10006378-7b-1"},"Outreach / WP activity (other - please give details in the next column)","strengthen and extend current outreach activities with local schools relating to HE activities","No","Presentation by the Principal to year 11 in 1 partner school","2011-12","principal presentation to year 11s in all partner schools","2019-20",5,7,9,"Principal presentations each year to 9 schools",9,"a) Overall target met/exceeded","Access","State school"]
["10005991","7a",1,{"$f":"CONCATENATE(Targets!$A137,\"-\",Targets!$B137)","v":"10005991-7a"},{"$f":"CONCATENATE(Targets!$A137,\"-\",Targets!$B137,\"-\",Targets!$C137)","v":"10005991-7a-1"},"Other statistic - Other (please give details in the next column)","Students from household income under £25000","No",0.52,"2014-15",0.54,"2016-17","N/A","N/A",0.52,0.52,0.43,"e) Performance is below baseline","Access","Low income background"]
["10005991","7a",2,{"$f":"CONCATENATE(Targets!$A138,\"-\",Targets!$B138)","v":"10005991-7a"},{"$f":"CONCATENATE(Targets!$A138,\"-\",Targets!$B138,\"-\",Targets!$C138)","v":"10005991-7a-2"},"Other statistic - Disabled (please give details in the next column)","Declared disability or learning disability","No",0.24,"2014-15",0.26,"206-17","N/A","N/A",0.24,0.24,0.26,"a) Overall target met/exceeded","Multiple","Disabled"]
["10005991","7a",3,{"$f":"CONCATENATE(Targets!$A139,\"-\",Targets!$B139)","v":"10005991-7a"},{"$f":"CONCATENATE(Targets!$A139,\"-\",Targets!$B139,\"-\",Targets!$C139)","v":"10005991-7a-3"},"Other statistic - Ethnicity (please give details in the next column)","BAME groups","No",0.25,"2014-15",0.25,"2016-17","N/A","N/A",0.25,0.25,0.23,"e) Performance is below baseline","Access","Ethnicity"]
["10005991","7a",4,{"$f":"CONCATENATE(Targets!$A140,\"-\",Targets!$B140)","v":"10005991-7a"},{"$f":"CONCATENATE(Targets!$A140,\"-\",Targets!$B140,\"-\",Targets!$C140)","v":"10005991-7a-4"},"Other statistic - Care-leavers (please give details in the next column)","Care leaver grants","No",0,"2014-15",4,"2016-17","N/A","N/A",4,4,0,"d) No progress made against baseline","Access","Care-leavers"]
["10005991","7b",1,{"$f":"CONCATENATE(Targets!$A141,\"-\",Targets!$B141)","v":"10005991-7b"},{"$f":"CONCATENATE(Targets!$A141,\"-\",Targets!$B141,\"-\",Targets!$C141)","v":"10005991-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Student Ambassador Scheme","No",2,"2014-15",2,"2016-17","N/A","N/A",2,2,2,"a) Overall target met/exceeded","Access","State school"]
["10005991","7b",2,{"$f":"CONCATENATE(Targets!$A142,\"-\",Targets!$B142)","v":"10005991-7b"},{"$f":"CONCATENATE(Targets!$A142,\"-\",Targets!$B142,\"-\",Targets!$C142)","v":"10005991-7b-2"},"Operational targets","Learner Achievemeent Coaches","No",0,"2014-15",800,"2016-17","N/A","N/A",0,800,659,"c) Progress made – but less than anticipated","Student Success","Other (please give details in Description column)"]
["10005991","7b",3,{"$f":"CONCATENATE(Targets!$A143,\"-\",Targets!$B143)","v":"10005991-7b"},{"$f":"CONCATENATE(Targets!$A143,\"-\",Targets!$B143,\"-\",Targets!$C143)","v":"10005991-7b-3"},"Operational targets","ACES Team","No",0,"2014-15",150,"2016-17","N/A","N/A",0,0,90,"c) Progress made – but less than anticipated","Student Success","Other (please give details in Description column)"]
["10005991","7b",4,{"$f":"CONCATENATE(Targets!$A144,\"-\",Targets!$B144)","v":"10005991-7b"},{"$f":"CONCATENATE(Targets!$A144,\"-\",Targets!$B144,\"-\",Targets!$C144)","v":"10005991-7b-4"},"Operational targets","ACES Workshop programme ","No",0,"2014-15",240,"2016-17","N/A","N/A",0,0,160,"c) Progress made – but less than anticipated","Student Success","Other (please give details in Description column)"]
["10005991","7b",5,{"$f":"CONCATENATE(Targets!$A145,\"-\",Targets!$B145)","v":"10005991-7b"},{"$f":"CONCATENATE(Targets!$A145,\"-\",Targets!$B145,\"-\",Targets!$C145)","v":"10005991-7b-5"},"Management targets","Participation in NEMCON outreach network","Yes",0,"2014-15",1,"2016-17","N/A","N/A",0,1,2,"a) Overall target met/exceeded","Access","Multiple"]
["10007795","7b",4,{"$f":"CONCATENATE(Targets!$A146,\"-\",Targets!$B146)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A146,\"-\",Targets!$B146,\"-\",Targets!$C146)","v":"10007795-7b-4"},"Operational targets","95% of young people we work with in years 5-8 are aware of higher education.","No",88,"2013-14",95,"2019-20",80,88,93,92,94.2,"b) Yearly milestone met","Access","Multiple"]
["10007795","7b",5,{"$f":"CONCATENATE(Targets!$A147,\"-\",Targets!$B147)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A147,\"-\",Targets!$B147,\"-\",Targets!$C147)","v":"10007795-7b-5"},"Operational targets","95% of young people we work with in years 9-11 will see university study as a realistic option.","No",92,"2013-14",95,"2019-20",90,92,90,85,86.6,"d) No progress made against baseline","Access","Multiple"]
["10007795","7b",6,{"$f":"CONCATENATE(Targets!$A148,\"-\",Targets!$B148)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A148,\"-\",Targets!$B148,\"-\",Targets!$C148)","v":"10007795-7b-6"},"Operational targets","90% of young people we work with in years 12-13 will consider the University of Leeds or other higher education institutions","No",88,"2013-14",90,"2019-20",89,88,95,92,89.2,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007795","7b",7,{"$f":"CONCATENATE(Targets!$A149,\"-\",Targets!$B149)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A149,\"-\",Targets!$B149,\"-\",Targets!$C149)","v":"10007795-7b-7"},"Lifelong learning","Of those engaged, 330 will indicate an interest in higher education","No",193,"2011-12",330,"2019-20",192,208,260,284,318,"b) Yearly milestone met","Access","Mature"]
["10007795","7b",8,{"$f":"CONCATENATE(Targets!$A150,\"-\",Targets!$B150)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A150,\"-\",Targets!$B150,\"-\",Targets!$C150)","v":"10007795-7b-8"},"Lifelong learning","We work with adults who are studying at FE Level 2, engaging in progression activities e.g. summer schools, HE taster days and campus study days","No",280,"2011-12",430,"2019-20",335,350,326,392,465,"a) Overall target met/exceeded","Access","Mature"]
["10007795","7b",9,{"$f":"CONCATENATE(Targets!$A151,\"-\",Targets!$B151)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A151,\"-\",Targets!$B151,\"-\",Targets!$C151)","v":"10007795-7b-9"},"Outreach / WP activity (other - please give details in the next column)","To support the 'most-able least-likely' to apply we will work intensively with young people in years 11, 12 and 13 to support them in applying to a research intensive University","No",300,"2009/10",800,"2019-20",470,550,621,630,647,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007795","7b",10,{"$f":"CONCATENATE(Targets!$A152,\"-\",Targets!$B152)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A152,\"-\",Targets!$B152,\"-\",Targets!$C152)","v":"10007795-7b-10"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Of those we work with through Thomas Transition in Year 11, 60% will progress to level 3 qualifications 2016/17","No",0,"2012/13",0.6,"2019-20",93,95,100,100,100,"f) Target discontinued","Access","Multiple"]
["10007795","7b",11,{"$f":"CONCATENATE(Targets!$A153,\"-\",Targets!$B153)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A153,\"-\",Targets!$B153,\"-\",Targets!$C153)","v":"10007795-7b-11"},"Outreach / WP activity (collaborative - please give details in the next column)","Of those we work with through such talent spotting schemes,  45% will apply to a research intensive university and 35% will register at the University of Leeds","No","45% and 35%","2009/10","45% and 35%","2019-20","90% and 22%","90% and 21%","90% and 34%","55.4% and35.9%","62.6% and 38.6&","a) Overall target met/exceeded","Access","Multiple"]
["10007795","7b",12,{"$f":"CONCATENATE(Targets!$A154,\"-\",Targets!$B154)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A154,\"-\",Targets!$B154,\"-\",Targets!$C154)","v":"10007795-7b-12"},"Contextual data","Expand the number of direct applications through Access to Leeds","No",1673,"2015-16",2000,"2019-20",1191,1826,1817,2270,2768,"a) Overall target met/exceeded","Access","Multiple"]
["10007795","7b",13,{"$f":"CONCATENATE(Targets!$A155,\"-\",Targets!$B155)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A155,\"-\",Targets!$B155,\"-\",Targets!$C155)","v":"10007795-7b-13"},"Contextual data","Expand the number of students registering through Access to Leeds","No",673,"2014-15",820,"2019-20",408,609,738,791,985,"a) Overall target met/exceeded","Access","Multiple"]
["10007795","7b",14,{"$f":"CONCATENATE(Targets!$A156,\"-\",Targets!$B156)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A156,\"-\",Targets!$B156,\"-\",Targets!$C156)","v":"10007795-7b-14"},"Lifelong learning","For adults who have achieved FE level 3/HE Level 0 or equivalent we will seek to expand our successful applications to the University of Leeds","No",165,"2009/10",210,"2019-20",161,179,183,195,201,"b) Yearly milestone met","Access","Mature"]
["10007795","7b",15,{"$f":"CONCATENATE(Targets!$A157,\"-\",Targets!$B157)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A157,\"-\",Targets!$B157,\"-\",Targets!$C157)","v":"10007795-7b-15"},"Lifelong learning","Expand the number of successful mature student applications to other HEIs, through collaborative outreach activity undertaken in LPNs regionally","No",246,"2012-13",280,"2019-20",232,267,268,268,303,"a) Overall target met/exceeded","Access","Mature"]
["10007795","7b",16,{"$f":"CONCATENATE(Targets!$A158,\"-\",Targets!$B158)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A158,\"-\",Targets!$B158,\"-\",Targets!$C158)","v":"10007795-7b-16"},"Operational targets","Support our scholars and vulnerable students through a series of bespoke targeted retention measures","No",1070,"2014-15",2760,"2019-20",300,358,566,975,2465,"b) Yearly milestone met","Student Success","Low income household"]
["10007795","7b",17,{"$f":"CONCATENATE(Targets!$A159,\"-\",Targets!$B159)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A159,\"-\",Targets!$B159,\"-\",Targets!$C159)","v":"10007795-7b-17"},"Outreach / WP activity (collaborative - please give details in the next column)","Through the Realising Opportunities collaboration with 11 other research intensive universities.","Yes",62,"2013-14",60,"2019-20",45,62,57,62,73,"a) Overall target met/exceeded","Access","Multiple"]
["10007795","7b",18,{"$f":"CONCATENATE(Targets!$A160,\"-\",Targets!$B160)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A160,\"-\",Targets!$B160,\"-\",Targets!$C160)","v":"10007795-7b-18"},"Outreach / WP activity (collaborative - please give details in the next column)","Across the partnership of Excellence Hubs (a collaboration with the Universities of Sheffield, Hull and York) we will provide IAG decision making conferences for years 8/9, 11 and 12 students.","Yes",800,"2011-12",2200,"2019-20",1067,1574,2055,4856,3698,"a) Overall target met/exceeded","Access","Multiple"]
["10007795","7b",19,{"$f":"CONCATENATE(Targets!$A161,\"-\",Targets!$B161)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A161,\"-\",Targets!$B161,\"-\",Targets!$C161)","v":"10007795-7b-19"},"Outreach / WP activity (collaborative - please give details in the next column)","The partnership between the University and IntoUniversity supports young people from disadvantaged backgrounds (below the age of 13)  in East Leeds.  The scheme currently works with 11 primary schools with more than 35% Free School Meals and has an aim to work with 900 students from East Leeds by 2016/17 and a further 900 from South Leeds by 2017/18","Yes",450,"2014-15",900,"2019-20","-","-","-","851 + 790","2995 (Leeeds East 1533; Leeds South 1462)","a) Overall target met/exceeded","Access","Low income background"]
["10007795","7b",20,{"$f":"CONCATENATE(Targets!$A162,\"-\",Targets!$B162)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A162,\"-\",Targets!$B162,\"-\",Targets!$C162)","v":"10007795-7b-20"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Working in partnership across the City, we will provide bespoke support for young people in public care and those with a disability. Of these, over 60%  view higher education positively and see it as a possible option for them in the future.","No",57,"2013-14",62,"2019-20",54,57,60,100,"-","f) Target discontinued","Access","Disability"]
["10007165","7a",5,{"$f":"CONCATENATE(Targets!$A163,\"-\",Targets!$B163)","v":"10007165-7a"},{"$f":"CONCATENATE(Targets!$A163,\"-\",Targets!$B163,\"-\",Targets!$C163)","v":"10007165-7a-5"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","-","No","HESA","2013-14",0.97,"2019-20",0.95699999999999896,0.96,0.96199999999999897,0.96599999999999897,0.96399999999999897,"d) No progress made against baseline","Access","State school"]
["10007165","7a",6,{"$f":"CONCATENATE(Targets!$A164,\"-\",Targets!$B164)","v":"10007165-7a"},{"$f":"CONCATENATE(Targets!$A164,\"-\",Targets!$B164,\"-\",Targets!$C164)","v":"10007165-7a-6"},"Other statistic - Other (please give details in the next column)","Diversity of qualifications on entry: 50% only A Level and/or IB; 50% in a group of entrants with more diverse qualifications (combination of A Level and BTEC qualifications, AQA and OCR Diplomas, mature entrants with Access to HE Diplomas). Full-time, first degree, home fee, new entrants.","Yes","HESA","2013-14","50% A level and IB, and 50% other combinations of qualifications incl Access to HE","2019-20","50.1% +59.8% of which 31.4% had no A levels or IB","48.9% = 57.9% of which 33% had no A levels or IB","43.8% + 55.8% of which 36.7% had no A levels or IB","41.3% + 55.6% of which 37.9% had no A levels or IB","38.4% + 51.1% of which 38.3% had no A levels or IB","f) Target discontinued","Access","Other"]
["10007780","7b",3,{"$f":"CONCATENATE(Targets!$A165,\"-\",Targets!$B165)","v":"10007780-7b"},{"$f":"CONCATENATE(Targets!$A165,\"-\",Targets!$B165,\"-\",Targets!$C165)","v":"10007780-7b-3"},"Outreach / WP activity (other - please give details in the next column)","To increase the proportion of outreach attendees who apply to SOAS to 35% by 2019/20","No",0.25,"2012-13",0.35,"2019-20","New target","New target","New target",0.30399999999999999,0.16400000000000001,"e) Performance is below baseline","Access","Multiple"]
["10003863","7a",1,{"$f":"CONCATENATE(Targets!$A166,\"-\",Targets!$B166)","v":"10003863-7a"},{"$f":"CONCATENATE(Targets!$A166,\"-\",Targets!$B166,\"-\",Targets!$C166)","v":"10003863-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","% students from state schools","No",0.98899999999999999,"2013-14",0.97,"2019-20",0.97899999999999998,0.98899999999999999,0.98099999999999998,0.97299999999999898,"-","a) Overall target met/exceeded","Access","State school"]
["10000291","7b",1,{"$f":"CONCATENATE(Targets!$A167,\"-\",Targets!$B167)","v":"10000291-7b"},{"$f":"CONCATENATE(Targets!$A167,\"-\",Targets!$B167,\"-\",Targets!$C167)","v":"10000291-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Proactively engage with targeted state secondary schools using relevant outreach criteria including POLAR  data, offering a portfolio of activity","No","We engaged with 96 schools during baseline year","2012-13","Engage with all schools in designated geographical area","2019-20",96,93,98,"126 schools engaged","150 schools engaged","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10000291","7b",2,{"$f":"CONCATENATE(Targets!$A168,\"-\",Targets!$B168)","v":"10000291-7b"},{"$f":"CONCATENATE(Targets!$A168,\"-\",Targets!$B168,\"-\",Targets!$C168)","v":"10000291-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Provide targeted activity/events for Access/Mature learners","No",150,"2014-15",180,"2019-20","5 Events / 312 learners",207,"131 (We experienced unusally low take up, which impacted on numbers)","228 students","207 students","a) Overall target met/exceeded","Access","Mature"]
["10000291","7b",3,{"$f":"CONCATENATE(Targets!$A169,\"-\",Targets!$B169)","v":"10000291-7b"},{"$f":"CONCATENATE(Targets!$A169,\"-\",Targets!$B169,\"-\",Targets!$C169)","v":"10000291-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Provide activity/events for primary learners","No",500,"2012-13",500,"2019-20",500,"517 (with 89 pupils and parents returning for graduation)","529  (102 students & parents returning for graduation)","547 Pupils\n(656 including those re-attending for ‘graduation’)","587 year 6 pupils (including those attending graduation)","a) Overall target met/exceeded","Access","Multiple"]
["10000291","7b",4,{"$f":"CONCATENATE(Targets!$A170,\"-\",Targets!$B170)","v":"10000291-7b"},{"$f":"CONCATENATE(Targets!$A170,\"-\",Targets!$B170,\"-\",Targets!$C170)","v":"10000291-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","Engage with students from state secondary schools through collaborative activity with other relevant organisations/bodies/networks","Yes",929,"2013-14",1400,"2019-20","25 Events (post 2012-13 target  changes to focus on number of visitors)","25 events","2955 students","3598 students","3950 students","a) Overall target met/exceeded","Access","State school"]
["10000291","7b",5,{"$f":"CONCATENATE(Targets!$A171,\"-\",Targets!$B171)","v":"10000291-7b"},{"$f":"CONCATENATE(Targets!$A171,\"-\",Targets!$B171,\"-\",Targets!$C171)","v":"10000291-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Deliver campus based activity targeting families","No",396,"2012-13",800,"2019-20","382 Individuals",1293,1190,1140,813,"a) Overall target met/exceeded","Access","Multiple"]
["10000291","7b",6,{"$f":"CONCATENATE(Targets!$A172,\"-\",Targets!$B172)","v":"10000291-7b"},{"$f":"CONCATENATE(Targets!$A172,\"-\",Targets!$B172,\"-\",Targets!$C172)","v":"10000291-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Host campus visits for students in state secondary schools/colleges focussing on introduction to HE, and the provision of age appropriate IAG. Priority given to targeted schools in POLAR 1&2 areas.","No",1709,"2012-13",2000,"2019-20",1709,2047,3360,"3488 students","3248 students ","a) Overall target met/exceeded","Access","Multiple"]
["10003863","7a",2,{"$f":"CONCATENATE(Targets!$A173,\"-\",Targets!$B173)","v":"10003863-7a"},{"$f":"CONCATENATE(Targets!$A173,\"-\",Targets!$B173,\"-\",Targets!$C173)","v":"10003863-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR2) (Young, full-time, first degree entrants)","% Student recruited from low participation neighbourhoods","No",0.20499999999999999,"2013-14",0.20899999999999999,"2019-20",0.22800000000000001,0.20499999999999999,0.22600000000000001,0.217,"-","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007160","7a",3,{"$f":"CONCATENATE(Targets!$A174,\"-\",Targets!$B174)","v":"10007160-7a"},{"$f":"CONCATENATE(Targets!$A174,\"-\",Targets!$B174,\"-\",Targets!$C174)","v":"10007160-7a-3"},"Other statistic - Completion/Non continuation (please give details in the next column)","Progression from year 1 to 2","No",86,"2011-12",87,"2019-20",84,83,86,87,86,"d) No progress made against baseline","Student Success","Other"]
["10007160","7a",4,{"$f":"CONCATENATE(Targets!$A175,\"-\",Targets!$B175)","v":"10007160-7a"},{"$f":"CONCATENATE(Targets!$A175,\"-\",Targets!$B175,\"-\",Targets!$C175)","v":"10007160-7a-4"},"Other statistic - Other (please give details in the next column)","Enrolments through the In2Surrey scheme- National Compact Scheme","No",5,"2012-13",60,"2019-20",7,5,5,16,83,"a) Overall target met/exceeded","Access","Other"]
["10007160","7a",5,{"$f":"CONCATENATE(Targets!$A176,\"-\",Targets!$B176)","v":"10007160-7a"},{"$f":"CONCATENATE(Targets!$A176,\"-\",Targets!$B176,\"-\",Targets!$C176)","v":"10007160-7a-5"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","-","No",6,"2011-12",5,"2019-20",4.8,5.3,4,4.5,"-","a) Overall target met/exceeded","Progression","Other"]
["10003863","7a",3,{"$f":"CONCATENATE(Targets!$A177,\"-\",Targets!$B177)","v":"10003863-7a"},{"$f":"CONCATENATE(Targets!$A177,\"-\",Targets!$B177,\"-\",Targets!$C177)","v":"10003863-7a-3"},"HESA T2a - (Mature, full-time, first degree entrants)","% mature stduents form low participation neighbourhoods","No",0.246,"2013-14",0.25,"2019-20",0.29199999999999998,0.246,0.219,0.21099999999999899,"-","e) Performance is below baseline","Access","Mature"]
["10007780","7b",4,{"$f":"CONCATENATE(Targets!$A178,\"-\",Targets!$B178)","v":"10007780-7b"},{"$f":"CONCATENATE(Targets!$A178,\"-\",Targets!$B178,\"-\",Targets!$C178)","v":"10007780-7b-4"},"Contextual data","To increase the conversion rate of outreach attendees who gain a place at SOAS to 35% by 2019/20","No",0.25,"2012-13",0.35,"2019-20","New target","New target","New target",0.18,0.26900000000000002,"b) Yearly milestone met","Access","Multiple"]
["10007780","7b",5,{"$f":"CONCATENATE(Targets!$A179,\"-\",Targets!$B179)","v":"10007780-7b"},{"$f":"CONCATENATE(Targets!$A179,\"-\",Targets!$B179,\"-\",Targets!$C179)","v":"10007780-7b-5"},"Outreach / WP activity (other - please give details in the next column)","To increase the number of mature students attending the Bridging Course to 75 by 2019/20","No","44 students","2012-13","75 students","2019-20","New target","New target","New target",39,44,"b) Yearly milestone met","Student Success","Multiple"]
["10007780","7b",6,{"$f":"CONCATENATE(Targets!$A180,\"-\",Targets!$B180)","v":"10007780-7b"},{"$f":"CONCATENATE(Targets!$A180,\"-\",Targets!$B180,\"-\",Targets!$C180)","v":"10007780-7b-6"},"Outreach / WP activity (other - please give details in the next column)","To increase the number of first generation students attending the Bridging Course to 60 by 2019/20","No","34 students","2012-13","60 students","2019-20","New target","New target","New target",56,59,"b) Yearly milestone met","Student Success","Multiple"]
["10037449","7b",2,{"$f":"CONCATENATE(Targets!$A181,\"-\",Targets!$B181)","v":"10037449-7b"},{"$f":"CONCATENATE(Targets!$A181,\"-\",Targets!$B181,\"-\",Targets!$C181)","v":"10037449-7b-2"},"Other (please give details in the next column)","Teacher CPD, conferences and training for local teachers","No","n/a","2015-16","n/a","n/a","-","-","-","Four events delivered: SEND, Challenging Stereotypes, NQT conferences and CIAG event","Four events delivered: SEND, Challenging Stereotypes, NQT conferences and CIAG event","a) Overall target met/exceeded","Other","Multiple"]
["10005553","7b",5,{"$f":"CONCATENATE(Targets!$A182,\"-\",Targets!$B182)","v":"10005553-7b"},{"$f":"CONCATENATE(Targets!$A182,\"-\",Targets!$B182,\"-\",Targets!$C182)","v":"10005553-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Number of pupils engaging in events with us through our collaboratove partnerships (e.g Brilliant Club, ARK Academies)","No",800,"2013-14",1200,"2019-20","-",800,900,1045,850,"b) Yearly milestone met","Access","Multiple"]
["10005553","7b",6,{"$f":"CONCATENATE(Targets!$A183,\"-\",Targets!$B183)","v":"10005553-7b"},{"$f":"CONCATENATE(Targets!$A183,\"-\",Targets!$B183,\"-\",Targets!$C183)","v":"10005553-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Number of targeted pupils engaging in either mentoring or e-mentoring","No",25,"2015-16",50,"2019-20","-","-","-",0,0,"d) No progress made against baseline","Access","Multiple"]
["10005553","7b",7,{"$f":"CONCATENATE(Targets!$A184,\"-\",Targets!$B184)","v":"10005553-7b"},{"$f":"CONCATENATE(Targets!$A184,\"-\",Targets!$B184,\"-\",Targets!$C184)","v":"10005553-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Number of targeted pupils on our Long Term Outreach scheme","No",25,"2014-15",150,"2019-20","-","-",0,0,0,"d) No progress made against baseline","Access","Multiple"]
["10007778","7a",1,{"$f":"CONCATENATE(Targets!$A185,\"-\",Targets!$B185)","v":"10007778-7a"},{"$f":"CONCATENATE(Targets!$A185,\"-\",Targets!$B185,\"-\",Targets!$C185)","v":"10007778-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","UK RCM BMus entrants from a state school/specialist music school background (three-year rolling average).","No",0.73,"2014-15",0.79,"2019-20",0.86,0.79,0.87,0.85,0.86,"b) Yearly milestone met","Access","State school"]
["10007778","7a",2,{"$f":"CONCATENATE(Targets!$A186,\"-\",Targets!$B186)","v":"10007778-7a"},{"$f":"CONCATENATE(Targets!$A186,\"-\",Targets!$B186,\"-\",Targets!$C186)","v":"10007778-7a-2"},"Other statistic - Disabled (please give details in the next column)","Disability. Number of applicants declaring a disability on applications (three-year rolling average).","No",61,"2012-13",78,"2019-20",114,141,146,159,146,"b) Yearly milestone met","Access","Disability"]
["10007778","7a",3,{"$f":"CONCATENATE(Targets!$A187,\"-\",Targets!$B187)","v":"10007778-7a"},{"$f":"CONCATENATE(Targets!$A187,\"-\",Targets!$B187,\"-\",Targets!$C187)","v":"10007778-7a-3"},"Other statistic - Completion/Non continuation (please give details in the next column)","Continuation rates of UK UG students from year 1 to year 2","No",0.94,"2013-14",0.95,"2019-20",0.97,0.93,0.95,0.98,0.98,"b) Yearly milestone met","Student Success","Other"]
["10007778","7a",4,{"$f":"CONCATENATE(Targets!$A188,\"-\",Targets!$B188)","v":"10007778-7a"},{"$f":"CONCATENATE(Targets!$A188,\"-\",Targets!$B188,\"-\",Targets!$C188)","v":"10007778-7a-4"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Participation of under-represented groups in higher education: Young first time degree entrants (three year rolling average)","No",4.4999999999999998E-2,"2011-12",0.06,"2019-20",5.0999999999999997E-2,5.1999999999999998E-2,4.2999999999999997E-2,4.2000000000000003E-2,3.1E-2,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007778","7a",5,{"$f":"CONCATENATE(Targets!$A189,\"-\",Targets!$B189)","v":"10007778-7a"},{"$f":"CONCATENATE(Targets!$A189,\"-\",Targets!$B189,\"-\",Targets!$C189)","v":"10007778-7a-5"},"Other statistic - Ethnicity (please give details in the next column)","Of those applicants declaring their ethnicity, UG UK applicants from Black and Ethnic Minority Community (three year rolling average)","No",99,"2013-14",0.1,"2019-20",0.13789999999999999,0.1173,9.7900000000000001E-2,9.8299999999999998E-2,0.1376,"b) Yearly milestone met","Access","Ethnicity"]
["10007778","7a",6,{"$f":"CONCATENATE(Targets!$A190,\"-\",Targets!$B190)","v":"10007778-7a"},{"$f":"CONCATENATE(Targets!$A190,\"-\",Targets!$B190,\"-\",Targets!$C190)","v":"10007778-7a-6"},"Other statistic - Ethnicity (please give details in the next column)","UG UK new entrants from Black and Ethnic Minority Community (three year rolling average)","No",77,"2014-15",0.12,"2019-20",0.1196,0.1043,8.4699999999999998E-2,8.9200000000000002E-2,0.13650000000000001,"b) Yearly milestone met","Access","Ethnicity"]
["10007778","7b",1,{"$f":"CONCATENATE(Targets!$A191,\"-\",Targets!$B191)","v":"10007778-7b"},{"$f":"CONCATENATE(Targets!$A191,\"-\",Targets!$B191,\"-\",Targets!$C191)","v":"10007778-7b-1"},"Other (please give details in the next column)","Raising Aspirations - RCM Sparks Juniors  Target: to increase the number of participants working in line with ABRSM graded levels.","No",0.57999999999999996,"2013-14",0.63,"2019-20","-","-","-",0.98,0.94,"a) Overall target met/exceeded","Access, Student Success and Progression","Socio-economic"]
["10007778","7b",2,{"$f":"CONCATENATE(Targets!$A192,\"-\",Targets!$B192)","v":"10007778-7b"},{"$f":"CONCATENATE(Targets!$A192,\"-\",Targets!$B192,\"-\",Targets!$C192)","v":"10007778-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","Enabling Participation - Igniting Creativity  Target: to increase number of participants engaged in the RCM Sparks Community programme from lower socio economic by an additional 10% over a five year period. Delivered in partnership with the Royal Albert Hall.","Yes",0.23,"2014-15",0.33,"2019-20","-","-","-",0.49,0.46,"a) Overall target met/exceeded","Access","Socio-economic"]
["10007778","7b",3,{"$f":"CONCATENATE(Targets!$A193,\"-\",Targets!$B193)","v":"10007778-7b"},{"$f":"CONCATENATE(Targets!$A193,\"-\",Targets!$B193,\"-\",Targets!$C193)","v":"10007778-7b-3"},"Mission targets","Encouraging applications - RCM Sparks Juniors Target: to increase the number of participants progressing to RCM Junior Department over a five year rolling period","No",1,"2014-15",5,"2019-20","-","-","-",2,2,"c) Progress made – but less than anticipated","Access and Progression","Socio-economic"]
["10007778","7b",4,{"$f":"CONCATENATE(Targets!$A194,\"-\",Targets!$B194)","v":"10007778-7b"},{"$f":"CONCATENATE(Targets!$A194,\"-\",Targets!$B194,\"-\",Targets!$C194)","v":"10007778-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","Raising Aspirations - RCM Sparks in Schools Target: to increase the number of Tri-Borough Music Hub (TBMH) schools engaging with RCM Sparks, in collaboration with the TBMH.","Yes",66,"2013-14",76,"2019-20","-","-","-",74,79,"a) Overall target met/exceeded","Access","State school"]
["10007850","7b",2,{"$f":"CONCATENATE(Targets!$A195,\"-\",Targets!$B195)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A195,\"-\",Targets!$B195,\"-\",Targets!$C195)","v":"10007850-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","In collaboration with Bath Spa University offer in-class tutoring provision by HE students for learners in targeted schools - target expressed as number of tutors","Yes",60,"2013-14",60,"2019-20","-","-","-",53,52,"e) Performance is below baseline","Access","State school"]
["10007850","7b",3,{"$f":"CONCATENATE(Targets!$A196,\"-\",Targets!$B196)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A196,\"-\",Targets!$B196,\"-\",Targets!$C196)","v":"10007850-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Offer events involving parents of target learners","No",21,"2013-14",25,"2019-20",10,21,28,40,39,"a) Overall target met/exceeded","Access","Multiple"]
["10007850","7b",4,{"$f":"CONCATENATE(Targets!$A197,\"-\",Targets!$B197)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A197,\"-\",Targets!$B197,\"-\",Targets!$C197)","v":"10007850-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Develop and deliver off-campus aspiration and attainment-raising activities in STEM subjects - target expressed as number of events","No",0,"2015-16",60,"2019-20",0,0,0,24,63,"a) Overall target met/exceeded","Access","Multiple"]
["10007850","7b",5,{"$f":"CONCATENATE(Targets!$A198,\"-\",Targets!$B198)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A198,\"-\",Targets!$B198,\"-\",Targets!$C198)","v":"10007850-7b-5"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Develop and extend relationship with local, industry, FEC, HEI and schools to encourage local participation. Target expressed as number schools","No",7,"2013-14",9,"2019-20",7,7,8,7,13,"a) Overall target met/exceeded","Access","Other"]
["10007850","7b",6,{"$f":"CONCATENATE(Targets!$A199,\"-\",Targets!$B199)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A199,\"-\",Targets!$B199,\"-\",Targets!$C199)","v":"10007850-7b-6"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Build relationships with 15-30 primary and secondary schools and colleges to deliver core programme of targeted outreach activity particularly curriculum enhancement to raise attainment- target expressed as number of schools/colleges involved","No",30,"2013-14",30,"2019-20",31,53,34,35,55,"a) Overall target met/exceeded","Access","Multiple"]
["10007850","7b",7,{"$f":"CONCATENATE(Targets!$A200,\"-\",Targets!$B200)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A200,\"-\",Targets!$B200,\"-\",Targets!$C200)","v":"10007850-7b-7"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Build relationships with charitable organisations to support new aspiration/attainment raising activity - target expressed as number of organisations involved","No",2,"2013-14",2,"2019-20",5,6,4,3,6,"a) Overall target met/exceeded","Access","Multiple"]
["10007850","7b",8,{"$f":"CONCATENATE(Targets!$A201,\"-\",Targets!$B201)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A201,\"-\",Targets!$B201,\"-\",Targets!$C201)","v":"10007850-7b-8"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Develop and extend partnerships with Further Education Colleges to facilitate non-traditional entry routes and develop a tutoring initiative - target expressed as number of FECs involved","No",10,"2013-14",10,"2019-20",0,8,10,5,4,"e) Performance is below baseline","Access","Multiple"]
["10007850","7b",9,{"$f":"CONCATENATE(Targets!$A202,\"-\",Targets!$B202)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A202,\"-\",Targets!$B202,\"-\",Targets!$C202)","v":"10007850-7b-9"},"Outreach / WP activity (collaborative - please give details in the next column)","Organisation and delivery of annual targeted year 12 Choices Conference in summer 2017 with UNet partners: Oxford, Reading, Cardiff, Southampton.","Yes",1,"2013-14",1,"2019-20",0,1,1,"1 event 92 particpants",0,"e) Performance is below baseline","Access","Multiple"]
["10007850","7b",10,{"$f":"CONCATENATE(Targets!$A203,\"-\",Targets!$B203)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A203,\"-\",Targets!$B203,\"-\",Targets!$C203)","v":"10007850-7b-10"},"Outreach / WP activity (collaborative - please give details in the next column)","Deliver GCSE tutoring in target schools in collaboration with Bath Spa University - target expressed as number of pupils","Yes",0,"2013-14",1500,"2019-20",0,"-","-",1620,3120,"a) Overall target met/exceeded","Access","Multiple"]
["10007850","7b",11,{"$f":"CONCATENATE(Targets!$A204,\"-\",Targets!$B204)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A204,\"-\",Targets!$B204,\"-\",Targets!$C204)","v":"10007850-7b-11"},"Outreach / WP activity (other - please give details in the next column)","Offer aspiration raising events and campus visits - target expressed as number of participants","No",3043,"2013-14",1100,"2019-20",1768,3043,2619,2116,2182,"a) Overall target met/exceeded","Access","Multiple"]
["10007850","7b",12,{"$f":"CONCATENATE(Targets!$A205,\"-\",Targets!$B205)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A205,\"-\",Targets!$B205,\"-\",Targets!$C205)","v":"10007850-7b-12"},"Outreach / WP activity (other - please give details in the next column)","Offer aspiration raising events for primary pupils target expressed as number of participants","No","previously included in line 113","Other (please give details in Description column)",1000,"2019-20",0,"-","-",1249,1681,"a) Overall target met/exceeded","Access","Multiple"]
["10007850","7b",13,{"$f":"CONCATENATE(Targets!$A206,\"-\",Targets!$B206)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A206,\"-\",Targets!$B206,\"-\",Targets!$C206)","v":"10007850-7b-13"},"Other (please give details in the next column)","Develop our capacity to enable care leavers to progress to the University and provide appropriate support once recruited. Target:  number of WP Transition and Student Success group  meetings","No",3,"2013-14",6,"2015-16",0,3,4,6,9,"a) Overall target met/exceeded","Access and Student Success","Care leavers"]
["10000291","7a",1,{"$f":"CONCATENATE(Targets!$A207,\"-\",Targets!$B207)","v":"10000291-7a"},{"$f":"CONCATENATE(Targets!$A207,\"-\",Targets!$B207,\"-\",Targets!$C207)","v":"10000291-7a-1"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Non-continuation rate for young full-time first degree entrants from low participation neighbourhoods","No",0.121,"2012-13",0.08,"2019-20",0.121,0.13900000000000001,0.124,"-","-","e) Performance is below baseline","Access and Student Success","Low participation neighbourhood (LPN)"]
["10000291","7a",2,{"$f":"CONCATENATE(Targets!$A208,\"-\",Targets!$B208)","v":"10000291-7a"},{"$f":"CONCATENATE(Targets!$A208,\"-\",Targets!$B208,\"-\",Targets!$C208)","v":"10000291-7a-2"},"HESA T3c - No longer in HE after 1 year & no previous HE qualification (Mature, full-time, first degree entrants)","Non-continuation rate for mature full-time first degree entrants with no previous HE qualification","No",0.155,"2012-13",9.5,"2019-20",0.155,0.13800000000000001,0.17599999999999899,"-","-","e) Performance is below baseline","Access and Student Success","Mature"]
["10000291","7a",3,{"$f":"CONCATENATE(Targets!$A209,\"-\",Targets!$B209)","v":"10000291-7a"},{"$f":"CONCATENATE(Targets!$A209,\"-\",Targets!$B209,\"-\",Targets!$C209)","v":"10000291-7a-3"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Participation of young students from lower participation neighbourhoods (all entrants)","No",0.14000000000000001,"2013-14",0.2,"2019-20",0.13600000000000001,0.14000000000000001,0.14000000000000001,0.13600000000000001,"-","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10000291","7a",4,{"$f":"CONCATENATE(Targets!$A210,\"-\",Targets!$B210)","v":"10000291-7a"},{"$f":"CONCATENATE(Targets!$A210,\"-\",Targets!$B210,\"-\",Targets!$C210)","v":"10000291-7a-4"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","Participation of young students from state schools and colleges (all entrants)","No",0.96499999999999997,"2013-14",0.98499999999999999,"2019-20",0.96299999999999997,0.96499999999999997,0.97099999999999997,0.96399999999999897,"-","e) Performance is below baseline","Access","State school"]
["10000291","7a",5,{"$f":"CONCATENATE(Targets!$A211,\"-\",Targets!$B211)","v":"10000291-7a"},{"$f":"CONCATENATE(Targets!$A211,\"-\",Targets!$B211,\"-\",Targets!$C211)","v":"10000291-7a-5"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","Participation of mature students with no previous HE experience from low participation neighbourhoods (all entrants)","No",0.13600000000000001,"2013-14",0.16,"2019-20",0.14199999999999999,0.13600000000000001,0.13700000000000001,0.104,"-","e) Performance is below baseline","Access","Mature"]
["10000291","7a",6,{"$f":"CONCATENATE(Targets!$A212,\"-\",Targets!$B212)","v":"10000291-7a"},{"$f":"CONCATENATE(Targets!$A212,\"-\",Targets!$B212,\"-\",Targets!$C212)","v":"10000291-7a-6"},"HESA T2b - Low participation neighbourhoods (POLAR3) (All, part-time, entrants)","Participation of PT students with no previous HE experience from low participation neighbourhoods","No",5.6000000000000001E-2,"2013-14",7.8E-2,"2019-20",5.1999999999999998E-2,5.6000000000000001E-2,6.2E-2,4.5999999999999902E-2,"-","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10004775","7a",5,{"$f":"CONCATENATE(Targets!$A213,\"-\",Targets!$B213)","v":"10004775-7a"},{"$f":"CONCATENATE(Targets!$A213,\"-\",Targets!$B213,\"-\",Targets!$C213)","v":"10004775-7a-5"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 2) (Young, full-time, first degree entrants)","Retention: to reduce the percentage of young entrants from Low Participation Neighbourhoods who drop out of Higher Education to 5% and maintain a percentage lower than the HESA benchmark","No",7.9000000000000001E-2,"2013-14",0.05,"2019-20",6.9000000000000006E-2,7.9000000000000001E-2,8.2000000000000003E-2,8.8999999999999899E-2,"Hesa Pis not yet published","e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10004775","7a",6,{"$f":"CONCATENATE(Targets!$A214,\"-\",Targets!$B214)","v":"10004775-7a"},{"$f":"CONCATENATE(Targets!$A214,\"-\",Targets!$B214,\"-\",Targets!$C214)","v":"10004775-7a-6"},"Other statistic - Ethnicity (please give details in the next column)","Increase the proportion of UK domiciled students from Black, Asian for Minority Ethnic (BAME) origin","No",0.08,"2013-14",0.11,"2019-20",0.08,0.08,0.09,0.13,0.12,"a) Overall target met/exceeded","Access","Ethnicity"]
["10004775","7a",7,{"$f":"CONCATENATE(Targets!$A215,\"-\",Targets!$B215)","v":"10004775-7a"},{"$f":"CONCATENATE(Targets!$A215,\"-\",Targets!$B215,\"-\",Targets!$C215)","v":"10004775-7a-7"},"Other statistic - Disabled (please give details in the next column)","Success: to ensure that the margin of differential in the percentages of students with a declared disability achieving a First or Upper Second Class degree classification, does not fall below -5% compared with peers who have not declared a disability.","No","Disabled 61%\nNo disability 74%\nDiff -13%","2013-14","Margin to remain at or above - 5%","2019-20","Disabled 65%\nNo disability 66%\nDiff -1%","Disabled 61%\nNo disability 74%\nDiff -13%","Disabled 68%\nNo disability 67%\nDiff +1%","Disabled 68%\nNo disability 71%\nDiff -3%","Disabled 69%\nNo disability 78% \nDiff -9%","c) Progress made – but less than anticipated","Student Success","Disability"]
["10004775","7a",8,{"$f":"CONCATENATE(Targets!$A216,\"-\",Targets!$B216)","v":"10004775-7a"},{"$f":"CONCATENATE(Targets!$A216,\"-\",Targets!$B216,\"-\",Targets!$C216)","v":"10004775-7a-8"},"Other statistic - Ethnicity (please give details in the next column)","Success: to ensure that the margin of differential in the percentages of students from a Black, Asian or Minority Ethnic (BAME) origin achieving a First or Upper Second Class degree classification, does not fall below -5% compared with peers from a predominantly whilte background.","No","BAME 61%\nWhite 72%\nDiff -11%","2013-14","Margin to remain at or above - 5%","2019-20","BAME 66%\nWhite 65%\nDiff +1%","BAME 61%\nWhite 72%\nDiff -11%","BAME 46%\nWhite 70%\nDiff -24%","BAME 63%\nWhite 71%\nDiff -8%","BAME 61%\nWhite 76%\nDiff -15%","c) Progress made – but less than anticipated","Student Success","Ethnicity"]
["10004775","7a",9,{"$f":"CONCATENATE(Targets!$A217,\"-\",Targets!$B217)","v":"10004775-7a"},{"$f":"CONCATENATE(Targets!$A217,\"-\",Targets!$B217,\"-\",Targets!$C217)","v":"10004775-7a-9"},"Other statistic - Disabled (please give details in the next column)","Retention: to ensure that the margin of differential in the retention of students from underpresented groups and the remainder of the cohort does not fall below -5% for students declaring a disability.","No","Disabled 93.4%\nNo disability 94.3%","2013-14","Margin to remain at or above - 5%","2019-20","Disabled 93.3%\nNo disability 90.4%","Disabled 93.4%\nNo disability 94.3%","Disabled 91.3%\nNo disability 91.6%","Disabled 93.6%\nNo disability 95.2%","Disabled 93.3%\nNo disability 93.7%","b) Yearly milestone met","Student Success","Disability"]
["10004775","7a",10,{"$f":"CONCATENATE(Targets!$A218,\"-\",Targets!$B218)","v":"10004775-7a"},{"$f":"CONCATENATE(Targets!$A218,\"-\",Targets!$B218,\"-\",Targets!$C218)","v":"10004775-7a-10"},"Other statistic - Ethnicity (please give details in the next column)","Retention: to ensure that the margin of differential in the retention of students from underpresented groups and the remainder of the cohort does not fall below -5% for students from BAME origins","No","BAME - 91.2%\nWhite - 94.2%","2013-14","Margin to remain at or above - 5%","2019-20","BAME - 90.0%\nWhite - 94.2%","BAME - 91.2%\nWhite - 94.2%","BAME 88.1%\nWhite 91.6%","BAME 94.6%\nWhite 94.9%","BAME 91.8%\nWhite 93.9%","b) Yearly milestone met","Student Success","Ethnicity"]
["10004775","7b",1,{"$f":"CONCATENATE(Targets!$A219,\"-\",Targets!$B219)","v":"10004775-7b"},{"$f":"CONCATENATE(Targets!$A219,\"-\",Targets!$B219,\"-\",Targets!$C219)","v":"10004775-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","To continue to work with regional schools, colleges and academies identified as high priority through the Indices of Multiple Deprivation Index (IMD) to target pupils from under-represented groups and raise awareness of and aspirations to undergraduate study from year 9 through to year 12/13 - target expressed as number of targetted activities","Yes",30,"2013-14",40,"2019-20",30,35,36,39,40,"a) Overall target met/exceeded","Access","State school"]
["10004775","7b",2,{"$f":"CONCATENATE(Targets!$A220,\"-\",Targets!$B220)","v":"10004775-7b"},{"$f":"CONCATENATE(Targets!$A220,\"-\",Targets!$B220,\"-\",Targets!$C220)","v":"10004775-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","To develop and renew Progression Agreements with targetted schools and colleges to maintain the current level, which has exceeded the targets set in the Widening Partiicpation Strategic Assessment","Yes",35,"2013-14",40,"2019-20",32,35,38,38,38,"b) Yearly milestone met","Access","State school"]
["10004775","7b",3,{"$f":"CONCATENATE(Targets!$A221,\"-\",Targets!$B221)","v":"10004775-7b"},{"$f":"CONCATENATE(Targets!$A221,\"-\",Targets!$B221,\"-\",Targets!$C221)","v":"10004775-7b-3"},"Outreach / WP activity (collaborative - please give details in the next column)","To work with local and regional networks to provide outreach events for mature students, to raise awareness of, and aspirations to, study at undergraduate level - target expresssed as number of targetted activiites.","No",5,"2013-14",25,"2019-20","-",5,6,8,15,"b) Yearly milestone met","Access","Mature"]
["10004775","7b",4,{"$f":"CONCATENATE(Targets!$A222,\"-\",Targets!$B222)","v":"10004775-7b"},{"$f":"CONCATENATE(Targets!$A222,\"-\",Targets!$B222,\"-\",Targets!$C222)","v":"10004775-7b-4"},"Operational targets","Measure to support retention: increase the number of student Peer Assisted Learning (PAL) Mentors","No",70,"2013-14",95,"2019-20",70,70,75,80,85,"b) Yearly milestone met","Student Success","Other"]
["10007796","7b",18,{"$f":"CONCATENATE(Targets!$A223,\"-\",Targets!$B223)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A223,\"-\",Targets!$B223,\"-\",Targets!$C223)","v":"10007796-7b-18"},"Outreach / WP activity (other - please give details in the next column)","Number of participants on the Leicester Enhanced Access Programme","No",39,"2014-15",75,"2019-20","N/A","N/A",31,77,61,"d) No progress made against baseline","Access","Multiple"]
["10007796","7b",19,{"$f":"CONCATENATE(Targets!$A224,\"-\",Targets!$B224)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A224,\"-\",Targets!$B224,\"-\",Targets!$C224)","v":"10007796-7b-19"},"Outreach / WP activity (other - please give details in the next column)","Percentage of LEAP Participants progressing to the University of Leicester","No",0.25,"Other (please give details in Description column)",0.25,"2019-20","N/A","N/A","N/A","N/A",0.22500000000000001,"e) Performance is below baseline","Access","Multiple"]
["10007850","7b",14,{"$f":"CONCATENATE(Targets!$A225,\"-\",Targets!$B225)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A225,\"-\",Targets!$B225,\"-\",Targets!$C225)","v":"10007850-7b-14"},"Outreach / WP activity (other - please give details in the next column)","Working with Virtual Heads in the region deliver University taster days for pupils in care.","No",3,"2013-14",3,"2019-20",0,3,3,1,1,"e) Performance is below baseline","Access","Care leavers"]
["10007850","7b",15,{"$f":"CONCATENATE(Targets!$A226,\"-\",Targets!$B226)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A226,\"-\",Targets!$B226,\"-\",Targets!$C226)","v":"10007850-7b-15"},"Operational targets","Develop and deliver On Track to Bath intensive attainment-raising programme for Yrs 12-13, BTEC On Track to Uni and Access HE On Track.","No",45,"2013-14",100,"2019-20",0,45,62,92,118,"a) Overall target met/exceeded","Access","Multiple"]
["10007850","7b",16,{"$f":"CONCATENATE(Targets!$A227,\"-\",Targets!$B227)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A227,\"-\",Targets!$B227,\"-\",Targets!$C227)","v":"10007850-7b-16"},"Student support services","Develop disability support activities to promote smooth transition into HE.","No",0,"2013-14",1,"2019-20",0,1,1,"1 event",1,"a) Overall target met/exceeded","Access and Student Success","Disability"]
["10007850","7b",17,{"$f":"CONCATENATE(Targets!$A228,\"-\",Targets!$B228)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A228,\"-\",Targets!$B228,\"-\",Targets!$C228)","v":"10007850-7b-17"},"Operational targets","Increase support for students from WP target groups to take up placement opportunities (internal stats show clear link to graduate level employment)","No",0.05,"2013-14",5.0000000000000001E-3,"2019-20",0,4,4,5,4,"c) Progress made – but less than anticipated","Student Success and Progression","Multiple"]
["10007850","7b",18,{"$f":"CONCATENATE(Targets!$A229,\"-\",Targets!$B229)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A229,\"-\",Targets!$B229,\"-\",Targets!$C229)","v":"10007850-7b-18"},"Outreach / WP activity (other - please give details in the next column)","Offer information about university options to inform student choice. Target expressed as number of participants.","Yes","previously included in line 113","Other (please give details in Description column)",1000,"2019-20",0,0,0,3931,3183,"a) Overall target met/exceeded","Access","Multiple"]
["10007850","7b",19,{"$f":"CONCATENATE(Targets!$A230,\"-\",Targets!$B230)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A230,\"-\",Targets!$B230,\"-\",Targets!$C230)","v":"10007850-7b-19"},"Outreach / WP activity (other - please give details in the next column)","Provide information and  funding events for target groups - target expressed as number of events supported","No","previously included in line 113","Other (please give details in Description column)",80,"2019-20",156,135,124,65,72,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007850","7b",20,{"$f":"CONCATENATE(Targets!$A231,\"-\",Targets!$B231)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A231,\"-\",Targets!$B231,\"-\",Targets!$C231)","v":"10007850-7b-20"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Develop collaborative links with peer selecting HEIs to deliver outreach activities - target expressed as number of HEIs involved","No",7,"2013-14",8,"2019-20",7,7,8,8,8,"a) Overall target met/exceeded","Access","Other"]
["10007850","7b",21,{"$f":"CONCATENATE(Targets!$A232,\"-\",Targets!$B232)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A232,\"-\",Targets!$B232,\"-\",Targets!$C232)","v":"10007850-7b-21"},"Student support services","Support for students with disabilities and mental health problems will be strengthened","No",700,"2013-14",780,"2019-20",0,1071,1091,1130,1295,"a) Overall target met/exceeded","Student Success","Disability"]
["10007850","7b",22,{"$f":"CONCATENATE(Targets!$A233,\"-\",Targets!$B233)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A233,\"-\",Targets!$B233,\"-\",Targets!$C233)","v":"10007850-7b-22"},"Student support services","Deliver  academic and study skills development  to enhance support for students particularly those from our WP target groups","No",0.2,"2014-15",0.25,"2019-20",0,0,0,0.53,0.56000000000000005,"a) Overall target met/exceeded","Student Success","Multiple"]
["10007850","7b",23,{"$f":"CONCATENATE(Targets!$A234,\"-\",Targets!$B234)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A234,\"-\",Targets!$B234,\"-\",Targets!$C234)","v":"10007850-7b-23"},"Outreach / WP activity (collaborative - please give details in the next column)","Co-ordinate collaboration to support IAG Websites Careerpilot and Lifepilot through the Western Vocational Progression Consortium (WVPC).","Yes",12,"2013-14",10,"2019-20",0,12,12,12,12,"a) Overall target met/exceeded","Access","Multiple"]
["10007850","7b",24,{"$f":"CONCATENATE(Targets!$A235,\"-\",Targets!$B235)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A235,\"-\",Targets!$B235,\"-\",Targets!$C235)","v":"10007850-7b-24"},"Outreach / WP activity (collaborative - please give details in the next column)","Collaborate with INTOUniversity & Bristol and Exeter to increase the attainment and understanding of HE among young people in  South Bristol. Target expressed as number of young people","Yes",0,"2015-16",900,"2019-20","-","-","-",0,985,"a) Overall target met/exceeded","Access","Multiple"]
["10005404","7a",8,{"$f":"CONCATENATE(Targets!$A236,\"-\",Targets!$B236)","v":"10005404-7a"},{"$f":"CONCATENATE(Targets!$A236,\"-\",Targets!$B236,\"-\",Targets!$C236)","v":"10005404-7a-8"},"Other statistic - Ethnicity (please give details in the next column)","Improve the percentage of non white students 2011/12 1.86% by 2014/15 target 2.05%","No",2,"2011-12",2.07E-2,"2019-20",1.95,1.95,2,1,1,"e) Performance is below baseline","Access","Ethnicity"]
["10005404","7a",9,{"$f":"CONCATENATE(Targets!$A237,\"-\",Targets!$B237)","v":"10005404-7a"},{"$f":"CONCATENATE(Targets!$A237,\"-\",Targets!$B237,\"-\",Targets!$C237)","v":"10005404-7a-9"},"Other statistic - State School (please give details in the next column)","Monitor the number of students on KS4/Pre-16 vocational programmes.  Increase enrolment onto KS4/Pre-16 vocational programmes aiming for 5% growth year on year up to 2020.","Yes",144,"2015-16",172,"2019-20",359,352,244,187,193,"b) Yearly milestone met","Access","State school"]
["10005981","7a",5,{"$f":"CONCATENATE(Targets!$A238,\"-\",Targets!$B238)","v":"10005981-7a"},{"$f":"CONCATENATE(Targets!$A238,\"-\",Targets!$B238,\"-\",Targets!$C238)","v":"10005981-7a-5"},"Other statistic - Progression to employment or further study (please give details in the next column)","Increase percentage progression to graduate jobs within 6 months of graduation","No",0.54,"2011-12",0.6,"2019-20",0.45300000000000001,0.53200000000000003,0.58899999999999997,0.62,61.5,"a) Overall target met/exceeded","Progression","Multiple"]
["10005981","7b",1,{"$f":"CONCATENATE(Targets!$A239,\"-\",Targets!$B239)","v":"10005981-7b"},{"$f":"CONCATENATE(Targets!$A239,\"-\",Targets!$B239,\"-\",Targets!$C239)","v":"10005981-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Sustain and develop our outreach activity by engaging with a growing number of students from local schools and Colleges in areas of low participation","No",4000,"2012-13",5600,"2019-20",4200,4600,5000,5222,5431,"c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10004599","7a",1,{"$f":"CONCATENATE(Targets!$A240,\"-\",Targets!$B240)","v":"10004599-7a"},{"$f":"CONCATENATE(Targets!$A240,\"-\",Targets!$B240,\"-\",Targets!$C240)","v":"10004599-7a-1"},"Other statistic - Part-time (please give details in the next column)","Increase part time recruitment utilisitng vocational Foundation Degrees and wortking with employers","No",0.19,"2014-15",21.7,"2019-20","-","-",0.19,0.19500000000000001,20.9,"b) Yearly milestone met","Access","Part-time"]
["10004599","7a",2,{"$f":"CONCATENATE(Targets!$A241,\"-\",Targets!$B241)","v":"10004599-7a"},{"$f":"CONCATENATE(Targets!$A241,\"-\",Targets!$B241,\"-\",Targets!$C241)","v":"10004599-7a-2"},"Other statistic - Mature (please give details in the next column)","Increase in mature entrants to Higher Education","No",0.52,"2013-14",0.54500000000000004,"2019-20","-",0.52,0.52,0.52500000000000002,56.6,"a) Overall target met/exceeded","Access","Mature"]
["10004599","7a",3,{"$f":"CONCATENATE(Targets!$A242,\"-\",Targets!$B242)","v":"10004599-7a"},{"$f":"CONCATENATE(Targets!$A242,\"-\",Targets!$B242,\"-\",Targets!$C242)","v":"10004599-7a-3"},"Other statistic - Location (please give details in the next column)","Recruit from low participation neighbourhoods","No",0.3,"2013-14",0.35,"2019-20","-",0.3,0.3,0.32,51.3,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10004599","7a",4,{"$f":"CONCATENATE(Targets!$A243,\"-\",Targets!$B243)","v":"10004599-7a"},{"$f":"CONCATENATE(Targets!$A243,\"-\",Targets!$B243,\"-\",Targets!$C243)","v":"10004599-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","Increase in recruitment from BME groups","No",0.125,"2014-15",0.153,"2019-20","N/A","N/A",12.5,14.4,14.6,"b) Yearly milestone met","Access","Ethnicity"]
["10007063","7a",1,{"$f":"CONCATENATE(Targets!$A244,\"-\",Targets!$B244)","v":"10007063-7a"},{"$f":"CONCATENATE(Targets!$A244,\"-\",Targets!$B244,\"-\",Targets!$C244)","v":"10007063-7a-1"},"Other statistic - Completion/Non continuation (please give details in the next column)","Improve the annual internal progression rate from foundation degree completers onto articulating honours degree programmes at Truro and Penwith College","No",0.28000000000000003,"2012-13",0.31,"2019-20",0.28000000000000003,0.43,0.4,0.48,0.63,"a) Overall target met/exceeded","Progression","Multiple"]
["10007063","7a",2,{"$f":"CONCATENATE(Targets!$A245,\"-\",Targets!$B245)","v":"10007063-7a"},{"$f":"CONCATENATE(Targets!$A245,\"-\",Targets!$B245,\"-\",Targets!$C245)","v":"10007063-7a-2"},"Other statistic - Completion/Non continuation (please give details in the next column)","Cornwall SCITT provision: Improved retention","No",0.89,"2013-14",0.92,"2019-20","-",0.89,0.96,0.86,0.84,"e) Performance is below baseline","Student Success","Multiple"]
["10007063","7a",3,{"$f":"CONCATENATE(Targets!$A246,\"-\",Targets!$B246)","v":"10007063-7a"},{"$f":"CONCATENATE(Targets!$A246,\"-\",Targets!$B246,\"-\",Targets!$C246)","v":"10007063-7a-3"},"Other statistic - Completion/Non continuation (please give details in the next column)","Improve annual continuation rates for 1st year intake","No",0.74,"2013-14",0.79,"2019-20","-",0.74,0.76,0.8,0.8,"a) Overall target met/exceeded","Student Success","Multiple"]
["10007063","7a",4,{"$f":"CONCATENATE(Targets!$A247,\"-\",Targets!$B247)","v":"10007063-7a"},{"$f":"CONCATENATE(Targets!$A247,\"-\",Targets!$B247,\"-\",Targets!$C247)","v":"10007063-7a-4"},"Other statistic - Applications (please give details in the next column)","Increase internal progression from Truro and Penwith College level 3 to Truro and Penwith College Higher Education courses","No",0.49,"2013-14",0.52,"2019-20","-",0.49,0.64,0.61,0.65,"a) Overall target met/exceeded","Access","Multiple"]
["10004599","7a",5,{"$f":"CONCATENATE(Targets!$A248,\"-\",Targets!$B248)","v":"10004599-7a"},{"$f":"CONCATENATE(Targets!$A248,\"-\",Targets!$B248,\"-\",Targets!$C248)","v":"10004599-7a-5"},"Other statistic - Ethnicity (please give details in the next column)","Increased representation from white British men from disadvantaged backgrounds","No",0.13900000000000001,"2014-15",0.16700000000000001,"2019-20","N/A","N/A",13.9,19.100000000000001,20.7,"a) Overall target met/exceeded","Access","White economically disadvantaged males"]
["10007145","7a",7,{"$f":"CONCATENATE(Targets!$A249,\"-\",Targets!$B249)","v":"10007145-7a"},{"$f":"CONCATENATE(Targets!$A249,\"-\",Targets!$B249,\"-\",Targets!$C249)","v":"10007145-7a-7"},"Other statistic - Gender (please give details in the next column)","Maintain and subsequently reduce the proportion of first year withdrawal amongst male primary teachers","No",17,"2012-13",6.8,"2019-20",17,3,16.399999999999899,14,10,"c) Progress made – but less than anticipated","Student Success","Gender"]
["10007145","7b",1,{"$f":"CONCATENATE(Targets!$A250,\"-\",Targets!$B250)","v":"10007145-7b"},{"$f":"CONCATENATE(Targets!$A250,\"-\",Targets!$B250,\"-\",Targets!$C250)","v":"10007145-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Deviler a post-16 conference to target male primary teachers - no. of students reached","No",7,"2013-14",25,"2019-20","-",7,13,16,26,"a) Overall target met/exceeded","Access","Gender"]
["10007145","7b",2,{"$f":"CONCATENATE(Targets!$A251,\"-\",Targets!$B251)","v":"10007145-7b"},{"$f":"CONCATENATE(Targets!$A251,\"-\",Targets!$B251,\"-\",Targets!$C251)","v":"10007145-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Deliver ITT talks in schools and colleges to target BME ITT students - % of overall no. of students reached","No",6,"2013-14",8.5,"2019-20","-",6,4,11,10,"a) Overall target met/exceeded","Access","Ethnicity"]
["10007145","7b",3,{"$f":"CONCATENATE(Targets!$A252,\"-\",Targets!$B252)","v":"10007145-7b"},{"$f":"CONCATENATE(Targets!$A252,\"-\",Targets!$B252,\"-\",Targets!$C252)","v":"10007145-7b-3"},"Other (please give details in the next column)","Deliver an open event for undergraduate and postgraduate ITT courses - no. of male students attending","No",32,"2012-13",50,"2019-20",32,35,10,21,30,"e) Performance is below baseline","Access","Gender"]
["10007145","7b",4,{"$f":"CONCATENATE(Targets!$A253,\"-\",Targets!$B253)","v":"10007145-7b"},{"$f":"CONCATENATE(Targets!$A253,\"-\",Targets!$B253,\"-\",Targets!$C253)","v":"10007145-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Compact partnership with widening participation local schools and colleges - no. of students enrolling","No",223,"2012-13",395,"2019-20",232,304,333,378,431,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007145","7b",5,{"$f":"CONCATENATE(Targets!$A254,\"-\",Targets!$B254)","v":"10007145-7b"},{"$f":"CONCATENATE(Targets!$A254,\"-\",Targets!$B254,\"-\",Targets!$C254)","v":"10007145-7b-5"},"Outreach / WP activity (other - please give details in the next column)","As above no. of widening participation schools and colleges","No",22,"2012-13",27,"2019-20",22,21,24,25,26,"b) Yearly milestone met","Other","Other"]
["10005977","7a",2,{"$f":"CONCATENATE(Targets!$A255,\"-\",Targets!$B255)","v":"10005977-7a"},{"$f":"CONCATENATE(Targets!$A255,\"-\",Targets!$B255,\"-\",Targets!$C255)","v":"10005977-7a-2"},"HESA T2c - Low participation neighbourhoods (POLAR3) (Mature, full-time, other undergraduate entrants)","This target will be based on the particpation rates by ward, with particular reference to Q1","No",0.12,"2013-14",0.17,"2019-20","-",0.12,"-",0.25,0.24,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10003676","7a",2,{"$f":"CONCATENATE(Targets!$A256,\"-\",Targets!$B256)","v":"10003676-7a"},{"$f":"CONCATENATE(Targets!$A256,\"-\",Targets!$B256,\"-\",Targets!$C256)","v":"10003676-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","improve baseleine proportion of HE students from disadvantaged areas","no",7.7,"2011-12",8,"2019-20",6.2,6,6.6,9.5,14,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10003676","7a",3,{"$f":"CONCATENATE(Targets!$A257,\"-\",Targets!$B257)","v":"10003676-7a"},{"$f":"CONCATENATE(Targets!$A257,\"-\",Targets!$B257,\"-\",Targets!$C257)","v":"10003676-7a-3"},"HESA T2a - (Mature, full-time, first degree entrants)","improve baseline proportion of students aged 21 or over on entry","no",18.3,"2011-12",55,"2019-20",31,34,38,51.3,47,"b) Yearly milestone met","Access","Mature"]
["10003676","7a",4,{"$f":"CONCATENATE(Targets!$A258,\"-\",Targets!$B258)","v":"10003676-7a"},{"$f":"CONCATENATE(Targets!$A258,\"-\",Targets!$B258,\"-\",Targets!$C258)","v":"10003676-7a-4"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","improve year 1 attendance and retention","no",7.7,"2011-12",5,"2019-20",5.6,8.3000000000000007,23.7,15.4,32,"e) Performance is below baseline","Student Success","Other (please give details in Description column)"]
["10003676","7a",5,{"$f":"CONCATENATE(Targets!$A259,\"-\",Targets!$B259)","v":"10003676-7a"},{"$f":"CONCATENATE(Targets!$A259,\"-\",Targets!$B259,\"-\",Targets!$C259)","v":"10003676-7a-5"},"Other statistic - Other (please give details in the next column)","increase number of summer Science school attendees","no",14,"2011-12",16,"2019-20",10,11,19,13,9,"e) Performance is below baseline","Access and Student Success","Other (please give details in Description column)"]
["10001535","7a",7,{"$f":"CONCATENATE(Targets!$A260,\"-\",Targets!$B260)","v":"10001535-7a"},{"$f":"CONCATENATE(Targets!$A260,\"-\",Targets!$B260,\"-\",Targets!$C260)","v":"10001535-7a-7"},"Other statistic - Gender (please give details in the next column)","Increase the number of female undergraduates","No",0.37,"2014-15",0.47,"2019-20","-","-",0.37,0.61,0.61,"a) Overall target met/exceeded","Access","Gender"]
["10001535","7a",8,{"$f":"CONCATENATE(Targets!$A261,\"-\",Targets!$B261)","v":"10001535-7a"},{"$f":"CONCATENATE(Targets!$A261,\"-\",Targets!$B261,\"-\",Targets!$C261)","v":"10001535-7a-8"},"HESA T1a - Low participation neighbourhoods (POLAR2) (Young, full-time, first degree entrants)","Increase the number of undergraduates from Low Participation Neighbourhoods (P2)","No",0.43,"2012-13",0.48,"2019-20","-","-",0.43,0.43,"-","f) Target discontinued","Access","Low participation neighbourhood (LPN)"]
["10001535","7a",9,{"$f":"CONCATENATE(Targets!$A262,\"-\",Targets!$B262)","v":"10001535-7a"},{"$f":"CONCATENATE(Targets!$A262,\"-\",Targets!$B262,\"-\",Targets!$C262)","v":"10001535-7a-9"},"HESA T1b - Low participation neighbourhoods (POLAR2) (Young, full-time, undergraduate entrants)","Increase the number of undergraduates from Low Participation Neighbourhoods (P2)","No",0.43,"2012-13",0.48,"2019-20","-","-",0.43,0.43,"-","f) Target discontinued","Access","Low participation neighbourhood (LPN)"]
["10001535","7a",10,{"$f":"CONCATENATE(Targets!$A263,\"-\",Targets!$B263)","v":"10001535-7a"},{"$f":"CONCATENATE(Targets!$A263,\"-\",Targets!$B263,\"-\",Targets!$C263)","v":"10001535-7a-10"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Increase the number of undergraduates from Low Participation Neighbourhoods (P3)","No",0.43,"2012-13",0.48,"2019-20","-","-",0.43,0.43,0.45,"c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10007163","7b",4,{"$f":"CONCATENATE(Targets!$A264,\"-\",Targets!$B264)","v":"10007163-7b"},{"$f":"CONCATENATE(Targets!$A264,\"-\",Targets!$B264,\"-\",Targets!$C264)","v":"10007163-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","Realising Opportunities Targets for progression of RO participants to a research intensive university","Yes",27,"Other (please give details in Description column)",39,"2019-20",36,22,23,31,36,"b) Yearly milestone met","Access","Multiple"]
["10007786","7a",12,{"$f":"CONCATENATE(Targets!$A265,\"-\",Targets!$B265)","v":"10007786-7a"},{"$f":"CONCATENATE(Targets!$A265,\"-\",Targets!$B265,\"-\",Targets!$C265)","v":"10007786-7a-12"},"Other statistic - Completion/Non continuation (please give details in the next column)","Withdrawals from first year: N-SEC groups 4-7","No",5.0999999999999997E-2,"2013-14",3.1E-2,"2019-20",1.5,5.13,5.26,4.9400000000000004,3.3,"b) Yearly milestone met","Student Success","Socio-economic"]
["10007786","7a",13,{"$f":"CONCATENATE(Targets!$A266,\"-\",Targets!$B266)","v":"10007786-7a"},{"$f":"CONCATENATE(Targets!$A266,\"-\",Targets!$B266,\"-\",Targets!$C266)","v":"10007786-7a-13"},"Other statistic - Completion/Non continuation (please give details in the next column)","Withdrawals from first year: non white","No",4.5999999999999999E-2,"2013-14",2.5999999999999999E-2,"2019-20",1.6,4.59,4.88,1.2,2.8,"b) Yearly milestone met","Student Success","Ethnicity"]
["10007139","7a",1,{"$f":"CONCATENATE(Targets!$A267,\"-\",Targets!$B267)","v":"10007139-7a"},{"$f":"CONCATENATE(Targets!$A267,\"-\",Targets!$B267,\"-\",Targets!$C267)","v":"10007139-7a-1"},"HESA T2a - (Mature, full-time, first degree entrants)","HESA Table 2a - participation of mature full time first degree entrants with no previous HE and from low LPNs","No",0.1,"2013-14",0.15,"2019-20",0.05,0.09,0.09,0.08,"-","e) Performance is below baseline","Access","Mature"]
["10007139","7a",2,{"$f":"CONCATENATE(Targets!$A268,\"-\",Targets!$B268)","v":"10007139-7a"},{"$f":"CONCATENATE(Targets!$A268,\"-\",Targets!$B268,\"-\",Targets!$C268)","v":"10007139-7a-2"},"HESA T2c - Low participation neighbourhoods (POLAR3) (Mature, full-time, other undergraduate entrants)","HESA Table 2C - participation of mature full time sub-degree entrants with no previous HE and from low LPNs","No",0.13,"2013-14",0.18,"2019-20",0.17,0.18,0.14000000000000001,0.13,"-","d) No progress made against baseline","Access","Mature"]
["10007139","7a",3,{"$f":"CONCATENATE(Targets!$A269,\"-\",Targets!$B269)","v":"10007139-7a"},{"$f":"CONCATENATE(Targets!$A269,\"-\",Targets!$B269,\"-\",Targets!$C269)","v":"10007139-7a-3"},"Other statistic - Disabled (please give details in the next column)","Participation Of Disabled students in receipt of DSA - full and part -time undergraduate","No",6.5000000000000002E-2,"2013-14",0.08,"2019-20",0.05,0.06,6.5000000000000002E-2,0.09,0.08,"a) Overall target met/exceeded","Access","Disability"]
["10007139","7a",4,{"$f":"CONCATENATE(Targets!$A270,\"-\",Targets!$B270)","v":"10007139-7a"},{"$f":"CONCATENATE(Targets!$A270,\"-\",Targets!$B270,\"-\",Targets!$C270)","v":"10007139-7a-4"},"Other statistic - Part-time (please give details in the next column)","Part Time and full time flexible learners on Learning Institute Programmes","No",425,"2014-15",600,"2019-20","-","-",425,550,560,"b) Yearly milestone met","Access","Part-time"]
["10007139","7a",5,{"$f":"CONCATENATE(Targets!$A271,\"-\",Targets!$B271)","v":"10007139-7a"},{"$f":"CONCATENATE(Targets!$A271,\"-\",Targets!$B271,\"-\",Targets!$C271)","v":"10007139-7a-5"},"Other statistic - Completion/Non continuation (please give details in the next column)","Btec/ other vocational entrant retention on first degree courses","No",0.114,"2013-14","At Institutional Average","2019-20","-",11.4,11.25,12.8,"10.7% (institutional average 6.1%)","c) Progress made – but less than anticipated","Student Success","Other"]
["10007139","7a",6,{"$f":"CONCATENATE(Targets!$A272,\"-\",Targets!$B272)","v":"10007139-7a"},{"$f":"CONCATENATE(Targets!$A272,\"-\",Targets!$B272,\"-\",Targets!$C272)","v":"10007139-7a-6"},"Other statistic - Ethnicity (please give details in the next column)","Attainment","No",0.46,"2013-14","60%*","2019-20","-",0.46,"35% / (58% institutional average)","42% / (58% institutional average)","45% (60% institutional average)","e) Performance is below baseline","Student Success","Ethnicity"]
["10007139","7a",7,{"$f":"CONCATENATE(Targets!$A273,\"-\",Targets!$B273)","v":"10007139-7a"},{"$f":"CONCATENATE(Targets!$A273,\"-\",Targets!$B273,\"-\",Targets!$C273)","v":"10007139-7a-7"},"Other statistic - Mature (please give details in the next column)","Retention","No",0.08,"2013-14",0.06,"2019-20","-",0.08,7.0000000000000007E-2,0.06,0.06,"a) Overall target met/exceeded","Student Success","Mature"]
["10007139","7a",8,{"$f":"CONCATENATE(Targets!$A274,\"-\",Targets!$B274)","v":"10007139-7a"},{"$f":"CONCATENATE(Targets!$A274,\"-\",Targets!$B274,\"-\",Targets!$C274)","v":"10007139-7a-8"},"Other statistic - Ethnicity (please give details in the next column)","Entrants","No",0.09,"2013-14",0.12,"2019-20","-",0.09,0.11,0.12,0.12,"a) Overall target met/exceeded","Access","Ethnicity"]
["10005583","7b",5,{"$f":"CONCATENATE(Targets!$A275,\"-\",Targets!$B275)","v":"10005583-7b"},{"$f":"CONCATENATE(Targets!$A275,\"-\",Targets!$B275,\"-\",Targets!$C275)","v":"10005583-7b-5"},"Student support services","Continue witht the extended the personal tutoring system","No",1,"2013-14",1,"2019-20","-",1,1,1,"-","b) Yearly milestone met","Student Success","Socio-economic"]
["10007713","7b",5,{"$f":"CONCATENATE(Targets!$A276,\"-\",Targets!$B276)","v":"10007713-7b"},{"$f":"CONCATENATE(Targets!$A276,\"-\",Targets!$B276,\"-\",Targets!$C276)","v":"10007713-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Work with Care Leavers and supporters","Yes",120,"2009-10","Support 100% of careleavers who are referred","2019-20",170,506,315,117,108,"e) Performance is below baseline","Access","Care leavers"]
["10007713","7b",6,{"$f":"CONCATENATE(Targets!$A277,\"-\",Targets!$B277)","v":"10007713-7b"},{"$f":"CONCATENATE(Targets!$A277,\"-\",Targets!$B277,\"-\",Targets!$C277)","v":"10007713-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Green Apples:  a successful innovative partnership involving all local FE and HE partners as well as the Local Authority,  the North Yorkshire Business and Education Partnership, Higher York and local primary and secondary schools. This is a progressive programme of interventions, mainly focused on Year 9-11 but also involving pupils from year 6 upwards.","Yes",433,"2013-14",740,"2019-20",347,433,481,722,716,"b) Yearly milestone met","Access","Multiple"]
["10007713","7b",7,{"$f":"CONCATENATE(Targets!$A278,\"-\",Targets!$B278)","v":"10007713-7b"},{"$f":"CONCATENATE(Targets!$A278,\"-\",Targets!$B278,\"-\",Targets!$C278)","v":"10007713-7b-7"},"Outreach / WP activity (summer schools)","Year 10 aspiration raising residential","No",60,"2011-12",80,"2019-20",41,64,64,73,50,"c) Progress made – but less than anticipated","Access","Multiple"]
["10005389","7a",6,{"$f":"CONCATENATE(Targets!$A279,\"-\",Targets!$B279)","v":"10005389-7a"},{"$f":"CONCATENATE(Targets!$A279,\"-\",Targets!$B279,\"-\",Targets!$C279)","v":"10005389-7a-6"},"Other statistic - Care-leavers (please give details in the next column)","Recruitment of Care Leavers","Yes",8,"2014-15",16,"2020-21","-","-",8,2,13,"b) Yearly milestone met","Access","Care leavers"]
["10005389","7a",7,{"$f":"CONCATENATE(Targets!$A280,\"-\",Targets!$B280)","v":"10005389-7a"},{"$f":"CONCATENATE(Targets!$A280,\"-\",Targets!$B280,\"-\",Targets!$C280)","v":"10005389-7a-7"},"Other statistic - Ethnicity (please give details in the next column)","Recruitment of UK domiciled BME groups: maintain current proportion from BME, and remain above sector average (data from HESA Student record: proportion of cohort with known ethnicity).","Yes",33.299999999999898,"2013-14",0.35,"2019-20","-",33.299999999999898,33.6,36.5,36.700000000000003,"b) Yearly milestone met","Access","Ethnicity"]
["10005389","7a",8,{"$f":"CONCATENATE(Targets!$A281,\"-\",Targets!$B281)","v":"10005389-7a"},{"$f":"CONCATENATE(Targets!$A281,\"-\",Targets!$B281,\"-\",Targets!$C281)","v":"10005389-7a-8"},"Other statistic - Other (please give details in the next column)","Overall Student Satisfaction Level","Yes",68,"2013-14",0.8,"2019-20",64,68,80,71,74,"b) Yearly milestone met","Other","Multiple"]
["10005389","7a",9,{"$f":"CONCATENATE(Targets!$A282,\"-\",Targets!$B282)","v":"10005389-7a"},{"$f":"CONCATENATE(Targets!$A282,\"-\",Targets!$B282,\"-\",Targets!$C282)","v":"10005389-7a-9"},"Other statistic - Progression to employment or further study (please give details in the next column)","Employment Performance Indicator - Ravensbourne graduate employment after six months of graduating","Yes",0.97199999999999998,"2013-14",0.93,"2019-20",91.3,97.2,95.3,94.7,"-","d) No progress made against baseline","Progression","Multiple"]
["10005389","7b",1,{"$f":"CONCATENATE(Targets!$A283,\"-\",Targets!$B283)","v":"10005389-7b"},{"$f":"CONCATENATE(Targets!$A283,\"-\",Targets!$B283,\"-\",Targets!$C283)","v":"10005389-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Move towards a greater number of longer term sustained outreach programmes for example the Extended Project and Saturday Study Clubs (measured on number of participants)","Yes",12,"2013-14",60,"2019-20","-",12,12,24,38,"b) Yearly milestone met","Access","Multiple"]
["10005389","7b",2,{"$f":"CONCATENATE(Targets!$A284,\"-\",Targets!$B284)","v":"10005389-7b"},{"$f":"CONCATENATE(Targets!$A284,\"-\",Targets!$B284,\"-\",Targets!$C284)","v":"10005389-7b-2"},"Outreach / WP activity (summer schools)","Holiday taster programme to continue and expand to new partners","Yes",300,"2013-14",180,"2019-20","-",300,360,334,286,"b) Yearly milestone met","Access","Multiple"]
["10005389","7b",3,{"$f":"CONCATENATE(Targets!$A285,\"-\",Targets!$B285)","v":"10005389-7b"},{"$f":"CONCATENATE(Targets!$A285,\"-\",Targets!$B285,\"-\",Targets!$C285)","v":"10005389-7b-3"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","To maintain and review the number of students applying for pre UCAS interviews through formal progression agreements with schools and colleges","Yes",298,"2013-14",300,"2019-20",347,298,227,300,338,"b) Yearly milestone met","Access","State school"]
["10005389","7b",4,{"$f":"CONCATENATE(Targets!$A286,\"-\",Targets!$B286)","v":"10005389-7b"},{"$f":"CONCATENATE(Targets!$A286,\"-\",Targets!$B286,\"-\",Targets!$C286)","v":"10005389-7b-4"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","To continue to deliver a series of part time digital skills (GDS) courses in partnership with the Royal Borough of Greenwich to act as a progression route for mature learners to up skill for Further or Higher Education","Yes",293,"2013-14",200,"2019-20",347,293,253,256,212,"b) Yearly milestone met","Access and Student Success","Mature"]
["10005389","7b",5,{"$f":"CONCATENATE(Targets!$A287,\"-\",Targets!$B287)","v":"10005389-7b"},{"$f":"CONCATENATE(Targets!$A287,\"-\",Targets!$B287,\"-\",Targets!$C287)","v":"10005389-7b-5"},"Lifelong learning","To strategically develop partnerships with Access courses and learners across London through a number of workshops and activities","Yes",20,"2013-14",40,"2019-20","-",20,36,35,39,"b) Yearly milestone met","Access","Multiple"]
["10005389","7b",6,{"$f":"CONCATENATE(Targets!$A288,\"-\",Targets!$B288)","v":"10005389-7b"},{"$f":"CONCATENATE(Targets!$A288,\"-\",Targets!$B288,\"-\",Targets!$C288)","v":"10005389-7b-6"},"Outreach / WP activity (other - please give details in the next column)","To work with looked after children and care leavers promoting creative higher education","Yes",0,"2013-14",15,"2019-20","-",0,8,2,13,"b) Yearly milestone met","Access and Student Success","Care leavers"]
["10005389","7b",7,{"$f":"CONCATENATE(Targets!$A289,\"-\",Targets!$B289)","v":"10005389-7b"},{"$f":"CONCATENATE(Targets!$A289,\"-\",Targets!$B289,\"-\",Targets!$C289)","v":"10005389-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Menu of taster days for partner schools and colleges.","Yes",41,"2012-13",54,"2018-19",43,47,50,58,22,"e) Performance is below baseline","Access","Multiple"]
["10005389","7b",8,{"$f":"CONCATENATE(Targets!$A290,\"-\",Targets!$B290)","v":"10005389-7b"},{"$f":"CONCATENATE(Targets!$A290,\"-\",Targets!$B290,\"-\",Targets!$C290)","v":"10005389-7b-8"},"Operational targets","Recruitment of three Academic Support Tutors who will focus on 1st year students study skills and assess the needs of students with disabilities a job description has been drawn up for an interim member of staff to be recruited.","No",0,"2014/15",3,"2015-16","-","-",0,3,"-","a) Overall target met/exceeded","Student Success","Disability"]
["10005389","7b",9,{"$f":"CONCATENATE(Targets!$A291,\"-\",Targets!$B291)","v":"10005389-7b"},{"$f":"CONCATENATE(Targets!$A291,\"-\",Targets!$B291,\"-\",Targets!$C291)","v":"10005389-7b-9"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Annually review and monitor progression agreements and their associated activities with participating schools and colleges.","Yes",8,"2012-13",16,"2018-19","-","-","-",13,16,"b) Yearly milestone met","Access","Multiple"]
["10005583","7b",6,{"$f":"CONCATENATE(Targets!$A292,\"-\",Targets!$B292)","v":"10005583-7b"},{"$f":"CONCATENATE(Targets!$A292,\"-\",Targets!$B292,\"-\",Targets!$C292)","v":"10005583-7b-6"},"Student support services","Progress the student mentoring programme for new entrants","No",1,"2015-16",1,"2019-20","-",1,1,1,"-","b) Yearly milestone met","Student Success","Socio-economic"]
["10007806","7a",1,{"$f":"CONCATENATE(Targets!$A293,\"-\",Targets!$B293)","v":"10007806-7a"},{"$f":"CONCATENATE(Targets!$A293,\"-\",Targets!$B293,\"-\",Targets!$C293)","v":"10007806-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","To increase the proportion of entrants from 87% to 90%","No",0.87,"2013-14",0.9,"2019-20",86,87,86.7,88,87.9,"c) Progress made – but less than anticipated","Access","State school"]
["10007806","7a",2,{"$f":"CONCATENATE(Targets!$A294,\"-\",Targets!$B294)","v":"10007806-7a"},{"$f":"CONCATENATE(Targets!$A294,\"-\",Targets!$B294,\"-\",Targets!$C294)","v":"10007806-7a-2"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","To increase the proportion of entrants from LPN from 5.7% to 7.5%","No",5.7000000000000002E-2,"2013-14",7.4999999999999997E-2,"2019-20",5,5.7,7.8,7.2,6.9,"c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10007806","7a",3,{"$f":"CONCATENATE(Targets!$A295,\"-\",Targets!$B295)","v":"10007806-7a"},{"$f":"CONCATENATE(Targets!$A295,\"-\",Targets!$B295,\"-\",Targets!$C295)","v":"10007806-7a-3"},"Other statistic - Ethnicity (please give details in the next column)","To increase the proportion of entrants from bme from 16% to 19%","No",0.16,"2013-14",0.19,"2019-20",16.5,19,18.399999999999899,19.7,20.6,"a) Overall target met/exceeded","Access","Ethnicity"]
["10007806","7a",4,{"$f":"CONCATENATE(Targets!$A296,\"-\",Targets!$B296)","v":"10007806-7a"},{"$f":"CONCATENATE(Targets!$A296,\"-\",Targets!$B296,\"-\",Targets!$C296)","v":"10007806-7a-4"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","To reduce the proportion of non-continuation following 1st year of entry from 3.2% to 3%","No",3.2000000000000001E-2,"2013-14",0.03,"2019-20","-",3.2,3.9,3.7,3.1,"b) Yearly milestone met","Student Success","Other"]
["10007806","7a",5,{"$f":"CONCATENATE(Targets!$A297,\"-\",Targets!$B297)","v":"10007806-7a"},{"$f":"CONCATENATE(Targets!$A297,\"-\",Targets!$B297,\"-\",Targets!$C297)","v":"10007806-7a-5"},"HESA T2a - (Mature, full-time, first degree entrants)","To raise within the national top quartile","No",10.3,"2013-14",0.122,"2019-20","-",10.3,11.3,10.9,9.1,"e) Performance is below baseline","Access","Mature"]
["10007806","7b",1,{"$f":"CONCATENATE(Targets!$A298,\"-\",Targets!$B298)","v":"10007806-7b"},{"$f":"CONCATENATE(Targets!$A298,\"-\",Targets!$B298,\"-\",Targets!$C298)","v":"10007806-7b-1"},"Outreach / WP activity (other - please give details in the next column)","To create a network of 40 full, 40 associate and 40 collaborative partner schools and colleges.","No",75,"2013-14",120,"2019-20","n/a",75,81,161,161,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007806","7b",2,{"$f":"CONCATENATE(Targets!$A299,\"-\",Targets!$B299)","v":"10007806-7b"},{"$f":"CONCATENATE(Targets!$A299,\"-\",Targets!$B299,\"-\",Targets!$C299)","v":"10007806-7b-2"},"Outreach / WP activity (other - please give details in the next column)","To raise individual enrolments in our First-Generation Scholars pre-entry scheme from 4000 to 7000 across the scheme","No",4000,"2009-10",7000,"2019-20",14100,17200,20000,20300,26011,"a) Overall target met/exceeded","Access","Socio-economic"]
["10007806","7b",3,{"$f":"CONCATENATE(Targets!$A300,\"-\",Targets!$B300)","v":"10007806-7b"},{"$f":"CONCATENATE(Targets!$A300,\"-\",Targets!$B300,\"-\",Targets!$C300)","v":"10007806-7b-3"},"Outreach / WP activity (other - please give details in the next column)","School staff engagement of partner school staff to be invited attend an annual staff development opportunity","No","51 schools","2013-14","80 schools","2019-20","n/a","51 schools",1,1,1,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007806","7b",4,{"$f":"CONCATENATE(Targets!$A301,\"-\",Targets!$B301)","v":"10007806-7b"},{"$f":"CONCATENATE(Targets!$A301,\"-\",Targets!$B301,\"-\",Targets!$C301)","v":"10007806-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Parents / guardians in partner schools to be invited to attend at least one event","No","40 schools","2013-14",80,"2019-20","Parental engagement in excess of 80 schools","Parental engagement in excess of 80 schools","Parental engagement in excess of 80 schools","Parental engagement in excess of 80 schools","Parental engagement in excess of 80 schools","a) Overall target met/exceeded","Access","Socio-economic"]
["10007806","7b",5,{"$f":"CONCATENATE(Targets!$A302,\"-\",Targets!$B302)","v":"10007806-7b"},{"$f":"CONCATENATE(Targets!$A302,\"-\",Targets!$B302,\"-\",Targets!$C302)","v":"10007806-7b-5"},"Student support services","Study skills, personal development, careers and leadership engagements of First-Generation Scholars involved in one or more of these activities","No",0.75,"2013-14",0.9,"2019-20",737,1671,2700,3100,3260,"b) Yearly milestone met","Student Success","Socio-economic"]
["10007786","7b",3,{"$f":"CONCATENATE(Targets!$A303,\"-\",Targets!$B303)","v":"10007786-7b"},{"$f":"CONCATENATE(Targets!$A303,\"-\",Targets!$B303,\"-\",Targets!$C303)","v":"10007786-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Access to Bristol scheme - intake","No",37,"2013-14",52,"2019-20",38,37,78,77,64,"a) Overall target met/exceeded","Access","Multiple"]
["10007289","7a",1,{"$f":"CONCATENATE(Targets!$A304,\"-\",Targets!$B304)","v":"10007289-7a"},{"$f":"CONCATENATE(Targets!$A304,\"-\",Targets!$B304,\"-\",Targets!$C304)","v":"10007289-7a-1"},"Other statistic - Ethnicity (please give details in the next column)","The 2013-14 baseline means that the proportion of students from ethnic minority groups is aporoximately 2% above the proportion within the local community. Our aim is to increase the number of students from ethnic minority groups","No",0.09,"2013-14",0.11,"2019-20","-",0.09,9.09999999999999E-2,9.4E-2,9.6000000000000002E-2,"b) Yearly milestone met","Access","Ethnicity"]
["10007289","7a",2,{"$f":"CONCATENATE(Targets!$A305,\"-\",Targets!$B305)","v":"10007289-7a"},{"$f":"CONCATENATE(Targets!$A305,\"-\",Targets!$B305,\"-\",Targets!$C305)","v":"10007289-7a-2"},"Other statistic - Care-leavers (please give details in the next column)","The College is actively working with stakeholders to increase awareness and opportunities for young people in care across the region and will continue to develop strategies to support and grow this cohort, with HEART for example. The target is to increase the number of students who are care leavers","Yes",1,"2011-12",4,"2019-20",1,1,1,1,0,"e) Performance is below baseline","Access","Care leavers"]
["10007289","7a",3,{"$f":"CONCATENATE(Targets!$A306,\"-\",Targets!$B306)","v":"10007289-7a"},{"$f":"CONCATENATE(Targets!$A306,\"-\",Targets!$B306,\"-\",Targets!$C306)","v":"10007289-7a-3"},"Other statistic - Other (please give details in the next column)","Students on full-time undergraduate courses aged under 25 years who are resident in any postcode where a ward uplift is applied as defined in the English Indices of Deprivation (Index of Multiple Deprivation).","No",0.38,"2014-15",0.4,"2019-20","-","-",0.38,0.4,0.44,"a) Overall target met/exceeded","Access","Socio-economic"]
["10007289","7a",4,{"$f":"CONCATENATE(Targets!$A307,\"-\",Targets!$B307)","v":"10007289-7a"},{"$f":"CONCATENATE(Targets!$A307,\"-\",Targets!$B307,\"-\",Targets!$C307)","v":"10007289-7a-4"},"Other statistic - Other (please give details in the next column)","We will increase the proportion of students who are retained on their programme.","No",0.85,"2013-14",0.9,"2019-20","-",0.85,0.85,0.82,0.77,"e) Performance is below baseline","Student Success","Multiple"]
["10007289","7a",5,{"$f":"CONCATENATE(Targets!$A308,\"-\",Targets!$B308)","v":"10007289-7a"},{"$f":"CONCATENATE(Targets!$A308,\"-\",Targets!$B308,\"-\",Targets!$C308)","v":"10007289-7a-5"},"Other statistic - Low-income backgrounds (please give details in the next column)","We will continue to target and support students from low income backgrounds and aim to steadily increase the number of students from low income backgrounds.","No",0.32,"2014-15",0.36,"2019-20","-","-",0.32,0.37,0.4,"a) Overall target met/exceeded","Access","Low income household"]
["10007289","7a",6,{"$f":"CONCATENATE(Targets!$A309,\"-\",Targets!$B309)","v":"10007289-7a"},{"$f":"CONCATENATE(Targets!$A309,\"-\",Targets!$B309,\"-\",Targets!$C309)","v":"10007289-7a-6"},"Other statistic - Disabled (please give details in the next column)","Increase the number of students declaring a disability. We will review and if possible improve our provision of information and support for disabled students.","No",0.05,"2014-15",7.0000000000000007E-2,"2019-20","-","-",0.05,5.3999999999999902E-2,6.3399999999999901E-2,"b) Yearly milestone met","Access","Disability"]
["10007289","7a",7,{"$f":"CONCATENATE(Targets!$A310,\"-\",Targets!$B310)","v":"10007289-7a"},{"$f":"CONCATENATE(Targets!$A310,\"-\",Targets!$B310,\"-\",Targets!$C310)","v":"10007289-7a-7"},"Other statistic - Mature (please give details in the next column)","Increase the number of mature students. This will require additional work with the local community and employers to reverse a declining trend, and to attract more mature students onto full-time programmes.","No",0.36,"2014-15",0.28000000000000003,"2019-20","-","-",0.36,0.28999999999999898,0.28000000000000003,"a) Overall target met/exceeded","Access","Mature"]
["10007289","7a",8,{"$f":"CONCATENATE(Targets!$A311,\"-\",Targets!$B311)","v":"10007289-7a"},{"$f":"CONCATENATE(Targets!$A311,\"-\",Targets!$B311,\"-\",Targets!$C311)","v":"10007289-7a-8"},"Other statistic - Part-time (please give details in the next column)","Increase the current number of part-time students","No",0.46,"2014-15",0.46,"2019-20","-","-",0.46,0.41,0.38,"e) Performance is below baseline","Access","Part-time"]
["10007289","7a",9,{"$f":"CONCATENATE(Targets!$A312,\"-\",Targets!$B312)","v":"10007289-7a"},{"$f":"CONCATENATE(Targets!$A312,\"-\",Targets!$B312,\"-\",Targets!$C312)","v":"10007289-7a-9"},"Other statistic - Other (please give details in the next column)","We will increase the proportion of students who achieve on their programme.","No",0.91,"2013-14",0.97,"2019-20","-",0.91,0.95499999999999896,95.5,0.95299999999999896,"b) Yearly milestone met","Student Success","Multiple"]
["10014001","7a",1,{"$f":"CONCATENATE(Targets!$A313,\"-\",Targets!$B313)","v":"10014001-7a"},{"$f":"CONCATENATE(Targets!$A313,\"-\",Targets!$B313,\"-\",Targets!$C313)","v":"10014001-7a-1"},"Other statistic - Completion/Non continuation (please give details in the next column)","Decrease the undergraduate, full time dropout rate by 1% each year, until 9%, then maintain","No",0.12,"2013-14",0.09,"2019-20","-",12.02,13.39,13.35,11.69,"b) Yearly milestone met","Student Success","Multiple"]
["10014001","7a",2,{"$f":"CONCATENATE(Targets!$A314,\"-\",Targets!$B314)","v":"10014001-7a"},{"$f":"CONCATENATE(Targets!$A314,\"-\",Targets!$B314,\"-\",Targets!$C314)","v":"10014001-7a-2"},"Other statistic - Completion/Non continuation (please give details in the next column)","Maintain in-year retention rate","No",0.95,"2013-14",0.95,"2019-20",95.09,95.37,94.26,93.5,93.03,"e) Performance is below baseline","Student Success","Multiple"]
["10014001","7a",3,{"$f":"CONCATENATE(Targets!$A315,\"-\",Targets!$B315)","v":"10014001-7a"},{"$f":"CONCATENATE(Targets!$A315,\"-\",Targets!$B315,\"-\",Targets!$C315)","v":"10014001-7a-3"},"Other statistic - Completion/Non continuation (please give details in the next column)","Increase in-year achievement rate by 0.5% each year","No",0.92290000000000005,"2013-14",0.94789999999999996,"2019-20",92.37,92.29,89.99,86.73,90.09,"b) Yearly milestone met","Student Success","Multiple"]
["10014001","7a",4,{"$f":"CONCATENATE(Targets!$A316,\"-\",Targets!$B316)","v":"10014001-7a"},{"$f":"CONCATENATE(Targets!$A316,\"-\",Targets!$B316,\"-\",Targets!$C316)","v":"10014001-7a-4"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Increase continuation by 1% each year (HESA data)","No",0.89600000000000002,"2012-13",0.94599999999999995,"2019-20",89.6,87.5,87.6,86.2,"Not available","e) Performance is below baseline","Student Success","Multiple"]
["10014001","7a",5,{"$f":"CONCATENATE(Targets!$A317,\"-\",Targets!$B317)","v":"10014001-7a"},{"$f":"CONCATENATE(Targets!$A317,\"-\",Targets!$B317,\"-\",Targets!$C317)","v":"10014001-7a-5"},"Other statistic - Disabled (please give details in the next column)","Increase number of students who disclose a disability by 0.5%","No",0.1384,"2013-14",0.16339999999999999,"2019-20",13.7,13.84,14.24,14.83,16.02,"b) Yearly milestone met","Access","Disability"]
["10014001","7a",6,{"$f":"CONCATENATE(Targets!$A318,\"-\",Targets!$B318)","v":"10014001-7a"},{"$f":"CONCATENATE(Targets!$A318,\"-\",Targets!$B318,\"-\",Targets!$C318)","v":"10014001-7a-6"},"Other statistic - Ethnicity (please give details in the next column)","Increase number of students from BME background by 0.25%","No",0.12230000000000001,"2013-14",0.1348,"2019-20",12,12.23,12.43,12.04,12.28,"b) Yearly milestone met","Access","Ethnicity"]
["10014001","7a",7,{"$f":"CONCATENATE(Targets!$A319,\"-\",Targets!$B319)","v":"10014001-7a"},{"$f":"CONCATENATE(Targets!$A319,\"-\",Targets!$B319,\"-\",Targets!$C319)","v":"10014001-7a-7"},"Other statistic - Care-leavers (please give details in the next column)","Increase number of care-leavers by 2 students each year","No",17,"2013-14",27,"2019-20",8,17,11,14,5,"e) Performance is below baseline","Access","Care leavers"]
["10014001","7b",1,{"$f":"CONCATENATE(Targets!$A320,\"-\",Targets!$B320)","v":"10014001-7b"},{"$f":"CONCATENATE(Targets!$A320,\"-\",Targets!$B320,\"-\",Targets!$C320)","v":"10014001-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Contribute towards raising aspirations and progression of Suffolk students onto HE by 1% each year (Suffolk County Council data)","Yes",0.48920000000000002,"2013-14",0.53920000000000001,"2019-20",46.64,48.92,49.7,"N/A","N/A","f) Target discontinued","Access","Multiple"]
["10014001","7b",2,{"$f":"CONCATENATE(Targets!$A321,\"-\",Targets!$B321)","v":"10014001-7b"},{"$f":"CONCATENATE(Targets!$A321,\"-\",Targets!$B321,\"-\",Targets!$C321)","v":"10014001-7b-2"},"Outreach / WP activity (summer schools)","Maintain the number of residential and non-residential summer schools","No",5,"2013-14",5,"2019-20","4 Summer Schools with 110 participants and 78 parents","5 Summer Schools with 130 participants","5 summer schools with 150 participants","5 summer schools with 148 participants","4 events with 171 participants","a) Overall target met/exceeded","Access","Multiple"]
["10007786","7b",4,{"$f":"CONCATENATE(Targets!$A322,\"-\",Targets!$B322)","v":"10007786-7b"},{"$f":"CONCATENATE(Targets!$A322,\"-\",Targets!$B322,\"-\",Targets!$C322)","v":"10007786-7b-4"},"Outreach / WP activity (summer schools)","Sutton Trust summer school participants","No",178,"2013-14",160,"2019-20",165,178,150,144,154,"c) Progress made – but less than anticipated","Access","Multiple"]
["10005788","7b",4,{"$f":"CONCATENATE(Targets!$A323,\"-\",Targets!$B323)","v":"10005788-7b"},{"$f":"CONCATENATE(Targets!$A323,\"-\",Targets!$B323,\"-\",Targets!$C323)","v":"10005788-7b-4"},"Outreach / WP activity (other - please give details in the next column)","The college will be part of newly formed NCOP","Yes","Agree baseline data in 1 June 2016 meeting","2016-17",0.86599999999999899,"2016-17","-","-","-","n/a","Future targets established by NCOP","b) Yearly milestone met","Access","Other (please give details in Description column)"]
["10001282","7a",5,{"$f":"CONCATENATE(Targets!$A324,\"-\",Targets!$B324)","v":"10001282-7a"},{"$f":"CONCATENATE(Targets!$A324,\"-\",Targets!$B324,\"-\",Targets!$C324)","v":"10001282-7a-5"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","HESA Table 7 - % of FT 1st degree students recruited who are eligible to receive Disabled Students Allowance (DSA)","No",5.2999999999999901E-2,"2014-15",7.0000000000000007E-2,"2019-20",4.2000000000000003E-2,4.7E-2,5.2999999999999999E-2,5.5E-2,5.8000000000000003E-2,"b) Yearly milestone met","Access","Disability"]
["10001282","7a",6,{"$f":"CONCATENATE(Targets!$A325,\"-\",Targets!$B325)","v":"10001282-7a"},{"$f":"CONCATENATE(Targets!$A325,\"-\",Targets!$B325,\"-\",Targets!$C325)","v":"10001282-7a-6"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","HESA Table 3 - % of young FT 1st degree students not continuing with their couse after 1 year.","No",5.6000000000000001E-2,"2013-14",5.09999999999999E-2,"2019-20",5.0999999999999997E-2,5.6000000000000001E-2,7.0000000000000007E-2,"-","-","e) Performance is below baseline","Student Success","Multiple"]
["10001282","7a",7,{"$f":"CONCATENATE(Targets!$A326,\"-\",Targets!$B326)","v":"10001282-7a"},{"$f":"CONCATENATE(Targets!$A326,\"-\",Targets!$B326,\"-\",Targets!$C326)","v":"10001282-7a-7"},"Other statistic - Progression to employment or further study (please give details in the next column)","Proportion of full time, first degree, young UK graduates from LPN Q1&Q2 (POLAR3) who are in professional level employment or graduate level further study approx 6 months after graduation","No",0.60899999999999899,"2013-14",0.64,"2019-20","-",0.60899999999999899,0.68100000000000005,"-","-","a) Overall target met/exceeded","Progression","Multiple"]
["10001282","7a",8,{"$f":"CONCATENATE(Targets!$A327,\"-\",Targets!$B327)","v":"10001282-7a"},{"$f":"CONCATENATE(Targets!$A327,\"-\",Targets!$B327,\"-\",Targets!$C327)","v":"10001282-7a-8"},"Other statistic - Progression to employment or further study (please give details in the next column)","Porportion of full time, first degree, mature UK graduates from LPN Q1&Q2 (POLAR3) who are in professional level employment or graduate level further study approx 6 months after graduation","No",0.76800000000000002,"2013-14",0.78800000000000003,"2019-20","-",0.76800000000000002,0.78700000000000003,"-","-","b) Yearly milestone met","Progression","Multiple"]
["10023139","7a",1,{"$f":"CONCATENATE(Targets!$A328,\"-\",Targets!$B328)","v":"10023139-7a"},{"$f":"CONCATENATE(Targets!$A328,\"-\",Targets!$B328,\"-\",Targets!$C328)","v":"10023139-7a-1"},"Other statistic - Disabled (please give details in the next column)","Students with a declared disability or learning difficulty who access the HE provision within the college","No",0.15,"2011-12",0.25,"2019-20",0.24,0.17,0.17,0.19,0.19,"b) Yearly milestone met","Access","Disability"]
["10023139","7a",2,{"$f":"CONCATENATE(Targets!$A329,\"-\",Targets!$B329)","v":"10023139-7a"},{"$f":"CONCATENATE(Targets!$A329,\"-\",Targets!$B329,\"-\",Targets!$C329)","v":"10023139-7a-2"},"Other statistic - Ethnicity (please give details in the next column)","Students from ethnic minority groups who access the HE provision within the college","No",0.28999999999999998,"2011-12",0.37,"2019-20",0.31,0.3,0.31,0.32,0.36,"b) Yearly milestone met","Access","Ethnicity"]
["10023139","7a",3,{"$f":"CONCATENATE(Targets!$A330,\"-\",Targets!$B330)","v":"10023139-7a"},{"$f":"CONCATENATE(Targets!$A330,\"-\",Targets!$B330,\"-\",Targets!$C330)","v":"10023139-7a-3"},"Other statistic - Ethnicity (please give details in the next column)","Students from asian backgrounds who access the HE provision within the college","No",0.1,"2011-12",0.16,"2019-20",0.12,0.12,0.1,0.11,0.1,"d) No progress made against baseline","Access","Ethnicity"]
["10023139","7a",4,{"$f":"CONCATENATE(Targets!$A331,\"-\",Targets!$B331)","v":"10023139-7a"},{"$f":"CONCATENATE(Targets!$A331,\"-\",Targets!$B331,\"-\",Targets!$C331)","v":"10023139-7a-4"},"Other statistic - Low-income backgrounds (please give details in the next column)","Students from neighbourhoods and wards that are recognized as being areas of low income","No",0.56000000000000005,"2011-12",0.61,"2019-20",0.47,0.47,0.55000000000000004,0.59,0.6,"b) Yearly milestone met","Access","Low income household"]
["10023139","7a",5,{"$f":"CONCATENATE(Targets!$A332,\"-\",Targets!$B332)","v":"10023139-7a"},{"$f":"CONCATENATE(Targets!$A332,\"-\",Targets!$B332,\"-\",Targets!$C332)","v":"10023139-7a-5"},"Other statistic - Mature (please give details in the next column)","Students aged over 25 who access the HE provision within the college","No",0.28000000000000003,"2011-12",0.33,"2019-20",0.31,0.3,0.31,0.32,0.36,"a) Overall target met/exceeded","Access","Mature"]
["10023139","7a",6,{"$f":"CONCATENATE(Targets!$A333,\"-\",Targets!$B333)","v":"10023139-7a"},{"$f":"CONCATENATE(Targets!$A333,\"-\",Targets!$B333,\"-\",Targets!$C333)","v":"10023139-7a-6"},"Other statistic - Other (please give details in the next column)","Student retention","No",0.85,"2011-12",0.9,"2019-20","-",0.79,0.76,0.77,0.81,"d) No progress made against baseline","Student Success","Multiple"]
["10023139","7a",7,{"$f":"CONCATENATE(Targets!$A334,\"-\",Targets!$B334)","v":"10023139-7a"},{"$f":"CONCATENATE(Targets!$A334,\"-\",Targets!$B334,\"-\",Targets!$C334)","v":"10023139-7a-7"},"Other statistic - Other (please give details in the next column)","Student Achievement","No",0.79,"2011-12",0.85,"2019-20","-",0.88,0.8,0.86,0.87,"a) Overall target met/exceeded","Student Success","Multiple"]
["10007760","7a",1,{"$f":"CONCATENATE(Targets!$A335,\"-\",Targets!$B335)","v":"10007760-7a"},{"$f":"CONCATENATE(Targets!$A335,\"-\",Targets!$B335,\"-\",Targets!$C335)","v":"10007760-7a-1"},"Other statistic - Low-income backgrounds (please give details in the next column)","Percentage of part-time students receiving financial support (household income under £25,000)","No",0.39100000000000001,"2013-14",0.4,"2019-20",0.39200000000000002,0.39100000000000001,0.39500000000000002,0.318,0.64,"a) Overall target met/exceeded","Access","Socio-economic"]
["10007760","7a",2,{"$f":"CONCATENATE(Targets!$A336,\"-\",Targets!$B336)","v":"10007760-7a"},{"$f":"CONCATENATE(Targets!$A336,\"-\",Targets!$B336,\"-\",Targets!$C336)","v":"10007760-7a-2"},"Other statistic - Low-income backgrounds (please give details in the next column)","Percentage of full-time students receiving financial support (household income under £25,000)","No",0.50700000000000001,"2013-14",0.55000000000000004,"2019-20",0.55600000000000005,0.50700000000000001,0.46899999999999997,0.40400000000000003,0.371,"e) Performance is below baseline","Access","Socio-economic"]
["10007760","7a",3,{"$f":"CONCATENATE(Targets!$A337,\"-\",Targets!$B337)","v":"10007760-7a"},{"$f":"CONCATENATE(Targets!$A337,\"-\",Targets!$B337,\"-\",Targets!$C337)","v":"10007760-7a-3"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","-","No",7.9000000000000001E-2,"2013-14",0.08,"2019-20",4.9000000000000002E-2,7.9000000000000001E-2,7.1999999999999995E-2,"N/A","N/A","b) Yearly milestone met","Access","Disability"]
["10007760","7a",4,{"$f":"CONCATENATE(Targets!$A338,\"-\",Targets!$B338)","v":"10007760-7a"},{"$f":"CONCATENATE(Targets!$A338,\"-\",Targets!$B338,\"-\",Targets!$C338)","v":"10007760-7a-4"},"HESA T7 - Students in receipt of DSA (part-time, all undergraduate entrants)","-","No",6.7000000000000004E-2,"2013-14",7.0000000000000007E-2,"2019-20",5.1999999999999998E-2,6.7000000000000004E-2,7.1999999999999995E-2,"N/A","N/A","b) Yearly milestone met","Access","Disability"]
["10007760","7a",5,{"$f":"CONCATENATE(Targets!$A339,\"-\",Targets!$B339)","v":"10007760-7a"},{"$f":"CONCATENATE(Targets!$A339,\"-\",Targets!$B339,\"-\",Targets!$C339)","v":"10007760-7a-5"},"Other statistic - Completion/Non continuation (please give details in the next column)","HESA T3e - HESA T3e - No longer in HE after 2 years (part-time, all entrants)","No",0.31,"2013-14",0.26,"2019-20",0.311,0.34,"N/A","N/A","N/A","e) Performance is below baseline","Student Success","Part-time"]
["10007760","7a",6,{"$f":"CONCATENATE(Targets!$A340,\"-\",Targets!$B340)","v":"10007760-7a"},{"$f":"CONCATENATE(Targets!$A340,\"-\",Targets!$B340,\"-\",Targets!$C340)","v":"10007760-7a-6"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","-","No",0.14399999999999999,"2013-14",0.1,"2019-20",0.13300000000000001,0.14399999999999999,0.16700000000000001,0.185,"N/A","e) Performance is below baseline","Student Success","Mature"]
["10007760","7a",7,{"$f":"CONCATENATE(Targets!$A341,\"-\",Targets!$B341)","v":"10007760-7a"},{"$f":"CONCATENATE(Targets!$A341,\"-\",Targets!$B341,\"-\",Targets!$C341)","v":"10007760-7a-7"},"Other statistic - Ethnicity (please give details in the next column)","Percentage of black and ethnic minority students, p-t and f-t degree","No",0.49,"2014-15",0.55000000000000004,"2019-20",0.42699999999999999,0.46800000000000003,0.495,0.502,0.45400000000000001,"c) Progress made – but less than anticipated","Access","Ethnicity"]
["10007760","7b",1,{"$f":"CONCATENATE(Targets!$A342,\"-\",Targets!$B342)","v":"10007760-7b"},{"$f":"CONCATENATE(Targets!$A342,\"-\",Targets!$B342,\"-\",Targets!$C342)","v":"10007760-7b-1"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","UnionLearn - 10% discount to unionlearn members as part of memorandum of understanding with unionlearn. Target relates to number of UG students the discount was granted to.","No",250,"2014-15",300,"2019-20",163,126,120,237,255,"b) Yearly milestone met","Access","Mature"]
["10007760","7b",2,{"$f":"CONCATENATE(Targets!$A343,\"-\",Targets!$B343)","v":"10007760-7b"},{"$f":"CONCATENATE(Targets!$A343,\"-\",Targets!$B343,\"-\",Targets!$C343)","v":"10007760-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Number of students who attend a Get Started workshop and percentage who successfully enrol","No",500,"2014-15",500,"2019-20","534 (48%)","588 (44%)","523 (50%)","687 (40%)","593 (44%)","a) Overall target met/exceeded","Access","Mature"]
["10007760","7b",3,{"$f":"CONCATENATE(Targets!$A344,\"-\",Targets!$B344)","v":"10007760-7b"},{"$f":"CONCATENATE(Targets!$A344,\"-\",Targets!$B344,\"-\",Targets!$C344)","v":"10007760-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Number of students who apply through an Institutional Progression Agreement","No",145,"2014-15",170,"2019-20",254,430,599,662,693,"a) Overall target met/exceeded","Access","State school"]
["10007760","7b",4,{"$f":"CONCATENATE(Targets!$A345,\"-\",Targets!$B345)","v":"10007760-7b"},{"$f":"CONCATENATE(Targets!$A345,\"-\",Targets!$B345,\"-\",Targets!$C345)","v":"10007760-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","Number of students who receive one to one guidance interviews via a single, holistic Information, Advice and Guidance service in partnership with UEL","Yes",2191,"2013-14",2500,"2019-20","N/A",2191,1831,2538,2.78,"a) Overall target met/exceeded","Access","Mature"]
["10001282","7b",1,{"$f":"CONCATENATE(Targets!$A346,\"-\",Targets!$B346)","v":"10001282-7b"},{"$f":"CONCATENATE(Targets!$A346,\"-\",Targets!$B346,\"-\",Targets!$C346)","v":"10001282-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Mature Students","No",2000,"2014-15",3100,"2019-20",2509,2342,2000,2100,2310,"b) Yearly milestone met","Access","Mature"]
["10001282","7b",2,{"$f":"CONCATENATE(Targets!$A347,\"-\",Targets!$B347)","v":"10001282-7b"},{"$f":"CONCATENATE(Targets!$A347,\"-\",Targets!$B347,\"-\",Targets!$C347)","v":"10001282-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Pre - 16 outreach activity","No",11507,"2014-15",13000,"2019-20",11218,10880,11507,10256,10416,"e) Performance is below baseline","Access","Multiple"]
["10001653","7a",1,{"$f":"CONCATENATE(Targets!$A348,\"-\",Targets!$B348)","v":"10001653-7a"},{"$f":"CONCATENATE(Targets!$A348,\"-\",Targets!$B348,\"-\",Targets!$C348)","v":"10001653-7a-1"},"Other statistic - Low-income backgrounds (please give details in the next column)","To increase by one percentage point each year the proportion of UK students who are new to higher education coming from families with incomes of £42,620 or less, rising from 45% in 2015-16 to 49% in 2019-20.","No","CDD data","2011-12",0.49,"2019-20",0.39,0.39,0.41,0.44,0.46,"b) Yearly milestone met","Access","Low income household"]
["10001653","7a",2,{"$f":"CONCATENATE(Targets!$A349,\"-\",Targets!$B349)","v":"10001653-7a"},{"$f":"CONCATENATE(Targets!$A349,\"-\",Targets!$B349,\"-\",Targets!$C349)","v":"10001653-7a-2"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","To achieve a target of 85% of UK students coming from state schools or from pre-vocational training paid for the the state by 2018-19.","No",0.83199999999999996,"2011-12",0.85,"2019-20",0.82399999999999995,0.81599999999999995,0.77,0.83699999999999897,"-","b) Yearly milestone met","Access","State school"]
["10001653","7a",3,{"$f":"CONCATENATE(Targets!$A350,\"-\",Targets!$B350)","v":"10001653-7a"},{"$f":"CONCATENATE(Targets!$A350,\"-\",Targets!$B350,\"-\",Targets!$C350)","v":"10001653-7a-3"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","To maintain the significant support for disabled students and aim to meet an internal target of 10% based on all UK/EU undergraduate students, not just those in receipt of DSA","No",9.8000000000000004E-2,"2011-12",0.1,"2019-20",0.13500000000000001,0.25700000000000001,0.26800000000000002,0.254,"-","a) Overall target met/exceeded","Access","Disability"]
["10001653","7a",4,{"$f":"CONCATENATE(Targets!$A351,\"-\",Targets!$B351)","v":"10001653-7a"},{"$f":"CONCATENATE(Targets!$A351,\"-\",Targets!$B351,\"-\",Targets!$C351)","v":"10001653-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","To increase by 1% the number of BAME students entering the Conservatoire.","No",0.15,"2011-12",0.16,"2019-20",0.11,0.11,0.12,0.14000000000000001,0.14000000000000001,"b) Yearly milestone met","Access","Ethnicity"]
["10001653","7a",5,{"$f":"CONCATENATE(Targets!$A352,\"-\",Targets!$B352)","v":"10001653-7a"},{"$f":"CONCATENATE(Targets!$A352,\"-\",Targets!$B352,\"-\",Targets!$C352)","v":"10001653-7a-5"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","To increase by 1% to a figure of 12% young, full-time, first degree students who are from low participation neighbourhoods","No",0.11,"2011-12",0.13,"2019-20",0.11,7.8E-2,7.8E-2,8.2000000000000003E-2,"-","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10001653","7b",1,{"$f":"CONCATENATE(Targets!$A353,\"-\",Targets!$B353)","v":"10001653-7b"},{"$f":"CONCATENATE(Targets!$A353,\"-\",Targets!$B353,\"-\",Targets!$C353)","v":"10001653-7b-1"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","To work with industry to identify which groups are underrepresented and tak ecation to enhance particpation","Yes","N/a","2011-12","N/a","2019-20","Initiated a project with Creative and Cultural Skills (sector skills council) for major project focused on attracting young people from under-represented groups and areas into Conservatoire training. Long-term project in preparation.","In 2013-14, the Conservatoire and its eight Schools worked with industry to increase the number of, and attendance at, careers days and open days.","In 2014-15, the Conservatoire and its eight schools continued to work with relevant industry contacts to address this issue and continues to do so.","A number of specific partnerships were strengthened, especially in terms of addressing issues of diversity. Organisations worked with include Frantic Assembly, Graeae, Act for Change, and National Youth Arts Trust. The Northern Contemporary Dance School has also used HEFCE cold spot data to identify key target areas in Gateshead and ran a pilot taster day there with future work to be developed in this area.","Work with industry continues both in the eight schools and centrally. In 2016-17 organisations that were collaborated with, include a new direction, ballet central, DAZL and Phoenix Theatre. Work with regional theatres to specifically around disability has also taken place.","b) Yearly milestone met","Access","Multiple"]
["10001653","7b",2,{"$f":"CONCATENATE(Targets!$A354,\"-\",Targets!$B354)","v":"10001653-7b"},{"$f":"CONCATENATE(Targets!$A354,\"-\",Targets!$B354,\"-\",Targets!$C354)","v":"10001653-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","To better target out outreach work in order to translate participation of underrepresented groups into progression onto HE. Paragraph 30 and 31.","Yes","N/a","2011-12","n/a","2019-20","-","-","The issue of identifying and then working towards the achievement of targets in this area has formed part of the review which the Conservatoire has undertaken in 2014-15 (contining into 2015-16) of its overall WP strategy and activities. This work has informed the articulation of appropriate targets in the Conservatoire's Access Agreement for 2016-17 and the transition to that framework during the remainder of 2015-16.","A new widening participation co-ordinator was recruited in the later stages of 2015-16 and will be developing a new strategy to embed this work deeper into practice. In 2016-17 we will develop increased tracking and evaluation of programmes and their outcomes.","The 2016-20 Widening Access and Success strategy was adopted by the Conservatoire and work has been taking place to embed this into practice. Work has begun to develop evaluation to better understand the impact of interventions on outcomes and to extended the geographical reach of projects to counter the challenges of limited access to LPN students in London. For example, we have worked in areas such as Walsall, Scarborough and Bradford this year.","b) Yearly milestone met","Access","Multiple"]
["10001653","7b",3,{"$f":"CONCATENATE(Targets!$A355,\"-\",Targets!$B355)","v":"10001653-7b"},{"$f":"CONCATENATE(Targets!$A355,\"-\",Targets!$B355,\"-\",Targets!$C355)","v":"10001653-7b-3"},"Management targets","To strengthen our existing network of  WP  coordinators across the Conservatoire schools","Yes","n/a","2011-12","n/a","2019-20","-","-","-","A new widening participation co-ordinator was recruited at the end of 2015-16 and work is commencing to develop this further.","In 2016-17 a more collaborative approach to planning has taken place across the schools involving an annual peer review process by colleagues to help develop links and connections between work going on in each school. ","b) Yearly milestone met","Access and Student Success","Multiple"]
["10001653","7b",4,{"$f":"CONCATENATE(Targets!$A356,\"-\",Targets!$B356)","v":"10001653-7b"},{"$f":"CONCATENATE(Targets!$A356,\"-\",Targets!$B356,\"-\",Targets!$C356)","v":"10001653-7b-4"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","To establish a series of compact schemes to enhance progression from underrepresented groups","No","n/a","2011-12","n/a","2019-20","-","-","-","This was a new target and are currently in development in a number of areas. Two examples are  a Circus Arts BTEC in partnership with Hackney Community College with pathways onto the undergraduate course and an agreed pathway to audition from Lewisham and Southwark College to the London Contemporary Dance School.","Those schemes mentioned in 2015-16 continue to develop with work taking place to explore better ways to prepare students for audition and therefore improve the success of the scheme in Lewisham and Southwark college. The final preparation also has been taking place for a Level 3 Professional Acting Diploma run by Boomsatsuma which has its first cohort for September 2017 in conjunction with BOVTS to support progression routes in Bristol.","b) Yearly milestone met","Access","Multiple"]
["10001653","7b",5,{"$f":"CONCATENATE(Targets!$A357,\"-\",Targets!$B357)","v":"10001653-7b"},{"$f":"CONCATENATE(Targets!$A357,\"-\",Targets!$B357,\"-\",Targets!$C357)","v":"10001653-7b-5"},"Management targets","We plan to create a mechanism for tracking the student attainment and exit in order to identify areas where enhanced support may be necessary.","No","n/a","2011-12","n/a","2019-20","-","-","-","We have developed a plan to address this though the integration of a student lifecycle approach as part of the planned WP Strategy.","In relation to the TEF metrics, students from WP backgrounds statistically do not differ from the rest of the student body. However, in order to better develop enhanced support where needed, we have begun planning for a qualitative project to explore student and graduate outcomes that will inform this work in the future. ","b) Yearly milestone met","Student Success","Multiple"]
["10000415","7a",1,{"$f":"CONCATENATE(Targets!$A358,\"-\",Targets!$B358)","v":"10000415-7a"},{"$f":"CONCATENATE(Targets!$A358,\"-\",Targets!$B358,\"-\",Targets!$C358)","v":"10000415-7a-1"},"Other statistic - Socio-economic (please give details in the next column)","Continue to recruit and support students from disadvantaged backgrounds (WP by postcode)","No",0.55000000000000004,"2013-14",0.57999999999999996,"2019-20",0.37,0.55000000000000004,0.55000000000000004,0.57999999999999996,60,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10000415","7a",2,{"$f":"CONCATENATE(Targets!$A359,\"-\",Targets!$B359)","v":"10000415-7a"},{"$f":"CONCATENATE(Targets!$A359,\"-\",Targets!$B359,\"-\",Targets!$C359)","v":"10000415-7a-2"},"Other statistic - Completion/Non continuation (please give details in the next column)","Evaluationof of achievement rates at exam boards; evaluate achievemetn between first and resit exam boards","No","24 students were allowed to progress after resits","2014-15","28 students","2019-20","data not collated","data not collated","24 students","36 students progressed following reassessment boards",32,"a) Overall target met/exceeded","Student Success","Multiple"]
["10014001","7b",3,{"$f":"CONCATENATE(Targets!$A360,\"-\",Targets!$B360)","v":"10014001-7b"},{"$f":"CONCATENATE(Targets!$A360,\"-\",Targets!$B360,\"-\",Targets!$C360)","v":"10014001-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Increase number of outreach activities with schools and college, both on and off campus, by 5% each year","No",238,"2013-14",304,"2019-20",226,238,264,293,317,"a) Overall target met/exceeded","Access","Multiple"]
["10001282","7b",5,{"$f":"CONCATENATE(Targets!$A361,\"-\",Targets!$B361)","v":"10001282-7b"},{"$f":"CONCATENATE(Targets!$A361,\"-\",Targets!$B361,\"-\",Targets!$C361)","v":"10001282-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Collaborative target for NE Raising Aspirations Partnership (NNCO/SPoC)","Yes","Changes in targets ","2013-14",19965,"2017-18",1180,5902,8623,52613,54716,"a) Overall target met/exceeded","Access","Multiple"]
["10001282","7b",6,{"$f":"CONCATENATE(Targets!$A362,\"-\",Targets!$B362)","v":"10001282-7b"},{"$f":"CONCATENATE(Targets!$A362,\"-\",Targets!$B362,\"-\",Targets!$C362)","v":"10001282-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Development of Compact scheme - number of participating schools","No",52,"2014-15",250,"2019-20",14,25,52,106,96,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007161","7b",1,{"$f":"CONCATENATE(Targets!$A363,\"-\",Targets!$B363)","v":"10007161-7b"},{"$f":"CONCATENATE(Targets!$A363,\"-\",Targets!$B363,\"-\",Targets!$C363)","v":"10007161-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","Colloborative NE Raising Aspirations Partnership participation numbers","Yes",9000,"2014-15",21000,"2019-20","-",8623,33255,52613,54716,"a) Overall target met/exceeded","Access","Multiple"]
["10007161","7b",2,{"$f":"CONCATENATE(Targets!$A364,\"-\",Targets!$B364)","v":"10007161-7b"},{"$f":"CONCATENATE(Targets!$A364,\"-\",Targets!$B364,\"-\",Targets!$C364)","v":"10007161-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Activities specifically targeted to support raising aspirations and applications from underrepresented groups","No",15,"2014-15",26,"2019-20","-","-",15,17,20,"c) Progress made – but less than anticipated","Access","Multiple"]
["10003861","7a",3,{"$f":"CONCATENATE(Targets!$A365,\"-\",Targets!$B365)","v":"10003861-7a"},{"$f":"CONCATENATE(Targets!$A365,\"-\",Targets!$B365,\"-\",Targets!$C365)","v":"10003861-7a-3"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","To increase participation from students in receipt of DSA funding","No",4.8000000000000001E-2,"2013-14",6.8000000000000005E-2,"2019-20",5.8,4.8,3.5,5,"Not yet available","b) Yearly milestone met","Access","Disability"]
["10003861","7a",4,{"$f":"CONCATENATE(Targets!$A366,\"-\",Targets!$B366)","v":"10003861-7a"},{"$f":"CONCATENATE(Targets!$A366,\"-\",Targets!$B366,\"-\",Targets!$C366)","v":"10003861-7a-4"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","To increase participation of young, full-time, undergraduate entrants from POLAR3 neighbourhoods","No",0.156,"2013-14",0.216,"2019-20",14.5,15.6,16.600000000000001,17.5,"Not yet available","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10006299","7b",3,{"$f":"CONCATENATE(Targets!$A367,\"-\",Targets!$B367)","v":"10006299-7b"},{"$f":"CONCATENATE(Targets!$A367,\"-\",Targets!$B367,\"-\",Targets!$C367)","v":"10006299-7b-3"},"Outreach / WP activity (summer schools)","Number of participants in Yr 12 summer school","No",100,"2014-15",100,"2019-20",75,77,64,32,86,"c) Progress made – but less than anticipated","Access","State school"]
["10006299","7b",4,{"$f":"CONCATENATE(Targets!$A368,\"-\",Targets!$B368)","v":"10006299-7b"},{"$f":"CONCATENATE(Targets!$A368,\"-\",Targets!$B368,\"-\",Targets!$C368)","v":"10006299-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","Number of participants in Yr 10/11 summer schools and residentials","Yes",50,"2014-15",55,"2019-20",231,123,148,53,0,"f) Target discontinued","Access","State school"]
["10006299","7b",5,{"$f":"CONCATENATE(Targets!$A369,\"-\",Targets!$B369)","v":"10006299-7b"},{"$f":"CONCATENATE(Targets!$A369,\"-\",Targets!$B369,\"-\",Targets!$C369)","v":"10006299-7b-5"},"Mission targets","Number of participants in Yr 7/8 summer school","No",100,"2014-15",100,"2019-20",109,125,91,97,98,"c) Progress made – but less than anticipated","Access","State school"]
["10006299","7b",6,{"$f":"CONCATENATE(Targets!$A370,\"-\",Targets!$B370)","v":"10006299-7b"},{"$f":"CONCATENATE(Targets!$A370,\"-\",Targets!$B370,\"-\",Targets!$C370)","v":"10006299-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Number of students taking up school/college sessions pre-16","Yes",300,"2014-15",700,"2019-20",8000,12369,5007,4973,3454,"a) Overall target met/exceeded","Access","Socio-economic"]
["10007151","7a",1,{"$f":"CONCATENATE(Targets!$A371,\"-\",Targets!$B371)","v":"10007151-7a"},{"$f":"CONCATENATE(Targets!$A371,\"-\",Targets!$B371,\"-\",Targets!$C371)","v":"10007151-7a-1"},"HESA T2a - (Mature, full-time, first degree entrants)","-","No",0.188,"2013-14",0.191,"2019-20",19,18.8,19.5,15.7,"-","e) Performance is below baseline","Access","Mature"]
["10007151","7a",2,{"$f":"CONCATENATE(Targets!$A372,\"-\",Targets!$B372)","v":"10007151-7a"},{"$f":"CONCATENATE(Targets!$A372,\"-\",Targets!$B372,\"-\",Targets!$C372)","v":"10007151-7a-2"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","-","No",7.0999999999999994E-2,"2011-12",7.0999999999999994E-2,"2019-20",5.4,3.7,6.1,"-","-","a) Overall target met/exceeded","Student Success and Progression","Low participation neighbourhood (LPN)"]
["10007151","7a",3,{"$f":"CONCATENATE(Targets!$A373,\"-\",Targets!$B373)","v":"10007151-7a"},{"$f":"CONCATENATE(Targets!$A373,\"-\",Targets!$B373,\"-\",Targets!$C373)","v":"10007151-7a-3"},"HESA T3c - No longer in HE after 1 year & no previous HE qualification (Mature, full-time, first degree entrants)","-","No",7.5999999999999998E-2,"2012-13",7.5999999999999998E-2,"2019-20",7.6,3.4,4.3,"-","-","a) Overall target met/exceeded","Student Success and Progression","Mature"]
["10007151","7a",4,{"$f":"CONCATENATE(Targets!$A374,\"-\",Targets!$B374)","v":"10007151-7a"},{"$f":"CONCATENATE(Targets!$A374,\"-\",Targets!$B374,\"-\",Targets!$C374)","v":"10007151-7a-4"},"HESA T1a - State School (Young, full-time, first degree entrants)","-","No",0.97499999999999998,"2013-14",0.97499999999999998,"2019-20",97.4,97.5,97.7,97.2,"-","e) Performance is below baseline","Access","Socio-economic"]
["10007151","7a",5,{"$f":"CONCATENATE(Targets!$A375,\"-\",Targets!$B375)","v":"10007151-7a"},{"$f":"CONCATENATE(Targets!$A375,\"-\",Targets!$B375,\"-\",Targets!$C375)","v":"10007151-7a-5"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","-","No",0.16800000000000001,"2013-14",0.17100000000000001,"2019-20",18.7,16.8,17.399999999999899,18.399999999999899,"-","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007151","7a",6,{"$f":"CONCATENATE(Targets!$A376,\"-\",Targets!$B376)","v":"10007151-7a"},{"$f":"CONCATENATE(Targets!$A376,\"-\",Targets!$B376,\"-\",Targets!$C376)","v":"10007151-7a-6"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","-","No",0.09,"2013-14",0.09,"2019-20",8.5,9,9.9,8.6,"-","e) Performance is below baseline","Access, Student Success and Progression","Disability"]
["10014001","7b",4,{"$f":"CONCATENATE(Targets!$A377,\"-\",Targets!$B377)","v":"10014001-7b"},{"$f":"CONCATENATE(Targets!$A377,\"-\",Targets!$B377,\"-\",Targets!$C377)","v":"10014001-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","Run 2  conferences with other regional HEIs","Yes",2,"2013-14",2,"2019-20",0,2,2,2,2,"a) Overall target met/exceeded","Access","Multiple"]
["10014001","7b",5,{"$f":"CONCATENATE(Targets!$A378,\"-\",Targets!$B378)","v":"10014001-7b"},{"$f":"CONCATENATE(Targets!$A378,\"-\",Targets!$B378,\"-\",Targets!$C378)","v":"10014001-7b-5"},"Operational targets","Increase number of paid internships by 5 each year","No",33,"2013-14",58,"2019-20",11,33,71,65,70,"a) Overall target met/exceeded","Progression","Multiple"]
["10014001","7b",6,{"$f":"CONCATENATE(Targets!$A379,\"-\",Targets!$B379)","v":"10014001-7b"},{"$f":"CONCATENATE(Targets!$A379,\"-\",Targets!$B379,\"-\",Targets!$C379)","v":"10014001-7b-6"},"Operational targets","Increase graduate employability by 2% each year","No",0.67200000000000004,"2012-13",0.77200000000000002,"2019-20",67.2,60,62.3,63.2,"Not available","e) Performance is below baseline","Progression","Multiple"]
["10014001","7b",7,{"$f":"CONCATENATE(Targets!$A380,\"-\",Targets!$B380)","v":"10014001-7b"},{"$f":"CONCATENATE(Targets!$A380,\"-\",Targets!$B380,\"-\",Targets!$C380)","v":"10014001-7b-7"},"Outreach / WP activity (collaborative - please give details in the next column)","Develop a shared training plan for teachers and hold an annual teachers conference with a regional HEI","Yes",1,"2013-14",1,"2019-20",0,0,1,1,0,"f) Target discontinued","Access","Multiple"]
["10006299","7b",7,{"$f":"CONCATENATE(Targets!$A381,\"-\",Targets!$B381)","v":"10006299-7b"},{"$f":"CONCATENATE(Targets!$A381,\"-\",Targets!$B381,\"-\",Targets!$C381)","v":"10006299-7b-7"},"Outreach / WP activity (collaborative - please give details in the next column)","Number of students taking up school/college sessions post-16 through our NNCO collaborative projects","No",100,"2014-15",100,"2019-20",8365,9753,9705,11336,4840,"a) Overall target met/exceeded","Access","Socio-economic"]
["10006299","7b",8,{"$f":"CONCATENATE(Targets!$A382,\"-\",Targets!$B382)","v":"10006299-7b"},{"$f":"CONCATENATE(Targets!$A382,\"-\",Targets!$B382,\"-\",Targets!$C382)","v":"10006299-7b-8"},"Outreach / WP activity (collaborative - please give details in the next column)","Number of student accessing on-campus activities pre-16 (not including summer schools/residentials) through our NNCO collaborative projects","Yes",100,"2014-15",250,"2019-20",1563,1647,998,785,643,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10003861","7a",5,{"$f":"CONCATENATE(Targets!$A383,\"-\",Targets!$B383)","v":"10003861-7a"},{"$f":"CONCATENATE(Targets!$A383,\"-\",Targets!$B383,\"-\",Targets!$C383)","v":"10003861-7a-5"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","To increase participation of mature, full time, undergraduate entrants","No",0.13200000000000001,"2013-14",0.182,"2019-20",12.7,13.2,18.600000000000001,16.2,"Not yet available","b) Yearly milestone met","Access","Mature"]
["10006299","7b",9,{"$f":"CONCATENATE(Targets!$A384,\"-\",Targets!$B384)","v":"10006299-7b"},{"$f":"CONCATENATE(Targets!$A384,\"-\",Targets!$B384,\"-\",Targets!$C384)","v":"10006299-7b-9"},"Outreach / WP activity (other - please give details in the next column)","Number of student accessing on-campus activities post-16 (not including summer schools/residentials)","No",5000,"2014-15",5500,"2019-20",5135,3577,3855,4288,5259,"c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10003861","7a",6,{"$f":"CONCATENATE(Targets!$A385,\"-\",Targets!$B385)","v":"10003861-7a"},{"$f":"CONCATENATE(Targets!$A385,\"-\",Targets!$B385,\"-\",Targets!$C385)","v":"10003861-7a-6"},"HESA T2b - Low participation neighbourhoods (POLAR3) (All, part-time, entrants)","To increase participation of part time students from low participation groups","No",4.9000000000000002E-2,"2013-14",9.9000000000000005E-2,"2019-20",3.3,4.9000000000000004,7.4,6.7,"Not yet available","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007759","7a",7,{"$f":"CONCATENATE(Targets!$A386,\"-\",Targets!$B386)","v":"10007759-7a"},{"$f":"CONCATENATE(Targets!$A386,\"-\",Targets!$B386,\"-\",Targets!$C386)","v":"10007759-7a-7"},"Other statistic - Progression to employment or further study (please give details in the next column)","To maintain a high percentage of Full Time employed graduates in managerial or professional employment destinations","No",83,"2014-15",87,"2019-20",80,82,83,83,79.7,"e) Performance is below baseline","Progression","Other"]
["10007798","7a",2,{"$f":"CONCATENATE(Targets!$A387,\"-\",Targets!$B387)","v":"10007798-7a"},{"$f":"CONCATENATE(Targets!$A387,\"-\",Targets!$B387,\"-\",Targets!$C387)","v":"10007798-7a-2"},"Other statistic - Low-income backgrounds (please give details in the next column)","To ensure The University of Manchester is positioned towards the top quartile of the English Russell Group for the proportion of students from low income households.","No","n/a","Other (please give details in Description column)","Top quartile of  the English Russell Group","2019-20","In 2012/13, 27.7% of the University’s students were from low income households of less than £25,000 per annum – which placed us third in the English Russell Group","In 2013/14, 29.9% of the University’s students were from low income households of less than £25,000 per annum – which placed us third in the English Russell Group","In 2014/15, 29.1% of the University's students were from household incomes of less than £25,000 per annum - which placed us 5th in the English Russell Group","In 2015/16, 28.6% of the University’s students were from household incomes of less than £25,000 per annum – which placed us 3rd in the English Russell Group.","Statistical data not available at time of submission","b) Yearly milestone met","Access","Low income household"]
["10007798","7a",3,{"$f":"CONCATENATE(Targets!$A388,\"-\",Targets!$B388)","v":"10007798-7a"},{"$f":"CONCATENATE(Targets!$A388,\"-\",Targets!$B388,\"-\",Targets!$C388)","v":"10007798-7a-3"},"Other statistic - Other (please give details in the next column)","To continue, year-on-year, to improve the continuation rate of young and mature full time entrants from low household incomes. Baseline is based on entrants in 2010-11/11-12/12-13","No",0.91500000000000004,"Other (please give details in Description column)","To monitor performance against target","2019-20",0.92200000000000004,0.92600000000000005,0.91700000000000004,"Statistical data not available at time of submission","Statistical data not available at time of submission","b) Yearly milestone met","Student Success","Other"]
["10007798","7a",4,{"$f":"CONCATENATE(Targets!$A389,\"-\",Targets!$B389)","v":"10007798-7a"},{"$f":"CONCATENATE(Targets!$A389,\"-\",Targets!$B389,\"-\",Targets!$C389)","v":"10007798-7a-4"},"Other statistic - Socio-economic (please give details in the next column)","To continue, year-on-year, to increase the percentage of new entrants form lower NS-SEC groups and ensure that we are in top quartile of the English Russell Group. Baseline is average of 2009-10/10-11/11-12/12-13/13-14","No",0.223,"Other (please give details in Description column)","To obtain 23.8% of entrants from NS-SECmclasses 4-7\n","2019-20","HESA data for 2012/13 showed that 25.3% entrants were from this group therefore exceeding the target of 21.0% and exceeding our benchmark by 1.1%.","HESA Data for 2013/14 indicates that 23.8% of entrants were from lower socio-economic groups exceeding the milestone of 21.4%","We recruited 21.5% of students from lower socio-economic groups in 2014/15, which is the 7th highest in the English Russell Group.","Data for 2015/16 shows that 22.6% of students were from NS-SEC classes 4-7.  Data purchased from HESA show that we were in the top quartile at 5th in the English Russell Group","Preliminary analysis for 2016/17 shows that 22.9% of entrants were from NS-SEC classes 4-7, achieving our Access Agreement target of 22.9%","b) Yearly milestone met","Access","Socio-economic"]
["10007798","7b",1,{"$f":"CONCATENATE(Targets!$A390,\"-\",Targets!$B390)","v":"10007798-7b"},{"$f":"CONCATENATE(Targets!$A390,\"-\",Targets!$B390,\"-\",Targets!$C390)","v":"10007798-7b-1"},"Operational targets","Postgraduate Initial Teacher Training (ITT) Operational targets: To provide at least 10 Diversity Support Coaches recruited from within the teaching profession to support new retention and coaching activities with the aim of raise confidence and self-esteem in teaching of targeted group.","No","n/a","Other (please give details in Description column)","Monitor and publish outcomes for targeted groups","2019-20","11 diversity coaches have been recruited (6 for secondary and 5 for primary) - plus two diversity co-ordinators have been recruited","10 diversity coaches were recruited (5 diversity support coaches for primary and 5 diversity coaches for secondary).","3 diversity coaches were employed.  All identified BME trainees received the planned two visits each from the 3 recruited diversity coaches.","4 diversity coaches were recruited. Coaching visits  to support target students (BME groups, trainees with a disability & male teachers in the primary sector) on placement.    20 trainees (10 Secondary and 10 Primary) were supported - 16 of whom were awarded Grade 2 or above.","2 primary and 3 secondary mentor/coaches were appointed\n27 trainees received coaching; 25 completed (56% graded 1, 36% graded 2 and 8% graded 3)\n","b) Yearly milestone met","Student Success","Multiple"]
["10007798","7b",2,{"$f":"CONCATENATE(Targets!$A391,\"-\",Targets!$B391)","v":"10007798-7b"},{"$f":"CONCATENATE(Targets!$A391,\"-\",Targets!$B391,\"-\",Targets!$C391)","v":"10007798-7b-2"},"Outreach / WP activity (other - please give details in the next column)","To ensure the University is working with the most disadvantaged schools and colleges by targeting schools using indicators of achievement and pupil disadvantage in our Manchester Prioritisation Model (MPM). Baseline is based on 2010-2013.","No",0.7,"Other (please give details in Description column)","At least 70% of schools are from the highest priority bands in our Manchester Prioritisation Model.","2019-20","In 2012/13 we updated and published a new prioritisation model to ensure schools with the highest levels of disadvantage are prioritised for our outreach work.","71% (of schools worked with for Manchester Higher and Gateways in the 2013/14 academic year were from the most disadvantaged bands (1 and 2) in our prioritisation model).","74.6% (of schools worked with for Manchester Higher and Gateways in the 2014/15 academic year were from the most disadvantaged bands (1 and 2) in our prioritisation model).","74% (of schools worked with for Manchester Higher and Gateways in the 2015/16 academic year were from the most disadvantaged bands (1 and 2) in our prioritisation model","73% (of schools worked with for Manchester Higher and Gateways in the 2016/17 academic year were from the most disadvantaged bands (1 and 2) in our prioritisation model)","b) Yearly milestone met","Access","Multiple"]
["10007798","7b",3,{"$f":"CONCATENATE(Targets!$A392,\"-\",Targets!$B392)","v":"10007798-7b"},{"$f":"CONCATENATE(Targets!$A392,\"-\",Targets!$B392,\"-\",Targets!$C392)","v":"10007798-7b-3"},"Outreach / WP activity (collaborative - please give details in the next column)","Working with local, regional and national partnerships, we will develop and deliver a range of activities to support care leavers, before and during their time at the University","No","n/a","Other (please give details in Description column)","Monitor and publish details of our partnership work","2019-20","n/a (new indicator)","n/a (new indicator)","n/a (new indicator)","During 2015/16, our collaborative schemes supporting Looked After Children engaged with over 200 young people and 170 foster carers.","During 2016/17, our collaborative schemes for supporting looked after children engaged with 300 young people and 100 foster carers.","b) Yearly milestone met","Access and Student Success","Care leavers"]
["10007837","7a",6,{"$f":"CONCATENATE(Targets!$A393,\"-\",Targets!$B393)","v":"10007837-7a"},{"$f":"CONCATENATE(Targets!$A393,\"-\",Targets!$B393,\"-\",Targets!$C393)","v":"10007837-7a-6"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Percentage of entrants undertaking first degree from low participation neighbourhoods (POLAR3)","No",7.0999999999999897E-2,"2014-15","9-11%","2019-20","NA",6.9,7,3.1,5.8,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007837","7b",1,{"$f":"CONCATENATE(Targets!$A394,\"-\",Targets!$B394)","v":"10007837-7b"},{"$f":"CONCATENATE(Targets!$A394,\"-\",Targets!$B394,\"-\",Targets!$C394)","v":"10007837-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Number of primary schools per year engaging in musical activities with RNCM Engage","No",5,"2015-16",7,"2020-21","na","na","na",5,9,"a) Overall target met/exceeded","Access","State school"]
["10000840","7a",7,{"$f":"CONCATENATE(Targets!$A395,\"-\",Targets!$B395)","v":"10000840-7a"},{"$f":"CONCATENATE(Targets!$A395,\"-\",Targets!$B395,\"-\",Targets!$C395)","v":"10000840-7a-7"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","No Prior Data","No","No Prior Data","No Prior Data","No Prior Data","No Prior Data","No Prior Data","No Prior Data","No Prior Data","TBC","-","f) Target discontinued","Access","Mature"]
["10007788","7b",3,{"$f":"CONCATENATE(Targets!$A396,\"-\",Targets!$B396)","v":"10007788-7b"},{"$f":"CONCATENATE(Targets!$A396,\"-\",Targets!$B396,\"-\",Targets!$C396)","v":"10007788-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Mathematics STEP correspondence course.   NB.  This project is still in development; quantifiable metrics still TBC.","No","2016-17","TBC","TBC","TBC","n/a","n/a","n/a","n/a","TBC","b) Yearly milestone met","Access","Other (please give details in Description column)"]
["10007798","7b",11,{"$f":"CONCATENATE(Targets!$A397,\"-\",Targets!$B397)","v":"10007798-7b"},{"$f":"CONCATENATE(Targets!$A397,\"-\",Targets!$B397,\"-\",Targets!$C397)","v":"10007798-7b-11"},"Student support services","To provide a hardship fund to support WP students with costs they could not have foreseen or budgeted for. Alongside this, the University will develop tools to support students to manage their finances.","No","n/a","Other (please give details in Description column)","Monitor applications to hardship fund by students from low household income groups and the uptake of financial management support.","2019-20","n/a (new target)","n/a (new target)","n/a (new target)","n/a (new target)","11 students (£10,070)\n224 financial support appointments last year and approximately 490 Blackbullion sign ups\n","b) Yearly milestone met","Student Success","Multiple"]
["10007798","7b",12,{"$f":"CONCATENATE(Targets!$A398,\"-\",Targets!$B398)","v":"10007798-7b"},{"$f":"CONCATENATE(Targets!$A398,\"-\",Targets!$B398,\"-\",Targets!$C398)","v":"10007798-7b-12"},"Other (please give details in the next column)","Student Success: To achieve a year-on-year increase in the percentage of WP students in positive employment destinations as recorded in the DLHE, whilst also aspiring to narrow any gap between WP and non-WP students achieving successful employability outcomes. Baseline is average of 2008-09/09-10/10-11/ 11-12/12-13.","No","68.9% of WP students in positive destinations. \n\n4.4% gap between WP and non WP students in positive destinations.","Other (please give details in Description column)","72%\n\nAnd to narrow the gap between WP and non-WP students achieving successful employability outcomes.","2019-20","n/a (new target)","n/a (new target)","Employabilty outcomes for graduates from low household incomes has increased by 2.4% with the addition of the 2014/15 data with 73.5% in a positive destination. For the five year period 10/11 – 14/15, the gap is now -3.1% which has fallen from -3.6% the year  before. (However, gap has widened for 2014/15 from -1.9% to -3.2%).","Employability outcomes for graduates from low household incomes has increased by 2.7% with the addition of the 2015/16 data with 74.7% now in a positive destination exceeding our target of 70%. For the five-year period 11/12 – 15/16, the gap is now -2.2% which is an improvement on the -3.1% for 2014/15.","Statistical data not available at time of submission","b) Yearly milestone met","Progression","Multiple"]
["10007798","7b",13,{"$f":"CONCATENATE(Targets!$A399,\"-\",Targets!$B399)","v":"10007798-7b"},{"$f":"CONCATENATE(Targets!$A399,\"-\",Targets!$B399,\"-\",Targets!$C399)","v":"10007798-7b-13"},"Operational targets","Postgraduate Initial Teacher Training (ITT) Operational targets: Increase the recruitment, completion, attainment and progression rates of BME students undertaking ITT courses.","No","n/a","Other (please give details in Description column)","To monitor and report on recruitment, completion, attainment and progression of BME students","2019-20","n/a (indicator changed)","n/a (indicator changed)","Primary – Total (205) Male23% - Male BME 1% - BME Female-7.8% -Disability - not available \nSecondary – Total (209) Male 39% -Male BME 7% -female BME -11% -Disability –not available","Primary Recruitment – Total 184; Male 19%; Male BME 1%; Female 81%; Female BME 8%.\nBME completed 88%. 41% awarded very good.\n\nSecondary Recruitment – Total 181; Male 39%; Male BME 7%; Female 61%; Female BME 13%.\nBME completed 92%. 36% awarded very good.\n","Primary Recruitment – Total 127; Male 17%; Male BME 2%; Female 83%; Female BME 12%.\nBME completed 100%. 44% awarded very good.\n\nSecondary Recruitment –Total 183; Male 41%’ Male BME 7%; Female 59%; Female BME 14%\nBME completed 89%. 51% awarded very good.\n","b) Yearly milestone met","Access, Student Success and Progression","Ethnicity"]
["10007798","7b",14,{"$f":"CONCATENATE(Targets!$A400,\"-\",Targets!$B400)","v":"10007798-7b"},{"$f":"CONCATENATE(Targets!$A400,\"-\",Targets!$B400,\"-\",Targets!$C400)","v":"10007798-7b-14"},"Outreach / WP activity (collaborative - please give details in the next column)","To work with partner HEIs in Greater Manchester to ensure that there is a coordinated package of pre-16 IAG and HE progression activities across each of Greater Manchester’s 10 local authorities and beyond into ‘hard to reach’ areas.","Yes","n/a","2011/12","Continue to monitor our work with partner HEIs in Greater Manchester and report on this each year.","2015/16","We expanded Manchester Higher, our partnership programme with Manchester Metropolitan University, and achieved over 9,000 engagements with young people and their key influencers across a range of activities including 2616 young people who have attended visits to campus and participated in workshops in 2012-13.","During the 2013/14 academic year, the Manchester Higher programme has engaged with nearly 9,000 pupils across Year’s 8 – 13 and delivered 148 outreach events – amounting to over 580 hours of activity.","During the 2014/15 academic year, the Manchester Higher programme has engaged with over 9,000 pupils across Year’s 8 – 13 and delivered 170 outreach activities – amounting to over 600 hours","During the 2015/16 academic year, the Greater Manchester Higher Programme has enagaged with over 10,000 learners, their parents and carers and delivered 348 outreach events.","-","f) Target discontinued","Access","Multiple"]
["10007798","7b",15,{"$f":"CONCATENATE(Targets!$A401,\"-\",Targets!$B401)","v":"10007798-7b"},{"$f":"CONCATENATE(Targets!$A401,\"-\",Targets!$B401,\"-\",Targets!$C401)","v":"10007798-7b-15"},"Outreach / WP activity (collaborative - please give details in the next column)","Greater Manchester Higher is a collaboration of universities and\nfurther education colleges from Greater Manchester working\ntogether to provide high quality outreach activities for local\nschools and colleges.\n","Yes","87 secondary schools\nengaged with the\nprogramme\n","2014-15","130 secondary\nschools\n","2020/21","n/a (indicator changed)","n/a (indicator changed)","n/a (indicator changed)","n/a (indicator changed)","135 – exceeding the target of 98 secondary schools for 2016/17","a) Overall target met/exceeded","Access","Multiple"]
["10000291","7a",7,{"$f":"CONCATENATE(Targets!$A402,\"-\",Targets!$B402)","v":"10000291-7a"},{"$f":"CONCATENATE(Targets!$A402,\"-\",Targets!$B402,\"-\",Targets!$C402)","v":"10000291-7a-7"},"Other statistic - Ethnicity (please give details in the next column)","Reduce the gap between % of white and BME students achieving good honour degrees (1st or 2:1)","No",0.17,"2014-15",0.09,"2019-20","-","-",0.19,0.16200000000000001,"-","b) Yearly milestone met","Student Success","Ethnicity"]
["10000291","7a",8,{"$f":"CONCATENATE(Targets!$A403,\"-\",Targets!$B403)","v":"10000291-7a"},{"$f":"CONCATENATE(Targets!$A403,\"-\",Targets!$B403,\"-\",Targets!$C403)","v":"10000291-7a-8"},"Other statistic - Part-time (please give details in the next column)","Reduce the decline in part time student numbers (UK Domicile)","No",0.08,"2014-15",0,"2019-20","-","-",0.08,0.04,"-","b) Yearly milestone met","Access","Part-time"]
["10000291","7a",9,{"$f":"CONCATENATE(Targets!$A404,\"-\",Targets!$B404)","v":"10000291-7a"},{"$f":"CONCATENATE(Targets!$A404,\"-\",Targets!$B404,\"-\",Targets!$C404)","v":"10000291-7a-9"},"Other statistic - Disabled (please give details in the next column)","Reduce the degree attainment gap between disabled students and those who do not declare a disability","No",0.01,"2014-15",0,"2019-20","-","-",0.01,0.01,"-","b) Yearly milestone met","Student success","Disability"]
["10000291","7a",10,{"$f":"CONCATENATE(Targets!$A405,\"-\",Targets!$B405)","v":"10000291-7a"},{"$f":"CONCATENATE(Targets!$A405,\"-\",Targets!$B405,\"-\",Targets!$C405)","v":"10000291-7a-10"},"Other statistic - Part-time (please give details in the next column)","HESA Table E1b - Employment indicator (employed or studying): UK domiciled leavers obtaining first degree qualifications from part-time courses (New indicator in 2017/18 Access Agreement).  ","No",0.98,"2013-14",0.99,"2021-22","-","-",0.98699999999999899,0.97599999999999898,"-","d) No progress made against baseline","Progression","Part-time"]
["10007798","7b",16,{"$f":"CONCATENATE(Targets!$A406,\"-\",Targets!$B406)","v":"10007798-7b"},{"$f":"CONCATENATE(Targets!$A406,\"-\",Targets!$B406,\"-\",Targets!$C406)","v":"10007798-7b-16"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","To increase the number of University staff and alumni placed as governors in state schools with a focus on supporting the most disadvantaged schools.","No",364,"2015-16",442,"2019/20","n/a (indicator changed)","n/a (indicator changed)","n/a (indicator changed)","n/a (indicator changed)","608 staff and alumni served as governors in 2016/17, exceeding the overall target set for this indicator of 442. 49.6% of schools worked (with known data) with are from bands 1 & 2 of the MPM.","a) Overall target met/exceeded","Access","Other (please give details in Description column)"]
["10007164","7b",6,{"$f":"CONCATENATE(Targets!$A407,\"-\",Targets!$B407)","v":"10007164-7b"},{"$f":"CONCATENATE(Targets!$A407,\"-\",Targets!$B407,\"-\",Targets!$C407)","v":"10007164-7b-6"},"Operational targets","Academic Skills Session","No","Faculty based pilots","2014-15","Set KPI milestones","2019-20","n/a","n/a","2 Faculty pilots developed","Library co-ordination initiated","KPIs set: no. of students attending each skills workshop by date/location. Tracked by demographic/protected characteristic/level of study/dept and fac","b) Yearly milestone met","Student Success","Multiple"]
["10007140","7b",2,{"$f":"CONCATENATE(Targets!$A408,\"-\",Targets!$B408)","v":"10007140-7b"},{"$f":"CONCATENATE(Targets!$A408,\"-\",Targets!$B408,\"-\",Targets!$C408)","v":"10007140-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","Proportion of engaged young people from disadvantaged backgrounds attaining 5x GCSE Grade A* to C inc. English and Maths is greater than local average for young people from disadvantaged backgrounds, using a basket of indicators.\n\nBaseline year 2010/11 but impact on each cohort passing this milestone will be reported against the relevant benchmarking data for the academic year in which they complete Key Stage 4.  We are unable to report on this target for the 2015/16 cohort due to a 9 month delay on the part of the DfE National Pupil Database in the provision of administrative data.","Yes","44.1% Bham FSM, 32.3% Solihull FSM","Other (please give details in Description column)","+4% over baseline","2019-20","76.9% (baseline 39.6%)","60.2% (baseline 34.3%)","58.4% \n(baseline 34.4%)","Awaiting NPD request","N/A","c) Progress made – but less than anticipated","Access","Other"]
["10007140","7b",3,{"$f":"CONCATENATE(Targets!$A409,\"-\",Targets!$B409)","v":"10007140-7b"},{"$f":"CONCATENATE(Targets!$A409,\"-\",Targets!$B409,\"-\",Targets!$C409)","v":"10007140-7b-3"},"Outreach / WP activity (collaborative - please give details in the next column)","Proportion of engaged young people from disadvantaged backgrounds applying for a FT place in HE is greater than local average for young people from disadvantaged backgrounds, using a basket of indicators.\n\nBaseline year 2010/11 but impact on each cohort passing this milestone will be reported against the relevant benchmarking data for the academic year in which they complete Key Stage 5. We are unable to report on this target for the 2015/16 cohort due to a 9 month delay on the part of the DfE National Pupil Database in the provision of administrative data.","Yes","58.75% Disadvantaged IMD, 40.8% NS-SEC 4 to 7, 38.21% , LPN (Polar 2 Qs 1 and 2), 9.74% Disabled","Other (please give details in Description column)","+4% over baseline","2019-20","N/A","31.6% FSM (baseline 22%), 40% POLAR 3 Q1 (baseline 12.4%)","36.7% FSM6 (Baseline  24%)","Awaiting NPD request","N/A","c) Progress made – but less than anticipated","Access","Other"]
["10001696","7b",1,{"$f":"CONCATENATE(Targets!$A410,\"-\",Targets!$B410)","v":"10001696-7b"},{"$f":"CONCATENATE(Targets!$A410,\"-\",Targets!$B410,\"-\",Targets!$C410)","v":"10001696-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Increase partnership activities within local schools to raise aspirations","No",49,"2012-13","N/A","N/A","N/A","N/A",53,"507 interactions of various sorts within local schools; this information is taken from work carried out through the Marketing Department, Student Ambassador Scheme and related visits made to the schools by Senior Management.  No data available for 2012-13 or 13-14. Interactions have dramatically increased due to demand for the activities that we are undertaking.","6 week interventions have involved >120 learners in schools. HE and STEM assembies have reached >2000 learners from Year 7 - 13. Greenpower SW regional heats involved >6000 participants. ","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10001696","7b",2,{"$f":"CONCATENATE(Targets!$A411,\"-\",Targets!$B411)","v":"10001696-7b"},{"$f":"CONCATENATE(Targets!$A411,\"-\",Targets!$B411,\"-\",Targets!$C411)","v":"10001696-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","To work with the National Network for Collaborative Outreach in Cornwall and Devon (where appropriate)","Yes","n/a","Other (please give details in Description column)","N/A","N/A","N/A","N/A","N/A","Full contribution to the project and steering the management meetings","Full contribution to the project and steering the management meetings","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10006299","7a",7,{"$f":"CONCATENATE(Targets!$A412,\"-\",Targets!$B412)","v":"10006299-7a"},{"$f":"CONCATENATE(Targets!$A412,\"-\",Targets!$B412,\"-\",Targets!$C412)","v":"10006299-7a-7"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","HESA Pis FT 1st degree entrants only","No",9.6000000000000002E-2,"2012-13",0.08,"2019-20",5.2999999999999999E-2,9.6000000000000002E-2,0.157,0.14000000000000001,"-","e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10006299","7b",1,{"$f":"CONCATENATE(Targets!$A413,\"-\",Targets!$B413)","v":"10006299-7b"},{"$f":"CONCATENATE(Targets!$A413,\"-\",Targets!$B413,\"-\",Targets!$C413)","v":"10006299-7b-1"},"Mission targets","Formal relationships with schools and colleges","No",30,"2014-15",50,"2019-20",50,48,45,32,46,"b) Yearly milestone met","Access","State school"]
["10006299","7b",2,{"$f":"CONCATENATE(Targets!$A414,\"-\",Targets!$B414)","v":"10006299-7b"},{"$f":"CONCATENATE(Targets!$A414,\"-\",Targets!$B414,\"-\",Targets!$C414)","v":"10006299-7b-2"},"Operational targets","The use of publicly available data in admissions","Yes",0.25,"2014-15",0.25,"2019-20",1,1,1,1,1,"f) Target discontinued","Access","Multiple"]
["10001696","7b",3,{"$f":"CONCATENATE(Targets!$A415,\"-\",Targets!$B415)","v":"10001696-7b"},{"$f":"CONCATENATE(Targets!$A415,\"-\",Targets!$B415,\"-\",Targets!$C415)","v":"10001696-7b-3"},"Contextual data","Continue to develop reporting systems to enable comparisions against national benchmarks","No","N/A","Other (please give details in Description column)","N/A","N/A","N/A","N/A","N/A","A New student Data system has just gone live and this is currently being enhanced to provide relevant data.","Work is continuing with the Data system and will take time to bed down.  Work will continue on the various aspect of data reporting to ensure that information is fit for purpose and then further developments will be undertaken to enhance other areas.  ProSolutions and ProMonitor are being enhanced for the benefit of HE reporting.","c) Progress made – but less than anticipated","Student Success and Progression","Multiple"]
["10001696","7b",4,{"$f":"CONCATENATE(Targets!$A416,\"-\",Targets!$B416)","v":"10001696-7b"},{"$f":"CONCATENATE(Targets!$A416,\"-\",Targets!$B416,\"-\",Targets!$C416)","v":"10001696-7b-4"},"Management targets","Formalised meetings around the National Network for Collaborative Outreach and other WP activities.","Yes","N/A","2012-13","N/A","N/A","N/A","N/A","N/A","Regular meetings with both internal and external stake holders. This was not applicable to 2012-13 as it only started in 2015.  There are 4 meetings held per year.","There has been an increase of the number of meetings held from 4 to 6.  ","b) Yearly milestone met","Access","Multiple"]
["10001696","7b",5,{"$f":"CONCATENATE(Targets!$A417,\"-\",Targets!$B417)","v":"10001696-7b"},{"$f":"CONCATENATE(Targets!$A417,\"-\",Targets!$B417,\"-\",Targets!$C417)","v":"10001696-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Increase the number and type of outreach activities to increase the proportion of priority students within the HE cohort-low income background","No","n/a","Other (please give details in Description column)","N/A","N/A","N/A","N/A","N/A","Access activities in schools and the community groups have increased with work being allocated to coldspots.","We are continue to work with key target schools with a view to enhancing those relationships as we seek to  build on the success of the NCOP initiatives. ","c) Progress made – but less than anticipated","Access","Low income household"]
["10001696","7b",6,{"$f":"CONCATENATE(Targets!$A418,\"-\",Targets!$B418)","v":"10001696-7b"},{"$f":"CONCATENATE(Targets!$A418,\"-\",Targets!$B418,\"-\",Targets!$C418)","v":"10001696-7b-6"},"Other (please give details in the next column)","Review the achievements of those students with disabilities","No","n/a","Other (please give details in Description column)","N/A","N/A","N/A","N/A","N/A","Identification early on with students with disabilities and ensuring that support mechanisms are in place.","Identification of students with disabilities has continued and relevant support mechanisms are put in place at an early stage. Where needed reasonable adjustments are made.","b) Yearly milestone met","Access","Disability"]
["10001696","7b",7,{"$f":"CONCATENATE(Targets!$A419,\"-\",Targets!$B419)","v":"10001696-7b"},{"$f":"CONCATENATE(Targets!$A419,\"-\",Targets!$B419,\"-\",Targets!$C419)","v":"10001696-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Outreach WP activities to increase awareness of HE opportunities available with Cornwall and Devon (where appropriate)","No",0.25,"2012-13","N/A","N/A","N/A","N/A","N/A","Work continues to be carried out on Marketing the opportunities available.","Work continues to be carried out on Marketing the opportunities available.","b) Yearly milestone met","Access","Multiple"]
["10008640","7a",6,{"$f":"CONCATENATE(Targets!$A420,\"-\",Targets!$B420)","v":"10008640-7a"},{"$f":"CONCATENATE(Targets!$A420,\"-\",Targets!$B420,\"-\",Targets!$C420)","v":"10008640-7a-6"},"HESA T1a - State School (Young, full-time, first degree entrants)","Proportion of all UK full-time first degree entrants from State Schools","No",0.94899999999999896,"2014-15",0.95,"2016-17","-","-",0.94899999999999896,0.94799999999999895,"-","b) Yearly milestone met","Access","State school"]
["10008640","7a",7,{"$f":"CONCATENATE(Targets!$A421,\"-\",Targets!$B421)","v":"10008640-7a"},{"$f":"CONCATENATE(Targets!$A421,\"-\",Targets!$B421,\"-\",Targets!$C421)","v":"10008640-7a-7"},"Other statistic - Completion/Non continuation (please give details in the next column)","Retention of total enrolled students at the end of each academic year","No",0.90800000000000003,"2014-15",0.95,"2016/17","-","-",0.90800000000000003,0.94,0.93,"c) Progress made – but less than anticipated","Student Success","Multiple"]
["10008640","7a",8,{"$f":"CONCATENATE(Targets!$A422,\"-\",Targets!$B422)","v":"10008640-7a"},{"$f":"CONCATENATE(Targets!$A422,\"-\",Targets!$B422,\"-\",Targets!$C422)","v":"10008640-7a-8"},"Other statistic - Progression to employment or further study (please give details in the next column)","Proportion of leavers in graduate-level employment 6 months after graduation","No",0.75,"2014-15",0.8,"2016-17","-","-",0.75,0.73699999999999899,"-","e) Performance is below baseline","Progression","Multiple"]
["10008640","7a",9,{"$f":"CONCATENATE(Targets!$A423,\"-\",Targets!$B423)","v":"10008640-7a"},{"$f":"CONCATENATE(Targets!$A423,\"-\",Targets!$B423,\"-\",Targets!$C423)","v":"10008640-7a-9"},"Other statistic - Progression to employment or further study (please give details in the next column)","Proportion of leavers working in self-employment 6 months after graduation","No",0.26,"2014-15",0.32,"2019-20","-","-",0.26,0.28000000000000003,"-","b) Yearly milestone met","Progression","Multiple"]
["10008640","7a",10,{"$f":"CONCATENATE(Targets!$A424,\"-\",Targets!$B424)","v":"10008640-7a"},{"$f":"CONCATENATE(Targets!$A424,\"-\",Targets!$B424,\"-\",Targets!$C424)","v":"10008640-7a-10"},"Other statistic - Progression to employment or further study (please give details in the next column)","Proportion of leavers working or studying in the South West six months after graduation","No",0.43,"2014-15",0.48,"2016-17","-","-",0.43,0.45,"-","b) Yearly milestone met","Progression","Multiple"]
["10008640","7a",11,{"$f":"CONCATENATE(Targets!$A425,\"-\",Targets!$B425)","v":"10008640-7a"},{"$f":"CONCATENATE(Targets!$A425,\"-\",Targets!$B425,\"-\",Targets!$C425)","v":"10008640-7a-11"},"Other statistic - Mature (please give details in the next column)","Number of Mature Students from Cornwall enrolled at Falmouth across all years of study.","No",128,"2015-16",156,"2019-20","-","-","-",128,158,"a) Overall target met/exceeded","Access","Mature"]
["10008640","7b",1,{"$f":"CONCATENATE(Targets!$A426,\"-\",Targets!$B426)","v":"10008640-7b"},{"$f":"CONCATENATE(Targets!$A426,\"-\",Targets!$B426,\"-\",Targets!$C426)","v":"10008640-7b-1"},"Student support services","Student Mentor scheme pre-entry and L1","No","220 Peer Mentors","2015-16",230,"2019-20","-","-","-",220,216,"e) Performance is below baseline","Student Success","Multiple"]
["10008640","7b",2,{"$f":"CONCATENATE(Targets!$A427,\"-\",Targets!$B427)","v":"10008640-7b"},{"$f":"CONCATENATE(Targets!$A427,\"-\",Targets!$B427,\"-\",Targets!$C427)","v":"10008640-7b-2"},"Student support services","Student Mentor Scheme L3 mentors working with L2","No",100,"2015-16",120,"2019-20","-","-","-",100,178,"a) Overall target met/exceeded","Student Success","Multiple"]
["10008640","7b",3,{"$f":"CONCATENATE(Targets!$A428,\"-\",Targets!$B428)","v":"10008640-7b"},{"$f":"CONCATENATE(Targets!$A428,\"-\",Targets!$B428,\"-\",Targets!$C428)","v":"10008640-7b-3"},"Student support services","Peer Assisted Study Support PASS scheme","No","Provision within 4 courses/ 200 students","2015-16","18 courses 700 students","2019-20","-","-","-","Provision within 4 courses/200 students","Provision within 4 courses/239 students","c) Progress made – but less than anticipated","Student Success","Multiple"]
["10006331","7b",1,{"$f":"CONCATENATE(Targets!$A429,\"-\",Targets!$B429)","v":"10006331-7b"},{"$f":"CONCATENATE(Targets!$A429,\"-\",Targets!$B429,\"-\",Targets!$C429)","v":"10006331-7b-1"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Strategic partnerships increased with local employers to inform and implement new higher level skills including higher apprenticeships","Yes",10,"2012-13",30,"2019-20",12,14,17,20,20,"c) Progress made – but less than anticipated","Access","Socio-economic"]
["10006331","7b",2,{"$f":"CONCATENATE(Targets!$A430,\"-\",Targets!$B430)","v":"10006331-7b"},{"$f":"CONCATENATE(Targets!$A430,\"-\",Targets!$B430,\"-\",Targets!$C430)","v":"10006331-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","Participate in Networks with schools, colleges and universities to increase collaborative outreach enrolments","Yes",5,"2015-16",12,"2019-20",8,8,9,9,9,"c) Progress made – but less than anticipated","Access","Socio-economic"]
["10004930","7a",8,{"$f":"CONCATENATE(Targets!$A431,\"-\",Targets!$B431)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A431,\"-\",Targets!$B431,\"-\",Targets!$C431)","v":"10004930-7a-8"},"Other statistic - Other (please give details in the next column)","Good completion of BME students","No",0.60799999999999998,"2013-14",0.63,"2019-20",0.627,0.63400000000000001,0.70299999999999996,0.67600000000000005,0.67900000000000005,"a) Overall target met/exceeded","Student Success","Ethnicity"]
["10004930","7a",9,{"$f":"CONCATENATE(Targets!$A432,\"-\",Targets!$B432)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A432,\"-\",Targets!$B432,\"-\",Targets!$C432)","v":"10004930-7a-9"},"Other statistic - Other (please give details in the next column)","Good completion of disabled students","No",0.74,"2013-14",0.76,"2019-20",0.69299999999999995,0.73799999999999999,0.77100000000000002,0.81,0.77100000000000002,"a) Overall target met/exceeded","Student Success","Disability"]
["10004930","7a",10,{"$f":"CONCATENATE(Targets!$A433,\"-\",Targets!$B433)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A433,\"-\",Targets!$B433,\"-\",Targets!$C433)","v":"10004930-7a-10"},"Other statistic - Applications (please give details in the next column)","Disabled applicants","No",0.11,"2014-15",0.12,"2019-20",0.102999999999999,0.11600000000000001,0.11899999999999999,0.124,0.13,"a) Overall target met/exceeded","Access","Disability"]
["10001726","7b",2,{"$f":"CONCATENATE(Targets!$A434,\"-\",Targets!$B434)","v":"10001726-7b"},{"$f":"CONCATENATE(Targets!$A434,\"-\",Targets!$B434,\"-\",Targets!$C434)","v":"10001726-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Coventry University student mentors","Yes",49,"2011-12",30,"2019-20",18,21,25,0,0,"f) Target discontinued","Access","Other (please give details in Description column)"]
["10001726","7b",3,{"$f":"CONCATENATE(Targets!$A435,\"-\",Targets!$B435)","v":"10001726-7b"},{"$f":"CONCATENATE(Targets!$A435,\"-\",Targets!$B435,\"-\",Targets!$C435)","v":"10001726-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Mentored pupils","Yes",78,"2011-12",100,"2019-20",168,178,203,0,0,"f) Target discontinued","Access","Other (please give details in Description column)"]
["10001726","7b",4,{"$f":"CONCATENATE(Targets!$A436,\"-\",Targets!$B436)","v":"10001726-7b"},{"$f":"CONCATENATE(Targets!$A436,\"-\",Targets!$B436,\"-\",Targets!$C436)","v":"10001726-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Campus 'Expert Sessions'","No",16,"2013-14",25,"2019-20",15,16,20,19,27,"a) Overall target met/exceeded","Access","Other (please give details in Description column)"]
["10007806","7b",6,{"$f":"CONCATENATE(Targets!$A437,\"-\",Targets!$B437)","v":"10007806-7b"},{"$f":"CONCATENATE(Targets!$A437,\"-\",Targets!$B437,\"-\",Targets!$C437)","v":"10007806-7b-6"},"Student support services","Funded internships and work placements for First-Generation Scholars involved in one or more opportunities by their final year","No",0.2,"2014-15",0.3,"2019-20","n/a","n/a","n/a",0.17,0.2,"a) Overall target met/exceeded","Student Success","Socio-economic"]
["10004930","7a",11,{"$f":"CONCATENATE(Targets!$A438,\"-\",Targets!$B438)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A438,\"-\",Targets!$B438,\"-\",Targets!$C438)","v":"10004930-7a-11"},"Other statistic - Applications (please give details in the next column)","Mature applicants","No",0.19800000000000001,"2014-15",0.21,"2019-20",0.19800000000000001,0.187,0.20100000000000001,0.191,0.1782,"e) Performance is below baseline","Access","Mature"]
["10004930","7a",12,{"$f":"CONCATENATE(Targets!$A439,\"-\",Targets!$B439)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A439,\"-\",Targets!$B439,\"-\",Targets!$C439)","v":"10004930-7a-12"},"Other statistic - Other (please give details in the next column)","Good completion of young students from POLAR 3 quintiles 1 & 2","No",0.70599999999999996,"2013-14",0.72,"2019-20",0.71799999999999997,0.71299999999999997,0.80500000000000005,0.78100000000000003,0.80630000000000002,"a) Overall target met/exceeded","Student Success","Low participation neighbourhood (LPN)"]
["10007158","7a",2,{"$f":"CONCATENATE(Targets!$A440,\"-\",Targets!$B440)","v":"10007158-7a"},{"$f":"CONCATENATE(Targets!$A440,\"-\",Targets!$B440,\"-\",Targets!$C440)","v":"10007158-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR2) (Young, full-time, first degree entrants)","Young full-time first degree entrants from low participation neighbourhoods","No",7.0000000000000007E-2,"2013-14",0.09,"2019-20",7.3999999999999996E-2,6.2E-2,6.5000000000000002E-2,6.9000000000000006E-2,"-","f) Target discontinued","Access","Low participation neighbourhood (LPN)"]
["10007158","7a",3,{"$f":"CONCATENATE(Targets!$A441,\"-\",Targets!$B441)","v":"10007158-7a"},{"$f":"CONCATENATE(Targets!$A441,\"-\",Targets!$B441,\"-\",Targets!$C441)","v":"10007158-7a-3"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Non-continuation rates of full-time first degree entrants","No",2.5000000000000001E-2,"2012-13",2.5000000000000001E-2,"2019-20",4.3999999999999997E-2,4.2999999999999997E-2,2.8000000000000001E-2,3.59999999999999E-2,3.9E-2,"e) Performance is below baseline","Student Success","Other"]
["10007150","7a",1,{"$f":"CONCATENATE(Targets!$A442,\"-\",Targets!$B442)","v":"10007150-7a"},{"$f":"CONCATENATE(Targets!$A442,\"-\",Targets!$B442,\"-\",Targets!$C442)","v":"10007150-7a-1"},"Other statistic - Disabled (please give details in the next column)","To improve employability options for undergraduates with disabilities","No","12% of leavers with a disability were unemployed compared to 7% of leavers without a disability (-5% points)","Other (please give details in Description column)","Gap reduced by 2%","2019-20","NA","NA","NA",-0.02,-1.4999999999999901E-2,"a) Overall target met/exceeded","Progression","Disability"]
["10007150","7a",2,{"$f":"CONCATENATE(Targets!$A443,\"-\",Targets!$B443)","v":"10007150-7a"},{"$f":"CONCATENATE(Targets!$A443,\"-\",Targets!$B443,\"-\",Targets!$C443)","v":"10007150-7a-2"},"Other statistic - Location (please give details in the next column)","To pilot a number of employability schemes targeted at students from POLARv3 Q1-2 (targeted support, work-study placements and internship opportunities)","No","7%  and 14%  of employability/ career support users are Q1 and Q2 respectively (POLAR3)","2012-13","Schemes available to all students in this category","2019-20","NA","NA","NA","12% (Q1), 18% (Q2)","10%(Q1), 16% (Q2)","a) Overall target met/exceeded","Student Success and Progression","Low participation neighbourhood (LPN)"]
["10007150","7a",3,{"$f":"CONCATENATE(Targets!$A444,\"-\",Targets!$B444)","v":"10007150-7a"},{"$f":"CONCATENATE(Targets!$A444,\"-\",Targets!$B444,\"-\",Targets!$C444)","v":"10007150-7a-3"},"Other statistic - Postgraduate (please give details in the next column)","To monitor student progression into postgraduate study to ascertain impact of fee increases on student participation (2015 PG first affected intake)","No","From known 2008 data progression into PG is equitable across all POLAR quintiles","Other (please give details in Description column)","New Target - Q1 one year transition 7.3%","2019-20","NA","NA","NA","Baseline target established",6.4000000000000001E-2,"b) Yearly milestone met","Progression","Low participation neighbourhood (LPN)"]
["10007150","7a",4,{"$f":"CONCATENATE(Targets!$A445,\"-\",Targets!$B445)","v":"10007150-7a"},{"$f":"CONCATENATE(Targets!$A445,\"-\",Targets!$B445,\"-\",Targets!$C445)","v":"10007150-7a-4"},"HESA T1b - Low participation neighbourhoods (POLAR2) (Young, full-time, undergraduate entrants)","Retain and improve upon LPN Q1 &2 profile of undergraduates","No","10.3% young FT undergraduates from LPN Q1 - 2016-17 (POLAR4 not POLAR2)","Other (please give details in Description column)","11.5% young FT undergraduates from LPN Q1","2019-20","10.5% (8.9%)","11.1% (9.3%)","10.5% (8.6%)","10.2% (8.9%)","9.7%  (10.4%)","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007160","7b",1,{"$f":"CONCATENATE(Targets!$A446,\"-\",Targets!$B446)","v":"10007160-7b"},{"$f":"CONCATENATE(Targets!$A446,\"-\",Targets!$B446,\"-\",Targets!$C446)","v":"10007160-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Primary school programme focusing on transition, literacy, numeracy and science","No","0 (refocused programme)","2010/11",2000,"2019-20",648,737,1081,1512,2153,"a) Overall target met/exceeded","Access","Other"]
["10006842","7b",12,{"$f":"CONCATENATE(Targets!$A447,\"-\",Targets!$B447)","v":"10006842-7b"},{"$f":"CONCATENATE(Targets!$A447,\"-\",Targets!$B447,\"-\",Targets!$C447)","v":"10006842-7b-12"},"Outreach / WP activity (collaborative - please give details in the next column)","Realising Opportunities - collaborative target for % of RO participants reaching an RO partner university","Yes","Collaborative target","Other (please give details in Description column)",0.24,"2016-17",0.28999999999999898,0.23,0.18,0.23,0.26,"b) Yearly milestone met","Access","Multiple"]
["10006842","7b",13,{"$f":"CONCATENATE(Targets!$A448,\"-\",Targets!$B448)","v":"10006842-7b"},{"$f":"CONCATENATE(Targets!$A448,\"-\",Targets!$B448,\"-\",Targets!$C448)","v":"10006842-7b-13"},"Outreach / WP activity (other - please give details in the next column)","Bespoke service of outreach activity for Looked After Children and Care leavers. Target relates to number of learners engaging","No",6,"2013-14",40,"2018-19",14,6,20,37,82,"a) Overall target met/exceeded","Access","Care leavers"]
["10007150","7a",5,{"$f":"CONCATENATE(Targets!$A449,\"-\",Targets!$B449)","v":"10007150-7a"},{"$f":"CONCATENATE(Targets!$A449,\"-\",Targets!$B449,\"-\",Targets!$C449)","v":"10007150-7a-5"},"Other statistic - Socio-economic (please give details in the next column)","Increase full time entrants from local partner and Kent and Medway Progression Federation schools and colleges","No","66 Partner school registrations and 50 Aimhigher legacy school registrations","Other (please give details in Description column)","Increase registrations by 5%","2019-20",126,144,147,137,130,"a) Overall target met/exceeded","Access","Socio-economic"]
["10007160","7b",2,{"$f":"CONCATENATE(Targets!$A450,\"-\",Targets!$B450)","v":"10007160-7b"},{"$f":"CONCATENATE(Targets!$A450,\"-\",Targets!$B450,\"-\",Targets!$C450)","v":"10007160-7b-2"},"Outreach / WP activity (summer schools)","Residential Summer School","No",75,"2009/10",200,"2019-20",132,90,230,266,353,"a) Overall target met/exceeded","Access","Other"]
["10007150","7a",6,{"$f":"CONCATENATE(Targets!$A451,\"-\",Targets!$B451)","v":"10007150-7a"},{"$f":"CONCATENATE(Targets!$A451,\"-\",Targets!$B451,\"-\",Targets!$C451)","v":"10007150-7a-6"},"Other statistic - Socio-economic (please give details in the next column)","Increase full time entrants from local partner and Kent and Medway Progression Federation schools and colleges","No","40% of students from local state schools and colleges are LPN Q1 & 2","Other (please give details in Description column)","Monitor benchmark in line with targeted outreach","2019-20",0.48,0.47,0.51,0.5,0.52,"a) Overall target met/exceeded","Access","Socio-economic"]
["10007150","7a",7,{"$f":"CONCATENATE(Targets!$A452,\"-\",Targets!$B452)","v":"10007150-7a"},{"$f":"CONCATENATE(Targets!$A452,\"-\",Targets!$B452,\"-\",Targets!$C452)","v":"10007150-7a-7"},"Other statistic - Applications (please give details in the next column)","Collaborative provision through Kent and Medway Progression Federation (KMPF)","Yes","Incorporation of monitoring and evaluation within HEI funded scheme under OFFA: new baselines established. 52% of students entering for A GCE exams at 40 KMPF schools apply to HE.","2011-12","Targets to be confirmed","2019-20",0.49,0.52,"NA","NA","NA","f) Target discontinued","Access","Multiple"]
["10007150","7a",8,{"$f":"CONCATENATE(Targets!$A453,\"-\",Targets!$B453)","v":"10007150-7a"},{"$f":"CONCATENATE(Targets!$A453,\"-\",Targets!$B453,\"-\",Targets!$C453)","v":"10007150-7a-8"},"HESA T2a - (Mature, full-time, first degree entrants)","Improve performance to meet national benchmark and stabilise trend in mature participation","No","12.4% with no previous HE and from low participation neighbourhoods against national and local benchmarks of 12.4% and 9.9% respectively (POLAR2)","Other (please give details in Description column)","Continuation and development of access programme.\nDestinations of students tracked","2019-20",0.188,0.16300000000000001,0.17599999999999999,0.14599999999999999,0.192,"a) Overall target met/exceeded","Access","Mature"]
["10007150","7a",9,{"$f":"CONCATENATE(Targets!$A454,\"-\",Targets!$B454)","v":"10007150-7a"},{"$f":"CONCATENATE(Targets!$A454,\"-\",Targets!$B454,\"-\",Targets!$C454)","v":"10007150-7a-9"},"Other statistic - Other (please give details in the next column)","FEC partnerships\n\nIt is imperative that we retain positive relationships with our FE partner colleges and funding at current levels if we are to maintain our strong student progression track record","No","These figures represent the total cohort as headcount registrations. 987","Other (please give details in Description column)","Implement new targets","2019-20",630,336,200,202,144,"b) Yearly milestone met","Access and Progression","Multiple"]
["10007150","7a",10,{"$f":"CONCATENATE(Targets!$A455,\"-\",Targets!$B455)","v":"10007150-7a"},{"$f":"CONCATENATE(Targets!$A455,\"-\",Targets!$B455,\"-\",Targets!$C455)","v":"10007150-7a-10"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Undertake a more complete analysis of patterns of non-continuation of entrants with differing profiles including the collection of robust qualitative data\n\nMaintain level of non continuation of entrants in transition year\n\nAssess the impact of the introduction of targeted support and research based pilots 2014-16\n\nWork in partnership with Kent Union to support the retention and wellbeing of students through effective linking with Advice Services Department, Jobshop and direct employment of students","No","Withdrawal rate is lower for WP students at 2.7% than the non-WP average of 5.1%  However, these levels have to be assessed with some caution as the low sample can result in the percentage being volatile","Other (please give details in Description column)","Work to new targets","2019-20","NA","NA",3.5000000000000003E-2,4.3999999999999997E-2,4.5999999999999902E-2,"b) Yearly milestone met","Student Success","Multiple"]
["10007150","7a",11,{"$f":"CONCATENATE(Targets!$A456,\"-\",Targets!$B456)","v":"10007150-7a"},{"$f":"CONCATENATE(Targets!$A456,\"-\",Targets!$B456,\"-\",Targets!$C456)","v":"10007150-7a-11"},"Other statistic - Mature (please give details in the next column)","Address the finding that a lower proportion of mature home students completed and achieved their intended award compared to young home students","No","67% mature cf 83% young achieve intended award","Other (please give details in Description column)","Gap reduced by 2%","2019-20","NA","NA",-0.09,-0.17,-0.11,"a) Overall target met/exceeded","Student Success","Mature"]
["10007150","7a",12,{"$f":"CONCATENATE(Targets!$A457,\"-\",Targets!$B457)","v":"10007150-7a"},{"$f":"CONCATENATE(Targets!$A457,\"-\",Targets!$B457,\"-\",Targets!$C457)","v":"10007150-7a-12"},"Other statistic - Ethnicity (please give details in the next column)","Student success rates are similar between ethnic groups but attainment of good degrees varies significantly.  There is an 18% point gap in good degree attainment between home white and BME students (82% cf 64%) compared to national data of 20% gap (England) that needs addressing","No","18% gap in high class degree between home white and black students","Other (please give details in Description column)","Gap reduced by 2%","2019-20","NA","NA",-0.14000000000000001,-0.14000000000000001,-0.16,"c) Progress made – but less than anticipated","Student Success","Ethnicity"]
["10003955","7a",1,{"$f":"CONCATENATE(Targets!$A458,\"-\",Targets!$B458)","v":"10003955-7a"},{"$f":"CONCATENATE(Targets!$A458,\"-\",Targets!$B458,\"-\",Targets!$C458)","v":"10003955-7a-1"},"Other statistic - Other (please give details in the next column)","Access to College HE programmes - students from the low participation neighbourhoods (Areas of Social Deprivation and now measured by Polar 1 and 2 from 16-17)","No",0.5,"2013-14",0.56000000000000005,"2019-20","-",0.5,0.55000000000000004,0.63,0.59,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10003955","7a",2,{"$f":"CONCATENATE(Targets!$A459,\"-\",Targets!$B459)","v":"10003955-7a"},{"$f":"CONCATENATE(Targets!$A459,\"-\",Targets!$B459,\"-\",Targets!$C459)","v":"10003955-7a-2"},"Other statistic - Other (please give details in the next column)","Internal progression","No",0.2,"2014-15",0.3,"2019-20","-","-",0.2,0.22,0.30499999999999899,"a) Overall target met/exceeded","Access","Socio-economic"]
["10003955","7a",3,{"$f":"CONCATENATE(Targets!$A460,\"-\",Targets!$B460)","v":"10003955-7a"},{"$f":"CONCATENATE(Targets!$A460,\"-\",Targets!$B460,\"-\",Targets!$C460)","v":"10003955-7a-3"},"Other statistic - Other (please give details in the next column)","Retention level with socio economic categories of underrepresented groups within HE level","No",0.83,"2013-14",0.94,"2019-20","-",0.83,0.83,0.879,0.91600000000000004,"b) Yearly milestone met","Student Success","Socio-economic"]
["10000975","7a",1,{"$f":"CONCATENATE(Targets!$A461,\"-\",Targets!$B461)","v":"10000975-7a"},{"$f":"CONCATENATE(Targets!$A461,\"-\",Targets!$B461,\"-\",Targets!$C461)","v":"10000975-7a-1"},"Other statistic - Low-income backgrounds (please give details in the next column)","Qualifiers for full support against England baseline data, entrants","No",0.36,"2014-15",0.36,"2019-20",0.36,0.38,0.39,0.36,0.38,"a) Overall target met/exceeded","Access","Low income household"]
["10000975","7a",2,{"$f":"CONCATENATE(Targets!$A462,\"-\",Targets!$B462)","v":"10000975-7a"},{"$f":"CONCATENATE(Targets!$A462,\"-\",Targets!$B462,\"-\",Targets!$C462)","v":"10000975-7a-2"},"Other statistic - Other (please give details in the next column)","Qualification on entry - HEFCE derived statistic for risk weighting against England baseline data, entrants","No",1.22,"2013-14",1.25,"2019-20",1.23,1.24,1.25,1.27,1.28,"a) Overall target met/exceeded","Other","Other (please give details in Description column)"]
["10000975","7a",3,{"$f":"CONCATENATE(Targets!$A463,\"-\",Targets!$B463)","v":"10000975-7a"},{"$f":"CONCATENATE(Targets!$A463,\"-\",Targets!$B463,\"-\",Targets!$C463)","v":"10000975-7a-3"},"Other statistic - Disabled (please give details in the next column)","Students declaring a disability","No",0.11,"2014-15",0.12,"2019-20",0.12,0.11,0.12,0.11,0.11,"a) Overall target met/exceeded","Access","Disability"]
["10000975","7a",4,{"$f":"CONCATENATE(Targets!$A464,\"-\",Targets!$B464)","v":"10000975-7a"},{"$f":"CONCATENATE(Targets!$A464,\"-\",Targets!$B464,\"-\",Targets!$C464)","v":"10000975-7a-4"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Non-continuation of all full-time degree entrants","No",8.8999999999999996E-2,"2012-13",0.08,"2019-20",7.6999999999999999E-2,8.8999999999999996E-2,9.2999999999999999E-2,0.11700000000000001,"-","e) Performance is below baseline","Student Success","Other (please give details in Description column)"]
["10007149","7b",1,{"$f":"CONCATENATE(Targets!$A465,\"-\",Targets!$B465)","v":"10007149-7b"},{"$f":"CONCATENATE(Targets!$A465,\"-\",Targets!$B465,\"-\",Targets!$C465)","v":"10007149-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Increase the number of outreach activities involving schools with a high proportion of BME pupils","No",5,"2013-14",15,"2019-20","-",5,5,16,18,"a) Overall target met/exceeded","Access","Ethnicity"]
["10007149","7b",2,{"$f":"CONCATENATE(Targets!$A466,\"-\",Targets!$B466)","v":"10007149-7b"},{"$f":"CONCATENATE(Targets!$A466,\"-\",Targets!$B466,\"-\",Targets!$C466)","v":"10007149-7b-2"},"Operational targets","Provide financial support to under-represented students to access applicant days, taster days, admission interviews","No",260,"2013-14",300,"2019-20","-",260,316,323,521,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007149","7b",3,{"$f":"CONCATENATE(Targets!$A467,\"-\",Targets!$B467)","v":"10007149-7b"},{"$f":"CONCATENATE(Targets!$A467,\"-\",Targets!$B467,\"-\",Targets!$C467)","v":"10007149-7b-3"},"Student support services","Provide under-represented students additional support through online resources and personal pre-university induction at UG level (no of students)","No",150,"2013-14",300,"2019-20","-",150,364,512,300,"a) Overall target met/exceeded","Student Success","Multiple"]
["10007149","7b",4,{"$f":"CONCATENATE(Targets!$A468,\"-\",Targets!$B468)","v":"10007149-7b"},{"$f":"CONCATENATE(Targets!$A468,\"-\",Targets!$B468,\"-\",Targets!$C468)","v":"10007149-7b-4"},"Student support services","Provide under-represented students additional support through online resources and personal pre-university induction at PG level (no of students)","No",0,"2013-14",200,"2019-20","-",0,0,243,44,"c) Progress made – but less than anticipated","Student Success","Multiple"]
["10007761","7a",1,{"$f":"CONCATENATE(Targets!$A469,\"-\",Targets!$B469)","v":"10007761-7a"},{"$f":"CONCATENATE(Targets!$A469,\"-\",Targets!$B469,\"-\",Targets!$C469)","v":"10007761-7a-1"},"Other statistic - Disabled (please give details in the next column)","to reduce the non-continuation rate to 0%","No",5.5599999999999997E-2,"2013-14",0.01,"2019-20",0,5.5599999999999997E-2,0.1,0,5.55999999999999E-2,"d) No progress made against baseline","Student Success","Disability"]
["10007761","7a",2,{"$f":"CONCATENATE(Targets!$A470,\"-\",Targets!$B470)","v":"10007761-7a"},{"$f":"CONCATENATE(Targets!$A470,\"-\",Targets!$B470,\"-\",Targets!$C470)","v":"10007761-7a-2"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","to increase the number of state school entrants (baseline data derived from three year average 2011/12 to 2013/14)","No",0.54200000000000004,"Other (please give details in Description column)",0.68,"2019-20",0.47920000000000001,0.44,0.54300000000000004,0.4,0.4143,"e) Performance is below baseline","Access","State school"]
["10007761","7a",3,{"$f":"CONCATENATE(Targets!$A471,\"-\",Targets!$B471)","v":"10007761-7a"},{"$f":"CONCATENATE(Targets!$A471,\"-\",Targets!$B471,\"-\",Targets!$C471)","v":"10007761-7a-3"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","to increase the proportion of entrants from low participation neighbourhoods (baseline data derived from three year average 2011/12 to 2013/14)","No",1.67E-2,"Other (please give details in Description column)",0.05,"2019-20",2.0799999999999999E-2,0.06,7.4099999999999999E-2,0.1333,0.1142,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007761","7a",4,{"$f":"CONCATENATE(Targets!$A472,\"-\",Targets!$B472)","v":"10007761-7a"},{"$f":"CONCATENATE(Targets!$A472,\"-\",Targets!$B472,\"-\",Targets!$C472)","v":"10007761-7a-4"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","to reduce the non-continuation rate to 0%","No",2.4E-2,"2012-13",0,"2019-20",0,0.02,1.8499999999999999E-2,1.67E-2,7.1400000000000005E-2,"e) Performance is below baseline","Student Success","Other"]
["10007761","7a",5,{"$f":"CONCATENATE(Targets!$A473,\"-\",Targets!$B473)","v":"10007761-7a"},{"$f":"CONCATENATE(Targets!$A473,\"-\",Targets!$B473,\"-\",Targets!$C473)","v":"10007761-7a-5"},"Other statistic - Disabled (please give details in the next column)","to increase the proportion of entrants declaring a disability on entry  (baseline data derived from three year average 2012/13 to 2014/15)","No",0.18,"Other (please give details in Description column)",0.20499999999999999,"2019-20",0.25,0.28000000000000003,0.1852,0.16669999999999999,0.2571,"a) Overall target met/exceeded","Access","Disability"]
["10007761","7b",1,{"$f":"CONCATENATE(Targets!$A474,\"-\",Targets!$B474)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A474,\"-\",Targets!$B474,\"-\",Targets!$C474)","v":"10007761-7b-1"},"Outreach / WP activity (summer schools)","A full-time, week-long course in the spring vacation,  in partnership with Central St Martins, UAL,  for students completing the \"Animating Art History\" programme (baseline data was derived from 2009-10 structure)","Yes",25,"2011-12",15,"2019-20",27,28,15,15,"programme ceased","f) Target discontinued","Access","Multiple"]
["10007761","7b",2,{"$f":"CONCATENATE(Targets!$A475,\"-\",Targets!$B475)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A475,\"-\",Targets!$B475,\"-\",Targets!$C475)","v":"10007761-7b-2"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Multi-session outreach workshops in secondary schools and  FE Colleges in London boroughs with high levels of poverty and cultural diversity.  Art History projects to Year  10, 11, 12 and 13 students (baseline data derived March 2011)","Yes",18,"2013-14",150,"2019-20","N/A",18,43,62,204,"a) Overall target met/exceeded","Access","Multiple"]
["10007149","7b",5,{"$f":"CONCATENATE(Targets!$A476,\"-\",Targets!$B476)","v":"10007149-7b"},{"$f":"CONCATENATE(Targets!$A476,\"-\",Targets!$B476,\"-\",Targets!$C476)","v":"10007149-7b-5"},"Student support services","Provide financial advice and guidance to support progression onto PGT to students from under-represented backgrounds (no of students)","No",0,"2013-14",200,"2019-20","-",0,42,49,118,"c) Progress made – but less than anticipated","Progression","Multiple"]
["10007149","7b",6,{"$f":"CONCATENATE(Targets!$A477,\"-\",Targets!$B477)","v":"10007149-7b"},{"$f":"CONCATENATE(Targets!$A477,\"-\",Targets!$B477,\"-\",Targets!$C477)","v":"10007149-7b-6"},"Student support services","Support engages with increasing numbers of under-represented students who have been identified as being at risk.","No",250,"2013-14",360,"2019-20","-",250,906,941,402,"a) Overall target met/exceeded","Student Success","Multiple"]
["10007761","7b",3,{"$f":"CONCATENATE(Targets!$A478,\"-\",Targets!$B478)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A478,\"-\",Targets!$B478,\"-\",Targets!$C478)","v":"10007761-7b-3"},"Student support services","Courtauld Student Ambassador Scheme involving 15-20 full-time students from BA and research degree courses, supporting WP and Outreach programmes following specialist training","No","15-20","2012-13","15-20","2019-20",18,21,28,25,28,"a) Overall target met/exceeded","Access and Student Success","Other"]
["10007842","7b",5,{"$f":"CONCATENATE(Targets!$A479,\"-\",Targets!$B479)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A479,\"-\",Targets!$B479,\"-\",Targets!$C479)","v":"10007842-7b-5"},"Outreach / WP activity (summer schools)","Summer schools.  Access: Year 10","No","84 participants","2012-13","150 participants","2019-20",84,123,126,109,64,"e) Performance is below baseline","Access","Multiple"]
["10007842","7b",6,{"$f":"CONCATENATE(Targets!$A480,\"-\",Targets!$B480)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A480,\"-\",Targets!$B480,\"-\",Targets!$C480)","v":"10007842-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Subject taster days.  Access: Year 10 and Post-16","No","20 visits days","2012-13","650 participants","2019-20",20,14,17,562,467,"c) Progress made – but less than anticipated","Access and Student Success","Multiple"]
["10007149","7b",7,{"$f":"CONCATENATE(Targets!$A481,\"-\",Targets!$B481)","v":"10007149-7b"},{"$f":"CONCATENATE(Targets!$A481,\"-\",Targets!$B481,\"-\",Targets!$C481)","v":"10007149-7b-7"},"Operational targets","Increase the percentage of Widening Participation students undertaking course of study that includes professional/industrial experience.","No",6.8000000000000005E-2,"2013-14",7.2999999999999995E-2,"2019-20","-","-",0.127,0.19,0.13,"a) Overall target met/exceeded","Student Success","Low participation neighbourhood (LPN)"]
["10001726","7b",8,{"$f":"CONCATENATE(Targets!$A482,\"-\",Targets!$B482)","v":"10001726-7b"},{"$f":"CONCATENATE(Targets!$A482,\"-\",Targets!$B482,\"-\",Targets!$C482)","v":"10001726-7b-8"},"Outreach / WP activity (other - please give details in the next column)","Parents’ Welcome – parents of new students the majority being non traditional","No","na","Other (please give details in Description column)",1750,"2019-20","na","na","na",1372,1627,"b) Yearly milestone met","Access","Other (please give details in Description column)"]
["10007159","7b",6,{"$f":"CONCATENATE(Targets!$A483,\"-\",Targets!$B483)","v":"10007159-7b"},{"$f":"CONCATENATE(Targets!$A483,\"-\",Targets!$B483,\"-\",Targets!$C483)","v":"10007159-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Collaborative targets for NE Raising Aspirations Partnership (NNCO/SPoC)","Yes",8623,"2012-13",21000,"2018-19",1180,8623,33255,52613,54716,"a) Overall target met/exceeded","Access","Multiple"]
["10007159","7b",7,{"$f":"CONCATENATE(Targets!$A484,\"-\",Targets!$B484)","v":"10007159-7b"},{"$f":"CONCATENATE(Targets!$A484,\"-\",Targets!$B484,\"-\",Targets!$C484)","v":"10007159-7b-7"},"Other (please give details in the next column)","Supporting Looked After to completion","No",11,"2015-16",15,"2019-20","n/r","n/r","n/r",31,32,"a) Overall target met/exceeded","Access, Student Success and Progression","Care leavers"]
["10007159","7b",8,{"$f":"CONCATENATE(Targets!$A485,\"-\",Targets!$B485)","v":"10007159-7b"},{"$f":"CONCATENATE(Targets!$A485,\"-\",Targets!$B485,\"-\",Targets!$C485)","v":"10007159-7b-8"},"Other (please give details in the next column)","Employability Skills (Mentoring/Work Experience)","No",237,"2015-16",310,"2019-20","n/r","n/r","n/r",144,2771,"a) Overall target met/exceeded","Student Success and Progression","Multiple"]
["10007159","7b",9,{"$f":"CONCATENATE(Targets!$A486,\"-\",Targets!$B486)","v":"10007159-7b"},{"$f":"CONCATENATE(Targets!$A486,\"-\",Targets!$B486,\"-\",Targets!$C486)","v":"10007159-7b-9"},"Student support services","Disability Support","No",328,"2015-16",355,"2019-20","n/r","n/r","n/r",20,700,"a) Overall target met/exceeded","Student Success","Disability"]
["10007159","7b",10,{"$f":"CONCATENATE(Targets!$A487,\"-\",Targets!$B487)","v":"10007159-7b"},{"$f":"CONCATENATE(Targets!$A487,\"-\",Targets!$B487,\"-\",Targets!$C487)","v":"10007159-7b-10"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Activity that is HE in FE beneficiaries","Yes",5100,"2014-15",5574,"2019-20",10200,8294,7488,7295,6620,"a) Overall target met/exceeded","Access, Student Success and Progression","Multiple"]
["10007159","7b",11,{"$f":"CONCATENATE(Targets!$A488,\"-\",Targets!$B488)","v":"10007159-7b"},{"$f":"CONCATENATE(Targets!$A488,\"-\",Targets!$B488,\"-\",Targets!$C488)","v":"10007159-7b-11"},"Other (please give details in the next column)","Employability Internship opportunites","No",130,"2015-16",158,"2019-20","n/r","n/r","n/r",210,311,"a) Overall target met/exceeded","Student Success","Multiple"]
["10007823","7a",3,{"$f":"CONCATENATE(Targets!$A489,\"-\",Targets!$B489)","v":"10007823-7a"},{"$f":"CONCATENATE(Targets!$A489,\"-\",Targets!$B489,\"-\",Targets!$C489)","v":"10007823-7a-3"},"Other statistic - Ethnicity (please give details in the next column)","Ensure that the percentage of good degrees awarded to BME students is the same as awarded to white students","No",0.47,"2013-14",0.56999999999999995,"2019-20",0.41099999999999998,0.47,0.48299999999999998,0.50900000000000001,0.56179999999999897,"b) Yearly milestone met","Student Success","Ethnicity"]
["10007823","7a",4,{"$f":"CONCATENATE(Targets!$A490,\"-\",Targets!$B490)","v":"10007823-7a"},{"$f":"CONCATENATE(Targets!$A490,\"-\",Targets!$B490,\"-\",Targets!$C490)","v":"10007823-7a-4"},"Other statistic - Completion/Non continuation (please give details in the next column)","Ensure that the retention rate for students entering with BTEC qualifications is the same as those entering with A levels.","No",0.83,"2013-14",0.9,"2019-20","-",0.83,0.84199999999999997,0.84899999999999998,0.86629999999999896,"b) Yearly milestone met","Student Success","Multiple"]
["10007823","7a",5,{"$f":"CONCATENATE(Targets!$A491,\"-\",Targets!$B491)","v":"10007823-7a"},{"$f":"CONCATENATE(Targets!$A491,\"-\",Targets!$B491,\"-\",Targets!$C491)","v":"10007823-7a-5"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Ensure performance indicator exceeds benchmark data.","No",7.5999999999999998E-2,"2012-13",0.08,"2019-20",7.5999999999999998E-2,7.9000000000000001E-2,7.49999999999999E-2,"-","-","a) Overall target met/exceeded","Student Success","Multiple"]
["10007823","7a",6,{"$f":"CONCATENATE(Targets!$A492,\"-\",Targets!$B492)","v":"10007823-7a"},{"$f":"CONCATENATE(Targets!$A492,\"-\",Targets!$B492,\"-\",Targets!$C492)","v":"10007823-7a-6"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Ensure performance indicator exceeds benchmark data.","No",7.3999999999999996E-2,"2012-13",0.08,"2019-20",7.3999999999999996E-2,9.8000000000000004E-2,8.2000000000000003E-2,"-","-","b) Yearly milestone met","Student Success","Low participation neighbourhood (LPN)"]
["10007823","7a",7,{"$f":"CONCATENATE(Targets!$A493,\"-\",Targets!$B493)","v":"10007823-7a"},{"$f":"CONCATENATE(Targets!$A493,\"-\",Targets!$B493,\"-\",Targets!$C493)","v":"10007823-7a-7"},"HESA T3c - No longer in HE after 1 year & no previous HE qualification (Mature, full-time, first degree entrants)","Ensure performance indicator exceeds benchmark data.","No",0.10199999999999999,"2012-13",0.08,"2019-20",0.10199999999999999,6.4000000000000001E-2,8.2000000000000003E-2,"-","-","c) Progress made – but less than anticipated","Student Success","Mature"]
["10007823","7a",8,{"$f":"CONCATENATE(Targets!$A494,\"-\",Targets!$B494)","v":"10007823-7a"},{"$f":"CONCATENATE(Targets!$A494,\"-\",Targets!$B494,\"-\",Targets!$C494)","v":"10007823-7a-8"},"Other statistic - Progression to employment or further study (please give details in the next column)","Ensure employment indicator for leavers obtaining first degrees from full-time courses exceeds benchmark data.","No",0.93700000000000006,"2013-14",0.93700000000000006,"2019-20",0.93500000000000005,0.93700000000000006,0.95299999999999996,0.95499999999999896,"-","a) Overall target met/exceeded","Student Success and Progression","Multiple"]
["10007823","7a",9,{"$f":"CONCATENATE(Targets!$A495,\"-\",Targets!$B495)","v":"10007823-7a"},{"$f":"CONCATENATE(Targets!$A495,\"-\",Targets!$B495,\"-\",Targets!$C495)","v":"10007823-7a-9"},"Other statistic - Progression to employment or further study (please give details in the next column)","Ensure graduate prospects for leavers obtaining first degrees from full-time courses equals benchmark data.","No",0.63,"2013-14",0.66,"2019-20",0.58199999999999996,0.63,0.71,0.70220000000000005,"-","a) Overall target met/exceeded","Student Success and Progression","Multiple"]
["10007137","7b",2,{"$f":"CONCATENATE(Targets!$A496,\"-\",Targets!$B496)","v":"10007137-7b"},{"$f":"CONCATENATE(Targets!$A496,\"-\",Targets!$B496,\"-\",Targets!$C496)","v":"10007137-7b-2"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Chichester Academy Trust Schools","Yes",6,"2014-15",40,"2019-20","-","-",6,7,10,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007137","7b",3,{"$f":"CONCATENATE(Targets!$A497,\"-\",Targets!$B497)","v":"10007137-7b"},{"$f":"CONCATENATE(Targets!$A497,\"-\",Targets!$B497,\"-\",Targets!$C497)","v":"10007137-7b-3"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","STEM Further Education College Partners ","Yes",0,"2015-16",6,"2019-20",0,0,0,6,6,"a) Overall target met/exceeded","Access","Multiple"]
["10007159","7b",12,{"$f":"CONCATENATE(Targets!$A498,\"-\",Targets!$B498)","v":"10007159-7b"},{"$f":"CONCATENATE(Targets!$A498,\"-\",Targets!$B498,\"-\",Targets!$C498)","v":"10007159-7b-12"},"Outreach / WP activity (other - please give details in the next column)","Teachers & Parents and Influencers Activity","No",461,"2013-14",816,"2019-20",1781,9272,4476,624,679,"a) Overall target met/exceeded","Access","Multiple"]
["10007816","7a",1,{"$f":"CONCATENATE(Targets!$A499,\"-\",Targets!$B499)","v":"10007816-7a"},{"$f":"CONCATENATE(Targets!$A499,\"-\",Targets!$B499,\"-\",Targets!$C499)","v":"10007816-7a-1"},"Other statistic - Completion/Non continuation (please give details in the next column)","To maintain our non-completion rate of 4% in line with performance indicators.","No",0.04,"2012-13",0.04,"2019-20","n/a",4,3,4,6.3E-2,"e) Performance is below baseline","Student Success","Other"]
["10007816","7a",2,{"$f":"CONCATENATE(Targets!$A500,\"-\",Targets!$B500)","v":"10007816-7a"},{"$f":"CONCATENATE(Targets!$A500,\"-\",Targets!$B500,\"-\",Targets!$C500)","v":"10007816-7a-2"},"HESA T1a - State School (Young, full-time, first degree entrants)","To increase the number of young, full-time first degree entrants from state schools to +2% of the 2013/14 position","No",0.90800000000000003,"2013-14",93.8,"2019-20",83.8,90.8,90.1,83,0.83099999999999896,"c) Progress made – but less than anticipated","Access","State school"]
["10007816","7a",3,{"$f":"CONCATENATE(Targets!$A501,\"-\",Targets!$B501)","v":"10007816-7a"},{"$f":"CONCATENATE(Targets!$A501,\"-\",Targets!$B501,\"-\",Targets!$C501)","v":"10007816-7a-3"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","To increase the number of young full-time first degree entrants from POLAR3 low participation neighbourhoods to +5% of the 2013/14 position.","No",5.5E-2,"2013-14",0.11,"2019-20",7.3,5.5,9.6999999999999904,7.3,7.0999999999999897E-2,"c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10007159","7b",13,{"$f":"CONCATENATE(Targets!$A502,\"-\",Targets!$B502)","v":"10007159-7b"},{"$f":"CONCATENATE(Targets!$A502,\"-\",Targets!$B502,\"-\",Targets!$C502)","v":"10007159-7b-13"},"Outreach / WP activity (other - please give details in the next column)","Vocational Learning","No",80,"2015-16",145,"2019-20","n/r","n/r","n/r",214,104,"b) Yearly milestone met","Access","Multiple"]
["10007159","7b",14,{"$f":"CONCATENATE(Targets!$A503,\"-\",Targets!$B503)","v":"10007159-7b"},{"$f":"CONCATENATE(Targets!$A503,\"-\",Targets!$B503,\"-\",Targets!$C503)","v":"10007159-7b-14"},"Outreach / WP activity (other - please give details in the next column)","STEAM Related Activity","No",100,"2014-15",175,"2019-20","n/r","n/r","n/r",191,281,"a) Overall target met/exceeded","Access","Multiple"]
["10007137","7b",4,{"$f":"CONCATENATE(Targets!$A504,\"-\",Targets!$B504)","v":"10007137-7b"},{"$f":"CONCATENATE(Targets!$A504,\"-\",Targets!$B504,\"-\",Targets!$C504)","v":"10007137-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","National Network of Collaboration - Sussex Learning Network","Yes",0,"2015-16",1,"2016-17","-","-","-",1,1,"a) Overall target met/exceeded","Access","Multiple"]
["10007159","7b",15,{"$f":"CONCATENATE(Targets!$A505,\"-\",Targets!$B505)","v":"10007159-7b"},{"$f":"CONCATENATE(Targets!$A505,\"-\",Targets!$B505,\"-\",Targets!$C505)","v":"10007159-7b-15"},"Outreach / WP activity (other - please give details in the next column)","Digital Raising Aspirations","No",365,"2015-16",465,"2019-20","n/r","n/r","n/r",4100,5309,"a) Overall target met/exceeded","Access, Student Success and Progression","Multiple"]
["10007159","7b",16,{"$f":"CONCATENATE(Targets!$A506,\"-\",Targets!$B506)","v":"10007159-7b"},{"$f":"CONCATENATE(Targets!$A506,\"-\",Targets!$B506,\"-\",Targets!$C506)","v":"10007159-7b-16"},"Outreach / WP activity (other - please give details in the next column)","First Choice Schools/6 Form Activity (Yr 12-13)","No",4800,"2015-16",5196,"2019-20","r/c","r/c","r/c",4774,4768,"e) Performance is below baseline","Access","Multiple"]
["10007159","7b",17,{"$f":"CONCATENATE(Targets!$A507,\"-\",Targets!$B507)","v":"10007159-7b"},{"$f":"CONCATENATE(Targets!$A507,\"-\",Targets!$B507,\"-\",Targets!$C507)","v":"10007159-7b-17"},"Outreach / WP activity (other - please give details in the next column)","First Choice FE Activity","No",3214,"2013-14",3838,"2019-20","r/c","r/c","r/c",3883,3565,"b) Yearly milestone met","Access","Multiple"]
["10007801","7a",1,{"$f":"CONCATENATE(Targets!$A508,\"-\",Targets!$B508)","v":"10007801-7a"},{"$f":"CONCATENATE(Targets!$A508,\"-\",Targets!$B508,\"-\",Targets!$C508)","v":"10007801-7a-1"},"HESA T2b - Low participation neighbourhoods (POLAR3) (All, part-time, entrants)","-","No",8.3000000000000004E-2,"2013-14",8.3000000000000004E-2,"2019-20",6.0999999999999999E-2,4.2999999999999997E-2,6.2E-2,4.4999999999999901E-2,"Data not yet available","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007801","7a",2,{"$f":"CONCATENATE(Targets!$A509,\"-\",Targets!$B509)","v":"10007801-7a"},{"$f":"CONCATENATE(Targets!$A509,\"-\",Targets!$B509,\"-\",Targets!$C509)","v":"10007801-7a-2"},"Other statistic - Other (please give details in the next column)","Males into Initial Teacher Training (Primary)","No",0.24,"2013-14",0.34,"2019-20",0.222,0.23799999999999899,0.23200000000000001,0.25,0.243999999999999,"e) Performance is below baseline","Access","Gender"]
["10007801","7a",3,{"$f":"CONCATENATE(Targets!$A510,\"-\",Targets!$B510)","v":"10007801-7a"},{"$f":"CONCATENATE(Targets!$A510,\"-\",Targets!$B510,\"-\",Targets!$C510)","v":"10007801-7a-3"},"HESA T1a - State School (Young, full-time, first degree entrants)","From state schools or colleges","No",0.93799999999999994,"2013-14",0.94,"2019-20",0.93100000000000005,0.93300000000000005,0.94099999999999995,0.93899999999999995,"Data not yet available","a) Overall target met/exceeded","Access","State school"]
["10007801","7a",4,{"$f":"CONCATENATE(Targets!$A511,\"-\",Targets!$B511)","v":"10007801-7a"},{"$f":"CONCATENATE(Targets!$A511,\"-\",Targets!$B511,\"-\",Targets!$C511)","v":"10007801-7a-4"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","All entrants","No",8.4000000000000005E-2,"2013-14",8.4000000000000005E-2,"2019-20",6.2E-2,6.7000000000000004E-2,7.6999999999999999E-2,6.9000000000000006E-2,"Data not yet available","e) Performance is below baseline","Student Success","Other"]
["10007801","7a",5,{"$f":"CONCATENATE(Targets!$A512,\"-\",Targets!$B512)","v":"10007801-7a"},{"$f":"CONCATENATE(Targets!$A512,\"-\",Targets!$B512,\"-\",Targets!$C512)","v":"10007801-7a-5"},"Other statistic - Disabled (please give details in the next column)","Based on HESA Disability code 00, 99, 98","No",0.13500000000000001,"2013-14",0.14599999999999999,"2019-20",0.13400000000000001,0.13600000000000001,0.14699999999999899,0.14499999999999899,0.153,"a) Overall target met/exceeded","Access and Student Success","Disability"]
["10007801","7a",6,{"$f":"CONCATENATE(Targets!$A513,\"-\",Targets!$B513)","v":"10007801-7a"},{"$f":"CONCATENATE(Targets!$A513,\"-\",Targets!$B513,\"-\",Targets!$C513)","v":"10007801-7a-6"},"Other statistic - Care-leavers (please give details in the next column)","% of Undergraduate care leavers","No",2.0000000000000001E-4,"2013-14",1E-3,"2019-20",1.5E-3,3.8999999999999898E-3,6.0000000000000001E-3,6.7000000000000002E-3,7.9000000000000008E-3,"a) Overall target met/exceeded","Access and Student Success","Care leavers"]
["10007801","7a",7,{"$f":"CONCATENATE(Targets!$A514,\"-\",Targets!$B514)","v":"10007801-7a"},{"$f":"CONCATENATE(Targets!$A514,\"-\",Targets!$B514,\"-\",Targets!$C514)","v":"10007801-7a-7"},"Other statistic - Ethnicity (please give details in the next column)","Participation of BME students","No",7.0000000000000007E-2,"2013-14",0.1,"2019-20",0.115,0.128,0.13100000000000001,0.14199999999999899,0.14599999999999899,"a) Overall target met/exceeded","Access","Ethnicity"]
["10007801","7a",8,{"$f":"CONCATENATE(Targets!$A515,\"-\",Targets!$B515)","v":"10007801-7a"},{"$f":"CONCATENATE(Targets!$A515,\"-\",Targets!$B515,\"-\",Targets!$C515)","v":"10007801-7a-8"},"Other statistic - Progression to employment or further study (please give details in the next column)","Employability - DLHE % of UK and EU leavers in professional occupation","No",0.62,"2013-14",0.66,"2019-20",0.58299999999999996,0.58399999999999996,0.69799999999999995,0.71499999999999897,"Data not yet available","a) Overall target met/exceeded","Progression","Socio-economic"]
["10007801","7a",9,{"$f":"CONCATENATE(Targets!$A516,\"-\",Targets!$B516)","v":"10007801-7a"},{"$f":"CONCATENATE(Targets!$A516,\"-\",Targets!$B516,\"-\",Targets!$C516)","v":"10007801-7a-9"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","-","No",0.122,"2013-14",0.13,"2019-20",0.10299999999999999,0.10100000000000001,0.13200000000000001,0.14000000000000001,"Data not yet available","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007801","7a",10,{"$f":"CONCATENATE(Targets!$A517,\"-\",Targets!$B517)","v":"10007801-7a"},{"$f":"CONCATENATE(Targets!$A517,\"-\",Targets!$B517,\"-\",Targets!$C517)","v":"10007801-7a-10"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","Mature, full time undergraduate LPN, using POLAR 3","No",0.10299999999999999,"2013-14",0.113,"2019-20",0.107,0.10299999999999999,0.14000000000000001,0.118999999999999,"Data not yet available","a) Overall target met/exceeded","Access","Mature"]
["10007801","7b",1,{"$f":"CONCATENATE(Targets!$A518,\"-\",Targets!$B518)","v":"10007801-7b"},{"$f":"CONCATENATE(Targets!$A518,\"-\",Targets!$B518,\"-\",Targets!$C518)","v":"10007801-7b-1"},"Outreach / WP activity (summer schools)","% of students attending summer schools who enrolled into the University from WP backgrounds","No",0.18,"2014-15",0.35,"2019/20","-","-","-",0.26,3.7999999999999902E-2,"e) Performance is below baseline","Access","Multiple"]
["10007801","7b",2,{"$f":"CONCATENATE(Targets!$A519,\"-\",Targets!$B519)","v":"10007801-7b"},{"$f":"CONCATENATE(Targets!$A519,\"-\",Targets!$B519,\"-\",Targets!$C519)","v":"10007801-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Number of applications from students engaging in shadowing scheme from WP background","No",6,"2014-15",18,"2019/20","-","-","-",6,27,"a) Overall target met/exceeded","Access","Multiple"]
["10007801","7b",3,{"$f":"CONCATENATE(Targets!$A520,\"-\",Targets!$B520)","v":"10007801-7b"},{"$f":"CONCATENATE(Targets!$A520,\"-\",Targets!$B520,\"-\",Targets!$C520)","v":"10007801-7b-3"},"Mission targets","Number of students from WP backgrounds achieving 2:1 and above in degree classification","No",0.68,"Other (please give details in Description column)",0.74,"2019/20","-","-","-","-",0.68,"b) Yearly milestone met","Student Success and Progression","Multiple"]
["10007801","7b",4,{"$f":"CONCATENATE(Targets!$A521,\"-\",Targets!$B521)","v":"10007801-7b"},{"$f":"CONCATENATE(Targets!$A521,\"-\",Targets!$B521,\"-\",Targets!$C521)","v":"10007801-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","Increase the proportion of students applying to HE from 10 targeted regional schools with high WP populations","Yes",303,"2014-15",420,"2019/20","-","-","-","-",385,"a) Overall target met/exceeded","Access","State school"]
["10001005","7a",1,{"$f":"CONCATENATE(Targets!$A522,\"-\",Targets!$B522)","v":"10001005-7a"},{"$f":"CONCATENATE(Targets!$A522,\"-\",Targets!$B522,\"-\",Targets!$C522)","v":"10001005-7a-1"},"Other statistic - Socio-economic (please give details in the next column)","students from WP participation postcode gain access to HE","No",0.51,"2014-15",0.56000000000000005,"2019-20","-","-",0.51,0.47,0.53,"b) Yearly milestone met","Access","Socio-economic"]
["10001005","7a",2,{"$f":"CONCATENATE(Targets!$A523,\"-\",Targets!$B523)","v":"10001005-7a"},{"$f":"CONCATENATE(Targets!$A523,\"-\",Targets!$B523,\"-\",Targets!$C523)","v":"10001005-7a-2"},"Other statistic - Applications (please give details in the next column)","Increased enrolments from internal studentsonto first year of programmes","No",0.52,"2014-15",0.56000000000000005,"2019-20","-","-",0.52,0.41,0.54,"b) Yearly milestone met","Access","Socio-economic"]
["10001005","7a",3,{"$f":"CONCATENATE(Targets!$A524,\"-\",Targets!$B524)","v":"10001005-7a"},{"$f":"CONCATENATE(Targets!$A524,\"-\",Targets!$B524,\"-\",Targets!$C524)","v":"10001005-7a-3"},"Other statistic - Ethnicity (please give details in the next column)","Students from ethinc groups who enter in HE programmes","No",0.23,"2014-15",0.27,"2019-20","-","-",0.23,0.24,0.26,"b) Yearly milestone met","Access","Ethnicity"]
["10007842","7b",7,{"$f":"CONCATENATE(Targets!$A525,\"-\",Targets!$B525)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A525,\"-\",Targets!$B525,\"-\",Targets!$C525)","v":"10007842-7b-7"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Future Teachers programme","No",0,"2014-15","180 participants","2019-20","n/a","n/a",0,68,190,"a) Overall target met/exceeded","Access and Student Success","Multiple"]
["10007842","7b",8,{"$f":"CONCATENATE(Targets!$A526,\"-\",Targets!$B526)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A526,\"-\",Targets!$B526,\"-\",Targets!$C526)","v":"10007842-7b-8"},"Outreach / WP activity (collaborative - please give details in the next column)","Collaborative aspiration raising activities","Yes","2 interventions per year","2012-13","3 interventions per year","2019-20",2,2,3,6,8,"a) Overall target met/exceeded","Access","Multiple"]
["10007842","7b",9,{"$f":"CONCATENATE(Targets!$A527,\"-\",Targets!$B527)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A527,\"-\",Targets!$B527,\"-\",Targets!$C527)","v":"10007842-7b-9"},"Outreach / WP activity (other - please give details in the next column)","Interventions with part time/ mature learners","No",0,"2014-15","1 intervention per year","2019-20","n/a","n/a",0,1,6,"a) Overall target met/exceeded","Access and Student Success","Mature"]
["10007842","7b",10,{"$f":"CONCATENATE(Targets!$A528,\"-\",Targets!$B528)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A528,\"-\",Targets!$B528,\"-\",Targets!$C528)","v":"10007842-7b-10"},"Outreach / WP activity (other - please give details in the next column)","Interventions with young people in care/ care leavers","No",0,"2014-15","2 interventions per year","2019-20","n/a","n/a",0,4,7,"a) Overall target met/exceeded","Access and Student Success","Care leavers"]
["10007842","7b",11,{"$f":"CONCATENATE(Targets!$A529,\"-\",Targets!$B529)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A529,\"-\",Targets!$B529,\"-\",Targets!$C529)","v":"10007842-7b-11"},"Outreach / WP activity (other - please give details in the next column)","Interventions with young carers","No",0,"2014-15","1 intervention per year","2019-20","n/a","n/a",0,3,3,"a) Overall target met/exceeded","Access and Student Success","Multiple"]
["10007842","7b",12,{"$f":"CONCATENATE(Targets!$A530,\"-\",Targets!$B530)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A530,\"-\",Targets!$B530,\"-\",Targets!$C530)","v":"10007842-7b-12"},"Outreach / WP activity (other - please give details in the next column)","Interventions with disabled students","No",0,"2014-15","1 intervention per year","2019-20","n/a","n/a",0,1,1,"a) Overall target met/exceeded","Access and Student Success","Disability"]
["10000571","7b",1,{"$f":"CONCATENATE(Targets!$A531,\"-\",Targets!$B531)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A531,\"-\",Targets!$B531,\"-\",Targets!$C531)","v":"10000571-7b-1"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Sustaining the work of the Western Access Progression Agreement Steering Group in the south west region.  Target expressed as number of meetings.","Yes",3,"2015-16",3,"2019-20","-","-","-",3,3,"a) Overall target met/exceeded","Access and Student Success","Mature"]
["10007842","7b",13,{"$f":"CONCATENATE(Targets!$A532,\"-\",Targets!$B532)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A532,\"-\",Targets!$B532,\"-\",Targets!$C532)","v":"10007842-7b-13"},"Outreach / WP activity (other - please give details in the next column)","Faculty based subject interventions for access, retention and progression","No","9 events","2012-13","8 events","2019-20",9,11,15,10,7,"b) Yearly milestone met","Access and Student Success","Multiple"]
["10007842","7b",14,{"$f":"CONCATENATE(Targets!$A533,\"-\",Targets!$B533)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A533,\"-\",Targets!$B533,\"-\",Targets!$C533)","v":"10007842-7b-14"},"Student support services","Engage effectively with employers and increase students social capital to enable them to secure graduate level employment","No","25 employers / 5 events","2012/13","60 employers / 10 events","2019-20","n/a","n/a","n/a","60 employers/ 7 events","60 employers/ 10 events","a) Overall target met/exceeded","Progression","Multiple"]
["10004930","7a",16,{"$f":"CONCATENATE(Targets!$A534,\"-\",Targets!$B534)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A534,\"-\",Targets!$B534,\"-\",Targets!$C534)","v":"10004930-7a-16"},"Other statistic - Applications (please give details in the next column)","BME applicants","No",0.223,"2014-15",0.24,"2019-20",0.21296296296296199,0.20783795684720299,0.23111880545336899,0.215570175438596,0.20899999999999899,"e) Performance is below baseline","Access","Ethnicity"]
["10004930","7a",17,{"$f":"CONCATENATE(Targets!$A535,\"-\",Targets!$B535)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A535,\"-\",Targets!$B535,\"-\",Targets!$C535)","v":"10004930-7a-17"},"Other statistic - Applications (please give details in the next column)","Young applicants from POLAR 3 quintiles 1 & 2","No",0.19800000000000001,"2014-15",0.22,"2019-20",0.191,0.192,0.19800000000000001,0.2,0.192,"d) No progress made against baseline","Access","Low participation neighbourhood (LPN)"]
["10004930","7a",18,{"$f":"CONCATENATE(Targets!$A536,\"-\",Targets!$B536)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A536,\"-\",Targets!$B536,\"-\",Targets!$C536)","v":"10004930-7a-18"},"Other statistic - Disabled (please give details in the next column)","Disabled entrants","No",0.14499999999999999,"2014-15",0.16,"2019-20",0.16500000000000001,0.187,0.18,0.17199999999999999,0.1759,"a) Overall target met/exceeded","Access","Disability"]
["10004930","7a",19,{"$f":"CONCATENATE(Targets!$A537,\"-\",Targets!$B537)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A537,\"-\",Targets!$B537,\"-\",Targets!$C537)","v":"10004930-7a-19"},"Other statistic - Mature (please give details in the next column)","Mature entrants","No",0.30099999999999999,"2014-15",0.3,"2019-20",0.29499999999999998,0.26600000000000001,0.30099999999999999,0.29399999999999998,0.28010000000000002,"e) Performance is below baseline","Access","Mature"]
["10004930","7a",20,{"$f":"CONCATENATE(Targets!$A538,\"-\",Targets!$B538)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A538,\"-\",Targets!$B538,\"-\",Targets!$C538)","v":"10004930-7a-20"},"Other statistic - Other (please give details in the next column)","Graduate destination of BME students","No",0.84499999999999997,"2012-13",0.87,"2019-20",0.85599999999999998,0.84199999999999997,0.84399999999999997,0.83599999999999897,"NA","e) Performance is below baseline","Progression","Ethnicity"]
["10007786","7b",8,{"$f":"CONCATENATE(Targets!$A539,\"-\",Targets!$B539)","v":"10007786-7b"},{"$f":"CONCATENATE(Targets!$A539,\"-\",Targets!$B539,\"-\",Targets!$C539)","v":"10007786-7b-8"},"Student support services","Peer mentoring participants","No",1062,"2013-14",1100,"2019-20",103,1062,933,1503,1588,"a) Overall target met/exceeded","Student Success","Multiple"]
["10007786","7b",9,{"$f":"CONCATENATE(Targets!$A540,\"-\",Targets!$B540)","v":"10007786-7b"},{"$f":"CONCATENATE(Targets!$A540,\"-\",Targets!$B540,\"-\",Targets!$C540)","v":"10007786-7b-9"},"Student support services","Peer assisted study sessions participants","No",48,"2013-14",500,"2019-20",37,"-",224,796,1079,"a) Overall target met/exceeded","Student Success","Multiple"]
["10007786","7b",10,{"$f":"CONCATENATE(Targets!$A541,\"-\",Targets!$B541)","v":"10007786-7b"},{"$f":"CONCATENATE(Targets!$A541,\"-\",Targets!$B541,\"-\",Targets!$C541)","v":"10007786-7b-10"},"Outreach / WP activity (other - please give details in the next column)","Realising Opportunities Targets for progression of RO participants to an RO Partner  university","Yes",24,"Other (please give details in Description column)",0.25,"2019-20",36,30,24,31,36,"f) Target discontinued","Access","Multiple"]
["10007786","7b",11,{"$f":"CONCATENATE(Targets!$A542,\"-\",Targets!$B542)","v":"10007786-7b"},{"$f":"CONCATENATE(Targets!$A542,\"-\",Targets!$B542,\"-\",Targets!$C542)","v":"10007786-7b-11"},"Outreach / WP activity (collaborative - please give details in the next column)","Realising Opportunities Targets for progression of RO participants to a research intensive university","Yes",27,"Other (please give details in Description column)",0.39,"2019-20",29,23,18,23,26,"f) Target discontinued","Access","Multiple"]
["10007149","7b",9,{"$f":"CONCATENATE(Targets!$A543,\"-\",Targets!$B543)","v":"10007149-7b"},{"$f":"CONCATENATE(Targets!$A543,\"-\",Targets!$B543,\"-\",Targets!$C543)","v":"10007149-7b-9"},"Operational targets","Increase the proportion of students undertaking European study abroad who are from a Widening Participation background.","No",0.182,"2013-14",0.19,"2019-20","-",0.182,0.20399999999999999,0.27500000000000002,0.4,"a) Overall target met/exceeded","Student Success and Progression","Low participation neighbourhood (LPN)"]
["10007791","7a",1,{"$f":"CONCATENATE(Targets!$A544,\"-\",Targets!$B544)","v":"10007791-7a"},{"$f":"CONCATENATE(Targets!$A544,\"-\",Targets!$B544,\"-\",Targets!$C544)","v":"10007791-7a-1"},"Other statistic - Other (please give details in the next column)","Offers to students from low participation neighbourhoods (quintile 1 Polar 2 postcode data) (internally constructed)","No",0.126,"2010-11",0.126,"2016-17",11.8,12,13.6,13.3,12.3,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007791","7a",2,{"$f":"CONCATENATE(Targets!$A545,\"-\",Targets!$B545)","v":"10007791-7a"},{"$f":"CONCATENATE(Targets!$A545,\"-\",Targets!$B545,\"-\",Targets!$C545)","v":"10007791-7a-2"},"Other statistic - Other (please give details in the next column)","South Essex College - Increase in the percentage of eligible South Essex College FE level 3 completers who progress to internal Higher Education Courses","No",0.16,"2010-11",0.22,"2016-17",23,18,16,7,23,"a) Overall target met/exceeded","Access","Other"]
["10007791","7a",3,{"$f":"CONCATENATE(Targets!$A546,\"-\",Targets!$B546)","v":"10007791-7a"},{"$f":"CONCATENATE(Targets!$A546,\"-\",Targets!$B546,\"-\",Targets!$C546)","v":"10007791-7a-3"},"Other statistic - Completion/Non continuation (please give details in the next column)","South Essex College - Improve Higher Grades (First and 2:1 classification","No",0.51,"2010-11",0.56000000000000005,"2016-17",52,57,56,58,50.8,"e) Performance is below baseline","Student Success","Other"]
["10007791","7a",4,{"$f":"CONCATENATE(Targets!$A547,\"-\",Targets!$B547)","v":"10007791-7a"},{"$f":"CONCATENATE(Targets!$A547,\"-\",Targets!$B547,\"-\",Targets!$C547)","v":"10007791-7a-4"},"Other statistic - Completion/Non continuation (please give details in the next column)","South Essex College - Improve Undergraduate year one success rates","No",0.78,"2010-11",0.84,"2016-17",82,95,89,89,90,"a) Overall target met/exceeded","Student Success","Other"]
["10007791","7a",5,{"$f":"CONCATENATE(Targets!$A548,\"-\",Targets!$B548)","v":"10007791-7a"},{"$f":"CONCATENATE(Targets!$A548,\"-\",Targets!$B548,\"-\",Targets!$C548)","v":"10007791-7a-5"},"Other statistic - Other (please give details in the next column)","South Essex College - Increase percentage progression to graduate jobs or further training within 6 months of graduation","No",0.54,"2010-11",0.59,"2016-17",45.3,53.2,58.9,62,61.5,"a) Overall target met/exceeded","Progression","Other"]
["10007791","7a",6,{"$f":"CONCATENATE(Targets!$A549,\"-\",Targets!$B549)","v":"10007791-7a"},{"$f":"CONCATENATE(Targets!$A549,\"-\",Targets!$B549,\"-\",Targets!$C549)","v":"10007791-7a-6"},"Other statistic - Other (please give details in the next column)","Positive' employability of students from low participation neighbourhoods.  Calculated using DLHE survey responses and Times 'Positive/ Negative' destination","No","67%\n(All years mean, DLHE survey 2007 - 2010)","2009-10","70-75%","2016-17",69.5,64.900000000000006,70.5,78.599999999999895,"-","a) Overall target met/exceeded","Progression","Low participation neighbourhood (LPN)"]
["10007791","7a",7,{"$f":"CONCATENATE(Targets!$A550,\"-\",Targets!$B550)","v":"10007791-7a"},{"$f":"CONCATENATE(Targets!$A550,\"-\",Targets!$B550,\"-\",Targets!$C550)","v":"10007791-7a-7"},"HESA T1a - State School (Young, full-time, first degree entrants)","HESA Performance Indicator, including partner institutions","No",0.96499999999999997,"2009-10",0.96499999999999997,"2016-17",95.7,95.3,96,95.6,"-","e) Performance is below baseline","Access","State school"]
["10007791","7a",8,{"$f":"CONCATENATE(Targets!$A551,\"-\",Targets!$B551)","v":"10007791-7a"},{"$f":"CONCATENATE(Targets!$A551,\"-\",Targets!$B551,\"-\",Targets!$C551)","v":"10007791-7a-8"},"HESA T1a - State School (Young, full-time, first degree entrants)","University of Essex (excluding partners) calculated from HESA return data","No",0.95799999999999996,"2009-10",0.95799999999999996,"2016-17",94.9,94.8,95.7,95.53,"-","e) Performance is below baseline","Access","State school"]
["10007791","7a",9,{"$f":"CONCATENATE(Targets!$A552,\"-\",Targets!$B552)","v":"10007791-7a"},{"$f":"CONCATENATE(Targets!$A552,\"-\",Targets!$B552,\"-\",Targets!$C552)","v":"10007791-7a-9"},"Other statistic - Completion/Non continuation (please give details in the next column)","University of Essex (excluding partners) young full time first degree students continuation/ completion rate calculated from HESA return data","No",0.90900000000000003,"2009-10","Increase of 2 to 4 percentage points","2016-17",90,89.1,91.4,92.51,"-","b) Yearly milestone met","Student Success","Other"]
["10007149","7b",10,{"$f":"CONCATENATE(Targets!$A553,\"-\",Targets!$B553)","v":"10007149-7b"},{"$f":"CONCATENATE(Targets!$A553,\"-\",Targets!$B553,\"-\",Targets!$C553)","v":"10007149-7b-10"},"Operational targets","Increase the number of widening participation students who receive financial support to access an international internships.","No",8,"2013-14",25,"2019-20","-",8,16,28,16,"c) Progress made – but less than anticipated","Student Success and Progression","Multiple"]
["10007149","7b",11,{"$f":"CONCATENATE(Targets!$A554,\"-\",Targets!$B554)","v":"10007149-7b"},{"$f":"CONCATENATE(Targets!$A554,\"-\",Targets!$B554,\"-\",Targets!$C554)","v":"10007149-7b-11"},"Operational targets","Increase the number of activities involving schools with a high proportion of White working class boys","No",30,"2015-16",55,"2020-21","-",0,0,0,66,"a) Overall target met/exceeded","Access","White economically disadvantaged males"]
["10007149","7b",12,{"$f":"CONCATENATE(Targets!$A555,\"-\",Targets!$B555)","v":"10007149-7b"},{"$f":"CONCATENATE(Targets!$A555,\"-\",Targets!$B555,\"-\",Targets!$C555)","v":"10007149-7b-12"},"Operational targets","Support engages with increasing numbers of under-represented students to provide support at key induction & transition points.","No",250,"2013-14",380,"2020-21","-",0,0,0,300,"b) Yearly milestone met","Student Success","Multiple"]
["10001696","7a",1,{"$f":"CONCATENATE(Targets!$A556,\"-\",Targets!$B556)","v":"10001696-7a"},{"$f":"CONCATENATE(Targets!$A556,\"-\",Targets!$B556,\"-\",Targets!$C556)","v":"10001696-7a-1"},"Other statistic - Other (please give details in the next column)","Decrease in the number of referrals and derments","No","Establish Data","2015-16",0.85,"2019-20","-","-","-","84.5% success rate achieved due to the new support roles put in place.","80.7% (FT) 84.5%  (PT), the overall outcomes have been seperated out into the relevant delivery modes and this has highlighted that further work is needed with the full time students to improve the success outcomes. ","c) Progress made – but less than anticipated","Student Success","Multiple"]
["10001696","7a",2,{"$f":"CONCATENATE(Targets!$A557,\"-\",Targets!$B557)","v":"10001696-7a"},{"$f":"CONCATENATE(Targets!$A557,\"-\",Targets!$B557,\"-\",Targets!$C557)","v":"10001696-7a-2"},"HESA T2a - (Mature, full-time, first degree entrants)","Maintain and increase current recruitment proportion of mature students","No",0.56000000000000005,"2012-13",0.56000000000000005,"2019-20",0.56000000000000005,0.56000000000000005,0.56000000000000005,0.65,"66.5% over both full, part time and male and female.  ","a) Overall target met/exceeded","Access","Mature"]
["10001696","7a",3,{"$f":"CONCATENATE(Targets!$A558,\"-\",Targets!$B558)","v":"10001696-7a"},{"$f":"CONCATENATE(Targets!$A558,\"-\",Targets!$B558,\"-\",Targets!$C558)","v":"10001696-7a-3"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","Bespoke diagnosis and support at all college sites.","No","All students","2012-13",1,"2019-20",1,1,1,"100% (an initial assessment of students is carried out at the start of the academic year and this monitoring is continued throughout their studies to ensure that appropraite and relevant support is in place)","100% (an initial assessment of students is carried out at the start of the academic year and this monitoring is continued throughout their studies to ensure that appropraite and relevant support is in place)","b) Yearly milestone met","Student Success","Disability"]
["10001696","7a",4,{"$f":"CONCATENATE(Targets!$A559,\"-\",Targets!$B559)","v":"10001696-7a"},{"$f":"CONCATENATE(Targets!$A559,\"-\",Targets!$B559,\"-\",Targets!$C559)","v":"10001696-7a-4"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Increase student completion of diagnosis of study skills support needs during induction, on course support and monitoring","No","80% FT success","2012-13",0.85,"2019-20",0.8,0.83,0.83,0.84499999999999997,"Upon reflection it is felt that this doesn't warrant a baseline figure; as all students coming into HE regardless as to level and programme type are put through study skills support needs during induction via the HE Academic Support tutors; the outcomes of which then feed into the above (row21) to provide bespoke requirements. moving forward this will continue to apply to all students.  ","b) Yearly milestone met","Student Success","Multiple"]
["10001696","7a",5,{"$f":"CONCATENATE(Targets!$A560,\"-\",Targets!$B560)","v":"10001696-7a"},{"$f":"CONCATENATE(Targets!$A560,\"-\",Targets!$B560,\"-\",Targets!$C560)","v":"10001696-7a-5"},"Other statistic - Gender (please give details in the next column)","Balance the gender ration in line with the 2011 census data for Cornwall","No","57% female","2012-13",0.52,"2019-20",0.56000000000000005,0.56000000000000005,0.56000000000000005,"58% female / 42% male","57.51% female / 42.48% male","b) Yearly milestone met","Access","Gender"]
["10003678","7a",1,{"$f":"CONCATENATE(Targets!$A561,\"-\",Targets!$B561)","v":"10003678-7a"},{"$f":"CONCATENATE(Targets!$A561,\"-\",Targets!$B561,\"-\",Targets!$C561)","v":"10003678-7a-1"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","Maintain the proportion of entrants from state schools above the location adjusted benchmark","No",0.95199999999999996,"2013-14",0.95289999999999997,"2019-20",0.95799999999999996,0.95199999999999996,0.96099999999999997,0.96199999999999997,"-","a) Overall target met/exceeded","Access","State school"]
["10003678","7a",2,{"$f":"CONCATENATE(Targets!$A562,\"-\",Targets!$B562)","v":"10003678-7a"},{"$f":"CONCATENATE(Targets!$A562,\"-\",Targets!$B562,\"-\",Targets!$C562)","v":"10003678-7a-2"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","Increase the first year continuation rate of mature students without previous HE experience","No",0.81,"2012-13",0.85,"2019-20",0.874,0.81,0.82599999999999996,0.81299999999999895,"-","c) Progress made – but less than anticipated","Student Success","Mature"]
["10006299","7b",12,{"$f":"CONCATENATE(Targets!$A563,\"-\",Targets!$B563)","v":"10006299-7b"},{"$f":"CONCATENATE(Targets!$A563,\"-\",Targets!$B563,\"-\",Targets!$C563)","v":"10006299-7b-12"},"Mission targets","Care Leavers activities; specific designated staff to work with individuals, and collaboratively across groups, to deliver initiatives to attract and include","Yes",70,"2013-14",95,"2019-20","-",50,10,10,0,"f) Target discontinued","Student Success and Progression","Multiple"]
["10006299","7b",13,{"$f":"CONCATENATE(Targets!$A564,\"-\",Targets!$B564)","v":"10006299-7b"},{"$f":"CONCATENATE(Targets!$A564,\"-\",Targets!$B564,\"-\",Targets!$C564)","v":"10006299-7b-13"},"Operational targets","Deliver in-school Student Ambassador activities","No",100,"2014-15",350,"2019-20","-","-",4627,10912,"21422 contacts made, 257 events","a) Overall target met/exceeded","Access","Socio-economic"]
["10006299","7b",14,{"$f":"CONCATENATE(Targets!$A565,\"-\",Targets!$B565)","v":"10006299-7b"},{"$f":"CONCATENATE(Targets!$A565,\"-\",Targets!$B565,\"-\",Targets!$C565)","v":"10006299-7b-14"},"Outreach / WP activity (other - please give details in the next column)","IAG and provision of web-based information","Yes",100,"2014-15",100,"2019-20",100,16,0,177,327,"a) Overall target met/exceeded","Access","Socio-economic"]
["10006299","7b",15,{"$f":"CONCATENATE(Targets!$A566,\"-\",Targets!$B566)","v":"10006299-7b"},{"$f":"CONCATENATE(Targets!$A566,\"-\",Targets!$B566,\"-\",Targets!$C566)","v":"10006299-7b-15"},"Outreach / WP activity (collaborative - please give details in the next column)","Student Ambassador activities","Yes",100,"2014-15",100,"2019-20",10131,13719,6692,7245,"4020 contacts made, 48 events","a) Overall target met/exceeded","Access","Socio-economic"]
["10004577","7a",1,{"$f":"CONCATENATE(Targets!$A567,\"-\",Targets!$B567)","v":"10004577-7a"},{"$f":"CONCATENATE(Targets!$A567,\"-\",Targets!$B567,\"-\",Targets!$C567)","v":"10004577-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Strive to achieve and maintain the percentage of students from WP backgrounds at 35% of the total higher education cohort","No",0.34,"2012-13",0.35,"2019-20",0.34,"-","-","Quintile 1 = 30.15%  Quitile 2=27.7%  Quintiles 1&2=57.8%","Quintile 1 = 31.3% Quintile 1 & 2 = 57%","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10004577","7a",2,{"$f":"CONCATENATE(Targets!$A568,\"-\",Targets!$B568)","v":"10004577-7a"},{"$f":"CONCATENATE(Targets!$A568,\"-\",Targets!$B568,\"-\",Targets!$C568)","v":"10004577-7a-2"},"Other statistic - Completion/Non continuation (please give details in the next column)","Develop retention rates of year one Foundation Degree students","No",0.89,"2011-12",0.92,"2019-20","-","-","-",0.83,0.82,"e) Performance is below baseline","Student Success","Other"]
["10004577","7a",3,{"$f":"CONCATENATE(Targets!$A569,\"-\",Targets!$B569)","v":"10004577-7a"},{"$f":"CONCATENATE(Targets!$A569,\"-\",Targets!$B569,\"-\",Targets!$C569)","v":"10004577-7a-3"},"Other statistic - Mature (please give details in the next column)","To maintain, or exceed, the percentage  of mature students (>21years old) at 40% of the total higher education student population","No",0.4,"2013-14",0.4,"2019-20","-",0.4,"-",0.63,0.6,"a) Overall target met/exceeded","Access","Mature"]
["10004577","7b",1,{"$f":"CONCATENATE(Targets!$A570,\"-\",Targets!$B570)","v":"10004577-7b"},{"$f":"CONCATENATE(Targets!$A570,\"-\",Targets!$B570,\"-\",Targets!$C570)","v":"10004577-7b-1"},"Operational targets","Increase internal progression to higher education programmes by 5% year on year","No","81 learners","Other (please give details in Description column)","138 learners","2019-20",139,114,108,89,85,"c) Progress made – but less than anticipated","Access","Other"]
["10004577","7b",2,{"$f":"CONCATENATE(Targets!$A571,\"-\",Targets!$B571)","v":"10004577-7b"},{"$f":"CONCATENATE(Targets!$A571,\"-\",Targets!$B571,\"-\",Targets!$C571)","v":"10004577-7b-2"},"Operational targets","Introduce a care leavers grant worth £1000 per annum for students that have been in local authority care and collaborate with partners to support care leavers","Yes","0 grants","2014-15","4 grants","2019-20",0,0,0,2,1,"c) Progress made – but less than anticipated","Access","Care leavers"]
["10004577","7b",3,{"$f":"CONCATENATE(Targets!$A572,\"-\",Targets!$B572)","v":"10004577-7b"},{"$f":"CONCATENATE(Targets!$A572,\"-\",Targets!$B572,\"-\",Targets!$C572)","v":"10004577-7b-3"},"Operational targets","Increase/maintain the number of ACES one-to-one support sessions to 500 (an increase of 30% on the basline) with an enhanced emphasis on year one students to further support retention","No","338 sessions","2012-13",500,"2019-20",338,351,342,646,632,"a) Overall target met/exceeded","Student Success and Progression","Multiple"]
["10004577","7b",4,{"$f":"CONCATENATE(Targets!$A573,\"-\",Targets!$B573)","v":"10004577-7b"},{"$f":"CONCATENATE(Targets!$A573,\"-\",Targets!$B573,\"-\",Targets!$C573)","v":"10004577-7b-4"},"Management targets","Introduce/maintain a proactive, targetted intervention process whereby tutors notify the ACES team of students at risk. A member of the team will then contact these students to discuss barriers to success and how these can be overcome and to arrange ongoing support sessions as required","No","0 notifications","2013-14","35 notifications received and acted upon","2019-20",0,0,0,40,46,"a) Overall target met/exceeded","Student Success","Multiple"]
["10006331","7b",5,{"$f":"CONCATENATE(Targets!$A574,\"-\",Targets!$B574)","v":"10006331-7b"},{"$f":"CONCATENATE(Targets!$A574,\"-\",Targets!$B574,\"-\",Targets!$C574)","v":"10006331-7b-5"},"Mission targets","Increase ethncity widening participation enrolments by 10% year on year","No",0.21,"2012-13",0.28999999999999998,"2019-20",0.23,0.23,0.24,0.23,0.24,"c) Progress made – but less than anticipated","Access","Ethnicity"]
["10007459","7a",7,{"$f":"CONCATENATE(Targets!$A575,\"-\",Targets!$B575)","v":"10007459-7a"},{"$f":"CONCATENATE(Targets!$A575,\"-\",Targets!$B575,\"-\",Targets!$C575)","v":"10007459-7a-7"},"Other statistic - Gender (please give details in the next column)","Work to encourage more males to progress to HE including to female dominated subjects","No",0.36,"2013-14",0.4,"2019-20","-","-",0.39,0.39,0.40300000000000002,"b) Yearly milestone met","Access","Gender"]
["10006331","7b",6,{"$f":"CONCATENATE(Targets!$A576,\"-\",Targets!$B576)","v":"10006331-7b"},{"$f":"CONCATENATE(Targets!$A576,\"-\",Targets!$B576,\"-\",Targets!$C576)","v":"10006331-7b-6"},"Outreach / WP activity (summer schools)","Increase attendance of \"You're closer than you think\" iniciative Summer schools across all subject sector departments","No",0.85,"2012-13",0.88,"2019-20",0.86,0.87,0.87,0.87,0,"f) Target discontinued","Access","Socio-economic"]
["10007842","7b",15,{"$f":"CONCATENATE(Targets!$A577,\"-\",Targets!$B577)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A577,\"-\",Targets!$B577,\"-\",Targets!$C577)","v":"10007842-7b-15"},"Student support services","Work with the Student enterprise coordinator to support student businesses and promote a culture of entrepreuneurship","No","3 events","2012/13","10 events","2019-20","n/a","n/a","n/a",5,6,"b) Yearly milestone met","Student Success and Progression","Multiple"]
["10007816","7a",4,{"$f":"CONCATENATE(Targets!$A578,\"-\",Targets!$B578)","v":"10007816-7a"},{"$f":"CONCATENATE(Targets!$A578,\"-\",Targets!$B578,\"-\",Targets!$C578)","v":"10007816-7a-4"},"Other statistic - Applications (please give details in the next column)","To increase the number of applications of young, full-time, first degree entrants from disadvantaged backgrounds","Yes","Work in progress.","2013-14","see text","2019-20","n/a","n/a",183,182,386,"a) Overall target met/exceeded","Access","Socio-economic"]
["10007816","7a",5,{"$f":"CONCATENATE(Targets!$A579,\"-\",Targets!$B579)","v":"10007816-7a"},{"$f":"CONCATENATE(Targets!$A579,\"-\",Targets!$B579,\"-\",Targets!$C579)","v":"10007816-7a-5"},"Other statistic - Ethnicity (please give details in the next column)","To increase the number of young full-time first degree entrants from BAME backgounds in line with performance indicators.","No",0.125,"2013-14",0.17499999999999999,"2019-20",16,12.5,14,14.2,0.14599999999999899,"b) Yearly milestone met","Access","Ethnicity"]
["10007816","7a",6,{"$f":"CONCATENATE(Targets!$A580,\"-\",Targets!$B580)","v":"10007816-7a"},{"$f":"CONCATENATE(Targets!$A580,\"-\",Targets!$B580,\"-\",Targets!$C580)","v":"10007816-7a-6"},"Other statistic - Disabled (please give details in the next column)","To maintain our levels of those students with a disability to within +/- 5% of the 2013/14 position of 27.7%.","No",0.27700000000000002,"2013-14",0.27700000000000002,"2019-20","n/a",27.7,27.6,24,0.24199999999999899,"a) Overall target met/exceeded","Access","Disability"]
["10007816","7a",7,{"$f":"CONCATENATE(Targets!$A581,\"-\",Targets!$B581)","v":"10007816-7a"},{"$f":"CONCATENATE(Targets!$A581,\"-\",Targets!$B581,\"-\",Targets!$C581)","v":"10007816-7a-7"},"Other statistic - Progression to employment or further study (please give details in the next column)","To maintain our employment indicator against a HESA designed specific to Central benchmark.  The latest data for 2014/15 of 95.1% exceeds the benchmark of 92.6%.","No",0.96299999999999997,"2013-14",0.96299999999999997,"2019-20",96.3,96.2,95.1,0.95499999999999896,"not yet known","b) Yearly milestone met","Progression","Other"]
["10007835","7a",1,{"$f":"CONCATENATE(Targets!$A582,\"-\",Targets!$B582)","v":"10007835-7a"},{"$f":"CONCATENATE(Targets!$A582,\"-\",Targets!$B582,\"-\",Targets!$C582)","v":"10007835-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","To increase the percentage of entrants from low participation neighbourhoods from 2013-14 baseline","No",3.6999999999999998E-2,"2013-14",0.06,"2019-20",4.7,3.7,1.9,3,5.0999999999999899,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007835","7a",2,{"$f":"CONCATENATE(Targets!$A583,\"-\",Targets!$B583)","v":"10007835-7a"},{"$f":"CONCATENATE(Targets!$A583,\"-\",Targets!$B583,\"-\",Targets!$C583)","v":"10007835-7a-2"},"Other statistic - Applications (please give details in the next column)","To increase the percentage of applications from students in POLAR 1 and 2 from 2013-14 baseline.","No",7.0000000000000007E-2,"2013-14",9.5000000000000001E-2,"2019-20",8.0299999999999905,7,7.8,6.7,6.25,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007835","7a",3,{"$f":"CONCATENATE(Targets!$A584,\"-\",Targets!$B584)","v":"10007835-7a"},{"$f":"CONCATENATE(Targets!$A584,\"-\",Targets!$B584,\"-\",Targets!$C584)","v":"10007835-7a-3"},"Other statistic - Postgraduate (please give details in the next column)","To grow the percentage of students from low income backgrounds (as identified by means tested financial support and DLHE data) into postgraduate education or employment from 2012-13 baseline.","No",0.65,"2012-13",0.7,"2019-20",0.65,0.5,0.75,0.7,0.76,"a) Overall target met/exceeded","Progression","Low income household"]
["10007835","7b",1,{"$f":"CONCATENATE(Targets!$A585,\"-\",Targets!$B585)","v":"10007835-7b"},{"$f":"CONCATENATE(Targets!$A585,\"-\",Targets!$B585,\"-\",Targets!$C585)","v":"10007835-7b-1"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Increase number of embedded strategic partners with Open Academy","Yes",2,"2013-14",6,"2019-20","-",2,6,7,14,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007835","7b",2,{"$f":"CONCATENATE(Targets!$A586,\"-\",Targets!$B586)","v":"10007835-7b"},{"$f":"CONCATENATE(Targets!$A586,\"-\",Targets!$B586,\"-\",Targets!$C586)","v":"10007835-7b-2"},"Other (please give details in the next column)","Progression from Junior Academy into Conservatoire education","Yes",0.33,"2013-14",0.38,"2019-20","-",0.33,0.36,0.37,0.57999999999999896,"a) Overall target met/exceeded","Access","State school"]
["10007835","7b",3,{"$f":"CONCATENATE(Targets!$A587,\"-\",Targets!$B587)","v":"10007835-7b"},{"$f":"CONCATENATE(Targets!$A587,\"-\",Targets!$B587,\"-\",Targets!$C587)","v":"10007835-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Growth in number of places on First Strings experience which are ring-fenced for students from areas of high deprivation","No",0,"2013-14",5,"2019-20","-",0,2,5,5,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007835","7b",4,{"$f":"CONCATENATE(Targets!$A588,\"-\",Targets!$B588)","v":"10007835-7b"},{"$f":"CONCATENATE(Targets!$A588,\"-\",Targets!$B588,\"-\",Targets!$C588)","v":"10007835-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Increase expenditure on Junior Academy bursaries to children from the lowest income backgrounds by 2% each year","No",0,"2013-14",0.02,"2019-20","-","-",-9.1600000000000001E-2,4.3E-3,-5.0200000000000002E-2,"f) Target discontinued","Access","Low income household"]
["10007459","7b",1,{"$f":"CONCATENATE(Targets!$A589,\"-\",Targets!$B589)","v":"10007459-7b"},{"$f":"CONCATENATE(Targets!$A589,\"-\",Targets!$B589,\"-\",Targets!$C589)","v":"10007459-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","Professor Fluffy Year 6 project - Deliver to 10 Primary Schools x 30 Students","Yes",300,"2011-12",390,"2019-20","-","-","-",390,286,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10006299","7a",1,{"$f":"CONCATENATE(Targets!$A590,\"-\",Targets!$B590)","v":"10006299-7a"},{"$f":"CONCATENATE(Targets!$A590,\"-\",Targets!$B590,\"-\",Targets!$C590)","v":"10006299-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","HESA PIs Young FT 1st degree entrants only.  Location adjusted benchmarks.  Given our geographical location in an area with high levels of multiple deprivation, meeting these benchmarks will be increasingly challenging.C66","No",0.98799999999999999,"2013-14",0.98,"2019-20",0.98299999999999998,0.98799999999999999,0.99299999999999999,0.98799999999999899,"-","a) Overall target met/exceeded","Access","State school"]
["10006299","7a",2,{"$f":"CONCATENATE(Targets!$A591,\"-\",Targets!$B591)","v":"10006299-7a"},{"$f":"CONCATENATE(Targets!$A591,\"-\",Targets!$B591,\"-\",Targets!$C591)","v":"10006299-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","HESA Pis Young FT 1st degree entrants only.  Location adjusted benchmarks have been used to reflect our socio-economic location.","No",0.216,"2013-14",0.215,"2019-20",0.20300000000000001,0.24299999999999999,0.216,0.23899999999999899,"-","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10006299","7a",3,{"$f":"CONCATENATE(Targets!$A592,\"-\",Targets!$B592)","v":"10006299-7a"},{"$f":"CONCATENATE(Targets!$A592,\"-\",Targets!$B592,\"-\",Targets!$C592)","v":"10006299-7a-3"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","Percentage with no previous HE & from low participation neighbourhood (POLAR3)","No",0.19,"2013-14",0.19,"2019-20","-",0.19,0.25700000000000001,0.215,"-","a) Overall target met/exceeded","Access","Mature"]
["10006299","7a",4,{"$f":"CONCATENATE(Targets!$A593,\"-\",Targets!$B593)","v":"10006299-7a"},{"$f":"CONCATENATE(Targets!$A593,\"-\",Targets!$B593,\"-\",Targets!$C593)","v":"10006299-7a-4"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","HESA Pis FT 1st degree entrants only","No",9.0999999999999998E-2,"2012-13",0.08,"2019-20",7.4999999999999997E-2,9.0999999999999998E-2,0.122,0.11799999999999899,"-","e) Performance is below baseline","Student Success","Other"]
["10006299","7a",5,{"$f":"CONCATENATE(Targets!$A594,\"-\",Targets!$B594)","v":"10006299-7a"},{"$f":"CONCATENATE(Targets!$A594,\"-\",Targets!$B594,\"-\",Targets!$C594)","v":"10006299-7a-5"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","HESA Pis FT 1st degree entrants only","No",0.14799999999999999,"2012-13",0.12,"2019-20",13.5,0.14799999999999999,0.14099999999999999,0.157,"-","d) No progress made against baseline","Student Success","Mature"]
["10006299","7a",6,{"$f":"CONCATENATE(Targets!$A595,\"-\",Targets!$B595)","v":"10006299-7a"},{"$f":"CONCATENATE(Targets!$A595,\"-\",Targets!$B595,\"-\",Targets!$C595)","v":"10006299-7a-6"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","HESA Pis FT All UG","No",6.4000000000000001E-2,"2013-14",7.4999999999999997E-2,"2019-20","-",6.4000000000000001E-2,8.6999999999999994E-2,9.1999999999999901E-2,"-","a) Overall target met/exceeded","Access","Disability"]
["10007799","7b",14,{"$f":"CONCATENATE(Targets!$A596,\"-\",Targets!$B596)","v":"10007799-7b"},{"$f":"CONCATENATE(Targets!$A596,\"-\",Targets!$B596,\"-\",Targets!$C596)","v":"10007799-7b-14"},"Outreach / WP activity (collaborative - please give details in the next column)","Beneficiaries attending 'Choices Together' - a progressive programme from year 9 - 13 for looked-after students","Yes",35,"2014-15","N/A","N/A","N/A","N/A",35,58,66,"b) Yearly milestone met","Access","Care-leavers"]
["10007842","7b",16,{"$f":"CONCATENATE(Targets!$A597,\"-\",Targets!$B597)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A597,\"-\",Targets!$B597,\"-\",Targets!$C597)","v":"10007842-7b-16"},"Student support services","Aspiration raising and retention activities","No","4 events","2013/14","12 events","2019-20","n/a",4,5,15,13,"a) Overall target met/exceeded","Student Success","Multiple"]
["10004797","7a",1,{"$f":"CONCATENATE(Targets!$A598,\"-\",Targets!$B598)","v":"10004797-7a"},{"$f":"CONCATENATE(Targets!$A598,\"-\",Targets!$B598,\"-\",Targets!$C598)","v":"10004797-7a-1"},"Other statistic - Gender (please give details in the next column)","Gender gap in progression to year 2 of UG study. NB OFFA guidance notes that progress should be based on long-term trends rather than sinlge data points. Therefore, our benchmark is based on a four year average between 2010/11 to 2013/14 to reduce the effect of short-term 'spikes'.","No","7.4 %points","Other (please give details in Description column)","6.4 %points","2019-20","7.2 %points","8.5 %points","6.1 %points","9.5 %points","8.6 %points","e) Performance is below baseline","Student Success","Gender"]
["10007154","7a",1,{"$f":"CONCATENATE(Targets!$A599,\"-\",Targets!$B599)","v":"10007154-7a"},{"$f":"CONCATENATE(Targets!$A599,\"-\",Targets!$B599,\"-\",Targets!$C599)","v":"10007154-7a-1"},"Other statistic - Low-income backgrounds (please give details in the next column)","Increase from 17% in 2004 to 28.25% by the 2019 intake. 'Low-income' equates to the inflation-adjusted equivalent of qualifying for full fee remission under the pre-2006 fees system. For 2015 entry this means incomes up to £25,000. The target applies to full-time UG UK students on courses currently or previously funded by HEFCE.","No",0.26400000000000001,"2014-15",0.28249999999999997,"2019-20",24.6,24.9,26.5,24.5,24.1,"e) Performance is below baseline","Access","Low income household"]
["10007154","7a",2,{"$f":"CONCATENATE(Targets!$A600,\"-\",Targets!$B600)","v":"10007154-7a"},{"$f":"CONCATENATE(Targets!$A600,\"-\",Targets!$B600,\"-\",Targets!$C600)","v":"10007154-7a-2"},"Other statistic - Low-income backgrounds (please give details in the next column)","Increase low-income students from 23.3% to 38.7%  of postgraduate ITT intake. 'Low-income' equates to the inflation-adjusted equivalent of qualifying for full fee remission under the pre-2006 fees system. For 2015 entry this means incomes up to £25,000.","No",0.23300000000000001,"2011-12",0.38700000000000001,"2019-20",45.8,34.5,41.6,44.2,35.4,"c) Progress made – but less than anticipated","Access","Low income household"]
["10004797","7a",2,{"$f":"CONCATENATE(Targets!$A601,\"-\",Targets!$B601)","v":"10004797-7a"},{"$f":"CONCATENATE(Targets!$A601,\"-\",Targets!$B601,\"-\",Targets!$C601)","v":"10004797-7a-2"},"Other statistic - Gender (please give details in the next column)","Gender gap in undergraduate achievement (First Class or 2:1 degree classification). NB OFFA guidance notes that progress should be based on long-term trends rather than sinlge data points. Therefore, our benchmark is based on a four year average between 2010/11 to 2013/14 to reduce the effect of short-term 'spikes'.","No","7.4 %points","Other (please give details in Description column)","6.9 %points","2019-20","7.7 %points","6.9 %points","5.9 %points","5.8 %points","5.4 %points","a) Overall target met/exceeded","Student Success","Gender"]
["10004797","7a",3,{"$f":"CONCATENATE(Targets!$A602,\"-\",Targets!$B602)","v":"10004797-7a"},{"$f":"CONCATENATE(Targets!$A602,\"-\",Targets!$B602,\"-\",Targets!$C602)","v":"10004797-7a-3"},"Other statistic - Ethnicity (please give details in the next column)","Ethnicity gap in progression to year 2 of UG study. NB OFFA guidance notes that progress should be based on long-term trends rather than sinlge data points. Therefore, our benchmark is based on a four year average between 2010/11 to 2013/14 to reduce the effect of short-term 'spikes'.","No","8.7 %points","Other (please give details in Description column)","7.7 %points","2019-20","8.2 %points","10.7 %points","10.1 %points","11.1 %points","13.1 %points","e) Performance is below baseline","Student Success","Ethnicity"]
["10004797","7a",4,{"$f":"CONCATENATE(Targets!$A603,\"-\",Targets!$B603)","v":"10004797-7a"},{"$f":"CONCATENATE(Targets!$A603,\"-\",Targets!$B603,\"-\",Targets!$C603)","v":"10004797-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","Ethnicity gap in undergraduate achievement (First Class or 2:1 degree classification). NB OFFA guidance notes that progress should be based on long-term trends rather than sinlge data points. Therefore, our benchmark is based on a four year average between 2010/11 to 2013/14 to reduce the effect of short-term 'spikes'.","No","19.6 %points","Other (please give details in Description column)","17.1 %points","2019-20","20.0 %points","16.7 %points","17.5 %points","18.5 %points","12.8 %points","a) Overall target met/exceeded","Student Success","Ethnicity"]
["10007154","7a",3,{"$f":"CONCATENATE(Targets!$A604,\"-\",Targets!$B604)","v":"10007154-7a"},{"$f":"CONCATENATE(Targets!$A604,\"-\",Targets!$B604,\"-\",Targets!$C604)","v":"10007154-7a-3"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Increase from 6.1% in 2013-14 to 7.1% in 2019-20.","No",6.0999999999999999E-2,"2013-14",7.0999999999999994E-2,"2019-20",5.6,6.1,6.6,6.3,"N/A","c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10007154","7a",4,{"$f":"CONCATENATE(Targets!$A605,\"-\",Targets!$B605)","v":"10007154-7a"},{"$f":"CONCATENATE(Targets!$A605,\"-\",Targets!$B605,\"-\",Targets!$C605)","v":"10007154-7a-4"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","Maintain intake of mature students at over 10% of total UG UK intake.  (Target unchanged; fuller wording used for clarity.)","No",9.1999999999999998E-2,"2013-14",0.1,"2019-20",9.6999999999999904,9.1999999999999904,10.6,9.5,"N/A","c) Progress made – but less than anticipated","Access","Mature"]
["10007154","7a",5,{"$f":"CONCATENATE(Targets!$A606,\"-\",Targets!$B606)","v":"10007154-7a"},{"$f":"CONCATENATE(Targets!$A606,\"-\",Targets!$B606,\"-\",Targets!$C606)","v":"10007154-7a-5"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Maintain rate of students from low-participation neighbourhoods not in HE at 4.0% or less.","No",4.5999999999999999E-2,"Baseline is average 2009-10 to 2011-12",0.04,"2019-20",3,4.5,5.3,"N/A","N/A","e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10007154","7a",6,{"$f":"CONCATENATE(Targets!$A607,\"-\",Targets!$B607)","v":"10007154-7a"},{"$f":"CONCATENATE(Targets!$A607,\"-\",Targets!$B607,\"-\",Targets!$C607)","v":"10007154-7a-6"},"HESA T3c - No longer in HE after 1 year & no previous HE qualification (Mature, full-time, first degree entrants)","Reduce rate of mature students with no previous HE qualification not in HE to 8.0% or less","No",0.10299999999999999,"2012-13",0.08,"2019-20",10.3,16.2,10.5,"N/A","N/A","e) Performance is below baseline","Student Success","Mature"]
["10007154","7b",1,{"$f":"CONCATENATE(Targets!$A608,\"-\",Targets!$B608)","v":"10007154-7b"},{"$f":"CONCATENATE(Targets!$A608,\"-\",Targets!$B608,\"-\",Targets!$C608)","v":"10007154-7b-1"},"Operational targets","Achieve a bursary take-up rate of at least 98% of eligible students","No",0.97799999999999998,"2013-14",0.98,"2019-20",99.3,97.8,98.2,97.3,98,"b) Yearly milestone met","Other","Low income household"]
["10007154","7b",2,{"$f":"CONCATENATE(Targets!$A609,\"-\",Targets!$B609)","v":"10007154-7b"},{"$f":"CONCATENATE(Targets!$A609,\"-\",Targets!$B609,\"-\",Targets!$C609)","v":"10007154-7b-2"},"Outreach / WP activity (summer schools)","At least 40% of students enrolled on our summer school support programmes will enrol at a Russell Group university, rising to 45% by 2019. Figure for 2014-15 is incomplete but on track. HESA data for later cohorts not yet available.","No",42.3,"Cumulative data for summer schools 2007-2012",0.45,"2019-20",50.8,47.4,38.200000000000003,"N/A","N/A","a) Overall target met/exceeded","Access","Other"]
["10001653","7b",6,{"$f":"CONCATENATE(Targets!$A610,\"-\",Targets!$B610)","v":"10001653-7b"},{"$f":"CONCATENATE(Targets!$A610,\"-\",Targets!$B610,\"-\",Targets!$C610)","v":"10001653-7b-6"},"Management targets","To work with arts organisations, schools, the FE sector and other conservatoires to increase participation from BAME students and other underrepresented groups across all of our programmes","Yes","n/a","2011-12","n/a","2019-20","Intitated discussions with the National Theatre regarding improving access to technical training. E&D review of audition data to establish particular groups that might be under-represented at each stage of the audition process.","In 2013-14, the Conservatoire and its eight Schools worked with a number of other arts organisations eg the National Skills Academy.","In 2014-15 the Conservatoire and its eight schools continued to work with a number of arts organisations on this issue (eg Act for Change) and continues to do so.","Targeted workshops have been delivered including a Shakespeare in schools tour targeted at those schools with high FSM levels. A number of strategic partnerships with schools and FE colleges with high numbers of underrepresented groups have also been developed. In addition the National Centre for Circus Arts run a BTEC in partnership with Hackney Community College. Work with Act for Change has continued.","Work to develop BAME participation has included working with Leeds Community Dance platform to provide structured opportunities to experience a conservatoire training environment with opportunities to perform in one of our theatres. Shakespeare in schools tours continue to be targeted at schools with high levels of FSM. Issues of diversity were also central to this year's annual CDD staff development conference to help bring the conversations beyond those doing outreach to individuals throughout the schools. \n","b) Yearly milestone met","Access","Multiple"]
["10007154","7b",3,{"$f":"CONCATENATE(Targets!$A611,\"-\",Targets!$B611)","v":"10007154-7b"},{"$f":"CONCATENATE(Targets!$A611,\"-\",Targets!$B611,\"-\",Targets!$C611)","v":"10007154-7b-3"},"Outreach / WP activity (summer schools)","At least 20% of students enrolled on our summer school support programmes will enrol at the University of Nottingham, rising to 25% by 2019.","No",0.18,"2014-15",0.25,"2019-20",18.899999999999899,18,21,17,17,"e) Performance is below baseline","Access","Other"]
["10001000","7a",1,{"$f":"CONCATENATE(Targets!$A612,\"-\",Targets!$B612)","v":"10001000-7a"},{"$f":"CONCATENATE(Targets!$A612,\"-\",Targets!$B612,\"-\",Targets!$C612)","v":"10001000-7a-1"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","To increase the number of students studying who are in receipt of DSA, or who would have been eligible prior to the proposed changes in entitlement, and to at least maintain this increase once any reduction in DSA entitlement is introduced","No","approx 20 students","2014-15","30 students","2019-20","n/a","n/a","n/a","22 students (0 within the 2 courses covered in this agreement)","21 students in receipt of DSA","c) Progress made – but less than anticipated","Access and Student Success","Disability"]
["10001000","7a",2,{"$f":"CONCATENATE(Targets!$A613,\"-\",Targets!$B613)","v":"10001000-7a"},{"$f":"CONCATENATE(Targets!$A613,\"-\",Targets!$B613,\"-\",Targets!$C613)","v":"10001000-7a-2"},"Other statistic - Completion/Non continuation (please give details in the next column)","To increase full time in year retention and completion thorough the retention and success activities contained within this access agreement","No",0.91,"2014-15",0.94,"2019-20","n/a","n/a","n/a","95.3% (for the 2 courses featuring in the agreement in 2015-16)",0.92,"c) Progress made – but less than anticipated","Student Success","Socio-economic"]
["10001000","7b",1,{"$f":"CONCATENATE(Targets!$A614,\"-\",Targets!$B614)","v":"10001000-7b"},{"$f":"CONCATENATE(Targets!$A614,\"-\",Targets!$B614,\"-\",Targets!$C614)","v":"10001000-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","To work in collaboration with other providers and other arms of the organisation to promote the progression of vocational learners, especially apprentices, into HE. Precise figures for apprentice progression into HE are not known and an initial task will be to establish this to provide a baseline on which to build precise targets, but is known to be low.","Yes","Precise figures are not currently available","2014-15","10 Apprentices into FT study;30 Apprentices into PT study","2019-20","n/a","n/a","n/a","figures not yet available","3 Apprentices progressed to FT FD study; 25 Apprentices to PT study","b) Yearly milestone met","Access","Multiple"]
["10001000","7b",2,{"$f":"CONCATENATE(Targets!$A615,\"-\",Targets!$B615)","v":"10001000-7b"},{"$f":"CONCATENATE(Targets!$A615,\"-\",Targets!$B615,\"-\",Targets!$C615)","v":"10001000-7b-2"},"Contextual data","To increase the proportion of students on vocational Foundation Degree programmes achieving high grades of final awards (ie merit/distinction) through the retention and success initiatives within the access agreement, narrowing the gap with the students on BA/BSc honours programmes","No",0.46,"2013-14",0.6,"2019-20","n/a","n/a","n/a",0.52,0.54,"b) Yearly milestone met","Student Success and Progression","Multiple"]
["10004577","7b",5,{"$f":"CONCATENATE(Targets!$A616,\"-\",Targets!$B616)","v":"10004577-7b"},{"$f":"CONCATENATE(Targets!$A616,\"-\",Targets!$B616,\"-\",Targets!$C616)","v":"10004577-7b-5"},"Operational targets","Deliver a focused programme of workshops and lectures to facilitate the development of academic and employability skills and to expand students awareness and understanding of graduate progression oppourtunities.","No","0 workshops","2013-14","35 workshops","2019-20",0,0,0,50,66,"a) Overall target met/exceeded","Student Success and Progression","Multiple"]
["10007147","7b",5,{"$f":"CONCATENATE(Targets!$A617,\"-\",Targets!$B617)","v":"10007147-7b"},{"$f":"CONCATENATE(Targets!$A617,\"-\",Targets!$B617,\"-\",Targets!$C617)","v":"10007147-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Continue and expand the work within the Learner Progression Framework","No","n/a","2014-15","n/a","2019-20","ongoing","ongoing","ongoing","ongoing","ongoing","a) Overall target met/exceeded","Access","Multiple"]
["10007147","7b",6,{"$f":"CONCATENATE(Targets!$A618,\"-\",Targets!$B618)","v":"10007147-7b"},{"$f":"CONCATENATE(Targets!$A618,\"-\",Targets!$B618,\"-\",Targets!$C618)","v":"10007147-7b-6"},"Other (please give details in the next column)","Achieve and maintain the Silver Race Equality Charter Mark","No","Achieved Bronze","2015-16","Achieve Silver","2019-20","-","-","-","Achieved Bronze","Achieved Bronze - intention to submit for Silver in spring 2019","b) Yearly milestone met","Access, Student Success and Progression","Multiple"]
["10003676","7a",1,{"$f":"CONCATENATE(Targets!$A619,\"-\",Targets!$B619)","v":"10003676-7a"},{"$f":"CONCATENATE(Targets!$A619,\"-\",Targets!$B619,\"-\",Targets!$C619)","v":"10003676-7a-1"},"Other statistic - Applications (please give details in the next column)","improve internal progression routes from FE students into HE courses","no",15.9,"2011-12",28,"2019-20",25.8,25,16.2,38.5,35.299999999999898,"a) Overall target met/exceeded","Access","Socio-economic"]
["10007775","7a",1,{"$f":"CONCATENATE(Targets!$A620,\"-\",Targets!$B620)","v":"10007775-7a"},{"$f":"CONCATENATE(Targets!$A620,\"-\",Targets!$B620,\"-\",Targets!$C620)","v":"10007775-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Increase the percentage of full-time first degree students from low participation neighbourhoods to 6.1% by 2019-20","No",4.5999999999999999E-2,"2013-14",6.0999999999999999E-2,"2019-20",5.8999999999999997E-2,6.5000000000000002E-2,"n/a",4.2000000000000003E-2,4.2999999999999899E-2,"c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10007775","7a",2,{"$f":"CONCATENATE(Targets!$A621,\"-\",Targets!$B621)","v":"10007775-7a"},{"$f":"CONCATENATE(Targets!$A621,\"-\",Targets!$B621,\"-\",Targets!$C621)","v":"10007775-7a-2"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","Increase the percentage of full-time first-degree students in receipt of Disabled Students Allowance to 8.5% by 2019-20","No",7.4999999999999997E-2,"2013-14",8.5000000000000006E-2,"2019-20",6.5000000000000002E-2,7.4999999999999997E-2,7.8E-2,0.08,8.1000000000000003E-2,"b) Yearly milestone met","Access","Disability"]
["10007775","7a",3,{"$f":"CONCATENATE(Targets!$A622,\"-\",Targets!$B622)","v":"10007775-7a"},{"$f":"CONCATENATE(Targets!$A622,\"-\",Targets!$B622,\"-\",Targets!$C622)","v":"10007775-7a-3"},"Other statistic - Completion/Non continuation (please give details in the next column)","Increase the successful completion rate for full-time first-degree entrants still in attendance at 31 July on year of entry  to 92 % by 2019-20","No","89%. See commentary for explanation","2013-14",0.92,"2019-20",0.89,0.89,0.92,0.92,0.91,"b) Yearly milestone met","Student Success","Multiple"]
["10007775","7a",4,{"$f":"CONCATENATE(Targets!$A623,\"-\",Targets!$B623)","v":"10007775-7a"},{"$f":"CONCATENATE(Targets!$A623,\"-\",Targets!$B623,\"-\",Targets!$C623)","v":"10007775-7a-4"},"Other statistic - Other (please give details in the next column)","Increase the percentage of participants attending intensive outreach activities belonging to key target WP groups to 98% by 2018-19","No",0.85,"2014-15",0.98,"2019-20","-","-","-",0.98,99.5,"a) Overall target met/exceeded","Access","Multiple"]
["10007459","7b",5,{"$f":"CONCATENATE(Targets!$A624,\"-\",Targets!$B624)","v":"10007459-7b"},{"$f":"CONCATENATE(Targets!$A624,\"-\",Targets!$B624,\"-\",Targets!$C624)","v":"10007459-7b-5"},"Student support services","Deliver Peer Mentoring to new students At risk","No","New Initiative","2015-16",60,"2019-20","-","-","-",52,45,"c) Progress made – but less than anticipated","Student Success","Multiple"]
["10007775","7a",5,{"$f":"CONCATENATE(Targets!$A625,\"-\",Targets!$B625)","v":"10007775-7a"},{"$f":"CONCATENATE(Targets!$A625,\"-\",Targets!$B625,\"-\",Targets!$C625)","v":"10007775-7a-5"},"HESA T1a - State School (Young, full-time, first degree entrants)","Achieve a target of 3 full percentage points above the HESA location-adjusted benchmarks for the five year period from 2012-13 to 2016-17","No","HESA location-adjusted benchmark for 2010-11:  81.0%","2010-11","At least 3 full percentage points above the HESA location-adjusted benchmark for this target cohort","2016-17",0.85799999999999998,0.86599999999999999,0.878,0.88700000000000001,90.1,"a) Overall target met/exceeded","Access","State school"]
["10007160","7b",3,{"$f":"CONCATENATE(Targets!$A626,\"-\",Targets!$B626)","v":"10007160-7b"},{"$f":"CONCATENATE(Targets!$A626,\"-\",Targets!$B626,\"-\",Targets!$C626)","v":"10007160-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Delivery of a sustained intervention programme for WP cohorts in a new WP school partnership consortium","No","0 (refocused programme)","2010/11",6500,"2019-20",1247,2362,4475,4264,6501,"a) Overall target met/exceeded","Access","Other"]
["10007775","7b",1,{"$f":"CONCATENATE(Targets!$A627,\"-\",Targets!$B627)","v":"10007775-7b"},{"$f":"CONCATENATE(Targets!$A627,\"-\",Targets!$B627,\"-\",Targets!$C627)","v":"10007775-7b-1"},"Outreach / WP activity (other - please give details in the next column)","To deliver a  programme of Information, Advice and Guidance sessions, working with students, their parents or carers, and staff.","No","667 participants","2013-14","25 sessions involving a total of 1000 participants","2019-20","IAG programme delivered to students, teachers, parents and carers. 1380 participants","IAG Programme delivered to students, teachers, parents and carers. 667 Participants","IAG programme delivered to 1840 students and parents","IAG programme delivered to 1850 students and parents","IAG programme delivered to 1850 students, teachers, parents and carers","a) Overall target met/exceeded","Access","Multiple"]
["10007147","7b",7,{"$f":"CONCATENATE(Targets!$A628,\"-\",Targets!$B628)","v":"10007147-7b"},{"$f":"CONCATENATE(Targets!$A628,\"-\",Targets!$B628,\"-\",Targets!$C628)","v":"10007147-7b-7"},"Student support services","Support at least 300 widening participation first year students through the Herts Success programme","No",429,"2015-16",300,"2019-20","-","-",726,429,350,"a) Overall target met/exceeded","Student Success","Multiple"]
["10005523","7a",4,{"$f":"CONCATENATE(Targets!$A629,\"-\",Targets!$B629)","v":"10005523-7a"},{"$f":"CONCATENATE(Targets!$A629,\"-\",Targets!$B629,\"-\",Targets!$C629)","v":"10005523-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","Improve access to the performing arts for students from BME groups - calculated for students on all credit bearing courses","No",9.4E-2,"2013-14",0.12,"2019-20",7.45,9.4,11,11.3,11.8,"b) Yearly milestone met","Access","Ethnicity"]
["10005523","7a",5,{"$f":"CONCATENATE(Targets!$A630,\"-\",Targets!$B630)","v":"10005523-7a"},{"$f":"CONCATENATE(Targets!$A630,\"-\",Targets!$B630,\"-\",Targets!$C630)","v":"10005523-7a-5"},"Other statistic - Disabled (please give details in the next column)","Improve access to the performing arts for students from students declaring a disability - calculated for students on all credit bearing courses","No",0.28000000000000003,"2013-14",0.31,"2019-20",29.7,29.8,33.4,34.200000000000003,38.4,"a) Overall target met/exceeded","Access","Disability"]
["10005523","7a",6,{"$f":"CONCATENATE(Targets!$A631,\"-\",Targets!$B631)","v":"10005523-7a"},{"$f":"CONCATENATE(Targets!$A631,\"-\",Targets!$B631,\"-\",Targets!$C631)","v":"10005523-7a-6"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Improve the recruitment of hard to reach areas","No",0.1,"2013-14",0.12,"2019-20",8.9,9.6999999999999904,10.8,11.2,"-","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10004797","7a",5,{"$f":"CONCATENATE(Targets!$A632,\"-\",Targets!$B632)","v":"10004797-7a"},{"$f":"CONCATENATE(Targets!$A632,\"-\",Targets!$B632,\"-\",Targets!$C632)","v":"10004797-7a-5"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","% non continuation following year of entry: all full-time first degree entrants","No",6.2E-2,"2012-13",5.7000000000000002E-2,"2019-20",5.6000000000000001E-2,5.8999999999999997E-2,5.8000000000000003E-2,"-","-","b) Yearly milestone met","Student Success","Other"]
["10004797","7a",6,{"$f":"CONCATENATE(Targets!$A633,\"-\",Targets!$B633)","v":"10004797-7a"},{"$f":"CONCATENATE(Targets!$A633,\"-\",Targets!$B633,\"-\",Targets!$C633)","v":"10004797-7a-6"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","% full-time first degree students in receipt of DSA","No",4.5999999999999999E-2,"2013-14",7.0000000000000007E-2,"2019-20",5.2999999999999999E-2,0.06,6.3E-2,6.5000000000000002E-2,"-","b) Yearly milestone met","Student Success","Other"]
["10007160","7b",4,{"$f":"CONCATENATE(Targets!$A634,\"-\",Targets!$B634)","v":"10007160-7b"},{"$f":"CONCATENATE(Targets!$A634,\"-\",Targets!$B634,\"-\",Targets!$C634)","v":"10007160-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Delivery of the new sustained intervention programme to LEAs in identified LPNs within a wider geographical area","No",0,"2010/11",20,"2019-20",10,18,46,55,40,"a) Overall target met/exceeded","Access","Other"]
["10007160","7b",5,{"$f":"CONCATENATE(Targets!$A635,\"-\",Targets!$B635)","v":"10007160-7b"},{"$f":"CONCATENATE(Targets!$A635,\"-\",Targets!$B635,\"-\",Targets!$C635)","v":"10007160-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Delivery of a general WP and outreach programme including skills development, transition, subject support, revision conferences and IAG","No","0 (refocused programme)","2010/11",5000,"2019-20",3241,2241,2380,3005,1723,"c) Progress made – but less than anticipated","Access","Other"]
["10007160","7b",6,{"$f":"CONCATENATE(Targets!$A636,\"-\",Targets!$B636)","v":"10007160-7b"},{"$f":"CONCATENATE(Targets!$A636,\"-\",Targets!$B636,\"-\",Targets!$C636)","v":"10007160-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Delivery of a programme of aspiration and attainment raising events through collaborative partnership","Yes",0,"2010/11",700,"2019-20",634,778,498,673,562,"b) Yearly milestone met","Access","Other"]
["10007160","7b",7,{"$f":"CONCATENATE(Targets!$A637,\"-\",Targets!$B637)","v":"10007160-7b"},{"$f":"CONCATENATE(Targets!$A637,\"-\",Targets!$B637,\"-\",Targets!$C637)","v":"10007160-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Delivery of programme of HE related IAG for mature learners in collaboration with FEC's; employers and employer groups; voluntary sector organisations.","No","0 (refocused programme)","2013/14",400,"2019-20","-","-",102,273,151,"c) Progress made – but less than anticipated","Access","Other"]
["10007160","7b",8,{"$f":"CONCATENATE(Targets!$A638,\"-\",Targets!$B638)","v":"10007160-7b"},{"$f":"CONCATENATE(Targets!$A638,\"-\",Targets!$B638,\"-\",Targets!$C638)","v":"10007160-7b-8"},"Outreach / WP activity (other - please give details in the next column)","Professional Development events for Teachers within Consortium Schools","No","0 (refocused programme)","2013/14",12,"2019-20","-","-",3,2,6,"c) Progress made – but less than anticipated","Access","Other"]
["10007155","7b",7,{"$f":"CONCATENATE(Targets!$A639,\"-\",Targets!$B639)","v":"10007155-7b"},{"$f":"CONCATENATE(Targets!$A639,\"-\",Targets!$B639,\"-\",Targets!$C639)","v":"10007155-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Aspiration raising:\nUse of student ambassadors and mentors to act as role models to inspire future students","No","225 pupils","2011-12","250  pupils","2019-20",298,267,261,254,277,"a) Overall target met/exceeded","Access, Student Success and Progression","Multiple"]
["10007155","7b",8,{"$f":"CONCATENATE(Targets!$A640,\"-\",Targets!$B640)","v":"10007155-7b"},{"$f":"CONCATENATE(Targets!$A640,\"-\",Targets!$B640,\"-\",Targets!$C640)","v":"10007155-7b-8"},"Outreach / WP activity (other - please give details in the next column)","Aspiration raising:  \nPresentations at assemblies to promote the opportunities and benefits of HE","No","6,500 pupils","2011-12","40 events","2019-20","7580 (pupils)","8745 (pupils)","6419 (pupils)","36 (events)\n7405 (pupils)","40 (events)","a) Overall target met/exceeded","Access","Multiple"]
["10007775","7b",2,{"$f":"CONCATENATE(Targets!$A641,\"-\",Targets!$B641)","v":"10007775-7b"},{"$f":"CONCATENATE(Targets!$A641,\"-\",Targets!$B641,\"-\",Targets!$C641)","v":"10007775-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","Deliver a collaborative event with the University of Warwick, targeted at students from both London and the Coventry and Warwickshire area.","Yes","30 participants","2013-14","30 participants","2019-20","Experience medicine summer school delivered in collaboration with Warwick University, July 2013","Experience medicine summer school delivered in collaboration with University of Warwick, July 2014","30 students attended our Experience Health summer school delivered with the University of Warwick, July 2014","30 students attended our Experience Health summer school delivered with the University of Warwick, July 2014","32 students attended our Experience health Summer School delivered collaboratively with the University of Warwick in July 2016","a) Overall target met/exceeded","Access","Multiple"]
["10007775","7b",3,{"$f":"CONCATENATE(Targets!$A642,\"-\",Targets!$B642)","v":"10007775-7b"},{"$f":"CONCATENATE(Targets!$A642,\"-\",Targets!$B642,\"-\",Targets!$C642)","v":"10007775-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Deliver a series of intensive subject specific activities for year 8 - year 12 students in targeted schools. This will include activities such as Summer Schools.","No","N/A New target","Other (please give details in Description column)","200 participants","2019-20","5 summer schools delivered. 159 participants","4 Summer Schools Delivered, 108 participants","5 Summer Schools delivered, 186 attendees","6 Summer Schools delivered, 208 attendees","7 Summer Schools delivered, 225 attendees","a) Overall target met/exceeded","Access","Multiple"]
["10003945","7b",8,{"$f":"CONCATENATE(Targets!$A643,\"-\",Targets!$B643)","v":"10003945-7b"},{"$f":"CONCATENATE(Targets!$A643,\"-\",Targets!$B643,\"-\",Targets!$C643)","v":"10003945-7b-8"},"Other (please give details in the next column)","Foundation Certificate fee waivers and cost of living contributions (in line with typically 2 awards per FC course: from 2013/14 to 2015/16 we offered 3 FC courses, from 2016/17 we are only offering 2 FC courses - hence reduced target)","No",6,"2013-14",4,"2019-20",7,6,5,5,2,"e) Performance is below baseline","Access","Multiple"]
["10003945","7b",9,{"$f":"CONCATENATE(Targets!$A644,\"-\",Targets!$B644)","v":"10003945-7b"},{"$f":"CONCATENATE(Targets!$A644,\"-\",Targets!$B644,\"-\",Targets!$C644)","v":"10003945-7b-9"},"Outreach / WP activity (other - please give details in the next column)","Number of students engaged over all WP activities","No",1650,"Other (please give details in Description column)",1930,"2019-20",2027,2396,3860,2355,4084,"a) Overall target met/exceeded","Access","Multiple"]
["10003945","7b",10,{"$f":"CONCATENATE(Targets!$A645,\"-\",Targets!$B645)","v":"10003945-7b"},{"$f":"CONCATENATE(Targets!$A645,\"-\",Targets!$B645,\"-\",Targets!$C645)","v":"10003945-7b-10"},"Outreach / WP activity (other - please give details in the next column)","Number of WP activities each year","No",50,"Other (please give details in Description column)",150,"2019-20",78,110,174,123,145,"b) Yearly milestone met","Access","Multiple"]
["10003945","7b",11,{"$f":"CONCATENATE(Targets!$A646,\"-\",Targets!$B646)","v":"10003945-7b"},{"$f":"CONCATENATE(Targets!$A646,\"-\",Targets!$B646,\"-\",Targets!$C646)","v":"10003945-7b-11"},"Outreach / WP activity (summer schools)","Yr 12 summer school","No","n/a","Other (please give details in Description column)",65,"2019-20","n/a","n/a",41,48,65,"b) Yearly milestone met","Access","Multiple"]
["10003957","7a",2,{"$f":"CONCATENATE(Targets!$A647,\"-\",Targets!$B647)","v":"10003957-7a"},{"$f":"CONCATENATE(Targets!$A647,\"-\",Targets!$B647,\"-\",Targets!$C647)","v":"10003957-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Improve LJMU's current strong position against sector benchmark and location adjusted benchmark","No",0.183,"2013-14",0.19500000000000001,"2019-20","-",0.183,0.187,0.19,0.19,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10003957","7a",3,{"$f":"CONCATENATE(Targets!$A648,\"-\",Targets!$B648)","v":"10003957-7a"},{"$f":"CONCATENATE(Targets!$A648,\"-\",Targets!$B648,\"-\",Targets!$C648)","v":"10003957-7a-3"},"Other statistic - Low-income backgrounds (please give details in the next column)","Current system financial support recipients (low household income and other under-represented groups)","No","Over 50%","2013-14","Over 50%","2019-20","-",0.48399999999999999,0.45,0.47499999999999998,0.43,"e) Performance is below baseline","Access","Low income household"]
["10003957","7a",4,{"$f":"CONCATENATE(Targets!$A649,\"-\",Targets!$B649)","v":"10003957-7a"},{"$f":"CONCATENATE(Targets!$A649,\"-\",Targets!$B649,\"-\",Targets!$C649)","v":"10003957-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","% of OFFA countable students BME","No",0.10299999999999999,"2013-14",0.10299999999999999,"2019-20","-",0.10299999999999999,0.108,0.111,11.5,"a) Overall target met/exceeded","Access","Ethnicity"]
["10003957","7a",5,{"$f":"CONCATENATE(Targets!$A650,\"-\",Targets!$B650)","v":"10003957-7a"},{"$f":"CONCATENATE(Targets!$A650,\"-\",Targets!$B650,\"-\",Targets!$C650)","v":"10003957-7a-5"},"Other statistic - Care-leavers (please give details in the next column)","Number newly recruited","No",33,"2013-14",38,"2019-20","-",33,33,28,36,"a) Overall target met/exceeded","Access","Care leavers"]
["10003957","7a",6,{"$f":"CONCATENATE(Targets!$A651,\"-\",Targets!$B651)","v":"10003957-7a"},{"$f":"CONCATENATE(Targets!$A651,\"-\",Targets!$B651,\"-\",Targets!$C651)","v":"10003957-7a-6"},"Other statistic - Completion/Non continuation (please give details in the next column)","Increase the number of first degree entrants who continue or qualify","No",0.92800000000000005,"2013-14",0.92900000000000005,"2019-20","-",0.92800000000000005,0.90400000000000003,0.89100000000000001,"-","e) Performance is below baseline","Student Success","Multiple"]
["10003957","7a",7,{"$f":"CONCATENATE(Targets!$A652,\"-\",Targets!$B652)","v":"10003957-7a"},{"$f":"CONCATENATE(Targets!$A652,\"-\",Targets!$B652,\"-\",Targets!$C652)","v":"10003957-7a-7"},"Other statistic - Completion/Non continuation (please give details in the next column)","Increase the number of first degree entrants from LPN who continue or qualify","No",0.90500000000000003,"2013-14",0.90700000000000003,"2019-20","-",0.90500000000000003,0.88500000000000001,0.85299999999999898,"-","e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10003957","7a",8,{"$f":"CONCATENATE(Targets!$A653,\"-\",Targets!$B653)","v":"10003957-7a"},{"$f":"CONCATENATE(Targets!$A653,\"-\",Targets!$B653,\"-\",Targets!$C653)","v":"10003957-7a-8"},"Other statistic - Completion/Non continuation (please give details in the next column)","Increase mature full-time first degree entrants who continue or qualify","No",0.90300000000000002,"2013-14",0.90500000000000003,"2019-20","-",0.90300000000000002,0.872,0.89200000000000002,"-","e) Performance is below baseline","Student Success","Mature"]
["10003957","7a",9,{"$f":"CONCATENATE(Targets!$A654,\"-\",Targets!$B654)","v":"10003957-7a"},{"$f":"CONCATENATE(Targets!$A654,\"-\",Targets!$B654,\"-\",Targets!$C654)","v":"10003957-7a-9"},"Other statistic - Other (please give details in the next column)","UK, full-time, first degree graduates in employment and /or study (Positive outcomes)","No",0.92900000000000005,"2013-14",0.9425,"2019-20","-",0.92900000000000005,0.93400000000000005,0.95199999999999896,"-","a) Overall target met/exceeded","Progression","Multiple"]
["10003957","7a",10,{"$f":"CONCATENATE(Targets!$A655,\"-\",Targets!$B655)","v":"10003957-7a"},{"$f":"CONCATENATE(Targets!$A655,\"-\",Targets!$B655,\"-\",Targets!$C655)","v":"10003957-7a-10"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","Maintain LJMU's current strong position against sector benchmark and location adjusted benchmark","No",0.219,"2013-14",0.219,"2019-20","-",0.219,0.20799999999999999,0.219,"-","a) Overall target met/exceeded","Access","Mature"]
["10003957","7a",11,{"$f":"CONCATENATE(Targets!$A656,\"-\",Targets!$B656)","v":"10003957-7a"},{"$f":"CONCATENATE(Targets!$A656,\"-\",Targets!$B656,\"-\",Targets!$C656)","v":"10003957-7a-11"},"Other statistic - Disabled (please give details in the next column)","% of disclosures","No",9.0999999999999998E-2,"2013-14",9.2999999999999999E-2,"2019-20","-",9.0999999999999998E-2,7.3999999999999996E-2,0.1,8.2000000000000003E-2,"e) Performance is below baseline","Access","Disability"]
["10003957","7b",1,{"$f":"CONCATENATE(Targets!$A657,\"-\",Targets!$B657)","v":"10003957-7b"},{"$f":"CONCATENATE(Targets!$A657,\"-\",Targets!$B657,\"-\",Targets!$C657)","v":"10003957-7b-1"},"Other (please give details in the next column)","Students participating in the World of Work Skills Certificate","No",7000,"2013-14",8750,"2019-20","-",7000,7787,8130,8131,"b) Yearly milestone met","Progression","Multiple"]
["10003957","7b",2,{"$f":"CONCATENATE(Targets!$A658,\"-\",Targets!$B658)","v":"10003957-7b"},{"$f":"CONCATENATE(Targets!$A658,\"-\",Targets!$B658,\"-\",Targets!$C658)","v":"10003957-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Attainment and aspiration raising initiatives specifically targeted at pupils who are LAC","No","30 pupils","2013-14","60 pupils","2019-20","-","30 pupils",75,60,70,"a) Overall target met/exceeded","Access","Care leavers"]
["10003957","7b",3,{"$f":"CONCATENATE(Targets!$A659,\"-\",Targets!$B659)","v":"10003957-7b"},{"$f":"CONCATENATE(Targets!$A659,\"-\",Targets!$B659,\"-\",Targets!$C659)","v":"10003957-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Improving attainment and aspirations by supporting pupils through student and staff volunteering","No","850 pupils","2013-14","1200 pupils","2019-20","-","850 pupils",1116,1239,1162,"b) Yearly milestone met","Access","Multiple"]
["10003957","7b",4,{"$f":"CONCATENATE(Targets!$A660,\"-\",Targets!$B660)","v":"10003957-7b"},{"$f":"CONCATENATE(Targets!$A660,\"-\",Targets!$B660,\"-\",Targets!$C660)","v":"10003957-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Tailored progression curriculum to targeted individuals across years 7-13 in Liverpool City Region to raise aspirations and attainment","No","19 schools","2013-14","19 schools","2019-20","-","19 schools","19 schools","19 schools","18 schools","e) Performance is below baseline","Access","Multiple"]
["10003957","7b",5,{"$f":"CONCATENATE(Targets!$A661,\"-\",Targets!$B661)","v":"10003957-7b"},{"$f":"CONCATENATE(Targets!$A661,\"-\",Targets!$B661,\"-\",Targets!$C661)","v":"10003957-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Raise aspiration and attainment and provide IAG to secondary school pupils from under represented groups","No","200 Schools","2013-14","250 schools","2019-20","-","200 schools","250 schools","250 schools",280,"a) Overall target met/exceeded","Access","Multiple"]
["10003957","7b",6,{"$f":"CONCATENATE(Targets!$A662,\"-\",Targets!$B662)","v":"10003957-7b"},{"$f":"CONCATENATE(Targets!$A662,\"-\",Targets!$B662,\"-\",Targets!$C662)","v":"10003957-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Encouraging vocational routes into HE","No","20 colleges","2013-14","25 colleges","2019-20","-","20 colleges","25 colleges","33 colleges",36,"a) Overall target met/exceeded","Access","Multiple"]
["10007150","7a",13,{"$f":"CONCATENATE(Targets!$A663,\"-\",Targets!$B663)","v":"10007150-7a"},{"$f":"CONCATENATE(Targets!$A663,\"-\",Targets!$B663,\"-\",Targets!$C663)","v":"10007150-7a-13"},"Other statistic - Location (please give details in the next column)","Reduce the gap in achievement bewteen POLARv3 Q2 and Q5 groups","No","88% of young students living in Q2 achieved their intended award compared to 94% of Q5 students (-6% points)","Other (please give details in Description column)","Gap reduced by 2%","2019-20","NA","NA",-0.06,-0.04,-0.03,"a) Overall target met/exceeded","Student Success","Low participation neighbourhood (LPN)"]
["10007150","7a",14,{"$f":"CONCATENATE(Targets!$A664,\"-\",Targets!$B664)","v":"10007150-7a"},{"$f":"CONCATENATE(Targets!$A664,\"-\",Targets!$B664,\"-\",Targets!$C664)","v":"10007150-7a-14"},"Other statistic - Disabled (please give details in the next column)","To improve disability success rates for students with mental health conditions","No","77% of students with mental health conditions achieve intended award compared to 82% students with no disability","Other (please give details in Description column)","Implement targets","2019-20","NA","NA",-0.04,-0.06,-0.06,"a) Overall target met/exceeded","Student Success","Disability"]
["10007150","7b",1,{"$f":"CONCATENATE(Targets!$A665,\"-\",Targets!$B665)","v":"10007150-7b"},{"$f":"CONCATENATE(Targets!$A665,\"-\",Targets!$B665,\"-\",Targets!$C665)","v":"10007150-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Providing progression curriculum in Partner Schools and KMPF Schools","Yes","50 activities and curriculum offers available to 19 partner schools","2013-14","40 secondary schools to have access to 50 activities and curriculum offers","2019-20","Partner school numbers have remained constant at 15.  An additional 29 Aimhigher legacy schools were offered outreach under OFFA. 5384 participants attended 144 KMPF events.  44 events have taken place in Brompton Academy reaching 633 individuals.","Partner school numbers increased during the year from 15 to 18 schools.    28 KMPF schools were offered outreach.  9281 participants attended 225 KMPF events. 38 events took place in Brompton Academy reaching 676 individuals.","Partner school numbers increased during the year from 18 to 23.  In addition 25 KMPF schools were offered outreach bringing the total schools worked with to 48. 5585 participants attended 149 KMPF events.  51 events took place in Brompton Academy involving 1333 participants.","The number of \"original\" partner schools has reduced from 23 to 20 due to three school closures,  Overall outreach was offered to 45 schools and 10792 individual participants.","49 Schools and 9951 participants","a) Overall target met/exceeded","Access","Multiple"]
["10024962","7a",6,{"$f":"CONCATENATE(Targets!$A666,\"-\",Targets!$B666)","v":"10024962-7a"},{"$f":"CONCATENATE(Targets!$A666,\"-\",Targets!$B666,\"-\",Targets!$C666)","v":"10024962-7a-6"},"Other statistic - Completion/Non continuation (please give details in the next column)","Maintain completion levels at current rates","No",0.89,"2013-14",0.92,"2019-20",0.91,0.89,0.93,0.93,0.93,"a) Overall target met/exceeded","Student Success","Multiple"]
["10024962","7a",7,{"$f":"CONCATENATE(Targets!$A667,\"-\",Targets!$B667)","v":"10024962-7a"},{"$f":"CONCATENATE(Targets!$A667,\"-\",Targets!$B667,\"-\",Targets!$C667)","v":"10024962-7a-7"},"Other statistic - Other (please give details in the next column)","Increase progression from FE to HE","No",0.3,"2014-15",0.41,"2019-20","-",0.3,0.3,0.3,0.31,"a) Overall target met/exceeded","Access","Multiple"]
["10004048","7a",6,{"$f":"CONCATENATE(Targets!$A668,\"-\",Targets!$B668)","v":"10004048-7a"},{"$f":"CONCATENATE(Targets!$A668,\"-\",Targets!$B668,\"-\",Targets!$C668)","v":"10004048-7a-6"},"Other statistic - Other (please give details in the next column)","% BME in Primary ITT","No",0.42,"2010-11",0.35,"2019-20",0.43,0.42,0.40699999999999997,0.60799999999999998,0.58399999999999896,"a) Overall target met/exceeded","Access","Ethnicity"]
["10007164","7a",1,{"$f":"CONCATENATE(Targets!$A669,\"-\",Targets!$B669)","v":"10007164-7a"},{"$f":"CONCATENATE(Targets!$A669,\"-\",Targets!$B669,\"-\",Targets!$C669)","v":"10007164-7a-1"},"Other statistic - Location (please give details in the next column)","Increase Good Honours rate of LPN Young students","No",71.900000000000006,"2011-12",73.8,"2019-20",0.70099999999999996,0.72799999999999998,0.73199999999999898,0.75900000000000001,0.76500000000000001,"a) Overall target met/exceeded","Student Success","Low participation neighbourhood (LPN)"]
["10007164","7a",2,{"$f":"CONCATENATE(Targets!$A670,\"-\",Targets!$B670)","v":"10007164-7a"},{"$f":"CONCATENATE(Targets!$A670,\"-\",Targets!$B670,\"-\",Targets!$C670)","v":"10007164-7a-2"},"Other statistic - Location (please give details in the next column)","Increase Good graduate outcome rate (DLHE) for LPN Young students","No",67.7,"2012-13",69.8,"2019-20",0.68200000000000005,0.70599999999999896,0.78400000000000003,0.77400000000000002,"-","a) Overall target met/exceeded","Progression","Low participation neighbourhood (LPN)"]
["10007164","7a",3,{"$f":"CONCATENATE(Targets!$A671,\"-\",Targets!$B671)","v":"10007164-7a"},{"$f":"CONCATENATE(Targets!$A671,\"-\",Targets!$B671,\"-\",Targets!$C671)","v":"10007164-7a-3"},"Other statistic - Disabled (please give details in the next column)","Increase Good Honours rate of students with a disability","No",63.2,"2011-12",73.8,"2019-20",0.69599999999999995,0.73099999999999998,0.71599999999999897,0.75900000000000001,0.77900000000000003,"a) Overall target met/exceeded","Student Success","Disability"]
["10005981","7a",1,{"$f":"CONCATENATE(Targets!$A672,\"-\",Targets!$B672)","v":"10005981-7a"},{"$f":"CONCATENATE(Targets!$A672,\"-\",Targets!$B672,\"-\",Targets!$C672)","v":"10005981-7a-1"},"Other statistic - Other (please give details in the next column)","Increase percentage of eligible South Essex FE level 3 completers who progress ot Higher Education courses","No",0.16,"2011-12",0.25,"2019-20",0.23,0.18,0.16,7.0000000000000007E-2,23,"b) Yearly milestone met","Access","Multiple"]
["10005981","7a",2,{"$f":"CONCATENATE(Targets!$A673,\"-\",Targets!$B673)","v":"10005981-7a"},{"$f":"CONCATENATE(Targets!$A673,\"-\",Targets!$B673,\"-\",Targets!$C673)","v":"10005981-7a-2"},"Other statistic - Disabled (please give details in the next column)","Maintain the proportion of HE students who are disabled at 15% or greater","No",0.1,"2011-12",0.15,"2019-20",0.123,0.21,0.16900000000000001,0.18,20,"a) Overall target met/exceeded","Access","Disability"]
["10005981","7a",3,{"$f":"CONCATENATE(Targets!$A674,\"-\",Targets!$B674)","v":"10005981-7a"},{"$f":"CONCATENATE(Targets!$A674,\"-\",Targets!$B674,\"-\",Targets!$C674)","v":"10005981-7a-3"},"Other statistic - Completion/Non continuation (please give details in the next column)","Improve Higher level grades (1st or 2:1)","No",0.51,"2011-12",0.56999999999999995,"2019-20",0.52,0.56999999999999995,0.56000000000000005,0.57999999999999996,50.8,"c) Progress made – but less than anticipated","Student Success","Multiple"]
["10005981","7a",4,{"$f":"CONCATENATE(Targets!$A675,\"-\",Targets!$B675)","v":"10005981-7a"},{"$f":"CONCATENATE(Targets!$A675,\"-\",Targets!$B675,\"-\",Targets!$C675)","v":"10005981-7a-4"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Improve Year One undergraduate success rates","No",0.78,"2011-12",0.85,"2019-20",0.82,0.95,0.89,0.89,90,"a) Overall target met/exceeded","Student Success","Multiple"]
["10007155","7b",9,{"$f":"CONCATENATE(Targets!$A676,\"-\",Targets!$B676)","v":"10007155-7b"},{"$f":"CONCATENATE(Targets!$A676,\"-\",Targets!$B676,\"-\",Targets!$C676)","v":"10007155-7b-9"},"Outreach / WP activity (other - please give details in the next column)","Aspiration raising with Primary Schools: \nYear 5 talks and activity sessions in school. Year 6 visits to the University","No","32 schools","2011-12","32 schools","2019-20",32,32,32,32,32,"a) Overall target met/exceeded","Access","Multiple"]
["10004048","7a",7,{"$f":"CONCATENATE(Targets!$A677,\"-\",Targets!$B677)","v":"10004048-7a"},{"$f":"CONCATENATE(Targets!$A677,\"-\",Targets!$B677,\"-\",Targets!$C677)","v":"10004048-7a-7"},"Other statistic - Other (please give details in the next column)","% BME in Secondary ITT","No",0.28000000000000003,"2010-11",0.35,"2019-20",0.35,0.45,0.42399999999999999,0.44600000000000001,0.48299999999999899,"a) Overall target met/exceeded","Access","Ethnicity"]
["10004048","7a",8,{"$f":"CONCATENATE(Targets!$A678,\"-\",Targets!$B678)","v":"10004048-7a"},{"$f":"CONCATENATE(Targets!$A678,\"-\",Targets!$B678,\"-\",Targets!$C678)","v":"10004048-7a-8"},"Other statistic - Other (please give details in the next column)","% BME achieving grade 1 or 2 in Primary ITT","No",0.67,"2010-11",0.85,"2019-20",0.83,0.73,0.84399999999999997,0.91200000000000003,0.92679999999999896,"a) Overall target met/exceeded","Access","Ethnicity"]
["10004048","7a",9,{"$f":"CONCATENATE(Targets!$A679,\"-\",Targets!$B679)","v":"10004048-7a"},{"$f":"CONCATENATE(Targets!$A679,\"-\",Targets!$B679,\"-\",Targets!$C679)","v":"10004048-7a-9"},"HESA T2a - (Mature, full-time, first degree entrants)","% of FT first degree students.","No",0.41,"2011-12",0.5,"2019-20",0.51200000000000001,0.58599999999999997,0.59,0.61,"Not published yet","a) Overall target met/exceeded","Access","Mature"]
["10007164","7a",4,{"$f":"CONCATENATE(Targets!$A680,\"-\",Targets!$B680)","v":"10007164-7a"},{"$f":"CONCATENATE(Targets!$A680,\"-\",Targets!$B680,\"-\",Targets!$C680)","v":"10007164-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","Increase Good Honours rate of BME students","No",55.4,"2011-12",67.7,"2019-20",0.56499999999999995,0.624,0.61899999999999999,0.56499999999999895,0.60399999999999898,"b) Yearly milestone met","Student Success","Ethnicity"]
["10007164","7a",5,{"$f":"CONCATENATE(Targets!$A681,\"-\",Targets!$B681)","v":"10007164-7a"},{"$f":"CONCATENATE(Targets!$A681,\"-\",Targets!$B681,\"-\",Targets!$C681)","v":"10007164-7a-5"},"Other statistic - Ethnicity (please give details in the next column)","Increase Good Graduate Outcome rate (DLHE) for BME students","No",66.599999999999895,"2012-13",70.7,"2019-20",0.68500000000000005,0.67300000000000004,0.74099999999999999,0.76700000000000002,"-","a) Overall target met/exceeded","Progression","Ethnicity"]
["10007164","7a",6,{"$f":"CONCATENATE(Targets!$A682,\"-\",Targets!$B682)","v":"10007164-7a"},{"$f":"CONCATENATE(Targets!$A682,\"-\",Targets!$B682,\"-\",Targets!$C682)","v":"10007164-7a-6"},"Other statistic - Ethnicity (please give details in the next column)","Non-continuation of BME students.","No",9.6999999999999904,"2011-12",5,"2019-20",9.0999999999999998E-2,0.105,7.0999999999999994E-2,8.2000000000000003E-2,"-","b) Yearly milestone met","Student Success","Ethnicity"]
["10007164","7a",7,{"$f":"CONCATENATE(Targets!$A683,\"-\",Targets!$B683)","v":"10007164-7a"},{"$f":"CONCATENATE(Targets!$A683,\"-\",Targets!$B683,\"-\",Targets!$C683)","v":"10007164-7a-7"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Increase enrolment of LPN Young students","No",12.1,"2011-12",18.600000000000001,"2019-20",0.14000000000000001,0.14399999999999999,0.13300000000000001,0.14599999999999899,"-","c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10007164","7a",8,{"$f":"CONCATENATE(Targets!$A684,\"-\",Targets!$B684)","v":"10007164-7a"},{"$f":"CONCATENATE(Targets!$A684,\"-\",Targets!$B684,\"-\",Targets!$C684)","v":"10007164-7a-8"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","Increase enrolment of Mature students","No",24,"2011-12",26.2,"2019-20",0.26800000000000002,0.25600000000000001,0.26800000000000002,0.27400000000000002,"-","a) Overall target met/exceeded","Access","Mature"]
["10004351","7a",1,{"$f":"CONCATENATE(Targets!$A685,\"-\",Targets!$B685)","v":"10004351-7a"},{"$f":"CONCATENATE(Targets!$A685,\"-\",Targets!$B685,\"-\",Targets!$C685)","v":"10004351-7a-1"},"Other statistic - Ethnicity (please give details in the next column)","Maintain proportion of UK BA and PGCE students  (new entrants) from black and ethnic minorities above 20%","No",0.28000000000000003,"2014-15",0.2,"2019-20",0.40899999999999997,0.36599999999999999,0.51,0.51,0.5,"b) Yearly milestone met","Access","Ethnicity"]
["10004351","7a",2,{"$f":"CONCATENATE(Targets!$A686,\"-\",Targets!$B686)","v":"10004351-7a"},{"$f":"CONCATENATE(Targets!$A686,\"-\",Targets!$B686,\"-\",Targets!$C686)","v":"10004351-7a-2"},"Other statistic - Gender (please give details in the next column)","Increase proportion of male UK BA Primary students  (new entrants) from 7% to 15% ijn 5 years","No",7.0000000000000007E-2,"2014-15",0.15,"2019-20",0.18099999999999999,0.10199999999999999,0.13300000000000001,0.12,0.09,"c) Progress made – but less than anticipated","Access","Gender"]
["10004351","7a",3,{"$f":"CONCATENATE(Targets!$A687,\"-\",Targets!$B687)","v":"10004351-7a"},{"$f":"CONCATENATE(Targets!$A687,\"-\",Targets!$B687,\"-\",Targets!$C687)","v":"10004351-7a-3"},"Other statistic - Other (please give details in the next column)","Increase proportion of  UK BA Primary students  (new entrants) coming from non-standard antry routes, including Access routes, from 15% to 20% ijn 5 years","No",0.15,"2010/11",0.2,"2019-20",0.36,0.45,0.26600000000000001,0.27,0.12,"e) Performance is below baseline","Access","Other"]
["10004351","7a",4,{"$f":"CONCATENATE(Targets!$A688,\"-\",Targets!$B688)","v":"10004351-7a"},{"$f":"CONCATENATE(Targets!$A688,\"-\",Targets!$B688,\"-\",Targets!$C688)","v":"10004351-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","Maintain achievement of good honours (1st & 2:1) amongst UK FT UG students from an ethnic minority","No",0.53500000000000003,"2011-12",0.57999999999999996,"2019-20",0.54900000000000004,0.60799999999999998,0.60799999999999998,0.6,0.65,"b) Yearly milestone met","Student Success","Ethnicity"]
["10004351","7a",5,{"$f":"CONCATENATE(Targets!$A689,\"-\",Targets!$B689)","v":"10004351-7a"},{"$f":"CONCATENATE(Targets!$A689,\"-\",Targets!$B689,\"-\",Targets!$C689)","v":"10004351-7a-5"},"Other statistic - Low-income backgrounds (please give details in the next column)","Maintain achievement of good honours (1st & 2:1) amongst UK FT UG students from low income households","No",0.56000000000000005,"2011-12",0.66,"2019-20",0.66,69.099999999999895,0.73399999999999999,0.67,0.72,"b) Yearly milestone met","Student Success","Low income household"]
["10004351","7a",6,{"$f":"CONCATENATE(Targets!$A690,\"-\",Targets!$B690)","v":"10004351-7a"},{"$f":"CONCATENATE(Targets!$A690,\"-\",Targets!$B690,\"-\",Targets!$C690)","v":"10004351-7a-6"},"HESA T1a - State School (Young, full-time, first degree entrants)","Maintain participation of UK young first-time first degree students from state school or colleges above the HESA benchmark, currently 96.3%","No",0.98899999999999999,"2013-14",0.98899999999999999,"2019-20",0.98599999999999999,0.98899999999999999,0.98,0.98299999999999998,0.98299999999999899,"b) Yearly milestone met","Access","State school"]
["10004351","7a",7,{"$f":"CONCATENATE(Targets!$A691,\"-\",Targets!$B691)","v":"10004351-7a"},{"$f":"CONCATENATE(Targets!$A691,\"-\",Targets!$B691,\"-\",Targets!$C691)","v":"10004351-7a-7"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Improve participation of UK young first-time first degree students from state school or colleges (as adjusted by POLAR3) at current levels","No",6.3E-2,"2013-14",7.6999999999999999E-2,"2019-20",7.2999999999999995E-2,8.5000000000000006E-2,6.5000000000000002E-2,5.1999999999999998E-2,5.2999999999999901E-2,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10004351","7a",8,{"$f":"CONCATENATE(Targets!$A692,\"-\",Targets!$B692)","v":"10004351-7a"},{"$f":"CONCATENATE(Targets!$A692,\"-\",Targets!$B692,\"-\",Targets!$C692)","v":"10004351-7a-8"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","Improve participation of UK first degree students in receipt of disabled Students Allowance to 6% over 5 years","No",5.5E-2,"2013-14",8.2000000000000003E-2,"2019-20",5.5E-2,5.5E-2,5.5E-2,4.3999999999999997E-2,4.4999999999999901E-2,"e) Performance is below baseline","Access","Disability"]
["10004351","7a",9,{"$f":"CONCATENATE(Targets!$A693,\"-\",Targets!$B693)","v":"10004351-7a"},{"$f":"CONCATENATE(Targets!$A693,\"-\",Targets!$B693,\"-\",Targets!$C693)","v":"10004351-7a-9"},"Other statistic - Ethnicity (please give details in the next column)","Maintain proportion of UK first degree students new entrants from ethnic minorities","No",0.59099999999999997,"2013-14",0.62,"2019-20",0.56999999999999995,0.55400000000000005,0.59699999999999998,0.65,0.71,"b) Yearly milestone met","Access","Ethnicity"]
["10004351","7a",10,{"$f":"CONCATENATE(Targets!$A694,\"-\",Targets!$B694)","v":"10004351-7a"},{"$f":"CONCATENATE(Targets!$A694,\"-\",Targets!$B694,\"-\",Targets!$C694)","v":"10004351-7a-10"},"Other statistic - Low-income backgrounds (please give details in the next column)","Maintain proportion of UK TF UG students from low income households","No",0.374,"2012/13",0.4,"2019-20",0.5,0.55000000000000004,0.56299999999999994,0.73,0.74,"b) Yearly milestone met","Access","Socio-economic"]
["10004351","7a",11,{"$f":"CONCATENATE(Targets!$A695,\"-\",Targets!$B695)","v":"10004351-7a"},{"$f":"CONCATENATE(Targets!$A695,\"-\",Targets!$B695,\"-\",Targets!$C695)","v":"10004351-7a-11"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Improve non-continuation following year of entry of UK FT young first degree students","No",0.10199999999999999,"2012/13",0.08,"2019-20",9.9000000000000005E-2,0.10199999999999999,0.123,0.112,"Awaiting HESA publication","e) Performance is below baseline","Student Success","Other"]
["10004351","7a",12,{"$f":"CONCATENATE(Targets!$A696,\"-\",Targets!$B696)","v":"10004351-7a"},{"$f":"CONCATENATE(Targets!$A696,\"-\",Targets!$B696,\"-\",Targets!$C696)","v":"10004351-7a-12"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","Improve non-continuation following year of entry of UK FT mature first degree students","No",0.17599999999999999,"2012/13",0.11,"2019-20",0.154,0.17599999999999999,0.17799999999999999,0.16800000000000001,"Awaiting HESA publication","c) Progress made – but less than anticipated","Student Success","Mature"]
["10004351","7a",13,{"$f":"CONCATENATE(Targets!$A697,\"-\",Targets!$B697)","v":"10004351-7a"},{"$f":"CONCATENATE(Targets!$A697,\"-\",Targets!$B697,\"-\",Targets!$C697)","v":"10004351-7a-13"},"HESA T3b - No longer in HE after 1 year & other neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Improve non-continuation following year of entry of UK FT young first degree students from low participation neighbourhoods","No",0.105,"2012-13",0.08,"2019-20",0.11700000000000001,0.10100000000000001,0.13200000000000001,0.1,"Awaiting HESA publication","c) Progress made – but less than anticipated","Student Success","Multiple"]
["10004351","7a",14,{"$f":"CONCATENATE(Targets!$A698,\"-\",Targets!$B698)","v":"10004351-7a"},{"$f":"CONCATENATE(Targets!$A698,\"-\",Targets!$B698,\"-\",Targets!$C698)","v":"10004351-7a-14"},"Other statistic - Disabled (please give details in the next column)","Maintain achievement of good honours (1st & 2:1) amongst UK FT UG students with a disability","No",0.56699999999999995,"2014-15",0.59,"2019-20",0.63200000000000001,0.64500000000000002,0.65800000000000003,0.69,0.64,"b) Yearly milestone met","Student Success","Disability"]
["10004351","7b",1,{"$f":"CONCATENATE(Targets!$A699,\"-\",Targets!$B699)","v":"10004351-7b"},{"$f":"CONCATENATE(Targets!$A699,\"-\",Targets!$B699,\"-\",Targets!$C699)","v":"10004351-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Numbers of attendees at taster events, workshops, IAG sessions and HE fairs from target groups Years 11/12","No",3500,"2010/11",5700,"2019-20",3800,"4000 With a large emphasis on subject specific events and workshops",4500,5500,5550,"b) Yearly milestone met","Access","State school"]
["10004351","7b",2,{"$f":"CONCATENATE(Targets!$A700,\"-\",Targets!$B700)","v":"10004351-7b"},{"$f":"CONCATENATE(Targets!$A700,\"-\",Targets!$B700,\"-\",Targets!$C700)","v":"10004351-7b-2"},"Management targets","Propensity to attend HE  feedback within targetted groups","No",0.8,"2013-14",0.9,"2019-20","n/a",0.8,0.83,0.84,0.85,"b) Yearly milestone met","Access","Multiple"]
["10004351","7b",3,{"$f":"CONCATENATE(Targets!$A701,\"-\",Targets!$B701)","v":"10004351-7b"},{"$f":"CONCATENATE(Targets!$A701,\"-\",Targets!$B701,\"-\",Targets!$C701)","v":"10004351-7b-3"},"Operational targets","Participation in HE by targeted schools","Yes","na","2012/13","n/a","n/a","+2% on actual enrolments YonY","Schools targeted within our Outreach Scheme showed a mean 5% increase in enrolments to Middlesex University.","Schools targeted within our Outreach Scheme showed a mean 7% increase in enrolments to Middlesex University","Schools targeted within our Outreach Scheme showed a mean 11% increase in enrolments to Middlesex University.Data by HEAT will allow us to report more accurately for HE overall in future.","We are now able to report on overall HE participation for targeted schools and this will be included in our new targets","f) Target discontinued","Access","State school"]
["10004351","7b",4,{"$f":"CONCATENATE(Targets!$A702,\"-\",Targets!$B702)","v":"10004351-7b"},{"$f":"CONCATENATE(Targets!$A702,\"-\",Targets!$B702,\"-\",Targets!$C702)","v":"10004351-7b-4"},"Management targets","Awareness & understanding of financial support available to disadvantaged students","No",0.58499999999999996,"2012/13",0.73,"2019-20",0.58499999999999996,0.58499999999999996,0.6,0.65,0.67,"b) Yearly milestone met","Student Success","Multiple"]
["10004351","7b",5,{"$f":"CONCATENATE(Targets!$A703,\"-\",Targets!$B703)","v":"10004351-7b"},{"$f":"CONCATENATE(Targets!$A703,\"-\",Targets!$B703,\"-\",Targets!$C703)","v":"10004351-7b-5"},"Outreach / WP activity (summer schools)","Number of participants from target groups in summer projects","No",400,"2010/11",550,"2019-20",500,550,550,550,600,"a) Overall target met/exceeded","Access","Multiple"]
["10004351","7b",6,{"$f":"CONCATENATE(Targets!$A704,\"-\",Targets!$B704)","v":"10004351-7b"},{"$f":"CONCATENATE(Targets!$A704,\"-\",Targets!$B704,\"-\",Targets!$C704)","v":"10004351-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Number of schools/colleges agreeing to formal strategic partnership to support access to HE","No","n/a","2012/13",30,"2019-20","Borough wide agreements in progress.","Good progress with new partnerships and agreements being formed",12,"25 supported by our involvement in Young Careers programme",26,"b) Yearly milestone met","Access","Multiple"]
["10003678","7a",3,{"$f":"CONCATENATE(Targets!$A705,\"-\",Targets!$B705)","v":"10003678-7a"},{"$f":"CONCATENATE(Targets!$A705,\"-\",Targets!$B705,\"-\",Targets!$C705)","v":"10003678-7a-3"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Increase the first year continuation rate of BME students","No",0.82799999999999996,"2012-13",0.85,"2019-20",0.86899999999999999,0.82799999999999996,0.85299999999999998,0.84199999999999897,"-","c) Progress made – but less than anticipated","Student Success","Ethnicity"]
["10003678","7a",4,{"$f":"CONCATENATE(Targets!$A706,\"-\",Targets!$B706)","v":"10003678-7a"},{"$f":"CONCATENATE(Targets!$A706,\"-\",Targets!$B706,\"-\",Targets!$C706)","v":"10003678-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","Increase the value added score of students from BME backgrounds","No",0.78,"2012-13",1,"2019-20",0.78,0.87,0.91,0.94,"-","b) Yearly milestone met","Student Success","Ethnicity"]
["10003678","7a",5,{"$f":"CONCATENATE(Targets!$A707,\"-\",Targets!$B707)","v":"10003678-7a"},{"$f":"CONCATENATE(Targets!$A707,\"-\",Targets!$B707,\"-\",Targets!$C707)","v":"10003678-7a-5"},"Other statistic - Ethnicity (please give details in the next column)","Increase the proportion of students from BME groups obtaining graduate employment or in further study within six months of graduation","No",0.85699999999999998,"2012-13",0.9,"2019-20",0.85699999999999998,0.878,0.91900000000000004,0.93200000000000005,"-","a) Overall target met/exceeded","Progression","Ethnicity"]
["10003678","7a",6,{"$f":"CONCATENATE(Targets!$A708,\"-\",Targets!$B708)","v":"10003678-7a"},{"$f":"CONCATENATE(Targets!$A708,\"-\",Targets!$B708,\"-\",Targets!$C708)","v":"10003678-7a-6"},"Other statistic - Care-leavers (please give details in the next column)","Increase the first year continuation rate of care leaver students","No",0.78900000000000003,"2013/14",0.9,"2019-20","-",0.78900000000000003,0.88600000000000001,0.89800000000000002,"-","b) Yearly milestone met","Student Success","Care leavers"]
["10003678","7a",7,{"$f":"CONCATENATE(Targets!$A709,\"-\",Targets!$B709)","v":"10003678-7a"},{"$f":"CONCATENATE(Targets!$A709,\"-\",Targets!$B709,\"-\",Targets!$C709)","v":"10003678-7a-7"},"Other statistic - Disabled (please give details in the next column)","Increase the proportion of DSA recipients/disabled students enrolled at the University","No",5.1999999999999998E-2,"2013-14",0.06,"2019-20",5.1999999999999998E-2,5.8000000000000003E-2,6.8000000000000005E-2,7.1999999999999995E-2,"-","a) Overall target met/exceeded","Access","Disability"]
["10003678","7a",8,{"$f":"CONCATENATE(Targets!$A710,\"-\",Targets!$B710)","v":"10003678-7a"},{"$f":"CONCATENATE(Targets!$A710,\"-\",Targets!$B710,\"-\",Targets!$C710)","v":"10003678-7a-8"},"Other statistic - Disabled (please give details in the next column)","Increase the proportion of DSA recipients/disabled students obtaining graduate employment or in further study within six months of graduation","No",0.88700000000000001,"2012-13",0.9,"2019-20",0.89300000000000002,0.88700000000000001,0.95299999999999996,0.95399999999999896,"-","a) Overall target met/exceeded","Progression","Disability"]
["10003678","7b",1,{"$f":"CONCATENATE(Targets!$A711,\"-\",Targets!$B711)","v":"10003678-7b"},{"$f":"CONCATENATE(Targets!$A711,\"-\",Targets!$B711,\"-\",Targets!$C711)","v":"10003678-7b-1"},"Outreach / WP activity (summer schools)","Support the preparation and transition of students from under-represented groups through the delivery of at least 3 summer schools each year","No",363,"2012-13",600,"2019-20",363,313,410,326,422,"c) Progress made – but less than anticipated","Access and Student Success","Multiple"]
["10003678","7b",2,{"$f":"CONCATENATE(Targets!$A712,\"-\",Targets!$B712)","v":"10003678-7b"},{"$f":"CONCATENATE(Targets!$A712,\"-\",Targets!$B712,\"-\",Targets!$C712)","v":"10003678-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Increase the number of year 12/13 and FE pupils involved in sustained interventions through the Fast Track programme to increase progression to HE and improve preparation for UG study","No",36,"2013-14",250,"2019-20","-",36,113,148,225,"b) Yearly milestone met","Access","Multiple"]
["10003678","7b",3,{"$f":"CONCATENATE(Targets!$A713,\"-\",Targets!$B713)","v":"10003678-7b"},{"$f":"CONCATENATE(Targets!$A713,\"-\",Targets!$B713,\"-\",Targets!$C713)","v":"10003678-7b-3"},"Outreach / WP activity (collaborative - please give details in the next column)","Maintain engagement with Looked After Children through activities delivered in collaboration with Local Authorities and other HEIs","Yes",133,"2013-14",140,"2019-20",104,133,141,167,132,"c) Progress made – but less than anticipated","Access","Care leavers"]
["10003678","7b",4,{"$f":"CONCATENATE(Targets!$A714,\"-\",Targets!$B714)","v":"10003678-7b"},{"$f":"CONCATENATE(Targets!$A714,\"-\",Targets!$B714,\"-\",Targets!$C714)","v":"10003678-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Increase the delivery of outreach activities designed to encourage female participation in STEM subjects","No",157,"2014-15",250,"2019-20","-","-",157,267,1154,"a) Overall target met/exceeded","Access","Gender"]
["10007843","7a",9,{"$f":"CONCATENATE(Targets!$A715,\"-\",Targets!$B715)","v":"10007843-7a"},{"$f":"CONCATENATE(Targets!$A715,\"-\",Targets!$B715,\"-\",Targets!$C715)","v":"10007843-7a-9"},"Other statistic - Ethnicity (please give details in the next column)","Ther percentage of BME students recruited to our Secondary PGCE course","No",23,"2013-14",27.5,"2019-20",17,23,26.4,16.7,24.6,"e) Performance is below baseline","Access","Ethnicity"]
["10007166","7a",1,{"$f":"CONCATENATE(Targets!$A716,\"-\",Targets!$B716)","v":"10007166-7a"},{"$f":"CONCATENATE(Targets!$A716,\"-\",Targets!$B716,\"-\",Targets!$C716)","v":"10007166-7a-1"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Better than benchmark","No",12,"Other (please give details in Description column)",10,"2019-20",9.1,10.3,13.6,12.8,"-","e) Performance is below baseline","Student Success","Multiple"]
["10007166","7a",2,{"$f":"CONCATENATE(Targets!$A717,\"-\",Targets!$B717)","v":"10007166-7a"},{"$f":"CONCATENATE(Targets!$A717,\"-\",Targets!$B717,\"-\",Targets!$C717)","v":"10007166-7a-2"},"HESA T3b - No longer in HE after 1 year & other neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Better than benchmark","No",11.8,"Other (please give details in Description column)",10.5,"2019-20",10,7.7,12.3,14.6,"-","e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10007166","7a",3,{"$f":"CONCATENATE(Targets!$A718,\"-\",Targets!$B718)","v":"10007166-7a"},{"$f":"CONCATENATE(Targets!$A718,\"-\",Targets!$B718,\"-\",Targets!$C718)","v":"10007166-7a-3"},"HESA T5 - Projected degree (full-time, first degree entrants)","Improve % predicted to complete 1st degree to benchmark","No",71.599999999999895,"Other (please give details in Description column)",73.5,"2019-20",74.8,74.3,68.5,69,"-","b) Yearly milestone met","Student Success","Multiple"]
["10007166","7a",4,{"$f":"CONCATENATE(Targets!$A719,\"-\",Targets!$B719)","v":"10007166-7a"},{"$f":"CONCATENATE(Targets!$A719,\"-\",Targets!$B719,\"-\",Targets!$C719)","v":"10007166-7a-4"},"HESA T2b - Low participation neighbourhoods (POLAR3) (All, part-time, entrants)","Increase the number of part-time undergraduate entrants to 1830","No",1665,"2013-14",1830,"2019-20",1680,1665,1780,1595,"-","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007166","7a",5,{"$f":"CONCATENATE(Targets!$A720,\"-\",Targets!$B720)","v":"10007166-7a"},{"$f":"CONCATENATE(Targets!$A720,\"-\",Targets!$B720,\"-\",Targets!$C720)","v":"10007166-7a-5"},"Other statistic - Other (please give details in the next column)","Increase % of first degree 1st and 2:1s to UK average","No",49.3,"Other (please give details in Description column)",58,"2019-20",49.6,58.6,61.3,61.5,64,"a) Overall target met/exceeded","Student Success","Multiple"]
["10007166","7a",6,{"$f":"CONCATENATE(Targets!$A721,\"-\",Targets!$B721)","v":"10007166-7a"},{"$f":"CONCATENATE(Targets!$A721,\"-\",Targets!$B721,\"-\",Targets!$C721)","v":"10007166-7a-6"},"Other statistic - Other (please give details in the next column)","Maintain DLHE employed or further study above benchmark and improve to UK average","No",87.8,"Other (please give details in Description column)",91,"2019-20",92.2,94.2,96.1,96.3,"-","a) Overall target met/exceeded","Progression","Multiple"]
["10007166","7a",7,{"$f":"CONCATENATE(Targets!$A722,\"-\",Targets!$B722)","v":"10007166-7a"},{"$f":"CONCATENATE(Targets!$A722,\"-\",Targets!$B722,\"-\",Targets!$C722)","v":"10007166-7a-7"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","Reach then exceed benchmark for % of 'all students'  in receipt of DSA","No",0.04,"Other (please give details in Description column)",7.0000000000000007E-2,"2019-20",5.3,6.4,7.3,7.5,"-","a) Overall target met/exceeded","Access","Disability"]
["10007166","7a",8,{"$f":"CONCATENATE(Targets!$A723,\"-\",Targets!$B723)","v":"10007166-7a"},{"$f":"CONCATENATE(Targets!$A723,\"-\",Targets!$B723,\"-\",Targets!$C723)","v":"10007166-7a-8"},"Other statistic - Ethnicity (please give details in the next column)","Increase the % of BME graduates achieving 1st or 2:1s","No",0.37,"Other (please give details in Description column)",0.52,"2019-20",37.299999999999898,50.3,50,50.3,56.5,"a) Overall target met/exceeded","Student Success","Ethnicity"]
["10007166","7a",9,{"$f":"CONCATENATE(Targets!$A724,\"-\",Targets!$B724)","v":"10007166-7a"},{"$f":"CONCATENATE(Targets!$A724,\"-\",Targets!$B724,\"-\",Targets!$C724)","v":"10007166-7a-9"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","Maintain above benchmark","No",98.9,"Other (please give details in Description column)",98,"2019-20",98.6,98.8,98.7,98.7,"-","a) Overall target met/exceeded","Access","State school"]
["10007166","7a",10,{"$f":"CONCATENATE(Targets!$A725,\"-\",Targets!$B725)","v":"10007166-7a"},{"$f":"CONCATENATE(Targets!$A725,\"-\",Targets!$B725,\"-\",Targets!$C725)","v":"10007166-7a-10"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Maintain above benchmark","No",23.1,"Other (please give details in Description column)",23,"2019-20",19.2,20.6,19.899999999999899,19.8,"-","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007166","7a",11,{"$f":"CONCATENATE(Targets!$A726,\"-\",Targets!$B726)","v":"10007166-7a"},{"$f":"CONCATENATE(Targets!$A726,\"-\",Targets!$B726,\"-\",Targets!$C726)","v":"10007166-7a-11"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Better than benchmark","No",10.1,"Other (please give details in Description column)",8,"2019-20",8.3000000000000007,8.3000000000000007,10.6,12,"-","e) Performance is below baseline","Student Success","Multiple"]
["10007166","7a",12,{"$f":"CONCATENATE(Targets!$A727,\"-\",Targets!$B727)","v":"10007166-7a"},{"$f":"CONCATENATE(Targets!$A727,\"-\",Targets!$B727,\"-\",Targets!$C727)","v":"10007166-7a-12"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","Better than benchmark","No",15.5,"Other (please give details in Description column)",13,"2019-20",10.8,14.5,18.399999999999899,14,"-","b) Yearly milestone met","Student Success","Mature"]
["10007843","7a",10,{"$f":"CONCATENATE(Targets!$A728,\"-\",Targets!$B728)","v":"10007843-7a"},{"$f":"CONCATENATE(Targets!$A728,\"-\",Targets!$B728,\"-\",Targets!$C728)","v":"10007843-7a-10"},"Other statistic - Gender (please give details in the next column)","The percentage of male students recruited to our undergraduate ITT Primary Teaching programme.","No",8.3000000000000007,"2013-14",16,"2019-20",12,8.3000000000000007,14.6,10.7,14.1,"c) Progress made – but less than anticipated","Access","Gender"]
["10003674","7a",6,{"$f":"CONCATENATE(Targets!$A729,\"-\",Targets!$B729)","v":"10003674-7a"},{"$f":"CONCATENATE(Targets!$A729,\"-\",Targets!$B729,\"-\",Targets!$C729)","v":"10003674-7a-6"},"Other statistic - Other (please give details in the next column)","5.    Increase the number of Level 3 students from the College progressing to study HE [at any institution] by 3%(non compound%).","No","657 students progessing from KC to HE (n total)","2012-13 (Sept 2013 HE intake)",0.04,"2019-20","na","657 students","660 students","755 (+15%) students progressed to an UG Course via UCAS 2015/16","822 students progressed to an UG course via UCAS 2016/17","a) Overall target met/exceeded","Access","State school"]
["10003674","7a",7,{"$f":"CONCATENATE(Targets!$A730,\"-\",Targets!$B730)","v":"10003674-7a"},{"$f":"CONCATENATE(Targets!$A730,\"-\",Targets!$B730,\"-\",Targets!$C730)","v":"10003674-7a-7"},"Other statistic - Other (please give details in the next column)","6.   An uplift of 5 percentage points in both of the satisfaction levels reported in the College’s student survey of its HE provision about advice and guidance pre- entry to the course, and information, guidance and support about post-graduation including career and employment opportunities.","No","78 % strongly agreed/agreed that they were satisfied with pre course advice & 73% with post course advice","2103-14","+1 percentge point  (88% pre course,83% post)","2019-20","na","78% strongly agree re pre course advice/73% with post course advice","87% % 85% on similar student satisfaction questions about course advice","85% & 85% on similar student satisfaction questions about course advice","86%&84% on simialr student satisfcation questions about course advice ","c) Progress made – but less than anticipated","Access, Student Success and Progression","Socio-economic"]
["10007842","7b",4,{"$f":"CONCATENATE(Targets!$A731,\"-\",Targets!$B731)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A731,\"-\",Targets!$B731,\"-\",Targets!$C731)","v":"10007842-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Student mentoring scheme. Access: Year 9","No","140 participants","2013-14","200 participants","2019-20","-",140,136,173,75,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10005523","7b",5,{"$f":"CONCATENATE(Targets!$A732,\"-\",Targets!$B732)","v":"10005523-7b"},{"$f":"CONCATENATE(Targets!$A732,\"-\",Targets!$B732,\"-\",Targets!$C732)","v":"10005523-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","% of young people participating in taster days/workshops and other outreach activities who say they plan to go to university/drama school","No",0.8,"2013-14",0.85,"2019-20","-","-","-","See supplementary information","See supplementary information","c) Progress made – but less than anticipated","Access","Multiple"]
["10005523","7b",6,{"$f":"CONCATENATE(Targets!$A733,\"-\",Targets!$B733)","v":"10005523-7b"},{"$f":"CONCATENATE(Targets!$A733,\"-\",Targets!$B733,\"-\",Targets!$C733)","v":"10005523-7b-6"},"Contextual data","Number of participants in Progression Agreement outreach activities","No",0,"2013-14",900,"2019-20","-","-","-",120,336,"c) Progress made – but less than anticipated","Access","Multiple"]
["10004048","7a",12,{"$f":"CONCATENATE(Targets!$A734,\"-\",Targets!$B734)","v":"10004048-7a"},{"$f":"CONCATENATE(Targets!$A734,\"-\",Targets!$B734,\"-\",Targets!$C734)","v":"10004048-7a-12"},"Other statistic - Progression to employment or further study (please give details in the next column)","Employed/Further Study Positive Outcome (from The Times / Sunday Times Good Uni Guide)","No",0.45600000000000002,"2011-12",0.50600000000000001,"2019-20",0.46100000000000002,0.47699999999999998,0.59199999999999997,0.65100000000000002,"Not yet known (DLHE 16-17 is ongoing)","a) Overall target met/exceeded","Student Success and Progression","Multiple"]
["10004048","7a",13,{"$f":"CONCATENATE(Targets!$A735,\"-\",Targets!$B735)","v":"10004048-7a"},{"$f":"CONCATENATE(Targets!$A735,\"-\",Targets!$B735,\"-\",Targets!$C735)","v":"10004048-7a-13"},"Other statistic - Completion/Non continuation (please give details in the next column)","Progression years 1 to 2 (Autumn, FT, UG students)","No",0.77,"2013-14",0.82,"2019-20",0.73099999999999998,0.71499999999999997,0.755,0.78200000000000003,0.75,"e) Performance is below baseline","Student Success","Multiple"]
["10007843","7b",3,{"$f":"CONCATENATE(Targets!$A736,\"-\",Targets!$B736)","v":"10007843-7b"},{"$f":"CONCATENATE(Targets!$A736,\"-\",Targets!$B736,\"-\",Targets!$C736)","v":"10007843-7b-3"},"Outreach / WP activity (other - please give details in the next column)","The percentage of students involved in the outreach work initiated","No",10,"2014-15",50,"2019-20","n/a","n/a",10,44,52,"a) Overall target met/exceeded","Other","Socio-economic"]
["10007156","7a",5,{"$f":"CONCATENATE(Targets!$A737,\"-\",Targets!$B737)","v":"10007156-7a"},{"$f":"CONCATENATE(Targets!$A737,\"-\",Targets!$B737,\"-\",Targets!$C737)","v":"10007156-7a-5"},"HESA T7 - Students in receipt of DSA (part-time, all undergraduate entrants)","The percentage of all part time undergraduates in receipt of Disabled Students' Allowance (HESA T7)","No",5.0999999999999899,"2014-15",3,"2016-17",5.7,5.0999999999999899,5.0999999999999899,3.8,3.7,"a) Overall target met/exceeded","Access and Student Success","Disability"]
["10007156","7a",6,{"$f":"CONCATENATE(Targets!$A738,\"-\",Targets!$B738)","v":"10007156-7a"},{"$f":"CONCATENATE(Targets!$A738,\"-\",Targets!$B738,\"-\",Targets!$C738)","v":"10007156-7a-6"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","The percentage of young full time undergraduate entrants who attended a school or college in the state sector","No",98,"2014-15",96,"2016-17",97.6,98.5,98,98.1,98.5,"e) Performance is below baseline","Access","State school"]
["10007768","7a",4,{"$f":"CONCATENATE(Targets!$A739,\"-\",Targets!$B739)","v":"10007768-7a"},{"$f":"CONCATENATE(Targets!$A739,\"-\",Targets!$B739,\"-\",Targets!$C739)","v":"10007768-7a-4"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Percentage of young degree entrants from low participation neighbourhoods (POLAR 3) who are in graduate level employment or futher study within six months of graduating","No",0.78,"2014-15",0.82,"2019-20",0.76,0.75,0.78,0.86,0.82,"a) Overall target met/exceeded","Progression","Low participation neighbourhoods (LPN)"]
["10007768","7b",1,{"$f":"CONCATENATE(Targets!$A740,\"-\",Targets!$B740)","v":"10007768-7b"},{"$f":"CONCATENATE(Targets!$A740,\"-\",Targets!$B740,\"-\",Targets!$C740)","v":"10007768-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Number of outreach schools worked with - off campus including presentations, workshops and IAG events","No",40,"2011-12",100,"2019-20",69,132,159,251,524,"a) Overall target met/exceeded","Access","State school"]
["10007768","7b",2,{"$f":"CONCATENATE(Targets!$A741,\"-\",Targets!$B741)","v":"10007768-7b"},{"$f":"CONCATENATE(Targets!$A741,\"-\",Targets!$B741,\"-\",Targets!$C741)","v":"10007768-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Programme of campus day visits, master classes and workshops","No",960,"2011-12",1800,"2019-20",1712,2266,4635,3478,3525,"a) Overall target met/exceeded","Access","Socio-economic"]
["10007768","7b",3,{"$f":"CONCATENATE(Targets!$A742,\"-\",Targets!$B742)","v":"10007768-7b"},{"$f":"CONCATENATE(Targets!$A742,\"-\",Targets!$B742,\"-\",Targets!$C742)","v":"10007768-7b-3"},"Outreach / WP activity (summer schools)","Residential and day Summer Schools for WP students in years 11 - 13, providing academic tasters and higher education and key skills workshops","No",455,"2011-12",600,"2019-20",647,439,530,491,358,"e) Performance is below baseline","Access","Socio-economic"]
["10007768","7b",4,{"$f":"CONCATENATE(Targets!$A743,\"-\",Targets!$B743)","v":"10007768-7b"},{"$f":"CONCATENATE(Targets!$A743,\"-\",Targets!$B743,\"-\",Targets!$C743)","v":"10007768-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Peer mentoring programmes for year 8 and year 12 students from a WP background.","No",280,"2011-12",500,"2019-20",214,262,440,441,300,"c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10007768","7b",5,{"$f":"CONCATENATE(Targets!$A744,\"-\",Targets!$B744)","v":"10007768-7b"},{"$f":"CONCATENATE(Targets!$A744,\"-\",Targets!$B744,\"-\",Targets!$C744)","v":"10007768-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Formal partnerships with external partners and associated colleges to provide a range of activities, master classes, workshops, residentials and mentoring opportunities to students from a WP background","Yes",0,"2011-12",800,"2019-20","-","-","-",370,375,"c) Progress made – but less than anticipated","Access","Low income household"]
["10007768","7b",6,{"$f":"CONCATENATE(Targets!$A745,\"-\",Targets!$B745)","v":"10007768-7b"},{"$f":"CONCATENATE(Targets!$A745,\"-\",Targets!$B745,\"-\",Targets!$C745)","v":"10007768-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Formal partnerships with low HE participationg feeder institutions","No",15,"2011-12",15,"2019-20","n/a","n/a","n/a","n/a","n/a","f) Target discontinued","Access","Multiple"]
["10005790","7b",7,{"$f":"CONCATENATE(Targets!$A746,\"-\",Targets!$B746)","v":"10005790-7b"},{"$f":"CONCATENATE(Targets!$A746,\"-\",Targets!$B746,\"-\",Targets!$C746)","v":"10005790-7b-7"},"Outreach / WP activity (collaborative - please give details in the next column)","Develop a new HEPP project to test the effectiveness of longitudinal engagement with a limited number of schools.","Yes","Pilot a new project with intensive engagement of 50 targetd WP learners from Y10, including a summer school.","2013-14","Consider recruitment of further cohort, depending on the outcomes of evaluation and future funding","2019-20","N/A","Activity with a toal of 50 Y10 students in 5 schools in low-participation neghbourhoods started, including external events, in-school visits and careers interviews.","Heads Up' scheme completed July 2015 and was fully evaluated.","Former 'Heads Up' participants were tracked into post-16 institutions and their career / progression aspirations captured. Final interviews indicated participation in Y12 outreach activity with local universities within the SCR. Recruitment of further cohort for 2015/16 was considered but rejected on the grounds of cost per participant and an evaluation of the cost v benefits to a small group of learners when there are many other similarly eligble participants in the SCR.","HEADS UP project concluded in 2015 and this target has been discontinued.The funding has been re-purposed deliver the 'Raising Aspirations in N.E. Derbyshire programme to reach a larger number (up to 200 targeted students) from Y7-13.","f) Target discontinued","Access","Low participation neighbourhood (LPN)"]
["10005790","7b",8,{"$f":"CONCATENATE(Targets!$A747,\"-\",Targets!$B747)","v":"10005790-7b"},{"$f":"CONCATENATE(Targets!$A747,\"-\",Targets!$B747,\"-\",Targets!$C747)","v":"10005790-7b-8"},"Outreach / WP activity (collaborative - please give details in the next column)","Develop a HEPP project which will allow longitudinal engagement with a wider range of schools.","Yes","Develop a strategy to engage with a number of schools on a collective project in one sub-region.","2014-15","Consider rolling out to other schools in the sub-region, depending on future funding","2019-20","N/A","N/A","A strategy was developed to engage with 4 schools in North East Derbyshire. Activity is progressive; in each school one outreach activity per year group for 30 students.","The 'Raising Aspirations in N.E Derbyshire project is underway and is now part of the school year plan embedded into 7 schools.","HEPP engaged with 422 students and 140 parents within 7 NE Derbyshire schools through the longitudinal Raising Aspirations programme in 2016/17, delivering a minimum of one activity per year group across years 7 to 11.\nOf evaluations received, 69% of respondents stated that they felt more confident about going to university after participating in the programme, with 88% stating that they were 'very' or 'fairly' likely to apply in the the future.","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10005790","7b",9,{"$f":"CONCATENATE(Targets!$A748,\"-\",Targets!$B748)","v":"10005790-7b"},{"$f":"CONCATENATE(Targets!$A748,\"-\",Targets!$B748,\"-\",Targets!$C748)","v":"10005790-7b-9"},"Outreach / WP activity (collaborative - please give details in the next column)","Develop a HEPP project to test the effectiveness of longitudinal engagement with Primary schools.","Yes","Develop an appropriate strategy to engage with primary schools.","2014-15","Consider involving other primary schools, depending on future funding","2019-20","N/A","N/A","Strategy adopted of working intensively with the feeder primary schools into a single secondary school in a disadvantaged area. This work was piloted with 4 primary schools and transition into the secondary school.","An additional geagraphical area was added in Chesterfield. 10 primary schools engaged in activity for Y5 and Y6 with 857 engaged in 2015/16.","Engagement strategy is based on a pipeline model whereby HEPP target primary schools which feed into secondary schools which HEPP already engage with, providing opportunity for ongoing engagement with those learners in y7 and upwards as they transition into secondary education.\n\nHEPP engaged with 954 y5/6 pupils in 2016/17, delivering 32 activities across 10 South Yorkshire primary schools as part of a longitudinal programme.","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10005790","7b",10,{"$f":"CONCATENATE(Targets!$A749,\"-\",Targets!$B749)","v":"10005790-7b"},{"$f":"CONCATENATE(Targets!$A749,\"-\",Targets!$B749,\"-\",Targets!$C749)","v":"10005790-7b-10"},"Outreach / WP activity (collaborative - please give details in the next column)","Develop the Higher Education Progression Partnership (HEPP) and ensure that activities delivered through this network support the progression of young people and adults from the Sheffield City Region to HE.","Yes","HEPP established jointly with the University of Sheffield.","2011-12","Continue to develop the partnership","2019-20","HEPP fully operational","HEPP fully operational and review commissioned","Review outcomes used to inform a revised strategic plan for 2015/16-2018/19","During 2015 HEPP became the partnership for the delivery of the regional base for the HEFCE National Networks for Collaborative Outreach. On that basis the HEPP partnership has successfully bid for funds to operate as part of the HEFCE National Collaborative Outreach Programme. This will change the scale and format of work undertaken by the HEPP. In light of this, the new HEPP strategic plan has been temporarily placed on hold.","Development of a streamlined outreach offer to schools and colleges themed around core areas: HE Finance, Benefits of HE, Student Life and Study Skills.\n\nIn addition to a generic / minimum school and college offer HEPP developed and delivered targeted projects in support of specific WP cohorts and groups of learners: Primary, Pupil Premium, 'Cold Spot' and adult learners; all with a strong focus on participant targeting and evaluating impact.\n\nHEPPSY+ (NCOP) is now fully embedded within the partnership and meeting agreed HEFCE targets and milestones.","b) Yearly milestone met","Access","Multiple"]
["10007149","7a",1,{"$f":"CONCATENATE(Targets!$A750,\"-\",Targets!$B750)","v":"10007149-7a"},{"$f":"CONCATENATE(Targets!$A750,\"-\",Targets!$B750,\"-\",Targets!$C750)","v":"10007149-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","Seek to maintain high proportion of participants from state schools","No",0.92,"2013-14",0.93,"2019-20",0.92,0.92,0.94099999999999895,0.93400000000000005,"-","a) Overall target met/exceeded","Access","State school"]
["10007149","7a",2,{"$f":"CONCATENATE(Targets!$A751,\"-\",Targets!$B751)","v":"10007149-7a"},{"$f":"CONCATENATE(Targets!$A751,\"-\",Targets!$B751,\"-\",Targets!$C751)","v":"10007149-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Seek to increase an already high proportion of participants from low participation neighbourhoods","No",0.18099999999999999,"2013-14",0.2,"2019-20",0.184,0.18099999999999999,0.19700000000000001,0.19900000000000001,"-","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007149","7a",3,{"$f":"CONCATENATE(Targets!$A752,\"-\",Targets!$B752)","v":"10007149-7a"},{"$f":"CONCATENATE(Targets!$A752,\"-\",Targets!$B752,\"-\",Targets!$C752)","v":"10007149-7a-3"},"HESA T2a - (Mature, full-time, first degree entrants)","Seek to maintain the high proportion of mature participants from a LPN undertaking a first degree","No",0.215,"2013-14",0.22,"2019-20",0.22600000000000001,0.215,0.23499999999999999,0.22600000000000001,"-","a) Overall target met/exceeded","Access","Mature"]
["10007149","7a",4,{"$f":"CONCATENATE(Targets!$A753,\"-\",Targets!$B753)","v":"10007149-7a"},{"$f":"CONCATENATE(Targets!$A753,\"-\",Targets!$B753,\"-\",Targets!$C753)","v":"10007149-7a-4"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Seek to improve non-continuation","No",9.5000000000000001E-2,"2013-14",7.0000000000000007E-2,"2019-20",9.5000000000000001E-2,9.4E-2,0.10100000000000001,"-","-","e) Performance is below baseline","Student Success and Progression","Low participation neighbourhood (LPN)"]
["10007149","7a",5,{"$f":"CONCATENATE(Targets!$A754,\"-\",Targets!$B754)","v":"10007149-7a"},{"$f":"CONCATENATE(Targets!$A754,\"-\",Targets!$B754,\"-\",Targets!$C754)","v":"10007149-7a-5"},"HESA T5 - Projected degree (full-time, first degree entrants)","Seek to improve projected outcomes","No",0.82899999999999996,"2013-14",0.85,"2019-20",0.82899999999999996,0.80300000000000005,0.79800000000000004,"-","-","e) Performance is below baseline","Student Success and Progression","Other"]
["10007149","7a",6,{"$f":"CONCATENATE(Targets!$A755,\"-\",Targets!$B755)","v":"10007149-7a"},{"$f":"CONCATENATE(Targets!$A755,\"-\",Targets!$B755,\"-\",Targets!$C755)","v":"10007149-7a-6"},"Other statistic - Disabled (please give details in the next column)","Seek to increase the proportion of acceptances from Home students with a self-declared disability","No",0.09,"2013-14",0.11,"2019-20",0.08,0.09,0.11,0.12,0.13,"a) Overall target met/exceeded","Access","Disability"]
["10007848","7a",1,{"$f":"CONCATENATE(Targets!$A756,\"-\",Targets!$B756)","v":"10007848-7a"},{"$f":"CONCATENATE(Targets!$A756,\"-\",Targets!$B756,\"-\",Targets!$C756)","v":"10007848-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","To maintain the proportion of entrants against sector and locally adjusted benchmarks - % (2016-17 early view internal check data submitted to HESA)","No",17.5,"2013-14",18,"2019-20",0.152,0.17499999999999999,0.183,0.17299999999999999,0.19500000000000001,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007848","7a",2,{"$f":"CONCATENATE(Targets!$A757,\"-\",Targets!$B757)","v":"10007848-7a"},{"$f":"CONCATENATE(Targets!$A757,\"-\",Targets!$B757,\"-\",Targets!$C757)","v":"10007848-7a-2"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","To maintain the proportion of entrants against sector and locally adjusted benchmarks - %  (2016-17 early view internal check data submitted to HESA)","No",17.600000000000001,"2013-14",18.399999999999899,"2019-20",0.159,0.17599999999999999,0.185,0.17299999999999999,0.19800000000000001,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007848","7a",3,{"$f":"CONCATENATE(Targets!$A758,\"-\",Targets!$B758)","v":"10007848-7a"},{"$f":"CONCATENATE(Targets!$A758,\"-\",Targets!$B758,\"-\",Targets!$C758)","v":"10007848-7a-3"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","To increase the proportion of entrants with no previous HE and from low particpation neighbourhoods against sector and locally adjusted benchmarks - %","No",23.2,"2013-14",24,"2019-20",0.23300000000000001,0.23200000000000001,0.19700000000000001,0.184,"n/a","e) Performance is below baseline","Access","Mature"]
["10007848","7a",4,{"$f":"CONCATENATE(Targets!$A759,\"-\",Targets!$B759)","v":"10007848-7a"},{"$f":"CONCATENATE(Targets!$A759,\"-\",Targets!$B759,\"-\",Targets!$C759)","v":"10007848-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","To increase the proportion of UK domiciled entrants from BME backgrounds - %","No",8.5,"2013-14",9,"2019-20",8.3000000000000004E-2,8.5000000000000006E-2,7.1999999999999995E-2,7.1999999999999995E-2,9.9000000000000005E-2,"a) Overall target met/exceeded","Access","Ethnicity"]
["10007848","7a",5,{"$f":"CONCATENATE(Targets!$A760,\"-\",Targets!$B760)","v":"10007848-7a"},{"$f":"CONCATENATE(Targets!$A760,\"-\",Targets!$B760,\"-\",Targets!$C760)","v":"10007848-7a-5"},"Other statistic - Gender (please give details in the next column)","To increase the proportion of male entrants to UG Primary ITE programmes - %","No",0.186,"2013-14",22,"2019-20",0.182,0.186,0.185,0.10199999999999899,0.184,"e) Performance is below baseline","Access","Gender"]
["10007848","7a",6,{"$f":"CONCATENATE(Targets!$A761,\"-\",Targets!$B761)","v":"10007848-7a"},{"$f":"CONCATENATE(Targets!$A761,\"-\",Targets!$B761,\"-\",Targets!$C761)","v":"10007848-7a-6"},"Other statistic - Gender (please give details in the next column)","To increase the propotion of male level 4 UG Primary ITE students progressing to the next level of study - %","No",0.84199999999999897,"2013-14",88,"2019-20",0.75,0.84199999999999897,0.73899999999999899,0.7,0.78900000000000003,"e) Performance is below baseline","Student Success","Gender"]
["10007848","7a",7,{"$f":"CONCATENATE(Targets!$A762,\"-\",Targets!$B762)","v":"10007848-7a"},{"$f":"CONCATENATE(Targets!$A762,\"-\",Targets!$B762,\"-\",Targets!$C762)","v":"10007848-7a-7"},"Other statistic - Ethnicity (please give details in the next column)","To increase the proportion of BME entrants to UG Primary ITE programmes - %","No",3.9E-2,"2013-14",6.5,"2019-20",1.7999999999999901E-2,3.9E-2,2.4E-2,0.01,5.8000000000000003E-2,"b) Yearly milestone met","Access","Ethnicity"]
["10007848","7a",8,{"$f":"CONCATENATE(Targets!$A763,\"-\",Targets!$B763)","v":"10007848-7a"},{"$f":"CONCATENATE(Targets!$A763,\"-\",Targets!$B763,\"-\",Targets!$C763)","v":"10007848-7a-8"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","To increase the % of students continuing or qualifying at the University","No",88.3,"2013-14",91,"2019-20",0.92300000000000004,0.88300000000000001,0.88700000000000001,0.88200000000000001,"n/a","e) Performance is below baseline","Student Success","Multiple"]
["10007149","7a",7,{"$f":"CONCATENATE(Targets!$A764,\"-\",Targets!$B764)","v":"10007149-7a"},{"$f":"CONCATENATE(Targets!$A764,\"-\",Targets!$B764,\"-\",Targets!$C764)","v":"10007149-7a-7"},"Other statistic - Ethnicity (please give details in the next column)","Seek to increase the proportion of acceptances from Home students from a BME background","No",0.15,"2013-14",0.17499999999999999,"2019-20",0.14000000000000001,0.15,0.15,0.16,0.15,"d) No progress made against baseline","Access","Ethnicity"]
["10007149","7a",8,{"$f":"CONCATENATE(Targets!$A765,\"-\",Targets!$B765)","v":"10007149-7a"},{"$f":"CONCATENATE(Targets!$A765,\"-\",Targets!$B765,\"-\",Targets!$C765)","v":"10007149-7a-8"},"Other statistic - Postgraduate (please give details in the next column)","Seek to increase the proportion of Post graduate participants from low participation neighbourhoods","No",0.18,"2013-14",0.19,"2019-20","-",0.18,0.193,0.19800000000000001,0.19,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007149","7a",9,{"$f":"CONCATENATE(Targets!$A766,\"-\",Targets!$B766)","v":"10007149-7a"},{"$f":"CONCATENATE(Targets!$A766,\"-\",Targets!$B766,\"-\",Targets!$C766)","v":"10007149-7a-9"},"Other statistic - Care-leavers (please give details in the next column)","Seek to increase the number of participants from a care leaver background","No",36,"2013-14",42,"2019-20","-",36,36,41,30,"e) Performance is below baseline","Access","Care leavers"]
["10002718","7a",1,{"$f":"CONCATENATE(Targets!$A767,\"-\",Targets!$B767)","v":"10002718-7a"},{"$f":"CONCATENATE(Targets!$A767,\"-\",Targets!$B767,\"-\",Targets!$C767)","v":"10002718-7a-1"},"Other statistic - Postgraduate (please give details in the next column)","Recruitment of ITT students who declare a disability as a proportion of cohort.","No",0.1,"2013-14",0.15,"2019-20",0.11,0.1,0.14000000000000001,0.11,0.11,"d) No progress made against baseline","Access","Disability"]
["10002718","7a",2,{"$f":"CONCATENATE(Targets!$A768,\"-\",Targets!$B768)","v":"10002718-7a"},{"$f":"CONCATENATE(Targets!$A768,\"-\",Targets!$B768,\"-\",Targets!$C768)","v":"10002718-7a-2"},"Other statistic - Location (please give details in the next column)","Proportion of students from low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","No",5.2999999999999999E-2,"2013-14",0.08,"2019-20",0.04,5.2999999999999999E-2,0.06,0.06,0.05,"d) No progress made against baseline","Access","Low participation neighbourhood (LPN)"]
["10002718","7a",3,{"$f":"CONCATENATE(Targets!$A769,\"-\",Targets!$B769)","v":"10002718-7a"},{"$f":"CONCATENATE(Targets!$A769,\"-\",Targets!$B769,\"-\",Targets!$C769)","v":"10002718-7a-3"},"Other statistic - Disabled (please give details in the next column)","Proportion of students in receipt of DSA (full-time, all undergraduate entrants)","No",0.10299999999999999,"2013-14",0.13,"2019-20",0.08,0.10299999999999999,0.04,0.05,7.4300000000000005E-2,"c) Progress made – but less than anticipated","Access","Disability"]
["10002718","7a",4,{"$f":"CONCATENATE(Targets!$A770,\"-\",Targets!$B770)","v":"10002718-7a"},{"$f":"CONCATENATE(Targets!$A770,\"-\",Targets!$B770,\"-\",Targets!$C770)","v":"10002718-7a-4"},"Other statistic - Completion/Non continuation (please give details in the next column)","Proportion of students no longer in HE after 1 year (All, full-time, first degree entrants)","No",7.4999999999999997E-2,"2013-14",0.06,"2019-20",8.5999999999999993E-2,7.4999999999999997E-2,7.0000000000000007E-2,0.1,"-","c) Progress made – but less than anticipated","Student Success","Other"]
["10002718","7a",5,{"$f":"CONCATENATE(Targets!$A771,\"-\",Targets!$B771)","v":"10002718-7a"},{"$f":"CONCATENATE(Targets!$A771,\"-\",Targets!$B771,\"-\",Targets!$C771)","v":"10002718-7a-5"},"Other statistic - Ethnicity (please give details in the next column)","Recruitment of Black, Asian and Minority Ethnic students as proportion of cohort (full-time, all undergraduate entrants).","No",0.375,"2013-14",0.375,"2019-20",0.33,0.375,0.35,0.41,0.41,"a) Overall target met/exceeded","Access","Ethnicity"]
["10002718","7a",6,{"$f":"CONCATENATE(Targets!$A772,\"-\",Targets!$B772)","v":"10002718-7a"},{"$f":"CONCATENATE(Targets!$A772,\"-\",Targets!$B772,\"-\",Targets!$C772)","v":"10002718-7a-6"},"Other statistic - Progression to employment or further study (please give details in the next column)","Progression into further study","No",0.11700000000000001,"2013-14",0.16,"2020-21","-",0.11700000000000001,"-",0.124,"-","b) Yearly milestone met","Progression","Other (please give details in Description column)"]
["10002718","7a",7,{"$f":"CONCATENATE(Targets!$A773,\"-\",Targets!$B773)","v":"10002718-7a"},{"$f":"CONCATENATE(Targets!$A773,\"-\",Targets!$B773,\"-\",Targets!$C773)","v":"10002718-7a-7"},"Other statistic - Socio-economic (please give details in the next column)","Proportion of students from NS-SEC classes 4-7 (Young, full-time, undergraduate entrants)","No",0.308,"2014-15",0.38,"2019-20",0.3,0.32900000000000001,0.31,0.38,"-","f) Target discontinued","Access","Other (please give details in Description column)"]
["10002718","7b",1,{"$f":"CONCATENATE(Targets!$A774,\"-\",Targets!$B774)","v":"10002718-7b"},{"$f":"CONCATENATE(Targets!$A774,\"-\",Targets!$B774,\"-\",Targets!$C774)","v":"10002718-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Long term outreach with key stage 1 and 2 (primary learners)","No",750,"2015-16",1500,"2018-19","-","-","-",750,1690,"a) Overall target met/exceeded","Access","Low participation neighbourhoods (LPN)"]
["10002718","7b",2,{"$f":"CONCATENATE(Targets!$A775,\"-\",Targets!$B775)","v":"10002718-7b"},{"$f":"CONCATENATE(Targets!$A775,\"-\",Targets!$B775,\"-\",Targets!$C775)","v":"10002718-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Long term outreach with key stage 3 and 4 pupils","No",350,"2015-16",1000,"2018-19","-","-","-",350,2279,"a) Overall target met/exceeded","Access","Low participation neighbourhoods (LPN)"]
["10002718","7b",3,{"$f":"CONCATENATE(Targets!$A776,\"-\",Targets!$B776)","v":"10002718-7b"},{"$f":"CONCATENATE(Targets!$A776,\"-\",Targets!$B776,\"-\",Targets!$C776)","v":"10002718-7b-3"},"Outreach / WP activity (collaborative - please give details in the next column)","Realising Opportunities Targets for progression of RO participants to a research intensive university","Yes","35% (cohort 5)","2015-16",0.39,"2019-20",0.36,0.3,0.24,0.31,0.36,"b) Yearly milestone met","Access","Multiple"]
["10002718","7b",4,{"$f":"CONCATENATE(Targets!$A777,\"-\",Targets!$B777)","v":"10002718-7b"},{"$f":"CONCATENATE(Targets!$A777,\"-\",Targets!$B777,\"-\",Targets!$C777)","v":"10002718-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","Realising Opportunities targets for progression of RO participants to a RO partner university","Yes",0.24,"2015-16",0.25,"2019-20",0.23,0.28999999999999898,0.23,0.18,0.26,"b) Yearly milestone met","Access","Multiple"]
["10005553","7a",1,{"$f":"CONCATENATE(Targets!$A778,\"-\",Targets!$B778)","v":"10005553-7a"},{"$f":"CONCATENATE(Targets!$A778,\"-\",Targets!$B778,\"-\",Targets!$C778)","v":"10005553-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","Percentage from state schools or colleges","No",81.8,"2013-14",86,"2019-20",82.1,81.8,84.1,84.4,"85.4 (not yet published)","b) Yearly milestone met","Access","State school"]
["10005553","7a",2,{"$f":"CONCATENATE(Targets!$A779,\"-\",Targets!$B779)","v":"10005553-7a"},{"$f":"CONCATENATE(Targets!$A779,\"-\",Targets!$B779,\"-\",Targets!$C779)","v":"10005553-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Percentage from low participation neighbourhoods","No",6.6,"2013-14",8,"2019-20",5.3,6.6,6.7,4.7,"6 (not yet published)","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10005553","7a",3,{"$f":"CONCATENATE(Targets!$A780,\"-\",Targets!$B780)","v":"10005553-7a"},{"$f":"CONCATENATE(Targets!$A780,\"-\",Targets!$B780,\"-\",Targets!$C780)","v":"10005553-7a-3"},"HESA T2a - (Mature, full-time, first degree entrants)","Percentage with no previous HE & from low participation neighbourhood (POLAR3)","No",5.2,"2013-14",7.5,"2019-20",9.5,5.2,8.1,5.5,"Not available","b) Yearly milestone met","Access","Mature"]
["10005553","7a",4,{"$f":"CONCATENATE(Targets!$A781,\"-\",Targets!$B781)","v":"10005553-7a"},{"$f":"CONCATENATE(Targets!$A781,\"-\",Targets!$B781,\"-\",Targets!$C781)","v":"10005553-7a-4"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Percentage no longer in HE (%)","No",4.5,"2012-13",3.5,"2019-20",4.8,4.5,3.7,3.7,"Not available","b) Yearly milestone met","Student Success","Other"]
["10005553","7a",5,{"$f":"CONCATENATE(Targets!$A782,\"-\",Targets!$B782)","v":"10005553-7a"},{"$f":"CONCATENATE(Targets!$A782,\"-\",Targets!$B782,\"-\",Targets!$C782)","v":"10005553-7a-5"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","Percentage no longer in HE (%)","No",17.5,"2012-13",13,"2019-20",18,17.5,12.9,16.2,"Not available","b) Yearly milestone met","Student Success","Mature"]
["10005553","7b",1,{"$f":"CONCATENATE(Targets!$A783,\"-\",Targets!$B783)","v":"10005553-7b"},{"$f":"CONCATENATE(Targets!$A783,\"-\",Targets!$B783,\"-\",Targets!$C783)","v":"10005553-7b-1"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Number of pupils attending UTC partnership schools receiving interactions (one intervention for targeted pupils in each year group each academic year)","No",70,"2015-16",150,"2019-20","-","-","-",0,0,"f) Target discontinued","Access","Multiple"]
["10005553","7b",2,{"$f":"CONCATENATE(Targets!$A784,\"-\",Targets!$B784)","v":"10005553-7b"},{"$f":"CONCATENATE(Targets!$A784,\"-\",Targets!$B784,\"-\",Targets!$C784)","v":"10005553-7b-2"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Number of Access Course providers targeted for work with Access to HE students","No",2,"2014-15",10,"2019-20","-","-",2,5,4,"b) Yearly milestone met","Access","Multiple"]
["10005553","7b",3,{"$f":"CONCATENATE(Targets!$A785,\"-\",Targets!$B785)","v":"10005553-7b"},{"$f":"CONCATENATE(Targets!$A785,\"-\",Targets!$B785,\"-\",Targets!$C785)","v":"10005553-7b-3"},"Student support services","Number of targeted students with specific needs attending a pre-HE transitional support event","No",27,"2013-14",60,"2019-20","-",27,82,43,30,"b) Yearly milestone met","Access and Student Success","Multiple"]
["10005553","7b",4,{"$f":"CONCATENATE(Targets!$A786,\"-\",Targets!$B786)","v":"10005553-7b"},{"$f":"CONCATENATE(Targets!$A786,\"-\",Targets!$B786,\"-\",Targets!$C786)","v":"10005553-7b-4"},"Outreach / WP activity (summer schools)","Deliver 3 residential activities a year in a range of subjects for targeted pupils in years 9-12","No",100,"2012-13",180,"2019-20",100,100,120,120,155,"b) Yearly milestone met","Access","Multiple"]
["10002718","7b",5,{"$f":"CONCATENATE(Targets!$A787,\"-\",Targets!$B787)","v":"10002718-7b"},{"$f":"CONCATENATE(Targets!$A787,\"-\",Targets!$B787,\"-\",Targets!$C787)","v":"10002718-7b-5"},"Operational targets","Percentage of students from non-traditional backgrounds in YR 3 who participate in PGT Info Sessions run by our Careers team. (Non-traditional will be defined as BME, NS-SECIV-VII and LPN)","No",0,"2015-16",0.2,"2020-2021","-","-","-",0,0,"d) No progress made against baseline","Progression","Multiple"]
["10007799","7a",8,{"$f":"CONCATENATE(Targets!$A788,\"-\",Targets!$B788)","v":"10007799-7a"},{"$f":"CONCATENATE(Targets!$A788,\"-\",Targets!$B788,\"-\",Targets!$C788)","v":"10007799-7a-8"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Non-continuation rate of young entrants from LPN backgrounds","No",5.7000000000000002E-2,"2012-13",3.3000000000000002E-2,"2019-20",5.7000000000000002E-2,4.8000000000000001E-2,4.2999999999999997E-2,4.39999999999999E-2,"N/A","c) Progress made – but less than anticipated","Student Success","Low participation neighbourhood (LPN)"]
["10001478","7b",17,{"$f":"CONCATENATE(Targets!$A789,\"-\",Targets!$B789)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A789,\"-\",Targets!$B789,\"-\",Targets!$C789)","v":"10001478-7b-17"},"Operational targets","Continue to work with 7000 students across our outreach activities each year","No",7000,"2012-13",7000,"2019-20","na","na","na",7116,4390,"e) Performance is below baseline","Access","Multiple"]
["10001478","7b",18,{"$f":"CONCATENATE(Targets!$A790,\"-\",Targets!$B790)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A790,\"-\",Targets!$B790,\"-\",Targets!$C790)","v":"10001478-7b-18"},"Outreach / WP activity (other - please give details in the next column)","Work with mature learners","No",0,"2013-14",60,"2019-20","na","na","na",18,0,"d) No progress made against baseline","Access","Mature"]
["10007799","7a",9,{"$f":"CONCATENATE(Targets!$A791,\"-\",Targets!$B791)","v":"10007799-7a"},{"$f":"CONCATENATE(Targets!$A791,\"-\",Targets!$B791,\"-\",Targets!$C791)","v":"10007799-7a-9"},"Other statistic - Postgraduate (please give details in the next column)","PGCE Cohort - To achieve a non-continuation rate of no more than 6% overall across the Primary and Secondary PGCE cohort","No",5.6000000000000001E-2,"2012-13",0.06,"2019-20",5.6000000000000001E-2,0.06,6.8000000000000005E-2,6.4000000000000001E-2,7.0000000000000007E-2,"b) Yearly milestone met","Student Success","Other"]
["10007799","7a",10,{"$f":"CONCATENATE(Targets!$A792,\"-\",Targets!$B792)","v":"10007799-7a"},{"$f":"CONCATENATE(Targets!$A792,\"-\",Targets!$B792,\"-\",Targets!$C792)","v":"10007799-7a-10"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Intake of White Working Class Males (%) - based on POLAR 3, Quintile 1","No",2.8799999999999899E-2,"2015-16",3.7999999999999902E-2,"2019-20","N/A","N/A","N/A",2.8799999999999899E-2,3.6999999999999901E-2,"b) Yearly milestone met","Access","Gender"]
["10007799","7b",1,{"$f":"CONCATENATE(Targets!$A793,\"-\",Targets!$B793)","v":"10007799-7b"},{"$f":"CONCATENATE(Targets!$A793,\"-\",Targets!$B793,\"-\",Targets!$C793)","v":"10007799-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","Progression of Realising Opportunities participants to a research-intensive university","Yes",0.27,"2010-11","39% (cohort 9)","2019-20",0.36,0.3,0.24,0.31,0.36,"b) Yearly milestone met","Access","Multiple"]
["10007799","7b",2,{"$f":"CONCATENATE(Targets!$A794,\"-\",Targets!$B794)","v":"10007799-7b"},{"$f":"CONCATENATE(Targets!$A794,\"-\",Targets!$B794,\"-\",Targets!$C794)","v":"10007799-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","Number of beneficiaries reached by the work of the North East Raising Aspiration Partnership (NNCO/SPoC)","Yes",8623,"2013-14",16000,"2016-17",1180,8623,33255,52613,54716,"a) Overall target met/exceeded","Access","Multiple"]
["10007799","7b",3,{"$f":"CONCATENATE(Targets!$A795,\"-\",Targets!$B795)","v":"10007799-7b"},{"$f":"CONCATENATE(Targets!$A795,\"-\",Targets!$B795,\"-\",Targets!$C795)","v":"10007799-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Provision of information to prospective students and influencers (print and digital)","No","N/A","Other (please give details in Description column)","Numerical target not appropriate","2019-20","This has been reviewed and improved annually as a result of a robust evaluation plan","This has been reviewed and improved annually as a result of a robust evaluation plan","This has been reviewed and improved annually as a result of a robust evaluation plan","This has been reviewed and improved annually as a result of a robust evaluation plan","This has been reviewed and improved annually as a result of a robust evaluation plan","b) Yearly milestone met","Other","Multiple"]
["10007799","7b",4,{"$f":"CONCATENATE(Targets!$A796,\"-\",Targets!$B796)","v":"10007799-7b"},{"$f":"CONCATENATE(Targets!$A796,\"-\",Targets!$B796,\"-\",Targets!$C796)","v":"10007799-7b-4"},"Student support services","Targeted support for students with additional support needs (relates to transition, induction, engagement, financial advice, mental health support and disabled participation in sport)","No","N/A","Other (please give details in Description column)","Appopriate programmes of support developed and in place","2019-20","Significant research/investment has been carried out to ensure adequate and tailored support is available for all students","Significant research/investment has been carried out to ensure adequate and tailored support is available for all students","Significant research/investment has been carried out to ensure adequate and tailored support is available for all students","Significant research/investment has been carried out to ensure adequate and tailored support is available for all students","Significant research/investment has been carried out to ensure adequate and tailored support is available for all students","b) Yearly milestone met","Student Success","Multiple"]
["10007799","7b",5,{"$f":"CONCATENATE(Targets!$A797,\"-\",Targets!$B797)","v":"10007799-7b"},{"$f":"CONCATENATE(Targets!$A797,\"-\",Targets!$B797,\"-\",Targets!$C797)","v":"10007799-7b-5"},"Contextual data","To review annually the way in which contextual data in admissions is used to enable selectors to assess student's academic achievements in context","No","N/A","Other (please give details in Description column)","Universal use of contextual data","2019-20","The Univeristy uses contextual data as part of the offer making process and at the point of confirmation to support fair access.","The Univeristy uses contextual data as part of the offer making process and at the point of confirmation to support fair access.","The Univeristy uses contextual data as part of the offer making process and at the point of confirmation to support fair access.","The Univeristy uses contextual data as part of the offer making process and at the point of confirmation to support fair access.","The Univeristy uses contextual data as part of the offer making process and at the point of confirmation to support fair access.","b) Yearly milestone met","Access","Multiple"]
["10007799","7b",6,{"$f":"CONCATENATE(Targets!$A798,\"-\",Targets!$B798)","v":"10007799-7b"},{"$f":"CONCATENATE(Targets!$A798,\"-\",Targets!$B798,\"-\",Targets!$C798)","v":"10007799-7b-6"},"Student support services","Paid placements for WP students","No",80,"2012-13",105,"2019-20",80,122,259,296,353,"a) Overall target met/exceeded","Student Success","Multiple"]
["10007799","7b",7,{"$f":"CONCATENATE(Targets!$A799,\"-\",Targets!$B799)","v":"10007799-7b"},{"$f":"CONCATENATE(Targets!$A799,\"-\",Targets!$B799,\"-\",Targets!$C799)","v":"10007799-7b-7"},"Student support services","% of entrants receiving financial support from the University (scholarships and bursaries)","No",0.214,"2012-13",0.32,"2019-20",0.214,0.27700000000000002,0.28000000000000003,0.29199999999999998,0.26500000000000001,"c) Progress made – but less than anticipated","Student Success","Low income household"]
["10007799","7b",8,{"$f":"CONCATENATE(Targets!$A800,\"-\",Targets!$B800)","v":"10007799-7b"},{"$f":"CONCATENATE(Targets!$A800,\"-\",Targets!$B800,\"-\",Targets!$C800)","v":"10007799-7b-8"},"Outreach / WP activity (other - please give details in the next column)","Entrants through the PARTNERS Programme and Realising Opportunities (eligibility is based on a basket of contextual WP factors)","No",209,"2012-13",550,"2019-20",209,274,292,516,564,"a) Overall target met/exceeded","Access","Multiple"]
["10007799","7b",9,{"$f":"CONCATENATE(Targets!$A801,\"-\",Targets!$B801)","v":"10007799-7b"},{"$f":"CONCATENATE(Targets!$A801,\"-\",Targets!$B801,\"-\",Targets!$C801)","v":"10007799-7b-9"},"Outreach / WP activity (other - please give details in the next column)","Number of schools and colleges targeted by the University to receive long-term, sustained outreach (including the expanded PARTNERS Programme)","No",343,"2012-13",950,"2019-20",343,548,951,951,951,"a) Overall target met/exceeded","Access","Multiple"]
["10007799","7b",10,{"$f":"CONCATENATE(Targets!$A802,\"-\",Targets!$B802)","v":"10007799-7b"},{"$f":"CONCATENATE(Targets!$A802,\"-\",Targets!$B802,\"-\",Targets!$C802)","v":"10007799-7b-10"},"Operational targets","Number of schools and colleges visited in current and new geographical target regions","No",343,"2013-14",980,"2019-20","N/A",343,498,450,986,"a) Overall target met/exceeded","Access","Multiple"]
["10007799","7b",11,{"$f":"CONCATENATE(Targets!$A803,\"-\",Targets!$B803)","v":"10007799-7b"},{"$f":"CONCATENATE(Targets!$A803,\"-\",Targets!$B803,\"-\",Targets!$C803)","v":"10007799-7b-11"},"Outreach / WP activity (summer schools)","Number of residential summer school beneficiaries from a WP background","No",284,"2012-13",1000,"2019-20",284,617,920,959,1304,"a) Overall target met/exceeded","Access","Multiple"]
["10007799","7b",12,{"$f":"CONCATENATE(Targets!$A804,\"-\",Targets!$B804)","v":"10007799-7b"},{"$f":"CONCATENATE(Targets!$A804,\"-\",Targets!$B804,\"-\",Targets!$C804)","v":"10007799-7b-12"},"Outreach / WP activity (collaborative - please give details in the next column)","Successfully lead and manage the national Realising Opportunities Scheme and the North East Raising Aspiration Partnership","Yes","See Commentary","Other (please give details in Description column)","Lead and manage RO & RAP","2019-20","Lead insitution for both national and regional collaborative partnerships","Lead insitution for both national and regional collaborative partnerships","Lead insitution for both national and regional collaborative partnerships","Lead insitution for both national and regional collaborative partnerships","Lead insitution for both national and regional collaborative partnerships","b) Yearly milestone met","Other","Multiple"]
["10007799","7b",13,{"$f":"CONCATENATE(Targets!$A805,\"-\",Targets!$B805)","v":"10007799-7b"},{"$f":"CONCATENATE(Targets!$A805,\"-\",Targets!$B805,\"-\",Targets!$C805)","v":"10007799-7b-13"},"Student support services","Retention rate of students with an autistic disorder who attend one of the three strands of support (%)","No",0.75,"2014-15",0.88,"2019-20","N/A","N/A",0.75,0.95,1,"a) Overall target met/exceeded","Student Success","Disabled"]
["10007154","7b",4,{"$f":"CONCATENATE(Targets!$A806,\"-\",Targets!$B806)","v":"10007154-7b"},{"$f":"CONCATENATE(Targets!$A806,\"-\",Targets!$B806,\"-\",Targets!$C806)","v":"10007154-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Students entering the University from local WP partner schools will represent at least 10% of UK UG entrants, rising to 12% by 2019. Due to changes in our student information system, 2016-17 data may not be directly comparable with earlier years. ","No",9.9000000000000005E-2,"2014-15",0.12,"2019-20",10.5,8.8000000000000007,9.9,9.6999999999999904,11.8,"b) Yearly milestone met","Access","Other"]
["10007154","7b",5,{"$f":"CONCATENATE(Targets!$A807,\"-\",Targets!$B807)","v":"10007154-7b"},{"$f":"CONCATENATE(Targets!$A807,\"-\",Targets!$B807,\"-\",Targets!$C807)","v":"10007154-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Of the students from local WP partner schools entering the University, the proportion from deprived backgrounds will be at least twice that from the total UG intake, rising to 2.25:1 by the 2019 intake. Due to changes in our student information system, 2016-17 data may not be directly comparable with earlier years. ","No","1.9:1","2014-15","2.25:1","2019-20",2.1,2,1.9,1.6,1.5,"e) Performance is below baseline","Access","Socio-economic"]
["10007154","7b",6,{"$f":"CONCATENATE(Targets!$A808,\"-\",Targets!$B808)","v":"10007154-7b"},{"$f":"CONCATENATE(Targets!$A808,\"-\",Targets!$B808,\"-\",Targets!$C808)","v":"10007154-7b-6"},"Other (please give details in the next column)","Increase WP students'  UF to registration rate to at least equal that of  non-WP applicants. While the baseline figure meets this target, figures for previous years were several percentage points less (ppl) than non-WP students. We have referenced targets against the recent average.  Due to changes in our student information system, data for 2016-17 is not yet confirmed. We are therefore tempoorarily discontinuing this target.","No","0.1 ppm","2014-15","0.5 ppl","2019-20",2,3,"0.1 pp higher","0.7pp higher","N/A","f) Target discontinued","Access","Socio-economic"]
["10007154","7b",7,{"$f":"CONCATENATE(Targets!$A809,\"-\",Targets!$B809)","v":"10007154-7b"},{"$f":"CONCATENATE(Targets!$A809,\"-\",Targets!$B809,\"-\",Targets!$C809)","v":"10007154-7b-7"},"Outreach / WP activity (collaborative - please give details in the next column)","Implement Students in Classrooms schemes in collaboration with Nottingham Trent University and recruit 40 University of Nottingham students to each scheme each year.","Yes","33 mentors, 36 associates","2014-15","40 mentors, 40 associates","2019-20",81,109,67,90,90,"b) Yearly milestone met","Other","Other"]
["10007154","7b",8,{"$f":"CONCATENATE(Targets!$A810,\"-\",Targets!$B810)","v":"10007154-7b"},{"$f":"CONCATENATE(Targets!$A810,\"-\",Targets!$B810,\"-\",Targets!$C810)","v":"10007154-7b-8"},"Outreach / WP activity (collaborative - please give details in the next column)","Contribute to the implementation and evaluation of the Russell Group teacher resources project and the Northeast Midlands Collaborative Outreach Network.","Yes","N/A","2014-15","N/A","2015-16","N/A","N/A","Yes","Yes. Hosted successful RG project.","Yes. Continued to host successful RG project.","a) Overall target met/exceeded","Other","Other"]
["10007154","7b",9,{"$f":"CONCATENATE(Targets!$A811,\"-\",Targets!$B811)","v":"10007154-7b"},{"$f":"CONCATENATE(Targets!$A811,\"-\",Targets!$B811,\"-\",Targets!$C811)","v":"10007154-7b-9"},"Outreach / WP activity (collaborative - please give details in the next column)","Contribute to the implementation and ongoing development of the Russell Group teacher CPD project and the Derbyshire and Nottinghamshire Collaborative Outreach Programme. CPD is for teachers in schools characterised by lower attainment and progression to HE and located in less advantaged areas.","Yes","N/A","2015-16","N/A","N/A","N/A","N/A","N/A","N/A","Continued to to host successful RG project. Led the development of DANCOP and chair the Steering Group","b) Yearly milestone met","Access","Other (please give details in Description column)"]
["10008017","7b",1,{"$f":"CONCATENATE(Targets!$A812,\"-\",Targets!$B812)","v":"10008017-7b"},{"$f":"CONCATENATE(Targets!$A812,\"-\",Targets!$B812,\"-\",Targets!$C812)","v":"10008017-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Maintain proportion of students from our Centres for Advanced Training (CATs) progressing to HE/advanced study at 95% or higher","No",0.99,"2011-12",0.95,"2019-20",96,97,100,97,96,"a) Overall target met/exceeded","Access","Multiple"]
["10008017","7b",2,{"$f":"CONCATENATE(Targets!$A813,\"-\",Targets!$B813)","v":"10008017-7b"},{"$f":"CONCATENATE(Targets!$A813,\"-\",Targets!$B813,\"-\",Targets!$C813)","v":"10008017-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Increase participant numbers in outreach and inreach programmes","No",10806,"2011-12",11000,"2019-20",7646,9939,11699,10178,11740,"a) Overall target met/exceeded","Access","Multiple"]
["10008017","7b",3,{"$f":"CONCATENATE(Targets!$A814,\"-\",Targets!$B814)","v":"10008017-7b"},{"$f":"CONCATENATE(Targets!$A814,\"-\",Targets!$B814,\"-\",Targets!$C814)","v":"10008017-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Increase outreach session numbers","No",1000,"2013-14",1150,"2019-20","-",1000,1000,2916,2450,"a) Overall target met/exceeded","Access","Multiple"]
["10007154","7b",10,{"$f":"CONCATENATE(Targets!$A815,\"-\",Targets!$B815)","v":"10007154-7b"},{"$f":"CONCATENATE(Targets!$A815,\"-\",Targets!$B815,\"-\",Targets!$C815)","v":"10007154-7b-10"},"Outreach / WP activity (other - please give details in the next column)","At least 90% of participating teachers judge our primary school programmes to meet all three learner outcomes","No",0.7,"2014-15","90=%","N/A","N/A","N/A",0.7,0.92,0.9,"b) Yearly milestone met","Access","Other (please give details in Description column)"]
["10000712","7b",3,{"$f":"CONCATENATE(Targets!$A816,\"-\",Targets!$B816)","v":"10000712-7b"},{"$f":"CONCATENATE(Targets!$A816,\"-\",Targets!$B816,\"-\",Targets!$C816)","v":"10000712-7b-3"},"Outreach / WP activity (collaborative - please give details in the next column)","Proportion of young people from disadvantaged backgrounds in intensive activity target group applying for FT place in HE is greater than local average for YP from disadvantaged backgrounds, using a basket of indicators\n\nBaseline year 2010/11 but impact on each cohort passing this milestone will be reported against the relevant benchmarking data for the academic year in which they complete Key Stage 5. We are unable to report on this target for the 2014 / 2015 cohort due to a 9 month delay on the part of the DfE National Pupil Database in the provision of administrative data.","Yes","58.75% Disadvantaged IMD            40.8% NS_SEC 4-7                 38.21% LPN (Polar 2 Qs 1 and 2)             9.74% Disabled.","Other (please give details in Description column)","+4% over baseline","2019-20","N/A","31.6% FSM6  (baseline 22%)    40% Polar 3 Q1 (baseline 12.4%)","36.7% (Baseline 24%)  32.4% Polar 3 Q1 (Baseline 13.4%)","Awaiting NPD request","NA","c) Progress made – but less than anticipated","Access","Multiple"]
["10004676","7a",1,{"$f":"CONCATENATE(Targets!$A817,\"-\",Targets!$B817)","v":"10004676-7a"},{"$f":"CONCATENATE(Targets!$A817,\"-\",Targets!$B817,\"-\",Targets!$C817)","v":"10004676-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","Create fractional marketing post to work closely with schools in Bideford, Bude and  and Ifracombe to promote HE  ","Yes",0,"2014-15",8,"2019-20","-","-","-",4,6,"b) Yearly milestone met","Access","State school"]
["10007798","7b",10,{"$f":"CONCATENATE(Targets!$A818,\"-\",Targets!$B818)","v":"10007798-7b"},{"$f":"CONCATENATE(Targets!$A818,\"-\",Targets!$B818,\"-\",Targets!$C818)","v":"10007798-7b-10"},"Other (please give details in the next column)","Student Success: We have found that with both the descriptive and statistical analysis that there is evidence of differential attainment for certain student groups. We will continue to develop appropriate services and support to ensure all students are able to reach their academic potential.","No","n/a","Other (please give details in Description column)","Monitor and seek to understand and develop approaches to address differential attainment","2019-20","n/a (new target)","n/a (new target)","n/a (new target)","A high level working group, chaired by the Associate Vice-President for Teaching, Learning and Students, has been established to monitor and develop approaches to address differential attainment","In 2016/17 we began the Diversity and Inclusion (D&I) Student Ambassador Programme to promote wellbeing and improve outcomes, specifically attainment and student experience, for BAME  students and those from low-socio-economic groups.  \nPilot projects were also initiated to evaluate and expand the Student Union-run Living at Home (LAH) Students Residential and devise a programme of employability-enhancing events and resources to address the needs of LAH students","b) Yearly milestone met","Student Success","Multiple"]
["10007850","7a",1,{"$f":"CONCATENATE(Targets!$A819,\"-\",Targets!$B819)","v":"10007850-7a"},{"$f":"CONCATENATE(Targets!$A819,\"-\",Targets!$B819,\"-\",Targets!$C819)","v":"10007850-7a-1"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Increase proportion of students from POLAR 3 low participating neighbourhoods, from 4.9% to 8%","No",5.2,"2013-14",0.08,"2019-20",5.4,5.2,5.2,5.3,5.5,"c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10007850","7a",2,{"$f":"CONCATENATE(Targets!$A820,\"-\",Targets!$B820)","v":"10007850-7a"},{"$f":"CONCATENATE(Targets!$A820,\"-\",Targets!$B820,\"-\",Targets!$C820)","v":"10007850-7a-2"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 2) (Young, full-time, first degree entrants)","Ensure % of young full-time entrants from low participation neighbourhoods no longer in HE remains below 3%","No",0.03,"2012-13",0.02,"2019-20",4.3,2.9,2.7,3.2,3.5,"e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10007850","7a",3,{"$f":"CONCATENATE(Targets!$A821,\"-\",Targets!$B821)","v":"10007850-7a"},{"$f":"CONCATENATE(Targets!$A821,\"-\",Targets!$B821,\"-\",Targets!$C821)","v":"10007850-7a-3"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","Increase % of full-time undergraduate entrants from state schools to 80%","No",76.099999999999895,"2013-14",0.8,"2019-20",74.8,76.099999999999895,74.599999999999895,73.400000000000006,"-","f) Target discontinued","Access","State school"]
["10007850","7a",4,{"$f":"CONCATENATE(Targets!$A822,\"-\",Targets!$B822)","v":"10007850-7a"},{"$f":"CONCATENATE(Targets!$A822,\"-\",Targets!$B822,\"-\",Targets!$C822)","v":"10007850-7a-4"},"Other statistic - Low-income backgrounds (please give details in the next column)","Increase proportion of students from ACORN quintiles 4 & 5 by 1.5% ","No",10.1,"2015-16",12.1,"2020-21","-","-","-",10.1,9.6,"e) Performance is below baseline","Access","Socio-economic"]
["10008017","7b",4,{"$f":"CONCATENATE(Targets!$A823,\"-\",Targets!$B823)","v":"10008017-7b"},{"$f":"CONCATENATE(Targets!$A823,\"-\",Targets!$B823,\"-\",Targets!$C823)","v":"10008017-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Maintain high representation from BAME groups in our outreach programmes","No",0.61,"2011-12","At least 50%","2019-20",45,47,52,55,51,"a) Overall target met/exceeded","Access","Ethnicity"]
["10008017","7b",5,{"$f":"CONCATENATE(Targets!$A824,\"-\",Targets!$B824)","v":"10008017-7b"},{"$f":"CONCATENATE(Targets!$A824,\"-\",Targets!$B824,\"-\",Targets!$C824)","v":"10008017-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Increase and then maintain number of students in our CATs from lower income backgrounds","No",163,"2011-12",175,"2019-20",187,182,171,172,164,"c) Progress made – but less than anticipated","Access","Low income household"]
["10008017","7b",6,{"$f":"CONCATENATE(Targets!$A825,\"-\",Targets!$B825)","v":"10008017-7b"},{"$f":"CONCATENATE(Targets!$A825,\"-\",Targets!$B825,\"-\",Targets!$C825)","v":"10008017-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Increase BAME representation in our CATs","No",0.25,"2011-12",0.28000000000000003,"2019-20",27,23,24.4,26,30.7,"a) Overall target met/exceeded","Access","Ethnicity"]
["10005545","7a",5,{"$f":"CONCATENATE(Targets!$A826,\"-\",Targets!$B826)","v":"10005545-7a"},{"$f":"CONCATENATE(Targets!$A826,\"-\",Targets!$B826,\"-\",Targets!$C826)","v":"10005545-7a-5"},"Other statistic - Care-leavers (please give details in the next column)","Increase number of enrolments from students who are leaving care / in care. Reflects OFFA target priorities, working towards new partnership with local county council and Virtual Schools Network, which may lead to collaborative target in future years.","No",0,"2014-15",4,"2019-20","-","-",0,0,1,"c) Progress made – but less than anticipated","Access","Care leavers"]
["10005545","7a",6,{"$f":"CONCATENATE(Targets!$A827,\"-\",Targets!$B827)","v":"10005545-7a"},{"$f":"CONCATENATE(Targets!$A827,\"-\",Targets!$B827,\"-\",Targets!$C827)","v":"10005545-7a-6"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Ensure high level of continuation/ completion at the RAU is maintained, with the increasing number and widening of enrolments anticipated in our targets. HESA T3a \"% who continue or qualitfy at same HEI\" column","No",0.97299999999999898,"2013-14",0.97499999999999898,"2019-20",91.8,97.3,96.3,94.1,"[AWAITING HESA DATA. NB TARGET IS 95%]","e) Performance is below baseline","Student Success","Multiple"]
["10005545","7a",7,{"$f":"CONCATENATE(Targets!$A828,\"-\",Targets!$B828)","v":"10005545-7a"},{"$f":"CONCATENATE(Targets!$A828,\"-\",Targets!$B828,\"-\",Targets!$C828)","v":"10005545-7a-7"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","Maintain above benchmark position in % of full-time, first degree entrants in receipt of DSA","No",0.114,"2014-15",0.12,"2020-21",19.899999999999899,12.5,11.4,11.4,"AWATING DATA","d) No progress made against baseline","Access","Disabled"]
["10005545","7a",8,{"$f":"CONCATENATE(Targets!$A829,\"-\",Targets!$B829)","v":"10005545-7a"},{"$f":"CONCATENATE(Targets!$A829,\"-\",Targets!$B829,\"-\",Targets!$C829)","v":"10005545-7a-8"},"Other statistic - Progression to employment or further study (please give details in the next column)","Of those respondents employed in the UK who studied full time at the University, % in Professional/Managerial roles defined by the SOC (Standard Occupational Classification) code","No",0.77200000000000002,"2014-15",0.81499999999999895,"2020-21","-",74.8,77.2,66.7,"AWATING DATA","e) Performance is below baseline","Progression","Other (please give details in Description column)"]
["10005545","7a",9,{"$f":"CONCATENATE(Targets!$A830,\"-\",Targets!$B830)","v":"10005545-7a"},{"$f":"CONCATENATE(Targets!$A830,\"-\",Targets!$B830,\"-\",Targets!$C830)","v":"10005545-7a-9"},"Other statistic - Other (please give details in the next column)","Support target schools by providing tutoring and/or mentoring activities that expressly seek to raise attainment amongst target pupils. Milestones relate to the min. number of learners tutored/mentored per year on a tutor-mentor programme.","No","2015-16","0",100,"2020-21","n/a","n/a","n/a","n/a","n/a","b) Yearly milestone met","Access","Attainment raising"]
["10005545","7b",1,{"$f":"CONCATENATE(Targets!$A831,\"-\",Targets!$B831)","v":"10005545-7b"},{"$f":"CONCATENATE(Targets!$A831,\"-\",Targets!$B831,\"-\",Targets!$C831)","v":"10005545-7b-1"},"Contextual data","Review and formalise contextual admissions process to ensure access and recognition of education disadvantage at the application/ offer stage","No","n/a","2015-16","Yes","2019-20","n/a","n/a","n/a","Admission considers contextual factors; not formalised","Admissions & Academy work together to ensure relevant contextual factors are considered. Workshops noted opportunity to develop contextual processes and formalise arrangements","b) Yearly milestone met","Access","Socio-economic"]
["10005545","7b",2,{"$f":"CONCATENATE(Targets!$A832,\"-\",Targets!$B832)","v":"10005545-7b"},{"$f":"CONCATENATE(Targets!$A832,\"-\",Targets!$B832,\"-\",Targets!$C832)","v":"10005545-7b-2"},"Student support services","Redevelopment of support service structures and programmes; implementation of strategy for Student Transition, Retention and Experience, embedding targeted support in the curriculum and paying particular attention to teaching and learning.","No","No","2013-14","Yes","2019-20","n/a","No","No","Staff change & a new structure / student support approach implemented","New staffing & structure operational. Strengthened support, incl.  in curriculum (peers, tutors). Research papers written regarding transition, support & success for target groups","b) Yearly milestone met","Student Success","Multiple"]
["10007158","7a",1,{"$f":"CONCATENATE(Targets!$A833,\"-\",Targets!$B833)","v":"10007158-7a"},{"$f":"CONCATENATE(Targets!$A833,\"-\",Targets!$B833,\"-\",Targets!$C833)","v":"10007158-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","Young full-time first degree entrants from state schools","No",0.86099999999999999,"2013-14",0.86,"2019-20",0.85599999999999998,0.85499999999999998,0.82499999999999996,0.83899999999999997,0.84699999999999898,"e) Performance is below baseline","Access","State school"]
["10007167","7a",1,{"$f":"CONCATENATE(Targets!$A834,\"-\",Targets!$B834)","v":"10007167-7a"},{"$f":"CONCATENATE(Targets!$A834,\"-\",Targets!$B834,\"-\",Targets!$C834)","v":"10007167-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","To at least maintain and if possible increase the proportion of young, full-time first degree entrants from Low participation neighbourhoods (POLAR 3).","No",6.2E-2,"2011-12",0.08,"2019-20",6.6,6.4,7.7,8.6999999999999904,"n/a","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007167","7a",2,{"$f":"CONCATENATE(Targets!$A835,\"-\",Targets!$B835)","v":"10007167-7a"},{"$f":"CONCATENATE(Targets!$A835,\"-\",Targets!$B835,\"-\",Targets!$C835)","v":"10007167-7a-2"},"Other statistic - Disabled (please give details in the next column)","To exceed the national average rate of disclosure for students with disabilities, as published by the ECU, by at least one percentage point.","No","1.2% above national average","2014-15","At least percentage point above national average","2019-20","n/a","n/a",1.2,1.78,2.6,"a) Overall target met/exceeded","Student Success","Disabled"]
["10007167","7a",3,{"$f":"CONCATENATE(Targets!$A836,\"-\",Targets!$B836)","v":"10007167-7a"},{"$f":"CONCATENATE(Targets!$A836,\"-\",Targets!$B836,\"-\",Targets!$C836)","v":"10007167-7a-3"},"Other statistic - Ethnicity (please give details in the next column)","To increase the proportion of BME entrants to full time first degree study.","No",8.6999999999999904,"2012/13",13.5,"2020/21",8.6999999999999904,11.8,12.5,12.4,12.8,"b) Yearly milestone met","Access","Ethnicity"]
["10007167","7b",1,{"$f":"CONCATENATE(Targets!$A837,\"-\",Targets!$B837)","v":"10007167-7b"},{"$f":"CONCATENATE(Targets!$A837,\"-\",Targets!$B837,\"-\",Targets!$C837)","v":"10007167-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Next Step York: this is a programme for talented Year 12 and 13 students from targeted schools and colleges where students participate in a series of activities, including ementoring and a residential that will support their application to university and in particular to research intensive universities.","No",51,"2012-13",200,"2019-20",51,154,179,195,200,"b) Yearly milestone met","Access","Multiple"]
["10007167","7b",2,{"$f":"CONCATENATE(Targets!$A838,\"-\",Targets!$B838)","v":"10007167-7b"},{"$f":"CONCATENATE(Targets!$A838,\"-\",Targets!$B838,\"-\",Targets!$C838)","v":"10007167-7b-2"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Appropriately targeted schools and colleges for outreach and access activities, including those in the University of York Schools and Colleges Network.","No",28,"2011-12",64,"2019-20",33,45,52,55,62,"b) Yearly milestone met","Access","Other"]
["10007167","7b",3,{"$f":"CONCATENATE(Targets!$A839,\"-\",Targets!$B839)","v":"10007167-7b"},{"$f":"CONCATENATE(Targets!$A839,\"-\",Targets!$B839,\"-\",Targets!$C839)","v":"10007167-7b-3"},"Outreach / WP activity (other - please give details in the next column)","\"Shine\": Outreach work in a progressive programme with Years 6-11 from targeted schools across the region.","No",1303,"2012-13",2200,"2019-20",1303,1969,1935,2482,2379,"a) Overall target met/exceeded","Access","Multiple"]
["10007167","7b",4,{"$f":"CONCATENATE(Targets!$A840,\"-\",Targets!$B840)","v":"10007167-7b"},{"$f":"CONCATENATE(Targets!$A840,\"-\",Targets!$B840,\"-\",Targets!$C840)","v":"10007167-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Realising Opportunties (RO)  targets for progression of RO participants to a research intensive university.","Yes",0.27,"2010-11","39% (cohort 9)","2019-20",0.36,0.3,0.24,0.31,0.36,"b) Yearly milestone met","Access","Multiple"]
["10007167","7b",5,{"$f":"CONCATENATE(Targets!$A841,\"-\",Targets!$B841)","v":"10007167-7b"},{"$f":"CONCATENATE(Targets!$A841,\"-\",Targets!$B841,\"-\",Targets!$C841)","v":"10007167-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Realising Opportunties (RO)  targets for progression of RO participants to an RO partner university.","Yes",0.24,"2010-11","25% (cohort 9)","2019-20",0.28999999999999898,0.23,0.18,0.23,0.26,"b) Yearly milestone met","Access","Multiple"]
["10007167","7b",6,{"$f":"CONCATENATE(Targets!$A842,\"-\",Targets!$B842)","v":"10007167-7b"},{"$f":"CONCATENATE(Targets!$A842,\"-\",Targets!$B842,\"-\",Targets!$C842)","v":"10007167-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Excellence Hub: a partnership between the Universities of Leeds, Sheffield and York which targets high achieving students from currently under-represented groups from across the region to encourage and facilitate progression of the 'most able, least likely' group of students to selective HEIs, through subject specific taster events and IAG events, workshops and conferences.","Yes",800,"2011-12",2200,"2019-20",2904,2767,2992,3006,3713,"a) Overall target met/exceeded","Access","Multiple"]
["10007167","7b",7,{"$f":"CONCATENATE(Targets!$A843,\"-\",Targets!$B843)","v":"10007167-7b"},{"$f":"CONCATENATE(Targets!$A843,\"-\",Targets!$B843,\"-\",Targets!$C843)","v":"10007167-7b-7"},"Outreach / WP activity (collaborative - please give details in the next column)","Green Apples:  a successful innovative partnership involving all local FE and HE partners as well as the Local Authority,  the North Yorkshire Business and Education Partnership, Higher York and local primary and secondary schools. This is a progressive programme of interventions, mainly focused on Year 9-11 but also involving pupils from year 6 upwards.","Yes",433,"2013-14",740,"2019-20",347,433,481,722,716,"b) Yearly milestone met","Access","Multiple"]
["10001743","7a",1,{"$f":"CONCATENATE(Targets!$A844,\"-\",Targets!$B844)","v":"10001743-7a"},{"$f":"CONCATENATE(Targets!$A844,\"-\",Targets!$B844,\"-\",Targets!$C844)","v":"10001743-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","at least 90% of full-time applicants and enrolments to be from state funded post 16 provision","No",0.9,"2015-16",0.94,"2019-20","-","-","-",0.9,0.92,"b) Yearly milestone met","Access","State school"]
["10001743","7a",2,{"$f":"CONCATENATE(Targets!$A845,\"-\",Targets!$B845)","v":"10001743-7a"},{"$f":"CONCATENATE(Targets!$A845,\"-\",Targets!$B845,\"-\",Targets!$C845)","v":"10001743-7a-2"},"HESA T1a - State School (Young, full-time, first degree entrants)","to increase percentage of applicants from low particpation neigbourhoods by 3% each year (total of full and part-time applicants and enrolments)","No",0.43,"2015-16",0.55000000000000004,"2019-20","-","-","-",0.43,0.49,"b) Yearly milestone met","Access","Low participation neighbourhoods (LPN)"]
["10007780","7a",1,{"$f":"CONCATENATE(Targets!$A846,\"-\",Targets!$B846)","v":"10007780-7a"},{"$f":"CONCATENATE(Targets!$A846,\"-\",Targets!$B846,\"-\",Targets!$C846)","v":"10007780-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","To increase the proportion of young LPN students from this group to 5.4% by 2019/20","No",0.04,"2013-14",5.3999999999999999E-2,"2019-20",2.8000000000000001E-2,3.6999999999999998E-2,4.3999999999999997E-2,3.9E-2,"HESA data not available","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007780","7a",2,{"$f":"CONCATENATE(Targets!$A847,\"-\",Targets!$B847)","v":"10007780-7a"},{"$f":"CONCATENATE(Targets!$A847,\"-\",Targets!$B847,\"-\",Targets!$C847)","v":"10007780-7a-2"},"HESA T2a - (Mature, full-time, first degree entrants)","To increase the proportion of mature LPN students from this group to 4% by 2019/20","No",2.1999999999999999E-2,"2013-14",0.04,"2019-20",6.2E-2,2.1999999999999999E-2,1.4999999999999999E-2,4.1000000000000002E-2,"HESA data not available","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007780","7a",3,{"$f":"CONCATENATE(Targets!$A848,\"-\",Targets!$B848)","v":"10007780-7a"},{"$f":"CONCATENATE(Targets!$A848,\"-\",Targets!$B848,\"-\",Targets!$C848)","v":"10007780-7a-3"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","To increase the proportion of this group to 7% by 2019/20","No",6.3E-2,"2013-14",7.0000000000000007E-2,"2019-20",7.1999999999999995E-2,6.3E-2,8.1000000000000003E-2,7.6999999999999902E-2,"HESA data not available","b) Yearly milestone met","Access","Disability"]
["10007780","7a",4,{"$f":"CONCATENATE(Targets!$A849,\"-\",Targets!$B849)","v":"10007780-7a"},{"$f":"CONCATENATE(Targets!$A849,\"-\",Targets!$B849,\"-\",Targets!$C849)","v":"10007780-7a-4"},"HESA T1a - State School (Young, full-time, first degree entrants)","To maintain the proportion of students from this group by 2019/20","No",0.82,"2013-14",0.82,"2019-20",0.76200000000000001,81.599999999999895,0.81,0.80600000000000005,"HESA data not available","e) Performance is below baseline","Access","State school"]
["10007780","7a",5,{"$f":"CONCATENATE(Targets!$A850,\"-\",Targets!$B850)","v":"10007780-7a"},{"$f":"CONCATENATE(Targets!$A850,\"-\",Targets!$B850,\"-\",Targets!$C850)","v":"10007780-7a-5"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","To reduce the non-continuation rate of young students to 5% by 2019/20","No",6.4000000000000001E-2,"2012-13",0.05,"2019-20",6.4000000000000001E-2,4.9000000000000002E-2,5.7000000000000002E-2,"HESA data not available","HESA data not available","b) Yearly milestone met","Student Success","Multiple"]
["10007780","7a",6,{"$f":"CONCATENATE(Targets!$A851,\"-\",Targets!$B851)","v":"10007780-7a"},{"$f":"CONCATENATE(Targets!$A851,\"-\",Targets!$B851,\"-\",Targets!$C851)","v":"10007780-7a-6"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","To reduce the non-continuation rate of mature students to 15% by 2019/20","No",0.20599999999999999,"2012-13",0.15,"2019-20",0.20599999999999999,0.16200000000000001,0.157,"HESA data not available","HESA data not available","b) Yearly milestone met","Student Success","Mature"]
["10007780","7a",7,{"$f":"CONCATENATE(Targets!$A852,\"-\",Targets!$B852)","v":"10007780-7a"},{"$f":"CONCATENATE(Targets!$A852,\"-\",Targets!$B852,\"-\",Targets!$C852)","v":"10007780-7a-7"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","To reduce the non-continuation rate of the overall population to 7% by 2019/20","No",9.7000000000000003E-2,"2012-13",7.0000000000000007E-2,"2019-20",9.7000000000000003E-2,7.3999999999999996E-2,8.2000000000000003E-2,"HESA data not available","HESA data not available","b) Yearly milestone met","Student Success","Multiple"]
["10007780","7b",1,{"$f":"CONCATENATE(Targets!$A853,\"-\",Targets!$B853)","v":"10007780-7b"},{"$f":"CONCATENATE(Targets!$A853,\"-\",Targets!$B853,\"-\",Targets!$C853)","v":"10007780-7b-1"},"Outreach / WP activity (other - please give details in the next column)","To increase the number of school and FE college students engaged in extended programmes to 100 by 2019/20","No","60 students","2012-13","100 students","2019-20","New target","New target","New target",55,83,"b) Yearly milestone met","Access","Multiple"]
["10007780","7b",2,{"$f":"CONCATENATE(Targets!$A854,\"-\",Targets!$B854)","v":"10007780-7b"},{"$f":"CONCATENATE(Targets!$A854,\"-\",Targets!$B854,\"-\",Targets!$C854)","v":"10007780-7b-2"},"Outreach / WP activity (summer schools)","To increase the number of students attending subject-based summer schools","No","160 students","2012-13","200 students","2019-20","New target","New target","New target",119,201,"b) Yearly milestone met","Access","Multiple"]
["10006331","7b",3,{"$f":"CONCATENATE(Targets!$A855,\"-\",Targets!$B855)","v":"10006331-7b"},{"$f":"CONCATENATE(Targets!$A855,\"-\",Targets!$B855,\"-\",Targets!$C855)","v":"10006331-7b-3"},"Lifelong learning","Increase internal progression rate of completers of full time vocational level 3 programmes to level 4 to minimum 35% from baseline","No",0.3,"2012-13",0.36,"2019-20",0.3,0.31,0.32,0.32,0.18,"e) Performance is below baseline","Access","Socio-economic"]
["10006331","7b",4,{"$f":"CONCATENATE(Targets!$A856,\"-\",Targets!$B856)","v":"10006331-7b"},{"$f":"CONCATENATE(Targets!$A856,\"-\",Targets!$B856,\"-\",Targets!$C856)","v":"10006331-7b-4"},"Lifelong learning","Increase internal articulated progression from level 5 FDs to level 6 (Hons) degree programmes by 15%","No",0.4,"2012-13",0.65,"2019-20",0.47,0.47,0.51,0.52,0.42,"c) Progress made – but less than anticipated","Other","Socio-economic"]
["10000415","7a",3,{"$f":"CONCATENATE(Targets!$A857,\"-\",Targets!$B857)","v":"10000415-7a"},{"$f":"CONCATENATE(Targets!$A857,\"-\",Targets!$B857,\"-\",Targets!$C857)","v":"10000415-7a-3"},"Other statistic - Low-income backgrounds (please give details in the next column)","Continue to collect data detailing students household income. Evaluate barriers to success; offer interventions to support achievement and success","No","to be defined","2012-13","to be defined","2019-20","data not collected","data not collected","data not collected","data not collected","data not collected","f) Target discontinued","Access","Low income household"]
["10000415","7a",4,{"$f":"CONCATENATE(Targets!$A858,\"-\",Targets!$B858)","v":"10000415-7a"},{"$f":"CONCATENATE(Targets!$A858,\"-\",Targets!$B858,\"-\",Targets!$C858)","v":"10000415-7a-4"},"Other statistic - Part-time (please give details in the next column)","Promotion of increased applications for part-time programmes","No","4% of applicants","2014-15",0.09,"2019-20",0.1,0.06,0.04,0.1,0.08,"b) Yearly milestone met","Access","Part-time"]
["10000415","7a",5,{"$f":"CONCATENATE(Targets!$A859,\"-\",Targets!$B859)","v":"10000415-7a"},{"$f":"CONCATENATE(Targets!$A859,\"-\",Targets!$B859,\"-\",Targets!$C859)","v":"10000415-7a-5"},"Other statistic - Applications (please give details in the next column)","Monitor application process and analyse conversion rates from offer to accept","No",0.55000000000000004,"2014-15",0.62,"2019-20","new target","new target",0.55000000000000004,0.57999999999999996,0.57999999999999896,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10003854","7a",2,{"$f":"CONCATENATE(Targets!$A860,\"-\",Targets!$B860)","v":"10003854-7a"},{"$f":"CONCATENATE(Targets!$A860,\"-\",Targets!$B860,\"-\",Targets!$C860)","v":"10003854-7a-2"},"Other statistic - Socio-economic (please give details in the next column)","% of new entrants from low income households (under £25,000). 2010-11 was the baseline year when a target of 40% was initially established. The target was raised to 41% in 2016-17 Access Agreement.","No",0.38,"2010-11",0.41,"2019-20",33,37.4,37.799999999999898,0.30399999999999999,0.29699999999999999,"e) Performance is below baseline","Access","Low income household"]
["10003854","7a",3,{"$f":"CONCATENATE(Targets!$A861,\"-\",Targets!$B861)","v":"10003854-7a"},{"$f":"CONCATENATE(Targets!$A861,\"-\",Targets!$B861,\"-\",Targets!$C861)","v":"10003854-7a-3"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","% of FT first degree entrants who are no longer in HE at the end of the year. The baseline year for establishing this target was 2009-10. The target was raised to become more challenging in 2016-17 Access Agreement.","No",0.08,"2009-10",7.4999999999999997E-2,"2019-20",0.05,6.5000000000000002E-2,6.4000000000000001E-2,8.3000000000000004E-2,0.06,"a) Overall target met/exceeded","Student Success","Multiple"]
["10003854","7b",1,{"$f":"CONCATENATE(Targets!$A862,\"-\",Targets!$B862)","v":"10003854-7b"},{"$f":"CONCATENATE(Targets!$A862,\"-\",Targets!$B862,\"-\",Targets!$C862)","v":"10003854-7b-1"},"Other (please give details in the next column)","Working with schools or Colleges who have a higher than average intake of students with English as an additional language and with a high proportion of students with a BME background.","No",0,"2012-13",10,"2019-20",6,15,18,14,12,"a) Overall target met/exceeded","Access","Ethnicity"]
["10003854","7b",2,{"$f":"CONCATENATE(Targets!$A863,\"-\",Targets!$B863)","v":"10003854-7b"},{"$f":"CONCATENATE(Targets!$A863,\"-\",Targets!$B863,\"-\",Targets!$C863)","v":"10003854-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Offer free places on the College Childrens Art School programme","No",0,"2012-13",20,"2019-20",0.05,0.1075,50,75,22,"a) Overall target met/exceeded","Access","Multiple"]
["10003854","7b",3,{"$f":"CONCATENATE(Targets!$A864,\"-\",Targets!$B864)","v":"10003854-7b"},{"$f":"CONCATENATE(Targets!$A864,\"-\",Targets!$B864,\"-\",Targets!$C864)","v":"10003854-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Free taster days in creative activities aligned to the curriculum specialisms in FE and HE ( depending on age group of participants)","No","34 taster sessions","Other (please give details in Description column)",34,"2019-20",52,41,47,35,37,"a) Overall target met/exceeded","Access","Multiple"]
["10003854","7b",4,{"$f":"CONCATENATE(Targets!$A865,\"-\",Targets!$B865)","v":"10003854-7b"},{"$f":"CONCATENATE(Targets!$A865,\"-\",Targets!$B865,\"-\",Targets!$C865)","v":"10003854-7b-4"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Number of schools, colleges and community groups targeted to work with the college on outreach activities","No",20,"2011-12",20,"2019-20",36,20,20,27,27,"a) Overall target met/exceeded","Access","Multiple"]
["10003854","7b",5,{"$f":"CONCATENATE(Targets!$A866,\"-\",Targets!$B866)","v":"10003854-7b"},{"$f":"CONCATENATE(Targets!$A866,\"-\",Targets!$B866,\"-\",Targets!$C866)","v":"10003854-7b-5"},"Lifelong learning","Number of learners benefitting from mock interview practice in preparation for progression into HE at Leeds College of Art or elsewhere","No",180,"Other (please give details in Description column)",180,"2019-20",191,196,209,198,226,"a) Overall target met/exceeded","Access","Multiple"]
["10003854","7b",6,{"$f":"CONCATENATE(Targets!$A867,\"-\",Targets!$B867)","v":"10003854-7b"},{"$f":"CONCATENATE(Targets!$A867,\"-\",Targets!$B867,\"-\",Targets!$C867)","v":"10003854-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Number of learners receiving mentoring or work shadowing","No",100,"2012-13",100,"2019-20",162,83,126,107,113,"a) Overall target met/exceeded","Access","Multiple"]
["10000415","7a",6,{"$f":"CONCATENATE(Targets!$A868,\"-\",Targets!$B868)","v":"10000415-7a"},{"$f":"CONCATENATE(Targets!$A868,\"-\",Targets!$B868,\"-\",Targets!$C868)","v":"10000415-7a-6"},"Other statistic - Socio-economic (please give details in the next column)","Continue to offer subsidised transport for students to access studies","No","43% of HE students","2015-16",0.5,"2019-20",0,0.2,0.36,0.45,0.4,"e) Performance is below baseline","Access","Multiple"]
["10000415","7a",7,{"$f":"CONCATENATE(Targets!$A869,\"-\",Targets!$B869)","v":"10000415-7a"},{"$f":"CONCATENATE(Targets!$A869,\"-\",Targets!$B869,\"-\",Targets!$C869)","v":"10000415-7a-7"},"Other statistic - Completion/Non continuation (please give details in the next column)","Improve retention rates in Year 1 of study","No",0.8,"2013-14",0.86,"2019-20",0.8,0.8,0.75,0.86,0.89,"a) Overall target met/exceeded","Student Success","Multiple"]
["10000415","7b",1,{"$f":"CONCATENATE(Targets!$A870,\"-\",Targets!$B870)","v":"10000415-7b"},{"$f":"CONCATENATE(Targets!$A870,\"-\",Targets!$B870,\"-\",Targets!$C870)","v":"10000415-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Support applicants that self-declare additional support needs or are identified through College-based assessment specialists as having additional support needs","No","52 students","2014-15",57,"2019-20",45,45,57,70,0.95,"b) Yearly milestone met","Access and Student Success","Disability"]
["10000415","7b",2,{"$f":"CONCATENATE(Targets!$A871,\"-\",Targets!$B871)","v":"10000415-7b"},{"$f":"CONCATENATE(Targets!$A871,\"-\",Targets!$B871,\"-\",Targets!$C871)","v":"10000415-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Continue to promote localised provision for students in the North-East","No","18 new enrolments","2014-15",23,"2019-20","-","-",18,32,31,"a) Overall target met/exceeded","Access","Multiple"]
["10000415","7b",3,{"$f":"CONCATENATE(Targets!$A872,\"-\",Targets!$B872)","v":"10000415-7b"},{"$f":"CONCATENATE(Targets!$A872,\"-\",Targets!$B872,\"-\",Targets!$C872)","v":"10000415-7b-3"},"Outreach / WP activity (collaborative - please give details in the next column)","Collaborative outreach with Higher York partnership to promote higher education in Yorkshire, including low participation areas","Yes","to be defined","2015-16","to be defined","2017-18","-","-","-","not measured","difficult to measure","f) Target discontinued","Access","Low participation neighbourhood (LPN)"]
["10000415","7b",4,{"$f":"CONCATENATE(Targets!$A873,\"-\",Targets!$B873)","v":"10000415-7b"},{"$f":"CONCATENATE(Targets!$A873,\"-\",Targets!$B873,\"-\",Targets!$C873)","v":"10000415-7b-4"},"Lifelong learning","Further develop opportunities to support progression between years and levels of study; bridging courses developed and offered to students from 2014/15","No","90% of students attended bridging programme","2014-15",0.95,"2019-20","-","-",0.9,0.9,0.92,"b) Yearly milestone met","Student Success","Multiple"]
["10000571","7b",2,{"$f":"CONCATENATE(Targets!$A874,\"-\",Targets!$B874)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A874,\"-\",Targets!$B874,\"-\",Targets!$C874)","v":"10000571-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","Deliver GCSE tutoring in target schools in collaboration with the University of Bath.  Target expressed as number of pupils.","Yes",1500,"2015-16",1500,"2019-20","-","-","-",1620,1680,"a) Overall target met/exceeded","Access","Multiple"]
["10000571","7b",3,{"$f":"CONCATENATE(Targets!$A875,\"-\",Targets!$B875)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A875,\"-\",Targets!$B875,\"-\",Targets!$C875)","v":"10000571-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Programme of targeted aspiration-raising generic campus visit days based around student life and finance IAG.  Target expressed as number of events.","No",24,"2015-16",25,"2019-20","-","-","-",25,25,"a) Overall target met/exceeded","Access","Multiple"]
["10000571","7b",4,{"$f":"CONCATENATE(Targets!$A876,\"-\",Targets!$B876)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A876,\"-\",Targets!$B876,\"-\",Targets!$C876)","v":"10000571-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Subject-based events.  Curriculum-based and university subject taster sessions.  Target expressed as number of events.","No",14,"2015-16",20,"2019-20","-","-","-",15,18,"c) Progress made – but less than anticipated","Access","Multiple"]
["10000571","7b",5,{"$f":"CONCATENATE(Targets!$A877,\"-\",Targets!$B877)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A877,\"-\",Targets!$B877,\"-\",Targets!$C877)","v":"10000571-7b-5"},"Outreach / WP activity (other - please give details in the next column)","School and college based aspiration and attainment-raising events with young people.  Target expressed as number of events.","No",23,"2015-16",25,"2019-20","-","-","-",23,25,"a) Overall target met/exceeded","Access","Multiple"]
["10000886","7a",1,{"$f":"CONCATENATE(Targets!$A878,\"-\",Targets!$B878)","v":"10000886-7a"},{"$f":"CONCATENATE(Targets!$A878,\"-\",Targets!$B878,\"-\",Targets!$C878)","v":"10000886-7a-1"},"Other statistic - Other (please give details in the next column)","Enrolments of Compact Plus members","No",76,"2014-15",105,"2019-20","na/","na/",76,131,134,"a) Overall target met/exceeded","Access","Multiple"]
["10000886","7a",2,{"$f":"CONCATENATE(Targets!$A879,\"-\",Targets!$B879)","v":"10000886-7a"},{"$f":"CONCATENATE(Targets!$A879,\"-\",Targets!$B879,\"-\",Targets!$C879)","v":"10000886-7a-2"},"Other statistic - Other (please give details in the next column)","Close the gap between continuation of Care Leavers and all full-time students","No",0.7,"2011-12",0.85,"2019-20","n/a","n/a",90.9,94.7,85.7,"a) Overall target met/exceeded","Student Success","Care leavers"]
["10000886","7a",3,{"$f":"CONCATENATE(Targets!$A880,\"-\",Targets!$B880)","v":"10000886-7a"},{"$f":"CONCATENATE(Targets!$A880,\"-\",Targets!$B880,\"-\",Targets!$C880)","v":"10000886-7a-3"},"HESA T1a - State School (Young, full-time, first degree entrants)","Maintain position above LA benchmark and sector average","No",0.94,"2013-14",0.94199999999999995,"2019-20",93.4,94,93.1,94.2,94.5,"a) Overall target met/exceeded","Access","State school"]
["10000886","7a",4,{"$f":"CONCATENATE(Targets!$A881,\"-\",Targets!$B881)","v":"10000886-7a"},{"$f":"CONCATENATE(Targets!$A881,\"-\",Targets!$B881,\"-\",Targets!$C881)","v":"10000886-7a-4"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Maintain position above LA benchmark and sustain","No",9.7000000000000003E-2,"2013-14",0.10199999999999999,"2019-20",10.5,9.5,10.1999999999999,10.7,11.9,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10000886","7a",5,{"$f":"CONCATENATE(Targets!$A882,\"-\",Targets!$B882)","v":"10000886-7a"},{"$f":"CONCATENATE(Targets!$A882,\"-\",Targets!$B882,\"-\",Targets!$C882)","v":"10000886-7a-5"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Maintain position above LA benchmark and sustain","No",7.9000000000000001E-2,"2012-13",7.6999999999999999E-2,"2019-20",7.9,7.9,8.8000000000000007,"-","-","f) Target discontinued","Student Success","Other"]
["10000886","7a",6,{"$f":"CONCATENATE(Targets!$A883,\"-\",Targets!$B883)","v":"10000886-7a"},{"$f":"CONCATENATE(Targets!$A883,\"-\",Targets!$B883,\"-\",Targets!$C883)","v":"10000886-7a-6"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Improve position and move closer to LA benchmark","No",0.10299999999999999,"2012-13",9.8000000000000004E-2,"2019-20",10.3,6.3,6.8,"-","-","a) Overall target met/exceeded","Student Success","Low participation neighbourhood (LPN)"]
["10000886","7a",7,{"$f":"CONCATENATE(Targets!$A884,\"-\",Targets!$B884)","v":"10000886-7a"},{"$f":"CONCATENATE(Targets!$A884,\"-\",Targets!$B884,\"-\",Targets!$C884)","v":"10000886-7a-7"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","Maintain position and above benchmark","No",6.5,"2009-10",6.5,"2016-17","-",9,9.8000000000000007,9.1,9.5,"a) Overall target met/exceeded","Access","Disability"]
["10000886","7a",8,{"$f":"CONCATENATE(Targets!$A885,\"-\",Targets!$B885)","v":"10000886-7a"},{"$f":"CONCATENATE(Targets!$A885,\"-\",Targets!$B885,\"-\",Targets!$C885)","v":"10000886-7a-8"},"HESA T7 - Students in receipt of DSA (part-time, all undergraduate entrants)","Maintain position and above benchmark","No",5.2,"2009-10",5,"2016-17","-",9.6,9.8000000000000007,9.5,10.9,"a) Overall target met/exceeded","Access","Disability"]
["10000886","7b",1,{"$f":"CONCATENATE(Targets!$A886,\"-\",Targets!$B886)","v":"10000886-7b"},{"$f":"CONCATENATE(Targets!$A886,\"-\",Targets!$B886,\"-\",Targets!$C886)","v":"10000886-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Primary Work - Years 5/6","No","16 schools 540 Participants 80% considering HE after the 1st intervention","2013-14","30 schools 1020 participants 80% considering HE after the 1st intervention","2019-20","-","-","19 schools/762 participants","19 schools 727 participants\n84.6%","24 schools\n976 participants\n83%","b) Yearly milestone met","Access","Low income household"]
["10000886","7b",2,{"$f":"CONCATENATE(Targets!$A887,\"-\",Targets!$B887)","v":"10000886-7b"},{"$f":"CONCATENATE(Targets!$A887,\"-\",Targets!$B887,\"-\",Targets!$C887)","v":"10000886-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Compact Programme participants Year 7-13 & Access","No","42 schools & colleges 7660 participants","2013-14","70 schools & colleges 10460 participants","2019-20","-","-","n/a","65 schools & colleges\n10035 participants","85 schools & 23 colleges\n12105 participants","a) Overall target met/exceeded","Access","State school"]
["10000886","7b",3,{"$f":"CONCATENATE(Targets!$A888,\"-\",Targets!$B888)","v":"10000886-7b"},{"$f":"CONCATENATE(Targets!$A888,\"-\",Targets!$B888,\"-\",Targets!$C888)","v":"10000886-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Secondary Work - Years 7-11","No","21 schools 826 participants","2013-14","25 schools 1125 participants","2019-20","-","-","41 schools\n6892 participants","30 schools\n6302 participants","50 schools\n5672 participants","a) Overall target met/exceeded","Access","Multiple"]
["10000886","7b",4,{"$f":"CONCATENATE(Targets!$A889,\"-\",Targets!$B889)","v":"10000886-7b"},{"$f":"CONCATENATE(Targets!$A889,\"-\",Targets!$B889,\"-\",Targets!$C889)","v":"10000886-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Post-16 Work - Year 12-13 & Access","No","11 colleges 700 participants","2013-14","11 colleges\n12 sixth forms 1280 participants","2019-20","-","-","55 FE Colleges & 6th Forms / 4600 16-19 / 836 Access","13 colleges\n36 sixth forms\n2690 16-19 & 534 Access participants","23 colleges\n56 sixth forms\n5813 participants","a) Overall target met/exceeded","Access","Multiple"]
["10000886","7b",5,{"$f":"CONCATENATE(Targets!$A890,\"-\",Targets!$B890)","v":"10000886-7b"},{"$f":"CONCATENATE(Targets!$A890,\"-\",Targets!$B890,\"-\",Targets!$C890)","v":"10000886-7b-5"},"Outreach / WP activity (summer schools)","Maintain Summer Schools provision and increase participation","No","10 summer schools238 participants","2013-14","10 summer schools 300 participants","2019-20","-","-","10 Summer Schools\n2 Spring Schools\n444 participants","12 Summer Schools\n2 Spring Schools\n376 participants","8 Summer Schools\n2 Spring Schools\n256 participants","c) Progress made – but less than anticipated","Access","Multiple"]
["10000886","7b",6,{"$f":"CONCATENATE(Targets!$A891,\"-\",Targets!$B891)","v":"10000886-7b"},{"$f":"CONCATENATE(Targets!$A891,\"-\",Targets!$B891,\"-\",Targets!$C891)","v":"10000886-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Student Participation","No","180 UoB students","2013-14","220 UoB students","2019-20","-","-",118,191,235,"a) Overall target met/exceeded","Student Success","Other"]
["10000886","7b",7,{"$f":"CONCATENATE(Targets!$A892,\"-\",Targets!$B892)","v":"10000886-7b"},{"$f":"CONCATENATE(Targets!$A892,\"-\",Targets!$B892,\"-\",Targets!$C892)","v":"10000886-7b-7"},"Outreach / WP activity (other - please give details in the next column)","To maintain position above HEAT subscriber average in increasing the percentage of Compact Plus students residing in Polar3 Q1 & Q2 postcodes progressing to HE within 2 years of leaving level 3 education","No","3% above HEAT subscriber average","2013-14","3% above HEAT subscriber average","2019-20","-","-",0.02,0.01,"Data not available","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10000886","7b",8,{"$f":"CONCATENATE(Targets!$A893,\"-\",Targets!$B893)","v":"10000886-7b"},{"$f":"CONCATENATE(Targets!$A893,\"-\",Targets!$B893,\"-\",Targets!$C893)","v":"10000886-7b-8"},"Outreach / WP activity (collaborative - please give details in the next column)","To undertake a collaborative primary school initiative with UCL in low progression areas with the aim of increasing awareness of and aspirations towards HE","Yes","1 school / 85% of participants to consider HE at the end of the project","2013-14","4 schools / 85% of participants to consider HE at the end of the project","2019-20","-","-","1 school\nparticipant attitudes not recorded","3 schools\n83%","3 schools\n89%","c) Progress made – but less than anticipated","Access","Ethnicity"]
["10000886","7b",9,{"$f":"CONCATENATE(Targets!$A894,\"-\",Targets!$B894)","v":"10000886-7b"},{"$f":"CONCATENATE(Targets!$A894,\"-\",Targets!$B894,\"-\",Targets!$C894)","v":"10000886-7b-9"},"Outreach / WP activity (collaborative - please give details in the next column)","To undertake a collaborative initiative with UCL to offer a package of IAG talks to post-16 students at sixth forms/colleges in London, Kent and Sussex","Yes","0 FE Providers","2013-14","5 FE providers 150 students","2019-20","-","-",0,"1 FE provider\n63 students","2 FE provdiers\n128 students","c) Progress made – but less than anticipated","Access","Ethnicity"]
["10007837","7a",1,{"$f":"CONCATENATE(Targets!$A895,\"-\",Targets!$B895)","v":"10007837-7a"},{"$f":"CONCATENATE(Targets!$A895,\"-\",Targets!$B895,\"-\",Targets!$C895)","v":"10007837-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","Percentage of entrants undertaking first degree coming from a state school","No",0.77300000000000002,"2014-15","80-84%","2019-20",61.1,75.2,77.3,75.599999999999895,78.400000000000006,"b) Yearly milestone met","Access","State school"]
["10007837","7a",2,{"$f":"CONCATENATE(Targets!$A896,\"-\",Targets!$B896)","v":"10007837-7a"},{"$f":"CONCATENATE(Targets!$A896,\"-\",Targets!$B896,\"-\",Targets!$C896)","v":"10007837-7a-2"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Percentage of young full-time first degree entrants who continue at RNCM after 1 year","No",0.96899999999999897,"2014-15","95-96%","2019-20",95,96.9,94.5,"NA","NA","e) Performance is below baseline","Student Success","Multiple"]
["10007837","7a",3,{"$f":"CONCATENATE(Targets!$A897,\"-\",Targets!$B897)","v":"10007837-7a"},{"$f":"CONCATENATE(Targets!$A897,\"-\",Targets!$B897,\"-\",Targets!$C897)","v":"10007837-7a-3"},"Other statistic - Completion/Non continuation (please give details in the next column)","Percentage of non-completions of all HEFCE fundable Undergraduate students (HESES Table H)","No",1.7999999999999901E-2,"2014-15",0.01,"2019-20",2.4,1.2,1.8,1.5,2.2000000000000002,"e) Performance is below baseline","Student Success","Multiple"]
["10007837","7a",4,{"$f":"CONCATENATE(Targets!$A898,\"-\",Targets!$B898)","v":"10007837-7a"},{"$f":"CONCATENATE(Targets!$A898,\"-\",Targets!$B898,\"-\",Targets!$C898)","v":"10007837-7a-4"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","Percentage of Undergraduate students in receipt of DSA","No",7.8E-2,"2014-15","10-12%","2019-20",11.7,10,7.8,5.8,5,"e) Performance is below baseline","Access","Disability"]
["10007837","7a",5,{"$f":"CONCATENATE(Targets!$A899,\"-\",Targets!$B899)","v":"10007837-7a"},{"$f":"CONCATENATE(Targets!$A899,\"-\",Targets!$B899,\"-\",Targets!$C899)","v":"10007837-7a-5"},"Other statistic - Low-income backgrounds (please give details in the next column)","Percentage of students receiving bursary support in the College's Junior School (JRNCM)","No",0.47,"2014-15","48-49%","2019-20",48.9,46.3,42.2,50.2,55,"a) Overall target met/exceeded","Access","Low income household"]
["10000747","7a",5,{"$f":"CONCATENATE(Targets!$A900,\"-\",Targets!$B900)","v":"10000747-7a"},{"$f":"CONCATENATE(Targets!$A900,\"-\",Targets!$B900,\"-\",Targets!$C900)","v":"10000747-7a-5"},"Other statistic - Low-income backgrounds (please give details in the next column)","Students from a disadvantaged postcode entering into higher education in 15-16 remained comparable to 14-15 at 61% and an increase on the previous three years which increased by + 3% from 58%.  16/17 remains comparable for the last three years at 61%. ","No",0.61,"2014-15",0.69,"2019-20",0.57999999999999996,0.57999999999999996,0.61,0.61,0.61,"d) No progress made against baseline","Access","Socio-economic"]
["10000747","7a",6,{"$f":"CONCATENATE(Targets!$A901,\"-\",Targets!$B901)","v":"10000747-7a"},{"$f":"CONCATENATE(Targets!$A901,\"-\",Targets!$B901,\"-\",Targets!$C901)","v":"10000747-7a-6"},"Other statistic - Progression to employment or further study (please give details in the next column)","In relation to the DLHE data for 11/12 and 12/13,  86% of higher education students progressed into employment or further study.This  remained comparable for the two years.  14/15 saw an increase in terms of employment or further study by 6% to 95%.  The response rate declined slightly from 65% to 64% in 2014-15.  15/16 saw a slight decrease of 2% overall in terms of known destinations.  There is no information available currently for 16/17 as this has not yet been published","No",0.89,"2013-14",0.93,"2019-20",0.86,0.89,0.95,0.93,"not yet published","b) Yearly milestone met","Progression","Other"]
["10000747","7a",7,{"$f":"CONCATENATE(Targets!$A902,\"-\",Targets!$B902)","v":"10000747-7a"},{"$f":"CONCATENATE(Targets!$A902,\"-\",Targets!$B902,\"-\",Targets!$C902)","v":"10000747-7a-7"},"Other statistic - Completion/Non continuation (please give details in the next column)","In the previous 2 years retention has remained static with a slight decline of 1% in 15-16. The target is to improve retention rates through investment in student success, academic, pastoral and financial support.  The retention rate remains static at 74% in 16/17.  ","No",0.75,"2014-15",0.86,"2019-20",0.75,0.75,0.77,0.74,0.74,"e) Performance is below baseline","Student Success","Multiple"]
["10002815","7a",1,{"$f":"CONCATENATE(Targets!$A903,\"-\",Targets!$B903)","v":"10002815-7a"},{"$f":"CONCATENATE(Targets!$A903,\"-\",Targets!$B903,\"-\",Targets!$C903)","v":"10002815-7a-1"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","To increase the percentage of young full-time undergraduate entrants from low participation neighbourhoods to be in-line with the location adjusted benchmark of 12.1% (POLAR3 methodology, baseline of 10.9%, 2010/11,) by 2019/20.","No","10.9%. ","2014-15",0.121,"2019-20",0,0,0,0,0.06,"e) Performance is below baseline","Access","Low participation neighbourhoods (LPN)"]
["10002815","7a",2,{"$f":"CONCATENATE(Targets!$A904,\"-\",Targets!$B904)","v":"10002815-7a"},{"$f":"CONCATENATE(Targets!$A904,\"-\",Targets!$B904,\"-\",Targets!$C904)","v":"10002815-7a-2"},"Other statistic - Ethnicity (please give details in the next column)","To ensure that the percentage of students from an ethnic minority/non-white background studying on a higher education programme is in line with the total Guildford College student population (2014/15 benchmark of 14%) by 2019/20.","No",0.11,"2014-15",0.14000000000000001,"2019-20",0,0,0,0,0.102999999999999,"e) Performance is below baseline","Access","Ethnicity"]
["10002815","7a",3,{"$f":"CONCATENATE(Targets!$A905,\"-\",Targets!$B905)","v":"10002815-7a"},{"$f":"CONCATENATE(Targets!$A905,\"-\",Targets!$B905,\"-\",Targets!$C905)","v":"10002815-7a-3"},"Other statistic - Disabled (please give details in the next column)","To maintain the percentage of full time higher education students with a declared disability or identified learning support need studying at the College (2014/15 baseline of 23%).","No",0.23,"2014-15",0.23,"2016-17",0,0,0,0,0.1,"f) Target discontinued","Access","Disabled"]
["10006303","7a",1,{"$f":"CONCATENATE(Targets!$A906,\"-\",Targets!$B906)","v":"10006303-7a"},{"$f":"CONCATENATE(Targets!$A906,\"-\",Targets!$B906,\"-\",Targets!$C906)","v":"10006303-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","To increase the number of applicants from the Polar 3 areas work will be carried out with level 3 FE students at this college","No","8.3% recruited from Quintile 1","2012-13","22% from quintile 1","2019-20",8.3000000000000007,"-","-",12,14,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10006303","7a",2,{"$f":"CONCATENATE(Targets!$A907,\"-\",Targets!$B907)","v":"10006303-7a"},{"$f":"CONCATENATE(Targets!$A907,\"-\",Targets!$B907,\"-\",Targets!$C907)","v":"10006303-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","To increase the number of applicants from the Polar 3 areas an attempt will be made to gain more access to young people at local schools within that area","Yes","2 schools currently visited","2013-14","8 schools","2019-20",2,4,6,8,8,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10006303","7a",3,{"$f":"CONCATENATE(Targets!$A908,\"-\",Targets!$B908)","v":"10006303-7a"},{"$f":"CONCATENATE(Targets!$A908,\"-\",Targets!$B908,\"-\",Targets!$C908)","v":"10006303-7a-3"},"Other statistic - Care-leavers (please give details in the next column)","To increase the number of care leaver applicants","No","1 applicant to HE","2014-15","4 applicants","2019-20",1,"-","-",3,0,"e) Performance is below baseline","Access","Care leavers"]
["10004063","7a",1,{"$f":"CONCATENATE(Targets!$A909,\"-\",Targets!$B909)","v":"10004063-7a"},{"$f":"CONCATENATE(Targets!$A909,\"-\",Targets!$B909,\"-\",Targets!$C909)","v":"10004063-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","-","No",69.099999999999895,"2011-12",72,"2019-20",0.70899999999999996,0.71399999999999997,0.68899999999999995,0.71599999999999997,0.68400000000000005,"e) Performance is below baseline","Access","State school"]
["10002815","7a",4,{"$f":"CONCATENATE(Targets!$A910,\"-\",Targets!$B910)","v":"10002815-7a"},{"$f":"CONCATENATE(Targets!$A910,\"-\",Targets!$B910,\"-\",Targets!$C910)","v":"10002815-7a-4"},"Other statistic - Applications (please give details in the next column)","To increase the number (headcount) of Guildford College level 3 students progressing on to Guildford College HE by 10 annually (2014/15 baseline of 44 students).","No",44,"2014-15",54,"2016-17",0,0,0,0,48,"c) Progress made – but less than anticipated","Access","Socio-economic"]
["10002815","7a",5,{"$f":"CONCATENATE(Targets!$A911,\"-\",Targets!$B911)","v":"10002815-7a"},{"$f":"CONCATENATE(Targets!$A911,\"-\",Targets!$B911,\"-\",Targets!$C911)","v":"10002815-7a-5"},"Other statistic - Completion/Non continuation (please give details in the next column)","To increase the success rate for all prescribed higher education programmes to 75% (2014/15 baseline of 70%) by 2019/20","No",0.7,"2013-14",0.75,"2019-20",0,0,0,0,0,"f) Target discontinued","Student Success","Attainment raising"]
["10004063","7a",2,{"$f":"CONCATENATE(Targets!$A912,\"-\",Targets!$B912)","v":"10004063-7a"},{"$f":"CONCATENATE(Targets!$A912,\"-\",Targets!$B912,\"-\",Targets!$C912)","v":"10004063-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","-","No",2.6,"2011-12",7,"2019-20",3.4000000000000002E-2,4.2000000000000003E-2,3.7999999999999999E-2,7.0999999999999994E-2,6.0999999999999902E-2,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10004063","7a",3,{"$f":"CONCATENATE(Targets!$A913,\"-\",Targets!$B913)","v":"10004063-7a"},{"$f":"CONCATENATE(Targets!$A913,\"-\",Targets!$B913,\"-\",Targets!$C913)","v":"10004063-7a-3"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","-","No",3.8,"2011-12",3,"2019-20",5.1999999999999998E-2,1.7999999999999999E-2,2.9000000000000001E-2,"-","-","a) Overall target met/exceeded","Student Success","Other"]
["10004063","7a",4,{"$f":"CONCATENATE(Targets!$A914,\"-\",Targets!$B914)","v":"10004063-7a"},{"$f":"CONCATENATE(Targets!$A914,\"-\",Targets!$B914,\"-\",Targets!$C914)","v":"10004063-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","Applications from qualified black African Caribbean students (internal data)","No",548,"2011-12",750,"2019-20",394,399,394,383,394,"e) Performance is below baseline","Access","Ethnicity"]
["10004063","7a",5,{"$f":"CONCATENATE(Targets!$A915,\"-\",Targets!$B915)","v":"10004063-7a"},{"$f":"CONCATENATE(Targets!$A915,\"-\",Targets!$B915,\"-\",Targets!$C915)","v":"10004063-7a-5"},"Other statistic - State School (please give details in the next column)","Applications from low performing state schools (internal data)","No",252,"2011-12",400,"2019-20",252,264,305,221,563,"a) Overall target met/exceeded","Access","State school"]
["10004775","7b",5,{"$f":"CONCATENATE(Targets!$A916,\"-\",Targets!$B916)","v":"10004775-7b"},{"$f":"CONCATENATE(Targets!$A916,\"-\",Targets!$B916,\"-\",Targets!$C916)","v":"10004775-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Suffolk and Norfolk Network of Collaboration Outreach - programme of interactive taster events for potential applicants and parents","Yes","n/a","2014-15","-","2016-17","-","-",1,1,2,"a) Overall target met/exceeded","Access","Other"]
["10007157","7a",1,{"$f":"CONCATENATE(Targets!$A917,\"-\",Targets!$B917)","v":"10007157-7a"},{"$f":"CONCATENATE(Targets!$A917,\"-\",Targets!$B917,\"-\",Targets!$C917)","v":"10007157-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","-","No",8.2000000000000003E-2,"2013-14",0.1,"2019-20",7.0999999999999994E-2,8.2000000000000003E-2,8.6999999999999994E-2,8.2000000000000003E-2,8.8999999999999899E-2,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007157","7a",2,{"$f":"CONCATENATE(Targets!$A918,\"-\",Targets!$B918)","v":"10007157-7a"},{"$f":"CONCATENATE(Targets!$A918,\"-\",Targets!$B918,\"-\",Targets!$C918)","v":"10007157-7a-2"},"HESA T2a - (Mature, full-time, first degree entrants)","UK domiciled mature full-time undergraduate entrants, Percentage with no \nprevious HE & from low participation neighbourhood (POLAR3)","No",0.16200000000000001,"2013-14",0.16,"2019-20",0.13800000000000001,0.16200000000000001,0.153,0.16300000000000001,0.17399999999999899,"a) Overall target met/exceeded","Access","Mature"]
["10007157","7a",3,{"$f":"CONCATENATE(Targets!$A919,\"-\",Targets!$B919)","v":"10007157-7a"},{"$f":"CONCATENATE(Targets!$A919,\"-\",Targets!$B919,\"-\",Targets!$C919)","v":"10007157-7a-3"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","-","No",7.0000000000000007E-2,"2013-14",7.0000000000000007E-2,"2019-20",6.3E-2,7.0000000000000007E-2,7.0999999999999994E-2,6.9000000000000006E-2,6.9000000000000006E-2,"e) Performance is below baseline","Access","Disability"]
["10007157","7a",4,{"$f":"CONCATENATE(Targets!$A920,\"-\",Targets!$B920)","v":"10007157-7a"},{"$f":"CONCATENATE(Targets!$A920,\"-\",Targets!$B920,\"-\",Targets!$C920)","v":"10007157-7a-4"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","-","No",2.4E-2,"2013-14",2.4E-2,"2019-20",2.7E-2,2.4E-2,0.02,0.02,"-","a) Overall target met/exceeded","Student Success","Multiple"]
["10007157","7a",5,{"$f":"CONCATENATE(Targets!$A921,\"-\",Targets!$B921)","v":"10007157-7a"},{"$f":"CONCATENATE(Targets!$A921,\"-\",Targets!$B921,\"-\",Targets!$C921)","v":"10007157-7a-5"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","-","No",4.2999999999999997E-2,"2013-14",4.2999999999999997E-2,"2019-20",3.5000000000000003E-2,4.2999999999999997E-2,2.4E-2,2.5000000000000001E-2,"-","a) Overall target met/exceeded","Student Success","Low participation neighbourhood (LPN)"]
["10007157","7a",6,{"$f":"CONCATENATE(Targets!$A922,\"-\",Targets!$B922)","v":"10007157-7a"},{"$f":"CONCATENATE(Targets!$A922,\"-\",Targets!$B922,\"-\",Targets!$C922)","v":"10007157-7a-6"},"HESA T3c - No longer in HE after 1 year & no previous HE qualification (Mature, full-time, first degree entrants)","-","No",0.06,"2013-14",0.06,"2019-20",0.109,0.06,8.6999999999999994E-2,0.11600000000000001,"-","e) Performance is below baseline","Student Success","Mature"]
["10005583","7a",1,{"$f":"CONCATENATE(Targets!$A923,\"-\",Targets!$B923)","v":"10005583-7a"},{"$f":"CONCATENATE(Targets!$A923,\"-\",Targets!$B923,\"-\",Targets!$C923)","v":"10005583-7a-1"},"Other statistic - Disabled (please give details in the next column)","Disabled Students","No",0.33,"2013-14",0.33,"2019-20","-",0.33,0.34,0.34,35,"a) Overall target met/exceeded","Access","Disability"]
["10007157","7a",7,{"$f":"CONCATENATE(Targets!$A924,\"-\",Targets!$B924)","v":"10007157-7a"},{"$f":"CONCATENATE(Targets!$A924,\"-\",Targets!$B924,\"-\",Targets!$C924)","v":"10007157-7a-7"},"Other statistic - Postgraduate (please give details in the next column)","PGDE Targets - low IMD (based on number of UoS UG progressing to PGCE)","No",10,"2013-14",13,"2019-20",5,10,8,4,8,"c) Progress made – but less than anticipated","Access","Socio-economic"]
["10007157","7a",8,{"$f":"CONCATENATE(Targets!$A925,\"-\",Targets!$B925)","v":"10007157-7a"},{"$f":"CONCATENATE(Targets!$A925,\"-\",Targets!$B925,\"-\",Targets!$C925)","v":"10007157-7a-8"},"Other statistic - Postgraduate (please give details in the next column)","PGDE Targets - Ethnicity (number)","No",10,"2011-12",13,"2019-20",5,5,8,7,11,"c) Progress made – but less than anticipated","Access","Ethnicity"]
["10007157","7a",9,{"$f":"CONCATENATE(Targets!$A926,\"-\",Targets!$B926)","v":"10007157-7a"},{"$f":"CONCATENATE(Targets!$A926,\"-\",Targets!$B926,\"-\",Targets!$C926)","v":"10007157-7a-9"},"Other statistic - Mature (please give details in the next column)","Mature PT Undergraduate entrants","No",85,"2011-12",99,"2019-20",99,85,44,33,14,"e) Performance is below baseline","Access","Part-time"]
["10007157","7a",10,{"$f":"CONCATENATE(Targets!$A927,\"-\",Targets!$B927)","v":"10007157-7a"},{"$f":"CONCATENATE(Targets!$A927,\"-\",Targets!$B927,\"-\",Targets!$C927)","v":"10007157-7a-10"},"Other statistic - Ethnicity (please give details in the next column)","Year One, first degree Full Person Equivalents: from minority ethnic backgrounds (Black, Asian, Other (including mixed))","No",0.14000000000000001,"2013-14",4.9000000000000002E-2,"2019-20",0.14199999999999999,0.14000000000000001,0.14299999999999999,0.16300000000000001,0.17899999999999899,"a) Overall target met/exceeded","Access","Ethnicity"]
["10005583","7a",2,{"$f":"CONCATENATE(Targets!$A928,\"-\",Targets!$B928)","v":"10005583-7a"},{"$f":"CONCATENATE(Targets!$A928,\"-\",Targets!$B928,\"-\",Targets!$C928)","v":"10005583-7a-2"},"Other statistic - Ethnicity (please give details in the next column)","Black & minority ethnic students","No",0.28999999999999998,"2013-14",0.28999999999999998,"2019-20","-",0.28999999999999998,0.36,0.36,32,"a) Overall target met/exceeded","Access","Ethnicity"]
["10007157","7b",4,{"$f":"CONCATENATE(Targets!$A929,\"-\",Targets!$B929)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A929,\"-\",Targets!$B929,\"-\",Targets!$C929)","v":"10007157-7b-4"},"Outreach / WP activity (other - please give details in the next column)","We will expand the number of participants on our successful post-16 sustained engagement programmes. These are intensive programmes that target WP students who have the academic potential to progress to and succeed at research intensive HEIs. These programmes include academic skills development activities to improve attainment at post-16 and to improve preparedness for degree level study in research intensive institutions. Successful completion leads to an alternative offer for admission to the University of Sheffield.","No",453,"2013-14",600,"2019-20","-","453 Y12 and Y13 participants.","532 Y12 and Y13 participants.","578 Y12 and Y13 participants.","569 Y12 and Y13 participants.","b) Yearly milestone met","Access","Multiple"]
["10007157","7b",5,{"$f":"CONCATENATE(Targets!$A930,\"-\",Targets!$B930)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A930,\"-\",Targets!$B930,\"-\",Targets!$C930)","v":"10007157-7b-5"},"Management targets","(WPREU) WP Research and Evaluation Unit - Continue to foster links between academic, managerial and practitioner staff to ensure that both the University's WP practice and academic research have the opportunity to inform each other.","No","N/A","2015-16","Provide a range of opportunities (e.g. forums, seminars, round-tables and other activities) for academic researchers and WP practitioners to engage with each other to share ideas and the latest thinking. This should enable to University's practice to be informed by the latest research and thinking and research to engage more with practitioners.","2019-20","N/A","N/A","WPREU introduced a quarterly bulletin focusing on WP and student success and evaluation - this is circulated to relevant members of staff within the institution and made available to external colleagues. WPREU delivered two Researcher Practitioner Forums for UoS colleagues with an interest in widening participation and support ongoing dialogue.","WPREU has delivered 3  WP bulletins to a wide ranging institutional audience, provided two Researcher Forums, launched a guest speaker seminar series, delivered a well-received Symposium at the 2016 BERA annual conference on transition and inclusive learning and teaching, hosted an SRHE seminar exploring the micro and local in HE (collaboration with Sheffield Hallam University),","WPREU deliver UoS WP Bulletin & researcher/practitioner forums. Whole institution approach: A WP special interest group was launched. We hosted student researchers from Urban Studies & Planning, Sheffield Methods Institute & School of Education. We have academic papers for publication on student finance, WP impact of research-led teaching, relationship between extra-curricular activities & employability, & WP evaluation. We launched a virtual community of practice for WP evaluators. We co-hosted the sector-wide Why Evaluate conference with OFFA and participated in OFFA’s Pracademic programme. ","a) Overall target met/exceeded","Access, Student Success and Progression","Multiple"]
["10007799","7a",1,{"$f":"CONCATENATE(Targets!$A931,\"-\",Targets!$B931)","v":"10007799-7a"},{"$f":"CONCATENATE(Targets!$A931,\"-\",Targets!$B931,\"-\",Targets!$C931)","v":"10007799-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Overall intake of LPN students (%)","No",7.3999999999999996E-2,"2012-13",9.4E-2,"2019-20",7.3999999999999996E-2,8.1000000000000003E-2,8.6999999999999994E-2,7.5999999999999998E-2,9.2999999999999902E-2,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007799","7a",2,{"$f":"CONCATENATE(Targets!$A932,\"-\",Targets!$B932)","v":"10007799-7a"},{"$f":"CONCATENATE(Targets!$A932,\"-\",Targets!$B932,\"-\",Targets!$C932)","v":"10007799-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Intake of LPN students from the North East (%)","No",0.19,"2012-13",0.22500000000000001,"2019-20",0.19,0.20799999999999999,0.2,0.186,0.20100000000000001,"c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10007799","7a",3,{"$f":"CONCATENATE(Targets!$A933,\"-\",Targets!$B933)","v":"10007799-7a"},{"$f":"CONCATENATE(Targets!$A933,\"-\",Targets!$B933,\"-\",Targets!$C933)","v":"10007799-7a-3"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Intake of LPN students from North East, North West, Yorkshire and Humberside (%)","No",0.111,"2012-13",0.14000000000000001,"2019-20",0.111,0.13400000000000001,0.126,0.115,0.13,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007799","7a",4,{"$f":"CONCATENATE(Targets!$A934,\"-\",Targets!$B934)","v":"10007799-7a"},{"$f":"CONCATENATE(Targets!$A934,\"-\",Targets!$B934,\"-\",Targets!$C934)","v":"10007799-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","Overall intake of students from BME backgrounds - all ages (%)","No",7.8E-2,"2012-13",9.5000000000000001E-2,"2019-20",7.8E-2,8.7999999999999995E-2,8.7999999999999995E-2,9.8000000000000004E-2,0.121,"a) Overall target met/exceeded","Access","Ethnicity"]
["10007799","7a",5,{"$f":"CONCATENATE(Targets!$A935,\"-\",Targets!$B935)","v":"10007799-7a"},{"$f":"CONCATENATE(Targets!$A935,\"-\",Targets!$B935,\"-\",Targets!$C935)","v":"10007799-7a-5"},"Other statistic - Disabled (please give details in the next column)","Overal intake of students who declare a disability (%)","No",7.3999999999999996E-2,"2012-13",9.1999999999999998E-2,"2019-20",7.3999999999999996E-2,7.3999999999999996E-2,7.9000000000000001E-2,8.4000000000000005E-2,9.5000000000000001E-2,"a) Overall target met/exceeded","Access","Disability"]
["10007799","7a",6,{"$f":"CONCATENATE(Targets!$A936,\"-\",Targets!$B936)","v":"10007799-7a"},{"$f":"CONCATENATE(Targets!$A936,\"-\",Targets!$B936,\"-\",Targets!$C936)","v":"10007799-7a-6"},"Other statistic - Postgraduate (please give details in the next column)","PGCE Cohort - % intake of students from BME groups:","No",0.02,"2009-10",7.0000000000000007E-2,"2019-20",4.2000000000000003E-2,6.8000000000000005E-2,7.0000000000000007E-2,3.2000000000000001E-2,0.01,"e) Performance is below baseline","Access","Ethnicity"]
["10007799","7a",7,{"$f":"CONCATENATE(Targets!$A937,\"-\",Targets!$B937)","v":"10007799-7a"},{"$f":"CONCATENATE(Targets!$A937,\"-\",Targets!$B937,\"-\",Targets!$C937)","v":"10007799-7a-7"},"Other statistic - Postgraduate (please give details in the next column)","PGCE Cohort - % intake of males into PGCE programmes","No",0.38600000000000001,"2012-13",0.41,"2019-20",0.38600000000000001,0.32500000000000001,0.34,0.30599999999999999,0.39,"c) Progress made – but less than anticipated","Access","Gender"]
["10001282","7a",1,{"$f":"CONCATENATE(Targets!$A938,\"-\",Targets!$B938)","v":"10001282-7a"},{"$f":"CONCATENATE(Targets!$A938,\"-\",Targets!$B938,\"-\",Targets!$C938)","v":"10001282-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","HESA Table 1a - % of young FT 1st degree students recruited from state schools/colleges","No",0.94199999999999895,"2014-15",0.94599999999999895,"2019-20",0.92400000000000004,0.93400000000000005,0.94199999999999995,0.94399999999999995,0.94799999999999895,"a) Overall target met/exceeded","Access","State school"]
["10001282","7a",2,{"$f":"CONCATENATE(Targets!$A939,\"-\",Targets!$B939)","v":"10001282-7a"},{"$f":"CONCATENATE(Targets!$A939,\"-\",Targets!$B939,\"-\",Targets!$C939)","v":"10001282-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","HESA Table 1a - % of young FT 1st degree students recruited from LPNs","No",0.16200000000000001,"2014-15",0.17399999999999899,"2019-20",0.14299999999999999,0.14499999999999999,0.16200000000000001,0.19,0.182,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10001282","7a",3,{"$f":"CONCATENATE(Targets!$A940,\"-\",Targets!$B940)","v":"10001282-7a"},{"$f":"CONCATENATE(Targets!$A940,\"-\",Targets!$B940,\"-\",Targets!$C940)","v":"10001282-7a-3"},"HESA T2a - (Mature, full-time, first degree entrants)","HESA Table 2a - % of FT 1st degree students recruited who are mature, from LPNs and with no previous experience of H","No",0.123,"2014-15",0.14899999999999899,"2019-20",9.6000000000000002E-2,0.13600000000000001,0.123,0.157,"-","a) Overall target met/exceeded","Access","Mature"]
["10001282","7a",4,{"$f":"CONCATENATE(Targets!$A941,\"-\",Targets!$B941)","v":"10001282-7a"},{"$f":"CONCATENATE(Targets!$A941,\"-\",Targets!$B941,\"-\",Targets!$C941)","v":"10001282-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","% of FT 1st degree students recruited from minority ethnic groups","No",6.9000000000000006E-2,"2014-15",7.5999999999999901E-2,"2019-20",6.2E-2,6.5000000000000002E-2,6.9000000000000006E-2,7.9000000000000001E-2,"-","a) Overall target met/exceeded","Access","Ethnicity"]
["10007786","7b",5,{"$f":"CONCATENATE(Targets!$A942,\"-\",Targets!$B942)","v":"10007786-7b"},{"$f":"CONCATENATE(Targets!$A942,\"-\",Targets!$B942,\"-\",Targets!$C942)","v":"10007786-7b-5"},"Outreach / WP activity (summer schools)","Sutton Trust summer school applicants","No",97,"2013-14",100,"2019-20",75,97,98,118,128,"a) Overall target met/exceeded","Access","Multiple"]
["10004797","7a",7,{"$f":"CONCATENATE(Targets!$A943,\"-\",Targets!$B943)","v":"10004797-7a"},{"$f":"CONCATENATE(Targets!$A943,\"-\",Targets!$B943,\"-\",Targets!$C943)","v":"10004797-7a-7"},"Other statistic - Socio-economic (please give details in the next column)","Socio-economic gap in progression to year 2 of UG study. NB OFFA guidance notes that progress should be based on long-term trends rather than sinlge data points. Therefore, our benchmark is based on a four year average between 2010/11 to 2013/14 to reduce the effect of short-term 'spikes'.","No","6.5 %points","Other (please give details in Description column)","6.0 %points","2019-20","8.1 %points","8.4 %points","4.9 %points","7.5 %points","9.3 %points","e) Performance is below baseline","Student Success","Socio-economic"]
["10004797","7a",8,{"$f":"CONCATENATE(Targets!$A944,\"-\",Targets!$B944)","v":"10004797-7a"},{"$f":"CONCATENATE(Targets!$A944,\"-\",Targets!$B944,\"-\",Targets!$C944)","v":"10004797-7a-8"},"Other statistic - Socio-economic (please give details in the next column)","Socio-economic gap in undergraduate achievement (First Class or 2:1 degree classification). NB OFFA guidance notes that progress should be based on long-term trends rather than sinlge data points. Therefore, our benchmark is based on a four year average between 2010/11 to 2013/14 to reduce the effect of short-term 'spikes'.","No","10.1 %points","Other (please give details in Description column)","9.1 %points","2019-20","10.0 %points","9.9 %points","8.7 %points","9.4 %points","12.6 %points","e) Performance is below baseline","Student Success","Socio-economic"]
["10004797","7a",9,{"$f":"CONCATENATE(Targets!$A945,\"-\",Targets!$B945)","v":"10004797-7a"},{"$f":"CONCATENATE(Targets!$A945,\"-\",Targets!$B945,\"-\",Targets!$C945)","v":"10004797-7a-9"},"Other statistic - Socio-economic (please give details in the next column)","One year transition rate of NTU's WP students to NTU postgraduate taught courses.","No",5.2999999999999999E-2,"2011-12",5.8000000000000003E-2,"2019-20",5.8999999999999997E-2,6.4000000000000001E-2,8.6999999999999994E-2,0.11700000000000001,"-","a) Overall target met/exceeded","Progression","Socio-economic"]
["10004797","7a",10,{"$f":"CONCATENATE(Targets!$A946,\"-\",Targets!$B946)","v":"10004797-7a"},{"$f":"CONCATENATE(Targets!$A946,\"-\",Targets!$B946,\"-\",Targets!$C946)","v":"10004797-7a-10"},"HESA T1a - State School (Young, full-time, first degree entrants)","Participation of under represented groups: percentage young full-time first degree entrants from state schools","No",0.93400000000000005,"2013-14",0.94399999999999995,"2019-20",0.93100000000000005,0.94199999999999995,0.93700000000000006,0.93700000000000006,"-","b) Yearly milestone met","Access","Socio-economic"]
["10004797","7a",11,{"$f":"CONCATENATE(Targets!$A947,\"-\",Targets!$B947)","v":"10004797-7a"},{"$f":"CONCATENATE(Targets!$A947,\"-\",Targets!$B947,\"-\",Targets!$C947)","v":"10004797-7a-11"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Participation of under represented groups: percentage young full-time first degree entrants from low participation neighbourhoods","No",0.123,"2013-14",0.13300000000000001,"2019-20",0.128,0.127,0.128,0.128,"-","c) Progress made – but less than anticipated","Access","Socio-economic"]
["10004797","7a",12,{"$f":"CONCATENATE(Targets!$A948,\"-\",Targets!$B948)","v":"10004797-7a"},{"$f":"CONCATENATE(Targets!$A948,\"-\",Targets!$B948,\"-\",Targets!$C948)","v":"10004797-7a-12"},"HESA T2a - (Mature, full-time, first degree entrants)","Participation of under represented groups: percentage mature full-time first degree entrants with no previous HE  from low participation neighbourhoods","No",0.17899999999999999,"2013-14",0.184,"2019-20",0.183,0.17799999999999999,0.19500000000000001,0.189,"-","a) Overall target met/exceeded","Access","Mature"]
["10004797","7a",13,{"$f":"CONCATENATE(Targets!$A949,\"-\",Targets!$B949)","v":"10004797-7a"},{"$f":"CONCATENATE(Targets!$A949,\"-\",Targets!$B949,\"-\",Targets!$C949)","v":"10004797-7a-13"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","% non continuation following year of entry: young full-time first degree entrants","No",5.3999999999999999E-2,"2012-13",4.9000000000000002E-2,"2019-20",4.4999999999999998E-2,4.4999999999999998E-2,5.5E-2,5.19999999999999E-2,"-","b) Yearly milestone met","Student Success","Other"]
["10004797","7a",14,{"$f":"CONCATENATE(Targets!$A950,\"-\",Targets!$B950)","v":"10004797-7a"},{"$f":"CONCATENATE(Targets!$A950,\"-\",Targets!$B950,\"-\",Targets!$C950)","v":"10004797-7a-14"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","% non continuation following year of entry: mature full-time first degree entrants","No",0.113,"2012-13",0.108,"2019-20",9.9000000000000005E-2,0.126,8.6999999999999994E-2,0.105,"-","a) Overall target met/exceeded","Student Success","Mature"]
["10004797","7b",1,{"$f":"CONCATENATE(Targets!$A951,\"-\",Targets!$B951)","v":"10004797-7b"},{"$f":"CONCATENATE(Targets!$A951,\"-\",Targets!$B951,\"-\",Targets!$C951)","v":"10004797-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Number of generic and subject-specific outreach activities","No",550,"2013-14",710,"2019-20","-",550,537,563,754,"a) Overall target met/exceeded","Access","Socio-economic"]
["10004797","7b",2,{"$f":"CONCATENATE(Targets!$A952,\"-\",Targets!$B952)","v":"10004797-7b"},{"$f":"CONCATENATE(Targets!$A952,\"-\",Targets!$B952,\"-\",Targets!$C952)","v":"10004797-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Number of participants in generic and subject-specific outreach activities","No",26963,"2013-14",30000,"2019-20","-",26963,22687,24889,39918,"a) Overall target met/exceeded","Access","Socio-economic"]
["10004797","7b",3,{"$f":"CONCATENATE(Targets!$A953,\"-\",Targets!$B953)","v":"10004797-7b"},{"$f":"CONCATENATE(Targets!$A953,\"-\",Targets!$B953,\"-\",Targets!$C953)","v":"10004797-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Number of students on the Students in Classrooms schemes","No",214,"2014-15",300,"2019-20","-","-",214,328,294,"b) Yearly milestone met","Student Success","Socio-economic"]
["10004797","7b",4,{"$f":"CONCATENATE(Targets!$A954,\"-\",Targets!$B954)","v":"10004797-7b"},{"$f":"CONCATENATE(Targets!$A954,\"-\",Targets!$B954,\"-\",Targets!$C954)","v":"10004797-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Number of students volunteering in schools and community groups","No",563,"2014-15",625,"2019-20","-","-",563,800,787,"a) Overall target met/exceeded","Student Success","Socio-economic"]
["10004797","7b",5,{"$f":"CONCATENATE(Targets!$A955,\"-\",Targets!$B955)","v":"10004797-7b"},{"$f":"CONCATENATE(Targets!$A955,\"-\",Targets!$B955,\"-\",Targets!$C955)","v":"10004797-7b-5"},"Student support services","Number of students with mental health support requirements accessing NTU service","No",260,"2014-15",285,"2019-20","-","-",531,463,621,"a) Overall target met/exceeded","Student Success","Disability"]
["10004797","7b",6,{"$f":"CONCATENATE(Targets!$A956,\"-\",Targets!$B956)","v":"10004797-7b"},{"$f":"CONCATENATE(Targets!$A956,\"-\",Targets!$B956,\"-\",Targets!$C956)","v":"10004797-7b-6"},"Student support services","Individuals with autistic spectrum conditions accessing NTU service","No",48,"2014-15",66,"2019-20","-","-",159,156,184,"a) Overall target met/exceeded","Student Success","Disability"]
["10004797","7b",7,{"$f":"CONCATENATE(Targets!$A957,\"-\",Targets!$B957)","v":"10004797-7b"},{"$f":"CONCATENATE(Targets!$A957,\"-\",Targets!$B957,\"-\",Targets!$C957)","v":"10004797-7b-7"},"Student support services","Disabled students engaged in NTU pre-entry activities","No",120,"2014-15",170,"2019-20","-","-",242,213,168,"b) Yearly milestone met","Access and Student Success","Disability"]
["10004797","7b",8,{"$f":"CONCATENATE(Targets!$A958,\"-\",Targets!$B958)","v":"10004797-7b"},{"$f":"CONCATENATE(Targets!$A958,\"-\",Targets!$B958,\"-\",Targets!$C958)","v":"10004797-7b-8"},"Student support services","Care leavers in contact with NTU service","No",58,"2014-15",65,"2019-20","-","-",122,105,98,"a) Overall target met/exceeded","Access and Student Success","Care leavers"]
["10004797","7b",9,{"$f":"CONCATENATE(Targets!$A959,\"-\",Targets!$B959)","v":"10004797-7b"},{"$f":"CONCATENATE(Targets!$A959,\"-\",Targets!$B959,\"-\",Targets!$C959)","v":"10004797-7b-9"},"Student support services","\"Back on course\" interventions: number of student beneficiaries","No",62,"2014-15",72,"2019-20","-","-",124,132,102,"a) Overall target met/exceeded","Student Success","Multiple"]
["10004797","7b",10,{"$f":"CONCATENATE(Targets!$A960,\"-\",Targets!$B960)","v":"10004797-7b"},{"$f":"CONCATENATE(Targets!$A960,\"-\",Targets!$B960,\"-\",Targets!$C960)","v":"10004797-7b-10"},"Student support services","Disability outreach: number of mental health agencies maintining support links","No",17,"2014-15",18,"2019-20","-","-",21,23,23,"a) Overall target met/exceeded","Access and Student Success","Disability"]
["10007786","7b",6,{"$f":"CONCATENATE(Targets!$A961,\"-\",Targets!$B961)","v":"10007786-7b"},{"$f":"CONCATENATE(Targets!$A961,\"-\",Targets!$B961,\"-\",Targets!$C961)","v":"10007786-7b-6"},"Outreach / WP activity (summer schools)","Sutton Trust summer school intake","No",17,"2013-14",22,"2019-20",31,17,16,20,20,"b) Yearly milestone met","Access","Multiple"]
["10007786","7b",7,{"$f":"CONCATENATE(Targets!$A962,\"-\",Targets!$B962)","v":"10007786-7b"},{"$f":"CONCATENATE(Targets!$A962,\"-\",Targets!$B962,\"-\",Targets!$C962)","v":"10007786-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Student in Schools placements","No",82,"2013-14",80,"2019-20",81,82,73,74,53,"e) Performance is below baseline","Access","Multiple"]
["10005404","7a",6,{"$f":"CONCATENATE(Targets!$A963,\"-\",Targets!$B963)","v":"10005404-7a"},{"$f":"CONCATENATE(Targets!$A963,\"-\",Targets!$B963,\"-\",Targets!$C963)","v":"10005404-7a-6"},"Other statistic - Disabled (please give details in the next column)","Maintain baseline percentage value in respect of students with disabilities, defined as either physical or learning.","No",14,"2015-16",0.17,"2019-20",0,0,0,14,14,"b) Yearly milestone met","Access","Disability"]
["10007851","7a",1,{"$f":"CONCATENATE(Targets!$A964,\"-\",Targets!$B964)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A964,\"-\",Targets!$B964,\"-\",Targets!$C964)","v":"10007851-7a-1"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Exceeding HESA benchmark of 9.8%","No",0.09,"2013-14",7.4999999999999997E-2,"2019-20",7.6999999999999999E-2,0.09,8.2000000000000003E-2,8.4000000000000005E-2,"Not available","b) Yearly milestone met","Student Success","Other"]
["10007851","7a",2,{"$f":"CONCATENATE(Targets!$A965,\"-\",Targets!$B965)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A965,\"-\",Targets!$B965,\"-\",Targets!$C965)","v":"10007851-7a-2"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Exceeding HESA benchmark of 9%","No",7.3999999999999996E-2,"2013-14",0.06,"2019-20",7.3999999999999996E-2,7.3999999999999996E-2,7.0000000000000007E-2,7.6999999999999902E-2,"Not available","e) Performance is below baseline","Student Success","Other"]
["10007851","7a",3,{"$f":"CONCATENATE(Targets!$A966,\"-\",Targets!$B966)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A966,\"-\",Targets!$B966,\"-\",Targets!$C966)","v":"10007851-7a-3"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","Exceeding HESA benchmark of 11.8%","No",0.121,"2013-14",0.106,"2019-20",8.7999999999999995E-2,0.121,0.111,0.10199999999999899,"Not available","a) Overall target met/exceeded","Student Success","Mature"]
["10007851","7a",4,{"$f":"CONCATENATE(Targets!$A967,\"-\",Targets!$B967)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A967,\"-\",Targets!$B967,\"-\",Targets!$C967)","v":"10007851-7a-4"},"Other statistic - Other (please give details in the next column)","Resumption of studies - students no longer in HE after a year out of study (Extract from HESA T4a)","No",0.85299999999999898,"2013-14",0.82,"2019-20",0.88500000000000001,0.85299999999999998,0.86499999999999999,0.86,"Not available","b) Yearly milestone met","Student Success","Other"]
["10007851","7a",5,{"$f":"CONCATENATE(Targets!$A968,\"-\",Targets!$B968)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A968,\"-\",Targets!$B968,\"-\",Targets!$C968)","v":"10007851-7a-5"},"HESA T1a - State School (Young, full-time, first degree entrants)","Exceeding HESA benchmark of 95.8%","No",0.98099999999999998,"2013-14",0.98099999999999998,"2019-20",0.97799999999999998,0.98099999999999998,0.98,0.97299999999999998,0.97499999999999898,"e) Performance is below baseline","Access","State school"]
["10007851","7a",6,{"$f":"CONCATENATE(Targets!$A969,\"-\",Targets!$B969)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A969,\"-\",Targets!$B969,\"-\",Targets!$C969)","v":"10007851-7a-6"},"Other statistic - Progression to employment or further study (please give details in the next column)","Exceeding HESA benchmark of 95.4%","No",0.98499999999999999,"2012-13",0.99,"2019-20",0.98499999999999999,0.97099999999999997,0.98,0.95799999999999896,"Not available","e) Performance is below baseline","Progression","Part-time"]
["10007851","7a",7,{"$f":"CONCATENATE(Targets!$A970,\"-\",Targets!$B970)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A970,\"-\",Targets!$B970,\"-\",Targets!$C970)","v":"10007851-7a-7"},"HESA T5 - Projected neither award or transfer (full-time, first degree entrants)","Meeting HESA benchmark of 14.2%","No",0.14699999999999999,"2013-14",0.13,"2019-20",0.151,0.14699999999999999,0.157,0.14199999999999899,"Not available","c) Progress made – but less than anticipated","Student Success","Other"]
["10003945","7a",1,{"$f":"CONCATENATE(Targets!$A971,\"-\",Targets!$B971)","v":"10003945-7a"},{"$f":"CONCATENATE(Targets!$A971,\"-\",Targets!$B971,\"-\",Targets!$C971)","v":"10003945-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","Percentage of young entrants from state schools or colleges. Baseline year 2009/10","No",90.7,"2009/10",96.5,"2019-20",87.4,89.3,90.4,94.9,91.5,"c) Progress made – but less than anticipated","Access","State school"]
["10003945","7a",2,{"$f":"CONCATENATE(Targets!$A972,\"-\",Targets!$B972)","v":"10003945-7a"},{"$f":"CONCATENATE(Targets!$A972,\"-\",Targets!$B972,\"-\",Targets!$C972)","v":"10003945-7a-2"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Non continuation rates. Baseline year 2009/10","No",3.8,"2009/10",2.5,"2019-20",6.63,1.1599999999999899,5.19,7.45,9.0399999999999903,"e) Performance is below baseline","Student Success","Other"]
["10003945","7a",3,{"$f":"CONCATENATE(Targets!$A973,\"-\",Targets!$B973)","v":"10003945-7a"},{"$f":"CONCATENATE(Targets!$A973,\"-\",Targets!$B973,\"-\",Targets!$C973)","v":"10003945-7a-3"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 2) (Young, full-time, first degree entrants)","Non continuation rates - young entrants from LPN (Polar2). Baseline year 2009/10","No",0,"2009/10",0,"2019-20",8.33,0,0,0,6.25,"e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10003945","7a",4,{"$f":"CONCATENATE(Targets!$A974,\"-\",Targets!$B974)","v":"10003945-7a"},{"$f":"CONCATENATE(Targets!$A974,\"-\",Targets!$B974,\"-\",Targets!$C974)","v":"10003945-7a-4"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","Non continuation rates - mature entrants. Baseline year 2009/10","No",0,"2009/10",0,"2019-20",0,0,0,0,0,"a) Overall target met/exceeded","Student Success","Mature"]
["10003945","7a",5,{"$f":"CONCATENATE(Targets!$A975,\"-\",Targets!$B975)","v":"10003945-7a"},{"$f":"CONCATENATE(Targets!$A975,\"-\",Targets!$B975,\"-\",Targets!$C975)","v":"10003945-7a-5"},"HESA T2a - (Mature, full-time, first degree entrants)","Percentage of mature entrants from LPN. Baseline year 2009/10","No",12.5,"2009/10",15.5,"2019-20",10,20,13.6,10.3,14.8,"c) Progress made – but less than anticipated","Access","Multiple"]
["10003945","7a",6,{"$f":"CONCATENATE(Targets!$A976,\"-\",Targets!$B976)","v":"10003945-7a"},{"$f":"CONCATENATE(Targets!$A976,\"-\",Targets!$B976,\"-\",Targets!$C976)","v":"10003945-7a-6"},"Other statistic - Applications (please give details in the next column)","Conversion rate of applications to acceptances LPN. Baseline year 2009/10","No","LIPA data","2009/10",6.5000000000000002E-2,"2019-20",5.29,4.26,4.25,4.3099999999999898,6.64,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10003945","7a",7,{"$f":"CONCATENATE(Targets!$A977,\"-\",Targets!$B977)","v":"10003945-7a"},{"$f":"CONCATENATE(Targets!$A977,\"-\",Targets!$B977,\"-\",Targets!$C977)","v":"10003945-7a-7"},"Other statistic - Applications (please give details in the next column)","Conversion rate of applications to acceptances SEC 4-7. Baseline year 2009/10","No","LIPA data","2009/10",6.5000000000000002E-2,"2019-20",3.8,4.88,4.71,5.71,5.9,"c) Progress made – but less than anticipated","Access","Socio-economic"]
["10003945","7a",8,{"$f":"CONCATENATE(Targets!$A978,\"-\",Targets!$B978)","v":"10003945-7a"},{"$f":"CONCATENATE(Targets!$A978,\"-\",Targets!$B978,\"-\",Targets!$C978)","v":"10003945-7a-8"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Percentage of young entrants from LPN. Four year average","No",9.35,"Four year average",13.35,"2019-20",10.3,12.3,11.7,7.7,14.7,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10003945","7b",1,{"$f":"CONCATENATE(Targets!$A979,\"-\",Targets!$B979)","v":"10003945-7b"},{"$f":"CONCATENATE(Targets!$A979,\"-\",Targets!$B979,\"-\",Targets!$C979)","v":"10003945-7b-1"},"Outreach / WP activity (summer schools)","Yr 10 and 11 progression framework","No",70,"Other (please give details in Description column)",75,"2019-20",32,54,85,52,74,"c) Progress made – but less than anticipated","Access","Multiple"]
["10003945","7b",2,{"$f":"CONCATENATE(Targets!$A980,\"-\",Targets!$B980)","v":"10003945-7b"},{"$f":"CONCATENATE(Targets!$A980,\"-\",Targets!$B980,\"-\",Targets!$C980)","v":"10003945-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","We will be exploring collaborative working with other HEIs and local theatres","Yes","n/a","n/a",1,"n/a",1,1,1,2,2,"a) Overall target met/exceeded","Access","Multiple"]
["10003945","7b",3,{"$f":"CONCATENATE(Targets!$A981,\"-\",Targets!$B981)","v":"10003945-7b"},{"$f":"CONCATENATE(Targets!$A981,\"-\",Targets!$B981,\"-\",Targets!$C981)","v":"10003945-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Working in partnership with the LIPA Primary School to ensure the number of students eligible for free school meals matches or exceeds the national average for free school meals","No","n/a","2014-15 when school opened","National FSM average for relevant year groups","n/a","n/a","n/a",20.399999999999899,14.6,14.5,"b) Yearly milestone met","Access","Other"]
["10003945","7b",4,{"$f":"CONCATENATE(Targets!$A982,\"-\",Targets!$B982)","v":"10003945-7b"},{"$f":"CONCATENATE(Targets!$A982,\"-\",Targets!$B982,\"-\",Targets!$C982)","v":"10003945-7b-4"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Number of partner secondary schools. Baseline 2010/11","No",9,"Other (please give details in Description column)","8-11","2019-20",13,8,9,9,8,"b) Yearly milestone met","Access","Multiple"]
["10003945","7b",5,{"$f":"CONCATENATE(Targets!$A983,\"-\",Targets!$B983)","v":"10003945-7b"},{"$f":"CONCATENATE(Targets!$A983,\"-\",Targets!$B983,\"-\",Targets!$C983)","v":"10003945-7b-5"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Number of Local FE College partners. Baseline year 2010/11","No",3,"Other (please give details in Description column)",4,"2019-20",5,4,4,3,12,"a) Overall target met/exceeded","Access","Multiple"]
["10003945","7b",6,{"$f":"CONCATENATE(Targets!$A984,\"-\",Targets!$B984)","v":"10003945-7b"},{"$f":"CONCATENATE(Targets!$A984,\"-\",Targets!$B984,\"-\",Targets!$C984)","v":"10003945-7b-6"},"Contextual data","We will continue to explore the use of contextual data","No","n/a","2013-14","Contextual data to be used within admissions","n/a","Contextual data training provided for admissions staff","Contextual data beginning to be utilised within admissions","Contextual data is an embedded practice within admissions","Contextual data is an embedded practice within admissions","Contextual data is an embedded practice within admissions","a) Overall target met/exceeded","Access","Multiple"]
["10003945","7b",7,{"$f":"CONCATENATE(Targets!$A985,\"-\",Targets!$B985)","v":"10003945-7b"},{"$f":"CONCATENATE(Targets!$A985,\"-\",Targets!$B985,\"-\",Targets!$C985)","v":"10003945-7b-7"},"Other (please give details in the next column)","Audition fee waivers and travel grants","No","52.5% take up","2011-12","55% take up","2019-20",59.8,51.5,59.5,79.099999999999895,83.3,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10005404","7a",7,{"$f":"CONCATENATE(Targets!$A986,\"-\",Targets!$B986)","v":"10005404-7a"},{"$f":"CONCATENATE(Targets!$A986,\"-\",Targets!$B986,\"-\",Targets!$C986)","v":"10005404-7a-7"},"Other statistic - Completion/Non continuation (please give details in the next column)","Continue to reduce withdrawal rate across higher education","No",16,"2015-16",12,"2019-20",0,0,0,18,18,"e) Performance is below baseline","Student Success","Other"]
["10007851","7a",8,{"$f":"CONCATENATE(Targets!$A987,\"-\",Targets!$B987)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A987,\"-\",Targets!$B987,\"-\",Targets!$C987)","v":"10007851-7a-8"},"Other statistic - Other (please give details in the next column)","Good honours - % full-time and part-time, first degree (all students)","No",0.625,"2013-14",0.65,"2019-20",0.60199999999999998,0.625,0.66100000000000003,0.67,0.66500000000000004,"a) Overall target met/exceeded","Student Success","Other"]
["10006566","7b",1,{"$f":"CONCATENATE(Targets!$A988,\"-\",Targets!$B988)","v":"10006566-7b"},{"$f":"CONCATENATE(Targets!$A988,\"-\",Targets!$B988,\"-\",Targets!$C988)","v":"10006566-7b-1"},"Student support services","To continue to increase the student support and peer mentoring scheme to students across the University. Students have access to a mentor who is able to provide direct support but also refer students to key university services.","No","250 drop-in users and 85 mentor pairings","2013-14","425 drop-in users and 160 mentor pairings","2019-20","192 users of the drop-in service and/or mentees within the mentoring scheme from over 30 different courses and 70 trained mentors.","325 users of the mentoring scheme","325 drop-in users, 74 mentees and 54 mentors","506 drop-in users, 74 mentees and 53 peer mentors","227 drop-in users, 196 attendees at academic skills workshops, 214 attendees at Foundation groups, 45 peer mentors, 61 peer mentees, 739 students with one to one support","a) Overall target met/exceeded","Student Success","Multiple"]
["10006566","7b",2,{"$f":"CONCATENATE(Targets!$A989,\"-\",Targets!$B989)","v":"10006566-7b"},{"$f":"CONCATENATE(Targets!$A989,\"-\",Targets!$B989,\"-\",Targets!$C989)","v":"10006566-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Work with 'Access HE' to enhance outreach activity","Yes","London Target Access Project - 150 participants","2013-14","On-going membership - delivery of collaborative activity - 300 participants","2019-20","Yes","Yes","Yes","Yes","Yes","b) Yearly milestone met","Access","Multiple"]
["10006566","7b",3,{"$f":"CONCATENATE(Targets!$A990,\"-\",Targets!$B990)","v":"10006566-7b"},{"$f":"CONCATENATE(Targets!$A990,\"-\",Targets!$B990,\"-\",Targets!$C990)","v":"10006566-7b-3"},"Outreach / WP activity (summer schools)","Increase the number of post applicants attending the study skills summer school","No","27 participants","2013-14","40 participants","2019-20",75,68,66,76,34,"b) Yearly milestone met","Access and Student Success","Multiple"]
["10006566","7b",4,{"$f":"CONCATENATE(Targets!$A991,\"-\",Targets!$B991)","v":"10006566-7b"},{"$f":"CONCATENATE(Targets!$A991,\"-\",Targets!$B991,\"-\",Targets!$C991)","v":"10006566-7b-4"},"Other (please give details in the next column)","Care leavers - Good practice kitemark","No","Kitemark awarded","2013-14","Maintain kitemark","2019-20","No","Yes","Yes","Yes","Yes","a) Overall target met/exceeded","Access and Student Success","Care leavers"]
["10007157","7b",8,{"$f":"CONCATENATE(Targets!$A992,\"-\",Targets!$B992)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A992,\"-\",Targets!$B992,\"-\",Targets!$C992)","v":"10007157-7b-8"},"Management targets","(WPREU) WP Research and Evaluation Unit - continue to annually review the impact of the University's financial support package on the student experience.","No","N/A","2012-13","Continue to develop research and evaluation activities exploring the impact of the University's financial support package with the aim of developing further understanding of how financial issues impact on the student experience.","2019-20","Student Finance Survey in progress and due from completion in January 2014 in time for 2015-16 Access Agreement planning round.","Student finance survey completed and outcomes used to inform financial support decisions for 2015-16 Access Agreement - including an increase in student choice. Work is currently ongoing on a survey exploring the impact of financial support on student experience.","Outcomes from the Sheffield Student 2013 project and surveys of students in years 1-3 were used to inform decision making for the 2016-17 Access Agreement. We are increasingly focusing on part-time work and the students experience. Some outcomes from both were  presented at a UUK / OFFA student finance conference and a resulting paper published in the Journal of WP and Lifelong Learning.","Annual evaluation undertaken - and in conjunction with other internal research - and in particular the research outputs from the Sheffield Student 2013 project - have reinforced previous findings that financial issues are a concern for many students, particularly where families are unable to provide additional support / students have dependents / are required to undertake extensive part-time work.","We undertook annual mixed methods evaluation of financial support – focusing primarily on impact on student experience as well as researching the impact of term-time work. The Sheffield 2013 project has resulted in two academic papers on part-time work and student budgeting that are in review for publication. ","a) Overall target met/exceeded","Access, Student Success and Progression","Multiple"]
["10007157","7b",9,{"$f":"CONCATENATE(Targets!$A993,\"-\",Targets!$B993)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A993,\"-\",Targets!$B993,\"-\",Targets!$C993)","v":"10007157-7b-9"},"Management targets","(WPREU) WP Research and Evaluation Unit - Support and deliver the Sheffield Student 2013 tracking project.","No","N/A","2012-13","Continue to develop and deliver a wide range of long and short term insitution focussed research projects covering all stages of the student journey from outreach to progression. Outcomes will support strategic, policy and practice decision-making. Some outcomes, where relevant, should be disseminated externally.","2019-20","Pilot year completed. Post-Doc researcher appointed and full research project commenced November 2013.","First year of research completed - interviews undertaken. Analysis is currently ongoing, but is providing useful and informative outcomes around HE choice, finance and transition.","Second year of research undertaken. Outcome reports focus on issues around student finance in year 2 and transitions.","Third year interviews have been undertaking - providin wide ranging data on a range of student lifecycle issues, including the financial aspects of study and ongoing academic, social and personal transition processes. Project extended for an additional year to allow for exploration of post-graduation outcomes.","We extended the project for an additional year to follow students into employment PG study. 4th year interviews have been completed & the collected data is being analysed and written up for a monograph and series of papers due for publication over the next year. This has produced academic research on the relationship between familial & HEI-provided financial support, student budgeting, student experience, experience of transition in & through university, impact of extra-curricular activity & relationship between research & teaching. Outputs are being shared with colleagues on a ongoing basis.","b) Yearly milestone met","Access, Student Success and Progression","Multiple"]
["10003022","7a",1,{"$f":"CONCATENATE(Targets!$A994,\"-\",Targets!$B994)","v":"10003022-7a"},{"$f":"CONCATENATE(Targets!$A994,\"-\",Targets!$B994,\"-\",Targets!$C994)","v":"10003022-7a-1"},"Other statistic - Other (please give details in the next column)","Maintain and increase levels of entrants from non-traditional routes targetting L3 vocational route students and FE/HE college partners who offer HND and FDA programmes for progression to appriate BA Top-Ups","Yes",0.81,"2013-14",0.81,"2019-20",0.67,0.81,0.83,0.84,0.79,"e) Performance is below baseline","Access","Multiple"]
["10003022","7a",2,{"$f":"CONCATENATE(Targets!$A995,\"-\",Targets!$B995)","v":"10003022-7a"},{"$f":"CONCATENATE(Targets!$A995,\"-\",Targets!$B995,\"-\",Targets!$C995)","v":"10003022-7a-2"},"Other statistic - Completion/Non continuation (please give details in the next column)","Maintain and increase retention levels from first enrolment date to course completion.","No",0.77,"2013-14",0.81,"2019-20",0.7,0.77,0.67,0.67,0.63,"e) Performance is below baseline","Student Success","Multiple"]
["10003022","7a",3,{"$f":"CONCATENATE(Targets!$A996,\"-\",Targets!$B996)","v":"10003022-7a"},{"$f":"CONCATENATE(Targets!$A996,\"-\",Targets!$B996,\"-\",Targets!$C996)","v":"10003022-7a-3"},"Other statistic - State School (please give details in the next column)","Maintain current percentage of new entrants in the 18-25 age range from State Schools.","Yes",0.99,"2013-14",0.98,"2019-20",0.98699999999999999,0.99,0.98399999999999999,0.97,0.98399999999999899,"a) Overall target met/exceeded","Access","State school"]
["10003022","7a",4,{"$f":"CONCATENATE(Targets!$A997,\"-\",Targets!$B997)","v":"10003022-7a"},{"$f":"CONCATENATE(Targets!$A997,\"-\",Targets!$B997,\"-\",Targets!$C997)","v":"10003022-7a-4"},"Other statistic - Disabled (please give details in the next column)","Maintain overall level of students with Disabled Student Assessments(DSA's) wthin  student body.","No",0.13,"2013-14",0.15,"2019-20",0.15,0.13,0.17,0.14000000000000001,0.15,"a) Overall target met/exceeded","Access","Disability"]
["10003022","7a",5,{"$f":"CONCATENATE(Targets!$A998,\"-\",Targets!$B998)","v":"10003022-7a"},{"$f":"CONCATENATE(Targets!$A998,\"-\",Targets!$B998,\"-\",Targets!$C998)","v":"10003022-7a-5"},"Other statistic - Low-income backgrounds (please give details in the next column)","Maintain and increase overall level of students within student body who are entitled to a full higher education maintenance grant.","No",0.37,"2013-14",0.41,"2019-20",0.36,0.37,0.31,0.49,0.31,"e) Performance is below baseline","Access","Socio-economic"]
["10003022","7b",1,{"$f":"CONCATENATE(Targets!$A999,\"-\",Targets!$B999)","v":"10003022-7b"},{"$f":"CONCATENATE(Targets!$A999,\"-\",Targets!$B999,\"-\",Targets!$C999)","v":"10003022-7b-1"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Partnership Agreements in place with schools ad FE/HE Colleges","Yes",23,"2013-14",25,"2019-20",23,23,23,29,30,"a) Overall target met/exceeded","Access","Multiple"]
["10000961","7a",1,{"$f":"CONCATENATE(Targets!$A1000,\"-\",Targets!$B1000)","v":"10000961-7a"},{"$f":"CONCATENATE(Targets!$A1000,\"-\",Targets!$B1000,\"-\",Targets!$C1000)","v":"10000961-7a-1"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","HESA Tables T3b -Non-continuation following year of entry: young full-time first degree entrants (Young entrants from low participation neighbourhoods (based on POLAR3 method)","No",6.7,"Other (please give details in Description column)",4,"2019-20",7.8,4.0999999999999899,7.1,9.5,"-","d) No progress made against baseline","Student Success and Progression","Low participation neighbourhood (LPN)"]
["10000961","7a",2,{"$f":"CONCATENATE(Targets!$A1001,\"-\",Targets!$B1001)","v":"10000961-7a"},{"$f":"CONCATENATE(Targets!$A1001,\"-\",Targets!$B1001,\"-\",Targets!$C1001)","v":"10000961-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Participation of under-represented groups in higher education: young full-time first degree entrants (based on POLAR3 method)","No",5.7,"2013-14",6,"2019-20",5,5.7,5.9,4.5999999999999899,"-","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10000961","7a",3,{"$f":"CONCATENATE(Targets!$A1002,\"-\",Targets!$B1002)","v":"10000961-7a"},{"$f":"CONCATENATE(Targets!$A1002,\"-\",Targets!$B1002,\"-\",Targets!$C1002)","v":"10000961-7a-3"},"HESA T2a - (Mature, full-time, first degree entrants)","HESA Tables T2a: Participation of under-represented groups in higher education: mature full-time first degree entrants (based on POLAR3 method)","No",4.7,"2013-14",5,"2019-20",4.8,4.7,3.9,2.8,"-","e) Performance is below baseline","Access","Multiple"]
["10000961","7a",4,{"$f":"CONCATENATE(Targets!$A1003,\"-\",Targets!$B1003)","v":"10000961-7a"},{"$f":"CONCATENATE(Targets!$A1003,\"-\",Targets!$B1003,\"-\",Targets!$C1003)","v":"10000961-7a-4"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","HESA Table T7 - Participation of students in higher education who are in receipt of Disabled Students' Allowance (DSA): Full-time all undergraduates","No",8.6999999999999904,"2013-14",10,"2019-20",9.1999999999999904,8.6999999999999904,8.1999999999999904,7,"-","e) Performance is below baseline","Access, Student Success and Progression","Disability"]
["10000961","7a",5,{"$f":"CONCATENATE(Targets!$A1004,\"-\",Targets!$B1004)","v":"10000961-7a"},{"$f":"CONCATENATE(Targets!$A1004,\"-\",Targets!$B1004,\"-\",Targets!$C1004)","v":"10000961-7a-5"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","Table T3a - Non-continuation following year of entry: full-time first degree entrants","No",17.399999999999899,"2013-14",11.7,"2019-20",11.9,17.399999999999899,9.1,10.4,"-","a) Overall target met/exceeded","Student Success and Progression","Mature"]
["10000961","7a",6,{"$f":"CONCATENATE(Targets!$A1005,\"-\",Targets!$B1005)","v":"10000961-7a"},{"$f":"CONCATENATE(Targets!$A1005,\"-\",Targets!$B1005,\"-\",Targets!$C1005)","v":"10000961-7a-6"},"Other statistic - Postgraduate (please give details in the next column)","Postgraduate ITT: Disabled - Disability profiles of intake - first year trainees Primary & Secondary - NCTL","No",11.3,"Other (please give details in Description column)",13,"2019-20",13,9.4,5.5,14,"-","a) Overall target met/exceeded","Access, Student Success and Progression","Disability"]
["10000961","7a",7,{"$f":"CONCATENATE(Targets!$A1006,\"-\",Targets!$B1006)","v":"10000961-7a"},{"$f":"CONCATENATE(Targets!$A1006,\"-\",Targets!$B1006,\"-\",Targets!$C1006)","v":"10000961-7a-7"},"Other statistic - Postgraduate (please give details in the next column)","Postgraduate ITT: Mature - Age profiles of intake (Age 25+) - first year trainees Primary & Secondary - NCTL","No",44.9,"2012-13",55,"2019-20",44.9,43.1,50.3,39.799999999999898,"-","e) Performance is below baseline","Access","Mature"]
["10006331","7a",1,{"$f":"CONCATENATE(Targets!$A1007,\"-\",Targets!$B1007)","v":"10006331-7a"},{"$f":"CONCATENATE(Targets!$A1007,\"-\",Targets!$B1007,\"-\",Targets!$C1007)","v":"10006331-7a-1"},"Other statistic - Part-time (please give details in the next column)","Icrease the number of part-time students enrolling on to programmes by 10% year on year from amended baseline","No",0.35,"2013-14",0.5,"2019-20",0.35,0.31,0.25,0.21,0.41,"b) Yearly milestone met","Access","Socio-economic"]
["10006331","7a",2,{"$f":"CONCATENATE(Targets!$A1008,\"-\",Targets!$B1008)","v":"10006331-7a"},{"$f":"CONCATENATE(Targets!$A1008,\"-\",Targets!$B1008,\"-\",Targets!$C1008)","v":"10006331-7a-2"},"Other statistic - Socio-economic (please give details in the next column)","Increase the number of students eligible for awards by 5%above baseline figure over a five year period","No",0.25,"2012-13",0.3,"2019-20",0.25,0.43,0.44,0.41,0.38,"b) Yearly milestone met","Access","Socio-economic"]
["10006331","7a",3,{"$f":"CONCATENATE(Targets!$A1009,\"-\",Targets!$B1009)","v":"10006331-7a"},{"$f":"CONCATENATE(Targets!$A1009,\"-\",Targets!$B1009,\"-\",Targets!$C1009)","v":"10006331-7a-3"},"Other statistic - Location (please give details in the next column)","Improve Wprecruitment in Polar 1 and Polar 2 regionsby 2% above baseline over a four year period","No",0.35,"2012-13",0.4,"2019-20",0.35,0.37,0.38,0.38,0.38,"c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10007157","7b",15,{"$f":"CONCATENATE(Targets!$A1010,\"-\",Targets!$B1010)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A1010,\"-\",Targets!$B1010,\"-\",Targets!$C1010)","v":"10007157-7b-15"},"Outreach / WP activity (collaborative - please give details in the next column)","Continue to develop the HEPP partnership. Develop a project to test the effectiveness of longitudinal engagement with schools.","Yes","Develop an appropriate strategy to engage with primary schools","2014-15","Consider involving other primary schools, depending on future funding","2019-20","-","-","Strategy adopted of working with the feeder primary schools to a single secondary school in a disadvantaged area. This  work waspiloted with 4 primary schools and transition to Yewlands secondary school.","An additional geographical area was added in Chesterfield. 10 primary schools engaged in activity for  Y5 and Y6. 857 children engaged this year.","Engagement strategy is based on a pipeline model whereby HEPP target primary schools which feed into secondary schools which HEPP already engage with,  providing opportunity for ongoing engagement with those learners in y7 and upwards as they transition into secondary education.\n \nHEPP engaged with 954 y5/6 pupils in 2016/17, delivering 32 activities across 10 South Yorkshire primary schools as part of a longitudinal programme.","a) Overall target met/exceeded","Access","Multiple"]
["10000936","7a",7,{"$f":"CONCATENATE(Targets!$A1011,\"-\",Targets!$B1011)","v":"10000936-7a"},{"$f":"CONCATENATE(Targets!$A1011,\"-\",Targets!$B1011,\"-\",Targets!$C1011)","v":"10000936-7a-7"},"Other statistic - Care-leavers (please give details in the next column)","Increase the number of care leavers within the undergraduate population","No",0,"2014-15",1,"2016-17","N/A","N/A",0,"N/A",0,"d) No progress made against baseline","Access","Care-leavers"]
["10000936","7a",8,{"$f":"CONCATENATE(Targets!$A1012,\"-\",Targets!$B1012)","v":"10000936-7a"},{"$f":"CONCATENATE(Targets!$A1012,\"-\",Targets!$B1012,\"-\",Targets!$C1012)","v":"10000936-7a-8"},"Other statistic - Other (please give details in the next column)","Increase the number of young carers within the undergraduate population","No",0,"2014-15",1,"2016-17","N/A","N/A",0,"N/A",0.04,"a) Overall target met/exceeded","Access","Other (please give details in Description column)"]
["10000571","7b",6,{"$f":"CONCATENATE(Targets!$A1013,\"-\",Targets!$B1013)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A1013,\"-\",Targets!$B1013,\"-\",Targets!$C1013)","v":"10000571-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Promoting access to the professions to young people from WP backgrounds.  Target expressed as number of events.","No",5,"2015-16",10,"2019-20","-","-","-",8,20,"a) Overall target met/exceeded","Access","Multiple"]
["10000571","7b",7,{"$f":"CONCATENATE(Targets!$A1014,\"-\",Targets!$B1014)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A1014,\"-\",Targets!$B1014,\"-\",Targets!$C1014)","v":"10000571-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Promoting men into Primary and Early Years 2-day taster course.  Target expressed as number of participants.","No",18,"2015-16",23,"2019-20","-","-","-",18,0,"e) Performance is below baseline","Access","Gender"]
["10006331","7a",4,{"$f":"CONCATENATE(Targets!$A1015,\"-\",Targets!$B1015)","v":"10006331-7a"},{"$f":"CONCATENATE(Targets!$A1015,\"-\",Targets!$B1015,\"-\",Targets!$C1015)","v":"10006331-7a-4"},"Other statistic - Disabled (please give details in the next column)","Increase disability WP enrollments by 10% above baseline","No",7.2999999999999995E-2,"2012-13",0.15,"2019-20",7.2999999999999995E-2,0.11,9.5000000000000001E-2,0.11,0.11,"c) Progress made – but less than anticipated","Access","Disability"]
["10006331","7a",5,{"$f":"CONCATENATE(Targets!$A1016,\"-\",Targets!$B1016)","v":"10006331-7a"},{"$f":"CONCATENATE(Targets!$A1016,\"-\",Targets!$B1016,\"-\",Targets!$C1016)","v":"10006331-7a-5"},"Other statistic - Mature (please give details in the next column)","Increase the number of mature students (25+) progressing on to higher education","No",0.34,"2013-14",0.5,"2019-20",0.34,0.45,0.45,0.45,0.46,"c) Progress made – but less than anticipated","Access","Socio-economic"]
["10007785","7a",1,{"$f":"CONCATENATE(Targets!$A1017,\"-\",Targets!$B1017)","v":"10007785-7a"},{"$f":"CONCATENATE(Targets!$A1017,\"-\",Targets!$B1017,\"-\",Targets!$C1017)","v":"10007785-7a-1"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","To incrementally increase the level of full-time undergraduates in receipt of DSA support, from the 2015 HESA PI baseline level","No",0.08,"2013-14",0.1,"2019-20",7.2,8.1999999999999904,9.1999999999999904,9.6999999999999904,9.1999999999999904,"b) Yearly milestone met","Access and Student Success","Disability"]
["10007785","7a",2,{"$f":"CONCATENATE(Targets!$A1018,\"-\",Targets!$B1018)","v":"10007785-7a"},{"$f":"CONCATENATE(Targets!$A1018,\"-\",Targets!$B1018,\"-\",Targets!$C1018)","v":"10007785-7a-2"},"Other statistic - Care-leavers (please give details in the next column)","To increase the number of care-leavers in receipt of the care-leavers scholarship to 40 annually","No",25,"2013-14",40,"2019-20",31,25,27,24,20,"e) Performance is below baseline","Access and Student Success","Care leavers"]
["10007773","7a",1,{"$f":"CONCATENATE(Targets!$A1019,\"-\",Targets!$B1019)","v":"10007773-7a"},{"$f":"CONCATENATE(Targets!$A1019,\"-\",Targets!$B1019,\"-\",Targets!$C1019)","v":"10007773-7a-1"},"Other statistic - Other (please give details in the next column)","The proportion of all new undergraduate students who have no previous higher education qualification (expressed as Full-time Equivalent) and who live in the 20% of areas with the lowest proportion of 16-74 year-olds with a Higher Education qualification ((based on POLAR 3). Baseline year 2010/11.","No",0.13600000000000001,"Other (please give details in Description column)",0.17,"2019-20",17.329999999999899,17.02,17.239999999999899,17.649999999999899,17.52,"a) Overall target met/exceeded","Access","Other"]
["10007774","7a",1,{"$f":"CONCATENATE(Targets!$A1020,\"-\",Targets!$B1020)","v":"10007774-7a"},{"$f":"CONCATENATE(Targets!$A1020,\"-\",Targets!$B1020,\"-\",Targets!$C1020)","v":"10007774-7a-1"},"Other statistic - Applications (please give details in the next column)","Increase the percentage of UK undergraduate students at Oxford from schools and colleges which historically have limited progression to Oxford.","No",0.19400000000000001,"Other (please give details in Description column)",0.25,"2016-17",0.189,0.19600000000000001,0.21299999999999999,0.20200000000000001,0.19800000000000001,"c) Progress made – but less than anticipated","Access","Other"]
["10007774","7a",2,{"$f":"CONCATENATE(Targets!$A1021,\"-\",Targets!$B1021)","v":"10007774-7a"},{"$f":"CONCATENATE(Targets!$A1021,\"-\",Targets!$B1021,\"-\",Targets!$C1021)","v":"10007774-7a-2"},"Other statistic - Socio-economic (please give details in the next column)","Increase the percentage of UK undergraduate students at Oxford from postcodes which demonstrate significant socio-economic disadvantage, as measured by ACORN postcode datasets","No",6.0999999999999999E-2,"Other (please give details in Description column)",0.09,"2016-17",6.7000000000000004E-2,6.8000000000000005E-2,9.2999999999999999E-2,8.5000000000000006E-2,8.2000000000000003E-2,"c) Progress made – but less than anticipated","Access","Socio-economic"]
["10007774","7a",3,{"$f":"CONCATENATE(Targets!$A1022,\"-\",Targets!$B1022)","v":"10007774-7a"},{"$f":"CONCATENATE(Targets!$A1022,\"-\",Targets!$B1022,\"-\",Targets!$C1022)","v":"10007774-7a-3"},"HESA T1b - Low participation neighbourhoods (POLAR2) (Young, full-time, undergraduate entrants)","Increase the percentage of UK undergraduate students at Oxford from postcodes which demonstrate low participation in Higher Education as measured by POLAR2 (quintiles 1 and 2) postcode datasets","No",9.4E-2,"Other (please give details in Description column)",0.13,"2016-17",0.106,9.8000000000000004E-2,0.10299999999999999,0.113,0.11799999999999899,"c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10007774","7a",4,{"$f":"CONCATENATE(Targets!$A1023,\"-\",Targets!$B1023)","v":"10007774-7a"},{"$f":"CONCATENATE(Targets!$A1023,\"-\",Targets!$B1023,\"-\",Targets!$C1023)","v":"10007774-7a-4"},"Other statistic - Disabled (please give details in the next column)","Meet the HEFCE location-adjusted benchmark on UK undergraduate students at Oxford with declared diabilities or specific learning differences","No",2.9000000000000001E-2,"Other (please give details in Description column)","As indicated by HEFCE","2016-17",5.8999999999999997E-2,5.8000000000000003E-2,6.3E-2,0.06,6.0999999999999902E-2,"a) Overall target met/exceeded","Access","Disability"]
["10007774","7b",1,{"$f":"CONCATENATE(Targets!$A1024,\"-\",Targets!$B1024)","v":"10007774-7b"},{"$f":"CONCATENATE(Targets!$A1024,\"-\",Targets!$B1024,\"-\",Targets!$C1024)","v":"10007774-7b-1"},"Outreach / WP activity (summer schools)","60% of those participating in the UNIQ  summer schools make an application to Oxford, and 30% of those applying to receive an offer of a place.","No","53% application rate and 26% offer rate","Other (please give details in Description column)","60% application rate and 30% offer rate","2016-17","67.6% application rate and 41.7% offer rate","65.6% application rate and 39.9% offer rate","64.5% application rate and 43.5% offer rate","66.3% application rate and 37.9% offer rate","61% application rate and 41.8% offer rate","a) Overall target met/exceeded","Access","Socio-economic"]
["10007774","7b",2,{"$f":"CONCATENATE(Targets!$A1025,\"-\",Targets!$B1025)","v":"10007774-7b"},{"$f":"CONCATENATE(Targets!$A1025,\"-\",Targets!$B1025,\"-\",Targets!$C1025)","v":"10007774-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Improve the participation, application, and success levels from schools and colleges who have had teachers attend the Regional Teacher Conferences, where these schools and college have either a limited numbers of qualified candidates or where there historically has been limited success in securing offers.","No","15% success rate","Other (please give details in Description column)","15%+","2016-17",0.21,0.248,0.25900000000000001,0.27," 23.7%","a) Overall target met/exceeded","Access","State school"]
["10007774","7b",3,{"$f":"CONCATENATE(Targets!$A1026,\"-\",Targets!$B1026)","v":"10007774-7b"},{"$f":"CONCATENATE(Targets!$A1026,\"-\",Targets!$B1026,\"-\",Targets!$C1026)","v":"10007774-7b-3"},"Contextual data","Using contextual information in the admissions process to identify candidates who may be suitable to be interviewed on the basis of either time in care, or socio-economic and educational disadvantage. The expectation is that identified candidates would then achieve the same success rate in receiving offers as all applicants to Oxford from equivalent school or college sectors.","No","19.9% success rate for flagged students compared with 24.5% for all UK domiciled applicants","2012-13",0.25,"2016-17","19.1% compared to 24.8%","21.9% compared to 25.2%","20.2% compared to 24.6%","21.4% compared to 24.5%","23.3% compared to 24%","c) Progress made – but less than anticipated","Access","Socio-economic"]
["10007785","7a",3,{"$f":"CONCATENATE(Targets!$A1027,\"-\",Targets!$B1027)","v":"10007785-7a"},{"$f":"CONCATENATE(Targets!$A1027,\"-\",Targets!$B1027,\"-\",Targets!$C1027)","v":"10007785-7a-3"},"Other statistic - Completion/Non continuation (please give details in the next column)","To incrementally increase the % of full-time undergraduates who pass and proceed from Year 1 to Year 2","No",0.82,"2013-14",0.87,"2019-20",84.4,82.5,82.1,79,78.400000000000006,"e) Performance is below baseline","Student Success","Multiple"]
["10007785","7a",4,{"$f":"CONCATENATE(Targets!$A1028,\"-\",Targets!$B1028)","v":"10007785-7a"},{"$f":"CONCATENATE(Targets!$A1028,\"-\",Targets!$B1028,\"-\",Targets!$C1028)","v":"10007785-7a-4"},"Other statistic - Other (please give details in the next column)","To incrementally increase the % of full-time undergraduates who progress into employment or further study, from the 2014 HESA PI baseline level in table E1a","No",0.87,"2013-14",0.9,"2019-20",86.9,90,90,92.2,"not yet available","a) Overall target met/exceeded","Progression","Multiple"]
["10007785","7a",5,{"$f":"CONCATENATE(Targets!$A1029,\"-\",Targets!$B1029)","v":"10007785-7a"},{"$f":"CONCATENATE(Targets!$A1029,\"-\",Targets!$B1029,\"-\",Targets!$C1029)","v":"10007785-7a-5"},"Other statistic - Other (please give details in the next column)","To incrementally increase the % of undergraduates who achieve good honours degrees","No",0.74,"2013-14",0.79,"2019-20",65.8,74,75.400000000000006,74.599999999999895,77.3,"b) Yearly milestone met","Student Success","Multiple"]
["10007785","7a",6,{"$f":"CONCATENATE(Targets!$A1030,\"-\",Targets!$B1030)","v":"10007785-7a"},{"$f":"CONCATENATE(Targets!$A1030,\"-\",Targets!$B1030,\"-\",Targets!$C1030)","v":"10007785-7a-6"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","To incrementally increase the % of young, full-time, first degree entrants from low participation neighbourhoods, from the 2015 HESA PI baseline level","No",0.13,"2013-14",0.15,"2019-20",13,12.9,12.8,13.9,14.2,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007785","7b",1,{"$f":"CONCATENATE(Targets!$A1031,\"-\",Targets!$B1031)","v":"10007785-7b"},{"$f":"CONCATENATE(Targets!$A1031,\"-\",Targets!$B1031,\"-\",Targets!$C1031)","v":"10007785-7b-1"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Proactively engage with a wider range of schools and colleges in the Yorkshire and Humber regions to develop partnerships, providing a single point of contact through the delivery of a key account management model","No",10,"2014-15",60,"2019-20","-","-",10,121,125,"a) Overall target met/exceeded","Access","Multiple"]
["10007785","7b",2,{"$f":"CONCATENATE(Targets!$A1032,\"-\",Targets!$B1032)","v":"10007785-7b"},{"$f":"CONCATENATE(Targets!$A1032,\"-\",Targets!$B1032,\"-\",Targets!$C1032)","v":"10007785-7b-2"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Develop tailored strategic partnerships with Bradford Partnership schools, increasing levels of participation in outreach activities and progression to University","No",5,"2014-15",35,"2019-20","-","-",5,19,25,"b) Yearly milestone met","Access","Multiple"]
["10007149","7b",8,{"$f":"CONCATENATE(Targets!$A1033,\"-\",Targets!$B1033)","v":"10007149-7b"},{"$f":"CONCATENATE(Targets!$A1033,\"-\",Targets!$B1033,\"-\",Targets!$C1033)","v":"10007149-7b-8"},"Outreach / WP activity (collaborative - please give details in the next column)","Deliver Collaborative Outreach activities to target institutions as part of National Networks for Collaborative Outreach, and other partnerships","Yes",0,"2013-14",15,"2019-20","-",0,0,213,83,"a) Overall target met/exceeded","Access","Multiple"]
["10007848","7a",9,{"$f":"CONCATENATE(Targets!$A1034,\"-\",Targets!$B1034)","v":"10007848-7a"},{"$f":"CONCATENATE(Targets!$A1034,\"-\",Targets!$B1034,\"-\",Targets!$C1034)","v":"10007848-7a-9"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","To increase the % of students continuing or qualifying at the University","No",84.2,"2013-14",90,"2019-20",0.89300000000000002,0.84199999999999997,0.83399999999999996,0.85699999999999898,"n/a","c) Progress made – but less than anticipated","Student Success","Low participation neighbourhood (LPN)"]
["10007848","7a",10,{"$f":"CONCATENATE(Targets!$A1035,\"-\",Targets!$B1035)","v":"10007848-7a"},{"$f":"CONCATENATE(Targets!$A1035,\"-\",Targets!$B1035,\"-\",Targets!$C1035)","v":"10007848-7a-10"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","To increase the % of students continuing or qualifying at the University","No",87.5,"2013-14",88,"2019-20",0.90300000000000002,0.875,0.876,0.86399999999999899,"n/a","e) Performance is below baseline","Student Success","Mature"]
["10007848","7a",11,{"$f":"CONCATENATE(Targets!$A1036,\"-\",Targets!$B1036)","v":"10007848-7a"},{"$f":"CONCATENATE(Targets!$A1036,\"-\",Targets!$B1036,\"-\",Targets!$C1036)","v":"10007848-7a-11"},"HESA T3c - No longer in HE after 1 year & no previous HE qualification (Mature, full-time, first degree entrants)","To increase the % of students continuing or qualifying at the University","No",86,"2013-14",87.5,"2019-20",0.89300000000000002,0.86,0.88500000000000001,0.86,"n/a","d) No progress made against baseline","Student Success","Mature"]
["10007848","7a",12,{"$f":"CONCATENATE(Targets!$A1037,\"-\",Targets!$B1037)","v":"10007848-7a"},{"$f":"CONCATENATE(Targets!$A1037,\"-\",Targets!$B1037,\"-\",Targets!$C1037)","v":"10007848-7a-12"},"Other statistic - Progression to employment or further study (please give details in the next column)","To increase the % of students progressing to work and/or further study from low partipation neighbourhoods","No",0.91300000000000003,"2013-14",91.6,"2019-20",0.89900000000000002,0.91300000000000003,0.93600000000000005,0.91900000000000004,0.91700000000000004,"a) Overall target met/exceeded","Progression","Low participation neighbourhood (LPN)"]
["10007848","7a",13,{"$f":"CONCATENATE(Targets!$A1038,\"-\",Targets!$B1038)","v":"10007848-7a"},{"$f":"CONCATENATE(Targets!$A1038,\"-\",Targets!$B1038,\"-\",Targets!$C1038)","v":"10007848-7a-13"},"Other statistic - Progression to employment or further study (please give details in the next column)","To increase the % of students progressiong to work and/or further study with a declared disability","No",0.86699999999999899,"2013-14",88,"2019-20",0.91,0.86699999999999899,0.89800000000000002,0.88800000000000001,0.88300000000000001,"a) Overall target met/exceeded","Progression","Disability"]
["10007848","7b",1,{"$f":"CONCATENATE(Targets!$A1039,\"-\",Targets!$B1039)","v":"10007848-7b"},{"$f":"CONCATENATE(Targets!$A1039,\"-\",Targets!$B1039,\"-\",Targets!$C1039)","v":"10007848-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Number of mentees participating in outreach mentoring programmes","No",239,"2013-14",250,"2019-20",160,239,354,271,230,"b) Yearly milestone met","Access","Multiple"]
["10007848","7b",2,{"$f":"CONCATENATE(Targets!$A1040,\"-\",Targets!$B1040)","v":"10007848-7b"},{"$f":"CONCATENATE(Targets!$A1040,\"-\",Targets!$B1040,\"-\",Targets!$C1040)","v":"10007848-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Number of events and participants benefitting from Primary outreach activity - events/participants","No","22/1494","2013-14","25/1500","2019-20","17/674","22/1494","31/1949","12/1610","21/1733","a) Overall target met/exceeded","Access","Multiple"]
["10007848","7b",3,{"$f":"CONCATENATE(Targets!$A1041,\"-\",Targets!$B1041)","v":"10007848-7b"},{"$f":"CONCATENATE(Targets!$A1041,\"-\",Targets!$B1041,\"-\",Targets!$C1041)","v":"10007848-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Number of events and participants benefitting from Secondary outreach activity - events/participants","No","29/1182","2013-14","32/1280","2019-20","34/447","29/1182","38/1932","43/1469","23/1132","d) No progress made against baseline","Access","Multiple"]
["10007848","7b",4,{"$f":"CONCATENATE(Targets!$A1042,\"-\",Targets!$B1042)","v":"10007848-7b"},{"$f":"CONCATENATE(Targets!$A1042,\"-\",Targets!$B1042,\"-\",Targets!$C1042)","v":"10007848-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Number of events and participants benefitting from FE College outreach activity - events/participants","No","14/438","2013-14","16/496","2019-20","34/117","24/684","16/841","18/556","16/448","a) Overall target met/exceeded","Access","Multiple"]
["10007848","7b",5,{"$f":"CONCATENATE(Targets!$A1043,\"-\",Targets!$B1043)","v":"10007848-7b"},{"$f":"CONCATENATE(Targets!$A1043,\"-\",Targets!$B1043,\"-\",Targets!$C1043)","v":"10007848-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Number of events run in collaboration with Outreach HEI networks","Yes",3,"2013-14",10,"2019-20",1,3,5,7,4,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007848","7b",6,{"$f":"CONCATENATE(Targets!$A1044,\"-\",Targets!$B1044)","v":"10007848-7b"},{"$f":"CONCATENATE(Targets!$A1044,\"-\",Targets!$B1044,\"-\",Targets!$C1044)","v":"10007848-7b-6"},"Other (please give details in the next column)","Proportion of participants in Employability initiatives from a widening partication background","No",31,"2014-15",40,"2019-20","n/a","n/a",0.31,0.32,0.33,"c) Progress made – but less than anticipated","Progression","Multiple"]
["10008017","7a",1,{"$f":"CONCATENATE(Targets!$A1045,\"-\",Targets!$B1045)","v":"10008017-7a"},{"$f":"CONCATENATE(Targets!$A1045,\"-\",Targets!$B1045,\"-\",Targets!$C1045)","v":"10008017-7a-1"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","Maintain current % of entrants from state sector to 2014-15 and increase towards HESA location-adjusted benchmark thereafter, based on three year rolling average","No",0.82599999999999996,"2011-12",0.87,"2019-20",81,80.3,82.4,83,83.2,"c) Progress made – but less than anticipated","Access","State school"]
["10008017","7a",2,{"$f":"CONCATENATE(Targets!$A1046,\"-\",Targets!$B1046)","v":"10008017-7a"},{"$f":"CONCATENATE(Targets!$A1046,\"-\",Targets!$B1046,\"-\",Targets!$C1046)","v":"10008017-7a-2"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Increase proportion of home UG entrants from low participation neighbourhoods towards HESA benchmark, based on three year rolling average","No",4.8000000000000001E-2,"2011-12",8.6999999999999994E-2,"2019-20",5.3,5.0999999999999899,4.8,6.9,6.8,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10008017","7a",3,{"$f":"CONCATENATE(Targets!$A1047,\"-\",Targets!$B1047)","v":"10008017-7a"},{"$f":"CONCATENATE(Targets!$A1047,\"-\",Targets!$B1047,\"-\",Targets!$C1047)","v":"10008017-7a-3"},"Other statistic - Low-income backgrounds (please give details in the next column)","Increase proportion of home UG students from low income groups as measured by % with residual household income of £25K or less","No",0.29099999999999998,"2011-12",0.3,"2019-20",26.4,26.5,27.9,29,30.2,"a) Overall target met/exceeded","Access","Low income household"]
["10008017","7a",4,{"$f":"CONCATENATE(Targets!$A1048,\"-\",Targets!$B1048)","v":"10008017-7a"},{"$f":"CONCATENATE(Targets!$A1048,\"-\",Targets!$B1048,\"-\",Targets!$C1048)","v":"10008017-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","Maintain and then increase proportion of home applicants from BAME groups","No",0.11799999999999999,"2011-12",0.13,"2019-20",12.5,9.9,11.1,13.1,14.7,"a) Overall target met/exceeded","Access","Ethnicity"]
["10008017","7a",5,{"$f":"CONCATENATE(Targets!$A1049,\"-\",Targets!$B1049)","v":"10008017-7a"},{"$f":"CONCATENATE(Targets!$A1049,\"-\",Targets!$B1049,\"-\",Targets!$C1049)","v":"10008017-7a-5"},"Other statistic - Ethnicity (please give details in the next column)","Increase proportion of home students from BAME groups","No",0.115,"2011-12",0.15,"2019-20",8.3000000000000007,9.9,9.8000000000000007,9.6,10.7,"e) Performance is below baseline","Access","Ethnicity"]
["10008017","7a",6,{"$f":"CONCATENATE(Targets!$A1050,\"-\",Targets!$B1050)","v":"10008017-7a"},{"$f":"CONCATENATE(Targets!$A1050,\"-\",Targets!$B1050,\"-\",Targets!$C1050)","v":"10008017-7a-6"},"Other statistic - Gender (please give details in the next column)","Increase proportion of male applicants for UG dance programme","No",0.16600000000000001,"2011-12",0.24,"2019-20",16.399999999999899,16.7,15.7,14.5,13.5,"e) Performance is below baseline","Access","Gender"]
["10008017","7a",7,{"$f":"CONCATENATE(Targets!$A1051,\"-\",Targets!$B1051)","v":"10008017-7a"},{"$f":"CONCATENATE(Targets!$A1051,\"-\",Targets!$B1051,\"-\",Targets!$C1051)","v":"10008017-7a-7"},"Other statistic - Gender (please give details in the next column)","Increase proportion of male entrants for UG dance programme","No",0.22,"2011-12",0.28000000000000003,"2019-20",23.3,22.7,25,23.1,23.9,"c) Progress made – but less than anticipated","Access","Gender"]
["10008017","7a",8,{"$f":"CONCATENATE(Targets!$A1052,\"-\",Targets!$B1052)","v":"10008017-7a"},{"$f":"CONCATENATE(Targets!$A1052,\"-\",Targets!$B1052,\"-\",Targets!$C1052)","v":"10008017-7a-8"},"Other statistic - Gender (please give details in the next column)","Increase proportion of male applicants for UG musical theatre programme","No",0.18,"2011-12",0.27,"2019-20",15.2,17.899999999999899,16.7,12.5,16,"e) Performance is below baseline","Access","Gender"]
["10008017","7a",9,{"$f":"CONCATENATE(Targets!$A1053,\"-\",Targets!$B1053)","v":"10008017-7a"},{"$f":"CONCATENATE(Targets!$A1053,\"-\",Targets!$B1053,\"-\",Targets!$C1053)","v":"10008017-7a-9"},"Other statistic - Gender (please give details in the next column)","Maintain proportion of male entrants for UG musical theatre programme as at least one third","No",0.38,"2011-12",0.37,"2019-20",37.700000000000003,34.1,44,40,39.1,"a) Overall target met/exceeded","Access","Gender"]
["10008017","7a",10,{"$f":"CONCATENATE(Targets!$A1054,\"-\",Targets!$B1054)","v":"10008017-7a"},{"$f":"CONCATENATE(Targets!$A1054,\"-\",Targets!$B1054,\"-\",Targets!$C1054)","v":"10008017-7a-10"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Maintain proportion of all entrants continuing after year of entry (HESA data yet to be published for 16-17)","No",0.95199999999999896,"2011-12",0.96,"2019-20",92.1,93.9,95.5,93.9,"-","c) Progress made – but less than anticipated","Student Success","Other"]
["10008017","7a",11,{"$f":"CONCATENATE(Targets!$A1055,\"-\",Targets!$B1055)","v":"10008017-7a"},{"$f":"CONCATENATE(Targets!$A1055,\"-\",Targets!$B1055,\"-\",Targets!$C1055)","v":"10008017-7a-11"},"HESA T5 - Projected degree (full-time, first degree entrants)","Increase percentage of UG entrants projected to qualify or transfer (data yet to be published for 16-17)","No",0.91300000000000003,"2011-12",0.94,"2019-20",86.1,91.5,89.6,88.7,"-","c) Progress made – but less than anticipated","Student Success","Other"]
["10008017","7a",12,{"$f":"CONCATENATE(Targets!$A1056,\"-\",Targets!$B1056)","v":"10008017-7a"},{"$f":"CONCATENATE(Targets!$A1056,\"-\",Targets!$B1056,\"-\",Targets!$C1056)","v":"10008017-7a-12"},"Other statistic - Progression to employment or further study (please give details in the next column)","Maintain graduate employment or further study rate (data yet to be published for 16-17)","No",0.97699999999999998,"2011-12",0.98,"2019-20",98.9,99.1,"Not published",97.3,"-","e) Performance is below baseline","Progression","Other"]
["10007158","7a",4,{"$f":"CONCATENATE(Targets!$A1057,\"-\",Targets!$B1057)","v":"10007158-7a"},{"$f":"CONCATENATE(Targets!$A1057,\"-\",Targets!$B1057,\"-\",Targets!$C1057)","v":"10007158-7a-4"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","Full-time first degree in receipt of disabled students allowance","No",6.5000000000000002E-2,"2011-12",7.4999999999999997E-2,"2019-20","687 (5.20%)","762 (5.60%)","835 (5.05%)","924 (5.15%)","-","f) Target discontinued","Access","Disability"]
["10007158","7a",5,{"$f":"CONCATENATE(Targets!$A1058,\"-\",Targets!$B1058)","v":"10007158-7a"},{"$f":"CONCATENATE(Targets!$A1058,\"-\",Targets!$B1058,\"-\",Targets!$C1058)","v":"10007158-7a-5"},"Other statistic - Ethnicity (please give details in the next column)","UK First Year (FPE) students from black and minority ethnic backgrounds","No",0.115,"2011-12",0.18,"2019-20",0.159,0.16500000000000001,0.187,0.20899999999999999,0.2006,"a) Overall target met/exceeded","Access","Ethnicity"]
["10007158","7a",6,{"$f":"CONCATENATE(Targets!$A1059,\"-\",Targets!$B1059)","v":"10007158-7a"},{"$f":"CONCATENATE(Targets!$A1059,\"-\",Targets!$B1059,\"-\",Targets!$C1059)","v":"10007158-7a-6"},"Other statistic - Postgraduate (please give details in the next column)","We will seek to increase the proportion of students from BME groups over the lifetime of this Access Agreement","No",0.05,"2011-12",7.0000000000000007E-2,"2019-20",0.06,6.4000000000000001E-2,4.1000000000000002E-2,6.6000000000000003E-2,4.9599999999999901E-2,"e) Performance is below baseline","Progression","Ethnicity"]
["10007158","7a",7,{"$f":"CONCATENATE(Targets!$A1060,\"-\",Targets!$B1060)","v":"10007158-7a"},{"$f":"CONCATENATE(Targets!$A1060,\"-\",Targets!$B1060,\"-\",Targets!$C1060)","v":"10007158-7a-7"},"Other statistic - Postgraduate (please give details in the next column)","We will seek to maintain our performance in supporting students to successful completion of our ITT programmes","No",0.9,"2011-12",0.92500000000000004,"2019-20",0.88800000000000001,0.85,0.81200000000000006,0.86799999999999999,0.89500000000000002,"e) Performance is below baseline","Student Success and Progression","Other"]
["10007158","7a",8,{"$f":"CONCATENATE(Targets!$A1061,\"-\",Targets!$B1061)","v":"10007158-7a"},{"$f":"CONCATENATE(Targets!$A1061,\"-\",Targets!$B1061,\"-\",Targets!$C1061)","v":"10007158-7a-8"},"Other statistic - Other (please give details in the next column)","Proportion of young UK full-time first degree entrants from POLAR 3 Quintiles 1 and 2","No","2015-16","0.22",0.24,"2019-20","-","-","-",0.22,0.19400000000000001,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007158","7a",9,{"$f":"CONCATENATE(Targets!$A1062,\"-\",Targets!$B1062)","v":"10007158-7a"},{"$f":"CONCATENATE(Targets!$A1062,\"-\",Targets!$B1062,\"-\",Targets!$C1062)","v":"10007158-7a-9"},"Other statistic - Disabled (please give details in the next column)","Full-time UG entrants declaring a disability","No","2016-17","8.6%",0.09,"2020-21","-","-","-",8.0762397027943703E-2,8.5999999999999896E-2,"b) Yearly milestone met","Access","Disabled"]
["10007158","7b",1,{"$f":"CONCATENATE(Targets!$A1063,\"-\",Targets!$B1063)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1063,\"-\",Targets!$B1063,\"-\",Targets!$C1063)","v":"10007158-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Year 10 - Learn with US Outreach","No","32 participating schools","2014-15","55 participating schools","2019-20","18 schools participated","29 schools participated","24 schools participated","35 schools participated","35 schools participated","c) Progress made – but less than anticipated","Access","Multiple"]
["10007158","7b",2,{"$f":"CONCATENATE(Targets!$A1064,\"-\",Targets!$B1064)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1064,\"-\",Targets!$B1064,\"-\",Targets!$C1064)","v":"10007158-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Year 11 - Learn with US Outreach","No","32 participating schools","2014-15","55 participating schools","2019-20","11 schools participated","29 schools participated","27 schools participated","14 schools participated","26 schools partipated","e) Performance is below baseline","Access","Multiple"]
["10007158","7b",3,{"$f":"CONCATENATE(Targets!$A1065,\"-\",Targets!$B1065)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1065,\"-\",Targets!$B1065,\"-\",Targets!$C1065)","v":"10007158-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Year 12 - Learn with US Outreach","No","20 participating schools/colleges","2014-15","30 participating schools/colleges","2019-20","14 schools participated","19 schools participated","22 schools participated","16 schools/colleges participated","23 schools participated ","c) Progress made – but less than anticipated","Access","Multiple"]
["10007158","7b",4,{"$f":"CONCATENATE(Targets!$A1066,\"-\",Targets!$B1066)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1066,\"-\",Targets!$B1066,\"-\",Targets!$C1066)","v":"10007158-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Year 12/13 Pathways to Law","No","35 participants","2016-17","40 participants","2019-20","n/a","n/a","35 participants","40 participants","36 participants ","a) Overall target met/exceeded","Access","Multiple"]
["10007158","7b",5,{"$f":"CONCATENATE(Targets!$A1067,\"-\",Targets!$B1067)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1067,\"-\",Targets!$B1067,\"-\",Targets!$C1067)","v":"10007158-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Year 6 - Learn with US Outreach","No","850 participants","2014-15","1700 participants","2019-20","4 schools","4 schools","850  participants","1520 participants","1217 participants","c) Progress made – but less than anticipated","Access","Multiple"]
["10007158","7b",6,{"$f":"CONCATENATE(Targets!$A1068,\"-\",Targets!$B1068)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1068,\"-\",Targets!$B1068,\"-\",Targets!$C1068)","v":"10007158-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Year 5/6 - IntoUniversity","Yes","250 participants","2015-16","400 participants","2019-20","n/a","n/a","n/a","319 participants","450 participants","a) Overall target met/exceeded","Access","Multiple"]
["10007158","7b",7,{"$f":"CONCATENATE(Targets!$A1069,\"-\",Targets!$B1069)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1069,\"-\",Targets!$B1069,\"-\",Targets!$C1069)","v":"10007158-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Year 7 - Learn with US Outreach","No","31 participating schools","2014-15","31 participating schools","2019-20","23 schools participated","29 schools participated","29 schools participated","26 schools participated","28 schools participated","b) Yearly milestone met","Access","Multiple"]
["10007158","7b",8,{"$f":"CONCATENATE(Targets!$A1070,\"-\",Targets!$B1070)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1070,\"-\",Targets!$B1070,\"-\",Targets!$C1070)","v":"10007158-7b-8"},"Outreach / WP activity (other - please give details in the next column)","Year 8 - Learn with US Outreach","No","31 participating schools","2014-15","31 participating schools","2019-20","21 schools participated","29 schools participated","28 schools participated","25 schools participated","28 schools participated","e) Performance is below baseline","Access","Multiple"]
["10007158","7b",9,{"$f":"CONCATENATE(Targets!$A1071,\"-\",Targets!$B1071)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1071,\"-\",Targets!$B1071,\"-\",Targets!$C1071)","v":"10007158-7b-9"},"Outreach / WP activity (other - please give details in the next column)","Year 9 - Learn with US Outreach","No","31 participating schools","2014-15","54 participating schools","2019-20","22 schools participated","30 schools participated","31 schools participated","32 schools participated","45 schools participated","a) Overall target met/exceeded","Access","Multiple"]
["10007158","7b",10,{"$f":"CONCATENATE(Targets!$A1072,\"-\",Targets!$B1072)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1072,\"-\",Targets!$B1072,\"-\",Targets!$C1072)","v":"10007158-7b-10"},"Outreach / WP activity (collaborative - please give details in the next column)","Year 7-11 - IntoUniversity","Yes","100 participants","2015-16","360 participants","2019-20","-","-","-","292 participants","374 participants","a) Overall target met/exceeded","Access","Multiple"]
["10007158","7b",11,{"$f":"CONCATENATE(Targets!$A1073,\"-\",Targets!$B1073)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1073,\"-\",Targets!$B1073,\"-\",Targets!$C1073)","v":"10007158-7b-11"},"Outreach / WP activity (collaborative - please give details in the next column)","Year 12-13 - IntoUniversity","Yes","100 participants","2015-16","295 participants","2019-20","-","-","-","146 participants","181 participants","c) Progress made – but less than anticipated","Access","Multiple"]
["10007158","7b",12,{"$f":"CONCATENATE(Targets!$A1074,\"-\",Targets!$B1074)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1074,\"-\",Targets!$B1074,\"-\",Targets!$C1074)","v":"10007158-7b-12"},"Outreach / WP activity (other - please give details in the next column)","Activities to support young carers","No","N/A","2015-16","75 participants","2019-20","n/a","n/a","n/a","Two sessions booked, but cancelled","17 participants","c) Progress made – but less than anticipated","Access","Multiple"]
["10007158","7b",13,{"$f":"CONCATENATE(Targets!$A1075,\"-\",Targets!$B1075)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1075,\"-\",Targets!$B1075,\"-\",Targets!$C1075)","v":"10007158-7b-13"},"Outreach / WP activity (collaborative - please give details in the next column)","Activities for students with disabilities and/or those who support them","Yes","N/A","2015-16","4 events per year with at least 3 participating SUN universities","2019-20","n/a","n/a","n/a","2 events/activties","SUN website disability resources section developed. Continued working with student minds to develop an online resource for transition to HE. Collaborative event attended by 3 HEIs. ","c) Progress made – but less than anticipated","Access","Disability"]
["10007158","7b",14,{"$f":"CONCATENATE(Targets!$A1076,\"-\",Targets!$B1076)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1076,\"-\",Targets!$B1076,\"-\",Targets!$C1076)","v":"10007158-7b-14"},"Outreach / WP activity (collaborative - please give details in the next column)","Activities for vulnerable children/young people and/or those who support them","Yes","N/A","2015-16","4 events per year with at least 3 participating SUN universities","2019-20","n/a","n/a","n/a","1 event"," 5 events, with at least 3 universities participating","a) Overall target met/exceeded","Access","Care leavers"]
["10007158","7b",15,{"$f":"CONCATENATE(Targets!$A1077,\"-\",Targets!$B1077)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1077,\"-\",Targets!$B1077,\"-\",Targets!$C1077)","v":"10007158-7b-15"},"Outreach / WP activity (collaborative - please give details in the next column)","Annual staff development conference for staff in Hampshire and Dorset universities engaged in outreach and widening participation, and Students' Union Officers.","Yes","1 event","2014-15","1 event","2019-20","1 event","1 event","1 event","1 event","1 event","a) Overall target met/exceeded","Access","Other"]
["10007158","7b",16,{"$f":"CONCATENATE(Targets!$A1078,\"-\",Targets!$B1078)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1078,\"-\",Targets!$B1078,\"-\",Targets!$C1078)","v":"10007158-7b-16"},"Outreach / WP activity (collaborative - please give details in the next column)","Activities for black and minority ethnic students","Yes","N/A","2015-16","4 events per year with at least 3 participating SUN universities","2019-20","n/a","n/a","n/a","4 events","3 events","c) Progress made – but less than anticipated","Access","Ethnicity"]
["10007158","7b",17,{"$f":"CONCATENATE(Targets!$A1079,\"-\",Targets!$B1079)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1079,\"-\",Targets!$B1079,\"-\",Targets!$C1079)","v":"10007158-7b-17"},"Outreach / WP activity (collaborative - please give details in the next column)","Activities for mature or part-time learners","Yes","N/A","2015-16","4 events per year with at least 3 participating SUN universities","2019-20","n/a","n/a","n/a","3 events","4 events","b) Yearly milestone met","Access","Mature"]
["10007158","7b",18,{"$f":"CONCATENATE(Targets!$A1080,\"-\",Targets!$B1080)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1080,\"-\",Targets!$B1080,\"-\",Targets!$C1080)","v":"10007158-7b-18"},"Outreach / WP activity (other - please give details in the next column)","Actvities to support looked after children and care leavers","No","N/A","2015-16","30 participants","2019-20","n/a","n/a","n/a","3 participants","Training support for advisors ","c) Progress made – but less than anticipated","Access","Care leavers"]
["10007158","7b",19,{"$f":"CONCATENATE(Targets!$A1081,\"-\",Targets!$B1081)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1081,\"-\",Targets!$B1081,\"-\",Targets!$C1081)","v":"10007158-7b-19"},"Outreach / WP activity (other - please give details in the next column)","Student Finance Support","No",10,"2014-15","28 participating schools/colleges","2019-20","n/a","n/a","10 schools participated","10 schools participated","13 schools participated ","c) Progress made – but less than anticipated","Access","Multiple"]
["10007158","7b",20,{"$f":"CONCATENATE(Targets!$A1082,\"-\",Targets!$B1082)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1082,\"-\",Targets!$B1082,\"-\",Targets!$C1082)","v":"10007158-7b-20"},"Outreach / WP activity (other - please give details in the next column)","Activities for mature students","No","3 participating colleges","2014-15","9 participating colleges","2019-20","n/a","n/a","3 participating colleges","3 participating colleges","3 participating colleges","d) No progress made against baseline","Access","Multiple"]
["10007158","7b",21,{"$f":"CONCATENATE(Targets!$A1083,\"-\",Targets!$B1083)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1083,\"-\",Targets!$B1083,\"-\",Targets!$C1083)","v":"10007158-7b-21"},"Outreach / WP activity (summer schools)","Health Sciences/Medicine Residential","No","26 participants","2014-15","60 participants","2019-20","n/a","37 participants","26 participants","20 participants","30 participants","c) Progress made – but less than anticipated","Access","Multiple"]
["10007158","7b",22,{"$f":"CONCATENATE(Targets!$A1084,\"-\",Targets!$B1084)","v":"10007158-7b"},{"$f":"CONCATENATE(Targets!$A1084,\"-\",Targets!$B1084,\"-\",Targets!$C1084)","v":"10007158-7b-22"},"Outreach / WP activity (summer schools)","Access to Southampton - Summer School","No","118 participants","2013-14","145 participants","2019-20","120 participants","118 participants","111 participants","157 participants","136 participants","b) Yearly milestone met","Access","Multiple"]
["10037449","7b",12,{"$f":"CONCATENATE(Targets!$A1085,\"-\",Targets!$B1085)","v":"10037449-7b"},{"$f":"CONCATENATE(Targets!$A1085,\"-\",Targets!$B1085,\"-\",Targets!$C1085)","v":"10037449-7b-12"},"Outreach / WP activity (other - please give details in the next column)","Student ambassador recruitment and training","No",80,"2012-13",60,"2019-20","80 university student ambassadors recruited, trained and deployed on widening participation activities.","80 university student ambassadors recruited, trained and deployed on widening participation activities.","73 university Student Ambassadors recruited, trained and deployed on widening participation activities.","70 university Student Ambassadors recruited, trained and deployed on widening participation activities.","70 university Student Ambassadors recruited, trained and deployed on widening participation activities.","a) Overall target met/exceeded","Student Success","Multiple"]
["10037449","7b",13,{"$f":"CONCATENATE(Targets!$A1086,\"-\",Targets!$B1086)","v":"10037449-7b"},{"$f":"CONCATENATE(Targets!$A1086,\"-\",Targets!$B1086,\"-\",Targets!$C1086)","v":"10037449-7b-13"},"Outreach / WP activity (other - please give details in the next column)","Mentoring in schools and colleges","No",60,"2012-13",60,"2019-20","62 Year 12 students were mentored by 12 university student mentors.","60 year 12 students were mentored by 12 university student mentors","40 Year 12 MAT students were mentored by 12 student mentors","Three mentoring programmes delivered (two at Y12 and one at Y10) to 40 students","Four mentoring programmes delivered (three at year 12 and one at year 10) to 60 students","a) Overall target met/exceeded","Access","Multiple"]
["10037449","7b",14,{"$f":"CONCATENATE(Targets!$A1087,\"-\",Targets!$B1087)","v":"10037449-7b"},{"$f":"CONCATENATE(Targets!$A1087,\"-\",Targets!$B1087,\"-\",Targets!$C1087)","v":"10037449-7b-14"},"Operational targets","Care Leaver Mentoring","No","n/a","2015-16","n/a","n/a","-","-","-","Care Leavers are now mentored by the Well-being Adviser on a 1:1 basis and supported by the Student Funding Advice team for financial issues","Care Leavers mentored by the Well-being Adviser on a 1:1 basis and supported by the Student Funding Advice team for financial issues","a) Overall target met/exceeded","Student Success","Care leavers"]
["10037449","7b",15,{"$f":"CONCATENATE(Targets!$A1088,\"-\",Targets!$B1088)","v":"10037449-7b"},{"$f":"CONCATENATE(Targets!$A1088,\"-\",Targets!$B1088,\"-\",Targets!$C1088)","v":"10037449-7b-15"},"Outreach / WP activity (other - please give details in the next column)","Admissions support","No",2,"2014-15",2,"2019-20","-","-","2 admisisons support sessions delivered","2 admissions support sessions delivered","2 admissions support sessions delivered","a) Overall target met/exceeded","Access","Multiple"]
["10007796","7b",10,{"$f":"CONCATENATE(Targets!$A1089,\"-\",Targets!$B1089)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1089,\"-\",Targets!$B1089,\"-\",Targets!$C1089)","v":"10007796-7b-10"},"Outreach / WP activity (collaborative - please give details in the next column)","Reach WP Partnership","Yes","N/A","N/A","N/A","2019-20","Reach Partnership launched by local universities and schools with partnership coordinator hired. Partnership activity has included the development of a partnership website, production of marketing materials, delivering of a partnership conference and collaborative presence at School IAG events.","Reach Partnership launched by local universities and schools with partnership coordinator hired. Partnership activity has included the development of a partnership website, production of marketing materials, delivering of a partnership conference and collaborative presence at School IAG events.","Reach Partnership launched by local universities and schools with partnership coordinator hired. Partnership activity has included the development of a partnership website, production of marketing materials, delivering of a partnership conference and collaborative presence at School IAG events.","Reach Partnership launched by local universities and schools with partnership coordinator hired. Partnership activity has included the development of a partnership website, production of marketing materials, delivering of a partnership conference and collaborative presence at School IAG events.",7,"a) Overall target met/exceeded","Access","Multiple"]
["10007796","7b",11,{"$f":"CONCATENATE(Targets!$A1090,\"-\",Targets!$B1090)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1090,\"-\",Targets!$B1090,\"-\",Targets!$C1090)","v":"10007796-7b-11"},"Outreach / WP activity (collaborative - please give details in the next column)","Realising Opportunities Targets for progression of RO participants to a research intensive university","Yes",0.35,"N/A","N/A","2019-20",0.36,0.3,0.24,0.31,0.36,"b) Yearly milestone met","Access","Multiple"]
["10007796","7b",12,{"$f":"CONCATENATE(Targets!$A1091,\"-\",Targets!$B1091)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1091,\"-\",Targets!$B1091,\"-\",Targets!$C1091)","v":"10007796-7b-12"},"Outreach / WP activity (collaborative - please give details in the next column)","Realising Opportunities Targets for progression of RO participants to an RO Partner  university","Yes",0.25,"N/A","N/A","2019-20",0.28999999999999898,0.23,0.18,0.23,0.26,"b) Yearly milestone met","Access","Multiple"]
["10007796","7b",13,{"$f":"CONCATENATE(Targets!$A1092,\"-\",Targets!$B1092)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1092,\"-\",Targets!$B1092,\"-\",Targets!$C1092)","v":"10007796-7b-13"},"Outreach / WP activity (other - please give details in the next column)","% of Primary School Campus Visit participants that agree that \"The visit has motivated me to do well at school\"","No",0.82,"2013-14",0.8,"2019-20","N/A",0.82,0.88,0.88,0.84,"d) No progress made against baseline","Access","Multiple"]
["10007796","7b",14,{"$f":"CONCATENATE(Targets!$A1093,\"-\",Targets!$B1093)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1093,\"-\",Targets!$B1093,\"-\",Targets!$C1093)","v":"10007796-7b-14"},"Outreach / WP activity (other - please give details in the next column)","Number of students placed in local schools through Students in Classrooms","No",95,"Other (please give details in Description column)",120,"2019-20",88,105,97,96,54,"e) Performance is below baseline","Access","Multiple"]
["10007796","7b",15,{"$f":"CONCATENATE(Targets!$A1094,\"-\",Targets!$B1094)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1094,\"-\",Targets!$B1094,\"-\",Targets!$C1094)","v":"10007796-7b-15"},"Outreach / WP activity (other - please give details in the next column)","Number of hours students spent in local schools through Students in Classrooms","No",3462,"Other (please give details in Description column)",4000,"2019-20",2903,3456,3287,3134,1620,"e) Performance is below baseline","Access, Student Success and Progression","Multiple"]
["10007796","7b",16,{"$f":"CONCATENATE(Targets!$A1095,\"-\",Targets!$B1095)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1095,\"-\",Targets!$B1095,\"-\",Targets!$C1095)","v":"10007796-7b-16"},"Outreach / WP activity (other - please give details in the next column)","Number of school activities organised jointly by the University of Leicester and Leicester Students' Union","Yes",15,"2015-16",25,"2019-20","N/A","N/A",5,9,26,"a) Overall target met/exceeded","Access","Multiple"]
["10007796","7b",17,{"$f":"CONCATENATE(Targets!$A1096,\"-\",Targets!$B1096)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1096,\"-\",Targets!$B1096,\"-\",Targets!$C1096)","v":"10007796-7b-17"},"Outreach / WP activity (other - please give details in the next column)","Number of student volunteers trained to go into schools and deliver subject specific workshops","Yes",50,"2015-16",100,"2019-20","N/A","N/A",2,20,103,"a) Overall target met/exceeded","Access, Student Success and Progression","Multiple"]
["10005124","7a",1,{"$f":"CONCATENATE(Targets!$A1097,\"-\",Targets!$B1097)","v":"10005124-7a"},{"$f":"CONCATENATE(Targets!$A1097,\"-\",Targets!$B1097,\"-\",Targets!$C1097)","v":"10005124-7a-1"},"Other statistic - Ethnicity (please give details in the next column)","Improve the proportion of Non-White students within the total student population","No",2.5000000000000001E-3,"2014-15",1.4999999999999999E-2,"2019-20","-","-",2.5000000000000001E-3,5,4.8000000000000001E-2,"a) Overall target met/exceeded","Access","Ethnicity"]
["10005124","7a",2,{"$f":"CONCATENATE(Targets!$A1098,\"-\",Targets!$B1098)","v":"10005124-7a"},{"$f":"CONCATENATE(Targets!$A1098,\"-\",Targets!$B1098,\"-\",Targets!$C1098)","v":"10005124-7a-2"},"Other statistic - Part-time (please give details in the next column)","Improve the proportion of Part Time Students within the total student population","No",0.19,"2014-15",0.24,"2019-20","-","-",0.19,29,0.25,"a) Overall target met/exceeded","Access","Part-time"]
["10005124","7a",3,{"$f":"CONCATENATE(Targets!$A1099,\"-\",Targets!$B1099)","v":"10005124-7a"},{"$f":"CONCATENATE(Targets!$A1099,\"-\",Targets!$B1099,\"-\",Targets!$C1099)","v":"10005124-7a-3"},"Other statistic - Mature (please give details in the next column)","Improve the proportion of Mature Students within the total student population","No",0.26,"2014-15",0.31,"2019-20","-","-",0.26,56,0.502,"a) Overall target met/exceeded","Access","Mature"]
["10005523","7b",1,{"$f":"CONCATENATE(Targets!$A1100,\"-\",Targets!$B1100)","v":"10005523-7b"},{"$f":"CONCATENATE(Targets!$A1100,\"-\",Targets!$B1100,\"-\",Targets!$C1100)","v":"10005523-7b-1"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Number of gold progression agreements","No",0,"2014-15",5,"2019-20","-","-","-",2,2,"c) Progress made – but less than anticipated","Access","Multiple"]
["10005523","7b",2,{"$f":"CONCATENATE(Targets!$A1101,\"-\",Targets!$B1101)","v":"10005523-7b"},{"$f":"CONCATENATE(Targets!$A1101,\"-\",Targets!$B1101,\"-\",Targets!$C1101)","v":"10005523-7b-2"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Number of silver progression agreements","No",0,"2014-15",10,"2019-20","-","-","-",4,4,"c) Progress made – but less than anticipated","Access","Multiple"]
["10005523","7b",3,{"$f":"CONCATENATE(Targets!$A1102,\"-\",Targets!$B1102)","v":"10005523-7b"},{"$f":"CONCATENATE(Targets!$A1102,\"-\",Targets!$B1102,\"-\",Targets!$C1102)","v":"10005523-7b-3"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Number of bronze progression agreements","No",0,"2014-15",15,"2019-20","-","-","-",2,5,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007792","7a",8,{"$f":"CONCATENATE(Targets!$A1103,\"-\",Targets!$B1103)","v":"10007792-7a"},{"$f":"CONCATENATE(Targets!$A1103,\"-\",Targets!$B1103,\"-\",Targets!$C1103)","v":"10007792-7a-8"},"Other statistic - Gender (please give details in the next column)","Male entrants to primary PGCE","No",0.24,"2011-12",0.27,"2019-20",24.1,25,28.43,27,17.53,"e) Performance is below baseline","Access","Gender"]
["10007792","7a",9,{"$f":"CONCATENATE(Targets!$A1104,\"-\",Targets!$B1104)","v":"10007792-7a"},{"$f":"CONCATENATE(Targets!$A1104,\"-\",Targets!$B1104,\"-\",Targets!$C1104)","v":"10007792-7a-9"},"Other statistic - Ethnicity (please give details in the next column)","BME entrants for both primary and secondary PGCE programmes","No",0.03,"2011-12",7.0000000000000007E-2,"2019-20",4.5999999999999899,3.42,3.96,3.4,1.59,"e) Performance is below baseline","Access","Ethnicity"]
["10000824","7a",1,{"$f":"CONCATENATE(Targets!$A1105,\"-\",Targets!$B1105)","v":"10000824-7a"},{"$f":"CONCATENATE(Targets!$A1105,\"-\",Targets!$B1105,\"-\",Targets!$C1105)","v":"10000824-7a-1"},"Other statistic - Location (please give details in the next column)","LPN measures using BU systems data for  timely monitoring.  Increase % of applications from students in LPNs, by increased number of outreach interventions outlined in BU's AA.","No",10.95,"2013-14",12.35,"2019-20",0.108,0.1095,0.11600000000000001,0.1212,0.1139,"c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10000824","7a",2,{"$f":"CONCATENATE(Targets!$A1106,\"-\",Targets!$B1106)","v":"10000824-7a"},{"$f":"CONCATENATE(Targets!$A1106,\"-\",Targets!$B1106,\"-\",Targets!$C1106)","v":"10000824-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","LPN measures using BU systems data for timely monitoring.  Increase enrolments of LPN students through active engagement during the application cycle and other measures.","No",8.36,"2013-14",9.8000000000000007,"2019-20",9.6000000000000002E-2,8.3599999999999994E-2,9.3200000000000005E-2,0.1019,11.25,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10000824","7a",3,{"$f":"CONCATENATE(Targets!$A1107,\"-\",Targets!$B1107)","v":"10000824-7a"},{"$f":"CONCATENATE(Targets!$A1107,\"-\",Targets!$B1107,\"-\",Targets!$C1107)","v":"10000824-7a-3"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","BU systems data for timely monitoring. Keep the rate of in-year withdrawal of LPN students to the same level or lower than the rest of the student body which is 3.17%","No",3.17,"2013-14",3.17,"2019-20",5.8000000000000003E-2,1.3100000000000001E-2,1.8800000000000001E-2,1.66E-2,6.1800000000000001E-2,"f) Target discontinued","Student Success","Low participation neighbourhood (LPN)"]
["10000824","7a",4,{"$f":"CONCATENATE(Targets!$A1108,\"-\",Targets!$B1108)","v":"10000824-7a"},{"$f":"CONCATENATE(Targets!$A1108,\"-\",Targets!$B1108,\"-\",Targets!$C1108)","v":"10000824-7a-4"},"HESA T3d - No longer in HE after 1 year (Young, full-time, other undergraduate entrants) ","BU systems data for timely monitoring. Keep the rate of in-year withdrawal of NS SEC 4-7 students to the same level or lower than the rest of the student body which is 3.17%","No",3.6799999999999999E-2,"2013-14",3.17,"2019-20",6.3E-2,3.6799999999999999E-2,4.24E-2,3.78E-2,4.2099999999999901E-2,"f) Target discontinued","Student Success","Socio-economic"]
["10000824","7a",5,{"$f":"CONCATENATE(Targets!$A1109,\"-\",Targets!$B1109)","v":"10000824-7a"},{"$f":"CONCATENATE(Targets!$A1109,\"-\",Targets!$B1109,\"-\",Targets!$C1109)","v":"10000824-7a-5"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","To maintain application and enrolment rates for students with disabilities","No",7.42,"2013-14",7.42,"2019-20","7.6% enrolments","7.42% enrolments","9% enrolments","8.4% enrolments","14.25% enrolments","b) Yearly milestone met","Access","Disability"]
["10000824","7a",6,{"$f":"CONCATENATE(Targets!$A1110,\"-\",Targets!$B1110)","v":"10000824-7a"},{"$f":"CONCATENATE(Targets!$A1110,\"-\",Targets!$B1110,\"-\",Targets!$C1110)","v":"10000824-7a-6"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","Keep the rate of in-year withdrawal of disabled students to the same level or lower than the rest of the student body which is 3.17%","No",3.17,"2013-14",3.17,"2019-20","1.3% retention","0.9% retention","1.7% retention","0.71% retention",4.0300000000000002E-2,"f) Target discontinued","Student Success","Disability"]
["10000824","7a",7,{"$f":"CONCATENATE(Targets!$A1111,\"-\",Targets!$B1111)","v":"10000824-7a"},{"$f":"CONCATENATE(Targets!$A1111,\"-\",Targets!$B1111,\"-\",Targets!$C1111)","v":"10000824-7a-7"},"Other statistic - Care-leavers (please give details in the next column)","Increase the number of new entrant enrolments from care-experienced students (any duration of care experience) from all programme types, full and part-time.","No",12,"2013-14",38,"2019-20","10 students","12 students","16 students","22 students","32 students","b) Yearly milestone met","Access","Care leavers"]
["10000824","7a",8,{"$f":"CONCATENATE(Targets!$A1112,\"-\",Targets!$B1112)","v":"10000824-7a"},{"$f":"CONCATENATE(Targets!$A1112,\"-\",Targets!$B1112,\"-\",Targets!$C1112)","v":"10000824-7a-8"},"Other statistic - Socio-economic (please give details in the next column)","Increase the enrolments of entrants from Acorn categories 4 and 5","No",0.2601,"4 year average 2012-13 to 2015-16",0.30009999999999898,"2021-22","N/A","N/A","N/A","N/A",0.25090000000000001,"e) Performance is below baseline","Access","Socio-economic"]
["10000824","7a",9,{"$f":"CONCATENATE(Targets!$A1113,\"-\",Targets!$B1113)","v":"10000824-7a"},{"$f":"CONCATENATE(Targets!$A1113,\"-\",Targets!$B1113,\"-\",Targets!$C1113)","v":"10000824-7a-9"},"Other statistic - Socio-economic (please give details in the next column)","The continuation of Acorn category 4 and 5 students will improve culminating in a rate the same or better than the whole student body.","No",0.85350000000000004,"2015-16",0.91,"2021-22","N/A","N/A","N/A","N/A",0.85389999999999899,"b) Yearly milestone met","Student Success","Socio-economic"]
["10000824","7a",10,{"$f":"CONCATENATE(Targets!$A1114,\"-\",Targets!$B1114)","v":"10000824-7a"},{"$f":"CONCATENATE(Targets!$A1114,\"-\",Targets!$B1114,\"-\",Targets!$C1114)","v":"10000824-7a-10"},"Other statistic - Disabled (please give details in the next column)","The continuation of disabled students will improve culminating in a rate the same or better than the whole student body","No",0.86580000000000001,"2014-15",90.38,"2021-22","N/A","N/A","N/A","N/A",0.87549999999999895,"b) Yearly milestone met","Student Success","Disabled"]
["10000824","7a",11,{"$f":"CONCATENATE(Targets!$A1115,\"-\",Targets!$B1115)","v":"10000824-7a"},{"$f":"CONCATENATE(Targets!$A1115,\"-\",Targets!$B1115,\"-\",Targets!$C1115)","v":"10000824-7a-11"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","The continuation of LPN students will improve culminating in a rate the same or better than the whole student body","No",0.86950000000000005,"2014-15",0.91500000000000004,"2021-22","N/A","N/A","N/A","N/A",0.868999999999999,"b) Yearly milestone met","Student Success","Low participation neighbourhoods (LPN)"]
["10000824","7b",1,{"$f":"CONCATENATE(Targets!$A1116,\"-\",Targets!$B1116)","v":"10000824-7b"},{"$f":"CONCATENATE(Targets!$A1116,\"-\",Targets!$B1116,\"-\",Targets!$C1116)","v":"10000824-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Improve long term outreach engagement frequency and intensity to the identified number of institutions in Bournemouth, Dorset, Poole and South Somerset","No",41,"2013-14",50,"2019-20","-","-","-",47,48,"b) Yearly milestone met","Access","Other"]
["10000824","7b",2,{"$f":"CONCATENATE(Targets!$A1117,\"-\",Targets!$B1117)","v":"10000824-7b"},{"$f":"CONCATENATE(Targets!$A1117,\"-\",Targets!$B1117,\"-\",Targets!$C1117)","v":"10000824-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Extend outreach programme to a wider geographical area (BU recruitment institutions) by delivering targeted outreach activity to LPN 1-2, NS-SEC 4-8/ACORN 4 and5 and BME communities within these institutions","No",0,"2014-15",10,"2019-20","-","-","-",8,8,"b) Yearly milestone met","Access","Multiple"]
["10005523","7b",4,{"$f":"CONCATENATE(Targets!$A1118,\"-\",Targets!$B1118)","v":"10005523-7b"},{"$f":"CONCATENATE(Targets!$A1118,\"-\",Targets!$B1118,\"-\",Targets!$C1118)","v":"10005523-7b-4"},"Outreach / WP activity (summer schools)","% off young people who attend WP summer schools who are from targeted groups","No",0.75,"2013-14",0.79,"2019-20","-","-","-",1,1,"a) Overall target met/exceeded","Access","Multiple"]
["10000824","7b",3,{"$f":"CONCATENATE(Targets!$A1119,\"-\",Targets!$B1119)","v":"10000824-7b"},{"$f":"CONCATENATE(Targets!$A1119,\"-\",Targets!$B1119,\"-\",Targets!$C1119)","v":"10000824-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Extend the reach and impact of outreach activity within target institutions by increasing number of participants in:\nHE Experience: campus visits and taster days\nCurriculum Enhancement\nHE IAG\nSTEM Outreach\nSummer Schools & Breaks","No","HE: 2,435\nCurriculum: 1,655\nIAG: 9,155\nSTEM: 4,325\nSummer: 110","2013-14","HE: 2,900\nCurriculum: 2,000\nIAG: 10,900\nSTEM: 3600\nSummer: 160","2019-20","-","-","-","HE: 4,210\nCurriculum: 1,919\nIAG: 11,987\nSTEM: 4,469\nSummer: 144","HE: 4621 Curriculum: 2195 IAG: 10202 Stem: 3042 Summer: 238","b) Yearly milestone met","Access","Other"]
["10000824","7b",4,{"$f":"CONCATENATE(Targets!$A1120,\"-\",Targets!$B1120)","v":"10000824-7b"},{"$f":"CONCATENATE(Targets!$A1120,\"-\",Targets!$B1120,\"-\",Targets!$C1120)","v":"10000824-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Continue to deliver HE Mentoring Scheme for high priority target schools","No","166 (participants)","2014-15",190,"2019-20","299 enroled, 240 active relationships",386,148,156,179,"b) Yearly milestone met","Access","Other"]
["10000824","7b",5,{"$f":"CONCATENATE(Targets!$A1121,\"-\",Targets!$B1121)","v":"10000824-7b"},{"$f":"CONCATENATE(Targets!$A1121,\"-\",Targets!$B1121,\"-\",Targets!$C1121)","v":"10000824-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Continue to develop and deliver Primary Outreach Programme and extend reach to more target feeder schools","No","800 (participants)","2013-14",1600,"2019-20","-","-","-",3226,3438,"a) Overall target met/exceeded","Access","Other"]
["10000824","7b",6,{"$f":"CONCATENATE(Targets!$A1122,\"-\",Targets!$B1122)","v":"10000824-7b"},{"$f":"CONCATENATE(Targets!$A1122,\"-\",Targets!$B1122,\"-\",Targets!$C1122)","v":"10000824-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Extend engagement with Key Influencers including more outreach activity with particular target communities and provision of staff development activity","No","265 (participants)","2013-14",530,"2019-20","-","-","-",496,1378,"a) Overall target met/exceeded","Access","Other"]
["10000824","7b",7,{"$f":"CONCATENATE(Targets!$A1123,\"-\",Targets!$B1123)","v":"10000824-7b"},{"$f":"CONCATENATE(Targets!$A1123,\"-\",Targets!$B1123,\"-\",Targets!$C1123)","v":"10000824-7b-7"},"Outreach / WP activity (collaborative - please give details in the next column)","Improve student-level targeting and monitoring through targeted cohort lists in priority institutions","Yes","5 institutions have target cohort lists","2014-15",10,"2019-20","-","-","-",6,6,"c) Progress made – but less than anticipated","Access","Other"]
["10000824","7b",8,{"$f":"CONCATENATE(Targets!$A1124,\"-\",Targets!$B1124)","v":"10000824-7b"},{"$f":"CONCATENATE(Targets!$A1124,\"-\",Targets!$B1124,\"-\",Targets!$C1124)","v":"10000824-7b-8"},"Outreach / WP activity (collaborative - please give details in the next column)","Lead implementation of BU's Books & Stories Literacy scheme in target institutions within the Southern Universities Network (SUN)","Yes","Books and Stories currently running only at BU with 8 schools","2014-15","N/A","2019-20","-","-","-",4,"N/A","f) Target discontinued","Access","Other"]
["10000824","7b",9,{"$f":"CONCATENATE(Targets!$A1125,\"-\",Targets!$B1125)","v":"10000824-7b"},{"$f":"CONCATENATE(Targets!$A1125,\"-\",Targets!$B1125,\"-\",Targets!$C1125)","v":"10000824-7b-9"},"Outreach / WP activity (collaborative - please give details in the next column)","Collaborative activities relating to disabled and vulnerable children and young people (including children in care and young carers) and/or those who support them (via Southern Universities network)","Yes","N/A","2015-16","4 events per year with at least 2 universities participating in each","2019-20","N/A","N/A","N/A","N/A","5 events with at least 3 institutions","b) Yearly milestone met","Access","Multiple"]
["10000824","7b",10,{"$f":"CONCATENATE(Targets!$A1126,\"-\",Targets!$B1126)","v":"10000824-7b"},{"$f":"CONCATENATE(Targets!$A1126,\"-\",Targets!$B1126,\"-\",Targets!$C1126)","v":"10000824-7b-10"},"Outreach / WP activity (collaborative - please give details in the next column)","Annual Southern Universities Network staff development conference for staff engaged in outreach and widening participation with Student Union Officers","Yes","Annual Conference","2014-15","Annual Conference","2020-21","N/A","N/A","N/A","N/A","Annual conference","b) Yearly milestone met","Access","Other (please give details in Description column)"]
["10000824","7b",11,{"$f":"CONCATENATE(Targets!$A1127,\"-\",Targets!$B1127)","v":"10000824-7b"},{"$f":"CONCATENATE(Targets!$A1127,\"-\",Targets!$B1127,\"-\",Targets!$C1127)","v":"10000824-7b-11"},"Outreach / WP activity (collaborative - please give details in the next column)","Activities for black and minority ethnic students (via southern Universities Network)","Yes","2 collaborative events,one including at least 3 institutions","2015-16","4 events per year with at least 2 universities participating in each","2020-21","N/A","N/A","N/A","N/A","3 events with at least 3 institutions.","c) Progress made – but less than anticipated","Access","Ethnicity"]
["10002919","7a",1,{"$f":"CONCATENATE(Targets!$A1128,\"-\",Targets!$B1128)","v":"10002919-7a"},{"$f":"CONCATENATE(Targets!$A1128,\"-\",Targets!$B1128,\"-\",Targets!$C1128)","v":"10002919-7a-1"},"Other statistic - Other (please give details in the next column)","Offer an internal employability event for all final year HE students on a annual basis","Yes",100,"2014-15",200,"2019-20",0,325,152,248,358,"a) Overall target met/exceeded","Progression","Multiple"]
["10002919","7a",2,{"$f":"CONCATENATE(Targets!$A1129,\"-\",Targets!$B1129)","v":"10002919-7a"},{"$f":"CONCATENATE(Targets!$A1129,\"-\",Targets!$B1129,\"-\",Targets!$C1129)","v":"10002919-7a-2"},"Other statistic - Disabled (please give details in the next column)","To continue to identify and monitor the number of disabled students enrolling onto HE programmes following cesation of DSA","No",0.114,"2013-14",0.13400000000000001,"2019-20","-","-","-",0.13600000000000001,0.13700000000000001,"a) Overall target met/exceeded","Access and Student Success","Disability"]
["10002919","7a",3,{"$f":"CONCATENATE(Targets!$A1130,\"-\",Targets!$B1130)","v":"10002919-7a"},{"$f":"CONCATENATE(Targets!$A1130,\"-\",Targets!$B1130,\"-\",Targets!$C1130)","v":"10002919-7a-3"},"Other statistic - Location (please give details in the next column)","Monitor and improve upon the number of applicants who enrol from Gloucestershire and border postcodes","No",95,"2015-16",110,"2019-20","-","-","-","NYK",177,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10002919","7a",4,{"$f":"CONCATENATE(Targets!$A1131,\"-\",Targets!$B1131)","v":"10002919-7a"},{"$f":"CONCATENATE(Targets!$A1131,\"-\",Targets!$B1131,\"-\",Targets!$C1131)","v":"10002919-7a-4"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Increase number and type of outreach activity to increase the proportion of priority students below POLAR3 within the HE cohort","Yes",8.5999999999999993E-2,"2009/10",0.11799999999999999,"2019-20","-","-",0.28999999999999998,0.224,0.23,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10002919","7a",5,{"$f":"CONCATENATE(Targets!$A1132,\"-\",Targets!$B1132)","v":"10002919-7a"},{"$f":"CONCATENATE(Targets!$A1132,\"-\",Targets!$B1132,\"-\",Targets!$C1132)","v":"10002919-7a-5"},"Other statistic - Completion/Non continuation (please give details in the next column)","Identify and improve upon our current retention record for first years","No",0.105,"2016-17",0.09,"2019-20","-","-","-","NYK",8.8999999999999899E-2,"a) Overall target met/exceeded","Student Success","Multiple"]
["10002919","7a",6,{"$f":"CONCATENATE(Targets!$A1133,\"-\",Targets!$B1133)","v":"10002919-7a"},{"$f":"CONCATENATE(Targets!$A1133,\"-\",Targets!$B1133,\"-\",Targets!$C1133)","v":"10002919-7a-6"},"Other statistic - Completion/Non continuation (please give details in the next column)","Identify and improve upon our current retention record for all students","No",8.8999999999999996E-2,"2013-14",6.5000000000000002E-2,"2019-20",10.5,8.9,6.7,6.6,4.7E-2,"a) Overall target met/exceeded","Student Success","Multiple"]
["10002919","7a",7,{"$f":"CONCATENATE(Targets!$A1134,\"-\",Targets!$B1134)","v":"10002919-7a"},{"$f":"CONCATENATE(Targets!$A1134,\"-\",Targets!$B1134,\"-\",Targets!$C1134)","v":"10002919-7a-7"},"Other statistic - Applications (please give details in the next column)","Increase current internal FE to HE conversion from application to enrolment by offering taster days/lectures, working with College staff to create a portfolio of activities to support transition.","No",0.47,"2014-15",0.57999999999999996,"2019-20","-","-","-",0.4,0.4,"e) Performance is below baseline","Access","Multiple"]
["10002919","7a",8,{"$f":"CONCATENATE(Targets!$A1135,\"-\",Targets!$B1135)","v":"10002919-7a"},{"$f":"CONCATENATE(Targets!$A1135,\"-\",Targets!$B1135,\"-\",Targets!$C1135)","v":"10002919-7a-8"},"Other statistic - Part-time (please give details in the next column)","Increase marketing of part time route to increase the number of part time student enrolments","No",3.3000000000000002E-2,"2014-15",5.8000000000000003E-2,"2019-20","-","-","-",0.08,4.7E-2,"c) Progress made – but less than anticipated","Access","Part-time"]
["10002919","7a",9,{"$f":"CONCATENATE(Targets!$A1136,\"-\",Targets!$B1136)","v":"10002919-7a"},{"$f":"CONCATENATE(Targets!$A1136,\"-\",Targets!$B1136,\"-\",Targets!$C1136)","v":"10002919-7a-9"},"Other statistic - Other (please give details in the next column)","Increase partnership activity with local schools and colleges to raise leaner aspirations.  Increase opportunities for existing level 2 & 3 HE students to engage in these partnership activities as HE ambassadors and mentors.","Yes",65,"2009/10",92,"2019-20",65,75,82,60,62,"e) Performance is below baseline","Access","Multiple"]
["10002919","7a",10,{"$f":"CONCATENATE(Targets!$A1137,\"-\",Targets!$B1137)","v":"10002919-7a"},{"$f":"CONCATENATE(Targets!$A1137,\"-\",Targets!$B1137,\"-\",Targets!$C1137)","v":"10002919-7a-10"},"Other statistic - Ethnicity (please give details in the next column)","Look to increase the diversity of the student body, following a decrease in numbers over previous years","No",8.4000000000000005E-2,"2013/14",9.6000000000000002E-2,"2019-20","-","-","-",0.11,6.7000000000000004E-2,"e) Performance is below baseline","Access","Ethnicity"]
["10002919","7a",11,{"$f":"CONCATENATE(Targets!$A1138,\"-\",Targets!$B1138)","v":"10002919-7a"},{"$f":"CONCATENATE(Targets!$A1138,\"-\",Targets!$B1138,\"-\",Targets!$C1138)","v":"10002919-7a-11"},"Other statistic - Care-leavers (please give details in the next column)","Aim to improve methods of identifying, monitoring and supporting students who are care-leavers","No",3,"2014/15",8,"2019-20",0,0,3,5,3,"d) No progress made against baseline","Access","Care leavers"]
["10007938","7a",1,{"$f":"CONCATENATE(Targets!$A1139,\"-\",Targets!$B1139)","v":"10007938-7a"},{"$f":"CONCATENATE(Targets!$A1139,\"-\",Targets!$B1139,\"-\",Targets!$C1139)","v":"10007938-7a-1"},"Other statistic - Socio-economic (please give details in the next column)","Increase retention of WP students where currently in baseline year we have a 40% retention for this group.  This is being monitored through a report using postcodes provided by SFA based on indices of deprivation.  This report is live and is available throughout the academic year to all HE staff.","No","Retention for Ward Uplift students 40.9%","2013-14",0.6,"2020-21","-",0.5,"-",0.82499999999999896,0.86,"a) Overall target met/exceeded","Student Success","Low participation neighbourhoods (LPN)"]
["10007938","7a",2,{"$f":"CONCATENATE(Targets!$A1140,\"-\",Targets!$B1140)","v":"10007938-7a"},{"$f":"CONCATENATE(Targets!$A1140,\"-\",Targets!$B1140,\"-\",Targets!$C1140)","v":"10007938-7a-2"},"Other statistic - Other (please give details in the next column)","Percentage of finishers awarded at 2:1 and 1st class.  This target is based on total numbers of 1st and 2:1 degrees divided by all finishers of Bachelors level courses ","No","Degree classifications 52% good degrees compared to 63% nationally","2013-14",0.6,"2020-21","-",0.52,0.43,0.48,0.54,"c) Progress made – but less than anticipated","Student Success","Other (please give details in Description column)"]
["10007938","7a",3,{"$f":"CONCATENATE(Targets!$A1141,\"-\",Targets!$B1141)","v":"10007938-7a"},{"$f":"CONCATENATE(Targets!$A1141,\"-\",Targets!$B1141,\"-\",Targets!$C1141)","v":"10007938-7a-3"},"Other statistic - Progression to employment or further study (please give details in the next column)","DHLE survey data shows 84% of graduates entering work or further study.  DHLE Data provided by recommended HEFCE company.","No","DLHE Survey 84%","2013-14",0.88,"2020-21","-",0.84,0.89,0.91,0.88,"a) Overall target met/exceeded","Progression","Other (please give details in Description column)"]
["10007938","7a",4,{"$f":"CONCATENATE(Targets!$A1142,\"-\",Targets!$B1142)","v":"10007938-7a"},{"$f":"CONCATENATE(Targets!$A1142,\"-\",Targets!$B1142,\"-\",Targets!$C1142)","v":"10007938-7a-4"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Increase the number of students on programmes who have completed Level 3 programmes at GIFHE.\nIncrease the number of students on programmes who have completed Level 3 programmes at GIFHE.\nIncrease the number of students on programmes who have completed Level 3 programmes at GIFHE.","No","In 2014-15 12.93% of HE students had studied a Level 3 course at GIFHE in 2013-14","2014-15",0.3,"2020-21","-","-",0.1293,0.17,0.26,"b) Yearly milestone met","Access","Low participation neighbourhoods (LPN)"]
["10007938","7a",5,{"$f":"CONCATENATE(Targets!$A1143,\"-\",Targets!$B1143)","v":"10007938-7a"},{"$f":"CONCATENATE(Targets!$A1143,\"-\",Targets!$B1143,\"-\",Targets!$C1143)","v":"10007938-7a-5"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","In 2013-14 we had an 8% success gap between people with recognised DSA.  The target is to close this gap. ","No","In 2013 No Disability had 58% success whilst disability declared students had 50% success.  ","2013-14",0.02,"2020-21","-",0.08,"-",-0.01,0.06,"c) Progress made – but less than anticipated","Student Success","Disabled"]
["10007938","7a",6,{"$f":"CONCATENATE(Targets!$A1144,\"-\",Targets!$B1144)","v":"10007938-7a"},{"$f":"CONCATENATE(Targets!$A1144,\"-\",Targets!$B1144,\"-\",Targets!$C1144)","v":"10007938-7a-6"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","In 2015-16 we enrolled 179 Young Full Time, first degree entrants out of 417.   Of which 83 (45%) live in Polar Quintile 1 and 79% of these live in Polar 1,2 or 3 postcodes.  The total number of young people recruited from Polar Qunitile 1 neighbourhoods should increase each year.","No","Percentage of new Young Full Time degree entrants who live in Polar Quintile 1 to increase from 20%","2015-16",0.3,"2020-21","-","-","-",0.2,0.15,"e) Performance is below baseline","Access","Low participation neighbourhoods (LPN)"]
["10007938","7a",7,{"$f":"CONCATENATE(Targets!$A1145,\"-\",Targets!$B1145)","v":"10007938-7a"},{"$f":"CONCATENATE(Targets!$A1145,\"-\",Targets!$B1145,\"-\",Targets!$C1145)","v":"10007938-7a-7"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","In 2015-16 we enrolled 16% Young Male Full Time, first degree entrants who live in Polar Quintile 1,2 and 3.\n","No","Percentage of Young, Full Time First Degree Entrants who live in Polar Qunitile 1,2 and 3 postcodes / All Full Time First Degree Entrant","2015-16",0.25,"2020-21","-","-","-",0.16,0.26,"a) Overall target met/exceeded","Access","Low participation neighbourhoods (LPN)"]
["10007163","7a",1,{"$f":"CONCATENATE(Targets!$A1146,\"-\",Targets!$B1146)","v":"10007163-7a"},{"$f":"CONCATENATE(Targets!$A1146,\"-\",Targets!$B1146,\"-\",Targets!$C1146)","v":"10007163-7a-1"},"Other statistic - State School (please give details in the next column)","Raise the number of full-time young entrants to the university from state schools from the 13/14 level of 2115 to 2200  by 2020","No",2115,"2013-14","2200 (65%)","2019-20",1757,2115,2070,2343,2416,"a) Overall target met/exceeded","Access","State school"]
["10007163","7a",2,{"$f":"CONCATENATE(Targets!$A1147,\"-\",Targets!$B1147)","v":"10007163-7a"},{"$f":"CONCATENATE(Targets!$A1147,\"-\",Targets!$B1147,\"-\",Targets!$C1147)","v":"10007163-7a-2"},"Other statistic - Socio-economic (please give details in the next column)","Raise the number of full-time young entrants to the university from the lowest socio-economic groups from 427 in 2013/14 to 530 by 2020","No",427,"2013-14","530 (16%)","2019-20",364,427,427,482,522,"b) Yearly milestone met","Access","Socio-economic"]
["10007163","7a",3,{"$f":"CONCATENATE(Targets!$A1148,\"-\",Targets!$B1148)","v":"10007163-7a"},{"$f":"CONCATENATE(Targets!$A1148,\"-\",Targets!$B1148,\"-\",Targets!$C1148)","v":"10007163-7a-3"},"Other statistic - Location (please give details in the next column)","Raise the number of full-time young entrants to the university from low participation neighbourhoods from 133 in 2013/14 to 170 by 2020","No",133,"2013-14","170 (5.1%)","2019-20",124,133,139,142,177,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007163","7a",4,{"$f":"CONCATENATE(Targets!$A1149,\"-\",Targets!$B1149)","v":"10007163-7a"},{"$f":"CONCATENATE(Targets!$A1149,\"-\",Targets!$B1149,\"-\",Targets!$C1149)","v":"10007163-7a-4"},"Other statistic - Mature (please give details in the next column)","Increase the number of mature UK learners registered on full-time and part-time programmes from 586 in 2013/14 to 650 by 2020","No",586,"2013-14","650 (18.1%)","2019-20",605,586,648,554,658,"a) Overall target met/exceeded","Access","Mature"]
["10007163","7a",5,{"$f":"CONCATENATE(Targets!$A1150,\"-\",Targets!$B1150)","v":"10007163-7a"},{"$f":"CONCATENATE(Targets!$A1150,\"-\",Targets!$B1150,\"-\",Targets!$C1150)","v":"10007163-7a-5"},"Other statistic - Applications (please give details in the next column)","Raise the number of entrants on the WBS Foundation Year from 15 in 2015 to 25 in 2020","No","n/a","2015-16",25,"2019-20","n/a","na","na",25,23,"b) Yearly milestone met","Access","Multiple"]
["10007163","7a",6,{"$f":"CONCATENATE(Targets!$A1151,\"-\",Targets!$B1151)","v":"10007163-7a"},{"$f":"CONCATENATE(Targets!$A1151,\"-\",Targets!$B1151,\"-\",Targets!$C1151)","v":"10007163-7a-6"},"Other statistic - Applications (please give details in the next column)","Increase the number of male primary school trainees from approximately 31 to 42.","No",31,"2011-12",42,"2019-20",33,45,29,35,"-","f) Target discontinued","Access","Gender"]
["10000747","7a",1,{"$f":"CONCATENATE(Targets!$A1152,\"-\",Targets!$B1152)","v":"10000747-7a"},{"$f":"CONCATENATE(Targets!$A1152,\"-\",Targets!$B1152,\"-\",Targets!$C1152)","v":"10000747-7a-1"},"Other statistic - Ethnicity (please give details in the next column)","In terms of entrants and participation into higher education figures there was a 1% increase in 14-15 at 34% for students from ethnic minotiries, but saw a decline of 3% in 15-16 which reflects the local demographic. It is anticipated that this will slightly increase going forward.  The main issues in terms of participation decline is around pakistani students.  16/17 shows a 1% decline in total but sustaining the learner profile with regards to pakistani students at 15% but with a 1% decline relating to Indian students.  The ratio of male to female pakistani is 53% male to 47% female whereas the ratio is considerably higher for indian females at 62% vs 38% male","No",0.33,"2013-14",0.3,"2019-20",0.34,0.33,0.34,0.31,0.3,"d) No progress made against baseline","Access","Ethnicity"]
["10000747","7a",2,{"$f":"CONCATENATE(Targets!$A1153,\"-\",Targets!$B1153)","v":"10000747-7a"},{"$f":"CONCATENATE(Targets!$A1153,\"-\",Targets!$B1153,\"-\",Targets!$C1153)","v":"10000747-7a-2"},"Other statistic - Part-time (please give details in the next column)","The proportion of full time and part time students remained comparable to 14-15.  However, the number of student entrants for part time increased by 43 students.This target remains problematic and could be due to the more flexible delivery modes and development of Moodle (virtual learning environment) on full time programmes.  This is may reflect that students are  opting to study full time on a flexible basis and using VLE support more. The number of part time learners in 16-17 decreased by 110 which is a 3% decline from the previous two years.  See Table 8 commentary for rationale","No",0.13,"2014-15",0.22,"2019-20",0.17,0.15,0.13,0.14000000000000001,0.11,"e) Performance is below baseline","Access","Part-time"]
["10007938","7a",8,{"$f":"CONCATENATE(Targets!$A1154,\"-\",Targets!$B1154)","v":"10007938-7a"},{"$f":"CONCATENATE(Targets!$A1154,\"-\",Targets!$B1154,\"-\",Targets!$C1154)","v":"10007938-7a-8"},"Other statistic - Ethnicity (please give details in the next column)","In 2015-16 we recruited 2.5% (n = 11) students from BME. The Census Data from 2011 shows that the areas in which the college has sites and largely recruits from have White British as 95.2-95.6% of the population. ","No","Increase the number of BME students\n","2015-16",0.05,"2020-21","-","-","-",2.5000000000000001E-2,3.9E-2,"b) Yearly milestone met","Access","Ethnicity"]
["10007159","7a",1,{"$f":"CONCATENATE(Targets!$A1155,\"-\",Targets!$B1155)","v":"10007159-7a"},{"$f":"CONCATENATE(Targets!$A1155,\"-\",Targets!$B1155,\"-\",Targets!$C1155)","v":"10007159-7a-1"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","HEFCE Performance Indicator","Yes",28.2,"2013-14",28.5,"2019-20",29,28.2,29.7,30.4,30.5,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007159","7a",2,{"$f":"CONCATENATE(Targets!$A1156,\"-\",Targets!$B1156)","v":"10007159-7a"},{"$f":"CONCATENATE(Targets!$A1156,\"-\",Targets!$B1156,\"-\",Targets!$C1156)","v":"10007159-7a-2"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","HEFCE Performance Indicator","Yes",7,"2013-14",7,"2019-20",8.1999999999999904,7,9.6,11.9,11.9,"e) Performance is below baseline","Student Success","Multiple"]
["10007159","7a",3,{"$f":"CONCATENATE(Targets!$A1157,\"-\",Targets!$B1157)","v":"10007159-7a"},{"$f":"CONCATENATE(Targets!$A1157,\"-\",Targets!$B1157,\"-\",Targets!$C1157)","v":"10007159-7a-3"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","HEFCE Performance Indicator","Yes",11.9,"2013-14",11.5,"2019-20",11.7,11.9,11.9,18.5,18.5,"e) Performance is below baseline","Student Success","Mature"]
["10007159","7a",4,{"$f":"CONCATENATE(Targets!$A1158,\"-\",Targets!$B1158)","v":"10007159-7a"},{"$f":"CONCATENATE(Targets!$A1158,\"-\",Targets!$B1158,\"-\",Targets!$C1158)","v":"10007159-7a-4"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","HEFCE Performance Indicator","Yes",8.3000000000000007,"2013-14",8.1,"2019-20",9,8.3000000000000007,10.1999999999999,13.8,13.8,"e) Performance is below baseline","Student Success","Multiple"]
["10007159","7a",5,{"$f":"CONCATENATE(Targets!$A1159,\"-\",Targets!$B1159)","v":"10007159-7a"},{"$f":"CONCATENATE(Targets!$A1159,\"-\",Targets!$B1159,\"-\",Targets!$C1159)","v":"10007159-7a-5"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","HEFCE Performance Indicator","Yes",7.3,"2013-14",7,"2019-20",9.3000000000000007,7.3,11.5,14.3,14.3,"e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10007159","7a",6,{"$f":"CONCATENATE(Targets!$A1160,\"-\",Targets!$B1160)","v":"10007159-7a"},{"$f":"CONCATENATE(Targets!$A1160,\"-\",Targets!$B1160,\"-\",Targets!$C1160)","v":"10007159-7a-6"},"HESA T5 - Projected degree (full-time, first degree entrants)","HEFCE Performance IndicatorGaining an Award","Yes",77.7,"2013-14",81,"2019-20",77.7,77.7,76.599999999999895,72.400000000000006,72.400000000000006,"e) Performance is below baseline","Student Success and Progression","Multiple"]
["10007159","7a",7,{"$f":"CONCATENATE(Targets!$A1161,\"-\",Targets!$B1161)","v":"10007159-7a"},{"$f":"CONCATENATE(Targets!$A1161,\"-\",Targets!$B1161,\"-\",Targets!$C1161)","v":"10007159-7a-7"},"HESA T1a - State School (Young, full-time, first degree entrants)","HEFCE Performance Indicator","Yes",97.7,"2013-14",98,"2019-20",97,97.7,97.2,98.5,98.6,"b) Yearly milestone met","Access","State school"]
["10007137","7b",5,{"$f":"CONCATENATE(Targets!$A1162,\"-\",Targets!$B1162)","v":"10007137-7b"},{"$f":"CONCATENATE(Targets!$A1162,\"-\",Targets!$B1162,\"-\",Targets!$C1162)","v":"10007137-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Partnership with Girls Network to deliver WSCC Hub","Yes",0,"2015-16",1,"2015-16","-","-","-",1,0,"f) Target discontinued","Access","Gender"]
["10007137","7b",6,{"$f":"CONCATENATE(Targets!$A1163,\"-\",Targets!$B1163)","v":"10007137-7b"},{"$f":"CONCATENATE(Targets!$A1163,\"-\",Targets!$B1163,\"-\",Targets!$C1163)","v":"10007137-7b-6"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Further Education Colleges ","No",50,"2016-17",50,"2019-20","-","-","-",50,50,"a) Overall target met/exceeded","Access","Multiple"]
["10007137","7b",7,{"$f":"CONCATENATE(Targets!$A1164,\"-\",Targets!$B1164)","v":"10007137-7b"},{"$f":"CONCATENATE(Targets!$A1164,\"-\",Targets!$B1164,\"-\",Targets!$C1164)","v":"10007137-7b-7"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","STEM Industry Partners ","No",9,"2016-17",112,"2022-23","-","-","-",0,9,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007137","7b",8,{"$f":"CONCATENATE(Targets!$A1165,\"-\",Targets!$B1165)","v":"10007137-7b"},{"$f":"CONCATENATE(Targets!$A1165,\"-\",Targets!$B1165,\"-\",Targets!$C1165)","v":"10007137-7b-8"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","STEM Programme with Primary Schools ","No",16,"201-17",20,"202-21","-","-","-",0,16,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007843","7a",11,{"$f":"CONCATENATE(Targets!$A1166,\"-\",Targets!$B1166)","v":"10007843-7a"},{"$f":"CONCATENATE(Targets!$A1166,\"-\",Targets!$B1166,\"-\",Targets!$C1166)","v":"10007843-7a-11"},"Other statistic - Gender (please give details in the next column)","The percentage of male students recruited to our PGCE Primary course","No",16.100000000000001,"2013-14",25,"2019-20",22,16.100000000000001,16.600000000000001,18.2,21.7,"b) Yearly milestone met","Access","Gender"]
["10007843","7a",12,{"$f":"CONCATENATE(Targets!$A1167,\"-\",Targets!$B1167)","v":"10007843-7a"},{"$f":"CONCATENATE(Targets!$A1167,\"-\",Targets!$B1167,\"-\",Targets!$C1167)","v":"10007843-7a-12"},"Other statistic - Ethnicity (please give details in the next column)","The percentage of BME students recruited to our ITT Primary Teaching programme","No",10.1999999999999,"2013-14",15,"2019-20",10,10.1999999999999,12.8,12,16,"c) Progress made – but less than anticipated","Access","Ethnicity"]
["10007843","7b",1,{"$f":"CONCATENATE(Targets!$A1168,\"-\",Targets!$B1168)","v":"10007843-7b"},{"$f":"CONCATENATE(Targets!$A1168,\"-\",Targets!$B1168,\"-\",Targets!$C1168)","v":"10007843-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Taster Days,campus visits,work in schools and colleges that will be  co- ordinated in conjunction with our collaborative partners across London. Numbers of  Year 9 to 13 students to be reached.","Yes",1600,"2013-14",2000,"2019-20",1469,1600,2500,3306,1871,"c) Progress made – but less than anticipated","Other","Socio-economic"]
["10007843","7b",2,{"$f":"CONCATENATE(Targets!$A1169,\"-\",Targets!$B1169)","v":"10007843-7b"},{"$f":"CONCATENATE(Targets!$A1169,\"-\",Targets!$B1169,\"-\",Targets!$C1169)","v":"10007843-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Outreach work initiated by St Mary's (non - collaborative)","No",700,"2014-15",700,"2019-20",786,800,1040,1026,767,"a) Overall target met/exceeded","Other","Socio-economic"]
["10007159","7a",8,{"$f":"CONCATENATE(Targets!$A1170,\"-\",Targets!$B1170)","v":"10007159-7a"},{"$f":"CONCATENATE(Targets!$A1170,\"-\",Targets!$B1170,\"-\",Targets!$C1170)","v":"10007159-7a-8"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","HEFCE Performance Indicator","Yes",97.9,"2013-14",98.5,"2019-20",97.2,97.9,97.4,98.4,98.5,"b) Yearly milestone met","Access","State school"]
["10007159","7a",9,{"$f":"CONCATENATE(Targets!$A1171,\"-\",Targets!$B1171)","v":"10007159-7a"},{"$f":"CONCATENATE(Targets!$A1171,\"-\",Targets!$B1171,\"-\",Targets!$C1171)","v":"10007159-7a-9"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","HEFCE Performance Indicator","Yes",27.4,"2013-14",27.6,"2019-20",27.9,27.4,28.8,29.7,29.9,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007141","7a",1,{"$f":"CONCATENATE(Targets!$A1172,\"-\",Targets!$B1172)","v":"10007141-7a"},{"$f":"CONCATENATE(Targets!$A1172,\"-\",Targets!$B1172,\"-\",Targets!$C1172)","v":"10007141-7a-1"},"Other statistic - Ethnicity (please give details in the next column)","To reduce the attainment gap between BME and White students (baseline 2010/11 qualifiers)","No",0.16300000000000001,"Other (please give details in Description column)","max 8%","2019-20",10.3,12.2,10.1,14.2,11.5,"b) Yearly milestone met","Student Success","Ethnicity"]
["10007141","7a",2,{"$f":"CONCATENATE(Targets!$A1173,\"-\",Targets!$B1173)","v":"10007141-7a"},{"$f":"CONCATENATE(Targets!$A1173,\"-\",Targets!$B1173,\"-\",Targets!$C1173)","v":"10007141-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","To remain above benchmark for the recruitment of full time students from low participation neighbourhood.  Because of data fluctuations, the baseline used is an average over the past three years (2011/12-2013/14).","No",0.17399999999999999,"Other (please give details in Description column)",0.2,"2019-20",19.100000000000001,17.3,18.100000000000001,19,"-","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007141","7a",3,{"$f":"CONCATENATE(Targets!$A1174,\"-\",Targets!$B1174)","v":"10007141-7a"},{"$f":"CONCATENATE(Targets!$A1174,\"-\",Targets!$B1174,\"-\",Targets!$C1174)","v":"10007141-7a-3"},"HESA T5 - Projected degree (full-time, first degree entrants)","To achieve year on year increases in the percentage of students expected to complete their degree.  Because of data fluctuations, the baseline used is an average over the past three years (2011/12-2013/14).","No",0.77300000000000002,"Other (please give details in Description column)",0.83,"2019-20",77.900000000000006,74.900000000000006,74.3,"-","-","b) Yearly milestone met","Student Success","Multiple"]
["10007141","7b",1,{"$f":"CONCATENATE(Targets!$A1175,\"-\",Targets!$B1175)","v":"10007141-7b"},{"$f":"CONCATENATE(Targets!$A1175,\"-\",Targets!$B1175,\"-\",Targets!$C1175)","v":"10007141-7b-1"},"Outreach / WP activity (other - please give details in the next column)","To engage high school students through a range of outreach activity aimed at increasing engagement with and aspirations for higher education","Yes","50 students","2011-12",900,"2019-20",46,238,959,669,1063,"a) Overall target met/exceeded","Access","Multiple"]
["10007159","7b",1,{"$f":"CONCATENATE(Targets!$A1176,\"-\",Targets!$B1176)","v":"10007159-7b"},{"$f":"CONCATENATE(Targets!$A1176,\"-\",Targets!$B1176,\"-\",Targets!$C1176)","v":"10007159-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Primary to Uni Activity (yrs 5-8)","No",1443,"2013-14",1722,"2019-20","r/c","r/c","r/c",2356,2499,"a) Overall target met/exceeded","Access","Multiple"]
["10007159","7b",2,{"$f":"CONCATENATE(Targets!$A1177,\"-\",Targets!$B1177)","v":"10007159-7b"},{"$f":"CONCATENATE(Targets!$A1177,\"-\",Targets!$B1177,\"-\",Targets!$C1177)","v":"10007159-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Right Choice Activity Yr 9-11","No",6528,"2013-14",7800,"2019-20","r/c","r/c","r/c",6563,8273,"a) Overall target met/exceeded","Access","Multiple"]
["10007159","7b",3,{"$f":"CONCATENATE(Targets!$A1178,\"-\",Targets!$B1178)","v":"10007159-7b"},{"$f":"CONCATENATE(Targets!$A1178,\"-\",Targets!$B1178,\"-\",Targets!$C1178)","v":"10007159-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Returning to Learning (Adults & Part Time)","No",1586,"2013-14",2810,"2019-20",681,1586,1158,1577,2029,"c) Progress made – but less than anticipated","Access","Mature"]
["10007159","7b",4,{"$f":"CONCATENATE(Targets!$A1179,\"-\",Targets!$B1179)","v":"10007159-7b"},{"$f":"CONCATENATE(Targets!$A1179,\"-\",Targets!$B1179,\"-\",Targets!$C1179)","v":"10007159-7b-4"},"Outreach / WP activity (summer schools)","Summer School Residential","No",122,"2013-14",190,"2019-20",15,122,152,233,149,"b) Yearly milestone met","Access","Multiple"]
["10007159","7b",5,{"$f":"CONCATENATE(Targets!$A1180,\"-\",Targets!$B1180)","v":"10007159-7b"},{"$f":"CONCATENATE(Targets!$A1180,\"-\",Targets!$B1180,\"-\",Targets!$C1180)","v":"10007159-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Work Discovery","Yes",950,"2014-15",2400,"2019-20",2000,2002,2532,2273,3200,"a) Overall target met/exceeded","Access","Multiple"]
["10007141","7b",2,{"$f":"CONCATENATE(Targets!$A1181,\"-\",Targets!$B1181)","v":"10007141-7b"},{"$f":"CONCATENATE(Targets!$A1181,\"-\",Targets!$B1181,\"-\",Targets!$C1181)","v":"10007141-7b-2"},"Outreach / WP activity (other - please give details in the next column)","To work in collaboration with FE partners to strengthen the progression of vocational learners, including apprentices, into HE","Yes","0 students","2011-12",500,"2019-20",295,326,320,742,488,"b) Yearly milestone met","Access","Multiple"]
["10007155","7b",11,{"$f":"CONCATENATE(Targets!$A1182,\"-\",Targets!$B1182)","v":"10007155-7b"},{"$f":"CONCATENATE(Targets!$A1182,\"-\",Targets!$B1182,\"-\",Targets!$C1182)","v":"10007155-7b-11"},"Outreach / WP activity (collaborative - please give details in the next column)","SUN will develop and promote wider understanding of the issues facing vulnerable children and young people in partnership with local authorities and voluntary sector agencies. Work will be informed by the National Network for the Education of Care Leavers","Yes","4 events, 3 with at least 3 universities participating","2014-15","4 events, 3 with at least 3 universities participating","2019-20","-","-","4 events, 3 with at least 3 universities participating","4 events, 3 with at least 3 universities participating","5 events with at least 3 universities participating.","a) Overall target met/exceeded","Access and Progression","Multiple"]
["10007155","7b",12,{"$f":"CONCATENATE(Targets!$A1183,\"-\",Targets!$B1183)","v":"10007155-7b"},{"$f":"CONCATENATE(Targets!$A1183,\"-\",Targets!$B1183,\"-\",Targets!$C1183)","v":"10007155-7b-12"},"Outreach / WP activity (collaborative - please give details in the next column)","SUN will organise staff development for WP practitioners including student ambassadors and SU officers","Yes","Annual conference","2014-15","Annual conference","2019-20","-","-","Annual conference, 52 delegates including 2 SU officers","Annual conference, 71 delegates including 2 SU officers","Annual conference. 83 delegates including 1 SU officer","a) Overall target met/exceeded","Other","Other"]
["10004442","7a",1,{"$f":"CONCATENATE(Targets!$A1184,\"-\",Targets!$B1184)","v":"10004442-7a"},{"$f":"CONCATENATE(Targets!$A1184,\"-\",Targets!$B1184,\"-\",Targets!$C1184)","v":"10004442-7a-1"},"Other statistic - Ethnicity (please give details in the next column)","To maintain at least 17% of student population from minority ethnic groups and increase over the 5 year period","No",0.17,"2012-13",0.19,"2019-20",0.17,0.17,0.18,0.19,0.17,"d) No progress made against baseline","Access","Ethnicity"]
["10004442","7a",2,{"$f":"CONCATENATE(Targets!$A1185,\"-\",Targets!$B1185)","v":"10004442-7a"},{"$f":"CONCATENATE(Targets!$A1185,\"-\",Targets!$B1185,\"-\",Targets!$C1185)","v":"10004442-7a-2"},"Other statistic - Mature (please give details in the next column)","To grow the number of entrants with NVQ level 3 and/or an advanced apprenticships","No",2,"2012-13",12,"2019-20",2,6,9,6,9,"b) Yearly milestone met","Access","Mature"]
["10004442","7a",3,{"$f":"CONCATENATE(Targets!$A1186,\"-\",Targets!$B1186)","v":"10004442-7a"},{"$f":"CONCATENATE(Targets!$A1186,\"-\",Targets!$B1186,\"-\",Targets!$C1186)","v":"10004442-7a-3"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","To improve progression from level 4 to level 5","No",0.73,"2012-13",0.88,"2019-20",0.73,0.83,0.84,0.81100000000000005,0.83,"c) Progress made – but less than anticipated","Student Success and Progression","Low participation neighbourhood (LPN)"]
["10004442","7a",4,{"$f":"CONCATENATE(Targets!$A1187,\"-\",Targets!$B1187)","v":"10004442-7a"},{"$f":"CONCATENATE(Targets!$A1187,\"-\",Targets!$B1187,\"-\",Targets!$C1187)","v":"10004442-7a-4"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","To increase the number of mature students from 48% of full-time students","No",0.48,"2012-13",0.57999999999999996,"2019-20",0.48,0.53,0.63,0.61,0.54,"b) Yearly milestone met","Access","Mature"]
["10004442","7a",5,{"$f":"CONCATENATE(Targets!$A1188,\"-\",Targets!$B1188)","v":"10004442-7a"},{"$f":"CONCATENATE(Targets!$A1188,\"-\",Targets!$B1188,\"-\",Targets!$C1188)","v":"10004442-7a-5"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","To grow the proportion of students with a declared learning difficulty/disbaility","No",0.16700000000000001,"2012-13",0.2,"2019-20",0.16700000000000001,0.14599999999999999,0.13800000000000001,0.16300000000000001,0.126,"e) Performance is below baseline","Access","Disability"]
["10007155","7b",13,{"$f":"CONCATENATE(Targets!$A1189,\"-\",Targets!$B1189)","v":"10007155-7b"},{"$f":"CONCATENATE(Targets!$A1189,\"-\",Targets!$B1189,\"-\",Targets!$C1189)","v":"10007155-7b-13"},"Outreach / WP activity (other - please give details in the next column)","Financial briefings:  Baseline Year 2009-10\nBriefings at schools and colleges for potential applicants and their parents.","No","5,300 students & parents","Other (please give details in Description column)","6,500 students & parents","2019-20",6441,6724,6646,6669,6687,"a) Overall target met/exceeded","Access","Multiple"]
["10007315","7a",1,{"$f":"CONCATENATE(Targets!$A1190,\"-\",Targets!$B1190)","v":"10007315-7a"},{"$f":"CONCATENATE(Targets!$A1190,\"-\",Targets!$B1190,\"-\",Targets!$C1190)","v":"10007315-7a-1"},"Other statistic - Location (please give details in the next column)","Increase uptake from postcodes listed as deprived areas according to IMD","No",0.57999999999999996,"2013-14",0.63,"2019-20","-","-","-",0.71,0.76,"a) Overall target met/exceeded","Access","Socio-economic"]
["10007315","7a",2,{"$f":"CONCATENATE(Targets!$A1191,\"-\",Targets!$B1191)","v":"10007315-7a"},{"$f":"CONCATENATE(Targets!$A1191,\"-\",Targets!$B1191,\"-\",Targets!$C1191)","v":"10007315-7a-2"},"Other statistic - Applications (please give details in the next column)","Increase the number of students progressing from L3 provision to HE with the College","No",0.05,"2012-13",0.1,"2019-20","-","-","-",0.3,0.17,"a) Overall target met/exceeded","Access","Other"]
["10007315","7a",3,{"$f":"CONCATENATE(Targets!$A1192,\"-\",Targets!$B1192)","v":"10007315-7a"},{"$f":"CONCATENATE(Targets!$A1192,\"-\",Targets!$B1192,\"-\",Targets!$C1192)","v":"10007315-7a-3"},"Other statistic - Progression to employment or further study (please give details in the next column)","Progression for students into higher levels of study or employment - percentage of students in higher levels of study or employment within twelve months","No",0.6,"2015-16 (based on 14/15 data)",0.6,"2021-22","-","-",0.6,0.87378640776699001,"-","a) Overall target met/exceeded","Progression","Other (please give details in Description column)"]
["10007315","7a",4,{"$f":"CONCATENATE(Targets!$A1193,\"-\",Targets!$B1193)","v":"10007315-7a"},{"$f":"CONCATENATE(Targets!$A1193,\"-\",Targets!$B1193,\"-\",Targets!$C1193)","v":"10007315-7a-4"},"Other statistic - Other (please give details in the next column)","Improve and expand outreach to encourage Walsall based students above HESA POLAR3 group 1 benchmark - Percentage of students attending that live in HESA POLAR3 group 1 areas","No",0.15,"2016-17",0.2,"2021-22","-","-","-",0.15,0.6,"a) Overall target met/exceeded","Access","Other (please give details in Description column)"]
["10007315","7b",1,{"$f":"CONCATENATE(Targets!$A1194,\"-\",Targets!$B1194)","v":"10007315-7b"},{"$f":"CONCATENATE(Targets!$A1194,\"-\",Targets!$B1194,\"-\",Targets!$C1194)","v":"10007315-7b-1"},"Outreach / WP activity (other - please give details in the next column)","In year retention and career progression activities for students - Percentage of students undertaking the retention and career progression activites","No",0.8,"2016-17",0.8,"2021-22","-","-","-",0.8,0.82,"a) Overall target met/exceeded","Access","Other (please give details in Description column)"]
["10007315","7b",2,{"$f":"CONCATENATE(Targets!$A1195,\"-\",Targets!$B1195)","v":"10007315-7b"},{"$f":"CONCATENATE(Targets!$A1195,\"-\",Targets!$B1195,\"-\",Targets!$C1195)","v":"10007315-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Students activity for level 4 allowing them to consider progression to 5 - percentage of students attending the activity","No",0.6,"2016-17",0.6,"2021-22","-","-","-",0.6,0.7,"a) Overall target met/exceeded","Access","Other (please give details in Description column)"]
["10007315","7b",3,{"$f":"CONCATENATE(Targets!$A1196,\"-\",Targets!$B1196)","v":"10007315-7b"},{"$f":"CONCATENATE(Targets!$A1196,\"-\",Targets!$B1196,\"-\",Targets!$C1196)","v":"10007315-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Number of schools visited in the Walsall area that have underrepresented socioeconomic groups – outreach activities to encourage participation - Number of schools visited","Yes",10,"2016-17",16,"2021-22","-","-","-",10,13,"b) Yearly milestone met","Other/Multiple stages","School sponsorship"]
["10006842","7b",14,{"$f":"CONCATENATE(Targets!$A1197,\"-\",Targets!$B1197)","v":"10006842-7b"},{"$f":"CONCATENATE(Targets!$A1197,\"-\",Targets!$B1197,\"-\",Targets!$C1197)","v":"10006842-7b-14"},"Other (please give details in the next column)","Academic departments which offer peer mentoring to first year UG students","No",0.3,"2011-12",1,"2016-17",0.35,0.78700000000000003,0.71399999999999997,0.77,0.80700000000000005,"c) Progress made – but less than anticipated","Student Success","Multiple"]
["10006842","7b",15,{"$f":"CONCATENATE(Targets!$A1198,\"-\",Targets!$B1198)","v":"10006842-7b"},{"$f":"CONCATENATE(Targets!$A1198,\"-\",Targets!$B1198,\"-\",Targets!$C1198)","v":"10006842-7b-15"},"Outreach / WP activity (collaborative - please give details in the next column)","Realising Opportunities - collaborative target for % of RO participants reaching a Research Intensive university RIU","Yes","Collaborative target","Other (please give details in Description column)",0.38,"2016-17",0.36,0.3,0.24,0.31,0.36,"b) Yearly milestone met","Access","Multiple"]
["10007842","7a",1,{"$f":"CONCATENATE(Targets!$A1199,\"-\",Targets!$B1199)","v":"10007842-7a"},{"$f":"CONCATENATE(Targets!$A1199,\"-\",Targets!$B1199,\"-\",Targets!$C1199)","v":"10007842-7a-1"},"Other statistic - Ethnicity (please give details in the next column)","FT undergraduate applications from BME groups (known)","No",10.9,"2013-14",10.8,"2019-20","-",10.9,13.7,16,15.4,"a) Overall target met/exceeded","Access","Ethnicity"]
["10007842","7a",2,{"$f":"CONCATENATE(Targets!$A1200,\"-\",Targets!$B1200)","v":"10007842-7a"},{"$f":"CONCATENATE(Targets!$A1200,\"-\",Targets!$B1200,\"-\",Targets!$C1200)","v":"10007842-7a-2"},"Other statistic - Care-leavers (please give details in the next column)","FT undergraduates who have been looked after","No",0.1,"2013-14",0.7,"2019-20","-",0.1,1.1000000000000001,1.2,1.4,"a) Overall target met/exceeded","Access","Care-leavers"]
["10001478","7a",1,{"$f":"CONCATENATE(Targets!$A1201,\"-\",Targets!$B1201)","v":"10001478-7a"},{"$f":"CONCATENATE(Targets!$A1201,\"-\",Targets!$B1201,\"-\",Targets!$C1201)","v":"10001478-7a-1"},"Other statistic - Ethnicity (please give details in the next column)","Maintain level of recruitment of students from BAME backgrounds","No",47,"2012-13",47,"2019-20",51.6,53.1,54.5,54.2,51,"b) Yearly milestone met","Access","Ethnicity"]
["10001478","7a",2,{"$f":"CONCATENATE(Targets!$A1202,\"-\",Targets!$B1202)","v":"10001478-7a"},{"$f":"CONCATENATE(Targets!$A1202,\"-\",Targets!$B1202,\"-\",Targets!$C1202)","v":"10001478-7a-2"},"HESA T1a - State School (Young, full-time, first degree entrants)","Maintain participation rate above location-adjusted benchmark (Baseline year: 2011/12-2013/14)","No",0.90800000000000003,"Other (please give details in Description column)",0.90800000000000003,"2019-20",90.8,92.3,90.5,92.4,"Data not available","b) Yearly milestone met","Access","State school"]
["10001478","7a",3,{"$f":"CONCATENATE(Targets!$A1203,\"-\",Targets!$B1203)","v":"10001478-7a"},{"$f":"CONCATENATE(Targets!$A1203,\"-\",Targets!$B1203,\"-\",Targets!$C1203)","v":"10001478-7a-3"},"Other statistic - Location (please give details in the next column)","Increase participation of students from LPN Quintiles 1+2 (Baseline year: 2010/11-2012/13 )","No",0.105,"Other (please give details in Description column)",0.14499999999999999,"2019-20","na","na","na",11.2,12.8,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10001478","7a",4,{"$f":"CONCATENATE(Targets!$A1204,\"-\",Targets!$B1204)","v":"10001478-7a"},{"$f":"CONCATENATE(Targets!$A1204,\"-\",Targets!$B1204,\"-\",Targets!$C1204)","v":"10001478-7a-4"},"Other statistic - Completion/Non continuation (please give details in the next column)","Reduce gap in non-continuation between LPN Quintiles 1+2 and Quinitles 3-5 (Baseline year: 2010/11-2012/13 )","No",0.02,"Other (please give details in Description column)",0.01,"2019-20","na","na","na",1.5,0.6,"b) Yearly milestone met","Student Success","Low participation neighbourhood (LPN)"]
["10001478","7a",5,{"$f":"CONCATENATE(Targets!$A1205,\"-\",Targets!$B1205)","v":"10001478-7a"},{"$f":"CONCATENATE(Targets!$A1205,\"-\",Targets!$B1205,\"-\",Targets!$C1205)","v":"10001478-7a-5"},"Other statistic - Applications (please give details in the next column)","Increase offers made to applicants from City of London Academy Islington","Yes",3,"2014-15",8,"2019-20",4,2,2,7,4,"c) Progress made – but less than anticipated","Access","Other"]
["10001478","7a",6,{"$f":"CONCATENATE(Targets!$A1206,\"-\",Targets!$B1206)","v":"10001478-7a"},{"$f":"CONCATENATE(Targets!$A1206,\"-\",Targets!$B1206,\"-\",Targets!$C1206)","v":"10001478-7a-6"},"Other statistic - Care-leavers (please give details in the next column)","Reduce gap in retention between care leavers and institutional average (Baseline year: 2008/09-2011/12)","No",0.246,"Other (please give details in Description column)",0.10100000000000001,"2019-20","na","na","na",26.4,1.5,"b) Yearly milestone met","Student Success","Care leavers"]
["10001478","7a",7,{"$f":"CONCATENATE(Targets!$A1207,\"-\",Targets!$B1207)","v":"10001478-7a"},{"$f":"CONCATENATE(Targets!$A1207,\"-\",Targets!$B1207,\"-\",Targets!$C1207)","v":"10001478-7a-7"},"Other statistic - Other (please give details in the next column)","Foundation programmes delivered in partnership with City & Islington College 10001452, and Westminster Kingsway College 10007455","Yes",72,"Other (please give details in Description column)",72,"2019-20",136,156,141,138,90,"b) Yearly milestone met","Access","Other"]
["10001478","7b",1,{"$f":"CONCATENATE(Targets!$A1208,\"-\",Targets!$B1208)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A1208,\"-\",Targets!$B1208,\"-\",Targets!$C1208)","v":"10001478-7b-1"},"Other (please give details in the next column)","[Student Success: Transition] Pre-induction course - see above","Yes",0.7,"2015-16",0.75,"2019-20","na","na","na",0.7,1,"b) Yearly milestone met","Student Success","Multiple"]
["10001478","7b",2,{"$f":"CONCATENATE(Targets!$A1209,\"-\",Targets!$B1209)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A1209,\"-\",Targets!$B1209,\"-\",Targets!$C1209)","v":"10001478-7b-2"},"Student support services","[Student Success: Transition] CityBuddies","No",210,"2012-13",1400,"2019-20","na","na","na",1150,750,"c) Progress made – but less than anticipated","Student Success","Multiple"]
["10001478","7b",3,{"$f":"CONCATENATE(Targets!$A1210,\"-\",Targets!$B1210)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A1210,\"-\",Targets!$B1210,\"-\",Targets!$C1210)","v":"10001478-7b-3"},"Operational targets","[Student Success: Transition] CityBuddies","No",0.86,"2015-16",0.9,"2019-20","na","na","na",0.86,0.78,"e) Performance is below baseline","Student Success","Multiple"]
["10001478","7b",4,{"$f":"CONCATENATE(Targets!$A1211,\"-\",Targets!$B1211)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A1211,\"-\",Targets!$B1211,\"-\",Targets!$C1211)","v":"10001478-7b-4"},"Operational targets","[Student Success] Community Volunteering","No",197,"2012-13",300,"2019-20","na","na","na",355,132,"e) Performance is below baseline","Student Success","Multiple"]
["10001478","7b",5,{"$f":"CONCATENATE(Targets!$A1212,\"-\",Targets!$B1212)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A1212,\"-\",Targets!$B1212,\"-\",Targets!$C1212)","v":"10001478-7b-5"},"Operational targets","[Student Success: Progression] Professional Mentoring","Yes",0.78,"2012-13",0.86,"2019-20","na","na","na",0.84,0.83,"c) Progress made – but less than anticipated","Student Success and Progression","Multiple"]
["10001478","7b",6,{"$f":"CONCATENATE(Targets!$A1213,\"-\",Targets!$B1213)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A1213,\"-\",Targets!$B1213,\"-\",Targets!$C1213)","v":"10001478-7b-6"},"Operational targets","[Student Success: Progression] Professional Mentoring","Yes",130,"2012-13",200,"2019-20","na","na","na",232,191,"c) Progress made – but less than anticipated","Student Success and Progression","Multiple"]
["10001478","7b",7,{"$f":"CONCATENATE(Targets!$A1214,\"-\",Targets!$B1214)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A1214,\"-\",Targets!$B1214,\"-\",Targets!$C1214)","v":"10001478-7b-7"},"Operational targets","[Student Success: Transition] CityBuddies","No",0.86,"2014-15",0.9,"2020-21","na","na","na",0.87,0.9,"b) Yearly milestone met","Student Success","Multiple"]
["10001478","7b",8,{"$f":"CONCATENATE(Targets!$A1215,\"-\",Targets!$B1215)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A1215,\"-\",Targets!$B1215,\"-\",Targets!$C1215)","v":"10001478-7b-8"},"Outreach / WP activity (summer schools)","Measuring pupils perceptions of university after attending a University Taster Week","No",0.75,"2011-12",0.9,"2019-20",0.99,0.86,0.98,0.92,0.99,"b) Yearly milestone met","Access","Multiple"]
["10001478","7b",9,{"$f":"CONCATENATE(Targets!$A1216,\"-\",Targets!$B1216)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A1216,\"-\",Targets!$B1216,\"-\",Targets!$C1216)","v":"10001478-7b-9"},"Outreach / WP activity (other - please give details in the next column)","Primary Tutoring - number of hours","No",220,"2012-13",280,"2019-20",283,370.5,934,1251,1025,"b) Yearly milestone met","Access","Multiple"]
["10001478","7b",10,{"$f":"CONCATENATE(Targets!$A1217,\"-\",Targets!$B1217)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A1217,\"-\",Targets!$B1217,\"-\",Targets!$C1217)","v":"10001478-7b-10"},"Outreach / WP activity (summer schools)","Deliver ten week-long University Taster Weeks including Health, Business, Law, Engineering, Media, Music, Psychology and Pathways to the Professions (interdisciplinary)","Yes",10,"2011-12",10,"2019-20",10,10,10,11,10,"b) Yearly milestone met","Access","Multiple"]
["10001478","7b",11,{"$f":"CONCATENATE(Targets!$A1218,\"-\",Targets!$B1218)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A1218,\"-\",Targets!$B1218,\"-\",Targets!$C1218)","v":"10001478-7b-11"},"Outreach / WP activity (other - please give details in the next column)","One-to-one career guidance interviews","No",440,"2014-15",500,"2019-20",408,478,616,606,407,"e) Performance is below baseline","Access","Multiple"]
["10001478","7b",12,{"$f":"CONCATENATE(Targets!$A1219,\"-\",Targets!$B1219)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A1219,\"-\",Targets!$B1219,\"-\",Targets!$C1219)","v":"10001478-7b-12"},"Outreach / WP activity (other - please give details in the next column)","Primary school visit days - number of attendees","No",300,"2012-13",345,"2019-20",390,470,524,373,451,"b) Yearly milestone met","Access","Multiple"]
["10001478","7b",13,{"$f":"CONCATENATE(Targets!$A1220,\"-\",Targets!$B1220)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A1220,\"-\",Targets!$B1220,\"-\",Targets!$C1220)","v":"10001478-7b-13"},"Outreach / WP activity (other - please give details in the next column)","Parent's events - number of parents engaged with","No",400,"2014-15",500,"2019-20",290,350,100,128,85,"e) Performance is below baseline","Access","Multiple"]
["10001478","7b",14,{"$f":"CONCATENATE(Targets!$A1221,\"-\",Targets!$B1221)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A1221,\"-\",Targets!$B1221,\"-\",Targets!$C1221)","v":"10001478-7b-14"},"Outreach / WP activity (other - please give details in the next column)","Year 12 Mentoring scheme - number of schools worked with","No",5,"2011-12",8,"2019-20",7,1,9,9,8,"b) Yearly milestone met","Access","Multiple"]
["10001478","7b",15,{"$f":"CONCATENATE(Targets!$A1222,\"-\",Targets!$B1222)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A1222,\"-\",Targets!$B1222,\"-\",Targets!$C1222)","v":"10001478-7b-15"},"Outreach / WP activity (collaborative - please give details in the next column)","Maths tutoring project with COLAI - number of pupils supported","Yes",60,"2012-13",230,"2019-20",96,235,313,253,125,"c) Progress made – but less than anticipated","Access","Multiple"]
["10001478","7b",16,{"$f":"CONCATENATE(Targets!$A1223,\"-\",Targets!$B1223)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A1223,\"-\",Targets!$B1223,\"-\",Targets!$C1223)","v":"10001478-7b-16"},"Outreach / WP activity (other - please give details in the next column)","Secondary Tutoring - number of hours","No",165,"2012-13",200,"2019-20",248,287.5,196,143,208,"b) Yearly milestone met","Access","Multiple"]
["10007842","7a",3,{"$f":"CONCATENATE(Targets!$A1224,\"-\",Targets!$B1224)","v":"10007842-7a"},{"$f":"CONCATENATE(Targets!$A1224,\"-\",Targets!$B1224,\"-\",Targets!$C1224)","v":"10007842-7a-3"},"HESA T3e - No longer in HE after 2 years (aged 30 and under, part-time, first degree entrants)","Retention target: PT first degree entrants under aged 30 no longer in HE","No",13.9,"2013-14",12.5,"2019-20",10.5,13.9,30.4,30.6,"Awaiting data","e) Performance is below baseline","Student Success","Part-time"]
["10001478","7b",19,{"$f":"CONCATENATE(Targets!$A1225,\"-\",Targets!$B1225)","v":"10001478-7b"},{"$f":"CONCATENATE(Targets!$A1225,\"-\",Targets!$B1225,\"-\",Targets!$C1225)","v":"10001478-7b-19"},"Operational targets","[Student Success: Transition] Pre-induction course - WP students targeted using  our flag (any one indicator from the following: NS-SEC 4 - 7, Low-income, LPN Quintile 1, disabled, mature, care-leavers and first generation in family to go to HE)  are invited for a day of preparation at the University.","Yes",0.76,"2015-16",0.9,"2020-21","na","na","na",0.91,0.9,"b) Yearly milestone met","Student Success","Multiple"]
["10007789","7a",7,{"$f":"CONCATENATE(Targets!$A1226,\"-\",Targets!$B1226)","v":"10007789-7a"},{"$f":"CONCATENATE(Targets!$A1226,\"-\",Targets!$B1226,\"-\",Targets!$C1226)","v":"10007789-7a-7"},"HESA T3c - No longer in HE after 1 year & no previous HE qualification (Mature, full-time, first degree entrants)","-","No",0.16700000000000001,"2013-14",0.12,"2019-20",0.13300000000000001,0.16700000000000001,0.11600000000000001,0.126,"-","d) No progress made against baseline","Student Success","Mature"]
["10007789","7a",8,{"$f":"CONCATENATE(Targets!$A1227,\"-\",Targets!$B1227)","v":"10007789-7a"},{"$f":"CONCATENATE(Targets!$A1227,\"-\",Targets!$B1227,\"-\",Targets!$C1227)","v":"10007789-7a-8"},"Other statistic - Disabled (please give details in the next column)","Percentage of students with self-declared disability","No",0.11,"2013-14",0.125,"2019-20",0.107,0.107,0.115,0.11700000000000001,0.121,"b) Yearly milestone met","Access","Disability"]
["10007789","7b",1,{"$f":"CONCATENATE(Targets!$A1228,\"-\",Targets!$B1228)","v":"10007789-7b"},{"$f":"CONCATENATE(Targets!$A1228,\"-\",Targets!$B1228,\"-\",Targets!$C1228)","v":"10007789-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Mentoring proportion of mentees from LPN Q1 & 2 OR LAC OR Disability OR FSM","No",0.8,"2013-14",0.85,"2019-20",0.9,0.78800000000000003,0.85199999999999998,0.73899999999999999,0.90400000000000003,"a) Overall target met/exceeded","Access","Multiple"]
["10007789","7b",2,{"$f":"CONCATENATE(Targets!$A1229,\"-\",Targets!$B1229)","v":"10007789-7b"},{"$f":"CONCATENATE(Targets!$A1229,\"-\",Targets!$B1229,\"-\",Targets!$C1229)","v":"10007789-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Number of schools & colleges liaised with","No",148,"2013-14",210,"2019-20",190,148,143,121,117,"e) Performance is below baseline","Access","Multiple"]
["10007789","7b",3,{"$f":"CONCATENATE(Targets!$A1230,\"-\",Targets!$B1230)","v":"10007789-7b"},{"$f":"CONCATENATE(Targets!$A1230,\"-\",Targets!$B1230,\"-\",Targets!$C1230)","v":"10007789-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Number of pupils engaged with (including multiple interactions for long-term outreach)","No",26000,"2013-14",20000,"2019-20",12000,26311,15000,16150,24507,"a) Overall target met/exceeded","Access","Multiple"]
["10007789","7b",4,{"$f":"CONCATENATE(Targets!$A1231,\"-\",Targets!$B1231)","v":"10007789-7b"},{"$f":"CONCATENATE(Targets!$A1231,\"-\",Targets!$B1231,\"-\",Targets!$C1231)","v":"10007789-7b-4"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Co sponsor City Academy Norwich","Yes","Y","2013-14","Y","2019-20","Y","Y","Y","Y","Y","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007789","7b",5,{"$f":"CONCATENATE(Targets!$A1232,\"-\",Targets!$B1232)","v":"10007789-7b"},{"$f":"CONCATENATE(Targets!$A1232,\"-\",Targets!$B1232,\"-\",Targets!$C1232)","v":"10007789-7b-5"},"Outreach / WP activity (summer schools)","proportion of participants from LPN Q1 & 2 OR LAC OR Disability OR FSM","No",0.81,"2013-14",0.85,"2019-20",0.77,0.76400000000000001,0.80200000000000005,0.874,0.76700000000000002,"e) Performance is below baseline","Access","Multiple"]
["10007789","7b",6,{"$f":"CONCATENATE(Targets!$A1233,\"-\",Targets!$B1233)","v":"10007789-7b"},{"$f":"CONCATENATE(Targets!$A1233,\"-\",Targets!$B1233,\"-\",Targets!$C1233)","v":"10007789-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Improve access to activities aimed at high achieving students (measure using\nPOLAR, LAC, DISABILITY, FSM)","No",0.38800000000000001,"2013-14",0.45,"2019-20",0.34,0.38800000000000001,0.39200000000000002,0.39500000000000002,0.41699999999999898,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007789","7b",7,{"$f":"CONCATENATE(Targets!$A1234,\"-\",Targets!$B1234)","v":"10007789-7b"},{"$f":"CONCATENATE(Targets!$A1234,\"-\",Targets!$B1234,\"-\",Targets!$C1234)","v":"10007789-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Establish teacher information events including regional teacher conferences, IAG support and teacher networks","No",1,"2013-14",9,"2019-20",1,1,1,5,6,"b) Yearly milestone met","Access","State school"]
["10007789","7b",8,{"$f":"CONCATENATE(Targets!$A1235,\"-\",Targets!$B1235)","v":"10007789-7b"},{"$f":"CONCATENATE(Targets!$A1235,\"-\",Targets!$B1235,\"-\",Targets!$C1235)","v":"10007789-7b-8"},"Outreach / WP activity (other - please give details in the next column)","Community and family events","No",11,"2013-14",20,"2019-20",7,11,19,39,47,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007789","7b",9,{"$f":"CONCATENATE(Targets!$A1236,\"-\",Targets!$B1236)","v":"10007789-7b"},{"$f":"CONCATENATE(Targets!$A1236,\"-\",Targets!$B1236,\"-\",Targets!$C1236)","v":"10007789-7b-9"},"Lifelong learning","Engagement with mature students. Number engaged with (including multiple interactions for sustained intervention)","No",77,"2013-14",130,"2019-20","-",77,75,75,113,"b) Yearly milestone met","Access","Mature"]
["10007789","7b",10,{"$f":"CONCATENATE(Targets!$A1237,\"-\",Targets!$B1237)","v":"10007789-7b"},{"$f":"CONCATENATE(Targets!$A1237,\"-\",Targets!$B1237,\"-\",Targets!$C1237)","v":"10007789-7b-10"},"Outreach / WP activity (other - please give details in the next column)","LAC/Young Carers events","No",1,"2013-14",6,"2019-20",0,1,5,5,16,"a) Overall target met/exceeded","Access","Care leavers"]
["10007789","7b",11,{"$f":"CONCATENATE(Targets!$A1238,\"-\",Targets!$B1238)","v":"10007789-7b"},{"$f":"CONCATENATE(Targets!$A1238,\"-\",Targets!$B1238,\"-\",Targets!$C1238)","v":"10007789-7b-11"},"Outreach / WP activity (collaborative - please give details in the next column)","Collaborative Summer Schools/Campus visits/Careers events","Yes",2,"2013-14",7,"2019-20",1,2,3,3,14,"a) Overall target met/exceeded","Access","Multiple"]
["10007789","7b",12,{"$f":"CONCATENATE(Targets!$A1239,\"-\",Targets!$B1239)","v":"10007789-7b"},{"$f":"CONCATENATE(Targets!$A1239,\"-\",Targets!$B1239,\"-\",Targets!$C1239)","v":"10007789-7b-12"},"Student support services","Employability/access to the professions","No","Y","2014-15","Y","2019-20","Y","Y","Y","Y","Y","a) Overall target met/exceeded","Student Success","Multiple"]
["10004048","7a",1,{"$f":"CONCATENATE(Targets!$A1240,\"-\",Targets!$B1240)","v":"10004048-7a"},{"$f":"CONCATENATE(Targets!$A1240,\"-\",Targets!$B1240,\"-\",Targets!$C1240)","v":"10004048-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","Access - % FT First Degree Young Entrants from State Schools","No",0.96399999999999997,"2009-10",0.96399999999999997,"2019-20",0.97199999999999998,0.98,0.97299999999999998,0.98199999999999998,0.97199999999999898,"a) Overall target met/exceeded","Access","State school"]
["10004048","7a",2,{"$f":"CONCATENATE(Targets!$A1241,\"-\",Targets!$B1241)","v":"10004048-7a"},{"$f":"CONCATENATE(Targets!$A1241,\"-\",Targets!$B1241,\"-\",Targets!$C1241)","v":"10004048-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Access - % FT First Degree Young Entrants from LPNs","No",6.7000000000000004E-2,"2009-10",6.7000000000000004E-2,"2019-20",0.06,0.08,5.6000000000000001E-2,7.8E-2,7.3999999999999899E-2,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10004048","7a",3,{"$f":"CONCATENATE(Targets!$A1242,\"-\",Targets!$B1242)","v":"10004048-7a"},{"$f":"CONCATENATE(Targets!$A1242,\"-\",Targets!$B1242,\"-\",Targets!$C1242)","v":"10004048-7a-3"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","% of All Young FT First Degree Entrants who are Continuing or Qualify at the University the year following entry.","No",0.82299999999999995,"2012-13",0.87,"2019-20",0.74299999999999999,0.74,0.67500000000000004,0.71,"Not published yet","c) Progress made – but less than anticipated","Student Success and Progression","Multiple"]
["10004048","7a",4,{"$f":"CONCATENATE(Targets!$A1243,\"-\",Targets!$B1243)","v":"10004048-7a"},{"$f":"CONCATENATE(Targets!$A1243,\"-\",Targets!$B1243,\"-\",Targets!$C1243)","v":"10004048-7a-4"},"HESA T5 - Projected degree (full-time, first degree entrants)","% of FT First Degree Entrants Projected to be awarded a degree.","No",0.53400000000000003,"2008-09",0.72,"2019-20",0.57699999999999996,0.64400000000000002,0.59599999999999997,0.56899999999999895,"Not published yet","c) Progress made – but less than anticipated","Student Success and Progression","Multiple"]
["10004048","7a",5,{"$f":"CONCATENATE(Targets!$A1244,\"-\",Targets!$B1244)","v":"10004048-7a"},{"$f":"CONCATENATE(Targets!$A1244,\"-\",Targets!$B1244,\"-\",Targets!$C1244)","v":"10004048-7a-5"},"Other statistic - Other (please give details in the next column)","% Male in Primary ITT","No",0.25,"2010-11",0.21,"2019-20",0.12,0.28999999999999998,0.16300000000000001,0.183,6.4000000000000001E-2,"e) Performance is below baseline","Access","Gender"]
["10004112","7a",9,{"$f":"CONCATENATE(Targets!$A1245,\"-\",Targets!$B1245)","v":"10004112-7a"},{"$f":"CONCATENATE(Targets!$A1245,\"-\",Targets!$B1245,\"-\",Targets!$C1245)","v":"10004112-7a-9"},"HESA T2c - Low participation neighbourhoods (POLAR2) (Mature, full-time, other undergraduate entrants)","Increase the number of mature students progressing from Level 3 FE to Loughborough College Higher Education","No",5.5E-2,"2013-14",0.13,"2019-20","-",5.5E-2,0.05,0.04,0.05,"e) Performance is below baseline","Access","Mature"]
["10004112","7a",10,{"$f":"CONCATENATE(Targets!$A1246,\"-\",Targets!$B1246)","v":"10004112-7a"},{"$f":"CONCATENATE(Targets!$A1246,\"-\",Targets!$B1246,\"-\",Targets!$C1246)","v":"10004112-7a-10"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","Increase internal progression from FE to HE Sport, particularly those with higher level grades (D*D*D), through the offer of academic scholarships.","Yes","5% (13%)","2013-14 enrolments","16% (35%)","2019-20","-","5% (13%)","13% (15%)","19.8% (16%)","18% (16%)","a) Overall target met/exceeded","Access","Multiple"]
["10004112","7a",11,{"$f":"CONCATENATE(Targets!$A1247,\"-\",Targets!$B1247)","v":"10004112-7a"},{"$f":"CONCATENATE(Targets!$A1247,\"-\",Targets!$B1247,\"-\",Targets!$C1247)","v":"10004112-7a-11"},"HESA T5 - Projected degree (full-time, first degree entrants)","Raise achievement with internal Foundation Degree students implementing academic scholarships for progression to internal BSc programmes for students achieving a Part B average of 70% or above.","No",1.8,"2013-14",0.05,"2019-20","-",1.8,1.7000000000000001E-2,2.1000000000000001E-2,2.8000000000000001E-2,"b) Yearly milestone met","Student Success and Progression","Multiple"]
["10004112","7a",12,{"$f":"CONCATENATE(Targets!$A1248,\"-\",Targets!$B1248)","v":"10004112-7a"},{"$f":"CONCATENATE(Targets!$A1248,\"-\",Targets!$B1248,\"-\",Targets!$C1248)","v":"10004112-7a-12"},"HESA T1a - State School (Young, full-time, first degree entrants)","Raise achievement through Level 3-HE progression summer schools, for internal and external students in sport","No",0.52,"2012-13 Results",0.75,"2019-20","-",0.52,0.53,0.56000000000000005,0.6,"b) Yearly milestone met","Access","Multiple"]
["10004112","7a",13,{"$f":"CONCATENATE(Targets!$A1249,\"-\",Targets!$B1249)","v":"10004112-7a"},{"$f":"CONCATENATE(Targets!$A1249,\"-\",Targets!$B1249,\"-\",Targets!$C1249)","v":"10004112-7a-13"},"Other statistic - Disabled (please give details in the next column)","Increase the number of disabled students achieving a merit award at Fd/HND","No",0.08,"2014/15",0.14000000000000001,"2020/21","-","-","-",0.08,0.09,"b) Yearly milestone met","Student Success","Disabled"]
["10004112","7a",14,{"$f":"CONCATENATE(Targets!$A1250,\"-\",Targets!$B1250)","v":"10004112-7a"},{"$f":"CONCATENATE(Targets!$A1250,\"-\",Targets!$B1250,\"-\",Targets!$C1250)","v":"10004112-7a-14"},"Other statistic - Ethnicity (please give details in the next column)","Increase the numbers of BME students progressing from level 5 to level 6HE, studying HE at Loughborough College","No",0.18,"2014/15",0.27,"2020/21","-","-","-",0.18,0.19,"c) Progress made – but less than anticipated","Progression","Ethnicity"]
["10005523","7a",1,{"$f":"CONCATENATE(Targets!$A1251,\"-\",Targets!$B1251)","v":"10005523-7a"},{"$f":"CONCATENATE(Targets!$A1251,\"-\",Targets!$B1251,\"-\",Targets!$C1251)","v":"10005523-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","Address perceived independent school 'elitism' in drama schools","No",0.876,"2013-14",0.94,"2019-20",91.6,87.6,93.6,87.5,87.7,"c) Progress made – but less than anticipated","Access","State school"]
["10005523","7a",2,{"$f":"CONCATENATE(Targets!$A1252,\"-\",Targets!$B1252)","v":"10005523-7a"},{"$f":"CONCATENATE(Targets!$A1252,\"-\",Targets!$B1252,\"-\",Targets!$C1252)","v":"10005523-7a-2"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Ensure that we maintain our strong retention performance","No",5.8000000000000003E-2,"2013-14",0.04,"2019-20",5.7,8.4,9.1999999999999904,9.8000000000000007,"-","e) Performance is below baseline","Student Success","Other"]
["10007776","7a",1,{"$f":"CONCATENATE(Targets!$A1253,\"-\",Targets!$B1253)","v":"10007776-7a"},{"$f":"CONCATENATE(Targets!$A1253,\"-\",Targets!$B1253,\"-\",Targets!$C1253)","v":"10007776-7a-1"},"Other statistic - Ethnicity (please give details in the next column)","Consistently outperform the national average of the proportion of UG entrants from BME backgrounds - national average currently is 20.9%. Baseline year 2013-14 entrants.","No",0.20899999999999899,"2013-14",0.5,"2019-20","51% BME entrants","53% BME entrants","54% BME entrants","55% BME entrants","41.14% BAME entrants","b) Yearly milestone met","Access","Ethnicity"]
["10007776","7a",2,{"$f":"CONCATENATE(Targets!$A1254,\"-\",Targets!$B1254)","v":"10007776-7a"},{"$f":"CONCATENATE(Targets!$A1254,\"-\",Targets!$B1254,\"-\",Targets!$C1254)","v":"10007776-7a-2"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","Maintain our current level of UG entrants from State Schools. Baseline year 2013-14 entrants.","No",0.94699999999999995,"2013-14",0.94699999999999995,"2019-20","95.8% from State Schools","94.7% from State Schools","97.1% from State Schools","97.0% from State Schools","96.5% from State Schools","a) Overall target met/exceeded","Access","State school"]
["10007776","7a",3,{"$f":"CONCATENATE(Targets!$A1255,\"-\",Targets!$B1255)","v":"10007776-7a"},{"$f":"CONCATENATE(Targets!$A1255,\"-\",Targets!$B1255,\"-\",Targets!$C1255)","v":"10007776-7a-3"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Consistently increase the rate for non-continuation. Baseline year 2012-13 entrants.","No",0.11799999999999999,"2012-13",0.1,"2019-20","11.8% no longer in HE","12.1% no longer in HE","10.2% no longer in HE","n/a","n/a","b) Yearly milestone met","Student Success","Other"]
["10007776","7a",4,{"$f":"CONCATENATE(Targets!$A1256,\"-\",Targets!$B1256)","v":"10007776-7a"},{"$f":"CONCATENATE(Targets!$A1256,\"-\",Targets!$B1256,\"-\",Targets!$C1256)","v":"10007776-7a-4"},"Other statistic - Other (please give details in the next column)","Incrementally improve on our current level of employment in the HESA PI Table E1a - Employment indicator: UK domiciled leavers obtaining first degrees from full-time courses in work or further study. Baseline year is 2012-13 graduates.","No",0.92300000000000004,"2012-13",0.92800000000000005,"2019-20","92.3% in work or further study","90.8% in work or further study","92.9% in work or further study","92.2% in work or further study","n/a","e) Performance is below baseline","Progression","Other"]
["10007776","7b",1,{"$f":"CONCATENATE(Targets!$A1257,\"-\",Targets!$B1257)","v":"10007776-7b"},{"$f":"CONCATENATE(Targets!$A1257,\"-\",Targets!$B1257,\"-\",Targets!$C1257)","v":"10007776-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","Compact Arrangements with Schools and Colleges","Yes",48,"2012-13",70,"2019-20",30,39,55,72,72,"a) Overall target met/exceeded","Access","Other"]
["10007776","7b",2,{"$f":"CONCATENATE(Targets!$A1258,\"-\",Targets!$B1258)","v":"10007776-7b"},{"$f":"CONCATENATE(Targets!$A1258,\"-\",Targets!$B1258,\"-\",Targets!$C1258)","v":"10007776-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","Participation in Looked After Children (KS3) events to encourage achievement raising and aspiration to HE. Events co-ordinated by London South Aimhigher, in collaboration with Local Authorities.  New programme for 2016-17 with smaller numbers but higher engagement.","Yes",60,"2014-15",25,"2019-20","n/a","n/a",60,60,26,"a) Overall target met/exceeded","Access","Other"]
["10003614","7b",4,{"$f":"CONCATENATE(Targets!$A1259,\"-\",Targets!$B1259)","v":"10003614-7b"},{"$f":"CONCATENATE(Targets!$A1259,\"-\",Targets!$B1259,\"-\",Targets!$C1259)","v":"10003614-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Designated member of staff to have responsibility for ensuring University attends careers events in areas with high BME population","No","5 events attended","2013-14","8 events","2019-20","under development","5 events attended in areas with high BME population","6 events attended in areas with high BME population","7 events attended in areas with high BME population including major events in Birmingham","Tutors attended events in 5 areas with high BME population","a) Overall target met/exceeded","Access","Ethnicity"]
["10003614","7b",5,{"$f":"CONCATENATE(Targets!$A1260,\"-\",Targets!$B1260)","v":"10003614-7b"},{"$f":"CONCATENATE(Targets!$A1260,\"-\",Targets!$B1260,\"-\",Targets!$C1260)","v":"10003614-7b-5"},"Student support services","Proportion of those first degree students undertaking initiatives which enhance employability who come from under-represented groups","No",0.35,"2014-15",0.4,"2019-20","-","-",0.35,0.36,0.77500000000000002,"a) Overall target met/exceeded","Progression","Multiple"]
["10003614","7b",6,{"$f":"CONCATENATE(Targets!$A1261,\"-\",Targets!$B1261)","v":"10003614-7b"},{"$f":"CONCATENATE(Targets!$A1261,\"-\",Targets!$B1261,\"-\",Targets!$C1261)","v":"10003614-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Activities relating to students with disabilities and/or those who support them (via Southern Universities Network). Creation of an overview of support available for disabled students, hosted on SUN website. Training students who attend events to ensure they have more in-depth knowledge of support available","Yes","SUN Disability Group set up","2015-16","4 events per year with at least 3 universities participating in each","2019-20","-","-","-","The SUN Disability group is currently planning a collaborative project and event on mental health with Student Minds for 16/17. The SUN website includes a link to Disabled Students Allowances and is due to include website links to disability support for each institution in the network. The SUN Ambassadors receive additional training to that covered at their own institution which includes more in-depth detail about the support available.","SUN website disability resources section developed. Continued working with student minds to develop an online resource for transition to HE. Collaborative event attended by 3 HEIs.","c) Progress made – but less than anticipated","Access","Disability"]
["10003614","7b",7,{"$f":"CONCATENATE(Targets!$A1262,\"-\",Targets!$B1262)","v":"10003614-7b"},{"$f":"CONCATENATE(Targets!$A1262,\"-\",Targets!$B1262,\"-\",Targets!$C1262)","v":"10003614-7b-7"},"Outreach / WP activity (collaborative - please give details in the next column)","Activities relating to vulnerable children and young people and/or those who support them (via Southern Universities network)","Yes","4 events, 3 with at least 3 universities participating","2014-15","4 events per year with at least 3 universities participating in each","2019-20","-","-","4 events, 3 with at least 3 universities participating","4 events, 3 with at least 3 universities participating","5 events, with at least 3 universities participating","a) Overall target met/exceeded","Other","Multiple"]
["10003614","7b",8,{"$f":"CONCATENATE(Targets!$A1263,\"-\",Targets!$B1263)","v":"10003614-7b"},{"$f":"CONCATENATE(Targets!$A1263,\"-\",Targets!$B1263,\"-\",Targets!$C1263)","v":"10003614-7b-8"},"Outreach / WP activity (collaborative - please give details in the next column)","Annual Southern Universities Network staff development conference for staff engaged in outreach and widening participation, with Student Union Officers","Yes","Annual conference","2014-15","Annual conference","2019-20","-","-","Annual conference, 52 delegates including 2 SU officers","Annual conference, 71 delegates including 2 SU officers","Annual conference. 83 delegates including 1 SU officer","b) Yearly milestone met","Other","Other"]
["10003614","7b",9,{"$f":"CONCATENATE(Targets!$A1264,\"-\",Targets!$B1264)","v":"10003614-7b"},{"$f":"CONCATENATE(Targets!$A1264,\"-\",Targets!$B1264,\"-\",Targets!$C1264)","v":"10003614-7b-9"},"Outreach / WP activity (collaborative - please give details in the next column)","Activities for black and minority ethnic students (via Southern Universities Network)","Yes","2 collaborative events, one including at least 3 institutions.","2015-16","4 events per year with at least 3 universities participating in each","2019-20","-","-","-","2 collaborative events, one including at least 3 institutions.","3 collaborative events all including at least 3 universities","c) Progress made – but less than anticipated","Other","Ethnicity"]
["10003614","7b",10,{"$f":"CONCATENATE(Targets!$A1265,\"-\",Targets!$B1265)","v":"10003614-7b"},{"$f":"CONCATENATE(Targets!$A1265,\"-\",Targets!$B1265,\"-\",Targets!$C1265)","v":"10003614-7b-10"},"Outreach / WP activity (collaborative - please give details in the next column)","Explore running an annual collaborative event targeted at potential mature and part-time students (via Southern Universities Network)","Yes","N/A","2016-17","Potential collaborative event","2016-17","-","-","-","The SUN mature and part-time students working group met 3 times and have developed resources aimed at mature and part-times students to be distributed at outreach events in 2016/17.","4 collaborative events with 3 institutions attending","a) Overall target met/exceeded","Access","Multiple"]
["10005523","7a",3,{"$f":"CONCATENATE(Targets!$A1266,\"-\",Targets!$B1266)","v":"10005523-7a"},{"$f":"CONCATENATE(Targets!$A1266,\"-\",Targets!$B1266,\"-\",Targets!$C1266)","v":"10005523-7a-3"},"HESA T5 - Projected degree (full-time, first degree entrants)","Ensure that we maintain our strong projected outcomes performance","No",0.85599999999999998,"2013-14",0.93,"2019-20",92.7,85.6,89.1,88.1,"-","c) Progress made – but less than anticipated","Progression","Other"]
["10003614","7b",11,{"$f":"CONCATENATE(Targets!$A1267,\"-\",Targets!$B1267)","v":"10003614-7b"},{"$f":"CONCATENATE(Targets!$A1267,\"-\",Targets!$B1267,\"-\",Targets!$C1267)","v":"10003614-7b-11"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Continue work with children in the care of Hampshire Children's Services to include residential summer school, weekend/evening aspiration-raising and IAG events","No","58 participants. 88% showing increased aspirations and awareness of progression routes","2012-13","At least 60 participants. 90% showing increased aspirations and awareness of progression routes","2019-20","58 young people","88 participants\n73% of summer school/taster day participants stated they now wish to go to HE","54 participants\n83% of summer school participants stated they now wish to go to HE","114 participants Evaluation of spring school not conducted for logistical reasons","129 participants 92% of summer school participants stated they now wish to go onto HE","a) Overall target met/exceeded","Access","Care leavers"]
["10003614","7b",12,{"$f":"CONCATENATE(Targets!$A1268,\"-\",Targets!$B1268)","v":"10003614-7b"},{"$f":"CONCATENATE(Targets!$A1268,\"-\",Targets!$B1268,\"-\",Targets!$C1268)","v":"10003614-7b-12"},"Outreach / WP activity (other - please give details in the next column)","Work with target pupils in 9 priority secondary schools in low participation areas in Andover and Basingstoke to engage them in a Learner Progression Framework","No","16 priority schools engaged in Learner Progression Framework","2013-14","18 priority schools engaged. 375 target pupils visiting campus","2019-20","13 schools, 182 pupils attended in Yr 8 and  217 in Yr 10 (12/13)","16 schools, 222 pupils attended in Yr 8 and  247 in Yr 10 (13/14)","18 schools, 232 pupils attended in Yr 8 and 194 in Yr 10 (14/15)","17 schools, 249 pupils attended in Yr 8 and 192 in Yr 10 (15/16)","17 schools, 196 pupils attended in Yr 8 and 170 students in Yr 10 ","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10003614","7b",13,{"$f":"CONCATENATE(Targets!$A1269,\"-\",Targets!$B1269)","v":"10003614-7b"},{"$f":"CONCATENATE(Targets!$A1269,\"-\",Targets!$B1269,\"-\",Targets!$C1269)","v":"10003614-7b-13"},"Outreach / WP activity (collaborative - please give details in the next column)","Work with 14 priority primary & junior schools in target low participation areas to engage them in a Learner Progression Framework","No","15 priority schools engaged in Learner Progression Framework","2013-14","16 priority schools engaged. 700 target pupils visiting campus","2019-20","16 Schools, whole of yr 5 and 6 (12/13). 715 visited for taster day","16 Schools, whole of yr 5 and 6 (13/14).  761 visited for taster day","17 Schools, whole of yr 5 and 6 (14/15).  692 visited for taster day","17 schools, whole of yr 5 and 6 (15/16)  676 visited for taster day","17 schools, whole yr 5and 6 (16/17 887 visited for taster day","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10001005","7a",4,{"$f":"CONCATENATE(Targets!$A1270,\"-\",Targets!$B1270)","v":"10001005-7a"},{"$f":"CONCATENATE(Targets!$A1270,\"-\",Targets!$B1270,\"-\",Targets!$C1270)","v":"10001005-7a-4"},"Other statistic - Mature (please give details in the next column)","Learner over the age of 21 gain access onto HE programmes","No",0.53,"2014-15",0.55000000000000004,"2019-20","-","-",0.53,0.54,0.55000000000000004,"b) Yearly milestone met","Access","Mature"]
["10001005","7a",5,{"$f":"CONCATENATE(Targets!$A1271,\"-\",Targets!$B1271)","v":"10001005-7a"},{"$f":"CONCATENATE(Targets!$A1271,\"-\",Targets!$B1271,\"-\",Targets!$C1271)","v":"10001005-7a-5"},"Other statistic - Part-time (please give details in the next column)","Students entering part time programmes","No",0.32,"2014-15",0.37,"2019-20","-","-",0.32,0.26,0.35,"b) Yearly milestone met","Access","Part-time"]
["10000878","7a",1,{"$f":"CONCATENATE(Targets!$A1272,\"-\",Targets!$B1272)","v":"10000878-7a"},{"$f":"CONCATENATE(Targets!$A1272,\"-\",Targets!$B1272,\"-\",Targets!$C1272)","v":"10000878-7a-1"},"Other statistic - Other (please give details in the next column)","Decreases in deferment and referrals","No",10,"2014/15",7,"2019-20","-","-",10,9,"unclear","f) Target discontinued","Student Success","Other"]
["10000878","7a",2,{"$f":"CONCATENATE(Targets!$A1273,\"-\",Targets!$B1273)","v":"10000878-7a"},{"$f":"CONCATENATE(Targets!$A1273,\"-\",Targets!$B1273,\"-\",Targets!$C1273)","v":"10000878-7a-2"},"Other statistic - Other (please give details in the next column)","Increase Higher level grades","No",0.63,"2014/15",0.64,"2019-20","-","-",0.63,0.56999999999999995,0.68,"a) Overall target met/exceeded","Student Success","Other"]
["10000878","7a",3,{"$f":"CONCATENATE(Targets!$A1274,\"-\",Targets!$B1274)","v":"10000878-7a"},{"$f":"CONCATENATE(Targets!$A1274,\"-\",Targets!$B1274,\"-\",Targets!$C1274)","v":"10000878-7a-3"},"Other statistic - Progression to employment or further study (please give details in the next column)","improved levels of relevant and appropriate employment within 6 months of graduation","No",0.7,"2014/15",0.85,"2019-20","-","-",0.7,"not avail for all progs",0.7,"d) No progress made against baseline","Progression","Multiple"]
["10000878","7a",4,{"$f":"CONCATENATE(Targets!$A1275,\"-\",Targets!$B1275)","v":"10000878-7a"},{"$f":"CONCATENATE(Targets!$A1275,\"-\",Targets!$B1275,\"-\",Targets!$C1275)","v":"10000878-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","Reduce number of suspensions","No",2.1999999999999999E-2,"2014/15",0.01,"2019-20","-","-",2.1999999999999999E-2,0.02,"1 student","f) Target discontinued","Student Success and Progression","Multiple"]
["10000878","7a",5,{"$f":"CONCATENATE(Targets!$A1276,\"-\",Targets!$B1276)","v":"10000878-7a"},{"$f":"CONCATENATE(Targets!$A1276,\"-\",Targets!$B1276,\"-\",Targets!$C1276)","v":"10000878-7a-5"},"Other statistic - Progression to employment or further study (please give details in the next column)","Improve progression from FE","No",0.27,"2014/15",0.37,"2019-20","-","-",0.27,0.27,0.2,"e) Performance is below baseline","Progression","Multiple"]
["10000878","7a",6,{"$f":"CONCATENATE(Targets!$A1277,\"-\",Targets!$B1277)","v":"10000878-7a"},{"$f":"CONCATENATE(Targets!$A1277,\"-\",Targets!$B1277,\"-\",Targets!$C1277)","v":"10000878-7a-6"},"Other statistic - Progression to employment or further study (please give details in the next column)","Number of students progressing to post-graduate study","no",20,"2014/15",25,"2019-20","-","-",20,21,"not avail","f) Target discontinued","Student Success and Progression","Multiple"]
["10000878","7a",7,{"$f":"CONCATENATE(Targets!$A1278,\"-\",Targets!$B1278)","v":"10000878-7a"},{"$f":"CONCATENATE(Targets!$A1278,\"-\",Targets!$B1278,\"-\",Targets!$C1278)","v":"10000878-7a-7"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Increased take up and participation of those from non-traditional backgrounds","No",95,"2014/15",100,"2019-20","-","-",95,96,166,"a) Overall target met/exceeded","Access","Low income background"]
["10000878","7a",8,{"$f":"CONCATENATE(Targets!$A1279,\"-\",Targets!$B1279)","v":"10000878-7a"},{"$f":"CONCATENATE(Targets!$A1279,\"-\",Targets!$B1279,\"-\",Targets!$C1279)","v":"10000878-7a-8"},"Other statistic - Other (please give details in the next column)","Improved completion (achievement) rates.","No",0.9,"2014/15",95,"2019-20","-","-",0.9,0.90500000000000003,0.94,"b) Yearly milestone met","Student Success","Other"]
["10000878","7a",10,{"$f":"CONCATENATE(Targets!$A1280,\"-\",Targets!$B1280)","v":"10000878-7a"},{"$f":"CONCATENATE(Targets!$A1280,\"-\",Targets!$B1280,\"-\",Targets!$C1280)","v":"10000878-7a-10"},"Other statistic - Care-leavers (please give details in the next column)","Increase applications from care leavers","No",154,"2014/15",170,"2019-20","-","-","-",1,2,"f) Target discontinued","Access","Care-leavers"]
["10000878","7a",11,{"$f":"CONCATENATE(Targets!$A1281,\"-\",Targets!$B1281)","v":"10000878-7a"},{"$f":"CONCATENATE(Targets!$A1281,\"-\",Targets!$B1281,\"-\",Targets!$C1281)","v":"10000878-7a-11"},"Other statistic - Disabled (please give details in the next column)","Increase applications from disabled students","No",39,"2014/15",52,"2019-20","-","-","-",71,93,"a) Overall target met/exceeded","Access","Disabled"]
["10000878","7a",12,{"$f":"CONCATENATE(Targets!$A1282,\"-\",Targets!$B1282)","v":"10000878-7a"},{"$f":"CONCATENATE(Targets!$A1282,\"-\",Targets!$B1282,\"-\",Targets!$C1282)","v":"10000878-7a-12"},"Other statistic - Ethnicity (please give details in the next column)","Increase applications from black and ethnic minority groups","No",12,"2014/15",23,"2019-20","-","-","-",22,79,"a) Overall target met/exceeded","Access","Ethnicity"]
["10000878","7b",1,{"$f":"CONCATENATE(Targets!$A1283,\"-\",Targets!$B1283)","v":"10000878-7b"},{"$f":"CONCATENATE(Targets!$A1283,\"-\",Targets!$B1283,\"-\",Targets!$C1283)","v":"10000878-7b-1"},"Outreach / WP activity (summer schools)","Summer Tasters for Year","no",80,"2011-12",230,"2019-20",180,226,131,164,220,"b) Yearly milestone met","Access","Multiple"]
["10000878","7b",2,{"$f":"CONCATENATE(Targets!$A1284,\"-\",Targets!$B1284)","v":"10000878-7b"},{"$f":"CONCATENATE(Targets!$A1284,\"-\",Targets!$B1284,\"-\",Targets!$C1284)","v":"10000878-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Saturday Art School","no",20,"2014-15",150,"2019-20",22,32,20,18,0,"f) Target discontinued","Access","Multiple"]
["10000878","7b",3,{"$f":"CONCATENATE(Targets!$A1285,\"-\",Targets!$B1285)","v":"10000878-7b"},{"$f":"CONCATENATE(Targets!$A1285,\"-\",Targets!$B1285,\"-\",Targets!$C1285)","v":"10000878-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Schools Liaison","no","4 schools","2014-15",4,"2019-20","-",2,4,8,67,"a) Overall target met/exceeded","Access","Multiple"]
["10000878","7b",4,{"$f":"CONCATENATE(Targets!$A1286,\"-\",Targets!$B1286)","v":"10000878-7b"},{"$f":"CONCATENATE(Targets!$A1286,\"-\",Targets!$B1286,\"-\",Targets!$C1286)","v":"10000878-7b-4"},"Operational targets","Further education progression events/activities","no",95,"2011-12",140,"2019-20",81,325,467,312,1746,"a) Overall target met/exceeded","Access","Multiple"]
["10001005","7b",1,{"$f":"CONCATENATE(Targets!$A1287,\"-\",Targets!$B1287)","v":"10001005-7b"},{"$f":"CONCATENATE(Targets!$A1287,\"-\",Targets!$B1287,\"-\",Targets!$C1287)","v":"10001005-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Working with partner high schools and primary schools to raise awareness of the benefits of Higher Education","Yes",2000,"2014-15",4500,"2019-20","-","-","-",2500,3000,"b) Yearly milestone met","Access and Progression","State school"]
["10000878","7b",5,{"$f":"CONCATENATE(Targets!$A1288,\"-\",Targets!$B1288)","v":"10000878-7b"},{"$f":"CONCATENATE(Targets!$A1288,\"-\",Targets!$B1288,\"-\",Targets!$C1288)","v":"10000878-7b-5"},"Operational targets","Access progress events/activities","no","2 events","2011-12",5,"2019-20",1,5,6,5,5,"a) Overall target met/exceeded","Access","Multiple"]
["10000878","7b",6,{"$f":"CONCATENATE(Targets!$A1289,\"-\",Targets!$B1289)","v":"10000878-7b"},{"$f":"CONCATENATE(Targets!$A1289,\"-\",Targets!$B1289,\"-\",Targets!$C1289)","v":"10000878-7b-6"},"operational targets","Laptop Loans","no",15,"2011-12",25,"2019-20",15,15,33,27,22,"f) Target discontinued","Student Success and Progression","Multiple"]
["10000878","7b",7,{"$f":"CONCATENATE(Targets!$A1290,\"-\",Targets!$B1290)","v":"10000878-7b"},{"$f":"CONCATENATE(Targets!$A1290,\"-\",Targets!$B1290,\"-\",Targets!$C1290)","v":"10000878-7b-7"},"Operational targets","Validation of HE programmes to provide flexible modes of study","no",7,"2014/15",2,"2019-20","-","-",7,16,6,"a) Overall target met/exceeded","Student Success and Progression","Multiple"]
["10007786","7a",10,{"$f":"CONCATENATE(Targets!$A1291,\"-\",Targets!$B1291)","v":"10007786-7a"},{"$f":"CONCATENATE(Targets!$A1291,\"-\",Targets!$B1291,\"-\",Targets!$C1291)","v":"10007786-7a-10"},"Other statistic - Socio-economic (please give details in the next column)","Conversion rates: application to intake rates for students from N-SEC groups 4-7","No",0.10100000000000001,"2013-14",0.11600000000000001,"2019-20",11.6,10.1,12.2,10.3,11.8,"a) Overall target met/exceeded","Access","Socio-economic"]
["10007938","7b",1,{"$f":"CONCATENATE(Targets!$A1292,\"-\",Targets!$B1292)","v":"10007938-7b"},{"$f":"CONCATENATE(Targets!$A1292,\"-\",Targets!$B1292,\"-\",Targets!$C1292)","v":"10007938-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","NCOP - the Group will contribute to the doubling of participation rates of students from disadvantaged backgrounds in E Yorkshire and N Lincs. The consortium will collectively look to increase participation by 385 students across the four year funding period. Against a benchmark set using GAPs data from HEFCE 2006-2011 in conjunction with Census data a Young Person participation target % has been devised.","Yes",0.14399999999999899,"2016-17",0.224,"2020-21","-","-","-",0.14399999999999899,0.14399999999999899,"d) No progress made against baseline","Access","Low participation neighbourhoods (LPN)"]
["10004180","7a",1,{"$f":"CONCATENATE(Targets!$A1293,\"-\",Targets!$B1293)","v":"10004180-7a"},{"$f":"CONCATENATE(Targets!$A1293,\"-\",Targets!$B1293,\"-\",Targets!$C1293)","v":"10004180-7a-1"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","To achieve a participation rate of Young Full time Undergraduates (HESA Table T1b) of 17.5% from Lower Participation Neighbourhoods (POLAR 3), by 2020.","No",0.16400000000000001,"2013-14",0.17499999999999999,"2019-20",0.16200000000000001,0.16400000000000001,0.17299999999999999,0.16600000000000001,"-","c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10004180","7a",2,{"$f":"CONCATENATE(Targets!$A1294,\"-\",Targets!$B1294)","v":"10004180-7a"},{"$f":"CONCATENATE(Targets!$A1294,\"-\",Targets!$B1294,\"-\",Targets!$C1294)","v":"10004180-7a-2"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","To reduce the non-continuation for young FT UGs from LPNs to 7.5% by 2020 (as measured by HESA Table T3b – POLAR 3 data)","No",8.6999999999999994E-2,"2012-13",7.4999999999999997E-2,"2019-20",8.6999999999999994E-2,9.2999999999999999E-2,0.1,"-","-","e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10004180","7a",3,{"$f":"CONCATENATE(Targets!$A1295,\"-\",Targets!$B1295)","v":"10004180-7a"},{"$f":"CONCATENATE(Targets!$A1295,\"-\",Targets!$B1295,\"-\",Targets!$C1295)","v":"10004180-7a-3"},"Other statistic - Progression to employment or further study (please give details in the next column)","To increase the percentage of full-time, UK, first degree graduates from LPN (POLAR 3 quintiles 1 or 2) entering professional/managerial employment or further study to 68% by 2020.","No",0.56000000000000005,"2011-12",0.68,"2019-20",0.59,0.6,0.64,0.68,"-","a) Overall target met/exceeded","Progression","Low participation neighbourhood (LPN)"]
["10007759","7a",1,{"$f":"CONCATENATE(Targets!$A1296,\"-\",Targets!$B1296)","v":"10007759-7a"},{"$f":"CONCATENATE(Targets!$A1296,\"-\",Targets!$B1296,\"-\",Targets!$C1296)","v":"10007759-7a-1"},"Other statistic - Progression to employment or further study (please give details in the next column)","To meet or out perform HESA benchmark for % of full-time graduates in employment (including further study)","No",95.8,"2014-15",95,"2019-20",91.9,91.7,95.8,91,"N/A","e) Performance is below baseline","Progression","Other"]
["10007759","7a",2,{"$f":"CONCATENATE(Targets!$A1297,\"-\",Targets!$B1297)","v":"10007759-7a"},{"$f":"CONCATENATE(Targets!$A1297,\"-\",Targets!$B1297,\"-\",Targets!$C1297)","v":"10007759-7a-2"},"HESA T5 - Projected neither award or transfer (full-time, first degree entrants)","To meet or outperform HESA benchmark for % of students projected to nether complete or transfer","No",5.7,"2014-15",5,"2019-20",7.1,7.6,5.7,5.7,6.8,"e) Performance is below baseline","Student Success and Progression","Other"]
["10007759","7a",3,{"$f":"CONCATENATE(Targets!$A1298,\"-\",Targets!$B1298)","v":"10007759-7a"},{"$f":"CONCATENATE(Targets!$A1298,\"-\",Targets!$B1298,\"-\",Targets!$C1298)","v":"10007759-7a-3"},"Other statistic - Progression to employment or further study (please give details in the next column)","To increase percentage of eligible students who undertake a uk/overseas work placement or study period abroad","No",61,"2014-15",85,"2019-20",58.9,58.3,61,66.8,67.400000000000006,"c) Progress made – but less than anticipated","Student Success and Progression","Other"]
["10007759","7a",4,{"$f":"CONCATENATE(Targets!$A1299,\"-\",Targets!$B1299)","v":"10007759-7a"},{"$f":"CONCATENATE(Targets!$A1299,\"-\",Targets!$B1299,\"-\",Targets!$C1299)","v":"10007759-7a-4"},"HESA T1a - State School (Young, full-time, first degree entrants)","To meet or outperform HESA benchmark for the % of students from state schools whilst growing student numbers in accordance with Aston's Strategic Plan","No",92.7,"2014-15",93,"2019-20",93.1,94,92.7,94.3,95.2,"a) Overall target met/exceeded","Access","State school"]
["10007759","7a",5,{"$f":"CONCATENATE(Targets!$A1300,\"-\",Targets!$B1300)","v":"10007759-7a"},{"$f":"CONCATENATE(Targets!$A1300,\"-\",Targets!$B1300,\"-\",Targets!$C1300)","v":"10007759-7a-5"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","To meet or outperform HESA benchmark for  non-continuation rates of students","No",2.6,"2014-15",3,"2019-20",3.2,3.4,2.6,3.8,"N/A","b) Yearly milestone met","Student Success","Other"]
["10007759","7a",6,{"$f":"CONCATENATE(Targets!$A1301,\"-\",Targets!$B1301)","v":"10007759-7a"},{"$f":"CONCATENATE(Targets!$A1301,\"-\",Targets!$B1301,\"-\",Targets!$C1301)","v":"10007759-7a-6"},"HESA T2b - Low participation neighbourhoods (POLAR3) (Young, part-time entrants)","To meet or outperform HESA benchmark for the % of students from low participation neghbourhoods whilst growing student numbers in accordance with Aston's Strategic Plan","No",2.2000000000000002,"2014-15",12,"2019-20","N/A","N/A",2.2000000000000002,9.1999999999999904,12.9,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10004180","7a",4,{"$f":"CONCATENATE(Targets!$A1302,\"-\",Targets!$B1302)","v":"10004180-7a"},{"$f":"CONCATENATE(Targets!$A1302,\"-\",Targets!$B1302,\"-\",Targets!$C1302)","v":"10004180-7a-4"},"Other statistic - Other (please give details in the next column)","To increase positive response in the National Student Survey to the statement ‘As a result of my course I believe my career prospects have improved’ to 78% in 2020 (from 68% in 2013)","No",0.68,"2012-13",0.78,"2019-20",0.68,0.84,0.87,0.86,0.8,"a) Overall target met/exceeded","Progression","Other"]
["10004180","7a",5,{"$f":"CONCATENATE(Targets!$A1303,\"-\",Targets!$B1303)","v":"10004180-7a"},{"$f":"CONCATENATE(Targets!$A1303,\"-\",Targets!$B1303,\"-\",Targets!$C1303)","v":"10004180-7a-5"},"Other statistic - Care-leavers (please give details in the next column)","To increase the number of Care Leavers at MMU to 75 by 2020, from 57 in 2013/14 (based on number of students receiving the MMU Care Leaver Bursary)","No",57,"2013-14",75,"2019-20",49,57,58,68,68,"c) Progress made – but less than anticipated","Access","Care leavers"]
["10004180","7a",6,{"$f":"CONCATENATE(Targets!$A1304,\"-\",Targets!$B1304)","v":"10004180-7a"},{"$f":"CONCATENATE(Targets!$A1304,\"-\",Targets!$B1304,\"-\",Targets!$C1304)","v":"10004180-7a-6"},"Other statistic - Low-income backgrounds (please give details in the next column)","Increase the numbers of students from low income backgrounds (household income of £25,000 or less) taking a sandwich year","No",155,"2013-14","Monitor and publish figure","2019-20","-",155,174,149,184,"b) Yearly milestone met","Student Success","Low income household"]
["10004180","7b",1,{"$f":"CONCATENATE(Targets!$A1305,\"-\",Targets!$B1305)","v":"10004180-7b"},{"$f":"CONCATENATE(Targets!$A1305,\"-\",Targets!$B1305,\"-\",Targets!$C1305)","v":"10004180-7b-1"},"Other (please give details in the next column)","To monitor the percentage of pupils taking part in intensive interventions (mentoring and summer schools) who subsequently progress to HE (through involvement in HEAT tracking system)","No","Monitor and publish","2014-15","Monitor and publish","2019-20","-","-","-","Heat purchased for the first time","148 summer school/mentoring participants entered into HEAT database.","a) Overall target met/exceeded","Access","Other"]
["10004180","7b",2,{"$f":"CONCATENATE(Targets!$A1306,\"-\",Targets!$B1306)","v":"10004180-7b"},{"$f":"CONCATENATE(Targets!$A1306,\"-\",Targets!$B1306,\"-\",Targets!$C1306)","v":"10004180-7b-2"},"Other (please give details in the next column)","Monitor the recruitment, retention and success of students in receipt of means tested financial support in comparison with those who are not and publish annual figures","No","Monitor and publish","2014-15","Monitor and publish","2019-20","-","-","-","Data to be included in Annual WP report","Timely degree completion significantly higher for those in receipt of bursary compared to those below £40k not receiving a bursary (see Table 10).","b) Yearly milestone met","Student Success","Low income household"]
["10004180","7b",3,{"$f":"CONCATENATE(Targets!$A1307,\"-\",Targets!$B1307)","v":"10004180-7b"},{"$f":"CONCATENATE(Targets!$A1307,\"-\",Targets!$B1307,\"-\",Targets!$C1307)","v":"10004180-7b-3"},"Outreach / WP activity (collaborative - please give details in the next column)","To engage 100 schools in the GM Higher targeted outreach programme by 2020","Yes",84,"2013-14",100,"2019-20","-",84,87,110,116,"a) Overall target met/exceeded","Access","State school"]
["10004180","7b",4,{"$f":"CONCATENATE(Targets!$A1308,\"-\",Targets!$B1308)","v":"10004180-7b"},{"$f":"CONCATENATE(Targets!$A1308,\"-\",Targets!$B1308,\"-\",Targets!$C1308)","v":"10004180-7b-4"},"Operational targets","90% of Pupils attending a campus visit to indicate they have a better idea of what they would need to do if they wanted to go to university","No",85,"2013-14",90,"2019-20","-",0.85,0.93,0.90500000000000003,0.88,"b) Yearly milestone met","Access","State school"]
["10004180","7b",5,{"$f":"CONCATENATE(Targets!$A1309,\"-\",Targets!$B1309)","v":"10004180-7b"},{"$f":"CONCATENATE(Targets!$A1309,\"-\",Targets!$B1309,\"-\",Targets!$C1309)","v":"10004180-7b-5"},"Operational targets","To ensure MMU Outreach provision is targeted at under-represented groups and pupils from low participation areas (through monitoring percentage from POLAR 3 Quintiles 1 or 2)","No","Monitor and publish %","2014-15","Monitor and publish %","2019-20","-",0.61,0.61,0.54,0.59,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007786","7a",11,{"$f":"CONCATENATE(Targets!$A1310,\"-\",Targets!$B1310)","v":"10007786-7a"},{"$f":"CONCATENATE(Targets!$A1310,\"-\",Targets!$B1310,\"-\",Targets!$C1310)","v":"10007786-7a-11"},"Other statistic - Location (please give details in the next column)","Conversion rates: application to intake rates for students from BA and BS postcodes","No",0.151,"2013-14",0.16600000000000001,"2019-20",15.6,15.1,17.7,15,14.5,"e) Performance is below baseline","Access","Other"]
["10006022","7b",9,{"$f":"CONCATENATE(Targets!$A1311,\"-\",Targets!$B1311)","v":"10006022-7b"},{"$f":"CONCATENATE(Targets!$A1311,\"-\",Targets!$B1311,\"-\",Targets!$C1311)","v":"10006022-7b-9"},"Outreach / WP activity (collaborative - please give details in the next column)","Activities for black and minority ethnic students (via Southern Universities Network)","Yes","2 collaborative events, one including at least 3 universities","2015-16","4 events per year with at least 3 universities participating in each","2019-20","N/A","N/A","N/A","2 collaborative events, one including at least 3 universities"," 3 collaborative events - 2 Radio Community hours - the final programmes which had been postponed from 15/16 and 1 x MELA Fesitval with 3 or more universities participating","c) Progress made – but less than anticipated","Access","Ethnicity"]
["10007832","7a",1,{"$f":"CONCATENATE(Targets!$A1312,\"-\",Targets!$B1312)","v":"10007832-7a"},{"$f":"CONCATENATE(Targets!$A1312,\"-\",Targets!$B1312,\"-\",Targets!$C1312)","v":"10007832-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","-","No",19.8,"2011/12",0.23100000000000001,"2019-20",23.3,20.2,18.600000000000001,20.5,"-","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007832","7a",2,{"$f":"CONCATENATE(Targets!$A1313,\"-\",Targets!$B1313)","v":"10007832-7a"},{"$f":"CONCATENATE(Targets!$A1313,\"-\",Targets!$B1313,\"-\",Targets!$C1313)","v":"10007832-7a-2"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","-","No",9.8000000000000007,"Other (please give details in Description column)",0.08,"2019-20",6.9,9,8.3000000000000007,"-","-","b) Yearly milestone met","Student Success","Multiple"]
["10007832","7a",3,{"$f":"CONCATENATE(Targets!$A1314,\"-\",Targets!$B1314)","v":"10007832-7a"},{"$f":"CONCATENATE(Targets!$A1314,\"-\",Targets!$B1314,\"-\",Targets!$C1314)","v":"10007832-7a-3"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","-","No",0.11899999999999999,"Other (please give details in Description column)",0.08,"2019-20",18.600000000000001,13.4,21.4,"-","-","e) Performance is below baseline","Student Success","Mature"]
["10007832","7b",1,{"$f":"CONCATENATE(Targets!$A1315,\"-\",Targets!$B1315)","v":"10007832-7b"},{"$f":"CONCATENATE(Targets!$A1315,\"-\",Targets!$B1315,\"-\",Targets!$C1315)","v":"10007832-7b-1"},"Contextual data","Points offer reduced by 40 UCAS points for applicants who have attended low performing schools but achieved above average results. Ongoing.","No","n/a","Other (please give details in Description column)","na","2019-20","-","-","-","continuing","continuing","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007832","7b",2,{"$f":"CONCATENATE(Targets!$A1316,\"-\",Targets!$B1316)","v":"10007832-7b"},{"$f":"CONCATENATE(Targets!$A1316,\"-\",Targets!$B1316,\"-\",Targets!$C1316)","v":"10007832-7b-2"},"Outreach / WP activity (other - please give details in the next column)","To have over 100 activities including presentations in schools and colleges, taster sessions and IAG support.  This will include provision of information to potential students and their parents on student finance, researching university choices and preparing an effective personal statement.  We will also include outreach work with younger students at years 8,9 and 10 on the benefits of university through working with current students acting as role models.  Regularly engaging through social media with potential applicants.","No",100,"2012-13",100,"2019-20","-","-","-","continuing",177,"b) Yearly milestone met","Access","Multiple"]
["10004112","7b",1,{"$f":"CONCATENATE(Targets!$A1317,\"-\",Targets!$B1317)","v":"10004112-7b"},{"$f":"CONCATENATE(Targets!$A1317,\"-\",Targets!$B1317,\"-\",Targets!$C1317)","v":"10004112-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Deliver HE Taster days where potential students (external and internal) can sample and experience study and professional practices in technical and professional Foundation and Degree programmes","No",0,"2013-14",4,"2019-20","-",0,3,4,4,"a) Overall target met/exceeded","Access","Multiple"]
["10004112","7b",2,{"$f":"CONCATENATE(Targets!$A1318,\"-\",Targets!$B1318)","v":"10004112-7b"},{"$f":"CONCATENATE(Targets!$A1318,\"-\",Targets!$B1318,\"-\",Targets!$C1318)","v":"10004112-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","Work with REACH and NECOM Partnerships to both deliver and participate in College Based HE progression targetted activities at 6th Forms Colleges and School leavers.","Yes",1,"2014-15",6,"2019-20","-","-",1,5,4,"c) Progress made – but less than anticipated","Access","State school"]
["10007859","7a",1,{"$f":"CONCATENATE(Targets!$A1319,\"-\",Targets!$B1319)","v":"10007859-7a"},{"$f":"CONCATENATE(Targets!$A1319,\"-\",Targets!$B1319,\"-\",Targets!$C1319)","v":"10007859-7a-1"},"Other statistic - Care-leavers (please give details in the next column)","Continue to support care leavers to access HE HE at Warwickshire College Group and be supported to achieve qualifcation aims through both financial and pastoral support","No","n/a","Other (please give details in Description column)","n/a","n/a","n/a","n/a","n/a","n/a","n/a","c) Progress made – but less than anticipated","Access and Student Success","Care leavers"]
["10007859","7a",2,{"$f":"CONCATENATE(Targets!$A1320,\"-\",Targets!$B1320)","v":"10007859-7a"},{"$f":"CONCATENATE(Targets!$A1320,\"-\",Targets!$B1320,\"-\",Targets!$C1320)","v":"10007859-7a-2"},"Other statistic - Other (please give details in the next column)","Delivery and evaluation of innovative student symposiums - aimed primarily to improve students' employability skills but also to improve retention and student success through confidence building and developing students' feeling of 'belonging' to the College","No","n/a","Other (please give details in Description column)","n/a","n/a","n/a","n/a","n/a","n/a","n/a","a) Overall target met/exceeded","Student Success and Progression","Other"]
["10007859","7a",3,{"$f":"CONCATENATE(Targets!$A1321,\"-\",Targets!$B1321)","v":"10007859-7a"},{"$f":"CONCATENATE(Targets!$A1321,\"-\",Targets!$B1321,\"-\",Targets!$C1321)","v":"10007859-7a-3"},"Other statistic - Socio-economic (please give details in the next column)","Provision of up to 200 bursaries of £150 will be made available to new HE students on both full and part-time courses.  Bursaries will be targeted to students from low income households.  For FT students receipt of a maintenance grant will be used to determine income, PT students will need to provide evidence of their income","No","n/a","Other (please give details in Description column)","n/a","n/a","n/a","n/a","n/a","n/a","45 awards out of 200 available","c) Progress made – but less than anticipated","Access and Student Success","Socio-economic"]
["10007859","7a",4,{"$f":"CONCATENATE(Targets!$A1322,\"-\",Targets!$B1322)","v":"10007859-7a"},{"$f":"CONCATENATE(Targets!$A1322,\"-\",Targets!$B1322,\"-\",Targets!$C1322)","v":"10007859-7a-4"},"Other statistic - Completion/Non continuation (please give details in the next column)","Improve student success monitored through an increase in success rates (measured as retention x achievement)","No",0.83,"2013-14",0.88,"2019-20",82,83,84,83,0.81,"e) Performance is below baseline","Student Success","Other"]
["10004063","7b",3,{"$f":"CONCATENATE(Targets!$A1323,\"-\",Targets!$B1323)","v":"10004063-7b"},{"$f":"CONCATENATE(Targets!$A1323,\"-\",Targets!$B1323,\"-\",Targets!$C1323)","v":"10004063-7b-3"},"Other (please give details in the next column)","Undertake a series of analyses to reliably understand any issues of differential outcome for the LSE student body. This will lead to the development of further initiatives and targets on the basis of this in future Access Agreements, and contribute to sector-wide knowledge.","No","Starting pilot data analysis looking at Admissions outcomes and experience by identified groups","2015-16","Developed evaluation and monitoring plan alongside model for assessing differential outcomes across the student lifecycle","2020-21","N/A","N/A","N/A","N/A","Developed evaluation and monitoring plan, alongside intial model for assessing differential outcomes across the student lifecycle. Model assessing outcomes by ethinciity run with three departments","b) Yearly milestone met","Student Success","Multiple"]
["10007859","7a",5,{"$f":"CONCATENATE(Targets!$A1324,\"-\",Targets!$B1324)","v":"10007859-7a"},{"$f":"CONCATENATE(Targets!$A1324,\"-\",Targets!$B1324,\"-\",Targets!$C1324)","v":"10007859-7a-5"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","-","No",7.9000000000000001E-2,"2012-13",0.13,"2019-20",7.9,"n/a","n/a","n/a",0.13600000000000001,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10000712","7a",1,{"$f":"CONCATENATE(Targets!$A1325,\"-\",Targets!$B1325)","v":"10000712-7a"},{"$f":"CONCATENATE(Targets!$A1325,\"-\",Targets!$B1325,\"-\",Targets!$C1325)","v":"10000712-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Improve percentage of young full-time first degree entrants from low participation neighbourhoods","No",13.8,"2013-14",14,"2019-20",13.8,13.8,13.4,15.3,15.9,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10000712","7a",2,{"$f":"CONCATENATE(Targets!$A1326,\"-\",Targets!$B1326)","v":"10000712-7a"},{"$f":"CONCATENATE(Targets!$A1326,\"-\",Targets!$B1326,\"-\",Targets!$C1326)","v":"10000712-7a-2"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Enhance retention of young full-time first degree entrants after year of entry.","No",9.9,"2012-13",9,"2019-20",10.7,10.9,9.9,"-","-","c) Progress made – but less than anticipated","Student Success","Multiple"]
["10000712","7a",3,{"$f":"CONCATENATE(Targets!$A1327,\"-\",Targets!$B1327)","v":"10000712-7a"},{"$f":"CONCATENATE(Targets!$A1327,\"-\",Targets!$B1327,\"-\",Targets!$C1327)","v":"10000712-7a-3"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","Percentage of students in receipt of DSA","No",1.9,"2013-14",2.4,"2019-20",2.1,1.9,3.1,3,4,"a) Overall target met/exceeded","Access","Disability"]
["10007156","7a",7,{"$f":"CONCATENATE(Targets!$A1328,\"-\",Targets!$B1328)","v":"10007156-7a"},{"$f":"CONCATENATE(Targets!$A1328,\"-\",Targets!$B1328,\"-\",Targets!$C1328)","v":"10007156-7a-7"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","The percentage of young full time undergraduate entrants whose home area (denoted by postcode) is known to have a low proportion of 18 and 19 year olds in higher education","No",19.399999999999899,"2013-14",20,"2016-17",21.9,19.399999999999899,19.5,20.100000000000001,18.899999999999899,"d) No progress made against baseline","Access","Low participation neighbourhood (LPN)"]
["10007156","7a",8,{"$f":"CONCATENATE(Targets!$A1329,\"-\",Targets!$B1329)","v":"10007156-7a"},{"$f":"CONCATENATE(Targets!$A1329,\"-\",Targets!$B1329,\"-\",Targets!$C1329)","v":"10007156-7a-8"},"HESA T2a - (Mature, full-time, first degree entrants)","The percentage of mature full time undergraduates whose home area (denoted by postcode) is known to have a low proportion of higher education qualified adults and have no HE entry qualification (HESA T2a)","No",20.399999999999899,"2013-14",21,"2016-17",21.4,20.399999999999899,19.8,24.3,27.5,"a) Overall target met/exceeded","Access","Multiple"]
["10007156","7a",9,{"$f":"CONCATENATE(Targets!$A1330,\"-\",Targets!$B1330)","v":"10007156-7a"},{"$f":"CONCATENATE(Targets!$A1330,\"-\",Targets!$B1330,\"-\",Targets!$C1330)","v":"10007156-7a-9"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","The percentage of all full time undergraduates in receipt of Disabled Students' Allowance (HESA T7)","No",7.2,"2014-15",5,"2016-17",7.7,7.5,7.2,6.6,4.9000000000000004,"c) Progress made – but less than anticipated","Access and Student Success","Disability"]
["10007156","7a",10,{"$f":"CONCATENATE(Targets!$A1331,\"-\",Targets!$B1331)","v":"10007156-7a"},{"$f":"CONCATENATE(Targets!$A1331,\"-\",Targets!$B1331,\"-\",Targets!$C1331)","v":"10007156-7a-10"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","The non-continuation rate for young full-time undergraduate entrants whose home area (as denoted by their postcode) is known to have a low proportion of 18 and 19 year-olds in Higher Education T3b POLAR 3","No",10.1,"2014-15",10,"2016-17",11.1,12.7,10.6,11.2,10.6,"c) Progress made – but less than anticipated","Student Success","Multiple"]
["10007156","7a",11,{"$f":"CONCATENATE(Targets!$A1332,\"-\",Targets!$B1332)","v":"10007156-7a"},{"$f":"CONCATENATE(Targets!$A1332,\"-\",Targets!$B1332,\"-\",Targets!$C1332)","v":"10007156-7a-11"},"Other statistic - Care-leavers (please give details in the next column)","Care Leaver student continuation - % of students that continue/ qualify at the Instituion","No",81.599999999999895,"2014-15",79,"2016-17","-",81.599999999999895,88.2,90.7,94.7,"a) Overall target met/exceeded","Student Success","Care-leavers"]
["10000712","7a",4,{"$f":"CONCATENATE(Targets!$A1333,\"-\",Targets!$B1333)","v":"10000712-7a"},{"$f":"CONCATENATE(Targets!$A1333,\"-\",Targets!$B1333,\"-\",Targets!$C1333)","v":"10000712-7a-4"},"Other statistic - Progression to employment or further study (please give details in the next column)","Percentage of students who progress in to work or further study on completion of programme.","No",87.36,"2012-13",89.5,"2019-20",87.36,88.8,87.9,89.5,"-","a) Overall target met/exceeded","Progression","Multiple"]
["10007788","7a",1,{"$f":"CONCATENATE(Targets!$A1334,\"-\",Targets!$B1334)","v":"10007788-7a"},{"$f":"CONCATENATE(Targets!$A1334,\"-\",Targets!$B1334,\"-\",Targets!$C1334)","v":"10007788-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","Proportion of UK undergraduate intake from schools in the UK state sector per admissions cycle. (Baseline set at 2010-11 to be consistent with our other targets).","No",0.59299999999999997,"Other (please give details in Description column)",0.64,"2019-20",63,60.6,61.8,61.9,"n/a","b) Yearly milestone met","Access","State school"]
["10007788","7a",2,{"$f":"CONCATENATE(Targets!$A1335,\"-\",Targets!$B1335)","v":"10007788-7a"},{"$f":"CONCATENATE(Targets!$A1335,\"-\",Targets!$B1335,\"-\",Targets!$C1335)","v":"10007788-7a-2"},"Other statistic - Location (please give details in the next column)","POLAR3 Quintiles 1 and 2 (Baseline data set at 2010-11 to be consistent with our other targets).","No",9.6000000000000002E-2,"Other (please give details in Description column)",0.13,"2019-20","-","-",9.1999999999999904,10.6,11.5,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007788","7a",3,{"$f":"CONCATENATE(Targets!$A1336,\"-\",Targets!$B1336)","v":"10007788-7a"},{"$f":"CONCATENATE(Targets!$A1336,\"-\",Targets!$B1336,\"-\",Targets!$C1336)","v":"10007788-7a-3"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Proportion of students leaving the University during the first year. Aim to meet or exceed the HESA benchmark. (Baseline set at 2010-11 to be consistent with our other targets).","No",2.1000000000000001E-2,"Other (please give details in Description column)",2.1000000000000001E-2,"2019-20",1.5,1.3,1,"n/a","n/a","a) Overall target met/exceeded","Student Success","Other"]
["10007788","7a",4,{"$f":"CONCATENATE(Targets!$A1337,\"-\",Targets!$B1337)","v":"10007788-7a"},{"$f":"CONCATENATE(Targets!$A1337,\"-\",Targets!$B1337,\"-\",Targets!$C1337)","v":"10007788-7a-4"},"Other statistic - Other (please give details in the next column)","Output Area Classification (OAC) is a geodemographic segmentation system produced by the Office for National Statistics (ONS), which provides an alternative indiciator of social mobility to POLAR as it is based on socio-economic and occupational variables as opposed to HE representation.","No",7.2999999999999898E-2,"2014-15",8.2000000000000003E-2,"2019-20","n/a","n/a","n/a","n/a",7.8E-2,"b) Yearly milestone met","Access","Other (please give details in Description column)"]
["10007788","7b",1,{"$f":"CONCATENATE(Targets!$A1338,\"-\",Targets!$B1338)","v":"10007788-7b"},{"$f":"CONCATENATE(Targets!$A1338,\"-\",Targets!$B1338,\"-\",Targets!$C1338)","v":"10007788-7b-1"},"Outreach / WP activity (summer schools)","Minimum number of places offered each year","No",400,"Other (please give details in Description column)",600,"2019-20",600,600,600,600,600,"a) Overall target met/exceeded","Access","State school"]
["10007788","7b",2,{"$f":"CONCATENATE(Targets!$A1339,\"-\",Targets!$B1339)","v":"10007788-7b"},{"$f":"CONCATENATE(Targets!$A1339,\"-\",Targets!$B1339,\"-\",Targets!$C1339)","v":"10007788-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","Long-term regional outreach.  NB.  This project is still in development; quantifiable metrics still TBC.","Yes","2016-17","TBC","TBC","TBC","n/a","n/a","n/a","n/a","TBC","b) Yearly milestone met","Access","Other (please give details in Description column)"]
["10001282","7b",3,{"$f":"CONCATENATE(Targets!$A1340,\"-\",Targets!$B1340)","v":"10001282-7b"},{"$f":"CONCATENATE(Targets!$A1340,\"-\",Targets!$B1340,\"-\",Targets!$C1340)","v":"10001282-7b-3"},"Outreach / WP activity (other - please give details in the next column)","16-18 outreach activity","No",46423,"2014-15",53000,"2019-20",41000,42941,46423,50305,71666,"a) Overall target met/exceeded","Access","Multiple"]
["10001282","7b",4,{"$f":"CONCATENATE(Targets!$A1341,\"-\",Targets!$B1341)","v":"10001282-7b"},{"$f":"CONCATENATE(Targets!$A1341,\"-\",Targets!$B1341,\"-\",Targets!$C1341)","v":"10001282-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Development of Compact scheme - number of pupil beneficiaries","No",5226,"2014-15",18000,"2019-20",2100,2500,5226,13330,1400,"e) Performance is below baseline","Access","Multiple"]
["10000712","7a",5,{"$f":"CONCATENATE(Targets!$A1342,\"-\",Targets!$B1342)","v":"10000712-7a"},{"$f":"CONCATENATE(Targets!$A1342,\"-\",Targets!$B1342,\"-\",Targets!$C1342)","v":"10000712-7a-5"},"Other statistic - Progression to employment or further study (please give details in the next column)","Percentage of student who remain unemployed 6 months after completing their programme.","No",8.51,"2012-13",7.9,"2019-20",8.51,7.6,8.1999999999999904,6.96,"-","a) Overall target met/exceeded","Progression","Multiple"]
["10000712","7a",6,{"$f":"CONCATENATE(Targets!$A1343,\"-\",Targets!$B1343)","v":"10000712-7a"},{"$f":"CONCATENATE(Targets!$A1343,\"-\",Targets!$B1343,\"-\",Targets!$C1343)","v":"10000712-7a-6"},"HESA T1a - State School (Young, full-time, first degree entrants)","Maintain percentage of young full-time first degree entrants from state schools or colleges.","No",98.2,"2013-14",98.2,"2019-20",97.4,98.2,97.9,97.3,98.7,"a) Overall target met/exceeded","Access","State school"]
["10000712","7b",1,{"$f":"CONCATENATE(Targets!$A1344,\"-\",Targets!$B1344)","v":"10000712-7b"},{"$f":"CONCATENATE(Targets!$A1344,\"-\",Targets!$B1344,\"-\",Targets!$C1344)","v":"10000712-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","Proportion of young people from disadvantaged backgrounds in intensive activity target group applying for FT place in HE is greater than local average for YP from disadvantaged backgrounds, using a basket of indicators\n\nBaseline year 2010/11 but impact on each cohort passing this milestone will be reported against the relevant benchmarking data for the academic year in which they complete Key Stage 5. We are unable to report on this target for the 2014 / 2015 cohort due to a 9 month delay on the part of the DfE National Pupil Database in the provision of administrative data.","Yes",500,"Other (please give details in Description column)",1000,"2019-20",660,768,1001,1021,1108,"a) Overall target met/exceeded","Access","Multiple"]
["10000712","7b",2,{"$f":"CONCATENATE(Targets!$A1345,\"-\",Targets!$B1345)","v":"10000712-7b"},{"$f":"CONCATENATE(Targets!$A1345,\"-\",Targets!$B1345,\"-\",Targets!$C1345)","v":"10000712-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","Proportion of engaged young people from disadvantaged backgrounds attaining 5 x GCSE A* to C inc English and Maths is greater than local average for young people from disadvantaged backgrounds, using a basket of indicators.\n\nBaseline year 2010/11 but impact on each cohort passing this milestone will be reported against the relevant benchmarking data for the academic year in which they complete Key Stage 4.  We are unable to report on this target for the 2014 / 2015 cohort due to a 9 month delay on the part of the DfE National Pupil Database in the provision of administrative data.","Yes","44.1% Bham FSM         32.3%  Solihull FSM","Other (please give details in Description column)","+4% over baseline","2019-20","76.9% (baseline 39.6%)","60.2% (Baseline 34.3%)","58.4% (Baseline 33.4%)","Awaiting NPD request","NA","c) Progress made – but less than anticipated","Access","Multiple"]
["10003645","7a",2,{"$f":"CONCATENATE(Targets!$A1346,\"-\",Targets!$B1346)","v":"10003645-7a"},{"$f":"CONCATENATE(Targets!$A1346,\"-\",Targets!$B1346,\"-\",Targets!$C1346)","v":"10003645-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Proportion of young full-time first degree entrants from low participation neighbourhoods (based on POLAR3, UK students)","No",3.6999999999999998E-2,"2013-14",4.9000000000000002E-2,"2019-20",0.04,3.6999999999999998E-2,5.1999999999999998E-2,4.8000000000000001E-2,4.8000000000000001E-2,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007782","7a",1,{"$f":"CONCATENATE(Targets!$A1347,\"-\",Targets!$B1347)","v":"10007782-7a"},{"$f":"CONCATENATE(Targets!$A1347,\"-\",Targets!$B1347,\"-\",Targets!$C1347)","v":"10007782-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","That an increasing proportion of our first degree entrants come from state schools and colleges (measured on a rolling three year average). Baseline data provides the three year average from 2011/12-2013/14","No",83.6,"Other (please give details in Description column)",">84.0","2019-20",82.8,83.6,82.3,81.2,"-","b) Yearly milestone met","Access","State school"]
["10007782","7a",2,{"$f":"CONCATENATE(Targets!$A1348,\"-\",Targets!$B1348)","v":"10007782-7a"},{"$f":"CONCATENATE(Targets!$A1348,\"-\",Targets!$B1348,\"-\",Targets!$C1348)","v":"10007782-7a-2"},"HESA T1a - State School (Young, full-time, first degree entrants)","That we surpass our location adjusted benchmark for the percentage of first degree entrants who come from state schools and colleges (measured on a rolling three year average). Baseline data provides the three year average from 2011/12-2013/14","No",83.6,"Other (please give details in Description column)",">location adjusted benchmark by 0.5%","2019-20",82.8,83.6,82.3,81.2,"-","e) Performance is below baseline","Access","State school"]
["10007782","7a",3,{"$f":"CONCATENATE(Targets!$A1349,\"-\",Targets!$B1349)","v":"10007782-7a"},{"$f":"CONCATENATE(Targets!$A1349,\"-\",Targets!$B1349,\"-\",Targets!$C1349)","v":"10007782-7a-3"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","That an increasing proportion of our first degree entrants come from low participation neighbourhoods (measured on a rolling three year average). Baseline data provides the three year average from 2011/12-2013/14","No",5.6,"Other (please give details in Description column)",6.2,"2019-20",5.2,5.6,4.9000000000000004,4.5,"-","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007782","7a",4,{"$f":"CONCATENATE(Targets!$A1350,\"-\",Targets!$B1350)","v":"10007782-7a"},{"$f":"CONCATENATE(Targets!$A1350,\"-\",Targets!$B1350,\"-\",Targets!$C1350)","v":"10007782-7a-4"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","That we surpass our location adjusted benchmark for the percentage of first degree entrants from low participation neighbourhoods by an increasing amount (measured on a rolling three year average). Baseline data provides the three year average from 2011/12-2013/14","No",5.6,"Other (please give details in Description column)",">location adjusted benchmark by 0.6%","2019-20",5.2,5.6,4.9000000000000004,4.5,"-","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007782","7a",5,{"$f":"CONCATENATE(Targets!$A1351,\"-\",Targets!$B1351)","v":"10007782-7a"},{"$f":"CONCATENATE(Targets!$A1351,\"-\",Targets!$B1351,\"-\",Targets!$C1351)","v":"10007782-7a-5"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","That we achieve below our benchmark for the percentage of first degree entrants who do not continue following their first year of entry (measured on a rolling three year average). Baseline data provides the three year average from 2010/11-2012/13","No",3.3,"Other (please give details in Description column)","<benchmark","2019-20",3.3,3.3,2.6,"-","-","a) Overall target met/exceeded","Student Success and Progression","Other"]
["10007782","7a",6,{"$f":"CONCATENATE(Targets!$A1352,\"-\",Targets!$B1352)","v":"10007782-7a"},{"$f":"CONCATENATE(Targets!$A1352,\"-\",Targets!$B1352,\"-\",Targets!$C1352)","v":"10007782-7a-6"},"Other statistic - Socio-economic (please give details in the next column)","That an increasing proportion of our first degree entrants come from NS-SEC groups 4-7 (measured on a rolling three year average). Baseline data provides the three year average from 2011/12-2013/14 ","No",30.3,"Other (please give details in Description column)",30.5,"2019-20",28.9,29.3,30.4,28.3,"-","b) Yearly milestone met","Access","Socio-economic"]
["10007782","7b",1,{"$f":"CONCATENATE(Targets!$A1353,\"-\",Targets!$B1353)","v":"10007782-7b"},{"$f":"CONCATENATE(Targets!$A1353,\"-\",Targets!$B1353,\"-\",Targets!$C1353)","v":"10007782-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Primary Practice after school club - an aspiration raising activity which offers Year 5 and 6 pupils the opportunity to learn more about medicine and healthcare, develop their scientific knowledge, learn practical life skills such as basic first aid and sign language, and enhance their confidence and team working skills. Siblings and parents/carers are encouraged to participate by way of an activity book to be completed at home. Micro level participant targeting/priorisation is employed. This is a multiple intervention programme with students invited to attended follow-up activity through to Year 13.","No","11 schools and 124 students","2013-14","10-12 schools and 144 students (maximum)","2019-20","8 schools and 89 participants","11 schools and 124 participants","10 schools and 116 participants","12 schools and 133 participants","11 schools and 121 participants","b) Yearly milestone met","Access","Multiple"]
["10004078","7a",1,{"$f":"CONCATENATE(Targets!$A1354,\"-\",Targets!$B1354)","v":"10004078-7a"},{"$f":"CONCATENATE(Targets!$A1354,\"-\",Targets!$B1354,\"-\",Targets!$C1354)","v":"10004078-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","Young students who attended a state school or college in the state sector","No",0.97,"2013-14",0.99,"2019-20",0.97699999999999998,0.97,0.95699999999999996,0.95299999999999896,"-","e) Performance is below baseline","Access","State school"]
["10004078","7a",2,{"$f":"CONCATENATE(Targets!$A1355,\"-\",Targets!$B1355)","v":"10004078-7a"},{"$f":"CONCATENATE(Targets!$A1355,\"-\",Targets!$B1355,\"-\",Targets!$C1355)","v":"10004078-7a-2"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Young students who come from a low-participation neighbourhood","No",7.0000000000000007E-2,"2013-14",0.08,"2019-20",6.9000000000000006E-2,7.0000000000000007E-2,7.3999999999999996E-2,7.0000000000000007E-2,"-","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10004078","7a",3,{"$f":"CONCATENATE(Targets!$A1356,\"-\",Targets!$B1356)","v":"10004078-7a"},{"$f":"CONCATENATE(Targets!$A1356,\"-\",Targets!$B1356,\"-\",Targets!$C1356)","v":"10004078-7a-3"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Students no longer in HE","No",0.13700000000000001,"2012-13",0.12,"2019-20",13.1,13.7,0.122,0.12,"-","b) Yearly milestone met","Student Success","Other"]
["10007782","7b",2,{"$f":"CONCATENATE(Targets!$A1357,\"-\",Targets!$B1357)","v":"10007782-7b"},{"$f":"CONCATENATE(Targets!$A1357,\"-\",Targets!$B1357,\"-\",Targets!$C1357)","v":"10007782-7b-2"},"Outreach / WP activity (other - please give details in the next column)","The Experiments Roadshows - an aspiration raising and IAG activity for Year 5-12 students, designed to increase awareness of a range of educational and career opportunities in medicine and healthcare. These activities put the science that students learn at school into real life medical and healthcare contexts, and provide age appropriate advice on entry routes and the application process. The Experiments Roadshows take place in schools and are facilitated by specially trained Student Ambassadors. Macro level school targeting/prioritisation is employed.","No","136 individual sessions, reaching approx. 2500 students","2013-14","120-150 individual sessions, reaching approx. 2500 students (maximum)","2019-20","139 individual sessions, reaching approximately 2100 participants","136 individual sessions, reaching approximately 2500 participants","100 individual sessions, reaching approxximately 1800 participants","127 individual sessions, reaching approxximately 2300 participants","97 individual sessions, reaching approximately 1750 participants","e) Performance is below baseline","Access","State school"]
["10007782","7b",3,{"$f":"CONCATENATE(Targets!$A1358,\"-\",Targets!$B1358)","v":"10007782-7b"},{"$f":"CONCATENATE(Targets!$A1358,\"-\",Targets!$B1358,\"-\",Targets!$C1358)","v":"10007782-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Clinical Skills Taster Days - an aspiration raising and IAG activity for Year 8-13 students designed to increase awareness of a range of educational and career opportunities in medicine and healthcare and give participants an insight into studying healthcare subjects at university. Each event is tailored to the year group and needs of participants in collaboration with school contacts, utilising on-site clinical skills facilities, the Experiments Roadshows, and Soft Skills workshops. Macro level school targeting/prioritisation is employed.","No","12 events for 435 students","2013-14","8-12 events for 480 students (maximum)","2019-20","12 events for 426 students","12 events for 435 students","10 events for 386 students","10 events for 384 students","10 events for 378 students","b) Yearly milestone met","Access","State school"]
["10007782","7b",4,{"$f":"CONCATENATE(Targets!$A1359,\"-\",Targets!$B1359)","v":"10007782-7b"},{"$f":"CONCATENATE(Targets!$A1359,\"-\",Targets!$B1359,\"-\",Targets!$C1359)","v":"10007782-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Soft Skills Development workshops - an IAG and admissions support activity for Year 11- 13 students, enhancing key skills and qualities over and above academic ability, and supporting students as they prepare for medical and healthcare interviews.  Macro level school targeting/prioritisation is employed.\nTwo workshops are offered;\n\nWork experience and reflection workshop - This session is an interactive exploration of what form and types of experience are relevant to healthcare and why, how work experience relates to the core competencies for healthcare, what reflection is, why it’s important and how it can be used to support their application to a healthcare course.\n\nInterview/MMI workshop - Students learn about the logistics of the Multi Mini Interview (MMI) process and how to prepare. Rolled out across St George’s healthcare courses since 2009, the MMI is an innovative approach to selection that involves a series of tasks and activities as a replacement for the traditional panel based interview. This workshop offers students an insight into this new approach and helps them prepare for their healthcare interview, whether MMI or a traditional panel interview.","No","54 workshops reaching approx. 1100 students","2013-14","40-60 workshops for approx. 1200 students (maximim)","2019-20","27 workshops for 500 students","56 workshops for approximately 1000 students","42 workshops for approximately 850 students","60 workshops for approximately 1200 students","58 workshops for approximately 1160 students","b) Yearly milestone met","Access","State school"]
["10007782","7b",5,{"$f":"CONCATENATE(Targets!$A1360,\"-\",Targets!$B1360)","v":"10007782-7b"},{"$f":"CONCATENATE(Targets!$A1360,\"-\",Targets!$B1360,\"-\",Targets!$C1360)","v":"10007782-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Information advice and guidance presentations for Year 7-13 pupils.  Tailored to the year group participating, these sessions ensure that students have an informed understanding of the courses on offer, the benefits of higher education study, the application and selection process, and the wide ranging financial support packages available. Macro level school targeting/prioritisation is employed.","No","39 individual sessions reaching approx. 800 students","2013-14","30-40 individual sessions reaching approx. 800 students","2019-20","39 events for 700 students","39 events for approximately 800 students","39 events for approximately 800 students","40 events for approximately 800 students","54 events for approximately 1080 students","a) Overall target met/exceeded","Access","State school"]
["10007782","7b",6,{"$f":"CONCATENATE(Targets!$A1361,\"-\",Targets!$B1361)","v":"10007782-7b"},{"$f":"CONCATENATE(Targets!$A1361,\"-\",Targets!$B1361,\"-\",Targets!$C1361)","v":"10007782-7b-6"},"Outreach / WP activity (other - please give details in the next column)","www.tastefomedicine.com - a free IAG and admissions support resource for all ages with interactive games and learning tools, the site can be used by individuals or in facilitated group sessions led by teachers or St George’s staff. The website is split into four chapters; offering IAG on the range of educational and career opportunities in medicine and healthcare; how to find and reflect on healthcare work experience; the importance of enhanced communication skills for healthcare interviews and future education and career development; and IAG on teaching and learning in HE, aiding the transition for students from post 16 to degree level study. A schools resource pack with guidance on how best to utilise the website, including additional resources and lesson plans was sent to all London state schools in 2014, and continues to be available upon request.","No","Ongoing promotion of the resource. 18,000+ unique visitors","2013-14","Ongoing promotion of the resource. Reaching in excess of 27,500 unique visitors","2019-20","Website resource pack sent to all state schools in London. 17,000+ unique visitors to the website","Website maintenance and updates completed.  18,000+ unique visitors to the website","Promotion of the resource via activity and printed marketing to schools. 19,000 unique visitors to the website","Market research and content evaluation with target audience undertaken. 15,000 unique visitors to the website","13,500 unique visitors to the website","e) Performance is below baseline","Access","Other"]
["10007782","7b",7,{"$f":"CONCATENATE(Targets!$A1362,\"-\",Targets!$B1362)","v":"10007782-7b"},{"$f":"CONCATENATE(Targets!$A1362,\"-\",Targets!$B1362,\"-\",Targets!$C1362)","v":"10007782-7b-7"},"Outreach / WP activity (collaborative - please give details in the next column)","In collaboration with St George's University Hosptials NHS Foundation Trust, the St George's Healthcare Shadowing scheme offers Year 12 pupils the opportunity of a healthcare shadowing placement at St George's or Queen Mary's Hospital.  Following the Medical Schools Council,  Selecting for Excellence PRACTICE guidelines, participants are fully supported througout.  Micro level participant targeting is used to prioritise students from under-represented groups in Wandsworth and Merton. This is a multiple intervention programme with eligible Primary Practice and Spring/Summer School graduates invited to apply, and follow-up activity offered through to Year 13.","Yes","55 placements","2013-14","30-60 placements","2019-20","N/A (launched in 2013/14)","55 placements","50 placements","53 placements","49 placements","b) Yearly milestone met","Access","Multiple"]
["10004078","7a",4,{"$f":"CONCATENATE(Targets!$A1363,\"-\",Targets!$B1363)","v":"10004078-7a"},{"$f":"CONCATENATE(Targets!$A1363,\"-\",Targets!$B1363,\"-\",Targets!$C1363)","v":"10004078-7a-4"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","Students no longer in HE","No",0.13900000000000001,"2012-13",0.12,"2019-20",11.8,13.9,0.14399999999999999,0.128,"-","a) Overall target met/exceeded","Student Success","Mature"]
["10004078","7a",5,{"$f":"CONCATENATE(Targets!$A1364,\"-\",Targets!$B1364)","v":"10004078-7a"},{"$f":"CONCATENATE(Targets!$A1364,\"-\",Targets!$B1364,\"-\",Targets!$C1364)","v":"10004078-7a-5"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Students no longer in HE","No",0.13800000000000001,"2012-13",0.12,"2019-20",12.4,13.8,0.13400000000000001,0.124,"-","b) Yearly milestone met","Student Success","Other"]
["10007782","7b",8,{"$f":"CONCATENATE(Targets!$A1365,\"-\",Targets!$B1365)","v":"10007782-7b"},{"$f":"CONCATENATE(Targets!$A1365,\"-\",Targets!$B1365,\"-\",Targets!$C1365)","v":"10007782-7b-8"},"Outreach / WP activity (collaborative - please give details in the next column)","Aimhigher London South Ltd works to ensure fair access to higher education for young people from non-traditional backgrounds.   This is achieved by linking schools, colleges, universities and education providers together to work effectively.   AHLS works in partnership with 11 universities, 28 schools and three further education colleges across London and the South East to provide a sustained programme of collaborative intervention activities for pupil in Year 8 to Year 13.","Yes","6 events reaching approx. 700 students (with direct contribution from SGUL)","2013-14","8 events reaching approx. 800 students","2019-20","5 events for approx. 350 students","8 events reaching approx. 800 students","6 events reaching approx. 450 students","8 events reaching 485 students","8 events reaching approx. 500 students","b) Yearly milestone met","Access","Multiple"]
["10007782","7b",9,{"$f":"CONCATENATE(Targets!$A1366,\"-\",Targets!$B1366)","v":"10007782-7b"},{"$f":"CONCATENATE(Targets!$A1366,\"-\",Targets!$B1366,\"-\",Targets!$C1366)","v":"10007782-7b-9"},"Outreach / WP activity (collaborative - please give details in the next column)","We will deliver a collaborative programme of activities for looked after children in conjunction with Aim Higher London South, Kingston University and St Mary's University. This programme consists of four events per year for Key Stage 3 and 4 students, with a maximum of two events taking place at St George’s. Regular meetings with partner HEI’s and borough LAC contacts ensure appropriate content and delivery.","Yes","4 events for 65 students","2013-14","4 events for 50+ students","2019-20","6 events for 60 students","4 events for 89 students","4 events for 101 students","4 events for 28 students","4 events for 25 students ","e) Performance is below baseline","Access","Care leavers"]
["10007782","7b",10,{"$f":"CONCATENATE(Targets!$A1367,\"-\",Targets!$B1367)","v":"10007782-7b"},{"$f":"CONCATENATE(Targets!$A1367,\"-\",Targets!$B1367,\"-\",Targets!$C1367)","v":"10007782-7b-10"},"Outreach / WP activity (summer schools)","Spring/Summer Schools - interactive courses for Year 7-12 students, designed to raise young people’s aspirations, increase awareness of a range of educational and career opportunities in medicine and healthcare, and give participants an insight into studying healthcare subjects at university. Each course is tailored to the year group participating, utilising an extensive range of on-site training facilities, the Experiments Roadshows, Soft Skills workshops, Student Ambassadors, academic teaching staff, alumni, and other healthcare professionals. Micro level participant targeting/prioritisation is employed.  This is a multiple intervention programme with students invited to attended follow-up activity through to Year 13.","No","8 events for 318 students","2013-14","6-8 events for 320 students (maximum)","2019-20","8 events for 322 students","8 events for 320 participants","7 events for 302 participants","7 events for 336 students","7 events for 292 students","b) Yearly milestone met","Access","Multiple"]
["10004078","7a",6,{"$f":"CONCATENATE(Targets!$A1368,\"-\",Targets!$B1368)","v":"10004078-7a"},{"$f":"CONCATENATE(Targets!$A1368,\"-\",Targets!$B1368,\"-\",Targets!$C1368)","v":"10004078-7a-6"},"Other statistic - Completion/Non continuation (please give details in the next column)","FTUG students progression: level 1","No",0.51,"2009/10",0.75,"2019-20",0.70199999999999996,0.70099999999999896,0.73499999999999899,0.77600000000000002,"-","a) Overall target met/exceeded","Student Success","Other"]
["10004078","7b",1,{"$f":"CONCATENATE(Targets!$A1369,\"-\",Targets!$B1369)","v":"10004078-7b"},{"$f":"CONCATENATE(Targets!$A1369,\"-\",Targets!$B1369,\"-\",Targets!$C1369)","v":"10004078-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Participants of outreach activities year 11 and below who come from LPN 1/2","No",0.16,"2012/2013",0.4,"2019-20","no data","no data",7.3999999999999996E-2,7.3999999999999996E-2,7.2,"d) No progress made against baseline","Access","Low participation neighbourhood (LPN)"]
["10007842","7a",4,{"$f":"CONCATENATE(Targets!$A1370,\"-\",Targets!$B1370)","v":"10007842-7a"},{"$f":"CONCATENATE(Targets!$A1370,\"-\",Targets!$B1370,\"-\",Targets!$C1370)","v":"10007842-7a-4"},"Other statistic - Disabled (please give details in the next column)","FT undergraduate students with a known disability","No",11.6,"2013-14",12,"2019-20",11.5,11.6,13.7,14.8,16.399999999999899,"a) Overall target met/exceeded","Access","Disability"]
["10007842","7a",5,{"$f":"CONCATENATE(Targets!$A1371,\"-\",Targets!$B1371)","v":"10007842-7a"},{"$f":"CONCATENATE(Targets!$A1371,\"-\",Targets!$B1371,\"-\",Targets!$C1371)","v":"10007842-7a-5"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Young, full time UG entrants from LPN","No",20,"2013-14",22.5,"2019-20",17.100000000000001,20,18.8,17.7,19.8,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007842","7a",6,{"$f":"CONCATENATE(Targets!$A1372,\"-\",Targets!$B1372)","v":"10007842-7a"},{"$f":"CONCATENATE(Targets!$A1372,\"-\",Targets!$B1372,\"-\",Targets!$C1372)","v":"10007842-7a-6"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Young full-time First degree entrants from LPN no longer in HE","No",10,"2013-14",8,"2019-20",13.8,10,9.5,15.5,"Awaiting data","e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10007842","7a",7,{"$f":"CONCATENATE(Targets!$A1373,\"-\",Targets!$B1373)","v":"10007842-7a"},{"$f":"CONCATENATE(Targets!$A1373,\"-\",Targets!$B1373,\"-\",Targets!$C1373)","v":"10007842-7a-7"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","Mature, full-time UG entrants from LPN","No",14.6,"2013-14",15.6,"2019-20",10,14.6,14.7,9.4,"Awaiting data","e) Performance is below baseline","Access","Mature"]
["10007842","7a",8,{"$f":"CONCATENATE(Targets!$A1374,\"-\",Targets!$B1374)","v":"10007842-7a"},{"$f":"CONCATENATE(Targets!$A1374,\"-\",Targets!$B1374,\"-\",Targets!$C1374)","v":"10007842-7a-8"},"Other statistic - Ethnicity (please give details in the next column)","Full -time students (PG and UG) from BME groups (known)","No",8.4,"2013-14",9.6,"2019-20",8.6,8.4,9.1999999999999904,11.1,11.7,"a) Overall target met/exceeded","Access","Ethnicity"]
["10007842","7a",9,{"$f":"CONCATENATE(Targets!$A1375,\"-\",Targets!$B1375)","v":"10007842-7a"},{"$f":"CONCATENATE(Targets!$A1375,\"-\",Targets!$B1375,\"-\",Targets!$C1375)","v":"10007842-7a-9"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","Young full time UG entrants from State Schools or Colleges","No",98.1,"2013-14",98.1,"2019-20",97.7,98.1,96.8,97.7,97,"e) Performance is below baseline","Access","State school"]
["10007842","7a",10,{"$f":"CONCATENATE(Targets!$A1376,\"-\",Targets!$B1376)","v":"10007842-7a"},{"$f":"CONCATENATE(Targets!$A1376,\"-\",Targets!$B1376,\"-\",Targets!$C1376)","v":"10007842-7a-10"},"Other statistic - Gender (please give details in the next column)","Young male FT UG students from LPN POLAR quintiles 1 & 2","No",30.3,"2013-14",35,"2019-20","-",30.3,28.8,27.9,29.7,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007842","7b",1,{"$f":"CONCATENATE(Targets!$A1377,\"-\",Targets!$B1377)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A1377,\"-\",Targets!$B1377,\"-\",Targets!$C1377)","v":"10007842-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Primary school activities","No","220 participants","2012-13","500 participants","2019-20",220,295,360,1924,1391,"a) Overall target met/exceeded","Access","Multiple"]
["10007842","7b",2,{"$f":"CONCATENATE(Targets!$A1378,\"-\",Targets!$B1378)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A1378,\"-\",Targets!$B1378,\"-\",Targets!$C1378)","v":"10007842-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Targeted secondary school and college visits","No","42 visits","2012-13","200 visits","2019-20",42,58,171,319,335,"a) Overall target met/exceeded","Access and Student Success","Multiple"]
["10007152","7a",1,{"$f":"CONCATENATE(Targets!$A1379,\"-\",Targets!$B1379)","v":"10007152-7a"},{"$f":"CONCATENATE(Targets!$A1379,\"-\",Targets!$B1379,\"-\",Targets!$C1379)","v":"10007152-7a-1"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","To increase the proportion of students recruited from LPNs","No",0.108,"2013-14",0.12,"2019-20",0.10299999999999999,0.108,0.10100000000000001,9.4E-2,0.112,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007152","7a",2,{"$f":"CONCATENATE(Targets!$A1380,\"-\",Targets!$B1380)","v":"10007152-7a"},{"$f":"CONCATENATE(Targets!$A1380,\"-\",Targets!$B1380,\"-\",Targets!$C1380)","v":"10007152-7a-2"},"HESA T2a - (Mature, full-time, first degree entrants)","To maintain the proportion of mature undergraduate students above 30%","No",0.32700000000000001,"2013-14",0.3,"2019-20",0.28899999999999998,0.32700000000000001,0.39600000000000002,0.43,"tbc","a) Overall target met/exceeded","Access","Mature"]
["10007152","7a",3,{"$f":"CONCATENATE(Targets!$A1381,\"-\",Targets!$B1381)","v":"10007152-7a"},{"$f":"CONCATENATE(Targets!$A1381,\"-\",Targets!$B1381,\"-\",Targets!$C1381)","v":"10007152-7a-3"},"HESA T5 - Projected degree (full-time, first degree entrants)","To increase the proportion of students projected to be award a degree","No",0.73699999999999999,"2013-14",0.82499999999999996,"2019-20",0.76500000000000001,0.73699999999999999,69.900000000000006,0.68,"tbc","e) Performance is below baseline","Student Success","Multiple"]
["10007152","7b",1,{"$f":"CONCATENATE(Targets!$A1382,\"-\",Targets!$B1382)","v":"10007152-7b"},{"$f":"CONCATENATE(Targets!$A1382,\"-\",Targets!$B1382,\"-\",Targets!$C1382)","v":"10007152-7b-1"},"Mission targets","To raise attainment across the full-time undergraduate population so that by 2017/18 the proportion of students receiving a first class and/or upper second class degree is similar irrespective of background","No",0.54500000000000004,"2013-14",0.56599999999999995,"2019-20",0.52,0.54500000000000004,0.49,0.63,0.64,"a) Overall target met/exceeded","Student Success","Multiple"]
["10007152","7b",2,{"$f":"CONCATENATE(Targets!$A1383,\"-\",Targets!$B1383)","v":"10007152-7b"},{"$f":"CONCATENATE(Targets!$A1383,\"-\",Targets!$B1383,\"-\",Targets!$C1383)","v":"10007152-7b-2"},"Mission targets","To increase the number of care leavers within the full-time undergraduate population","No",39,"2013-14",50,"2019-20",34,39,43,55,49,"b) Yearly milestone met","Access","Care leavers"]
["10007152","7b",3,{"$f":"CONCATENATE(Targets!$A1384,\"-\",Targets!$B1384)","v":"10007152-7b"},{"$f":"CONCATENATE(Targets!$A1384,\"-\",Targets!$B1384,\"-\",Targets!$C1384)","v":"10007152-7b-3"},"Student support services","To increase the proportion of graduates in graduate level employment or further study (based on DHLE data)","No",0.623,"2013-14",0.69799999999999995,"2019-20",0.53,0.623,0.59699999999999998,0.61899999999999999,0.68500000000000005,"b) Yearly milestone met","Student Success and Progression","Multiple"]
["10007139","7a",9,{"$f":"CONCATENATE(Targets!$A1385,\"-\",Targets!$B1385)","v":"10007139-7a"},{"$f":"CONCATENATE(Targets!$A1385,\"-\",Targets!$B1385,\"-\",Targets!$C1385)","v":"10007139-7a-9"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Target relating to percentage of students from LPNs - all young full time undergraduates graduates","No",0.16,"2013-14",0.21,"2019-20",0.16,0.15,0.16,0.17,"-","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007139","7a",10,{"$f":"CONCATENATE(Targets!$A1386,\"-\",Targets!$B1386)","v":"10007139-7a"},{"$f":"CONCATENATE(Targets!$A1386,\"-\",Targets!$B1386,\"-\",Targets!$C1386)","v":"10007139-7a-10"},"Other statistic - Gender (please give details in the next column)","Both ITT: Gender (e.g. male primary teachers). Access to the professions.  The institution is strongly committed to expanding our outreach and aspiration raising activity to include access to the professions.  We will deliver a programme of awareness raising activity that will focus on raising the professional status of teaching amongst widening participation groups.","No",0.22,"2013-14",0.25,"2019-20",0.26,0.22,0.21,0.22,0.23,"b) Yearly milestone met","Access","Gender"]
["10007139","7a",11,{"$f":"CONCATENATE(Targets!$A1387,\"-\",Targets!$B1387)","v":"10007139-7a"},{"$f":"CONCATENATE(Targets!$A1387,\"-\",Targets!$B1387,\"-\",Targets!$C1387)","v":"10007139-7a-11"},"Other statistic - Ethnicity (please give details in the next column)","Undergraduate ITT: Black and minority ethnic groups. As above we will develop focused outreach activity.  The numerical targets reflect our aim which is to ensure that ITT students reflect the institution as whole.","No",0.08,"2013-14",0.1,"2019-20",0.05,0.05,0.05,0.04,0.03,"e) Performance is below baseline","Access","Ethnicity"]
["10007139","7a",12,{"$f":"CONCATENATE(Targets!$A1388,\"-\",Targets!$B1388)","v":"10007139-7a"},{"$f":"CONCATENATE(Targets!$A1388,\"-\",Targets!$B1388,\"-\",Targets!$C1388)","v":"10007139-7a-12"},"Other statistic - Ethnicity (please give details in the next column)","Postgraduate ITT: Black and minority ethnic groups. As above","No",0.08,"2013-14",0.1,"2019-20",7.0000000000000007E-2,0.08,0.05,0.09,0.05,"e) Performance is below baseline","Access","Ethnicity"]
["10000571","7a",7,{"$f":"CONCATENATE(Targets!$A1389,\"-\",Targets!$B1389)","v":"10000571-7a"},{"$f":"CONCATENATE(Targets!$A1389,\"-\",Targets!$B1389,\"-\",Targets!$C1389)","v":"10000571-7a-7"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Qualify or continue at same university.  Target and milestones were calculated on rolling average of data from 2010/11 to 2012/13.","No",0.92400000000000004,"Other (please give details in Description column)",0.93400000000000005,"2019-20",93.5,94.2,0.90600000000000003,"-","-","e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10000571","7a",8,{"$f":"CONCATENATE(Targets!$A1390,\"-\",Targets!$B1390)","v":"10000571-7a"},{"$f":"CONCATENATE(Targets!$A1390,\"-\",Targets!$B1390,\"-\",Targets!$C1390)","v":"10000571-7a-8"},"HESA T3c - No longer in HE after 1 year & no previous HE qualification (Mature, full-time, first degree entrants)","Qualify or continue at same university.  Target and milestones were calculated on rolling average of data from 2010/11 to 2012/13.","No",0.89300000000000002,"Other (please give details in Description column)",0.92500000000000004,"2019-20",93,92.3,0.85099999999999898,"-","-","e) Performance is below baseline","Student Success","Mature"]
["10000571","7a",9,{"$f":"CONCATENATE(Targets!$A1391,\"-\",Targets!$B1391)","v":"10000571-7a"},{"$f":"CONCATENATE(Targets!$A1391,\"-\",Targets!$B1391,\"-\",Targets!$C1391)","v":"10000571-7a-9"},"Other statistic - Completion/Non continuation (please give details in the next column)","Student retention and success as measured by gaining QTS.  Target and milestones were calculated on rolling average of internal data from 2012/13 to 2013/14.","No",0.88500000000000001,"Other (please give details in Description column)",0.9,"2019-20",0.64,0.87,0.85,0.85,0.87,"e) Performance is below baseline","Student Success and Progression","Ethnicity"]
["10000571","7a",10,{"$f":"CONCATENATE(Targets!$A1392,\"-\",Targets!$B1392)","v":"10000571-7a"},{"$f":"CONCATENATE(Targets!$A1392,\"-\",Targets!$B1392,\"-\",Targets!$C1392)","v":"10000571-7a-10"},"Other statistic - Progression to employment or further study (please give details in the next column)","HESA E1a  Employment Indicators: Leavers obtaining first degree from full-time courses.  Employment including further study.","No",0.93799999999999994,"2012-13",0.96,"2019-20",93.8,94.9,93.7,0.93899999999999895,"-","c) Progress made – but less than anticipated","Progression","Multiple"]
["10000571","7a",11,{"$f":"CONCATENATE(Targets!$A1393,\"-\",Targets!$B1393)","v":"10000571-7a"},{"$f":"CONCATENATE(Targets!$A1393,\"-\",Targets!$B1393,\"-\",Targets!$C1393)","v":"10000571-7a-11"},"Other statistic - Progression to employment or further study (please give details in the next column)","HESA Destination of Leavers from Higher Education: percentage of UK domiciled, Full-time, First Degree graduate respondents who were in professional or managerial occupations and/or in graduate level further study 6 months after graduation.","No",0.55400000000000005,"2012-13",0.59,"2019-20",56.4,55.1,61,0.64,"-","a) Overall target met/exceeded","Progression","Multiple"]
["10004351","7b",7,{"$f":"CONCATENATE(Targets!$A1394,\"-\",Targets!$B1394)","v":"10004351-7b"},{"$f":"CONCATENATE(Targets!$A1394,\"-\",Targets!$B1394,\"-\",Targets!$C1394)","v":"10004351-7b-7"},"Management targets","Feedback on value of information and support provided to students prior to and during their studies","No","n/a","2012/13",0.4,"2019-20","Prospects asked to rate quality/clarity of info sent via email.","More on-going feedback mechanisms have been introduced for prospects and applicants, and we introduce interactive improvements in cycle.",0.37,0.35,0.37,"b) Yearly milestone met","Access, Student Success and Progression","Multiple"]
["10004351","7b",8,{"$f":"CONCATENATE(Targets!$A1395,\"-\",Targets!$B1395)","v":"10004351-7b"},{"$f":"CONCATENATE(Targets!$A1395,\"-\",Targets!$B1395,\"-\",Targets!$C1395)","v":"10004351-7b-8"},"Outreach / WP activity (other - please give details in the next column)","Number of prospective mature learners participating in events","No","n/a","2012/13",1150,"2019-20","More work needed against this target - will be a focus for 2013/14","Increase in attendance at Access events. 1500",700,1000,1050,"b) Yearly milestone met","Access","Mature"]
["10004351","7b",9,{"$f":"CONCATENATE(Targets!$A1396,\"-\",Targets!$B1396)","v":"10004351-7b"},{"$f":"CONCATENATE(Targets!$A1396,\"-\",Targets!$B1396,\"-\",Targets!$C1396)","v":"10004351-7b-9"},"Outreach / WP activity (other - please give details in the next column)","Number of Year 7-9 pupils attending Aspirational Projects","No",1100,"2011/12",1640,"2019-20",1150,1200,1250,1400,1450,"b) Yearly milestone met","Access","State school"]
["10004351","7b",10,{"$f":"CONCATENATE(Targets!$A1397,\"-\",Targets!$B1397)","v":"10004351-7b"},{"$f":"CONCATENATE(Targets!$A1397,\"-\",Targets!$B1397,\"-\",Targets!$C1397)","v":"10004351-7b-10"},"Management targets","Number of Schools participating in our Ladder of Learning Scheme","No",4,"2014-15",15,"2019-20","n/a","n/a",4,6,6,"b) Yearly milestone met","Access","State school"]
["10004351","7b",11,{"$f":"CONCATENATE(Targets!$A1398,\"-\",Targets!$B1398)","v":"10004351-7b"},{"$f":"CONCATENATE(Targets!$A1398,\"-\",Targets!$B1398,\"-\",Targets!$C1398)","v":"10004351-7b-11"},"Outreach / WP activity (collaborative - please give details in the next column)","Number of Learners targetted through collaborative projects(Linking London,AccessHE)","Yes",200,"2014-15",325,"2019-20","n/a","n/a",200,240,250,"b) Yearly milestone met","Access","Multiple"]
["10004351","7b",12,{"$f":"CONCATENATE(Targets!$A1399,\"-\",Targets!$B1399)","v":"10004351-7b"},{"$f":"CONCATENATE(Targets!$A1399,\"-\",Targets!$B1399,\"-\",Targets!$C1399)","v":"10004351-7b-12"},"Outreach / WP activity (collaborative - please give details in the next column)","Number of staff eg careers advisers/teachers targetted through collaborative projects(Linking London, AccessHE)","Yes",20,"2014-15",50,"2019-20","n/a","n/a",20,30,"250 separate careers event and support sessions also held","a) Overall target met/exceeded","Access","Other"]
["10003861","7a",1,{"$f":"CONCATENATE(Targets!$A1400,\"-\",Targets!$B1400)","v":"10003861-7a"},{"$f":"CONCATENATE(Targets!$A1400,\"-\",Targets!$B1400,\"-\",Targets!$C1400)","v":"10003861-7a-1"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","To increase participation of young, full-time, undergraduate entrants from state schools","No",0.94299999999999995,"2013-14",0.96499999999999997,"2019-20",94,94.3,95.4,94.8,"Not yet available","b) Yearly milestone met","Access","State school"]
["10003861","7a",2,{"$f":"CONCATENATE(Targets!$A1401,\"-\",Targets!$B1401)","v":"10003861-7a"},{"$f":"CONCATENATE(Targets!$A1401,\"-\",Targets!$B1401,\"-\",Targets!$C1401)","v":"10003861-7a-2"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","To improve our non-continuation rate after the first year at university","No",9.9000000000000005E-2,"2012-13",4.9000000000000002E-2,"2019-20",9.9,9.8000000000000007,11.2,"Not yet available","Not yet available","e) Performance is below baseline","Student Success and Progression","Multiple"]
["10007139","7b",1,{"$f":"CONCATENATE(Targets!$A1402,\"-\",Targets!$B1402)","v":"10007139-7b"},{"$f":"CONCATENATE(Targets!$A1402,\"-\",Targets!$B1402,\"-\",Targets!$C1402)","v":"10007139-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","Proportion of young people from disadvantaged backgrounds in intensive activity target group applying for FT place in HE is greater than local average for YP from disadvantaged backgrounds, using a basket of indicators\n\nBaseline year 2010/11 but impact on each cohort passing this milestone will be reported against the relevant benchmarking data for the academic year in which they complete Key Stage 5. We are unable to report on this target for the 2014 / 2015 cohort due to a 9 month delay on the part of the DfE National Pupil Database in the provision of administrative data.","Yes","58.75% Disadvantaged IMD\n\n40.8%NS-SEC 4 to 7\n\n38.21% \nLPN  (Polar 2 Qs 1 and 2)\n\n9.74% Disabled","Other (please give details in Description column)","+4% over baseline","2019-20","n/a","31.6% FSM6 (Baseline 22%)\n40.0% POLAR3 q1 (Baseline 12.4%)","36.7% FSM6 (Baseline  24%)\n\n32.4% Polar 3 Q1 (Baseline 13.4%)\n","Awaiting NPD request","N/A","b) Yearly milestone met","Access","Multiple"]
["10007139","7b",2,{"$f":"CONCATENATE(Targets!$A1403,\"-\",Targets!$B1403)","v":"10007139-7b"},{"$f":"CONCATENATE(Targets!$A1403,\"-\",Targets!$B1403,\"-\",Targets!$C1403)","v":"10007139-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","A partnership for progression with an FE College","Yes",0,"2010/11",4,"2019-20",5,5,5,5,7,"a) Overall target met/exceeded","Access","Multiple"]
["10005790","7a",1,{"$f":"CONCATENATE(Targets!$A1404,\"-\",Targets!$B1404)","v":"10005790-7a"},{"$f":"CONCATENATE(Targets!$A1404,\"-\",Targets!$B1404,\"-\",Targets!$C1404)","v":"10005790-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Proportion of the University's young, full-time first degree entrants who are from low-participation neighbourhoods","No",0.182,"2013-14",0.19,"2019-20",17.399999999999899,18.2,18.399999999999899,19.7,19.3,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10005790","7a",2,{"$f":"CONCATENATE(Targets!$A1405,\"-\",Targets!$B1405)","v":"10005790-7a"},{"$f":"CONCATENATE(Targets!$A1405,\"-\",Targets!$B1405,\"-\",Targets!$C1405)","v":"10005790-7a-2"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Proportion of the University's young, full-time first degree enrants who are no longer in HE after Year 1","No",4.5999999999999999E-2,"2013-14",0.04,"2019-20",5.6,4.5999999999999899,5.2,6.1,"2016/17 HESA PI data not available until 2018","e) Performance is below baseline","Student Success","Multiple"]
["10005790","7a",3,{"$f":"CONCATENATE(Targets!$A1406,\"-\",Targets!$B1406)","v":"10005790-7a"},{"$f":"CONCATENATE(Targets!$A1406,\"-\",Targets!$B1406,\"-\",Targets!$C1406)","v":"10005790-7a-3"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Proportion of the University's young, full-time first degree entrants from low-participation neighbourhood who are no longer in HE after Year 1","No",0.06,"2013-14",4.2999999999999997E-2,"2019-20",7.5,6,6.7,9.3000000000000007,"2016/17 HESA PI data not available until 2018","e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10005790","7a",4,{"$f":"CONCATENATE(Targets!$A1407,\"-\",Targets!$B1407)","v":"10005790-7a"},{"$f":"CONCATENATE(Targets!$A1407,\"-\",Targets!$B1407,\"-\",Targets!$C1407)","v":"10005790-7a-4"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","Propotion of the University's mature, full-time first degree entrants who are no longer in HE after Year 1","No",9.0999999999999998E-2,"2013-14",6.5000000000000002E-2,"2019-20",9,9.1,6.7,8.1,"2016/17 HESA PI data not available until 2018","b) Yearly milestone met","Student Success","Mature"]
["10005790","7a",5,{"$f":"CONCATENATE(Targets!$A1408,\"-\",Targets!$B1408)","v":"10005790-7a"},{"$f":"CONCATENATE(Targets!$A1408,\"-\",Targets!$B1408,\"-\",Targets!$C1408)","v":"10005790-7a-5"},"HESA T5 - Projected degree (full-time, first degree entrants)","Proportion of the University's full-time first degree entrants projected to achieve a degree, other award or transfer","No",0.91100000000000003,"2013-14",0.93899999999999995,"2019-20",90.5,91.1,90.9,91.2,"2016/17 HESA PI data not available until 2018","c) Progress made – but less than anticipated","Student Success","Multiple"]
["10005790","7b",1,{"$f":"CONCATENATE(Targets!$A1409,\"-\",Targets!$B1409)","v":"10005790-7b"},{"$f":"CONCATENATE(Targets!$A1409,\"-\",Targets!$B1409,\"-\",Targets!$C1409)","v":"10005790-7b-1"},"Management targets","Support Access to HE for mature learners in the Sheffield City Region","No",294,"2013-14","300 Access to HE entrants","2019-20",362,294,373,318,230,"e) Performance is below baseline","Access","Mature"]
["10005790","7b",2,{"$f":"CONCATENATE(Targets!$A1410,\"-\",Targets!$B1410)","v":"10005790-7b"},{"$f":"CONCATENATE(Targets!$A1410,\"-\",Targets!$B1410,\"-\",Targets!$C1410)","v":"10005790-7b-2"},"Management targets","Increase the proportion of the University's students who have declared that they have a disability with a Learning Contract","No",0.63,"2011-12",0.7,"2019-20",0.63,0.68,0.70599999999999996,0.69499999999999995,0.69899999999999896,"b) Yearly milestone met","Student Success","Disability"]
["10005790","7b",3,{"$f":"CONCATENATE(Targets!$A1411,\"-\",Targets!$B1411)","v":"10005790-7b"},{"$f":"CONCATENATE(Targets!$A1411,\"-\",Targets!$B1411,\"-\",Targets!$C1411)","v":"10005790-7b-3"},"Management targets","Reduce the attainment gap (proportion of students achieveing good honours) between BME and White students to at least the sector average by 2019/20","No",0.21,"2013-14",0.16,"2019-20",0.15,0.15,0.16,0.16,0.17,"b) Yearly milestone met","Student Success","Ethnicity"]
["10005790","7b",4,{"$f":"CONCATENATE(Targets!$A1412,\"-\",Targets!$B1412)","v":"10005790-7b"},{"$f":"CONCATENATE(Targets!$A1412,\"-\",Targets!$B1412,\"-\",Targets!$C1412)","v":"10005790-7b-4"},"Management targets","Achieve a sector upper quartile position for the proportion of the University's full-time first degree graduates progressing to highly skilled employment","No",0.67,"2013-14",0.75,"2019-20",0.57999999999999996,0.67,0.69,0.69,"Data for 2016/17 graduates not available until May 2018","b) Yearly milestone met","Progression","Multiple"]
["10005790","7b",5,{"$f":"CONCATENATE(Targets!$A1413,\"-\",Targets!$B1413)","v":"10005790-7b"},{"$f":"CONCATENATE(Targets!$A1413,\"-\",Targets!$B1413,\"-\",Targets!$C1413)","v":"10005790-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Develop HEPP activities for young people, adults, teachers and advisers which promote and support progression to higher education in the Sheffield City-Region.","Yes","Activity strands and resources developed for young people, adults, teachers and advisers.","2011-12","Develop and maintain activity levels","2019-20","Activity strands developed included: 120 activities and events; 4,462 learners and parents engaged; 1 introduction and 2 CPD seminars with 96 attendees overall.","All activity strands continued and were further developed,and volume of participants increased: 134 acrivities and events; 8136 learners engaged; 1385 parents engaged; 2 CPD seminar with 64 attendees; 3 external training events.","All activity strands continued and were further developed, and volume of participants increased: 161 activities and events; 8,206 learners engaged; 2,362 parents engaged; 2 CPD seminars with 104 attendees; 7 external training events.","All activity strands were continued and further developed, and volume of participants increased: 178 activities and events; 8,315 students engaged; 2,342 parents engaged; 2 CPD seminars with 145 attendees; 8 external training events. Through the National Network for Collaborative Outreach, additional tragets were achieved as follows: 5 collaborative events; 233 visits to schools and colleges; 2,837 learners engaged; 1254 community members engaged; new web resource attracted 3,720 visitors.","HEPP delivered 214 engagements to 89 schools within the Sheffield City Region, engaging with 10,353 learners and 2,050 parents as part of our generic school and college visit programme.\n\nIn addition:\n- 'Raising Aspirations' programme: 452 pupils and 140 parents engaged across 7 NE Derbyshire schools.\n- 'Project Intern': sustained programme engaging with 35 y9 pupil premium students from Forge Valley School over 8 engagements\n- Primary Outreach: 954 y5/6 pupils from 10 primary schools engaged with over 32 sessions.\n- Staff CPD: 152 teachers and advisers attended HEPP’s 2 CPD Conferences.","b) Yearly milestone met","Access","Multiple"]
["10005790","7b",6,{"$f":"CONCATENATE(Targets!$A1414,\"-\",Targets!$B1414)","v":"10005790-7b"},{"$f":"CONCATENATE(Targets!$A1414,\"-\",Targets!$B1414,\"-\",Targets!$C1414)","v":"10005790-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Identify and develop an appropriate strategy for targeting young people in the Sheffield City Region, monitoring and tracking their progression.","Yes","Preliminary discussions with local authorities to determine the type of information and data that might be shared in order to monitor the participation of target groups in WP activity.","2012-13","Develop and maintain tracking and monitoring systems","2019-20","N/A","The data capture process is operational with all local authorities in the partnership in order to monitor the participation of target groups in WP activity.","Data capture process reviewed and refined so all local authorities in the SCR are providing similar data. Targeted 11-16 learners tracked into post-16 educational institutions.","Local authority data managers from the SCR have agreed a common format for schools data to be provided to HEPP, as the National Collaborative Outreach Programme will require a change in the information receivied from local authorities. This will be implemented from 2016/17.","A service review of the HEPP partnership was undertaken in summer 2016. Recommendations were made in relation to tighter targeting of WP / underrepresented learners and evidencing impact. A series of pilot projects were initiated in 2017 focussing on targeting participants including pupil premium and Polar 3 criteria. Participant tracking via HEAT is also taking place to demonstrate longer term impact.","b) Yearly milestone met","Access","Multiple"]
["10007786","7a",1,{"$f":"CONCATENATE(Targets!$A1415,\"-\",Targets!$B1415)","v":"10007786-7a"},{"$f":"CONCATENATE(Targets!$A1415,\"-\",Targets!$B1415,\"-\",Targets!$C1415)","v":"10007786-7a-1"},"Other statistic - Other (please give details in the next column)","Applications from low performing schools and colleges","No",0.189,"2013-14",0.22,"2019-20",16.7,18.899999999999899,20.100000000000001,22.7,25.2,"a) Overall target met/exceeded","Access","Other"]
["10007786","7a",2,{"$f":"CONCATENATE(Targets!$A1416,\"-\",Targets!$B1416)","v":"10007786-7a"},{"$f":"CONCATENATE(Targets!$A1416,\"-\",Targets!$B1416,\"-\",Targets!$C1416)","v":"10007786-7a-2"},"Other statistic - Mature (please give details in the next column)","Applications from mature students","No",9.7000000000000003E-2,"2013-14",0.11,"2019-20",10,9.6999999999999904,8.6,7.6,7.1,"e) Performance is below baseline","Access","Mature"]
["10007786","7a",3,{"$f":"CONCATENATE(Targets!$A1417,\"-\",Targets!$B1417)","v":"10007786-7a"},{"$f":"CONCATENATE(Targets!$A1417,\"-\",Targets!$B1417,\"-\",Targets!$C1417)","v":"10007786-7a-3"},"Other statistic - Socio-economic (please give details in the next column)","Applications from N-SEC groups 4-7","No",0.19600000000000001,"2013-14",0.21099999999999999,"2019-20",14.2,19.600000000000001,19.899999999999899,19.8,17.899999999999899,"e) Performance is below baseline","Access","Socio-economic"]
["10005790","7b",11,{"$f":"CONCATENATE(Targets!$A1418,\"-\",Targets!$B1418)","v":"10005790-7b"},{"$f":"CONCATENATE(Targets!$A1418,\"-\",Targets!$B1418,\"-\",Targets!$C1418)","v":"10005790-7b-11"},"Outreach / WP activity (other - please give details in the next column)","Maintain the schools and college partnership as a means of delivering effective outreach","No","63% of partner schools and colleges located in POLAR 3 quintile 1 and 2 neighbourhoods","2015-16","At least 50% of partner schools / colleges to be located in POLAR 3 quintile 1 or 2 neighbourhoods; and a minimum of 60% of Sheffield Hallam-led outreach activity to take place with schools and colleges within the partnership.","2020/21","N/A","N/A","N/A","63% of school and college engagements  in insitutions located in POLAR quintile 1 and 2 neighbourhoods. 64% of school and college engagement activity with schools and colleges within the partnership.","63% of school and college engagements  in insitutions located in POLAR quintile 1 and 2 neighbourhoods. 64% of school and college engagement activity with schools and colleges within the partnership.","b) Yearly milestone met","Access","Low participation neighbourhoods (LPN)"]
["10005790","7b",12,{"$f":"CONCATENATE(Targets!$A1419,\"-\",Targets!$B1419)","v":"10005790-7b"},{"$f":"CONCATENATE(Targets!$A1419,\"-\",Targets!$B1419,\"-\",Targets!$C1419)","v":"10005790-7b-12"},"Outreach / WP activity (other - please give details in the next column)","Deliver a progressive scheme of outreach for looked after chldren and care leavers","No","N/A","N/A","A minimum of 10 looked after children and care leavers supported into HE at Sheffield Hallam University.","2020/21","N/A","N/A","N/A","N/A","15 looked after children and care leavers enrolled at Sheffield Hallam in 2016/17","a) Overall target met/exceeded","Access","Care-leavers"]
["10007791","7a",10,{"$f":"CONCATENATE(Targets!$A1420,\"-\",Targets!$B1420)","v":"10007791-7a"},{"$f":"CONCATENATE(Targets!$A1420,\"-\",Targets!$B1420,\"-\",Targets!$C1420)","v":"10007791-7a-10"},"Other statistic - Completion/Non continuation (please give details in the next column)","University of Essex (excluding partners) mature full time first degree students continuation/ completion rate calculated from HESA return data","No",0.82699999999999996,"2009-10","Increase of 2 to 4 percentage points","2016-17",83.9,85,84.6,88.53,"-","b) Yearly milestone met","Student Success","Mature"]
["10007791","7a",11,{"$f":"CONCATENATE(Targets!$A1421,\"-\",Targets!$B1421)","v":"10007791-7a"},{"$f":"CONCATENATE(Targets!$A1421,\"-\",Targets!$B1421,\"-\",Targets!$C1421)","v":"10007791-7a-11"},"Other statistic - Applications (please give details in the next column)","Applications from students from low participation neighbourhoods (quintile 1 Polar 2 postcode data) (internally constructed)","No",0.13400000000000001,"2010-11",0.13400000000000001,"2016-17",14,13.7,15.6,15.3,14.8,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007791","7a",12,{"$f":"CONCATENATE(Targets!$A1422,\"-\",Targets!$B1422)","v":"10007791-7a"},{"$f":"CONCATENATE(Targets!$A1422,\"-\",Targets!$B1422,\"-\",Targets!$C1422)","v":"10007791-7a-12"},"Other statistic - Completion/Non continuation (please give details in the next column)","University of Essex (excluding partner institutions) calculated from HESA PI data - continuation in HE after 1 year quintile 1 and 2 neighbourhoods  compared to quintiles 4 and 5 (POLAR 3)","No","Gap of 3.13%","2011-12","Gap of 1.6%","2019-20",2.5899999999999899E-2,3.0200000000000001E-2,3.15E-2,-1.09E-2,"-","b) Yearly milestone met","Student Success","Low participation neighbourhood (LPN)"]
["10007791","7a",13,{"$f":"CONCATENATE(Targets!$A1423,\"-\",Targets!$B1423)","v":"10007791-7a"},{"$f":"CONCATENATE(Targets!$A1423,\"-\",Targets!$B1423,\"-\",Targets!$C1423)","v":"10007791-7a-13"},"Other statistic - Ethnicity (please give details in the next column)","University of Essex (excluding partner institutions)  - degree outcomes (Ethnicity)","No","Gap of 19.6% (five year average from 2009-10 to 2013-14)","Other (please give details in Description column)","Gap of  10% (five year average from 2013-14 to 2017-18)","2019-20","-",0.1996,0.15659999999999999,0.12659999999999999,11.15,"b) Yearly milestone met","Student Success","Ethnicity"]
["10007791","7a",14,{"$f":"CONCATENATE(Targets!$A1424,\"-\",Targets!$B1424)","v":"10007791-7a"},{"$f":"CONCATENATE(Targets!$A1424,\"-\",Targets!$B1424,\"-\",Targets!$C1424)","v":"10007791-7a-14"},"Other statistic - Progression to employment or further study (please give details in the next column)","University of Essex (excluding partner institutions) – positive graduate destination of students from low participation neighbourhoods (quintile 1 POLAR 3 data, internally constructed). Calculated using DLHE survey responses and Times Good University Guide graduate destination definition.","No","2011-12: 50% 2012-13: 68.7%","2011-12",0.72,"2019-20","-",0.64500000000000002,0.77900000000000003,77.5,"-","a) Overall target met/exceeded","Progression","Low participation neighbourhood (LPN)"]
["10007791","7a",15,{"$f":"CONCATENATE(Targets!$A1425,\"-\",Targets!$B1425)","v":"10007791-7a"},{"$f":"CONCATENATE(Targets!$A1425,\"-\",Targets!$B1425,\"-\",Targets!$C1425)","v":"10007791-7a-15"},"Other statistic - Disabled (please give details in the next column)","South Essex College - Maintain the proportion of HE students who are disabled at 10% or more","No",0.1,"2010-11",0.16,"2017-18",12.3,21,16.899999999999899,18,20,"a) Overall target met/exceeded","Access","Disability"]
["10007791","7b",1,{"$f":"CONCATENATE(Targets!$A1426,\"-\",Targets!$B1426)","v":"10007791-7b"},{"$f":"CONCATENATE(Targets!$A1426,\"-\",Targets!$B1426,\"-\",Targets!$C1426)","v":"10007791-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Annual target for outreach activity to work with: 10,000 beneficiaries, 1000 students and parents from younger age groups and 120 schools/ colleges/ organisations.","No","10,000 beneficiaries, 1000 students and parents from younger age groups and 120 schools/ colleges/ organisations.","2011-12","10,000 beneficiaries, 1000 students and parents from younger age groups and 120 schools/ colleges/ organisations.","2019-20","16,976 beneficiaries; 1,831 students and parents from younger age groups; 169 schools/ colleges/ organisations","11,166 beneficiaries; 1,353 younger age students; 125 schools/colleges/organisations","16,377 beneficiaries; 1,578 younger age students; 118 schools/colleges/organisations","11,694 beneficiaries, 1,100 younger age students,  130 schools/ colleges/ organisations","10,058 beneficiaries, 1,040 younger age students, 125 schools/colleges/organisations","a) Overall target met/exceeded","Access","Multiple"]
["10005404","7a",1,{"$f":"CONCATENATE(Targets!$A1427,\"-\",Targets!$B1427)","v":"10005404-7a"},{"$f":"CONCATENATE(Targets!$A1427,\"-\",Targets!$B1427,\"-\",Targets!$C1427)","v":"10005404-7a-1"},"Other statistic - Mature (please give details in the next column)","To increase the percentage of all mature\nundergraduate entrants with no prior HE experience","No",242,"2013-14",265,"2019-20",72,60,57,73,60,"e) Performance is below baseline","Access","Mature"]
["10005790","7b",13,{"$f":"CONCATENATE(Targets!$A1428,\"-\",Targets!$B1428)","v":"10005790-7b"},{"$f":"CONCATENATE(Targets!$A1428,\"-\",Targets!$B1428,\"-\",Targets!$C1428)","v":"10005790-7b-13"},"Outreach / WP activity (other - please give details in the next column)","Support applications to Sheffield Hallam for mature learners via our Compact Scheme (now SHU Progress Scheme)","No","N/A","N/A","A minimum of 20 mature learners supported into HE at Sheffield Hallam University","2020/21","N/A","N/A","N/A","N/A","31 mature students nominated for the Compact Scheme (now SHU Progress Scheme), 18 of which enrolled at Sheffield Hallam in 2016/17. Our Mature Students Welcome Programme supported 73 mature students in their transition to the University.","a) Overall target met/exceeded","Access","Mature"]
["10005404","7a",2,{"$f":"CONCATENATE(Targets!$A1429,\"-\",Targets!$B1429)","v":"10005404-7a"},{"$f":"CONCATENATE(Targets!$A1429,\"-\",Targets!$B1429,\"-\",Targets!$C1429)","v":"10005404-7a-2"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","Increase the percentage of older students enrolling onto full-time undergraduate programmes","No",53,"2014-15",73,"2019-20",100,101,53,73,63,"b) Yearly milestone met","Access","Mature"]
["10004478","7a",1,{"$f":"CONCATENATE(Targets!$A1430,\"-\",Targets!$B1430)","v":"10004478-7a"},{"$f":"CONCATENATE(Targets!$A1430,\"-\",Targets!$B1430,\"-\",Targets!$C1430)","v":"10004478-7a-1"},"Other statistic - Socio-economic (please give details in the next column)","This target is for widening participation. We will continue to improve and expand our outreach activities as outlined in our Access Agreement to remain above the HESA widening participation Polar 3 group 1 benchmark for students from low participation neighbourhoods.","Yes",0.16,"2013-14",0.19,"2019-20",0.14000000000000001,0.16,0.16,0.16,0.13,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10004478","7a",2,{"$f":"CONCATENATE(Targets!$A1431,\"-\",Targets!$B1431)","v":"10004478-7a"},{"$f":"CONCATENATE(Targets!$A1431,\"-\",Targets!$B1431,\"-\",Targets!$C1431)","v":"10004478-7a-2"},"Other statistic - Completion/Non continuation (please give details in the next column)","This target is for in-year student retention and completion. We will continue to improve and expand our retention and success activities as outlined in our Access Agreement to remain above the HESA non-completion benchmark.","No",0.9,"2013-14",0.93,"2019-20",0.91,0.9,0.94,0.96,0.96,"a) Overall target met/exceeded","Student Success","Multiple"]
["10004478","7a",3,{"$f":"CONCATENATE(Targets!$A1432,\"-\",Targets!$B1432)","v":"10004478-7a"},{"$f":"CONCATENATE(Targets!$A1432,\"-\",Targets!$B1432,\"-\",Targets!$C1432)","v":"10004478-7a-3"},"Other statistic - Progression to employment or further study (please give details in the next column)","This target is for DLHE Graduate Prospects. We will continue to enhance student employability and progression through the retention and success activities as outlined in our Access Agreement to improve graduate level prospects for our students.","Yes",0.59,"2012-13",0.7,"2019-20",0.59,0.63,0.56000000000000005,0.62,"-","b) Yearly milestone met","Progression","Multiple"]
["10004478","7b",1,{"$f":"CONCATENATE(Targets!$A1433,\"-\",Targets!$B1433)","v":"10004478-7b"},{"$f":"CONCATENATE(Targets!$A1433,\"-\",Targets!$B1433,\"-\",Targets!$C1433)","v":"10004478-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","This target is for the number of schools outreach activities. We will continue to develop outreach activities with schools in the North West of England including schools with a high proportion of students from under-represented socio-economic groups.","Yes",369,"2013-14",395,"2019-20",335,369,408,441,405,"a) Overall target met/exceeded","Access","Multiple"]
["10004478","7b",2,{"$f":"CONCATENATE(Targets!$A1434,\"-\",Targets!$B1434)","v":"10004478-7b"},{"$f":"CONCATENATE(Targets!$A1434,\"-\",Targets!$B1434,\"-\",Targets!$C1434)","v":"10004478-7b-2"},"Student support services","This target is for the percentage of students who are on the Student support Register and are retained through successful monitoring and support. The College will continue to implement and enhance the Student Support Register to provide academic and pastoral support for students.","No",0.79,"2013-14",0.84,"2019-20",0.72,0.79,0.84,0.88,0.88,"a) Overall target met/exceeded","Student Success","Multiple"]
["10004478","7b",3,{"$f":"CONCATENATE(Targets!$A1435,\"-\",Targets!$B1435)","v":"10004478-7b"},{"$f":"CONCATENATE(Targets!$A1435,\"-\",Targets!$B1435,\"-\",Targets!$C1435)","v":"10004478-7b-3"},"Contextual data","This target is for the percentage of High Grades (2.1 and Firsts for honours degrees or Merit/Distinction for other awards). We will continue to promote high levels of student achievement through the retention and success activities as outlined in our Access Agreement.","No",0.43,"2013-14",0.48,"2019-20",0.47,0.43,0.56000000000000005,0.56999999999999995,0.54,"a) Overall target met/exceeded","Student Success","Multiple"]
["10004736","7a",1,{"$f":"CONCATENATE(Targets!$A1436,\"-\",Targets!$B1436)","v":"10004736-7a"},{"$f":"CONCATENATE(Targets!$A1436,\"-\",Targets!$B1436,\"-\",Targets!$C1436)","v":"10004736-7a-1"},"Other statistic - Other (please give details in the next column)","To support applications from WP categories to create a more diverse HE student population. To encourage a more balanced representation across curriculum areas","Yes",0.41,"2011-12",0.5,"2019-20",0.39,0.48,0.52,0.56000000000000005,0.6,"a) Overall target met/exceeded","Access","Other (please give details in Description column)"]
["10004736","7a",2,{"$f":"CONCATENATE(Targets!$A1437,\"-\",Targets!$B1437)","v":"10004736-7a"},{"$f":"CONCATENATE(Targets!$A1437,\"-\",Targets!$B1437,\"-\",Targets!$C1437)","v":"10004736-7a-2"},"Other statistic - Socio-economic (please give details in the next column)","Increase the percentage of Foundation Degree students progressing onto degree top-ups to 78%.","No",0.47,"2011-12",0.78,"2019-20",0.66,0.66,0.65,0.6,0.59,"c) Progress made – but less than anticipated","Access","Other (please give details in Description column)"]
["10004736","7a",3,{"$f":"CONCATENATE(Targets!$A1438,\"-\",Targets!$B1438)","v":"10004736-7a"},{"$f":"CONCATENATE(Targets!$A1438,\"-\",Targets!$B1438,\"-\",Targets!$C1438)","v":"10004736-7a-3"},"Other statistic - Applications (please give details in the next column)","To increase cohort retention rates to 90% across all HE programmes","No",0.74,"2010-11",0.9,"2019-20",0.84,0.87,0.88,0.85,0.86,"b) Yearly milestone met","Student Success","Other (please give details in Description column)"]
["10004736","7a",4,{"$f":"CONCATENATE(Targets!$A1439,\"-\",Targets!$B1439)","v":"10004736-7a"},{"$f":"CONCATENATE(Targets!$A1439,\"-\",Targets!$B1439,\"-\",Targets!$C1439)","v":"10004736-7a-4"},"Other statistic - Applications (please give details in the next column)","To increase internal progression [FE to HE] for students who are under-representated in HE, from 19% in 2010-11 to 40% in 2019-20.","No",0.19,"2010-11",0.4,"2019-20",0.24,0.23,0.21,0.23,0.24,"c) Progress made – but less than anticipated","Access","Other (please give details in Description column)"]
["10004736","7a",5,{"$f":"CONCATENATE(Targets!$A1440,\"-\",Targets!$B1440)","v":"10004736-7a"},{"$f":"CONCATENATE(Targets!$A1440,\"-\",Targets!$B1440,\"-\",Targets!$C1440)","v":"10004736-7a-5"},"Other statistic - Completion/Non continuation (please give details in the next column)","To increase the percentage of HE students in WP categories from 41% in 2011-12 to at least 50% by 2016-17 and maintain thereafter","Yes",0.41,"2011-12",0.5,"2019-20",0.39,0.48,0.52,0.56000000000000005,0.6,"a) Overall target met/exceeded","Student Success","Other"]
["10004736","7a",6,{"$f":"CONCATENATE(Targets!$A1441,\"-\",Targets!$B1441)","v":"10004736-7a"},{"$f":"CONCATENATE(Targets!$A1441,\"-\",Targets!$B1441,\"-\",Targets!$C1441)","v":"10004736-7a-6"},"Other statistic - Completion/Non continuation (please give details in the next column)","To maintain high in-year progression","No",0.9,"2011-12",0.95,"2019-20",0.83,0.94,0.91,0.86,0.77,"e) Performance is below baseline","Student Success","Other (please give details in Description column)"]
["10004736","7b",1,{"$f":"CONCATENATE(Targets!$A1442,\"-\",Targets!$B1442)","v":"10004736-7b"},{"$f":"CONCATENATE(Targets!$A1442,\"-\",Targets!$B1442,\"-\",Targets!$C1442)","v":"10004736-7b-1"},"Operational targets","Develop subject/curriculum area specific WP targets and innovation fund to support retention activities","No","N/A","2010-11","Fund in place","N/A","Fund in place","Fund in place","Fund in place to support local retention initiatives","Fund in place to support local retention initiatives","Fund in place to support local retention initiatives","a) Overall target met/exceeded","Student Success","Multiple"]
["10004736","7b",2,{"$f":"CONCATENATE(Targets!$A1443,\"-\",Targets!$B1443)","v":"10004736-7b"},{"$f":"CONCATENATE(Targets!$A1443,\"-\",Targets!$B1443,\"-\",Targets!$C1443)","v":"10004736-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Develop programme to raise aspirations, to include eGuide for progression to HE","No",0,"2010-11","In place","N/A","In place","In place","In place","In place","In place","a) Overall target met/exceeded","Access","Multiple"]
["10004736","7b",3,{"$f":"CONCATENATE(Targets!$A1444,\"-\",Targets!$B1444)","v":"10004736-7b"},{"$f":"CONCATENATE(Targets!$A1444,\"-\",Targets!$B1444,\"-\",Targets!$C1444)","v":"10004736-7b-3"},"Other (please give details in the next column)","Events and promotional materials targeting non-traditional HE learners [including those progressing from apprenticeships]","Yes",0,"2010-11",25,"2019-20",19,20,20,20,22,"b) Yearly milestone met","Access and Progression","Multiple"]
["10004736","7b",4,{"$f":"CONCATENATE(Targets!$A1445,\"-\",Targets!$B1445)","v":"10004736-7b"},{"$f":"CONCATENATE(Targets!$A1445,\"-\",Targets!$B1445,\"-\",Targets!$C1445)","v":"10004736-7b-4"},"Contextual data","Introduce effective mechanisms for collecting WP information and monitoring WP student progression, retention and achievement","Yes",0,"2012-13","In place","N/A","Mechanisms implemented","Mechanisms implemented and under devlopment to better highlight WP groups of students","Regular monitoring by SLT and E and D Ctte to meet annual internal taregts agreed by CGB","Regular monitoring by SLT and E and D Ctte to meet annual internal taregts agreed by CGB","Regular monitoring by SLT and E&D Ctte to meet annual internal targets","a) Overall target met/exceeded","Other","Other"]
["10002412","7a",1,{"$f":"CONCATENATE(Targets!$A1446,\"-\",Targets!$B1446)","v":"10002412-7a"},{"$f":"CONCATENATE(Targets!$A1446,\"-\",Targets!$B1446,\"-\",Targets!$C1446)","v":"10002412-7a-1"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Improve the non-continuation rates following the year of entry for full time HE students studying at the College.","No",0.12,"2012-13",0.08,"2019-20",0.12,0.17,0.12,0.14000000000000001,0.16,"e) Performance is below baseline","Student Success","Socio-economic"]
["10002412","7a",2,{"$f":"CONCATENATE(Targets!$A1447,\"-\",Targets!$B1447)","v":"10002412-7a"},{"$f":"CONCATENATE(Targets!$A1447,\"-\",Targets!$B1447,\"-\",Targets!$C1447)","v":"10002412-7a-2"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Increase the proportion of full time HE students enrolled from the neighbourhood with the two lowest categories of participation (Polar 1&2).","No",0.28000000000000003,"2013-14",0.32,"2019-20",0.11,0.28000000000000003,0.21,0.23,0.3,"b) Yearly milestone met","Access","Socio-economic"]
["10002412","7a",3,{"$f":"CONCATENATE(Targets!$A1448,\"-\",Targets!$B1448)","v":"10002412-7a"},{"$f":"CONCATENATE(Targets!$A1448,\"-\",Targets!$B1448,\"-\",Targets!$C1448)","v":"10002412-7a-3"},"Other statistic - Ethnicity (please give details in the next column)","Increase the proportion of full time HE “other Asian” students from a Nepali background studying at the College.","No",0.02,"2013-14",3.2000000000000001E-2,"2019-20","-",0.03,0.03,0.05,0.03,"b) Yearly milestone met","Access","Ethnicity"]
["10002412","7a",4,{"$f":"CONCATENATE(Targets!$A1449,\"-\",Targets!$B1449)","v":"10002412-7a"},{"$f":"CONCATENATE(Targets!$A1449,\"-\",Targets!$B1449,\"-\",Targets!$C1449)","v":"10002412-7a-4"},"Other statistic - Disabled (please give details in the next column)","Increase the proportion of full time HE students enrolled having a declared disability.","No",0.16,"2013-14",0.19500000000000001,"2019-20",0.17,0.2,0.27,0.14000000000000001,0.12,"e) Performance is below baseline","Access","Disability"]
["10002412","7a",5,{"$f":"CONCATENATE(Targets!$A1450,\"-\",Targets!$B1450)","v":"10002412-7a"},{"$f":"CONCATENATE(Targets!$A1450,\"-\",Targets!$B1450,\"-\",Targets!$C1450)","v":"10002412-7a-5"},"Other statistic - State School (please give details in the next column)","Increase the number  of full-time Level 3 students studying at the College progressing into full-time HE.","No",61,"2013-14",85,"2019-20","-","48 (23%)","57 (28%)","24 (24%)","41 (27%)","e) Performance is below baseline","Access","State school"]
["10006432","7a",2,{"$f":"CONCATENATE(Targets!$A1451,\"-\",Targets!$B1451)","v":"10006432-7a"},{"$f":"CONCATENATE(Targets!$A1451,\"-\",Targets!$B1451,\"-\",Targets!$C1451)","v":"10006432-7a-2"},"HESA T1c - Low participation neighbourhoods (POLAR3) (Young, full-time, other undergraduate entrants)","Increase the number of HE programmes that meet the needs of WP students e.g. flexible part time modes of study, distance learning and/or modular components","No",0.22,"2011-12",0.45,"2019-20","-","-","-",30,0.35,"b) Yearly milestone met","Access","Low participation neighbourhoods (LPN)"]
["10000571","7b",8,{"$f":"CONCATENATE(Targets!$A1452,\"-\",Targets!$B1452)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A1452,\"-\",Targets!$B1452,\"-\",Targets!$C1452)","v":"10000571-7b-8"},"Outreach / WP activity (other - please give details in the next column)","Outreach work with Access to Higher Education Diploma and mature students.  Target expressed as number of events.","No",10,"2015-16",15,"2019-20","-","-","-",11,11,"c) Progress made – but less than anticipated","Access","Mature"]
["10000571","7b",9,{"$f":"CONCATENATE(Targets!$A1453,\"-\",Targets!$B1453)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A1453,\"-\",Targets!$B1453,\"-\",Targets!$C1453)","v":"10000571-7b-9"},"Outreach / WP activity (other - please give details in the next column)","Parent evening events based around HE and finance IAG.  Target expressed as number of events.","No",18,"2015-16",20,"2019-20","-","-","-",18,10,"e) Performance is below baseline","Access","Multiple"]
["10000571","7b",10,{"$f":"CONCATENATE(Targets!$A1454,\"-\",Targets!$B1454)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A1454,\"-\",Targets!$B1454,\"-\",Targets!$C1454)","v":"10000571-7b-10"},"Student support services","Proactive targeting of support services for students with behaviours and characteristics associated with greater risk of withdrawal.","No","Set up Retention Working group","2011/12","Evaluate and Review annually","2019-20","Retention Working Group in place","Retention Working Group in place","Retention Working Group in place","Retention Working Group ion place","Retention Working Group in place","a) Overall target met/exceeded","Student Success and Progression","Multiple"]
["10000571","7b",11,{"$f":"CONCATENATE(Targets!$A1455,\"-\",Targets!$B1455)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A1455,\"-\",Targets!$B1455,\"-\",Targets!$C1455)","v":"10000571-7b-11"},"Student support services","Student engagement with careers and employability services.  Target expressed as proportion of total student population.","No",0.5,"2015-16",0.6,"2019-20","-","-","-",0.54,0.66800000000000004,"a) Overall target met/exceeded","Student Success and Progression","Multiple"]
["10000571","7b",12,{"$f":"CONCATENATE(Targets!$A1456,\"-\",Targets!$B1456)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A1456,\"-\",Targets!$B1456,\"-\",Targets!$C1456)","v":"10000571-7b-12"},"Student support services","Work placements and work-related learning.  Target expressed as number of placements.","No",450,"2015-16",600,"2019-20",351,354,538,550,770,"a) Overall target met/exceeded","Student Success and Progression","Multiple"]
["10000571","7b",13,{"$f":"CONCATENATE(Targets!$A1457,\"-\",Targets!$B1457)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A1457,\"-\",Targets!$B1457,\"-\",Targets!$C1457)","v":"10000571-7b-13"},"Student support services","Uptake of University-sponsored paid internships.  Target expressed as number of internships.","No",50,"2015-16",50,"2019-20","-","-","-",51,71,"a) Overall target met/exceeded","Student Success and Progression","Multiple"]
["10000571","7b",14,{"$f":"CONCATENATE(Targets!$A1458,\"-\",Targets!$B1458)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A1458,\"-\",Targets!$B1458,\"-\",Targets!$C1458)","v":"10000571-7b-14"},"Management targets","University-wide strategic steering group monitors and evaluates progress towards the delivery of the measures, targets and milestones set out in this and future Access Agreements.","No","3 Meetings","2015-16","3 meetings or more if required","2019-20","1 meeting","2 meetings","2 meetings","3 meetings","3 meetings","a) Overall target met/exceeded","Other","Other"]
["10000571","7b",15,{"$f":"CONCATENATE(Targets!$A1459,\"-\",Targets!$B1459)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A1459,\"-\",Targets!$B1459,\"-\",Targets!$C1459)","v":"10000571-7b-15"},"Management targets","University Student Experience Advisory Group.","No","3 Meetings","2015-16","3 meetings or more if required","2019-20","1 meeting","2 meetings","2 meetings","3 meetings","3 meetings","a) Overall target met/exceeded","Other","Other"]
["10000571","7b",16,{"$f":"CONCATENATE(Targets!$A1460,\"-\",Targets!$B1460)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A1460,\"-\",Targets!$B1460,\"-\",Targets!$C1460)","v":"10000571-7b-16"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Working with partner school or college coordinators to establish a framework, ideally based on a Learner Progression Framework model and HEFCE targeting guidelines, in which to deliver sustained, progressive, targeted and evaluated programme of outreach activity.  Target expressed as number of institutions.","Yes",10,"2013-14",12,"2019-20","-","-","-",11,13,"a) Overall target met/exceeded","Access","Multiple"]
["10000571","7b",17,{"$f":"CONCATENATE(Targets!$A1461,\"-\",Targets!$B1461)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A1461,\"-\",Targets!$B1461,\"-\",Targets!$C1461)","v":"10000571-7b-17"},"Outreach / WP activity (collaborative - please give details in the next column)","Deliver GCSE tutoring in target schools in collaboration with the University of Bath.  Target expressed as number of tutors.","Yes",60,"2015-16",60,"2019-20","-","-","-",53,55,"d) No progress made against baseline","Access","Multiple"]
["10000571","7b",18,{"$f":"CONCATENATE(Targets!$A1462,\"-\",Targets!$B1462)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A1462,\"-\",Targets!$B1462,\"-\",Targets!$C1462)","v":"10000571-7b-18"},"Outreach / WP activity (collaborative - please give details in the next column)","Provide a programme of activities to support children in care and care-leavers working with local and regional HEIs and colleges to support young people and local authority care teams in the region.  Target expressed as number of meetings.","Yes",8,"2013-14",10,"2019-20","-","-","-",8,9,"c) Progress made – but less than anticipated","Access and Student Success","Care leavers"]
["10000571","7b",19,{"$f":"CONCATENATE(Targets!$A1463,\"-\",Targets!$B1463)","v":"10000571-7b"},{"$f":"CONCATENATE(Targets!$A1463,\"-\",Targets!$B1463,\"-\",Targets!$C1463)","v":"10000571-7b-19"},"Outreach / WP activity (collaborative - please give details in the next column)","Primary programme.  Consists of three sessions, two school-based and one on campus, although we offer schools flexibility.  We collaborative programme with the University of Bath.   Target expressed as number of programmes.","Yes",9,"2014-15",10,"2019-20","-","-",9,10,12,"a) Overall target met/exceeded","Access","Multiple"]
["10006432","7a",3,{"$f":"CONCATENATE(Targets!$A1464,\"-\",Targets!$B1464)","v":"10006432-7a"},{"$f":"CONCATENATE(Targets!$A1464,\"-\",Targets!$B1464,\"-\",Targets!$C1464)","v":"10006432-7a-3"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","To increase the number of students completing two-year programmess. ","No",0.8,"2011-12",0.94,"2019-20","-","-","-",86,0.79,"c) Progress made – but less than anticipated","Student Success","Low participation neighbourhoods (LPN)"]
["10006432","7a",4,{"$f":"CONCATENATE(Targets!$A1465,\"-\",Targets!$B1465)","v":"10006432-7a"},{"$f":"CONCATENATE(Targets!$A1465,\"-\",Targets!$B1465,\"-\",Targets!$C1465)","v":"10006432-7a-4"},"HESA T1c - Low participation neighbourhoods (POLAR3) (Young, full-time, other undergraduate entrants)","Increase % of Foundation Degree students that progress onto Degree Top-ups to 45%.","Yes",0.31,"2011-12",0.45,"2019-20","-","-","-",35,0.61,"a) Overall target met/exceeded","Progression","Low participation neighbourhoods (LPN)"]
["10006432","7a",5,{"$f":"CONCATENATE(Targets!$A1466,\"-\",Targets!$B1466)","v":"10006432-7a"},{"$f":"CONCATENATE(Targets!$A1466,\"-\",Targets!$B1466,\"-\",Targets!$C1466)","v":"10006432-7a-5"},"HESA T2c - Low participation neighbourhoods (POLAR3) (Mature, full-time, other undergraduate entrants)","To increase internal progression (FE to HE) for students that are under-represented in the College and nationally at HE, form 11% to 25%.","No",0.11,"2011-12",0.25,"2017-18","-","-","-",20,0.24,"b) Yearly milestone met","Progression","Low participation neighbourhoods (LPN)"]
["10006432","7a",6,{"$f":"CONCATENATE(Targets!$A1467,\"-\",Targets!$B1467)","v":"10006432-7a"},{"$f":"CONCATENATE(Targets!$A1467,\"-\",Targets!$B1467,\"-\",Targets!$C1467)","v":"10006432-7a-6"},"HESA T2b - Low participation neighbourhoods (POLAR3) (Young, part-time entrants)","To develop L4 Higher Apprenticeship student numbers.","No",0,"2013-14",0.1,"2019-20 ","-","-","-",22,19,"c) Progress made – but less than anticipated","Multiple","Low participation neighbourhoods (LPN)"]
["10024962","7a",5,{"$f":"CONCATENATE(Targets!$A1468,\"-\",Targets!$B1468)","v":"10024962-7a"},{"$f":"CONCATENATE(Targets!$A1468,\"-\",Targets!$B1468,\"-\",Targets!$C1468)","v":"10024962-7a-5"},"Other statistic - Low-income backgrounds (please give details in the next column)","LCoM only - increase % of Saturday Music School students from low-income backgrounds","No",0.2,"2014-15",0.25,"2019-20","-","-",0.2,0.23,0.27,"a) Overall target met/exceeded","Access","Socio-economic"]
["10001726","7b",5,{"$f":"CONCATENATE(Targets!$A1469,\"-\",Targets!$B1469)","v":"10001726-7b"},{"$f":"CONCATENATE(Targets!$A1469,\"-\",Targets!$B1469,\"-\",Targets!$C1469)","v":"10001726-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Bespoke School and College Events","No","na","Other (please give details in Description column)",20,"2019-20",26,31,23,21,27,"a) Overall target met/exceeded","Access","Other (please give details in Description column)"]
["10001726","7b",6,{"$f":"CONCATENATE(Targets!$A1470,\"-\",Targets!$B1470)","v":"10001726-7b"},{"$f":"CONCATENATE(Targets!$A1470,\"-\",Targets!$B1470,\"-\",Targets!$C1470)","v":"10001726-7b-6"},"Outreach / WP activity (summer schools)","Attendees at disCUss (pre-entry summer school for disabled students)","No","na","Other (please give details in Description column)",40,"2019-20",13,17,23,21,21,"c) Progress made – but less than anticipated","Access","Disability"]
["10001726","7b",7,{"$f":"CONCATENATE(Targets!$A1471,\"-\",Targets!$B1471)","v":"10001726-7b"},{"$f":"CONCATENATE(Targets!$A1471,\"-\",Targets!$B1471,\"-\",Targets!$C1471)","v":"10001726-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Adult learners / applicants transition to HE","No","na","Other (please give details in Description column)",150,"2019-20","na","na","na",55,58,"c) Progress made – but less than anticipated","Access","Mature"]
["10007795","7a",1,{"$f":"CONCATENATE(Targets!$A1472,\"-\",Targets!$B1472)","v":"10007795-7a"},{"$f":"CONCATENATE(Targets!$A1472,\"-\",Targets!$B1472,\"-\",Targets!$C1472)","v":"10007795-7a-1"},"HESA T2a - (Mature, full-time, first degree entrants)","mature entrants with no previous HE experience and from low participation neighbourhoods","No",16.8,"2009/10",17.2,"2019-20",14.7,15.5,12.8,13.6,12.9,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007795","7a",2,{"$f":"CONCATENATE(Targets!$A1473,\"-\",Targets!$B1473)","v":"10007795-7a"},{"$f":"CONCATENATE(Targets!$A1473,\"-\",Targets!$B1473,\"-\",Targets!$C1473)","v":"10007795-7a-2"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","retention of all first degree full-time home/EU young and mature students","No",96.4,"2012-13",97,"2019-20",96.4,96.3,95.8,95.8,"-","e) Performance is below baseline","Student Success","Other"]
["10007795","7a",3,{"$f":"CONCATENATE(Targets!$A1474,\"-\",Targets!$B1474)","v":"10007795-7a"},{"$f":"CONCATENATE(Targets!$A1474,\"-\",Targets!$B1474,\"-\",Targets!$C1474)","v":"10007795-7a-3"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","participation of students who are in receipt of the Disabled Students Allowance","No",5.7,"2013-14","N/A","2019-20",5.2,5.7,5.8,"n/a","-","f) Target discontinued","Access","Disability"]
["10007795","7a",4,{"$f":"CONCATENATE(Targets!$A1475,\"-\",Targets!$B1475)","v":"10007795-7a"},{"$f":"CONCATENATE(Targets!$A1475,\"-\",Targets!$B1475,\"-\",Targets!$C1475)","v":"10007795-7a-4"},"Other statistic - Completion/Non continuation (please give details in the next column)","Internal (Univeristy of Leeds own measure) continuation rates for full-time home/EU undergraduate students from NS SEC 4-7","No",93.2,"2013-14",96,"2019-20",94,94.2,92.3,93.6,"-","c) Progress made – but less than anticipated","Student Success","Socio-economic"]
["10007795","7b",1,{"$f":"CONCATENATE(Targets!$A1476,\"-\",Targets!$B1476)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A1476,\"-\",Targets!$B1476,\"-\",Targets!$C1476)","v":"10007795-7b-1"},"Outreach / WP activity (other - please give details in the next column)","working with young people and their influencers to raise aspirations and achievement towards higher education and the University of Leeds","No",74599,"2013-14",80000,"2019-20",54861,74599,88908,106883,129364,"a) Overall target met/exceeded","Access","Multiple"]
["10006174","7a",1,{"$f":"CONCATENATE(Targets!$A1477,\"-\",Targets!$B1477)","v":"10006174-7a"},{"$f":"CONCATENATE(Targets!$A1477,\"-\",Targets!$B1477,\"-\",Targets!$C1477)","v":"10006174-7a-1"},"Other statistic - Other (please give details in the next column)","Internal progression students","No",0.15,"2014-15",0.2,"2016-17","-","-","-",0.11,0.12,"e) Performance is below baseline","Access","Other (please give details in Description column)"]
["10006174","7a",2,{"$f":"CONCATENATE(Targets!$A1478,\"-\",Targets!$B1478)","v":"10006174-7a"},{"$f":"CONCATENATE(Targets!$A1478,\"-\",Targets!$B1478,\"-\",Targets!$C1478)","v":"10006174-7a-2"},"Other statistic - Other (please give details in the next column)","Achievement level of mature students","No",0.57999999999999996,"2013-14",0.6,"2016-17","-","-","-",0.65,0.82,"a) Overall target met/exceeded","Student Success","Mature"]
["10006174","7a",3,{"$f":"CONCATENATE(Targets!$A1479,\"-\",Targets!$B1479)","v":"10006174-7a"},{"$f":"CONCATENATE(Targets!$A1479,\"-\",Targets!$B1479,\"-\",Targets!$C1479)","v":"10006174-7a-3"},"Other statistic - Other (please give details in the next column)","Maintaining the number of students from WP areas","No",0.49,"2014-15",0.5,"2016-17","-","-","-",0.51,0.57999999999999896,"a) Overall target met/exceeded","Access","Low income background"]
["10006174","7a",4,{"$f":"CONCATENATE(Targets!$A1480,\"-\",Targets!$B1480)","v":"10006174-7a"},{"$f":"CONCATENATE(Targets!$A1480,\"-\",Targets!$B1480,\"-\",Targets!$C1480)","v":"10006174-7a-4"},"Other statistic - Applications (please give details in the next column)","Increase number of HE Open Days/ tasters/ events","No","70 attendees","2014-15",100,"2016-17","-","-","-",205,275,"a) Overall target met/exceeded","Access","Other (please give details in Description column)"]
["10006174","7b",1,{"$f":"CONCATENATE(Targets!$A1481,\"-\",Targets!$B1481)","v":"10006174-7b"},{"$f":"CONCATENATE(Targets!$A1481,\"-\",Targets!$B1481,\"-\",Targets!$C1481)","v":"10006174-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","The College's school liaison programme will be further developed through our involvement with the NNCO","Yes","63 schools","2014-15",65,"2016-17","-","-","-",76,81,"a) Overall target met/exceeded","Access","Low participation neighbourhoods (LPN)"]
["10006174","7b",2,{"$f":"CONCATENATE(Targets!$A1482,\"-\",Targets!$B1482)","v":"10006174-7b"},{"$f":"CONCATENATE(Targets!$A1482,\"-\",Targets!$B1482,\"-\",Targets!$C1482)","v":"10006174-7b-2"},"Management targets","The College will aim to improve the success rates of WP students by providing additional support with retention and achievement","No",0.63,"2013-14",0.65,"2016-17","-","-","-","NA","NA","f) Target discontinued","Student Success","Attainment raising"]
["10007779","7a",1,{"$f":"CONCATENATE(Targets!$A1483,\"-\",Targets!$B1483)","v":"10007779-7a"},{"$f":"CONCATENATE(Targets!$A1483,\"-\",Targets!$B1483,\"-\",Targets!$C1483)","v":"10007779-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","We are conscious of the need to improve our LPN statistics and we are consistently refining our activity to target young people from this category. We hope, for example, that improved summer school targeting in co-operation with the Sutton Trust and work with other partner schools will see improvement. We think that our current level is still robust. ","No",0.85,"Other (please give details in Description column)",88,"2019-20",81.7,82.7,78.7,82.7,"-","e) Performance is below baseline","Access and Student Success","State school"]
["10007779","7a",2,{"$f":"CONCATENATE(Targets!$A1484,\"-\",Targets!$B1484)","v":"10007779-7a"},{"$f":"CONCATENATE(Targets!$A1484,\"-\",Targets!$B1484,\"-\",Targets!$C1484)","v":"10007779-7a-2"},"Other statistic - Location (please give details in the next column)","We are conscious of the need to improve our LPN statistics and we are consistently refining our activity to target young people from this category. We hope, for example, that improved summer school targeting in co-operation with the Sutton Trust and other groups as above will bring improvement. ","No",0.09,"2014-15",12,"2019-20",8.1999999999999904,4.3,9.5,8.6999999999999904,"-","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007779","7b",1,{"$f":"CONCATENATE(Targets!$A1485,\"-\",Targets!$B1485)","v":"10007779-7b"},{"$f":"CONCATENATE(Targets!$A1485,\"-\",Targets!$B1485,\"-\",Targets!$C1485)","v":"10007779-7b-1"},"Outreach / WP activity (summer schools)","40 - 50 Year 12 students recruited nationally for an annual summer school","No",48,"2010",50,"2019-20",50,50,50,50,50,"b) Yearly milestone met","Access","State school"]
["10007779","7b",2,{"$f":"CONCATENATE(Targets!$A1486,\"-\",Targets!$B1486)","v":"10007779-7b"},{"$f":"CONCATENATE(Targets!$A1486,\"-\",Targets!$B1486,\"-\",Targets!$C1486)","v":"10007779-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Within this we seek to run a menu of activities including: Afternoon Anatomy; HE Experience Days; Student Shadowing; Science Clubs; Careers events","No","50 schools","2010",50,"2019-20",50,50,50,50,50,"b) Yearly milestone met","Access","State school"]
["10007779","7b",3,{"$f":"CONCATENATE(Targets!$A1487,\"-\",Targets!$B1487)","v":"10007779-7b"},{"$f":"CONCATENATE(Targets!$A1487,\"-\",Targets!$B1487,\"-\",Targets!$C1487)","v":"10007779-7b-3"},"Outreach / WP activity (collaborative - please give details in the next column)","The RVC will work in collaboration with a range of HEI partners in London particularly concentrating on Science and Medicine. We continue to do this every year and the feedback from schools and the interest in our activities is consistently strong.","Yes",300,"2014-15",500,"2019-20",50,150,300,450,450,"b) Yearly milestone met","Access","State school"]
["10007137","7a",1,{"$f":"CONCATENATE(Targets!$A1488,\"-\",Targets!$B1488)","v":"10007137-7a"},{"$f":"CONCATENATE(Targets!$A1488,\"-\",Targets!$B1488,\"-\",Targets!$C1488)","v":"10007137-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","LPN1","No",12.7,"2012-13",13,"2019-20",0.127,0.156,0.16,0.16400000000000001,0.157,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007137","7a",2,{"$f":"CONCATENATE(Targets!$A1489,\"-\",Targets!$B1489)","v":"10007137-7a"},{"$f":"CONCATENATE(Targets!$A1489,\"-\",Targets!$B1489,\"-\",Targets!$C1489)","v":"10007137-7a-2"},"HESA T2a - (Mature, full-time, first degree entrants)","Mature full time first degree entrants from low particpation neighbourhoods with no previous HE experience","No",9.6000000000000002E-2,"2011-12",13.5,"2019-20",0.105,0.16,0.158,0.11700000000000001,0.154,"a) Overall target met/exceeded","Access","Multiple"]
["10007137","7a",3,{"$f":"CONCATENATE(Targets!$A1490,\"-\",Targets!$B1490)","v":"10007137-7a"},{"$f":"CONCATENATE(Targets!$A1490,\"-\",Targets!$B1490,\"-\",Targets!$C1490)","v":"10007137-7a-3"},"Other statistic - Low-income backgrounds (please give details in the next column)","Proportion of full fee paying students in receipt of OFFA countable financial support","No",46.8,"2013-14",35.799999999999898,"2019-20","-",0.46800000000000003,0.51600000000000001,0.48499999999999999,0.46400000000000002,"b) Yearly milestone met","Access","Low income household"]
["10007137","7a",4,{"$f":"CONCATENATE(Targets!$A1491,\"-\",Targets!$B1491)","v":"10007137-7a"},{"$f":"CONCATENATE(Targets!$A1491,\"-\",Targets!$B1491,\"-\",Targets!$C1491)","v":"10007137-7a-4"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","All full time first degree entrants not continuing","No",7.1,"2010-11",6,"2019-20",0.05,5.2999999999999999E-2,5.6000000000000001E-2,5.7000000000000002E-2,"-","a) Overall target met/exceeded","Student Success","Other"]
["10007137","7a",5,{"$f":"CONCATENATE(Targets!$A1492,\"-\",Targets!$B1492)","v":"10007137-7a"},{"$f":"CONCATENATE(Targets!$A1492,\"-\",Targets!$B1492,\"-\",Targets!$C1492)","v":"10007137-7a-5"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Young full time first degree entrants from LPN not continuing","No",10,"2011-12",6,"2019-20",7.6999999999999999E-2,0.06,7.8E-2,7.6999999999999902E-2,"-","b) Yearly milestone met","Student Success","Multiple"]
["10007137","7b",1,{"$f":"CONCATENATE(Targets!$A1493,\"-\",Targets!$B1493)","v":"10007137-7b"},{"$f":"CONCATENATE(Targets!$A1493,\"-\",Targets!$B1493,\"-\",Targets!$C1493)","v":"10007137-7b-1"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Partner Secondary Schools ","No",32,"2011-12",50,"2019-20",50,53,74,74,80,"a) Overall target met/exceeded","Access","Multiple"]
["10007795","7b",2,{"$f":"CONCATENATE(Targets!$A1494,\"-\",Targets!$B1494)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A1494,\"-\",Targets!$B1494,\"-\",Targets!$C1494)","v":"10007795-7b-2"},"Operational targets","place 1000 students as ambassadors in schools and other educational settings","No",736,"2012-13",1000,"2019-20","-",1058,833,980,1350,"a) Overall target met/exceeded","Access","Multiple"]
["10007795","7b",3,{"$f":"CONCATENATE(Targets!$A1495,\"-\",Targets!$B1495)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A1495,\"-\",Targets!$B1495,\"-\",Targets!$C1495)","v":"10007795-7b-3"},"Outreach / WP activity (other - please give details in the next column)","working in an intensive long term partnership with schools identified by less than 45% GCSE A*-C pass rate and by 66% of population from the lowest super output areas","No",5,"2009/10",10,"2019-20",7,7,10,10,6,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007155","7a",1,{"$f":"CONCATENATE(Targets!$A1496,\"-\",Targets!$B1496)","v":"10007155-7a"},{"$f":"CONCATENATE(Targets!$A1496,\"-\",Targets!$B1496,\"-\",Targets!$C1496)","v":"10007155-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","YOUNG FULL-TIME FIRST DEGREE ENTRANTS FROM LOW PARTICIPATION NEIGHBOURHOODS (POLAR3) (HESA Table T1a)\n\nWe aim to outperform our location-adjusted benchmark over the next five years.","No","Location Adjusted Benchmark 9.0%","2011-12",11.5,"2019-20",11.7,12.3,12.3,11.7,12.3,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007155","7a",2,{"$f":"CONCATENATE(Targets!$A1497,\"-\",Targets!$B1497)","v":"10007155-7a"},{"$f":"CONCATENATE(Targets!$A1497,\"-\",Targets!$B1497,\"-\",Targets!$C1497)","v":"10007155-7a-2"},"HESA T2a - (Mature, full-time, first degree entrants)","MATURE FULL-TIME FIRST DEGREE ENTRANTS WITH NO PREVIOUS HE & FROM LOW PARTICIPATION  NEIGHBOURHOOD (POLAR3) (HESA Table T2a)\n\nWe aim to outperform our location-adjusted benchmark over the next five years.","No","Location Adjusted Benchmark 11.9%","2011-12",15.75,"2019-20",18.8,17.5,16.399999999999899,19.3,"-","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007155","7a",3,{"$f":"CONCATENATE(Targets!$A1498,\"-\",Targets!$B1498)","v":"10007155-7a"},{"$f":"CONCATENATE(Targets!$A1498,\"-\",Targets!$B1498,\"-\",Targets!$C1498)","v":"10007155-7a-3"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","NON-CONTINUATION FOLLOWING YEAR OF ENTRY: YOUNG FULL-TIME FIRST DEGREE ENTRANTS FROM LOW PARTICIPATION NEIGHBOURHOODS (POLAR3) (HESA Table T3b) \n\nWe aim to outperform benchmark over the next five years.","No","Benchmark:  8.8%","2010-11",6.2,"2019-20",6.9,6.3,5.9,7,"-","b) Yearly milestone met","Student Success","Low participation neighbourhood (LPN)"]
["10007796","7a",1,{"$f":"CONCATENATE(Targets!$A1499,\"-\",Targets!$B1499)","v":"10007796-7a"},{"$f":"CONCATENATE(Targets!$A1499,\"-\",Targets!$B1499,\"-\",Targets!$C1499)","v":"10007796-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Low participation neighbourhoods","No",8.3000000000000007,"2013-14",10,"2019-20",7.7,8.3000000000000007,8.3000000000000007,8.1,"Expected in February","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007796","7a",2,{"$f":"CONCATENATE(Targets!$A1500,\"-\",Targets!$B1500)","v":"10007796-7a"},{"$f":"CONCATENATE(Targets!$A1500,\"-\",Targets!$B1500,\"-\",Targets!$C1500)","v":"10007796-7a-2"},"HESA T2a - (Mature, full-time, first degree entrants)","-","No",8.6999999999999904,"2013-14",10,"2019-20","N/A",8.3000000000000007,8.3000000000000007,8.8000000000000007,"Expected in February","b) Yearly milestone met","Access","Mature"]
["10007796","7a",3,{"$f":"CONCATENATE(Targets!$A1501,\"-\",Targets!$B1501)","v":"10007796-7a"},{"$f":"CONCATENATE(Targets!$A1501,\"-\",Targets!$B1501,\"-\",Targets!$C1501)","v":"10007796-7a-3"},"HESA T2a - (Mature, full-time, first degree entrants)","Low participation neighbourhoods","No",9.1999999999999904,"2013-14",11,"2019-20",9.1,9.1999999999999904,8.4,10.7,"Expected in February","b) Yearly milestone met","Access","Mature"]
["10007796","7a",4,{"$f":"CONCATENATE(Targets!$A1502,\"-\",Targets!$B1502)","v":"10007796-7a"},{"$f":"CONCATENATE(Targets!$A1502,\"-\",Targets!$B1502,\"-\",Targets!$C1502)","v":"10007796-7a-4"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","-","No",4,"2012-13",3,"2019-20",4.0999999999999899,4,5,4.5999999999999899,"Expected in March","e) Performance is below baseline","Student Success","Other"]
["10007796","7a",5,{"$f":"CONCATENATE(Targets!$A1503,\"-\",Targets!$B1503)","v":"10007796-7a"},{"$f":"CONCATENATE(Targets!$A1503,\"-\",Targets!$B1503,\"-\",Targets!$C1503)","v":"10007796-7a-5"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","-","No",10.4,"2012-13",10,"2019-20",15.1,10.4,19.5,14.7,"Expected in March","e) Performance is below baseline","Student Success","Mature"]
["10007796","7a",6,{"$f":"CONCATENATE(Targets!$A1504,\"-\",Targets!$B1504)","v":"10007796-7a"},{"$f":"CONCATENATE(Targets!$A1504,\"-\",Targets!$B1504,\"-\",Targets!$C1504)","v":"10007796-7a-6"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","-","No",2.5,"2012-13",2,"2019-20",4.4000000000000004,4.4000000000000004,4.9000000000000004,3.5,"Expected in March","e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10007796","7a",7,{"$f":"CONCATENATE(Targets!$A1505,\"-\",Targets!$B1505)","v":"10007796-7a"},{"$f":"CONCATENATE(Targets!$A1505,\"-\",Targets!$B1505,\"-\",Targets!$C1505)","v":"10007796-7a-7"},"HESA T3c - No longer in HE after 1 year & no previous HE qualification (Mature, full-time, first degree entrants)","-","No",11.9,"2012-13",11,"2019-20",15.3,11.9,25.4,20.5,"Expected in March","e) Performance is below baseline","Student Success","Mature"]
["10007796","7a",8,{"$f":"CONCATENATE(Targets!$A1506,\"-\",Targets!$B1506)","v":"10007796-7a"},{"$f":"CONCATENATE(Targets!$A1506,\"-\",Targets!$B1506,\"-\",Targets!$C1506)","v":"10007796-7a-8"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","All UG entrants with no previous HE & from low participation neighbourhoods","No",11.4,"2013-14",13,"2019-20",10.1,11.4,8.5,10.3,"Expected in February","e) Performance is below baseline","Access","Multiple"]
["10007796","7a",9,{"$f":"CONCATENATE(Targets!$A1507,\"-\",Targets!$B1507)","v":"10007796-7a"},{"$f":"CONCATENATE(Targets!$A1507,\"-\",Targets!$B1507,\"-\",Targets!$C1507)","v":"10007796-7a-9"},"Other statistic - Disabled (please give details in the next column)","Proportion of first degree students who self-declare a disability","No","8.6\n7.5\n7.5","2013-14",9,"2019-20",8.7999999999999898E-2,0.102999999999999,9.9000000000000005E-2,0.10199999999999899,0.109,"a) Overall target met/exceeded","Access","Disability"]
["10007796","7a",10,{"$f":"CONCATENATE(Targets!$A1508,\"-\",Targets!$B1508)","v":"10007796-7a"},{"$f":"CONCATENATE(Targets!$A1508,\"-\",Targets!$B1508,\"-\",Targets!$C1508)","v":"10007796-7a-10"},"Other statistic - Other (please give details in the next column)","Postgraduate ITT: Completion / Non-continuation\nRetain high completion rates","No","89\n89\n96\n91","2009-10\n2010-11\n2011-12\n2012-13\n2013-14","91-96","2019-20",0.87,0.85,0.83,0.84,0.87,"e) Performance is below baseline","Student Success","Other"]
["10007796","7a",11,{"$f":"CONCATENATE(Targets!$A1509,\"-\",Targets!$B1509)","v":"10007796-7a"},{"$f":"CONCATENATE(Targets!$A1509,\"-\",Targets!$B1509,\"-\",Targets!$C1509)","v":"10007796-7a-11"},"HESA T1a - State School (Young, full-time, first degree entrants)","-","No",88.7,"2013-14",90,"2019-20",89.5,88.7,91.2,91.2,"Expected in February","a) Overall target met/exceeded","Access","State school"]
["10007796","7b",1,{"$f":"CONCATENATE(Targets!$A1510,\"-\",Targets!$B1510)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1510,\"-\",Targets!$B1510,\"-\",Targets!$C1510)","v":"10007796-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Number of beneficaries from activities that are targeted towards Looked After Children or those who support them.","Yes",51,"2013-14",50,"2019-20",26,51,45,64,68,"a) Overall target met/exceeded","Access","Care leavers"]
["10007796","7b",2,{"$f":"CONCATENATE(Targets!$A1511,\"-\",Targets!$B1511)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1511,\"-\",Targets!$B1511,\"-\",Targets!$C1511)","v":"10007796-7b-2"},"Outreach / WP activity (summer schools)","Number of Summer School beneficiaries","No",55,"2010-11",80,"2019-20","72 pre-16; 34 post-16","69 pre-16; 58 post-16","65 pre-16; 66 post-16","78 pre-16; 67 post-16","99 pre-16; 86 post-16","a) Overall target met/exceeded","Access","Multiple"]
["10007796","7b",3,{"$f":"CONCATENATE(Targets!$A1512,\"-\",Targets!$B1512)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1512,\"-\",Targets!$B1512,\"-\",Targets!$C1512)","v":"10007796-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Number of student beneficiaries at aspiration and attainment raising activities in/with 11-16 schools (such as University Experience Days, Goal Setting Workshops etc). Number of student beneficiaries","No",2000,"Other (please give details in Description column)",2500,"2019-20",3387,3199,2484,4006,4660,"a) Overall target met/exceeded","Access","Multiple"]
["10007796","7b",4,{"$f":"CONCATENATE(Targets!$A1513,\"-\",Targets!$B1513)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1513,\"-\",Targets!$B1513,\"-\",Targets!$C1513)","v":"10007796-7b-4"},"Outreach / WP activity (other - please give details in the next column)","% of 11-16 aspiration and attainment activity participants (see above target) that are defined as disadvantaged by EMWPREP data i.e. from LPN, NS-SEC 4-8, Disabled, IMD","No",0.95,"Other (please give details in Description column)",0.95,"2019-20",0.87,0.88,0.86,0.84,0.90200000000000002,"a) Overall target met/exceeded","Access","Multiple"]
["10007796","7b",5,{"$f":"CONCATENATE(Targets!$A1514,\"-\",Targets!$B1514)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1514,\"-\",Targets!$B1514,\"-\",Targets!$C1514)","v":"10007796-7b-5"},"Outreach / WP activity (other - please give details in the next column)","% of University Experience participants that Agree to 'The activity has increased my confidence about studying at university/higher education level'","No",0.9,"Other (please give details in Description column)",0.9,"2019-20",0.87,0.87,0.81,0.84,0.88,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007796","7b",6,{"$f":"CONCATENATE(Targets!$A1515,\"-\",Targets!$B1515)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1515,\"-\",Targets!$B1515,\"-\",Targets!$C1515)","v":"10007796-7b-6"},"Outreach / WP activity (other - please give details in the next column)","% of Goal Setting Workshop participants that Agree to \"The activity has motivated me to do well with my current studies\"","No",0.91,"Other (please give details in Description column)",0.9,"2019-20",0.82,0.82,0.87,0.91,"N/A","f) Target discontinued","Access","Multiple"]
["10007796","7b",7,{"$f":"CONCATENATE(Targets!$A1516,\"-\",Targets!$B1516)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1516,\"-\",Targets!$B1516,\"-\",Targets!$C1516)","v":"10007796-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Number of Primary School Campus Visits","No",7,"Other (please give details in Description column)",7,"2019-20","N/A",6,8,8,11,"a) Overall target met/exceeded","Access","Multiple"]
["10007796","7b",8,{"$f":"CONCATENATE(Targets!$A1517,\"-\",Targets!$B1517)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1517,\"-\",Targets!$B1517,\"-\",Targets!$C1517)","v":"10007796-7b-8"},"Outreach / WP activity (other - please give details in the next column)","Number of Primary School beneficiaries","No",360,"Other (please give details in Description column)",400,"2019-20","N/A",272,314,412,659,"a) Overall target met/exceeded","Access","Multiple"]
["10007796","7b",9,{"$f":"CONCATENATE(Targets!$A1518,\"-\",Targets!$B1518)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1518,\"-\",Targets!$B1518,\"-\",Targets!$C1518)","v":"10007796-7b-9"},"Outreach / WP activity (other - please give details in the next column)","Number of aspiration and attainment raising activities in/with 11-16 schools (such as University Experience Days, Goal Setting Workshops etc).","No",36,"Other (please give details in Description column)",40,"2019-20",52,53,53,55,70,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007459","7b",2,{"$f":"CONCATENATE(Targets!$A1519,\"-\",Targets!$B1519)","v":"10007459-7b"},{"$f":"CONCATENATE(Targets!$A1519,\"-\",Targets!$B1519,\"-\",Targets!$C1519)","v":"10007459-7b-2"},"Outreach / WP activity (summer schools)","Deliver a Summer School for PT / Mature Learners to focus on Study Skills and building confidence","No","New Initiative","2014-15",20,"2019-20","-","-","-",24,15,"e) Performance is below baseline","Access and Student Success","Multiple"]
["10004113","7a",1,{"$f":"CONCATENATE(Targets!$A1520,\"-\",Targets!$B1520)","v":"10004113-7a"},{"$f":"CONCATENATE(Targets!$A1520,\"-\",Targets!$B1520,\"-\",Targets!$C1520)","v":"10004113-7a-1"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","Percentage of students in receipt of Disabled Students' Allowances","No",7.3999999999999996E-2,"2011-12",7.3999999999999996E-2,"2019-20",7.4,8.3000000000000007,8.5,8.8000000000000007,8.3000000000000007,"a) Overall target met/exceeded","Student Success","Disability"]
["10004113","7a",2,{"$f":"CONCATENATE(Targets!$A1521,\"-\",Targets!$B1521)","v":"10004113-7a"},{"$f":"CONCATENATE(Targets!$A1521,\"-\",Targets!$B1521,\"-\",Targets!$C1521)","v":"10004113-7a-2"},"Other statistic - Postgraduate (please give details in the next column)","Percentage of ITT entrants from BME groups","No",0.06,"2011-12",0.09,"2019-20",10.4,11.1,8.1999999999999904,14,15,"a) Overall target met/exceeded","Access","Ethnicity"]
["10004113","7a",3,{"$f":"CONCATENATE(Targets!$A1522,\"-\",Targets!$B1522)","v":"10004113-7a"},{"$f":"CONCATENATE(Targets!$A1522,\"-\",Targets!$B1522,\"-\",Targets!$C1522)","v":"10004113-7a-3"},"Other statistic - Applications (please give details in the next column)","Percentage of total first degree applications which are from low participation neighbourhoods","No",6.6000000000000003E-2,"2011-12",7.3999999999999996E-2,"2019-20",6.9,7.2,6.7,7.2,7.3,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10004113","7a",4,{"$f":"CONCATENATE(Targets!$A1523,\"-\",Targets!$B1523)","v":"10004113-7a"},{"$f":"CONCATENATE(Targets!$A1523,\"-\",Targets!$B1523,\"-\",Targets!$C1523)","v":"10004113-7a-4"},"Other statistic - Applications (please give details in the next column)","Percentage of low participation neighbourhood first degree applications where an offer is made","No",0.66600000000000004,"2011-12",0.75,"2019-20",70.5,71.8,72.900000000000006,71.400000000000006,69.7,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10004113","7a",5,{"$f":"CONCATENATE(Targets!$A1524,\"-\",Targets!$B1524)","v":"10004113-7a"},{"$f":"CONCATENATE(Targets!$A1524,\"-\",Targets!$B1524,\"-\",Targets!$C1524)","v":"10004113-7a-5"},"HESA T1a - Low participation neighbourhoods (POLAR2) (Young, full-time, first degree entrants)","Percentage of new first degree students who are from low participation neighbourhoods","No",5.8999999999999997E-2,"2011-12",6.8000000000000005E-2,"2019-20",5.7,6.4,6.3,6.8,"n/a","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10004113","7a",6,{"$f":"CONCATENATE(Targets!$A1525,\"-\",Targets!$B1525)","v":"10004113-7a"},{"$f":"CONCATENATE(Targets!$A1525,\"-\",Targets!$B1525,\"-\",Targets!$C1525)","v":"10004113-7a-6"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Non continuation of young first degree students from low participation neighbourhoods","No",5.5E-2,"2010-11",4.2999999999999997E-2,"2019-20",3.3,2.2999999999999901,5,"n/a","n/a","c) Progress made – but less than anticipated","Student Success","Low participation neighbourhood (LPN)"]
["10004113","7a",7,{"$f":"CONCATENATE(Targets!$A1526,\"-\",Targets!$B1526)","v":"10004113-7a"},{"$f":"CONCATENATE(Targets!$A1526,\"-\",Targets!$B1526,\"-\",Targets!$C1526)","v":"10004113-7a-7"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","Percentage of mature students with no experience of Higher Education and from low participation neighbourhoods (rolling three year average)","No",8.8999999999999996E-2,"2011-12",8.6,"2019-20",8,8.6,9.3000000000000007,9.1999999999999904,"n/a","a) Overall target met/exceeded","Access","Mature"]
["10007459","7b",3,{"$f":"CONCATENATE(Targets!$A1527,\"-\",Targets!$B1527)","v":"10007459-7b"},{"$f":"CONCATENATE(Targets!$A1527,\"-\",Targets!$B1527,\"-\",Targets!$C1527)","v":"10007459-7b-3"},"Outreach / WP activity (summer schools)","Deliver a Summer School for Students on the Autistic Spectrum to help them develop the personal, social and academic skills needed to be successful","Yes","New Initiative","2014-15",12,"2019-20","-","-","-",15,18,"b) Yearly milestone met","Access and Student Success","Disability"]
["10007842","7b",3,{"$f":"CONCATENATE(Targets!$A1528,\"-\",Targets!$B1528)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A1528,\"-\",Targets!$B1528,\"-\",Targets!$C1528)","v":"10007842-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Generic campus visits","No","930 participants","2012-13","1950 participants","2019-20",930,1517,1950,3232,2864,"a) Overall target met/exceeded","Access","Multiple"]
["10007459","7b",4,{"$f":"CONCATENATE(Targets!$A1529,\"-\",Targets!$B1529)","v":"10007459-7b"},{"$f":"CONCATENATE(Targets!$A1529,\"-\",Targets!$B1529,\"-\",Targets!$C1529)","v":"10007459-7b-4"},"Outreach / WP activity (other - please give details in the next column)","HE Taster Day","Yes","New Initiative","2015-16",80,"2019-20","-","-","-",69,143,"b) Yearly milestone met","Access","Multiple"]
["10004113","7a",8,{"$f":"CONCATENATE(Targets!$A1530,\"-\",Targets!$B1530)","v":"10004113-7a"},{"$f":"CONCATENATE(Targets!$A1530,\"-\",Targets!$B1530,\"-\",Targets!$C1530)","v":"10004113-7a-8"},"HESA T3c - No longer in HE after 1 year & no previous HE qualification (Mature, full-time, first degree entrants)","Non continuation of mature first degree students with no experience of Higher Education (rolling three year average)","No",9.0999999999999998E-2,"2010-11",9.0999999999999998E-2,"2019-20",9.1,9.9,10.1999999999999,"n/a","n/a","e) Performance is below baseline","Student Success","Mature"]
["10004113","7a",9,{"$f":"CONCATENATE(Targets!$A1531,\"-\",Targets!$B1531)","v":"10004113-7a"},{"$f":"CONCATENATE(Targets!$A1531,\"-\",Targets!$B1531,\"-\",Targets!$C1531)","v":"10004113-7a-9"},"Other statistic - Postgraduate (please give details in the next column)","Percentage of ITT entrants declaring a disability during the admissions process","No",0.09,"2011-12",0.1,"2019-20",10.4,23.6,18.399999999999899,19,15,"a) Overall target met/exceeded","Access","Disability"]
["10004113","7b",1,{"$f":"CONCATENATE(Targets!$A1532,\"-\",Targets!$B1532)","v":"10004113-7b"},{"$f":"CONCATENATE(Targets!$A1532,\"-\",Targets!$B1532,\"-\",Targets!$C1532)","v":"10004113-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Number of local schools and colleges with which we interact as part of a local WP partnership","No",15,"2011-12",25,"2019-20",40,33,24,41,33,"a) Overall target met/exceeded","Access","Multiple"]
["10004113","7b",2,{"$f":"CONCATENATE(Targets!$A1533,\"-\",Targets!$B1533)","v":"10004113-7b"},{"$f":"CONCATENATE(Targets!$A1533,\"-\",Targets!$B1533,\"-\",Targets!$C1533)","v":"10004113-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Number of local school and colleges with which we interact multiple times (more than two interventions) as part of a local WP partnership","No",4,"2011-12",15,"2019-20",11,9,8,13,13,"b) Yearly milestone met","Access","Multiple"]
["10004113","7b",3,{"$f":"CONCATENATE(Targets!$A1534,\"-\",Targets!$B1534)","v":"10004113-7b"},{"$f":"CONCATENATE(Targets!$A1534,\"-\",Targets!$B1534,\"-\",Targets!$C1534)","v":"10004113-7b-3"},"Outreach / WP activity (collaborative - please give details in the next column)","Series of collaborative events/initiatives organised in conjunction with De Montfort, Leicester and Loughborough Universities as part of a local WP Partnership.","Yes",5,"2015-16",15,"2020-21","n/a","n/a","n/a","n/a",7,"b) Yearly milestone met","Access","Multiple"]
["10003928","7a",1,{"$f":"CONCATENATE(Targets!$A1535,\"-\",Targets!$B1535)","v":"10003928-7a"},{"$f":"CONCATENATE(Targets!$A1535,\"-\",Targets!$B1535,\"-\",Targets!$C1535)","v":"10003928-7a-1"},"Other statistic - Socio-economic (please give details in the next column)","Increase in recruitment from students with a residual household income below £25,000","No",67,"2014-15",120,"2019-20","-","-",67,80,80,"c) Progress made – but less than anticipated","Access","Socio-economic"]
["10003928","7a",2,{"$f":"CONCATENATE(Targets!$A1536,\"-\",Targets!$B1536)","v":"10003928-7a"},{"$f":"CONCATENATE(Targets!$A1536,\"-\",Targets!$B1536,\"-\",Targets!$C1536)","v":"10003928-7a-2"},"Other statistic - Socio-economic (please give details in the next column)","Increase recruitment from neighbouring local authorities where the number of young people in HE and adults with HE qualifictions falls into the bottom national percentile.","No",27,"2012/13",40,"2017-18",27,22,34,47,93,"a) Overall target met/exceeded","Access","Socio-economic"]
["10003928","7a",3,{"$f":"CONCATENATE(Targets!$A1537,\"-\",Targets!$B1537)","v":"10003928-7a"},{"$f":"CONCATENATE(Targets!$A1537,\"-\",Targets!$B1537,\"-\",Targets!$C1537)","v":"10003928-7a-3"},"Other statistic - Completion/Non continuation (please give details in the next column)","Average percentage of students not completing the course of study - baseline year 2010/11","No",0.06,"2010/11",0.04,"2019-20",8,8,9,8,7,"e) Performance is below baseline","Student Success","Multiple"]
["10003928","7a",4,{"$f":"CONCATENATE(Targets!$A1538,\"-\",Targets!$B1538)","v":"10003928-7a"},{"$f":"CONCATENATE(Targets!$A1538,\"-\",Targets!$B1538,\"-\",Targets!$C1538)","v":"10003928-7a-4"},"Other statistic - Applications (please give details in the next column)","Increase in applications to all courses, transferred provision and to recruit increasing student numbers year on year - baseline year 2010/11","No",54,"2010/11",850,"2019-20",137,136,214,228,438,"c) Progress made – but less than anticipated","Access","Multiple"]
["10003928","7b",1,{"$f":"CONCATENATE(Targets!$A1539,\"-\",Targets!$B1539)","v":"10003928-7b"},{"$f":"CONCATENATE(Targets!$A1539,\"-\",Targets!$B1539,\"-\",Targets!$C1539)","v":"10003928-7b-1"},"Other (please give details in the next column)","Increased progression to Unuiversity for further study (FdSc students progressing directly on to year 3) - baseline year 2010/11","Yes",0.75,"Other (please give details in Description column)",0.85,"2019-20",75,79,76,81,87,"a) Overall target met/exceeded","Student Success","Multiple"]
["10003928","7b",2,{"$f":"CONCATENATE(Targets!$A1540,\"-\",Targets!$B1540)","v":"10003928-7b"},{"$f":"CONCATENATE(Targets!$A1540,\"-\",Targets!$B1540,\"-\",Targets!$C1540)","v":"10003928-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Increase the number of outreach locations in the region and ajoining counties.","No",14,"2012-13",28,"2019-20",14,25,26,29,45,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10003928","7b",3,{"$f":"CONCATENATE(Targets!$A1541,\"-\",Targets!$B1541)","v":"10003928-7b"},{"$f":"CONCATENATE(Targets!$A1541,\"-\",Targets!$B1541,\"-\",Targets!$C1541)","v":"10003928-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Increase the number of students recruited with non-standard entry criteria. This can be measured by tracking the number of entrants with a highest level of qualification on entry at level 2 or below.","No",0.08,"2014-15",0.12,"2019-20","-","-",8,13,13,"a) Overall target met/exceeded","Access","Multiple"]
["10000571","7a",1,{"$f":"CONCATENATE(Targets!$A1542,\"-\",Targets!$B1542)","v":"10000571-7a"},{"$f":"CONCATENATE(Targets!$A1542,\"-\",Targets!$B1542,\"-\",Targets!$C1542)","v":"10000571-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Young full-time degree entrants.  Target and milestones were calculated on rolling average of data from 2012/13 to 2013/14.","No",0.11799999999999999,"Other (please give details in Description column)",0.14000000000000001,"2019-20",11.9,11.7,11.5,0.115,"-","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10000571","7a",2,{"$f":"CONCATENATE(Targets!$A1543,\"-\",Targets!$B1543)","v":"10000571-7a"},{"$f":"CONCATENATE(Targets!$A1543,\"-\",Targets!$B1543,\"-\",Targets!$C1543)","v":"10000571-7a-2"},"Other statistic - Ethnicity (please give details in the next column)","All undergraduate BME entrants.  Target and milestones were calculated on rolling average of internal data from 2012/13 to 2013/14.","No",7.9000000000000001E-2,"Other (please give details in Description column)",0.1,"2019-20",0.06,7.4999999999999997E-2,9.2999999999999999E-2,9.1999999999999998E-2,9.1999999999999901E-2,"b) Yearly milestone met","Access","Ethnicity"]
["10000571","7a",3,{"$f":"CONCATENATE(Targets!$A1544,\"-\",Targets!$B1544)","v":"10000571-7a"},{"$f":"CONCATENATE(Targets!$A1544,\"-\",Targets!$B1544,\"-\",Targets!$C1544)","v":"10000571-7a-3"},"HESA T2a - (Mature, full-time, first degree entrants)","Mature  full-time degree entrants.  Target and milestones were calculated on rolling average of data from 2012/13 to 2013/14.","No",0.19,"Other (please give details in Description column)",0.21,"2019-20",0.191,0.191,0.17499999999999999,0.153,"-","e) Performance is below baseline","Access","Mature"]
["10000571","7a",4,{"$f":"CONCATENATE(Targets!$A1545,\"-\",Targets!$B1545)","v":"10000571-7a"},{"$f":"CONCATENATE(Targets!$A1545,\"-\",Targets!$B1545,\"-\",Targets!$C1545)","v":"10000571-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","PGCE ITT (All Phases) BME entrants.  Target and milestones were calculated on rolling average of internal data from 2012/13 to 2013/14.","No",4.5999999999999999E-2,"Other (please give details in Description column)",0.06,"2019-20",0.04,4.2999999999999997E-2,0.04,0.03,3.3000000000000002E-2,"e) Performance is below baseline","Access","Ethnicity"]
["10000571","7a",5,{"$f":"CONCATENATE(Targets!$A1546,\"-\",Targets!$B1546)","v":"10000571-7a"},{"$f":"CONCATENATE(Targets!$A1546,\"-\",Targets!$B1546,\"-\",Targets!$C1546)","v":"10000571-7a-5"},"Other statistic - Gender (please give details in the next column)","PGCE ITT (Primary) male entrants.  Target and milestones were calculated on rolling average of internal data from 2012/13 to 2013/14.","No",0.21,"Other (please give details in Description column)",0.23,"2019-20",0.23,0.21,0.23,0.19,0.19570000000000001,"e) Performance is below baseline","Access","Gender"]
["10000571","7a",6,{"$f":"CONCATENATE(Targets!$A1547,\"-\",Targets!$B1547)","v":"10000571-7a"},{"$f":"CONCATENATE(Targets!$A1547,\"-\",Targets!$B1547,\"-\",Targets!$C1547)","v":"10000571-7a-6"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Qualify or continue at same university.  Target and milestones were calculated on rolling average of data from 2010/11 to 2012/13.","No",0.93200000000000005,"Other (please give details in Description column)",0.94499999999999995,"2019-20",93.1,92.4,0.93,"-","-","e) Performance is below baseline","Student Success","Other"]
["10007767","7a",1,{"$f":"CONCATENATE(Targets!$A1548,\"-\",Targets!$B1548)","v":"10007767-7a"},{"$f":"CONCATENATE(Targets!$A1548,\"-\",Targets!$B1548,\"-\",Targets!$C1548)","v":"10007767-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","KPI indicator.  This is based on UCAS previous institution data reported by institutions to HESA and is released in the April for the previous years datasets","No",0.91500000000000004,"2012-13",0.92,"2019-20",0.92100000000000004,0.92400000000000004,0.93799999999999895,0.91700000000000004,"-","c) Progress made – but less than anticipated","Access","State school"]
["10007767","7a",2,{"$f":"CONCATENATE(Targets!$A1549,\"-\",Targets!$B1549)","v":"10007767-7a"},{"$f":"CONCATENATE(Targets!$A1549,\"-\",Targets!$B1549,\"-\",Targets!$C1549)","v":"10007767-7a-2"},"HESA T1c - Low participation neighbourhoods (POLAR3) (Young, full-time, other undergraduate entrants)","This is based on a student’s permanent home postcode reported by institutions to HESA. HESA map postcodes to a dataset of participation rates (POLAR3). The chances of young people entering higher education vary according to where they live.","No",0.1212,"2012-13",0.122,"2019-20",0.14099999999999899,0.12,0.14000000000000001,0.157,"-","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007767","7a",3,{"$f":"CONCATENATE(Targets!$A1550,\"-\",Targets!$B1550)","v":"10007767-7a"},{"$f":"CONCATENATE(Targets!$A1550,\"-\",Targets!$B1550,\"-\",Targets!$C1550)","v":"10007767-7a-3"},"HESA T2a - (Mature, full-time, first degree entrants)","No previous HE qualifications and from a Low Participation Neighbourhood First Degree entrants","No",0.155,"2012-13",0.16,"2019-20",0.16700000000000001,0.157,0.16200000000000001,0.156,"-","b) Yearly milestone met","Access","Mature"]
["10007767","7a",4,{"$f":"CONCATENATE(Targets!$A1551,\"-\",Targets!$B1551)","v":"10007767-7a"},{"$f":"CONCATENATE(Targets!$A1551,\"-\",Targets!$B1551,\"-\",Targets!$C1551)","v":"10007767-7a-4"},"Other statistic - Disabled (please give details in the next column)","Participation of students in higher education who are in receipt of Disabled Students' Allowance","No",6.7000000000000004E-2,"2013-14",7.2499999999999995E-2,"2019-20",7.0000000000000007E-2,7.9000000000000001E-2,7.8E-2,7.6999999999999902E-2,"-","a) Overall target met/exceeded","Access","Disability"]
["10007767","7a",5,{"$f":"CONCATENATE(Targets!$A1552,\"-\",Targets!$B1552)","v":"10007767-7a"},{"$f":"CONCATENATE(Targets!$A1552,\"-\",Targets!$B1552,\"-\",Targets!$C1552)","v":"10007767-7a-5"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","HESA look at students active at an institution in a particular year. They then examine data for the subsequent year, linking individual student records, and determine (a) whether the student is still active in higher education (b) whether the student is still active at the same institution.","No",0.04,"2012-13",3.5000000000000003E-2,"2019-20",2.8000000000000001E-2,3.59999999999999E-2,3.7999999999999902E-2,"-","-","b) Yearly milestone met","Student Success","Other (please give details in Description column)"]
["10007767","7a",6,{"$f":"CONCATENATE(Targets!$A1553,\"-\",Targets!$B1553)","v":"10007767-7a"},{"$f":"CONCATENATE(Targets!$A1553,\"-\",Targets!$B1553,\"-\",Targets!$C1553)","v":"10007767-7a-6"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","HESA look at students active at an institution in a particular year. They then examine data for the subsequent year, linking individual student records, and determine (a) whether the student is still active in higher education (b) whether the student is still active at the same institution.  This data is then categorised using low participation neighbourhoods","No",0.1,"2012-13",9.5000000000000001E-2,"2019-20",9.8000000000000004E-2,7.5999999999999901E-2,8.2000000000000003E-2,"-","-","a) Overall target met/exceeded","Student Success","Low participation neighbourhood (LPN)"]
["10007767","7a",7,{"$f":"CONCATENATE(Targets!$A1554,\"-\",Targets!$B1554)","v":"10007767-7a"},{"$f":"CONCATENATE(Targets!$A1554,\"-\",Targets!$B1554,\"-\",Targets!$C1554)","v":"10007767-7a-7"},"HESA T5 - Projected degree (full-time, first degree entrants)","HESA look at students projected learning outcomes for full-time students on their first degree courses and the percentage projected to obtain a degree.","No",0.83199999999999996,"2012-13",0.85799999999999998,"2019-20",0.84099999999999897,0.83,0.85699999999999898,"-","-","b) Yearly milestone met","Student Success","Other (please give details in Description column)"]
["10007767","7a",8,{"$f":"CONCATENATE(Targets!$A1555,\"-\",Targets!$B1555)","v":"10007767-7a"},{"$f":"CONCATENATE(Targets!$A1555,\"-\",Targets!$B1555,\"-\",Targets!$C1555)","v":"10007767-7a-8"},"HESA T1c - Low participation neighbourhoods (POLAR3) (Young, full-time, other undergraduate entrants)","Full time first degree entrants from low participation neighbourhoods who are no longer in higher education","No",0.05,"2012-13",4.7500000000000001E-2,"2019-20",0.05,0.06,2.7E-2,"-","-","a) Overall target met/exceeded","Student Success","Low participation neighbourhood (LPN)"]
["10007767","7a",9,{"$f":"CONCATENATE(Targets!$A1556,\"-\",Targets!$B1556)","v":"10007767-7a"},{"$f":"CONCATENATE(Targets!$A1556,\"-\",Targets!$B1556,\"-\",Targets!$C1556)","v":"10007767-7a-9"},"Other statistic - Applications (please give details in the next column)","Applications from LPN postcode areas is a measure to explore sufficient applications as a percentage of Keele’s total applications to support other targets for intake for learners from low participation neighbourhoods","No",0.14499999999999999,"2010/11",0.17299999999999999,"2019-20",0.12,0.126,0.13600000000000001,0.13400000000000001,0.14099999999999899,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007767","7b",1,{"$f":"CONCATENATE(Targets!$A1557,\"-\",Targets!$B1557)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A1557,\"-\",Targets!$B1557,\"-\",Targets!$C1557)","v":"10007767-7b-1"},"Contextual data","Keele wishes to explore the introduction of contextual data into its application process","No","n/a","n/a","Wider roll-out","2019-20","-","-","-","n/a","n/a","f) Target discontinued","Access","Multiple"]
["10007767","7b",2,{"$f":"CONCATENATE(Targets!$A1558,\"-\",Targets!$B1558)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A1558,\"-\",Targets!$B1558,\"-\",Targets!$C1558)","v":"10007767-7b-2"},"Student support services","Introduce a DSA Roadshow, to enable students to gain an insight into the benefits of DSA and to ensure ease of applicstion.","No","n/a","n/a",150,"2019-20","-","-","-",40,"n/a","f) Target discontinued","Access, Student Success and Progression","Disability"]
["10007767","7b",3,{"$f":"CONCATENATE(Targets!$A1559,\"-\",Targets!$B1559)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A1559,\"-\",Targets!$B1559,\"-\",Targets!$C1559)","v":"10007767-7b-3"},"Student support services","Deliver specific career planning events for students with additional needs","No","n/a","n/a",30,"2019-20","-","-","-",20,26,"c) Progress made – but less than anticipated","Student Success and Progression","Disability"]
["10007767","7b",4,{"$f":"CONCATENATE(Targets!$A1560,\"-\",Targets!$B1560)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A1560,\"-\",Targets!$B1560,\"-\",Targets!$C1560)","v":"10007767-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Delivery of campus-based activities (including residentials)","No","n/a","n/a",1500,"2019-20","-","-","-",1793,2141,"a) Overall target met/exceeded","Access","Multiple"]
["10007767","7b",5,{"$f":"CONCATENATE(Targets!$A1561,\"-\",Targets!$B1561)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A1561,\"-\",Targets!$B1561,\"-\",Targets!$C1561)","v":"10007767-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Delivery of in-school/college activities","No",1000,"2013-14",1000,"2019-20","-","-","-",10131,10299,"a) Overall target met/exceeded","Access","Multiple"]
["10007767","7b",6,{"$f":"CONCATENATE(Targets!$A1562,\"-\",Targets!$B1562)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A1562,\"-\",Targets!$B1562,\"-\",Targets!$C1562)","v":"10007767-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Deliver in-school activities as part of collaborative work with other HEI's","Yes",1000,"2014-15",1500,"2019-20","-","-","-",282,"n/a","f) Target discontinued","Access","Multiple"]
["10007767","7b",7,{"$f":"CONCATENATE(Targets!$A1563,\"-\",Targets!$B1563)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A1563,\"-\",Targets!$B1563,\"-\",Targets!$C1563)","v":"10007767-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Supporting Parents/Guardians (ensuring they are providing accurate and appropriate IAG)","No",35,"2014-15",50,"2019-20","-","-","-",162,53,"a) Overall target met/exceeded","Access, Student Success and Progression","Multiple"]
["10007767","7b",8,{"$f":"CONCATENATE(Targets!$A1564,\"-\",Targets!$B1564)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A1564,\"-\",Targets!$B1564,\"-\",Targets!$C1564)","v":"10007767-7b-8"},"Student support services","Develop a Peer-support programme that supports UG students as they make the transition into Keele","No",12,"2010/11","450/900","2019-20","219/479","467/629","482/911","416/1087","327/1050","a) Overall target met/exceeded","Access and Student Success","Attainment raising"]
["10007767","7b",9,{"$f":"CONCATENATE(Targets!$A1565,\"-\",Targets!$B1565)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A1565,\"-\",Targets!$B1565,\"-\",Targets!$C1565)","v":"10007767-7b-9"},"Student support services","Deliver pre-arrival residential ‘Summer School’ for students with disabilities and their supporters.","No","n/a","n/a",70,"2019-20",26,35,25,41,29,"c) Progress made – but less than anticipated","Access","Disability"]
["10004736","7b",5,{"$f":"CONCATENATE(Targets!$A1566,\"-\",Targets!$B1566)","v":"10004736-7b"},{"$f":"CONCATENATE(Targets!$A1566,\"-\",Targets!$B1566,\"-\",Targets!$C1566)","v":"10004736-7b-5"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Develop schools partnerships and outreach activities, attend their careers and HE events","Yes",5,"2010-11",20,"2019-20",13,18,15,19,22,"a) Overall target met/exceeded","Access","State school"]
["10004736","7b",6,{"$f":"CONCATENATE(Targets!$A1567,\"-\",Targets!$B1567)","v":"10004736-7b"},{"$f":"CONCATENATE(Targets!$A1567,\"-\",Targets!$B1567,\"-\",Targets!$C1567)","v":"10004736-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Run effective taster events for local schools at Northbrook, increase the number of prospective and current FE and HE students that participate","Yes",90,"2010-11",250,"2019-20",1136,1952,"1500 est.","1500 est.","55 est.","e) Performance is below baseline","Access","Multiple"]
["10004736","7b",7,{"$f":"CONCATENATE(Targets!$A1568,\"-\",Targets!$B1568)","v":"10004736-7b"},{"$f":"CONCATENATE(Targets!$A1568,\"-\",Targets!$B1568,\"-\",Targets!$C1568)","v":"10004736-7b-7"},"Student support services","Develop HE student Mentor and Ambassador scheme","Yes",0,"2010-11","Scheme in place","2019-20","-","-","-","minimal scheme in place in partnership with NNCO","Scheme in place with N:COP and a local pupil referral unit. Peer Assisted Study Scheme pilot ran within 2 courses in the college; 6 level 5 students mentored level 4 students. This was then extended and 45 students trained at the end of 2016/17 in order to continue the scheme in 2017/18.","b) Yearly milestone met","Other","Other"]
["10004736","7b",8,{"$f":"CONCATENATE(Targets!$A1569,\"-\",Targets!$B1569)","v":"10004736-7b"},{"$f":"CONCATENATE(Targets!$A1569,\"-\",Targets!$B1569,\"-\",Targets!$C1569)","v":"10004736-7b-8"},"Other (please give details in the next column)","Support the development of Northbrook Students' Union. Facilitate the growth of HE student participation across college","Yes",0,"2011-12","Student Union  in place in affiliation with the University of Brighton","2019-20","Student participation improved but student union not yet in place","The Students’ Union is now in place in affiliation with the University of Brighton.","SU activity and engagement with student body is improving, office to be moved in 15/16 to aid visibility","Student engagement risen with the introduction of the new office, with an average of 12 students visiting the office for lunch and using the ‘chill out’ space per day. Additionally, on average there are 3 enquiries from students regarding events, societies, and queries about academic studies etc.  per day in the office","Student engagement continues to rise with an average of 8-15 students using the room per day or accessing the SU to gain information, advice and guidence. There are 6 societies run by students and supported by the SU. In 2016/17 there were 3 specific Northbrook BSU events, as well as a 2 week 'Freshtival' and 10 other events run in conjunction with the rest of BSU which Northbrook students were invited to attend. There are also monthly student rep meetings where students are invited to discuss and feedback about their courses.","a) Overall target met/exceeded","Access, Student Success and Progression","Multiple"]
["10004736","7b",9,{"$f":"CONCATENATE(Targets!$A1570,\"-\",Targets!$B1570)","v":"10004736-7b"},{"$f":"CONCATENATE(Targets!$A1570,\"-\",Targets!$B1570,\"-\",Targets!$C1570)","v":"10004736-7b-9"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Further embed Employability, Enterprise and Entrepreneurship within the curriculum. Develop careers/progression advice, links with industry, live projects","Yes",0,"2011-2012","6 specific events","2019-20","In place","In place 87% of graduates are in employment","In place, most curricula have industry specialist events that guide students on career opportunities","In place, most curricula have industry specialist events that guide students on career opportunities (new desingers events Industry week and specific emploability modules delievered)","In place, most courses have been developed in partnership with industry, students attend lectures from visiting employers and several departments hold regular 'meet the industry' days. Many courses also offer professional placement opportunities for students and run an employability module","a) Overall target met/exceeded","Progression","Multiple"]
["10004736","7b",10,{"$f":"CONCATENATE(Targets!$A1571,\"-\",Targets!$B1571)","v":"10004736-7b"},{"$f":"CONCATENATE(Targets!$A1571,\"-\",Targets!$B1571,\"-\",Targets!$C1571)","v":"10004736-7b-10"},"Other (please give details in the next column)","To offer clear, accurate and comprehensive information to prospective students on the full range of  financial support available, to include website, publicity material, HE handbooks","Yes",0,"2011-2012","In place","2019-20","In place","In place","In place","In place","In place","a) Overall target met/exceeded","Access","Multiple"]
["10004736","7b",11,{"$f":"CONCATENATE(Targets!$A1572,\"-\",Targets!$B1572)","v":"10004736-7b"},{"$f":"CONCATENATE(Targets!$A1572,\"-\",Targets!$B1572,\"-\",Targets!$C1572)","v":"10004736-7b-11"},"Student support services","Continue to provide non-traditional HE students with appropriate additional learning support.","Yes",0,"2011-2012","In place","2019-20","In place","In place","In place","In place","In place","a) Overall target met/exceeded","Student Success","Multiple"]
["10000721","7a",1,{"$f":"CONCATENATE(Targets!$A1573,\"-\",Targets!$B1573)","v":"10000721-7a"},{"$f":"CONCATENATE(Targets!$A1573,\"-\",Targets!$B1573,\"-\",Targets!$C1573)","v":"10000721-7a-1"},"Other statistic - Other (please give details in the next column)","Progression rate from Foundation Degree to Level 6","No",0.48,"2013-14",0.6,"2019-20",0.5,0.48,0.52,0.6,0.51,"c) Progress made – but less than anticipated","Student Success","Multiple"]
["10000721","7a",2,{"$f":"CONCATENATE(Targets!$A1574,\"-\",Targets!$B1574)","v":"10000721-7a"},{"$f":"CONCATENATE(Targets!$A1574,\"-\",Targets!$B1574,\"-\",Targets!$C1574)","v":"10000721-7a-2"},"Other statistic - Completion/Non continuation (please give details in the next column)","Achievement of completers at Level 5 and Level 6","No",0.88,"2013-14",0.94,"2019-20",0.85,0.88,0.87,0.88,0.87,"e) Performance is below baseline","Student Success","Multiple"]
["10000721","7a",3,{"$f":"CONCATENATE(Targets!$A1575,\"-\",Targets!$B1575)","v":"10000721-7a"},{"$f":"CONCATENATE(Targets!$A1575,\"-\",Targets!$B1575,\"-\",Targets!$C1575)","v":"10000721-7a-3"},"Other statistic - Other (please give details in the next column)","To increase participation from deprived areas","No",0.15,"2013-14",0.2,"2019-20",0.15,0.15,0.17,0.18,0.19,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10000721","7a",4,{"$f":"CONCATENATE(Targets!$A1576,\"-\",Targets!$B1576)","v":"10000721-7a"},{"$f":"CONCATENATE(Targets!$A1576,\"-\",Targets!$B1576,\"-\",Targets!$C1576)","v":"10000721-7a-4"},"Other statistic - Completion/Non continuation (please give details in the next column)","Annual Retention","No",0.88,"2013-14",0.92,"2019-20",0.85,0.88,0.87,0.86,0.92,"a) Overall target met/exceeded","Student Success","Multiple"]
["10000721","7a",5,{"$f":"CONCATENATE(Targets!$A1577,\"-\",Targets!$B1577)","v":"10000721-7a"},{"$f":"CONCATENATE(Targets!$A1577,\"-\",Targets!$B1577,\"-\",Targets!$C1577)","v":"10000721-7a-5"},"Other statistic - Other (please give details in the next column)","Progression rate from Level 3","No",0.23,"2013-14",0.35,"2019-20",0.12,0.23,0.19,0.2,0.2,"e) Performance is below baseline","Access","Multiple"]
["10000721","7b",1,{"$f":"CONCATENATE(Targets!$A1578,\"-\",Targets!$B1578)","v":"10000721-7b"},{"$f":"CONCATENATE(Targets!$A1578,\"-\",Targets!$B1578,\"-\",Targets!$C1578)","v":"10000721-7b-1"},"Management targets","Meet Target Student Recruitment Number","No",210,"2014-15",365,"2019-20",185,175,283,314,263,"c) Progress made – but less than anticipated","Access","Multiple"]
["10000721","7b",2,{"$f":"CONCATENATE(Targets!$A1579,\"-\",Targets!$B1579)","v":"10000721-7b"},{"$f":"CONCATENATE(Targets!$A1579,\"-\",Targets!$B1579,\"-\",Targets!$C1579)","v":"10000721-7b-2"},"Management targets","Develop a minimum of two new programmes each year","No",2,"2011-12",2,"2019-20",24,0,3,2,4,"a) Overall target met/exceeded","Access","Multiple"]
["10000721","7b",3,{"$f":"CONCATENATE(Targets!$A1580,\"-\",Targets!$B1580)","v":"10000721-7b"},{"$f":"CONCATENATE(Targets!$A1580,\"-\",Targets!$B1580,\"-\",Targets!$C1580)","v":"10000721-7b-3"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Progression events for schools and colleges in the North Eastern retion","Yes",6,"2011-12",6,"2019-20",6,6,71,110,111,"a) Overall target met/exceeded","Access","Multiple"]
["10000721","7b",4,{"$f":"CONCATENATE(Targets!$A1581,\"-\",Targets!$B1581)","v":"10000721-7b"},{"$f":"CONCATENATE(Targets!$A1581,\"-\",Targets!$B1581,\"-\",Targets!$C1581)","v":"10000721-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Attendance at Higher Education Open Days","No",326,"2012-13",425,"2019-20",326,353,381,338,342,"c) Progress made – but less than anticipated","Access","Multiple"]
["10000721","7b",5,{"$f":"CONCATENATE(Targets!$A1582,\"-\",Targets!$B1582)","v":"10000721-7b"},{"$f":"CONCATENATE(Targets!$A1582,\"-\",Targets!$B1582,\"-\",Targets!$C1582)","v":"10000721-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Internal promotion of higher education within the College as a positive outcome for level 3 students","No",72,"2012-13",340,"2019-20",72,270,380,670,1201,"a) Overall target met/exceeded","Access","Multiple"]
["10002005","7a",1,{"$f":"CONCATENATE(Targets!$A1583,\"-\",Targets!$B1583)","v":"10002005-7a"},{"$f":"CONCATENATE(Targets!$A1583,\"-\",Targets!$B1583,\"-\",Targets!$C1583)","v":"10002005-7a-1"},"Other statistic - Care-leavers (please give details in the next column)","financial support for all care leavers","no",10,"2012-13",20,"2019-20",10,17,27,21,21,"a) Overall target met/exceeded","Access","Care leavers"]
["10002005","7a",2,{"$f":"CONCATENATE(Targets!$A1584,\"-\",Targets!$B1584)","v":"10002005-7a"},{"$f":"CONCATENATE(Targets!$A1584,\"-\",Targets!$B1584,\"-\",Targets!$C1584)","v":"10002005-7a-2"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","seek to maintain high % of students from WP backgounrds","no",36,"2013-14",44,"2019-20",37,36,37,40,42,"b) Yearly milestone met","Access and Student Success","Socio-economic"]
["10002005","7a",3,{"$f":"CONCATENATE(Targets!$A1585,\"-\",Targets!$B1585)","v":"10002005-7a"},{"$f":"CONCATENATE(Targets!$A1585,\"-\",Targets!$B1585,\"-\",Targets!$C1585)","v":"10002005-7a-3"},"HESA T5 - Projected degree (full-time, first degree entrants)","improve degree classification  profile of WP students","no",55,"2012-13",70,"2019-20",55,73,65,70,70,"a) Overall target met/exceeded","Student Success","Low participation neighbourhood (LPN)"]
["10007850","7a",5,{"$f":"CONCATENATE(Targets!$A1586,\"-\",Targets!$B1586)","v":"10007850-7a"},{"$f":"CONCATENATE(Targets!$A1586,\"-\",Targets!$B1586,\"-\",Targets!$C1586)","v":"10007850-7a-5"},"Other statistic - Other (please give details in the next column)","Inrease proportion of students from POLAR quintiles 1 & 2 to 17.3% in 2020","No",15.3,"2015-16",17.3,"2020-21","-","-","-",15.3,14.7,"e) Performance is below baseline","Access","Low participation neighbourhoods (LPN)"]
["10007850","7b",1,{"$f":"CONCATENATE(Targets!$A1587,\"-\",Targets!$B1587)","v":"10007850-7b"},{"$f":"CONCATENATE(Targets!$A1587,\"-\",Targets!$B1587,\"-\",Targets!$C1587)","v":"10007850-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Offer achievement raising events such as summer schools and subject enrichment programmes for target schools and colleges - target expressed as number of participants","No",500,"2013-14",500,"2019-20",687,2152,2328,325,444,"b) Yearly milestone met","Access","Multiple"]
["10007796","7b",20,{"$f":"CONCATENATE(Targets!$A1588,\"-\",Targets!$B1588)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1588,\"-\",Targets!$B1588,\"-\",Targets!$C1588)","v":"10007796-7b-20"},"Outreach / WP activity (summer schools)","% of Pre-16 Summer School Participants that Agree to 'The summer school has increased my confidence about studying at university'","No",0.88,"Other (please give details in Description column)",0.9,"2019-20",0.91,0.75,0.93700000000000006,0.93,0.82,"e) Performance is below baseline","Access","Multiple"]
["10007796","7b",21,{"$f":"CONCATENATE(Targets!$A1589,\"-\",Targets!$B1589)","v":"10007796-7b"},{"$f":"CONCATENATE(Targets!$A1589,\"-\",Targets!$B1589,\"-\",Targets!$C1589)","v":"10007796-7b-21"},"Outreach / WP activity (collaborative - please give details in the next column)","Realising Opportunities - number of participants in the RO programme at the University of Leicester","Yes",56,"Other (please give details in Description column)",55,"2019-20",46,66,61,59,75,"a) Overall target met/exceeded","Access","Multiple"]
["10002005","7a",4,{"$f":"CONCATENATE(Targets!$A1590,\"-\",Targets!$B1590)","v":"10002005-7a"},{"$f":"CONCATENATE(Targets!$A1590,\"-\",Targets!$B1590,\"-\",Targets!$C1590)","v":"10002005-7a-4"},"Other statistic - Other (please give details in the next column)","support potential level three internal progressors to aspire to HE by introducing new POS","no",30,"2014-15",50,"2019-20",0,0,30,50,50,"a) Overall target met/exceeded","Access","Multiple"]
["10002005","7b",1,{"$f":"CONCATENATE(Targets!$A1591,\"-\",Targets!$B1591)","v":"10002005-7b"},{"$f":"CONCATENATE(Targets!$A1591,\"-\",Targets!$B1591,\"-\",Targets!$C1591)","v":"10002005-7b-1"},"Outreach / WP activity (other - please give details in the next column)","pilot with one secondary school and two feeder primaries extended to two secondary schools and their feeder primaries","no",0,"2013-14",15,"2019-20",0,1,2,3,6,"b) Yearly milestone met","Access","State school"]
["10007759","7b",4,{"$f":"CONCATENATE(Targets!$A1592,\"-\",Targets!$B1592)","v":"10007759-7b"},{"$f":"CONCATENATE(Targets!$A1592,\"-\",Targets!$B1592,\"-\",Targets!$C1592)","v":"10007759-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Student Tutoring, Mentoring and e-mentoring - Aston tutors and mentors working in target schools and colleges on academic and aspiration support via the long established student tutoring and mentoring schemes at Aston. Schools and Colleges with 60% or more of learners who live in the most disadvantaged IMD postcodes will be targeted.","No",101,"2011-12",125,"2019-20",121,100,135,159,125,"a) Overall target met/exceeded","Access and Student Success","Low participation neighbourhood (LPN)"]
["10007759","7b",5,{"$f":"CONCATENATE(Targets!$A1593,\"-\",Targets!$B1593)","v":"10007759-7b"},{"$f":"CONCATENATE(Targets!$A1593,\"-\",Targets!$B1593,\"-\",Targets!$C1593)","v":"10007759-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Number of young people from disadvantaged backgrounds engaged in intensive activity as part of Aimhigher West Midlands partnership,  using a basket of indicators","Yes",500,"Other (please give details in Description column)",1000,"2019-20",660,768,1001,1021,1108,"a) Overall target met/exceeded","Access and Student Success","Other"]
["10007759","7b",6,{"$f":"CONCATENATE(Targets!$A1594,\"-\",Targets!$B1594)","v":"10007759-7b"},{"$f":"CONCATENATE(Targets!$A1594,\"-\",Targets!$B1594,\"-\",Targets!$C1594)","v":"10007759-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Masterclasses and subject enrichment. Number of learners from state schools accessing masterclasses and subject enrichment activities. Learners will be targeted by state school and from schools/colleges with 60% or more of students who live in the most disadvantaged IMD postcodes","No",1184,"2011-12",1200,"2019-20",1188,805,2010,1202,1256,"a) Overall target met/exceeded","Access","Socio-economic"]
["10007759","7b",7,{"$f":"CONCATENATE(Targets!$A1595,\"-\",Targets!$B1595)","v":"10007759-7b"},{"$f":"CONCATENATE(Targets!$A1595,\"-\",Targets!$B1595,\"-\",Targets!$C1595)","v":"10007759-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Campus visits. Number of students from state schools visiting campus for general HE experience days and aspiration raising events. Learners will be targeted by state school and from schools/colleges with 60% or more of students who live in the most disadvantaged IMD postcodes","No",2291,"2011-12",2000,"2019-20",3018,2496,2744,2865,2187,"a) Overall target met/exceeded","Access","State school"]
["10007759","7b",8,{"$f":"CONCATENATE(Targets!$A1596,\"-\",Targets!$B1596)","v":"10007759-7b"},{"$f":"CONCATENATE(Targets!$A1596,\"-\",Targets!$B1596,\"-\",Targets!$C1596)","v":"10007759-7b-8"},"Outreach / WP activity (other - please give details in the next column)","IAG (Information, Advice and Guidance) in schools and colleges. Number of visits to state schools and colleges where 60% or more of students are from IMD postcodes as above. These include parents evenings, Y9 options evenings, HE Guidance sessions. This is to complement or replace lost funding and staffing in careers and connexions services.","No",20,"Other (please give details in Description column)",80,"2019-20",68,69,84,90,179,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10003674","7a",1,{"$f":"CONCATENATE(Targets!$A1597,\"-\",Targets!$B1597)","v":"10003674-7a"},{"$f":"CONCATENATE(Targets!$A1597,\"-\",Targets!$B1597,\"-\",Targets!$C1597)","v":"10003674-7a-1"},"Other statistic - Other (please give details in the next column)","7.    Increase the number of mature students (aged 25+) studying for a part time (HNC/Foundation Degree) HE award at the College by 5%pa(non compound).","No","286 mature HE learners + 25 years of age (26% of total)","2013-14",0.06,"2019-20","na","286 students/26% of HE pop.","260 students/27 % of HE pop","245 students/24% of HE pop.","221 students/21% HE Pop.","e) Performance is below baseline","Access","Socio-economic"]
["10003674","7a",2,{"$f":"CONCATENATE(Targets!$A1598,\"-\",Targets!$B1598)","v":"10003674-7a"},{"$f":"CONCATENATE(Targets!$A1598,\"-\",Targets!$B1598,\"-\",Targets!$C1598)","v":"10003674-7a-2"},"Other statistic - Ethnicity (please give details in the next column)","1.    Maintain the percentage of HE students from an ethnic minority background (56% non-British).","No","618 (of total 1,113) HE students- 56% (non British) ethnic monority HE students","2013-14",0.56000000000000005,"2019-20","na","618 students/56% of HE pop.","554 students/ 58% of HE pop.","647 students/ 63% of HE population","664 students/62% of HE pop.","a) Overall target met/exceeded","Access","Ethnicity"]
["10003674","7a",3,{"$f":"CONCATENATE(Targets!$A1599,\"-\",Targets!$B1599)","v":"10003674-7a"},{"$f":"CONCATENATE(Targets!$A1599,\"-\",Targets!$B1599,\"-\",Targets!$C1599)","v":"10003674-7a-3"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","2.    Increase the number of students joining College HE courses from disadvantaged/low participation post codes (measured by POLAR classification and numbers of students derived from localities in quintiles 1 and 2) by 10%pa (Non compund%);","No","117  no. of HE students derived from localities in POLAR quintiles 1 and 2data 2013-14","2013-14 - 117",0.1,"2019-20","na","117 students/10% of HE pop.","104 students/11% of HE Pop.","118 students from POLAR quintile 1&2/11% of HE population","128 students from POLAR quintile 1&2/12% of HE Pop.","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10003674","7a",4,{"$f":"CONCATENATE(Targets!$A1600,\"-\",Targets!$B1600)","v":"10003674-7a"},{"$f":"CONCATENATE(Targets!$A1600,\"-\",Targets!$B1600,\"-\",Targets!$C1600)","v":"10003674-7a-4"},"Other statistic - Other (please give details in the next column)","3. Increase the number of students progressing within the College to HE provision by 10%pa  (Non compund%)","No","188 students 17 % of KC HE student popualtion progressed from within the College","2013-14","+11% students from KC","2019-20","na","188 students/17% HE pop.","226 students/17% of HE pop.","206 students/18% of HE student population originate from KC","203 students/19% of HE population","c) Progress made – but less than anticipated","Access","State school"]
["10003674","7a",5,{"$f":"CONCATENATE(Targets!$A1601,\"-\",Targets!$B1601)","v":"10003674-7a"},{"$f":"CONCATENATE(Targets!$A1601,\"-\",Targets!$B1601,\"-\",Targets!$C1601)","v":"10003674-7a-5"},"Other statistic - Disabled (please give details in the next column)","4.    Increase the percentage of disabled students studying on College HE courses to 10%pa (non compound%).","No","76 HE students (declared diability)  7 %students studying HE who have disability","2013-14",0.15,"2019-20","na","76 students/7% of HE pop.","46 students/5% of HE pop.","98 (+29%)HE students with declared disability/9.5% of HE population","92 students with declared difficulty/8.5% of HE Pop.","c) Progress made – but less than anticipated","Access","Disability"]
["10007162","7a",1,{"$f":"CONCATENATE(Targets!$A1602,\"-\",Targets!$B1602)","v":"10007162-7a"},{"$f":"CONCATENATE(Targets!$A1602,\"-\",Targets!$B1602,\"-\",Targets!$C1602)","v":"10007162-7a-1"},"Other statistic - Socio-economic (please give details in the next column)","A 0.5 point increase each year in the percentage of new home undergraduate entrants from socio-economic classes 4-7, measured using UCAS data. Data produced internally, based on UK undergraduate entry/enrolment data and relates to all students (i.e. does not differentiate between 'Young' and 'Mature' students).","No",0.35,"2014-15",0.375,"2019-20","-","-",0.35,0.34,0.32,"e) Performance is below baseline","Access","Socio-economic"]
["10007162","7a",2,{"$f":"CONCATENATE(Targets!$A1603,\"-\",Targets!$B1603)","v":"10007162-7a"},{"$f":"CONCATENATE(Targets!$A1603,\"-\",Targets!$B1603,\"-\",Targets!$C1603)","v":"10007162-7a-2"},"Other statistic - Ethnicity (please give details in the next column)","A 0.5 point increase each year in the percentage of new home undergraduate entrants from Black and minority ethnic groups. Data produced internally, based on UK undergraduate entry/enrolment data and relates to all students (i.e. does not differentiate between 'Young' and 'Mature' students).","No",0.3,"2014-15",0.32500000000000001,"2019-20","-","-",0.3,0.29499999999999998,0.31,"b) Yearly milestone met","Access","Ethnicity"]
["10007162","7a",3,{"$f":"CONCATENATE(Targets!$A1604,\"-\",Targets!$B1604)","v":"10007162-7a"},{"$f":"CONCATENATE(Targets!$A1604,\"-\",Targets!$B1604,\"-\",Targets!$C1604)","v":"10007162-7a-3"},"Other statistic - Socio-economic (please give details in the next column)","A 1.0 point increase each year in the retention rate of home undergraduate students from socio-economic classes 4-7, measured using UCAS data.  Data produced internally, based on UK undergraduate entry/enrolment data and relates to all students (i.e. does not differentiate between 'Young' and 'Mature' students).  For retention, we measure progress from Year 1 to Year 2 within the Institution.","No",0.78,"2014-15",0.83,"2019-20","-","-",0.78,0.81,0.82,"b) Yearly milestone met","Student Success","Socio-economic"]
["10007162","7a",4,{"$f":"CONCATENATE(Targets!$A1605,\"-\",Targets!$B1605)","v":"10007162-7a"},{"$f":"CONCATENATE(Targets!$A1605,\"-\",Targets!$B1605,\"-\",Targets!$C1605)","v":"10007162-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","A 1.0 point increase each year in the retention rate of home undergraduate students from Black and minority ethnic groups.   Data produced internally, based on UK undergraduate entry/enrolment data and relates to all students (i.e. does not differentiate between 'Young' and 'Mature' students).  For retention, we measure progress from Year 1 to Year 2 within the Institution.","No",0.74,"2014-15",0.79,"2019-20","-","-",0.74,0.77,0.79,"a) Overall target met/exceeded","Student Success","Ethnicity"]
["10007147","7b",8,{"$f":"CONCATENATE(Targets!$A1606,\"-\",Targets!$B1606)","v":"10007147-7b"},{"$f":"CONCATENATE(Targets!$A1606,\"-\",Targets!$B1606,\"-\",Targets!$C1606)","v":"10007147-7b-8"},"Operational targets","Reduce the HE progression gap between targeted WP students and the Hertfordshire cohort as a whole","No",0.16919999999999999,"2014-15",0.14000000000000001,"2019-20","-","-",0.16919999999999999,0.158,0.155,"b) Yearly milestone met","Progression","Multiple"]
["10007147","7b",9,{"$f":"CONCATENATE(Targets!$A1607,\"-\",Targets!$B1607)","v":"10007147-7b"},{"$f":"CONCATENATE(Targets!$A1607,\"-\",Targets!$B1607,\"-\",Targets!$C1607)","v":"10007147-7b-9"},"Operational targets","Collaborative conference for staff","Yes",1,"2013-14",1,"2019-20",1,1,1,1,1,"a) Overall target met/exceeded","Access and Student Success","Multiple"]
["10007147","7b",10,{"$f":"CONCATENATE(Targets!$A1608,\"-\",Targets!$B1608)","v":"10007147-7b"},{"$f":"CONCATENATE(Targets!$A1608,\"-\",Targets!$B1608,\"-\",Targets!$C1608)","v":"10007147-7b-10"},"Outreach / WP activity (collaborative - please give details in the next column)","Collaborative outreach activities for potential students","Yes",5,"2015-16",5,"2019-20","-","-","-",5,5,"a) Overall target met/exceeded","Access","Multiple"]
["10000754","7a",1,{"$f":"CONCATENATE(Targets!$A1609,\"-\",Targets!$B1609)","v":"10000754-7a"},{"$f":"CONCATENATE(Targets!$A1609,\"-\",Targets!$B1609,\"-\",Targets!$C1609)","v":"10000754-7a-1"},"Other statistic - Care-leavers (please give details in the next column)","Percentage of care leavers identified in level 3 progressing to HE","No",3,"2014-15",13,"2019-20","-","-",3,5,7,"b) Yearly milestone met","Access","Care leavers"]
["10000754","7a",2,{"$f":"CONCATENATE(Targets!$A1610,\"-\",Targets!$B1610)","v":"10000754-7a"},{"$f":"CONCATENATE(Targets!$A1610,\"-\",Targets!$B1610,\"-\",Targets!$C1610)","v":"10000754-7a-2"},"Other statistic - Socio-economic (please give details in the next column)","Maintaining the proportion of students from low participation areas (Polar data - quintile 1)","No",0.35,"2014-15",0.35,"2019-20","-","-",0.35,0.38,0.36,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10000754","7a",3,{"$f":"CONCATENATE(Targets!$A1611,\"-\",Targets!$B1611)","v":"10000754-7a"},{"$f":"CONCATENATE(Targets!$A1611,\"-\",Targets!$B1611,\"-\",Targets!$C1611)","v":"10000754-7a-3"},"Other statistic - Part-time (please give details in the next column)","Growth of PT entrants to HE (new starts)","No",170,"2012-13",270,"2019-20",170,150,197,209,197,"c) Progress made – but less than anticipated","Access","Part-time"]
["10000754","7a",4,{"$f":"CONCATENATE(Targets!$A1612,\"-\",Targets!$B1612)","v":"10000754-7a"},{"$f":"CONCATENATE(Targets!$A1612,\"-\",Targets!$B1612,\"-\",Targets!$C1612)","v":"10000754-7a-4"},"Other statistic - Completion/Non continuation (please give details in the next column)","College HE completion rate","No",0.85199999999999998,"2011-12",0.91,"2019-20",0.85799999999999998,0.873,0.85899999999999999,0.85099999999999998,0.85499999999999898,"c) Progress made – but less than anticipated","Student Success","Multiple"]
["10000754","7a",5,{"$f":"CONCATENATE(Targets!$A1613,\"-\",Targets!$B1613)","v":"10000754-7a"},{"$f":"CONCATENATE(Targets!$A1613,\"-\",Targets!$B1613,\"-\",Targets!$C1613)","v":"10000754-7a-5"},"Other statistic - Other (please give details in the next column)","Internal progression target - students progressing from FE to HE (within 2 years)","No",0.28699999999999998,"2011-12",0.5,"2019-20",0.32400000000000001,0.34300000000000003,0.372,0.38200000000000001,0.42099999999999899,"b) Yearly milestone met","Access","Multiple"]
["10007147","7b",11,{"$f":"CONCATENATE(Targets!$A1614,\"-\",Targets!$B1614)","v":"10007147-7b"},{"$f":"CONCATENATE(Targets!$A1614,\"-\",Targets!$B1614,\"-\",Targets!$C1614)","v":"10007147-7b-11"},"Outreach / WP activity (other - please give details in the next column)","Interactions with potential students and their families","No",5400,"2013-14",5400,"2019-20","-",5400,6250,5500,5750,"a) Overall target met/exceeded","Access","Multiple"]
["10007147","7b",12,{"$f":"CONCATENATE(Targets!$A1615,\"-\",Targets!$B1615)","v":"10007147-7b"},{"$f":"CONCATENATE(Targets!$A1615,\"-\",Targets!$B1615,\"-\",Targets!$C1615)","v":"10007147-7b-12"},"Student support services","Increase the attainment of widening participation students engaged in the Herts Success programme","No","67% gaining 1st or 2:i degree classifications","2015-16",0.7,"2019-20","-","-","-","67% gaining 1st or 2:i degree classifications",0.75,"a) Overall target met/exceeded","Access, Student Success and Progression","Multiple"]
["10004112","7a",1,{"$f":"CONCATENATE(Targets!$A1616,\"-\",Targets!$B1616)","v":"10004112-7a"},{"$f":"CONCATENATE(Targets!$A1616,\"-\",Targets!$B1616,\"-\",Targets!$C1616)","v":"10004112-7a-1"},"Other statistic - Other (please give details in the next column)","Implement a scholarship programme for elite athletes and performers, increasing progression from internal College programmes and recruitment from professional body partnerships","Yes",0.05,"2013-14 enrolments",0.1,"2019-20","-",0.05,7.0000000000000007E-2,7.4999999999999997E-2,8.7999999999999898E-2,"b) Yearly milestone met","Access","Multiple"]
["10004112","7a",2,{"$f":"CONCATENATE(Targets!$A1617,\"-\",Targets!$B1617)","v":"10004112-7a"},{"$f":"CONCATENATE(Targets!$A1617,\"-\",Targets!$B1617,\"-\",Targets!$C1617)","v":"10004112-7a-2"},"HESA T5 - Projected degree (full-time, first degree entrants)","To raise the proportion of successfukl foundation degree students progressing to a BA(Hons) Top Up Degree.","No",0.81,"2012-13",90,"2019-20",0.81,0.82,0.87,0.86,0.87,"b) Yearly milestone met","Student Success and Progression","Multiple"]
["10004112","7a",3,{"$f":"CONCATENATE(Targets!$A1618,\"-\",Targets!$B1618)","v":"10004112-7a"},{"$f":"CONCATENATE(Targets!$A1618,\"-\",Targets!$B1618,\"-\",Targets!$C1618)","v":"10004112-7a-3"},"HESA T2b - Low participation neighbourhoods (POLAR3) (Mature, part-time entrants)","Increase the number of PT/DL and Blended Mature students, based on more accurate data, and replaces the target from the 15/16,and has more streach.","No",0.22,"2013-14",0.46,"2019-20","-",0.22,0.28000000000000003,0.23,0.22,"d) No progress made against baseline","Access","Multiple"]
["10004112","7a",4,{"$f":"CONCATENATE(Targets!$A1619,\"-\",Targets!$B1619)","v":"10004112-7a"},{"$f":"CONCATENATE(Targets!$A1619,\"-\",Targets!$B1619,\"-\",Targets!$C1619)","v":"10004112-7a-4"},"HESA T1c - Low participation neighbourhoods (POLAR3) (Young, full-time, other undergraduate entrants)","Work with REACH and NECOM Partnerships to both deliver and participate in College Based HE progression targetted activities at 6th Forms Colleges and School leavers.","Yes",1,"2013-14",6,"2019-20","-",1,2,3,3,"c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10004112","7a",5,{"$f":"CONCATENATE(Targets!$A1620,\"-\",Targets!$B1620)","v":"10004112-7a"},{"$f":"CONCATENATE(Targets!$A1620,\"-\",Targets!$B1620,\"-\",Targets!$C1620)","v":"10004112-7a-5"},"HESA T1a - State School (Young, full-time, first degree entrants)","Work with REACH and NECOM Partnerships to both deliver and participate in College Based HE progression targetted activities at 6th Forms Colleges and School leavers.","Yes",1,"2013-14",6,"2019-20","-",1,2,3,3,"c) Progress made – but less than anticipated","Access","State school"]
["10004112","7a",6,{"$f":"CONCATENATE(Targets!$A1621,\"-\",Targets!$B1621)","v":"10004112-7a"},{"$f":"CONCATENATE(Targets!$A1621,\"-\",Targets!$B1621,\"-\",Targets!$C1621)","v":"10004112-7a-6"},"HESA T1a - State School (Young, full-time, first degree entrants)","Work with REACH and NECOM Partnerships to both deliver and participate in College Based HE progression targetted activities at 6th Forms Colleges and School leavers.","Yes",1,"2014-15",6,"2019-20","-",1,2,3,3,"c) Progress made – but less than anticipated","Access","State school"]
["10004112","7a",7,{"$f":"CONCATENATE(Targets!$A1622,\"-\",Targets!$B1622)","v":"10004112-7a"},{"$f":"CONCATENATE(Targets!$A1622,\"-\",Targets!$B1622,\"-\",Targets!$C1622)","v":"10004112-7a-7"},"Other statistic - Gender (please give details in the next column)","Promote and increase at Loughborough College the numbers of women takin technology programmes at HE levels from the current baseline","Yes",1,"2014-15",45,"2019-20","-","-",1,6,14,"c) Progress made – but less than anticipated","Access","Gender"]
["10004112","7a",8,{"$f":"CONCATENATE(Targets!$A1623,\"-\",Targets!$B1623)","v":"10004112-7a"},{"$f":"CONCATENATE(Targets!$A1623,\"-\",Targets!$B1623,\"-\",Targets!$C1623)","v":"10004112-7a-8"},"HESA T1a - State School (Young, full-time, first degree entrants)","Increase the numbers of students progressing from Level 3 FE into Loughborough College Higher Education","No",2,"2013-14",0.25,"2019-20","-",0.02,0.06,6.7000000000000004E-2,8.7999999999999898E-2,"c) Progress made – but less than anticipated","Access","Multiple"]
["10000754","7a",6,{"$f":"CONCATENATE(Targets!$A1624,\"-\",Targets!$B1624)","v":"10000754-7a"},{"$f":"CONCATENATE(Targets!$A1624,\"-\",Targets!$B1624,\"-\",Targets!$C1624)","v":"10000754-7a-6"},"Other statistic - Disabled (please give details in the next column)","Student self-disclosures","No",390,"2011-12",570,"2019-20","-","-","-",568,510,"c) Progress made – but less than anticipated","Access and Student Success","Disability"]
["10000754","7a",7,{"$f":"CONCATENATE(Targets!$A1625,\"-\",Targets!$B1625)","v":"10000754-7a"},{"$f":"CONCATENATE(Targets!$A1625,\"-\",Targets!$B1625,\"-\",Targets!$C1625)","v":"10000754-7a-7"},"Other statistic - Other (please give details in the next column)","Foundation Degree students progressing to top-up completion awards","No",0.56499999999999995,"2011-12",0.71,"2019-20",0.64900000000000002,0.59,0.63300000000000001,0.69899999999999995,0.624,"c) Progress made – but less than anticipated","Access and Student Success","Multiple"]
["10000754","7b",1,{"$f":"CONCATENATE(Targets!$A1626,\"-\",Targets!$B1626)","v":"10000754-7b"},{"$f":"CONCATENATE(Targets!$A1626,\"-\",Targets!$B1626,\"-\",Targets!$C1626)","v":"10000754-7b-1"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Targets associated with the National Networks for Collaborative Outreach (Lancashire and Cumbria) - in development","Yes",150,"2015-16",300,"2016-17","-","-","-",150,265,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10000754","7b",2,{"$f":"CONCATENATE(Targets!$A1627,\"-\",Targets!$B1627)","v":"10000754-7b"},{"$f":"CONCATENATE(Targets!$A1627,\"-\",Targets!$B1627,\"-\",Targets!$C1627)","v":"10000754-7b-2"},"Management targets","Provision of flexible blended delivery to support access","No",0.17,"2015-16",0.2,"2019-20","-","-","-",0.17,0.2,"a) Overall target met/exceeded","Access","Multiple"]
["10000754","7b",3,{"$f":"CONCATENATE(Targets!$A1628,\"-\",Targets!$B1628)","v":"10000754-7b"},{"$f":"CONCATENATE(Targets!$A1628,\"-\",Targets!$B1628,\"-\",Targets!$C1628)","v":"10000754-7b-3"},"Outreach / WP activity (summer schools)","Number of students participating in the full summer school offer (Flying Start)","No",331,"2015-16",350,"2019-20","-","-","-",331,666,"a) Overall target met/exceeded","Access","Multiple"]
["10005545","7b",3,{"$f":"CONCATENATE(Targets!$A1629,\"-\",Targets!$B1629)","v":"10005545-7b"},{"$f":"CONCATENATE(Targets!$A1629,\"-\",Targets!$B1629,\"-\",Targets!$C1629)","v":"10005545-7b-3"},"Operational targets","Review and implement data capture and monitoring system for more robust datasets and to build understanding and an evidence base for future practice.","No","No","2014-15","Yes","2019-20","n/a","n/a","No","New Data Group est.& increasing attention to data & monitoring","Data group driving  improved data-driven practice.  Purchase of new CRM, & increased exploration of datasets, collection and requirements.","b) Yearly milestone met","Access, Student Success and Progression","Multiple"]
["10005545","7b",4,{"$f":"CONCATENATE(Targets!$A1630,\"-\",Targets!$B1630)","v":"10005545-7b"},{"$f":"CONCATENATE(Targets!$A1630,\"-\",Targets!$B1630,\"-\",Targets!$C1630)","v":"10005545-7b-4"},"Operational targets","Increase consultations and engagement with students; promotion of student voice in relation to evaluating and designing widening participation practices. Implement mechanisms for this to happen.","No","not available","2014-15",120,"2019-20","n/a","n/a","Limited to reference groups/ committees","Student Union and representatives consulted on new Access Agreement; Student Voice project scoped for 2016-17","Approx. 126\nSU, student reps &  ambassadors contributed to WP agenda. Included consultation on the new Access Agr’mt; a targeted survey regarding progression and services conducted with 59 students as part of the Careers Review; 62 ambassadors employed, providing ongoing feedback into WP activity\n","a) Overall target met/exceeded","Access, Student Success and Progression","Multiple"]
["10005545","7b",5,{"$f":"CONCATENATE(Targets!$A1631,\"-\",Targets!$B1631)","v":"10005545-7b"},{"$f":"CONCATENATE(Targets!$A1631,\"-\",Targets!$B1631,\"-\",Targets!$C1631)","v":"10005545-7b-5"},"Operational targets","Increase consultations and engagement with external stakeholders (pupils, teachers, schools, parents, community, etc) in relation to evaluating and designing widening participation practices. Implement mechanisms for this to happen.","No","not available","2014-15",8,"2019-20","n/a","n/a","n/a",2,8,"a) Overall target met/exceeded","Access and Student Success","Multiple"]
["10005545","7b",6,{"$f":"CONCATENATE(Targets!$A1632,\"-\",Targets!$B1632)","v":"10005545-7b"},{"$f":"CONCATENATE(Targets!$A1632,\"-\",Targets!$B1632,\"-\",Targets!$C1632)","v":"10005545-7b-6"},"Management targets","Scope, identify and conduct research to inform practice and contribute to institutional and sector knowledge in the widening participation space","No",0,"2014-15",3,"2019-20","n/a","n/a","n/a",0,4,"a) Overall target met/exceeded","Access","Multiple"]
["10005545","7b",7,{"$f":"CONCATENATE(Targets!$A1633,\"-\",Targets!$B1633)","v":"10005545-7b"},{"$f":"CONCATENATE(Targets!$A1633,\"-\",Targets!$B1633,\"-\",Targets!$C1633)","v":"10005545-7b-7"},"Management targets","Embed widening participation across the institution, including framework agreements; activity planning and acquittal mechanisms; and, embedded metrics","No",0,"2014-15",6,"2019-20","n/a","n/a",1,5,6,"b) Yearly milestone met","Access, Student Success and Progression","Multiple"]
["10004686","7a",1,{"$f":"CONCATENATE(Targets!$A1634,\"-\",Targets!$B1634)","v":"10004686-7a"},{"$f":"CONCATENATE(Targets!$A1634,\"-\",Targets!$B1634,\"-\",Targets!$C1634)","v":"10004686-7a-1"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Increase the number of students drawn from disadvantaged post codes forming ILR data returns from (2012-2013 baseline of 10%) to 14%.","No",0.1,"2012-13",0.14000000000000001,"2019-20",0.1,0.19,0.24,0.13,0.27,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10004686","7a",2,{"$f":"CONCATENATE(Targets!$A1635,\"-\",Targets!$B1635)","v":"10004686-7a"},{"$f":"CONCATENATE(Targets!$A1635,\"-\",Targets!$B1635,\"-\",Targets!$C1635)","v":"10004686-7a-2"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Increase the number of Level 3 students progressing to HE by 20 in 2015/16 (2012-2013 baseline of 25) and to 60 by 2018-19.","No",20,"2012-13",60,"2019-20",25,64,78,42,36,"c) Progress made – but less than anticipated","Access","Other (please give details in Description column)"]
["10005389","7a",1,{"$f":"CONCATENATE(Targets!$A1636,\"-\",Targets!$B1636)","v":"10005389-7a"},{"$f":"CONCATENATE(Targets!$A1636,\"-\",Targets!$B1636,\"-\",Targets!$C1636)","v":"10005389-7a-1"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Exceed local adjusted benchmark","Yes",7.2,"2013-14",0.121,"2019-20",7.2,7.2,8.4,8.5,"-","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10005389","7a",2,{"$f":"CONCATENATE(Targets!$A1637,\"-\",Targets!$B1637)","v":"10005389-7a"},{"$f":"CONCATENATE(Targets!$A1637,\"-\",Targets!$B1637,\"-\",Targets!$C1637)","v":"10005389-7a-2"},"HESA T3b - No longer in HE after 1 year & other neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Exceed local adjusted benchmark","Yes",9.9,"2013-14",0.08,"2017-18",7.2,9.9,9.1,9.4,"-","c) Progress made – but less than anticipated","Access and Student Success","Low participation neighbourhood (LPN)"]
["10005389","7a",3,{"$f":"CONCATENATE(Targets!$A1638,\"-\",Targets!$B1638)","v":"10005389-7a"},{"$f":"CONCATENATE(Targets!$A1638,\"-\",Targets!$B1638,\"-\",Targets!$C1638)","v":"10005389-7a-3"},"Other statistic - Mature (please give details in the next column)","HESA T2a recruitment of UK-domiciled Mature full-time Undergraduates. Exceed local adjusted benchmark","Yes",17.2,"2013-14",0.16,"2017-18",17.899999999999899,17.2,12.7,15,"-","e) Performance is below baseline","Access","Mature"]
["10005389","7a",4,{"$f":"CONCATENATE(Targets!$A1639,\"-\",Targets!$B1639)","v":"10005389-7a"},{"$f":"CONCATENATE(Targets!$A1639,\"-\",Targets!$B1639,\"-\",Targets!$C1639)","v":"10005389-7a-4"},"HESA T1a - State School (Young, full-time, first degree entrants)","Exceed local adjusted benchmark","Yes",95.5,"2013-14",0.95,"2017-18",96.9,95.5,96.2,95.4,"-","c) Progress made – but less than anticipated","Access","State school"]
["10005545","7b",8,{"$f":"CONCATENATE(Targets!$A1640,\"-\",Targets!$B1640)","v":"10005545-7b"},{"$f":"CONCATENATE(Targets!$A1640,\"-\",Targets!$B1640,\"-\",Targets!$C1640)","v":"10005545-7b-8"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Partner in National Networks for Collaborative Outreach (NNCO) University of Gloucestershire-led partnership with 3 FECs serving 30+ state schools","Yes","Yes","2015-16","Yes","2019-20","n/a","n/a","Yes","Yes","Yes (now NCOP) Member of 2 NCOPs - GROWS & Study Higher","a) Overall target met/exceeded","Access","Multiple"]
["10005545","7b",9,{"$f":"CONCATENATE(Targets!$A1641,\"-\",Targets!$B1641)","v":"10005545-7b"},{"$f":"CONCATENATE(Targets!$A1641,\"-\",Targets!$B1641,\"-\",Targets!$C1641)","v":"10005545-7b-9"},"Outreach / WP activity (collaborative - please give details in the next column)","Partnerships with target state schools and colleges, with Partnership Frameworks and Activity Plans in place","No",0,"2014-15",33,"2019-20","n/a","n/a",0,21,32,"b) Yearly milestone met","Access","Multiple"]
["10005545","7b",10,{"$f":"CONCATENATE(Targets!$A1642,\"-\",Targets!$B1642)","v":"10005545-7b"},{"$f":"CONCATENATE(Targets!$A1642,\"-\",Targets!$B1642,\"-\",Targets!$C1642)","v":"10005545-7b-10"},"Outreach / WP activity (summer schools)","Establishment and delivery of extended on-campus activities with overnight accommodation at halls of residence to increase awareness and aspiration to higher education","No",2,"2011-12","120 (students)","2019-20",2,0,0,38,50,"c) Progress made – but less than anticipated","Access","Multiple"]
["10005545","7b",11,{"$f":"CONCATENATE(Targets!$A1643,\"-\",Targets!$B1643)","v":"10005545-7b"},{"$f":"CONCATENATE(Targets!$A1643,\"-\",Targets!$B1643,\"-\",Targets!$C1643)","v":"10005545-7b-11"},"Outreach / WP activity (other - please give details in the next column)","Delivery of a range of targeted outreach activities that apply the 5A framework and are scaffolded across school Years 7 to 13, and for mature learners","No","n/a","2014-15","12000 (students)","2019-20","n/a","n/a","n/a",4040,6084,"b) Yearly milestone met","Access","Multiple"]
["10005545","7b",12,{"$f":"CONCATENATE(Targets!$A1644,\"-\",Targets!$B1644)","v":"10005545-7b"},{"$f":"CONCATENATE(Targets!$A1644,\"-\",Targets!$B1644,\"-\",Targets!$C1644)","v":"10005545-7b-12"},"Management targets","Ensure effective coordination and management of the widening participation programme at the strategic level. Includes reporting structures to the highest level; effective deployment of funds; monitoring and achievement of targets and milestones; embedding across the institution and across the student lifecycle in a coherent way; and, ensuring human and system capacities are effective and efficient for purpose.","No","No","2014-15","Yes","2019-20","No","No","No","Making excellent progress","WP on leadership agenda; renewed targets in corporate plan. Continued development of strategy; targets embedded in most Outreach activity; workshops delivered with all staff (Governing Council, Leadership & Managers, the academy & professional staff). Ongoing improvements in governance structure, finance model and data made. ","c) Progress made – but less than anticipated","Access, Student Success and Progression","Multiple"]
["10005545","7b",13,{"$f":"CONCATENATE(Targets!$A1645,\"-\",Targets!$B1645)","v":"10005545-7b"},{"$f":"CONCATENATE(Targets!$A1645,\"-\",Targets!$B1645,\"-\",Targets!$C1645)","v":"10005545-7b-13"},"Outreach / WP activity (collaborative - please give details in the next column)","Relationships with national target state schools and colleges, with min. 2 visits p/a","No",5,"2011-12",35,"2019-20",5,5,5,15,36,"a) Overall target met/exceeded","Access","Multiple"]
["10005545","7b",14,{"$f":"CONCATENATE(Targets!$A1646,\"-\",Targets!$B1646)","v":"10005545-7b"},{"$f":"CONCATENATE(Targets!$A1646,\"-\",Targets!$B1646,\"-\",Targets!$C1646)","v":"10005545-7b-14"},"Outreach / WP activity (collaborative - please give details in the next column)","Relationships with other relevant organisations, e.g. employers, councils, youth services, trusts, communiity learning programmes/ centres, etc.","No","n/a","2015-16",10,"2019-20","n/a","n/a",2,3,7,"a) Overall target met/exceeded","Access and Progression","Multiple"]
["10005389","7a",5,{"$f":"CONCATENATE(Targets!$A1647,\"-\",Targets!$B1647)","v":"10005389-7a"},{"$f":"CONCATENATE(Targets!$A1647,\"-\",Targets!$B1647,\"-\",Targets!$C1647)","v":"10005389-7a-5"},"Other statistic - Disabled (please give details in the next column)","Maintain the proportion of students that declared a disability (data from HESA Student record: proportion of cohort with known disability status).","Yes",14.2,"2013-14",0.16,"2020-21","-",14.2,14.5,16.399999999999899,17.100000000000001,"a) Overall target met/exceeded","Access","Disability"]
["10007851","7a",10,{"$f":"CONCATENATE(Targets!$A1648,\"-\",Targets!$B1648)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A1648,\"-\",Targets!$B1648,\"-\",Targets!$C1648)","v":"10007851-7a-10"},"Other statistic - Progression to employment or further study (please give details in the next column)","Exceeding HESA benchmark of 94.3%","No",0.96699999999999997,"2012-13",0.97199999999999998,"2019-20",0.96699999999999997,0.96899999999999997,0.96,0.96299999999999897,"Not available","e) Performance is below baseline","Progression","Other"]
["10007851","7a",11,{"$f":"CONCATENATE(Targets!$A1649,\"-\",Targets!$B1649)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A1649,\"-\",Targets!$B1649,\"-\",Targets!$C1649)","v":"10007851-7a-11"},"HESA T2b - Low participation neighbourhoods (POLAR3) (All, part-time, entrants)","Below HESA benchmark of 7.5%","No",0.06,"2013-14",7.4999999999999997E-2,"2019-20",0.06,0.06,5.7000000000000002E-2,0.06,"Not available","d) No progress made against baseline","Access","Low participation neighbourhood (LPN)"]
["10007851","7a",12,{"$f":"CONCATENATE(Targets!$A1650,\"-\",Targets!$B1650)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A1650,\"-\",Targets!$B1650,\"-\",Targets!$C1650)","v":"10007851-7a-12"},"Other statistic - Part-time (please give details in the next column)","Disabled - % in receipt of DSA\nExceeding HESA benchmark of 4.4%","No",5.6000000000000001E-2,"2013-14",5.8999999999999997E-2,"2019-20",0.05,5.6000000000000001E-2,4.4999999999999998E-2,5.1999999999999998E-2,"Not available","e) Performance is below baseline","Access and Student Success","Disabled"]
["10007851","7a",13,{"$f":"CONCATENATE(Targets!$A1651,\"-\",Targets!$B1651)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A1651,\"-\",Targets!$B1651,\"-\",Targets!$C1651)","v":"10007851-7a-13"},"Other statistic - Part-time (please give details in the next column)","HESA T3e - No longer in HE after 2 years (All, part-time, first degree entrants)\nExceeding HESA benchmark of 24.8%","No",0.23,"2013-14",0.20499999999999999,"2019-20",0.24399999999999999,0.23,0.188,0.223,"Not available","b) Yearly milestone met","Student Success","Part-time"]
["10007851","7a",14,{"$f":"CONCATENATE(Targets!$A1652,\"-\",Targets!$B1652)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A1652,\"-\",Targets!$B1652,\"-\",Targets!$C1652)","v":"10007851-7a-14"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Exceeding HESA benchmark of 14.3%","No",0.20499999999999999,"2013-14",0.22,"2019-20",0.19500000000000001,0.20499999999999999,0.19800000000000001,0.193,0.20599999999999899,"c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10003270","7a",1,{"$f":"CONCATENATE(Targets!$A1653,\"-\",Targets!$B1653)","v":"10003270-7a"},{"$f":"CONCATENATE(Targets!$A1653,\"-\",Targets!$B1653,\"-\",Targets!$C1653)","v":"10003270-7a-1"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","The College aims to ensure that its student support provision, including financial, pastoral, academic and other support, assists sufficiently those students who most need it. A measure of success will be that the percentage of the College's young entrants from LPNs no longer in higher education following their year of entry is similar to the sector average allowing for subject and entry qualifications, as calculated by HESA.","No","The College was aligned to its HESA adjusted sector  benchmark on the percentage of young entrants from LPNs no longer in higher education following their year of entry.","2012-13","College aligned to its HESA adjusted sector benchmark on the percentage of young entrants from LPNs no longer in  higher education following their year of entry.","2019-20","College was not significantly different to its HESA adjusted sector benchmark on the percentage of young entrants from LPNs no longer in  HE following their year of entry. College = 1.7% which equates to 5 students rounded to nearest 0 by HESA; Sector adjusted benchmark = 3.3%.","College was not significantly different to its HESA adjusted sector benchmark on the percentage of young entrants from LPNs no longer in  HE following their year of entry. College =8.3% which equates to 5 students rounded to nearest 5 by HESA; Sector adjusted benchmark = 3.2%.","College was not significantly different to its HESA adjusted sector benchmark on the percentage of young entrants from LPNs no longer in  HE following their year of entry. College =2.1% which equates to 0 students rounded to nearest 5 by HESA; Sector adjusted benchmark = 1.7%.","College was not significantly different to its HESA adjusted sector benchmark on the percentage of young entrants from LPNs no longer in  HE following their year of entry. College =5.1% which equates to 0 students rounded to nearest 5 by HESA; Sector adjusted benchmark = 1.7%.","College was not significantly different to its HESA adjusted sector benchmark on the percentage of young entrants from LPNs no longer in  HE following their year of entry. College =4.3% which equates to 0 students rounded to nearest 5 by HESA; Sector adjusted benchmark = 2%.","b) Yearly milestone met","Student Success","Low participation neighbourhood (LPN)"]
["10003270","7a",2,{"$f":"CONCATENATE(Targets!$A1654,\"-\",Targets!$B1654)","v":"10003270-7a"},{"$f":"CONCATENATE(Targets!$A1654,\"-\",Targets!$B1654,\"-\",Targets!$C1654)","v":"10003270-7a-2"},"Other statistic - Socio-economic (please give details in the next column)","The College is developing further its programme of outreach activities targeted specifically at disadvantaged students who have demonstrated potential in those subjects required for entry to the College. A measure of success will be an increase in the percentage of Home new entrants who have benefited from participation in our outreach programme.","No",4.6300000000000001E-2,"2011-12",7.6600000000000001E-2,"2019-20",5.4100000000000002E-2,7.0900000000000005E-2,7.0800000000000002E-2,8.9300000000000004E-2,7.0199999999999901E-2,"b) Yearly milestone met","Access","Multiple"]
["10003270","7a",3,{"$f":"CONCATENATE(Targets!$A1655,\"-\",Targets!$B1655)","v":"10003270-7a"},{"$f":"CONCATENATE(Targets!$A1655,\"-\",Targets!$B1655,\"-\",Targets!$C1655)","v":"10003270-7a-3"},"Other statistic - Socio-economic (please give details in the next column)","In line with its objective to raise aspirations to higher education and science, the College aims to ensure that its outreach strategy will be of benefit to the wider UK higher education sector. A measure of success will be an increase in the percentage of outreach participants with known destinations who go on to study at a Russell Group university.","No",0.47,"2012-13",0.65,"2019-20","A survey of Year 13 participants in the College's Imperial STEM Enrichment Programme in 2012-13, which had a response rate of 60% (59 respondents), show that of those who responded,  44% have now enrolled at Russell Group universities other than the College.","Following additional data from a UCAS pilot, the percentage of 2012-13 respondents who enrolled at a Russell Group university other than the College has been revised to 42% (the UCAS data was rounded to the nearest 5 so the actual percentage may be a few percentage points higher or lower). Initial data from 2013-14 respondents indicates that 48% enrolled at Russell Group universities other than the College.","The College has now received its initial outputs following the submission of a test dataset to HEAT. Based on the sample dataset the provisional percentage of students who enrolled at the Russell Group in 2014-15 was 60.7%. ","The College has now received its initial outputs following the submission of a test dataset to HEAT. Based on the sample dataset the provisional percentage of students who enrolled at the Russell Group in  2015-16 was 58.61%","Following the initial data set sent to HEAT, the College expects to receive information on the 2016-17 destinations in Spring 2018. ","b) Yearly milestone met","Access","Multiple"]
["10003270","7a",4,{"$f":"CONCATENATE(Targets!$A1656,\"-\",Targets!$B1656)","v":"10003270-7a"},{"$f":"CONCATENATE(Targets!$A1656,\"-\",Targets!$B1656,\"-\",Targets!$C1656)","v":"10003270-7a-4"},"Other statistic - Low-income backgrounds (please give details in the next column)","The College aims to advertise its bursary package in a timely, clear and accessible manner to ensure that it encourages those students who are most in need to apply to the College. A measure of success will be the proportion of first year respondents to the annual survey of bursary recipients who knew about the College's bursary package before accepting an offer of a place.","No",0.79,"2014-15",0.8,"2019-20","-","-","In 2014-15, 79% of first year students knew about the College's financial assistance package before accepting an offer of a place.","In 2015-16, 88% of first year students knew about the College's financial assistance package before accepting an offer of a place.","In 2016-17, 88% of first year students knew about the College's financial assistance package before accepting an offer of a place.","a) Overall target met/exceeded","Access","Low income household"]
["10007786","7b",1,{"$f":"CONCATENATE(Targets!$A1657,\"-\",Targets!$B1657)","v":"10007786-7b"},{"$f":"CONCATENATE(Targets!$A1657,\"-\",Targets!$B1657,\"-\",Targets!$C1657)","v":"10007786-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Access to Bristol scheme - participants","No",680,"2013-14",680,"2019-20",382,680,679,761,924,"a) Overall target met/exceeded","Access","Multiple"]
["10007786","7b",2,{"$f":"CONCATENATE(Targets!$A1658,\"-\",Targets!$B1658)","v":"10007786-7b"},{"$f":"CONCATENATE(Targets!$A1658,\"-\",Targets!$B1658,\"-\",Targets!$C1658)","v":"10007786-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Access to Bristol scheme - applications","No",156,"2013-14",181,"2019-20",112,156,259,405,314,"a) Overall target met/exceeded","Access","Multiple"]
["10003270","7a",5,{"$f":"CONCATENATE(Targets!$A1659,\"-\",Targets!$B1659)","v":"10003270-7a"},{"$f":"CONCATENATE(Targets!$A1659,\"-\",Targets!$B1659,\"-\",Targets!$C1659)","v":"10003270-7a-5"},"Other statistic - Low-income backgrounds (please give details in the next column)","The College aims to monitor the take up rate of bursaries to ensure that all eligible students receive the bursary to which they are entitled.","No","All eligible students entering in 2014-15 were contacted directly by the College, and all of these took up the bursary to which they were entitled.","2014-15","Maintain 100% take-up rate for all eligible students who share information on their financial circumstances with the College.","2019-20","-","-","All eligible students entering in 2014-15 were contacted directly by the College, and all of these took up the bursary to which they were entitled.","All eligible students entering in 2015-16 were contacted directly by the College, and all of these took up the bursary to which they were entitled.","All eligible students entering in 2016-17 were contacted directly by the College, and all of these took up the bursary to which they were entitled.","a) Overall target met/exceeded","Access and Student Success","Low income household"]
["10003270","7a",6,{"$f":"CONCATENATE(Targets!$A1660,\"-\",Targets!$B1660)","v":"10003270-7a"},{"$f":"CONCATENATE(Targets!$A1660,\"-\",Targets!$B1660,\"-\",Targets!$C1660)","v":"10003270-7a-6"},"Other statistic - Other (please give details in the next column)","As part of its undergraduate admission process, the College aims to use additional appropriate measures, alongside predicted A-level performance, when selecting the most able candidates.","No","Contextual data automatically provided to all admissions tutors.","2014-15","Contextual data automatically provided to all admissions tutors.","2019-20","-","-","Contextual data automatically provided to all admissions tutors.","Contextual data automatically provided to all admissions tutors.","Contextual data automatically provided to all admissions tutors.","a) Overall target met/exceeded","Access","Multiple"]
["10003270","7b",1,{"$f":"CONCATENATE(Targets!$A1661,\"-\",Targets!$B1661)","v":"10003270-7b"},{"$f":"CONCATENATE(Targets!$A1661,\"-\",Targets!$B1661,\"-\",Targets!$C1661)","v":"10003270-7b-1"},"Outreach / WP activity (other - please give details in the next column)","The College aims to increase aspirations amongst disadvantaged groups through targeted outreach activities.","No","Feedback on university aspirations collected and analysed.","2013-14","Collect, analyse and monitor post-programme aspirations compared to pre-programme aspirations.","2019-20","-","In a survey of participants in the College's Imperial STEM Enrichment Programme, 83% of respondents said that they were more likely to go to university after participation.","The College is continuing to collect, monitor and analyse feedback from outreach participants on their university aspirations.","The College is continuing to collect, monitor and analyse feedback from outreach participants on their university aspirations.","The College is continuing to collect, monitor and analyse feedback from outreach participants on their university aspirations.","a) Overall target met/exceeded","Access","Multiple"]
["10003270","7b",2,{"$f":"CONCATENATE(Targets!$A1662,\"-\",Targets!$B1662)","v":"10003270-7b"},{"$f":"CONCATENATE(Targets!$A1662,\"-\",Targets!$B1662,\"-\",Targets!$C1662)","v":"10003270-7b-2"},"Outreach / WP activity (other - please give details in the next column)","The College aims to capture information on the protected characteristics of outreach participants.","No","Information on the protected characteristics of outreach participants collected and analysed.","2013-14","Information on the protected characteristics of outreach participants collected and analysed.","2019-20","-","Data on the disability of outreach participants is now being collected in addition to gender and ethnicity information.","Data on the gender, ethnicity and disability of outreach participants collected and analysed.","Data on the gender, ethnicity and disability of outreach participants collected and analysed.","Data on the gender, ethnicity and disability of outreach participants collected and analysed.","a) Overall target met/exceeded","Access","Multiple"]
["10003270","7b",3,{"$f":"CONCATENATE(Targets!$A1663,\"-\",Targets!$B1663)","v":"10003270-7b"},{"$f":"CONCATENATE(Targets!$A1663,\"-\",Targets!$B1663,\"-\",Targets!$C1663)","v":"10003270-7b-3"},"Management targets","The College aims to invest at least 35% of additional fee income in commitments within its Access Agreement.","No",0.35,"2013-14",0.35,"2019-20","-",0.44800000000000001,0.51200000000000001,0.52100000000000002,0.502,"a) Overall target met/exceeded","Access and Student Success","Other"]
["10003270","7b",4,{"$f":"CONCATENATE(Targets!$A1664,\"-\",Targets!$B1664)","v":"10003270-7b"},{"$f":"CONCATENATE(Targets!$A1664,\"-\",Targets!$B1664,\"-\",Targets!$C1664)","v":"10003270-7b-4"},"Outreach / WP activity (other - please give details in the next column)","The College aims to increase its knowledge of the post-school destinations of participants in its outreach programmes.","No","Post-school destinations survey sent to all participants in the College's cohort-based outreach programmes.","2013-14","Post-school destinations survey sent to all participants in the College's cohort-based outreach programmes.","2019-20","-","Additional data from a UCAS pilot has resulted in the initial post-school destinations of all 99 Year 13 participants in the College's Imperial STEM Enrichment Programme (ISEP) in 2012-13 becoming known.  A survey of 2013-14 Year 13 paricipants in ISEP and STEM Pathways has resulted in the initial post-school destinations of 65 out of 148 (44%) becoming known.","The College has now received its initial outputs following the submission of a test dataset to HEAT. Based on the sample dataset the provisional percentage of students with known destinations in 2014-15 was 88.6%.","The College has now received its initial outputs following the submission of a test dataset to HEAT. Based on the sample dataset the provisional percentage of students with known destinations in 2015-16 was 85.9%","Following the initial data set sent to HEAT, the College expects to receive information on the 2016-17 destinations in Spring 2018. ","b) Yearly milestone met","Access","Multiple"]
["10003270","7b",5,{"$f":"CONCATENATE(Targets!$A1665,\"-\",Targets!$B1665)","v":"10003270-7b"},{"$f":"CONCATENATE(Targets!$A1665,\"-\",Targets!$B1665,\"-\",Targets!$C1665)","v":"10003270-7b-5"},"Outreach / WP activity (other - please give details in the next column)","The College aims to increase its knowledge of the financial circumstances of its outreach participants and to use this so that outreach activities are targeted appropriately at capable disadvantaged groups.","No","All participants on cohort-based programmes asked to provide information on financial circumstances.","2014-15","All participants on cohort-based programmes asked to provide information on financial circumstances.","2019-20","-","-","All participants on cohort-based programmes asked to provide information on financial circumstances.","All participants on cohort-based programmes asked to provide information on financial circumstances.","All participants on cohort-based programmes asked to provide information on financial circumstances.","a) Overall target met/exceeded","Access","Other"]
["10003270","7b",6,{"$f":"CONCATENATE(Targets!$A1666,\"-\",Targets!$B1666)","v":"10003270-7b"},{"$f":"CONCATENATE(Targets!$A1666,\"-\",Targets!$B1666,\"-\",Targets!$C1666)","v":"10003270-7b-6"},"Outreach / WP activity (other - please give details in the next column)","The College aims to at least maintain the number of practical science activity participant days delivered to pupils and teachers from disadvantaged schools.","No",">4000","2013-14",4000,"2019-20","-",">4000",">4000",">4000",">4000","a) Overall target met/exceeded","Access","Multiple"]
["10003270","7b",7,{"$f":"CONCATENATE(Targets!$A1667,\"-\",Targets!$B1667)","v":"10003270-7b"},{"$f":"CONCATENATE(Targets!$A1667,\"-\",Targets!$B1667,\"-\",Targets!$C1667)","v":"10003270-7b-7"},"Outreach / WP activity (other - please give details in the next column)","The College aims to increase the number of students studying towards qualified teacher status through INSPIRE, the College's STEM PGCE programme.","Yes",10,"2012-13",14,"2019-20",10,13,14,15,12,"b) Yearly milestone met","Access","Other"]
["10007459","7b",6,{"$f":"CONCATENATE(Targets!$A1668,\"-\",Targets!$B1668)","v":"10007459-7b"},{"$f":"CONCATENATE(Targets!$A1668,\"-\",Targets!$B1668,\"-\",Targets!$C1668)","v":"10007459-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Deliver Curriculum Enrichment Projects to students in Years 9 & 10, 10 Students per project","Yes",60,"2011-12",100,"2019-20","-","-","-",100,161,"b) Yearly milestone met","Access","Multiple"]
["10006299","7b",10,{"$f":"CONCATENATE(Targets!$A1669,\"-\",Targets!$B1669)","v":"10006299-7b"},{"$f":"CONCATENATE(Targets!$A1669,\"-\",Targets!$B1669,\"-\",Targets!$C1669)","v":"10006299-7b-10"},"Outreach / WP activity (collaborative - please give details in the next column)","Children's University and Primary Work","No",800,"2013-14",1000,"2019-20",14,26,24,22,26,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10006299","7b",11,{"$f":"CONCATENATE(Targets!$A1670,\"-\",Targets!$B1670)","v":"10006299-7b"},{"$f":"CONCATENATE(Targets!$A1670,\"-\",Targets!$B1670,\"-\",Targets!$C1670)","v":"10006299-7b-11"},"Mission targets","Number of participants in mature activities (Step Up/Maths and English Summer Schools/event, Health Professions Conferences)","No",110,"2012-13",400,"2019-20",188,110,215,"336 (not including Step Up)",67,"e) Performance is below baseline","Access","Mature"]
["10008640","7a",1,{"$f":"CONCATENATE(Targets!$A1671,\"-\",Targets!$B1671)","v":"10008640-7a"},{"$f":"CONCATENATE(Targets!$A1671,\"-\",Targets!$B1671,\"-\",Targets!$C1671)","v":"10008640-7a-1"},"Other statistic - Location (please give details in the next column)","Widen our applicant & entrant pool from Cornwall to grow the number of undergraduates enrolling with an address in Cornwall prior to joining Falmouth. This target focuses on the number of entrants on undergraduate courses who are residents of Cornwall prior to enrolling at Falmouth, expressed as fte undergraduate entrants","No",218,"2014-15",450,"2019-20","-","-",218,206,"-","f) Target discontinued","Access","Socio-economic"]
["10008640","7a",2,{"$f":"CONCATENATE(Targets!$A1672,\"-\",Targets!$B1672)","v":"10008640-7a"},{"$f":"CONCATENATE(Targets!$A1672,\"-\",Targets!$B1672,\"-\",Targets!$C1672)","v":"10008640-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Proportion of all UK full-time first degree entrants from low-participation neighbourhoods (Based on POLAR 3)","No",8.3000000000000004E-2,"2013-14",0.123,"2019-20",8.1000000000000003E-2,8.3000000000000004E-2,8.6999999999999994E-2,9.9000000000000005E-2,"-","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10008640","7a",3,{"$f":"CONCATENATE(Targets!$A1673,\"-\",Targets!$B1673)","v":"10008640-7a"},{"$f":"CONCATENATE(Targets!$A1673,\"-\",Targets!$B1673,\"-\",Targets!$C1673)","v":"10008640-7a-3"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","Total number f/t ug entrants, minus 'the number who are young' (per table T1b, polar 3 LPN data)","No","170 fte","2013-14","300 fte","2019-20",170,170,190,"-","-","f) Target discontinued","Access","Mature"]
["10008640","7a",4,{"$f":"CONCATENATE(Targets!$A1674,\"-\",Targets!$B1674)","v":"10008640-7a"},{"$f":"CONCATENATE(Targets!$A1674,\"-\",Targets!$B1674,\"-\",Targets!$C1674)","v":"10008640-7a-4"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Retention of all first degree entrants - reduce the number leaving HE altogether (ie discounting those who transfer to another HEI)","No",0.08,"2012-13",5.5E-2,"2019-20",8.7999999999999995E-2,6.4000000000000001E-2,8.6999999999999897E-2,"-","-","e) Performance is below baseline","Student Success","Multiple"]
["10008640","7a",5,{"$f":"CONCATENATE(Targets!$A1675,\"-\",Targets!$B1675)","v":"10008640-7a"},{"$f":"CONCATENATE(Targets!$A1675,\"-\",Targets!$B1675,\"-\",Targets!$C1675)","v":"10008640-7a-5"},"Other statistic - Location (please give details in the next column)","Widen our applicant & entrant pool from Cornwall to grow the number of undergraduates enrolling with an address in Cornwall prior to joining Falmouth. This target focuses on the number of students from Cornwall enrolled at Falmouth across all years of study","No",588,"2014-15",1126,"2019-20","-","-",588,515,587,"e) Performance is below baseline","Access","Multiple"]
["10024962","7a",1,{"$f":"CONCATENATE(Targets!$A1676,\"-\",Targets!$B1676)","v":"10024962-7a"},{"$f":"CONCATENATE(Targets!$A1676,\"-\",Targets!$B1676,\"-\",Targets!$C1676)","v":"10024962-7a-1"},"Other statistic - Other (please give details in the next column)","Maintain mature student %","No",0.6,"2012-13",0.62,"2019-20",0.6,0.51,0.59,0.59,0.6,"d) No progress made against baseline","Access","Mature"]
["10024962","7a",2,{"$f":"CONCATENATE(Targets!$A1677,\"-\",Targets!$B1677)","v":"10024962-7a"},{"$f":"CONCATENATE(Targets!$A1677,\"-\",Targets!$B1677,\"-\",Targets!$C1677)","v":"10024962-7a-2"},"Other statistic - Other (please give details in the next column)","Increase % of part time HE students","No",0.37,"2012-13",0.43,"2019-20",0.37,0.36,0.24,0.23,0.25,"e) Performance is below baseline","Access","Part-time"]
["10000754","7b",4,{"$f":"CONCATENATE(Targets!$A1678,\"-\",Targets!$B1678)","v":"10000754-7b"},{"$f":"CONCATENATE(Targets!$A1678,\"-\",Targets!$B1678,\"-\",Targets!$C1678)","v":"10000754-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Number of students participating in the transitions offer (Flying Further)","No",34,"Other (please give details in Description column)",45,"2016-17","-","-",30,34,219,"a) Overall target met/exceeded","Access and Student Success","Multiple"]
["10007784","7a",1,{"$f":"CONCATENATE(Targets!$A1679,\"-\",Targets!$B1679)","v":"10007784-7a"},{"$f":"CONCATENATE(Targets!$A1679,\"-\",Targets!$B1679,\"-\",Targets!$C1679)","v":"10007784-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Increase the percentage of intake from low participation neighbourhoods (POLAR 3) by 8% by 2019/20","No",4.4999999999999998E-2,"2013-14",4.9000000000000002E-2,"2019-20",3.3,3.5,4.5,4,3,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007784","7a",2,{"$f":"CONCATENATE(Targets!$A1680,\"-\",Targets!$B1680)","v":"10007784-7a"},{"$f":"CONCATENATE(Targets!$A1680,\"-\",Targets!$B1680,\"-\",Targets!$C1680)","v":"10007784-7a-2"},"Other statistic - Other (please give details in the next column)","Increase the percentage of student on the Foundation Degree proressing to BA top-up by 4% by 2019/20","No",0.71,"2014-15",0.74,"2019-20","-","-",71,75,"N/A","f) Target discontinued","Progression","Other"]
["10007784","7a",3,{"$f":"CONCATENATE(Targets!$A1681,\"-\",Targets!$B1681)","v":"10007784-7a"},{"$f":"CONCATENATE(Targets!$A1681,\"-\",Targets!$B1681,\"-\",Targets!$C1681)","v":"10007784-7a-3"},"Other statistic - Applications (please give details in the next column)","Increase the precentage of students engaged in UCL's post-16 sustained engagement programmes making an application to UCL to 55% by 2019/20","No",0.46,"2014-15",0.55000000000000004,"2019-20","-",43,46,47,49,"b) Yearly milestone met","Access","Multiple"]
["10007784","7a",4,{"$f":"CONCATENATE(Targets!$A1682,\"-\",Targets!$B1682)","v":"10007784-7a"},{"$f":"CONCATENATE(Targets!$A1682,\"-\",Targets!$B1682,\"-\",Targets!$C1682)","v":"10007784-7a-4"},"HESA T1a - State School (Young, full-time, first degree entrants)","Reach and maintain UCL's annual HESA location adjusted benchmark for state school intake","No",0.70299999999999996,"2013-14",0.73099999999999998,"2019-20",64.7,65.7,70.3,70.400000000000006,68.400000000000006,"e) Performance is below baseline","Access","State school"]
["10007784","7a",5,{"$f":"CONCATENATE(Targets!$A1683,\"-\",Targets!$B1683)","v":"10007784-7a"},{"$f":"CONCATENATE(Targets!$A1683,\"-\",Targets!$B1683,\"-\",Targets!$C1683)","v":"10007784-7a-5"},"Other statistic - Disabled (please give details in the next column)","Increase the percentage of students disclosing a disability by 8% by 2019/20","No",7.1999999999999995E-2,"2013-14",7.8E-2,"2019-20","-",7.2,7.7,8.5299999999999905,8.6,"a) Overall target met/exceeded","Student Success","Disability"]
["10007784","7a",6,{"$f":"CONCATENATE(Targets!$A1684,\"-\",Targets!$B1684)","v":"10007784-7a"},{"$f":"CONCATENATE(Targets!$A1684,\"-\",Targets!$B1684,\"-\",Targets!$C1684)","v":"10007784-7a-6"},"HESA T5 - Projected degree (full-time, first degree entrants)","Maintain a projected outcome percentage above 90% for undergraduate students","No",0.91300000000000003,"2013-14",0.9,"2019-20",92.7,90.3,91.3,92.7,91.2,"a) Overall target met/exceeded","Student Success","Other"]
["10007784","7b",1,{"$f":"CONCATENATE(Targets!$A1685,\"-\",Targets!$B1685)","v":"10007784-7b"},{"$f":"CONCATENATE(Targets!$A1685,\"-\",Targets!$B1685,\"-\",Targets!$C1685)","v":"10007784-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Continue activities for students with disabilities with at least 30% making an application to UCL each year","No",0.2,"2014-15",0.3,"2019-20","-","-",20,22,33,"a) Overall target met/exceeded","Access","Disability"]
["10007784","7b",2,{"$f":"CONCATENATE(Targets!$A1686,\"-\",Targets!$B1686)","v":"10007784-7b"},{"$f":"CONCATENATE(Targets!$A1686,\"-\",Targets!$B1686,\"-\",Targets!$C1686)","v":"10007784-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Continue activities for mature students with at least 30% making an application to UCL each year","No",0.26,"2014-15",0.3,"2019-20","-","-",26,38,37,"a) Overall target met/exceeded","Access","Mature"]
["10007784","7b",3,{"$f":"CONCATENATE(Targets!$A1687,\"-\",Targets!$B1687)","v":"10007784-7b"},{"$f":"CONCATENATE(Targets!$A1687,\"-\",Targets!$B1687,\"-\",Targets!$C1687)","v":"10007784-7b-3"},"Outreach / WP activity (collaborative - please give details in the next column)","In conjunction with the University of Brighton, work with primary schools in low progression neighbourhoods, with at least 85% considering higher education by the end of the programme","Yes",0.94,"2013-14","85%+","2019-20","-",94,93,93,91,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007784","7b",4,{"$f":"CONCATENATE(Targets!$A1688,\"-\",Targets!$B1688)","v":"10007784-7b"},{"$f":"CONCATENATE(Targets!$A1688,\"-\",Targets!$B1688,\"-\",Targets!$C1688)","v":"10007784-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","In conjunction with the University of Brighton, ddeliver a package of IAG talks to schools and colleges in London, Kent and Sussex, working with five schools a year","Yes",1,"2014-15",5,"2019-20","-",1,1,3,3,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007784","7b",5,{"$f":"CONCATENATE(Targets!$A1689,\"-\",Targets!$B1689)","v":"10007784-7b"},{"$f":"CONCATENATE(Targets!$A1689,\"-\",Targets!$B1689,\"-\",Targets!$C1689)","v":"10007784-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Deliver events directly targeting students from a looked after background, reaching at least 30 students per year.","No",22,"2013-14",30,"2019-20","-",22,23,71,48,"a) Overall target met/exceeded","Access","Care leavers"]
["10000754","7b",5,{"$f":"CONCATENATE(Targets!$A1690,\"-\",Targets!$B1690)","v":"10000754-7b"},{"$f":"CONCATENATE(Targets!$A1690,\"-\",Targets!$B1690,\"-\",Targets!$C1690)","v":"10000754-7b-5"},"Outreach / WP activity (summer schools)","Student retention after one year on programme following the summer school (Flying Start)","No",0.91,"2015-16",0.95,"2016-17","-","-","-",0.91,0.94,"a) Overall target met/exceeded","Access and Student Success","Multiple"]
["10000754","7b",6,{"$f":"CONCATENATE(Targets!$A1691,\"-\",Targets!$B1691)","v":"10000754-7b"},{"$f":"CONCATENATE(Targets!$A1691,\"-\",Targets!$B1691,\"-\",Targets!$C1691)","v":"10000754-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Student retention one year after participation in the transitions offer (Flying Further)","No",0.91,"Other (please give details in Description column)",0.95,"2016-17","-","-","-",0.91,0.99,"a) Overall target met/exceeded","Student Success","Multiple"]
["10007802","7a",1,{"$f":"CONCATENATE(Targets!$A1692,\"-\",Targets!$B1692)","v":"10007802-7a"},{"$f":"CONCATENATE(Targets!$A1692,\"-\",Targets!$B1692,\"-\",Targets!$C1692)","v":"10007802-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","HESA Performance Indicator","No",0.86099999999999999,"2013-14",0.88500000000000001,"2019-20","N/A",0.86099999999999999,0.85699999999999998,0.874,"Not yet available","b) Yearly milestone met","Access","State school"]
["10000754","7b",7,{"$f":"CONCATENATE(Targets!$A1693,\"-\",Targets!$B1693)","v":"10000754-7b"},{"$f":"CONCATENATE(Targets!$A1693,\"-\",Targets!$B1693,\"-\",Targets!$C1693)","v":"10000754-7b-7"},"Operational targets","Care Leaver Access Scholarships awarded","No",6,"2015-16",13,"2019-20","-","-","-",6,13,"a) Overall target met/exceeded","Access and Student Success","Care leavers"]
["10000754","7b",8,{"$f":"CONCATENATE(Targets!$A1694,\"-\",Targets!$B1694)","v":"10000754-7b"},{"$f":"CONCATENATE(Targets!$A1694,\"-\",Targets!$B1694,\"-\",Targets!$C1694)","v":"10000754-7b-8"},"Operational targets","Young carer Access Scholarships awarded","No",5,"Other (please give details in Description column)",12,"2019-20","-","-","-",5,2,"e) Performance is below baseline","Access and Student Success","Other"]
["10007842","7b",17,{"$f":"CONCATENATE(Targets!$A1695,\"-\",Targets!$B1695)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A1695,\"-\",Targets!$B1695,\"-\",Targets!$C1695)","v":"10007842-7b-17"},"Student support services","Pre entry interventions - Head Start/Head Start Plus/Preparing for M Level Study and Career Ahead summer events","No","640 Participants","2012/13","900 participants","2019-20",640,964,1194,1178,1535,"a) Overall target met/exceeded","Access and Student Success","Multiple"]
["10007842","7b",18,{"$f":"CONCATENATE(Targets!$A1696,\"-\",Targets!$B1696)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A1696,\"-\",Targets!$B1696,\"-\",Targets!$C1696)","v":"10007842-7b-18"},"Student support services","Transition into HE interventions - Peer mentoring schemes","No",0,"2012/14","800 participants","2019-20","1200hrs","1950hrs","2033hrs","977 participants","1614 participants / 893.25hrs","a) Overall target met/exceeded","Access and Student Success","Multiple"]
["10007842","7b",19,{"$f":"CONCATENATE(Targets!$A1697,\"-\",Targets!$B1697)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A1697,\"-\",Targets!$B1697,\"-\",Targets!$C1697)","v":"10007842-7b-19"},"Student support services","On-programme retention interventions - Help is at Hand events, support for intercalation, students in reassessment and Stay Ahead activities","No","600 participants","2012/13","900 participants","2019-20",1177,1253,1422,915,1372,"a) Overall target met/exceeded","Student Success","Multiple"]
["10007842","7b",20,{"$f":"CONCATENATE(Targets!$A1698,\"-\",Targets!$B1698)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A1698,\"-\",Targets!$B1698,\"-\",Targets!$C1698)","v":"10007842-7b-20"},"Student support services","Targeted transition and retention activities - Care Leaver package/ Young Carers/Mature Students","No",0,"2012/14","100 participants","2019-20","n/a",0,"n/a",140,371,"a) Overall target met/exceeded","Access, Student Success and Progression","Multiple"]
["10007842","7b",21,{"$f":"CONCATENATE(Targets!$A1699,\"-\",Targets!$B1699)","v":"10007842-7b"},{"$f":"CONCATENATE(Targets!$A1699,\"-\",Targets!$B1699,\"-\",Targets!$C1699)","v":"10007842-7b-21"},"Student support services","Deliver the Career Ahead award both as a stand-alone award and as part of some curriculum programmes","No","40 completions","2012/13","250 completions","2019-20",23,54,200,328,742,"a) Overall target met/exceeded","Student Success and Progression","Multiple"]
["10001883","7a",1,{"$f":"CONCATENATE(Targets!$A1700,\"-\",Targets!$B1700)","v":"10001883-7a"},{"$f":"CONCATENATE(Targets!$A1700,\"-\",Targets!$B1700,\"-\",Targets!$C1700)","v":"10001883-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Young full time first degree from low participation neighbourhoods","No",12.5,"2013-14",14,"2019-20",12.1,12.5,13.2,13.4,"Available Feb 2018","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10001883","7a",2,{"$f":"CONCATENATE(Targets!$A1701,\"-\",Targets!$B1701)","v":"10001883-7a"},{"$f":"CONCATENATE(Targets!$A1701,\"-\",Targets!$B1701,\"-\",Targets!$C1701)","v":"10001883-7a-2"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Young full time undergraduate from low participation neighbourhoods","No",12.6,"2013-14",14.2,"2019-20",12.2,12.6,13.5,13.6,"Available Feb 2018","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10001883","7a",3,{"$f":"CONCATENATE(Targets!$A1702,\"-\",Targets!$B1702)","v":"10001883-7a"},{"$f":"CONCATENATE(Targets!$A1702,\"-\",Targets!$B1702,\"-\",Targets!$C1702)","v":"10001883-7a-3"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Non-continuation all full time first degree","No",7.9,"2013-14",7.5,"2019-20",7.4,7.9,7.7,8.4,"Available Feb 2018","e) Performance is below baseline","Student Success","Socio-economic"]
["10001883","7a",4,{"$f":"CONCATENATE(Targets!$A1703,\"-\",Targets!$B1703)","v":"10001883-7a"},{"$f":"CONCATENATE(Targets!$A1703,\"-\",Targets!$B1703,\"-\",Targets!$C1703)","v":"10001883-7a-4"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Non continuation young full time low participation neighbourhoods","No",7.2,"2012-13",7,"2019-20",5.3,7.2,8.6999999999999904,8.5,"Available Feb 2018","e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10001883","7a",5,{"$f":"CONCATENATE(Targets!$A1704,\"-\",Targets!$B1704)","v":"10001883-7a"},{"$f":"CONCATENATE(Targets!$A1704,\"-\",Targets!$B1704,\"-\",Targets!$C1704)","v":"10001883-7a-5"},"HESA T5 - Projected degree (full-time, first degree entrants)","% receiving degree","No",90.5,"2013-14",91,"2019-20",91.5,90.5,90.2,88.2,"Available Feb 2018","e) Performance is below baseline","Student Success","Socio-economic"]
["10001883","7a",6,{"$f":"CONCATENATE(Targets!$A1705,\"-\",Targets!$B1705)","v":"10001883-7a"},{"$f":"CONCATENATE(Targets!$A1705,\"-\",Targets!$B1705,\"-\",Targets!$C1705)","v":"10001883-7a-6"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","Percentage of Students in receipt of DSA","No",11.2,"2013-14",3,"2019-20",10.3,11.2,11.4,10.7,"Available Feb 2018","b) Yearly milestone met","Access","Disability"]
["10001883","7a",7,{"$f":"CONCATENATE(Targets!$A1706,\"-\",Targets!$B1706)","v":"10001883-7a"},{"$f":"CONCATENATE(Targets!$A1706,\"-\",Targets!$B1706,\"-\",Targets!$C1706)","v":"10001883-7a-7"},"Other statistic - Care-leavers (please give details in the next column)","Number of care leavers in receipt of bursary","No",28,"2015-16",28,"2019-20",21,21,23,28,41,"a) Overall target met/exceeded","Access","Care-leavers"]
["10001883","7a",8,{"$f":"CONCATENATE(Targets!$A1707,\"-\",Targets!$B1707)","v":"10001883-7a"},{"$f":"CONCATENATE(Targets!$A1707,\"-\",Targets!$B1707,\"-\",Targets!$C1707)","v":"10001883-7a-8"},"Other statistic - Ethnicity (please give details in the next column)","Achievement of BME students, measured by % of full-time first degree finalists achieving 1st or 2:1 degree","No",63.8,"2013-14",75,"2019-20",58,63.8,65.099999999999895,59.5,64.5,"c) Progress made – but less than anticipated","Student Success","Ethnicity"]
["10001883","7a",9,{"$f":"CONCATENATE(Targets!$A1708,\"-\",Targets!$B1708)","v":"10001883-7a"},{"$f":"CONCATENATE(Targets!$A1708,\"-\",Targets!$B1708,\"-\",Targets!$C1708)","v":"10001883-7a-9"},"Other statistic - Mature (please give details in the next column)","Number of  new entrants (FT UG)  with Access to HE qualifications","No",270,"2013-14",300,"2019-20",177,296,452,407,416,"a) Overall target met/exceeded","Access","Socio-economic"]
["10001883","7b",1,{"$f":"CONCATENATE(Targets!$A1709,\"-\",Targets!$B1709)","v":"10001883-7b"},{"$f":"CONCATENATE(Targets!$A1709,\"-\",Targets!$B1709,\"-\",Targets!$C1709)","v":"10001883-7b-1"},"Student support services","Retention:  Remaining on track","No","New scheme","2012/13","300 students","2019-20",188,180,477,518,415,"a) Overall target met/exceeded","Access","Multiple"]
["10001883","7b",2,{"$f":"CONCATENATE(Targets!$A1710,\"-\",Targets!$B1710)","v":"10001883-7b"},{"$f":"CONCATENATE(Targets!$A1710,\"-\",Targets!$B1710,\"-\",Targets!$C1710)","v":"10001883-7b-2"},"Student support services","Retention: Digital literacy support","No","Additional support","2012/13","75% of New Entrants","2019-20","93.6% of new entrants",0.84,0.89800000000000002,0.92,0.96,"a) Overall target met/exceeded","Student Success","Multiple"]
["10001883","7b",3,{"$f":"CONCATENATE(Targets!$A1711,\"-\",Targets!$B1711)","v":"10001883-7b"},{"$f":"CONCATENATE(Targets!$A1711,\"-\",Targets!$B1711,\"-\",Targets!$C1711)","v":"10001883-7b-3"},"Student support services","Retention:  Mathematics and English support","No","Additional support","2012/13","75% of New Entrants","2019-20","89.9% of new entrants",0.93,0.86,0.87,0.9,"a) Overall target met/exceeded","Student Success","Multiple"]
["10001883","7b",4,{"$f":"CONCATENATE(Targets!$A1712,\"-\",Targets!$B1712)","v":"10001883-7b"},{"$f":"CONCATENATE(Targets!$A1712,\"-\",Targets!$B1712,\"-\",Targets!$C1712)","v":"10001883-7b-4"},"Student support services","Employability:  Internship scheme","No","New scheme","2012/13","400 students","2019-20",284,157,142,794,661,"a) Overall target met/exceeded","Progression","Multiple"]
["10001883","7b",5,{"$f":"CONCATENATE(Targets!$A1713,\"-\",Targets!$B1713)","v":"10001883-7b"},{"$f":"CONCATENATE(Targets!$A1713,\"-\",Targets!$B1713,\"-\",Targets!$C1713)","v":"10001883-7b-5"},"Student support services","Enhance your Employability","No","Additional support","2012/13",0.85,"2019-20",2829,2474,18633,14902,12333,"b) Yearly milestone met","Progression","Multiple"]
["10001883","7b",6,{"$f":"CONCATENATE(Targets!$A1714,\"-\",Targets!$B1714)","v":"10001883-7b"},{"$f":"CONCATENATE(Targets!$A1714,\"-\",Targets!$B1714,\"-\",Targets!$C1714)","v":"10001883-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Leicestershire Universities Consortium - REACH collaborative outreach partnership","No","4010 students","2011-12","4650 students + 100 parents","2019-20",5268,4143,4761,4821,4322,"b) Yearly milestone met","Access","Multiple"]
["10001883","7b",7,{"$f":"CONCATENATE(Targets!$A1715,\"-\",Targets!$B1715)","v":"10001883-7b"},{"$f":"CONCATENATE(Targets!$A1715,\"-\",Targets!$B1715,\"-\",Targets!$C1715)","v":"10001883-7b-7"},"Outreach / WP activity (collaborative - please give details in the next column)","Square Mile","No","Primary schools/Secondary schools & EMWREP","2012/13",3550,"2019-20",168,990,1474,1621,2071,"b) Yearly milestone met","Access","Multiple"]
["10001919","7a",1,{"$f":"CONCATENATE(Targets!$A1716,\"-\",Targets!$B1716)","v":"10001919-7a"},{"$f":"CONCATENATE(Targets!$A1716,\"-\",Targets!$B1716,\"-\",Targets!$C1716)","v":"10001919-7a-1"},"HESA T2c - Low participation neighbourhoods (POLAR3) (Mature, full-time, other undergraduate entrants)","Using Polar 3 data to target recruitment","No",20,"15/16",70,"19/20","N/A","N/A","N/A","N/A",66,"b) Yearly milestone met","Access","Low participation neighbourhoods (LPN)"]
["10001919","7a",2,{"$f":"CONCATENATE(Targets!$A1717,\"-\",Targets!$B1717)","v":"10001919-7a"},{"$f":"CONCATENATE(Targets!$A1717,\"-\",Targets!$B1717,\"-\",Targets!$C1717)","v":"10001919-7a-2"},"Other statistic - Part-time (please give details in the next column)","Increase Part Time Participation","No",30,"15/16",70,"19/20","N/A","N/A","N/A","N/A",60,"b) Yearly milestone met","Access","Socio-economic"]
["10001919","7a",3,{"$f":"CONCATENATE(Targets!$A1718,\"-\",Targets!$B1718)","v":"10001919-7a"},{"$f":"CONCATENATE(Targets!$A1718,\"-\",Targets!$B1718,\"-\",Targets!$C1718)","v":"10001919-7a-3"},"Other statistic - Progression to employment or further study (please give details in the next column)","Higher apprentice progression to top-up pprgrammes","No",30,"15/16",55,"19/20","N/A","N/A","N/A","N/A",28,"b) Yearly milestone met","Progression","Multiple"]
["10007767","7b",10,{"$f":"CONCATENATE(Targets!$A1719,\"-\",Targets!$B1719)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A1719,\"-\",Targets!$B1719,\"-\",Targets!$C1719)","v":"10007767-7b-10"},"Outreach / WP activity (other - please give details in the next column)","Supporting Teachers & Advisers (ensuring they are providing accurate and appropriate IAG)","No",100,"2013-14",120,"2019-20","-","-","-",253,128,"a) Overall target met/exceeded","Access","Attainment raising"]
["10007767","7b",11,{"$f":"CONCATENATE(Targets!$A1720,\"-\",Targets!$B1720)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A1720,\"-\",Targets!$B1720,\"-\",Targets!$C1720)","v":"10007767-7b-11"},"Outreach / WP activity (other - please give details in the next column)","Establish regular in-school/college projects","No","100 hours","2013-14","n/a","n/a","-","-","-",0,"n/a","f) Target discontinued","Access","Multiple"]
["10007767","7b",12,{"$f":"CONCATENATE(Targets!$A1721,\"-\",Targets!$B1721)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A1721,\"-\",Targets!$B1721,\"-\",Targets!$C1721)","v":"10007767-7b-12"},"Student support services","Develop and deliver networking events enabling students to meet with professionals and alumni","Yes","n/a","n/a",80,"2019-20","-","-","-",47,175,"a) Overall target met/exceeded","Student Success and Progression","Attainment raising"]
["10007767","7b",18,{"$f":"CONCATENATE(Targets!$A1722,\"-\",Targets!$B1722)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A1722,\"-\",Targets!$B1722,\"-\",Targets!$C1722)","v":"10007767-7b-18"},"Student Support Services","Deliver pre-arrival event for all students (predominantly focussed on clearing students)","No","n/a","n/a",150,"n/a","n/a","n/a",60,127,117,"c) Progress made – but less than anticipated","Access","Other"]
["10005404","7a",3,{"$f":"CONCATENATE(Targets!$A1723,\"-\",Targets!$B1723)","v":"10005404-7a"},{"$f":"CONCATENATE(Targets!$A1723,\"-\",Targets!$B1723,\"-\",Targets!$C1723)","v":"10005404-7a-3"},"Other statistic - Low-income backgrounds (please give details in the next column)","Monitor the number  of students receiving bursaries","No","N/A","2011-12",70,"2019-20",58,70,66,75,49,"d) No progress made against baseline","Access","Low income household"]
["10005404","7a",4,{"$f":"CONCATENATE(Targets!$A1724,\"-\",Targets!$B1724)","v":"10005404-7a"},{"$f":"CONCATENATE(Targets!$A1724,\"-\",Targets!$B1724,\"-\",Targets!$C1724)","v":"10005404-7a-4"},"Other statistic - Low-income backgrounds (please give details in the next column)","Improve percentage of students from OFFA target groups.","No",18,"2011-12",0.25,"2019-20",20,28,14,18,29,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10005404","7a",5,{"$f":"CONCATENATE(Targets!$A1725,\"-\",Targets!$B1725)","v":"10005404-7a"},{"$f":"CONCATENATE(Targets!$A1725,\"-\",Targets!$B1725,\"-\",Targets!$C1725)","v":"10005404-7a-5"},"Other statistic - Applications (please give details in the next column)","Improve the percentage progression rate of students on Access to Higher Education Diplomas and Year 0 programmes onto HE courses, internally and externally","No",5,"2015-16",16,"2019-20",0,0,0,5,8,"b) Yearly milestone met","Access","Multiple"]
["10001143","7a",1,{"$f":"CONCATENATE(Targets!$A1726,\"-\",Targets!$B1726)","v":"10001143-7a"},{"$f":"CONCATENATE(Targets!$A1726,\"-\",Targets!$B1726,\"-\",Targets!$C1726)","v":"10001143-7a-1"},"Other statistic - Gender (please give details in the next column)","Improve recruitment of young males into the professions (especially Primary Teaching and Health and Social Care)","No",0.32,"2013-14",0.34499999999999997,"2019-20",31.6,32,31.8,32,30.6,"e) Performance is below baseline","Access","Gender"]
["10001143","7a",2,{"$f":"CONCATENATE(Targets!$A1727,\"-\",Targets!$B1727)","v":"10001143-7a"},{"$f":"CONCATENATE(Targets!$A1727,\"-\",Targets!$B1727,\"-\",Targets!$C1727)","v":"10001143-7a-2"},"Other statistic - Ethnicity (please give details in the next column)","Maintain, and slightly increase in possible, strong recruitment of students from minority ethnic groups","No",0.16200000000000001,"2013-14",0.16600000000000001,"2019-20",15.5,16.2,18.3,19.600000000000001,21.6,"a) Overall target met/exceeded","Access","Ethnicity"]
["10001143","7a",3,{"$f":"CONCATENATE(Targets!$A1728,\"-\",Targets!$B1728)","v":"10001143-7a"},{"$f":"CONCATENATE(Targets!$A1728,\"-\",Targets!$B1728,\"-\",Targets!$C1728)","v":"10001143-7a-3"},"Other statistic - Disabled (please give details in the next column)","Increase the proportion of disabled students (especially part-time in receipt of DSA).","No",0.114,"2013-14",0.13500000000000001,"2019-20",11,11.4,12.6,13.7,13,"b) Yearly milestone met","Access","Disability"]
["10001143","7a",4,{"$f":"CONCATENATE(Targets!$A1729,\"-\",Targets!$B1729)","v":"10001143-7a"},{"$f":"CONCATENATE(Targets!$A1729,\"-\",Targets!$B1729,\"-\",Targets!$C1729)","v":"10001143-7a-4"},"Other statistic - Care-leavers (please give details in the next column)","Increase enrolments from 'care-leavers'","No",25,"2014-15",43,"2019-20","n/a","n/a",25,54,60,"a) Overall target met/exceeded","Access","Care leavers"]
["10007157","7b",20,{"$f":"CONCATENATE(Targets!$A1730,\"-\",Targets!$B1730)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A1730,\"-\",Targets!$B1730,\"-\",Targets!$C1730)","v":"10007157-7b-20"},"Contextual data","We will continue to use a systematic approach to the use of contextual data in the admissions process, based on good practice within the sector and based on the evidence generated internally at the University of Sheffield with regard to progression and success of students on our degree programmes who were previously admitted on the basis of contextual data being taken into account.","No","Cont Data used in holistic way on university wide basis as an indicator, providing additional background information to applicants","2011-12","Continue to use contextual data in holistic way on a university wide basis as an indicator, providing additional background information to applicants during selection, and adapt the policy accordingly.","2019-20","Cont Data used in holistic way on university wide basis as an indicator, providing additional background information to applicants","Cont Data continues to be used in holistic way on a university wide basis as an indicator, providing additional background information to applicants during selection.","Contextual data continues to be used in holistic way on a university wide basis as an indicator, providing additional background information to applicants during selection.","Contextual data continues to be used in holistic way on a university wide basis as an indicator, providing additional background information to applicants during selection.","Contextual data continues to be used in holistic way on a university wide basis as an indicator, providing additional background information to applicants during selection.","a) Overall target met/exceeded","Access","Multiple"]
["10007157","7b",21,{"$f":"CONCATENATE(Targets!$A1731,\"-\",Targets!$B1731)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A1731,\"-\",Targets!$B1731,\"-\",Targets!$C1731)","v":"10007157-7b-21"},"Student support services","Care Leaver support","No","Priority in obtaining year round University owned accommodation.","2011-12","Ongoing monitoring in order to ensure best practice.","2019-20","Expansion of care leaver work. Buttle UK awarded \"exemplary\" Quality mark again.","Dedicated care leaver contact, year round accommodation offer, range of financial support. Buttle UK \"exemplary\" quality mark.","Dedicated care leaver contact, year round accommodation offer, range of financial support. Transition support during for applicants from Student Ambassador 'LAC Champions'. Regular homework club for Y6 pupils.  Maintaining best practice identified by Buttle UK.","Continued dedicated care leaver contact, year round accommodation offer plus a range of financial support. Transition support during for applicants from Student Ambassador 'LAC Champions'. Regular homework club for Y6 pupils.  Maintaining best practice identified by Buttle UK.","Continued dedicated care leaver contact, year round accommodation offer plus a range of financial support. Transition support during for applicants from Student Ambassador 'LAC Champions'. Regular homework club for Y6 pupils.  Maintaining best practice identified by Buttle UK.","a) Overall target met/exceeded","Access, Student Success and Progression","Care leavers"]
["10001143","7a",5,{"$f":"CONCATENATE(Targets!$A1732,\"-\",Targets!$B1732)","v":"10001143-7a"},{"$f":"CONCATENATE(Targets!$A1732,\"-\",Targets!$B1732,\"-\",Targets!$C1732)","v":"10001143-7a-5"},"Other statistic - Ethnicity (please give details in the next column)","Improve proportion of BME gaining a good honours degree by 2% (impacting on retention and employability also)","No",8.6999999999999904,"2013-14",0.12,"2019-20",10,8.6999999999999904,10.1,10.1999999999999,10.9,"b) Yearly milestone met","Student Success","Ethnicity"]
["10001143","7a",6,{"$f":"CONCATENATE(Targets!$A1733,\"-\",Targets!$B1733)","v":"10001143-7a"},{"$f":"CONCATENATE(Targets!$A1733,\"-\",Targets!$B1733,\"-\",Targets!$C1733)","v":"10001143-7a-6"},"Other statistic - Socio-economic (please give details in the next column)","Maintain, and slightly increase if possible, overall participation levels of NS SEC 4-7","No",0.34100000000000003,"2013-14",0.37,"2019-20",34.1,34.1,36,35.4,35.6,"b) Yearly milestone met","Access","Socio-economic"]
["10001000","7b",3,{"$f":"CONCATENATE(Targets!$A1734,\"-\",Targets!$B1734)","v":"10001000-7b"},{"$f":"CONCATENATE(Targets!$A1734,\"-\",Targets!$B1734,\"-\",Targets!$C1734)","v":"10001000-7b-3"},"Outreach / WP activity (collaborative - please give details in the next column)","To increase significantly HE focussed outreach activity with schools, especially high schools in areas  with an above average proportion of pupils from under-represented socuio-economic groups, to increase engagement with and aspiration to higher education","Yes","20 pupils","2014-15","150 pupils","2019-20","n/a","n/a","n/a","some increase but due to the timing of the agreement the bulk of work scheduled for 2016-17 and subsequent years","60-70 pupils","c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10007139","7b",3,{"$f":"CONCATENATE(Targets!$A1735,\"-\",Targets!$B1735)","v":"10007139-7b"},{"$f":"CONCATENATE(Targets!$A1735,\"-\",Targets!$B1735,\"-\",Targets!$C1735)","v":"10007139-7b-3"},"Operational targets","These figures relate to the delivery of our established mentoring programme, our Discover Worcester programme and our expanded general outreach / inreach work.","Yes","18 (80)","2010/11",200,"2019-20",43,89,"-","-","-","f) Target discontinued","Access","Multiple"]
["10006840","7b",6,{"$f":"CONCATENATE(Targets!$A1736,\"-\",Targets!$B1736)","v":"10006840-7b"},{"$f":"CONCATENATE(Targets!$A1736,\"-\",Targets!$B1736,\"-\",Targets!$C1736)","v":"10006840-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Realising Opportunities Targets for progression of RO participants to an RO Partner  university","Yes",0.24,"2010-11",0.25,"2019-20",0.26,0.17,0.17,0.23,0.26,"b) Yearly milestone met","Access","Multiple"]
["10006840","7b",7,{"$f":"CONCATENATE(Targets!$A1737,\"-\",Targets!$B1737)","v":"10006840-7b"},{"$f":"CONCATENATE(Targets!$A1737,\"-\",Targets!$B1737,\"-\",Targets!$C1737)","v":"10006840-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Volume of students engaged in Forward Thinking Progressive Programme","No",440,"2010-11",600,"2019-20",484,575,667,711,748,"a) Overall target met/exceeded","Access","Multiple"]
["10007138","7a",1,{"$f":"CONCATENATE(Targets!$A1738,\"-\",Targets!$B1738)","v":"10007138-7a"},{"$f":"CONCATENATE(Targets!$A1738,\"-\",Targets!$B1738,\"-\",Targets!$C1738)","v":"10007138-7a-1"},"Other statistic - Other (please give details in the next column)","To maintain the proportion of English students from 0 - 20% quintile IMD","Yes",0.152,"2012-13",0.16800000000000001,"2019-20",0.152,0.1711,0.20200000000000001,0.224,0.23799999999999899,"a) Overall target met/exceeded","Access","Socio-economic"]
["10007138","7a",2,{"$f":"CONCATENATE(Targets!$A1739,\"-\",Targets!$B1739)","v":"10007138-7a"},{"$f":"CONCATENATE(Targets!$A1739,\"-\",Targets!$B1739,\"-\",Targets!$C1739)","v":"10007138-7a-2"},"Other statistic - Part-time (please give details in the next column)","To increase the percentage of Good Degrees awarded to part time undergraduates","No",0.42,"2012-13",0.45,"2019-20",0.42099999999999999,0.45500000000000002,0.57099999999999995,0.49299999999999999,0.41099999999999898,"e) Performance is below baseline","Student Success","Part-time"]
["10007138","7a",3,{"$f":"CONCATENATE(Targets!$A1740,\"-\",Targets!$B1740)","v":"10007138-7a"},{"$f":"CONCATENATE(Targets!$A1740,\"-\",Targets!$B1740,\"-\",Targets!$C1740)","v":"10007138-7a-3"},"Other statistic - Mature (please give details in the next column)","To increase the number of part time undergraduate mature entrants","Yes",1395,"2012-13",1500,"2019-20",1379,1227,1159,995,756,"e) Performance is below baseline","Access","Mature"]
["10007138","7a",4,{"$f":"CONCATENATE(Targets!$A1741,\"-\",Targets!$B1741)","v":"10007138-7a"},{"$f":"CONCATENATE(Targets!$A1741,\"-\",Targets!$B1741,\"-\",Targets!$C1741)","v":"10007138-7a-4"},"HESA T1c - Low participation neighbourhoods (POLAR3) (Young, full-time, other undergraduate entrants)","To manitain performance to the LA benchmark","No","14.4% (benchmark 13.4%)","2012-13",0.17,"2019-20","16.6% (15.7%)","20.4% (17.2%)","18.1% (17.4%)","13.7% (12.5%)","Not available yet","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007138","7a",5,{"$f":"CONCATENATE(Targets!$A1742,\"-\",Targets!$B1742)","v":"10007138-7a"},{"$f":"CONCATENATE(Targets!$A1742,\"-\",Targets!$B1742,\"-\",Targets!$C1742)","v":"10007138-7a-5"},"Other statistic - Other (please give details in the next column)","To close the Good Degree attainment gap between English students from 0 - 20% quintile IMD and the all student average","No",0.13100000000000001,"2013-14",0.05,"2019-20","-",0.13100000000000001,8.4000000000000005E-2,6.4000000000000001E-2,9.4E-2,"c) Progress made – but less than anticipated","Student Success","Socio-economic"]
["10007138","7a",6,{"$f":"CONCATENATE(Targets!$A1743,\"-\",Targets!$B1743)","v":"10007138-7a"},{"$f":"CONCATENATE(Targets!$A1743,\"-\",Targets!$B1743,\"-\",Targets!$C1743)","v":"10007138-7a-6"},"Other statistic - Progression to employment or further study (please give details in the next column)","To close the male graduate employment gap between University students and the national average","No",-0.10100000000000001,"2012-13",-0.05,"2019-20",-0.10100000000000001,-9.4E-2,-0.17,-0.09,"Not available yet","b) Yearly milestone met","Progression","Gender"]
["10007138","7a",7,{"$f":"CONCATENATE(Targets!$A1744,\"-\",Targets!$B1744)","v":"10007138-7a"},{"$f":"CONCATENATE(Targets!$A1744,\"-\",Targets!$B1744,\"-\",Targets!$C1744)","v":"10007138-7a-7"},"Other statistic - Progression to employment or further study (please give details in the next column)","To close the graduate employment gap between University BME students and the national average for BME students","No",-5.6000000000000001E-2,"2012-13",-0.05,"2019-20",-5.6000000000000001E-2,-0.127,-0.28699999999999998,-0.22700000000000001,"Not available yet","d) No progress made against baseline","Progression","Ethnicity"]
["10007138","7a",8,{"$f":"CONCATENATE(Targets!$A1745,\"-\",Targets!$B1745)","v":"10007138-7a"},{"$f":"CONCATENATE(Targets!$A1745,\"-\",Targets!$B1745,\"-\",Targets!$C1745)","v":"10007138-7a-8"},"Other statistic - Other (please give details in the next column)","To increase the retention in year 1 of English students from 0 - 20% quintile IMD","No",0.94799999999999995,"2012-13",0.95399999999999996,"2019-20",0.94799999999999995,0.94799999999999995,0.94299999999999995,0.92200000000000004,0.91800000000000004,"e) Performance is below baseline","Student Success","Socio-economic"]
["10007138","7a",9,{"$f":"CONCATENATE(Targets!$A1746,\"-\",Targets!$B1746)","v":"10007138-7a"},{"$f":"CONCATENATE(Targets!$A1746,\"-\",Targets!$B1746,\"-\",Targets!$C1746)","v":"10007138-7a-9"},"Other statistic - Ethnicity (please give details in the next column)","To close the gap in Good Degree attainment between BME and White students","No",0.17,"2012-13",0.13,"2019-20",0.17,0.17100000000000001,0.19400000000000001,0.19500000000000001,0.217,"e) Performance is below baseline","Student Success","Ethnicity"]
["10007138","7a",10,{"$f":"CONCATENATE(Targets!$A1747,\"-\",Targets!$B1747)","v":"10007138-7a"},{"$f":"CONCATENATE(Targets!$A1747,\"-\",Targets!$B1747,\"-\",Targets!$C1747)","v":"10007138-7a-10"},"Other statistic - Progression to employment or further study (please give details in the next column)","To close the graduate employment gap between students with disclosed disabilities compared to the national average for disabled students","No",-0.111,"2012-13",-0.03,"2019-20",-11.1,-8.1999999999999904,-0.13,-0.13,"Not available yet","d) No progress made against baseline","Progression","Disability"]
["10007138","7a",11,{"$f":"CONCATENATE(Targets!$A1748,\"-\",Targets!$B1748)","v":"10007138-7a"},{"$f":"CONCATENATE(Targets!$A1748,\"-\",Targets!$B1748,\"-\",Targets!$C1748)","v":"10007138-7a-11"},"Other statistic - Disabled (please give details in the next column)","To increase the proportion of disclosed disabled students in employment or study 6 months after graduation","No",0.91,"2009-10",0.94,"2016-17",0.95599999999999996,0.96499999999999997,0.94799999999999995,"-","-","f) Target discontinued","Other","Disability"]
["10007138","7a",12,{"$f":"CONCATENATE(Targets!$A1749,\"-\",Targets!$B1749)","v":"10007138-7a"},{"$f":"CONCATENATE(Targets!$A1749,\"-\",Targets!$B1749,\"-\",Targets!$C1749)","v":"10007138-7a-12"},"Other statistic - Gender (please give details in the next column)","Men into Early Years/Primary Teaching","No",0.14000000000000001,"2011-12",0.2,"2016-17",0.24,0.15,0.14000000000000001,0.18,"-","f) Target discontinued","Access","Gender"]
["10007138","7a",13,{"$f":"CONCATENATE(Targets!$A1750,\"-\",Targets!$B1750)","v":"10007138-7a"},{"$f":"CONCATENATE(Targets!$A1750,\"-\",Targets!$B1750,\"-\",Targets!$C1750)","v":"10007138-7a-13"},"Other statistic - Ethnicity (please give details in the next column)","BME into Early Years/Primary Teaching","No",0.08,"2011-12",0.1,"2016-17",0.1,0.09,7.0000000000000007E-2,0.08,"-","f) Target discontinued","Access","Ethnicity"]
["10007138","7b",1,{"$f":"CONCATENATE(Targets!$A1751,\"-\",Targets!$B1751)","v":"10007138-7b"},{"$f":"CONCATENATE(Targets!$A1751,\"-\",Targets!$B1751,\"-\",Targets!$C1751)","v":"10007138-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","Number of students from within low socio-ecomomic areas attending targetted activities","Yes",124,"2013-14",650,"2019-20","-","-","-",2476,305,"b) Yearly milestone met","Student Success and Progression","Socio-economic"]
["10007138","7b",2,{"$f":"CONCATENATE(Targets!$A1752,\"-\",Targets!$B1752)","v":"10007138-7b"},{"$f":"CONCATENATE(Targets!$A1752,\"-\",Targets!$B1752,\"-\",Targets!$C1752)","v":"10007138-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","The number of University students engaged in a minimum 40 hours community outreach","Yes",367,"2013-14",900,"2019-20","-","-","-",349,479,"c) Progress made – but less than anticipated","Student Success and Progression","Other"]
["10007138","7b",3,{"$f":"CONCATENATE(Targets!$A1753,\"-\",Targets!$B1753)","v":"10007138-7b"},{"$f":"CONCATENATE(Targets!$A1753,\"-\",Targets!$B1753,\"-\",Targets!$C1753)","v":"10007138-7b-3"},"Other (please give details in the next column)","Number of mature learners engaged in Social Enterprise outreach of a minimum 40 hours","Yes",79,"2013-14",350,"2019-20",0,79,562,127,243,"b) Yearly milestone met","Student Success and Progression","Mature"]
["10007138","7b",4,{"$f":"CONCATENATE(Targets!$A1754,\"-\",Targets!$B1754)","v":"10007138-7b"},{"$f":"CONCATENATE(Targets!$A1754,\"-\",Targets!$B1754,\"-\",Targets!$C1754)","v":"10007138-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","One to one guidance appointments with mature learners in the community","Yes",0,"2013-14",450,"2019-20",0,0,172,340,352,"b) Yearly milestone met","Student Success and Progression","Mature"]
["10007138","7b",5,{"$f":"CONCATENATE(Targets!$A1755,\"-\",Targets!$B1755)","v":"10007138-7b"},{"$f":"CONCATENATE(Targets!$A1755,\"-\",Targets!$B1755,\"-\",Targets!$C1755)","v":"10007138-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Sustained work on primary STEM and /or literacy support for pupils within UN core schools criteria (number of pupils receiving a minimum of 2 hours support from a UN student)","Yes",300,"2013-14",700,"2019-20",192,300,389,1896,432,"b) Yearly milestone met","Access","Other"]
["10007138","7b",6,{"$f":"CONCATENATE(Targets!$A1756,\"-\",Targets!$B1756)","v":"10007138-7b"},{"$f":"CONCATENATE(Targets!$A1756,\"-\",Targets!$B1756,\"-\",Targets!$C1756)","v":"10007138-7b-6"},"Other (please give details in the next column)","Number of BME students engaged in mentoring arrangements to improve attainment and/or employability","Yes",35,"2014-15",120,"2019-20","-","-","-",68,92,"b) Yearly milestone met","Student Success and Progression","Ethnicity"]
["10007138","7b",7,{"$f":"CONCATENATE(Targets!$A1757,\"-\",Targets!$B1757)","v":"10007138-7b"},{"$f":"CONCATENATE(Targets!$A1757,\"-\",Targets!$B1757,\"-\",Targets!$C1757)","v":"10007138-7b-7"},"Other (please give details in the next column)","Number of partnerships with third sector organisations providing support for students with protected characteristics","Yes",5,"2013-14",80,"2019-20","-","-","-",37,41,"b) Yearly milestone met","Student Success and Progression","Multiple"]
["10007138","7b",8,{"$f":"CONCATENATE(Targets!$A1758,\"-\",Targets!$B1758)","v":"10007138-7b"},{"$f":"CONCATENATE(Targets!$A1758,\"-\",Targets!$B1758,\"-\",Targets!$C1758)","v":"10007138-7b-8"},"Other (please give details in the next column)","Number of students in work placements /volunteering placements for a minimum of 40 hours within social enterprises","Yes",57,"2013-14",600,"2019-20","-","-","-",333,314,"b) Yearly milestone met","Student Success and Progression","Other"]
["10006840","7b",8,{"$f":"CONCATENATE(Targets!$A1759,\"-\",Targets!$B1759)","v":"10006840-7b"},{"$f":"CONCATENATE(Targets!$A1759,\"-\",Targets!$B1759,\"-\",Targets!$C1759)","v":"10006840-7b-8"},"Outreach / WP activity (summer schools)","Number of  WP students engaged in summer schools","No",100,"2010-11",200,"2019-20","191 (51 AH, 140 UoB)","254 (60 AH, 194 UoB)",236,"243 (46 AH, 197 UoB)","255 (48 AH, 207 UoB)","a) Overall target met/exceeded","Access","Multiple"]
["10001535","7a",1,{"$f":"CONCATENATE(Targets!$A1760,\"-\",Targets!$B1760)","v":"10001535-7a"},{"$f":"CONCATENATE(Targets!$A1760,\"-\",Targets!$B1760,\"-\",Targets!$C1760)","v":"10001535-7a-1"},"Other statistic - Ethnicity (please give details in the next column)","Increase the number of BEM undergraduates","No",0.14000000000000001,"2014-15",0.24,"2019-20","-","-",0.14000000000000001,0.11,0.13,"d) No progress made against baseline","Access","Ethnicity"]
["10001535","7a",2,{"$f":"CONCATENATE(Targets!$A1761,\"-\",Targets!$B1761)","v":"10001535-7a"},{"$f":"CONCATENATE(Targets!$A1761,\"-\",Targets!$B1761,\"-\",Targets!$C1761)","v":"10001535-7a-2"},"HESA T5 - Projected degree (full-time, first degree entrants)","Increase the number of Good degrees (1st, 2:1), including those obtained from POLAR 2 & 3 groups.","No",0.66,"2014-15",0.71,"2019-20","-","-",0.66,0.62,0.68,"b) Yearly milestone met","Student Success","Low participation neighbourhood (LPN)"]
["10001535","7a",3,{"$f":"CONCATENATE(Targets!$A1762,\"-\",Targets!$B1762)","v":"10001535-7a"},{"$f":"CONCATENATE(Targets!$A1762,\"-\",Targets!$B1762,\"-\",Targets!$C1762)","v":"10001535-7a-3"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Increase the undergraduate success rates, including those obtained by students from POLAR 2 & 3 groups.","No",0.76,"2014-15",0.81,"2019-20","-","-",0.76,0.77,0.79,"b) Yearly milestone met","Student Success","Low participation neighbourhood (LPN)"]
["10007802","7a",2,{"$f":"CONCATENATE(Targets!$A1763,\"-\",Targets!$B1763)","v":"10007802-7a"},{"$f":"CONCATENATE(Targets!$A1763,\"-\",Targets!$B1763,\"-\",Targets!$C1763)","v":"10007802-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","HESA Performance Indicator","No",6.5000000000000002E-2,"2013-14",8.5000000000000006E-2,"2019-20","N/A",6.5000000000000002E-2,6.9000000000000006E-2,7.0999999999999897E-2,"Not yet available","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10006427","7a",1,{"$f":"CONCATENATE(Targets!$A1764,\"-\",Targets!$B1764)","v":"10006427-7a"},{"$f":"CONCATENATE(Targets!$A1764,\"-\",Targets!$B1764,\"-\",Targets!$C1764)","v":"10006427-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","% of students from state schools","No",0.97599999999999998,"2013-14",0.97,"2019-20",98,97.6,97.6,97.6,96.3,"e) Performance is below baseline","Access","State school"]
["10006427","7a",2,{"$f":"CONCATENATE(Targets!$A1765,\"-\",Targets!$B1765)","v":"10006427-7a"},{"$f":"CONCATENATE(Targets!$A1765,\"-\",Targets!$B1765,\"-\",Targets!$C1765)","v":"10006427-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","% of students from LPN (POLAR3)","No",0.11700000000000001,"2013-14",0.13500000000000001,"2019-20",12.1,11.7,11.2,13.8,13,"c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10006427","7a",3,{"$f":"CONCATENATE(Targets!$A1766,\"-\",Targets!$B1766)","v":"10006427-7a"},{"$f":"CONCATENATE(Targets!$A1766,\"-\",Targets!$B1766,\"-\",Targets!$C1766)","v":"10006427-7a-3"},"HESA T2a - (Mature, full-time, first degree entrants)","% of mature students","No",8.3000000000000004E-2,"2013-14",9.2999999999999999E-2,"2019-20",9.1999999999999904,8.3000000000000007,10.6,10,9.4,"a) Overall target met/exceeded","Access","Mature"]
["10006427","7a",4,{"$f":"CONCATENATE(Targets!$A1767,\"-\",Targets!$B1767)","v":"10006427-7a"},{"$f":"CONCATENATE(Targets!$A1767,\"-\",Targets!$B1767,\"-\",Targets!$C1767)","v":"10006427-7a-4"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","% of students who left at the end of year one","No",7.2999999999999995E-2,"2013-14",7.0000000000000007E-2,"2019-20",9.9,8.1,7.3,6.9,8.6999999999999904,"e) Performance is below baseline","Student Success","Other (please give details in Description column)"]
["10006427","7a",5,{"$f":"CONCATENATE(Targets!$A1768,\"-\",Targets!$B1768)","v":"10006427-7a"},{"$f":"CONCATENATE(Targets!$A1768,\"-\",Targets!$B1768,\"-\",Targets!$C1768)","v":"10006427-7a-5"},"HESA T5 - Projected degree (full-time, first degree entrants)","% of students who successfully obtain a degree","No",0.80900000000000005,"2013-14",0.83,"2019-20",76.3,79.900000000000006,80.900000000000006,77.599999999999895,74.900000000000006,"e) Performance is below baseline","Student Success","Other (please give details in Description column)"]
["10006427","7b",1,{"$f":"CONCATENATE(Targets!$A1769,\"-\",Targets!$B1769)","v":"10006427-7b"},{"$f":"CONCATENATE(Targets!$A1769,\"-\",Targets!$B1769,\"-\",Targets!$C1769)","v":"10006427-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","KMPF: Maintain engagement in member schools with schools actively participating in KMPF activity, recording student engagement","Yes","40 schools","2013-14",40,"2019-20",40,40,40,40,40,"a) Overall target met/exceeded","Access","Multiple"]
["10006427","7b",2,{"$f":"CONCATENATE(Targets!$A1770,\"-\",Targets!$B1770)","v":"10006427-7b"},{"$f":"CONCATENATE(Targets!$A1770,\"-\",Targets!$B1770,\"-\",Targets!$C1770)","v":"10006427-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","KMPF: Ensure a range of year groups participate in outreach programmes and maintain levels of engagement across schools","Yes","Yr 7-8 , 2299\nYr 9, 3298\nYr 10, 2987\nYr 11, 4907\nYr 12-13, 7110\nFE, 108\nTotal 20709","2013-14","Yr 7-8 , 2299\nYr 9, 3298\nYr 10, 2987\nYr 11, 4907\nYr 12-13, 7110\nFE, 108\nTotal 20709","2019-20","Yr 7-8, 2300\nYr 9, 1564\nYr 10, 1392\nYr 11, 2830\nYr 12-13, 5018","Yr 7-8, 2299\nYr 9, 3298\nYr 10, 2987\nYr 11, 4907\nYr 12-13, 7110\nFE, 108","Yr 7-8, 1222\nYr 9, 1831\nYr 10, 2160\nYr 11, 2542\nYr 12, 8063","Yr 7-8, 1779\nYr 9, 2298 \nYr 10, 1928\nYr 11, 2796\nYr 12-13, 5059","Yr 7-8 4301\nYr9 1653\nYr 10 1660\nYr 11 1243\nYr 12-13 6979\n","a) Overall target met/exceeded","Access","Multiple"]
["10006427","7b",3,{"$f":"CONCATENATE(Targets!$A1771,\"-\",Targets!$B1771)","v":"10006427-7b"},{"$f":"CONCATENATE(Targets!$A1771,\"-\",Targets!$B1771,\"-\",Targets!$C1771)","v":"10006427-7b-3"},"Outreach / WP activity (collaborative - please give details in the next column)","KMPF: - KS4 Destination - increase proportion who stay on in education after Key Stage 5 reduce the gap between KMPF schools and LA average % of KS5 entrants who stay on to any education destination in the year following KS4 exam entry.","Yes","KMPF 81%","2011-12","Calculate when 2017 data available for 2014 cohort","2019-20",86,86,86,"-","-","a) Overall target met/exceeded","Access","Multiple"]
["10006427","7b",4,{"$f":"CONCATENATE(Targets!$A1772,\"-\",Targets!$B1772)","v":"10006427-7b"},{"$f":"CONCATENATE(Targets!$A1772,\"-\",Targets!$B1772,\"-\",Targets!$C1772)","v":"10006427-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","KMPF: - improve % of disdvantaged students achieving 5 A* - C, including English and Maths.","Yes","30% average across KMPF schools","2013-14","Milestones to be reviewed and recalculated in light of new curriculum changes","2019-20",30,30,26,25,"-","f) Target discontinued","Access","Multiple"]
["10006427","7b",5,{"$f":"CONCATENATE(Targets!$A1773,\"-\",Targets!$B1773)","v":"10006427-7b"},{"$f":"CONCATENATE(Targets!$A1773,\"-\",Targets!$B1773,\"-\",Targets!$C1773)","v":"10006427-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","KMPF: - increase UCAS applicants as % of students entering for KS5 exams. Maintain stable conversion rate as applicant volumes increase.","Yes","KMPF at 53% against KM Average 65%","2013-14","Milestones to be reviewed and recalculated in light of new curriculum changes","2019-20",53,54,54,"-","Data not yet available","d) No progress made against baseline","Access","Multiple"]
["10007802","7a",3,{"$f":"CONCATENATE(Targets!$A1774,\"-\",Targets!$B1774)","v":"10007802-7a"},{"$f":"CONCATENATE(Targets!$A1774,\"-\",Targets!$B1774,\"-\",Targets!$C1774)","v":"10007802-7a-3"},"Other statistic - Ethnicity (please give details in the next column)","Percentage of entrants who self-classify as BME","No",0.14499999999999999,"2011-12",0.21,"2019-20",0.16400000000000001,0.19,0.19400000000000001,0.17599999999999999,0.26600000000000001,"a) Overall target met/exceeded","Access","Ethnicity"]
["10006427","7b",6,{"$f":"CONCATENATE(Targets!$A1775,\"-\",Targets!$B1775)","v":"10006427-7b"},{"$f":"CONCATENATE(Targets!$A1775,\"-\",Targets!$B1775,\"-\",Targets!$C1775)","v":"10006427-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Improve KS4 results - partner school attainment measure","Yes","% of students in KMPF schools achieving 4+ in English and Maths","2017/18","Calculate when 2018 data available ","2019-20","N/A","N/A","N/A","N/A","N/A","d) No progress made against baseline","Access","Multiple"]
["10006427","7b",7,{"$f":"CONCATENATE(Targets!$A1776,\"-\",Targets!$B1776)","v":"10006427-7b"},{"$f":"CONCATENATE(Targets!$A1776,\"-\",Targets!$B1776,\"-\",Targets!$C1776)","v":"10006427-7b-7"},"Outreach / WP activity (collaborative - please give details in the next column)","Improve KS4 results - Q1 outreach participants exceed average attainment 8 score of school","Yes","% of outreach participants (pre-GCSE) who achieve 4+ in English and Maths","2017/18","Calculate when 2018 data available ","2019-20","N/A","N/A","N/A","N/A","N/A","d) No progress made against baseline","Access","Multiple"]
["10007795","7b",21,{"$f":"CONCATENATE(Targets!$A1777,\"-\",Targets!$B1777)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A1777,\"-\",Targets!$B1777,\"-\",Targets!$C1777)","v":"10007795-7b-21"},"Operational targets","Of these young people we work with through the Projects, 95% have increased confidence through exposure to new and challenging experiences.","No",90,"2013-14",95,"2019-20",90,90,83,78,"-","f) Target discontinued","Access","Disability"]
["10007795","7b",22,{"$f":"CONCATENATE(Targets!$A1778,\"-\",Targets!$B1778)","v":"10007795-7b"},{"$f":"CONCATENATE(Targets!$A1778,\"-\",Targets!$B1778,\"-\",Targets!$C1778)","v":"10007795-7b-22"},"Lifelong learning","We take a long term approach in engaging adults from low SEGs in LPN to explore the journey to higher education, starting with non formal adult education","No",300,"2011-12",550,"2019-20",354,595,525,525,531,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10001535","7a",4,{"$f":"CONCATENATE(Targets!$A1779,\"-\",Targets!$B1779)","v":"10001535-7a"},{"$f":"CONCATENATE(Targets!$A1779,\"-\",Targets!$B1779,\"-\",Targets!$C1779)","v":"10001535-7a-4"},"Other statistic - Applications (please give details in the next column)","Increase the number of students progressing from Further Education to Higher Education at Colchester Institute","No",0.13,"2014-15",0.3,"2019-20","-","-",0.13,0.13,0.15,"c) Progress made – but less than anticipated","Access","Other"]
["10001535","7a",5,{"$f":"CONCATENATE(Targets!$A1780,\"-\",Targets!$B1780)","v":"10001535-7a"},{"$f":"CONCATENATE(Targets!$A1780,\"-\",Targets!$B1780,\"-\",Targets!$C1780)","v":"10001535-7a-5"},"Other statistic - Disabled (please give details in the next column)","Increase the number of undergraduates with a declared learning disability","No",7.0000000000000007E-2,"2014-15",0.18,"2019-20","-","-",7.0000000000000007E-2,0.08,0.09,"c) Progress made – but less than anticipated","Access","Disability"]
["10001535","7a",6,{"$f":"CONCATENATE(Targets!$A1781,\"-\",Targets!$B1781)","v":"10001535-7a"},{"$f":"CONCATENATE(Targets!$A1781,\"-\",Targets!$B1781,\"-\",Targets!$C1781)","v":"10001535-7a-6"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","Increase the number of undergraduates with a declared disability","No",0.25,"2014-15",0.35,"2019-20","-","-",0.25,0.21,0.22,"d) No progress made against baseline","Access","Disability"]
["10007147","7a",4,{"$f":"CONCATENATE(Targets!$A1782,\"-\",Targets!$B1782)","v":"10007147-7a"},{"$f":"CONCATENATE(Targets!$A1782,\"-\",Targets!$B1782,\"-\",Targets!$C1782)","v":"10007147-7a-4"},"Other statistic - Progression to employment or further study (please give details in the next column)","Employment of full-time, first degree qualifiers: HESA table E1a: graduates who say they are working or studying (or both) as a percentage of all hose who are working or studying or seeking work.","No",0.93200000000000005,"2012-13",0.93200000000000005,"2019-20",0.93200000000000005,0.95199999999999996,0.96199999999999997,0.96099999999999897,"-","a) Overall target met/exceeded","Progression","Multiple"]
["10007147","7a",5,{"$f":"CONCATENATE(Targets!$A1783,\"-\",Targets!$B1783)","v":"10007147-7a"},{"$f":"CONCATENATE(Targets!$A1783,\"-\",Targets!$B1783,\"-\",Targets!$C1783)","v":"10007147-7a-5"},"Other statistic - Care-leavers (please give details in the next column)","Number of declared care leavers studying at the University","No",24,"2014-15",24,"2019-20","-","-",24,24,"-","a) Overall target met/exceeded","Access","Care leavers"]
["10007147","7a",6,{"$f":"CONCATENATE(Targets!$A1784,\"-\",Targets!$B1784)","v":"10007147-7a"},{"$f":"CONCATENATE(Targets!$A1784,\"-\",Targets!$B1784,\"-\",Targets!$C1784)","v":"10007147-7a-6"},"Other statistic - Disabled (please give details in the next column)","Percentage of students disclosing a disability","No",0.08,"2013-14",0.08,"2019-20","-",0.08,7.8E-2,9.5000000000000001E-2,"-","a) Overall target met/exceeded","Access","Disability"]
["10007147","7a",7,{"$f":"CONCATENATE(Targets!$A1785,\"-\",Targets!$B1785)","v":"10007147-7a"},{"$f":"CONCATENATE(Targets!$A1785,\"-\",Targets!$B1785,\"-\",Targets!$C1785)","v":"10007147-7a-7"},"Other statistic - Other (please give details in the next column)","First year male primary ITT students as summarized in the NCTL Performance Profiles Report 1","No",0.13,"2012-13",0.13,"2019-20",0.13,0.21,0.16,0.12,"-","e) Performance is below baseline","Access","Gender"]
["10007147","7a",8,{"$f":"CONCATENATE(Targets!$A1786,\"-\",Targets!$B1786)","v":"10007147-7a"},{"$f":"CONCATENATE(Targets!$A1786,\"-\",Targets!$B1786,\"-\",Targets!$C1786)","v":"10007147-7a-8"},"Other statistic - Other (please give details in the next column)","First year \"minority ethnic\" primary ITT students as summarized in the NCTL Performance Profiles Report 1","No",0.16,"2012-13",0.16,"2019-20",0.16,0.17,0.12,0.1,"-","e) Performance is below baseline","Access","Ethnicity"]
["10007147","7a",9,{"$f":"CONCATENATE(Targets!$A1787,\"-\",Targets!$B1787)","v":"10007147-7a"},{"$f":"CONCATENATE(Targets!$A1787,\"-\",Targets!$B1787,\"-\",Targets!$C1787)","v":"10007147-7a-9"},"Other statistic - Other (please give details in the next column)","First year \"minority ethnic\" secondary ITT students as summarized in the NCTL Performance Profiles Report 1","No",0.2,"2012-13",0.2,"2019-20",0.2,0.16,0.18,0.22,"-","a) Overall target met/exceeded","Access","Ethnicity"]
["10007147","7a",10,{"$f":"CONCATENATE(Targets!$A1788,\"-\",Targets!$B1788)","v":"10007147-7a"},{"$f":"CONCATENATE(Targets!$A1788,\"-\",Targets!$B1788,\"-\",Targets!$C1788)","v":"10007147-7a-10"},"Other statistic - Part-time (please give details in the next column)","Number of students participating in the Higher Apprenticeships programme","No",0,"2015-16",30,"2019-20","-","-","-","0 - first students starting Jan 2017",5,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007147","7a",11,{"$f":"CONCATENATE(Targets!$A1789,\"-\",Targets!$B1789)","v":"10007147-7a"},{"$f":"CONCATENATE(Targets!$A1789,\"-\",Targets!$B1789,\"-\",Targets!$C1789)","v":"10007147-7a-11"},"Other statistic - Progression to employment or further study (please give details in the next column)","Employment of widening participation students who have participated in the Herts Success programme.","No",0.97299999999999998,"2015-16",0.97299999999999998,"2019-20","-","-",0.97299999999999898,0.85499999999999898,"-","e) Performance is below baseline","Progression","Multiple"]
["10007147","7a",12,{"$f":"CONCATENATE(Targets!$A1790,\"-\",Targets!$B1790)","v":"10007147-7a"},{"$f":"CONCATENATE(Targets!$A1790,\"-\",Targets!$B1790,\"-\",Targets!$C1790)","v":"10007147-7a-12"},"HESA T1a - State School (Young, full-time, first degree entrants)","Percentage of young full-time first degree entrants from state schools or colleges.","No",0.97799999999999998,"2013-14",0.97799999999999998,"2019-20",0.97699999999999998,0.97799999999999998,0.97299999999999998,0.97799999999999898,"-","a) Overall target met/exceeded","Access","State school"]
["10007147","7b",1,{"$f":"CONCATENATE(Targets!$A1791,\"-\",Targets!$B1791)","v":"10007147-7b"},{"$f":"CONCATENATE(Targets!$A1791,\"-\",Targets!$B1791,\"-\",Targets!$C1791)","v":"10007147-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Percentage of male attendees at outreach events on campus","No",0.42599999999999999,"2013-14",0.5,"2019-20","-",0.42599999999999999,0.42,0.46,0.48,"a) Overall target met/exceeded","Access","Gender"]
["10007147","7b",2,{"$f":"CONCATENATE(Targets!$A1792,\"-\",Targets!$B1792)","v":"10007147-7b"},{"$f":"CONCATENATE(Targets!$A1792,\"-\",Targets!$B1792,\"-\",Targets!$C1792)","v":"10007147-7b-2"},"Outreach / WP activity (summer schools)","Number of residential summer schools for young people","No",3,"2014-15",3,"2019-20","-","-",3,4,3,"a) Overall target met/exceeded","Access","Multiple"]
["10007147","7b",3,{"$f":"CONCATENATE(Targets!$A1793,\"-\",Targets!$B1793)","v":"10007147-7b"},{"$f":"CONCATENATE(Targets!$A1793,\"-\",Targets!$B1793,\"-\",Targets!$C1793)","v":"10007147-7b-3"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Continue to sponsor UTCs and Free Schools. Work to support other schools through Trust Agreements.","Yes","n/a","2014-15","n/a","2019-20","ongoing","ongoing","ongoing","ongoing","ongoing","a) Overall target met/exceeded","Access and Student Success","Multiple"]
["10007147","7b",4,{"$f":"CONCATENATE(Targets!$A1794,\"-\",Targets!$B1794)","v":"10007147-7b"},{"$f":"CONCATENATE(Targets!$A1794,\"-\",Targets!$B1794,\"-\",Targets!$C1794)","v":"10007147-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Number of secondary school pupils engaged in buddying/mentoring schemes","No",130,"2013-14",130,"2019-20","-",130,151,146,142,"a) Overall target met/exceeded","Access and Student Success","Multiple"]
["10007775","7b",4,{"$f":"CONCATENATE(Targets!$A1795,\"-\",Targets!$B1795)","v":"10007775-7b"},{"$f":"CONCATENATE(Targets!$A1795,\"-\",Targets!$B1795,\"-\",Targets!$C1795)","v":"10007775-7b-4"},"Outreach / WP activity (other - please give details in the next column)","To deliver a programme of transition-support activities for students studying in Years 12 and 13 in collaboration with key target schools and colleges.","Yes","56 participants","2013-14","60 participants","2019-20","2 new transition activities delivered. 38 participants","3 transition activities delivered, 56 participants","3 transition activities, 27 students attended","2 transition activities, 27 students attended","1 transition activity delivered, 3 students attended ","d) No progress made against baseline","Access and Student Success","Multiple"]
["10007775","7b",5,{"$f":"CONCATENATE(Targets!$A1796,\"-\",Targets!$B1796)","v":"10007775-7b"},{"$f":"CONCATENATE(Targets!$A1796,\"-\",Targets!$B1796,\"-\",Targets!$C1796)","v":"10007775-7b-5"},"Outreach / WP activity (other - please give details in the next column)","To deliver a mininum of three new activities targeted at young people in care, care leavers and/or their carers","Yes","27 participants","2013-14","40 participants","2019-20","-","Three activities delivered, 27 Participants","Three activities delivered with 31 participants","Three activities delivered with 52 participants","Three activities delivered with 41 participants","a) Overall target met/exceeded","Access","Care leavers"]
["10007775","7b",6,{"$f":"CONCATENATE(Targets!$A1797,\"-\",Targets!$B1797)","v":"10007775-7b"},{"$f":"CONCATENATE(Targets!$A1797,\"-\",Targets!$B1797,\"-\",Targets!$C1797)","v":"10007775-7b-6"},"Other (please give details in the next column)","After a pilot programme in 2015, we will deliver a series of new activities specifically designed to engage with parents and carers supporting young people into higher education. We will deliver an additional five activities by 2019-20.","No","N/A New target","Other (please give details in Description column)","5 activities","2019-20","-","-","-","10 activities delivered, a range of talks and stalls at parents evenings","6 activities delivered, a range of talks and stalls at parents evenings of our target schools","a) Overall target met/exceeded","Access","Other"]
["10007775","7b",7,{"$f":"CONCATENATE(Targets!$A1798,\"-\",Targets!$B1798)","v":"10007775-7b"},{"$f":"CONCATENATE(Targets!$A1798,\"-\",Targets!$B1798,\"-\",Targets!$C1798)","v":"10007775-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Deliver intensive, multi-intervention primary school activity with four primary schools by 2019-20","Yes","1 primary school","2014-15","4 primary schools","2019-20","-","-","-","2 primary schools received multiple activities including an in-school HE talk and a campus visit day focused on transition","4 primary schools received multiple activities including an in-school HE talk and a campus visit day focused on transition ","a) Overall target met/exceeded","Access","Multiple"]
["10007713","7a",1,{"$f":"CONCATENATE(Targets!$A1799,\"-\",Targets!$B1799)","v":"10007713-7a"},{"$f":"CONCATENATE(Targets!$A1799,\"-\",Targets!$B1799,\"-\",Targets!$C1799)","v":"10007713-7a-1"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","% young, FT UG from state schools","No",95.3,"2012-13",96,"2019-20",95.3,96.9,96.5,96.1,96.5,"a) Overall target met/exceeded","Access","State school"]
["10007713","7a",2,{"$f":"CONCATENATE(Targets!$A1800,\"-\",Targets!$B1800)","v":"10007713-7a"},{"$f":"CONCATENATE(Targets!$A1800,\"-\",Targets!$B1800,\"-\",Targets!$C1800)","v":"10007713-7a-2"},"HESA T1b - Low participation neighbourhoods (POLAR2) (Young, full-time, undergraduate entrants)","% young, FT UG from LPN","No",16.7,"2012-13",18,"2019-20",16.600000000000001,17.3,17.8,16.899999999999899,17.399999999999899,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007713","7a",3,{"$f":"CONCATENATE(Targets!$A1801,\"-\",Targets!$B1801)","v":"10007713-7a"},{"$f":"CONCATENATE(Targets!$A1801,\"-\",Targets!$B1801,\"-\",Targets!$C1801)","v":"10007713-7a-3"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Continuation rate","No",94.4,"2012-13",96,"2019-20",94.4,95.5,94.7,94.2,"-","e) Performance is below baseline","Student Success","Other"]
["10007713","7a",4,{"$f":"CONCATENATE(Targets!$A1802,\"-\",Targets!$B1802)","v":"10007713-7a"},{"$f":"CONCATENATE(Targets!$A1802,\"-\",Targets!$B1802,\"-\",Targets!$C1802)","v":"10007713-7a-4"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","% mature students","No",9.8000000000000007,"2012-13",12,"2019-20",9.8000000000000007,11.9,15.3,6.5,13.2,"a) Overall target met/exceeded","Access","Mature"]
["10007713","7a",5,{"$f":"CONCATENATE(Targets!$A1803,\"-\",Targets!$B1803)","v":"10007713-7a"},{"$f":"CONCATENATE(Targets!$A1803,\"-\",Targets!$B1803,\"-\",Targets!$C1803)","v":"10007713-7a-5"},"Other statistic - Ethnicity (please give details in the next column)","% UK domiciled black and minority ethnic students","No",3.9,"2012-13",6,"2019-20",3.9,4.8,4.4000000000000004,4.7,4.8,"b) Yearly milestone met","Access","Ethnicity"]
["10004048","7a",10,{"$f":"CONCATENATE(Targets!$A1804,\"-\",Targets!$B1804)","v":"10004048-7a"},{"$f":"CONCATENATE(Targets!$A1804,\"-\",Targets!$B1804,\"-\",Targets!$C1804)","v":"10004048-7a-10"},"Other statistic - Ethnicity (please give details in the next column)","% BME students","No",0.39,"2009-10",0.5,"2019-20",0.54800000000000004,0.56299999999999994,0.57099999999999995,0.57099999999999995,0.61299999999999899,"a) Overall target met/exceeded","Access","Ethnicity"]
["10004048","7a",11,{"$f":"CONCATENATE(Targets!$A1805,\"-\",Targets!$B1805)","v":"10004048-7a"},{"$f":"CONCATENATE(Targets!$A1805,\"-\",Targets!$B1805,\"-\",Targets!$C1805)","v":"10004048-7a-11"},"Other statistic - Ethnicity (please give details in the next column)","BME Attainment Gap narrowed with others","No",0.27500000000000002,"2013-14",4.2999999999999997E-2,"2019-20","-",0.192,0.22800000000000001,0.32500000000000001,0.31,"d) No progress made against baseline","Student Success","Ethnicity"]
["10006840","7a",1,{"$f":"CONCATENATE(Targets!$A1806,\"-\",Targets!$B1806)","v":"10006840-7a"},{"$f":"CONCATENATE(Targets!$A1806,\"-\",Targets!$B1806,\"-\",Targets!$C1806)","v":"10006840-7a-1"},"Other statistic - Other (please give details in the next column)","Increase the proportion of young people from our pre-16 progressive activity target group on level 3 programmes","No",0.54,"2011-12",0.6,"2019-20",0.63,0.6,0.54,0.6,0.57999999999999896,"b) Yearly milestone met","Access","Multiple"]
["10001503","7a",1,{"$f":"CONCATENATE(Targets!$A1807,\"-\",Targets!$B1807)","v":"10001503-7a"},{"$f":"CONCATENATE(Targets!$A1807,\"-\",Targets!$B1807,\"-\",Targets!$C1807)","v":"10001503-7a-1"},"Other statistic - Low-income backgrounds (please give details in the next column)","Maintain a consistent intake of students from low participation neighbours","No",35,"2012-13",0.35,"2019-20",35,38,37,36,30,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10001503","7a",2,{"$f":"CONCATENATE(Targets!$A1808,\"-\",Targets!$B1808)","v":"10001503-7a"},{"$f":"CONCATENATE(Targets!$A1808,\"-\",Targets!$B1808,\"-\",Targets!$C1808)","v":"10001503-7a-2"},"Other statistic - Other (please give details in the next column)","Improvement in overall retention rates","No",76.099999999999895,"2013-14",0.81,"2019-20",79,76.099999999999895,79,73,0.78,"c) Progress made – but less than anticipated","Student Success","Other"]
["10001503","7a",3,{"$f":"CONCATENATE(Targets!$A1809,\"-\",Targets!$B1809)","v":"10001503-7a"},{"$f":"CONCATENATE(Targets!$A1809,\"-\",Targets!$B1809,\"-\",Targets!$C1809)","v":"10001503-7a-3"},"Other statistic - Disabled (please give details in the next column)","Parity in achievement for disabled and non disabled students of 60%. (It should be noted that disabled students can start their HE journey at a disadvantage in terms of initial grades and academic skills, and may not always be comparable with non disabled students)","No",0.64,"2013-14",0.67,"2019-20",63,64,45,65,0.57999999999999896,"e) Performance is below baseline","Student Success","Disability"]
["10007825","7a",1,{"$f":"CONCATENATE(Targets!$A1810,\"-\",Targets!$B1810)","v":"10007825-7a"},{"$f":"CONCATENATE(Targets!$A1810,\"-\",Targets!$B1810,\"-\",Targets!$C1810)","v":"10007825-7a-1"},"Other statistic - Disabled (please give details in the next column)","Retention of new entrants in receipt of DSA into yr 2","No",0.92,"2010-11",92,"2019-20",89.4,93.1,93.4,92.3,90,"e) Performance is below baseline","Student Success","Disability"]
["10007825","7a",2,{"$f":"CONCATENATE(Targets!$A1811,\"-\",Targets!$B1811)","v":"10007825-7a"},{"$f":"CONCATENATE(Targets!$A1811,\"-\",Targets!$B1811,\"-\",Targets!$C1811)","v":"10007825-7a-2"},"Other statistic - Completion/Non continuation (please give details in the next column)","Retention of new entrants into yr 2, unadjusted","No",0.92,"2010-11",92,"2019-20",92.5,95.3,92.5,92.5,94.9,"a) Overall target met/exceeded","Student Success","Other"]
["10006840","7a",2,{"$f":"CONCATENATE(Targets!$A1812,\"-\",Targets!$B1812)","v":"10006840-7a"},{"$f":"CONCATENATE(Targets!$A1812,\"-\",Targets!$B1812,\"-\",Targets!$C1812)","v":"10006840-7a-2"},"Other statistic - Applications (please give details in the next column)","Proportion of young people from our pre-16 progressive activity target group applying to a FT place in HE is greater than local average for YP from socially disadvantaged groups","No",0.5,"2013-14",0.52,"2019-20","NA",0.5,0.52,0.64,0.53,"a) Overall target met/exceeded","Access","Multiple"]
["10006840","7a",3,{"$f":"CONCATENATE(Targets!$A1813,\"-\",Targets!$B1813)","v":"10006840-7a"},{"$f":"CONCATENATE(Targets!$A1813,\"-\",Targets!$B1813,\"-\",Targets!$C1813)","v":"10006840-7a-3"},"Other statistic - Applications (please give details in the next column)","Percentage of students engaged in our post 16 Outreach programmes applying to the University of Birmingham","No",0.56999999999999995,"2013-14",0.62,"2019-20",0.62,0.64,0.54,0.76,0.77,"a) Overall target met/exceeded","Access","Multiple"]
["10006840","7a",4,{"$f":"CONCATENATE(Targets!$A1814,\"-\",Targets!$B1814)","v":"10006840-7a"},{"$f":"CONCATENATE(Targets!$A1814,\"-\",Targets!$B1814,\"-\",Targets!$C1814)","v":"10006840-7a-4"},"Other statistic - Other (please give details in the next column)","Percentage of entrants via our Access to Birmingham Programme","No",5.7000000000000002E-2,"2013-14",6.2E-2,"2019-20",6.2E-2,5.5E-2,6.25E-2,6.2E-2,0.06,"b) Yearly milestone met","Access","Multiple"]
["10007156","7a",1,{"$f":"CONCATENATE(Targets!$A1815,\"-\",Targets!$B1815)","v":"10007156-7a"},{"$f":"CONCATENATE(Targets!$A1815,\"-\",Targets!$B1815,\"-\",Targets!$C1815)","v":"10007156-7a-1"},"Other statistic - Care-leavers (please give details in the next column)","Number of Applications from care leavers","No",282,"2014-15",230,"2016-17",209,215,282,250,302,"a) Overall target met/exceeded","Access","Care leavers"]
["10007156","7a",2,{"$f":"CONCATENATE(Targets!$A1816,\"-\",Targets!$B1816)","v":"10007156-7a"},{"$f":"CONCATENATE(Targets!$A1816,\"-\",Targets!$B1816,\"-\",Targets!$C1816)","v":"10007156-7a-2"},"Other statistic - Care-leavers (please give details in the next column)","Number of Registrations from care leavers","No",44,"2014-15",35,"2016-17",38,42,44,55,37,"a) Overall target met/exceeded","Access","Care leavers"]
["10007156","7a",3,{"$f":"CONCATENATE(Targets!$A1817,\"-\",Targets!$B1817)","v":"10007156-7a"},{"$f":"CONCATENATE(Targets!$A1817,\"-\",Targets!$B1817,\"-\",Targets!$C1817)","v":"10007156-7a-3"},"Other statistic - Mature (please give details in the next column)","% Undergraduate applications from mature students","No",40.200000000000003,"2014-15",29,"2016-17",39,40.1,40.200000000000003,33.799999999999898,33,"a) Overall target met/exceeded","Access","Mature"]
["10007802","7a",4,{"$f":"CONCATENATE(Targets!$A1818,\"-\",Targets!$B1818)","v":"10007802-7a"},{"$f":"CONCATENATE(Targets!$A1818,\"-\",Targets!$B1818,\"-\",Targets!$C1818)","v":"10007802-7a-4"},"Other statistic - Low-income backgrounds (please give details in the next column)","Percentage of young, full-time, first degree entrants from a low income background (household income of £25k or less).","No",0.25,"2013-14",0.27500000000000002,"2019-20","N/A",0.25,0.26100000000000001,0.23,0.19800000000000001,"e) Performance is below baseline","Access","Low income household"]
["10007802","7a",5,{"$f":"CONCATENATE(Targets!$A1819,\"-\",Targets!$B1819)","v":"10007802-7a"},{"$f":"CONCATENATE(Targets!$A1819,\"-\",Targets!$B1819,\"-\",Targets!$C1819)","v":"10007802-7a-5"},"Other statistic - Ethnicity (please give details in the next column)","Percentage of BME students achieving either a first or upper second class degree classification","No",0.627,"2013-14",0.69,"2019-20","N/A",0.627,0.73199999999999998,0.72299999999999998,0.7,"a) Overall target met/exceeded","Student Success","Ethnicity"]
["10007802","7a",6,{"$f":"CONCATENATE(Targets!$A1820,\"-\",Targets!$B1820)","v":"10007802-7a"},{"$f":"CONCATENATE(Targets!$A1820,\"-\",Targets!$B1820,\"-\",Targets!$C1820)","v":"10007802-7a-6"},"Other statistic - Low-income backgrounds (please give details in the next column)","Percentage of students from a low income background (household income of £25k or less) achieving either a first or upper second class degree classification","No",0.71599999999999997,"2013-14",0.76,"2019-20","N/A",0.71599999999999997,0.79900000000000004,0.80500000000000005,0.83599999999999897,"a) Overall target met/exceeded","Student Success","Low income household"]
["10007802","7a",7,{"$f":"CONCATENATE(Targets!$A1821,\"-\",Targets!$B1821)","v":"10007802-7a"},{"$f":"CONCATENATE(Targets!$A1821,\"-\",Targets!$B1821,\"-\",Targets!$C1821)","v":"10007802-7a-7"},"Other statistic - Disabled (please give details in the next column)","Percentage of registered disabled students achieving either a first or upper second class degree classification","No",0.72899999999999998,"2013-14",0.755,"2019-20","N/A",0.72899999999999998,0.78400000000000003,0.80600000000000005,0.88100000000000001,"a) Overall target met/exceeded","Student Success","Disability"]
["10007802","7a",8,{"$f":"CONCATENATE(Targets!$A1822,\"-\",Targets!$B1822)","v":"10007802-7a"},{"$f":"CONCATENATE(Targets!$A1822,\"-\",Targets!$B1822,\"-\",Targets!$C1822)","v":"10007802-7a-8"},"Other statistic - Progression to employment or further study (please give details in the next column)","Percentage of students from a low income background (household income of £25k or less) progressing into graduate level employment or study six months after graduation. Baseline data is the three year average between 2010-11 and 2012-13.","No",0.66800000000000004,"Other (please give details in Description column)",0.69,"2019-20",0.66800000000000004,0.68300000000000005,0.753,0.80600000000000005,"Not Yet Available","a) Overall target met/exceeded","Progression","Low income household"]
["10007802","7a",9,{"$f":"CONCATENATE(Targets!$A1823,\"-\",Targets!$B1823)","v":"10007802-7a"},{"$f":"CONCATENATE(Targets!$A1823,\"-\",Targets!$B1823,\"-\",Targets!$C1823)","v":"10007802-7a-9"},"Other statistic - Progression to employment or further study (please give details in the next column)","Of those working full time, the percentage of students from a low income background working in professional/managerial employment six months after graduation. Baseline data is the two year average between 2011-12 and 2012-13","No",0.73499999999999999,"Other (please give details in Description column)",0.76,"2019-20",0.73499999999999999,0.72299999999999998,0.79300000000000004,0.85299999999999898,"Not yet available","a) Overall target met/exceeded","Progression","Low income household"]
["10007802","7a",10,{"$f":"CONCATENATE(Targets!$A1824,\"-\",Targets!$B1824)","v":"10007802-7a"},{"$f":"CONCATENATE(Targets!$A1824,\"-\",Targets!$B1824,\"-\",Targets!$C1824)","v":"10007802-7a-10"},"Other statistic - Progression to employment or further study (please give details in the next column)","Percentage of registered disabled students progressing into employment or further study six months after graduation. Baseline data is the three year average between 2010-11 and 2012-13.","No",0.88500000000000001,"Other (please give details in Description column)",0.9,"2019-20",0.88500000000000001,0.93300000000000005,0.93300000000000005,0.93200000000000005,"Not yet available","a) Overall target met/exceeded","Progression","Disabled"]
["10007156","7a",4,{"$f":"CONCATENATE(Targets!$A1825,\"-\",Targets!$B1825)","v":"10007156-7a"},{"$f":"CONCATENATE(Targets!$A1825,\"-\",Targets!$B1825,\"-\",Targets!$C1825)","v":"10007156-7a-4"},"Other statistic - Mature (please give details in the next column)","% Undergraduate registrations from mature students","No",35.1,"2014-15",36,"2016-17",48.9,44,35.1,26.6,35.299999999999898,"c) Progress made – but less than anticipated","Access","Mature"]
["10007802","7b",1,{"$f":"CONCATENATE(Targets!$A1826,\"-\",Targets!$B1826)","v":"10007802-7b"},{"$f":"CONCATENATE(Targets!$A1826,\"-\",Targets!$B1826,\"-\",Targets!$C1826)","v":"10007802-7b-1"},"Operational targets","Number of students from under-represented groups registering on the RED Award","No",194,"2013-14",275,"2019-20","-",194,209,372,444,"a) Overall target met/exceeded","Progression","Multiple"]
["10007802","7b",2,{"$f":"CONCATENATE(Targets!$A1827,\"-\",Targets!$B1827)","v":"10007802-7b"},{"$f":"CONCATENATE(Targets!$A1827,\"-\",Targets!$B1827,\"-\",Targets!$C1827)","v":"10007802-7b-2"},"Operational targets","Number of students from under-represented groups participating in the UoR career mentoring programme","No",50,"2014-15",175,"2019-20","-","-",50,71,122,"b) Yearly milestone met","Progression","Multiple"]
["10007802","7b",3,{"$f":"CONCATENATE(Targets!$A1828,\"-\",Targets!$B1828)","v":"10007802-7b"},{"$f":"CONCATENATE(Targets!$A1828,\"-\",Targets!$B1828,\"-\",Targets!$C1828)","v":"10007802-7b-3"},"Operational targets","Percentage of entrants participating in transition mentoring programmes","No",0,"2014-15",0.33,"2019-20","-","-","-",0.57999999999999996,0.6,"a) Overall target met/exceeded","Access, Student Success and Progression","Multiple"]
["10007802","7b",4,{"$f":"CONCATENATE(Targets!$A1829,\"-\",Targets!$B1829)","v":"10007802-7b"},{"$f":"CONCATENATE(Targets!$A1829,\"-\",Targets!$B1829,\"-\",Targets!$C1829)","v":"10007802-7b-4"},"Operational targets","Number of students with access to Peer Assisted Learning schemes","No",0,"2014-15",800,"2019-20","-","-","-",433,768,"b) Yearly milestone met","Student Success","Multiple"]
["10007802","7b",5,{"$f":"CONCATENATE(Targets!$A1830,\"-\",Targets!$B1830)","v":"10007802-7b"},{"$f":"CONCATENATE(Targets!$A1830,\"-\",Targets!$B1830,\"-\",Targets!$C1830)","v":"10007802-7b-5"},"Operational targets","Cumulative number of staff participating in teaching and learning related diversity and inclusion training/development","No",86,"2013-14",800,"2019-20","-",86,338,838,1872,"a) Overall target met/exceeded","Student Success","Other"]
["10007802","7b",6,{"$f":"CONCATENATE(Targets!$A1831,\"-\",Targets!$B1831)","v":"10007802-7b"},{"$f":"CONCATENATE(Targets!$A1831,\"-\",Targets!$B1831,\"-\",Targets!$C1831)","v":"10007802-7b-6"},"Student support services","Number of undergraduate students with declared mental health difficulties","No",58,"2013-14",108,"2019-20","-",58,73,104,162,"a) Overall target met/exceeded","Student Success","Disability"]
["10007802","7b",7,{"$f":"CONCATENATE(Targets!$A1832,\"-\",Targets!$B1832)","v":"10007802-7b"},{"$f":"CONCATENATE(Targets!$A1832,\"-\",Targets!$B1832,\"-\",Targets!$C1832)","v":"10007802-7b-7"},"Student support services","Number of students participating in extra-curricular personal development workshops","No",474,"2013-14",750,"2019-20","-",474,861,800,2019,"a) Overall target met/exceeded","Student Success","Multiple"]
["10007802","7b",8,{"$f":"CONCATENATE(Targets!$A1833,\"-\",Targets!$B1833)","v":"10007802-7b"},{"$f":"CONCATENATE(Targets!$A1833,\"-\",Targets!$B1833,\"-\",Targets!$C1833)","v":"10007802-7b-8"},"Operational targets","Number of placement bursary awards","No",80,"2013-14",160,"2019-20","-",80,52,51,67,"e) Performance is below baseline","Progression","Low income household"]
["10007802","7b",9,{"$f":"CONCATENATE(Targets!$A1834,\"-\",Targets!$B1834)","v":"10007802-7b"},{"$f":"CONCATENATE(Targets!$A1834,\"-\",Targets!$B1834,\"-\",Targets!$C1834)","v":"10007802-7b-9"},"Operational targets","Number of students from under-represented groups taking up in-curriculum placements","No",91,"2013-14",160,"2019-20","-",91,123,111,135,"b) Yearly milestone met","Progression","Multiple"]
["10007802","7b",10,{"$f":"CONCATENATE(Targets!$A1835,\"-\",Targets!$B1835)","v":"10007802-7b"},{"$f":"CONCATENATE(Targets!$A1835,\"-\",Targets!$B1835,\"-\",Targets!$C1835)","v":"10007802-7b-10"},"Operational targets","Number of students from under-represented groups taking up UoR internships","No",47,"2013-14",97,"2019-20","-",47,59,86,82,"b) Yearly milestone met","Progression","Multiple"]
["10006842","7a",1,{"$f":"CONCATENATE(Targets!$A1836,\"-\",Targets!$B1836)","v":"10006842-7a"},{"$f":"CONCATENATE(Targets!$A1836,\"-\",Targets!$B1836,\"-\",Targets!$C1836)","v":"10006842-7a-1"},"Other statistic - Ethnicity (please give details in the next column)","To increase the number of full time first degree entrants from ethnic minority groups","No",0.14299999999999999,"2014-15",0.14799999999999999,"2019-20","N/A","N/A",0.14299999999999999,0.15,0.14599999999999899,"c) Progress made – but less than anticipated","Access","Ethnicity"]
["10006842","7a",2,{"$f":"CONCATENATE(Targets!$A1837,\"-\",Targets!$B1837)","v":"10006842-7a"},{"$f":"CONCATENATE(Targets!$A1837,\"-\",Targets!$B1837,\"-\",Targets!$C1837)","v":"10006842-7a-2"},"Other statistic - Care-leavers (please give details in the next column)","To increase the number of acceptees who have been in local authority care.  Data relates to conversion from this cohort (offers to accept)","No",0.13500000000000001,"2012-13",0.19,"2019-20",0.13500000000000001,0.17100000000000001,0.22800000000000001,26.4,22.6,"a) Overall target met/exceeded","Access","Care leavers"]
["10006842","7a",3,{"$f":"CONCATENATE(Targets!$A1838,\"-\",Targets!$B1838)","v":"10006842-7a"},{"$f":"CONCATENATE(Targets!$A1838,\"-\",Targets!$B1838,\"-\",Targets!$C1838)","v":"10006842-7a-3"},"HESA T1a - State School (Young, full-time, first degree entrants)","To improve Liverpool's performance relating to this benchmark","No",0.877,"2013-14",0.879,"2019-20",0.873,0.877,0.877,0.89700000000000002,0.88800000000000001,"a) Overall target met/exceeded","Access","State school"]
["10006842","7a",4,{"$f":"CONCATENATE(Targets!$A1839,\"-\",Targets!$B1839)","v":"10006842-7a"},{"$f":"CONCATENATE(Targets!$A1839,\"-\",Targets!$B1839,\"-\",Targets!$C1839)","v":"10006842-7a-4"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","To improve Liverpool's performance relating to this benchmark","No",9.6000000000000002E-2,"2013-14",0.106,"2019-20",9.6000000000000002E-2,9.6000000000000002E-2,0.10199999999999999,9.09999999999999E-2,9.6000000000000002E-2,"d) No progress made against baseline","Access","Low participation neighbourhood (LPN)"]
["10006842","7a",5,{"$f":"CONCATENATE(Targets!$A1840,\"-\",Targets!$B1840)","v":"10006842-7a"},{"$f":"CONCATENATE(Targets!$A1840,\"-\",Targets!$B1840,\"-\",Targets!$C1840)","v":"10006842-7a-5"},"HESA T2a - (Mature, full-time, first degree entrants)","To increase the number of full time first degree entrants over 21 years old","No",0.10100000000000001,"2014-15",0.108,"2019-20","N/A","N/A",0.11,0.114,0.11700000000000001,"a) Overall target met/exceeded","Access","Mature"]
["10006842","7a",6,{"$f":"CONCATENATE(Targets!$A1841,\"-\",Targets!$B1841)","v":"10006842-7a"},{"$f":"CONCATENATE(Targets!$A1841,\"-\",Targets!$B1841,\"-\",Targets!$C1841)","v":"10006842-7a-6"},"Other statistic - Disabled (please give details in the next column)","To increase the number of registrations from students with disabilities","No",6.0999999999999999E-2,"2013-14",7.4999999999999997E-2,"2019-20",6.4000000000000001E-2,6.0999999999999999E-2,7.6999999999999999E-2,9.9000000000000005E-2,8.7999999999999898E-2,"a) Overall target met/exceeded","Access","Disability"]
["10006842","7b",1,{"$f":"CONCATENATE(Targets!$A1842,\"-\",Targets!$B1842)","v":"10006842-7b"},{"$f":"CONCATENATE(Targets!$A1842,\"-\",Targets!$B1842,\"-\",Targets!$C1842)","v":"10006842-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Increase numbers of Liverpool Scholars progressing onto HE","Yes",0.7,"2013-14",75,"2016-17","N/A",0.7,0.93500000000000005,0.91,0.92,"a) Overall target met/exceeded","Access","Multiple"]
["10006842","7b",2,{"$f":"CONCATENATE(Targets!$A1843,\"-\",Targets!$B1843)","v":"10006842-7b"},{"$f":"CONCATENATE(Targets!$A1843,\"-\",Targets!$B1843,\"-\",Targets!$C1843)","v":"10006842-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Increase numbers of Liverpool Scholars progressing onto the University of Liverpool","No",41,"2014-15",55,"2016-17","N/A","N/A",41,64,79,"a) Overall target met/exceeded","Access","Multiple"]
["10006842","7b",3,{"$f":"CONCATENATE(Targets!$A1844,\"-\",Targets!$B1844)","v":"10006842-7b"},{"$f":"CONCATENATE(Targets!$A1844,\"-\",Targets!$B1844,\"-\",Targets!$C1844)","v":"10006842-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Number of young people on Liverpool Scholars programme","No",131,"2013-14",300,"2016-17",120,131,221,240,241,"f) Target discontinued","Access","Multiple"]
["10006842","7b",4,{"$f":"CONCATENATE(Targets!$A1845,\"-\",Targets!$B1845)","v":"10006842-7b"},{"$f":"CONCATENATE(Targets!$A1845,\"-\",Targets!$B1845,\"-\",Targets!$C1845)","v":"10006842-7b-4"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Development of a network of Partner/Associate schools/colleges.  Target relates to number of schools/colleges","No",18,"2011-12",40,"2016-17",23,26,30,40,40,"b) Yearly milestone met","Access","Multiple"]
["10006842","7b",5,{"$f":"CONCATENATE(Targets!$A1846,\"-\",Targets!$B1846)","v":"10006842-7b"},{"$f":"CONCATENATE(Targets!$A1846,\"-\",Targets!$B1846,\"-\",Targets!$C1846)","v":"10006842-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Delivery to primary and secondary schools using the Guild student volunteering model and curriculum delivery within UG modules","No",12,"2012-13",30,"2016-17",12,21,25,31,21,"c) Progress made – but less than anticipated","Access","Multiple"]
["10006842","7b",6,{"$f":"CONCATENATE(Targets!$A1847,\"-\",Targets!$B1847)","v":"10006842-7b"},{"$f":"CONCATENATE(Targets!$A1847,\"-\",Targets!$B1847,\"-\",Targets!$C1847)","v":"10006842-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Year 7-11 activities on campus and in Central Teaching Labs for local Partner/Associate and other WP schools","No",1968,"2011-12",3500,"2016-17",1968,2070,3388,3750,3607,"a) Overall target met/exceeded","Access","Multiple"]
["10006842","7b",7,{"$f":"CONCATENATE(Targets!$A1848,\"-\",Targets!$B1848)","v":"10006842-7b"},{"$f":"CONCATENATE(Targets!$A1848,\"-\",Targets!$B1848,\"-\",Targets!$C1848)","v":"10006842-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Three to five year, in depth, programme for students to support access to professions (medicine initially)","No","new target","2015-16",60,"2018-19","N/A","N/A","N/A",45,99,"a) Overall target met/exceeded","Access","Multiple"]
["10006842","7b",8,{"$f":"CONCATENATE(Targets!$A1849,\"-\",Targets!$B1849)","v":"10006842-7b"},{"$f":"CONCATENATE(Targets!$A1849,\"-\",Targets!$B1849,\"-\",Targets!$C1849)","v":"10006842-7b-8"},"Outreach / WP activity (summer schools)","Number of summer schools and residential activities offered each year","No",3,"2012-13",5,"2016-17",3,3,4,5,5,"b) Yearly milestone met","Access","Multiple"]
["10006842","7b",9,{"$f":"CONCATENATE(Targets!$A1850,\"-\",Targets!$B1850)","v":"10006842-7b"},{"$f":"CONCATENATE(Targets!$A1850,\"-\",Targets!$B1850,\"-\",Targets!$C1850)","v":"10006842-7b-9"},"Outreach / WP activity (other - please give details in the next column)","Year 7-11 activities off campus for local Partner/Associate and other WP schools. Target relates to number of young people","No","new target","2014-15",3500,"2016-17",2340,2400,3087,3207,3004,"c) Progress made – but less than anticipated","Access","Multiple"]
["10006842","7b",10,{"$f":"CONCATENATE(Targets!$A1851,\"-\",Targets!$B1851)","v":"10006842-7b"},{"$f":"CONCATENATE(Targets!$A1851,\"-\",Targets!$B1851,\"-\",Targets!$C1851)","v":"10006842-7b-10"},"Outreach / WP activity (other - please give details in the next column)","Number of pupils in primary schools who take part in 'Professor Fluffy' and related primary curriculum","No",2482,"2012-13",3150,"2016-17",2482,2415,3427,3792,3500,"a) Overall target met/exceeded","Access","Multiple"]
["10006842","7b",11,{"$f":"CONCATENATE(Targets!$A1852,\"-\",Targets!$B1852)","v":"10006842-7b"},{"$f":"CONCATENATE(Targets!$A1852,\"-\",Targets!$B1852,\"-\",Targets!$C1852)","v":"10006842-7b-11"},"Other (please give details in the next column)","Number of students being mentored by alumni or employers , to support career development","No",29,"2011-12",100,"2016-17",50,60,65,75,131,"a) Overall target met/exceeded","Student Success and Progression","Multiple"]
["10000820","7a",1,{"$f":"CONCATENATE(Targets!$A1853,\"-\",Targets!$B1853)","v":"10000820-7a"},{"$f":"CONCATENATE(Targets!$A1853,\"-\",Targets!$B1853,\"-\",Targets!$C1853)","v":"10000820-7a-1"},"Other statistic - Ethnicity (please give details in the next column)","Maintain / increase BME representation","No",0.2296,"2015-16",0.25,"2020-21",0.456199999999999,0.3952,0.33100000000000002,0.2296,0.20230000000000001,"e) Performance is below baseline","Access","Ethnicity"]
["10000820","7a",2,{"$f":"CONCATENATE(Targets!$A1854,\"-\",Targets!$B1854)","v":"10000820-7a"},{"$f":"CONCATENATE(Targets!$A1854,\"-\",Targets!$B1854,\"-\",Targets!$C1854)","v":"10000820-7a-2"},"Other statistic - Disabled (please give details in the next column)","Maintain students with a declared disability representation","No",0.2145,"2015-16",0.22,"2020-21",9.6699999999999897E-2,9.67999999999999E-2,0.156799999999999,0.2145,0.2485,"a) Overall target met/exceeded","Access","Disabled"]
["10000820","7a",3,{"$f":"CONCATENATE(Targets!$A1855,\"-\",Targets!$B1855)","v":"10000820-7a"},{"$f":"CONCATENATE(Targets!$A1855,\"-\",Targets!$B1855,\"-\",Targets!$C1855)","v":"10000820-7a-3"},"Other statistic - Gender (please give details in the next column)","Increase female participation in Full Time HE courses","No",0.41389999999999899,"2015-16",0.45,"2020-21",0.3871,0.379,0.40010000000000001,0.41389999999999899,0.39860000000000001,"e) Performance is below baseline","Access","Gender"]
["10000820","7a",4,{"$f":"CONCATENATE(Targets!$A1856,\"-\",Targets!$B1856)","v":"10000820-7a"},{"$f":"CONCATENATE(Targets!$A1856,\"-\",Targets!$B1856,\"-\",Targets!$C1856)","v":"10000820-7a-4"},"Other statistic - Low-income backgrounds (please give details in the next column)","Increase ward uplift male representation","No",9.7000000000000003E-2,"2015-16",0.15,"2020-21",7.9000000000000001E-2,8.3199999999999899E-2,6.7799999999999902E-2,9.7000000000000003E-2,0.16270000000000001,"a) Overall target met/exceeded","Access","Gender"]
["10000820","7a",5,{"$f":"CONCATENATE(Targets!$A1857,\"-\",Targets!$B1857)","v":"10000820-7a"},{"$f":"CONCATENATE(Targets!$A1857,\"-\",Targets!$B1857,\"-\",Targets!$C1857)","v":"10000820-7a-5"},"Other statistic - Mature (please give details in the next column)","Develop internal progression from feeder courses to ensure representation of adult students","No",0.1,"2015-16",0.3,"2020-21",0.23119999999999899,0.1978,0.214,0.22,0.23,"b) Yearly milestone met","Access","Mature"]
["10000820","7a",6,{"$f":"CONCATENATE(Targets!$A1858,\"-\",Targets!$B1858)","v":"10000820-7a"},{"$f":"CONCATENATE(Targets!$A1858,\"-\",Targets!$B1858,\"-\",Targets!$C1858)","v":"10000820-7a-6"},"Other statistic - Completion/Non continuation (please give details in the next column)","Maintain retention and achievement rates in excess of 90% to support success and progression","No",0.9,"2014-15",0.9,"2020-21",0.87309999999999899,0.87180000000000002,0.91539999999999899,0.93300000000000005,0.92879999999999896,"a) Overall target met/exceeded","Student Success","Other (please give details in Description column)"]
["10000820","7a",7,{"$f":"CONCATENATE(Targets!$A1859,\"-\",Targets!$B1859)","v":"10000820-7a"},{"$f":"CONCATENATE(Targets!$A1859,\"-\",Targets!$B1859,\"-\",Targets!$C1859)","v":"10000820-7a-7"},"Other statistic - Progression to employment or further study (please give details in the next column)","Ensure courses are providing students with the knowledge and skills required to progress into employment or the next level of study","No",0.8,"2014-15",0.92,"2020-21",0.75,0.75,0.76,0.78,0.88,"b) Yearly milestone met","Progression","Other (please give details in Description column)"]
["10000820","7b",1,{"$f":"CONCATENATE(Targets!$A1860,\"-\",Targets!$B1860)","v":"10000820-7b"},{"$f":"CONCATENATE(Targets!$A1860,\"-\",Targets!$B1860,\"-\",Targets!$C1860)","v":"10000820-7b-1"},"HESA T1c - Low participation neighbourhoods (POLAR3) (Young, full-time, other undergraduate entrants)","We have joined Southern Universities Network (a NNCO) to ensure potential applicants from a wider geographical area are met, in an area which has been designated by HEFCE as an HE 'cold spot","Yes","Identify NNCO","2016-17",0,"2020-21","n/a","n/a","n/a","n/a","yes","a) Overall target met/exceeded","Access","Low participation neighbourhoods (LPN)"]
["10007157","7b",13,{"$f":"CONCATENATE(Targets!$A1861,\"-\",Targets!$B1861)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A1861,\"-\",Targets!$B1861,\"-\",Targets!$C1861)","v":"10007157-7b-13"},"Outreach / WP activity (other - please give details in the next column)","We will introduce pre-entry careers activity delivered by careers specialists, primarily targeting post-16 students and their advisers/families, but also working in some cases with pre-16 students. This will include, for example, workshops and talks.","No","Limited activity, \nmainly targeted at mature learners through Higher Futures activity. Not significant provision due to cessation of funds.","2011-12","Deliver 15 pre entry outreach  workshops/talks targeting 300 students.","2019-20","18 Pre entry activities (approx 440 participants).","14 Pre-entry activities (approx. 500 particpants involved. 12 individual guidance sessions with pre-entry students.  10 mentors in place.","Delivered 16 pre-entry activities, involving approximately 650 participants. 15 individual guidance sessions with pre-entry students plus 5 Destination Sheffield events and 20 open days.","Delivered 12 careers-based pre-entry activities involving 300 participants; provided individual guidance to 20 prospective students; provided careers information to prospective students (and parents) at 10 outreach events and 16 University open days.","Delivered 8 careers-based pre-entry activities involving approx. 420 participants. \nProvided individual guidance to 15 prospective students. \nProvided careers information and individual guidance to prospective students (and parents) at 13 outreach events and 15 University open days.","a) Overall target met/exceeded","Access","Multiple"]
["10007851","7a",15,{"$f":"CONCATENATE(Targets!$A1862,\"-\",Targets!$B1862)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A1862,\"-\",Targets!$B1862,\"-\",Targets!$C1862)","v":"10007851-7a-15"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","Below HESA benchmark of 7.9%","No",0.106,"2013-14",0.11,"2019-20",9.2999999999999999E-2,0.106,9.9000000000000005E-2,8.5000000000000006E-2,7.8E-2,"e) Performance is below baseline","Access and Student Success","Disability"]
["10007851","7a",16,{"$f":"CONCATENATE(Targets!$A1863,\"-\",Targets!$B1863)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A1863,\"-\",Targets!$B1863,\"-\",Targets!$C1863)","v":"10007851-7a-16"},"Other statistic - Ethnicity (please give details in the next column)","BME - % new entrants, all UG, UK domiciled, full-time and part-time","No",0.17499999999999999,"2013-14",0.18099999999999999,"2019-20",0.182,0.17499999999999999,0.19700000000000001,0.19600000000000001,0.212999999999999,"a) Overall target met/exceeded","Access","Ethnicity"]
["10007759","7b",1,{"$f":"CONCATENATE(Targets!$A1864,\"-\",Targets!$B1864)","v":"10007759-7b"},{"$f":"CONCATENATE(Targets!$A1864,\"-\",Targets!$B1864,\"-\",Targets!$C1864)","v":"10007759-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","Proportion of engaged young people from disadvantaged backgrounds attaining 5 x GCSE Grade A* to C inc. English and maths  is greater than local average for young people from disadvantaged backgrounds, using a basket of indicators","Yes","44.1% Bham FSM, 32.3% Solihull FSM","Other (please give details in Description column)","+4% over baseline","2019-20","76.9% (baseline data 39.6%)","60.2% (baseline data 34.3%)","N/A","N/A","N/A","f) Target discontinued","Access and Student Success","Other"]
["10004676","7a",2,{"$f":"CONCATENATE(Targets!$A1865,\"-\",Targets!$B1865)","v":"10004676-7a"},{"$f":"CONCATENATE(Targets!$A1865,\"-\",Targets!$B1865,\"-\",Targets!$C1865)","v":"10004676-7a-2"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Create fractional marketing post to promote HE at Petroc to 16 -18 students on level 3 programmes","Yes",6,"2014-15",20,"2019-20","-","-","-",10,12,"c) Progress made – but less than anticipated","Access","Other (please give details in Description column)"]
["10004676","7a",3,{"$f":"CONCATENATE(Targets!$A1866,\"-\",Targets!$B1866)","v":"10004676-7a"},{"$f":"CONCATENATE(Targets!$A1866,\"-\",Targets!$B1866,\"-\",Targets!$C1866)","v":"10004676-7a-3"},"HESA T2a - (Mature, full-time, first degree entrants)","Support range of progression events at Plymouth University to increase number of young learners porgressing from FdA FdSC programmes to top up BA / BSc awards ","Yes",6,"2014-15",14,"2019-20","-","-","-",10,12,"b) Yearly milestone met","Progression","Multiple"]
["10004676","7a",4,{"$f":"CONCATENATE(Targets!$A1867,\"-\",Targets!$B1867)","v":"10004676-7a"},{"$f":"CONCATENATE(Targets!$A1867,\"-\",Targets!$B1867,\"-\",Targets!$C1867)","v":"10004676-7a-4"},"HESA T2a - (Mature, full-time, first degree entrants)","Provide additional AIG support to encourage applications from nontradtional learners through summer period","Yes",2,"2014-15",6,"2019-20","-","-","-",2,2,"c) Progress made – but less than anticipated","Access","Low participation neighbourhoods (LPN)"]
["10007759","7b",2,{"$f":"CONCATENATE(Targets!$A1868,\"-\",Targets!$B1868)","v":"10007759-7b"},{"$f":"CONCATENATE(Targets!$A1868,\"-\",Targets!$B1868,\"-\",Targets!$C1868)","v":"10007759-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","Proportion of engaged young people from disadvantaged backgrounds applying for a FT place in HE is greater than local average for young people from disadvantaged backgrounds, using a basket of indicators","Yes","58.75% Disadvantaged IMD, 40.8% NS-SEC 4 to 7, 38.21% , LPN (Polar 2 Qs 1 and 2), 9.74% Disabled","Other (please give details in Description column)","+4% over baseline","2019-20","N/A","31.6% FSMG (baseline data 22%) 40% Polar 3 Q1 (baseline 12.4%)","N/A","N/A","N/A","f) Target discontinued","Access and Student Success","Other"]
["10007759","7b",3,{"$f":"CONCATENATE(Targets!$A1869,\"-\",Targets!$B1869)","v":"10007759-7b"},{"$f":"CONCATENATE(Targets!$A1869,\"-\",Targets!$B1869,\"-\",Targets!$C1869)","v":"10007759-7b-3"},"Outreach / WP activity (summer schools)","Number of learners from state schools accessing intensive residential or summer school type activities on campus, including easter revision/study skills programmes. Learners will be highly targeted by state school and from schools/colleges with 60% or more of students who live in disadvantaged IMD postcodes","No",49,"2011-12",120,"2019-20",78,174,82,146,126,"a) Overall target met/exceeded","Access","Socio-economic"]
["10037449","7b",3,{"$f":"CONCATENATE(Targets!$A1870,\"-\",Targets!$B1870)","v":"10037449-7b"},{"$f":"CONCATENATE(Targets!$A1870,\"-\",Targets!$B1870,\"-\",Targets!$C1870)","v":"10037449-7b-3"},"Student support services","Enhanced and extended induction including seamless transition and teaching and student support","No","n/a","2011-12","n/a","n/a","Induction related activities  provided by the Library, Student Support (Academic Skills). Subject induction time extended, and opportunities for programmes to include additional activities for their students. Induction email enables students to make contact prior to their arrival in relation to any induction activities","Induction related activities  provided by the Library, Student Support (Academic Skills). Subject induction time extended, and opportunities for programmes to include additional activities for their students. Induction email enables students to make contact prior to their arrival in relation to any induction activities","Optional pre-induction, 2 day Head Start Programme offered to all","Induction includes a range of compulsory formal sessions to smooth transition (eg IT, library, academic skills) as well as a diverse range of extra-curricular optional activities. The Enhancing Learning module is part of this extended induction activity","Induction includes a range of compulsory formal sessions to smooth transition (eg IT, library, academic skills) as well as a diverse range of extra-curricular optional activities. The Enhancing Learning module is part of this extended induction activity","a) Overall target met/exceeded","Student Success","Multiple"]
["10037449","7b",4,{"$f":"CONCATENATE(Targets!$A1871,\"-\",Targets!$B1871)","v":"10037449-7b"},{"$f":"CONCATENATE(Targets!$A1871,\"-\",Targets!$B1871,\"-\",Targets!$C1871)","v":"10037449-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Work with Primary Schools","Yes",48,"2013-14",200,"2019-20","-","Two 'More Able and Talented' events with total of 48 participants","Raising Aspirations' workshops involving five local primary schools and 215 students in school Years 5 and 6","Primary Open Day' sport and team building activities delivered to 220 Year 5 and Year 6 students in collaboration with the Devon Collaborative Outreach Network","Primary Open Day' sport and team building activities delivered to 80 Year 5 and Year 6 students from local primary schools","c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10037449","7b",5,{"$f":"CONCATENATE(Targets!$A1872,\"-\",Targets!$B1872)","v":"10037449-7b"},{"$f":"CONCATENATE(Targets!$A1872,\"-\",Targets!$B1872,\"-\",Targets!$C1872)","v":"10037449-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Progression to HE workshops and activities in schools","No",31,"2013-14",30,"2019-20","-","31 in-school/college activities","30 in school/college activities","28 in school/college activities","42 in school/college activities","a) Overall target met/exceeded","Access","Multiple"]
["10037449","7b",6,{"$f":"CONCATENATE(Targets!$A1873,\"-\",Targets!$B1873)","v":"10037449-7b"},{"$f":"CONCATENATE(Targets!$A1873,\"-\",Targets!$B1873,\"-\",Targets!$C1873)","v":"10037449-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Sixth form parents evenings","No",2,"2013-14",3,"2019-20","-","Two Sixth Form Induction events attended by 310 Year 11 students.","Three Sixth Form Induction events attended by 300 Year 11 students","Four Sixth Form Induction events attended by 350 Year 11 students","Three events attended","a) Overall target met/exceeded","Access","Multiple"]
["10037449","7b",7,{"$f":"CONCATENATE(Targets!$A1874,\"-\",Targets!$B1874)","v":"10037449-7b"},{"$f":"CONCATENATE(Targets!$A1874,\"-\",Targets!$B1874,\"-\",Targets!$C1874)","v":"10037449-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Progression and compact agreements and plans","No",1,"2011-12",12,"2019-20","15 compacts/SLAs agreed","15 compacts agreed","15 compacts planned","Six compacts signed","Six compacts signed","c) Progress made – but less than anticipated","Access","Multiple"]
["10037449","7b",8,{"$f":"CONCATENATE(Targets!$A1875,\"-\",Targets!$B1875)","v":"10037449-7b"},{"$f":"CONCATENATE(Targets!$A1875,\"-\",Targets!$B1875,\"-\",Targets!$C1875)","v":"10037449-7b-8"},"Outreach / WP activity (summer schools)","Summer school event for target WP students open nationally","No",1,"2013-14",1,"2019-20","-","One Sports related summer school ran with 23 participants","Two Summer Schools for Level 3 learners (Sport & Outdoor Education and Teaching & Education) with a total of 22 participants.","One residential event held in July with pathways for Level 3 learners (Sport & Outdoor Education and Teaching & Education). 16 participants in total.","One residential event held in July with pathways for Level 3 learners (Sport & Outdoor Education, Teaching & Education, Journalism). 32 participants in total.","a) Overall target met/exceeded","Access","Multiple"]
["10037449","7b",9,{"$f":"CONCATENATE(Targets!$A1876,\"-\",Targets!$B1876)","v":"10037449-7b"},{"$f":"CONCATENATE(Targets!$A1876,\"-\",Targets!$B1876,\"-\",Targets!$C1876)","v":"10037449-7b-9"},"Student support services","Programmes to improve digital literacy","No","n/a","2015-16","n/a","n/a","-","-","-","All new students are provided with compulsory, in-depth induction sessions and tuition in VLE resources with additional workshops and VLE updates throughout the year, including responding to specific programme requests and staff support","All new students are provided with compulsory, in-depth induction sessions and tuition in VLE resources with additional workshops and VLE updates throughout the year, including responding to specific programme requests and staff support","a) Overall target met/exceeded","Student Success","Multiple"]
["10037449","7b",10,{"$f":"CONCATENATE(Targets!$A1877,\"-\",Targets!$B1877)","v":"10037449-7b"},{"$f":"CONCATENATE(Targets!$A1877,\"-\",Targets!$B1877,\"-\",Targets!$C1877)","v":"10037449-7b-10"},"Student support services","Personal Tutoring Module","No","n/a","2015-16","n/a","n/a","-","-","-","A pilot module (Enhancing Learning at University) has been successfully run with three 1st year programmes to enhance academic and self-management skills. This will be rolled out to all first years in 16/17.","A module (Enhancing Learning at University) was run with selected 1st year programmes to enhance academic and self-management skills. ","a) Overall target met/exceeded","Student Success","Multiple"]
["10037449","7b",11,{"$f":"CONCATENATE(Targets!$A1878,\"-\",Targets!$B1878)","v":"10037449-7b"},{"$f":"CONCATENATE(Targets!$A1878,\"-\",Targets!$B1878,\"-\",Targets!$C1878)","v":"10037449-7b-11"},"Outreach / WP activity (other - please give details in the next column)","Visit and activity days, including master class events and placement activities","No",368,"2011-12",300,"2019-20","17 HE Taster days and masterclasses - 415 participants from years 8-13.","23 HE Taster days and masterclasses 646 participants from years 8-13.","19 HE Taster Days and Masterclasses, 413 participants from school years 7 - 13.","13 HE Taster events, 378 participants from school years 7-13","26 HE Taster events, 702 participants from years 7-13","a) Overall target met/exceeded","Access","Multiple"]
["10000936","7a",1,{"$f":"CONCATENATE(Targets!$A1879,\"-\",Targets!$B1879)","v":"10000936-7a"},{"$f":"CONCATENATE(Targets!$A1879,\"-\",Targets!$B1879,\"-\",Targets!$C1879)","v":"10000936-7a-1"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","Increase the proportion of undergraduate full-time students in receipt of DSA","No",6.7000000000000004E-2,"2014-15",0.08,"2016-17","N/A","N/A",6.7000000000000004E-2,"N/A",7.0000000000000007E-2,"c) Progress made – but less than anticipated","Access","Disabled"]
["10000936","7a",2,{"$f":"CONCATENATE(Targets!$A1880,\"-\",Targets!$B1880)","v":"10000936-7a"},{"$f":"CONCATENATE(Targets!$A1880,\"-\",Targets!$B1880,\"-\",Targets!$C1880)","v":"10000936-7a-2"},"HESA T7 - Students in receipt of DSA (part-time, all undergraduate entrants)","Increase the proportion of undergraduate part-time students in receipt of DSA at 2013/14\nlevels","No",6.7000000000000004E-2,"2014-15",0.08,"2016-17","N/A","N/A",6.7000000000000004E-2,"N/A",0.02,"e) Performance is below baseline","Access","Disabled"]
["10000936","7a",3,{"$f":"CONCATENATE(Targets!$A1881,\"-\",Targets!$B1881)","v":"10000936-7a"},{"$f":"CONCATENATE(Targets!$A1881,\"-\",Targets!$B1881,\"-\",Targets!$C1881)","v":"10000936-7a-3"},"Other statistic - Ethnicity (please give details in the next column)","Increase the proportion of BME groups under-represented in higher education","No",0.18,"2014-15",0.2,"2016-17","N/A","N/A",0.18,"N/A",0.12,"e) Performance is below baseline","Access","Ethnicity"]
["10000936","7a",4,{"$f":"CONCATENATE(Targets!$A1882,\"-\",Targets!$B1882)","v":"10000936-7a"},{"$f":"CONCATENATE(Targets!$A1882,\"-\",Targets!$B1882,\"-\",Targets!$C1882)","v":"10000936-7a-4"},"Other statistic - Part-time (please give details in the next column)","Increase the proportion of undergraduate PT students at the School","No",0.23799999999999899,"2014-15",0.25,"2016-17","N/A","N/A",0.23799999999999899,"N/A",0.42,"a) Overall target met/exceeded","Access","Part-time"]
["10000936","7a",5,{"$f":"CONCATENATE(Targets!$A1883,\"-\",Targets!$B1883)","v":"10000936-7a"},{"$f":"CONCATENATE(Targets!$A1883,\"-\",Targets!$B1883,\"-\",Targets!$C1883)","v":"10000936-7a-5"},"Other statistic - Mature (please give details in the next column)","Increase the proportion of undergraduate mature students","No",0.44900000000000001,"2014-15",0.55000000000000004,"2016-17","N/A","N/A",0.44900000000000001,"N/A",0.64,"a) Overall target met/exceeded","Access","Mature"]
["10000936","7a",6,{"$f":"CONCATENATE(Targets!$A1884,\"-\",Targets!$B1884)","v":"10000936-7a"},{"$f":"CONCATENATE(Targets!$A1884,\"-\",Targets!$B1884,\"-\",Targets!$C1884)","v":"10000936-7a-6"},"Other statistic - Completion/Non continuation (please give details in the next column)","Reduce our non-continuation rates for first year undergraduate students","No",0.09,"2014-15",7.0000000000000007E-2,"2016-17","N/A","N/A",0.09,"N/A",0.08,"a) Overall target met/exceeded","Student Success","Attainment raising"]
["10007148","7a",1,{"$f":"CONCATENATE(Targets!$A1885,\"-\",Targets!$B1885)","v":"10007148-7a"},{"$f":"CONCATENATE(Targets!$A1885,\"-\",Targets!$B1885,\"-\",Targets!$C1885)","v":"10007148-7a-1"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","Aim to maintain current performance above benchmark","No",8.6,"2012-13",8.6,"2019-20","1045 (8.6%)","1100 (9.4%)","1030 (8.8%)","1000 (8.8%)","-","b) Yearly milestone met","Student Success","Disability"]
["10007148","7a",2,{"$f":"CONCATENATE(Targets!$A1886,\"-\",Targets!$B1886)","v":"10007148-7a"},{"$f":"CONCATENATE(Targets!$A1886,\"-\",Targets!$B1886,\"-\",Targets!$C1886)","v":"10007148-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Aim to increase level of entrants from low participation neighbourhoods closer to our benchmark","No",17.600000000000001,"2012-13",18,"2019-20","520 (17.6%)","445 (16.2%)","535 (17.3%)","525 (17.9%)","-","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007148","7a",3,{"$f":"CONCATENATE(Targets!$A1887,\"-\",Targets!$B1887)","v":"10007148-7a"},{"$f":"CONCATENATE(Targets!$A1887,\"-\",Targets!$B1887,\"-\",Targets!$C1887)","v":"10007148-7a-3"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Aim to continue trend of improvement in retention of young entrants from low participation neighbourhoods towards benchmark","No",10.5,"2012-13",9,"2019-20","50 (10.5%)","50 (11.4%)","65 (11.8%)","-","-","e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10007148","7a",4,{"$f":"CONCATENATE(Targets!$A1888,\"-\",Targets!$B1888)","v":"10007148-7a"},{"$f":"CONCATENATE(Targets!$A1888,\"-\",Targets!$B1888,\"-\",Targets!$C1888)","v":"10007148-7a-4"},"HESA T3b - No longer in HE after 1 year & other neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Aim to continue trend of improvement in retention of young entrants from other neighbourhoods to be better than benchmark","No",7,"2012-13",6.6,"2019-20","165 (7.0%)","205 (8.8%)","225 (10%)","-","-","e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10007500","7a",1,{"$f":"CONCATENATE(Targets!$A1889,\"-\",Targets!$B1889)","v":"10007500-7a"},{"$f":"CONCATENATE(Targets!$A1889,\"-\",Targets!$B1889,\"-\",Targets!$C1889)","v":"10007500-7a-1"},"Other statistic - Socio-economic (please give details in the next column)","Increase by 4% the number of full-time numbers from low participation neighbourhoods","No",0.45,"2014-15",0.49,"2021-22","-","-",0.45,"-",0.45,"d) No progress made against baseline","Access","Low participation neighbourhoods (LPN)"]
["10007500","7a",2,{"$f":"CONCATENATE(Targets!$A1890,\"-\",Targets!$B1890)","v":"10007500-7a"},{"$f":"CONCATENATE(Targets!$A1890,\"-\",Targets!$B1890,\"-\",Targets!$C1890)","v":"10007500-7a-2"},"Other statistic - Mature (please give details in the next column)","Increase mature student numbers","No",0.56999999999999895,"2014-15",0.59,"2021-22","-","-",0.56999999999999895,"-",0.56999999999999895,"d) No progress made against baseline","Access","Mature"]
["10007500","7a",3,{"$f":"CONCATENATE(Targets!$A1891,\"-\",Targets!$B1891)","v":"10007500-7a"},{"$f":"CONCATENATE(Targets!$A1891,\"-\",Targets!$B1891,\"-\",Targets!$C1891)","v":"10007500-7a-3"},"Other statistic - Part-time (please give details in the next column)","increase part-time student numbers","No",301,"2014-15",416,"2021-22","-","-",301,"-",335,"b) Yearly milestone met","Access","Part-time"]
["10007500","7a",4,{"$f":"CONCATENATE(Targets!$A1892,\"-\",Targets!$B1892)","v":"10007500-7a"},{"$f":"CONCATENATE(Targets!$A1892,\"-\",Targets!$B1892,\"-\",Targets!$C1892)","v":"10007500-7a-4"},"Other statistic - Completion/Non continuation (please give details in the next column)","increase cohort retention","No",0.82399999999999896,"2014-15",0.86,"2021-22","-","-",0.82399999999999896,0.83399999999999896,0.83399999999999896,"c) Progress made – but less than anticipated","Student Success","Other (please give details in Description column)"]
["10007500","7b",1,{"$f":"CONCATENATE(Targets!$A1893,\"-\",Targets!$B1893)","v":"10007500-7b"},{"$f":"CONCATENATE(Targets!$A1893,\"-\",Targets!$B1893,\"-\",Targets!$C1893)","v":"10007500-7b-1"},"Outreach / WP activity (other - please give details in the next column)","develop and hold internal progression events","No",0,"2014-15",3,"2021-22","-","-",0,0,3,"a) Overall target met/exceeded","Access","Low participation neighbourhoods (LPN)"]
["10007143","7a",1,{"$f":"CONCATENATE(Targets!$A1894,\"-\",Targets!$B1894)","v":"10007143-7a"},{"$f":"CONCATENATE(Targets!$A1894,\"-\",Targets!$B1894,\"-\",Targets!$C1894)","v":"10007143-7a-1"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Percentage proportion of young entrants from Low Participation Neighbourhoods in the academic year as measured by the HESA KPI","No",4.4999999999999998E-2,"2013-14",0.06,"2019-20",5.0999999999999997E-2,4.4999999999999998E-2,4.3999999999999997E-2,5.09999999999999E-2,"n/a","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007143","7a",2,{"$f":"CONCATENATE(Targets!$A1895,\"-\",Targets!$B1895)","v":"10007143-7a"},{"$f":"CONCATENATE(Targets!$A1895,\"-\",Targets!$B1895,\"-\",Targets!$C1895)","v":"10007143-7a-2"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Percentage points below the HESA KPI benchmark for young entrants from Low Participation Neighbourhoods","No",1.8,"2013-14",0.3,"2019-20",1.7,1.8,2.1,1.6,"n/a","b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007143","7a",3,{"$f":"CONCATENATE(Targets!$A1896,\"-\",Targets!$B1896)","v":"10007143-7a"},{"$f":"CONCATENATE(Targets!$A1896,\"-\",Targets!$B1896,\"-\",Targets!$C1896)","v":"10007143-7a-3"},"Other statistic - Location (please give details in the next column)","Percentage proportion of entrants in the academic year from postcodes classified as ACORN categories 4 or 5 as a proportion of all entrants from postcodes classified within the ACORN dataset","No",7.0000000000000007E-2,"2012-13",0.1,"2019-20",7.0000000000000007E-2,0.10199999999999999,0.107,0.113,0.126,"a) Overall target met/exceeded","Access","Socio-economic"]
["10007143","7a",4,{"$f":"CONCATENATE(Targets!$A1897,\"-\",Targets!$B1897)","v":"10007143-7a"},{"$f":"CONCATENATE(Targets!$A1897,\"-\",Targets!$B1897,\"-\",Targets!$C1897)","v":"10007143-7a-4"},"Other statistic - Applications (please give details in the next column)","Applications in the admissions cycle to Durham from those who participated in the Supported Progression Scheme","Yes",41,"2011-12",180,"2019-20",95,115,190,202,182,"a) Overall target met/exceeded","Access","Multiple"]
["10007143","7a",5,{"$f":"CONCATENATE(Targets!$A1898,\"-\",Targets!$B1898)","v":"10007143-7a"},{"$f":"CONCATENATE(Targets!$A1898,\"-\",Targets!$B1898,\"-\",Targets!$C1898)","v":"10007143-7a-5"},"Other statistic - Other (please give details in the next column)","New enrolments in the first year at Durham from those who participated in the Supported Progression Compact Scheme","Yes",31,"2011-12",115,"2019-20",55,69,95,104,106,"b) Yearly milestone met","Access","Multiple"]
["10007143","7a",6,{"$f":"CONCATENATE(Targets!$A1899,\"-\",Targets!$B1899)","v":"10007143-7a"},{"$f":"CONCATENATE(Targets!$A1899,\"-\",Targets!$B1899,\"-\",Targets!$C1899)","v":"10007143-7a-6"},"Other statistic - Other (please give details in the next column)","Enrolments at other selective universities (average institutional tariff points on entry of 375+) from participants in the Supported Progression Compact Scheme","Yes",0,"2011-12",40,"2019-20",2,8,20,32,29,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007143","7a",7,{"$f":"CONCATENATE(Targets!$A1900,\"-\",Targets!$B1900)","v":"10007143-7a"},{"$f":"CONCATENATE(Targets!$A1900,\"-\",Targets!$B1900,\"-\",Targets!$C1900)","v":"10007143-7a-7"},"Other statistic - Other (please give details in the next column)","New enrolments in the first year at Durham from those who participated in the Sutton Trust Summer Schools","Yes",19,"2013-14",50,"2019-20","n/a",19,27,34,52,"a) Overall target met/exceeded","Access","Multiple"]
["10007143","7a",8,{"$f":"CONCATENATE(Targets!$A1901,\"-\",Targets!$B1901)","v":"10007143-7a"},{"$f":"CONCATENATE(Targets!$A1901,\"-\",Targets!$B1901,\"-\",Targets!$C1901)","v":"10007143-7a-8"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Maintain the current excellent non-continuation rate","No",0.02,"Other (please give details in Description column)","Maintain 2%","2019-20",1.6,1.5,2.1000000000000001E-2,"n/a","n/a","e) Performance is below baseline","Student Success","Multiple"]
["10007143","7b",1,{"$f":"CONCATENATE(Targets!$A1902,\"-\",Targets!$B1902)","v":"10007143-7b"},{"$f":"CONCATENATE(Targets!$A1902,\"-\",Targets!$B1902,\"-\",Targets!$C1902)","v":"10007143-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","Collaborative target for NE Raising Aspirations Partnership (this is a target for the whole partnership)","Yes",8623,"2014-15",16500,"2016/17","n/a","n/a","n/a",52613,54716,"a) Overall target met/exceeded","Access","Other"]
["10007143","7b",2,{"$f":"CONCATENATE(Targets!$A1903,\"-\",Targets!$B1903)","v":"10007143-7b"},{"$f":"CONCATENATE(Targets!$A1903,\"-\",Targets!$B1903,\"-\",Targets!$C1903)","v":"10007143-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Minimum number of children and young people involved in Museums educational outreach activity","No",7000,"2011-12",7600,"2019-20",24800,21708,21933,21585,24197,"a) Overall target met/exceeded","Other","Other"]
["10007147","7a",1,{"$f":"CONCATENATE(Targets!$A1904,\"-\",Targets!$B1904)","v":"10007147-7a"},{"$f":"CONCATENATE(Targets!$A1904,\"-\",Targets!$B1904,\"-\",Targets!$C1904)","v":"10007147-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Percentage of young, full-time first degree entrants from low-participation neighbourhoods (POLAR3 method).","No",7.4999999999999997E-2,"2013-14",8.5000000000000006E-2,"2019-20",6.9000000000000006E-2,7.4999999999999997E-2,7.0000000000000007E-2,7.6999999999999902E-2,"-","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007147","7a",2,{"$f":"CONCATENATE(Targets!$A1905,\"-\",Targets!$B1905)","v":"10007147-7a"},{"$f":"CONCATENATE(Targets!$A1905,\"-\",Targets!$B1905,\"-\",Targets!$C1905)","v":"10007147-7a-2"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Non-continuation following year of entry: percentage of young full-time first degree entrants not in HE.","No",5.0999999999999997E-2,"2012-13",5.0999999999999997E-2,"2019-20",5.0999999999999997E-2,6.5000000000000002E-2,5.2999999999999901E-2,5.2999999999999901E-2,"-","c) Progress made – but less than anticipated","Student Success","Multiple"]
["10007147","7a",3,{"$f":"CONCATENATE(Targets!$A1906,\"-\",Targets!$B1906)","v":"10007147-7a"},{"$f":"CONCATENATE(Targets!$A1906,\"-\",Targets!$B1906,\"-\",Targets!$C1906)","v":"10007147-7a-3"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","Non-continuation following year of entry: percentage of mature full-time first degree entrants not in HE.","No",9.7000000000000003E-2,"2012-13",9.7000000000000003E-2,"2019-20",9.7000000000000003E-2,0.104,8.7999999999999898E-2,8.7999999999999898E-2,"-","a) Overall target met/exceeded","Student Success","Mature"]
["10007500","7b",2,{"$f":"CONCATENATE(Targets!$A1907,\"-\",Targets!$B1907)","v":"10007500-7b"},{"$f":"CONCATENATE(Targets!$A1907,\"-\",Targets!$B1907,\"-\",Targets!$C1907)","v":"10007500-7b-2"},"Student support services","develop a range of on-line academic study skills materials for HE students. Up to 200 students engage with this material","No",0,"2014-15",200,"2021-22","-","-",0,0,300,"a) Overall target met/exceeded","Student Success","Other (please give details in Description column)"]
["10007145","7a",1,{"$f":"CONCATENATE(Targets!$A1908,\"-\",Targets!$B1908)","v":"10007145-7a"},{"$f":"CONCATENATE(Targets!$A1908,\"-\",Targets!$B1908,\"-\",Targets!$C1908)","v":"10007145-7a-1"},"Other statistic - Ethnicity (please give details in the next column)","Maintain the number of BME enrolments to ITT courses, with a view to future growth","No",5.0999999999999899,"2012-13",5.5,"2019-20",5.0999999999999899,3.8,4,6.6,2.4,"e) Performance is below baseline","Access","Ethnicity"]
["10007145","7a",2,{"$f":"CONCATENATE(Targets!$A1909,\"-\",Targets!$B1909)","v":"10007145-7a"},{"$f":"CONCATENATE(Targets!$A1909,\"-\",Targets!$B1909,\"-\",Targets!$C1909)","v":"10007145-7a-2"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","To maintain our current position in the recruitment of students from state schools and colleges, which is above our location adjusted benchmark","No",95.9,"2012-13",96.3,"2019-20",95.9,97.3,96.9,95.9,96.1,"b) Yearly milestone met","Access","State school"]
["10007145","7a",3,{"$f":"CONCATENATE(Targets!$A1910,\"-\",Targets!$B1910)","v":"10007145-7a"},{"$f":"CONCATENATE(Targets!$A1910,\"-\",Targets!$B1910,\"-\",Targets!$C1910)","v":"10007145-7a-3"},"Other statistic - Disabled (please give details in the next column)","To exceed the current benchmark for known disability as recorded by HESA on HEIDI - first year students","No",11,"2012-13",12,"2019-20",11,13,15.1,18.600000000000001,18.399999999999899,"a) Overall target met/exceeded","Access","Disability"]
["10007145","7a",4,{"$f":"CONCATENATE(Targets!$A1911,\"-\",Targets!$B1911)","v":"10007145-7a"},{"$f":"CONCATENATE(Targets!$A1911,\"-\",Targets!$B1911,\"-\",Targets!$C1911)","v":"10007145-7a-4"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","To achieve our location adjusted benchmark for young full-time undergraduate entrants from low participation neighbourhoods as measured by POLAR3, as identified by HESA","No",14,"2013-14",14.9,"2019-20",14.5,14,15,15.6,15.8,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007145","7a",5,{"$f":"CONCATENATE(Targets!$A1912,\"-\",Targets!$B1912)","v":"10007145-7a"},{"$f":"CONCATENATE(Targets!$A1912,\"-\",Targets!$B1912,\"-\",Targets!$C1912)","v":"10007145-7a-5"},"Other statistic - Completion/Non continuation (please give details in the next column)","Non-progression of students.  This figure relates to students who do not complete their course, formally suspend their studies or do not progress onto a new year of study, as a proportion of those who were actively studying in the previous academic year.","No",6.9,"2012-13",6.8,"2019-20",6.9,6.5,7.2,6.7,8.4,"e) Performance is below baseline","Student Success","Multiple"]
["10007145","7a",6,{"$f":"CONCATENATE(Targets!$A1913,\"-\",Targets!$B1913)","v":"10007145-7a"},{"$f":"CONCATENATE(Targets!$A1913,\"-\",Targets!$B1913,\"-\",Targets!$C1913)","v":"10007145-7a-6"},"Other statistic - Gender (please give details in the next column)","Maintain the number of enrolments from male primary teachers","No",19,"2013-14",21,"2019-20",19.5,19,20.9,18.2,20,"b) Yearly milestone met","Access","Gender"]
["10001457","7a",1,{"$f":"CONCATENATE(Targets!$A1914,\"-\",Targets!$B1914)","v":"10001457-7a"},{"$f":"CONCATENATE(Targets!$A1914,\"-\",Targets!$B1914,\"-\",Targets!$C1914)","v":"10001457-7a-1"},"Other statistic - Location (please give details in the next column)","We are seeking to encourage more of our FE students at the college to participate in HE, very many live in areas in the lowest centile of the POLAR 3 scores - as such we will be seeking to work with these areas to develop the programmes that meet their interests.","No",7,"2014-15",20,"2020-21","-","-","-",0.1,0.3,"a) Overall target met/exceeded","Access","Low participation neighbourhoods (LPN)"]
["10001457","7a",2,{"$f":"CONCATENATE(Targets!$A1915,\"-\",Targets!$B1915)","v":"10001457-7a"},{"$f":"CONCATENATE(Targets!$A1915,\"-\",Targets!$B1915,\"-\",Targets!$C1915)","v":"10001457-7a-2"},"Other statistic - Disabled (please give details in the next column)","The college has been very successful in working to encourage Disabled groups to participare in HE we are seeking to continue this work into the forthcoming years.","No",9,"2014-15",15,"2020-21","-","-","-",0.11,0.16,"a) Overall target met/exceeded","Access","Disabled"]
["10001457","7a",3,{"$f":"CONCATENATE(Targets!$A1916,\"-\",Targets!$B1916)","v":"10001457-7a"},{"$f":"CONCATENATE(Targets!$A1916,\"-\",Targets!$B1916,\"-\",Targets!$C1916)","v":"10001457-7a-3"},"Other statistic - Care-leavers (please give details in the next column)","Brighton has a disproportionate number of young Care Leavers, many are studying FE courses at the college. There are few who progress to HE either at the college or more widely.","No",2,"2014-15",10,"2020-21","-","-","-",0.05,0.01,"e) Performance is below baseline","Access","Care-leavers"]
["10001457","7b",1,{"$f":"CONCATENATE(Targets!$A1917,\"-\",Targets!$B1917)","v":"10001457-7b"},{"$f":"CONCATENATE(Targets!$A1917,\"-\",Targets!$B1917,\"-\",Targets!$C1917)","v":"10001457-7b-1"},"Outreach / WP activity (other - please give details in the next column)","To Deliver IAG on 'Alternative Pathwasy to HE to students in local 6th Forms and Colleges in LPNs.","No",22,"2016-17",20,"2020-21","-","-","-","n/a",22,"b) Yearly milestone met","Access","Low participation neighbourhoods (LPN)"]
["10001457","7b",2,{"$f":"CONCATENATE(Targets!$A1918,\"-\",Targets!$B1918)","v":"10001457-7b"},{"$f":"CONCATENATE(Targets!$A1918,\"-\",Targets!$B1918,\"-\",Targets!$C1918)","v":"10001457-7b-2"},"Outreach / WP activity (other - please give details in the next column)","To deliver comprehensive HE IAG to all our Level 3 learners on FE courses who could progress to HE including 1:1 support with applications to HEIs for students in LPNs, with disabilities and LACs","No",400,"2016-17",15,"2020-21","-","-","-","n/a",88,"e) Performance is below baseline","Access","Disabled"]
["10001457","7b",3,{"$f":"CONCATENATE(Targets!$A1919,\"-\",Targets!$B1919)","v":"10001457-7b"},{"$f":"CONCATENATE(Targets!$A1919,\"-\",Targets!$B1919,\"-\",Targets!$C1919)","v":"10001457-7b-3"},"Outreach / WP activity (other - please give details in the next column)","To provide opportunities for students who might not otherwise progress to HE by delivering FdA and HND programmes","No",30,"2015-16",10,"2020-21","-","-","-",10,11,"a) Overall target met/exceeded","Access","Care-leavers"]
["10004930","7a",1,{"$f":"CONCATENATE(Targets!$A1920,\"-\",Targets!$B1920)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A1920,\"-\",Targets!$B1920,\"-\",Targets!$C1920)","v":"10004930-7a-1"},"Other statistic - Ethnicity (please give details in the next column)","BME Entrants","No",0.17100000000000001,"2014-15",0.18,"2019-20",0.185,0.18,0.187,0.17899999999999999,0.1585,"e) Performance is below baseline","Access","Ethnicity"]
["10004930","7a",2,{"$f":"CONCATENATE(Targets!$A1921,\"-\",Targets!$B1921)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A1921,\"-\",Targets!$B1921,\"-\",Targets!$C1921)","v":"10004930-7a-2"},"Other statistic - Other (please give details in the next column)","Young entrants from POLAR 3 quintiles 1 & 2","No",0.184,"2014-15",0.2,"2019-20",0.17699999999999999,0.161,0.188,0.17299999999999999,0.1663,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10004930","7a",3,{"$f":"CONCATENATE(Targets!$A1922,\"-\",Targets!$B1922)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A1922,\"-\",Targets!$B1922,\"-\",Targets!$C1922)","v":"10004930-7a-3"},"Other statistic - Other (please give details in the next column)","Retention of disabled students","No",0.92700000000000005,"2013-14",0.93,"2019-20",0.91200000000000003,0.91700000000000004,0.92400000000000004,0.91300000000000003,0.93300000000000005,"a) Overall target met/exceeded","Student Success","Disability"]
["10004930","7a",4,{"$f":"CONCATENATE(Targets!$A1923,\"-\",Targets!$B1923)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A1923,\"-\",Targets!$B1923,\"-\",Targets!$C1923)","v":"10004930-7a-4"},"Other statistic - Other (please give details in the next column)","Retention of mature students","No",0.94299999999999995,"2013-14",0.93,"2019-20",0.872,0.871,0.875,0.89600000000000002,0.91800000000000004,"a) Overall target met/exceeded","Student Success","Mature"]
["10004930","7a",5,{"$f":"CONCATENATE(Targets!$A1924,\"-\",Targets!$B1924)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A1924,\"-\",Targets!$B1924,\"-\",Targets!$C1924)","v":"10004930-7a-5"},"Other statistic - Other (please give details in the next column)","Retention of BME students","No",0.90500000000000003,"2013-14",0.93,"2019-20",0.88100000000000001,0.88,0.90500000000000003,0.90400000000000003,0.92,"b) Yearly milestone met","Student Success","Ethnicity"]
["10004930","7a",6,{"$f":"CONCATENATE(Targets!$A1925,\"-\",Targets!$B1925)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A1925,\"-\",Targets!$B1925,\"-\",Targets!$C1925)","v":"10004930-7a-6"},"Other statistic - Other (please give details in the next column)","Retention of young students from POLAR 3 quintiles 1 & 2","No",0.91100000000000003,"2013-14",0.93,"2019-20",0.90400000000000003,0.89800000000000002,0.89100000000000001,0.92700000000000005,0.92379999999999896,"b) Yearly milestone met","Student Success","Low participation neighbourhood (LPN)"]
["10007798","7a",1,{"$f":"CONCATENATE(Targets!$A1926,\"-\",Targets!$B1926)","v":"10007798-7a"},{"$f":"CONCATENATE(Targets!$A1926,\"-\",Targets!$B1926,\"-\",Targets!$C1926)","v":"10007798-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","To continue, year-on-year, to increase the percentage of new entrants from Low Participation Neighbourhoods and ensure that we are in top quartile of the English Russell Group. Baseline is average of 2011-12/12-13/13-14.","No",7.3999999999999996E-2,"Other (please give details in Description column)","To obtain 8.7% of entrants from LPNs and ensure that we are in top quartile of the English Russell Group","2019-20","HESA data for 2012/13 showed that 9.6% of entrants were from POLAR 2 LPNs exceeding the target of 7.5% and exceeding our standard benchmark by 2.1%.","HESA data for 2013/14 indicates that 7.9% of entrants were from LPN POLAR 3 areas (exceeding the POLAR 2 milestone of 7.6%) for 2013/14 and exceeding our standard benchmark by 0.7%","HESA data for 2014/15 indicates that 8.6% of entrants were from LPN POLAR 3 areas, a rise of 0.7% on the previous year and we continue to perform in the top quartile of the English Russell Group for this indicator.","HESA data shows that 7.8% of students were from LPN POLAR 3 areas.  This is 0.1% below our target of 7.9%.   However, we performed 0.3% above our benchmark (7.5%) and continue to perform in the top quartile of the English Russell Group for this indicator. ","Statistical data not available at time of submission","c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10004930","7a",7,{"$f":"CONCATENATE(Targets!$A1927,\"-\",Targets!$B1927)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A1927,\"-\",Targets!$B1927,\"-\",Targets!$C1927)","v":"10004930-7a-7"},"Other statistic - Other (please give details in the next column)","Good completion of mature students","No",0.71899999999999997,"2013-14",0.74,"2019-20",0.72899999999999998,0.72099999999999997,0.73399999999999999,0.68799999999999994,0.69199999999999895,"e) Performance is below baseline","Student Success","Mature"]
["10006841","7a",1,{"$f":"CONCATENATE(Targets!$A1928,\"-\",Targets!$B1928)","v":"10006841-7a"},{"$f":"CONCATENATE(Targets!$A1928,\"-\",Targets!$B1928,\"-\",Targets!$C1928)","v":"10006841-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR2) (Young, full-time, first degree entrants)","-","No",22.4,"2013-14",23.7,"2016-17",27.9,22.4,24.1,21.2,24.8,"a) Overall target met/exceeded","Access","Multiple"]
["10006841","7a",2,{"$f":"CONCATENATE(Targets!$A1929,\"-\",Targets!$B1929)","v":"10006841-7a"},{"$f":"CONCATENATE(Targets!$A1929,\"-\",Targets!$B1929,\"-\",Targets!$C1929)","v":"10006841-7a-2"},"HESA T1b - Low participation neighbourhoods (POLAR2) (Young, full-time, undergraduate entrants)","-","No",21.4,"2013-14",23.8,"2016-17",21.4,21.4,22.5,21.3,24.8,"a) Overall target met/exceeded","Access","Multiple"]
["10006841","7a",3,{"$f":"CONCATENATE(Targets!$A1930,\"-\",Targets!$B1930)","v":"10006841-7a"},{"$f":"CONCATENATE(Targets!$A1930,\"-\",Targets!$B1930,\"-\",Targets!$C1930)","v":"10006841-7a-3"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","FT All UG","No",7.7,"2010-11",8.5,"2016-17",8.9,9.9,11.4,12,10.9,"a) Overall target met/exceeded","Access","Disability"]
["10006841","7a",4,{"$f":"CONCATENATE(Targets!$A1931,\"-\",Targets!$B1931)","v":"10006841-7a"},{"$f":"CONCATENATE(Targets!$A1931,\"-\",Targets!$B1931,\"-\",Targets!$C1931)","v":"10006841-7a-4"},"HESA T7 - Students in receipt of DSA (part-time, all undergraduate entrants)","PT All UG","No",4.3,"2010-11",5,"2016-17",4.5,4.5999999999999899,4.5,7.4,6.7,"a) Overall target met/exceeded","Student Success","Disability"]
["10006841","7a",5,{"$f":"CONCATENATE(Targets!$A1932,\"-\",Targets!$B1932)","v":"10006841-7a"},{"$f":"CONCATENATE(Targets!$A1932,\"-\",Targets!$B1932,\"-\",Targets!$C1932)","v":"10006841-7a-5"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Percent of students no longer in HE","No",15,"2012-13",13,"2016-17",15,17,15.8,"NA","NA","c) Progress made – but less than anticipated","Student Success","Multiple"]
["10006841","7a",6,{"$f":"CONCATENATE(Targets!$A1933,\"-\",Targets!$B1933)","v":"10006841-7a"},{"$f":"CONCATENATE(Targets!$A1933,\"-\",Targets!$B1933,\"-\",Targets!$C1933)","v":"10006841-7a-6"},"Other statistic - Other (please give details in the next column)","Employment of graduates Table E1 - Full time first degree","No",82.4,"2012-13",82.4,"2016-17",82.4,85.7,86.3,85.5,"NA","a) Overall target met/exceeded","Progression","Multiple"]
["10006841","7a",7,{"$f":"CONCATENATE(Targets!$A1934,\"-\",Targets!$B1934)","v":"10006841-7a"},{"$f":"CONCATENATE(Targets!$A1934,\"-\",Targets!$B1934,\"-\",Targets!$C1934)","v":"10006841-7a-7"},"HESA T1a - State School (Young, full-time, first degree entrants)","-","No",99.3,"2013-14",99.3,"2016-17",99.4,99.3,99.1,99.3,99.6,"a) Overall target met/exceeded","Access","Multiple"]
["10006841","7a",8,{"$f":"CONCATENATE(Targets!$A1935,\"-\",Targets!$B1935)","v":"10006841-7a"},{"$f":"CONCATENATE(Targets!$A1935,\"-\",Targets!$B1935,\"-\",Targets!$C1935)","v":"10006841-7a-8"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","-","No",99.3,"2013-14",99.3,"2016-17",99.1,99.3,99.3,99.2,99.3,"a) Overall target met/exceeded","Access","Multiple"]
["10006841","7b",1,{"$f":"CONCATENATE(Targets!$A1936,\"-\",Targets!$B1936)","v":"10006841-7b"},{"$f":"CONCATENATE(Targets!$A1936,\"-\",Targets!$B1936,\"-\",Targets!$C1936)","v":"10006841-7b-1"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","-","No",26,"2011-12",40,"2019-20",26,30,28,32,33,"b) Yearly milestone met","Access","Multiple"]
["10001465","7a",1,{"$f":"CONCATENATE(Targets!$A1937,\"-\",Targets!$B1937)","v":"10001465-7a"},{"$f":"CONCATENATE(Targets!$A1937,\"-\",Targets!$B1937,\"-\",Targets!$C1937)","v":"10001465-7a-1"},"HESA T7 - Students in receipt of DSA (part-time, all undergraduate entrants)","Encourage participation through disability support - this refers to improving the information service available to part-time students to facilitate their applications for DSA where appropriate.","No","3 students in 2013/14","2013-14","4 students","2019-20","-",4,5,6,4,"d) No progress made against baseline","Access","Disability"]
["10001465","7a",2,{"$f":"CONCATENATE(Targets!$A1938,\"-\",Targets!$B1938)","v":"10001465-7a"},{"$f":"CONCATENATE(Targets!$A1938,\"-\",Targets!$B1938,\"-\",Targets!$C1938)","v":"10001465-7a-2"},"HESA T1c - Low participation neighbourhoods (POLAR3) (Young, full-time, other undergraduate entrants)","Facilitate progression of Level 3 students to undergraduate programmes","No","3 students","2013-14","12 students","2019-20","-",12,12,10,12,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10001465","7a",3,{"$f":"CONCATENATE(Targets!$A1939,\"-\",Targets!$B1939)","v":"10001465-7a"},{"$f":"CONCATENATE(Targets!$A1939,\"-\",Targets!$B1939,\"-\",Targets!$C1939)","v":"10001465-7a-3"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Low income families","No","12 students","2013-14","20 students","2019-20","-",20,20,12,16,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10001465","7a",4,{"$f":"CONCATENATE(Targets!$A1940,\"-\",Targets!$B1940)","v":"10001465-7a"},{"$f":"CONCATENATE(Targets!$A1940,\"-\",Targets!$B1940,\"-\",Targets!$C1940)","v":"10001465-7a-4"},"Other statistic - Socio-economic (please give details in the next column)","Low income families","No","12 students","2013-14","12 students","2019-20","-",12,12,15,15,"c) Progress made – but less than anticipated","Access","Low income household"]
["10001465","7a",5,{"$f":"CONCATENATE(Targets!$A1941,\"-\",Targets!$B1941)","v":"10001465-7a"},{"$f":"CONCATENATE(Targets!$A1941,\"-\",Targets!$B1941,\"-\",Targets!$C1941)","v":"10001465-7a-5"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","Encourage participation through disability support - this refers to encouraging more full-time students to make applications for DSA to improve their study arrangements and support for study, both prio to and post enrolment on the programme of choice.","No","2 students","2013-14","4 students","2019-20","-",4,5,6,4,"d) No progress made against baseline","Access","Disability"]
["10001465","7b",1,{"$f":"CONCATENATE(Targets!$A1942,\"-\",Targets!$B1942)","v":"10001465-7b"},{"$f":"CONCATENATE(Targets!$A1942,\"-\",Targets!$B1942,\"-\",Targets!$C1942)","v":"10001465-7b-1"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Further development of collaborative links with feeder schools","Yes",5,"2013-14",10,"2019-20","-",10,15,20,23,"a) Overall target met/exceeded","Access","State school"]
["10001465","7b",2,{"$f":"CONCATENATE(Targets!$A1943,\"-\",Targets!$B1943)","v":"10001465-7b"},{"$f":"CONCATENATE(Targets!$A1943,\"-\",Targets!$B1943,\"-\",Targets!$C1943)","v":"10001465-7b-2"},"Management targets","Maximise student success and progression opportunities","No",0,"2013-14",0.18,"2019-20","-",0.18,0.25,0.3,0.32,"a) Overall target met/exceeded","Student Success","Socio-economic"]
["10001465","7b",3,{"$f":"CONCATENATE(Targets!$A1944,\"-\",Targets!$B1944)","v":"10001465-7b"},{"$f":"CONCATENATE(Targets!$A1944,\"-\",Targets!$B1944,\"-\",Targets!$C1944)","v":"10001465-7b-3"},"Operational targets","Provision of accurate and timely information to students regarding dispersal of bursary funds","No",18,"2013-14",25,"2019-20","-",18,22,25,30,"a) Overall target met/exceeded","Access","Socio-economic"]
["10003193","7a",1,{"$f":"CONCATENATE(Targets!$A1945,\"-\",Targets!$B1945)","v":"10003193-7a"},{"$f":"CONCATENATE(Targets!$A1945,\"-\",Targets!$B1945,\"-\",Targets!$C1945)","v":"10003193-7a-1"},"Other statistic - Socio-economic (please give details in the next column)","Hugh Baird College internal progression from FE to HE.","No",0.22,"15/16",0.23,"16/17","-","-","-",0.23,0.25,"a) Overall target met/exceeded","Progression","Other (please give details in Description column)"]
["10003193","7a",2,{"$f":"CONCATENATE(Targets!$A1946,\"-\",Targets!$B1946)","v":"10003193-7a"},{"$f":"CONCATENATE(Targets!$A1946,\"-\",Targets!$B1946,\"-\",Targets!$C1946)","v":"10003193-7a-2"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Increase the percentage of under 25 year olds into HE.","No",0.41,"15/16",0.42,"16/17","-","-","-",0.42,0.56000000000000005,"a) Overall target met/exceeded","Access","Low participation neighbourhoods (LPN)"]
["10003193","7a",3,{"$f":"CONCATENATE(Targets!$A1947,\"-\",Targets!$B1947)","v":"10003193-7a"},{"$f":"CONCATENATE(Targets!$A1947,\"-\",Targets!$B1947,\"-\",Targets!$C1947)","v":"10003193-7a-3"},"Other statistic - Other (please give details in the next column)","Increase the percentage of students from the local area to HE.","No",0.3,"15/16",0.31,"16/17","-","-","-",0.31,0.49,"a) Overall target met/exceeded","Access","Other (please give details in Description column)"]
["10003193","7a",4,{"$f":"CONCATENATE(Targets!$A1948,\"-\",Targets!$B1948)","v":"10003193-7a"},{"$f":"CONCATENATE(Targets!$A1948,\"-\",Targets!$B1948,\"-\",Targets!$C1948)","v":"10003193-7a-4"},"Other statistic - Other (please give details in the next column)","Work alongside students from year 10 and 11 within the region to raise expectations and widen participation to HE.","No","3 events","15/16","4 events ","16/17","-","-","-","4 events","5 events ","a) Overall target met/exceeded","Student Success","Attainment raising"]
["10003193","7a",5,{"$f":"CONCATENATE(Targets!$A1949,\"-\",Targets!$B1949)","v":"10003193-7a"},{"$f":"CONCATENATE(Targets!$A1949,\"-\",Targets!$B1949,\"-\",Targets!$C1949)","v":"10003193-7a-5"},"Other statistic - Location (please give details in the next column)","Work in partnership with local businesses, Schools and Colleges in order to provide events and activities to highlight the HE provision on offer at Hugh Baird College.","No","0 events","15/16","1 event","16/17","-","-","-","1 event","2 events ","a) Overall target met/exceeded","Access","Other (please give details in Description column)"]
["10003193","7a",6,{"$f":"CONCATENATE(Targets!$A1950,\"-\",Targets!$B1950)","v":"10003193-7a"},{"$f":"CONCATENATE(Targets!$A1950,\"-\",Targets!$B1950,\"-\",Targets!$C1950)","v":"10003193-7a-6"},"Other statistic - Other (please give details in the next column)","Develop an infrastructure to support the HE pastoral, study support, retention and progression services in order to support students to achieve.","No","N/A","N/A","01Jun2016 00:00:00","16/17","-","-","-","01Jun2016 00:00:00","infrastructure started","b) Yearly milestone met","Student Success","Attainment raising"]
["10003193","7a",7,{"$f":"CONCATENATE(Targets!$A1951,\"-\",Targets!$B1951)","v":"10003193-7a"},{"$f":"CONCATENATE(Targets!$A1951,\"-\",Targets!$B1951,\"-\",Targets!$C1951)","v":"10003193-7a-7"},"Other statistic - Other (please give details in the next column)","Financial Support - Moving on Scholarships to be awarded.","No","N/A","N/A",5,"16/17","-","-","-","none ",5,"a) Overall target met/exceeded","Student Success","Other (please give details in Description column)"]
["10003193","7a",8,{"$f":"CONCATENATE(Targets!$A1952,\"-\",Targets!$B1952)","v":"10003193-7a"},{"$f":"CONCATENATE(Targets!$A1952,\"-\",Targets!$B1952,\"-\",Targets!$C1952)","v":"10003193-7a-8"},"Other statistic - Other (please give details in the next column)","Develop an infrastructure to enhance the student experience - develop mechanisms for student engagement and the student voice.","No","N/A","N/A","01Jun2016 00:00:00","16/17","-","-","-","01Jun2016 00:00:00","infrastructure started","b) Yearly milestone met","Student Success","Other (please give details in Description column)"]
["10003193","7a",9,{"$f":"CONCATENATE(Targets!$A1953,\"-\",Targets!$B1953)","v":"10003193-7a"},{"$f":"CONCATENATE(Targets!$A1953,\"-\",Targets!$B1953,\"-\",Targets!$C1953)","v":"10003193-7a-9"},"Other statistic - Other (please give details in the next column)","Develop an infastructure to support student achievement and success.","No","N/A","N/A","01Jun2016 00:00:00","16/17","-","-","-","01Jun2016 00:00:00","Degree awards, HE student of the year awards","b) Yearly milestone met","Student Success","Other (please give details in Description column)"]
["10007140","7a",1,{"$f":"CONCATENATE(Targets!$A1954,\"-\",Targets!$B1954)","v":"10007140-7a"},{"$f":"CONCATENATE(Targets!$A1954,\"-\",Targets!$B1954,\"-\",Targets!$C1954)","v":"10007140-7a-1"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","Full-time all undergraduate entrants in receipt of DSA","No",6.8000000000000005E-2,"2013-14","benchmark","2019-20",6.6,6.8,6.1,5.2,"-","f) Target discontinued","Access","Disability"]
["10007140","7a",2,{"$f":"CONCATENATE(Targets!$A1955,\"-\",Targets!$B1955)","v":"10007140-7a"},{"$f":"CONCATENATE(Targets!$A1955,\"-\",Targets!$B1955,\"-\",Targets!$C1955)","v":"10007140-7a-2"},"HESA T5 - Projected neither award or transfer (full-time, first degree entrants)","Full-time first degree entrants projected for neither award or transfer","No",0.107,"2013-14",9.4E-2,"2019-20",12.1,10.7,9,11.8,"-","e) Performance is below baseline","Student Success","Other"]
["10007140","7a",3,{"$f":"CONCATENATE(Targets!$A1956,\"-\",Targets!$B1956)","v":"10007140-7a"},{"$f":"CONCATENATE(Targets!$A1956,\"-\",Targets!$B1956,\"-\",Targets!$C1956)","v":"10007140-7a-3"},"HESA T5 - Projected degree (full-time, first degree entrants)","Full-time first degree entrants projected to achieve a degree","No",0.79100000000000004,"2013-14",0.81499999999999995,"2019-20",78.2,79.099999999999895,81.099999999999895,74.400000000000006,"-","e) Performance is below baseline","Student Success and Progression","Other"]
["10007140","7a",4,{"$f":"CONCATENATE(Targets!$A1957,\"-\",Targets!$B1957)","v":"10007140-7a"},{"$f":"CONCATENATE(Targets!$A1957,\"-\",Targets!$B1957,\"-\",Targets!$C1957)","v":"10007140-7a-4"},"Other statistic - Disabled (please give details in the next column)","Full-time all undergraduate entrants declaring a disability, as reported through HESA Student Record","No",1651,"2014-15",2025,"2019-20",1400,1486,1651,1686,1925,"b) Yearly milestone met","Access","Disabled"]
["10007140","7b",1,{"$f":"CONCATENATE(Targets!$A1958,\"-\",Targets!$B1958)","v":"10007140-7b"},{"$f":"CONCATENATE(Targets!$A1958,\"-\",Targets!$B1958,\"-\",Targets!$C1958)","v":"10007140-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","Number of young people from disadvantaged backgrounds engaged in intensive activity as part of Aimhigher West Midlands partnership, using a basket of indicators. \n\nBaseline year is 2010/11 to enable overall growth in beneficiaries since the inception of the project to be reported.","Yes",500,"Other (please give details in Description column)",1000,"2019-20",660,768,1001,1021,1108,"a) Overall target met/exceeded","Access","Other"]
["10005389","7b",10,{"$f":"CONCATENATE(Targets!$A1959,\"-\",Targets!$B1959)","v":"10005389-7b"},{"$f":"CONCATENATE(Targets!$A1959,\"-\",Targets!$B1959,\"-\",Targets!$C1959)","v":"10005389-7b-10"},"Mission targets","Explore new vocational course markets to boost our employer collaboration and mature student portfolio.","Yes","See commentary","N/A","See commentary","N/A","-","-","-","See commentary","See commentary","b) Yearly milestone met","Access and Progression","Multiple"]
["10005389","7b",11,{"$f":"CONCATENATE(Targets!$A1960,\"-\",Targets!$B1960)","v":"10005389-7b"},{"$f":"CONCATENATE(Targets!$A1960,\"-\",Targets!$B1960,\"-\",Targets!$C1960)","v":"10005389-7b-11"},"Lifelong learning","Continued strengthening of the part-time provision by also offering our degree on a part-time mode from 2016-17","No",0,"2012-13",1,"2016-17","No","No","No","No","No","d) No progress made against baseline","Access","Part-time"]
["10037449","7a",1,{"$f":"CONCATENATE(Targets!$A1961,\"-\",Targets!$B1961)","v":"10037449-7a"},{"$f":"CONCATENATE(Targets!$A1961,\"-\",Targets!$B1961,\"-\",Targets!$C1961)","v":"10037449-7a-1"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","Maintain percentage of young, full-time first degree entrants from state schools at above 95%","No",0.97899999999999998,"2013-14",0.98,"2019-20",96.3,97.9,97.9,98,97.3,"e) Performance is below baseline","Access","State school"]
["10037449","7a",2,{"$f":"CONCATENATE(Targets!$A1962,\"-\",Targets!$B1962)","v":"10037449-7a"},{"$f":"CONCATENATE(Targets!$A1962,\"-\",Targets!$B1962,\"-\",Targets!$C1962)","v":"10037449-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Maintain percentage of students from low participation neighbourhoods","No",0.18,"2013-14",0.18,"2019-20",16.7,18,18.7,18,18.399999999999899,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10037449","7a",3,{"$f":"CONCATENATE(Targets!$A1963,\"-\",Targets!$B1963)","v":"10037449-7a"},{"$f":"CONCATENATE(Targets!$A1963,\"-\",Targets!$B1963,\"-\",Targets!$C1963)","v":"10037449-7a-3"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","Maintain percentage of mature students from underrepresented groups in HE","No",0.152,"2013-14",0.152,"2019-20",9.1999999999999904,15.2,14,14,13.8,"e) Performance is below baseline","Access","Mature"]
["10037449","7a",4,{"$f":"CONCATENATE(Targets!$A1964,\"-\",Targets!$B1964)","v":"10037449-7a"},{"$f":"CONCATENATE(Targets!$A1964,\"-\",Targets!$B1964,\"-\",Targets!$C1964)","v":"10037449-7a-4"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Achieve the retention benchmark for young, full-time, first degree entrants","No",9.2999999999999999E-2,"2012-13",0.08,"2019-20",9.3000000000000007,9,9,9,9,"e) Performance is below baseline","Student Success","Socio-economic"]
["10037449","7a",5,{"$f":"CONCATENATE(Targets!$A1965,\"-\",Targets!$B1965)","v":"10037449-7a"},{"$f":"CONCATENATE(Targets!$A1965,\"-\",Targets!$B1965,\"-\",Targets!$C1965)","v":"10037449-7a-5"},"Other statistic - Progression to employment or further study (please give details in the next column)","Maintain high level of employability","No",0.94599999999999995,"2012-13",0.95,"2019-20",94,94,95,95.1,95,"a) Overall target met/exceeded","Progression","Multiple"]
["10037449","7b",1,{"$f":"CONCATENATE(Targets!$A1966,\"-\",Targets!$B1966)","v":"10037449-7b"},{"$f":"CONCATENATE(Targets!$A1966,\"-\",Targets!$B1966,\"-\",Targets!$C1966)","v":"10037449-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Foundation Degree and Top-up taster and transition days","No",4,"2011-12",4,"2019-20","Two Foundation Degree Open Days attended by 120 students.","Two Foundation degree events hosted, plus 2 other open afternoons for specific Foundation progression courses","Five Foundation Degree events hosted attended by 74 students","Four Foundation Degree events delivered","Four Foundation events delivered","a) Overall target met/exceeded","Access and Student Success","Multiple"]
["10006050","7a",1,{"$f":"CONCATENATE(Targets!$A1967,\"-\",Targets!$B1967)","v":"10006050-7a"},{"$f":"CONCATENATE(Targets!$A1967,\"-\",Targets!$B1967,\"-\",Targets!$C1967)","v":"10006050-7a-1"},"Other statistic - Socio-economic (please give details in the next column)","Improve the baseline proportion of financially disadvantaged students receiving full or partial state support, participating in our higher education courses (Source: College Data)","No",0.46,"2013-14",0.5,"2019-20","-",0.46,0.52,0.57999999999999996,0.73,"a) Overall target met/exceeded","Access","Socio-economic"]
["10006050","7a",2,{"$f":"CONCATENATE(Targets!$A1968,\"-\",Targets!$B1968)","v":"10006050-7a"},{"$f":"CONCATENATE(Targets!$A1968,\"-\",Targets!$B1968,\"-\",Targets!$C1968)","v":"10006050-7a-2"},"Other statistic - Socio-economic (please give details in the next column)","Improve the baseline proportion of higher education students from disadvantaged areas (Source: College Data)","No",8.3000000000000004E-2,"2013-14",0.13,"2019-20",5.7000000000000002E-2,4.4999999999999998E-2,0.11600000000000001,0.13300000000000001,0.13800000000000001,"a) Overall target met/exceeded","Access","Socio-economic"]
["10006050","7a",3,{"$f":"CONCATENATE(Targets!$A1969,\"-\",Targets!$B1969)","v":"10006050-7a"},{"$f":"CONCATENATE(Targets!$A1969,\"-\",Targets!$B1969,\"-\",Targets!$C1969)","v":"10006050-7a-3"},"HESA T2a - (Mature, full-time, all undergraduate entrants)","Improve the baseline proportion of higher education students age 25+ (Source: UCAS Data)","No",0.23300000000000001,"2013-14",0.3,"2019-20",0.16800000000000001,0.23300000000000001,0.25700000000000001,0.13200000000000001,0.11600000000000001,"e) Performance is below baseline","Access","Mature"]
["10006050","7a",4,{"$f":"CONCATENATE(Targets!$A1970,\"-\",Targets!$B1970)","v":"10006050-7a"},{"$f":"CONCATENATE(Targets!$A1970,\"-\",Targets!$B1970,\"-\",Targets!$C1970)","v":"10006050-7a-4"},"Other statistic - Disabled (please give details in the next column)","Improve the baseline proportion of students with physical and/or learning disability in higher education courses (Source: UCAS Data)","No",9.2999999999999999E-2,"2013-14",0.15,"2019-20",6.2E-2,9.1999999999999998E-2,0.108,0.109,0.13300000000000001,"b) Yearly milestone met","Access","Disability"]
["10006050","7a",5,{"$f":"CONCATENATE(Targets!$A1971,\"-\",Targets!$B1971)","v":"10006050-7a"},{"$f":"CONCATENATE(Targets!$A1971,\"-\",Targets!$B1971,\"-\",Targets!$C1971)","v":"10006050-7a-5"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Achieve in-year Year 1 retention for students within the target groups (Source: College Data)","No",0.83599999999999997,"2013-14",0.9,"2019-20",0.871,0.83599999999999997,0.90900000000000003,0.95199999999999996,0.79800000000000004,"e) Performance is below baseline","Student Success","Other (please give details in Description column)"]
["10006050","7a",6,{"$f":"CONCATENATE(Targets!$A1972,\"-\",Targets!$B1972)","v":"10006050-7a"},{"$f":"CONCATENATE(Targets!$A1972,\"-\",Targets!$B1972,\"-\",Targets!$C1972)","v":"10006050-7a-6"},"Other statistic - Other (please give details in the next column)","Improve attendance rates of students from the target groups (Source: College Data)","No",0.92500000000000004,"2013-14",0.92500000000000004,"2019-20",0.91100000000000003,0.92500000000000004,0.91800000000000004,0.90800000000000003,0.878,"e) Performance is below baseline","Student Success","Other (please give details in Description column)"]
["10006050","7a",7,{"$f":"CONCATENATE(Targets!$A1973,\"-\",Targets!$B1973)","v":"10006050-7a"},{"$f":"CONCATENATE(Targets!$A1973,\"-\",Targets!$B1973,\"-\",Targets!$C1973)","v":"10006050-7a-7"},"Other statistic - Disabled (please give details in the next column)","Meet the College targets, set out in its Single Equality Scheme, to close the gaps in retention for groups of students with either disabilities or learning difficulties","No",0.08,"2013-14",0.02,"2019-20","-",0.08,-8.0000000000000002E-3,1E-3,0.14000000000000001,"e) Performance is below baseline","Student Success","Disability"]
["10005977","7a",1,{"$f":"CONCATENATE(Targets!$A1974,\"-\",Targets!$B1974)","v":"10005977-7a"},{"$f":"CONCATENATE(Targets!$A1974,\"-\",Targets!$B1974,\"-\",Targets!$C1974)","v":"10005977-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","This target will be based on the particpation rates by ward, with particular reference to Q1 and 2","No",0.48,"2013-14",0.55000000000000004,"2019-20","-",0.48,"-",0.48,0.56000000000000005,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007801","7b",5,{"$f":"CONCATENATE(Targets!$A1975,\"-\",Targets!$B1975)","v":"10007801-7b"},{"$f":"CONCATENATE(Targets!$A1975,\"-\",Targets!$B1975,\"-\",Targets!$C1975)","v":"10007801-7b-5"},"Other (please give details in the next column)","Number of WP students accessing the Careers Service","No",629,"2016-17",1400,"2019/20","-","-","-","-",629,"b) Yearly milestone met","Progression","Multiple"]
["10007801","7b",6,{"$f":"CONCATENATE(Targets!$A1976,\"-\",Targets!$B1976)","v":"10007801-7b"},{"$f":"CONCATENATE(Targets!$A1976,\"-\",Targets!$B1976,\"-\",Targets!$C1976)","v":"10007801-7b-6"},"Student support services","Number of WP students accessing the Peer Assisted Learning Support scheme","No",908,"2015-16",1050,"2019/20","-","-","-",908,964,"b) Yearly milestone met","Student Success","Multiple"]
["10007801","7b",7,{"$f":"CONCATENATE(Targets!$A1977,\"-\",Targets!$B1977)","v":"10007801-7b"},{"$f":"CONCATENATE(Targets!$A1977,\"-\",Targets!$B1977,\"-\",Targets!$C1977)","v":"10007801-7b-7"},"Other (please give details in the next column)","Number of WP students completing placements or work based learning","No",490,"2016-17",600,"2019/20","-","-","-","-",490,"b) Yearly milestone met","Student Success","Multiple"]
["10007801","7b",8,{"$f":"CONCATENATE(Targets!$A1978,\"-\",Targets!$B1978)","v":"10007801-7b"},{"$f":"CONCATENATE(Targets!$A1978,\"-\",Targets!$B1978,\"-\",Targets!$C1978)","v":"10007801-7b-8"},"Other (please give details in the next column)","Number of students from WP backgrounds becoming Peer Supporters for our Student Counselling and Personal Development Service","No",92,"2016-17",140,"2019/20","-","-","-","-",92,"b) Yearly milestone met","Student Success","Multiple"]
["10007527","7a",1,{"$f":"CONCATENATE(Targets!$A1979,\"-\",Targets!$B1979)","v":"10007527-7a"},{"$f":"CONCATENATE(Targets!$A1979,\"-\",Targets!$B1979,\"-\",Targets!$C1979)","v":"10007527-7a-1"},"Other statistic - Other (please give details in the next column)","To increase internal progression from Wiltshire College full time (level 3) to Higher Education","No",0.33300000000000002,"Other (please give details in Description column)",0.37,"2019-20",0.38500000000000001,0.37,0.37,0.433,0.27,"e) Performance is below baseline","Access","Other"]
["10007527","7a",2,{"$f":"CONCATENATE(Targets!$A1980,\"-\",Targets!$B1980)","v":"10007527-7a"},{"$f":"CONCATENATE(Targets!$A1980,\"-\",Targets!$B1980,\"-\",Targets!$C1980)","v":"10007527-7a-2"},"Other statistic - Other (please give details in the next column)","To increase internal progression from Wiltshire College (full time and part time) level 3 to Wiltshire College Higher Education","No",2.8000000000000001E-2,"Other (please give details in Description column)",0.06,"2019-20",0.17399999999999999,0.15,0.15,9.2600000000000002E-2,0.02,"e) Performance is below baseline","Access","Other"]
["10007527","7a",3,{"$f":"CONCATENATE(Targets!$A1981,\"-\",Targets!$B1981)","v":"10007527-7a"},{"$f":"CONCATENATE(Targets!$A1981,\"-\",Targets!$B1981,\"-\",Targets!$C1981)","v":"10007527-7a-3"},"Other statistic - Other (please give details in the next column)","To increase progression from Wiltshire College work based learning level 3 apprentices to Higher Education","No","8 students","Other (please give details in Description column)","22 students","2019-20",7,8,8,3,3,"e) Performance is below baseline","Access","Other"]
["10007527","7a",4,{"$f":"CONCATENATE(Targets!$A1982,\"-\",Targets!$B1982)","v":"10007527-7a"},{"$f":"CONCATENATE(Targets!$A1982,\"-\",Targets!$B1982,\"-\",Targets!$C1982)","v":"10007527-7a-4"},"Other statistic - Other (please give details in the next column)","To increase progression from Wiltshire College work based learning level 3 apprentices to Wiltshire College Higher Education","No","0 students","Other (please give details in Description column)","10 students","2019-20",3,6,4,3,1,"c) Progress made – but less than anticipated","Access","Other"]
["10007144","7a",1,{"$f":"CONCATENATE(Targets!$A1983,\"-\",Targets!$B1983)","v":"10007144-7a"},{"$f":"CONCATENATE(Targets!$A1983,\"-\",Targets!$B1983,\"-\",Targets!$C1983)","v":"10007144-7a-1"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Non-continuation rates","No",0.11899999999999999,"2012-13",0.1,"2019-20",11.2,11.9,8.5,12.2,"-","e) Performance is below baseline","Student Success","Multiple"]
["10007144","7a",2,{"$f":"CONCATENATE(Targets!$A1984,\"-\",Targets!$B1984)","v":"10007144-7a"},{"$f":"CONCATENATE(Targets!$A1984,\"-\",Targets!$B1984,\"-\",Targets!$C1984)","v":"10007144-7a-2"},"Other statistic - Ethnicity (please give details in the next column)","BAME good honours attainment for young students","No",0.52459999999999996,"2013-14",0.65,"2019-20",0.48093480934809302,0.50526315789473597,0.60903954802259797,0.56451612903225801,0.60314999999999996,"b) Yearly milestone met","Student Success","Ethnicity"]
["10007144","7a",3,{"$f":"CONCATENATE(Targets!$A1985,\"-\",Targets!$B1985)","v":"10007144-7a"},{"$f":"CONCATENATE(Targets!$A1985,\"-\",Targets!$B1985,\"-\",Targets!$C1985)","v":"10007144-7a-3"},"Other statistic - Ethnicity (please give details in the next column)","BAME good honours for mature students","No",0.4662,"2013-14",0.6,"2019-20",0.50608695652173896,0.49542124542124499,0.56193353474320196,0.54813000000000001,0.57925000000000004,"b) Yearly milestone met","Student Success","Ethnicity"]
["10007144","7a",4,{"$f":"CONCATENATE(Targets!$A1986,\"-\",Targets!$B1986)","v":"10007144-7a"},{"$f":"CONCATENATE(Targets!$A1986,\"-\",Targets!$B1986,\"-\",Targets!$C1986)","v":"10007144-7a-4"},"Other statistic - Progression to employment or further study (please give details in the next column)","BAME UK Domiciled full time first degree students in graduate level work or further study","No",0.45200000000000001,"2013-14",0.56000000000000005,"2019-20",0.47098515519568102,0.50817610062893004,0.53673723536737195,0.58767999999999998,"-","a) Overall target met/exceeded","Progression","Ethnicity"]
["10007144","7a",5,{"$f":"CONCATENATE(Targets!$A1987,\"-\",Targets!$B1987)","v":"10007144-7a"},{"$f":"CONCATENATE(Targets!$A1987,\"-\",Targets!$B1987,\"-\",Targets!$C1987)","v":"10007144-7a-5"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","Percentage of full time undergraduate students who are in receipt of Disabled Students' Allowance","No",6.4000000000000001E-2,"2013-14",8.2000000000000003E-2,"2019-20",5.8,6.4,6.2,6.4,"-","c) Progress made – but less than anticipated","Access","Disability"]
["10007144","7b",1,{"$f":"CONCATENATE(Targets!$A1988,\"-\",Targets!$B1988)","v":"10007144-7b"},{"$f":"CONCATENATE(Targets!$A1988,\"-\",Targets!$B1988,\"-\",Targets!$C1988)","v":"10007144-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","To deliver one to one guidance interviews via a single, holistic Information, Advice and Guidance service in partnership with Birkbeck, University of London.","Yes",2191,"2013-14",2500,"2019-20",2113,2191,1831,2538,2780,"a) Overall target met/exceeded","Access","Mature"]
["10007789","7a",1,{"$f":"CONCATENATE(Targets!$A1989,\"-\",Targets!$B1989)","v":"10007789-7a"},{"$f":"CONCATENATE(Targets!$A1989,\"-\",Targets!$B1989,\"-\",Targets!$C1989)","v":"10007789-7a-1"},"Other statistic - Socio-economic (please give details in the next column)","Percentage of students receiving full state support","No",0.25700000000000001,"2013-14",0.32200000000000001,"2019-20",0.245,0.24299999999999999,0.26400000000000001,0.26500000000000001,0.23100000000000001,"e) Performance is below baseline","Access","Socio-economic"]
["10007789","7a",2,{"$f":"CONCATENATE(Targets!$A1990,\"-\",Targets!$B1990)","v":"10007789-7a"},{"$f":"CONCATENATE(Targets!$A1990,\"-\",Targets!$B1990,\"-\",Targets!$C1990)","v":"10007789-7a-2"},"Other statistic - Gender (please give details in the next column)","Percentage of males on Primary PGCE","No",0.19,"2014-15",0.22,"2019-20",0.192,0.247,0.188,0.215,0.248,"a) Overall target met/exceeded","Access","Gender"]
["10007789","7a",3,{"$f":"CONCATENATE(Targets!$A1991,\"-\",Targets!$B1991)","v":"10007789-7a"},{"$f":"CONCATENATE(Targets!$A1991,\"-\",Targets!$B1991,\"-\",Targets!$C1991)","v":"10007789-7a-3"},"HESA T1a - State School (Young, full-time, first degree entrants)","-","No",0.90100000000000002,"2013-14",0.90300000000000002,"2019-20",0.89600000000000002,0.90100000000000002,0.90400000000000003,0.89500000000000002,"-","e) Performance is below baseline","Access","State school"]
["10007789","7a",4,{"$f":"CONCATENATE(Targets!$A1992,\"-\",Targets!$B1992)","v":"10007789-7a"},{"$f":"CONCATENATE(Targets!$A1992,\"-\",Targets!$B1992,\"-\",Targets!$C1992)","v":"10007789-7a-4"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","-","No",8.4000000000000005E-2,"2013-14",0.09,"2019-20",7.8E-2,8.4000000000000005E-2,9.4E-2,9.6000000000000002E-2,"-","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007789","7a",5,{"$f":"CONCATENATE(Targets!$A1993,\"-\",Targets!$B1993)","v":"10007789-7a"},{"$f":"CONCATENATE(Targets!$A1993,\"-\",Targets!$B1993,\"-\",Targets!$C1993)","v":"10007789-7a-5"},"HESA T2a - (Mature, full-time, first degree entrants)","-","No",0.113,"2013-14",0.14299999999999999,"2019-20",0.156,0.113,0.16400000000000001,0.16,"-","a) Overall target met/exceeded","Access","Mature"]
["10007789","7a",6,{"$f":"CONCATENATE(Targets!$A1994,\"-\",Targets!$B1994)","v":"10007789-7a"},{"$f":"CONCATENATE(Targets!$A1994,\"-\",Targets!$B1994,\"-\",Targets!$C1994)","v":"10007789-7a-6"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","-","No",4.5999999999999902E-2,"2013-14",4.2999999999999997E-2,"2019-20",7.3999999999999996E-2,4.5999999999999999E-2,4.3999999999999997E-2,4.9000000000000002E-2,"-","e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10007157","7b",10,{"$f":"CONCATENATE(Targets!$A1995,\"-\",Targets!$B1995)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A1995,\"-\",Targets!$B1995,\"-\",Targets!$C1995)","v":"10007157-7b-10"},"Management targets","(WPREU) WP Research and Evaluation Unit - Deliver institution specific research to support the development of a solid evidence base to underpin strategic, policy and practice decision making.","No","N/A","2012-13","Continue to develop and deliver a wide range of long and short term insitution focussed research projects covering all stages of the student journey from outreach to progression. Outcomes will support strategic, policy and practice decision-making. Some outcomes, where relevant, should be disseminated externally.","2019-20","The Path Less Travelled project is in progress and due for completion Spring 2014. Impact of SOAMS project is in progress and due for completion early 2014. Real Time Tracking pilot","Projects still on going. Additional projects undertaken include an analysis of the attainment and academic progression of WP medical students, broader analysis of the attainment and academic progression of other student cohorts (e.g. BME students) and longitudinal data profiling of the University's applicant and student populations.","In addition to the Sheffield Student 2013 long term projects are looking at the attainment and academic progression of medical students are at the point of completion.  A number of smaller scale evaluation research projects focusing on access and student success interventions have been completed and used to inform developments.","We have delivered or supported research and evaluation outcomes on programmes for; disadvantaged pupils in Y4-6, Looked After Children Homework Club, Discover Programme for Mature Learners and Mature Students PT degrees and Foundation programmes, Financial Support, and a Careers Development Programme for WP students, mixed methods research into the Ethnicity Attainment Gap across the institution and Academic and Social Transition / Inclusive Learning and Teaching.","We continue to work to develop research & evaluation projects to inform practice & policy development in this area. Many of these projects are long term & ongoing & include the development of work with students with specific learning difficulties, BAME students in the faculty of Arts and Humanities, financial support & support for students who need to work and the transition of students with ‘equivalent’ non-A level qualifications. We are also trialling a participatory action evaluation approach with our outreach team to develop an evidence-informed programme for parents of students in Y7-8.","a) Overall target met/exceeded","Access, Student Success and Progression","Multiple"]
["10007157","7b",11,{"$f":"CONCATENATE(Targets!$A1996,\"-\",Targets!$B1996)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A1996,\"-\",Targets!$B1996,\"-\",Targets!$C1996)","v":"10007157-7b-11"},"Student support services","Additional support for students facing difficulties","No","NA","N/A","Targeted awareness raising towards WP groups at two key transition points: Intro Week and exam periods. Use of printed material, social media and face to face contact to raise awareness of availability of academic, social and well-being support","2019-20","Induction support information delivered through specific student group web pages and emails to individual groups such as, those disclosing disrupted studies, care leavers, estranged, carers and mature students. Social media and traditional media awareness campaigns on issues such as mental health and crime highlighting  the theme based support and guidance suite of \"Things not going right?\" webpages during lead up to exam period.","Induction support information delivered through specific student group web pages and emails to individual groups such as, those disclosing disrupted studies, care leavers, estranged, carers and mature students. Social media and traditional media awareness campaigns on issues such as mental health and crime highlighting  the theme based support and guidance suite of \"Things not going right?\" webpages during lead up to exam period.","Induction support information delivered through specific student group web pages and emails to individual groups such as, those disclosing disrupted studies, care leavers, estranged, carers and mature students. Social media and traditional media awareness campaigns on issues such as mental health and crime highlighting  the theme based support and guidance suite of \"Things not going right?\" webpages during lead up to exam period.","Induction support information delivered through specific student group web pages and emails to individual groups such as, those disclosing disrupted studies, care leavers, estranged, carers and mature students. Social media and traditional media awareness campaigns on issues such as mental health and crime highlighting  the theme based support and guidance suite of \"Things not going right?\" webpages during lead up to exam period.","Induction support information delivered through specific student group web pages and emails to individual groups such as, those disclosing disrupted studies, care leavers, estranged, carers and mature students. Social media and traditional media awareness campaigns on issues such as mental health and crime highlighting  the theme based support and guidance suite of \"Things not going right?\" webpages during lead up to exam period.","a) Overall target met/exceeded","Student Success","Other"]
["10007157","7b",12,{"$f":"CONCATENATE(Targets!$A1997,\"-\",Targets!$B1997)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A1997,\"-\",Targets!$B1997,\"-\",Targets!$C1997)","v":"10007157-7b-12"},"Outreach / WP activity (other - please give details in the next column)","Expand our activity for prospective students with disabilities to ensure they are aware of support available, & provide: a peer mentoring scheme; IAG workshops targeting students and families; DSA guidance sessions collaboratively with other HEIs","No","N/A","2011-12","30 events providing pre-entry and transitions support to groups  of between 10 and 100 participants. \n1:1 appointments for students with specific learning difficulties on entry to the University.","2019-20","18 presentations to school groups reaching 1023 prospective students plus 8 specific events reaching 65 disabled learners.","7 presentations to school groups reaching 335 prospective students plus 9 disability specific events reaching 71 disabled learners. Recruitment and training of 30 Disability champions across all faculties. Increase in transition activities for disabled students (12 events) and introduction of new peer-to-peer support for autism spectrum students and 100 1 to 1 transition meetings with SPLD students.","16 events delivered to school/college groups (including presentations to groups attending in-house outreach events and to groups of disabled students at local schools/colleges, stalls at school careers and progression events).","13 events delivered to school/college groups (including presentations to groups attending in-house outreach events and to groups of disabled students at local schools/colleges, stalls at school careers and progression events). Additionally, our Disability Champions roles haved expanded to include them in staff training events (Outreach and Disability Liaison Officers) and our Autism Spectrum Conditions Induction increased from 13 to 25 applicants.","Presence at 20 Open Days/events, meetings with and talks to 10 local schools and colleges, presence at HEPPCO and other events, further expansion of role of Disability Champions (e.g. staff awareness sessions, information films), summer induction event for applicants on autism spectrum (plus parents).","a) Overall target met/exceeded","Access","Disability"]
["10007163","7b",5,{"$f":"CONCATENATE(Targets!$A1998,\"-\",Targets!$B1998)","v":"10007163-7b"},{"$f":"CONCATENATE(Targets!$A1998,\"-\",Targets!$B1998,\"-\",Targets!$C1998)","v":"10007163-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Realising Opportunities Targets for progression of RO participants to an RO Partner  university","Yes",24,"Other (please give details in Description column)",25,"2019-20",26,17,17,23,26,"b) Yearly milestone met","Access","Multiple"]
["10001696","7a",6,{"$f":"CONCATENATE(Targets!$A1999,\"-\",Targets!$B1999)","v":"10001696-7a"},{"$f":"CONCATENATE(Targets!$A1999,\"-\",Targets!$B1999,\"-\",Targets!$C1999)","v":"10001696-7a-6"},"Other statistic - Completion/Non continuation (please give details in the next column)","Improve completion rates, particularly in relation to part time students","No","Establish Data","2015-16",0.7,"2019-20","-",0.71699999999999997,0.75700000000000001,0.83899999999999997,"91.9% retention 91.9% achievement and 84.5% success rates achieved.","a) Overall target met/exceeded","Student Success","Multiple"]
["10007157","7b",16,{"$f":"CONCATENATE(Targets!$A2000,\"-\",Targets!$B2000)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A2000,\"-\",Targets!$B2000,\"-\",Targets!$C2000)","v":"10007157-7b-16"},"Outreach / WP activity (collaborative - please give details in the next column)","TUOS has committed to continued regional collaboration to maintain/develop our successful Excellence Hubs partnership (Universities of Leeds, York and TUOS). This partnership will continue to target high achieving students from currently under-represented groups from across the region to encourage and facilitate progression of the “most able, least likely” group of students to selective HEIs","Yes",800,"2011-12",2200,"2019-20","28 taster events delivered to 1067 participants plus 7 IAG events for 1837 participants","33 taster events with 1822 attendees and 7 IAG conferences with 1605 attendees were delivered.","The Excellence Hub worked with a total of 2992 students during 2014-15. 937 students attended subject taster sessions with 179 attending IAG Conferences.  We supported 466 students through in-school IAG workshops. 610 students attended the Steps to Success Event at York Race Course) and 800 students accessed the Notre Dame Sixth Form College Careers and Higher Education Fair.","Excellence Hub worked with 3006 students during 2015-16.  705 of these students attended a subject taster session with a further 125 attending IAG Conferences and 764 attending workshops which Excellence Hub partners delivered in school.  The remaining 1412 students engaged through attendance at the Steps to Success Event at York Race Course (612 students) and approximately 800 students who attended the Notre Dame Sixth Form College Careers and Higher Education Fair.","The Excellence Hub worked with a total of 3713 students during the course of 2016-17.  A total of 916 of these students attended one of 27 subject taster sessions with a further 157 attending one of our 4 IAG Conferences hosted at each of our partner institutions, 1640 attending workshops and career fairs in schools and colleges and the remaining 1000 attending the 'Big Event' in Sheffield at which we had an Excellence Hub stand.  Overall the Excellence Hub engaged with 59 schools over the course of the academic year with 14 of these schools attending two or more events.","a) Overall target met/exceeded","Access","Multiple"]
["10007157","7b",17,{"$f":"CONCATENATE(Targets!$A2001,\"-\",Targets!$B2001)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A2001,\"-\",Targets!$B2001,\"-\",Targets!$C2001)","v":"10007157-7b-17"},"Outreach / WP activity (other - please give details in the next column)","We will expand our delivery of activities targeting primary school pupils, including 'self- access' web based programmes plus face to face interactivie sessions on and off campus. Work in collaboration with the Students' Union and SheffieldVolunteering. Provide trained volunteer classroom mentors in Sheffield primary schools.","No","Web based resources available. Working with 14 schools in Sheffield City Region","2012-13","Work with 20 schools in Sheffield City Region","2019-20","Web based resources available. 12 days of activity working with 14 schools.","Increased Primary activity being undertaken more widely across faculties and Sheff Volunteering. Inc areas of STEM- Physics/Schools lab/social sciences.","A significant increase in activity from, Science Departments and Sheffield Volunteering (the latter increasing focus on Primary from 40%-60%) together with a Y4-Y6 long term project from Central Outreach which engages 13 schools. Over 2000 primary aged pupils from 71 schools benefitting from direct interventions.  A further 73 schools engaged with the Dream Bigger Dream public activities or Web Based resources.","We engaged with 99 primary schools from within the Sheffield City Region.","We engaged with 112 primary schools from within the Sheffield City Region.","a) Overall target met/exceeded","Access","Multiple"]
["10007157","7b",18,{"$f":"CONCATENATE(Targets!$A2002,\"-\",Targets!$B2002)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A2002,\"-\",Targets!$B2002,\"-\",Targets!$C2002)","v":"10007157-7b-18"},"Outreach / WP activity (other - please give details in the next column)","We will continue to offer a general programme of HE support for schools and colleges across the Sheffield City region. This programme of support will work with schools and colleges locally to provide IAG to post-16 students, their parents/advisers and teachers, in order that students can make informed choices about whether, and if so where and what to study.","No","Over 100 events - a mixture of small and large scale activities reaching an audience of over 15000 participants","2012-13","Over 100\nevents - a\nmixture of\nsmall and\nlarge scale\nactivities\nreaching an\naudience of\nover 15000\nparticipants","2019-20","Over 100 events - a mixture of small and large scale activities reaching an audience of over 15000 participants.","Workshops delivered in 172 schools reaching an audience of over 26,000 participants.","We have attended 61 Sheffield City region Schools, delivering 122 sessions to 14,407 individuals.","We have attended 52 Sheffield City region Schools, delivering 93 sessions to 14493 individuals.","We have attended 129 Sheffield City region schools, delivering 205 sessions to 24763. ","a) Overall target met/exceeded","Access","Multiple"]
["10007157","7b",19,{"$f":"CONCATENATE(Targets!$A2003,\"-\",Targets!$B2003)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A2003,\"-\",Targets!$B2003,\"-\",Targets!$C2003)","v":"10007157-7b-19"},"Outreach / WP activity (other - please give details in the next column)","We will expand our successful US in Schools Mentoring programme to schools and colleges using current University of Sheffield Students.","No","70 mentors delivering support to 350 mentees across 12 schools in the Sheffield City region.","2014-15","Expand scheme to work with 20 schools","2019-20","60 mentors working with 239 mentees.","65 mentors working with 365 mentees in 13 schools/colleges.  Sheffield Volunteering expanding mentoring in secondary and primary schools.","67 mentors supported a total of 317 mentees across 13 schools and colleges in the Sheffield City region. Additonal mentoring was also carried out by Sheffield Volunteering as well as Art and Humanities students through the INCs (In the City) initiative.","80 mentors supported a total of 300 mentees across 13 schools and colleges in the Sheffield City region. Additonal mentoring was also carried out by Sheffield Volunteering as well as Art and Humanities students through the INCs (In the City) initiative.","70 Mentors supported a total of 323 mentees across 13 schools and colleges in the Sheffield City Region. Additional mentoring was also carried out by Sheffield Volunteering","a) Overall target met/exceeded","Access","Multiple"]
["10007459","7a",1,{"$f":"CONCATENATE(Targets!$A2004,\"-\",Targets!$B2004)","v":"10007459-7a"},{"$f":"CONCATENATE(Targets!$A2004,\"-\",Targets!$B2004,\"-\",Targets!$C2004)","v":"10007459-7a-1"},"Other statistic - State School (please give details in the next column)","Maintain high levels of recruitment from state sector","No",0.91,"2011-12",0.93600000000000005,"2019-20","-","-",0.85899999999999999,0.95599999999999996,0.95699999999999896,"a) Overall target met/exceeded","Access","State school"]
["10007459","7a",2,{"$f":"CONCATENATE(Targets!$A2005,\"-\",Targets!$B2005)","v":"10007459-7a"},{"$f":"CONCATENATE(Targets!$A2005,\"-\",Targets!$B2005,\"-\",Targets!$C2005)","v":"10007459-7a-2"},"Other statistic - Other (please give details in the next column)","Continuation rates from Y1 to Y2 to continue to improve","No",0.85,"2014-15",0.91,"2019-20","-","-",0.85,87.57,0.84,"e) Performance is below baseline","Student Success","Other"]
["10007459","7a",3,{"$f":"CONCATENATE(Targets!$A2006,\"-\",Targets!$B2006)","v":"10007459-7a"},{"$f":"CONCATENATE(Targets!$A2006,\"-\",Targets!$B2006,\"-\",Targets!$C2006)","v":"10007459-7a-3"},"Other statistic - Ethnicity (please give details in the next column)","Maintain representation from ethnic minorities","No",0.06,"2011-12",7.2999999999999995E-2,"2019-20","-","-",7.0000000000000007E-2,7.0999999999999994E-2,6.8000000000000005E-2,"c) Progress made – but less than anticipated","Access","Ethnicity"]
["10007459","7a",4,{"$f":"CONCATENATE(Targets!$A2007,\"-\",Targets!$B2007)","v":"10007459-7a"},{"$f":"CONCATENATE(Targets!$A2007,\"-\",Targets!$B2007,\"-\",Targets!$C2007)","v":"10007459-7a-4"},"Other statistic - Care-leavers (please give details in the next column)","Increase numbers of Students who have previously been in care","Yes",1.7999999999999999E-2,"2011-12",3.3000000000000002E-2,"2019-20","-","-","-",2.7E-2,3.6999999999999901E-2,"b) Yearly milestone met","Access","Care leavers"]
["10007459","7a",5,{"$f":"CONCATENATE(Targets!$A2008,\"-\",Targets!$B2008)","v":"10007459-7a"},{"$f":"CONCATENATE(Targets!$A2008,\"-\",Targets!$B2008,\"-\",Targets!$C2008)","v":"10007459-7a-5"},"Other statistic - Disabled (please give details in the next column)","Maintain recruitment of students who have a disability or learning difficulty and enable them to access appropriate support","No",0.20699999999999999,"2014-15",0.214,"2019-20","-","-",20.7,0.27900000000000003,0.28999999999999898,"a) Overall target met/exceeded","Access","Disability"]
["10007459","7a",6,{"$f":"CONCATENATE(Targets!$A2009,\"-\",Targets!$B2009)","v":"10007459-7a"},{"$f":"CONCATENATE(Targets!$A2009,\"-\",Targets!$B2009,\"-\",Targets!$C2009)","v":"10007459-7a-6"},"Other statistic - Part-time (please give details in the next column)","Increase numbers of part time students","Yes",3.5999999999999997E-2,"2014-15",4.1000000000000002E-2,"2019-20","-","-",0.03,2.2499999999999999E-2,4.2999999999999899E-2,"b) Yearly milestone met","Access","Part-time"]
["10007851","7a",17,{"$f":"CONCATENATE(Targets!$A2010,\"-\",Targets!$B2010)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A2010,\"-\",Targets!$B2010,\"-\",Targets!$C2010)","v":"10007851-7a-17"},"HESA T5 - Projected degree (full-time, first degree entrants)","% projected to achieve degree, full-time, first degree\nExceeding HESA benchmark of 75.1%","No",0.79,"2013-14",0.82,"2019-20",0.79900000000000004,0.79,0.78400000000000003,0.77900000000000003,"Not available","d) No progress made against baseline","Student Success","Other"]
["10007657","7a",1,{"$f":"CONCATENATE(Targets!$A2011,\"-\",Targets!$B2011)","v":"10007657-7a"},{"$f":"CONCATENATE(Targets!$A2011,\"-\",Targets!$B2011,\"-\",Targets!$C2011)","v":"10007657-7a-1"},"Other statistic - Ethnicity (please give details in the next column)","The proportion of the HE student body drawn from black and ethnic minority groups should be substantially greater than the proportion of black and ethnic minority groups in the regional population from which the College draws many of its students. This currently stands at approximately 3.7% (regional and local population census data). The College will endeavour to 1) maintain the proportion of black and ethnic minority students above 12% and 2) to increase this to 15% by 2019/20.","No",0.115,"2011-12",0.18,"2019-20",15,14.6,14.6,13.32,8.1999999999999904,"e) Performance is below baseline","Access","Ethnicity"]
["10007657","7a",2,{"$f":"CONCATENATE(Targets!$A2012,\"-\",Targets!$B2012)","v":"10007657-7a"},{"$f":"CONCATENATE(Targets!$A2012,\"-\",Targets!$B2012,\"-\",Targets!$C2012)","v":"10007657-7a-2"},"Other statistic - Disabled (please give details in the next column)","To maintain the proportion of HE students who declare a disability at 17% and increase this to 20% by 2019/20 (data from Writtle College Student records - Unit-e)","No",0.17100000000000001,"2012-13",0.2,"2019-20",18.2,18.899999999999899,17.399999999999899,17.38,21.33,"a) Overall target met/exceeded","Access","Disability"]
["10007657","7a",3,{"$f":"CONCATENATE(Targets!$A2013,\"-\",Targets!$B2013)","v":"10007657-7a"},{"$f":"CONCATENATE(Targets!$A2013,\"-\",Targets!$B2013,\"-\",Targets!$C2013)","v":"10007657-7a-3"},"Other statistic - Mature (please give details in the next column)","To maintain the proportion of our Higher Education students aged 21+ at 40% or greater. (data from Writtle College Student records - Unit-e)","No",0.44,"2013-14",0.4,"2019-20",44.7,45.9,44.3,0.41,38,"e) Performance is below baseline","Access","Mature"]
["10007459","7a",8,{"$f":"CONCATENATE(Targets!$A2014,\"-\",Targets!$B2014)","v":"10007459-7a"},{"$f":"CONCATENATE(Targets!$A2014,\"-\",Targets!$B2014,\"-\",Targets!$C2014)","v":"10007459-7a-8"},"Other statistic - Progression to employment or further study (please give details in the next column)","Progression to employment / further study after 6 months to remain at high level","No",93,"2014-15",0.96,"2020-21","-","-","-",0.95,0.95,"b) Yearly milestone met","Progression","Multiple"]
["10007851","7a",18,{"$f":"CONCATENATE(Targets!$A2015,\"-\",Targets!$B2015)","v":"10007851-7a"},{"$f":"CONCATENATE(Targets!$A2015,\"-\",Targets!$B2015,\"-\",Targets!$C2015)","v":"10007851-7a-18"},"Other statistic - Gender (please give details in the next column)","Males - % projected to achieve degree, full-time, first degree\n(Extract from HESA T5)","No",0.73599999999999999,"2013-14",0.76,"2019-20",0.76100000000000001,0.73599999999999999,0.73599999999999999,0.746,"Not available","b) Yearly milestone met","Student Success","Gender"]
["10007851","7b",1,{"$f":"CONCATENATE(Targets!$A2016,\"-\",Targets!$B2016)","v":"10007851-7b"},{"$f":"CONCATENATE(Targets!$A2016,\"-\",Targets!$B2016,\"-\",Targets!$C2016)","v":"10007851-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","A comprehensive review of the Progression Scheme and its membership is currently being undertaken to ensure activity aimed at those that would benefit most. This resulting outcomes are likely to focus on three strands, recruitment, community and widening participation. It is also likely that we will reduce the number of overall partner schools and colleges we engage with and will instead focus on strengthening the collaborative partnership with those that continue.","Yes","Structure of the updated outreach activity outputs following review","2014-15","Appropriate stretching increases on baseline data","2019-20","N/A","N/A","N/A","A new outreach offer for target schools and colleges was commenced on 01/08/15. This allocates schools and colleges to either high, medium or low intensity. We intend to work with a maximum of 88 High and Medium intensity schools, which includes both recruitment feeders and widening participation schools, the Low group will be able to grow to ensure continued low level contact with a wide range of institutions","See separate word doc","f) Target discontinued","Access","Low participation neighbourhood (LPN)"]
["10000385","7a",1,{"$f":"CONCATENATE(Targets!$A2017,\"-\",Targets!$B2017)","v":"10000385-7a"},{"$f":"CONCATENATE(Targets!$A2017,\"-\",Targets!$B2017,\"-\",Targets!$C2017)","v":"10000385-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","LAB  92.1","No",95.1,"2013-14",95.5,"2019-20",96.5,95.1,96.3,97.7,"-","a) Overall target met/exceeded","Access","State school"]
["10000385","7a",2,{"$f":"CONCATENATE(Targets!$A2018,\"-\",Targets!$B2018)","v":"10000385-7a"},{"$f":"CONCATENATE(Targets!$A2018,\"-\",Targets!$B2018,\"-\",Targets!$C2018)","v":"10000385-7a-2"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","LAB 11.1","No",9.1,"2013-14",11,"2019-20",9.1999999999999904,9.1,10.9,9,"-","d) No progress made against baseline","Access","Low participation neighbourhood (LPN)"]
["10000385","7a",3,{"$f":"CONCATENATE(Targets!$A2019,\"-\",Targets!$B2019)","v":"10000385-7a"},{"$f":"CONCATENATE(Targets!$A2019,\"-\",Targets!$B2019,\"-\",Targets!$C2019)","v":"10000385-7a-3"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","LAB 7.5","No",5.3,"2013-14",5,"2019-20",3.9,5.3,4.3,4.2,"-","a) Overall target met/exceeded","Student Success","Multiple"]
["10000385","7a",4,{"$f":"CONCATENATE(Targets!$A2020,\"-\",Targets!$B2020)","v":"10000385-7a"},{"$f":"CONCATENATE(Targets!$A2020,\"-\",Targets!$B2020,\"-\",Targets!$C2020)","v":"10000385-7a-4"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","LAB 8.9","No",6,"2013-14",6,"2019-20",2.5,6,8.1999999999999904,6,"-","b) Yearly milestone met","Student Success","Multiple"]
["10000385","7a",5,{"$f":"CONCATENATE(Targets!$A2021,\"-\",Targets!$B2021)","v":"10000385-7a"},{"$f":"CONCATENATE(Targets!$A2021,\"-\",Targets!$B2021,\"-\",Targets!$C2021)","v":"10000385-7a-5"},"Other statistic - Care-leavers (please give details in the next column)","-","No",3,"2013-14",6,"2019-20",4,3,4,3,"-","d) No progress made against baseline","Access","Care leavers"]
["10000385","7a",6,{"$f":"CONCATENATE(Targets!$A2022,\"-\",Targets!$B2022)","v":"10000385-7a"},{"$f":"CONCATENATE(Targets!$A2022,\"-\",Targets!$B2022,\"-\",Targets!$C2022)","v":"10000385-7a-6"},"Other statistic - Ethnicity (please give details in the next column)","-","No",12,"2013-14",10,"2019-20",10,12,11.9,11.8,"-","a) Overall target met/exceeded","Access","Ethnicity"]
["10000385","7a",7,{"$f":"CONCATENATE(Targets!$A2023,\"-\",Targets!$B2023)","v":"10000385-7a"},{"$f":"CONCATENATE(Targets!$A2023,\"-\",Targets!$B2023,\"-\",Targets!$C2023)","v":"10000385-7a-7"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","LAB 11.4","No",11.7,"2013-14",11,"2019-20",11.1,11.7,13.1,12.7,"-","a) Overall target met/exceeded","Access","Disability"]
["10000385","7b",1,{"$f":"CONCATENATE(Targets!$A2024,\"-\",Targets!$B2024)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2024,\"-\",Targets!$B2024,\"-\",Targets!$C2024)","v":"10000385-7b-1"},"Other (please give details in the next column)","Student satisfaction","No","+/-5%","2013-14","+/-5%","2019-20","+/-5%","+/-5%","+/-5%","+/-5%","+/-5%","b) Yearly milestone met","Student Success","Multiple"]
["10000385","7b",2,{"$f":"CONCATENATE(Targets!$A2025,\"-\",Targets!$B2025)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2025,\"-\",Targets!$B2025,\"-\",Targets!$C2025)","v":"10000385-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Career fairs for target schools/colleges","Yes",1400,"2010/11",1450,"2019-20",1400,1400,1400,1450,1450,"b) Yearly milestone met","Access","Multiple"]
["10000385","7b",3,{"$f":"CONCATENATE(Targets!$A2026,\"-\",Targets!$B2026)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2026,\"-\",Targets!$B2026,\"-\",Targets!$C2026)","v":"10000385-7b-3"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Trust partner with Specialist Art School","Yes",1,"2011-12",1,"2019-20",1,1,1,1,1,"b) Yearly milestone met","Access","State school"]
["10000385","7b",4,{"$f":"CONCATENATE(Targets!$A2027,\"-\",Targets!$B2027)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2027,\"-\",Targets!$B2027,\"-\",Targets!$C2027)","v":"10000385-7b-4"},"Operational targets","Working with target schools/colleges","Yes",30,"2010-11",35,"2019-20",30,330,35,38,40,"a) Overall target met/exceeded","Access","State school"]
["10000385","7b",5,{"$f":"CONCATENATE(Targets!$A2028,\"-\",Targets!$B2028)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2028,\"-\",Targets!$B2028,\"-\",Targets!$C2028)","v":"10000385-7b-5"},"Operational targets","Working with Specialist Art Schools/colleges","Yes",10,"2010-11",15,"2019-20",10,10,10,10,10,"d) No progress made against baseline","Access","State school"]
["10000385","7b",6,{"$f":"CONCATENATE(Targets!$A2029,\"-\",Targets!$B2029)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2029,\"-\",Targets!$B2029,\"-\",Targets!$C2029)","v":"10000385-7b-6"},"Operational targets","Partnership activity, specialist, generic","Yes",3,"2011-12",5,"2019-20",5,5,5,5,5,"b) Yearly milestone met","Access","Multiple"]
["10000385","7b",7,{"$f":"CONCATENATE(Targets!$A2030,\"-\",Targets!$B2030)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2030,\"-\",Targets!$B2030,\"-\",Targets!$C2030)","v":"10000385-7b-7"},"Outreach / WP activity (other - please give details in the next column)","IAG - specialist","Yes",0,"2011-12",2250,"2019-20",1500,1500,1500,1750,1750,"c) Progress made – but less than anticipated","Access and Progression","Multiple"]
["10000385","7b",8,{"$f":"CONCATENATE(Targets!$A2031,\"-\",Targets!$B2031)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2031,\"-\",Targets!$B2031,\"-\",Targets!$C2031)","v":"10000385-7b-8"},"Outreach / WP activity (summer schools)","Specialist summer school","Yes",40,"2010-11",50,"2019-20",44,33,22,38,45,"b) Yearly milestone met","Access and Student Success","Multiple"]
["10000385","7b",9,{"$f":"CONCATENATE(Targets!$A2032,\"-\",Targets!$B2032)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2032,\"-\",Targets!$B2032,\"-\",Targets!$C2032)","v":"10000385-7b-9"},"Outreach / WP activity (summer schools)","Specialist taster summer school","Yes",20,"2011-12",80,"2019-20",50,100,72,105,120,"a) Overall target met/exceeded","Access and Student Success","Multiple"]
["10000385","7b",10,{"$f":"CONCATENATE(Targets!$A2033,\"-\",Targets!$B2033)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2033,\"-\",Targets!$B2033,\"-\",Targets!$C2033)","v":"10000385-7b-10"},"Mission targets","All-through arts education commencing with Saturday Art School support for target groups","No",0.25,"2011-12",0.25,"2019-20",0.25,0.25,0.25,0.25,0.25,"b) Yearly milestone met","Access and Student Success","Multiple"]
["10000385","7b",11,{"$f":"CONCATENATE(Targets!$A2034,\"-\",Targets!$B2034)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2034,\"-\",Targets!$B2034,\"-\",Targets!$C2034)","v":"10000385-7b-11"},"Outreach / WP activity (other - please give details in the next column)","HE Portfolio Day","Yes",100,"2011-12",100,"2019-20",130,218,200,145,220,"a) Overall target met/exceeded","Access and Student Success","Multiple"]
["10000385","7b",12,{"$f":"CONCATENATE(Targets!$A2035,\"-\",Targets!$B2035)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2035,\"-\",Targets!$B2035,\"-\",Targets!$C2035)","v":"10000385-7b-12"},"Outreach / WP activity (other - please give details in the next column)","HE Taster Days/campus visits","Yes",150,"2010/11",950,"2019-20",800,1000,1000,1000,1000,"a) Overall target met/exceeded","Access and Student Success","State school"]
["10000385","7b",13,{"$f":"CONCATENATE(Targets!$A2036,\"-\",Targets!$B2036)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2036,\"-\",Targets!$B2036,\"-\",Targets!$C2036)","v":"10000385-7b-13"},"Outreach / WP activity (other - please give details in the next column)","Artist in Residence","Yes",145,"2010-11",300,"2019-20",600,600,600,600,500,"a) Overall target met/exceeded","Access","State school"]
["10000385","7b",14,{"$f":"CONCATENATE(Targets!$A2037,\"-\",Targets!$B2037)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2037,\"-\",Targets!$B2037,\"-\",Targets!$C2037)","v":"10000385-7b-14"},"Outreach / WP activity (other - please give details in the next column)","Master classes","Yes",170,"2010-11",500,"2019-20",400,400,500,600,500,"a) Overall target met/exceeded","Access and Student Success","Multiple"]
["10000385","7b",15,{"$f":"CONCATENATE(Targets!$A2038,\"-\",Targets!$B2038)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2038,\"-\",Targets!$B2038,\"-\",Targets!$C2038)","v":"10000385-7b-15"},"Other (please give details in the next column)","Conversion at admissions process","No","+/-5%","2013-14","+/-5%","2019-20","+/-5%","+/-5%","+/-5%","+/-5%","+/-5%","b) Yearly milestone met","Access and Student Success","Multiple"]
["10000385","7b",16,{"$f":"CONCATENATE(Targets!$A2039,\"-\",Targets!$B2039)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2039,\"-\",Targets!$B2039,\"-\",Targets!$C2039)","v":"10000385-7b-16"},"Other (please give details in the next column)","Retention and achievement by demographic","No","+/-5%","2013-14","+/-5%","2019-20","+/-5%","+/-5%","+/-5%","+/-5%","+/-5%","b) Yearly milestone met","Student Success and Progression","Multiple"]
["10000385","7b",17,{"$f":"CONCATENATE(Targets!$A2040,\"-\",Targets!$B2040)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2040,\"-\",Targets!$B2040,\"-\",Targets!$C2040)","v":"10000385-7b-17"},"Outreach / WP activity (other - please give details in the next column)","Long term outreach with KS1 pupils","Yes",90,"2013-14",180,"2019-20","NA","NA","NA","NA",180,"a) Overall target met/exceeded","Multiple","Multiple"]
["10000385","7b",18,{"$f":"CONCATENATE(Targets!$A2041,\"-\",Targets!$B2041)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2041,\"-\",Targets!$B2041,\"-\",Targets!$C2041)","v":"10000385-7b-18"},"Outreach / WP activity (collaborative - please give details in the next column)","Collaborative activities relating to disabled and vulnerable children and young people (including children in care and young carers) and/or those who support them (via Southern Universities network)","Yes","NA","2015-16","4 events per year with at least 2 universities participating in each","2019-20","NA","NA","NA","4 events per year with at least 2 universities participating in each","4 events per year with at least 2 universities participating in each","a) Overall target met/exceeded","Multiple","Multiple"]
["10000385","7b",19,{"$f":"CONCATENATE(Targets!$A2042,\"-\",Targets!$B2042)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2042,\"-\",Targets!$B2042,\"-\",Targets!$C2042)","v":"10000385-7b-19"},"Outreach / WP activity (summer schools)","Annual Southern Universities Network staff development conference for staff engaged in outreach and widening participation, with Student Union Officers","Yes","NA","2014-15","Annual conference","2019-20","NA","NA","NA","Annual conference held","Annual conference held","b) Yearly milestone met","Multiple","Multiple"]
["10000385","7b",20,{"$f":"CONCATENATE(Targets!$A2043,\"-\",Targets!$B2043)","v":"10000385-7b"},{"$f":"CONCATENATE(Targets!$A2043,\"-\",Targets!$B2043,\"-\",Targets!$C2043)","v":"10000385-7b-20"},"Outreach / WP activity (collaborative - please give details in the next column)","Activities for black and minority ethnic students (via Southern Universities Network)","Yes","NA","2016-17","3 X  collaborative events","2019-20","NA","NA","NA","3 X  collaborative events","3 x  collaborative events","a) Overall target met/exceeded","Access","Ethnicity"]
["10007163","7b",2,{"$f":"CONCATENATE(Targets!$A2044,\"-\",Targets!$B2044)","v":"10007163-7b"},{"$f":"CONCATENATE(Targets!$A2044,\"-\",Targets!$B2044,\"-\",Targets!$C2044)","v":"10007163-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Increase the number of primary schools in Coventry and Warwickshire that we work with to 16 by 2016/17","No",6,"Other (please give details in Description column)",16,"2016-17",6,7,5,10,"-","f) Target discontinued","Access","Other"]
["10007163","7b",3,{"$f":"CONCATENATE(Targets!$A2045,\"-\",Targets!$B2045)","v":"10007163-7b"},{"$f":"CONCATENATE(Targets!$A2045,\"-\",Targets!$B2045,\"-\",Targets!$C2045)","v":"10007163-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Increase the number of secondary schools/colleges that we work with nationally to 150 by 2016/17","No",113,"Other (please give details in Description column)",150,"2016-17",149,118,125,147,"-","f) Target discontinued","Access","Other"]
["10007157","7b",22,{"$f":"CONCATENATE(Targets!$A2046,\"-\",Targets!$B2046)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A2046,\"-\",Targets!$B2046,\"-\",Targets!$C2046)","v":"10007157-7b-22"},"Outreach / WP activity (other - please give details in the next column)","We will introduce targeted careers related workshops and talks, as well as targeted individual careers advice sessions for students from under-represented groups to support their progression to graduate level employment.","No","Limited targeted \nactivity for WP students, mainly focusing on mature learners through the Higher Futures LLLN.","2011-12","Deliver 20 careers workshops/talks targeting 150 current students. Deliver 100 individual careers advice sessions.","2019-20","8 workshops with current students (44 participants).","21 workshops with current students (162 participants); 59 individual guidance sessions with current students.","Delivered 40 careers workshops with current students, involving 183 WP students; delivered 148 individual guidance sessions with current WP students. Provided Work Experience Bursary funding to 46 current WP students.","Delivered 33 careers-related workshops for current students from widening participation backgrounds, involving 83 participants; provided individual guidance face to face (149 appointments, 127 individuals) and via email (384 email exchanges, 283 individuals); provided Work Experience Bursaries to 87 current students (from 212 applicants) to support unpaid placements.","Delivered careers-related workshops for current students from widening participation backgrounds to 102 participants. \nProvided individual guidance face to face (232 appointments, 161 individuals) and via email (109 email exchanges, 96 individuals). NB: System for recording email exchanges was changed during 2016/17 so data is not comparable. \nProvided Work Experience Bursaries to 46 current students (from 125 applicants) to support unpaid placements.","a) Overall target met/exceeded","Progression","Multiple"]
["10007157","7b",23,{"$f":"CONCATENATE(Targets!$A2047,\"-\",Targets!$B2047)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A2047,\"-\",Targets!$B2047,\"-\",Targets!$C2047)","v":"10007157-7b-23"},"Outreach / WP activity (collaborative - please give details in the next column)","Continue to develop the HEPP partnership. Identify and develop an appropriate strategy for targeting young people in the Sheffield City-Region and tracking their progress.","Yes","Preliminary discussions with local authorities to determine the type of information and data that might be shared in order to monitor the participation of target groups in WP activity","2012-13","Develop and maintain tracking and monitoring systems","2019-20","-","Preliminary discussions with local authorities to determine the type of information and data that might be shared in order to monitor the participation of target groups in WP activity.","Track targeted 11 - 16 learners into post-16 educational institutions. Use the information to monitor further participation in WP activity with a view to tracking their progress into HE at a later date using schools data from local authorities.","Local authortiy data managers from the Sheffield City-Region have had meetings together to agree a common format for schools data to be presented to HEPP from across SCR.The National Collaborative Outeach Programme will require a change in the information received from local authorities. This will be implemented from 2016-17.","A service review of the HEPP Partnership was undertaken in summer 2016. Recommendations were made in relation to tighter targeting of WP / underrepresented  learners and evidencing impact.  A series of pilot projects were initiated in 2017 focussing on  targeting participants using Pupil Premium, and Polar3 criteria. Participant tracking via HEAT is also taking place to demonstrate longer term impact.","a) Overall target met/exceeded","Access","Multiple"]
["10007157","7b",24,{"$f":"CONCATENATE(Targets!$A2048,\"-\",Targets!$B2048)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A2048,\"-\",Targets!$B2048,\"-\",Targets!$C2048)","v":"10007157-7b-24"},"Outreach / WP activity (collaborative - please give details in the next column)","Continue to develop the HEPP partnership. Develop a project to test the effectiveness of longitudinal engagement with schools.","Yes","Pilot a new project with intensive engagement of 50 learners from Y10, including a summer school.","2013-14","Consider recruitment of further cohort, depending on the outcomes of evaluation and future funding","2019-20","-","Pilot a new 2 year project with intensive engagement of 50 targeted WP learners from Y10, including a summer school.","Heads Up' scheme completed July 2015 and was fully evaluated (to level 4).","Learners were tracked into post-16 institutions and their career/ progression intentions logged. Final individual interviews indicated their access to Y12 activity with local universities. Recruitment of further cohorts was considered, but rejected on the basis of evaluation of cost v benefits to a small group of learbners overall (by the end of the project, 37 learners).","HEADS UP project concluded in 2015","a) Overall target met/exceeded","Access","Multiple"]
["10007157","7b",25,{"$f":"CONCATENATE(Targets!$A2049,\"-\",Targets!$B2049)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A2049,\"-\",Targets!$B2049,\"-\",Targets!$C2049)","v":"10007157-7b-25"},"Management targets","We will continue to develop faculty-led WP strategies, linked to L&T strategies, to ensure that pockets of under-representation are identified at department/faculty level, and programmes of activities are developed to redress those issues. Through central teams working collaboratively with academic departments and faculties, we will be able to ensure that activities delivered are appropriately targeted at the most under-respresented groups, leading to more effective use of resource, and more effective evaluation of impact.","Yes","All faculties have developed and embedded WP Plans. Budget allocations c £750k in place to support the delivery.","2012-13","Continue to develop Faculty plans to underpin the University's widening particpation strategy with specific focus on under-represented groups within subject disciplines.","2019-20","All faculties have developed and embedded WP Plans. Budget allocations c £750k in place to support the delivery.","Faculty WP plans supporting long term and subject specfic tasterdays/masterclasses are in place and activity is progressing well and evaluated fully through the WPREU.","Faculty WP plans supporting our sustained engagement programmes as well as subject specfic tasterdays/masterclasses are embedded across the University and activity is progressing well and evaluated fully through our WPREU.","Faculty WP plans supporting our sustained engagement programmes as well as subject specfic tasterdays/masterclasses are embedded across the University and activity continures to progress well and is evaluated fully through our WPREU.","Faculty WP plans supporting our sustained engagement programmes as well as subject specific tasterdays/masterclasses are embedded across the University and activity continues to progress well and is evaluated fully through our WPREU.","a) Overall target met/exceeded","Access, Student Success and Progression","Multiple"]
["10007851","7b",2,{"$f":"CONCATENATE(Targets!$A2050,\"-\",Targets!$B2050)","v":"10007851-7b"},{"$f":"CONCATENATE(Targets!$A2050,\"-\",Targets!$B2050,\"-\",Targets!$C2050)","v":"10007851-7b-2"},"Outreach / WP activity (summer schools)","Measure of knowledge from participation in the Year 10 residential summer school or the Girls Get Motivated summer school, 'Do you know enough about University to make a decision about going'","No",0.91,"2014/15",0.95,"2019-20","N/A","N/A",0.91,0.84,0.8,"e) Performance is below baseline","Access","Multiple"]
["10007851","7b",3,{"$f":"CONCATENATE(Targets!$A2051,\"-\",Targets!$B2051)","v":"10007851-7b"},{"$f":"CONCATENATE(Targets!$A2051,\"-\",Targets!$B2051,\"-\",Targets!$C2051)","v":"10007851-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Increase the number of students from WP, mature or BME backgrounds trained as Education Liaison Mentors","No",23,"2014-15",30,"2019-20","N/A","N/A",23,52,64,"a) Overall target met/exceeded","Access","Other"]
["10005583","7b",3,{"$f":"CONCATENATE(Targets!$A2052,\"-\",Targets!$B2052)","v":"10005583-7b"},{"$f":"CONCATENATE(Targets!$A2052,\"-\",Targets!$B2052,\"-\",Targets!$C2052)","v":"10005583-7b-3"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Strengthen the existing progression accord with the University's of Oxford's department of continuing education, enabling students to progress from their Certificate of Higher Education.","Yes",1,"2013-14",1,"2019-20","-",1,1,1,"-","b) Yearly milestone met","Student Success","Socio-economic"]
["10005583","7b",4,{"$f":"CONCATENATE(Targets!$A2053,\"-\",Targets!$B2053)","v":"10005583-7b"},{"$f":"CONCATENATE(Targets!$A2053,\"-\",Targets!$B2053,\"-\",Targets!$C2053)","v":"10005583-7b-4"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Develop a progression accord with Oxford Brooks University in approperiate subjects, starting with Law","Yes",1,"2013-14",1,"2019-20","-",1,1,1,"-","b) Yearly milestone met","Progression","Socio-economic"]
["10007157","7b",26,{"$f":"CONCATENATE(Targets!$A2054,\"-\",Targets!$B2054)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A2054,\"-\",Targets!$B2054,\"-\",Targets!$C2054)","v":"10007157-7b-26"},"Management targets","(WPREU) WP Research and Evaluation Unit - Evaluate and research student support and progresssion activities","No","N/A","2012-13","Continue to develop and implement an evaluation framework and toolkit for monitoring and evaluating student support and progression activities (academic, financial, and pastoral) for key WP groups.","2019-20","Evaluation framework and toolkit established for Y9+ outreach, progress made in outreach for pre-Y9 and mature, and student success and retention activities","Self-service evaluation toolkit rolled out for practitioners. Preliminary audit of institution's student success and progression WP activities","A number of outreach and student success and progression focused evaluation projects delivered and completed. Revised webpages host resources for University WP practitioners. Evaluation outcomes have been used to inform decision making. The Unit has begun publication of a quarterly update bulletin for staff and introduced an ongoing series of researcher-practitioner forums.","Given the wide ranging nature of student success and progression activities, we have concentrated on researching and evaluating individual projects rather than developing an overarching framework. Research has concentrated on the ethnicity attainment gap and the implementation of transition support and inclusive learning and teaching for 'non-traditional' students.","We are leading 2 action research projects with the ECU – i) support for students with specific learning difficulties & ii) the recruitment of BAME students into the Faculty of Arts and Humanities, & leading research into the transition of students with ‘equivalent’ (non-A level) qualifications as part of a HEFCE catalyst-funded project. We are developing research/evaluation tools around ‘academic experience’ to support the evaluation of financial support & inclusive learning& teaching. We continue to contribute to ongoing work into attainment gaps & work.","a) Overall target met/exceeded","Student Success and Progression","Multiple"]
["10007157","7b",27,{"$f":"CONCATENATE(Targets!$A2055,\"-\",Targets!$B2055)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A2055,\"-\",Targets!$B2055,\"-\",Targets!$C2055)","v":"10007157-7b-27"},"Outreach / WP activity (other - please give details in the next column)","From 2015/16 we will introduce a pre-16 interdisciplinary intensive programme targeting higher achieving WP students from Y9 to Y11, providing academic skills, developlment opportunities and confidence building activities alongside a range of subject based optional sessions, to give students a greater understanding of what subjects are available at HE level.","No","N/A","Other (please give details in Description column)",400,"2019-20","N/A","N/A","N/A",240,"510 students participated in the new for 15/16 pre-16 programme (240 in 15/16, 270 in 16/17)","a) Overall target met/exceeded","Access","Multiple"]
["10007157","7b",28,{"$f":"CONCATENATE(Targets!$A2056,\"-\",Targets!$B2056)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A2056,\"-\",Targets!$B2056,\"-\",Targets!$C2056)","v":"10007157-7b-28"},"Outreach / WP activity (collaborative - please give details in the next column)","Continue to develop the new HEPP partnership and ensure that activities delivered through this network support the progression of young people and adults from the Sheffield City Region to HE.","Yes","HEPP partnership established jointly with University of Sheffield","2011-12","Continue to develop the HEPP partnership","2019-20","HEPP fully operational.","HEPP fully operational and review commissioned.","Review outcomes used to inform a revised strategic plan for 2015/16-2018/19.","During 2015 HEPP became the partnership for the delivery of the regional base for the HEFCE National Networks for Collaborative Outreach. On the basis of that the HEPP partnership has succesfully bid for funds to operate as part of the HEFCE National Collaborative Outreach Programme. This will change the scale and format of work undertaken. In the light of this, the new strategic plan has been temporarily suspended.","Development of a streamlined outreach offer to schools and colleges themed around core areas: HE Finance, Benefits of HE, Student Life and Study Skills.\n \nIn addition to a generic/minimum school and college offer HEPP developed and delivered  targeted  projects in support of specific WP cohorts and groups of learners: Primary, Pupil Premium, 'Cold Spot' and adult learners; all with a strong focus on participant targeting and evaluating impact.\n \nHEPPSY+ (NCOP) is now fully embedded within the partnership and meeting agreed HEFCE targets and milestones.","a) Overall target met/exceeded","Access","Multiple"]
["10007157","7b",29,{"$f":"CONCATENATE(Targets!$A2057,\"-\",Targets!$B2057)","v":"10007157-7b"},{"$f":"CONCATENATE(Targets!$A2057,\"-\",Targets!$B2057,\"-\",Targets!$C2057)","v":"10007157-7b-29"},"Outreach / WP activity (collaborative - please give details in the next column)","Continue to develop the new HEPP partnership and ensure that activities delivered through this network support the progression of young people and adults from the Sheffield City Region to HE.","Yes","Activity strands and resources developed for young people, adults, teachers and advisers","2011-12","Develop and maintain activity levels.","2019-20","Activity strands developed included:  120 activites and events. 4,462 learners and parents engaged. 1 introduction and 2 CPD seminars: 96 attendees overall.","All activity strands were continued. 134 activities and events. 8136 learners engaged. 1385 parents engaged. 2 CPD seminars: 64 attendees. 3 external training events.","All activity strands were continued.  161 activities and events. 8,206 learners engaged. 2,362 parents engaged. 2 CPD seminars: 104 attended . 7 external training events.","All activity strands were continued.   178 activities and events. 8315 students engaged. 2342 parents engaged. 2 CPD seminars: 145 attended. 8 external training sessions.  Through the National Network for Collaborative Outreach (part of  HEPP following a bid for aditional funding) additional targets were achieved as follows: 5 collaborative events. 233 visits to schools and colleges. 2837 learners engaged. 1254 community members engaged  New web resource attracted 3720 unique users.","HEPP delivered 214 engagements to 89 schools within the Sheffield City Region, engaging with 10353 learners& 2050 parents. In addition:\n- 'Raising Aspirations' programme: 452 pupils & 140 parents engaged across 7 NE Derbyshire schools.\n- 'Project Intern': sustained programme engaging with 35 y9 pupil premium students from Forge Valley School over 8 engagements\n- Primary Outreach: 954 y5/6 pupils from 10 primary schools engaged with over 32 sessions.\n-  Staff CPD: 152 teachers & advisers attended HEPP’s 2 CPD Conferences.\n- Adult Learning Cafe: 48 adults attended our community based cafes.\n","a) Overall target met/exceeded","Access","Multiple"]
["10003645","7a",3,{"$f":"CONCATENATE(Targets!$A2058,\"-\",Targets!$B2058)","v":"10003645-7a"},{"$f":"CONCATENATE(Targets!$A2058,\"-\",Targets!$B2058,\"-\",Targets!$C2058)","v":"10003645-7a-3"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Proportion of all UK full-time first degree entrants continuing from Year 1 (continuing or qualifying at King's)","No",0.92400000000000004,"2012-13",0.94,"2019-20",0.9244,0.9244,0.93200000000000005,0.92600000000000005,0.9153,"e) Performance is below baseline","Student Success","Other"]
["10003645","7a",4,{"$f":"CONCATENATE(Targets!$A2059,\"-\",Targets!$B2059)","v":"10003645-7a"},{"$f":"CONCATENATE(Targets!$A2059,\"-\",Targets!$B2059,\"-\",Targets!$C2059)","v":"10003645-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","Proportion of all UK full-time first degree entrants from minority ethnic groups (students describing themselves as non-white)","No",0.38300000000000001,"2013-14",0.41699999999999998,"2019-20",0.40899999999999997,0.38300000000000001,0.41,0.441,0.47399999999999898,"a) Overall target met/exceeded","Access","Ethnicity"]
["10003645","7a",5,{"$f":"CONCATENATE(Targets!$A2060,\"-\",Targets!$B2060)","v":"10003645-7a"},{"$f":"CONCATENATE(Targets!$A2060,\"-\",Targets!$B2060,\"-\",Targets!$C2060)","v":"10003645-7a-5"},"Other statistic - Other (please give details in the next column)","Number of all UK full-time first degree entrants from K+ target schools and colleges","No",316,"2013-14",355,"2019-20",296,316,355,456,417,"a) Overall target met/exceeded","Access","Other"]
["10003645","7a",6,{"$f":"CONCATENATE(Targets!$A2061,\"-\",Targets!$B2061)","v":"10003645-7a"},{"$f":"CONCATENATE(Targets!$A2061,\"-\",Targets!$B2061,\"-\",Targets!$C2061)","v":"10003645-7a-6"},"Other statistic - Other (please give details in the next column)","Proportion of UK full-time first degree entrants from ACORN categories 4 & 5","No",0.186,"2013-14",0.22,"2019-20","n/a","n/a",0.20899999999999999,0.24,0.245,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10000840","7a",1,{"$f":"CONCATENATE(Targets!$A2062,\"-\",Targets!$B2062)","v":"10000840-7a"},{"$f":"CONCATENATE(Targets!$A2062,\"-\",Targets!$B2062,\"-\",Targets!$C2062)","v":"10000840-7a-1"},"Other statistic - Completion/Non continuation (please give details in the next column)","Improve retention and progression for undergraduate and sub degree students by 5% in their year 1.and maintain for future years","No",0.70099999999999996,"2013-14",0.85,"2019-20",0.77300000000000002,0.75800000000000001,0.80300000000000005,0.91149999999999998,"-","a) Overall target met/exceeded","Student Success","Multiple"]
["10000840","7a",2,{"$f":"CONCATENATE(Targets!$A2063,\"-\",Targets!$B2063)","v":"10000840-7a"},{"$f":"CONCATENATE(Targets!$A2063,\"-\",Targets!$B2063,\"-\",Targets!$C2063)","v":"10000840-7a-2"},"Other statistic - Completion/Non continuation (please give details in the next column)","Improve retention and progression for undergraduate and sub degree students by 2% in their Year 2 and maintain for future years.","No",0.86499999999999999,"2013-14",0.92,"2019-20",0.90500000000000003,0.86499999999999999,0.876,0.95799999999999996,"-","a) Overall target met/exceeded","Student Success","Multiple"]
["10004772","7a",1,{"$f":"CONCATENATE(Targets!$A2064,\"-\",Targets!$B2064)","v":"10004772-7a"},{"$f":"CONCATENATE(Targets!$A2064,\"-\",Targets!$B2064,\"-\",Targets!$C2064)","v":"10004772-7a-1"},"Other statistic - Gender (please give details in the next column)","CCN EBS data","No","F 61%","2012-13","F 53%","2019-20","F61%","F52%","F53%","F57%","F65%","e) Performance is below baseline","Access","Gender"]
["10004772","7a",2,{"$f":"CONCATENATE(Targets!$A2065,\"-\",Targets!$B2065)","v":"10004772-7a"},{"$f":"CONCATENATE(Targets!$A2065,\"-\",Targets!$B2065,\"-\",Targets!$C2065)","v":"10004772-7a-2"},"Other statistic - Socio-economic (please give details in the next column)","CCN EBS data - this data utilises the Index of Mulitple Disdavantage (2010) statisitcs on wards of deprivation","No",0.56000000000000005,"2012-13",0.59,"2019-20",0.56000000000000005,0.15,0.19,0.22,0.23,"c) Progress made – but less than anticipated","Access","Socio-economic"]
["10004772","7a",3,{"$f":"CONCATENATE(Targets!$A2066,\"-\",Targets!$B2066)","v":"10004772-7a"},{"$f":"CONCATENATE(Targets!$A2066,\"-\",Targets!$B2066,\"-\",Targets!$C2066)","v":"10004772-7a-3"},"Other statistic - Disabled (please give details in the next column)","CCN EBS data","No",0.09,"2012-13",0.1075,"2019-20",0.09,0.08,0.08,7.3999999999999996E-2,3.4000000000000002E-2,"e) Performance is below baseline","Access","Disability"]
["10004772","7a",4,{"$f":"CONCATENATE(Targets!$A2067,\"-\",Targets!$B2067)","v":"10004772-7a"},{"$f":"CONCATENATE(Targets!$A2067,\"-\",Targets!$B2067,\"-\",Targets!$C2067)","v":"10004772-7a-4"},"Other statistic - Mature (please give details in the next column)","CCN EBS data","No",0.45,"2012-13",0.48,"2019-20",0.45,0.28000000000000003,0.28000000000000003,0.63,0.73,"a) Overall target met/exceeded","Access","Mature"]
["10004772","7a",5,{"$f":"CONCATENATE(Targets!$A2068,\"-\",Targets!$B2068)","v":"10004772-7a"},{"$f":"CONCATENATE(Targets!$A2068,\"-\",Targets!$B2068,\"-\",Targets!$C2068)","v":"10004772-7a-5"},"Other statistic - Ethnicity (please give details in the next column)","CCN EBS data","No",0.06,"2012-13",0.09,"2019-20",0.06,0.12,0.11,7.0000000000000007E-2,0.15,"a) Overall target met/exceeded","Access","Ethnicity"]
["10007161","7a",1,{"$f":"CONCATENATE(Targets!$A2069,\"-\",Targets!$B2069)","v":"10007161-7a"},{"$f":"CONCATENATE(Targets!$A2069,\"-\",Targets!$B2069,\"-\",Targets!$C2069)","v":"10007161-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Young Full-time first degree entrants from POLAR3 low participation neighbourhoods","No",0.27400000000000002,"2013-14",0.29899999999999999,"2019-20",0.26200000000000001,0.27400000000000002,0.26300000000000001,0.28100000000000003,"-","c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10007161","7a",2,{"$f":"CONCATENATE(Targets!$A2070,\"-\",Targets!$B2070)","v":"10007161-7a"},{"$f":"CONCATENATE(Targets!$A2070,\"-\",Targets!$B2070,\"-\",Targets!$C2070)","v":"10007161-7a-2"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","Participation of students in receipt of Disabled Student Allowance (Full-time undergraduate)","No",6.9000000000000006E-2,"2013-14",8.5000000000000006E-2,"2019-20",7.0999999999999994E-2,6.9000000000000006E-2,8.7999999999999995E-2,9.1999999999999901E-2,"-","a) Overall target met/exceeded","Access","Disability"]
["10007161","7a",3,{"$f":"CONCATENATE(Targets!$A2071,\"-\",Targets!$B2071)","v":"10007161-7a"},{"$f":"CONCATENATE(Targets!$A2071,\"-\",Targets!$B2071,\"-\",Targets!$C2071)","v":"10007161-7a-3"},"Other statistic - Other (please give details in the next column)","Students achieving their original qualification aim","No",0.80700000000000005,"2013-14",0.9,"2019-20",0.73299999999999998,0.80700000000000005,0.76700000000000002,0.80100000000000005,0.82140000000000002,"c) Progress made – but less than anticipated","Student Success","Multiple"]
["10007161","7a",4,{"$f":"CONCATENATE(Targets!$A2072,\"-\",Targets!$B2072)","v":"10007161-7a"},{"$f":"CONCATENATE(Targets!$A2072,\"-\",Targets!$B2072,\"-\",Targets!$C2072)","v":"10007161-7a-4"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Full-time first degree all entrants continuing or qualifying following year","No",0.91900000000000004,"2012-13",0.95,"2019-20",0.91900000000000004,0.88900000000000001,0.878,0.88500000000000001,"-","c) Progress made – but less than anticipated","Student Success","Multiple"]
["10007161","7a",5,{"$f":"CONCATENATE(Targets!$A2073,\"-\",Targets!$B2073)","v":"10007161-7a"},{"$f":"CONCATENATE(Targets!$A2073,\"-\",Targets!$B2073,\"-\",Targets!$C2073)","v":"10007161-7a-5"},"Other statistic - Progression to employment or further study (please give details in the next column)","Graduates (obtaining first degrees from full-time courses) in work or study 6 months after graduation","No",0.86699999999999999,"2012-13",0.92,"2019-20",0.86699999999999999,0.88100000000000001,0.89700000000000002,0.92449999999999899,"-","a) Overall target met/exceeded","Progression","Multiple"]
["10007161","7a",6,{"$f":"CONCATENATE(Targets!$A2074,\"-\",Targets!$B2074)","v":"10007161-7a"},{"$f":"CONCATENATE(Targets!$A2074,\"-\",Targets!$B2074,\"-\",Targets!$C2074)","v":"10007161-7a-6"},"Other statistic - Progression to employment or further study (please give details in the next column)","Graduates (obtaining first degrees from full-time courses) in professional level jobs 6 months after graduation","No",0.47599999999999998,"2012-13",0.56999999999999895,"2019-20",0.47599999999999998,0.50600000000000001,0.54100000000000004,0.56850000000000001,"-","c) Progress made – but less than anticipated","Progression","Multiple"]
["10007161","7a",7,{"$f":"CONCATENATE(Targets!$A2075,\"-\",Targets!$B2075)","v":"10007161-7a"},{"$f":"CONCATENATE(Targets!$A2075,\"-\",Targets!$B2075,\"-\",Targets!$C2075)","v":"10007161-7a-7"},"Other statistic - Disabled (please give details in the next column)","Percentage of new entrants who have declared a disability","No",0.13800000000000001,"2014-15",0.16,"2019-20",0.1118,0.1232,0.13819999999999899,0.1575,"-","c) Progress made – but less than anticipated","Access","Disabled"]
["10000840","7a",3,{"$f":"CONCATENATE(Targets!$A2076,\"-\",Targets!$B2076)","v":"10000840-7a"},{"$f":"CONCATENATE(Targets!$A2076,\"-\",Targets!$B2076,\"-\",Targets!$C2076)","v":"10000840-7a-3"},"Other statistic - Applications (please give details in the next column)","Improve internal progression from FE to HE (within the college)","No",0.26300000000000001,"2013-14",0.35,"2019-20",0.27900000000000003,0.27600000000000002,0.27400000000000002,29.1,"-","c) Progress made – but less than anticipated","Access","Multiple"]
["10000840","7a",4,{"$f":"CONCATENATE(Targets!$A2077,\"-\",Targets!$B2077)","v":"10000840-7a"},{"$f":"CONCATENATE(Targets!$A2077,\"-\",Targets!$B2077,\"-\",Targets!$C2077)","v":"10000840-7a-4"},"Other statistic - Ethnicity (please give details in the next column)","Over 2009-2011 our recruitment of minority ethnic trainees has remained consistently high and for 2010-11 at 23% for Primary and 46% Secondary exceeded that of local providers on average by 14% and 28% respectively (confirmed SED data).   Our recruitment of minority ethnic trainees is above the demographic makeup of Bradford (20%) and matches that of the country as a whole (24%).","No","Primary: \n26%\nSecondary: \n37%\nCombined:\n29%","2012-13","Primary:  35%  Secondary: 38%","2019-20","Primary: \n26%\nSecondary: \n37%\nCombined:\n29%","Primary: \n35%\nSecondary: \n29%\nCombined:\n33%","Primary: \n32%\nSecondary: \n48%\nCombined:\n36%","Primary: \n36.4%\nSecondary: \n61.2%\nCombined:\n42.2%","-","a) Overall target met/exceeded","Access","Ethnicity"]
["10000840","7a",5,{"$f":"CONCATENATE(Targets!$A2078,\"-\",Targets!$B2078)","v":"10000840-7a"},{"$f":"CONCATENATE(Targets!$A2078,\"-\",Targets!$B2078,\"-\",Targets!$C2078)","v":"10000840-7a-5"},"Other statistic - Gender (please give details in the next column)","We are aware that whilst our recruitment of men into Primary is good (17%, 2010-11), and on a par with previous years, we are keen to improve this figure.   In terms of financial estimations within this document (£500 bursaries) we could aim for our recruitment of men into primary increase as follows: 2013-14 (36,18% ); 2014-15 (39,19%); 2015-16 (43, 20%).","No",0.21,"2012-13",0.27,"2019-20",0.21,0.23,0.22,0.23400000000000001,"-","b) Yearly milestone met","Access","Gender"]
["10000840","7a",6,{"$f":"CONCATENATE(Targets!$A2079,\"-\",Targets!$B2079)","v":"10000840-7a"},{"$f":"CONCATENATE(Targets!$A2079,\"-\",Targets!$B2079,\"-\",Targets!$C2079)","v":"10000840-7a-6"},"Other statistic - Disabled (please give details in the next column)","Maintain existing levels of recruitment from widening access students","No",0.14000000000000001,"2014-15",0.25,"2019-20",0.53,0.53,0.53,"53% TBC","-","a) Overall target met/exceeded","Access","Disabled"]
["10003678","7b",5,{"$f":"CONCATENATE(Targets!$A2080,\"-\",Targets!$B2080)","v":"10003678-7b"},{"$f":"CONCATENATE(Targets!$A2080,\"-\",Targets!$B2080,\"-\",Targets!$C2080)","v":"10003678-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Increase the delivery of outreach activities with pre-16 learners to raise awareness, aspirations and attainment in relation to HE study","No",1270,"2012-13",4500,"2019-20",1270,2513,6086,11414,11619,"a) Overall target met/exceeded","Access","Multiple"]
["10005127","7a",1,{"$f":"CONCATENATE(Targets!$A2081,\"-\",Targets!$B2081)","v":"10005127-7a"},{"$f":"CONCATENATE(Targets!$A2081,\"-\",Targets!$B2081,\"-\",Targets!$C2081)","v":"10005127-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Improving participation in Higher Education from deprived groups in Plymouth , concentrating in the LSOAs as identified by the Local Authority. We will measure our success by the number of our Level 3 students who progress to Higher Education, either at the College or to another institution","No",0.7,"2013-14",0.85,"2019-20","-",0.68,0.7,0.71,0.69,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10005127","7a",2,{"$f":"CONCATENATE(Targets!$A2082,\"-\",Targets!$B2082)","v":"10005127-7a"},{"$f":"CONCATENATE(Targets!$A2082,\"-\",Targets!$B2082,\"-\",Targets!$C2082)","v":"10005127-7a-2"},"Other statistic - Disabled (please give details in the next column)","Student success in terms of overall retention/progression of students with declared learning disability/difficulty, compared to full cohort statistics","No",0.84,"2013-14",0.9,"2019-20","-",0.84,0.87,0.91,0.86,"b) Yearly milestone met","Student Success","Disability"]
["10005127","7a",3,{"$f":"CONCATENATE(Targets!$A2083,\"-\",Targets!$B2083)","v":"10005127-7a"},{"$f":"CONCATENATE(Targets!$A2083,\"-\",Targets!$B2083,\"-\",Targets!$C2083)","v":"10005127-7a-3"},"Other statistic - Low-income backgrounds (please give details in the next column)","Student success in terms of overall retention/progression of students from low income backgrounds, compared to full cohort statistics","No",0.86,"2013-14",0.9,"2019-20","-",0.86,0.89,0.88,0.87,"b) Yearly milestone met","Student Success","Low income household"]
["10005127","7a",4,{"$f":"CONCATENATE(Targets!$A2084,\"-\",Targets!$B2084)","v":"10005127-7a"},{"$f":"CONCATENATE(Targets!$A2084,\"-\",Targets!$B2084,\"-\",Targets!$C2084)","v":"10005127-7a-4"},"Other statistic - Mature (please give details in the next column)","Student success  in terms of overall retention/progression of mature students, compared to full cohort statistics","No",0.86,"2013-14",0.9,"2019-20","-",0.86,0.89,0.89,0.85,"e) Performance is below baseline","Student Success","Mature"]
["10007776","7b",3,{"$f":"CONCATENATE(Targets!$A2085,\"-\",Targets!$B2085)","v":"10007776-7b"},{"$f":"CONCATENATE(Targets!$A2085,\"-\",Targets!$B2085,\"-\",Targets!$C2085)","v":"10007776-7b-3"},"Outreach / WP activity (collaborative - please give details in the next column)","Participation in Looked After Children (post-16) events to encourage achievement raising and aspiration to HE. Events co-ordinated by London South Aimhigher, in collaboration with Local Authorities.","Yes",40,"2014-15",40,"2019-20","n/a","n/a","n/a",16,"did not run","d) No progress made against baseline","Access","Other"]
["10007776","7b",4,{"$f":"CONCATENATE(Targets!$A2086,\"-\",Targets!$B2086)","v":"10007776-7b"},{"$f":"CONCATENATE(Targets!$A2086,\"-\",Targets!$B2086,\"-\",Targets!$C2086)","v":"10007776-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","Participation in Year 9/10 Aspirations Conference, co-ordinated by London South Aimhiigher. With other HEIs.","Yes",160,"2014-15",160,"2019-20",353,425,255,263,212,"a) Overall target met/exceeded","Access","Other"]
["10007776","7b",5,{"$f":"CONCATENATE(Targets!$A2087,\"-\",Targets!$B2087)","v":"10007776-7b"},{"$f":"CONCATENATE(Targets!$A2087,\"-\",Targets!$B2087,\"-\",Targets!$C2087)","v":"10007776-7b-5"},"Outreach / WP activity (collaborative - please give details in the next column)","Participation in Year 12 Conference for Students with SpLD (Specific Learning Difficulties)","Yes",60,"2014-15",60,"2019-20",58,70,65,"did not run",26,"e) Performance is below baseline","Access","Disability"]
["10007776","7b",6,{"$f":"CONCATENATE(Targets!$A2088,\"-\",Targets!$B2088)","v":"10007776-7b"},{"$f":"CONCATENATE(Targets!$A2088,\"-\",Targets!$B2088,\"-\",Targets!$C2088)","v":"10007776-7b-6"},"Mission targets","Feedback and Assessment: To be in top third of institutions in National Student Survey (73% minimum is the rate needed for the top 3rd)","No",0.71,"2012-13",0.73,"2019-20",0.71,0.74,0.71,0.69,0.67,"e) Performance is below baseline","Student Success and Progression","Other"]
["10007776","7b",7,{"$f":"CONCATENATE(Targets!$A2089,\"-\",Targets!$B2089)","v":"10007776-7b"},{"$f":"CONCATENATE(Targets!$A2089,\"-\",Targets!$B2089,\"-\",Targets!$C2089)","v":"10007776-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Working with Year 12 students in Secondary Schools across the LB of Merton. Creative Industries programme of events to encourage HE aspiration and to inform students about careers in fields related to a number of degree programmes.","Yes",20,"2014-15","n/a","2015-16","n/a","n/a",20,20,"N/A","f) Target discontinued","Access","State school"]
["10007776","7b",8,{"$f":"CONCATENATE(Targets!$A2090,\"-\",Targets!$B2090)","v":"10007776-7b"},{"$f":"CONCATENATE(Targets!$A2090,\"-\",Targets!$B2090,\"-\",Targets!$C2090)","v":"10007776-7b-8"},"Outreach / WP activity (other - please give details in the next column)","Working with Year 12 students in Secondary Schools across the LB of Camden. Creative Industries programme of events to encourage HE aspiration and to inform students about careers in fields related to a number of degree programmes.","Yes",20,"2014-15","n/a","2015-16","n/a","n/a",20,20,"N/A","f) Target discontinued","Access","State school"]
["10007776","7b",9,{"$f":"CONCATENATE(Targets!$A2091,\"-\",Targets!$B2091)","v":"10007776-7b"},{"$f":"CONCATENATE(Targets!$A2091,\"-\",Targets!$B2091,\"-\",Targets!$C2091)","v":"10007776-7b-9"},"Outreach / WP activity (other - please give details in the next column)","Working with a local secondary school, Putney High School, and Gifted & Talented local primary school students from non-traditional/non-familial HE backgrounds to develop aspirations to HE and to help with transitions to secondary school. Three-year programme.","Yes",52,"2015-16","n/a","2017-18","n/a","n/a",52,52,52,"b) Yearly milestone met","Access","Socio-economic"]
["10007776","7b",10,{"$f":"CONCATENATE(Targets!$A2092,\"-\",Targets!$B2092)","v":"10007776-7b"},{"$f":"CONCATENATE(Targets!$A2092,\"-\",Targets!$B2092,\"-\",Targets!$C2092)","v":"10007776-7b-10"},"Outreach / WP activity (collaborative - please give details in the next column)","Participation in Vocational Progression Conference for Year 12 Level 3 Learners (BTEC). Co-ordinated by London South Aimhigher.","Yes",85,"2014-15",85,"2019-20",81,"n/a",45,28,35,"e) Performance is below baseline","Access","Other"]
["10007776","7b",11,{"$f":"CONCATENATE(Targets!$A2093,\"-\",Targets!$B2093)","v":"10007776-7b"},{"$f":"CONCATENATE(Targets!$A2093,\"-\",Targets!$B2093,\"-\",Targets!$C2093)","v":"10007776-7b-11"},"Outreach / WP activity (collaborative - please give details in the next column)","Participation in Year 13 'Applying to HE' Conference. Co-ordinated by London Soth Aimhigher.","Yes",160,"2014-15",160,"2019-20","n/a","n/a",152,158,90,"e) Performance is below baseline","Access","Other"]
["10007768","7a",1,{"$f":"CONCATENATE(Targets!$A2094,\"-\",Targets!$B2094)","v":"10007768-7a"},{"$f":"CONCATENATE(Targets!$A2094,\"-\",Targets!$B2094,\"-\",Targets!$C2094)","v":"10007768-7a-1"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 2) (Young, full-time, first degree entrants)","Young degree entrants","No",6.0999999999999999E-2,"2013-14",4.4999999999999901E-2,"2019-20",8.2000000000000003E-2,6.3E-2,7.4999999999999997E-2,0.10199999999999899,"-","e) Performance is below baseline","Student Success","Low participation neighbourhood (LPN)"]
["10007768","7a",2,{"$f":"CONCATENATE(Targets!$A2095,\"-\",Targets!$B2095)","v":"10007768-7a"},{"$f":"CONCATENATE(Targets!$A2095,\"-\",Targets!$B2095,\"-\",Targets!$C2095)","v":"10007768-7a-2"},"HESA T1a - State School (Young, full-time, first degree entrants)","Young degree entrants","No",0.90100000000000002,"2014-15",0.91400000000000003,"2019-20",0.90900000000000003,0.90100000000000002,0.90100000000000002,0.90300000000000002,0.90600000000000003,"b) Yearly milestone met","Access","State school"]
["10007768","7a",3,{"$f":"CONCATENATE(Targets!$A2096,\"-\",Targets!$B2096)","v":"10007768-7a"},{"$f":"CONCATENATE(Targets!$A2096,\"-\",Targets!$B2096,\"-\",Targets!$C2096)","v":"10007768-7a-3"},"HESA T1a - Low participation neighbourhoods (POLAR2) (Young, full-time, first degree entrants)","Young degree entrants","No",8.8999999999999899E-2,"2014-15",0.12,"2019-20",9.9000000000000005E-2,9.8000000000000004E-2,8.8999999999999996E-2,9.5000000000000001E-2,9.8000000000000004E-2,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007792","7a",10,{"$f":"CONCATENATE(Targets!$A2097,\"-\",Targets!$B2097)","v":"10007792-7a"},{"$f":"CONCATENATE(Targets!$A2097,\"-\",Targets!$B2097,\"-\",Targets!$C2097)","v":"10007792-7a-10"},"Other statistic - Completion/Non continuation (please give details in the next column)","Completion rates for both primary and secondary PGCE programmes","No",0.9,"2011-12",0.95,"2019-20",90.7,92.03,91.88,91,92.05,"c) Progress made – but less than anticipated","Student Success","Multiple"]
["10005553","7b",8,{"$f":"CONCATENATE(Targets!$A2098,\"-\",Targets!$B2098)","v":"10005553-7b"},{"$f":"CONCATENATE(Targets!$A2098,\"-\",Targets!$B2098,\"-\",Targets!$C2098)","v":"10005553-7b-8"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Number of schools participating in our Long Term Outreach Scheme","No",5,"2014-15",20,"2019-20","-","-",0,10,10,"b) Yearly milestone met","Access","Multiple"]
["10007792","7a",11,{"$f":"CONCATENATE(Targets!$A2099,\"-\",Targets!$B2099)","v":"10007792-7a"},{"$f":"CONCATENATE(Targets!$A2099,\"-\",Targets!$B2099,\"-\",Targets!$C2099)","v":"10007792-7a-11"},"HESA T1a - State School (Young, full-time, first degree entrants)","-","No",0.67400000000000004,"2011-12",0.73,"2019-20",69.099999999999895,67.400000000000006,68,68.5,69.400000000000006,"c) Progress made – but less than anticipated","Access","State school"]
["10007792","7b",1,{"$f":"CONCATENATE(Targets!$A2100,\"-\",Targets!$B2100)","v":"10007792-7b"},{"$f":"CONCATENATE(Targets!$A2100,\"-\",Targets!$B2100,\"-\",Targets!$C2100)","v":"10007792-7b-1"},"Operational targets","A three-year roll out of peer support programmes with UG students, starting with Sept 2015-16 cohort","No",0,"2014/15","850 mentors and mentees over 3 year programme","2018/19","-","-","340 mentors supported 3218 mentees","310 mentors supported 3092 mentees ","374 mentors supported 3413 mentees","a) Overall target met/exceeded","Student Success","Multiple"]
["10007792","7b",2,{"$f":"CONCATENATE(Targets!$A2101,\"-\",Targets!$B2101)","v":"10007792-7b"},{"$f":"CONCATENATE(Targets!$A2101,\"-\",Targets!$B2101,\"-\",Targets!$C2101)","v":"10007792-7b-2"},"Operational targets","WP students securing placements and internships","No",0,"2014/15",100,"2016/17","-","-","-",190,256,"a) Overall target met/exceeded","Student Success and Progression","Multiple"]
["10007775","7b",8,{"$f":"CONCATENATE(Targets!$A2102,\"-\",Targets!$B2102)","v":"10007775-7b"},{"$f":"CONCATENATE(Targets!$A2102,\"-\",Targets!$B2102,\"-\",Targets!$C2102)","v":"10007775-7b-8"},"Outreach / WP activity (other - please give details in the next column)","Deliver primary school visit programme up to ten schools, 300 participants, by 2019-20, (having revised the Primary School visit programme to ensure maximum impact).","No","100 participants","2012-13","300 participants","2019-20","primary school visit programme delivered. 100 participants","No programme delivered in 2013-14 see commentary for details","New primary programme designed and delivered, 66 attendees across 4 activities","Primary school programme delivered with 381 attendees","Primary school programme delivered with 270 attendees","b) Yearly milestone met","Access","Multiple"]
["10007775","7b",9,{"$f":"CONCATENATE(Targets!$A2103,\"-\",Targets!$B2103)","v":"10007775-7b"},{"$f":"CONCATENATE(Targets!$A2103,\"-\",Targets!$B2103,\"-\",Targets!$C2103)","v":"10007775-7b-9"},"Outreach / WP activity (other - please give details in the next column)","To deliver a school visit programme for targeted secondary schools in east and north London","No","350 participants","2013-14","500 participants","2019-20","secondary school programe delivered 300 participants","Secondary School delivered 350 participants","Secondary school visit day programme delivered, 369 students attended across 14 events","Secondary school visit day programme delivered, 505 students attended","Secondary school visit day programme deliverd, 587 students attended","a) Overall target met/exceeded","Access","Multiple"]
["10003863","7a",7,{"$f":"CONCATENATE(Targets!$A2104,\"-\",Targets!$B2104)","v":"10003863-7a"},{"$f":"CONCATENATE(Targets!$A2104,\"-\",Targets!$B2104,\"-\",Targets!$C2104)","v":"10003863-7a-7"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","% of full-time UG students in receipt of DSA","No",5.8999999999999997E-2,"2013-14",6.9000000000000006E-2,"2019-20",4.5999999999999999E-2,5.8999999999999997E-2,6.2E-2,6.0999999999999902E-2,"-","c) Progress made – but less than anticipated","Access","Disability"]
["10003863","7b",1,{"$f":"CONCATENATE(Targets!$A2105,\"-\",Targets!$B2105)","v":"10003863-7b"},{"$f":"CONCATENATE(Targets!$A2105,\"-\",Targets!$B2105,\"-\",Targets!$C2105)","v":"10003863-7b-1"},"Outreach / WP activity (other - please give details in the next column)","To further increase the scale of intervention with targetted schools and colleges","No",228,"2012-13",350,"2019-20",228,228,329,345,224,"e) Performance is below baseline","Access","State school"]
["10003614","7a",1,{"$f":"CONCATENATE(Targets!$A2106,\"-\",Targets!$B2106)","v":"10003614-7a"},{"$f":"CONCATENATE(Targets!$A2106,\"-\",Targets!$B2106,\"-\",Targets!$C2106)","v":"10003614-7a-1"},"Other statistic - Gender (please give details in the next column)","Increase proportion of males enrolling on primary ITE programmes","No",47,"2013-14",0.18,"2020-21",69,47,59,"58 (15%)","65 (18%)","a) Overall target met/exceeded","Access","Gender"]
["10003614","7a",2,{"$f":"CONCATENATE(Targets!$A2107,\"-\",Targets!$B2107)","v":"10003614-7a"},{"$f":"CONCATENATE(Targets!$A2107,\"-\",Targets!$B2107,\"-\",Targets!$C2107)","v":"10003614-7a-2"},"Other statistic - Ethnicity (please give details in the next column)","Increase proportion of BME students enrolling on ITE programmes","No",11,"2013-14",5.8000000000000003E-2,"2020-2021",5,11,10,"18 (5%)","17 (5%)","d) No progress made against baseline","Access","Ethnicity"]
["10003614","7a",3,{"$f":"CONCATENATE(Targets!$A2108,\"-\",Targets!$B2108)","v":"10003614-7a"},{"$f":"CONCATENATE(Targets!$A2108,\"-\",Targets!$B2108,\"-\",Targets!$C2108)","v":"10003614-7a-3"},"Other statistic - Ethnicity (please give details in the next column)","Achievement of 1st or 2(i) for BME UK-domicile students as compared with white UK-domicile students","No","18 percentage points gap","2014-15","13 percentage pts gap","2020-2021","-","-","18 percentage points gap","21.5 percentage points","-","e) Performance is below baseline","Student Success","Ethnicity"]
["10003614","7a",4,{"$f":"CONCATENATE(Targets!$A2109,\"-\",Targets!$B2109)","v":"10003614-7a"},{"$f":"CONCATENATE(Targets!$A2109,\"-\",Targets!$B2109,\"-\",Targets!$C2109)","v":"10003614-7a-4"},"Other statistic - Gender (please give details in the next column)","Progression to full-time work or full-time study for males as compared with females (1st degree students)","No","15 percentage points gap","2012-13","<10 percentage pts gap","2020-2021","15 percentage points gap","4 percentage points gap","5 percentage points","-","-","b) Yearly milestone met","Progression","Gender"]
["10003614","7a",5,{"$f":"CONCATENATE(Targets!$A2110,\"-\",Targets!$B2110)","v":"10003614-7a"},{"$f":"CONCATENATE(Targets!$A2110,\"-\",Targets!$B2110,\"-\",Targets!$C2110)","v":"10003614-7a-5"},"HESA T1a - State School (Young, full-time, first degree entrants)","Recruitment of students from state schools","No",0.97,"2012-13",0.97,"2019-20",97,95.9,96.1,95.9,"-","d) No progress made against baseline","Access","State school"]
["10003614","7a",6,{"$f":"CONCATENATE(Targets!$A2111,\"-\",Targets!$B2111)","v":"10003614-7a"},{"$f":"CONCATENATE(Targets!$A2111,\"-\",Targets!$B2111,\"-\",Targets!$C2111)","v":"10003614-7a-6"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Recruitment of students from low participation neighbourhoods","No",0.13,"2012-13",0.13500000000000001,"2019-20",13,13.4,11.6,12.2,"-","d) No progress made against baseline","Access","Low participation neighbourhood (LPN)"]
["10003614","7a",7,{"$f":"CONCATENATE(Targets!$A2112,\"-\",Targets!$B2112)","v":"10003614-7a"},{"$f":"CONCATENATE(Targets!$A2112,\"-\",Targets!$B2112,\"-\",Targets!$C2112)","v":"10003614-7a-7"},"HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)","Recruitment of students in receipt of DSA","No",0.115,"2011-12",0.115,"2019-20",12.1,13.2,13,12.6,"-","a) Overall target met/exceeded","Access","Disability"]
["10003614","7a",8,{"$f":"CONCATENATE(Targets!$A2113,\"-\",Targets!$B2113)","v":"10003614-7a"},{"$f":"CONCATENATE(Targets!$A2113,\"-\",Targets!$B2113,\"-\",Targets!$C2113)","v":"10003614-7a-8"},"HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants)","Student continuation","No",7.1999999999999995E-2,"Other (please give details in Description column)",7.0000000000000007E-2,"2019-20",9,8.3000000000000007,6.9,"-","-","b) Yearly milestone met","Student Success","Low participation neighbourhood (LPN)"]
["10003614","7b",1,{"$f":"CONCATENATE(Targets!$A2114,\"-\",Targets!$B2114)","v":"10003614-7b"},{"$f":"CONCATENATE(Targets!$A2114,\"-\",Targets!$B2114,\"-\",Targets!$C2114)","v":"10003614-7b-1"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Continue to develop Compact Scheme for potential applicants from partner colleges and school sixth forms in Hampshire and surrounding areas","No","19 partners engaging students/parents in Compact activities. 10 partners sending staff for CPD. 234 applicants applying through the scheme","2011-12","27 partners engaging students/parents in Compact activities. 14 partners sending staff for CPD. 280 applicants applying through the scheme","2019-20","21 workshops delivered at 10 partners.  39 students benefited from tailored offers. 18 parents events attended. Parents talks given at 8 open days. New parents press system subscribed to by 723 parents","28 workshops delivered at  13 partners. 72 applicants benefited from tailored offers. 22 parents events attended. Parents talks given at 8 open days. Parents press system subscribed to by 1208 parents. 9 campus visits from partners","21 workshops delivered at  13 partners. 96 applicants benefited from tailored offers. 61 parents events attended. Parents talks given at 8 open days. Parents press system subscribed to by 1272 parents. 4 campus visits from partners","107 applicants benefited from tailored offers\nParents talks given at 7 open days\n49 Workshops delivered to 19 partners\nParents events attended\n6 Campus visits by partners\nParents’ Press distributed at open days","71 applicants benefited from tailored offers\n6 parents’ talks given at open days\n43 Workshops delivered to 18 partners\n21 parents’ events attended\n14 campus visits by partners\n","c) Progress made – but less than anticipated","Access","State school"]
["10003614","7b",2,{"$f":"CONCATENATE(Targets!$A2115,\"-\",Targets!$B2115)","v":"10003614-7b"},{"$f":"CONCATENATE(Targets!$A2115,\"-\",Targets!$B2115,\"-\",Targets!$C2115)","v":"10003614-7b-2"},"Student support services","Recruit experienced students to become 'student mentors', supporting students from under-represented groups with their study skills.","No","15 student mentors working with minimum of 30 mentees in total","2014-15","25 student mentors working with minimum of 50 mentees in total","2019-20","13 student mentors worked with 52 mentees","20 student mentors worked with 93 mentees","18 student mentors worked with 111 mentees","20 student mentors worked with 118 mentees","24 student mentors, of whom 16 are from under-represented groups.  88 mentees, all of whom are from under-represented groups","b) Yearly milestone met","Student Success","Multiple"]
["10003614","7b",3,{"$f":"CONCATENATE(Targets!$A2116,\"-\",Targets!$B2116)","v":"10003614-7b"},{"$f":"CONCATENATE(Targets!$A2116,\"-\",Targets!$B2116,\"-\",Targets!$C2116)","v":"10003614-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Male staff attending majority of careers events and using presentations which portray male (and BME) teachers","No","10 events attended","2013-14","75% of events to have male staff attending","2019-20","Candidates have commented on the value of male representation","Out of 8 undergrad open days, 8 male staff attended across the 8 events.  2 out of 3 postgrad open evenings had male staff in attendance","76% of ITT careers events attended by male staff","78% of ITT careers events attended by male staff","78% of ITT careers events attended by male staff","a) Overall target met/exceeded","Access","Gender"]
["10003863","7b",2,{"$f":"CONCATENATE(Targets!$A2117,\"-\",Targets!$B2117)","v":"10003863-7b"},{"$f":"CONCATENATE(Targets!$A2117,\"-\",Targets!$B2117,\"-\",Targets!$C2117)","v":"10003863-7b-2"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","To further develop the programme of formal partnership arrangements with target WP schools and colleges","No",33,"2012-13",54,"2019-20",33,36,41,45,45,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007156","7b",3,{"$f":"CONCATENATE(Targets!$A2118,\"-\",Targets!$B2118)","v":"10007156-7b"},{"$f":"CONCATENATE(Targets!$A2118,\"-\",Targets!$B2118,\"-\",Targets!$C2118)","v":"10007156-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Off campus talks/ workshops  - Pre-16 Outreach (high schools) - with a minimum 50% of the attendees to be from low participation (based on POLAR 3) neighbourhoods","No","46 events","2015-16","120 participants over 6 events","2018/19",0,0,0,"46 events","1894 participants over 18 events","a) Overall target met/exceeded","Access","State school"]
["10007156","7b",4,{"$f":"CONCATENATE(Targets!$A2119,\"-\",Targets!$B2119)","v":"10007156-7b"},{"$f":"CONCATENATE(Targets!$A2119,\"-\",Targets!$B2119,\"-\",Targets!$C2119)","v":"10007156-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","Campus visits associated with Greater Manchester Higher","Yes","347 participants over 8 events","2015-16","450 participants over 10 events","2018/19",0,0,0,"347 participants over 8 events","320 participants over 13 events","e) Performance is below baseline","Access","State school"]
["10007156","7b",5,{"$f":"CONCATENATE(Targets!$A2120,\"-\",Targets!$B2120)","v":"10007156-7b"},{"$f":"CONCATENATE(Targets!$A2120,\"-\",Targets!$B2120,\"-\",Targets!$C2120)","v":"10007156-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Information, Advice and Guidance Sessions - Post 16 outreach (6th forms and FE colleges)","No","189 events","2015-16","900 participants over 100 events","2018/19",0,0,0,"189 events","202 events","a) Overall target met/exceeded","Access","State school"]
["10007156","7b",6,{"$f":"CONCATENATE(Targets!$A2121,\"-\",Targets!$B2121)","v":"10007156-7b"},{"$f":"CONCATENATE(Targets!$A2121,\"-\",Targets!$B2121,\"-\",Targets!$C2121)","v":"10007156-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Parents/ carers IAG sessions - Post 16 outreach (6th forms and FE colleges)","No","10 events","2015-16","500 participants over 10 events","2018/19",0,0,0,"10 events","550 participants over 11 events","a) Overall target met/exceeded","Access","State school"]
["10007156","7b",7,{"$f":"CONCATENATE(Targets!$A2122,\"-\",Targets!$B2122)","v":"10007156-7b"},{"$f":"CONCATENATE(Targets!$A2122,\"-\",Targets!$B2122,\"-\",Targets!$C2122)","v":"10007156-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Mature student IAG sessions - Post 16 outreach (6th forms and FE colleges)","No",0,"2015-16","100 participants over 10 events","2018/19",0,0,0,0,"40 participants over 4 events","e) Performance is below baseline","Access","Mature"]
["10007156","7b",8,{"$f":"CONCATENATE(Targets!$A2123,\"-\",Targets!$B2123)","v":"10007156-7b"},{"$f":"CONCATENATE(Targets!$A2123,\"-\",Targets!$B2123,\"-\",Targets!$C2123)","v":"10007156-7b-8"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","National Mentoring Consortium - Pilot initiative to provide mentors from local businesses for BME students","No","N/A - New measure","2016-17","30 students","2018/19",0,0,0,0,"26 students","e) Performance is below baseline","Student success","Ethnicity"]
["10007156","7b",9,{"$f":"CONCATENATE(Targets!$A2124,\"-\",Targets!$B2124)","v":"10007156-7b"},{"$f":"CONCATENATE(Targets!$A2124,\"-\",Targets!$B2124,\"-\",Targets!$C2124)","v":"10007156-7b-9"},"Outreach / WP activity (summer schools)","STEM subjects - summer school in conjunction with local employers.","No","N/A - New measure","2016-17","55 students","2018/19",0,0,0,0,"60 Students","a) Overall target met/exceeded","Access","Gender"]
["10005545","7a",1,{"$f":"CONCATENATE(Targets!$A2125,\"-\",Targets!$B2125)","v":"10005545-7a"},{"$f":"CONCATENATE(Targets!$A2125,\"-\",Targets!$B2125,\"-\",Targets!$C2125)","v":"10005545-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","Increase percentage of enrolments from state schools.","No",0.47599999999999998,"2013-14",0.65,"2019-20",50.3,47.6,57.6,46.8,52.5,"c) Progress made – but less than anticipated","Access","State school"]
["10005545","7a",2,{"$f":"CONCATENATE(Targets!$A2126,\"-\",Targets!$B2126)","v":"10005545-7a"},{"$f":"CONCATENATE(Targets!$A2126,\"-\",Targets!$B2126,\"-\",Targets!$C2126)","v":"10005545-7a-2"},"Other statistic - Other (please give details in the next column)","Increase percentage of enrolments from areas where participation in HE is low, and particularly in Quintile 1&2 areas. Measure from POLAR3 method (replaced POLAR2).","No",2.1000000000000001E-2,"2013-14",0.14000000000000001,"2019-20",3.8,2.1,2.2999999999999901,1.8,7.3,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10005545","7a",3,{"$f":"CONCATENATE(Targets!$A2127,\"-\",Targets!$B2127)","v":"10005545-7a"},{"$f":"CONCATENATE(Targets!$A2127,\"-\",Targets!$B2127,\"-\",Targets!$C2127)","v":"10005545-7a-3"},"HESA T2a - (Mature, full-time, first degree entrants)","Increase percentage of enrolments from mature students who are new entrants.","No",0.18099999999999999,"2013-14",0.25,"2019-20",8.4,18.100000000000001,14.8,10.9,"[AWATING DATA]","e) Performance is below baseline","Access","Mature"]
["10005545","7a",4,{"$f":"CONCATENATE(Targets!$A2128,\"-\",Targets!$B2128)","v":"10005545-7a"},{"$f":"CONCATENATE(Targets!$A2128,\"-\",Targets!$B2128,\"-\",Targets!$C2128)","v":"10005545-7a-4"},"Other statistic - Location (please give details in the next column)","Increase percentage of enrolments from local taget areas","No",0.2,"2012-13",0.23,"2019-20",11.4,15.2,11.6,11.4,13.3,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007139","7b",4,{"$f":"CONCATENATE(Targets!$A2129,\"-\",Targets!$B2129)","v":"10007139-7b"},{"$f":"CONCATENATE(Targets!$A2129,\"-\",Targets!$B2129,\"-\",Targets!$C2129)","v":"10007139-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Children's Storytelling Festival","No",5,"2009/10",15,"2019-20",10,40,"37 schools, 1474 young people","56 schools, 4107 young people","56 schools, 3588 young people","a) Overall target met/exceeded","Access","Multiple"]
["10007139","7b",5,{"$f":"CONCATENATE(Targets!$A2130,\"-\",Targets!$B2130)","v":"10007139-7b"},{"$f":"CONCATENATE(Targets!$A2130,\"-\",Targets!$B2130,\"-\",Targets!$C2130)","v":"10007139-7b-5"},"Outreach / WP activity (other - please give details in the next column)","University of Worcester Theatre in Education - 'Why Bother' school theatre production","No","3000 (60)","2010/11",3500,"2019-20",2500,"2580 (40)","1360 (33)","2163 (40)","-","f) Target discontinued","Access","Multiple"]
["10007139","7b",6,{"$f":"CONCATENATE(Targets!$A2131,\"-\",Targets!$B2131)","v":"10007139-7b"},{"$f":"CONCATENATE(Targets!$A2131,\"-\",Targets!$B2131,\"-\",Targets!$C2131)","v":"10007139-7b-6"},"Outreach / WP activity (summer schools)","Year 10 Summer school","Yes",120,"2008/10",300,"2016/17",20,22,107,50,52,"e) Performance is below baseline","Access","Multiple"]
["10007139","7b",7,{"$f":"CONCATENATE(Targets!$A2132,\"-\",Targets!$B2132)","v":"10007139-7b"},{"$f":"CONCATENATE(Targets!$A2132,\"-\",Targets!$B2132,\"-\",Targets!$C2132)","v":"10007139-7b-7"},"Outreach / WP activity (collaborative - please give details in the next column)","Proportion of engaged young people from disadvantaged backgrounds attaining 5 x GCSE A* to C inc English and Maths is greater than local average for young people from disadvantaged backgrounds, using a basket of indicators.\n\nBaseline year 2010/11 but impact on each cohort passing this milestone will be reported against the relevant benchmarking data for the academic year in which they complete Key Stage 4.  We are unable to report on this target for the 2014 / 2015 cohort due to a 9 month delay on the part of the DfE National Pupil Database in the provision of administrative data.","Yes","44.1% Bham FSM\n32.3% solihull FSM","Other (please give details in Description column)","+4% over baseline","2019-20","76.9% (baseline 39.6%)","60.2% (baseline 34.3%)","58.4%\n(Baseline  33.4%)","Awaiting NPD request","N/A","b) Yearly milestone met","Access","Multiple"]
["10007139","7b",8,{"$f":"CONCATENATE(Targets!$A2133,\"-\",Targets!$B2133)","v":"10007139-7b"},{"$f":"CONCATENATE(Targets!$A2133,\"-\",Targets!$B2133,\"-\",Targets!$C2133)","v":"10007139-7b-8"},"Outreach / WP activity (collaborative - please give details in the next column)","Number of young people from disadvantaged backgrounds engaged in intensive activty with collaborative partnership using a basket of indicators. \n\nBaseline year is 2010/11 to enable overall growth in beneficiaries since the inception of the project to be reported.","Yes",500,"Other (please give details in Description column)",1000,"2019-20",660,768,1001,1021,1108,"a) Overall target met/exceeded","Access","Multiple"]
["10007139","7b",9,{"$f":"CONCATENATE(Targets!$A2134,\"-\",Targets!$B2134)","v":"10007139-7b"},{"$f":"CONCATENATE(Targets!$A2134,\"-\",Targets!$B2134,\"-\",Targets!$C2134)","v":"10007139-7b-9"},"Outreach / WP activity (other - please give details in the next column)","Access to the professions.  The institution is strongly committed to expanding our outreach and aspiration raising activity to include access to the professions.  We will deliver a programme of awareness raising activity that will focus on raising the professional status of teaching and other professional careers amongst widening participation groups.  Activity will be targeted at a wide geographical area and a diverse audience.  Included in the programme will be promotional work shops, role model mentoring and open events.  The programme will have focus on young and mature learners and both PG and UG","No",0.18210000000000001,"2012",0.23,"2016-17",0.28999999999999998,0.2,0.22,0.28000000000000003,"-","a) Overall target met/exceeded","Access","Multiple"]
["10007139","7b",10,{"$f":"CONCATENATE(Targets!$A2135,\"-\",Targets!$B2135)","v":"10007139-7b"},{"$f":"CONCATENATE(Targets!$A2135,\"-\",Targets!$B2135,\"-\",Targets!$C2135)","v":"10007139-7b-10"},"Outreach / WP activity (collaborative - please give details in the next column)","Collaborative delivery of Mentoring, summer schools.  To share data management, targeting and evaluation","Yes",0,"2012/13",0,"0","-","-","-","see collaborative target progress in row 110","see collaborative target progress in row 110","b) Yearly milestone met","Access","Multiple"]
["10003854","7a",1,{"$f":"CONCATENATE(Targets!$A2136,\"-\",Targets!$B2136)","v":"10003854-7a"},{"$f":"CONCATENATE(Targets!$A2136,\"-\",Targets!$B2136,\"-\",Targets!$C2136)","v":"10003854-7a-1"},"HESA T1c - Low participation neighbourhoods (POLAR3) (Young, full-time, other undergraduate entrants)","% of new entrants from WP postcodes based on HESA table 1b","No",0.108,"2011-12",0.13,"2019-20",12.2,15,15.1,9.2999999999999999E-2,0.11,"c) Progress made – but less than anticipated","Access","Low participation neighbourhood (LPN)"]
["10007150","7b",2,{"$f":"CONCATENATE(Targets!$A2137,\"-\",Targets!$B2137)","v":"10007150-7b"},{"$f":"CONCATENATE(Targets!$A2137,\"-\",Targets!$B2137,\"-\",Targets!$C2137)","v":"10007150-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Providing progression \ncurriculum in Partner Schools and KMPF Schools","No","95% of academic departments involved in delivery\n\nStepping up (generic aspiration raising and study skills) delivered in all 19 schools across 56 cohorts attracting 1215 students","Other (please give details in Description column)","Stepping up delivered in 35 schools across 75 cohorts attracting 1600 students","2019-20","95% of academic departments  active.  176 activities delivered to 8401 participants from Partner Schools.  144 KMPF activities offered to 5384 participants.  110 curriculum elements offered in 15 schools to 2787 participants Stepping up modules  delivered in 25 schools across 71 cohorts attracting 1308 students","95% of academic departments active.  149 activities delivered to 6953 participant from Partner Schools. 225 KMPF activities offered to 9281 participants. 104 curriculum elements offered in 15 schools to 2705 participants.  Stepping up modules offered in 31 schools across 95 cohorts attracting 2635 students.","95% of academic departments active. 202 activities delivered to 8369 participants from Partner Schools. 149 KMPF activities offered to 5585 participants. As above. 140 curriculum elements offered in 21 partner schools to 3242 participants. Stepping up modules offered in 24 schools across 83 cohorts attracting 1584 students.","95% of academic departments are involved in delivery. \n\nStepping up delivered in 20 schools across 61 cohorts attracting 1082 students","95% of academic departments are involved in delivery. Stepping up delivered in 19 schools across 49 cohorts attracting 921 students","e) Performance is below baseline","Access","Multiple"]
["10007150","7b",3,{"$f":"CONCATENATE(Targets!$A2138,\"-\",Targets!$B2138)","v":"10007150-7b"},{"$f":"CONCATENATE(Targets!$A2138,\"-\",Targets!$B2138,\"-\",Targets!$C2138)","v":"10007150-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Support progression from FE to HE","No","1175 FE participants in workshops, visits and progression activities","Other (please give details in Description column)","1600 participants","2019-20","1468 FE participants benefitted from 63 workshops and progression activities. 64 subject based activities were run in 12 schools and on campus attracting 1903 participants. 20 of these subject events were run for Brompton Academy","2088 FE participants benefitted from 81 workshops and progression activities.  54 subject based activities were run in 11 partner school and on campus attracting 1355 participants.  11 of these subject events were run for Brompton Academy.","1640 FE participants benefited from 77 workshops and progression activities. 98 subject based activities were run in 20 partner schools and on campus attracting 2380 participants. 26 of these subject events were run for Brompton Academy","1787 FE participants from 5 colleges benefited from 63 workshops and progression activities","1397 FE participants from 4 colleges benefited from 61 workshops and progression activities","c) Progress made – but less than anticipated","Access","Multiple"]
["10007150","7b",4,{"$f":"CONCATENATE(Targets!$A2139,\"-\",Targets!$B2139)","v":"10007150-7b"},{"$f":"CONCATENATE(Targets!$A2139,\"-\",Targets!$B2139,\"-\",Targets!$C2139)","v":"10007150-7b-4"},"Operational targets","Large events (including language and science based events)","No","3 large European days held attracting 556 participants","Other (please give details in Description column)","Minimum of 12 large events","2019-20","2 large language days, 4 arts/sciences days,  3 science events - 9 events with1196 participants","4 large language days, 4 arts/sciences days, 3 large science events with 1492 participants","4 large language days, 4 arts/sciences days, 4 large science/maths days with 1328 participants.","4 large language days, 4 arts/science days. 4 large science events with 956 participants","3 large language days, 5 arts/science days, 4 large science events with 1410 participants","a) Overall target met/exceeded","Access","Multiple"]
["10007150","7b",5,{"$f":"CONCATENATE(Targets!$A2140,\"-\",Targets!$B2140)","v":"10007150-7b"},{"$f":"CONCATENATE(Targets!$A2140,\"-\",Targets!$B2140,\"-\",Targets!$C2140)","v":"10007150-7b-5"},"Outreach / WP activity (summer schools)","Residential summer school to be retained and subject based schools to be developed","No","The University has run two summer schools per year including those funded through Aimhigher.","Other (please give details in Description column)","One residential school per annum","2019-20","A residential summer school for FE students attracted 53 students.  The Partner Schools and KMPF summer school attracted 38 participants and a non-residentail architecture summer school attracted 19 participants.","A residential summer school for FE students attracted 57 students.  Two partner school and KMPF summer schools attracted 102 students.  Non residential subject summer schools in Architecture and Pharmacy attracted 29 and 23 students respectively.","A residential summer school for FE students attracted 48 students.  One Partner and KMPF summer school attracted 57 students.  Non residential subject summer schools in Pharmacy and Architecture attracted 18 and 29 students respectively.","One residential Summer School for FE students attracted 40 students. One Partner and KMPF Summer School attracted 57 students. Non residential subject summer schools in Pharmacy, Architecture and History attracted a total of 56 students. 13 Brompton students attended a residential at Kent centre in Athens.","One residential Summer School for FE students attracted 71 students. Two Partner and KMPF Summer School attracted 89 students. Non residential subject summer schools in  Architecture attracted a total of 12 students. 16 Brompton students attended a residential at Kent centre in Rome.","a) Overall target met/exceeded","Access","Multiple"]
["10006378","7b",2,{"$f":"CONCATENATE(Targets!$A2141,\"-\",Targets!$B2141)","v":"10006378-7b"},{"$f":"CONCATENATE(Targets!$A2141,\"-\",Targets!$B2141,\"-\",Targets!$C2141)","v":"10006378-7b-2"},"Outreach / WP activity (other - please give details in the next column)","extend widening participation activities in 1 key partner school in a low aspiration area","Yes","1 taster day currently offered to intereseted year 10s","2011-12","all year 10s in partner schools to be offered a taster day","2019-20","several taster sessions offered to all partner schools","several taster sessions offered to all partner schools","several taster sessions offered to all partner schools","Several taster sessions offered to all  partner schools","several taster sessions offered to all partner schools ","a) Overall target met/exceeded","Access","State school"]
["10006378","7b",3,{"$f":"CONCATENATE(Targets!$A2142,\"-\",Targets!$B2142)","v":"10006378-7b"},{"$f":"CONCATENATE(Targets!$A2142,\"-\",Targets!$B2142,\"-\",Targets!$C2142)","v":"10006378-7b-3"},"Outreach / WP activity (other - please give details in the next column)","strengthen and develop current IAG activity in relation to college 16-18 students with a particular focus on those in receipt of the cash bursary to improve progression to HE from under represented groups","No","33 students currently in receipt of guarenteed bursaries","2011-12","targetted advice and progression","2019-20","-",18,37,"43 students now receiving bursaries","49 students now receiving bursaries ","a) Overall target met/exceeded","Access","Socio-economic"]
["10006378","7b",4,{"$f":"CONCATENATE(Targets!$A2143,\"-\",Targets!$B2143)","v":"10006378-7b"},{"$f":"CONCATENATE(Targets!$A2143,\"-\",Targets!$B2143,\"-\",Targets!$C2143)","v":"10006378-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Developm impartial IAG within East Somerset Partnership to support awareness of the HE progression opportunities ( in light of the loss of careers advice)","Yes","no collaborative activity currently exists","2011-12","widen the catchment area to share HE IAG","2019-20","-","HE IAG to 5 schools in the area supporting 11-18 year olds","HE IAG to 5 schools in the area supporting 11-18 year olds","This has now been extended into Yeovil area","HE IAG now extends beyond the county boundary ","a) Overall target met/exceeded","Access","State school"]
["10007823","7a",1,{"$f":"CONCATENATE(Targets!$A2144,\"-\",Targets!$B2144)","v":"10007823-7a"},{"$f":"CONCATENATE(Targets!$A2144,\"-\",Targets!$B2144,\"-\",Targets!$C2144)","v":"10007823-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Maintain recruitment level from low participation neighbourhoods.","No",0.20799999999999999,"2013-14",0.215,"2019-20",0.218,0.20799999999999999,0.215,0.20399999999999899,"-","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007823","7a",2,{"$f":"CONCATENATE(Targets!$A2145,\"-\",Targets!$B2145)","v":"10007823-7a"},{"$f":"CONCATENATE(Targets!$A2145,\"-\",Targets!$B2145,\"-\",Targets!$C2145)","v":"10007823-7a-2"},"Other statistic - Care-leavers (please give details in the next column)","Maintain the recruitment level of care leavers into the institution.","Yes",12,"2011-12",12,"2019-20",22,30,34,32,34,"a) Overall target met/exceeded","Access","Care leavers"]
["10007150","7b",6,{"$f":"CONCATENATE(Targets!$A2146,\"-\",Targets!$B2146)","v":"10007150-7b"},{"$f":"CONCATENATE(Targets!$A2146,\"-\",Targets!$B2146,\"-\",Targets!$C2146)","v":"10007150-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Ambassadors: Offer a comprehensive student ambassador programme including voluntary, paid and credit bearing options","No","There were over 130 paid ambassadors and nearly 100 volunteers.  6632 hours of paid ambassador work funded to support outreach work against an original target of 4000.\n\n11 students took credit-bearing modules in Maths and Computing.  Other modules are being developed","Other (please give details in Description column)","21000 paid hours undertaken.  Scheme broadening to include internship type experiences for target students.","2019-20","354 paid ambassadors inc PG.  10884  hours of paid ambassador work supported outreach work. 859 students achieved a volunteering award with 12% of these engaged in work in the community. 25 students took credit bearing modules in computing, politics and languages","363 Paid ambassadors inc 78 PG. 17686 hours of paid ambassador work supported outreach work. 756 students achieved a volunteering including 35 who took the academic volunteering module (KSCV Platinum). 636 students logged hours in the community. 73 Students took credit bearing modules in computing, music, politics, languages, comparative literature, classics and religion and philosophy.","390 paid ambassadors including 188 postgraduates. 19056 hours of paid ambassador work supporting ourreach work.  602 students achieved a volunteering award including 25 who took the academic volunteering module (KSCV Platinum) 595 students logged hours in the community.  66 students took credit bearing modules in computing, music, politics, languages, comparative literature, classics, religion, philosophy and social sciences.  For the first time all students in the Faculty of Social Sciences had access to a credit bearing module working in schools.","355 paid ambassadors including 71 postgraduates. 18154 hours of paid ambassador work supporting outreach work.\n523 students achieved a volunteering award including 21 gaining the platinum award. \n99 students took credit bearing modules in computing, music, politics, languages, comparative literature, classics, religion, philosophy and social sciences.  All students in the Faculty of Social Sciences had access to a credit bearing module working in schools.","291 paid ambassadors including 86 postgraduates. 16150 hours of paid ambassador work supporting outreach work. 568 students achieved a volunteering award including 23 gaining the platinum award. 86 students took credit bearing modules in computing, music, politics, languages, comparative literature, classics, religion, philosophy and social sciences.  All students in the Faculty of Social Sciences had access to a credit bearing module working in schools.","c) Progress made – but less than anticipated","Access","Multiple"]
["10007150","7b",7,{"$f":"CONCATENATE(Targets!$A2147,\"-\",Targets!$B2147)","v":"10007150-7b"},{"$f":"CONCATENATE(Targets!$A2147,\"-\",Targets!$B2147,\"-\",Targets!$C2147)","v":"10007150-7b-7"},"Outreach / WP activity (other - please give details in the next column)","Teacher support and postgraduate scholarships: Engage with teachers and learning support staff on CPD and postgraduate learning. Deliver postgraduate scholarships for PhD students undertaking QTS at sponsor school","No","Masters programme in place","2015-16",4,"2020-21","Masters programme for teachers established.  Unable to recruit to scholarship in original form but higher number of Maths and Sciences postgraduates working in support of level 3 work in schools.","Subjects supported by current masters and PhD students.","The development of joint post graduate and teacher training provision is now being piloted with our sponsored school, Brompton Academy.","Scheme to begin for new recruits for 2016-17","5 students engaged with programme","e) Performance is below baseline","Access","Multiple"]
["10007150","7b",8,{"$f":"CONCATENATE(Targets!$A2148,\"-\",Targets!$B2148)","v":"10007150-7b"},{"$f":"CONCATENATE(Targets!$A2148,\"-\",Targets!$B2148,\"-\",Targets!$C2148)","v":"10007150-7b-8"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Sponsorship of Brompton Academy","No","Data in Key Performance Indicators (KPIs) within School Improvement Plan (SIP) submitted to DfE.  \n\n5 University-led curriculum based projects to underpin new specialisms of Sciences and Arts and to drive up attainment.\n\nDevelopment of 6th form curriculum.\n\nLead community engagement at higher educational level (3 and above) in recognition of low attainment area","Other (please give details in Description column)","Targets in SIP","2019-20","Data available if required by OFFA","Data available if required by OFFA","Data available if required by OFFA","Data available if required by OFFA","Data available if required by OFFA","b) Yearly milestone met","Access","Multiple"]
["10007150","7b",9,{"$f":"CONCATENATE(Targets!$A2149,\"-\",Targets!$B2149)","v":"10007150-7b"},{"$f":"CONCATENATE(Targets!$A2149,\"-\",Targets!$B2149,\"-\",Targets!$C2149)","v":"10007150-7b-9"},"Mission targets","Commitment to widening participation retained in new plan.","No","Strategic Plan","2015-16","New strategic plan prepared","2019-20","Ongoing","Ongoing","Ongoing","Ongoing","Ongoing","b) Yearly milestone met","Access, Student Success and Progression","Multiple"]
["10007150","7b",10,{"$f":"CONCATENATE(Targets!$A2150,\"-\",Targets!$B2150)","v":"10007150-7b"},{"$f":"CONCATENATE(Targets!$A2150,\"-\",Targets!$B2150,\"-\",Targets!$C2150)","v":"10007150-7b-10"},"Mission targets","New Widening Participation Plan","Yes","Access Agreement","2015-16","Collaborative targets under each relevant section","2019-20","Ongoing","Ongoing","Ongoing","Ongoing","Ongoing","b) Yearly milestone met","Access, Student Success and Progression","Multiple"]
["10007150","7b",11,{"$f":"CONCATENATE(Targets!$A2151,\"-\",Targets!$B2151)","v":"10007150-7b"},{"$f":"CONCATENATE(Targets!$A2151,\"-\",Targets!$B2151,\"-\",Targets!$C2151)","v":"10007150-7b-11"},"Lifelong learning","Family learning","No","Family learning curriculum offered in Medway","Other (please give details in Description column)","Family learning curriculum offered in Medway","2019-20","60 students enrolled on four Access pathways in psychology, English/creative writing, sociology and biology","52 students enrolled on five Access pathways in psychology, English/creative writing, sociology, biology and fine art.","52 students enrolled on five Access pathways in psychology, English/creative writing, sociology, biology and fine art.","54 students enrolled on five Access pathways in psychology, English/creative writing, sociology, biology and fine art.","66 students enrolled on five Access pathways in psychology, English/creative writing, sociology, biology and fine art.","a) Overall target met/exceeded","Access","Mature"]
["10007150","7b",12,{"$f":"CONCATENATE(Targets!$A2152,\"-\",Targets!$B2152)","v":"10007150-7b"},{"$f":"CONCATENATE(Targets!$A2152,\"-\",Targets!$B2152,\"-\",Targets!$C2152)","v":"10007150-7b-12"},"Outreach / WP activity (collaborative - please give details in the next column)","Increase range of year groups who participate in KMPF outreach programmes with partner HEIs","Yes","Yr 7-8 , 2299\nYr 9, 3298\nYr 10, 2987\nYr 11, 4907\nYr 12-13, 7110\nFE, 108\nTotal 20709","2013-14","Yr 7-8 , 2299\nYr 9, 3298\nYr 10, 2987\nYr 11, 4907\nYr 12-13, 7110\nFE, 108\nTotal 20709","2019-20","Yr 7-8 2300, Yr 9 1564, Yr 10 1392, Yr 11 2830, Yr 12-13 5018","Yr 7-8 2299, Yr 9 3298, Yr 10 2987, Yr 11 4907, Yr 12-13 7110","Yr 7-8 1292, Yr 9 1831, Yr 10 2160, Yr 11 2542, Yr 12-13 8063","Yr7-8 , 1779\nYear 9 , 2298\nYear10, 1928\nYear 11, 2796\nYear 12-13, 5059","Yr 7-8 4301\nYr9 1653\nYr 10 1660\nYr 11 1243\nYr 12-13 6979\n","b) Yearly milestone met","Access","Multiple"]
["10007150","7b",13,{"$f":"CONCATENATE(Targets!$A2153,\"-\",Targets!$B2153)","v":"10007150-7b"},{"$f":"CONCATENATE(Targets!$A2153,\"-\",Targets!$B2153,\"-\",Targets!$C2153)","v":"10007150-7b-13"},"Outreach / WP activity (collaborative - please give details in the next column)","KS4 destination. Increase proportion who stay on in education. Reduce the gap between KMPF schools and LA average","Yes","KMPF 81%","2011-12",0.81,"2019-20",0.86,0.86,0.86,"NA","-","b) Yearly milestone met","Access","Multiple"]
["10007150","7b",14,{"$f":"CONCATENATE(Targets!$A2154,\"-\",Targets!$B2154)","v":"10007150-7b"},{"$f":"CONCATENATE(Targets!$A2154,\"-\",Targets!$B2154,\"-\",Targets!$C2154)","v":"10007150-7b-14"},"Outreach / WP activity (collaborative - please give details in the next column)","Help KMPF schools to improve KS4 results. % of disadvantaged students achieving 5 A*-C including Maths and English.","Yes","30%  average across KMPF schools.  Kent LA average 29%. Medway LA average 25%.","2013-14",0.3,"2019-20",0.3,0.3,0.26,0.25,"-","f) Target discontinued","Access","Multiple"]
["10007786","7a",7,{"$f":"CONCATENATE(Targets!$A2155,\"-\",Targets!$B2155)","v":"10007786-7a"},{"$f":"CONCATENATE(Targets!$A2155,\"-\",Targets!$B2155,\"-\",Targets!$C2155)","v":"10007786-7a-7"},"Other statistic - Other (please give details in the next column)","Intake from low perfroming schools and colleges","No",0.157,"2013-14",0.20699999999999999,"2019-20",16,15.7,17.5,21,24.4,"a) Overall target met/exceeded","Access","Other"]
["10007786","7a",8,{"$f":"CONCATENATE(Targets!$A2156,\"-\",Targets!$B2156)","v":"10007786-7a"},{"$f":"CONCATENATE(Targets!$A2156,\"-\",Targets!$B2156,\"-\",Targets!$C2156)","v":"10007786-7a-8"},"Other statistic - Mature (please give details in the next column)","Intake from mature students","No",5.1999999999999998E-2,"2013-14",0.06,"2019-20",4.5999999999999899,5.2,5.7,5.2,5,"e) Performance is below baseline","Access","Mature"]
["10005404","7a",10,{"$f":"CONCATENATE(Targets!$A2157,\"-\",Targets!$B2157)","v":"10005404-7a"},{"$f":"CONCATENATE(Targets!$A2157,\"-\",Targets!$B2157,\"-\",Targets!$C2157)","v":"10005404-7a-10"},"HESA T1c - Low participation neighbourhoods (POLAR2) (Young, full-time, other undergraduate entrants)","Improve the percentage of first year students from POLAR 1–2 geographic areas","Yes",28,"2015-16",35,"2019-20",0,0,0,28,30,"b) Yearly milestone met","Access","Low participation neighbourhoods (LPN)"]
["10005404","7a",11,{"$f":"CONCATENATE(Targets!$A2158,\"-\",Targets!$B2158)","v":"10005404-7a"},{"$f":"CONCATENATE(Targets!$A2158,\"-\",Targets!$B2158,\"-\",Targets!$C2158)","v":"10005404-7a-11"},"Other statistic - Part-time (please give details in the next column)","Increase student numbers on the part time higher education provision to 60 by 2020","No",38,"2015-16",60,"2019-20",0,0,0,38,40,"b) Yearly milestone met","Access","Part-time"]
["10005404","7a",12,{"$f":"CONCATENATE(Targets!$A2159,\"-\",Targets!$B2159)","v":"10005404-7a"},{"$f":"CONCATENATE(Targets!$A2159,\"-\",Targets!$B2159,\"-\",Targets!$C2159)","v":"10005404-7a-12"},"Other statistic - Other (please give details in the next column)","Maintain baseline progression (number) of students from level four to five","No",85,"2015-16",89,"2019-20",0,0,0,85,86,"b) Yearly milestone met","Access","Other (please give details in Description column)"]
["10005404","7a",13,{"$f":"CONCATENATE(Targets!$A2160,\"-\",Targets!$B2160)","v":"10005404-7a"},{"$f":"CONCATENATE(Targets!$A2160,\"-\",Targets!$B2160,\"-\",Targets!$C2160)","v":"10005404-7a-13"},"Other statistic - Other (please give details in the next column)","Maintain baseline progression (number) of students from level five to six","No",95,"2015-16",95,"2019-20",0,0,0,95,95,"b) Yearly milestone met","Access","Other (please give details in Description column)"]
["10005404","7b",1,{"$f":"CONCATENATE(Targets!$A2161,\"-\",Targets!$B2161)","v":"10005404-7b"},{"$f":"CONCATENATE(Targets!$A2161,\"-\",Targets!$B2161,\"-\",Targets!$C2161)","v":"10005404-7b-1"},"Outreach / WP activity (summer schools)","Monitor the participation of students identified as requiring additional support in prerequisite knowledge bases (e.g. science/practical skills)","No",8,"2012-13",18,"2019-20",8,12,12,0,0,"d) No progress made against baseline","Student Success","Other"]
["10007798","7b",4,{"$f":"CONCATENATE(Targets!$A2162,\"-\",Targets!$B2162)","v":"10007798-7b"},{"$f":"CONCATENATE(Targets!$A2162,\"-\",Targets!$B2162,\"-\",Targets!$C2162)","v":"10007798-7b-4"},"Outreach / WP activity (other - please give details in the next column)","To ensure the effectiveness of the University’s Information, Advice and Guidance (IAG) and awareness raising activities promoting access to HE (generally and to selective universities).","No","n/a","Other (please give details in Description column)","At least 70% of students taking part in pre-16 outreach activities understand more about progressing to university.\n\nIn an annual survey of teachers at least 70% report that the University’s activities add value to their School IAG strategy.","2019-20","78% of students taking part in pre-16 outreach activities understand 'more' or 'a lot more' about progressing to university. 71% of teachers report that the University's activities add 'more' or 'a lot more' value to their School IAG strategy.","81% of students taking part in pre-16 outreach activities understand 'more' or 'a lot more' about progressing to university. 92%\nof teachers report that the University’s activities add ‘more’ or ‘a lot more’ value to their School IAG strategy","86% of students taking part in pre-16 outreach activities understand 'more' or 'a lot more' about progressing to university. 89% of teachers report that the University’s activities add ‘more’ or ‘a lot more’ value to their School IAG strategy","83% of students taking part in pre-16 outreach activities understand 'more' or 'a lot more' about progressing to university.\n\n85% of teachers report that the University's activities add 'more' or 'a lot more' value to their School IAG strategy","86% of students taking part in pre-16 outreach activities understand 'more' or 'a lot more' about progressing to university.   \n\n87% of teachers report that the University's activities add 'more' or 'a lot more' value to their School IAG strategy","b) Yearly milestone met","Access","Multiple"]
["10007798","7b",5,{"$f":"CONCATENATE(Targets!$A2163,\"-\",Targets!$B2163)","v":"10007798-7b"},{"$f":"CONCATENATE(Targets!$A2163,\"-\",Targets!$B2163,\"-\",Targets!$C2163)","v":"10007798-7b-5"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","To increase the number of University staff and alumni placed as governors in state schools with a focus on supporting the most disadvantaged schools.","No",246,"2014-15",312,"2019-20","100% more governors have been recruited in just over 1 year since the programme began - from a baseline of 52.  Such was the effectiveness of the recruitment campaign that the University exceeded the five year target with 105 serving governors.","129 serving governors in 2013/14","161 members of staff serving as school governors in 2014/15.  We have exceeded the overall target set in our 2014/15 Agreement to increase by 50% from the 2011 baseline; in our 2015/16 Access Agreement we recalculated the baseline from the  2012/13 year and increased the target  to 127.","395 serving governors in 2015/16 (40.3% of school governor placements are in schools from bands 1 & 2 of the MPM)","-","f) Target discontinued","Other","State school"]
["10001143","7a",10,{"$f":"CONCATENATE(Targets!$A2164,\"-\",Targets!$B2164)","v":"10001143-7a"},{"$f":"CONCATENATE(Targets!$A2164,\"-\",Targets!$B2164,\"-\",Targets!$C2164)","v":"10001143-7a-10"},"Other statistic - Low-income backgrounds (please give details in the next column)","Maintain, and slightly increase if possible, proportion of students from low income backgrounds","No",0.437,"2013-14",0.442,"2019-20",40.1,43.7,42.5,45.6,40.06,"e) Performance is below baseline","Access","Low income household"]
["10001143","7b",1,{"$f":"CONCATENATE(Targets!$A2165,\"-\",Targets!$B2165)","v":"10001143-7b"},{"$f":"CONCATENATE(Targets!$A2165,\"-\",Targets!$B2165,\"-\",Targets!$C2165)","v":"10001143-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","Ensure a range of year groups participate in outreach programmes and maintain levels of engagement across schools - years 7&8","Yes","Yr 7-8, 2299","2013-14",2299,"2019-20",2308,1537,3333,1779,4301,"a) Overall target met/exceeded","Access","Multiple"]
["10001143","7b",2,{"$f":"CONCATENATE(Targets!$A2166,\"-\",Targets!$B2166)","v":"10001143-7b"},{"$f":"CONCATENATE(Targets!$A2166,\"-\",Targets!$B2166,\"-\",Targets!$C2166)","v":"10001143-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","Ensure a range of year groups participate in outreach programmes and maintain levels of engagement across schools - year 9","Yes","Yr 9, 3298","2013-14",3298,"2019-20",1564,1471,1510,2298,1653,"e) Performance is below baseline","Access","Multiple"]
["10001143","7b",3,{"$f":"CONCATENATE(Targets!$A2167,\"-\",Targets!$B2167)","v":"10001143-7b"},{"$f":"CONCATENATE(Targets!$A2167,\"-\",Targets!$B2167,\"-\",Targets!$C2167)","v":"10001143-7b-3"},"Outreach / WP activity (collaborative - please give details in the next column)","Maintain engagement in member schools","Yes","40 Schools","2013-14","40 Schools","2019-20",40,40,40,40,42,"a) Overall target met/exceeded","Access","Multiple"]
["10007798","7b",6,{"$f":"CONCATENATE(Targets!$A2168,\"-\",Targets!$B2168)","v":"10007798-7b"},{"$f":"CONCATENATE(Targets!$A2168,\"-\",Targets!$B2168,\"-\",Targets!$C2168)","v":"10007798-7b-6"},"Operational targets","To monitor, using our Manchester Prioritisation Model, the engagement of the most disadvantaged schools in the education programmes delivered by the University’s cultural institutions: Museum, WAG, Ryland’s Library, Jodrell Bank.","No","n/a","Other (please give details in Description column)","Monitor and publish %","2019-20","n/a (indicator change)","n/a (indicator change)","n/a (indicator change)","Museum (bands 1& 2): 47%\nWAG (bands 1 & 2): 31%\nTJRL (bands 1& 2): 39%\nJodrell Bank (bands 1&2): 70%","Of known data in MPM bands 1 and 2:\nMuseum: 50%\nJB: 41%\nJRUL: 55%\nWAG: 45%\n","b) Yearly milestone met","Other","Multiple"]
["10007798","7b",7,{"$f":"CONCATENATE(Targets!$A2169,\"-\",Targets!$B2169)","v":"10007798-7b"},{"$f":"CONCATENATE(Targets!$A2169,\"-\",Targets!$B2169,\"-\",Targets!$C2169)","v":"10007798-7b-7"},"Outreach / WP activity (other - please give details in the next column)","To identify and attract outstanding students based on their educational potential and merit, irrespective of background, through our pioneering Manchester Access Programme, Distance Access Programme  and related activities. Baseline is based on 2010-11.","No","152 MAP entrants","Other (please give details in Description column)",325,"2019-20",198,"In 2013, the number of MAP students accepeted onto an undergraduate course at the University was 171, slightly below our target of 175. However, preliminary data for 2014 entry shows that we are on course to exceed our target for 2014.",233,"Total 313 \n(259 MAP,  5 PWAP, 7 pre-university courses, 42 MDAS)","Total: 303\n(197 MAP students; 67 MDAS; 9 SOSS programme; 7 PWAP students; 16 RO students; 7 Pathways students)\n\n\n","b) Yearly milestone met","Access","Multiple"]
["10005583","7a",4,{"$f":"CONCATENATE(Targets!$A2170,\"-\",Targets!$B2170)","v":"10005583-7a"},{"$f":"CONCATENATE(Targets!$A2170,\"-\",Targets!$B2170,\"-\",Targets!$C2170)","v":"10005583-7a-4"},"Other statistic - Other (please give details in the next column)","Retention between 1st & 2nd year after enrolment at degree level","No",0.73,"2013-14",0.89,"2019-20","-",0.73,0.82,0.8,71,"e) Performance is below baseline","Student Success","Socio-economic"]
["10005583","7b",1,{"$f":"CONCATENATE(Targets!$A2171,\"-\",Targets!$B2171)","v":"10005583-7b"},{"$f":"CONCATENATE(Targets!$A2171,\"-\",Targets!$B2171,\"-\",Targets!$C2171)","v":"10005583-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Extend activity to a further 10 community and voluntary orgainisations a year","No",10,"2013-14",10,"2014-15","-",10,10,"-","-","b) Yearly milestone met","Access","Multiple"]
["10007155","7b",14,{"$f":"CONCATENATE(Targets!$A2172,\"-\",Targets!$B2172)","v":"10007155-7b"},{"$f":"CONCATENATE(Targets!$A2172,\"-\",Targets!$B2172,\"-\",Targets!$C2172)","v":"10007155-7b-14"},"Outreach / WP activity (other - please give details in the next column)","Postgraduate ITT: Outreach / WP activity    Baseline Year 2010-11\nFinancial briefings: \nBriefings on financial support available for potential applicants","No","360 potential applicants","Other (please give details in Description column)","375 potential applicants","2019-20",388,397,403,587,394,"a) Overall target met/exceeded","Access","Multiple"]
["10007155","7b",15,{"$f":"CONCATENATE(Targets!$A2173,\"-\",Targets!$B2173)","v":"10007155-7b"},{"$f":"CONCATENATE(Targets!$A2173,\"-\",Targets!$B2173,\"-\",Targets!$C2173)","v":"10007155-7b-15"},"Outreach / WP activity (collaborative - please give details in the next column)","Subcribe to the Higher Education Access Tracker database to enhance tracking, monitoring and evaluation","Yes","Subscription in place","2011-12","Annual analysis of target schools & colleges using HEAT data","2019-20","Subscription continued. Tracking, monitoring & evaluation in place for target groups.","Subscription continued. Tracking, monitoring & evaluation in place for target groups.","Subscription continued. Tracking, monitoring & evaluation in place for target groups.","Subscription continued. Tracking, monitoring & evaluation in place for target groups.","Subscription continued. Tracking, monitoring and evaluation in place for target groups.","a) Overall target met/exceeded","Access, Student Success and Progression","Multiple"]
["10007155","7b",16,{"$f":"CONCATENATE(Targets!$A2174,\"-\",Targets!$B2174)","v":"10007155-7b"},{"$f":"CONCATENATE(Targets!$A2174,\"-\",Targets!$B2174,\"-\",Targets!$C2174)","v":"10007155-7b-16"},"Outreach / WP activity (collaborative - please give details in the next column)","The Southern Universities Network (SUN) will promote and support the progression of students from minority ethnic communities with each university sharing its networks to maximise opportunities for collaborative delivery","Yes","2 collaborative events, one including at least 3 institutions","2015-16","4 events per year with at least 3 universities participating in each","2019-20","-","-","-","2 collaborative events, one including at least 3 institutions. We independently ran 2 further BME focused activities designed to support the progression of BME students into areas such as law, politics and media. These were for Year 12, 13, & mature students (34 participants in total). The activities were supported by UoP BME mentors.","3 collaborative events attended by 3 or more HEI's","a) Overall target met/exceeded","Access and Progression","Ethnicity"]
["10007798","7b",8,{"$f":"CONCATENATE(Targets!$A2175,\"-\",Targets!$B2175)","v":"10007798-7b"},{"$f":"CONCATENATE(Targets!$A2175,\"-\",Targets!$B2175,\"-\",Targets!$C2175)","v":"10007798-7b-8"},"Contextual data","To ensure that the process of student recruitment, selection and admission is transparent, fair and able to identify outstanding students from all educational backgrounds. This will be achieved, in part, by providing admissions decision makers with appropriate quantitative information to enable identification of exceptional applicants from educationally disadvantaged backgrounds.","No","n/a","Other (please give details in Description column)","Monitor and report on this each year","2019-20","For the 2012/13 admissions cycle, based on monitoring and evaluation evidence, we have enhanced the mechanism for generating our contextual flags.  Our new methodology results in the generation of two flags: the first to indicate that an applicant may have experienced challenging social circumstances; the second to indicate that an applicant may also have faced additional educational challenges.","Analysis of the 2013/14 admissions cycle (2014 entry) has shown that the % of WP flagged applications, offers and acceptances had increased when compared to the previous year. 8 Academic schools saw a higher % of WP flagged acceptances than applications received.","Analysis of the 2014/15 admissions cycle (2015 entry) has shown that the % of WP flagged applications, offers and acceptances had increased when compared to the previous year. 8 Academic schools saw a higher % of WP flagged acceptances than applications received.","Analysis of the 2014/15 admissions cycle (2015 entry) has shown that the % of WP flagged applications, offers and acceptances had increased when compared to the previous year. 5 Academic schools saw a higher % of WP flagged acceptances than applications received.","Analysis of the 2016/17 admissions cycle (2017 entry) has shown that the % of WP flagged applications and offers had increased when compared to the 2015/16 cycle. 9 Academic schools saw a higher % of WP flagged acceptances than applications received.","b) Yearly milestone met","Access","Multiple"]
["10007798","7b",9,{"$f":"CONCATENATE(Targets!$A2176,\"-\",Targets!$B2176)","v":"10007798-7b"},{"$f":"CONCATENATE(Targets!$A2176,\"-\",Targets!$B2176,\"-\",Targets!$C2176)","v":"10007798-7b-9"},"Other (please give details in the next column)","Student Success: We will continue to pilot and develop activities for enhancing student retention and success, cognisant of students most at risk of non-completion and/or under-attainment.","No","n/a","Other (please give details in Description column)","Report on the activities and beneficiaries each year","2019-20","We have commissioned a full analysis of student retention at the University. A strategy and recommendations from this work will be agreed by the Teaching and Learning Group and interventions to address priority areas will be piloted in 2013/14. In 2014/15, building on our evidence base, we will finalise our strategy and programmes of support.","In 2013/14 we brought all the key central support services for students together in one place ' The Atrium' including Wellbeing, Careers Service, Student Support Adviser and Student Money Adviser.  In September 2013, we launched 'My Learning Essentials'  -a comprehensive programme of online resources, workshops and drop-ins designed to support students in their personal and professional development see http://www.library.manchester.ac.uk/academicsupport/mylearningessentials/","In 2014/15 we commissioned the 'Manchester Advantage' project to review our range of extra-curricular and co-curricular activities for undergraduate students The aim is to bring together and more coherently present the opportunities available and  to ensure through HEAR and a new 'My Manchester Award' that successful participation in a specified set of activities is better recognised and valued by students, graduates and employers.","The University has continued to develop new activities to support students through My Manchester, creating more targeted and personal support through the student portal. This includes a group of new self-reflection tools through which students can assess their own learning, wellbeing and employability strengths and weaknesses. Students are then presented with suggested resources to help them develop through a new Resource Bank.","The University aims to deliver a personalised student experience and ‘Stellify’ is our new package of activities through which students are encouraged to take part in\nwider opportunities and to develop their skills and experience to:\n• learn without boundaries;\n• understand the issues that matter;\n• make a difference;\n• step up to leadership; \n• personal planning and career development \n","b) Yearly milestone met","Student Success","Multiple"]
["10000754","7b",9,{"$f":"CONCATENATE(Targets!$A2177,\"-\",Targets!$B2177)","v":"10000754-7b"},{"$f":"CONCATENATE(Targets!$A2177,\"-\",Targets!$B2177,\"-\",Targets!$C2177)","v":"10000754-7b-9"},"Operational targets","Retention of students with declared  LDD","No",0.77,"2013-14",0.85,"2019-20","-","-","-",0.77,0.81,"b) Yearly milestone met","Student Success","Disability"]
["10003956","7a",1,{"$f":"CONCATENATE(Targets!$A2178,\"-\",Targets!$B2178)","v":"10003956-7a"},{"$f":"CONCATENATE(Targets!$A2178,\"-\",Targets!$B2178,\"-\",Targets!$C2178)","v":"10003956-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","Young, full-time, first degree entrants from state schools","No","98.8% against location-adjusted benchmark of 97%","2013-14","97-99%","2019-20",99.1,98.8,98.2,99.4,98.8,"a) Overall target met/exceeded","Access","State school"]
["10003956","7a",2,{"$f":"CONCATENATE(Targets!$A2179,\"-\",Targets!$B2179)","v":"10003956-7a"},{"$f":"CONCATENATE(Targets!$A2179,\"-\",Targets!$B2179,\"-\",Targets!$C2179)","v":"10003956-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Young, full-time, first degree entrants from Low Participation Neighbourhoods","No","20.6% against location-adjusted benchmark of 17.4%","2015-16","17-20%","2019-20",21.8,20.2,20.6,22.1,19.8,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10001726","7a",1,{"$f":"CONCATENATE(Targets!$A2180,\"-\",Targets!$B2180)","v":"10001726-7a"},{"$f":"CONCATENATE(Targets!$A2180,\"-\",Targets!$B2180,\"-\",Targets!$C2180)","v":"10001726-7a-1"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","No",7.3999999999999996E-2,"Other (please give details in Description column)",7.0000000000000007E-2,"2019-20",6.0999999999999999E-2,6.5000000000000002E-2,5.3999999999999902E-2,"not yet available","not yet available","a) Overall target met/exceeded","Student Success","Other (please give details in Description column)"]
["10001726","7a",2,{"$f":"CONCATENATE(Targets!$A2181,\"-\",Targets!$B2181)","v":"10001726-7a"},{"$f":"CONCATENATE(Targets!$A2181,\"-\",Targets!$B2181,\"-\",Targets!$C2181)","v":"10001726-7a-2"},"HESA T1a - State School (Young, full-time, first degree entrants)","-","No",0.97,"Other (please give details in Description column)",0.97,"2019-20",0.97299999999999998,0.97399999999999998,0.96699999999999997,0.96699999999999897,"not yet available","b) Yearly milestone met","Access","State school"]
["10001726","7a",3,{"$f":"CONCATENATE(Targets!$A2182,\"-\",Targets!$B2182)","v":"10001726-7a"},{"$f":"CONCATENATE(Targets!$A2182,\"-\",Targets!$B2182,\"-\",Targets!$C2182)","v":"10001726-7a-3"},"Other statistic - Ethnicity (please give details in the next column)","Ethnic minorities, as percentage of UK-domiciled full-time first degree entrants with a known ethnicity","No",0.372,"2013-14",0.372,"2019-20",0.48799999999999999,0.505,0.497,0.493999999999999,"not yet available","a) Overall target met/exceeded","Access","Ethnicity"]
["10001726","7a",4,{"$f":"CONCATENATE(Targets!$A2183,\"-\",Targets!$B2183)","v":"10001726-7a"},{"$f":"CONCATENATE(Targets!$A2183,\"-\",Targets!$B2183,\"-\",Targets!$C2183)","v":"10001726-7a-4"},"Other statistic - Progression to employment or further study (please give details in the next column)","DLHE Positive Destination (UK-domiciled full-time first degree)","No",0.70699999999999996,"Other (please give details in Description column)",0.70699999999999996,"2019-20",0.71199999999999997,0.74199999999999999,0.79900000000000004,0.81399999999999895,"not yet available","a) Overall target met/exceeded","Progression","Other"]
["10001726","7a",5,{"$f":"CONCATENATE(Targets!$A2184,\"-\",Targets!$B2184)","v":"10001726-7a"},{"$f":"CONCATENATE(Targets!$A2184,\"-\",Targets!$B2184,\"-\",Targets!$C2184)","v":"10001726-7a-5"},"Other statistic - Care-leavers (please give details in the next column)","Enrolments from care-leavers","No",36,"Other (please give details in Description column)",36,"2019-20",30,43,40,34,29,"e) Performance is below baseline","Access","Care leavers"]
["10001726","7a",6,{"$f":"CONCATENATE(Targets!$A2185,\"-\",Targets!$B2185)","v":"10001726-7a"},{"$f":"CONCATENATE(Targets!$A2185,\"-\",Targets!$B2185,\"-\",Targets!$C2185)","v":"10001726-7a-6"},"Other statistic - Applications (please give details in the next column)","Applications to STEM subjects","No",12100,"Other (please give details in Description column)",12844,"2019-20",13660,15400,16805,17430,17215,"a) Overall target met/exceeded","Access","Other"]
["10001726","7a",7,{"$f":"CONCATENATE(Targets!$A2186,\"-\",Targets!$B2186)","v":"10001726-7a"},{"$f":"CONCATENATE(Targets!$A2186,\"-\",Targets!$B2186,\"-\",Targets!$C2186)","v":"10001726-7a-7"},"Other statistic - Disabled (please give details in the next column)","Progression of students with a declared disability (HEFCE-funded, first degree)","No",0.89600000000000002,"Other (please give details in Description column)",0.9,"2019-20",0.89200000000000002,0.86399999999999999,0.86399999999999999,0.86399999999999999,0.86599999999999899,"e) Performance is below baseline","Student Success","Disability"]
["10001726","7b",1,{"$f":"CONCATENATE(Targets!$A2187,\"-\",Targets!$B2187)","v":"10001726-7b"},{"$f":"CONCATENATE(Targets!$A2187,\"-\",Targets!$B2187,\"-\",Targets!$C2187)","v":"10001726-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Talks in school/College  (variety topics)","No",150,"Other (please give details in Description column)",175,"2019-20",190,184,323,300,141,"e) Performance is below baseline","Access","Other (please give details in Description column)"]
["10006022","7a",1,{"$f":"CONCATENATE(Targets!$A2188,\"-\",Targets!$B2188)","v":"10006022-7a"},{"$f":"CONCATENATE(Targets!$A2188,\"-\",Targets!$B2188,\"-\",Targets!$C2188)","v":"10006022-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","Young (under 21) full-time, first degree entrants from state schools, compared to a three-year average","No",96.5,"Other (please give details in Description column)",96.9,"2019-20",97.1,96.3,97.1,97.7,97.3,"a) Overall target met/exceeded","Access","State school"]
["10006022","7a",2,{"$f":"CONCATENATE(Targets!$A2189,\"-\",Targets!$B2189)","v":"10006022-7a"},{"$f":"CONCATENATE(Targets!$A2189,\"-\",Targets!$B2189,\"-\",Targets!$C2189)","v":"10006022-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Young (under 21) full-time, first degree entrants from low participation neighbourhood, compared to three-year average","No",13.4,"Other (please give details in Description column)",13.7,"2019-20",14.7,14.3,14.8,15.4,16.100000000000001,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10006022","7a",3,{"$f":"CONCATENATE(Targets!$A2190,\"-\",Targets!$B2190)","v":"10006022-7a"},{"$f":"CONCATENATE(Targets!$A2190,\"-\",Targets!$B2190,\"-\",Targets!$C2190)","v":"10006022-7a-3"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","Non-continuation following year of entry for young (under 21) full-time, first degree entrants, compared to three-year average","No",10.8,"Other (please give details in Description column)",9.6,"2019-20",11.2,9,9.6999999999999904,7.94,"-","a) Overall target met/exceeded","Student Success","Other"]
["10006022","7b",1,{"$f":"CONCATENATE(Targets!$A2191,\"-\",Targets!$B2191)","v":"10006022-7b"},{"$f":"CONCATENATE(Targets!$A2191,\"-\",Targets!$B2191,\"-\",Targets!$C2191)","v":"10006022-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","Activities relating to students with disabilities and/or those who support them (via Southern Universities Network). Creation of an overview of support available for disabled students, hosted on SUN website. Training students who attend events to ensure they have more in-depth knowledge of support available.","Yes",25,"Other (please give details in Description column)",75,"2019-20","N/A","N/A","N/A","More than 25. Please see additional information sheet.","SUN website disability resources section developed. Continued working with student minds to develop an online resource for transition to HE. Collaborative event attended by 3 HEIs","c) Progress made – but less than anticipated","Access","Multiple"]
["10006022","7b",2,{"$f":"CONCATENATE(Targets!$A2192,\"-\",Targets!$B2192)","v":"10006022-7b"},{"$f":"CONCATENATE(Targets!$A2192,\"-\",Targets!$B2192,\"-\",Targets!$C2192)","v":"10006022-7b-2"},"Operational targets","Stretch targets for progression is based on students that graduate with 'Good Honours' (First class honours and Upper second class honours)","No",59.9,"2013-14",64,"2019-20",61.2,59.9,67.7,69.7,71.3,"a) Overall target met/exceeded","Progression","Multiple"]
["10006022","7b",3,{"$f":"CONCATENATE(Targets!$A2193,\"-\",Targets!$B2193)","v":"10006022-7b"},{"$f":"CONCATENATE(Targets!$A2193,\"-\",Targets!$B2193,\"-\",Targets!$C2193)","v":"10006022-7b-3"},"Operational targets","Stretch targets for progression from Level 4 to 5 across our enrolments (First Degree)","No",85.9,"2013-14",90,"2019-20",88.7,85.9,85.8,87.9,"Data not available until February 2018","a) Overall target met/exceeded","Student Success","Multiple"]
["10006022","7b",4,{"$f":"CONCATENATE(Targets!$A2194,\"-\",Targets!$B2194)","v":"10006022-7b"},{"$f":"CONCATENATE(Targets!$A2194,\"-\",Targets!$B2194,\"-\",Targets!$C2194)","v":"10006022-7b-4"},"Operational targets","Stretch targets for progression from Level 4 to 5 across our enrolments (Foundation Degree)","No",96.7,"2013-14",97.2,"2019-20",96,96.7,97,95.9,"Data not available until February 2018","e) Performance is below baseline","Student Success","Multiple"]
["10006022","7b",5,{"$f":"CONCATENATE(Targets!$A2195,\"-\",Targets!$B2195)","v":"10006022-7b"},{"$f":"CONCATENATE(Targets!$A2195,\"-\",Targets!$B2195,\"-\",Targets!$C2195)","v":"10006022-7b-5"},"Operational targets","Stretch targets for progression from Level 4 to 5 across our enrolments (HND/C)","No",91.3,"2013-14",94,"2019-20",89.3,91.3,91,92.5,"Data not available until February 2018","b) Yearly milestone met","Student Success","Multiple"]
["10006022","7b",6,{"$f":"CONCATENATE(Targets!$A2196,\"-\",Targets!$B2196)","v":"10006022-7b"},{"$f":"CONCATENATE(Targets!$A2196,\"-\",Targets!$B2196,\"-\",Targets!$C2196)","v":"10006022-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Explore running an annual collaborative event targeted at potential mature and part-time students (via Southern Universities Network)","Yes","N/A","2016-17","Potential collaborative event","2016-17","N/A","N/A","N/A","The SUN mature and part-time students working group met 3 times and have developed resources aimed at mature and part-times students to be distributed at outreach events in 2016/17.","The SUN mature and part-time students working group met 3 times in 16/17.  Three institutions attended 4 events. Planned for Access Students SUN Collaborative event - 6 October 2017","a) Overall target met/exceeded","Access","Multiple"]
["10006022","7b",7,{"$f":"CONCATENATE(Targets!$A2197,\"-\",Targets!$B2197)","v":"10006022-7b"},{"$f":"CONCATENATE(Targets!$A2197,\"-\",Targets!$B2197,\"-\",Targets!$C2197)","v":"10006022-7b-7"},"Outreach / WP activity (collaborative - please give details in the next column)","Activities relating to vulnerable children and young people and/or those who support them (via Southern Universities network)","Yes","4 events, 3 with at least 3 universities participating in each","2014-15","4 events, 3 with at least 3 universities participating in each","2019-20","N/A","N/A","4 events, 3 with at least 3 universities participating in each","4 events, 3 with at least 3 universities participating in each","5 events with at least 3 universities participating in each","a) Overall target met/exceeded","Access","Multiple"]
["10006022","7b",8,{"$f":"CONCATENATE(Targets!$A2198,\"-\",Targets!$B2198)","v":"10006022-7b"},{"$f":"CONCATENATE(Targets!$A2198,\"-\",Targets!$B2198,\"-\",Targets!$C2198)","v":"10006022-7b-8"},"Outreach / WP activity (collaborative - please give details in the next column)","Annual Southern Universities Network staff development conference for staff engaged in outreach and widening participation, with Student Union Officers","Yes","Annual conference","2015-16","Annual conference","2019-20","N/A","N/A","Annual conference, 52 delegates including 2 SU officer","Annual conference, 71 delegates including 2 SU officer","Annual conference, 83 delegates including 1 SU officer","b) Yearly milestone met","Access","Other"]
["10004576","7a",1,{"$f":"CONCATENATE(Targets!$A2199,\"-\",Targets!$B2199)","v":"10004576-7a"},{"$f":"CONCATENATE(Targets!$A2199,\"-\",Targets!$B2199,\"-\",Targets!$C2199)","v":"10004576-7a-1"},"Other statistic - Other (please give details in the next column)","Increase retention rate across FT and PT provision over the duration of the agreement","No",85,"2012-13",90,"2019-20",85,88,89,90,93.5,"b) Yearly milestone met","Student Success","Low participation neighbourhood (LPN)"]
["10004576","7a",2,{"$f":"CONCATENATE(Targets!$A2200,\"-\",Targets!$B2200)","v":"10004576-7a"},{"$f":"CONCATENATE(Targets!$A2200,\"-\",Targets!$B2200,\"-\",Targets!$C2200)","v":"10004576-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR2) (Young, full-time, first degree entrants)","Increase in the % of internal progression (Level 3 to Level 4), for FT entrants from disadvantaged backgrounds, referenced to Postcode/IMD files","No",44,"2012-13",55,"2019-20",44,35,25,27,30,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10004576","7a",3,{"$f":"CONCATENATE(Targets!$A2201,\"-\",Targets!$B2201)","v":"10004576-7a"},{"$f":"CONCATENATE(Targets!$A2201,\"-\",Targets!$B2201,\"-\",Targets!$C2201)","v":"10004576-7a-3"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Increase in the % student achievement","no",80,"2012-13",84,"2019-20",80,82,82,84,88.5,"a) Overall target met/exceeded","Student Success","Low participation neighbourhood (LPN)"]
["10004576","7a",4,{"$f":"CONCATENATE(Targets!$A2202,\"-\",Targets!$B2202)","v":"10004576-7a"},{"$f":"CONCATENATE(Targets!$A2202,\"-\",Targets!$B2202,\"-\",Targets!$C2202)","v":"10004576-7a-4"},"Other statistic - Completion/Non continuation (please give details in the next column)","Positive Progression data","no",70,"2012-13",74,"2019-20",70,82,82,91,95,"a) Overall target met/exceeded","Progression","Low participation neighbourhood (LPN)"]
["10004576","7b",1,{"$f":"CONCATENATE(Targets!$A2203,\"-\",Targets!$B2203)","v":"10004576-7b"},{"$f":"CONCATENATE(Targets!$A2203,\"-\",Targets!$B2203,\"-\",Targets!$C2203)","v":"10004576-7b-1"},"Operational targets","Introducation of additional Foundation Degrees  based on market demand","No",19,"2012-13",30,"2019-20",29,29,22,22,28,"a) Overall target met/exceeded","Other","Low participation neighbourhood (LPN)"]
["10007843","7a",1,{"$f":"CONCATENATE(Targets!$A2204,\"-\",Targets!$B2204)","v":"10007843-7a"},{"$f":"CONCATENATE(Targets!$A2204,\"-\",Targets!$B2204,\"-\",Targets!$C2204)","v":"10007843-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","Target for the percentage of young first degree starters who come from state schools","No",93.6,"2013-14",95.5,"2019-20",95.7,93.6,95.7,96.3,"na","a) Overall target met/exceeded","Access","State school"]
["10007843","7a",2,{"$f":"CONCATENATE(Targets!$A2205,\"-\",Targets!$B2205)","v":"10007843-7a"},{"$f":"CONCATENATE(Targets!$A2205,\"-\",Targets!$B2205,\"-\",Targets!$C2205)","v":"10007843-7a-2"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","Based on young first degree entrants","No",5.5,"2013-14",12,"2019-20",8.5,5.5,7.2,6.7,"na","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007843","7a",3,{"$f":"CONCATENATE(Targets!$A2206,\"-\",Targets!$B2206)","v":"10007843-7a"},{"$f":"CONCATENATE(Targets!$A2206,\"-\",Targets!$B2206,\"-\",Targets!$C2206)","v":"10007843-7a-3"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","This is based on young first degree applicants who progress or qualify.","No",7.4,"2013-14",5,"2019-20",9.1,7.4,7.6,"na","na","e) Performance is below baseline","Student Success","Other"]
["10007843","7a",4,{"$f":"CONCATENATE(Targets!$A2207,\"-\",Targets!$B2207)","v":"10007843-7a"},{"$f":"CONCATENATE(Targets!$A2207,\"-\",Targets!$B2207,\"-\",Targets!$C2207)","v":"10007843-7a-4"},"HESA T3a - No longer in HE after 1 year (Mature, full-time, first degree entrants)","This is based on mature first degree applicants who progress or qualify.","No",9.6,"2013-14",9,"2019-20",16.8,9.6,12.7,"na","na","e) Performance is below baseline","Student Success","Mature"]
["10007843","7a",5,{"$f":"CONCATENATE(Targets!$A2208,\"-\",Targets!$B2208)","v":"10007843-7a"},{"$f":"CONCATENATE(Targets!$A2208,\"-\",Targets!$B2208,\"-\",Targets!$C2208)","v":"10007843-7a-5"},"HESA T5 - Projected degree (full-time, first degree entrants)","Based on all first time first degree entrants, regardless of age on entry","No",81.2,"2012-13",84,"2019-20",77.400000000000006,81.2,75.7,"na","na","e) Performance is below baseline","Student Success and Progression","Other"]
["10007843","7a",6,{"$f":"CONCATENATE(Targets!$A2209,\"-\",Targets!$B2209)","v":"10007843-7a"},{"$f":"CONCATENATE(Targets!$A2209,\"-\",Targets!$B2209,\"-\",Targets!$C2209)","v":"10007843-7a-6"},"Other statistic - Low-income backgrounds (please give details in the next column)","This is seen as a percentage of all of our full time undergraduate student population whose family earnings come into the bottom two categories of earnings  £0 - 25,000 and who would qualify for full support under the old system. (This can adjusted if the range of the categories changes in future.)","No",39,"2012-13",41.5,"2019-20",39,39.5,37.799999999999898,40.450000000000003,40.799999999999898,"b) Yearly milestone met","Access","Low income household"]
["10007843","7a",7,{"$f":"CONCATENATE(Targets!$A2210,\"-\",Targets!$B2210)","v":"10007843-7a"},{"$f":"CONCATENATE(Targets!$A2210,\"-\",Targets!$B2210,\"-\",Targets!$C2210)","v":"10007843-7a-7"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","Based on all first time first degree entrants, regardless of age on entry","No",7.2,"2013-14",7.9,"2019-20",7.4,7.1,6.9,6.7,7,"e) Performance is below baseline","Access","Disability"]
["10007843","7a",8,{"$f":"CONCATENATE(Targets!$A2211,\"-\",Targets!$B2211)","v":"10007843-7a"},{"$f":"CONCATENATE(Targets!$A2211,\"-\",Targets!$B2211,\"-\",Targets!$C2211)","v":"10007843-7a-8"},"Other statistic - Ethnicity (please give details in the next column)","The percentage of BME students recruited to our PGCE Primary course","No",13.7,"2013-14",15,"2019-20",9,13.7,8.6999999999999904,20.5,16.899999999999899,"a) Overall target met/exceeded","Access","Ethnicity"]
["10007657","7a",4,{"$f":"CONCATENATE(Targets!$A2212,\"-\",Targets!$B2212)","v":"10007657-7a"},{"$f":"CONCATENATE(Targets!$A2212,\"-\",Targets!$B2212,\"-\",Targets!$C2212)","v":"10007657-7a-4"},"Other statistic - Progression to employment or further study (please give details in the next column)","The College aims to increase the total percentage of eligible Writtle College FE students progressing to HE at Writtle and elsewhere above the 2013/14 baseline value of 25%. The College has set a long term goal of ensuring the over 35% of eligible Level3 leaners successfully enter HE. (data from Writtle College Student records - Unit-e)","No",0.25,"2013-14",0.35,"2019-20",9.3000000000000007,9.9,10,15.3,39.19,"a) Overall target met/exceeded","Access","Other"]
["10007657","7a",5,{"$f":"CONCATENATE(Targets!$A2213,\"-\",Targets!$B2213)","v":"10007657-7a"},{"$f":"CONCATENATE(Targets!$A2213,\"-\",Targets!$B2213,\"-\",Targets!$C2213)","v":"10007657-7a-5"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","To reduce the overall non-completion rate so that the College performs within the top 40% of English HEIs, with a long term aim of reducing the overall non-completion rate to 5% by 2019/2020.","No",8.5000000000000006E-2,"2012-13",0.05,"2019-20",8.5,12.2,12.5,"Available Mar 18","Available Mar 19","e) Performance is below baseline","Student Success","Socio-economic"]
["10007811","7a",1,{"$f":"CONCATENATE(Targets!$A2214,\"-\",Targets!$B2214)","v":"10007811-7a"},{"$f":"CONCATENATE(Targets!$A2214,\"-\",Targets!$B2214,\"-\",Targets!$C2214)","v":"10007811-7a-1"},"Other statistic - Care-leavers (please give details in the next column)","To recruit students from care","Yes","6 (0.2%)","2011-12","6 (0.4%)","2019-20",1,4,4,2,"3 (0.4%)","a) Overall target met/exceeded","Access","Care leavers"]
["10007811","7a",2,{"$f":"CONCATENATE(Targets!$A2215,\"-\",Targets!$B2215)","v":"10007811-7a"},{"$f":"CONCATENATE(Targets!$A2215,\"-\",Targets!$B2215,\"-\",Targets!$C2215)","v":"10007811-7a-2"},"Other statistic - Gender (please give details in the next column)","To recruit males into primary teaching programmes","Yes","102 (25%)","2012-13",65,"2019-20","102 (25%)","99 (22.6%)","71 (17.2%)","61 (17.5%)","62 (27%)","a) Overall target met/exceeded","Access","Gender"]
["10007811","7a",3,{"$f":"CONCATENATE(Targets!$A2216,\"-\",Targets!$B2216)","v":"10007811-7a"},{"$f":"CONCATENATE(Targets!$A2216,\"-\",Targets!$B2216,\"-\",Targets!$C2216)","v":"10007811-7a-3"},"Other statistic - Socio-economic (please give details in the next column)","Comparable or better 'good degree' classifications when compared to the whole student population","No","126 (+1%)","2014-15",1834,"2019-20","na","na","95% (3.0% more than overall population)","90% (no difference in outcome)","96% (1.0% more than overall population)","a) Overall target met/exceeded","Student Success","Socio-economic"]
["10007811","7a",4,{"$f":"CONCATENATE(Targets!$A2217,\"-\",Targets!$B2217)","v":"10007811-7a"},{"$f":"CONCATENATE(Targets!$A2217,\"-\",Targets!$B2217,\"-\",Targets!$C2217)","v":"10007811-7a-4"},"HESA T1b - State School (Young, full-time, undergraduate entrants)","To continue to recruit state school young entrants at a level that exceeds the HESA benchmark","Yes","415 (97.2%)","2011-12","895 (96.6%)","2019-20","405 (97.8%)","390 (98.7%)","445 (97.8%)","425 (98.4%)","368 (97.9%)","a) Overall target met/exceeded","Access","State school"]
["10007811","7a",5,{"$f":"CONCATENATE(Targets!$A2218,\"-\",Targets!$B2218)","v":"10007811-7a"},{"$f":"CONCATENATE(Targets!$A2218,\"-\",Targets!$B2218,\"-\",Targets!$C2218)","v":"10007811-7a-5"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","To continue to recruit young entrants from low participation neighbourhoods at a level that exceeds the HESA benchmark","Yes","85 (20.1%)","2011-12","155 (16.7%)","2019-20","90 (21.6%)","60 (14.8%)","80 (17.4%)","80 (18.8%)","81 (21.7%)","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007811","7a",6,{"$f":"CONCATENATE(Targets!$A2219,\"-\",Targets!$B2219)","v":"10007811-7a"},{"$f":"CONCATENATE(Targets!$A2219,\"-\",Targets!$B2219,\"-\",Targets!$C2219)","v":"10007811-7a-6"},"Other statistic - Low-income backgrounds (please give details in the next column)","To maintain high levels of recruitment from low income groups (£0 - £25,000)","Yes","468 (57%)","2011-12","1071 (66%)","2019-20","408 (60%)","408 (56%)","448 (62%)","412 (51%)","349 (51%)","e) Performance is below baseline","Access","Low income household"]
["10007811","7a",7,{"$f":"CONCATENATE(Targets!$A2220,\"-\",Targets!$B2220)","v":"10007811-7a"},{"$f":"CONCATENATE(Targets!$A2220,\"-\",Targets!$B2220,\"-\",Targets!$C2220)","v":"10007811-7a-7"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","To improve recruitment of disabled students","No","90 (6.1%)","2011-12","162 (10%)","2019-20","165 (10.5%)","200 (11.8%)","205 (11.8%)","220 (11.9%)","215 (12.3%)","a) Overall target met/exceeded","Access","Disability"]
["10007811","7a",8,{"$f":"CONCATENATE(Targets!$A2221,\"-\",Targets!$B2221)","v":"10007811-7a"},{"$f":"CONCATENATE(Targets!$A2221,\"-\",Targets!$B2221,\"-\",Targets!$C2221)","v":"10007811-7a-8"},"Other statistic - Ethnicity (please give details in the next column)","To improve the application, offer rate and recruitment from black and minority ethnic groups","Yes","61 (3.5%)","2011-12","57 (3.5%)","2019-20","56 (4%)","56 (4.0%)","27 (2.4%)","46 (4.1%)","44 (4.1%)","a) Overall target met/exceeded","Access","Ethnicity"]
["10007811","7a",9,{"$f":"CONCATENATE(Targets!$A2222,\"-\",Targets!$B2222)","v":"10007811-7a"},{"$f":"CONCATENATE(Targets!$A2222,\"-\",Targets!$B2222,\"-\",Targets!$C2222)","v":"10007811-7a-9"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","To maintain high levels of retention with an increasingly diverse student population","No","40 (6.2%)","2011-12","112 (6.9%)","2019-20","30 (5.5%)","30 (5.2%)","30 (5.2%)","25 (3.8%)","na","a) Overall target met/exceeded","Student Success","Multiple"]
["10007811","7a",10,{"$f":"CONCATENATE(Targets!$A2223,\"-\",Targets!$B2223)","v":"10007811-7a"},{"$f":"CONCATENATE(Targets!$A2223,\"-\",Targets!$B2223,\"-\",Targets!$C2223)","v":"10007811-7a-10"},"Other statistic - Low-income backgrounds (please give details in the next column)","Comparable or better 'good degree' classifications when compared to the whole student population","No","96% (no difference in outcome)","2014-15","96% (no difference in outcome)","2019-20","95% (no difference in outcome)","96% (no difference in outcome)","96% (no difference in outcome)","na","na","a) Overall target met/exceeded","Progression","Low income household"]
["10007811","7a",11,{"$f":"CONCATENATE(Targets!$A2224,\"-\",Targets!$B2224)","v":"10007811-7a"},{"$f":"CONCATENATE(Targets!$A2224,\"-\",Targets!$B2224,\"-\",Targets!$C2224)","v":"10007811-7a-11"},"Other statistic - Disabled (please give details in the next column)","Comparable or better performance outcomes when compared to the whole student population","No",0.94,"2013-14",0.95,"2019-20","na",0.94,"96% (2% more than overall population)","92% (4% less than overall population)","92% (no  difference in outcome)","e) Performance is below baseline","Student Success","Disability"]
["10007811","7a",12,{"$f":"CONCATENATE(Targets!$A2225,\"-\",Targets!$B2225)","v":"10007811-7a"},{"$f":"CONCATENATE(Targets!$A2225,\"-\",Targets!$B2225,\"-\",Targets!$C2225)","v":"10007811-7a-12"},"Other statistic - Ethnicity (please give details in the next column)","Comparable or better performance outcomes when compared to the whole student population","No",0.88,"2013-14",0.98,"2019-20","87% (2% less than overall)","88% (3% less than overall)","95% (2% more than overall)","83% (7% less than overall)","81% (8% less than overall)","e) Performance is below baseline","Student Success","Ethnicity"]
["10007657","7a",6,{"$f":"CONCATENATE(Targets!$A2226,\"-\",Targets!$B2226)","v":"10007657-7a"},{"$f":"CONCATENATE(Targets!$A2226,\"-\",Targets!$B2226,\"-\",Targets!$C2226)","v":"10007657-7a-6"},"Other statistic - Part-time (please give details in the next column)","The college aims to grow its part-time enrolment from 3% to at least 5% of home students.  (data from Writtle College Student records - Unit-e)","No",0.03,"2014-15",0.05,"2019-20",5.5,4.3,5.2,4.5999999999999899,3.6,"c) Progress made – but less than anticipated","Access","Part-time"]
["10007657","7b",1,{"$f":"CONCATENATE(Targets!$A2227,\"-\",Targets!$B2227)","v":"10007657-7b"},{"$f":"CONCATENATE(Targets!$A2227,\"-\",Targets!$B2227,\"-\",Targets!$C2227)","v":"10007657-7b-1"},"Outreach / WP activity (other - please give details in the next column)","To sustain our education outreach activity (in terms of volume and variety) at the high level attained in previous years, to deliver at least 30 events benefiting 5,000 participants annually.","Yes","30 events","2014-15","30 events","2019-20","NA","NA",">30",">30",">30","a) Overall target met/exceeded","Access","Multiple"]
["10007657","7b",2,{"$f":"CONCATENATE(Targets!$A2228,\"-\",Targets!$B2228)","v":"10007657-7b"},{"$f":"CONCATENATE(Targets!$A2228,\"-\",Targets!$B2228,\"-\",Targets!$C2228)","v":"10007657-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Within our outreach activities to run at least 10 activities that target and are designed to raise aspiration and participation among learner from regional ‘cold-spot’ low-participation neighbourhoods identified by HEFCE.","Yes","6 events","2014-15","10 events","2019-20","NA","NA",6,6,7,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007657","7b",3,{"$f":"CONCATENATE(Targets!$A2229,\"-\",Targets!$B2229)","v":"10007657-7b"},{"$f":"CONCATENATE(Targets!$A2229,\"-\",Targets!$B2229,\"-\",Targets!$C2229)","v":"10007657-7b-3"},"Lifelong learning","Within our outreach activities to run at least 5 activities that promote and support the take up of higher education by part-time students and mature return to learning students.","Yes","0 events","2014-15","5 events","2019-20","NA","NA",0,2,2,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007780","7b",7,{"$f":"CONCATENATE(Targets!$A2230,\"-\",Targets!$B2230)","v":"10007780-7b"},{"$f":"CONCATENATE(Targets!$A2230,\"-\",Targets!$B2230,\"-\",Targets!$C2230)","v":"10007780-7b-7"},"Outreach / WP activity (other - please give details in the next column)","To increase the progression rate of mature Bridging Course attendees into year two to 80% by 2019/20","No",0.72699999999999998,"2012-13",0.8,"2019-20","New target","New target","New target",0.71799999999999997,0.70499999999999896,"e) Performance is below baseline","Student Success","Multiple"]
["10007780","7b",8,{"$f":"CONCATENATE(Targets!$A2231,\"-\",Targets!$B2231)","v":"10007780-7b"},{"$f":"CONCATENATE(Targets!$A2231,\"-\",Targets!$B2231,\"-\",Targets!$C2231)","v":"10007780-7b-8"},"Outreach / WP activity (other - please give details in the next column)","To increase the progression rate of first generation Bridging Course attendees into year two to 85% by 2019/20","No",0.79400000000000004,"2012-13",0.85,"2019-20","New target","New target","New target",0.73199999999999998,0.86399999999999899,"b) Yearly milestone met","Student Success","Multiple"]
["10004599","7a",6,{"$f":"CONCATENATE(Targets!$A2232,\"-\",Targets!$B2232)","v":"10004599-7a"},{"$f":"CONCATENATE(Targets!$A2232,\"-\",Targets!$B2232,\"-\",Targets!$C2232)","v":"10004599-7a-6"},"Other statistic - Other (please give details in the next column)","Increase in success from BME groups - to be completed in next years agreement","No",78.599999999999895,"2016-17",85,"2019-20","N/A","N/A","N/A","N/A",78.599999999999895,"d) No progress made against baseline","Student success","Ethnicity"]
["10004599","7a",7,{"$f":"CONCATENATE(Targets!$A2233,\"-\",Targets!$B2233)","v":"10004599-7a"},{"$f":"CONCATENATE(Targets!$A2233,\"-\",Targets!$B2233,\"-\",Targets!$C2233)","v":"10004599-7a-7"},"Other statistic - Other (please give details in the next column)","Increase in success from learners from disadvantaged backgrounds - to be completed in next years agreement","No",79.3,"2016-17",85,"2019-20","N/A","N/A","N/A","N/A",79.3,"d) No progress made against baseline","Student success","Low participation neighbourhoods (LPN)"]
["10004599","7b",1,{"$f":"CONCATENATE(Targets!$A2234,\"-\",Targets!$B2234)","v":"10004599-7b"},{"$f":"CONCATENATE(Targets!$A2234,\"-\",Targets!$B2234,\"-\",Targets!$C2234)","v":"10004599-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Provide taster/masterclass days for internal and external students","No","4 taster/masterclass days","2013-14",7,"2019-20","N/A","4 taster/masterclass days","4 taster/masterclass days","5 taster/masterclass days","5 taster/masterclass days","a) Overall target met/exceeded","Access","Other"]
["10007155","7a",4,{"$f":"CONCATENATE(Targets!$A2235,\"-\",Targets!$B2235)","v":"10007155-7a"},{"$f":"CONCATENATE(Targets!$A2235,\"-\",Targets!$B2235,\"-\",Targets!$C2235)","v":"10007155-7a-4"},"HESA T3c - No longer in HE after 1 year & no previous HE qualification (Mature, full-time, first degree entrants)","NON-CONTINUATION FOLLOWING YEAR OF ENTRY: MATURE FULL-TIME FIRST DEGREE ENTRANTS WITH NO PREVIOUS HE (HESA Table T3c) \n\nWe aim to outperform benchmark over the next five years.","No","Benchmark: 12.9%","2010-11",11.6,"2019-20",8.3000000000000007,11.6,10.3,8.6999999999999904,"-","a) Overall target met/exceeded","Student Success","Low participation neighbourhood (LPN)"]
["10007155","7b",1,{"$f":"CONCATENATE(Targets!$A2236,\"-\",Targets!$B2236)","v":"10007155-7b"},{"$f":"CONCATENATE(Targets!$A2236,\"-\",Targets!$B2236,\"-\",Targets!$C2236)","v":"10007155-7b-1"},"Outreach / WP activity (summer schools)","University Residential  \nFor year 10 pupils from local target schools","No","100 pupils","2011-12","100 pupils","2019-20",122,100,100,102,100,"a) Overall target met/exceeded","Progression","Multiple"]
["10003645","7a",1,{"$f":"CONCATENATE(Targets!$A2237,\"-\",Targets!$B2237)","v":"10003645-7a"},{"$f":"CONCATENATE(Targets!$A2237,\"-\",Targets!$B2237,\"-\",Targets!$C2237)","v":"10003645-7a-1"},"HESA T1a - State School (Young, full-time, first degree entrants)","Proportion of young full-time first degree entrants from state schools or colleges (UK students)","No",0.72399999999999998,"2013-14",0.77200000000000002,"2019-20",0.70899999999999996,0.72399999999999998,0.749,0.77300000000000002,0.75600000000000001,"b) Yearly milestone met","Access","State school"]
["10004599","7b",2,{"$f":"CONCATENATE(Targets!$A2238,\"-\",Targets!$B2238)","v":"10004599-7b"},{"$f":"CONCATENATE(Targets!$A2238,\"-\",Targets!$B2238,\"-\",Targets!$C2238)","v":"10004599-7b-2"},"Strategic partnerships (eg formal relationships with schools/colleges/employers)","Target secondary and schools within the Group with high proportions of non-traditional students.","No","15 Schools","2013-14",17,"2019-20","N/A","15 Schools","15 Schools","15 schools","15 schools","d) No progress made against baseline","Access","State school"]
["10007767","7b",13,{"$f":"CONCATENATE(Targets!$A2239,\"-\",Targets!$B2239)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A2239,\"-\",Targets!$B2239,\"-\",Targets!$C2239)","v":"10007767-7b-13"},"Student support services","Organise Law market place event enabling students to network with legal professionals - offering insight to professional careers","Yes","n/a","n/a",80,"2019-20","-","-","-",27,96,"a) Overall target met/exceeded","Student Success and Progression","Attainment raising"]
["10007767","7b",14,{"$f":"CONCATENATE(Targets!$A2240,\"-\",Targets!$B2240)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A2240,\"-\",Targets!$B2240,\"-\",Targets!$C2240)","v":"10007767-7b-14"},"Contextual data","Attend in-school events such as Careers, Options and Parents' evenings","No","n/a","n/a",100,"2019-20","-","-","-",135,"n/a","f) Target discontinued","Access","Multiple"]
["10007767","7b",15,{"$f":"CONCATENATE(Targets!$A2241,\"-\",Targets!$B2241)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A2241,\"-\",Targets!$B2241,\"-\",Targets!$C2241)","v":"10007767-7b-15"},"Mission targets","Further develop the Keele Governor's Network and grow the number of Keele governors in partner schools/ colleges","No",30,"2013-14",55,"2019-20","-","-","-",37,33,"c) Progress made – but less than anticipated","Access","State school"]
["10007767","7b",16,{"$f":"CONCATENATE(Targets!$A2242,\"-\",Targets!$B2242)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A2242,\"-\",Targets!$B2242,\"-\",Targets!$C2242)","v":"10007767-7b-16"},"Outreach / WP activity (collaborative - please give details in the next column)","Deliver pre-arrival welcome event for mature learners.","No","n/a","2009/10","n/a","n/a",42,80,42,61,62,"a) Overall target met/exceeded","Student Success","Mature"]
["10007761","7b",4,{"$f":"CONCATENATE(Targets!$A2243,\"-\",Targets!$B2243)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A2243,\"-\",Targets!$B2243,\"-\",Targets!$C2243)","v":"10007761-7b-4"},"Outreach / WP activity (collaborative - please give details in the next column)","Workshops and exhibition of student photography and/or art (Year 10 to 12) involving three schools in East London and school-based exhibitions.  18 students per annum","Yes",18,"2012-13","50 students participating plus visitors","2019-20",18,30,32,15,52,"b) Yearly milestone met","Access","Multiple"]
["10007761","7b",5,{"$f":"CONCATENATE(Targets!$A2244,\"-\",Targets!$B2244)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A2244,\"-\",Targets!$B2244,\"-\",Targets!$C2244)","v":"10007761-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Free Curating Art History workshops held in  the Courtauld Gallery for 32 Year 6 students from target schools","No",32,"2012-13",64,"2019-20",32,66,62,48,76,"a) Overall target met/exceeded","Access","Multiple"]
["10007761","7b",6,{"$f":"CONCATENATE(Targets!$A2245,\"-\",Targets!$B2245)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A2245,\"-\",Targets!$B2245,\"-\",Targets!$C2245)","v":"10007761-7b-6"},"Outreach / WP activity (other - please give details in the next column)","Young People's Online Blog, reaching young people across the regions","No","N/A","2014-15","N/A","2019-20","N/A","N/A","N/A",190,205,"a) Overall target met/exceeded","Access","State school"]
["10007761","7b",7,{"$f":"CONCATENATE(Targets!$A2246,\"-\",Targets!$B2246)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A2246,\"-\",Targets!$B2246,\"-\",Targets!$C2246)","v":"10007761-7b-7"},"Lifelong learning","A partnership with Sussex Coast College’s Access to Higher Education (Humanities) course, which includes outreach and visits to The Courtauld  since 2013. Working specifically with students who have been out of education for more than 2 years and are over the age of 19.","Yes","15 adult learners","2013-14",40,"2019-20","n/a",15,14,16,20,"b) Yearly milestone met","Other","Mature"]
["10007761","7b",8,{"$f":"CONCATENATE(Targets!$A2247,\"-\",Targets!$B2247)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A2247,\"-\",Targets!$B2247,\"-\",Targets!$C2247)","v":"10007761-7b-8"},"Lifelong learning","New English for Speakers of Other Languages (ESOL) project in partnership with Tower Hamlets FE College, London.  Monthly workshops for 15 to 20 adult learners led by ESOL staff and an art historian using the Courtauld’s collections to develop language skills and produce a personalised catalogue introducing the gallery to other learners at a celebration event in the summer term.","Yes","18 adult learners","2013-14",28,"2019-20","N/A",18,14,15,32,"a) Overall target met/exceeded","Other","Mature"]
["10007761","7b",9,{"$f":"CONCATENATE(Targets!$A2248,\"-\",Targets!$B2248)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A2248,\"-\",Targets!$B2248,\"-\",Targets!$C2248)","v":"10007761-7b-9"},"Outreach / WP activity (summer schools)","Summer University - a week-long, non-residential Art History course with progression and application advice sessions for 20 Year 12 students from targeted state schools with no prior family history of HE attendance.  Free of charge with fully subsidised travel, learning materuals and meals.","No","28 Year 12 students","2012-13",40,"2019-20",26,27,28,28,"29 The target of 40 is not realistic in current capacity, we alreay have to split the group ","b) Yearly milestone met","Access","State school"]
["10007155","7b",2,{"$f":"CONCATENATE(Targets!$A2249,\"-\",Targets!$B2249)","v":"10007155-7b"},{"$f":"CONCATENATE(Targets!$A2249,\"-\",Targets!$B2249,\"-\",Targets!$C2249)","v":"10007155-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Events for parents from target schools and colleges","No","34 schools","2011-12","34 events","2019-20",43,36,37,38,47,"a) Overall target met/exceeded","Access","Multiple"]
["10007155","7b",3,{"$f":"CONCATENATE(Targets!$A2250,\"-\",Targets!$B2250)","v":"10007155-7b"},{"$f":"CONCATENATE(Targets!$A2250,\"-\",Targets!$B2250,\"-\",Targets!$C2250)","v":"10007155-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Taster days for targeted Secondary Schools: \nIncluding generic 'Why HE?' and subject specific events","No","1,000 pupils","2011-12","1,000 pupils","2019-20",1135,1321,1229,1151,1151,"a) Overall target met/exceeded","Access and Progression","Multiple"]
["10007155","7b",4,{"$f":"CONCATENATE(Targets!$A2251,\"-\",Targets!$B2251)","v":"10007155-7b"},{"$f":"CONCATENATE(Targets!$A2251,\"-\",Targets!$B2251,\"-\",Targets!$C2251)","v":"10007155-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Post 16 outreach: \nYear 12 events providing academic tasters in each faculty","No","500 students","2011-12","600  students","2019-20",514,560,738,727,659,"a) Overall target met/exceeded","Access, Student Success and Progression","Multiple"]
["10007155","7b",5,{"$f":"CONCATENATE(Targets!$A2252,\"-\",Targets!$B2252)","v":"10007155-7b"},{"$f":"CONCATENATE(Targets!$A2252,\"-\",Targets!$B2252,\"-\",Targets!$C2252)","v":"10007155-7b-5"},"Outreach / WP activity (other - please give details in the next column)","Post 16 outreach: \nTalks for year 12 pupils about progression routes into HE, including routes for those on vocational courses","No","1,000 students","2011-12","40 events","2019-20","1487 (students)","1069 (students)","1270 (students)","40 (events)","45 (events)","a) Overall target met/exceeded","Access and Progression","Multiple"]
["10007767","7b",17,{"$f":"CONCATENATE(Targets!$A2253,\"-\",Targets!$B2253)","v":"10007767-7b"},{"$f":"CONCATENATE(Targets!$A2253,\"-\",Targets!$B2253,\"-\",Targets!$C2253)","v":"10007767-7b-17"},"Student Support Services","deliver pre-arrival event for local/commuter stuents","No","n/a","n/a",120,"n/a",55,127,86,94,73,"c) Progress made – but less than anticipated","Access","Other"]
["10040812","7a",1,{"$f":"CONCATENATE(Targets!$A2254,\"-\",Targets!$B2254)","v":"10040812-7a"},{"$f":"CONCATENATE(Targets!$A2254,\"-\",Targets!$B2254,\"-\",Targets!$C2254)","v":"10040812-7a-1"},"Other statistic - Other (please give details in the next column)","Maintain proportion of full-time, self-declared, university-verified, disabled entrants, despite changes to DSA funding","No",0.188,"2013-14",0.19,"2019-20","-",18.8,20.6,20.8,19.3,"a) Overall target met/exceeded","Access","Disability"]
["10040812","7a",2,{"$f":"CONCATENATE(Targets!$A2255,\"-\",Targets!$B2255)","v":"10040812-7a"},{"$f":"CONCATENATE(Targets!$A2255,\"-\",Targets!$B2255,\"-\",Targets!$C2255)","v":"10040812-7a-2"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Improve non-continuation in HE of UK domiciled full time first degree entrants","No",6.3E-2,"Other (please give details in Description column)",0.04,"2019-20",4.9000000000000004,7.1,6.8,"na","na","e) Performance is below baseline","Student Success","Multiple"]
["10040812","7a",3,{"$f":"CONCATENATE(Targets!$A2256,\"-\",Targets!$B2256)","v":"10040812-7a"},{"$f":"CONCATENATE(Targets!$A2256,\"-\",Targets!$B2256,\"-\",Targets!$C2256)","v":"10040812-7a-3"},"HESA T3d - No longer in HE after 1 year (All, full-time, other undergraduate entrants) ","Improve non-continuation in HE of UK domiciled full time other undergraduate entrants","No",0.16600000000000001,"Other (please give details in Description column)",0.08,"2019-20",13.8,17.899999999999899,11.5,"na","na","b) Yearly milestone met","Student Success","Multiple"]
["10040812","7a",4,{"$f":"CONCATENATE(Targets!$A2257,\"-\",Targets!$B2257)","v":"10040812-7a"},{"$f":"CONCATENATE(Targets!$A2257,\"-\",Targets!$B2257,\"-\",Targets!$C2257)","v":"10040812-7a-4"},"Other statistic - Progression to employment or further study (please give details in the next column)","Maintain a sector leading unemployment rate","No",0.96,"Other (please give details in Description column)",0.97,"2019-20",96.2,96,99.4,98,"na","a) Overall target met/exceeded","Progression","Multiple"]
["10007165","7a",1,{"$f":"CONCATENATE(Targets!$A2258,\"-\",Targets!$B2258)","v":"10007165-7a"},{"$f":"CONCATENATE(Targets!$A2258,\"-\",Targets!$B2258,\"-\",Targets!$C2258)","v":"10007165-7a-1"},"HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants)","-","No","HESA","2013-14",6.2E-2,"2019-20",7.6999999999999902E-2,7.3999999999999802E-2,7.49999999999999E-2,"Not yet available","Not yet available","d) No progress made against baseline","Progression","Other"]
["10007165","7a",2,{"$f":"CONCATENATE(Targets!$A2259,\"-\",Targets!$B2259)","v":"10007165-7a"},{"$f":"CONCATENATE(Targets!$A2259,\"-\",Targets!$B2259,\"-\",Targets!$C2259)","v":"10007165-7a-2"},"HESA T5 - Projected neither award or transfer (full-time, first degree entrants)","-","No","HESA","2013-14",0.12,"2019-20",0.14399999999999899,0.11799999999999899,0.127,"Not yet available","Not yet available","d) No progress made against baseline","Student Success and Progression","Other"]
["10007165","7a",3,{"$f":"CONCATENATE(Targets!$A2260,\"-\",Targets!$B2260)","v":"10007165-7a"},{"$f":"CONCATENATE(Targets!$A2260,\"-\",Targets!$B2260,\"-\",Targets!$C2260)","v":"10007165-7a-3"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","-","Yes","HESA","2013-14",4.4999999999999998E-2,"2019-20",4.1000000000000002E-2,4.2000000000000003E-2,4.2000000000000003E-2,4.2000000000000003E-2,4.2999999999999802E-2,"b) Yearly milestone met","Access","Disability"]
["10007165","7a",4,{"$f":"CONCATENATE(Targets!$A2261,\"-\",Targets!$B2261)","v":"10007165-7a"},{"$f":"CONCATENATE(Targets!$A2261,\"-\",Targets!$B2261,\"-\",Targets!$C2261)","v":"10007165-7a-4"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","-","Yes","HESA","2013-14",0.06,"2019-20",0.05,5.09999999999999E-2,6.0999999999999902E-2,4.9000000000000002E-2,6.2E-2,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10040812","7b",1,{"$f":"CONCATENATE(Targets!$A2262,\"-\",Targets!$B2262)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A2262,\"-\",Targets!$B2262,\"-\",Targets!$C2262)","v":"10040812-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Student mentoring","No",0,"2011-12",4,"2019-20",8,5,8,8,4,"a) Overall target met/exceeded","Access","Multiple"]
["10040812","7b",2,{"$f":"CONCATENATE(Targets!$A2263,\"-\",Targets!$B2263)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A2263,\"-\",Targets!$B2263,\"-\",Targets!$C2263)","v":"10040812-7b-2"},"Outreach / WP activity (summer schools)","Experience days","No",300,"2011-12",300,"2019-20",213,209,234,231,304,"a) Overall target met/exceeded","Access","Multiple"]
["10040812","7b",3,{"$f":"CONCATENATE(Targets!$A2264,\"-\",Targets!$B2264)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A2264,\"-\",Targets!$B2264,\"-\",Targets!$C2264)","v":"10040812-7b-3"},"Operational targets","Improve year one success so that all under-represented entrant groups perform within 3 points of the overall success rate, full-time, first degree entrants","No",">3%","2014-15","<3%","2019-20","-","-","-","Whilst first year disabled and BME students performed less well, Polar Q 1 & 2 and mature students performed better.","Whilst disabled student success rate was in line with the overall, that Q1 and 2, mature and BME students was slightly worse by more than points worse that than overall.  That for mature and BME students had, nonetheless improved when compared with the previous two years.","b) Yearly milestone met","Student Success","Multiple"]
["10040812","7b",4,{"$f":"CONCATENATE(Targets!$A2265,\"-\",Targets!$B2265)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A2265,\"-\",Targets!$B2265,\"-\",Targets!$C2265)","v":"10040812-7b-4"},"Operational targets","Improve year one success so that all under-represented entrant groups perform within 3 points of the overall success rate, full-time, other undergraduate entrants","No",">3%","2014-16","<3%","2019-20","-","-","-","Whilst first year disabled students performed less well, Polar Q 1 & 2, BME and mature students performed better.","Whilst disabled and BME student success rate was higher than the overall, that for Q1 and 2 students was in line with the overall.  That for mature students was more than three points worse than overall.","b) Yearly milestone met","Student Success","Multiple"]
["10040812","7b",5,{"$f":"CONCATENATE(Targets!$A2266,\"-\",Targets!$B2266)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A2266,\"-\",Targets!$B2266,\"-\",Targets!$C2266)","v":"10040812-7b-5"},"Operational targets","Improve year one success so that BTEC entrants success rate is within 3 points of the overall success rate, full-time, first degree entrants","No",">3%","2014-17","<3%","2019-20","-","-","-","BTEC entrant continuation and achievement levels more than 3% points behind the overall, although some narrowing of the gap when compared with 2014/15","BTEC entrant continuation levels within 3% points of overall success rate","a) Overall target met/exceeded","Student Success","Multiple"]
["10040812","7b",6,{"$f":"CONCATENATE(Targets!$A2267,\"-\",Targets!$B2267)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A2267,\"-\",Targets!$B2267,\"-\",Targets!$C2267)","v":"10040812-7b-6"},"Operational targets","Improve year one success so that BTEC entrants success rate is within 3 points of the overall success rate, full-time, undergraduate entrants","No",">3%","2014-18","<3%","2019-20","-","-","-","BTEC entrant continuation and achievement levels more than 3% points behind the overall, although some narrowing of the gap when compared with 2014/15","As in 2015/16, BTEC entrant continuation rate is more than 3% worse than the overall, but has improved once again when compared with previous two years","b) Yearly milestone met","Student Success","Multiple"]
["10040812","7b",7,{"$f":"CONCATENATE(Targets!$A2268,\"-\",Targets!$B2268)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A2268,\"-\",Targets!$B2268,\"-\",Targets!$C2268)","v":"10040812-7b-7"},"Operational targets","Achieve employment outcomes (in work or further study) for under-represented groups that are in line within 3 points of the overall rate, full-time, first degree entrants","No",">3%","2014-19","<3%","2019-20","-","-","-","All groups within 3 % points of overall rate.","All groups within 3 % points of overall rate.","a) Overall target met/exceeded","Progression","Multiple"]
["10040812","7b",8,{"$f":"CONCATENATE(Targets!$A2269,\"-\",Targets!$B2269)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A2269,\"-\",Targets!$B2269,\"-\",Targets!$C2269)","v":"10040812-7b-8"},"Operational targets","Achieve professional and managerial employment outcomes for under-represented groups that are in line within 3 points of the overall rate, full-time, first degree entrants","No",">3%","2014-20","<3%","2019-20","-","-","-","All groups exceeded overall rate (noting that POLAR data not available for the 2015 graduating cohort and 'urban' proxy perform less well)","Whilst mature and Q1 and 2 graduates achieved similar levels of professional and managerial emnployment outcomes to all students, disabled and BME students did not.","d) No progress made against baseline","Student Success","Multiple"]
["10040812","7b",9,{"$f":"CONCATENATE(Targets!$A2270,\"-\",Targets!$B2270)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A2270,\"-\",Targets!$B2270,\"-\",Targets!$C2270)","v":"10040812-7b-9"},"Outreach / WP activity (other - please give details in the next column)","Recruitment events","Yes",705,"2011-12",830,"2019-20",1496,2456,3575,2388,3239,"a) Overall target met/exceeded","Access","Multiple"]
["10040812","7b",10,{"$f":"CONCATENATE(Targets!$A2271,\"-\",Targets!$B2271)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A2271,\"-\",Targets!$B2271,\"-\",Targets!$C2271)","v":"10040812-7b-10"},"Outreach / WP activity (other - please give details in the next column)","Open days and campus tour afternoon","No",800,"2011-12",870,"2019-20",1300,1572,1569,1443,1419,"a) Overall target met/exceeded","Access","Multiple"]
["10040812","7b",11,{"$f":"CONCATENATE(Targets!$A2272,\"-\",Targets!$B2272)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A2272,\"-\",Targets!$B2272,\"-\",Targets!$C2272)","v":"10040812-7b-11"},"Outreach / WP activity (other - please give details in the next column)","Shows and events","Yes",434,"2011-12",520,"2019-20",600,1057,1866,2088,3304,"a) Overall target met/exceeded","Access","Multiple"]
["10040812","7b",12,{"$f":"CONCATENATE(Targets!$A2273,\"-\",Targets!$B2273)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A2273,\"-\",Targets!$B2273,\"-\",Targets!$C2273)","v":"10040812-7b-12"},"Outreach / WP activity (other - please give details in the next column)","Master classes","Yes",3,"2011-12",2,"2019-20",4,4,7,8,6,"a) Overall target met/exceeded","Access","Multiple"]
["10040812","7b",13,{"$f":"CONCATENATE(Targets!$A2274,\"-\",Targets!$B2274)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A2274,\"-\",Targets!$B2274,\"-\",Targets!$C2274)","v":"10040812-7b-13"},"Outreach / WP activity (collaborative - please give details in the next column)","National Networks for Collaborative Outreach - Explore University and Higher Horizons","Yes",2,"2015-16",2,"2019-20","-","-","-","2 networks, 2371 engagements","6 events","a) Overall target met/exceeded","Access","Multiple"]
["10040812","7b",14,{"$f":"CONCATENATE(Targets!$A2275,\"-\",Targets!$B2275)","v":"10040812-7b"},{"$f":"CONCATENATE(Targets!$A2275,\"-\",Targets!$B2275,\"-\",Targets!$C2275)","v":"10040812-7b-14"},"Outreach / WP activity (other - please give details in the next column)","Profile raising in Wales and Niorthern Ireland","Yes",251,"2010-11",310,"2016-17",270,400,1178,1332,1876,"a) Overall target met/exceeded","Access","Multiple"]
["10007146","7a",1,{"$f":"CONCATENATE(Targets!$A2276,\"-\",Targets!$B2276)","v":"10007146-7a"},{"$f":"CONCATENATE(Targets!$A2276,\"-\",Targets!$B2276,\"-\",Targets!$C2276)","v":"10007146-7a-1"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","Improve the recruitment of disabled students to exceed the HESA benchmark","No",4.5999999999999999E-2,"2013-14",0.06,"2019-20",4.5999999999999999E-2,4.8000000000000001E-2,4.8000000000000001E-2,4.39999999999999E-2,"-","e) Performance is below baseline","Access","Disability"]
["10007146","7a",2,{"$f":"CONCATENATE(Targets!$A2277,\"-\",Targets!$B2277)","v":"10007146-7a"},{"$f":"CONCATENATE(Targets!$A2277,\"-\",Targets!$B2277,\"-\",Targets!$C2277)","v":"10007146-7a-2"},"Other statistic - Other (please give details in the next column)","Improve student retention (aligned to the University's Strategic Plan 2012-17)","No",0.89,"2013-14",0.93,"2019-20",0.89,0.89,0.88,0.87,"-","e) Performance is below baseline","Progression","Multiple"]
["10007146","7a",3,{"$f":"CONCATENATE(Targets!$A2278,\"-\",Targets!$B2278)","v":"10007146-7a"},{"$f":"CONCATENATE(Targets!$A2278,\"-\",Targets!$B2278,\"-\",Targets!$C2278)","v":"10007146-7a-3"},"HESA T1a - State School (Young, full-time, first degree entrants)","Sustain the number of students recruited from state schools","No",0.98099999999999998,"2013-14",0.98099999999999998,"2019-20",0.97899999999999998,0.98099999999999998,0.97799999999999998,0.97399999999999898,"-","f) Target discontinued","Access","State school"]
["10007146","7a",4,{"$f":"CONCATENATE(Targets!$A2279,\"-\",Targets!$B2279)","v":"10007146-7a"},{"$f":"CONCATENATE(Targets!$A2279,\"-\",Targets!$B2279,\"-\",Targets!$C2279)","v":"10007146-7a-4"},"HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)","Decrease the non-continuation of students following year of entry (Not in HE)","No",8.5999999999999993E-2,"2013-14",7.0000000000000007E-2,"2019-20",7.4999999999999997E-2,8.5999999999999993E-2,8.5000000000000006E-2,9.1999999999999901E-2,"-","e) Performance is below baseline","Progression","Multiple"]
["10007825","7a",3,{"$f":"CONCATENATE(Targets!$A2280,\"-\",Targets!$B2280)","v":"10007825-7a"},{"$f":"CONCATENATE(Targets!$A2280,\"-\",Targets!$B2280,\"-\",Targets!$C2280)","v":"10007825-7a-3"},"Other statistic - Ethnicity (please give details in the next column)","Retention of new entrants from Black Minority Ethnic Communities into yr 2","No",0.92,"2010-11",92,"2019-20",100,87.5,88.9,100,94.7,"a) Overall target met/exceeded","Student Success","Ethnicity"]
["10007825","7a",4,{"$f":"CONCATENATE(Targets!$A2281,\"-\",Targets!$B2281)","v":"10007825-7a"},{"$f":"CONCATENATE(Targets!$A2281,\"-\",Targets!$B2281,\"-\",Targets!$C2281)","v":"10007825-7a-4"},"Other statistic - Applications (please give details in the next column)","State school and state supported (Music & Dance scheme) undergraduate applications - baseline 2010","No",0.77500000000000002,"Other (please give details in Description column)",89,"2019-20",78.400000000000006,83.3,76.599999999999895,77.7,78.3,"c) Progress made – but less than anticipated","Access","State school"]
["10007825","7a",5,{"$f":"CONCATENATE(Targets!$A2282,\"-\",Targets!$B2282)","v":"10007825-7a"},{"$f":"CONCATENATE(Targets!$A2282,\"-\",Targets!$B2282,\"-\",Targets!$C2282)","v":"10007825-7a-5"},"Other statistic - Ethnicity (please give details in the next column)","New entrants from UK Black & Minority communities - baseline 2010","No",7.5999999999999998E-2,"Other (please give details in Description column)",13.9,"2019-20",10.3,13.5,11.3,8.5,14.8,"a) Overall target met/exceeded","Access","Ethnicity"]
["10007825","7a",6,{"$f":"CONCATENATE(Targets!$A2283,\"-\",Targets!$B2283)","v":"10007825-7a"},{"$f":"CONCATENATE(Targets!$A2283,\"-\",Targets!$B2283,\"-\",Targets!$C2283)","v":"10007825-7a-6"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","New entrants from low participation neighbourhoods","No",8.8000000000000007,"2013-14",10.5,"2019-20","-","-",5.5,5.2,"-","e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007146","7a",5,{"$f":"CONCATENATE(Targets!$A2284,\"-\",Targets!$B2284)","v":"10007146-7a"},{"$f":"CONCATENATE(Targets!$A2284,\"-\",Targets!$B2284,\"-\",Targets!$C2284)","v":"10007146-7a-5"},"HESA T5 - Projected degree (full-time, first degree entrants)","Sustain the number of students awarded a degree (Exceed HESA benchmark)","No",0.79700000000000004,"2013-14",0.82,"2019-20",0.76400000000000001,0.79700000000000004,0.77900000000000003,0.77500000000000002,"-","e) Performance is below baseline","Student Success","Multiple"]
["10007146","7a",6,{"$f":"CONCATENATE(Targets!$A2285,\"-\",Targets!$B2285)","v":"10007146-7a"},{"$f":"CONCATENATE(Targets!$A2285,\"-\",Targets!$B2285,\"-\",Targets!$C2285)","v":"10007146-7a-6"},"HESA T1b - Low participation neighbourhoods (POLAR3) (Young, full-time, undergraduate entrants)","Exceed the HESA recruitment benchmark for LPN students (Location adjusted)","No",7.6999999999999999E-2,"2013-14",0.08,"2019-20",9.0999999999999998E-2,7.6999999999999999E-2,9.0999999999999998E-2,9.09999999999999E-2,"-","a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007146","7b",1,{"$f":"CONCATENATE(Targets!$A2286,\"-\",Targets!$B2286)","v":"10007146-7b"},{"$f":"CONCATENATE(Targets!$A2286,\"-\",Targets!$B2286,\"-\",Targets!$C2286)","v":"10007146-7b-1"},"Outreach / WP activity (other - please give details in the next column)","Increase the number of students receiving progression to HE support","No",800,"2013-14",1200,"2019-20",2127,2478,2599,2487,2865,"a) Overall target met/exceeded","Access","Multiple"]
["10007146","7b",2,{"$f":"CONCATENATE(Targets!$A2287,\"-\",Targets!$B2287)","v":"10007146-7b"},{"$f":"CONCATENATE(Targets!$A2287,\"-\",Targets!$B2287,\"-\",Targets!$C2287)","v":"10007146-7b-2"},"Outreach / WP activity (collaborative - please give details in the next column)","Increase the number of care experienced young people engaging with outreach activities","Yes",90,"2013-14",140,"2019-20",81,90,95,86,182,"a) Overall target met/exceeded","Access","Care leavers"]
["10007146","7b",3,{"$f":"CONCATENATE(Targets!$A2288,\"-\",Targets!$B2288)","v":"10007146-7b"},{"$f":"CONCATENATE(Targets!$A2288,\"-\",Targets!$B2288,\"-\",Targets!$C2288)","v":"10007146-7b-3"},"Management targets","Improve the progression of students from black backgrounds(all black categories-average)","No",0.14299999999999999,"2013-14",7.0000000000000007E-2,"2019-20","-",0.14299999999999999,0.15,0.16400000000000001,0.16070000000000001,"e) Performance is below baseline","Progression","Ethnicity"]
["10007146","7b",4,{"$f":"CONCATENATE(Targets!$A2289,\"-\",Targets!$B2289)","v":"10007146-7b"},{"$f":"CONCATENATE(Targets!$A2289,\"-\",Targets!$B2289,\"-\",Targets!$C2289)","v":"10007146-7b-4"},"Management targets","Improve the progression of students from a Bangladeshi background","No",0.13400000000000001,"2013-14",7.0000000000000007E-2,"2019-20",0.113,0.13400000000000001,0.128,0.151,0.14399999999999899,"e) Performance is below baseline","Progression","Ethnicity"]
["10007146","7b",5,{"$f":"CONCATENATE(Targets!$A2290,\"-\",Targets!$B2290)","v":"10007146-7b"},{"$f":"CONCATENATE(Targets!$A2290,\"-\",Targets!$B2290,\"-\",Targets!$C2290)","v":"10007146-7b-5"},"Management targets","Increase the success (1st and 2:1) of students from all black backgrounds (average -PAS 7)","No",0.45,"2013-14",0.65,"2019-20",0.43,0.45,0.43,0.53,0.57999999999999896,"c) Progress made – but less than anticipated","Student Success","Ethnicity"]
["10007146","7b",6,{"$f":"CONCATENATE(Targets!$A2291,\"-\",Targets!$B2291)","v":"10007146-7b"},{"$f":"CONCATENATE(Targets!$A2291,\"-\",Targets!$B2291,\"-\",Targets!$C2291)","v":"10007146-7b-6"},"Outreach / WP activity (collaborative - please give details in the next column)","Increase the number of primary school students engaging with outreach work","Yes",210,"2014-15",360,"2019-20","-",89,210,245,"-","f) Target discontinued","Access","Multiple"]
["10007146","7b",7,{"$f":"CONCATENATE(Targets!$A2292,\"-\",Targets!$B2292)","v":"10007146-7b"},{"$f":"CONCATENATE(Targets!$A2292,\"-\",Targets!$B2292,\"-\",Targets!$C2292)","v":"10007146-7b-7"},"Management targets","Improve the employability of graduates (DLHE) to exceed HESA benchmark (Employment 1a)","Yes",85.9,"2012-13",0.9,"2019-20",0.85899999999999999,0.88400000000000001,0.93200000000000005,0.90800000000000003,"-","a) Overall target met/exceeded","Progression","Multiple"]
["10007146","7b",8,{"$f":"CONCATENATE(Targets!$A2293,\"-\",Targets!$B2293)","v":"10007146-7b"},{"$f":"CONCATENATE(Targets!$A2293,\"-\",Targets!$B2293,\"-\",Targets!$C2293)","v":"10007146-7b-8"},"Outreach / WP activity (collaborative - please give details in the next column)","Increase the number of pre-entry students engaging with the University's career planning course","Yes",200,"2014-15",300,"2019-20","-","-",200,1700,1128,"a) Overall target met/exceeded","Access","Multiple"]
["10007146","7b",9,{"$f":"CONCATENATE(Targets!$A2294,\"-\",Targets!$B2294)","v":"10007146-7b"},{"$f":"CONCATENATE(Targets!$A2294,\"-\",Targets!$B2294,\"-\",Targets!$C2294)","v":"10007146-7b-9"},"Outreach / WP activity (other - please give details in the next column)","Increase the number of mature students engaging with the University's work based learning programmes","No",62,"2014-15",200,"2019-20",21,34,62,59,36,"e) Performance is below baseline","Access and Progression","Mature"]
["10007977","7a",1,{"$f":"CONCATENATE(Targets!$A2295,\"-\",Targets!$B2295)","v":"10007977-7a"},{"$f":"CONCATENATE(Targets!$A2295,\"-\",Targets!$B2295,\"-\",Targets!$C2295)","v":"10007977-7a-1"},"Other statistic - Part-time (please give details in the next column)","Since 2012 fee increases the number of part time students entering HE has fallen dramatically across the UK. It is our intention to regrow part time numbers at a compound growth rate of 5% per annum throughout the period.","No",945,"2013-14",1180,"2019-20",1070,945,1131,1161,1236,"a) Overall target met/exceeded","Access","Part-time"]
["10007977","7a",2,{"$f":"CONCATENATE(Targets!$A2296,\"-\",Targets!$B2296)","v":"10007977-7a"},{"$f":"CONCATENATE(Targets!$A2296,\"-\",Targets!$B2296,\"-\",Targets!$C2296)","v":"10007977-7a-2"},"Other statistic - Disabled (please give details in the next column)","The College has successfully run a personal tutor system for disadvantaged FE students over the last two years and this has dramatically improved student success amongst disadvantaged students. From 2015 -16 this system will be extended to include progressing and new entrants to our HE programmes. This support is particularly impacting on DSA FT studets, but is provided to other   learner grups that fit under a socoio-economic factoir subset. this includes; L:A?CL, those being affected by MH issues and other students with welfare and disability issues.","No",30,"2013-14",80,"2019-20","-",30,35,39,50,"b) Yearly milestone met","Access, Student Success and Progression","Multiple"]
["10007713","7b",2,{"$f":"CONCATENATE(Targets!$A2297,\"-\",Targets!$B2297)","v":"10007713-7b"},{"$f":"CONCATENATE(Targets!$A2297,\"-\",Targets!$B2297,\"-\",Targets!$C2297)","v":"10007713-7b-2"},"Management targets","Improve data capture methods and build coherent longitudinal tracking by implementing HEAT tracking.","No",0,"2015-16",1,"2016-17","-","-","-",1,1,"a) Overall target met/exceeded","Other","Other"]
["10007713","7b",3,{"$f":"CONCATENATE(Targets!$A2298,\"-\",Targets!$B2298)","v":"10007713-7b"},{"$f":"CONCATENATE(Targets!$A2298,\"-\",Targets!$B2298,\"-\",Targets!$C2298)","v":"10007713-7b-3"},"Outreach / WP activity (other - please give details in the next column)","North yorkshire work with schools negotiated through a consortia, expanded to include Selby (NYCHEC)","No",7,"2013-14",15,"2019-20",8,7,10,11,12,"c) Progress made – but less than anticipated","Access","Multiple"]
["10007713","7b",4,{"$f":"CONCATENATE(Targets!$A2299,\"-\",Targets!$B2299)","v":"10007713-7b"},{"$f":"CONCATENATE(Targets!$A2299,\"-\",Targets!$B2299,\"-\",Targets!$C2299)","v":"10007713-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Access to the professions and other taster day sessions","No",83,"2012-13",110,"2019-20",83,173,214,484,707,"a) Overall target met/exceeded","Access","Multiple"]
["10007825","7a",7,{"$f":"CONCATENATE(Targets!$A2300,\"-\",Targets!$B2300)","v":"10007825-7a"},{"$f":"CONCATENATE(Targets!$A2300,\"-\",Targets!$B2300,\"-\",Targets!$C2300)","v":"10007825-7a-7"},"Other statistic - Applications (please give details in the next column)","Applications from UK Black & Minority Ethnic communities - baseline 2010","No",0.107,"Other (please give details in Description column)",13.3,"2019-20",11,12.9,13,11.9,12.9,"c) Progress made – but less than anticipated","Access","Ethnicity"]
["10007825","7a",8,{"$f":"CONCATENATE(Targets!$A2301,\"-\",Targets!$B2301)","v":"10007825-7a"},{"$f":"CONCATENATE(Targets!$A2301,\"-\",Targets!$B2301,\"-\",Targets!$C2301)","v":"10007825-7a-8"},"Other statistic - State School (please give details in the next column)","New entrants from state schools and colleges or state-supported in specialist music schools- baseline 2010","No",0.67100000000000004,"Other (please give details in Description column)",80,"2019-20",74.8,75.2,68.8,69.5,81.8,"a) Overall target met/exceeded","Access","State school"]
["10007825","7b",1,{"$f":"CONCATENATE(Targets!$A2302,\"-\",Targets!$B2302)","v":"10007825-7b"},{"$f":"CONCATENATE(Targets!$A2302,\"-\",Targets!$B2302,\"-\",Targets!$C2302)","v":"10007825-7b-1"},"Outreach / WP activity (summer schools)","Take up of assisted places at summer schools from those from low income backgrounds","No",6,"2011-12",14,"2019-20",3,4,6,19,20,"b) Yearly milestone met","Access","Low income household"]
["10007825","7b",2,{"$f":"CONCATENATE(Targets!$A2303,\"-\",Targets!$B2303)","v":"10007825-7b"},{"$f":"CONCATENATE(Targets!$A2303,\"-\",Targets!$B2303,\"-\",Targets!$C2303)","v":"10007825-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Take up of assisted places from those from low income backgrounds across Guildhall Young Artist Division including regional centres","No",27,"2011-12",51,"2019-20",8,13,27,30,64,"a) Overall target met/exceeded","Access","Low income household"]
["10007825","7b",3,{"$f":"CONCATENATE(Targets!$A2304,\"-\",Targets!$B2304)","v":"10007825-7b"},{"$f":"CONCATENATE(Targets!$A2304,\"-\",Targets!$B2304,\"-\",Targets!$C2304)","v":"10007825-7b-3"},"Outreach / WP activity (other - please give details in the next column)","Outreach project work in target boroughs - general reach - all participants","No",6100,"2011-12",6100,"2019-20",5928,6207,6383,8941,3580,"e) Performance is below baseline","Access","Low participation neighbourhood (LPN)"]
["10007825","7b",4,{"$f":"CONCATENATE(Targets!$A2305,\"-\",Targets!$B2305)","v":"10007825-7b"},{"$f":"CONCATENATE(Targets!$A2305,\"-\",Targets!$B2305,\"-\",Targets!$C2305)","v":"10007825-7b-4"},"Outreach / WP activity (other - please give details in the next column)","Outreach project work in target boroughs - specific reach - age 8 to 18 years","No",770,"2011-12",770,"2019-20",1107,2902,2014,1971,3175,"a) Overall target met/exceeded","Access","Low participation neighbourhood (LPN)"]
["10007761","7b",10,{"$f":"CONCATENATE(Targets!$A2306,\"-\",Targets!$B2306)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A2306,\"-\",Targets!$B2306,\"-\",Targets!$C2306)","v":"10007761-7b-10"},"Outreach / WP activity (summer schools)","On-site 'Insights in to Art History' Study Day for up to 20 Year 12 and 13 students meeting one or more of the HEFCE WP criteria.  Free of charge with subsidised travel for those on low family incomes,","No","32 Year 12 students","2012-13",78,"2019-20",37,73,89,104,"165 (following evalution  the size of the group was reduced from a maximum of 30 students to 20)","a) Overall target met/exceeded","Access","Multiple"]
["10007761","7b",11,{"$f":"CONCATENATE(Targets!$A2307,\"-\",Targets!$B2307)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A2307,\"-\",Targets!$B2307,\"-\",Targets!$C2307)","v":"10007761-7b-11"},"Outreach / WP activity (collaborative - please give details in the next column)","Outreach Study Days in schools and colleges in 9 towns and cities across the UK (baseline data derived from 2 projects that took place in June 2012 with 15 participants on each)","Yes",30,"2013-14",60,"2019-20","N/A",30,225,190,278,"a) Overall target met/exceeded","Access","Multiple"]
["10007761","7b",12,{"$f":"CONCATENATE(Targets!$A2308,\"-\",Targets!$B2308)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A2308,\"-\",Targets!$B2308,\"-\",Targets!$C2308)","v":"10007761-7b-12"},"Operational targets","Partnerships with access charities, involving WP students and Courtauld Student Ambassadors e.g. Sorrell Foundation (baseline data derived from two events held in Summer 2011)","Yes",30,"2012-13",40,"2019-20","N/A","N/A",40,90,113,"a) Overall target met/exceeded","Access","Socio-economic"]
["10007761","7b",13,{"$f":"CONCATENATE(Targets!$A2309,\"-\",Targets!$B2309)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A2309,\"-\",Targets!$B2309,\"-\",Targets!$C2309)","v":"10007761-7b-13"},"Outreach / WP activity (collaborative - please give details in the next column)","Activities for teachers: 1) Teachers' evenings 2) Produce Teachers' Art History Resource Packs in print and online, to raise awareness of subject in institutions","Yes","1) Two evenings each year for 50 teachers each time 2) Three year average of 700 downloads pa (2008/9 - 1010;/11)","2011-12","1) 100 teachers 2) 1000 downloads","2019-20","184 plus 750 packs","160 plus 750 packs","163 plus 5oo packs","120 plus 750 packs","112 plus 500 packs, 3 termly e-newsletters to 600 teachers","a) Overall target met/exceeded","Access","State school"]
["10007761","7b",14,{"$f":"CONCATENATE(Targets!$A2310,\"-\",Targets!$B2310)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A2310,\"-\",Targets!$B2310,\"-\",Targets!$C2310)","v":"10007761-7b-14"},"Outreach / WP activity (collaborative - please give details in the next column)","\"Animating Art History\", in partnership with Central St Martins, UAL (baseline data was derived from 2009-10 structure)","Yes",25,"2011-12",15,"2019-20",27,28,15,15,"programme ceased","f) Target discontinued","Access","Multiple"]
["10007761","7b",15,{"$f":"CONCATENATE(Targets!$A2311,\"-\",Targets!$B2311)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A2311,\"-\",Targets!$B2311,\"-\",Targets!$C2311)","v":"10007761-7b-15"},"Mission targets","Free Courtauld Gallery tours and workshops for target Primary and Secondary Schools, introducing pupils and teachers to art history (3500 students)","No",3547,"2013-14",4700,"2019-20","N/A",3547,4231,4788,"6170  N.B. this will reduce during the closure of the Courtauld Gallery 2018 - 2021","a) Overall target met/exceeded","Access","Multiple"]
["10007761","7b",16,{"$f":"CONCATENATE(Targets!$A2312,\"-\",Targets!$B2312)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A2312,\"-\",Targets!$B2312,\"-\",Targets!$C2312)","v":"10007761-7b-16"},"Outreach / WP activity (other - please give details in the next column)","Free Conservation and Technology workshops held in  the Courtauld Gallery for 20 Year 11 and 12 students from target schools","No",20,"2012-13",50,"2019-20",20,75,53,51,"35 (subject to review following diminishing  take-up from schools)","b) Yearly milestone met","Access","Multiple"]
["10007761","7b",17,{"$f":"CONCATENATE(Targets!$A2313,\"-\",Targets!$B2313)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A2313,\"-\",Targets!$B2313,\"-\",Targets!$C2313)","v":"10007761-7b-17"},"Outreach / WP activity (collaborative - please give details in the next column)","Partnership with the Brilliant Club Art History study programme for WP pupils in primary schools, PhD students delivering 'The Art of the Story' course over 7 sessions in school ending with a written assignment.","Yes",24,"2015-16",48,"2019-20","n/a","n/a","n/a",32,85,"a) Overall target met/exceeded","Access","Multiple"]
["10007761","7b",18,{"$f":"CONCATENATE(Targets!$A2314,\"-\",Targets!$B2314)","v":"10007761-7b"},{"$f":"CONCATENATE(Targets!$A2314,\"-\",Targets!$B2314,\"-\",Targets!$C2314)","v":"10007761-7b-18"},"Outreach / WP activity (other - please give details in the next column)","Art and Maths' multi-session outreach workshops and free resource for primary schools focusing on  Medieval Islamic metalwork and Renaissance ceramics in the Courtauld's art collection.","No",28,"2016-17",28,"2019-20","n/a","n/a","n/a","n/a",48,"a) Overall target met/exceeded","Access","Multiple"]
["10004930","7a",13,{"$f":"CONCATENATE(Targets!$A2315,\"-\",Targets!$B2315)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A2315,\"-\",Targets!$B2315,\"-\",Targets!$C2315)","v":"10004930-7a-13"},"Other statistic - Other (please give details in the next column)","Graduate destination of disabled students","No",0.85699999999999998,"2012-13",0.88,"2019-20",0.85799999999999998,0.85199999999999998,0.86099999999999999,0.83599999999999897,"NA","e) Performance is below baseline","Progression","Disability"]
["10004930","7a",14,{"$f":"CONCATENATE(Targets!$A2316,\"-\",Targets!$B2316)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A2316,\"-\",Targets!$B2316,\"-\",Targets!$C2316)","v":"10004930-7a-14"},"Other statistic - Other (please give details in the next column)","Graduate destination of mature students","No",0.91900000000000004,"2012-13",0.9,"2019-20",0.91900000000000004,0.89900000000000002,0.91500000000000004,0.9,"NA","a) Overall target met/exceeded","Progression","Mature"]
["10007156","7a",12,{"$f":"CONCATENATE(Targets!$A2317,\"-\",Targets!$B2317)","v":"10007156-7a"},{"$f":"CONCATENATE(Targets!$A2317,\"-\",Targets!$B2317,\"-\",Targets!$C2317)","v":"10007156-7a-12"},"Other statistic - Progression to employment or further study (please give details in the next column)","% of BME graduates in professional employment 6 months after leaving the institution","No",39,"2013-14",43.5,"2016-17","-",39,37,39,43,"c) Progress made – but less than anticipated","Progression","Ethnicity"]
["10007156","7b",1,{"$f":"CONCATENATE(Targets!$A2318,\"-\",Targets!$B2318)","v":"10007156-7b"},{"$f":"CONCATENATE(Targets!$A2318,\"-\",Targets!$B2318,\"-\",Targets!$C2318)","v":"10007156-7b-1"},"Outreach / WP activity (collaborative - please give details in the next column)","Greater Manchester Higher is a collaboration of universities and further education colleges from Greater Manchester working together to provide high quality outreach activities for local schools and colleges.","yes","87 Secondary Schools engaged with","2014-15",106,"2018/19",0,0,87,110,135,"a) Overall target met/exceeded","Access","Socio-economic"]
["10007156","7b",2,{"$f":"CONCATENATE(Targets!$A2319,\"-\",Targets!$B2319)","v":"10007156-7b"},{"$f":"CONCATENATE(Targets!$A2319,\"-\",Targets!$B2319,\"-\",Targets!$C2319)","v":"10007156-7b-2"},"Outreach / WP activity (other - please give details in the next column)","Campus Visits - Pre-16 Outreach (high schools) - with a minimum 50% of the attendees to be from low participation (based on POLAR 3) neighbourhoods","No","12 events","2015-16","200 participants over 10 events","2018/19",0,0,0,"12 events","320 participants over 13 events","a) Overall target met/exceeded","Access","State school"]
["10004930","7a",15,{"$f":"CONCATENATE(Targets!$A2320,\"-\",Targets!$B2320)","v":"10004930-7a"},{"$f":"CONCATENATE(Targets!$A2320,\"-\",Targets!$B2320,\"-\",Targets!$C2320)","v":"10004930-7a-15"},"Other statistic - Other (please give details in the next column)","Graduate destination of young students from POLAR 3 quintiles 1 & 2","No",0.9,"2012-13",0.9,"2019-20",0.91200000000000003,0.89400000000000002,0.88800000000000001,0.88600000000000001,"NA","d) No progress made against baseline","Progression","Low participation neighbourhood (LPN)"]
["10007792","7a",1,{"$f":"CONCATENATE(Targets!$A2321,\"-\",Targets!$B2321)","v":"10007792-7a"},{"$f":"CONCATENATE(Targets!$A2321,\"-\",Targets!$B2321,\"-\",Targets!$C2321)","v":"10007792-7a-1"},"HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants)","-","No",4.9000000000000002E-2,"2011-12",6.25E-2,"2019-20",4.7,4.0999999999999899,4.8,4.4000000000000004,5.3,"b) Yearly milestone met","Access","Low participation neighbourhood (LPN)"]
["10007792","7a",2,{"$f":"CONCATENATE(Targets!$A2322,\"-\",Targets!$B2322)","v":"10007792-7a"},{"$f":"CONCATENATE(Targets!$A2322,\"-\",Targets!$B2322,\"-\",Targets!$C2322)","v":"10007792-7a-2"},"HESA T5 - Projected degree (full-time, first degree entrants)","Baseline year 2010-11","No",0.94499999999999995,"Other (please give details in Description column)",0.94499999999999995,"2019-20",94.2,90.4,92.8,92.2,"n/a","e) Performance is below baseline","Student Success","Multiple"]
["10007792","7a",3,{"$f":"CONCATENATE(Targets!$A2323,\"-\",Targets!$B2323)","v":"10007792-7a"},{"$f":"CONCATENATE(Targets!$A2323,\"-\",Targets!$B2323,\"-\",Targets!$C2323)","v":"10007792-7a-3"},"HESA T7 - Students in receipt of DSA (full-time, first degree entrants)","-","No",6.6000000000000003E-2,"2011-12",0.08,"2019-20",8,8.4,7.4,6.8,6.9,"c) Progress made – but less than anticipated","Access","Disability"]
["10007792","7a",4,{"$f":"CONCATENATE(Targets!$A2324,\"-\",Targets!$B2324)","v":"10007792-7a"},{"$f":"CONCATENATE(Targets!$A2324,\"-\",Targets!$B2324,\"-\",Targets!$C2324)","v":"10007792-7a-4"},"Other statistic - Care-leavers (please give details in the next column)","Number of entrants eligible as Care Leavers under the Children (Leaving Care) Act","No",4,"2012-13",7,"2019-20",2,4,4,8,9,"a) Overall target met/exceeded","Access","Care leavers"]
["10007792","7a",5,{"$f":"CONCATENATE(Targets!$A2325,\"-\",Targets!$B2325)","v":"10007792-7a"},{"$f":"CONCATENATE(Targets!$A2325,\"-\",Targets!$B2325,\"-\",Targets!$C2325)","v":"10007792-7a-5"},"Other statistic - Completion/Non continuation (please give details in the next column)","Narrowing the gap in non-completion rates for mature students","No","+7%pts","2011-12","+3%pts","2019-20",10.1,5.3,8.3000000000000007,6.1,8.3000000000000007,"e) Performance is below baseline","Student Success","Mature"]
["10005788","7a",1,{"$f":"CONCATENATE(Targets!$A2326,\"-\",Targets!$B2326)","v":"10005788-7a"},{"$f":"CONCATENATE(Targets!$A2326,\"-\",Targets!$B2326,\"-\",Targets!$C2326)","v":"10005788-7a-1"},"Other statistic - Other (please give details in the next column)","Monitor effectiveness of provision of IT equipment in improving continuation rates of widening participation students. This is a retention target based on HESA Polar 3 LPN criteria, based on the provision of IT equipment.","No",0.83,"2014-15",0.94,"2020-21","-","-",0.81,0.86,0.84,"c) Progress made – but less than anticipated","Student Success","Socio-economic"]
["10005788","7a",2,{"$f":"CONCATENATE(Targets!$A2327,\"-\",Targets!$B2327)","v":"10005788-7a"},{"$f":"CONCATENATE(Targets!$A2327,\"-\",Targets!$B2327,\"-\",Targets!$C2327)","v":"10005788-7a-2"},"Other statistic - Other (please give details in the next column)","Improve retention  of POLAR 3, young fulltime undergraduate entrants in order to  to close the gap in retention with the whole cohort","No",0.84,"2014-15",0.94,"2020-21","-",0.81,0.85,0.87,0.88,"c) Progress made – but less than anticipated","Student Success","White economically disadvantaged males"]
["10005788","7a",3,{"$f":"CONCATENATE(Targets!$A2328,\"-\",Targets!$B2328)","v":"10005788-7a"},{"$f":"CONCATENATE(Targets!$A2328,\"-\",Targets!$B2328,\"-\",Targets!$C2328)","v":"10005788-7a-3"},"Other statistic - Progression to employment or further study (please give details in the next column)","Increase external applications from schools in  catchment areas where students are predominently POLAR 3 LPN criteria","Yes",500,"2014-15",700,"2020-21","-","-","n/a","n/a","n/a","d) No progress made against baseline","Access","Low participation neighbourhoods (LPN)"]
["10005788","7a",4,{"$f":"CONCATENATE(Targets!$A2329,\"-\",Targets!$B2329)","v":"10005788-7a"},{"$f":"CONCATENATE(Targets!$A2329,\"-\",Targets!$B2329,\"-\",Targets!$C2329)","v":"10005788-7a-4"},"Other statistic - Progression to employment or further study (please give details in the next column)","Increase number of entrants in receipt of DSA by providing targeted information to those who receive support at level 3 within the college and at our feeder schools, and those who declare a disabilty on their UCAS application form","No",29,"2014-15",0.5,"2020-21","-","-",29,34,15,"d) No progress made against baseline","Student Success","Disabled"]
["10005788","7a",5,{"$f":"CONCATENATE(Targets!$A2330,\"-\",Targets!$B2330)","v":"10005788-7a"},{"$f":"CONCATENATE(Targets!$A2330,\"-\",Targets!$B2330,\"-\",Targets!$C2330)","v":"10005788-7a-5"},"Other statistic - Other (please give details in the next column)","Monitor effectiveness of outreach activity in maintaining recruitment of Polar 3 quintile 1 young students and report on outcomes to Curriculum operations and Development Group","Yes",0.29289999999999899,"2015-16",0.4,"2020-21","-","-","-",0.29289999999999899,0.3488,"c) Progress made – but less than anticipated","Access","Low participation neighbourhoods (LPN)"]
["10005788","7a",6,{"$f":"CONCATENATE(Targets!$A2331,\"-\",Targets!$B2331)","v":"10005788-7a"},{"$f":"CONCATENATE(Targets!$A2331,\"-\",Targets!$B2331,\"-\",Targets!$C2331)","v":"10005788-7a-6"},"Other statistic - Other (please give details in the next column)","Tag all students by Polar 3 quintile and monitor performance through pro-monitor, intervening where attendance is less than 90% or where tutors report concerns","No",0.86,"2013-14",0.95,"2020-21","-","n/a","n/a","n/a","n/a","d) No progress made against baseline","Student Success","Low participation neighbourhoods (LPN)"]
["10005788","7a",7,{"$f":"CONCATENATE(Targets!$A2332,\"-\",Targets!$B2332)","v":"10005788-7a"},{"$f":"CONCATENATE(Targets!$A2332,\"-\",Targets!$B2332,\"-\",Targets!$C2332)","v":"10005788-7a-7"},"Other statistic - Ethnicity (please give details in the next column)","Increase the number of non-white student enrolments","Yes",59,"2014-15",100,"2020-21","-","-",59,73,76,"b) Yearly milestone met","Access","Ethnicity"]
["10005788","7b",1,{"$f":"CONCATENATE(Targets!$A2333,\"-\",Targets!$B2333)","v":"10005788-7b"},{"$f":"CONCATENATE(Targets!$A2333,\"-\",Targets!$B2333,\"-\",Targets!$C2333)","v":"10005788-7b-1"},"Management targets","Management target:  Improve monitoring of retention and achievement","No","Existing data","2014-15","Impact of process evaluated in the light of achievement of sector objectives as quantified in OFFA's strategic objective 2016/17 and future updates","2020-21","-","-","2014-15 data","Commence project to develop Pro-Sar for HE use.","Implement Pro-Sar for all HE provision","c) Progress made – but less than anticipated","Student Success","Other (please give details in Description column)"]
["10005788","7b",2,{"$f":"CONCATENATE(Targets!$A2334,\"-\",Targets!$B2334)","v":"10005788-7b"},{"$f":"CONCATENATE(Targets!$A2334,\"-\",Targets!$B2334,\"-\",Targets!$C2334)","v":"10005788-7b-2"},"Management targets","Management target:  improve tracking of widening particpation students who progress to Sheffield Hallam for top up degrees so as to monitor attainment","Yes","Working on this with validation partner. At present we do not have the data, but expect to have it for 2016/17","2014-15","Add results to the college distance travelled metric.","2020-21","-","-","Discusions  with validating partner","Discusions  with validating partner","Receive data from level 6 examination boards from Sheffield Hallam University","c) Progress made – but less than anticipated","Progression","Other (please give details in Description column)"]
["10005788","7b",3,{"$f":"CONCATENATE(Targets!$A2335,\"-\",Targets!$B2335)","v":"10005788-7b"},{"$f":"CONCATENATE(Targets!$A2335,\"-\",Targets!$B2335,\"-\",Targets!$C2335)","v":"10005788-7b-3"},"Management targets","Management target:  Receive reports on WP activity and evaluate effectiveness of actions, intervening if necessary in order to maintain performance","Yes","ILR Polar 3 Q1 shows 34.90%","2015-16",0.4,"2020-21","-","-",0.34899999999999898,0.36990000000000001,0.36,"b) Yearly milestone met","Access","Other (please give details in Description column)"]
["10007792","7a",6,{"$f":"CONCATENATE(Targets!$A2336,\"-\",Targets!$B2336)","v":"10007792-7a"},{"$f":"CONCATENATE(Targets!$A2336,\"-\",Targets!$B2336,\"-\",Targets!$C2336)","v":"10007792-7a-6"},"Other statistic - Completion/Non continuation (please give details in the next column)","Narrowing the gap in non-completion rates for students with disabilities","No","+4%pts","2011-12","+1.25%pts","2019-20",3.1,1.8,0.3,1.1000000000000001,1,"a) Overall target met/exceeded","Student Success","Disability"]
["10007792","7a",7,{"$f":"CONCATENATE(Targets!$A2337,\"-\",Targets!$B2337)","v":"10007792-7a"},{"$f":"CONCATENATE(Targets!$A2337,\"-\",Targets!$B2337,\"-\",Targets!$C2337)","v":"10007792-7a-7"},"Other statistic - Mature (please give details in the next column)","Narrowing the gap in degree outcomes (1st and 2:1) for mature students","No","-17%pts","2011-12","-10%pts","2019-20",15.1,11.2,21.5,20.100000000000001,11.4,"b) Yearly milestone met","Student Success","Mature"]

{"sheet":"Targets_comm","index":6,"n_rows":533,"n_cols":6,"rows_kept":533,"cut":false,"hidden":true,"merged":[]}
["ukprn","Tab","Row","lookup","Response","Calcfield"]
["10007775","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077752"},"QMUL remains proud of our track-record exceeding our HESA performance indicators for students from state schools. We have an extensive programme of outreach and community engagement activities with staff and students working in many local schools and other settings ensuring QMUL continues to perform well.  We have continued to make progress recruiting disabled students through raising awareness to prospective students about the provision available including priority for our outreach activities.  Collaboration has been central to our successful increase in work supporting care leavers. Through partnerships with universities, colleges, and local authorities we have delivered three meaningful activities in 2016-17 as well as contributing to local and national developments. A QMUL staff member is joint Chair of the National Network for the Education of Care Leavers (NNECL) Strategic Group, providing opportunity to share best practice and work collaboratively with others in the field.  We have continued to develop our targeting methodology for outreach activities, developing stronger and more effective relationships with key target schools that have a high percentage of students with the most to gain from experiencing university via our outreach activities.  Highlights of our new Outreach programme include earlier interventions, increasing parent / carer engagement and work with Year 7 - 10 students to support continued access to humanities subjects, along with additional summer schools and a new Boys, Books and Blogging programme focused on challenging their opinions of reading. "]
["10005981","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100059811"},"See attached document"]
["10005981","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100059812"},"See attached document"]
["10005981","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100059813"},"See attached document"]
["10000878","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100008781"},"Following merger and a review of the sense of these targets and availability of data to support them some targets are being removed.  Others have been met."]
["10000878","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100008782"},"Focus on the key activities of retention achievement, inclusion and equality and diversity.  Also bringing complete cohorts of students by bus for taster sessions such as 300 FE arts students to visit the Arts House in Taunton to show them the possibilities for HE. "]
["10000878","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100008783"},"On reviewing the two former college's targets following merger it has been decided that some are no longer helpful.  Decrease in deferment and referrals is talking about two different things and is therefore unclear and unhelpful.  We would not want to reduce the number of suspensions as suspending allows students with difficulties to return rather than withdraw and fail.  We do not have reliable stats on progression to post grad study so need to discontinue this target.  Numbers of care leavers are very small and it is unclear the source of the original baseline data and target which seems highly unrealistic.  The Saturday Art School was not effective in increasing applications.  Laptops are no longer being loaned to students in the same way and it is not felt to be a particuarly helpful indicator of supporting WP going forwards."]
["10006432","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100064321"},"Comments on progress are made against milestones set as part of the 2016/17 Access Agreement, with no data supplied on the link above - there was no Access Agreement for15/16 at the College.The College continues to develop new curriculum, that reflects the changing appetite and opportunity offered by Higher Apprenticeships and Degree Aprrenticeships and this is reflected in the College's Higher Education Strategy document. Initial work around WP in 2016/17 has informe a wider and more ambitious reponse to the NCOP project, where the College is working wiht the Sussex Learning Netwoek - these developments will inform future WP activities and support for students and are intended to become legacy projects that will contimue to  increase participation."]
["10006432","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100064322"},"As a College, signifcant efforts have been made to increase the ability and effectivenes of how students are tracked, monitored and supported during their time at the College, with the view to make informed and swift interventions when enagagement is poor and students are at risk of non-continuation. Impact is postitive but small - retention for 16/17 was 90% for new students and in 17/18 stands at 94% at time of report. Enrolments continue to increase for progression to L6 top-up degrees within the College, at 61% againts a target of  45%, this is however in the context of a diminishing cohort size, compare with the time of writing of the Access Agreement."]
["10006432","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100064323"},"n/a"]
["10005404","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100054042"},"Our focus on conversion from application to intake has also delivered significant success. In order to make progress against our widening participation progress measures, the College will continue to take a holistic and contextualised approach to admissions. In 2016/17, only 5% (15) applications were rejected, indicating that our entry tariff point system is inclusive, fair and transparent. It should be noted that we will reaffirm our commitment to contextualised admissions and are actively exploring how we can effect real change in the demography of our HE student body.Our College support system facilitates all stages of the student lifecycle and aids in meeting the needs of today’s students, providing structured and coherent support from arrival through to graduation. Our College teams engage with students in an active and targeted way on enrolment and this is continued through our networks of Second and Third Year Students who will buddy new students in their early weeks of study.In order to ease the transition to higher education and ensure retention rates amongst mature learners increase, we will continue the student support activities we have developed in recent years. Bespoke study skills sessions and information on student funding, employability and managing the demands of study and childcare will be provided in welcome week. The College’s current work includes:\n? providing students on the autistic spectrum with transferable skills to prepare them for seeking and securing employment, through the enhancement of coping strategies and academic skills development;\n? the College Higher Education Support Team (HEST) is exploring options for mitigating the impact of changes to the Disabled Students Allowance. These will include more inclusive practice as well as lecture capture and other assistive technology solutions to enable independent learning strategies. We will also continue to maintain internal dyslexia support services ;\n? training for staff in teaching students with disabilities;\n? measures to support the retention and progression of students with disabilities by facilitating links between the mental health awareness and support available to students at the College.\n"]
["10005404","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100054043"},"The College would appear to have underperformed in four demographic areas of focus, namely mature students, disabled students, continuation rates and ethnicity. However, upon closer inspection of these areas, this is not due to a lack of engagement or impetus, but a result of setting ourselves aspirational targets in earlier access agreements, which have essentially been detrimental to us in future returns.  From 2016/17, we have taken a more strategic approach to compiling data for resource planning and monitoring returns, which will allow us to be more accurate and efficient in our data analysis and handling moving forwards.  Nevertheless, the College is implementing a number of initiatives to help improve its position with respect to these perceived underperforming areas of activity: UCR provides an extensive package of support for students who record low income backgrounds, including a diagnostic support bursary to support students in paying for their DSA learning needs asessments. Our dedicated HEST team provide students on the autistic spectrum with transferable skills to prepare them for seeking and securing employment, through the enhancement of coping strategies and academic skills development; in exploring options for mitigating the impact of changes to the Disabled Students Allowance, the team are also investigating inclusive practice as well as lecture capture and other assistive technology solutions to enable independent learning strategies; training for staff in teaching students with disabilities; measures to support the retention and progression of students with disabilities by facilitating links between the mental health awareness and support available to students at the College. We intend, from 2017/18 onwards, to maintain the current range of the College’s outreach, access and retention activities, which include:\n? Work with schools designed to raise aspiration and attainment locally, regionally and nationally\n? programmes focused specifically on access onto University Centre Reaseheath programmes\n? provision of high-quality information, advice and guidance for prospective students to ensure that students are making informed choices at all transition points\n? work with parents, teachers and advisers\n? a higher education environment which promotes retention and successful completion\n? activities focused on building employability skills\nWe are also developing an extensive and sophisticated approach to monitoring our students’ attainment and progression to ensure that we better understand their experience with us. It also allows us to consider interventions based solidly on evidence and monitor the impact of initiatives. "]
["10005127","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100051271"},"Please see attached report"]
["10007796","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077963"},"Unfortunately we are not yet able to comment on the 2016-17 targets in table 7a as we are waiting for the benchmarked HESA data. The following comments are refering to our progress towards the 2015-16 targets. Target 1 – We were unable to recruit the anticipated number of students from low participation neighbourhoods. To correct this underperformance we are significantly expanding our outreach provision within low participation neighbourhoods (quintile 1 wards) which will complement the work of our regional National Collaborative Outreach Programme (NCOP) consortia. We are also introducing new criteria based on low participation neighbourhoods into all of our school partnership programmes: London to Leicester, Local to Leicester and our new initiative in the East of England. Targets 4, 5, 6, 7, 10 – We have been unsuccessful in meeting the five HESA retention targets. The University recognises this is an issue and it is an area that the University is seriously investigating. Within Student and Academic Services the University is creating a new ‘Student Success’ team to work with these particular groups to improve retention. The Leicester OnTrack programme for student success and progressions has doubled the number of students it engages with in the 2016-17 academic year and the peer mentoring scheme we offer is now compulsory for all first years rather than opt-in. Target 8 – We have been unsuccessful in recruiting mature students and to correct this underperformance we are expanding the work of our dedicated mature widening participation officer. This member of staff is dedicated to work engaging mature learners both pre- and post-entry. This year we have introduced new specific open days for prospective mature students so they can meet other mature students and also meet with academic staff. \nIn regard to the targets and milestones of table 7b, many of these targets were influenced by external factors. We did not quite meet the progression target for the LEAP programme for the first cohort of students, but we are on track to meet the target for the second cohort. We have not placed as many students in local schools as planned and accordingly the number of hours spent in schools was lower than planned. The two programmes which constituted the 'Students in Classrooms' provision were reviewed in early 2016 and the rationale for one of the schemes was reconsidered, as the benefit for current students and for the local schools involved was questionable. This scheme was discontinued. The other scheme recruited as in previous years. Resource invested in the discontinued scheme has been reallocated to other areas of provision within the Widening Participation team. The decrease in the percentage of summer school participants who agreed that 'the summer school has increased my confidence about studying at university' is something we have addressed. In 2017 the WP team trialled a new format of the summer school, reducing the number of nights spent in accommodation. In 2018 the summer school will return to the old format to maximise the students' experience of an HE setting and increase the number of IAG sessions."]
["10003863","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100038631"},"Leeds Trinity University has seen positive progress against many of the targets outlined in the Access Agreement for 2016/17. The data published by HESA highlights success in recruitment of students from low participation neighbourhoods and state schools against baseline targets.   Quantity of outreach initiatives fell and partnerships were maintained, not increased, directly due to a departmental restructure and staffing shortages. Importantly quality was maintained and the above HESA benchmarks still achieved.  It can be concluded from table 7a and 7b that Leeds Trinity’s outreach activities to  state schools and low participation neighbourhoods are very successful in attracting students from under-represented groups.    The achievement of these targets is a result of a series of diverse widening participation initiatives."]
["10007786","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077861"},"Please see accompanying Word document"]
["10005404","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100054041"},"Of the 14 targets the College identified as key areas of focus in 2016/17, 64% (n=9)  have been recorded as yearly milestone met or target met/exceeded, whilst the remaining 36% (n=5) were recorded as no progress made against baseline or performance below baseline. Targets and milestones were re-evaluated across the board in 2016/17 and amended in part to show more direction in the reach and drive of the various targets.   The statistical milestones and targets identified in Table 7a are instead modified targets, where the wording in the description column has been revised. Targets have been revised and streamlined so as to avoid over ambitious targets and targets that address the same point.  In setting long term progress measures for such groups, we were mindful of the base from which we started, the finite number of students within each group and the importance of committing to targets we could realistically achieve."]
["10005127","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100051272"},"Please see attached report"]
["10005127","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100051273"},"Please see attached report"]
["10007786","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077862"},"Please see accompanying Word document"]
["10007786","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077863"},"Please see accompanying Word document"]
["10003955","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100039552"},"Impact and effectiveness of initiatives aimed at supporting the transition into and through a higher education course and at understanding, assessing and improving retention and success is realised through the tutorial support for students. It is structured at group and individual level, ensuring that support for achievement, attainment and progression is consistently implemented. Tutorial support is offered to every HE student to enable them to monitor their progress and further their academic development through the provision of regular opportunities to reflect on feedback and engage in dialogue with staff. Students at risk of not achieving their full potential, usually through less than 85% attendance or late submission or non-submission of their assignments, are identified and monitored, supported and advised to ensure that they are retained on the programme and fully achieve to their full potential. \nUse and effectiveness of learner analytics in tracking and monitoring progress and development is evidenced with Promonitor electronic recording and tracking system. It is used to record the progress and identified action. Individual tutorial support is implemented enabling every student to monitor their progress and further their academic development through the provision of regular opportunities to reflect on feedback and engage in dialogue with staff. Positive effect of these measures is evident with the high level of retention and achievement, see appendix 3. \nProgression and transition to higher levels of study are supported by a range of transition initiatives, employment and career events, resulting in the positive DLHE data."]
["10003955","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100039553"},"n/a"]
["10000975","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100009751"},"The University continues to meet/exceed its key targets with regards to the percentage of new entrants from low-icome families on full state support and the HEFCE average weighting measure relating to participation of students deemed to be 'High' or 'Medium' risked based on previous educational qualifications and Disability. With this data, we are able to evaluate our success in attracting young and mature students from lower income households and less traditional educational background. The University believes in providing HE opportunities to those who otherwise thought they were not able to do so, whether its due to affordability or suitability."]
["10000975","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100009752"},"The University continues to target outreach activities among schools and colleges with high proportion of students from low participation and household income areas. The use of HEAT allows us to track participation and success of outreach participants. The Univeristy's continued development of course delivery and flexible study opportunities plays a considerable part in providing opportunities to all who wish to engage with HE studies."]
["10000975","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100009753"},"Retention is still a concern for the University and our newly appointed DVC is looking at this issue as a high priority. The University has revised the membership of a steering group, which is currently reviewing current retention strategies and evaluating their impact to recorded outcomes.  New or revised strategies will come into operation during 2017-18 academic year, and begin to address and improve the University's current retention and progression outcomes.\nThe University is currently addressing and re-addressing a few actions, namely:\n• To complete the restructure and merger of the Student Services Directorate and the Learning and Teaching Directorate to form the Directorate for Student Success, with a primary responsibility for Retention across the university, to be launched in September 2018.\n• Re-establish Student Engagement and Retention Steering Group TOR and meeting schedule for 2017-18\n• Enhanced buddying scheme to provide pre-entry contact and engagement with current students\n• Employability presentations to be incorporated into all Welcome Week schedules as a key point of engagement\n• Development of new procedures and practice around the creation and dissemination of Joining Instructions and communication with returning students\n• Identification of failing students and interventional support provided\n• Enhanced Personal Tutoring guidelines and new guidelines for students to help them to recognise the value of engaging with their tutors\n"]
["10007164","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071641"},"The methodology for calculating Good honours has changed since the previous Monitoring Return. Previously, students who had completed three years of an integrated Masters (e.g. MENG) were being incorrectly counted as not Good Honours. This has been amended to count students at the end of their third year as Good Honours if they successfully complete the first three years. The reporting in Table 7 has been updated to the new methodology for 2014/15 to 2016/17. \nThe methodology for calculating the DLHE good graduate outcome rate for students from LPN areas has changed from quintile 1 only to quintile 1 & 2 to match reporting for TEF. Therefore, all the previous years in Table 7 have been updated to the new methodology."]
["10007164","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071642"},"We have made progress against our targets where we have embedded them as part of a whole institution approach to widening participation and student success. We have identified core themes and priorities and reinforce these at a range of different levels. For example, our high level teaching and learning committee oversees and approves the annual plans faculties and services develop to meet these targets, and we have a named sub-committee responsible for in year monitoring and driving these plans forward. There is considerable connection between these plans and E&D initatives focused on meeting our public sector duty and working with the ECU. "]
["10007859","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078591"},"The College has made reasonable progress against the targets set in table 7. WCG took the decision for 2016/17 to increase the tuition fees, as per the 2016/17 Access Agreement.  The average full-time fee for 2016-17 increased by approximately £600 on the previous year.  Actual recruitment decreased slightly and was considerably below predicted recruitment.  Consequently the actual higher fee income for 2016/17 was over £200K below predicated income.  Nevertheless, WCG had committed to a number of activities to promote access, student success and progression and therefore the expenditure was broadly similar to predictions.  This has resulted in a higher proportion of the higher fee income being spent on OFFA-accountable expenditure. "]
["10007157","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071573"},"As predicted, the year-on-year decline in mature part-time undergraduate entrants reported in each monitoring return since 2012/13 continues (milestone 9).  This remains consistent with national trends and continues despite the significant efforts made by the University in recent years to restructure, extend and promote our suite of part-time certificate and degree study options. For context, it is important to note that the Sheffield city region is well served for part-time degree opportunities via Sheffield Hallam University, one of the UK’s largest providers of flexible study.\nThe largest decline in mature part-time UG entrants has been felt in the University’s Department for Lifelong Learning.  This must be viewed against a background in which the department’s range of Degrees with Foundation Years - specifically designed to meet the needs of mature, first degree entrants with non-standard entry qualifications – have delivered a five-fold increase in mature full-time UG entrants from an initial intake of 25 in 2014/15 to an intake of 132 in 2017/18.  One of the direct effects of this year-on-year increase in full-time entrants to these programmes is that applicants who would previously have opted for part-time pathways are now choosing to study full-time instead.  \nThe University will continue to explore new opportunities to provide more flexible forms of delivery which may prove more accessible to part-time students and more attractive to their employers.  Nonetheless, we would expect part-time numbers to remain at or about the 16/17 numbers reported in this return (14) for as long as recruitment to our full-time degrees with foundation year remains buoyant.  \nThe small fall in continuation rates for full-time mature first degree entrants (milestone 6) must also be read in the light of the success of our new raft of full-time degrees with foundation year, where we have made excellent progress and have exceeded our target for the percentage of full-time mature first degree entrants from low participation neighbourhoods (milestone 2). This reflects the increasingly diverse complexion of our mature student cohort, particularly those entering by the foundation year pathways, and we therefore regard it as a success that the non-continuation rates of our mature cohort remains below the national average for this group (HESA Non-continuation rates summary: UK Performance Indicators 2015/16), notwithstanding the increased numbers of challenges faced by this group.   To ensure that continuation rates remain as high as can be achieved, the University continues to develop and enhance its support for mature students through the work of the Department for Lifelong Learning and other core Student Support services.\nIn this monitoring return we have had to record our performance for Students in receipt of DSA  as 'below baseline’ as the data provided is taken from the 1 December HESA snapshot. However, as previously noted in our 2018/19 Access Agreement, this figure improves dramatically when using 31 July HESA data. This reflects the time it can take for a DSA application to be approved due to funding bodies (primarily SFE) querying or rejecting initial applications on the grounds of, for instance, medical evidence that does not meet their precise criteria, as well as administration delays. The HESA data showing increasing number of DSA recipients by the end of the year reflects the amount of support the University provides during the application process. It should also be noted that the University provides a significant amount of underwritten ‘interim support’ whilst students apply for DSA as we are aware of the value of having support in place as soon as possible.  \n"]
["10007163","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071633"},"RO is successful in its targeting of most able, least likely students and evidence shows that RO continues to deliver successful outcomes for its participants\n• Realising Opportunities continues to be robust in its dual targeting of high attainers and disadvantaged backgrounds, as highlighted by independent evaluation by the the Institue for Employment Studies \n• Year on year, RO increases the number of students it works with, thus increasing the actual numbers of students progressing to research intensive universities and the RO universities themselves.\n• HEAT have built a comparator group for Realising Opportunities that matches RO on indicators for socio-economic background and attainment at Key Stage 4, with targeting criteria applied at both individual student and school level. Realising Opportunities students consistently progress at a better rate than the comparator group on the basis of both immediate HE entry and HE entry within two years of finishing full-time education. \n• The national young participation in higher education rate is 38% for 2011/12 (including students from the most advantaged backgrounds); RO’s participation rate was significantly higher at 64%. For students living in POLAR quintiles 1 and 2 this was 25% nationally, but 65% for RO students. \n• Independent evaluation by the Institute for Employment Studies found that students reported that RO had prepared them well for university life in general, meeting new people, independent study and getting used to a new place of study.\n• HESA data has shown that of RO students tracked through HEAT who had achieved a First Degree, 77% achieved a First Class or Upper Second Class Degree, compared to a national average of 66% (including students from the most advantaged backgrounds). \n• 94% of RO students tracked through HEAT who responded to the DLHE survey were in work/study sixth months after graduation, compared to a national average of 90% for all UK HEIs in 2014/2015."]
["10007837","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078371"},"Please see supplementary document OFFA17_10007837 - RNCM - Table 8 Progress Against Milestone Responses 08-01-2018"]
["10007837","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078372"},"Please see supplementary document OFFA17_10007837 - RNCM - Table 8 Progress Against Milestone Responses 08-01-2018"]
["10007837","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078373"},"Please see supplementary document OFFA17_10007837 - RNCM - Table 8 Progress Against Milestone Responses 08-01-2018"]
["10007859","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078593"},"Success rates. The disappointing target that was not met in 2016/17 was the overall success target (retention x pass rate) which dropped to 81% against a baseline target of 83%.  WCG has stringent rules around first submissions, marking all late submissions as a fail and this in turn drives down average marks and demotivates students.  Additionally students were awarded pass/fail for competency-based practical assessments and this also reduced the numbers of high successes. WCG is reviewing its academic regulations to bring them in line with other providers.  During 2016/17 WCG began a review of the pastoral support for students and a member of our Teaching and Learning Improvement team undertook some research into pastoral support across the curriculum with recommendations \nBook bursaries. Additionally, the number of 'book' bursaries awarded to students was far lower than expected with only 45 students applying for this bursary.  WCG is looking to widen the scope so students can use the book bursary for other items such as stationery, printing and items to support their course.  WCG is also investigating ways to ensure students know about the financial bursaries on offer.\nCare Leavers. WCG maintained it commitment to provide a £1000 bursary to all care leavers in 2016/17, however only two students applied for the bursary.  The bursary remains on offer to students who are looked after in 2017/18 and is promoted for new entrants from.\n"]
["10007788","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077881"},"We do not operate quotas and so do not expect steady year on year progress against targets; much will depend on the strength and distribution of the applicant field in a given year. We have, however, met our milestones and are committed to continued progress."]
["10006174","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100061742"},"Additional maths and English support is thought to have contributed to the improvement in outcomes of mature students.  Rebranding and refocusing of our HE provision and materials by Marketing has helped maintain recruitment from target areas."]
["10007798","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077983"},"Statistical Milestones and Targets \n\nIn 2015/16 we missed our Access Agreement milestone for the percentage of entrants from LPN POLAR 3 by 0.1% - although still significantly above our baseline of 7.4%.  We have commitment in our Strategic Plan ‘to meet our widening participation targets for recruiting students from Low Participation Neighourhoods (LPNs) and from lower socio-economic groups’ and are disappointed not to meet this target and to see a drop of 0.8% (from 8.6% in 2014/15).   \n\nOur widening access work aims to increase our intake of students from LPNs, lower socio-economic backgrounds and other under-represented groups.  We are expanding our Manchester Distance Access Scheme (MDAS), our national widening access programme for students who live in a postcode area with low progression to higher education or is indicated as a less advantaged neighbourhood.  We have also launched our ‘Access Manchester’ website http://www.access.manchester.ac.uk/ to develop a coherent identity and framework for our widening access activities which will raise awareness and enable prospective students from underrepresented backgrounds to navigate the pre-university opportunities available to them at The University of Manchester.\n"]
["10007788","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077882"},"We are increasingly focussing our outreach work specifically on target groups, and making best use of contextual data in our admissions process."]
["10007788","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077883"},"n/a"]
["10007773","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077731"},"The OU continues to ensure the proportion of new undergraduate students from widening participation backgrounds is maintained at the 13.6% figure prior to the fees rise. We are pleased that the persistent decline in numbers of part-time students is not represented as dramatically in our 2016-17 figure although we are disappointed that our proportions have decreased slightly from 2015-16.  We continue to monitor sector data regarding part-time numbers and compare it to our own experience with specific reference to WP students, particularly as our current proportion is only slightly above the new target of 17.5% introduced in 2016-17.  "]
["10007773","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077732"},"As above"]
["10007774","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077741"},"Please see supporting statement."]
["10006174","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100061743"},"Main factor contributing to the lack of progress with internal progression was the loss of the Student Liason Officer post which was funded by MNCO."]
["10007150","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071501"},"We consider our progress as good especially against a backdrop of challenges in the school and college sector locally. Our local colleges have undergone signficant changes with mergers and curriculum change (no A level provision is now offered in colleges, only BTEC). Similarly, our partner schools have been pressured this year with new KS4 and KS5 exams and this has sometimes meant lower than expected engagement in outreach.  In 2016-17 we started the development of a new outreach framework focussing on the delivery of sustained activity through year groups, this approach has been led by our evaluation. Monitoring of some targets has  been hampered by availability of metrics. For example, we monitor the proportion of Level 3 students in our partner schools who apply through UCAS but this year, the Department of Education no longer made the population of Level 3 students available, we have made a special request for this data but it has not yet been provided. This is beyond our control. Similarly, the metric using % achieving 5 GCSEs including English and Maths A*-C is now discontinued and we going forward we will use a different metric. There has been a drop in reported FE activity but there is a growth in FE NCOP activity which is not reported here. "]
["10005553","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100055531"},"We are making good progress against milestones and on-track to meet most of our targets, but have made less progress than anticipated in some areas due to the reasons outlined below."]
["10007774","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077742"},"Please see supporting statement."]
["10007774","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077743"},"Please see supporting statement."]
["10014001","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100140011"},"Please see supporting information"]
["10014001","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100140012"},"Please see supporting information"]
["10014001","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100140013"},"Please see supporting information"]
["10007806","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078061"},"The targets set for the outreach team were met comfortably in 2016-17.  These targets were set early in our programme and will become obsolete after this year. We have therefore revised our targets for 2017-18 in order to build further on these preliminary objectives.  Our approach will  enable us to develop a high quality programme for local schools, young people and their parents / carers.  Underpinning our work are the themes of responsiveness, inclusivity, collaboration and outcomes, and we have identified a target reflecting this approach at each stage of the student lifecycle.  We have begun working toward these targets in addition to our 2016-17 obligations to implement our new way of working.  Our strategic approach has been welcomed by close partner schools, who have indicated the outreach programme has become a key part of their pupil premium strategies."]
["10007806","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078062"},"After six years of building our First-Generation Scholars programme, the access stage  reached a point of consolidation in 2016-17.  We have established informed and collaborative partnerships with local schools.  These partnerships have enabled further development of the programme and also ensured greater engagement by schools and colleges with our programme.  An expanded access team has helped us achieve a greater number of interactions and projects.  We recognise, however, that widening participation is not simply a question of increased numbers, and our targets going forward from 2017-18 better reflect the depth and ambition of our approach."]
["10007806","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078063"},"At Sussex, we appreciate the experience and knowledge mature students bring to our University. We accept students with a range of qualifications and backgrounds, including students who apply on the strength of wider experience rather than formal academic qualifications. For courses without specific A-level or GCSE requirements, there are occasions where we might consider an applicant’s life and work experience instead of formal qualifications. \nApplicants would apply to Sussex in the usual way through UCAS. If the UCAS application is strong and shows potential, they may be asked to write an essay of around 1,500 words on a choice of topics related to their chosen subject. They would have approximately five weeks to complete the piece of work and would be asked to attend an interview to discuss the essay.\n As competition at Sussex for places is high, we would always advise applicants to take formal qualifications before applying especially if an applicant had been away from education for some time. For mature students, the two most common qualifications to take are the Access to Higher Education Diploma or an Open University course, but we also accept a range of UK and International qualifications. If applicants did not have the qualifications or relevant experience for direct entry into the first year of our undergraduate courses, they may also be eligible for one of our degrees with an integrated Foundation Year.\nThe Widening Participation team have established a mature student working group for 17/18 in addition to exploring opportunities to use our IntoUniversity Centre, Moulsecoomb, Brighton to use parental engagement as a means to raising awareness of lifelong learning. An additional mature student learners strand will be added to our successful Sussex Study Experience programme currently offered to Year 12 students.  We continue to see this as important work particularly in view of falling applications across the sector from mature students. UCAS finds that the number of applications from, and acceptances of, older age groups has decreased in 16/17 by 3.1% (18,220 applications) to 572,285 applications since last year, and acceptances are down by 0.5% to 462,945.\n"]
["10007157","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071572"},"The University undertakes a wide range of activity right across the student life cycle to support thousands of learners from under-represented groups each year. Through our sustained interventions and quality information, advice and guidance provision we give students from widening participation backgrounds the opportunity to engage with the University of Sheffield, to raise their aspirations and to support them in making informed decisions about their futures.  This longstanding commitment to a lifecycle approach is reflected in our progress against targets and KPIs. Excellent progress has also been made to support our students from widening participation backgrounds across the areas of success and progression, reflected in improvements to our strong retention rates, as well as in specific milestones relating to the different stages of the student life cycle."]
["10003022","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100030223"},"Target 1 has been met for the last 3 years, but was only short of target. The College will continue to work with regional schools and colleges to increase the level of students from non-tradtional routes to target level. Target 5 had been exceeded last year but has now fallen back to 2014-15 levels. This metric may have been impacted by the removal of HE maintainence grants and the proxy calculation used in its place may not be a realistic proxy. This target to be reviewed for next access agreement. Target 2 has not bit hit again and  has significantly deteriotrated. This will need to be reviewed to see if this is an unrealistic target or other variables are impacting on it.  "]
["10007657","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100076573"},"We are disappointed that we have not made progress in line with expectations in the following areas:  increasing the proportion of students from BME groups; to maintain the proportion of HE students aged 21 and over and to reduce the number of non-completions.   Veterinary science, agriculture and related subjects have the lowest number of BME entrants nationally than any other subject area with both recruiting less than 5% BME students on undergraduate programmes in 2015-16. (source HESA).  Whilst every effort is made to recruit more BME students, including a recruitment campaign on the North London border region, this still remains a work in progress.    Recruiting students aged 21 and over remains challenging. Nationally from 2010-11 onwards, undergraduate students in all age groups above age 25 began to decline, with year-on-year decreases in numbers to 2015-16 as a direct result of student funding across the UK from 2012/13.  A similar pattern of change is evident across most age groups for PG study.  This presents a difficult challenge for most institutions.  Finally, non-continuation, the institution has had a concerted effort to reduce the number of non-continuation this academic year, with a ‘risk register’ being compiled and students considered ‘at risk’ being carefully monitored and given enhanced support.  Nationally, despite recent increases in the number of young full-time, UG entrants, across all groups, the most recent rate of non-continuation is below the level seen in 2006-07."]
["10007289","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100072891"},"We are pleased with the progress we have made in engaging students who would not traditionaly participate in HE, with the proportion from low income backgrounds increasing to 40% of the cohort. Both the proportion of students from minority ethnic groups and with a disability have increased and the overall proportion of mature students has achieved target despite a 1% decrease from the previous year. Whilst retention has fallen well below our target, achievement has increased and is above target. "]
["10007289","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100072892"},"We have targeted students on full-time Advanced level courses at the College who have not submitted UCAS applications and this has helped us to engage students who would not otherwise have participated in HE. The availiability locally of the HE provision is important for many of these students. We also offered a bridging course over the summer to support several applicants for the FdA in Independent Game Design who had not met the entrance criteria, with 4 students subsequently joining the programme. The increase in achievement we believe was in part due to holding pre-examination boards after Semester 1 and 2."]
["10007289","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100072893"},"Health, notably mental health has been the key factor in the non-retention of some students. The poor retention on a small minority of courses notably the Foundation Degrees in computing and web design has also impacted on the overall figure. The action we have taken to address this includes increasing the hours of a specialist HE student disability advisor to full-time (from 9 hours / week) and providing specialist training to enable us to access DSA funding. We have withdrawn the Foundation degree in computing (and replaced this with an HNC in 2017-18), and validated a new Foundation degree in creative and digital industries to replace the web design programme. The fall in the number of part-time students aligns with the National trend and was largely due to low recruitment onto HNCs in business and mechanical engineering. The College is now committed to establishing employer liaison groups in several vocational areas including engineering and business. As we timetable our full-time programmes over 2 days, students who would prefer part-time study are often able to study full-time with us and benefit from the  The fall in the number of care leavers comes despite us offering an annual care leavers bursary of £1,500. Our previously good relationship with the Council's Leaving Care team has been adversely affected by a re-structure of the team."]
["10007760","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077601"},"Our student body remains very diverse and it is clear that Birkbeck continues to enable students from non-traditional backgrounds to access higher education, and that we have a very ethnically diverse student body. The proportion of students who access our bursary remains very high with a notable increase in the proportion of part-time students who have accessed the bursary this year. \n\nOur challenge as an institution is to increase the retention rates of our students. We have increased the resources dedicated to support success as outlined in our access agreement and an institutional Student Experience Review, due to report in early 2018, will lead to multiple projects to improve our retention rates.  "]
["10007760","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077602"},"We continue to invest in the Disability Office in order to ensure that students have access to the support that they need to succeed in their studies. During the year we have expanded our counselling services, Mental Health Support. We have also further developed the role of the Learning Development Tutors and the availability of Study Skills support. "]
["10007760","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077603"},"We have not made progress against our retention targets. The reasons for this are complex, and do relate to our specific student demographics and evening study model. We are commited to improving these areas, and have invested greater resources in student success as outlined in our access agreement. An institutional Student Experience Review, due to report in early 2018, will lead to multiple projects to improve our retention rates. We are also conducting research into the impact of several new initiatives aimed at improving retention rates,  and the research findings will be available in Spring 2018. \n\nThe proportion of full-time students who receive the financial bursary is lower than anticipated, and the proportion of part-time students much higher. We will keep this area under review, will evaluate the impact of the financial support we offer to ensure that our resources are as effective as possible."]
["10004478","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100044783"},"Table 7a, Target 1 - The POLAR 3 participation figure for 2016-17 showed a slight decrease from previous years, although still above the nearest equivalent overall HESA benchmark of 11% for England institutions in 2015-16. The College experienced an overall decrease in recruitment in 2016-17 due to a number of factors including reducing demographics, increasing competition and high tuition fees. One consequence of this was a decrease in the geographic spread of our applicants with students preferring to study nearer to home and avoid paying additional residential fees. This impacted particularly on the proportion of students from low-participation areas. This will remain a key priority for 2017-18 with actions outlined in our 2017-18 Access Agreement and progress will be monitored through the College Equality, Diversity and Inclusion Strategy Group and reported on in the College annual Equality and Diversity Report."]
["10007155","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071551"},"We continue to make progres with achieving our strategic targets in Table 7a.  In common with the sector as whole, we hav experienced major changes in student application and recruitment patterns since the removal of the student number control. This has resulted in a reduction in students from low income households, while at the same time the number of BME entrants is rising. This may be due to more recruitment from London, where household incomes would typically be higher than in Portsmouth and the surrounding area."]
["10007155","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071552"},"We continue to be committed to promoting recruitment and retention of students from a wide range of backgrounds, with a strong focus on WP. Our success in this was highlighted in our TEF gold rating in June 2017."]
["10007780","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077803"},"As stated we will be refining our contextual admissions approach, delivering more long-term outreach work, and also reflecting upon our programme of outreach outside of London, in order to improve our performance against our target for state schools and for young LPN entrants. These actions should also contribute to improving our performance in increasing the proportion of outreach participants who apply to SOAS.  Regarding the challenges in mature student progression, we will be conducting further research on understanding the factors that contribute to students interrupting study as well as delivering an action plan based on the recommendations from the HEA funded retention project.  "]
["10001282","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100012821"},"For several years, the University has met or exceeded its baseline targets, and the baseline target were adjusted in 2017/18 Access Agreement to that of 2013/14 and 2014/15, with a target year of 2019/20.\n\nThe University has performed well overall in 16/17 and we have met or exceeded seven of our 14 targets, and have made progress in an additional three of our targets. Although in some areas we fall short of our location adjusted benchmarks, we exceed against the sector benchmarks. This is set against a background of being in a region with the lowest entry rates of 18 year olds into Higher Education at 28.9%.\n\nDespite a fall in the number of young FT 1st degree students from LPNs entering the University in 16/17, this follows an increase of 2.8% in 15/16, and we have exceeded our target for 19/20 in this area. "]
["10001282","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100012822"},"Our intake of students from state schools continues to increase, which is seen alongside our continued expansion and allocation of additional resource to our outreach activity for Years 12 and 13 in key target areas across the country. This expansion has enabled us to reach more schools/colleges and engage further with pupils which has seen an increase in the number of pupil interactions since 2015/16. This activity offers a menu of study skills workshops to support students during their time in sixth form or college, provides information on applying to HE and further information about life at university. The menu of activities offers schools and colleges the flexibility to choose workshops relevant to their students and at key times in the application cycle.\n\nIn 14/15 our performance, in relation to mature students, improved by 3.4% from 14/15 to 15/16, which is a positive increase from our performance in 14/15 in comparison to 13/14 however, data relating to this target for 16/17 is currently unavailable. The University remains focused on supporting mature students and their progression into Higher Education, and we offer bespoke sessions in colleges for Access students about preparation for Higher Education. \n\nThe success in the progression of young and mature student groups highlights the benefits of the investment the University has made in the Careers and Employment Service, specifically the ‘early engagement’ and the ‘leaving cohort’ support initiatives where it is expected that a higher number of students from under-represented groups would access these services, although it is difficult to quantify this. Over the last three years, we have also developed and refined our offer to the leaving cohorts of students, delivering workshops and offering 1-1 coaching support to recent graduates to support their progression into employment or further study.  The Get Graduate Job Ready events have seen increased numbers of finalists attending and taking advantage of the support offered, designed to help students make successful progression into professional level employment or graduate level further study.\n\nThe North East Raising Aspiration Partnership, the collaboration of the five universities in the region who have been working together since July 2012/13 (Newcastle, Northumbria, Sunderland Universities) and since January 2015 (including Durham and Teesside Universities), continues to deliver some significant increases in both the scale and scope of collaborative activity in the Region.\n\nThe partnership exceeded its target in 16/17, this is due to the recognition from the region’s schools of the partnership, and the addition of university partners which has allowed the partnership to expand and dedicate additional resource to the project. \n"]
["10007063","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100070632"},"Internal progression from Fds to degree top-ups continues to increase as a percentage of graduating students and the number of students progressing has remained stable over 5 years despite a decline in the number of level 5 students graduating.  Continuation rates demonstrate that the number of students who are enrolled on Dec 1st of year 1 continuing to Dec 1st of year 2 is improving over the baseline.  Our in year retention from September to July is higher at 90% and the difference reflects some students who have achieved academically leaving their course over the summer for employment, or underachievers chosing not to retake a year with attendance. Internal progression from within the college has increased to 65% and review of the actual numbers of students recruited from within the college shows that the number of students recruited internally has declined less than total recruitment.  "]
["10007063","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100070633"},"We will look to continue to improve performance through increasing support for level 4 students 'in year' and through more targeted recruitment activity within FE cohorts. For ITT we will continue to offer guidance at interview and support throughout the course to ensure all students are well prepared for a teaching career."]
["10007842","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078422"},"In access activity, school and college work has been re-focused to align with NCOP but also as a result of evlauation of what activity is working and having an impact, such as the Futures programme which will be expanded moving forwards and the targeted visits into schools and colleges across a range of year groups and including work with access students and care leavers.  Work with mature students has also been prioritised in light of the national decline in this group access higher education, including work across the lifecycle to support orientation into HE life.  To support student success, redesign of the mentoring scheme has been successful, along with focussed specialist support for students with autism and mental health issues.  Finally, the introduction of Life Mentors assigned to students has supported their transition into university and encouraged a sense of belonging. The institution's Student Success Scheme has been rolled out to more programmes due to its success, including 1:1 academic skills and pastoral support to address early signs of poor performance and to improve retention in light of current rates. Finally, in progression activity, Career Ahead award submissions have increased due to continued work to embed the award within academic programmes. Strong progress has continued in engaging employers in student-facing events."]
["10007842","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078423"},"Two targets in Table 7A showing as no progress/below baseline relate to performance from 15/16 which has been updated and the institutional data for 16/17 is pending at this time.  The targets relate to retention and proportion of mature students at the institution and these are both areas into which significant focus and resource is being directed as described both above and within the 18/19 Access Agreement.  The proportion of young F/T undergraduates from LPNs generally and males specifically, although below baseline, has actually increased on the previous year which is pleasing and the proportion of students from state schools remains high and only sees a tiny percentage drop. Within access activity, less progress has been made than originally anticipated with taster days but promotion of these events have reduced due to an intention to re-focus resource into residentials and the Futures programme moving forwards.  Disappointingly, our mentoring and Y10 summer school programmes did not recruit as well as hoped.  For mentoring a number of issues with recruiting mentors and matching them to schools has hindered as well as a couple of schools looking into the NCOP mentoring programmes.  Measures are in place to address the recruitment issues for the next year and to align with the NCOP programmes.  We have run successful Y12 and care leaver residentials this year but internal room booking issues impacted on recruitment for the Y10 residential.  Again measures are in place to mitigate moving forwards."]
["10007141","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071411"},"We are pleased to be able to report that we have met or exceeded all our annual milestones for this return. Although we have met our yearly milestone for student success (projected degree), we are disappointed to note a slight fall in the percentage expected to gain a degree in comparison to the previous year.  However, we are pleased to note that this figure was slightly above our HESA benchmark (74.1%) for the year in question and we are confident that the significant programme of work in this area over the past few years will begin to show through in the data shortly."]
["10007141","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071412"},"We have been working hard to ensure we regularly take stock of our work in this area to evaluate progress and impact.  In particular, we have developed a number of detailed action plans at local level, ensuring that initiatives are appropriately tailored to specific groups or contexts."]
["10006174","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100061741"},"Generally we are achieving above targets due to increased focus on HE management, marketing, data and admin within the College.   Retention and achievement of students from WP backgrounds is no longer considered  a concern and we have therefore removed the target.  These students succeed equally as well as their peers due to the high levels of support provided. "]
["10007141","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071413"},"Not applicable"]
["10003861","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100038612"},"Progress has been made in growing our recruitment of full time students from POLAR3 neighbourhoods, state schools and mature students; disabled students and recruitment of part time students. Through investment into improving our Schools and Colleges liaison activities we are now extending our reach and impact on recruitment of students from such backgrounds.   During 17/18 we will be embedding a much longer term strategic approach to our collaborative working with Schools and Colleges bringing together our access and more general liaison activity. Last year saw a refreshed strategic approach to working with school partners in HE 'cold spots' and where possible, linking with those schools within government 'opportunity areas'  across the northern region. Our continued collaboration with and contribution to the Go Higher West Yorkshire consortium and NCOP, and the various institutional programmes of activity with schools, colleges and community groups contributes to improving our progress against the baseline year."]
["10003861","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100038613"},"The University is taking an integrated approach to the improvement of continuation rates.  Given that the HESA data presented in this report are almost two years old it may not capture the impact of more recent improvements in the monitoring and service provision that we have introduced with the intention of improving our performance against the L4 non-continuation target.  Initiatives include: increased access to pastoral support for students through the introduction of a new staffing structure, improved systems to enable students to be referred to central wellbeing, financial and disability support teams more easily, and in depth research into the experience of our BME students that is informing specific project work in 17/18 (BME Deep Dive see table 11b). We are also rolling out a university wide student engagement monitoring system from 17/18 that will enable us to highlight the signs of non-engagement and intervene in order to support student at risk of early withdrawal."]
["10004797","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100047971"}," We are on course to meet all of our access targets based on the latest HESA performance indicators and the targets on the number of participants engaged in our outreach interventions across the student lifecycle.  \nOur non-continuation rates for new entrants has improved, as shown in the latest HESA PIs. We are particularly encouraged by the degree attainment of our BME students, with the ethnicity attainment gap falling by over 6 percentage points, following sustained institutional commitment and resource. We are aware that not all of our internal student success targets have gone in the direction we would have hoped and we will address this.  With strong support from the University Executive Team, we are taking appropriate action to ensure 'success for all' students (see below for further details).                                                                                                                                                                                                             \n                                                                                                                                                                                                          \n"]
["10004797","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100047972"},"NTU’s 'Success for All' programme is a University-wide initiative that addresses disparities in student success through evidence-based, context-specific solutions cumulating in long-term systemic change. This includes the appointment of educational developers to help ‘refresh the curriculum’; the embedding of the ‘Student Dashboard’ which tracks student engagement; proactive marketing of all services to target students and stressing the importance of disclosure; increased engagement with students pre-entry and increased provision in academic Schools.                                            \nThe availability of loans for Master's students from 2016/17 appears to have made a big difference in terms of the demand of our students to progress Master's study.  Particularly pleasing is that our WP students are now more likely than our non-WP students to make this transition.                                                       \n"]
["10007167","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071671"},"Please see separate sheet"]
["10007167","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071672"},"Please see separate sheet"]
["10007167","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071673"},"Please see separate sheet"]
["10003674","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100036743"},"The real disappointment is the lack of progress and indeed declining numbers of mature students on FD and HNC/D courses. This trend does match the external trend with a decline in popularity of mature learners entering HE. The tuition fee loan situation could be a deterrent although we cannot state that categorically as it is not only enrolments but a decline in applications meaning that conversations to evidence the cause have not readily been available. Bursaries to subsidise fees have been ineffective and have not been taken up and have attracted little interest. This lack of demand has also led to some new planned provision being postponed. Internal progression has been successfully developed in one area of the College (Creative Industires) but less progress in other areas where there less suitable courses has seen less success on this target.Progress on recruiting disabled students has slowed from the previous year."]
["10005553","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100055532"},"Our progress is due to our focus on building deep, mutually beneficial relationships with schools and other external partners which are consultative and responsive to both parties' objectives and requirements. We have worked closely with teachers to ensure our activities are focused and inspirational for their students. We have consulted teachers and advisers to find out where we can make an impact, and the study skills workshops have been particularly useful in supporting students with their transition from sixth form to university. "]
["10005553","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100055533"},"In Table 7a: a high proportion of Royal Holloway students are from London and the surrounding areas, where the widening participation background of students is not always captured within the Polar 3 model. A small population size also means that year on year differences appear as large percentage changes, which are therefore not indicative of any dramatic changes in progress. However, the percentage of students from low participation neighbourhoods is set to increase in 2016-17, due to targeted recruitment and widening participation activities. \nIn Table 7b: The UTC target has been discontinued, as the UTC Guildford has been cancelled by the DfE. The partnership we had anticipated with UTC Oxford was not able to materialise, therefore UTC Guildford became the focus of our activity. We are in the process of establishing a long term outreach scheme, which will include e-mentoring (for which we are currently liaising with Brightside mentoring). We have 10 schools/colleges interested in the scheme and are collaborating with the schools to ensure our scheme will make the maximum impact."]
["10007779","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077793"}," As a specialist institution which is mainly geared to training young people towards a vocational profession, we recruit not only as a HEI but directly in to a Profession. The veterinary profession is smaller than the medical one and has far fewer applications. , and we are very conscious of the need to diversify our cohorts and the entrants to the Profession generally. The number of students from LPNs has improved but BAME and White Working Class Males remain priority areas for further improvement. Consequently we are active in diversity projects co-ordinated by AccessHE; we are presently engaged in project work with the Bengali Workers Association in our immediate catchment area in north London. We are beginning partnership work with a local secondary school that has 98% ethnic minorities on its school roll. Working with two of the London NCOP projects will we trust pay dividends in this respect too. A new Project Officer will begin work in the new year to develop further attainment based projects with partner schools. The further development and refining of our use of Contextual Data should also enable us to improve pathways and provide better and clearer progression routes for cohorts who remain uncertain and perhaps unprepared for higher education. \n  \n"]
["10003678","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100036782"},"Kingston continues to invest intelligently in personnel and resources and this allows us to make strong progress against ambitious targets. We have maintained a clear distinction between widening access activity and student recruitment and provide genuinely impartial IAG to schools and colleges. This makes our work extremely popular with our stakeholders as it can contribute to OFSTED careers advice requirements. We continue to invest strongly in subject-linked outreach work, which is of particular benefit in STEM and Arts areas where expensive lab equipment and studio space/knowledge is not readily available to schools and colleges. Kingston University recognises that we have a responsibility to support the success and progression of students from all backgrounds and reduce differential outcomes linked to factors such as race and social background. Thus we are continuing to invest in developing our academic programmes and providing a range of accessible extra- and co-curricular opportunities that will allow all students to benefit from a holistic and inclusive HE experience. We are continuing to invest significantly in monitoring and evaluation and are committed to self-assessment that will ensure our approach remains evidence based. We believe that the whole institutional approach we take to supporting access, success and progression is having a positive impact on performance against targets and milestones at each lifecycle stage. "]
["10003957","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100039571"},"In terms of Access LJMU has achieved the majority of yearly milestones or exceeded  targets.\nFor students from low income backgrounds the figure utilised is students in receipt of financial support from low income backgrounds and other under-represented groups.  This is consistent with the figure detailed in the overview Table 6. The milestone was updated to a lower figure of 45% in LJMU's approved Access Agreement for 2017/18.  Although the data shows that the houshold income levels of students is rising year on year the proportion of higher income invested in financial support has increased by 0.2% this year with some students receiving both a scholarship and bursary but only being counted once in the student numbers.\nSupporting the success of all students is a strategic priority for the institution and a continued area of investment.  Unfortunately, while there has been improvement for some groups of students against last year the performance is below the baseline."]
["10003957","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100039572"},"Developing strong partnerships with schools and colleges, a long-term targeted outreach programme which evaluates and monitors impact, and a strategy for financial support to students from under-represented groups have been key factors in contributing to the success in meeting targets in 2016-17. The continued use of student advocates has contributed to the success of outreach initiatives both in terms of the volume of activity that can be delivered as well as providing positive role models.  This has been particularly important in exceeding the overall target in some areas such as raising aspirations for LAC."]
["10003957","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100039573"},"Targets in 7a - to improve retention, and following a detailed analysis of LJMU's data, actions and new initiatives to provide appropriate and timely support for individuals and groups of students have been introduced. These include increased investment in academic staff, changes to the academic framework which has enabled support to be put in place earlier in the academic year, the investment in a new student engagement team to provide frontline early and effective triage and referral, increased academic skills support, directed study weeks, and the use of learner analytics to measure engagement and enable academic staff to identify areas of concern and action. LJMU also provides a holistic approach to financial support to aid retention and progression.Work is continuing to encourage disability disclosure (overall the institutional percentage is higher but the disclosure rate for  students covered by the Access Agreement has declined in the current reporting period). \nTarget in 7b - in relation to schools participating in LJMU's longer-term outreach programme in Liverpool City Region, one of the schools suspended their involvement last year due to internal issues.  As this is a suspension rather than a withdrawal of the programme the school has not been replaced with another school at the current time.  "]
["10003863","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100038632"},"Leeds Trinity University has seen positive progress against the targets. The achievement of these targets is a result of a series of initiatives including: \nTargeted partnership work with schools and colleges with high indices of deprivation and enhanced schools liaison package including; Summer Schools in collaboration with Go Higher West Yorkshire; HE Experience Days; a contextualised admissions scheme; and Subject Focus Events.  Developing parent information events to further knowledge and work to remove barriers.  Further we provide:\n• Accessible financial information guides \n• Targeted campaigns and publications focused on learners from diverse backgrounds \n• Enhanced application support in schools and accessible applying information (on and offline) \nPersonalised Applicant visits ensure all applicants receive personalised information to further attainment and progression.  \nWe have successfully enhanced the Children’s University which was launched in 2014/15 by delivering a range of aspiration raising activities both on and off campus including 3 Super Saturday events.  We are successfully engaging with 20 schools (a 25% increase on 2015/16) and expansion is continuing to be rapid across Leeds.  \nCollaborative work through the Go Higher West Yorkshire Partnership         \nFrom February 2017 to present Leeds Trinity University has led the following events in partnership with the National Collaborative Outreach Programme (NCOP) project:\n•\t‘Sport at University’ event with Y13 sports students across NCOP schools and colleges \n•\tY13 intervention for a small cohort of NCOP students at Summer University \nWe have worked across NCOP schools supporting outreach activity and engaging many NCOP school based staff with other Leeds Trinity University offers, such as Subject Focus Days and Open Days, where the NCOP budget NCOP has supported student travel and lunch.                                                                                                                                                                    \nLeeds Trinity has made extensive efforts to improve continuation rates. The following initiatives have been put in place to meet our 8% target by 2017-18:  \n•\tPromotion of the support unit ‘Learning Hub’ to offer enhanced support to students \n•\tContinuation of student Peer Learning Mentors \n•\tAn enhanced ‘Intro’ period which provides high quality pre-arrival information \n•\tA scheme allowing all students to be linked to a progress tutor \n•\tA ‘Summer University’ residential programme for all expected students to level 4 \n•\tA ‘Return to Learn’ programme for all expected students, over 21 years of age, to level 4\n•\tImproved student representation and opportunities for students to feedback their experiences through schemes such as staff and student academic committees; student forums; post-it note feedback exercises after lectures, etc. \n•\tMore student-to-student peer support available \n•\tFeedback on work early in the semester (at key anxiety points where students are more likely to drop out of study) \n•\t‘Settling In’ student support networks which help to support students dealing with homesickness through group meetings and social activities \n•\tImplemented a new learning and teaching strategy\n"]
["10003863","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100038633"},"Leeds Trinity University has seen less progress made than expected for the \"% of mature students from low participation neighbourhoods\".  Leeds City College closing its Horsforth campus and therefore not continuing the Access course taught on Leeds Trinity’s campus has negatively impacted meeting this target.  We are currently working towards further development of outreach work with mature learners from low participation neighbourhoods.  This will include building and sustaining partnerships and pathway programmes with local further education colleges to try and improve progression rates of mature learners into higher education. In addition to this the University is in the early stages of developing relationships with key community groups in low participation neighbourhoods to try and improve participation.  The outreach work through NCOP and the team fully supports this.     "]
["10004577","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100045771"},"Please see uploaded supporting document "]
["10004577","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100045772"},"Please see uploaded supporting document "]
["10004577","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100045773"},"Please see uploaded supporting document "]
["10003956","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100039561"},"The Access Targets continue to be met and exceeded year on year as the University continues to recognise the significant positive contribution of widening participation students in our cohort. Retention in 2015/6 is, however, a cause for concern to an institution which places such value on student support. The University is proactively working to enhance the student experience in order to resolve issues with attrition (See c below). The initiatives the University has put in place are already contributing to improved retention and should become visible in data going forward."]
["10007784","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077841"},"We are pleased that we are continuing to meet the majority of our targets. Continued investment in successful activity and ambitious new activity in development mean we are confident in our future performance. \nWhere we are currently not meeting our milestones, we have developed Access UCL, an alternative offer scheme which will launch in September 2018. We believe this will have a significant impact on the diversity of our intake over the coming years. \nUCAS data continues to show that UCL does not discriminate in its admissions practices.  For all of the published WP target groups, the observed offer rate matched the expected average offer rate. As such, we are focusing much of our new activity on working closely with schools to raise the attainment of students in order to support them in progressing to UCL and other research-intensive universities.\n"]
["10003956","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100039562"},"The University continues to meet and exceed its benchmarks in relation to both access and retention and has therefore met its targets. This is at least in part, due to the University's reputation for excellent pastoral support and strategies to empower students including those linked to graduate employability. The University continues to support an above bench mark number of students with disabilities, this is again linked to the central, all encompassing, Mission and Values of the institution."]
["10007823","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078231"},"Of our 9 targets, only one is below baseline (see below). A number of external factors make the achievement of some targets more challenging: the demand for ITT has been severally impacted both by the lack of clarity about routes to train and the negative publicity around the profession; in Nursing and allied professions, the removal of bursary support and negative press about the NHS has impacted demand; the rise in unconditional offers from competitors has also had some impact. Such factors have a disproportionate impact on our ability to attract students from low partiipation neighbourhoods and mature students, who would traditionally be attracted to public service professions. Notwithstanding this, we continue to attract a high percentage of students from LPNs and have invested further in this aspect of our work, continuing to operate as part of a consortium to encourage access to HE across the region. "]
["10007823","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078232"},"We are pleased with the overall performance against our targets, in particular against the BTEC vs A Level retention targets and our work to reduce retention issues overall.  This has been aided by ensuring these targets are embedded within our institutional targets and action plans, giving them a whole institution focus. We are also pleased to see our continued promotion of support for Care Leavers having a positive impact on numbers accessing our institution and this year we have appointed a new dedicated post to provide additional support in this area for success and progression whilst on course. We anticipate the enhanced support will result in a greater level of disclosure as broader financial and pastoral support is offered to Care Leavers and estranged students."]
["10007823","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078233"},"Our target to maintain our baseline of recruitment from Low Participation Neighbourhoods has fallen slightly below our expectations. This is disappointing as we pride ourselves on being an accessible and attractive institution to students from all backgrounds.  We recognise that this drop is an ongoing challenge in an environment that is increasingly competitive for the reasons stated in a) above. We will however continue to work both collaboratively and independently to encourage these students and work strategically with FE providers to increase this number going forward; in light of the decline in ITT, we are also continuing to develop our portfolio in Education to offer viable alternatives to what appears to be becoming an increasingly unattractive option for students.\n\n"]
["10001726","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100017261"},"Please see the additional supporting information document.\n"]
["10001726","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100017262"},"Please see the additional supporting information document.\n\n"]
["10001726","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100017263"},"Please see the additional supporting information document."]
["10007149","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071492"},"The University of Hull remains committed to Widening Participation, and carried out a significant number of Access Funded activities in 2016/17 that contributed to progress against our targets and milestones.\n\nWe have continued to develop our Travel Grant for applicants from low participation neighbourhoods who attend an applicant day or interview.  We believe this has contributed towards progress with “Table 7a – Milestone 1: Seek to maintain high proportion of participants from state schools” and “Table 7a – Milestone 2: Seek to increase an already high proportion of participants from low participation neighbourhoods”\n\nOur Summer School in Aarhus, Denmark specifically for widening participation students was designed to allow them to experience other countries and cultures, and has helped us to continue to meet “Table 7b – Milestone 9: Increase the proportion of students undertaking European study abroad who are from a Widening Participation background”.\n\nProgress against “Table 7a – Milestone 6: Seek to increase the proportion of acceptances from Home students with a self-declared disability” is partly due to the university actively promoting its student support and disability services through stands and presentations at Open days and Applicant days. In addition, there is a growing awareness and an increasing number of students confident in declaring a mental health issue.\n\n"]
["10000385","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100003851"},"The performance indicator results are generally positive, The Arts University Bournemouth has been successful in meeting the majority of targets set in its Access Agreement.   This strong performance is extremely welcome, and provides a strong basis for future activity, designed to meet the increasingly challenging targets within the Access Agreement. The need to sustain this level of achievement, and then to demonstrate further success to meet the agreed “stretch” targets, means that future work is of no lesser importance."]
["10000385","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100003852"},"State Schools                                                                                                                                                                                                                                                                          The challenge persists of reduction in arts curriculum opportunities in state schools, but increased and wider engagement with schools and teacher CPD may be a contributing factor to strong performance which can be seen in the context of the changes to the funding regime, and the associated potential for a change to the profile of University entrants.  Performance of 97.7% from state school entrants was considerably ahead of the benchmark (92.0%), and above the AUB target. Nationally, the proportion of new entrants to higher education from state schools remained stable at 89.9%, dropping to 88.1% in the south-west region and 84.4% in the south-east, which are the two regions from which most AUB entrants are drawn. These proportions remain relatively stable over time.\nRetention\nAUB is dedicated to student access, success and progression and is delighted to have been awarded Gold in the recent Teaching Excellence Framework.  Based on the evidence available the TEF panel judged that AUB delivers consistently excellent teaching, learning and outstanding outcomes for its students from all backgrounds.  It is of the highest quality found in the UK.  AUB’s commitment to delivering a sufficiently flexible financial model which ensures that critical aspects of current activity support this strong performance."]
["10001653","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100016531"},"In 2016-17 we continue to make progress against our targets. Despite last year's noted drop in state school pupils, this now seems to be back on track for meeting the planned target. Again we have exceeded our disability target but in 2016-17 work has begun to explore these issues further and to develop work to encourage individuals from a wider range of disabilities to access acting training specifically. Much of the work in 2016-17 has also been to develop and begin the implementation of our 2016-20 widening access and success strategy. This process has enabled us to review the ways in which work is planned and reported centrally to enable better understandings of the diversity of work taking place across our eight schools."]
["10001653","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100016532"},"\nThe successful outcomes are thanks to a large number of committed teams across our eight schools and the work that has taken place over many years. We hope that, with the implementation of our new strategy, this will develop further and allow us to better target efforts on those areas where we need to make further progress such as increasing the number of students from Low participation neighbourhoods. \n"]
["10001653","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100016533"},"We continue to see very little change in the intake coming from Low Participation Neighbourhoods which remains below the baseline as last year. As is well documented, this is a particular challenge for London based organisations such as 6 of our 8 schools. As part of our 2016-20 strategy we are further exploring how to expand our regional work and as set out in our 2018-19 access agreement we plan to extend this to a number of opportunity areas. In areas such as dance especially, to develop the talent pipeline to access conservatoire training may take a number of years and whilst we ramp up work in this area, it is still unlikely a rapid shift in this metric will be seen."]
["10000385","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100003853"},"LPNs \nA challenge for the University in relation to low participation neighbourhoods is that while there are many within the south-west (especially in areas of rural deprivation), few are within easy access of the Wallisdown campus. The target set by the University was thus quite challenging, and envisaged a rise in the proportion of entrants from low participation neighbourhoods over time; the targets which were set were modest, as they responded to disappointing baseline figures from 2010/11, but the target is to reach and then maintain a level around 10.0%.  In this context, achievement of 10.9% enrolments from low participation\nneighbourhoods in 2014/15 was an excellent performance, and it is disappointing that\nthis has fallen back to 9.0% in 2015/16. Nationally, entry to higher education from low participation neighbourhoods stands at 11.3%. The south-west shows a rate of 13.6% from low participation neighbourhoods, and the south-east 9.1%, both of which are consistent with 2014/15. As it is based in the south-west, the University’s benchmark takes account of this higher figure, although in practice more enrolments are from the south-east region. The proportion of entrants to Creative arts & design from low participation neighbourhoods is 12.8%. There have been annual variations of about 1% on a consistent basis since 2010/11, and this emphasises the importance of monitoring trends and performance over time, rather than simply reacting to the yearly achievement.\n\nCare Leavers\nThe University commitment to supporting this vulnerable group is not diminished but it remains an increasingly challenging target from this small applicant pool."]
["10007140","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071401"},"Progress against collaborative targets is good, despite the constraints schools and colleges face in releasing students from timetabled teaching and learning for outreach activity."]
["10006566","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100065661"},"Out of 12 targets and milestones, 7 targets were exceeded, 3 met the annual milestone and 2 targets were not met.                                                                                                                                                                         Of the 2 targets which were not met (students in receipt of DSA and part-time recruitment), PT UG recruitment has decreased across the HE sector in recent years and UWL's PT UG recruitment has reflected this trend. The university however continues to offer UG PT routes, including programmes delivered on Saturdays to students who are in full time employment.                                                                                                                                                                                     With respect to the DSA target, the university continues to offer support to students with disabilities who account for 11% of UWL student population, which is similar to the sector average. This updated measure has been used as a target in our most recent Access Agreement."]
["10006566","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100065662"},"The percentage of State School students remains above 95% as this is our key student cohort with all outreach activities focused on this group.                                                                                                                                                       The proportion of students in LPNs has decreased slightly year on year but remains above benchmark. This is as a result of sustained outreach activity in local schools and colleges, where students from LPNs are in attendance. Our Study Skills Summer School also targets students from LPNs.                                                                                                                                                          Non-continuation rates have improved for all 3 demographic groups due to an increased focus on student retention through continual use of analytics software (Civitas) and an expansion of the Retention and Engagement team, who work directly with academics and students.                                                                                                                                                                                                                                                   The EPI has improved year on year to 97.1% as a result of the University's continuing strategy of being the Career University. The University offers placement and work experience opportunities, work shadowing, employer presentations to recruit placement students and graduate and placement fairs. Employment Services work with a number of employers to support their recruitment needs and invite companies to present to students on CVs, interviews, skillsets and latest industry trends. The Careers Service offers drop-in sessions, guidance appointments, employabilty workshops and employer presentations, as well as extensive careers resources on-line. The UWL Talent Bank offers students the opportunity to further develop their skills, confidence and employability whilst studying by offering a variety of jobs across the University (e.g. Student ambassadors, events assistants, researchers, customer service assisatnets, IT helpdesk assistants, technicians).                                                                                                                                                                                                                                                                                                                                                                      2016-17 was  the first full academic year of the new Outreach team portfolio of activities, having expanded down into primary schools and up into adult education organisations with a wider range of programmes. There has been significant progress made with the new activities, which is reflected in the most recent Access Agreement. Close collaboration with a number of key University services such as the Students' Union, Engagement & Retention team, Student Support Service and Careers Service significantly enhanced the quality of sessions provided during the Study Skills Summer School."]
["10006566","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100065663"},"PT UG recruitment - The University offers a number of study options for part-time students so that students can balance their studies with other commitments.   UWL offers Saturday courses and part-time intensive Foundation degrees with UG study options including weekdays, evenings, distance learning and distance learning with study days. The University offers a part-time fee waiver of £1,500 to all Home/EU part-time  students with a household income below £42,875.                                                                                                                                                                                                                                                                                           Disability - UWL continues to recruit large numbers of students with disabilities, totalling 11% of the student population. These students do not all claim DSA. One example of a targeted outreach activity is the University's Deaf and Hearing Impaired Project aims to dispel some of the myths about pursuing further study for learners who may require additional support appyling to, and studying at, university. Outreach and Student Services staff, along with deaf or hearing impaired students receiving additional support, work with learners over several sessions to provide an insight into university life and study."]
["10007140","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071402"},"We have developed our Aimhigher partnership over many years, and it has a strong profile in regional schools and colleges.  This has enabled us to ensure that collaborative Access Agreement funded outreach activity has not been displaced or disrupted by the introduction of NCOP activity, which commenced in January 2017."]
["10007140","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071403"},"The institution made substantial changes to its academic regulations in 2014/15 to ensure academic rigour and reduce the number of students progressing with trailing credits.  However, this has had a significant impact on our continuation rates (targets 2 and 3).  A range of measures have since been implemented to better support students while maintaining levels of rigour (for example, extending our Graduate Student Success Advisors across the entire institution to support students at risk of leaving the institution).\n\nWe have provided data for the collaborative medium and long-term impact milestones (GCSE attainment and progression to HE) of our 2014 / 2015 cohort of year 11 and year 13 students. Due to delays in the provision of linked data by the Department for Education's National Pupil Database & Transparency Unit we are not yet in a position to provide the equivalent data for the 2015/16 cohort.  We feel that the Performance Summary drop-down option we have used is the only one available to us given the situation."]
["10007063","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100070631"},"Progress has continued to improve on last year above baseline or remained stable at a point above baseline; however some statistics should be considered alongside a decline in the number of students recruited (see b). Our SCITT provision attracts mature students and in 16/7 several had to withdraw from the course due to personal/ family issues and commitments."]
["10000415","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100004151"},"Overall, the Colege is satisfied with progress being made, especially in improving retentiona nd continuation rates."]
["10000415","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100004152"},"Progress largely related to increased support mechanisms in relation to improving student retention (more tutorial time, change to entry requiremetns, high levels of contact time)"]
["10000415","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100004153"},"Student Success- the actual number of students is lower, but this was due to fewer studetns presenting for reassessment. Overall, this target has been met however. Conversion rates continue to be stabel at the College, however we are workign with Marketing to improve our campaign to encourage students to open events. OUr conversion rates are alos due to high number of Vet Nursing applicants compared to places available. Less students are taking free transport, but thi sis likely to be due to the increase in students living in college accommodation."]
["10000291","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100002911"},"In 2016/17 Anglia Ruskin University continued to attract a high number of students from widening participation backgrounds. We continue to strengthen our collaborative work with large events, such as Eyes on the Prize and The Big Bang, showcasing our ability to deliver excellent events for a large number of students with the support of other opportunity providers, including other HEIs. "]
["10000291","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100002912"},"We continue to reduce the gap between % of white and BME students achieving good honour degrees (1st or 2:1) (New indicator in 2017/18 Access Agreement).   We continue to embed equality analysis into all of our processes, including our academic annual monitoring processes. Further details are given in table 11a row 19.  We are please there has been a reduction in the decline in part time student numbers (UK Domicile) at Anglia Ruskin (New indicator in 2017/18 Access Agreement).   Given the national trends this has been particular challenging, but achieved through our continued dedication to give students the support they need to succeed.  The gap between the degree attainment of disabled students and those who do not declare a disability (New indicator in 2017/18 Access Agreement) has continued to be very low at 1%.  Our Disability Working Group has been successful at trialling and rolling out new initiatives to embed best practice.   A great example is our work on inclusive assessment.  We set up an Inclusive Assessment Work Group who identify principles for assessment practice that were inclusive in addition to meeting high pedagogic standards.  We continue to use start and end of day questionnaires to evaluate the distance travelled of our visitors and these consistently demonstrate that our outreach students benefit from these events. In 2016/17 visiting students left our campuses with, on average, a 23% greater understanding of HE. We are also proactive in seeking feedback from our target schools to ensure they find our visits beneficial and valuable; once again feedback is positive and constructive. "]
["10000291","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100002913"},"Both of our non-continuation targets have not progressed well against our targets.   Our Student Retention Steering Group has implemented an action plan to address the issues with all of our academic faculties analysing non continuation data and taking action.  In 2017/18 this work has continued to grow.  An example is a pilot initiative run for the first time in semester 1 of 2017/18 called Team Rhino, supporting new students to be successful. There has been a slight reduction in the participation of young students from state schools and colleges, but our intake remains a high percent of all students and above benchmark. Our Outreach Team continue to proactively engage with state secondary schools, increasing year on year the number of schools they work with, and changing programmes to meet the needs of the schools given feedback.  There has been a reduction in all 3 of our access indicators looking at the participation of students from low participation neighbourhoods. Student maintenance grants were replaced with loans for new full-time students in England starting their courses in 2016, which may have discouraged some students from applying for university.  Given a large percent of our students are from low income households this is likely to have affected our students.  Encouraging participation from low participation neighbourhoods remains a key focus for our outreach and recruitment teams who continue to work with schools and communities in these areas.    "]
["10007832","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078321"},"We have met or exceeded the majority of our milestones and targets:\n• Newman University always performs well over the benchmarks in the widening participation indicators and the 2015/16 indicators show that the percentage of students coming from NS-SEC Classes 4, 5, 6 and 7 is still increasing, a trend which has been gradual but continuous over the last ten years.\n• The proportion of students from NS-SEC classes (2015/16) at 56.0% continues year on year to be above the location adjusted benchmark.\n• Young first degree entrants from LPN backgrounds at 20.5% (2015/16 – Polar3) has risen on the previous year and continues to exceed both benchmarks and location adjusted benchmarks.\n• The non-continuation % rates for Young students continue to be on line to meet the target set\n• National PI figures show that the percentage of full time students at Newman in receipt of DSA has been rising rapidly and continuously.\n• The University has determined to maintain its recruitment and selection of students from a broad range of backgrounds.\n"]
["10007832","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078322"},"Newman has invested in a range of academic and welfare support services to provide individualised support where required.  This commences with pre-entry programmes and continues through to graduation and alumni.  The What Works? Programme has been implemented in specific programmes to support and improve student transition into and through HE."]
["10007832","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078323"},"Non-continuation of mature students had improved following a higher than anticipated figure in 2012/13 however the target was not met.  This reflects the national position in relation to the retention of mature students.  The University has recently introduced an Accessible and Inclusive Learning Policy which aims to develop an inclusive approach to learning and teaching and aspires to engage with all students to improve retention and progression."]
["10007151","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071511"},"The University has exceeded its baseline in 3 of its targets. A further 2 targets are very slightly below the baseline and the final one, relating to mature entrants, has been affected by external factors as detailed in 8c below."]
["10007151","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071512"},"2 of the 3 areas where the University has exceeded its targets relate to retention. This success reflects the University's institution wide approach to supporting its students. One of the key factors contributing to this success is the University's comprehensive personal tutoring programme for all its undergraduate students."]
["10007151","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071513"},"Please see additional supporting information."]
["10007816","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078161"},"Overall the level of progress made is consistent against our targets.  However, it should be noted that, despite a growing creative economy, England has a declining national arts curriculum and this will inevitably lead to a gap in qualified arts graduates, in particular, from low socio-economic backgrounds.  Central's position in the HE sector is unique and its challenges for improving social mobility specific, including breaking down cultural barriers and improving diversity.  However, these challenges cannot be solved within the HE sector alone.  However, Central has acknowledged the need to work more with regional schools and colleges in order to achieve and ultimately exceed milestones and targets.  Expanding from Derby alone  into the East Midlands area including Nottingham and Leicester is underway and statistics will be reported in 2017/18.  It is essential that Central's continues its work with those students from NEET backgrounds.  The challenge involved with these groups and, in particular, citing Generation Arts is the significant lack of funding for those between 19 and 25 despite the project's success rate of progression into HE.  Central's team of student ammbassadors remain pivotal to its success and continue to visit schools and colleges up and down the country."]
["10007816","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078162"},"Key factors which have contributed to successful outcomes include reviewing target groups and implementing change when required.  For example, the outreach programme is continually looking for new ways (or tweaking current ways) of engaging young people and ensuring that what we are offering matches their requirements to access HE.  This is essential due to the small and specialist nature of the courses we offer and thus the often unique process for application, auditions, interviews and portfolios rather than on academic qualifications.  We keep a watchful eye on student success and have implemented staff training and extra counselling to address the spike in student mental health conditions.  Progression spend has historically been low due to the nature of our courses, a large number of student placements and industry access remain a significant part of the curriculum.  In particular, Central has received a significant increase in applications from those students who have engaged in our outreach progreamme and this is undoubtedly due to our work outside of London where we replicate the student experience of attending a regional performance, meeting the cast and crew with workshops, backstage tours and Q&A sessions.  Central continues to provide excellent support for students with disabilities and makes significant adustments, for example, we now have a student with impaired vision (and a guide dog) on our Acting CDT programme.  This is no small adjustment when you consider the type and size of the instution. Central's Care Leaver support programme now includes Carers and is led by a member of staff in the outreach team.  Evidence suggests that this personal level of support has proven invaluable to the recipients."]
["10007816","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078163"},"Central has experienced an upwards spike in students presenting with mental health difficulties which has impacted on retention.  To address the increase, we have employed additional counsellor and provided additional staff training. This trend is being monitored to ensure that preventative measures are put in place to enable the student to continue successfully with their programme of study.  It should be noted that the additional costs are putting a strain on insitutional funds.  Central continues to evaluate its access programme and whilst we have made progress against targets, it is less than anticipated for state school entrants and the most deprived POLAR 3 categories.  The afore mentioned regional projects and direct targeting to BAME and white working class groups from the most disadvantaged POLAR 3 groups continues.  As regards state school classification, it would be helpful to determine whether the rise of academies (and separation from state school classification) has had an overall impact on the HE sector's entrant percentage.  "]
["10003945","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100039451"},"See separate document - 'Table 8, LIPA'"]
["10003945","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100039452"},"See separate document - 'Table 8, LIPA'"]
["10003945","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100039453"},"See separate document - 'Table 8, LIPA'"]
["10007850","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078501"},"See information below for targets in 7a. The University has met or exceeded 20 out of 24 targets on 7b.1 While the number of student tutors did not increase we have considerably increased their contact hours in schools. 2. Although we have not increased the number of FE colleges engaging with our BTEC On Track intensive programme it remains a successful route into Bath and other HEIs for participating students. 3.The UNET Choices conference did not take place as other options for partnership, utilising data sharing, are under consideration. 4. As a result of staff changes work with Virtual Heads to support care leavers was below baseline but this has been addressed for 2017-18.\n\n"]
["10007850","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078502"},"A whole institutional approach has been the most siginifcant factor in developing our activities to recruit and support students from under-represented groups. The engagement of academic staff in attainment-raising outreach work; the re-organisation of learning and support services to improve student success; and innovative acitivities in the Careers Service have all contributed to a positive and inclusive culture providing firm foundations for future activity. In target 17 we see a reduction in the % difference between students from WP target groups taking up placements as compared to others."]
["10007850","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078503"},"In response to detailed analysis and investigation of applicant and admissions information the University agreed a substantial revision in our Admissions targets with OFFA in April 2017. The figures in this return - reflect a period of transition where use of POLAR and ACORN postcode data had only been partially implemented. From 2017-18 the University is utilising common postcode, school performance and other contextual classifications for all outreach, admissions and scholarship activity linked to widening access. Key improvements in 2016-17 included a statistically significant increase in the number of Q1 POLAR applicants receiving an offer (up 6.2% to 66.8%) \nThe University has excellent student retention - only 4 students from Q1 POLAR postcodes were non-completers. As overall numbers of Q1 students are small this resulted in a noticeable percentage increase taking us above the target, even though this was only one additional student compared  to 2015-16.\n"]
["10007795","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077951"},"To improve our strategy and outcomes we have developed new initiatives and targets from 2017/18. These will reflect our ambitions to increase access and retention for students from Low Participation Neighbourhoods (LPN) and for students declaring a disability. Commentary provides an overview of new targets, in addition to progress against the three targets for 2016/17.\n\nSince 2012/13 (and set within the context of a turbulent environment) the actual numbers of students from under-represented backgrounds have increased:\n• + 217 from NS-SEC 4-7\n• +230 through Access to Leeds \n• +92 from low participation neighbourhoods\n• +29 students who are both mature and from NS-SEC 4-7\n• +294 students from BME backgrounds; (37% of these are also NS-SEC 4-7).\n• +248 have declared a disability.\n\nHowever despite this success, there are challenges to meeting targets. We are 3.1 percentage points below yearly target (17.2%) for the recruitment of mature students (with no prior experience of HE and from LPN).  This target was set under extremely different recruiting conditions. Nonetheless, across the English Russell Group, Leeds remains second only to Nottingham in terms of total numbers of these students recruited.  Further, TEF metrics evidence strong (above benchmark) outcomes for our mature cohort.\n\nWe are 0.9 ppts off yearly target (96.7%) for retention of all full-time first degree H/EU students and 1.4ppt off target for the retention of students from NS-SEC 4-7. However, overall retention remains high as recognised in Leeds’ performance in TEF metrics (Leeds has an asterisk to indicate high absolute score on this measure and, across the three years, is above benchmark).  However to improve we have expanded the Plus Programme providing financial and individualised non-financial support for students from disadvantaged backgrounds. \n\nLooking to 2017/18, progress against targets for entrants from LPN and for students declaring a disability look promising. In 2016/17, Leeds sustained 8% of entrants from LPN (rising from 6.4% in 2011/12). Criteria supporting Access to Leeds has been realigned with LPN and 9.7% of entrants came through A2L (from 3.6% in 2011/12). 10.9% of students declared a disability; a 2.8 ppt increase over five years. \n\nWhilst specific targets around black and minority ethnic entrants have not been set, we routinely monitor progress. 17.6% of entrants were from BME backgrounds, more than double that in 2002/3.  Similarly, the proportion of BME students from disadvantaged backgrounds has doubled from 3-6% over five years. \n"]
["10007795","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077952"},"Our mature provision evolves through community development work, collaboration with Access to HE provision and supporting Foundation level provision through ‘Transforming Horizons’.   We have increased:\n• on-campus study days generating interest in progression to Leeds \n• engagement with level 2 courses in collaboration with Leeds City College and the Workers Educational Foundation\n• contact and support of potential students with a demonstrable rise in successful applications.\n\nWe have enhanced:\n• longitudinal tracking. Adult outreach generates c10 % successful applications to Leeds and 12-15% to other HE providers.\n• financial support package for mature, part-time and foundation year students. However, the impact of changes to the fee/funding regulations for Healthcare students on Leeds’ ability to meet 2017/18 targets should not be under-estimated.  To respond to this, Leeds is committed to developing Healthcare apprenticeships, with 21 Assistant Practitioner higher level apprentices starting in 2017 and 20 – 30 nursing degree apprentices in 2018/19.  \n\nWe remain committed to continuous improvement and through our Lifelong Learning Centre (LLC), have contributed to research led by the Open University (commissioned by OFFA) to investigate the impact of adult outreach across the sector. The first stage of a longitudinal research study into the student experience is completed.  \n\nOur commitment to mature students is recognised nationally through a) the highlighting of our foundation years as a case study in the Sutton Trust, ‘Admissions in Context’ Report b) Lifelong Learning Centre receiving Customer Service Excellence accreditation.  The report highlighted that staff were “dedicated to providing a first rate experience for their students” and were “passionate and knowledgeable”.  \n\nIn addition to provision for adult learners, we have an extensive outreach programme to schools/colleges and we have increased the numbers of students entering through Access to Leeds by 22% on 2015/16. For 2017/18, the criteria for Access to Leeds (and other fair access and talent spotting programmes) has been aligned with LPN to support progress towards this key statistical target into the future. \n\nDuring the application stage for 2016/17, we saw a 1ppt increase in students declaring a disability. To support these students, Leeds has expanded its provision by providing a proactive, whole-student approach to providing support which maximises potential and removes barriers to learning.  E.g. general and condition-specific support to disabled students as well as guidance provided to staff who are teaching students with dyslexia or Asperger’s syndrome. In addition, support for PA and notetaking is provided.  \n"]
["10007795","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077953"},"Alongside our financial support package, the Plus Programme supports attainment, retention and employability of students from under-represented backgrounds. It addresses barriers to acquiring social and cultural capital and fosters a sense of belonging. \nThrough our commitment to demonstrating a whole-university approach to access and participation, we are reviewing faculty-based activity to support retention, success and progression of students from under-represented and disadvantaged backgrounds. A report will be provided next year.\nWe annually review student retention figures to inform development of student success interventions. As part of our increased investment into student success in 2017/18 we have revisited methodology for analysing data.  Using binary logistical regression methodology over a five year period, we have identified indicators which suggest an increased propensity to drop out of study (for example LPN, gender, tertiary qualification). Notably, these indicators are not identical for each faculty.  Understanding the complexities and inter-relationships between retention and drop-out will underpin our new strategic approach to developing targeted activity to support successful student outcomes from 2018/19 onwards.  \nOverall, activity to support continuous improvement against our access and participation objectives was established in 2015/16 and there will inevitably be a lag time before impact can be evaluated and evidenced. \n"]
["10005977","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100059771"},"The % of Young Entrants from Polar Quintile 1&2 as a % of the total population of young entrants has increased based on last year’s date has increased, this is due to the increased work supporting that was undertaken to support internally progressing students from with the South Devon College. SDC is located in a low participation neighbourhoods, and the core recruitment areas within South Devon are also recorded as low participation neighbourhoods. The number of mature entrants from quintile 1 from POLAR3 data as a % of the total population of mature entrants has increased above the target set against the baseline date for the 2013/14 academic year, and has maintained the level of the 2014/15 academic year. This reflects the continued work undertaken with mature students that commenced during 2014."]
["10000824","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100008241"},"Progress has been made towards all of our targets, with the exception of one new target. During 2016-17 we have implemented a new Student Records system, with resultant challenges for consistent and accurate reporting of progress against targets. The governance  of Access Agreement activity within BU has been restructured, moving towards a 'whole institution approach'.  This has led to operational changes, and has yet to become fully established. Having reviewed our 'in year withdrawal' targets in our 2017/18 Access Agreement, these have been changed (given as new targets in 7a) so that our reporting matches published information,and internal monitoring. We work to improve our practice and are confident of continued progress."]
["10000824","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100008242"},"Care leavers have been a target group which has been a key focus for us. Early engagement, personalised communication and tailored activities have been designed for these applicants as they progress through application and enrolment, in addition to contextual offers and a complete package of support. We continue to monitor the progress of these students carefully. This has a positive impact on enrolments and the success of care leavers. Similarly, concentration on active engagement and communication during the application and enrolment cycle has been beneficial in converting LPN applications into enrolments at an improved rate."]
["10000824","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100008243"},"Target 8, enrolments of Acorn 4 and 5 students,  is a new target, and our 2016-17 figure is below the baseline.  The baseline, a 4 year average, is high and may be re-visited. To improve against this measure we have now incorporated Acorn 4 and 5 applicants in our 'contextual' offer. For 2018/19 entry, our contextual offers have been extended to include mature applicants ( LPN and Acorn 4 and 5). This should also help us to make better progress against target 1, applications from LPN. Targets 3, 4 and 6 (discontinued) compare unfavourably with previous years due to a correction in calculation methods. As these targets are superseded by targets 9,10 and11 no explanation has been given here, but is available if required. Commentary on table 7b target 7 is uploaded as additional supporting information."]
["10005977","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100059772"},"The changes to the recruitment patterns for mature students over recent years, and directly led to the college meeting its target of the % of mature entrants from quintile 1. This is due to the developments in the engagement activities with the college’s access provision which has led to an increase in applications to HE programmes at SDC, and the introduction and development of pre-entry study skills workshops which have provided applicants with the confidence to commence their studies. "]
["10007165","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071651"},"The University is very focussed on delivering improved outcomes for students in response to disappointing TEF performance in NSS and DLHE metrics, in particular, but also in non-continuation rates. We continue to strive to be a university of choice for students from disadvantaged backgrounds and are increasing the numbers of students we recruit on to foundation year programmes who, in the main, are from disadvantaged backgrounds."]
["10007165","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071652"},"We have met or exceeded targets on our measures which relate to Access. This reflects our historic and ongoing commitment to widening access to HE to students from disadvantaged backgrounds. The success of many of our initiatives which bring together staff from across the university with local schools, colleges, business and other community stakeholders is helping the university to continue to widen access."]
["10007165","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071653"},"Targets 1 and 2 have been assigned no progress made because we do not receive the data from HESA to monitor this until March.\n\nWhilst target number 5 remains not met, we are very close to our target of 97% and our location adjusted benchmark is 94% so we are performing better than we are expected to"]
["10000721","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100007211"},"Overall progress is slow against targets with most progress holding level with previous trends. There is an increased range of contact with schools and huge increase in the levels of FE to HE activity which occur throughout the academic year to all level 3 students. Programme validations has increased the interest in conservation programmes and there have been increased enquiries in 2017-18 also. "]
["10000721","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100007212"},"Relationships with schools have improved and tehre has been dedicated marketing activity, in addition to a range of activities through NCOP. The changes to careeers guidance expecations of schools has also been an enabler and broken down barriers. FE to HE activities atrget all level 3 students whether year 12 or 13 and a shared ownership of the HE agenda with FE staff has supported this. In year retention has improved due to a range of initiatives such as inclusive teaching and learning strategies, additional study skills support offer and retention strategies aimed at early identification of problems. Participation from deprived areas has improved by a further 1% which is the third year of improved performance, particular strategies to support potential disabled applicants at open events and information evenings and  through pre entry such as calling all students who identify they have additional support needs or disability.  "]
["10000721","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100007213"},"Target 2 The decline to baseline is only 1% below baseline and progress has held fairly even for the last 4 academic years with 88%,87%,88% and 87%.  Achievement of completers at level 5 and 6 is contrary to positive improvement in retention rates. We are supporting less able students through retention strategies and additional support but this has not been sufficient to show the required improvements for this target.                   Target 5 baseline year target had incresaed and early in year indicators suggetsed that there would be a significant increase in student FE to HE. The data refers to Bishop Burton College students who remain with the college to study HE and does not reflect the wider progression from FE to HE as a result of FE to HE activity which would perhaps be a better measure. "]
["10004772","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100047721"},"In 2016/17 the College’s progress against targets was influenced by 2 key factors.  Firstly, the college recruited fewer students than expected in some course areas.  Secondly, the proportion of the Colleges HE students that are Higher Apprentices continued to grow considerably.\nThe impact of these two factors can be seen in many the measures.  For example, the College’s growth of Higher Apprentices has been mainly driven by the Health Sector.  Working with key employers, we have recruited staff onto tailored courses but we have limited ability to influence the demographic characteristics of these individuals as the primary driver of their participation is their employment within the NHS in particular roles.  These roles are significantly dominated by females and this has led to the continued growth of the female nature of our student population.  Conversely some programmes where we have strongly recruited meal students, such as engineering, did not recruit as well as planned in 2016/17.\nThe growth of Higher Apprenticeships where our students are employees first, students second also impacts on the measures for disability, where there is a lower level of disabled employees in the sectors we are engaging with.  Conversely though, this strategy has supported the continued growth of mature students and those from diverse ethnic backgrounds."]
["10004772","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100047722"},"See above"]
["10007166","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071661"},"Progress against our targets and milestones is mixed (based upon the available data).  Much of the relevant 2016/17 data is not available - and will be confirmed and released by HESA in February and March of 2018.  Measures of Student Success and Progression (academic achievement and employability) are positive, with three targets met or exceeded.  Other student success targets, particularly those related to non-continuation, are disappointing, where the available 15/16 data shows limited or no progress... this is discussed in more detail below.  Specific Access targets have also resulted in a mixed performance - while the Universiity continues to recruit positively and predominantly from state schools there has been no measurable improvement in the number of entrants from the lowest participation neighbourhoods and no improvement (in this year, after previous periods of grown) in the number of part-time students - reflecting a national deciline in part-time entrants."]
["10007166","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071662"},"The particular successes we would highlight in this return are the improved academic outcomes for our students - which are the result of sustained effort and intitiatives.  In this reporting period we have met and exceeded our target for the proportion of BAME students who achieve a first class honours or 2:1 degree outcome - which has been part of a long-term strategy to address the attainment gap amongst BAME students.  This is not grade inflation; together with the improved outcomes for all students, this is the result of research-informed strategies to improve student understanding of assessment tasks, promote engagement and provided enhanced support through classroom teaching assistants - so that students are equipped and enabled to perform at their best.  This is a good example of where specific interventions, highlighted as student success expenditure, have had the desired impact and outcome over the duration of the programme."]
["10007166","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071663"},"Three of the five targets recorded as 'performance below baseline' are related to non-continuation targets (and where two of these show an ongoing negative trend). As noted in the last monitoring return, there are multiple factors affecting the complex lives of our student population and tackling non-continuation remains an institutional priority.  We have already taken positive action to research and understand reasons for withdrawal and taken steps to support students at risk of withdrawal, including increased transition support during the first year and targeted induction support for student groups at higher risk.  Our own data suggests that the trend for 16/17 will be more positive as an indication of the outcomes from this work.  We continue to invest in our lifelong learning opportunities to attract more part-time students and have an extensive intervention programme through our schools and NCOP to address (in the long-term) access from the lowest participation neighbourhoods."]
["10004772","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100047723"},"Given the very different nature of our provision now compared to the 2012/13 academic year, I would consider it appropriate to alter the nature of the targets and rebase our aspirations."]
["10007802","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078023"},"Progress has not been made in the recruitment of a higher proportion of students from low income backgrounds. For 2016/17 the UoR set out to recruit more students and part of that strategy was the academic excellence offer making scheme where applicants predicted to achieve very high grades were made unconditional offers. Although the numbers of offers made via this scheme were restricted the numbers were sufficient to impact on this target. As a consequence we have reviewed this scheme and although we will be continuing the scheme we have further restricted the numbers of offers made through it. We have also begun to make offers of reduced grades to applicants participatiing in our flagship sustained engagement outreach programme. We hope that this will raise their confidence to apply to UoR and increase the conversion of young people on this programme (programme described in table 9c). Despite not reaching this milestone we have seen an increase of 26% on the number of these students admitted in comparison to the number admitted in 2015/16"]
["10007791","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077911"},"We have already met/exceeded all of our targets relating to progression (see 8b).\n\nWe are making progress against all of our targets relating to student success and continue to invest in initiatives and activities to support student engagement including continuation and good degrees.\n\nAlthough we appear to be on track to meet the target for degree outcomes by ethnicity (target 13), this is a five-year average and we have seen a dip in the 2016-17 data. We are carefully monitoring this data and would expect to see improvements in response to changes that have been made to the curriculum, delivery of teaching and assessment on a longer term basis (as described in table 11c). An outcome of our Achieving Potential Project has been that our institutional data is more readily available and we will continue to monitor this closely to target activities/interventions where most needed.\n\nOur target in table 7b has been achieved for 2016/17.  The total numbers to which it refers have reduced from 2015/16 due to increased targeting of WP learners.  This has led to a slight reduction in numbers affected.\n\nDue to changes made in our data storage and data assurance practices, we have recalibrated Target 12 (University of Essex (excluding partner institutions) calculated from HESA return data - no longer in HE after 1 year quintile 1 and 2 neighbourhoods compared to quintiles 4 and 5 (POLAR 3)). We have proposed that we use a refined target here, including trend data which we have from 2011-12 onwards, to report positively on the same topic (completion/continuation for students from low participation neighbourhoods), focusing on those who have remained in HE rather than those who have left. We have re-baselined our data, but are retaining the same target of 1.6%.  Using these data also allows us to provide trend data from earlier years, which was not possible before."]
["10007791","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077912"},"N.B. This may need to be uploaded as additional ‘supporting information’ as a separate Word document.\nStudent engagement is recognised as an important influence on retention and student success. Institutional and departmental key performance indicators (KPIs) and an annual Education Action Plan have helped to focus the University’s work around engagement, and in 2015, a new Student Engagement Team was established to consolodate this work. The team provides targeted and general support to departments and development of initiatives to enhance student success. Additional input was available to key departments whose KPI performance indicated they may benefit from additional support. \n\nThe Student Engagement Team’s approach has been flexible and responsive.  Where an initiative has seemed successful we have been encouraged to roll out or embed that approach (sometimes before evidence of impact has been available). Where new issues of concern have emerged (attainment differences, early withdrawals), we have investigated practice in the sector or at Essex, made recommendations and/or implemented new ideas.\n\nProgression targets have all been exceeded and this has been achieved through our university-wide commitment to Career Development Learning for all undergraduate students. Students from low participation backgrounds who most need careers support are the least inclined to proactively seek support, and as such we have built Career Development Learning into the students’ departmental experience; either embedded within their degree or as part of a timetabled co-curricular experience. \n\nIn addition to embedding support, our Employability service works on a “Hub and Spoke model”. This enables our Faculty Employability Teams to become immersed in the specific challenges of each department in their Faculty. Staff are able to develop specialist in-depth knowledge and devise approaches which are fine-tuned to the type of backgrounds of the students. The process of creating annual Departmental Employability Plans based upon thorough analysis of DLHE data and informed by Labour Market Intelligence ensures we improve our approach year on year.\n\nA carefully planned and professional marketing and engagement strategy, designed to ‘get to where the students are’, has seen a dramatic increase in social media and online engagement compared to 2014/15 and 2015/16. This virtual engagement enables students, who might otherwise lack the confidence, to go along to the Employability and Careers Centre (or to make an appointment) to seek help. This new marketing and engagement strategy has deliberately put diversity and accessibility at the heart of communications.\n\nThrough proactive supportive mechanisms, such as tailored packages of graduate internships, start-up funding, careers advice and guidance to help equip and motivate our graduates, we enable graduates to make a supported transition into the labour market. This scheme allows us to connect with large numbers of students, in particular those who face labour market disadvantage.\n"]
["10007791","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077913"},"Targets 1 (Access - LPN), 7 (Access – State School) and 8 (Access – State School) we have set steady targets which seek to maintain our strong performance in this area. They have all dropped marginally below the target (and baseline) for 2016-17. Our overall performance over the last five years is positive – and in some previous years we have exceeded the target. We expect our overall performance to continue to be positive into the future.\n\nTarget 3 – South Essex College – Improve proportion of good degrees – After three years of meeting/exceeding the target, this has dipped below target and baseline. \nNumbers of in-directly funded students at South Essex College have been decreasing due to all new starts now being directly funded. The validation partnership with South Essex College has been terminated and the last intake of students on University of Essex validated programmes will be in 2017-18. (We would expect all students on University of Essex validated programmes at South Essex College to have completed their studies by 2019-20.) During the 2016-17 academic year, South Essex College restructured and changed the delivery of degrees to support its relationship with its new validating partners (University of East Anglia and University of the Arts London), which saw an increase in turnover of programme leaders and module leaders during the academic year. This may have affected student outcomes.\nWe are still closely monitoring South Essex College courses against Partnership Performance Indicators (PPIs) to ensure that performance in areas (including good degrees and employability outcomes) are maintained. South Essex College is expected to report on this annually and develop a detailed action plan for the year ahead to support the PPIs.\n\n"]
["10005991","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100059911"},"See attachment"]
["10005991","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100059912"},"See attachment"]
["10005991","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100059913"},"See attachment"]
["10002919","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100029193"},"Relative to target 7, our internal progression statistic is higher than average for application to enrolment however we feel this should be higher. In the academic year 17/18 we are trialling an internal progression programme which we hope will help to make gains on this target in the future. In relation to target 9, the number of students that we have been able to record attending school partnership activities is below the baseline figure, however these students are in fact engaging in multiple activities with a number of different schools. The activities involve students from specific degree programmes and thus where there is a decrease in recruitment to these, we are unable to make progress against baseline figures. In future years it may be more appropriate to change the target to number of schools engaged with as a part of these activities.  Please see additional document for further commentary."]
["10007848","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078481"},"The University made better progress in 2016-17 compared to 2015-16 with more of its higher level targets being met or exceeded. There was also some good progress against activity targets in 2016-17, with half our future targetsalready met or exceeded. The University continued to take steps to address some weaker performing areas. The University started a conversation with Offa regarding the appropriateness of some of its targets. It is hoped these can be addressed for the next Access Agreement."]
["10007848","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078482"},"Higher Level targets:\nEntrants: In 2016-17 the University surpassed both its targets and exceeded the future targets for Young Full Time First Degree and All Undergraduate entrants from low participation neighbourhoods (POLAR3). HESA PI data for 2016-17 have not yet been released, the data given is from the institutional check document. The University continues to invest in targeted outreach activities and engages with schools in POLAR 1&2 areas. POLAR 1&2 school and college populations are the target of outreach taster days, subject-specific events and transition targeted activities. The outreach team continue to review and refresh the outreach activities based on feedback.\n\nBME entrants: Cheshire West and Chester (CWAC) has a lower than average proportion of BME to non-BME residents, compared to England and Wales (5.3% in CWAC, 12.9% in the North West and 19.4% England and Wales, 2011 Census). The University attracts BME students into CWAC and the University surpassed its target and exceeded the future target for BME Full Time undergraduate entrants (9.9% of UK-domiciled students at University of Chester, 2016-17). However, the level remains below the regional and national average. \n\nBME entrants on ITE programmes: The University met its yearly milestone for BME UK domiciled Full Time entrants to Undergraduate Primary ITE programmes. The University continues to promote equal opportunities and community integration. Note: this target is based on a small population and is prone to fluctuations. It may be more appropriate to measure this as an average across 3 years. \n\nRetention for students from Low Participation Neighbourhoods: progress was made in 2016/17 though marginally less than expected. The retention gap between POLAR 1&2 students and other students was narrower than in the previous year by over 3%. \n\nProgression, Low Participation Neighbourhoods and Disability: In 2016-17 the University surpassed its target for POLAR 1&2 and disabled graduate employment or further study. The University hosts a range of employability schemes.\n\nActivity-based targets:\nMentees participating in outreach mentoring programmes: A diverse range of outreach activities with schools/colleges was undertaken and the University met its yearly milestone for mentees participating in outreach mentoring programmes in 2016-17. The scheme is a well-established and well-respected activity at the University. The scheme’s success stems from good working relationships with local schools, effective administration and support from student mentors.\n\nPrimary and FE College outreach: The University continues to perform above target and exceeded 2019-20 target for Primary and FE college outreach.\n\nWP participants in Employability initiatives: The University met its yearly milestone in this metric. Employability initiatives continue to grow in their popularity at the University. The Chester Difference Award allows students to gain recognition for their extra-curricular activities – both the appeal of gaining the award and the dedicated support staff expertise are key strengths of this scheme. "]
["10003854","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100038541"},"Having had a significant dip in 15-16 the percentage of students from LPN has risen slightly whilst the proportion of new students from low-income households has remained fairly static whilst retention  has improved.  In 2016 the University (at the time Leeds College of Art) was awarded taught degree awarding powers, won a 'What Uni' award for 'best resources' and considerable positive exposure which boosted application rates significantly. As the reputation of the University grows the demographic of its applicants has shifted slightly to those more likely to apply to HIgher Education in the first place. In this context sustaining participation rates from lower income groups and those less likely to consider HIgher Education is more of a challenge."]
["10003854","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100038542"},"Retention continues to be better than national and sector averages.Key strategies oultined in the Access Agreement such as supported progression routes from Further Education, fair access interview process, additional learning support, personal tutorials, buddy systems, hardship funds and timely, focussed contributions towards the costs of study continue to be identified by students as effective in supporting their progression."]
["10003854","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100038543"},"Transition to University title along with reputational gains continues to further boost application rates from students from higher income groups. In 2010-11 when the baseline for this area was set the University was then an FE College with smaller provision. Outreach work for lower socio economic groups continues to be key to boosting applications as well as the quality of portfolios at interview . Reviewing the standard of portfolios and performance at interview and by comparing different groups the University is able to identify the impact of its outreach work in raising attainment."]
["10004930","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100049303"},"Applications and entrants from mature students and students from a BME background: A significant contributor to the relatively low performance against target in these areas is the sector-wide fall in mature applicants to HE, which has impacted on our numbers. We had traditionally had a very high number of mature students entering healthcare provsion (43% of all our mature applicants, and 32% of entrants), both at our Oxford and Swindon campuses. These numbers have fallen over recent years, even before changes to funding were introduced, though we are still well above the sector average for mature entrants (28% vs 24%) . These mature students are more likely than our 18 year old population to be from a BME background (32% of all of our mature students are BME), and so the fall is also affecting our BME entrant figures. We are working closely with our local FE colleges, and with the NHS trusts, to try to increase mature student numbers for subsequent years. We are also likely to introduce differently funded routes into healthcare professions via nurse associate provision and degree apprenticeships. In addition to the actions described above, we are forming action plans for each student group mentioned in our access agreement to make faster progress overall to our targets, particularly focusing on intake and success for BME and LPN students. We are also conducting market research to identify why students from BME backgrounds and LPN areas do not make applications at the rate we might expect, and are less likely to enrol than other student groups. This research will report by the end of the 2017-18 academic year. Graduate destinations: We are in the process of implimenting an employability stategy to improve the destinations of all of our students, but with a strand specifically focusing on the destinations of our WP students. The strategy is in its first year of adoption, and so we expect to see significant improvements in graduate destinations over coming years."]
["10007785","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077851"},"Building on historical performance, the broad progress we have made against our base line data, milestones and targets demonstrates the success of our institutional focus and approach to delivering our Access Agreement, associated activities and investment. We continue to give additional consideration to areas which require improvement or review, in line with developments in the sector, market conditions and internal strategic developments. Our institutional strategies and key performance indicators define our approach which ensures sustainability through the embedding and engagement of Access Agreement activities. Our emphasis remains on student success and progression as well as enhancing our targeted outreach programmes."]
["10007778","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077783"},"TABLE 7A: all targets have been met except target 4. As set out in our AA for 2018/19: 'We are planning an independent research study during 2017/18, collaboratively with another conservatoire, to explore the social demographics of young people who are on pathways to conservatoire study. The research study will inform RCM's recruitment policy and enable us to target populations of young people traditionally under-represented in conservatoire study.' we hope this will enable us to target future activity that will improve against this target. TABLE 7B: Rolling target for milestone 3. This remains on target for the cycle of the agreement however last year we made the decision not to move a Sparks Juniors student to the main Junior porgramme as it was not in the best interests of the pupil."]
["10006840","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100068401"},"We are delighted that we have achieved the required level of progress against all of our institutional targets.Progress against collaborative targets is good, despite the constraints schools and colleges face in releasing students from timetabled teaching and learning for outreach activity.\n\nComment on our collaborative Realising Opportunities Partners target is provided under table 8c below."]
["10007785","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077852"},"We have made good progress on a number of our targets against baseline data and in some cases against target, in particular around attracting young full time undergraduate entrants from low social classes, low participation neighbourhoods and students in receipt of DSA over the period of the agreement. This is largely due to our strategy and distinctive plans for working with schools and colleges in the region and beyond. Our suite of activities that form our 'silver, gold and platinum offer' to schools, the use of student ambassadors to help build the leadership capacity of school student councils, our bespoke work in the area of STEM, provision of information about transition activities, advice and guidance at open days and the work of our specialist mature learner outreach worker have all contributed to this."]
["10007785","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077853"},"The percentage improvement against target for those passing Year 1 and proceeding to Year 2 and number of care leavers have been lower than expected. We continue to take a comprehensive approach to reviewing the inclusivity, quality and popularity of our provision, and the range and diversity of access activities, as well as the appropriateness of targets and milestones in line with sector developments, market conditions and institutional priorities.  In the case of Care Leavers, we set ourselves a very ambitious target in the context of declining UK undergraduate intakes.  In the case of progression from Year 1 to Year 2, we have been encouraging students to repeat Year 1, rather than proceed to Year 2 with lower credits on the Ordinary degree route (which would have prevented them from obtaining an Honours degree)."]
["10007848","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078483"},"Higher Level Targets:\nMature low participation entrants with no previous HE qualifications: Early view data for 2016-17 were not available. In 2015-16 this metric decreased from 19.7% to 18.4%. This echoes the fall in acceptances in the sector as a whole as acceptances fell by 1.7% for those aged 20 and over in 2016 (End of Cycle Report 2016, UCAS Analysis and Research). The University continues to provide targeted outreach for mature students studying in FE colleges, supported by a dedicated WP Officer.\n\nMale entrants on ITE programmes: A significant yearly increase in Male UK domiciled Full Time entrants to Undergraduate Primary ITE programmes, but progress is below the 2013-14 baseline. Small BME/male student numbers on these programmes result in fluctuations in the data based on the outcomes of one or two students. Outreach work to attract male and BME entrants onto ITE continues. The University is reviewing its approaches to these targets.\n\nProgression of males in ITE from Level 4 to Level 5 has not improved in 2016-17 compared to 2013-14 (performance is below baseline). Much like the ITE Male entrant numbers, the small number of males on ITE programmes also impacts on the stability of the progression statistics for ITE males. \n\nStudent retention: In 2015-16 no progress was made against the 2013-14 baseline for both Young and Mature retention (performance is below baseline). HESA data for 2015-16 have not yet been released. The University is undertaking retention-focused activities to encourage student engagement, including the attendance monitoring system (entering its second year) and working groups focusing on baseline and best practice criteria.\n\nThe University enters its second full year of its app-based attendance monitoring system, providing real-time reports to Departments and Faculties and directed follow-up activities. This system and follow up support for students are aimed to improve retention across the institution, including particularly POLAR 1&2 students. The data mapping attendance against module marks shows a positive correlation for all students (0.47) and the same benefit equally applies to Polar 1 & 2 students. Additionally, from analysis of the pilot Faculties data (using the system since 2015/16) in 2016/17 more POLAR 1&2 students than the rest of the population completed the first year (level 4), although the success rates for POLAR 1&2 at level 4 were still below those of the rest of the population.\n\nActivity-based targets:\nSecondary outreach: 2016/17 has seen a significant number of developments in regards to Outreach activity, some of which have impacted on the activity delivered. This is mainly due to the introduction of NCOP and its focus of work being Collaboration.\n\nCollaborative outreach: progress has been made against the 2013/14 baseline but in the last year progress has declined. This is mainly due to the introduction of NCOP and its focus of work being Collaboration. Plans are just being developed to re-energise Collaborative activities. \n"]
["10007163","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071631"},"The University continues to make sustained and concerted progress towards its overall access agreement targets, meeting all annual milestones and for state school entrants exceeding the overall target set for 2019/20. The University is particularly pleased with progress made with the number of entrants from low participation neighbourhoods, where this has been the first time it has exceeded the annual milestone for this important target group. This reflects some of the focussed efforts to engage schools and learners in these areas and also reflects the rise in applications the University has received from POLAR quintile 1 areas. The University is not complacent and in its 2017/18 access agreement extended is range of targets to address other challenges in its entrant target groups, including more focussed targets towards low performing schools, local state school recruitment and BME entrants. The University will continue to monitor its access performance and refine and recalibrate where necessary, based on progress and contextualised against external factors, including the decline in the population of 18 year olds and potential consequences of curriculum reform with GCSE and A Levels."]
["10001005","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100010051"},"An analysis of the achievement to date of the 16/17 Access Agreement targets indicates that progress has been made against each of the targets. The college will continue to place emphasis on targeting applicants from WP postcodes through working closer with partner HEIs and the Greater Manchester Higher project. In addition, the College continues to promote internal progressions for both full and part time programmes and it is expected that this percentage will increase further. Similarly, the percentage of students from ethnic groups is expected to increase as well "]
["10007527","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100075271"},"The college has increased activity to support access into higher education, both internal progression and progression into HEIs. This has included progression days, talks, opportunity to 'sit in' on HE lectures  at the College, the organising of a big University Convention. Students from all campuses are bussed into the event to ensure they have access to the information.  This has resulted in greater interest for some internal courses, for example, Motorsport Engineering. External factors do influence internal progression however as some universities offer unconditional places as well as incentives such as tablets, which the college is unable to compete with. There is also high employment in the locality, so students are offered employment after completing level 3. "]
["10007527","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100075272"},"We have made some progress against our target.  Key factors include better engagement with employers using an employer forum and improved communication with level 3 apprenticeship students."]
["10007527","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100075273"}," As stated above high employment in the area from Level 3 means fewer students areaccessing higher education, although many do return later in their careers.  We have reflected on our HE offer which has included discussions with students and employers and has resulted in us changing our offer.   From September 2018 we will be offering new foundation degrees with a new HEI which better reflects local business need and the needs of the local community.   Most of the degrees will be offered as both Full time and part time allowing students to work and study.  We are also introducing degree apprenticeships and looking to introduce a foundation year for new life science degrees proposed for 2020.  This will enable students fitting the widening participation category to access higher education."]
["10007163","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071632"},"The University has ramped up outreach and access activity over the past few years which is targeted directly towards engaging specific access agreement groups. We have expanded our schools engagement work and engaged with over 340 schools across the UK in 2016/17, an increase of 150 compared to 2015/16. The University made significant progress in increasing the number of entrants from Low Participation Neighbourhoods (LPN), outperforming the annual milestone by 19 entrants, which is the first year that the University has met or made any progress towards this target group. Applications from this group continue to rise, increasing by 17% from 2015/16 and data indicates that this group has a higher application to enrolment ratio compared to the University average. The University has exceeded its overall target for mature entrants, including an increase in entrants of 17% compared to 2015/16, which largely accounts for a modest increase in full and part time entrants in Social Sciences."]
["10000571","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100005713"},"We did not meet our outreach target for parent events due to lack of demand for this activity.  However, we co-fund the online IAG resource, Careerpilot, which saw a 264% increase in usage of Parent Zone from 2015/16. We postponed our 2-day taster course for men into primary/early years teaching and believe that it may be possible that the both the lack of demand for the summer school and the decrease in numbers of male and BME PGCE entrants may be in part as the result of external factors such as the cessation of national recruitment drives for these groups, changes to student funding, including the removal of the maintenance grant and restriction of trainee bursaries on the basis of academic achievement, and confusion around different routes into the teaching profession.    We will continue to offer both activities.\nAlthough we were 0.3 of a percentage point below baseline for young full-time, first degree entrants from POLAR3 low participation neighbourhoods in 2015/16, this did represent an increase of 30 entrants from 2014/15.  Our progress was also less than anticipated for the recruitment of mature students.  As previously described, we are aware of a number of external factors that may be having an impact on the recruitment of students from these groups, but we are disappointed at our level of progress and have begun working on measures to improve including a review of our outreach programme, an increased investment in, and refocussing of our home recruitment strategy, including PGCE recruitment, a review of contextualised offers for students from POLAR3 Quintile 1 postcodes, a review of our APEL policy and guidance with the intention to apply it more widely, the provision of a new Year 0 Art and Design programme and a range of degree-level apprenticeships.    \nThe targets related to undergraduate student retention after one year on which we have made less progress than expected have already been identified as an area for further improvement.  A new Retention and Attainment Working Group led by the Vice Provost (Learning and Teaching Quality) has been set up to augment the support and successful interventions that are already in place to support retention and success.  After considering compelling evidence from the sector that suggests that whole cohort interventions make the most differences to groups at greatest risk of withdrawal, and that improving retention can lead to improved attainment for all groups, we plan to take a whole cohort approach to address retention, and the differences in academic attainment by group that we have identified.   \n"]
["10007778","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077781"},"RCM Sparks has made good overall progress against targets. A strong, consistent team as enabled project work to continue effectively - with excellent external partnerships with schools and communities groups coming to fruition."]
["10007778","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077782"},"Our close focus on the target groups - Sparks Juniors, Secondary school partnerships and access groups as part of the Community activity - has allowed positive progress. This focussed approach has meant we have been able to offer the support required for the participants in a detailed and meaningful manner."]
["10001143","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100011431"},"Progress has been made in the majority of instiutional targets. Addressing non-continuation it is a top priority in the University’s 2015 – 2020 Strategic Framework, with ongoing work to ensure that we are able to identify and support students who might need extra help during their time studying at Christ Church. Through this work the University has introduced significant changes via its Academic Journey Project to help our students achieve their potential and have the best student experience. Recent changes include: an enhanced induction and welcome experience; changing the assessment and reassessment cycle, with the introduction of semesters; and increased promotion and support for wellbeing across our student community"]
["10001143","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100011432"},"We continue to deliver targeted activity to care leavers (summer schools, solo campus visits, work with unaccompanied asylum seeker children) and are pleased to see so many more students from this group enrolled at the University than expected. BME success rates have improved according to current target. However, the University will replace the current phrasing of the target around BME success (which is unclear) with a clearer and more explicit aim of reducing the success gap experienced by BME students."]
["10004063","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100040631"},"Our HESA data show that we remain above our location adjusted benchmark for both stateschool and POLAR 3Q1 entrants, demonstrating our performance in context and that our Access Agreement milestones are stretching beyond this.\nOverall performance continues to be positive meeting or exceeding 6/8 milestones. Where we have made less progress than expected we remain committed to bettering performance, laid out in c). We have exceeded our 2016-17 milestone for POLAR 3Q1 by 1.1 percentage points (pp). Based on previous years' methodology our proportion of entrants from low socio-economic backgrounds (NS-SEC 4-7), was 22%, 1 pp above our original milestone before this measure was removed. \nCompared to 2015-16 we did see a dip in our HESA data for numbers from state-schools and POLAR 3Q1. For the entry 2016-17 admissions cycle a combination of limited flexibility in student intake numbers (due to infrastructure related constraints) and a higher than expected conversion rate had a knock on effect on our stateschool and POLAR 3 Q1 numbers. Early data for the 2017/8 admissions cycle indicates that both of these measures have increased again so the 2016/7 return may well prove to be anomalous for both of these measures.\nOur strong performance for applications from low performing state-schools is in part down to new data available to us. Our updated target in the Entry 2018 Access Agreement set the baseline at 509 from 2015-16, our 2016-17 performance continues on an upward trajectory. For those milestones and targets we have met we are pleased the work implemented, highlighted below, is having a positive impact. \nDespite missing our milestone for the number of applications from Black African-Caribbean Students, we think it is important to note internal data show an increase in the proportion of offers made. Our UCAS end of cycle data show LSE’s actual offer rate for Black applicants is above the expected average offer rate. Our commitment and work to ensuring further progress are outlined in c).\nNon-continuation rate at 2.9% remains ahead of our overall target of 3% by 2019-20. We are pleased to see another year of exceeding our target.\nIn our outreach work we once again met the yearly milestone for the number of pre-university students engaged in our WP programmes and this year exceeded our milestone for the number of enrolments from our 2016-17 cohort to undergraduate study at LSE."]
["10004063","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100040632"},"In our view our continued use of contextual data including POLAR 3Q1 - through our Admissions WP flagging operationalised for entry 2015-16 - is a major contributing factor to meeting our HESA based Access measures. Our carefully targeted, comprehensive and expanding WP pre-entry outreach activity is also contributing to our work and ensuring we exceed our milestone for the number of pre-entry students engaged with this programme and enrolment at LSE.  These two initiatives will support us to remain on course to continually make progress towards future years’ milestones. \nWe continue to enhance our monitoring and evaluation of our work, especially pre-entry, to make evidence-led developments to support further progress. Data gathered in 2015-16 was utilised with 2016-17’s WP programme participants, and we saw an increased enrolment rate to LSE. Our subscription to HEAT, and our comprehensive internal CRM system developments are increasing our knowledge about pre-entry students’ destinations beyond our own WP programme. In 2016-17 we ran another comprehensive tracking survey with participants and saw an increased number of students from our intensive post-16 outreach activity progressing to other Russell Group universities. \nThis positive progress demonstrates LSE’s commitment to continually widening participation to the Institution and sector as a whole. A slide deck of tracking outcomes are attached as a separate document to highlight this in more detail."]
["10000886","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100008861"},"The University of Brighton has a strong track record in performance on a number of the HESA widening participation performance indicators, in particular on entrants from state schools/colleges, where our performance has been consistently above both our benchmark and sector average and also on young full-time first degree entrants from a low participation neighbourhood (LPN).Our 2016-17 resource plan set out a total of six challenging targets against which to assess our performance on widening access and improving our students retention and success. Four of these targets relate to the HESA Widening Participation Performance Indicators and associated benchmarks. The remaining two targets related to two separate widening participation groups, the enrolment of students who engaged in our outreach programme (Compact +) and the continuation of our care leaver students. Alongside this we have included two further HESA Widening Participation Performance Indicators which were removed from our 2016-17 resource plan to concerns regarding the changes to DSA, these were included in our 2015-16 resource plan and have been reinstated as targets in subsequent Access Agreements. \n\nHaving reviewed the latest HESA data (including that not yet published) for our 2016-17 entrants, we are pleased to report that seven of our eight targets have been met/exceeded however the final target, related to the non-continuation of all students, was discontinued. \n\nThe university set itself nine access activity targets to encourage under-represented groups into HE.  Five have achieved or exceeded the target set, 3 have seen progress though less than anicipated and one is below baseline.  The London terror attacks have made schools and colleges wary of undertaking trips and this has had an impact on attendance at some of our activities and may account for lower than expected numbers of students attending our summer schools."]
["10000886","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100008862"},"The University of Brighton has made strong progress against seven of its eight targets within table 7a. Exceeding the overall target in each of these areas. All of our targets relating to the enrolment of students have increased this year. We believe that our success in this area has been influenced by our strong relationships with local schools. As well as sponsoring a number of schools, through the Hastings Academies Trust and University of Brighton Academies Trust, we have strong relationships with schools from across the county with which we undertake extensive outreach activity. \n\nAlthough our target for the non-continuation of students from LPN has decreased this year, it is still above our target. Significantly the non-continuation rate of students from LPN is better than that of students from other neighbourhoods, which is the opposite of the sector trend.\n\nSimilarly to the non-continuation of students from LPN, the continuation of care leavers has decreased but remains above our target. Due to the small numbers (only 2 students did not continue in the most recent year) involved in this target it is prone to fluctuation. The performance is above our target which we believe is due in part to our pre-entry support of Care Leavers via our single point of contact and the continued support of these students by our Student Support and Guidance Tutor’s once they arrive at the University. \n\nWhere we have met or exceeded targets, we attribute our success to the strong relationships that we have built with our targeted schools and colleges, including the provision of funding for a number of our local FE colleges to ensure that students from WP backgrounds have access to our programme of outreach activities.\n"]
["10000886","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100008863"},"Our final institutional target relates to the non-continuation of all students. This target has been discontinued, and is not included in any future Access Agreements. This target was discontinued to allow the university to focus directly on the support of under-represented groups,mature students in this instance. However we have explored the HESA Performance Indicator data to identify particular schools and course which have higher than normal non-continuation rates. Our internal recreation of the HESA Performance Indicators has shown an improvement between 2015-16 and 2016-17.\n\nWe have recently created a new institutional group to monitor the retention of students. The Widening Participation Action Team has a remit for the retention and success of all students, and specifically WP students. The group is made up of staff from central departments, as well as deputy heads of school from each of the academic schools. The group receives updates from our withdrawal tracker qlikview application at each meeting to provide in year monitoring. The group has recently refreshed our personal academic tutoring policy to provide better support to students throughout their studies, and will be refreshing our student success and retention framework over the coming year."]
["10008017","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100080171"},"Progress towards targets in 2016-2017 was steady with 9 out of 18 milestones met or exceeded, and year-on year improvement seen in 5 others. We would put this in the context of the generally higher level of performance we are achieving as a result of our focused strategic commitment and long-term WP programmes: 14 of 18 measures show improvement against baseline. \n\nWe were pleased to sustain improvement in recruitment of entrants from low participation neighbourhoods and from low income backgrounds.  While recruitment from the state sector fell back somewhat from the exceptional 88.2% in 15-16, at 80.1% our performance still far exceeded that of other English conservatoires offering Music. We continue to see a high proportion of students entering from low income backgrounds, suggesting that our pre-entry access and progression programmes and financial aid are successfully addressing financial barriers to participation. 30.2% of home undergraduates in 2016-2017 came from households with a net income of below £25K per annum, reaching our target on this measure three years ahead of schedule. \n\nOn equality measures, we sustained recent improvement in the percentage of applicants from BAME backgrounds, which increased from 13.1% to 14.7%, and BAME UG enrolment also continued an upward trend from 9.6% to 10.7%. Results with regard to male participation in Dance and Musical Theatre were more mixed.  Musical Theatre applications from men showed an impressive year-on-year increase of +57% but, with even greater growth in demand among female candidates, there was a percentage fall in male applicants.  Male enrolment on the BAMTP was nevertheless maintained at 40%.  In Contemporary Dance, however, both applications and enrolments among men fell short of target.  We know that our concerted work at pre-HE level to reach and progress young male dancers is feeding greater HE participation, but this is often at institutions other the TL and this progress is therefore not fully reflected in our own figures.   \n"]
["10008017","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100080172"},"Overarching key factors remain:\n- Effective targeting of outreach and recruitment activity\n- Coordinated partnership working with arts organisations, local authorities and schools to address inequalities of pre-HE provision in our disciplines\n- Embedding of long-term programmes of work and relationships which facilitate progression in arts learning from first access to HE entry\n- Work with teachers to improve both delivery of our subjects within schools and understanding of progression and career opportunities in the arts\n\nSome newer approaches such as a greater focus on delivery of regional workshops and audition sessions in areas of lower HE participation than our locality such as South West England and the West Midlands may be contributing to improved recruitment from Low Participation Neighbourhoods, although further analysis overt time will be required to confirm a causal relationship. \n"]
["10008017","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100080173"},"1. Home students from BAME backgrounds\nThe percentage of all enrolled UK undergraduates from BAME backgrounds grew, year on year, by just over +1 percentage point (from 9.6% to 10.7%). This arose from much higher representation among the year 1 entry cohort (13.6% BAME) which shows that the recent success of initiatives to increase applications is beginning to feed through into registrations. We continue to set and achieve demanding targets for BAME representation within our outreach and in reach programmes that have a demonstrably positive impact on the application pipeline.  Although performance remains behind an untypically high 2011-12 baseline, therefore, we are confident that an upward trajectory had been firmly established.   \n\n2. Male applicants in Dance and Musical Theatre\nLow male participation in these disciplines is a well-recognised issue for whole educational and arts sector. We have previously noted additional cultural pressures on boys and young men to favour other disciplines over the arts.  We also have some evidence that general decline in school arts provision arising from curricular reform is having a differential impact on the involvement  of boys, who may be less willing to    There are some different issues in Dance and Musical Theatre. As noted above, Musical Theatre applications from men grew significantly year-on-year although not to the extent of female applicants.  Access to drama and music, although threatened, remains more widely available (in and out of school) than appears the case for Dance, and this provides several alternative routes into musical theatre for boys and young men.    \n  \n3. Graduate employment rate\nWhile the figure for progression into employment or further study of 97.3% dipped marginally below the 2011-2012 baseline of 97.7%, it remained in absolute terms among the best achieved by any UK HEI (joint 6th best of 153 HEIs with published result).  All supporting data, internal and public including the recent Longitudinal Educational Outcomes release and TEF metrics, show that Trinity Laban is achieving exceptional outcomes for its graduates across all demographic groups and we do not judge this year’s slight under-performance to be significant.   \n"]
["10006378","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100063781"},"The overall level of progress against targets is mixed. We have made good progress in recruiting students with disability having been consistently above our target of 19% for the past three years - 25%, 27%, 24% respectively. Retention from the start of year one to the end of year two has remained above 70% in each of the past four years, but has yet to reach the 80% target for 2019-20. Recrutment of mature students over 25 is currently at 37% against a target of 45%, but did increase from 29% in the previous year, whilst our recruitment from ethnic minorities is at 4.4% against a target of 7%. HE numbers at Strode College are relatively low and each student has a significant impact on the milestone outcomes. The College nonetheless remains mindful of its responsability to widen participation in HE and continues to target apropriate groups."]
["10006378","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100063782"},"Bearing in mind the statistical impact of low student numbers, it is pleasing to have exceeded our target for the recruitment of students with disabilities on a regular basis. This has no doubt been influenced by the College's excellent reputation for student support and by the accessibility features built into our new HE facilities."]
["10007137","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071371"},"Overall achievement has been strong with all targets and milestones showing progress with some achieving the final target figure early. The launch of our Engineering and Digital Technology Park will provide the next challenge as these will be new subject areas for the institution and may attract a cohort of students with different characteristics to our previous intakes."]
["10007137","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071372"},"The supportive environment that students encounter at the University of Chichester coupled with a generous bursary package ensure that students are given ample oppourtunity to succeed."]
["10006378","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100063783"},"Whilst just one or two students can determine whether a target is reached or not, we would like to see more progress in those areas currently below baseline and are working hard to achieve this objective. Mature students tend to be attracted to certain elements of our provision and strong growth has occured recently in courses where internal progression is more prevalent. Ethnic minority numbers are low in Somerset and we continue to perform positively compared to some neighbouring colleges, even if outcomes remain below target. We have also seen an increase in numbers of students from non-UK backgrounds who do not contribute to these figures. For students completing Y2 of their studies on one course in 2016/17 there was a significant change to their progression options due to an external partner and this has had an impact on retention."]
["10007146","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071461"},"The employability of our students has been an institutional focus to match the national average, we have again exceeded our target of 90% with a success rate of 90.8% indicating that our interventions have been effective. The success of our black and minority ethnic (BME) students has also risen to 58% of students achieving a 1st or 2.1 degree classification, an increase of 4% from the previous year, aligned to the national average of 57.1% (Equality Challenge Unit 2012). However we are still very conscious of the 20% gap that exists between the attainment of BME students and white students which we are addressing through a comprehensive programme review and engagement in a project to develop inclusive curricula led by Kingston University (please see table 11c for more information). The University continues to be high performing in the area of access, where we have again met and exceeded our target to recruit students from areas of low participation neighbourhoods in higher education. In 2015-16, 9.1% of our student population originated from these areas which is the same as the previous year. Additionally 2016-17 has seen an increase in the number of students receiving progression to higher education support, where we engaged 2,865, compared to 2,487 the year before. The number of students engaging in our career planning course continues to be above our target, with over 1,110 students benefiting. In our 2018-19 access agreement we have decided to discontinue our target for recruiting students from state schools, as it has become difficult to improve on such a high success rate.  We acknowledge the challenges that we are still experiencing with the progression of students from black and minority ethnic backgrounds and are disappointed with the lack of progress where 84% of them progress. However recent national data around the progression of black students in the research paper Black and minority ethnic student degree and retention, Jacqueline Stevenson 2012, outlined the national average of black students to be 88.7% (2011), highlighting the challenges across the sector. Our recruitment of students with a disability also remain below the expectations of the University and we are implementing new activity to address this."]
["10007146","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071462"},"The University’s strategy to improve employability has proved to be successful, one factor that has influenced this is the new staffing structure that we have implemented. We have employed new staff for our Faculties as Employability Officers to engage and support students to access their profession of choice. To ensure success and accountability these staff are managed and supported by Directors of Student Experience and Employability in each of our Faculties. Furthermore we have created an online Careers Centre, enabling student’s access to: Psychometric test information; over 300 career videos; a database of interview questions; LinkedIn profile building and a job search engine. Our continued success in recruiting students from widening access backgrounds is attributable to the formation of a new larger team of staff delivering outreach in state schools, 6th forms and colleges of further education. A large proportion of students’ progress to study with us from local colleges of further education or 6th Form Colleges, so we have focused a good proportion of our outreach work on these institutions, especially as some of them have a student profile of up to 50% from POLAR3 quintiles 1&2. This enables us to maintain our intake of students from low participation backgrounds. "]
["10007146","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071463"},"Some of our targets have made less progress than we anticipated, especially in the areas of non-continuation after year of entry and retention for all students, but especially for BME students and their attainment, please see table 11c which outlines our institutional approach to reduce non continuation of BME students. These challenges with retention are undoubtedly having a knock on effect on completion and the number of students awarded a degree. The recruitment of disabled students is also below our expectations and more significantly below our baseline data from 2013-14. Further exploration into the potential reasons for this have highlighted that many students will not declare a disability on entry to the University and will not show on our HESA return, but will declare later in the year, leading to different numbers of students. To rectify this we are utilising our new CRM system, sending communications to all students that have accepted an offer with us, encouraging them to declare a disability at the earliest point in their studies to ensure that reasonable adjustments are made for them and that we are able to correct the amount that have declared a disability. The University is investing significant funding into more physical adjustments to our premises (a number of which are historic buildings) and to our counselling and dyslexia services which are being advertised to new students. We have also committed to developing 12 new Degree Apprenticeship qualifications to meet our target to increase the number of mature students engaging with the University’s work based learning programmes. So far we offer five apprenticeships with another new health qualification beginning in April 2018. The remainder of the new degree apprenticeships will begin in the 2018 academic session.  \n"]
["10001465","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100014651"},"The College needs to continue to improve signposting to the DSA and centrally recording this process and activity. There has been a major restructure at the college, with a HE Manager in post now to ensure that this happens"]
["10007799","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077991"},"See separate word document"]
["10007799","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077992"},"See separate word document"]
["10007799","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077993"},"See separate word document"]
["10001465","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100014652"},"Better internal progression is now occuring through a more rigourous and positive recruitment campaign."]
["10001465","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100014653"},"The Key factor has been a major restructure across the College in 16/17 which has included a high degree of staff turnover. A new Deputy Principal and HE manager are in post to ensure that progress against agreed targets increases in pace."]
["10003193","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100031931"},"Although the internal progression from FE to HE is +1% above the AA target, it continues to be a challenge to engage students in the concept of staying local within an FE environment to study for a higher qualification. It is thought this is due to the close proximity of well-known HEI providers and students wanting the 'university experience'. However, saying this the College feels the target is still challenging as we continue to grow the provision with new courses at both Foundation Entry and Honours Level. Recruitment on the whole is positive despite the competition locally and this is mainly down to the College's commitment to continue to interview each applicant to ensure it is the right decision to study at the HBUC, in turn this has also had a positive impact on retention, which has increased. Further work on study skills and student engagement continue to be a focus to ensure the students recieve an outstanding HE experience. Working with local businesses proves to be the most challenging aspect of recruitment and this is mainly down to staff availability to promote courses outside of class contact time."]
["10001478","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100014781"},"Overall we have made good progress on all of our institutional targets and the majority of our operational milestones. "]
["10001478","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100014782"},"City has continued to invest in access and student success. We amended our milestones to ensure they were focussed on the areas to improve. In Table 7a, Targets 4 and 6 we implemented a number of projects to improve non-continuation in 2016/17, which were detailed in our Access Agreement submission. We brought in a role to focus particularly on support for care leavers (although it should be noted the small population size means this percentage change may fluctuate year-on-year). In terms of operational targets (Table 7b) the work of the WP team is well established. Although we deliberately scaled back activity (see below) we were still able to meet the majority of our commitments due to the long-running nature of the programme and the strong links we have made with schools."]
["10003193","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100031932"},"The business planning process ensures a College wide focus on all aspects of the Access Agreement targets, in particular recruitment both internally and externally through positive marketing campaigns. The focus on generous teaching time, considerate timetabling, an open door policy to all staff and additional study support which all contributes to student success."]
["10007776","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077763"},"Several of the collaborative targets changed this year in light of additional focus being placed on the NCOP, and our collaborative network AimHigher London South's subsequent change in the portfolio of activity.  When set aside the original baselines it appears that we have underperformed, however through AHLS we have increased engagement with learners overall.  For example, this year the LAC programme changed, to focus more heavily on working with a smaller number of learners and their carers in a more sustained way - attendance has been very high at all events this year, suggesting that this approach has so far been effective.  For the target where no progress was made, this was because specific activity did not run - the LAC programme that did run was for year 8 to year 12 and so some learners were post-16 but this was not bespoke.  We also offered subjest specific and skills sessions to 404 young people through AHLS this year, from year 9 to year 13, in addition to undertaking bespoke activities to support learners at key schools within the network.  Employment: with 92.2%  the perfocrmance is 0.1% point below the baseline, however our target is to \"consistently achieve 90% of graduates in work or further study six months after graduating\" which was set out in section 6.0 of the access agreement 2018-19.  Assessment and feedback: We introduced a University-wide initiative to ensure that the ‘size’ of assessment is appropriate for module credits, and that our expectations rise with each level of study. We’ve also introduced initiatives to provide clarity through standard assessment templates which outline guidance, criteria and rubrics, and by holding assessment discussions within seminars and academic guidance meetings and providing mock exams and exemplars. Staff and students engage in extensive dialogue in written form, via our virtual learning environment, and verbally, to ensure that students understand what is required. They receive individual and cohort feedback on formative assessment to enable them to work together to improve their approach to summative assessment. As well as a focus on the content of the work, we provide feedback that is forward-looking in areas such as structuring arguments, using evidence and citing sources. We encourage academics to consider the quality of their feedback by engaging in TESTA methodologies, and feedback is also peer-monitored during internal moderation. We know that verbal feedback improves performance so we have instigated a feedback week at the end of each assessment period to give students the opportunity to discuss how they can improve their performance with their tutor either individually or in group sessions."]
["10003193","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100031933"},"n/a"]
["10007160","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071603"},"We currently have 2 targets that have no progress set against them for this year compared to the baseline. We are 0.5% down on our baseline for state school entrants (HESA T1a) and have maintained our progression from year 1 to 2 at 86%, which is a drop of 1% from the previous year. As mentioned, The University has established the role of Academic Director of Student Progression and Learning Gain who chairs a Working Group of the same name to advise the University on actions related to supporting student progression. In addition to this, additional OFFA countable roles have been established to further support the needs of WP students in their retention and success. In particular, we have recently recruited for a roles in both Student Services and the Employability and Careers Department who will focus on providing support for Widening Participation students. Last year, we conducted an analysis of links between multiple indicators of disadvantage and differential performance and found that particular groups demonstrated differential performance: \n• BME students\n• Students with a disability\n• Students who did not have A levels, particularly BME students without A levels\nAdditionally, we found that students from lower socio-economic classes were over represented in those without A levels. This has helped us to inform our approach to supporting these students with their progression and attainment and we have a number of initiatives that are being developed as a result, such as a centralised maths support service, outward social mobility opportunities, mental health workshops and graduate employability support for BME students. We are also planning to run further qualitative research with groups that were too small to draw a statistical analysis from, for example to further understand the differing needs of students with specific disabilities.  Although our state school target is slightly less than our benchmark, it is still considerably higher than the latest HESA benchmark figure of 86.4%. To address our state school target, we will continue to expand our pre-16 offer but have also expanded our post 16 work to include a suite of subject taster days and a new residential masterclass offer to build on the success if our residential summer schools. \n"]
["10001143","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100011433"},"Part Time continuation is an ongoing challenge yet we out-perform the locally adjusted benchmark. this target will be discontinued as the reporting for 17/18 Access Agreement will be HESA non-continuation data. We are disappointed to see the retention target fall below target for the first time in three years but this highlights why our balance of spend focusses more on student success than widening access. The increased focus on student retention and success has also resulted in a change in the way we process data. This has impacted on this particular comparison of year on year retention figures and primarily accounts for the rise in number of student withdrawals between the HESA reporting years of 2015/16 and 2016/17. The 17/18 agreement has new non-continuation targets replacing the OFFA agreement target with the similar data from HESA allows for national benchmarking to be undertaken in order to ensure that the University is maintaining its commitment to these students."]
["10007500","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100075001"},"The College has achieved the level of activities set out including increasing the progression events for internal students, introducing a careers event for students, providing academic study skills material for all students through the VLE. These activities have yet to make a difference on retention which remains at 83%. However, there has been an increase in pass rates to 96%. "]
["10007500","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100075002"},"The College is working collaboratively as part of  Greater Manchester Higher and is developing a range of collabrative events with the aim of increasing progression to HE. It is using this experience to improve the range and breadth of activites used and the evaluation."]
["10007500","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100075003"},"To improve retention we have introduced transition to HE plans to provide academic support and teaching and learning support as students progressfrom level 3 to 4, transition to level 5 and to level 6. We are monitoring attendance and progress carefully using promonitor. Part-time numbers have increased, however, we will need to look at the numbers progressing to higher and degree apprenticeships and include them in these figures in future years, as our numbers are growing in this area."]
["10003956","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100039563"},"The University has clear strategies in place to enhance retention of all students. For example, the University has a first year engagement project which aims to improve student retention and incorporates a significant level of data monitoring in relation to student success. This project focusess on enhanced support for transition into higher education, including an improved personal tutorial system, small group teaching and a residential activity. The project aims to ensure that students become part of the learning community at an early stage, even prior to their arrival on campus. The relationship between tutor and student is at the core of both academic and pastoral support ensuring student persistence and success right from the start of their time in the University. The University is also actively engaged wtth learning analytics as a mechanism through which to enhance students awareness of their potential to succeed and has invested considerable resources in a 'personal tutor hub' which acts as a 'one-stop' information site where tutors can identify students who have additional support needs before and during their time at the University. The University has also re-enforced the links between academic and administrative staff to ensure that there are many levels of support readily available for students."]
["10003955","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100039551"},"All set tartgets are met. "]
["10004686","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100046861"},"See supporting statement."]
["10004686","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100046862"},"See above."]
["10007147","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071471"},"Overall we have been extremely successful in meeting or exceeding our targets. We continue to attract high levels of students from state schools and from NS-SEC 4, 5, 6 and 7 and we continue to exceed our target for students from low participation neighbourhoods. Our non-continuation rates are comfortably within the target. We continue to maintain excellent relationships with widening participation schools within Hertfordshire and provide varied and good quality outreach opportunities. We continue to expand our network of collaborative partners. \n"]
["10007147","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071472"},"We have excellent existing relationships with local schools and colleges and this allows us to continue to attract and support students from target backgrounds. We have been meeting or exceeding the majority of our targets for several years and look forward to the challenge that will be presented by the revised targets we will be pursuing from next year."]
["10007147","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071473"},"Table 7a - 97.3% of widening participation students (eligible for the Herts Success programme) were in employment in 2015/16 (academic year 2014/15). This reduced to 85.5% the following year. In order to ensure the robustness of the data, only DLHE information is used in calculating this metric and therefore only represents a subset within the WP cohort. A greater proportion of WP graduates completed the DLHE survey in 2015/16 compared to the previous year. As such, we believe the data to be more accurate and representative of the broad WP population and we envisage amending our target accordingly to reflect this.   "]
["10007775","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077753"},"The areas where we have made less progress than expected against targets are our recruitment of students from Low Participation Neighbourhoods and our transition focused outreach activities.  To support our aims, especially in relation to our recruitment of students from LPNs we revised our targeting methodology and now have a list of key schools in LPNs that we will work with intensively via our outreach activities from an early age. In addition, we will be joining Realising Opportunities as a partner in 2018-19 and hope this will have a positive impact upon this target.  We continue to build on our retention activities under the expertise of our Peer-Mentoring Coordinator, considering the most innovative ways we can engage with our audience, including in-person events and those that take place online.   In 2016-17 we opened our retention activities to a wider range of schools.  Take up was lower than anticipated because our activities overlapped with a university-wide launch of Uni Buddy.  Uni Buddy is an online platform that is easily accessible and offers direct contact to university students.  In 2017-18 we will consider new transition activities to support our work.  "]
["10037449","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100374491"},"The University continues to make good progress against the majority of targets and milestones agreed with OFFA. "]
["10005389","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100053891"},"Please see separate \"supporting information\"."]
["10005389","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100053892"},"Please see separate \"supporting information\"."]
["10005389","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100053893"},"Please see separate \"supporting information\". "]
["10007657","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100076571"},"This has been a challenging year for Writtle.  Recruitment has declined and the instution is working hard to ensure that we recruit students from a wide variety of areas.  Since the new VC came into post in August 2017, the institution has seen many changes - particuarly within the way we market and promote our curriculum offer  The web site is currently being refreshed and recruitment continues to be a high priority.  "]
["10007657","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100076572"},"We have worked hard to ensure that the campus is more accessible to disabled students, and many adjustments have been made to ensure that students with mobility issues can access our courses.  We have also installed automatic door control in a number of areas, as well as converting accommodation in some halls to ensure they are accessible to all students. "]
["10007158","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071581"},"Broadly speaking the University has consolidated on its progress against targets.  While below baseline, the State School figure has risen for the second year running.  Our non-continuation rate for full time first degree entrants increased again, but we have focused on a range of initatives to address this outlined in this report.  While our postgraduate ITT figues are below baseline, at 89.5% the completion figure has increased for the second year running and is well ahead of the 81.2% figure in 2014/15.  "]
["10007158","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071582"},"We continue to see one in five of our first year students recruited from black and minority ethnic backgrounds, ahead of the target of 18%.  We have invested our resources in collaborative work with a range of third sector organisations such as Into University, Teach First and SEO Scholars, all of which work in partnership to support BME students into higher education.  As we have recruited more BME students we have been able to use more as student ambassadors to encourage prospective students and their supporters to think of higher education in general and Southampton specifically."]
["10007158","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071583"},"Our Year 11 Learn with US programme has seen the number of participating schools almost doubling from 14 in 2015/16 to 26 in 2016/17.  Although this is still below the baseline the gap has closed considerably.  Working with Year 11s is inevitably challenging in terms of curriculum and time pressures, and getting access to the students.  Regarding the Year 8 Learn with US programme, the number of participating schools increased from 25 in 2015/16 to 28 in 2016/17,close to the target of 31.  In both cases the team had to deliver the Learn US outreach programme in 2016/17 with vacancies throughout the year and this inevitably had some impact on the partnership work we could deliver.  For 2017/18 we are almost fully staffed, so this should have a positive impact.  For the activities for mature students the fall in mature and part-time HE participation is well known the lack of uptake may be linked to this. "]
["10006299","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100062991"},"Staffordshire University's outreach continues to expand and move towards our new revised OFFA agreement targets. It is also flexible to the needs of the students we recruit and adapts to suit this environment.  The creation of NCOP Higher Horizons+ has strengthened our outreach work, but was only in operation for half of this reporting year, early statistics show an increase in Polar quintile 1 and 2 students and also an increase in 18 year old entrants and in particular young white males.  The creation of Progression Agreements and more formal partnerships with our 46 partner schools has fostered stronger connections with both staff and students, allowing natural progression for students into HE at their local institution. Plans ahead include a new passport scheme to strengthen progression further. "]
["10006299","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100062992"},"Our activities for pre and post 16 students undertaking activities in school and on campus has exceeded the target, due to the continued work of staff in forming strong relationships with key staff within schools and colleges.  Activities are tailored to the needs of the students, to guide them and to inspire them to progress.  The expansion of student ambassador activities within schools (peer to peer) with the use of the Great Minds Bus Tour, took the university experience to the students in the field, offering IAG in a one-to-one environment.  Campus visits, transitions days and residentials for Year 12 and years 7/8 have enhanced these valuable connections with school and college students.  In addition, early interventions with primary schools have continued successfully, with the \"Explore\" programme and the \"Children's University\" which, although remaining steady with 22 schools involved, had over 700 graduating students."]
["10006299","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100062993"},"Step up continues to expand and flourish, with 55 of the 67 on the course successfully progressing onto UG degrees - we continue to track their progress closely and have started a longitudinal research project on outcomes. Whilst step up has been our priority we have subsequently recognised the need for further support and guidance to ensure mature student succeed and have planned an increased number of activities\n The recruitment of care leavers to Staffs is important to us and we continue to evolve our work in partnership with NCOP HH+ and our wider partner Universities despite no longer including a specific target in our OFFA agreement. We continue to support care leavers well when they study here and monitor their results."]
["10002718","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100027181"},"Overall we are where we expected to be in term of our progress against our milestones and targets, whilst disappointed that we haven’t been able to make further progress. Our significant growth in student numbers in recent entry cycles has made achieving growth in the proportion of underrepresented groups difficult when that growth has not been in the subject areas where we traditionally recruit high numbers of such students. \nOur activity has significantly increased for 2017-18, with growth in our widening participation team, student support services and careers and employability, and we hope to see the impact of this on our performance indicators in coming years. Further, we have grown our own Goldsmiths Progression Scheme whilst continuing to participate in the Realising Opportunities Project, and have a new member of staff funded by the NCOP and focused on London wards with the lowest participation in HE.  \n"]
["10005523","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100055231"},"Please see supplementary document"]
["10002718","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100027182"},"We have continued to perform well in recruiting Black, Asian and Minority Ethnic students, as well as those in receipt of DSA and we are proud of this. Our work in local communities contributes to this, and a number of students have come through the Goldsmiths Progression Scheme. Whilst not reflected in our performance indicators, we have had significant success in programmes of work focused intensively on small numbers of learners, for example our work with pupils at risk of exclusion in two local schools; working to raise their attainment and lessen the chances of them being removed from mainstream education.  "]
["10002718","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100027183"},"e have not made the progress we had hoped against the low participation neighbourhood benchmark, remaining stubbornly at 5%. Whilst disappointing that we haven’t made more progress, our latest UCAS application statistics show that we are making progress in growing the number of 18-year-old applicants from POLAR3 quintile 1, and have significantly increased our offer rate to this constituency as well. We hope this is reflected in future years’ performance. \nFurther we have continued to invest in outreach for these groups of students, including a new member of staff and collaborative work funded through the NCOP, and additional staff resource funded by Goldsmiths. This will enable us to undertake new activities and initiatives, whilst growing our established Goldsmiths Progression Scheme and collaborative activity.\nWe continue to try and identify further methods of improving the number of ITT students declaring a disability in order to meet the 15% target.\nWe have managed to grow attendance at our Postgraduate recruitment and information events, and have introduced application surgeries for students struggling with their application. We do not currently have the data relating to the non-traditional backgrounds of the attendees however we will be addressing this for the 2017-18 return.\n"]
["10005523","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100055232"},"Please see supplementary document"]
["10005523","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100055233"},"Please see supplementary document"]
["10004048","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100040481"},"London Metropolitan University continues to make good progress with the employment / further study results and has seen a 19% increase between DLHE 12-13 and DLHE 15-16.  Conversely, the % of males in primary ITT dropped very sharply in 2016/17, no doubt due to a considerably reduced new intake of entrants in that year.  A number of the other targets relating to state school entrants and entrants from low participation neighbourhoods have seen slight decreases since the previous year, whilst the proportion of BME students continues to increase, now totalling 61.3% of our total student body."]
["10004048","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100040482"},"In terms of the improvements seen within the employment / further study results, a number of factors have helped to influence the results, including a greater emphasis on work-based learning."]
["10000820","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100008201"},"Overall the College is making good progress against agreed milestones and targets.  "]
["10000820","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100008202"},"In terms of the consistently strong performance of retention, success and progression rates, a high staff to student ratio, relatively high number of contact hours and personalised learner support enables students to have the best chance of success."]
["10000820","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100008203"},"Firstly, the percentage of females on BPC courses has been consistent since 2012 at around 40%.  This percentage reflects the current offer of BPC which has a high proportion of students on Engineering and Computing courses which attract significantly lower numbers of females.  With regard to the low rate of BME students in HE, this is in part due to a decline in numbers from outside the region due to increased competition from other providers.  The percentage reflects the local demographic and the relatively low take up of HE students in the South West (28.9%) region compared to the rest of the UK.  We are reviewing our HE provisions and running a series of events aimed at promoting STEM subjects to females, both within the College and with local schools.  In relation to growing the percentage of BME students attending we are addressing this by collaboration with SUN to target POLAR areas."]
["10007789","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077891"},"For table 7a we are pleased with our progress on a number of access targets including the ongoing growth in intake of students from an LPN and students with a self-declared disability. We also fell confident (based on internal monitoring data) that other less well performing indicators have improved in more recent years. For Table 7a retention metrics we note the need for action to improve. In 2016/17, UEA has founded a WP team to focus on evidence based spend in this area. For Table 7b, we are meeting most of our yearly milestones and/or are on course to meet our longer-term targets. We are pleased with our levels of progress. In a number of instances where progress has been made but is less than anticipated, this reflects a conscious change in direction. For example, a strategic focus on undertaking slightly less but more focused and intensive activity.  In 2016/17, we undertook a review of our outreach activity and plan to revise our Access related milestones in table 7b to reflect outcomes rather than outputs"]
["10007789","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077892"},"In general those targets with a greater level of control over inputs, such as participants involved in an activity, or the number of activities are easier to manage. Broader institutional targets related to entrants are much more prone to external influences. The advances we have made over recent years with internal data and our ability to replicate and track HESA targets and milestones in real time are contributing to our understandng of trends and patterns before data is released. Our new WP Team and dedicated roles in our Business Intelligence Unit is focussed on building our understanding of patterns, trends and performance gaps in the data and understanding potential causal links and solutions and working with the University to take evidence based effective action"]
["10004180","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100041801"},"Progress against targets has generally been positive, despite the challenging targets we set ourselves as an institution. This has been achieved by, where possible, linking targets to wider Institutional targets to ensure the delivery of them is central to the work of the university. \nSome of the figures do not reflect the more recent progress that has been made. For instance the number of Care Leavers remained static over the last 2 years, but this was a result of a large proportion of our cohort graduating in 2016.  The figures for 2017/18 already show a significant increase for the current year, and we therefore expect to be back on track to meet this target next year."]
["10004180","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100041802"},"Particularly pleasing is the employability statistic for WP students, which shows how the improvements for all students have been reflected in the performance of those from lowest participation neighbourhoods. This has been a result of an Institutional approach on employability, and a greater awareness of the need to promote activities and interventions at under-represented groups."]
["10004180","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100041803"},"The non-continuation rate for WP students is disappointing, and shows that the significant investments made by the University in this area have yet to be reflected in the data. The statistic is based on HESA data, which relates to the proportion of students starting in 2014/15 who were still in Higher Education in 2015/16. In light of the concerted efforts made by the Institution since that time, we would expect to see this figure improving in the coming years. Below are some examples of initiatives we have introduced recently to improve retention and timely progression.\nIn September 2017 we introduced a student attendance monitoring system, which enables us to track attendance and other forms of engagement with, and we are confident that this will enable us to monitor the engagement of students and to intervene at an earlier point to offer support. We are also currently revising our academic calendar to ensure that resits are timed more appropriately to enable us to better support students and improve continuation.\nWe have also launched our First Generation scheme, which will support target students into and through the University, taking a whole student lifecycle approach to widening participation. In addition we are running a Diversity and Inclusion Ambassador programme (funded through the HEFCE catalyst fund) which will focus on groups of students where we have an identified differential outcome. Lessons learnt from this project will inform the future development of support for target learners within the institution."]
["10006842","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100068421"},"Progress against targets has been positive, despite the targets continuing to expand. We have met or exceeded the majority of our targets and have continued to provide high quality engagements for our target cohorts. Our LPN performance (target 4, table 7a) is below our target, however has improved since last year and has seen a continuing year on year increase in the number of students from LPN entering the University."]
["10001478","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100014783"},"Table 7b Target 3: Focus groups with student Mentees and Mentors to identify what positive changes we can incorporate into the scheme ahead of the next cycle of recruitment.\nTarget 4: The number of new 2016/17 registrationswere recorded rather than overall registrations of the scheme. This milestone has been removed from the current Agreement.\nTargets 11/13/17/18: We have been conducting a review of the work of the WP team. This was done as a Periodic Review, with a panel of internal academics and other staff and an external adviser. Elements of the review such as targeting/evaluation, external focus groups and feedback, discussion with peers in other institutions were all led by members of the team. The WP team deliberately scaled back their activity in the second half of the year so that individual team members could focus on their areas of the review. As a result, the 'outputs' here wre reduced. However, in order to continue to delivert a critical mass of activity a significant level of delivery was retained. Outcomes of the Review will be implemented and where activities continue they will be back at full delivery capacity."]
["10006842","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100068422"},"We are particularly pleased with our recent work with Care Leavers, and Care affected students. We have instituted a scheme of bespoke provision for relevant students, providing a named point of contact, bespoke IAG and covering transport costs for applicants to attend events on campus. This has led to an increase in the number of students engaged, as well as an increase in the number of applications, applicants and students placed at the University of Liverpool."]
["10003614","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100036141"},"Our progress for recruitment and non-continuation of students from under-represented groups remains in line with the location adjusted benchmark.\n\nWe have remained significantly above benchmark for recruitment of students from state schools and within benchmark for recruitment of students from Low Participation Neighbourhoods over the past four years, minus a small decline in LPN recruitment last year. We continue to fall short of our ambitiously stretched targets as set out in our 2016/17 Access Agreement Resource Plan by 1.1% and 1.3% respectively. This may be because we set ourselves highly ambitious stretching targets in a climate of economic recession alongside the increasing of tuition fees and downturn in demographics of 18-21 year olds. \n\nIn terms of continuation of young first-degree entrants by POLAR 3, HESA Table T3b shows that whilst historically our performance in this area has varied significantly over the last five years we have seen an annual decrease in withdrawals over the past three years and we met our target in 2016-17. \n\nIn 2016-17 we set ourselves a new target to narrow the attainment gap between black UK-domicile and white UK-domicile students, unfortunately the degree attainment gap at Winchester has increased from 18.5% points to 21.5% points in line with the rest of the sector. Our BME UK-domiciled student numbers remain low, representing 10.3% of the undergraduate population compared to 22.2% nationally. However only 56.8% achieve a 1st or 2(i) compared to 61.7% nationally. Thus whilst we have a smaller gap than the national attainment gap which was reported by the ECU as 25.3% for 2015/16, we will continue to explore ways to address the attainment gap and reach our ambitious target as discussed in table 8c below. \n"]
["10003614","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100036142"},"We continue to meet or exceed all our targets and milestones relating to widening participation outreach. We believe this is primarily due to the following factors:\n• Excellent relationships with local schools and colleges, Hampshire Children’s Services Department and a range of voluntary sector organisations which work with vulnerable children and young people in out-of-school settings\n• Focus on a sustained programme of outreach which clearly targets students from low participation postcodes using the HEAT profiler\n• Close partnership with primary schools to deliver outreach from year 5 upwards\n• An effective Compact Agreement which takes individual students’ circumstances into account at the point of application\n\nWe are proud to have made good progress since stretching our collaborative targets with other local universities through the Southern Universities Collaborative Outreach Network (SUN) developing new collaborative outreach activities and resources for a number of targeted WP groups including:\n• Collaborative activities and events for vulnerable children and young people including coordinating a Higher Education and Careers Zone at the The Children’s Society National Young Carer’s Festival attended by over 1700 young carers.\n• Developing projects, resources and training to support disabled students to access, and succeed in, higher education.\n• Collaborative activities for BME students including supporting radio hour broadcasts and attendance at multi-cultural festivals.\n• Annual staff development conferences with Winchester Students Union Executive Officer engagement.\n• Developing resources aimed at mature and part-time students.\n\nWe have also seen a significant improvement in the recruitment of males onto the primary ITE programmes of study, we believe this is through collaborative work with the Education department to develop resources and outreach specifically targeting males into the profession.\n"]
["10003614","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100036143"},"Table 7a (2) Increase proportion of BME students enrolling on ITE – We adopted a new proportionate target in 2017-18 as opposed to our previous target of increased numbers per year. In 2016-17 we recruited 5% BME UK domicile students onto our ITE courses in line with the previous year’s intake. In addition to our planned activity to increase number of careers events attended in areas of high BME populations we have taken a strategic approach to improve our BME recruitment across all programs and our currently exploring developing partnerships with schools and colleges with high proportions of BME students. \n\nTable 7a (3) Achievement of 1st or 2(i) for BME UK-domicile as compared with white UK-domicile – The degree attainment gap has increased from our first baseline figure in 2014-15 of 18% points to 21.5% points in 2015-16. In 2017-18 we are exploring a number of initiatives to address the BME attainment gap including targeted promotion of student success initiatives open to all students. We will be conducting a number of studies into the BME attainment gap at Winchester including a student fellows research project exploring BME students perceptions of the attainment gap drawing upon the research methodology used by  the NUS ‘Race for Equality’ report. We are also participating in a HEFCE-funded catalyst bid led by the University of Portsmouth utilising ‘changing mindsets’ intervention to close the BME attainment gap. Findings from the research and projects will inform learning and teaching and widening participation strategies and practice.\n\nTable 7a (5) Recruitment of students from state school, as described under table 8a, were significantly above benchmark (4.4% points+) and Table 7a (6) Recruitment of students from low participation neighbourhoods was within benchmark. However as we fell short of our ambitiously stretched targets and will continue to assess the impact of our widening participation outreach on the recruitment of students from these backgrounds to inform and develop future activity.\n\n"]
["10004930","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100049301"},"We have made good progress against our targets (meeting or exceeding most) in areas relating to retention, and to good completion. We have also exceeded four or our five targets relating to students with disabilities. We have made less progress on application and enrolment targets in areas apart from students with disabilities, in part because of significant changes to our recruitment in previously NHS-funded healthcare courses. "]
["10004930","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100049302"},"We have a number of processes in place to monitor our performance against OFFA targets, at an institutional level, but also at a faculty and programme level. Our annual planning process provides an opportunity for faculties to reflect on the performance of their students against OFFA benchmarks, and to put initiatives in place to act on any below target performance. We have a particularly strong reputation in the sector and in schools for our support for students with disabilties, and this has helped us to maintain strong numbers of applications and entrants, and to support them to have successful outcomes. "]
["10007776","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077761"},"BAME: we've changed the baseline to match the description more closely (consistantly outperform national average of the proportion of UG entrants from BME backgrounds - national average currently is 20.9%. There is a substantial drop in the proportion of BAME students which is due to an increase in QAHE franchise student numbers. The majority of these students are from eastern Europe and are of white ethnicity.   Overall we have made good progress against our targets related to WP and access.  We continue to recruit from groups that are under-represented in HE as we have historically done.  Vocational student numbers, as participants in our WP outreach interventions, continue to grow.  We continue to monitor the number of BTEC and other vocational learners applying to Roehampton as a result of the introduction of our Compact Scheme in 2012-13.  We have continued to enhance our Compact Scheme offer over the past year to ensure it remains relevant to learners' needs, and have maintained the number of schools and colleges with whom we have partnerships to ensure maximised outreach engagement with their students.  Further enhancement of the partnerships scheme is ongoing to maximise reach as well as increase impact to the widest range of learners possible."]
["10004112","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100041121"},"The change from NNCO to NCOP has meant that the college no longer works alongside NEMCON and REACH and instead is part of the PATHWAYS NCOP group. This collaborative programme started very well. Overall we are pleased with progress made but are aware that there is still work to do.The scholarship programme and offer of a laptop have proved to be succesful in encouraging students into HE."]
["10004112","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100041122"},"We have performed particularly well in relation to internal progression targets which have traditionally been a problem for us. The scholarship programme and laptop offer have incentivised students and we have also seen an uplift in acheivement in these areas which is pleasing. Our work promoting women into technology programmes through taster events and open days has paid off. Acheivement rates for those acheiving D*D*D in Sport have also increased which may partly be due to the incentivised offer."]
["10007842","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078421"},"Overall for Table 7a the university has made good progress against our targets in most areas.  Data is pending for the retention targets which the institution is closely monitoring and for mature student performance; another area of priority.  Given changes internally due to a restructure and challenges externally with lower than anticipated recruitment and shifts in focus due to the work of NNCO and NCOP, overall performance for activity against targets and milestones remains good and overall targets have been met/exceeded in many areas.  The writing of the 2018/19 Access Agreement was a good opportuinity to review activity targets in light of internal and external changes, and to ensure that the institution's work aligns with the work of the NCOP, and where progress was lower than anticipated, it is largely as a result of shifting practice to accommodate this, and re-focus of activity based on findings of evaluation.  "]
["10004112","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100041123"},"There were simply not enough mature learners in the college L3 programmes to be able to hit this target."]
["10007776","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077762"},"Our target of maintaining the level of UG students from the state school sector is a result of ongoing targeting of such schools with a high level of outreach, and enhancing our partnership arrangements with them.  These arrangements provide key benefits to school/college students such as provision of additional interventions and participation in the Compact Scheme.  "]
["10003928","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100039281"},"Overall the performance against milestone targets has been positive with 4 key areas meeting target and 2 areas showing progress with some work still to do. The development of the role of the WP and Recruitment officer has seen a marked increase in  the number of outreach locations and outreach activity undertaken.  "]
["10003928","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100039282"},"We have made significant progress with increasing our outreach programme seeing a greater number of engagement events with schools and organisations from neighbouring counties this has lead to the increase of students enrolling with us in September 2016 from quintiles 1 and 2 according to the 'Entry to HE' POLAR data.Our progress with this has also been contributed to by the increase in internal engagement with our FE students with the WP and Recruitment Officer providing continued support through engagment activities, the application process and transition. The increase in outreach work is also reflected in the increase in applications to all courses for September 2016. "]
["10003928","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100039283"},"Our overall application and recruitment targets have not yet been met although progress has been made, there is futher work to be done by our Marketing team in order to better understand our recruitment demographic and there is a continued drive to develpo and establish more effective ways to advertise our HE offer. We have made progress towards our target around completion although small, it should be remembered however that our small cohorts and relatively small HE cohort as a whole means that statistically the small number of students who do withdraw impact on our retention figures to a greater degree than in larger HEI's. Work will continue around our recruitment of students whose residual household income is less than £25000 with the WP and Recruitment Officer undertaking targeted work critical areas."]
["10007798","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077981"},"Statistical Milestones and Targets \n\nIn our 2016/17 Access Agreement, the University had 4 statistical targets relating to the profile of either its entrants or student body in 2016/17.  We are able to report that based on the latest available data, the yearly milestone has been met for 3 of these targets.\n\nHESA data for 2015/16 shows we are one of the most successful research universities of the twenty English Russell Group (ERG)- with the highest overall number of students from  lower socio-economic groups (1080)  and 2nd for the number of students from POLAR 3 Low Participation Neighbourhoods (435). \n\n7.8% of entrants were from LPN POLAR 3, 0.1% below our target of 7.9% although exceeding our standard benchmark for this indicator by 0.3% (7.5%). We recruited 22.6% of students from lower socio-economic groups (NS-SEC 4 to 7) meeting our target of 22.6% (data on NS-SEC 4-7 is no longer published by HESA and therefore a benchmark is not available for this indicator).  \n\nIn 2015/16 (the latest data available), 28.6% of the University's students were from low household incomes of less than £25,000 p.a. which placed us 3rd in the English Russell Group. If we include other OFFA countable groups (e.g. in receipt of partial state support) 38.8% of our current system students received financial support through our Access Agreement.\n\nWe have committed in our Access Agreement to continue, year-on-year, to improve the continuation rate of young and mature full time entrants from low household incomes. Our analysis of the latest data available, relating to new entrants in 2014, shows that 91.7% of young and mature full time entrants from low household incomes were still at the University by 2015/16.\n\nOther Milestones and Targets\n\nOur statistical targets do not reflect all the University’s responsibilities and achievements around widening participation, so we also have a range of other milestones and targets.  For these, we are able to report that we have met 14 of the 14 active targets we are reporting on for 2016/17 (2 targets were discontinued in our 2017/18 Access Agreement).  A summary of our work and achievements are also provided in a special annual report we publish each year, see http://documents.manchester.ac.uk/display.aspx?DocID=4294\n\n"]
["10007798","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077982"},"In the context of the major funding and regulatory changes to the UK higher education system, we are pleased with our overall progress against targets and milestones.  There are many reasons for our achievements and reflects the University's commitment to, and investment in, initiatives devoted to widening access and student success. \n\nIn January 2017 Greater Manchester Higher (GMH), a partnership of the region’s 5 universities including The University of Manchester and 12 further education colleges, received funding through HEFCE’s National Collaborative Outreach Programme (NCOP) and has enabled the creation of 5 new regional hubs to work closely with target schools and their learners.  During 2016/17 over 1,200 pupils aged between 12 and 15 visited one of the partner universities, participating in events on campus.  In addition, staff and student ambassadors delivered outreach activities in schools to 9,100 learners, their parents and carers.\n\nOur continued targeting of schools using our Manchester Prioritisation Model (MPM), based on measures such as proportion of pupils eligible for Free school meal (FSM) and school performance, ensures that our outreach activity is reaching the intended audience.   In 2016/17, 73% of the secondary schools we worked with (for our Manchester Higher and Gateways programmes) were from the most disadvantaged bands in our prioritisation model.  In 2016/17 302 students progressed onto a course at the University through the Manchester Access Programme (MAP) or a related scheme which recognises additional work and commitment through the use of differential offer-making.   Through the University's School Governor initiative, we have recruited and supported 608 staff and alumni as school governors equating to 51,072 volunteering hours per year, impacting on 273,600 learners.  \n\nEnsuring fair access for students, irrespective of background, is a key priority for the University. By providing admissions decision makers with appropriate contextual information to enable identification of exceptional applicants from educationally disadvantaged backgrounds.  Analysis of the 2016/17 admissions cycle (2017 entry) has shown that 11,457 Home UG applications from young students were contextually flagged for additional consideration.  \n\nThe University aims to provide superb and innovative teaching, learning and support services for all students.  However we also recognise that 'one size does not fit all' and so we have developed a range of targeted activities to support students from widening participation backgrounds. In 2016/17 we launched ‘Stellify’ - a framework of exciting and transformational student experiences and activities.  Through Stellify, we encourage all our students to do more and be more, participating in their own unique combination of activities in order to help them experience personal and professional growth at an individual level, while developing the distinctive attributes of a Manchester graduate.  \n"]
["10007782","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077821"},"Please refer to accompanying Word document"]
["10007782","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077822"},"Please refer to accompanying Word document"]
["10007782","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077823"},"Please refer to accompanying Word document\n"]
["10007789","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077893"},"Socio-Economic Access – We need to carry out further analysis into this decline to understand the factors in play and will take suitable action to address. \nState School Access - This appears to be a one-year data dip with data drawn from the HESA core file showing improvement in 2016/17 to higher than proceeding years. We will continue to monitor this closely and take further action should a strategic issue be indicated. \nLPN and Mature Retention - For 2016/17 onwards UEA has increased its planned spend on student success with retention activity being one area of focus. The WP Team are working to compile evidence as to the key factors involved including through qualitative and quantitative projects. UEA also has a number of new and pilot projects underway including a buddy scheme and dedicated transitions projects.  Note mature retention internal data indicates considerable improvement in most recent years.\nNumber of schools and colleges liaised with - This reflects a conscious change in strategic direction undertaking slightly less but more focused and intensive activity.\nSummer School profile – A change in staff resulted in late advertising of the Summer Schools leading to lower recruitment of attendees. This process has been improved for 2017/18 with earlier and social media based advertising, along with online booking and a better process for targeting places at WP applicants.\n\n"]
["10007152","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071521"},"Good progress has been made against our targets and the University, where the data for 2016-17 is known, has met yearly milestones or met/exceeded the overall targets. \n\n‘TBC’ has been used in two cases to indicate where ‘progress to date’ data for 2016-17 is not available at the time of the return. In this case the ‘performance summary’ comment relates the ‘progress to date’ data for 2015-16. In these cases, the target to maintain the proportion of mature undergraduate students above 30% was exceeded by 13% in 2015-16. However, in relation to increasing the proportion of students projected to be award a degree, the progress to date data for 2015-16 was below the baseline.\n"]
["10007152","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071522"},"With regards to the proportion of students recruited from Low Participation Neighbourhoods (LPNs), there has been an increase of 1.8% against the figure for 2015-16 and we met our annual target/yearly milestone for 2016-17. This improvement on 2015-16 reflects our approach of continuing to target schools in these areas and restricting the volume of activity with the lower age range, increasing activity with older learners, to achieve greater impact. We now have two externally funded projects, working in collaboration with the University of Hertfordshire and Oxford Brookes University, which are specifically addressing LPNs as identified by HEFCE and which will be in operation until December 2018. These projects will enable us to develop collaborative networks, strategies and methods to apply to other LPNs. \n\nThe proportion of full-time undergraduate students receiving a first class or upper second class degree irrespective of background increased by 1% from 63% in 2015-16 to 64% in 2016-17 and exceeded the overall target. This reflects the continued commitment to cross- institution approaches to support student progression and achievement and the “integrated, institution-wide, academic and pastoral support for taught students, which enables them to develop their academic, personal and professional potential” acknowledged as good practice in our QAA Higher Education Review (in June 2015). The statement of findings associated with our Teaching Excellence Framework award of Silver (Silver 2017) also highlighted our “effective systems in place for personalised learning including clearly signposted expectations that enable students to become increasingly autonomous. An online ‘classification prediction’ tool helps students to understand their achievements and identify how to further develop”.\nAlthough the number of care leavers within the full-time undergraduate population went down from 55 in 2015-16 to 49 in 2016-17, just below the target of 50, we met yearly milestone for 2016-17 and remain strongly committed to this group, with dedicated access and outreach activity, including a summer school specifically targeted at this group. It should be noted that the number of care leavers varies on an annual basis and is subject to external factors relating to population and environment which are outside of our control.\n\nThe increase in the proportion of graduates in graduate level employment or further study (based on DHLE data) from 61.9% in 2015-16 to 68.5% in 2016-17, meeting the yearly milestone,  reflects our cross-institution focus on increasing the proportion of graduates in graduate level employment or further level study, with a strong focus on employability and placement opportunities\n"]
["10007152","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071523"},"In relation to increasing the proportion of students projected to be awarded a degree, the progress to date data for 2015-16 was below the baseline. The University has invested in additional targeted support for students when entering their first year of study and their subsequent progression.  We are piloting diagnostic testing in 2017/18, with a view to full implementation in 2018/19, to support students and work collaboratively throughout their learner journey."]
["10002412","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100024121"},"The College successfully widens participation by providing HE programmes to many students who would otherwise find it difficult to access higher level study. Significant numbers of mature students and those who have studied vocational qualifications are successfully enabled to achieve HE qualifications. In relation to the specific milestones and targets, the College made good progress in 2016/17 in increasing the proportion of students from low participating neighbourhoods and in providing HE learning for the local community of Nepali students. The College has taken the opportunity to increase the robustness and clarity of the progress tracking by ensuring that the data clearly relates to new entrants in each year, rather than potentially re-counting students who were successfully recruited in previous years."]
["10002412","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100024122"},"The College has continued to focus on raising aspirations for those in low particpiating neighbourhoods and with members of the local Nepali community, through successful outreach activity and by working with existing students within its FE level provision. The College is a partner with the University of Surrey in the HE Outreach Network (HEON) which is particularly focussed on raising participation in the key target areas in Aldershot."]
["10000936","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100009361"},"See Attached Sheet"]
["10000936","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100009362"},"See Attached Sheet"]
["10007145","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071451"},"The university is pleased with its overall progress but recognises that it has underperformed with some targets related to teacher training and progression. There have been substantial challenges in recruiting to teacher training and these are reflected in a shortfall against targets around gender and BME. Applications for the PGCE fell and in addition the new method for NCTL allocating places meant aggressive practises from some HEIs to fill as many places as possible before the cap was reached. \nDespite this, good progress has been made for targeting male primary teachers. The annual outreach conference for males into primary has grown in number of attendees and the university continues to strengthen its partnerships with state schools and colleges through the compact agreement and outreach offer. The outreach offer continues to provide a breadth workshops, talks, subject specific workshops, conferences and projects promoting Higher Education to schools and colleges in low participation neighbourhoods.\nThe university can be particularly proud of the support it offers its disabled students, with bespoke support provided as early as the offer making stage and continued throughout a student’s studies. \nThe ‘Your Future Plan’ scheme continues to develop and expand and has seen increased engagement from the student body. A student portal has been launched as part of the scheme providing access to employability opportunities, events and 1:1 appointments for career support. In 2016/17 we introduced a new suite of employability and career planning resources which quickly gained traction: active users reached 1,087 by the end of the academic year. These users completed 6,243 activities, with the job search engine accessed by 75.2% of users."]
["10002412","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100024123"},"Progress has not yet been made in improving non-continuation rates for full time students or in further increasing the proportion of students with disabilities. However, performance against both of these targets is variable over the five year period, rather than showing an improving or declining trend. These statistics are  affected by the small size of the new entrant cohort. Improving non-continuation for full time students remains an important area for improvement, with significant resources being committed to supporting students in their first year of study. The proportion of students with disabilties, though variable, remains above the national average of 11% for HE students. The third target apparently showing no progress is the the number of students progressing from the College's FE provision. In fact, the proportion of students has grown overall to 27% but, unfortunately, the original target was expressed as a total number rather than a percentage. "]
["10007145","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071452"},"Good progress has been made for targeting male primary teachers. Strategies include a focused social media campaign, digital platforms to promote the males in to primary conference, targeted newsletters to schools/colleges and delivering 'why teach' talks to schools and colleges. There has been good progression made since 2015/16 considering the challenges faced by the sector with the recruitment to teacher training programmes. \nDisability exceeded targets. We have maintained the high level of support to disabled students from pre-entry (Disability Advisers present at all open days and available at applicant days, in conjunction with individual communications with every disabled student regarding tailored support needs for when they arrive).  This continues once they are enrolled with sustained communication and follow up with students who do not respond.  Encouragement is provided for students who think they may have a disability with help for funding diagnostic assessments for Specific Learning Difficulty and then funded learning support workers should those needs be identified.\n572 students attended a week of employability skills workshops and inspirational speakers in January 2017 – 13% more than in 2015/16 and 253% more than in 2014/15. This year’s programme was themed around seven key employability skills identified through analysis of 40 independent studies into the skills and attributes that employers are seeking in graduate new entrants joining their organisation. Student feedback on the 2016/17 week was extremely positive.\n"]
["10000936","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100009363"},"See Attached Sheet"]
["10007851","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078511"},"Please see separate word document."]
["10007851","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078512"},"Please see separate word document."]
["10007851","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078513"},"Please see separate word document."]
["10004736","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100047361"},"Due to government funding restraints the college has undergone a major merger with another local FE college which has impacted upon staffing resources and delivery in 2016/17. Furthermore, with the rising cost of living and an increasingly competitive job market, students are opting to enter employment at the first available opportunity in favour of finishing their HE courses."]
["10004736","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100047362"},"Key factors are the small class sizes at the college and the supportive learning environment which is designed to accommodate the differing needs of students with WP characteristics. Further to these factors are the vocational, practical nature of the course provision, the PASS mentoring scheme and the continued and developed involvement of the Brighton Student Union to support WP students and contribute to retention."]
["10004048","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100040483"},"% males in Primary ITT - The reduced percentage of male students on ITT programmes reflects a national trend, but increasing this percentage remains a key objective for the University.  Reports from male applicants and trainees indicates that the perceived stereotypes of gender roles in the primary setting remains, along with generally poorer relevant experience of male applicants.  Actions to try to address these issues are: Increased targeted outreach work with potential male applicants, Promoting Primary ITT as a potential career to our own students on typical ‘feeder’ courses such as Early Childhood Studies. Ensuring that the male Course Leader and team members are actively involved in all stages of the recruitment process, including the selection interviews, to act as role models and directly address the need and opportunities for male trainees in this workforce.\nBME attainment gap - There is a slight improvement over the previous year, but the gap between White students and students from Black and Minority Ethnic backgrounds remains above benchmark.  This reflects a continuation of improvement in degree attainment for White students, but not for others.  London Metropolitan University is completely committed to increasing degree attainment for all students and removing the attainment gap between students from different demographic groups.  There was a formal University-wide review of degree attainment in the summer of 2017 resulting in 22 recommendations for improving assessment practice across the piece.  Key actions relating to this performance indicator which have been put in place for 2017-18 include: Use of an assessment analytics dashboard to monitor and review assessment strategies as they impact on particular student groups. Implementing a revised University grading scheme to facilitate greater use of the full marking range. Providing 1:1 academic coaching sessions for all students. Extending the peer-assisted PASS scheme to Level 5 and 6 students focussing on supporting assessments.  A significant number of the peer Success Coaches are also from black or minority ethnic communities, and as well as acting as role models also benefit from their participation as coaches. Extending the Academic Mentoring Scheme to all subject areas.  The Academic Mentors are also representative of the student population and act as role models.\nProgression Years 1 to 2 - Progression of students from Year 1 to Year 2 remains below benchmark and is being aggressively tackled this year through the implementation of the following initiatives in 2017-18: Introduction of a web-based pre-induction programme for new students to help prepare them better for University study. An Academic Skills induction as part of all Year 1 course delivery to support students’ understanding and study skills. Introduction of a Developmental Assessment Scheme for Year 1 students designed to improve their understanding of how to use feedback and improve their academic performance. Providing 1:1 academic coaching sessions to all students. Extending the Academic Mentoring Scheme to all subject areas, with a specific remit to support Year 1 students to progress to Year 2\n"]
["10004078","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100040781"},"Our progress against targets and milestones overall is where we anticipated it would be. Our location and the type of student we attract naturally reflects our aim to provide educational opportunity for all, supporting our local community. Over recent years LSBU has worked to attract a broader range of student. Bolstered by improvements in our reputation and performance, this has enabled us to attract a more diverse student demographic."]
["10004078","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100040782"},"Despite some areas of challenge which is being looked at, significant progress has been made around supporting our students to succeed throughout their studies and has impacted across the board. Being a key performance metric across the University work across many areas has contributed to this activity. Outreach work focusing on helping young people to improve their ability to attain at KS4 and Level 3 and reviews of entry criteria has helped to ensure that students are more prepared for the challenges of HE. Improvements to welcome week and induction activities, use of student engagement interns and embedded skills for learning throughout courses, particularly areas of challenge, have given all new students the best possible start. Changes in procedures underpinning suspension and withdrawal have given those most at risk of failing appropriate and timely support. Adjustment to curriculum and teaching with more integrated support from staff experienced in wrap -around skills for learning support have also identified where support is needed and provided it in a timely manner. A broad combined effort across the whole student experience has contributed greatly in helping to achieve milestone targets."]
["10004078","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100040783"},"Our areas of underperformance sit across work in outreach. One are of perceived  underperformance is of little concern. Located where we are in the middle of the boroughs of Lambeth and Southwark, surrounded by a number of the most deprived London boroughs, and recruiting primarily from a local audience our student demographic is very heavily skewed towards entrants from a state school background. We are keen to become more attractive to a much wider student demographic whilst continuing to support our local community. Our success in areas such as TEF, graduate employment, graduate starting salaries and entrepreneurialism alongside significant work in on the new apprenticeships agenda and commitment to providing clear progression routes across technical education will support this aim. This in turn will mean our demographic changes over the years. We currently attract more than 95% of our student community from state schools.  Work to support students from an LPN progress into Higher Education is more challenging. Again, despite supporting the work of the London NCOP, and delivering our own activity with students from LPN across London, as most of our work is local and few LPN's are in our local boroughs challenges still exist. We hope some key changes at LSBU will help us continue to develop this area of work, including better reporting, an increase in allocated staff working on outreach activity and exploration of LPN's outside of usual recruiting locations."]
["10006427","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100064271"},"Access targets have been met or exceeded. Including collaborative targets with KMPF. We continue to collaborate across the South East and attend sector events more regularly to assist in maintaining our progress.  Targets are also now being reviewed to reflect the new Progress 8 measures. Whilst we have met our targets, it is worth noting that due to the increased STEM agenda in schools, as a specialist creative arts institution, our work is not without its challenges. \n\n"]
["10006427","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100064272"},"The revised structure for outreach and working in partnership with schools has continued to strengthen significantly and our engagements with schools have continued to see greater clarity and purpose. Consistent long-term work with key partner schools, a revised outreach team with strong focus and commitment, as well as a renewed emphasis on evaluation of our own activity, ensures a successful, coherent and evidence-based approach. We continue to meet or exceed our collaborative targets.\nWorking inclusively across all stages of the lifecycle continues and our progress against targets is testament to this. The arrival of a new Vice-Chancellor has reinvigorated the widening participation and outreach agenda across the institution. \n"]
["10006427","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100064273"},"Target 1 - statistically insignificant fall\nTarget 4 - fewer students in the cohort led to a slightly larger proportion of end of year one leavers. We have introduced more targeted tutoring approaches to improve progression from year one to two\nTarget 5 - historically higher rates of early-years attrition led to a diminished final year cohort and consequently this fall in predicted outcomes (impact of Table 3a is also a factor here). We have undertaken student-centred research work to help us understand the first-year student experience, particularly in Fine Art and allied areas to support progression from year one to two; and specifically to investigate the early on-course experiences of black and minority ethnic students at UCA, especially in early months."]
["10001282","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100012823"},"The main areas in which we have not made progress against targets in 16/17 are outlined below, along with the actions we intend to take to help to improve these:\n\n• Continuation rates after 1st year:\nFull time, young 1st degree entrants retention figures has decreased by 1.4% since 2013/14:  93% of full time (FT) young entrants (benchmark 94.9%). The HESA data available relates to 15/16 and a retention strategy was developed in 2017 to identify ways in which the University can improve its approach to retention and progression at all levels of study.\n\n• Pre 16 outreach figures:\nThe target relating to Table 7b, pre-16 outreach beneficiaries, falls below the baseline. Although the number of outreach beneficiaries for 16/17 has increased, this is not at the rate we would require in order to reach our target in 19/20. As mentioned in the 15/16 Monitoring Return, this could in part be due to the continued increase in participation in the North East Raising Aspiration Partnership and the significant increase in beneficiary numbers. In addition, in 16/17 we also refined our school targeting relating to pre-16 activity and widening participation, which included looking at IMD data, POLAR3 and levels of free school meals to ensure that our resource was focused at the schools with the highest priority. We have acquired additional resource in 17/18, which has increased the capacity of the team again to be able to support school requests for activity. We are already seeing the results of this investment as to date in 17/18; we have exceeded our targets for pre-16 interventions relating to school engagement and pupil beneficiaries. \n\n• Number of beneficiaries for compact scheme\nAs highlighted in our 15/16 Monitoring Return, our NU Entry scheme expanded to include schools across the UK and resulted in 106 schools engaging with the scheme. In 16/17 we continued to offer the scheme to eligible pupils studying at schools in England, one of the key eligibility criteria relates to postcode area and it is this that we expect will have contributed to our performance in relation to the number of young 1st degree entrants from low participation neighborhoods. \n\nIn 15/16, changes to the way in which the scheme was delivered, to fit in with existing workshops, resulted in changes to beneficiary numbers and how they were recorded. This presented difficulties in separating those who participated in the scheme and those that attended our general workshops for Year 12 and 13 pupils. Therefore, although in 16/17 it appears that beneficiary numbers for the compact scheme reduced, this is a more accurate figure due to changes in how we record this information and the reduction in compact scheme beneficiaries is offset by the increase in the post-16 outreach work delivered.\n\nAlthough the scheme is supported, by schools/colleges, it was felt that some of the changes to the scheme in 15/16 and 16/17 which resulted in the workshops being refined to fit in with our existing offerings, resulted in students participating in the scheme not receiving the additional support required. In addition, we are aware that many universities offer such schemes to support student to progress to HE and schools and colleges need to ensure that their pupils are able to manage participation in these schemes alongside their schoolwork. We have refined our approach for 17/18 to try to address the issues identified and offer additional activity to support eligible pupils, such as additional visits on campus, a revised communications plan and a clearer application system.\n\n"]
["10006303","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100063031"},"Good progress has been made in targets for schools and Polar 3 admissions. The College contiue to target Polar 3 regions for marketing and contiue to recruit from these areas. The College is concerend that changes to the NCOP funding may nagatively impact upon this progress. As funding is now associated to particular wards defeined by HEFCE, none of these are close the the College and we are therefore unlikley to beenfit from NCOP funding."]
["10006303","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100063032"},"Proactive Marketing and WP officer targetting schools in Polar 3 regions"]
["10006303","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100063033"},"The College has seen a reduction in Care Levers enrolling onto our Level 3 programmes. These have previously been the target group we have worked with to meet this target. With fewer Level 3 care leavers present we jhave been unable to offer the support required to promote access of this group."]
["10006842","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100068423"},"Table 7B Target 3 has been discontinued: removed from the 2017-18 Access Agreement it was felt the target of 'number of students on the programme' was not meaningful, instead we will focus on retention and outcomes for a manageable number of 260 Scholars students.  Other existing targets for Scholars remain a priority 'number of Scholars who enter University of Liverpool' and 'number of Scholars students who enter higher education'.  Target 5 in Table 7B related to number of schools engaging with our Guild of student and undergraduate modules. This year we have concentrated our provision with a smaller number of schools, however engaged more individuals (1,280) and often with multiple interventions to enhance the learning experience and attitude towards university. Table 7B 12 and 15, RO is successful in its targeting of most able, least likely students and evidence shows that RO continues to deliver successful outcomes for its participants.  Realising Opportunities continues to be robust in its dual targeting of high attainers and disadvantaged backgrounds, as highlighted by independent evaluation by the the Institue for Employment Studies.  Year on year, RO increases the number of students it works with, thus increasing the actual numbers of students progressing to research intensive universities and the RO universities themselves.  HEAT have built a comparator group for Realising Opportunities that matches RO on indicators for socio-economic background and attainment at Key Stage 4, with targeting criteria applied at both individual student and school level. Realising Opportunities students consistently progress at a better rate than the comparator group on the basis of both immediate HE entry and HE entry within two years of finishing full-time education. The national young participation in higher education rate is 38% for 2011/12 (including students from the most advantaged backgrounds); RO’s participation rate was significantly higher at 64%. For students living in POLAR quintiles 1 and 2 this was 25% nationally, but 65% for RO students. Independent evaluation by the Institute for Employment Studies found that students reported that RO had prepared them well for university life in general, meeting new people, independent study and getting used to a new place of study. HESA data has shown that of RO students tracked through HEAT who had achieved a First Degree, 77% achieved a First Class or Upper Second Class Degree, compared to a national average of 66% (including students from the most advantaged backgrounds). 94% of RO students tracked through HEAT who responded to the DLHE survey were in work/study sixth months after graduation, compared to a national average of 90% for all UK HEIs in 2014/2015. Target 9 has been modified to 3500 students, which is the target in all subsequent Access Agreements."]
["10007161","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071611"},"The University has already achieved it's target in three of the nine indicators and has made progress in the remaining three."]
["10003861","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100038611"},"The University has responded to the variations in its progress against its KPIs by strengthening the management, oversight and breadth of our Access work.  With regards the staffing structure, in 16/17 we appointed a DVC whose responsibilities include the Access Agreement as well as a Director of University Recruitment, a member of our Senior Management team with responsibilities that include WP.  In 2017/18 this will be followed by the appointment of a Head of Recruitment who will work collaboratively with the Head of WP, ensuring that we maximise the staff resource allocated to access work. The Access Agreement is overseen by an institution wide management group that includes the DVC Academic, ensuring that our Education Strategy contributes to our Access Agreement.  Also included on this group are members of our Carnegie School of Education who bring their expertise to bear on the development and monitoring of access, student success and progression activities."]
["10004599","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100045991"},"We have made good progress against all of our targets. The rise in mature students at the insitution is pleasing and a greater than expected increase. We would like to review all our targets and milestones."]
["10004599","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100045992"},"We have strong internal progression from our FE provisions which consists largly of students from low participation wards. We feel that the supportive nature of the College and the different experience we offer compared to local HEIs is a selling point to the majority of our students. We have spent a lot of time promoting to students within the schools of Newcastle the inclusive and supportive offer we have and can demonstrate a strong cohort of learners from low participation wards. "]
["10004599","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100045993"},"We have two new targets with baseline data for 16/17. These relating to the success of both BME and white british males from low participation wards. Here we measure the success of these students against the size of the cohort. We are not where we expect to be in relation to the success of these students and the target reflects this. "]
["10001883","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100018831"},"See supplementary information paper."]
["10001883","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100018832"},"See supplementary information paper."]
["10001883","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100018833"},"See supplementary information paper."]
["10001919","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100019191"},"We have made good progress against all the Milestaones laid out in the Access Agreement.  This is because we have developed a whole College approach to targeting learners and recruitment.  We have expanded our programme of HE Study Support Coaches to ensure smooth transition into College and this has supported the retention of students.  We have asked students how this has helped them and made adjustments to the support programme as needed.  We have done targeted activity with our own internal students to guaretee them progression to HE and bein the transition work early.  We have scheduled workshops with all staff to develop their understanding of the learner cohort and with curriculum managers to ensure that the curriculum offer is accessible and manageable.  "]
["10001919","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100019192"},"As detailed above we have had a whole College approach to these activities.  Additionally, we have set up our new top-up programme to support apprenticeship progression.  This has recruited well.  There only missed the target by 2 learners in the first year."]
["10007767","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077671"},"Overall our level of progress against targets for 2016/17 was very positive and in the majority targets were met or exceeded."]
["10007767","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077672"},"This could be down to a number of factors, not least that some of the demand led specialist events or activities have had another year of promotion and publicity and are building reputation, which in turn supports the demand. Many of the targets that we had set for 2016/17 have been discontinued as they have either been absorbed into larger targets within the table or are being reported elsewhere (e.g. NCOP)."]
["10007759","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077591"},"Aston University has met its ambitious access and outreach targets for 2016-17, despite highly competitive HE market trends and concerns about debt associated with higher tuition fees from some OFFA countable groups. Some data are outlined in table 7a which are not yet ready but will be released by HESA in March 2018. In table 7a row 19, the internal data project to track the milestone was launched this month and we are expect we will meet this target."]
["10007759","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077592"},"Aston University has continued to make progress towards its target to increase the percentage of eligible students who undertake a UK/overseas placement, whilst having an increase in student numbers year on year. This can be attributed to a prioritised investment of the highly skilled staff in University's Careers and Placement team, as well as the high quality reputation Aston has with employers. Aston University has also continued to grow the number of students from state schools in a highly competitive higher education landscape. Aston has met and exceeded this benchmark due to the fruitful relationships the University has with schools, as well as having a targeted and more focused outreach offer year on year. Aston University has also met or exceeded all access targets related to outreach work."]
["10000571","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100005711"},"In 2016/17 the university continued to work to promote participation in higher education, widen access to our institution and increase investment in supporting the success and progression of our students.  In terms of recruitment of students, particularly students from under-represented groups, being geographically located in a region with a relatively high concentration of institutions offering outstanding undergraduate provision representing the full range of provider types across the sector, we are operating in an increasingly competitive environment.  While this and external factors in recent years relating to student number caps, the ELQ policy, increased tuition fees and the withdrawal of the student maintenance grant may have contributed to making less progress than we would have liked against some of our access targets, UCAS application cycle data from 2011 to 2016 showed increased applications from 18 year olds from POLAR3 Quintile 1 postcodes and from BME groups, and that we have closed the gap in the percentage of offers that we make between female and male applicants, and between white and BME applicants.  We have continued to make progress in recent years in actual entrant numbers for a number of under-represented groups, for example the number of young full-time first degree entrants from POLAR3 Quintile 1 postcodes; however, despite our outreach and recruitment efforts, HESA data for mature first degree entrants showed that their numbers decreased from its highest point in 2019/10 to its lowest in 2012/13, with modest recovery from 2013/14. \n In 2016/17 the university continued to develop its evidence-based student support package, including targeted programmes to support progression to graduate-level employability or further study.  Over the past decade the university has made significant progress in reducing the non-continuation rates of young and mature full-time degree entrants and young entrants from POLAR3 low participation neighbourhoods, although for 2013/14 to 2015/16 we identified a decrease in student retention at level 4 alongside an increase in retention at levels 5 and 6, which we suspect may be linked to the introduction of higher tuition fees.  Efforts put in place before or within 2016/17 have seen an improved performance in Level 4 retention, and the University continues to work to improve retention.  We are also considering the impact that external factors associated with national changes to teacher training routes and student funding might be having on the retention and success of PGCE trainee teachers, especially male and BME trainees.   \n"]
["10001535","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100015351"},"We continue to experience difficulties in having students formally declare learning needs and disabilities while on programme. We have worked to develop our support systems to encourage students to make such declarations and create an environment where students feel able to access support when required. There is a beleif that we have undereported the volume of students on our programmes whcih such needs and future years will see more reflective reporting."]
["10001535","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100015352"},"On course success has been in part contributed by an increased monitoring and intervention process across all courses for the past two years. Where students are identified as being 'at risk' in year proactive intervention is taken by programme and support teams to limit under acheivement, failure or withdrawal."]
["10001535","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100015353"},"The difficulties encountered in the area of target 6 are documented above in sections 8a and section 8b. The lack of progress in regard of target 1 is more complex. The local population to Colchester has historically had a low BEM rate (8-9%). Recent years has seen the national pull of the Institute reduce and a greater reliance on local recruitment. This is likely to be a contributing factor but should be coounteracted by the rising and changing population of the recent area. Recruitment trends in 2017/18 and partnership work undertaken in the past 18 months, which is targetted at hard to access groups, suggests that improvements are expected in the near future."]
["10000571","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100005712"},"We continue to meet or exceed most of our targets and milestones relating to widening participation outreach.  We believe this is because we focus on maintaining good relationships with the schools in our outreach programme, working with coordinators to identify pupils from groups currently under-represented in higher education and offering them a sustained programme based on an evaluated and regularly reviewed learner progression framework.  In 2016/17 we continued to increase our commitment to collaborative outreach work, both regionally and nationally, including engagement with NCOPs, to raise attainment and support progression to higher education.\nWe have continued to meet our undergraduate BME recruitment target, and although we have not met our target for the percentage young first degree entrants who come from POLAR3 low participation neighbourhoods, we have steadily increased the actual number of entrants from 95 in 2009/10 to 200 in 2015/16, an increase of 110%. \nIn 2016/17 the university met and exceeded its target for student engagement with its Careers and Employability Service, the uptake of work/work-related learning placements and paid internships/placements.   We believe that this success is a reflection of the university’s increased investment. \n"]
["10007759","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077593"},"The key factors in our lack of progress in the areas where we have not performed above baseline are related to the changing nature of the HE enviroment and our own specific student populations.  The baselines that were set reflected a particular period in time and as a university we have seen considerable growth during this period.  This has altered the make-up of our population and therefore the initial baseline is less relevant than it was.  We are not complacent about this and we are going to undertake some urgent initiatives to redress the areas where we are particularly concerned as to our progress.  We are also going to look to review the baselines where possible."]
["10004113","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100041131"},"We have made good progress against the 2016-17 targets. For the majority we have met our yearly milestones and look to be on course to meet our overall targets. \n\nPercentage of total first degree applications from students who are from LPNs\nThe University comfortably made its 2016-17 target of 7.1% of applications; achieving a total of 7.3% by the end of the admissions cycle, which is an increase on the last two years where it was 7.2% (in both 2014-15 and 2015-16). PLEASE NOTE: the description of this milestone has been edited as there has been an error in previous Returns. The figures we have been recording historically are for ALL students from LPNs (not just 'young' students). Therefore the word 'young' has been removed from the description. The correct description has been used within our Access Agreement.\n\nPercentage of LPN applications where an offer is made\nThe 2016-17 yearly milestone of 69% has been met although performance has not been as strong as in previous years. The University has seen a 23% increase in the number of applications received over the last 2 years. In this context, offer-making rates to students from LPNs will be closely monitored in future admissions cycles. PLEASE NOTE: the description of this milestone has been edited as there has been an error in previous Returns. The figures we have been recording historically are for ALL students from LPNs (not just 'young' students). Therefore the word 'young' has been removed from the description. The correct description has been used within our Access Agreement.\n\nPercentage of young first degree students from LPNs\nLoughborough has exceeded the target for 2016-17 of 6.2%, with a total of 6.8% of young, first degree students from LPNs. Our performance in this area has been slightly variable over recent years given the relatively small pool of LPN entrants that have historically enrolled with us. However, it is pleasing to see a notable increase in 2016-17 compared with last year where it was 6.3%.\n\nNon-continuation of young first degree students from LPNs\nHistorically, Loughborough has had very strong student retention rates for students from LPNs, performing significantly better than the benchmark. In 2015-16 HESA PIs we saw an increase in our non-continuation rate of this group for the first time in several years (increasing from 2.3% in the 2013-14 HESA PIs, to 5.0% in 2014-15). Whilst our performance remains better than the HESA benchmark, the University is not complacent and the increase was flagged to our Equality and Diversity Working Group for investigation and discussion (and this has in turn has been fedback to the University's Learning and Teaching Committee).  Further analysis of the raw data identified that the percentage change actually related to quite a small increase in the number of students not continuing past the first year (an increase of approximately 4 more students than in the previous year) but this is an area that will continue to be closely monitored.\n\nPercentage of mature students from LPNs and with no previous experience of HE (three year rolling average)\nThe University is pleased to have met and exceeded our overall target for intake of mature students given the challenges faced across the sector in this area and those presented by Loughborough's geographical location and the make-up of our portfolio (predominantly non-vocational, full-time courses) when recruiting from this group.\n\nNon-continuation of mature first degree students with no previous experience of HE (three year rolling average)\nBased on the calculation of a three year rolling average, the University's performance is below that of the 2010-11 baseline. Our performance does however continue to be better than the HESA benchmark. As the total number of students falling into this category is very small (less than 10), the % figures are distorted by small changes. Nevertheless, as referenced above, non-continuation rates will continue to be very closely monitored by the University.\n\nPercentage of students in receipt of DSA\nThe University continues to exceed its yearly milestones in this area and perform better than the HESA benchmark. Our target was 6.2% and we achieved 8.3%. A sustained increase in applications and acceptances to the University from students with a declared disability has been noted over the last 4 years. \n\nOutreach / WP activity\nAll of the University's targets relating to outreach activities have been comfortably met and reflect our commitment to collaborative working on widening participation in schools and colleges in the local area. Table 7b includes a record of our performance against our new collaborative target first introduced in our 2017-18 Access Agreement, related to provision of events aimed at target groups e.g. young carers, care leavers, in conjunction with other partner HEIs. "]
["10004113","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100041132"},"Applications and offers to young students from LPNs,\nLoughborough continue to make use of contextual data in the admissions process and we now have sufficient data to begin to monitor the academic performance of those admitted to the University via a concessionary offer. Initial research indicates that WP students made concessionary offers are performing as well as all other students. This analysis has given admissions staff confidence in our current process and decision-making which has ultimately supported our applications and intake of young LPN students. \n\nIntake of young and mature students from LPNs, intake of students in receipt of DSA\nAs well as increasing the amount of outreach activity undertaken and the number of repeat interventions with specific schools, our School and College Liaison Team have produced a suite of online resources in the form of our 'inclusive' webpages which contain a wide range of video and digital content focussed on information, advice and guidance specifically developed for different target groups, including care leavers, disabled students, mature students, those from low income families, refugees and asylum seekers. These resources are shared via our Teachers' newsletter and social media accounts to highlight the support that is offered to students within our inclusive university community. In addition, through our work with the REACH Partnership involving De Montfort University and the University of Leicester, there are now more dedicated events for target groups, including mature students and students with a disability. We believe the increased effort in these areas will continue to have a positive impact.\n\nOutreach/WP Activity\nThe collaborative links between the University, University of Leicester and De Montfort University are well established and have been strengthened through involvement with the NCOP. These links continue to be built upon and good working relationships with local schools and colleges, along with investment in staff resource in this area has allowed us to increase the amount of schools we interact with and the number of multiple interventions offered."]
["10004113","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100041133"},"Non-continuation of mature students with no experience of HE and from LPNs\nThere have been notable fluctuations in performance over the years, driven by the fact that this milestone relates to a very small pool of our students. Our subject mix and non-city location presents challenges for attracting mature students. In addition we note that our performance continues to exceed our HESA benchmark in this area and that there is a positive flag for non-continuation for the split TEF metrics for mature. "]
["10007811","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078111"},"BGU's performance is strongest in areas subject to HESA monitoring. Our continued success in student retention is evidence of our institution-wide approach to meeting the needs of all students, many from widening participation backgrounds. We have performed strongly in maintaining higher levels of recruitment of disabled students. A review of BGU's 2014-19 Strategy means that many of the overall target student numbers have changed, and as a result, targets for specific groups included in this return will be different in 2017/18, and we will keep OFFA informed of changes to target figures in future submissions.\n\nWe have made updates to some of our target data due to changes in methodology since those targets were introduced. The changes are aimed at making the data more easy to interpret. Other milestone data have been updated where more recent figures (including those published by HESA) have become available which have addressed matters of accuracy in the original data."]
["10007811","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078112"},"Our access activities are well-established and continue to expand with additional schools/colleges involved year on year. Student success is supported by our extremely strong retention rate, which is attributed to relatively small cohort sizes and co-ordination between programmes and centralised professional support services, ensuring consistency of support to students in more vulnerable situations. More recently, we have developed effective approaches to securing student engagement, and monitored student feedback mechanisms to continually improve our campus and services to respond to the needs of our student population."]
["10007811","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078113"},"Our most challenging targets relate to recruitment and success of students from different ethnicities. Statistics regarding success should be treated with some caution, as the small numbers involved mean the statistics are volatile (see Table 11c). We continue to engage in outreach activity aimed at increasing numbers of students from different ethnicities.\n\nTarget 6 in Table 7a describes our performance in recruiting students from lower income backgrounds. In the past two years, the proportion of students from low incomes has fallen, and this will be the subject of further monitoring. It should be noted that our baseline year is not the most representative as we had more students entering that year than in any other year.\n\nTarget 11 describes our performance in securing equivalent (or better) outcomes for students with access needs. We have reviewed our support procedures for students with access needs, as well as feedback received regarding their experience of programme delivery - we continue to keep this situation under review."]
["10007801","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078011"},"Please see additional word submission"]
["10007801","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078012"},"Please see additional word submission"]
["10007801","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078013"},"Please see additional word submission"]
["10000747","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100007471"},"Please see attached word document which provides supporting evidence for this section"]
["10000747","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100007472"},"Please see attached word document which provides supporting evidence for this section"]
["10000747","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100007473"},"Please see attached word document which provides supporting evidence for this section"]
["10000712","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100007121"},"Collaborative Targets: Progress against collaborative targets is good, despite the constraints schools and colleges face in releasing students from timetabled teaching and learning for outreach activity.\nInstitutional targets - UCB continues to perform well against Access targets and has met the overall targets for the recruitment of students from State Schools and from low participation areas, and those in receipt of DSA. With regard to our student success measures although non continuation rates have decreased this remains an area of prioirty, and has not reached the level in the overall target. With regard to Progression targets the overall targets have been met for both the percentage of students progressing into employment or further study on completion of programme and the percentage that remain unemployed 6 month after completing their programme."]
["10000712","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100007122"},"Collaborative Targets: We have developed our Aimhigher partnership over many years, and it has a strong profile in regional schools and colleges.  This has enabled us to ensure that collaborative Access Agreement funded outreach activity has not been displaced or disrupted by the introduction of NCOP activity, which commenced in January 2017.\nInstitutional Targets - We have made positive progress with regards to our destination targets. We attribute this to the ongoing development of the hired@ucb Employability Centre. hired@ucb was established to work accross the academic schools at UCB to provide services such as enhanced placement opportunitie and preparation for employment sessions in order to improve employability outcomes for our graduates."]
["10003676","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100036761"},"in general we have been consistent in the proportion of students from disadvantged backgrounds recruited, internal progress from FE to HE and the proprtion of mature entrants in line with targets. Retention at Level 4 has been challenging with issues such as mental health and poor academic achievement reducing the number progressing to Level 5 significantly. There has been a reduction  of interest in the preparatory summer school, and this may need to be used more widely by tutors reviewing applications to set this as a condition of entry, rather than only encouraing students to attend. it has not been evalauted but there could be a link between poor engagement with the course at Level 4 becuase of  personal or academic issues that may have been identified or resolved by attending the summer school"]
["10003676","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100036762"},"we have developed an Access to HE programme which has developed further progression routes for mature learners from FE to HE. Additionally, HE staff teach on FE programmes and form strong links between FE and HE at the college, and encourage attainment for progression into HE at Level 3. Students are also expected to take GCSE maths and English not functional skills if they have not attained C+/9-4 at school, further increasing student opportunity to progress to HE."]
["10003676","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100036763"},"To increase numbers on the Summer School, more applicants should be encouraged to attend as a condition of entry, especially where there are any doubts on academic or pastoral ability to cope with the rigours of HE. This condition of entry has not been used as widely as previously and tutor will be advised to set this condition on future applications where concerns are rasied. The college is Increased attednance at the summer schoo may also help with preparing studens for starting HE courses and reduce non-continuation at level 4. The college will improve its IAG of applicants and interview more applicants and explore more thoroughly options such as part time study with students where full time study due to personal or financial reasons may limit their ability to stay on the course."]
["10005788","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100057881"},"Please refer to the separate document that provides a commentary against targets and milestones."]
["10005788","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100057882"},"Please refer to the separate document that provides a commentary against targets and milestones."]
["10001005","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100010052"},"Bury College works with over 50 high school partners, offering a wide range of supportive activities to help school staff, their pupils and parents to make an informed choice when planning their future education and career. Masterclasses, taster sessions, mentoring programmes led by college students and workshop sessions are offered, where pupils can experience college life and gain a greater understanding of how their post 16 programme of study can eventually lead on to studying at a higher level. \n\nAs part of the planning for transition process for post 16 students, a range of activities takes place throughout the academic year to promote progression into Higher Education. Activities include presentations from Higher Education staff on the range of programmes available, support in writing UCAS applications, tours of the new University Centre and a bursary for internal students who progress directly on to a Bury College University Centre programme subject to satisfactory attendance and performance.\n\nCommunication with prospective students takes place throughout the application cycle and includes detailed information on course content, tuition fees, entry criteria and progression opportunities which is made available in a variety of formats including: prospectus, website (www.burycollegeunicentre.co.uk), course leaflets and open evenings. Applicants for full time programmes apply through UCAS whilst part time applicants apply directly. If an interview is required, applicants are informed of the date two weeks in advance and that they will be required to complete a written task. Feedback is provided to the applicant after the interview and, if the applicant has been unsuccessful, advice and guidance is provided including discussing applying for alternative programmes including Access to Higher Education.\n \nA range of additional activities takes place throughout the academic year to support students including:\n• Study skills sessions for new entrants and refresher workshops for continuing students\n• Access to GCSE English and Maths classes\n• Supporting students to make DSA claims \n• Early identification of at-risk students through the ‘Self-Efficacy’ survey and interventions put in place to support students with their academic studies \n• Financial support  via the Students’ Opportunity Fund for students experiencing financial hardship\n• Access to a free morning and afternoon coach service from a number of destinations in Greater Manchester and Lancashire\n• Continued support through one to one sessions with  a range of staff including \n• Presentations, workshops and research projects with partner universities for final-year students to facilitate the progression onto level 6 programmes. \n\nBury College is committed to working in partnership with other Higher Education providers to raise aspirations. Bury College is part of Greater Manchester Higher, one of the HEFCE funded National Networks for Collaborative Outreach, which has been sustained beyond the lifetime of the HEFCE funding. Through this Network Bury College will continue to promote its existing outreach activities and contribute to the development of a collaborative programme of HE awareness raising activities for state schools in Greater Manchester. Bury College will use the network as an opportunity to share best practice, expand the evidence base of effective practice and identify and reduce  HE cold spots within the region \n\n\n"]
["10001503","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100015033"},"The recruitment of students from low participation neighbourhoods onto HE Programmes,  the College was 6% below target, which equals 6 students. This was in part due to lower than anticipated rate of students progressing from the College FE Provision. It does not mean that those students have not progressed into higher education or were not given the opportunity to progress internally, but they decided to further their studies at other institutions. Moving forward, the College will be considering how best to measure the progression of POLAR 3 Students and will be looking to change this target to those who simply progress into higher education.\n\nTarget 3 - In 2016/17 the percentage of students who received high grades (First and Second Upper) was 63.4%, for students with a disability/learning difficulty it was 57.78%.  While it would appear that the College had failed to meet its target the numbers of students is relatively low. If three students with disabilities/learning difficulties had been received a high grade, then the percentage would have increased to 64.4% and the College would have exceeded its target."]
["10005788","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100057883"},"Please refer to the separate document that provides a commentary against targets and milestones."]
["10037449","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100374492"},"Improved relationships with teachers and school leaders have led to a significant increase in widening participation activity with schools and colleges, particularly those in and around the city. These relationships have focused on enriching the school curriculum via events and activities designed in colalboration with teachers and tailored to the needs of individual student groups, as opposed to more prescriptive approaches. "]
["10037449","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100374493"},"A slight reduction in the percentage of mature students from underepresented groups is attributable to the overall decline in mature learners progressing to HE following the implementation of the new fee regime. In order to mitigate against the risk of further reductions in this area, the University has worked hard to build relationships with, and provide a raft of activities for Access to Higher Education Diploma partners, including City College Plymouth. These measures include attending careers, progression events and deploying relevant academic colleagues and Student Ambassadors for relevant talks, workshops and other activities. The University's retention performance is very slightly below the baseline. To improve this performance, the University has invested heavily in new facilities such as a student hub to create more sociable working spaces, elongated the academic year to increase contact time and introduced a checkin system for lectures to track student engagement and react more quickly. "]
["10007768","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077681"},"The University has maintained its excellent record for the high proportion of students recruited from state schools and the latest figures for the proportion of students recruited from Low Participation Neighbourhoods shows a significant improvmeent on the previous year.  There has also been strong progress made in the % of LPN leavers who go onto to graduate level employment or further study."]
["10007768","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077682"},"The University has centralised the collection and maintenance of detailed information on schools and colleges and made this available to all those responsible for project delivery.  This has helped ensure that WP activities have been effectively co-ordinated and targeted at the right student groups.  The use of WP forums has provided opportunities for projects from across the University to share best practice and increase the efficiency and effectiveness of their work.  There has also been an increase in partnership working with external bodies.  \n\nThe University has been providing a range of targeted careers support for students from WP backgrounds."]
["10023139","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100231391"},"Progress has been made in 4 out of 7 targets set, with 1 target around disability remaining stable since 15-16. The progress against widening access against the milestones achieved is thought to be attributed to a more stratgiec and streamlined approach to widening participation and more refined and flexible curriculum offer. Nonetheless, due to the widening participation profile and diversity of the student body these have been challenging. Higher Education students at the TMC study on multiple campuses and whilst this student experience is compatible to that of other higher education students fostering a higher education community and managing student expectations remains a challenge."]
["10002005","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100020051"},"Progress has continued throughout the year in a very challenging climate. The Doncaster area has a relatively high proportion of learners from a deprived background which makes it all the more important to engage with these potential learners. Work continues on reviewing and refining programmes so that they meet student needs. New programmes are being developed to meet such demands and if necessary exisitng ones adapted or closed if demand is no longer there."]
["10002005","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100020052"},"Ownership of targets by all staff is key, and this has been an area that the college has concentrated on. The source data for target setting continues to be reviewed to ensure it is both relevant and fit for purpose."]
["10002005","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100020053"},"N/a"]
["10007768","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077683"},"The University is giving a high priority to improving its progression rates, particularly for students from the WP target groups, and will be looking to reduce the proportion of LPN students who fail to progress after their first year (ref target 1 in Table 7a).  There is a particular focus on providing additional mathematic skills support for students, which is likely to be of particular benefit for students entering with BTEC qualifications (who are often from WP backgrounds).\n\nThe reduction in the number of summer schools shown against target 3 in Table 7b is the result of a decision to provide a more intensive and individualised experience for a smaller and more targeted group of students from WP backgrounds.\n\n"]
["10005790","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100057901"},"Please see attached additional supporting information"]
["10005790","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100057902"},"Please see attached additional supporting information"]
["10007162","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071621"},"We were disappointed with the continued dip in performance against target 1.  However, our data for 2017/18 shows that the restructuring of our Outreach team and associated sharpening of focus of our Outreach work is now having an impact, with our progress against this target now showing improvement (34% for 2016/17).  We are pleased with our progress against our other three targets."]
["10007162","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071622"},"The successful progress we have made against our access target in respect of ethnicity and our retention targets reflects the positive impact of: our restructuring of our Outreach team and the associated sharpening of focus of our Outreach work; and our increased investment in Academic Support Services with a particular focus on targetted support for students from widening participation backgrounds."]
["10007162","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071623"},"We have restructured our Outreach team with a view to further sharpening the focus of our Outreach work.  Our data for 2017/18 shows that this has had a positive impact, with our progress against our access target in respect of socio-economic class now showing improvement (34% for 2016/17)."]
["10023139","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100231392"},"The progress made against targets is thought to be attributed to the a more strategic and streamlined approach to widening participation and access. This included an Internal and external progression offer that was supported through the School Liasion team and HE Outreach team. The expansion and enhancement of this offer via the HE student engagement team and the GM outreach project has significantly increased the level of activity and engagement since 2015 onwards."]
["10023139","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100231393"},"Whilst progress made against students from asian backgrounds reflects no prgress made this year, this is only -1% against the target set and at this stage does not cause any concern. The student retention target and progress made does reflect some concern,  as this reflects a -6% deficit against the target set. Nonethless, we also feel that the basline data and overall target set is ambitious and a challenge and that we can demonstrate some yearly progress made since 2012, with a steady yearly increase to date. Significant infrastures have been put in place to support student retention and this has been highlighted and actioned throuh our Annual Provider Review. (APR) An updated higher education quality improvement plan has been constructed and the impact of the measures that have been introduced in order to improve retention should demonstrate significant improvement in the next two years, supporting achievement of this target."]
["10005790","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100057903"},"Please see attached additional supporting information"]
["10007149","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071491"},"The University has a good record of achievement across a broad range of access indicators when compared to national averages and benchmarks. In 2016/17, 18% of first year students had a residual household income below £10,000.  The University continues to perform strongly in its recruitment from state schools, mature students, and has a particular strength in recruitment of students from low participation neighbourhoods and students with a disability.  The most recent HESA Performance Indicators show the University continuing to improve compared to previous years.\n"]
["10007148","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071483"},"The University is still working towards 9% and 6.6% as a target for continuation but has experienced challenges, along with the rest of the sector. Revisions to benchmark for TEF have highlighted the degree to which Huddersfield’s performance continues to be good in difficult circumstances, given the proportion of our students who are living at home, enter with BTEC rather than A-level qualifications, and have specific cultural challenges in adjusting to HE-level study. This set of factors is being specifically addressed in the package of work supported by the successful Catalyst project now being led from Huddersfield (mentioned in its planning stage in the last monitoring return), as well as in wider analysis, policy and practice development and implementation."]
["10007139","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071391"},"Progress against collaborative targets is good, despite the constraints schools and colleges face in releasing students from timeabled teaching and learning for outreach activity.\nWe removed the target relating to mature learners from low-income backgrounds in our 2015-16 return. This target did not appear in the pre-populated table in the 2016-17 return. \nThe target was removed as accurate data on student household income has been difficult to obtain. We have two other targets relating to mature student entry and success, which are a better reflection of our approach.\nWe have discontinued the target relating to mentoring as due to the lack of supporting infrastructure in schools we have found it difficult to gain access to schools to deliver this activity. \nWe have also removed the target relating to the Theatre in Education project from the return.\nBoth of these activities have been removed as institutional targets as the programmes are part of a suite of collaborative activity that has now been embedded into the West Midlands Aimhigher NCOP. Activity will be recorded in the new NCOP return.\n"]
["10007139","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071392"},"We have developed our Aimhigher partnership over many years, and it has a strong profile in regional schools and colleges.  This has enabled us to ensure that collaborative Access Agreement funded outreach activity has not been displaced or disruptd by the introduction of NCOP activity, which commenced in January 2017."]
["10007792","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077921"},"Please refer to supporting document."]
["10007792","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077922"},"Please refer to supporting document."]
["10007792","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077923"},"Please refer to supporting document."]
["10007139","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071393"},"Where we have not made the desired progress against our targets we have provided explanations below:\nHESA T2a - (Mature, full-time, first degree entrants) & HESA T2c - Low participation neighbourhoods (POLAR2) (Mature, full-time, other undergraduate entrants) – this target was set in 2013-14, since then mature learner participation in HE has declined significantly.  Our approach has been to maximise the opportunities for mature learners to participate in HE through affordable, flexible learning routes.  We have seen improvements in the number of P/T mature learners on these routes.  \n\nUndergraduate ITT: Black and minority ethnic groups. As above we will develop focused outreach activity.  The numerical targets reflect our aim which is to ensure that ITT students reflect the institution as whole. Postgraduate ITT: Black and minority ethnic groups. – Overall participation rates for BAME student have increased, the reduction on the ITT recruitment figures reflects a more challenging environment for teacher training recruitment.  This sis a trend that we need to better understand.  We will look at the applications data for our ITT courses to identify any patterns in conversion.  In addition ITT BAME recruitment will also be part of the wider institutional programme of students performance improvement.\n\nOther statistic - Ethnicity (please give details in the next column).  BAME attainment is a key priority for the institution.  We have instigated a student performance and monitoring group that will have specific responsibility for developing policy and practice that will address inequality in degree outcomes, this involves both expertise from staff and student representatives.  Academic institutes are utilizing data and student feedback to identify the root causes of the attainment gaps and to embed within their practice support mechanisms to improve outcomes for specific groups of students.  This approach will include all academic and professional courses.\nWe have provided data for the medium and long-term impact milestones (GCSE attainment and progression to HE) of our 2014 / 2015 cohort of year 11 and year 13 students. Due to delays in the provision of linked data by the Department for Education's National Pupil Database & Transparency Unit we are not yet in a position to provide the equivalent data for the 2015/16 cohort.  We feel that the Performance Summary drop-down option we have used is the only one available to us given the situation."]
["10003022","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100030221"},"Overall 3 targets have been met, and 3 targets not met. Of the 3 targets not met, one(target 1) had been met in the previous 3 years and the figure is just short of target.  Target 5 had been exceeded last year but has now fallen back to 2014-15 levels. This target was impacted by the removal of maintainence grants, which was a mechansisim for calculating students in this category. Entitlement to a full maintenance loan has been used  as a a proxy for calculating these figures. This needs further research to see if adequate. It may result in an understating of the student figure.   Target 2 has not been hit again. This needs to be reviewed to see if this is an appropriate target. The Teaching Excellence Framework has a continuation rate(TEF), but one that only covers the first 2 years of the course and whether a student progresses from year one to year two. The Colleges current calculation may ignore what students who have suspended or transferred courses. This will need to be investigated further."]
["10003022","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100030222"},"Our formal partnerships with vocational colleges has achieved target and now sits at 30 agreements.  These  partnerships include a range of activities to support seamless progression from FE to HE.  As well as a portfolio of activities for prospective students including visits, masterclasses, portfolio advice, students also benefit from a progression busary in their first year of HE study.  Academic staff from partner colleges have good knowledge of the benefits for their students which is an important measure as we know that tutor recommendation  has a positive impact on students.  (Students are surveyed at enrolment)  Regular communication is essential to ensure staff are kept updated; as well as a programme of visits, staff and students benefit from personal invitations to events, symposiums, masterclasses - plus a dedicated member of staff on interview days to ensure prospective students remain confident and supported."]
["10005545","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100055451"},"RAU has achieved progress in the area of access, particularly in relation to state school and LPN categories. Indeed, we are pleased that the progress achieved in 2016-17 has further improved with over 63% of students enrolled from state schools in 2017-18. We continue to support the on-line advice and guidance platform (Lifepilot/Careerpilot) co-ordinated by the Western Vocational Progression Consortium which hosts a Parentzone as well as advice and guidance materials for young and mature learners. RAU implemented a new national outreach programme from 2015-16 and is pleased to see positive outcomes which are being built upon. There is evidence of achievement and progress against the majority of targets in Table 7b all of which reflect the high level of institutional commitment and expenditure. Whilst the 'local' target has reduced slightly, we continue to invest in our local community and its schools - working predominantly with pupils in Years 8-10. This is a longer-term programme which is being enhanced through increasing collaborative work with the NCOP initiative 'GROWS'.  Students residing in areas of low progression are a priority for RAU and the number of students enrolled from POLAR 3 Quintile 1 and 2 areas conveys a more accurate level of RAU's achievement.  "]
["10005545","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100055452"},"The scope of our programmes with schools, particularly the School Farms Network Education Alliance, enables engagement with young people from target backgrounds who have specific interests in land-based studies. Working in schools across the country, RAU has been able to raise its profile in a diverse range of communities and bring pupils onto campus to gain a sense of early connection with university life.Table 7b targets are being progressed via a whole institution approach which involves long-term commitment. An increasing number of academic staff participate in outreach and attainment-raising activity; the careers team provides careers-related advice and guidance to complement school activity; and, data management systematically considers WP criteria. Student peer support has been increased in 2016-17. RAU's small, community campus is a place where a sense of belonging can be established early on, and where student access to the range of support services is very good. We maintain our offer of tutoring, peer mentorship and academic 'open-door' policy, to ensure students are supported promptly and effectively. The range of pre-university experiences available to prospective students includes open days, applicant days, interviews, campus tours and residential opportunities. This contributes to RAU's very good level of student retention and remains critical to managing successful student transition where enhanced support includes recruiting 'STARS' (peer support/ mentors) to work particularly with new student entrants. "]
["10005545","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100055453"},"Participation of state school students is a major priority within RAU's new widening participation plan and a number of actions will be taken to make inroads into the current level of participation including a) implementation of a 'compact-type' arrangement with a number of targeted state schools and b) the development of a contextualised admissions policy. The enrolment of mature students has not been at the desired level and something of a plateau has been reached. The level of participation of mature students is a challenge for the HE sector, but RAU has reinvigorated its strategy for targeting mature students in colleges of further education which we anticipate making a positive impact on mature student enrolments. Care leavers are one of the most under-represented groups and, whilst some progress has been made, we plan to enhance our partnership activity in this area to increase levels of participation. Figures for 2017-18 indicate an improvement in the enrolment of this significanly under-reprresented group and we expect this trend to continue. RAU has seen a reduction in the percentage of students receiving DSA which reflects national DSA availability changes introduced in 2016-17. Whilst this is not a large change (-1%), we ensure that all students who are entitled to support can receive it. We encourage early application and access to support where appropriate. RAU remains above benchmark in its percentage intake of students receiving DSA, with a further cohort of students (estimated over 20% of the population) with other support requirements (e.g. dyslexia) who do not receive DSA. The University continues to ensure these students are fully supported. \n"]
["10003674","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100036741"},"The progress made against targets has  been less than hoped for in four cases .In three cases some progress has been made but as not much as anticipated. In a fourth case the recruitment of mature learners to part time courses the target has been missed and actually the numbers recruited has reduced. Three targets have been met. The major disappointment has been the actual decline in the actual numbers of mature learners studying part time. Whilst the College's history of Access Agreements is quite short the areas of success in attracting learners from ethnic minorities, and from POLAR 1&2 neighbourhoods is very much in line with the overall college performance (including FE as well) where the College's reputation as a safe and supportive environment offering a wide range of vocational courses with high levels of pastoral,academic and tutorial support has contributed to these trends."]
["10003674","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100036742"},"The College's overall student population which has a signficant ethnic minority population and its harmonious,safe and comfortable atmosphere (as recognised by Ofsted) has undoubtedly contributed to the atttraction of HE students from such groups who see and benefit from these positive features. The high level of pastoral, academic and tutorial support also contributes signficantly to the attraction of students to the lower UCAS entry tariff courses and attracts students with more modest past academic performance a significant number of which live in POLAR 1&2 postcode locations. The College's overall uplift of performance (at FE level) has contributed to the increase in number of students progressing to all HE - the increased numbers reported has also been influenced by capturing data about all students progressing to university whichever route of applcation taken. "]
["10003270","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100032701"},"As with previous years, the College has continued to make good progress against its targets. In 2016-17 the College finally received its first data output from HEAT after submitting a sample dataset of around 2500 participants on the College's outreach programmes between 2013 - 2015, and the historic milestones of two of our targets have been updated to reflect this new information. We have submitted participant data from 2016 and 2017 as well as the rest of the sample from 2013-15 to HEAT and expect to receive the outputs of this in Spring 2018, after which we will be in a position to review and, if necessary, revise our targets on post-destinations data. \n\nThe College has expanded its in-depth research-based evaluation with the inception of another PhD student in August 2017. The focus of this research will be on understanding how different teaching methodologies work best in outreach programmes when working with disadvantaged pupils. The study will involve collaboration with Sheffield Hallam University and teachers and pupils from Westminster Academy.\n\nOur flagship cohort programme, STEM Potential continues to grow and the number of participants who enrolled at the College and other Russell Group universities has risen once more. With demand for places out-stripping supply, we are keen to expand on the programme in the next few years to bring in more STEM streams that pupils can follow."]
["10003270","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100032702"},"The College's continued commitment to raising attainment and aspirations in STEM through long-term, cohort-based outreach programmes has contributed towards our good progress in 2016-17. Having dedicated members of staff focusing on specific programmes has meant that they take ownership for entire programmes from inception to evaluation and are committed to its success. They work closely with Departments and Faculties to ensure that our programmes are adopting a 'whole institution' approach and this is further underpinned by the College's Societal Engagement Framework that was created to champion outreach and engagement at the highest levels, across the College. Finally, being able to ascertain participant outcomes through HEAT has been an additional success this year as it has given us the opportunity to review where we need to strengthen our offerings or where we should focus more attention. The research that our first PhD student has carried out on Access to Medicine is beginning to help our understanding of where there are differences in outcomes for students from disadvantaged backgrounds in terms of attaining a place at university. The desired outcome of this three-year study is that a tool kit can be created to help such applicants and the universities involved to improve their success rate.\n\nThe College has also continued to make good progress around its targets relating to financial support, which is of particular importance for the College due to the high costs of living and studying in London. The College has continued to promote its financial support package heavily through a variety of media in order to encourage capable prospective students from lower income backgrounds to apply to, and study at, the College. The proportion of first year respondents to the College's annual survey of bursary recipients in 2016-17 who knew about the College's financial support package before accepting an offer of a place was 88% in 2016-17. The College has also continued to attract a substantial number of students from lower income backgrounds, spending £7.5M of additional fee income on financial support in 2016-17. All eligible students entering in 2016-17 were contacted directly by the College, and all of these took up the bursary they were entitled to."]
["10007148","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071481"},"On targets 1-2, which are broadly about maintaining our already excellent levels of access, we are very positive about the success we have achieved. There is more concern in related to student success, where the headline data continues to suggest that we have not restored the trend of improvement identified when the targets were set."]
["10007148","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071482"},"The University’s extensive and innovative work with under-represented groups, described in the Access Agreement and this monitoring document, has continued to bear fruit in enabling the access to higher education of people with characteristics recognised in the HESA disability, NS-SEC, and POLAR3 data."]
["10007784","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077842"},"As an institution, we are very clear about what we want to achieve.  We have internal goals and strong strategies to help us focus activity on achieving our objectives.  These clear internal messages help colleagues to focus and work together to achieve common goals.  The key to our successes is well planned activity informed by robust evaluation, delivered by dedicated staff with clear leadership from a senior management team with a real commitment to access.\nEvaluation is a key priority as we look to ensure the effectiveness of our programmes and inform planning successful activities. We collect a wide range of data on all participants on our activities and analyse activity outcomes against participant characteristics as well as tracking all participants through the HEAT database in order to understand longer term outcomes and inform long-term planning.\n"]
["10007784","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077843"},"Low participation neighbourhoods: UCL draws the majority of its home intake from London and SE England where the proportion of wards that fall into the lowest POLAR 3 Quintile is extremely low - at only 3% in London. Work to address this target is underway, with more focus on working with students from other regions. Since 2014-15 we have increased the proportion of schools from outside London we have worked with from 36% to 45%. Internal figures for the most recent application cycle indicate a modest increase in intake of students from quintile 1 to 4.1%. We will be launching an alternative offer scheme for students from LPNs and low-performing schools for the next application cycle with the ambition of making a substantial impact on our intake figures.\nState school: while the majority of departments at UCL perform well on this measure some, particularly Arts and Humanities disciplines, continue to struggle to attract students from the state sector. To address this we are focusing widening participation efforts at younger age groups to grow the pool of students interested in studying them. We are also confident that our soon to be launched Access scheme will make a significant impact on applications and intake from the state sector.\nFor both of these measures (LPN and State school intake), it is worth noting that although the proportion of our intake from these groups has gone down, the actual student numbers have risen by 20% (for both state school and LPN) over the past five years."]
["10003678","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100036781"},"Kingston University continued to make strong progress against the milestones and targets within our access agreement. We have met or exceeded the overall target in six of the thirteen categories and made progress against all other targets. Progress against target 4 in table 7b is dramatically higher than anticipated. This is due to additional reporting capability that we have developed which enables us to identify the total number of pupils at girls-only schools engaged in STEM outreach, rather than only capturing data collected through evaluation forms which does not give complete coverage. If appropriate, we would be willing to refresh the overall target and annual milestones for our work to support female participation in STEM subjects, using this new baseline data. "]
["10007796","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077961"},"We are not yet able to comment on our progress against the 2016-17 targets relating to our applicants, entrants or student body as we are waiting for the benchmarked HESA data to be returned in February 2018. We have commented below on the University's progress towards the 2015-16 targets. Our progress on the other targets and milestones has been very positive overall. A thorough re-evaluation of our outreach and access activities has resulted in an intensified focus on the programmes that have the most impact and resources have been re-allocated accordingly. Targets for which we have not made progress have been influenced by external factors which are affecting outreach provision nationally. Further detail is provided below. The percentages provided for the Realising Opportunities targets for progression to research intensive universtities and to RO universitites have been provided by the national Realising Opportunities programme."]
["10007796","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077962"},"The progress that has been made against targets flows from the University's strategic focus on enhancing social mobility and the strong emphasis on widening participation from senior management within all areas of the Unviersity. Widening participation is embedded within all departments in the academic colleges as well as within professional services divisions such as External Relations and the Career Development Service. In particular the working relationship between the Widening Participation team and the Students' Union has flourished this year, as the exceeded targets in the number of outreach activities delivered jointly and the numbers of trained student volunteers demonstrates. Another key factor has been a review of the provision of the widening participation team and the introduction of new programmes such as the successful 'Bright Sparks' programme for primary schools. The University is very proud of its diverse student body and believe that the welcoming atmosphere created by staff and current students encourages students from all backgrounds to study here. The support and guidance provided during their degrees allows them to flourish, achieve and progress."]
["10006331","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100063311"},"Progress to target is positive, however it is recognised that we can improve on the level of progress made."]
["10006331","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100063312"},"Targeted and focused outreach campaingns and a change of staffing within the College.  "]
["10006331","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100063313"},"Internal progression activities have been re designed and and a new schedule of progression sessions are scheduled for all Level 3 learners."]
["10024962","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100249621"},"Overall progress against targets has been good with the majority of targets being met or exceeded.  The part time target continues to be a problem.  This market has not recovered since the introduction of student loans, employers are still reluctant to pay fees and individuals are struggling to meet their existing financial commitments.  The introduction of the apprenticeship levy has led some employers to hold back on training until this came into place. "]
["10024962","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100249622"},"LCoM - increase progression from FE to HE for LCOM level 3 students- The provision of free individual tuition for some of our FE students form disadvantaged families has been a successful target due to the fact that the cost of individual music tuition is potentially one of the biggest barriers to entry to HE music courses for applicants from lower income households. \nLCoM - increase % of SMS students from lower income households - key to the success of this milestone has been better publicity of bursaries, and additional funds raised trusts and foundations."]
["10024962","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100249623"},"Target 1  We have slightly increased the %of mature students but have still not hit baseline figure.  To increase the % of students for the future years we are targeting marketing and  recruitment events at communities with low participation rates and our own community provision.  Target 2  The part time target continues to be a problem.  This market has not recovered since the introduction of student loans, employers are still reluctant to pay fees and individuals are struggling to meet their existing financial commitments.  The introduction of the apprenticeship levy has led some employers to hold back on training until this came into place.         Target 3 LCOM - the target of increasing the numbers of students from households with incomes under £25k has been in place since 2011 but as average household incomes will have increased since that time, it is probably unrelalistsic to expect the proportion of students in this category to continually increase each year.  "]
["10007938","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100079381"},"As an organisation we are working hard at achieving our targets.  This was our first access agreement within this fee structure and some of the target setting was naïve based on the methods of data gathering and presentation previously.   The targets have been altered in the following year’s agreement based on our improved investment in data gathering a presentation.  We have chosen to reflect on these targets as the increased financial benefit will not be felt until the higher fee payer’s increase over time.  In 2016/17 we concentrated on building the capacity of staff to support students and work towards these targets, reflecting on 2017/18 targets would be unfair for the investment level we had allocated.  "]
["10007938","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100079382"},"We made progress against all 5 targets exceeding expectation in 3 and achieving 50% of the gap in others for the targets set for 2016/17.   For the two successful ones added in 2017/18 we exceeded expectation.  Progress was made in all of these due to focussing of activity towards these targets."]
["10007938","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100079383"},"For Target 2 we have taken a measured approach to improving grades, this is to ensure that any grade increase is through quality of student output via additional support and teaching and not due to grade inflation which is a major concern in national policy.  The external examiners reports received indicate we have been successful in this aim.  In 2018/19 we are running a project called Steps to Success in order to target grade improvement from 50s to 60s and from 60s to 70s.   For target 5 we did not meet expectations this was influenced by external factors such as changes in the DSA.  We have implemented new support systems to ensure students are receiving the support they require.  For target 6, added in 2017/18, recruitment we achieved and exceeded two but were lower than the baseline for one.  The cause of this was due to a validating partner closing all partnerships with very little notice which meant we were unable to advertise our Arts provision, an area which is largely young people, until validation with a new partner was complete meaning we missed out on the UCAS market limiting recruitment.  At the same time we increased recruitment of mature learners meaning that this percentage lowered.  Recruitment for 2018/19 cohorts is showing positive indications in this area."]
["10002815","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100028151"},"One reflection, the College's first attempt at an Access Agreement required some significant refinement. It was overambitious regarding the number of students with disabilities it could target, and it used FE metrics like Success Rates. These have subsequently been changed in newer Access Agreements. The College also became aware of significant number of students not declaring ethnicity which made monitoring impossible. Overall, 2016/17 was not a successful year, but this was largely due to an Access Agreement being a very individual instrument, and the need to actually operate it in order to better understand it."]
["10002815","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100028152"},"Little progress made, except moderately in Level 3 progression, which can be volatile anyway - but some targets/milestones refined in 2017/18 and 2018/19 Access Agreements in light of learning and experience."]
["10002815","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100028153"},"Re POLAR3 - the College aims to meet this very ambitious target by now being part of an NCOP programme and having a dedicated staff member funded by the programme. Re Ethnicity - numbers are relatively small, so two or three students can skew the data. The College has also addressed the issue of non disclosure of ethnicity, which also skews the data. We continue to promote ourselves as a very diverse academic community, although we do offer large land-based provison which does not appear to attract diverse ethnic groups in proportionate numbers. Re disability - we have revised a very high target down in 17/18 and are confident of progress. Re Level 3 progression, we set the target because we anticipate more\"progression HE\" in 16/17 but this did not become available until Sept 2017 due to validation delays."]
["10004736","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100047363"},"The increasingly competitive HE market and many universities offering unconditional offers and flexible admissions policies has meant that internal progression from FE to HE is lower than initially anticipated, however, work has been done to inform students of the benefits of studying HE in a college, with emphasis on smaller class sizes and a supportive environment, this work is reflected in the slight increase in progression numbers under target 4, table 7a from 2015/16 to 2016/17. \nThe percentage of students progressing onto a top-up from a foundation degree has reduced, as has in-year progression. The increase in WP students, who are under more pressure financially than many of their peers, and the strong employability focus of our courses has meant that more students are choosing to withdraw from their HE courses in favour of full-time employment. This is a national picture as research has shown that WP students are more likely to withdraw from HE than their more advantaged counterparts. Work is being done to support students from WP backgrounds, including offering 1:1 advice and guidance from the WP Coordinator, an Access to Learning fund. Staff are continuing to look at more ways to support students for the duration of their course.\n In 7b, target 6 has significantly reduced. This is because there was no dedicated WP staff member to coordinate planned taster sessions for 6 months. A WP Coordinator has now been appointed and a WP action plan is in place for 2017/18.\n"]
["10007143","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071431"},"The Higher Education sector is subject to a great deal of change, much of which impacts on universities’ engagement with social diversity. We have traditionally offered a robust response to issues of widening access through well-targeted, impact driven activities, and our targets represent this. The University is making solid progress against its targets with LPN and ACORN targets showing particular progress. The University has maintained steady progress against its targets around outreach, with recent performance mostly exceeding yearly milestone targets."]
["10007143","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071432"},"The University’s current approach to widening access has demonstrated tangible success through the use of outreach, a holistic approach to assessment of merit and potential, including the use of information about the context of prior academic achievement, and financial support that is carefully targeted to ensure efficiency around impact. The University continues to put more weight on outreach activity than financial support; an approach that is supported by extensive research."]
["10007143","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071433"},"Durham has an excellent non-continuation rate which is consistently under 2%. In the most recently reported statistics from HESA, Durham's non-continuation rate was 2.1%. This is against a benchmark of 2.5% and a UK average of 6.2%. In real terms the fluctuation above 2% represents 3 students out of 3624, so whilst we are committed to student success, and remain focused on retention, we are not currently concerned that this will continue to rise significantly above the baseline."]
["10007150","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071502"},"We have maintained strong relationships with partner schools and colleges, despite increasing time pressures on their side to engage with local partners, it is not easy to timetable outreach activity, especially when it is more intensive. Maintaining a constant dialogue with partners and showing them evidence of the effect of outreach helps to ensure buy-in and a commitment to outreach.  We continue to monitor how effectively we are reaching targeted students in our partner schools and colleges (Q1-Q2, First Generation HE) and this shows in our monitoring. We are also reaching increasing number of younger year groups in Year 7-8 and have reduced the volume of Year 12-13 participants, this is in line with our strategy to deliver sustained outreach to younger year groups, and over time through to KS4 and KS5. Our approach to delivering early intervention with targeted cohorts (e.g. mature and WP students) appears to show evidence of increasing retention rates with these students, we will continue to monitor this with future cohorts and embed successful initiatives across the University."]
["10007150","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071503"},"Our LPN target was not been met in 2016-17 and we believe that this has been affected by the drop in local college students entering the University, some of whom are staying on to study in HE and FE. Our local colleges no longer offer A levels and this has likely impacted the number progressing to university.  We will assess the pilot of an Access programme for young students which offers an alternative to BTEC and we will  review whether a similar pathway should be funded through our Access Agreement to increase progression. In addition, the University is about to pilot Contextual Admissions across all academic schools and we will monitor the impact of this policy on our LPN target. We continue to attract significant numbers of WP students from London (identified as WP using a basket of measures instead of LPN, such as HHI, Acorn, IDACI) and these students are not reflected in the monitoring using LPN. Equally, student take up in schools on one of our programmes, stepping up, is less this year than anticipated (T2).  However, in part this reflects involvement in other pilot programmes which are not currently included here. Target 9 remains within our Access Agreement as we wish to continue to highlight the importance of our partnership with FE and our HE in FE students.  However, the University does not have direct control over the numbers of students on programme or the reduction in the number of programmes that our partner FE colleges choose to run with us.  Therefore, we set no ‘target’ number as it is not in our gift but we do wish to continue to monitor the presence of those students in the system."]
["10006050","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100060501"},"The College has made excellent progress against its targets.  Recruitment is challenging for a College and promoting progression opportunities with local Colleges has paid dividends, particularly in POLER3 numbers.  The significant increase in those presenting with anxiety and/or depression related conditions has stretched resources: there are both greater numbers presenting and those presenting have more serious barriers to overcome."]
["10006050","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100060502"},"The College has an inclusive culture whre it uses its specialist offer to promote higher level learning to those who have a passion in their sector.  For example, fish farming is not well paid but these days requires a degree: by supporting students throughout their FE studies and providing good IAG and progression opportunities, the College recruits from a wide range of post-codes and ensures success.  The College's focus on high quality teaching from industry experts together with student support reinforces its success."]
["10006050","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100060503"},"1. The College has reduced numbers of 25+ students, in line with national norms.  Numbers on part-time courses have decreased year on year since the advent of higher tuition fees .  The College is seeking blended learning solutions to encourage mature learners.  2. Retention - having exceeded this target for four years, the first-year retention fell in 2016/17.  This was due predominantly to the performance of a normally high performing year 1 Vet Nursing cohort.  Despite stringent entry criteria applied, increased numbers of students declaring anxiety and depresson related conditions caused uncharacteristic higher levels of withdrawal. 3. Attendance, as with Retention.  2/3 to be addressed with imcreased resource from student support.  4. The target is met for those with disabilities but not met for those with presenting mental health problems, as explained above."]
["10008640","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100086401"},"In 2016-17 the University made good progress towards its challenging Access Agreement targets, in the context of signficant growth in student numbers (30% rise in new entrants compared to the previous year). There were some challenges in terms of delivering a high volume of fair access and outreach activity, connected to a major internal restructure of the marketing, student recruitment and communications functions; however the majority of key targets were met, and the new structure was in place for the start of the 2017-18 cycle."]
["10007159","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071591"},"Overall the University has exceeded targeted beneficiaries of 45,218 (outlined in Access Agreement for 2016/17) in all areas except two, by a small margin.  We significantly over achieved overall beneficiaries with only a small shortfall of 210 specific beneficiaries from (i) Years 12/13 and (ii) Mature Learners."]
["10008640","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100086402"},"The University has made notable progress in: attracting mature students, attracting a higher-than-benchmark level of students from State Schools, and helping graduates into self employment, as well as employment in the South West. Success in these areas reflects long term strategic initiatives at the University, enshrined in iterations of the Strategic Plan since 2012: in particular, diversification of the academic portfolio, in terms of subjects offered and modes of study offered; focus on 'getting graduates great jobs'; focu on helping to 'grow Cornwall' including fair access work with State Schools in the County, and creating the conditions for new start ups to survive and thrive in the Cornwall."]
["10008640","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100086403"},"In 17-18 we have accelerated progress in these areas: Re: Cornwall recruitment, the new recruitment team has a post focusing on partnerships with schools in Cornwall, which from 17-18 has increased the reach and effectiveness of the University's local outreach work. Re: student retention, we delivered 'The Retention Project' in calendar year 2017,  focusing on student feedback and quick turnaround of actions to improve retention, including the use of data to monitor students' engagement with key functions and services. Re: gradaute level employment, the University was 1.3% below target, and has created the new post of Head Of Employability to provide  strategic leadership of the function and improve coordination of careers advice and placements across academic departments. Re: student mentor scheme (pre entry and year 1): *detailed commentary to follow* - the target was missed by 1.8% (216 mentors vs target of 220)."]
["10007144","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071441"},"In relation to our six headline targets we have provided the latest available data for each target: 2015/16 data for three targets and 2016/17 data for three targets. Commenting on the latest performance for all six targets we have met/exceeded the yearly milestone for four targets and have exceeded the overall target in two out of six measures. We have fallen behind baseline in relation to our first year non-continuation target but this relates to changes in the point of the year at which we withdrew students who were not engaging/attending which we are confident will be addressed in 2017/8 and do not reflect a significant drop in performance.\n\nWe continue to face challenges to meet the DSA target milestones relating to the changes in regulations but we are making progress and are actively increasing our support for disabled students via our focus and investment in inclusive learning, teachign and assessment practices."]
["10007144","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071442"},"Our investment in the expansion of our pre-entry Information, Advice and Guidance service and pre-entry programmes delivery team, through the creation of two new posts (one teaching and one advisor) has resulted in a significant increase in the number of pre-entry guidance appointments delivered during 2016/7 (2,780 appoints versus 2,538 in the previous year). We have set out amibition plans to futher scale this work and enrolments on our New Beginnings pre-entry programmes in our 2018/9 access agreement and are making good progress towards this goal.\n\nWe continue to make progress in closing the BAME good honours attainment gap and we are implementing a renewed focus on inclusive learning, teaching and assessment practices and the first year experience to improve the velocity as which we are closing the remain gap."]
["10007144","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071443"},"Our non-continuation rate performance is below the original baseline. In 2016/7 we trialled extending the enrolment of students who had poor attendance and engagement much later than in previous year to see if we could increase the retention of these students. As a result far greater number of these students were included in the population used for this return than in previous years and a high proportion of them were eventually withdrawn from their studies. We have determined that this was not effective in improving the retention of these students and will be returning to our historical practice for 2017/8. In addition we have successfully piloted a pre-entry transition programme (Headstart) which is aimed at improving our first year retention and progression rate. We have provided some initial evaluation of this in relation to our BAME students in the Equality and Diversity section of this return and are exploring opportunities to scale this pilot work in future years."]
["10004797","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100047973"},"NTU’s cohort of WP, BME and BTEC students has again increased. Progression from Y1 to Y2 increased for the majority of target groups but with a greater increase in progression for non-target groups, some gaps widened. University-wide we are addressing this through, for example, pre-entry provision for target offer-holders, summer provision for referral and repeat students and piloting of a shorter, more supported reassessment period in several departments.  For NTU’s BTEC students we will continue to address any mismatch between the academic preparedness of the BTEC entry cohort and course curricula. Target students feature heavily in the BTEC cohort and investment in the student dashboard system now alerts staff to different entry qualifications.  We also have substantial evidence showing that participation in sandwich placements can improve NTU graduate’s prospects and are increasing our support for target students to research and take up these opportunities."]
["10001503","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100015031"},"The College seeks to make progress against the targets, and going forward we will be looking at how we can better evaluate the work that we are undertaking in outreach, success and progression for students from underrepresented groups."]
["10001503","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100015032"},"The College is making steady progress against Rentention target, while cohort retention this year is below target, it is anticipated that cohort retention in 2018-2019 will be in excess of 85%. This in part to the additional support provided to students, in particular those from POLAR 3 backgrounds."]
["10000840","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100008401"},"Improvements in retention have been made however, we are not yet at the level we wish to be for level 4 to 5 progression."]
["10000840","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100008402"},"Closer monitoring vis the introduction of a new Attendance Policy, early indentification and intervention. "]
["10000840","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100008403"},"Not applicable"]
["10040812","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100408121"},"ACCESS We took a more strategic approach to activity within schools and colleges. We continued the approach that the activity taking place should be done so in relation to subject areas.  We saw the NNCO project dissolve and since have created a very successful NCOP hub targeting those in year 9 - 13. We also started to see the formation of the WPCG (widening participation collaborative group) to target non NCOP schools as part of a wider attempt to reach those from all backgrounds. We saw a successful implementation of the success scholarships, supporting those from Q1 and Q2 backgrounds. We had 5 successful recipients.   SUCCESS   We consider the work undertaken with a view to reduce differential continuation rates of students with specific characterisics to have contributed to the improved levels across all students.   "]
["10000961","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100009611"},"Brunel University London has made progress in many of its milestones and targets.  It has already met target for two of its indicators.  Other indicators have had fluctuating performance.  The University will be monitoring the milestones and targets closely to ensure they remain on track for the target year and the appointment of an Impact Evaluation Officer will assist in ensuring targets are monitored.                                                                                                                                                                                                                                                                                                                          At the time of completing the return data for 2016/17 was not available and the column has been left blank."]
["10000961","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100009612"},"The University continues to develop and enhance its approach to the whole student lifecycle, following the formation of the University Inclussion, Access and Student Success Committee, we continue to build on an holistic approach to all stages of the student experience. The introdcution of the Student Success project and development in a standard approach to monitoring and evaluation of projects ensures we move forward to meet out targets. College's are required to reflect on an array of KPIs within Annual planning and annual monitoring which are also contributing factors, in addition, the university's reorganisation of its Academic and Governance Structure in 2014 has ensured that we are able to face challenges of the future in a robust and coordinated approach. The University continues to take a proactive approach to tackling issues of retention, access and progression."]
["10000961","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100009613"},"No progress has been made for target Non-continuation following year of entry: young full-time first degree entrants (POLAR3) The University has expanded the Student Success Project to explore and put in place interventions to address issues of retention. \nIn the four targets where progress is below target the University has reviewed the use of contextual data at recruitment stage to ensure that those applicants from under-represented are clearly identified. The University Communication, Marketing and Recruitment Directorate are exploring new approaches to address and meet the target, additionally The University continues to find that a significant number of students present with a disability following enrolment. The University is putting measures  in place to address additional support required following the DSA funding cuts/requirement."]
["10040812","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100408122"},"ACCESS A subject focused approach led to an increase in school recruitment events. We took the content of taster days and masterclasses into the classroom environment to increase the number of individuals begin exposed to this type of event. We have seen a slight increase around open day and open campus afternoon figures in comparison to the previous year due to changing behaviours of applicants and an increased focus on pre-event communications. There has also been heavy evaluation around our WP work and we have been able to reflect on our working processes and targeting. We have also seen an increase in shows and events due to a more immersive experience at the stand and the changing nature of the audiences at the shows.   SUCCESS rate improvements have, in large part, been achieved by targeting of individual students for a range of interventions, an excellent learner support provision as well as an increasingly inclusive curriculum for all."]
["10001457","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100014571"},"Due to government funding restraints the College has recently undergone a major merger with another local FEC (Northbrook) which has impacted on staffing, resources and delivery in 201617. The merger was completed in April 2017 and strategies are now in place to deliver targeted WP work inline with OFFA/HEFCE guidance."]
["10001457","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100014572"},"We have developed and now deliver an HND Computing in response ot the needs of our Level 3 students. All our HE courses have small class sizes and a supported learning environment to accommodate the different needs of students with WP characteristics. They are vocational, practical and employer focussed and remission has been given to teaching staff so they are able to provide pastoral 1:1 support to students. We have also enhanced our infrastructure to ensure all WP HE students are effectively supported and this is clearly communicated in an HE Guide, posters, and on our website."]
["10001457","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100014573"},"7a 3: The HE Department at City College underwent significant changes in management in 201617 and there was no dedicated WP Officer in post from October 2016 to March 2017, a WP Officer has now been appointed and a WP Action Plan is in place for 201718. The plan includes developing relationships with the Virtual Schools in Sussex who work with Care Leavers and LACs - this has now been done and targeted interventions are in development. 7b 2: The project to deliver HE IAG to our Level 3 learners started late in the academic cycle due to factors outlined above, we have now developed a project to deliver comprehensive HE IAG to all our Level 3 learners on FE courses who could progress to HE and this is now underway for 201718 and we have already reached 161 learners from LPNs; with disabilities; and LACs/Care Leavers."]
["10040812","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100408123"},"SUCCESS  HESA data lags internal data by two years and actions have resulted in better continuation in each of the last two completed entry years.  CHILDREN'S UNIVERSITY We have made progress to become a learning destination for Children’s University but have not been able to host on a campus event. Now we are established and actively looking to introduce on campus sessions through targeted schools. The development and successful set up of the NCOP hub has taken a large amount of planning time. Now the NCOP is settled there is more time for the WP team to concentrate on OFFA targets and milestones.  PROFESSIONAL AND MANAGERIAL EMPLOYMENT OUTCOMES FOR ALL  The reasons behind the lower levels for disabled graduands are unclear but relevant course teams have been asked to identify action where such is necessary.  The BME data relates to a tiny number of graduands and contrasts with a three year performance way in excess of the overall rate (by 13 points)."]
["10003645","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100036451"},"\nThe King’s College London 2016-17 access agreement established ambitious targets for the university and excellent progress has been made towards these milestones. All but one 2016-17 milestone has been reached. We have substantially increased the proportion of UK full-time first-degree entrants from minority ethnic groups from 44.1% to 47.4%. This means we have exceeded our 2019-20 target and fulfilled our 2016-17 scaled milestone. The proportion of full-time first-degree entrants from states schools remains above the 2016-17 target but we must ensure that we build on this if we are to reach our ambitious 2019-20 target. \n\nAs the NS-SEC dataset has now been decommissioned we have replaced this measure with the ACORN socio-geo-demographic dataset.  In 2016-17 the proportion of young full-time first-degree entrants from ACORN categories 4 & 5 was 24.5%. This is 4.5% above the 2016-17 target and 2.5% higher than our 2019-20 target. During this period we have also managed to exceed our benchmark for students from low-participation neighbourhoods. The proportion of students at King’s College London from these neighbourhoods stands at 4.8% reaching our 2016-17 target and setting us on track to reach our 2019-20 target. \n\nOur flagship widening participation scheme: K+ has a linked milestone. Excellent progress has been made on this front as we have met our 2019-20 target with 417 students enrolled at King’s College London in 2016-17. It is important to note that his milestone relates to all applicants from these schools, not just students involved in the K+ scheme. We have two milestones linked to the collaborative programme Realising Opportunities, both of which have been met. \n"]
["10003645","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100036452"},"At King’s College London we have significantly developed our widening participation offering in recent years and activity levels are at an all time high. The Widening Participation Department connects with 13,000 learners annually who are currently underrepresented at the university._x000D_\n_x000D_\nOur clear internal strategy sets out a full lifecycle approach to widening participation. We have a comprehensive portfolio of sustained contacts schemes including K+, King’s Scholars, Realising Opportunities, Sutton Trust summer schools, teacher engagement and further subject-specific initiatives including Outreach for Medicine, Dentistry Outreach, maths revision clubs and more. Contextualised admissions processes are also supporting our progress towards institutional milestones. _x000D_\n_x000D_\nRefined targeting has enabled us to increase the number of low-participation neighbourhood students on our schemes and reach our Polar3 benchmarks. Partnership work with key organisations such as the Sutton Trust and Seren networks is assisting our progress in this area and enabled us to work with students outside of London. To support our focus on increasing intake from low socio-economic households we have implemented ACORN profiling across our programmes and admissions processes. This provides a more granular area-based indices of disadvantage and has enabled us to target the most-disadvantaged students. _x000D_\n_x000D_\nIn the previous academic cycle King’s College London’s Vice-Principal (Education) implemented a programme to support and develop bespoke and localised initiatives to improve continuation issues specifically relating to subject disciplines. Alongside this we are enhancing student success by investing in enhanced personal tutoring, study skills initiatives and bespoke induction programmes to help more students’ transition to higher education successfully. An innovative initiative is underway with the Cabinet Office’s Behavioural Insights Team using behavioural insights to support students through their first year at university. The learnings from this project will contribute to future on course initiatives across the university. _x000D_\n"]
["10003645","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100036453"},"King's is fully committed to a full-lifecycle approach to widening participation. In anticipation of increasing challenges to student retention and in order to co-ordinate our response to retention trends at King’s, we created a Transition and Retention Unit in summer 2017. This unit sits within the newly created Social Moblity and Student Success Division at King's. Our Head of Transition and Retention is writing a transition and retention strategy that will be reviewed and approved by our College Education Committee in July 2018. Part of this strategy work involves examining the factors potentially affecting our non-continuation rate. We are examining our Change of Circumstances process data, which provides us with more granular detail on the students who are submitting applications to transfer, interrupt or withdraw from their studies. Not only will this enable us to identify any trends in the profile of first year students applying to withdraw (such as their age, ethnicity or disability status), these data also provide us with the reasons students have provided for their withdrawal and also the programme from which they are withdrawing. This information will be crucial in identifying priority areas for the transition and retention strategy, which we hope will have a positive impact on non-continuation from 2018. In the meantime, we continue to evaluate first year interventions, such as the roll out of the Community Ambassadors scheme, which involves second and third year students telephoning first year students three times a year, both to check in and signpost to any relevant support. We are happy to discuss further and share insights with OFFA."]
["10007761","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077611"},"Access: Following evaluation and review the Animating Art History partnership with Central St martin's UAL came to a natural end as both institutions developed new foci for WP programmes. The Courtauld has expanded  the multi-session outreach workshops offering Art History to 19 schools and colleges across London and in 9 towns and cities acoss the UK. Working closely with teachers in our target schools and colleges we have extended the outreach activites to offer a range of bespoke art history courses which take place in school over 4 to 6 sessions. Teachers report that the impact of the EBacc on arts provision in schools is  significant and that it is increasingly difficult to take students off timetable or out on trips, particularly in schools with multiple challenges.  "]
["10007761","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077612"},"Access: Working in partnership with teachers we have honed the content of outreach activities to include a range of transferable skills including: how to undertake visual analysis, carry out research and find reliable evidence, articulate ideas verbally and in writing, collaborate and negotiate with others and present findings in a public forum. Teachers inform us that these skills impact upon attainment by enabling students to extend their knowledge and abilities outside the scope of regular lessons and the constraints of the core curriculum (see attched evaluation analysis sheet)."]
["10007761","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077613"},"As a very small institution with small undergraduate student numbers, monitoring and analysis of targets is not always appropriate or viable.   Targets:  Access both State School and Low Participation Neighbourhoods (LPN) - these two targets are linked.  After detailed review we have dropped our requirement to interview all UG applicants with effect from the Sept '18 intake.  This has been done to support our activities in ensuring a higher proportion of state school pupils and more applicants from LPNs.  It is likely to be 3 years before we can ascertain the effect this has on our target.   Target: Student Success - due to the very low numbers for this target, the increase of one student dropping out of their studies after the 1st year can have a significnat effect on the percentage target.  Students who suspend their studies after the first normally return after 1 (or sometimes 2) years and complete their degree."]
["10006022","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100060221"},"ACCESS: Good progress has been made against specific outreach targets. Total engagements between September 2016 and July 2017 with pupils in Years 5-11 reached 2368 pupils from targeted schools representing an increase of 14% on the previous year.\n\nSUCCESS: Mid-year and end of year information and advice. The aim of this intervention was to provide individual information and advice to students in a resit position to enable them to make a success of their resit and therefore improve achievement and reduce the number of students taking a repeat level. Following mid-year results there were 1561 students who had at least one refer/defer and received an email. The highest risk students were triaged and 689 (44%) were telephoned.  \n\nPROGRESSION: The aim of this initiative was to reduce the number of repeat level students who withdraw, improve the achievement of repeat level students and improve repeat level progression. Activities included phone calls offering information and advice, a ‘Welcome Back’ seminar addressing specific issues for repeat level students, re-engagement meetings for students with missed assessments and/or low attendance and drop-in sessions. \n\nMore details are attached in the 'additional supporting information'.\n"]
["10006022","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100060222"},"ACCESS: For primary aged pupils: Sixty eight per cent of participants reported increased confidence about their future, 51% of participants reported increase in knowledge regarding higher education and 88% of participants reported they would now consider higher education as part of their future. \nThis year the Step into Success Programme further developed our primary outreach to pupils in Years 5 and 6. We paid particular attention to those transitioning to secondary school, increasing the knowledge and application of computer programming and coding and exposing cohorts to the academic links to the creative industries. \nFor secondary aged pupils: Eighty nine per cent of participants reported increased confidence about their future.87% of Participants reported increased understanding of their post GCSE options, 86% of participants reported increase in knowledge regarding higher education and  83% of participants reported they would now consider higher education as part of their future.  \n\nSUCCESS: The intervention focuses on meeting individual needs. Student Achievement Officers are skilled in understanding the holistic picture of the student journey and understand the academic position of each student before meeting/calling them. Student feedback is very positive with students reporting that the interaction gave them confidence, a clear direction, they were made aware of their options and were able to discuss their progress and issues arising openly.\n\n\nPROGRESSION: Employability and Enterprise, renamed Solent Futures, is a service available to all students to support them with securing the career of their choice.  In 2016-17, the Solent Graduate Associate Programme recruited 19 graduates to work in one year roles across the university. These associates gained a graduate level job and relevant training. In addition, 36 unemployed graduates were employed as Graduate Assistants in 12 week roles – they  also received career planning support. Of these, 16.07% were BME, which is below the national average, although interestingly 16.07% were disabled   which is 6% above the national average. These schemes are open to all graduates. Mentoring and support for disadvantaged students – engaging local employers as business mentors to improve social capital and networking skills. DLHE data is not currently available for students who had a professional mentor and graduated in July 2017. Based on the previous year though we know that 69.5% were in PM level jobs 6 months after graduating compared to 58.2% for all graduates. Interestingly 83.3% of BME students and 75% of disabled students who had had a professional mentor were in professional and managerial roles. Overall 98.2% of all students with a mentee were in work or further study. In 2016-17, 30% of mentees had a BME background and 23.5% were registered as disabled. Although the scheme is open to all, key WP groups are targeted and the success of this approach is evident through this data.  Postgraduate progression support – specialist ‘open days’ for existing undergraduate students to raise awareness of options for postgraduate study have commenced. Between 2015-16 and 2016-17, the number of post-graduate students at Solent has increased by 27%, however the number of black students has increased by 79% and Asian students by 23%.  Data – use of longitudinal data on employability outcomes for students from disadvantaged groups to inform our progression programme. This is an on-going project to track progression.\n"]
["10006022","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100060223"},"During the year, we further developed our understanding of our data in terms of trends in retention and achievement. We are gaining a more developed understanding of which students are more ‘at risk’ and identifying the most effective ways of supporting these students to success. This is improving with a number of solutions related to both learning and teaching and support strategies put in place. Programmes of intervention and support are now more timely, with students contacted to provide information and guidance in the summer months before re-enrolment. "]
["10007802","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078021"},"We have made excellent progress against our targets in recent years. Progress against our 'success' and 'progression' targets has been very strong indeed and we are particularly pleased with the 7 % point increase in the proportion of BAME students attaining a 1st or 2.1 degree since 2013/14. All other success and progression targets for 2019/20 have already been met. When OFFA asked all universities to refresh targets a number of years ago, we were pressed to set some very stretching 'access' targets. We are pleased to note that we have made positive progress in 3 of the 4 targets. Experience shows that performance against these targets fluctuates on an annual basis, however, in 3 of the 4 areas an overall upward trajectory is evident.  Our progress against targets is all the more impressive when set against the institutional context of striving to increase student numbers as we have managed to maintain and enhance the balance of representation.\n\n"]
["10007802","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078022"},"Progress against our success and progression targets has been a result of a number of strategic projects focussed in the area of student success as well as a general raising awareness of attainment gaps and inclusive approaches. Examples of specfic work include the BAME Attainment Gap project and the Student Success Project.  Both of these projects advocated a mainstream approach to interventions with a focus on addressing the challenges experiences by under-represented students rather than specific targetting of students. Progress against our access targets is more modest but this is a much more challenging area for an individual HEI to exert direct impact upon. The success is a result of more outreach work as well as a greater focus on reducing barriers to the recruitment of under-represented applicants which is becoming embedded in institutional culture."]
["10004676","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100046761"},"Progress against milestones has been satisfactory. Non continuation has improved in academic year 2016/17 and we have maintained high levels of recruitment from studnets that reside in POLAR 1, 2 and 3 areas. The collaborative and outreach work with local schools has been a success and ther resource dedicated to this will see an improvement in access and recruitment to Petroc's HE programmes in academic year 2019/20."]
["10007825","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078251"},"We have met or exceeded target in respect of four of our statistical milestones relating to applicants, entrants and retention.  \nRetention was excellent except for those in receipt of DSA which was below baseline. However, as DSA has declined the number of recipients has become very small, and not achieving above target was down to one student (just two students overall did not progress).\nThe state school/state supported entrant target has been met but interesting not the state school application target.  The primary focus of our Access Agreement is on outreach measures to increase the number of applications from state schools and also disadvantaged backgrounds.  This is necessarily a long term approach, due to the nature of the training on offer at the School.  However, our increased engagement with young people through our assisted places scheme (Saturday schools and summer schools) and outreach work (see other milestones) will, hopefully, stand us in good stead for the future.  Whilst the Year 13 leavers on our assisted places scheme with CYM London may not have gone on to study at the Guildhall, 50% went on to study music at university and the remaining 3 are thinking of applying this year.  Further work is needed to promote our application fee waiver scheme particularly for music and technical theatre; increased take up should improve state school application figures. The application fee waivers for the BA Acting were successful in 2016/17; two recipients were offered a place after the third, recall audition. Applicants who without the application fee waiver may have been deterred from applying due to cost.\nSimilarly new entrants from BAME communities were in excess of target but whilst progress had been made with applications it was less than anticipated. Clearly those that apply are being made offers and are accepting but we need to increase the numbers who apply. \nPoor performance in low participation neighbourhoods is disappointing given increases elsewhere and we need to continue our work with schools in the East London borough and regions.\nThe general reach target has increasingly become less relevant to the Access agenda; it is the specific reach, essentially 8 to 18 year olds and young adults who have not attended university, which is our target group for progression and ultimately transfer to university.   We have stopped including the big music hub concerts, with large audiences, in our statistics - although these still take place (eg with Islington and Hackney in the 2016/17 reporting year) they are no longer part of our focussed access work in Creative Learning."]
["10007825","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078252"},"The increased take up of assisted places has been due to our developing relationships with our regional CYM partners.  With expansion of the CYM regional centres to Saffron Walden and Peterborough there is further opportunity to expand the scheme under future Access Agreements.\nOur joint division with the Barbican, Creative Learning, which provides a programme of outreach and community engagement including but not limited to the Access Agreement provisions, has refocussed some of its projects to concentrate on specific reach (see above).\nThe Widening Participation role in Registry has played a pivotal role in joining up the wide range of WP related activity within the School.  Although a small institution, we are quite complex in our delivery with multiple departments, and partnerships across the School engaged in under 18 activity.  During 2016/17, the WP role provided a central, knowledgeable contact point for schools and community/youth arts groups (particularly for application fee waives) and an active school liaison officer. The role holder added value to the School’s access offer by participating in the City of London’s Music Education Co-ordinating Committee, a forum which aids further co-ordination beyond the School and the Barbican. Additionally, the role holder helped the Acting Department develop a new workshop programme and aided a pilot music graduate workshop. \nThe arrival of the new Principal has given greater strategic attention to the overall under 18 agenda which promises well for the future."]
["10007825","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078253"},"As above\nDSA retention, due to small numbers one student has pulled us below target.  \nState school applications and applications from BAME communities - some progress but not as much as anticipated.  We will continue to expand out application fee waiver scheme, are rolling out our Acting workshops further (and ensuring that BAME communities are represented in the workshop leaders/graduates delivering the sessions. We also intend to assist with transport costs for thsoe wishing to attend our whole School open day who are coming from our regional centres and associated schools.\nPOLAR 3 - this is linked to the above."]
["10004676","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100046762"},"The key factor has been the focus on providing study support to learners with a disability and those returning to Higher Education from a break in study. A high percentage of our learners are part time or come from non traditional and low income households. The measures we have taken to widen particpation and access to HE for these learners has enabled Petroc to improve it's non continuation percentage and maintain a high level of recruitment from POLAR 1 areas."]
["10004676","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100046763"},"None"]
["10007138","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071381"},"Please see separate word document."]
["10007138","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071382"},"Please see separate word document"]
["10007138","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071383"},"Please see separate word document"]
["10002919","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100029191"},"Overall we are particularly pleased with the level of progress made against targets, indicating our ongoing commitment to widening access and parity of the student experience. This is the first year we have produced more in-depth and accurate data reportswhich has enabled us to realise some of the limitations around the availability of data to fully address targets. Minor changes have thus been made to some targets to reflect this. For example, in Table 7a target 3 the 177 applicants are from Gloucestershire specifically, as we are unable to find border postcode data - we have therefore amended the target description to reflect this accurately. And POLAR data now reflects the population of students from quintiles 1 & 2 in the first year cohort only. Please see additional document for furter commentary."]
["10002919","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100029192"},"The increasing number of students attending our internal employability event is credited to the increasing size and promotion of this event. The slight increase in the proportion of students disclosing disabilities to receive DSA  may be due to the increasing likelihood of students asking for help - we anticipate future planned pre-induction activity will further encourage disability disclosure. The higher number of first year applicants from Gloucestershire is credited agianst our historic commitment to outreach activities within the local area and schools. This year we conducted a review of departmental outreach activity which yielded more accurate data about the number of activities we hosted. Meanwhile our retention data continues to improve as we increase and improve the resources available to improve the student transition into HE at Hartpury."]
["10007315","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100073151"},"See additional sheet"]
["10007160","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071601"},"The University has successfully met or exceeded the majority of targets and milestones that were outlined in the 2016/17 Access Agreement. We have continued to outperform against our location benchmarks, based on the most recently published HESA data. There has been some slight changes in our institutional KPI’s. For example, our progression from year 1 to 2 has dropped by 1% on the previous year. The University takes the retention and attainment of its students very seriously and, as such, has established the role of Academic Director of Student Progression and Learning Gain who chairs a Working Group of the same name to advise the University on actions related to supporting student progression. Additionally, we have seen a slight increase in our percentage of students from state schools but are currently 0.5% below the baseline, although this is still considerably higher than the latest HESA benchmark figure of 86.4%. We are still committed to ensuring a large state school cohort and are pleased to see that, compared to other Chartered HEIs, Surrey ranks 7th in terms of participation of students from state schools and 13th highest in terms of its intake of students from Low Participation Areas (HESA data). To further protect the institutional KPI’s related to access, we have funded an additional two posts to specifically develop our post 16 outreach offer, and will continue to expand our In2Surrey Compact Scheme. "]
["10007160","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071602"},"We have made significant progress in achieving a number of our Access targets. One of the most notable has been the successful expansion of the In2Surey Compact Scheme, which became a national programme in 2015/16. As a result of significantly revising the scheme, including changing the way in which we notify eligible students, our advertising of the programme, and the transition support that we offer students on the programme including the development of an e-mentoring programme, we saw a fivefold increase in applications and enrolments through the scheme. We are developing In2Surrey further and have reduced the number of academic assignments required as part of the scheme from two to one. As a result, we have seen greater retention on the In2Surrey programme in 2016/17 and have seen 2017 enrolments increase further. We have also significantly exceeded our residential summer school target and our target related to outreach delivered across the Surrey Schools Consortium.  We extended our 2017 summer school programme to include Psychology and Creative Writing taking the total number of subject strands delivered to 23, representing a diverse offer of subjects. We also expanded the capacity on programmes that we knew were oversubscribed from the previous year. To ensure that we attracted applicants who would benefit most from the programme, we targeted our advertising carefully and utilised our relationships with schools/colleges who had previously sent eligible applicants. This resulted in 93% of attendees meeting 1 or more WP criteria.  Additionally, we have seen our school partnerships across Surrey go from strength to strength. To achieve this, we continue to work collaboratively with schools to ensure that our offer remains relevant and useful to supporting their students from underrepresented groups. "]
["10007315","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100073152"},"See additional sheet"]
["10007315","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100073153"},"n/a"]
["10007145","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071453"},"The target for maintaining the number of BME enrolments to ITT courses is below baseline. The university is developing new school partnerships in the West Midlands through a tender (the expectation of the tender is to establish new partnerships and deliver aspirational and informative workshops to promote HE as a progression route to 600 BME students) and working collaboratively with a consortium of Universities in the West Midlands to deliver a joint conference for BME students aged 15-16 years old with the purpose of promoting HE and to be held in 2018. Furthermore the outreach team is currently recruiting for a full time BME Outreach Officer who will work towards increasing enrolments to ITT courses.\nThe target for increasing the number of males attending an open event for undergraduate and postgraduate ITT courses is below target. Although we are below the target there was an increase of males students attending from 2015/16 (21) to 2016/17 (30). A targeted mailing campaign and talks such as ‘Why teach’ in school assemblies in compact and non-compact schools and colleges is in place for the 2017/18 cycle.\nThe overall non-progression target is below the baseline for this metric in 2016/17. The University introduced revised academic regulations on progression which were fully embedded by 2016/17. These academic regulations tightened progression requirements and slightly increased the rate of academic failure. Additionally, operational procedures have been enhanced to ensure that students who are persistently not engaging with their course are engaged with and where necessary withdrawn by the university. These two changes ensure that students who are unable to demonstrate their ability to successfully complete their course are identified and supported early, rather than risking them incurring significant further costs by continuing with a course in which they will be ultimately unsuccessful. \nFor students with a widening participation characteristic, we have found no statistically significant changes in non-continuation on previous years and the only statistically significant difference being shown within a characteristic grouping is between the non-continuation rate of females (6.9%) compared to males (10.4%).  This trend mirrors the national difference between genders, although the gap is slightly larger here (Equality Challenge Unit, Equality in Higher Education Statistical Report 2017).\nTo further improve targets on continuation, the university's 'Future Plan' portal was expanded to allow greater access to appointments with key services such as Student Achievement (study skills support), Student Finance (offering practical support to students in economic need) and our disability and mental health teams.\n"]
["10007843","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078431"},"A number of targets related to the 2016-17 academic year are HESA Performance Indicators and will not be published until Spring 2018.  \n\nProgress to date has been mixed.  4 categories have seen the target being met or exceeded, 2 have seen progress being made but less than anticipated and 3 have seen performance falling below baseline.  3 of the 6 targets where performance is falling below baseline all relate to continuation rates.  Whilst continuation rates have fallen across the sector and London in particular St Mary's performance has led to a substantial review and increased focus on improving student retention.  In the 2017/18 academic year a new strategy has been launched which outlines a numebr of initiatives to improve performance in this area.  We expect to see considerable improvement over the coming years."]
["10007843","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078432"},"2 of the targets which have been exceeded relate to increasing the percentage of BAME students on teacher training programmes.  This has been achieved through a series of  targeted recruitment activities."]
["10007843","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078433"},"See section a."]
["10007156","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071561"},"Please see supplementary word document"]
["10007156","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071562"},"Please see supplementary word document"]
["10007156","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071563"},"Please see supplementary word document"]
["10006840","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100068402"},"We achieved our Access to Birmingham (A2B) milestone target for this year, 6%, although this was a slight fall on the 6.2% intake of last year. This represented 347 students, an absolute increase of 7 against the intake number in 2016. This achievement should be set in the context of an 8% decline in applications to Higher Education from West Midlands applicants and a 6.7% fall in the number of eligible A2B applicants. The University also increased its overall undergraduate intake affecting our percentage. In order to meet our intake number additional consideration was given to some A2B students at Confirmation and Clearing who had completed the A2B programme but had not achieved their offer grades. This required a university wide approach as the University itself did not go into UCAS Clearing. \nIn addition to entry through the A2B Scheme we also had 24 entrants through the Realising Opportunities Scheme and 173 entrants who had received a contextual offer through our nationwide approach, targeting students from Polar 3 quintile 1 postcodes in schools with GCSE performance below the national average.\nOur Academic Enrichment Programme is in its 11th year and applications to the University from the programme have been strong for many years. This is a post 16 progressive programme for students. 42% of the 2016-17 cohort progressed to Russell Group universities with 35% progression to Birmingham. The success of this programme is due to the sustained engagement of students after the residential in the summer of year 12, with continued support from their student mentors. This year in our reporting percentage we have also included progression to HE from our Routes to the Profession (R2P) post 16 progressive programme as it is now fully established and embedded in our activity portfolio.                                          We have developed our Aimhigher partnership over many years, and it has a strong profile in regional schools and colleges.  This has enabled us to ensure that collaborative Access Agreement funded outreach activity has not been displaced or disrupted by the introduction of NCOP activity, which commenced in January 2017."]
["10006840","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100068403"},"For our Aimhigher work we have provided data for the medium and long-term impact milestones (GCSE attainment and progression to HE) of our 2014 / 2015 cohort of year 11 and year 13 students. Due to delays in the provision of linked data by the Department for Education's National Pupil Database & Transparency Unit we are not yet in a position to provide the equivalent data for the 2015/16 cohort.  \n\nRealising Opportunities is successful in its targeting of most able, least likely students and evidence shows that RO continues to deliver successful outcomes for its participants\n• Realising Opportunities continues to be robust in its dual targeting of high attainers and disadvantaged backgrounds, as highlighted by independent evaluation by the Institue for Employment Studies \n• Year on year, RO increases the number of students it works with, thus increasing the actual numbers of students progressing to research intensive universities and the RO universities themselves. For 2017 entry participants increased from 799 to 915, and data to date shows progression to Research Intensive Universities increased from 245 to 330, and progression to RO universities from 180 to 240 students.\n• HEAT have built a comparator group for Realising Opportunities that matches RO on indicators for socio-economic background and attainment at Key Stage 4, with targeting criteria applied at both individual student and school level. Realising Opportunities students consistently progress at a better rate than the comparator group on the basis of both immediate HE entry and HE entry within two years of finishing full-time education. \n• The national young participation in higher education rate is 38% for 2011/12 (including students from the most advantaged backgrounds); RO’s participation rate was significantly higher at 64%. For students living in POLAR quintiles 1 and 2 this was 25% nationally, but 65% for RO students. \n• Independent evaluation by the Institute for Employment Studies found that students reported that RO had prepared them well for university life in general, meeting new people, independent study and getting used to a new place of study.\n• HESA data has shown that of RO students tracked through HEAT who had achieved a First Degree, 77% achieved a First Class or Upper Second Class Degree, compared to a national average of 66% (including students from the most advantaged backgrounds). \n94% of RO students tracked through HEAT who responded to the DLHE survey were in work/study sixth months after graduation, compared to a national average of 90% for all UK HEIs in 2014/2015"]
["10007779","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077791"},"For an institution of its size and scope, RVC engages in a significant programme of Widening Participation and support. With few resources and even fewer staff compared to the Russell Group (and all other vet schools with the exception of University of  Surrey are in the RG) we provide a high level of outreach and in reach activity. This results in a state school enrolment overall of in excess of 80% and while we would like to return to the very exceptional baseline of 85%, with the expansion of veterinary courses this is unlikely. Nevertheless, the popularity of our activities with both school/FEC students and their teachers attest to our success in educational terms. Our targets remain stringent as we are sensible of the fact that HEIs with the highest entry requirements are expected to set challenging targets. While we have diversified our academic programmes to include Biological Sciences, the veterinary medicine degree remains the flagship and the greatest provider of numbers. So most of the students who join us are being recruited in to a Profession as well as in to an HEI. In working towards our targets the Gateway Programme with its substantially lower entry requirement and educational and socio-economic criteria, continues to open up the veterinary profession to a cohort (50) that would otherwise see success as unachievable. Similarly our annual Year 12 Summer School, administered in conjunction with the Sutton Trust provides the largest pool of applicants from any stand -alone activity (19/50)."]
["10007779","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077792"},"Although we do not have access to the latest 16-17 return yet, we can point to successes which have impact and positive evaluation. The Year 12 Summer School partly funded by the Sutton Trust with whom we are a core partner, continues its success. Fifty school students from all parts of the UK attend the five day event. They are extensively and intensively guided by a selected group of student ambassadors and taught by academics. Approximately a third of the participants join the RVC as undergraduates. We are conscious that because of residential constraints and perhaps a sense of isolation, many young people cannot avail of this excellent experience so, for the first time, in 2016-17 we took a group of ambassadors and staff to Camborne School in Cornwall and worked with a cohort of Y10 for a three -  day intensive period. The intention is to build continually on work with this specific group. Although in the early days of WP we had been looking to work with “urban” youth, we are conscious of the lack of support in rural and coastal areas with significant deprivation, hence our target in Cornwall. We shall be working with other institutions in the Devon-Cornwall region in the near future. "]
["10001696","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100016961"},"We are very keen to support students who are on the verge of dropping out of their studies for various reasons; working with them to keep them on programme.  This can be done through a variety of means such as financial support; the added capacity of the HESTs, for example assisting students with their applications for additional financial support enabled 4 students to remain on course. New systems are in place and we are able to monitor students to ensure they remain on course. For our enhanced monitoring we have noted that there is 100% progression for those students who received either part time or internal progression bursaries and 91% progression or completion for thos receiving the mature student bursaries.  This data will help inform future financial support offered to students.  We have noted that there are still areas for improvement and as we move forward we will engage further with the OFFA monitoring tools kits with a view to seeing if they can be linked into our own systems.  "]
["10001696","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100016962"},"The HESTS have played a huge part in the success of increasing student retention and reducing the number of withdrawals. Work will continue on the reduction of student referrals; however with the constant changes to the Awarding Body regulations this often has an impact on student outcomes; and further work needs to be carried out to mitigate these changes and ensure that students are fully informed of such changes.   With the success of our comprehension diagnostic initial assessment we are moving this to 100% across all student provision during induction.  "]
["10005124","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100051241"},"All yearly targets met or exceeded where target type is continuing. Care leaver target has been withdrawn due to data not being collected in 2016/17."]
["10005124","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100051242"},"Increasing activity from the schools and outreach team at the College has resulted in greater diversity in the student population. "]
["10007459","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100074591"},"Please see commentry in supporting documentation"]
["10007459","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100074592"},"Please see commentry in supporting documentation"]
["10007459","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100074593"},"Please see commentry in supporting documentation"]
["10004478","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100044781"},"Overall progress against targets is good with four targets that have met or exceeded the overall target, one target that has met or exceeded the yearly milestone and just one target that has not met the yearly milestone (see commentary below).\n\nTable 7a, Target 2 - In addition to monitoring in-year retention using the metric supplied in the table, the College has also introduced a new target for non-continuation. This matches the HESA non-continuation criteria used by the HEFCE APR and TEF as closely as possible to enable monitoring and action planning for those processes. The College was above benchmark for non-continuation in both the APR and TEF in 2016-17.\n\nTable 7a, Target 3 - There is no DLHE data for 2016-17 available yet as the DLHE survey is undertaken 6 months after students complete their course so reports previous year students (2015-16 is the most recent DLHE cohort). The Coding used by the DLHE survey still presents a problem for land-based provision as some of the jobs that our students go into are not recognised as graduate positions by the DLHE survey and this has a negative impact on the survey outcomes (Eg. Veterinary Nursing)."]
["10004478","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100044782"},"Table 7a, Target 2 -  The internal in-year retention figure for 2016-17 exceeded the overall target of 93%. Key factors contributing to the success were the continued high levels of academic and pastoral support for students (NSS outcomes for academic support remained at the Upper Quartile) and close monitoring of early signs of disengagement such as attandance and assignment submission. Additionally, a review of end of year re-assessment processes resulted in a decrease in the number of summer reassessments for students.\n\nTable 7a, Target 3 - The College has maintained a strong focus on graduate outcomes in 2016-17. The development of employability skills is strongly embedded in curriculum delivery and tutorials. Additionally, employer events are held by each Curriculum Area to provide students with an opportunity to network with key employers and discuss potential job opportunities with them. \n\nTable 7b, Target 1 - The College Schools Liaison team has exceeded the overall target for the range schools outreach activities. The number of activities is slightly below the previous year due to a more targeted approach. Key factors contributing to this success are the investment in a dedicated Schools Liaison team who provide specific visit opportunities for targeted schools and targeted schools activities focusing on under-represented geographic areas.\n\nTable 7b, Target 2 - In 2016-17, the percentage of concerns on the Student Support Register that were resolved within the year or successfully managed by all staff involved to enable the learner to continue or successfully complete their course exceeded overall target at 88%. The electronic Student Support Register is used to identify, monitor and target support for students at risk and this is part of a comprehensive and coherent package of support mechanisms that are delivered through a central service point (the 'Core'). The purpose of the Student Support Register is to assist early identification of student concerns in order to offer a joined-up approach to ensure that appropriate individual levels of support are provided to improve retention, achievement and the learner experience. Concerns are input on a central system and categorised according to the type of concern and assigned a level of risk. Actions are initiated appropriate to the level of risk and monitored on a regular basis.\n\nTable 7b, Target 3 - The percentage of High Grades exceeded overall target at 54%. In addition to the focus on academic and pastoral support (outlined in the text for table 7a, target 2 above), key factors contributing to this success are the focus on clear assessment guidance and high quality, developmental feedback. These areas have been identified as good practice by External Examiners across all programmes."]
["10000754","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100007541"},"Positive progress made against some targets but less than anticipated especially in the area of part-time growth, completion rates and progression to top-ups which are in-line with national statictics on these measures.  These targets have been included in 17/18 agreement and work will continue to make further improvements."]
["10000754","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100007542"},"The Partners for Success framework enables collaborative working across the whole organisation ensuring academic and service support is provided to students at the right time to enable their success which resulted in 70% of targets being met or exceeded with the remainder having progress made towards achievement."]
["10000754","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100007543"},"Young carer access scholarhsip awards taken up by smaller numbers than expected which has highlighted an issue with carers making themselves known to us. We are now exploring strategies that will help more carers make themselves known to us at the point of enrolment"]
["10007159","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071592"},"The University has always had a national reputation for the work it undertakes to widen participation.  We believe that the experience we have and the longitudinal work we do with schools and pupils from primary years through to the mature market, is a key factor in widening access to these key groups. \n\nWe have undertaken targeted activity with care leavers for a number of years and have passed on this knowledge and expertise within our North East Raising Aspirations Partnership (NERAP).  In 2017, the Vice Chancellor signed both the Care Leavers Covenant and the Stand Alone Pledge, outlining our commitment to supporting estranged young people who enrol in 2017/18 and beyond. In future monitoring returns we will feed back on the enhanced and new activity undertaken.  As a previous exemplar Buttle Quality Mark institution we are proud to be able to demonstrate our ongoing public commitment for these two important cohorts.  We are actively involved with NNECL at a regional and national level, offering bespoke activity through the NNECL website and feature in the ‘Supporting the Educational Progression of Care Leavers’ video produced in 2016/17. \n\nWe have an inclusive approach to equality, diversity and disability support and this reflects the diverse student body for both home/EU students and our international student body. In November 2016, we led a collaborative event with our own outreach team, HR colleagues and academics as well as including NERAP partners, by hosting a Transgender training day.  The University drafted a Transgender Student Policy, linked with our Equality and Diversity Policy in 2016. This aims to create an inclusive trans-friendly culture, workplace and learning environment, free from discrimination, harassment or victimisation, where all trans people are treated with dignity and respect in the gender in which they choose to present themselves irrespective of their sex at birth.  The University has invested in providing facilities for transgender staff, students and visitors.\n\nWe are well aware of the financial difficulties widening participation students can face and have a range of targeted financial support which we review annually. In terms of the Emergency Hardship Fund for crisis cases, 86% of the respondents to our survey said that the award of funding helped them stay on their course in 2016/17.  \n\nDuring 2017 we undertook an in-depth assessment of our financial offer and the impact this can have for under-represented groups, reported later.  The final decision on any revisions to current support packages will be made in readiness for the 2019/20 Access Agreement (subject to any changes in reporting when the Office for Students comes into effect). In 2016/17 we began looking at offering a study package of resources through a third party company who offer a service to manage such an offer. There is national evidence to suggest that ensuring students, especially those from widening participation backgrounds, with the study resources they need early in the programme aids both recruitment and positive outcomes.  This will be a more longitudinal outcome before we can demonstrate full impact, but we will be able to measure progress and retention impact during the first years.  Applicants, parents/carers and existing students tell us how important the range of financial support is to them, especially the free travel within the region.  \n\nIn 2017 we introduced a new Student Success Policy to aid recruitment, success and employability and/or progression.  It is too early to be able to measure the impact of changes made and support provided.\n\nEmployment prospects are paramount and we target activity in key vocational areas that meet both LEP and employer needs.  We planned a new strand of work relating to pilot outreach around higher and degree apprenticeships in 2016/17 and will start to report progress on this in 2017/18. This is a two year pilot preparing school pupils for employment as apprentices. Our Bright Sparks Science Club continues to promote STEM activity.  We also use our own Student Ambassadors to return to their former school wherever possible and we have collaborative work in place using our Ambassadors as mentors in targeted wards with schools through NECOP provision.\n\nThe University continues to offer its established Futures Programme building on the graduate skills employers require. 94.2% of our graduates are in work or further study six months after graduating. \n\nOur work with partner universities in the region is also reported as collaborative activity ‘North East Raising Aspirations Partnership (NERAP)’.  This partnership is a collaboration of the five universities in the region.  More detail has been provided as a separate document attached.\n"]
["10007159","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071593"},"Table 7a:\nTargets relating to non-continuation and completion are all below target. As noted in the commentary on table 3a and table 5, this is recognised as a challenge for the University and is being addressed through our Student Success Strategy, with a significant re-balance of investment to underpin the work."]
["10004351","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100043511"},"In table 7a, statistical milestones, a number of landscape factors have affected our performance, namely the national decline in mature student numbers and the introduction of Apprenticeships and vocational routes for teaching. Targets are currently reviewed and will be updated in time for the next Access Agreement. In table 7b, targets for outreach activity, most areas are on track, with two targets meeting/ exceeding targets. With improved reporting structures we are able to better track and monitor overall progress. The move towards more collaborative Outreach activity has also meant we are able to utilise expertise and good practice from across the sector which is benefiting the quality and efficiency of activity delivery. With target 3 in 7b we have not previously been able to fully report on this target as we only had Middlesex data available. However we are now in a position where we have a baseline and this will therefore be a new target going forwards."]
["10004351","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100043512"}," Increasing participation in Outreach activities by mature students has been a challenge overall in the sector. We have focused on a more diverse and flexible portfolio of activities for these students with much support available to them through in collaboration with our partner FE Colleges. We have also introduced scholarships open to Access students. This has helped us increase our reach in this area. Our strong links and partnerships with local state schools and widening participation programmes means we have maintained a very high ratio access from state schools and maintained proportions of UK first degree students  from ethnic minorities."]
["10004351","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100043513"},"Targets 2 and 3 are being reviewed in light of the national decline in students undertaking professional programmes and an overall decline in mature student numbers. Programmes offered by schools, such as Teach First have also affected numbers.\nTarget 7 (LPN) WP activity has been targeted at cold spot POLAR 3 and more recently POLAR 4 areas. These areas are extremely small in London with potential students in those targeted areas progressing to a large number of Universities. We would appreciate reviewing this target as part of the development of our next Access Agreement .\nTarget 8 has been affected by DSA changes; however, we are integrating our Inclusive Curriculum approach (please see Table 11c) in our outreach work and also using substantial investment in mental health services to support outreach activity and applicants.\nStudent Success 11-13 non-continuation: Please see attached PDF document 'Table 8_additional commentary 8c.                                                                                                                                                                "]
["10007161","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071612"},"1. Full-time first degree entrants from Polar 3 low participation neighbourhoods - Progress made but less than anticipated.\nThe University historically recruits many of its students from the local region which is one in which participation in HE is low.  Through continued work to raise aspirations and attainment with schools and colleges, we have made progress towards target although this is less than anticipated.  However, this is partly understandable given the notable demographic decline in 18 year olds in the region and increased competition from apprenticeships and employment therefore we have ensured our recruitment activity makes progression and employment routes clear.\n\n2. Participation of students in receipt of DSA - Target met.\n7. Percentage of new entrants who have declared a disability - Progress made but less than anticipated.\n The University carefully targets students who declare a disability and engages them in a supportive process to work with trained staff and identify strategies that will work for them.  This provides a clear incentive for their engagement as it can be demonstrated that they are more likely to succeed.  303 students had diagnostic assessments for specific learning difficulties funded by the University in 2016/17.  \n3. Students achieving their original qualification aim - Progress made but less than anticipated\n4. Full time first degree all entrants continuing or qualifying following year - Progress made but less than anticipated\nIt is anticipated that changes to the structure of the academic year moving to a semesterised system, introduced in this academic year, will allow earlier understanding of student performance and quicker interventions in future years, as will moving towards an integrated and success focussed model of student support, evidenced by the development of the Student Life building and services.\n5. Graduates in work or study after six months - Target met.\n6. Graduates in professional level jobs after six months - Progress made but less than anticipated.\nThe University developed and commenced delivery its Student Futures strategy.  Key elements of this included: developing a partnership with a specialist careers organisation to work with employers and student to quip them more effectively for employment and further study; increasing breadth and availability of internships, work placements and work experience for all students; and further integration of real world experience into the curriculum by academic schools.\n7b1. Colloborative NE Raising Aspirations Partnership participation numbers – Overall target met/exceeded\nBy working in Partnership we have been able to deliver some significant increases in both the scale and scope of collaborative activity in the Region.\nIn the 2016-2017 academic year our Graduate Ambassador Team delivered outreach activity across region and engaged over 54000 pupils and over 7000 parents and carers.  This regional representation at younger age events in schools results in a significant cost saving to institutions as we have one Ambassador representing all five universities at each school visit.  The team are fully trained and the presentations and workshops delivered are quality assured by the NERAP Central Team to ensure that consistency of message and accurate information is provided to all beneficiaries.  \nWe have more information regarding our NERAP programmes in table 11c.\n7b2.  Outreach/WP activity – Activities specifically targeted to support raising aspirations and applications from underrepresented groups – Progress made but less than anticipated\nWe have a long standing existing programme of pre 16 activity which continues to be well attended by schools and colleges from across the region but in response to the diverse needs of certain harder to reach groups, we have developed additional highly targeted and tailored activities for groups such as looked after children, young people with special educational needs and black and minority ethnic groups as well as particular cohorts identified by schools as likely to benefit from additional aspiration activity.  We will continue to grow these tailored interventions for these audiences as well as delivering our existing pre 16 programme. \n"]
["10005583","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100055831"},"Ruskin College has performed well against the recruitment targets set for entrants with a disability, 2% higher than the target of 33% . The target set for entrants from BAME was exceeded by 3% and in 16/17 was at 32%.  However, the retention declined by 9% and the number of learners from low income backgrounds by 7. "]
["10005583","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100055832"},"Progress has been against some of the targets in terms of widening participation. The College appointed an Outreach Officer who has worked with the community, the Outreach Officer has also closely worked with a Higher Education Liaison Officer (HELO). The HELO has been based at Ruskin College. "]
["10005583","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100055833"},"The retention declined by 9% and the number of learners from low income backgrounds by 7. "]
["10004442","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100044421"},"Overall we are target with milestones. All prospective students with accepted offers that have declared a disability are written to giving details of of support available."]
["10004442","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100044422"},"Internal progression from L3 to HE is supported by effective marketing and also with HE staff delivering sessions on courses available. "]
["10004442","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100044423"},"Some L3 apprenticeships have progressed onto Higher Apps, we have taken action to ensure that students know all pathways available."]
["10007149","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071493"},"“Table 7a – Milestone 5: HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first degree entrants) Target = Reduce to 7%. Actual = 10.1%” and “Table 7a – Milestone 6: HESA T5 - Projected degree (full-time, first degree entrants) Target = 85%. Actual = 79.8%”.\nOver the reporting period the University successfully increased recruitment into Foundation Year programmes.  This has allowed a wider cohort of students (in terms of social background, ability and qualifications obtained) to access Higher Education.  Foundation year students are supported through their study on to degree programmes and thereafter in order to enable them to achieve their potential.  The differential in foundation year and non-foundation mean that an increase in the size of the cohort has the consequence of increasing the overall rate of non-continuation.  For non-foundation year students, the rate of non-continuation is on a par with baseline data and stood at 9.3% for 2014/15 entrants and for foundation year students the non-continuation rate was 16.7% and significantly reduced from 2013/14 entrants.   In order to address this, the University has increased the level of student support in areas delivering foundation year programmes. The issue is considered a priority for the University of Hull Retention Steering Group, and has been included in our University Retention Strategy. In addition, the University of Hull successfully bid for a catalyst grant which will focus on addressing poor retention in Science – an area with high numbers of foundation year students. \n\n\n“Table 7a – Milestone 9: Seek to increase the number of participants from a care leaver background. Baseline = 36. Actual = 30” \nThe University of Hull carries out a significant amount of activity targeted towards this milestone. We offer children in care priority access to our summer schools, as well as bespoke one to one campus tours and pre entry advice and guidance. We also offer the opportunity to ‘Shadow a Student’ for a half a day, where children in care can be paired up with a student interested in a subject they wish to study and see what it’s like to attend a lecture and study on campus. These opportunities are advertised on the National Network for the Education of Care Leavers (NNECL) website. The University of Hull is also part of the NORTHCLASS group and attends the NNECL conference each year.  This year we have started a pilot project in partnership with Hull Children’s University and Hull Virtual School which works with children in care in Year 7 for 3 days throughout the year, focusing on what it’s like to go to University, who goes, what you can study etc. The hope is to extend this project next year so it becomes a rolling programme so that they come back to us in Year 8 and take part in different activities, and Year 9 and so on.  Further to this we also have a very good working relationship with North Lincolnshire Children in Care Service and we have provided a raising aspirations day on campus for some of their young people in Year 6 in January 2017, as well as attending their Corporate Parenting events.  We believe that this activity will have a positive impact on the recruitment of Care Leavers in future years. \n\n\n“Table 7a – Milestone 7: Seek to increase the proportion of acceptances from Home students from a BME background” Baseline = 15%. Actual = 15%\nWhile the milestone shows no improvement against the baseline in 2016/17 in terms of percentages, there has been a substantial increase in BME acceptances from 508 in 2014/15 to 583 in 2016/17. The University of Hull is situated in an area with lower than average ethnic diversity, and has been working hard to ensure that recruitment of BME students is in line with the sector. We have specifically targeted outreach work towards schools with high numbers of BME students by increasing the number of activities we have undertaken in London, Birmingham and Bradford (see Table 7b, Milestone 1 - Increase the number of outreach activities involving schools with a high proportion of BME pupils”) We are currently working with New  College Trust who will be opening a college in Bradford in 2019 and have recently co-hosted a conference for 180 pupils to raise aspirations for progression to sixth form college and on to HE with year 10 and 11 pupils in the Bradford area. As a result of this, the participating schools  have now asked to bring the same cohort to the University of Hull for a Higher Education taster day later this year.  \n\n"]
["10006841","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100068411"},"With the exception of retention all of our targets have been met. We are very proud of meeting these access, success and progression targets; We aim to maintain our excellent performance in widening participation, and will seek to continue to exceed relevant benchmarks. Should we experience a decline in our performance we will revisit our activities and revise our actions accordingly. In terms of our efforts to reduce the attrition rate, we are investing heavily in student experience by diverting planned spent on financial support to our new  Student Experience Strategy, policy and operational teams and University-wide strategic focus on ensuring our retention rates improve dramatically in the coming years. This holistic plan which was detailed in our Annual Provider Review to HEFCE and submitted to OFFA as part of our 18/19 Access Agreement is now embedded within the institution. We are seeing results in terms of retention and plan to be on track to meet most recent targets set out in our 2018/19 Access Agreement. As a predominantly access institution our students face many barriers to higher education before even joining us. Their lives are complex and they often have other priority responsibility in addition to being a student. This affects their ability to study, form peer relationships and engage effectively with University life. All of these areas are being addressed as part of our new Student Experience strategy."]
["10006841","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100068412"},"We have an excellent record in providing accessible higher education and our success in attractioning applications from under-represented groups is strong. We believe our success in reaching and exceeding targets and milestones for Widening Participation is due to our continued efforts to work with local schools, colleges and local groups. This is an area we are looking to grow in the coming years. We monitor progression rates carefully and revise our plans annually accordingly keeping an open and constructive dialogue with these partners. We have also made efforts to position our brand more explicitly with this audience, demonstrating our strengths as a WP institution and the benefits of studying with us. This is evidenced in our current strategic plan and investment in WP, student success and progression. We put our achievements in the level of DSA funded FT students down to word-of-mouth promotion. We continue to provide excellent support for Disabled students and as our proportion of students has increased our reputation in this area has become more widely appreciated."]
["10004063","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100040633"},"As highlighted in a) we have seen less than desired performance in two areas.\nAlthough we have not met our milestone for the proportion of entrants from state-schools, we have made progress on the number of applications from students from low-performing schools. Coupled with our strong performance with entrants from low participation neighbourhoods shows our overall progress in widening participation. With the breadth of schools in the state-school system these milestones are a more nuanced measure of our work in widening participation. \nDespite application numbers from Black African Caribbean students staying static below our milestone, we are seeing a greater proportion of offers made. Since last year, we have undertaken further analysis into our contextual admissions scheme. Comparing two cycles pre and post implementation showed that post implementation - despite ethnicity data not being available at the time of selection - students who declared their ethnicity as Black African-Caribbean were more likely to get an offer compared to pre-implementation.\nTo further support this work, the WP Team continues to run activity specifically targeting Black African Caribbean prospective students and their families. This year, participants from the first Y8 cohort of Promoting Potential are at application stage, we are monitoring whether we receive any applicants from this scheme. Additionally, we have created a parent/carer guide as an output of the ‘Prepare to Succeed’ research project with BAME students and continue to make developments to our Schemes with an additional WP coordinator role in the WP Team. For the 2016-17 year 78.3% of WP Programme participants with known data were from BAME communities: the biggest group was Black/Black British at 31.9%.\nWe now have data available in the CRM for all UK schools allows school population data to be more easily reviewed, interventions targeted on this basis, and the conversion into application at LSE to be tracked. An initial analysis of where these UG applications are being received from in the UK show over half are from the Greater London area. To ascertain what would be appropriate to make more progress we will undertake further analysis and benchmarking to understand what we need to do to make further progress on application numbers given at admissions there has been an improvement in offers and enrolments."]
["10004576","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100045761"},"Continued activity with level 3 students in local schools and within the college has led to increased enrolments on FD programmes. We referred to Disadvantaged Wards data within our MIS to determine the level of performance of such WP groups, analysing and formally reporting on comparative retention and achievement performance data to ensure no performance gaps."]
["10004576","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100045762"},"Increased retention and success due to additional student support - role of the Academic tutor, personal tutors, advice, support and careers staff. Attendance, retention and achievement are closely monitored by programme teams. For example, repeated or sporadic attendance automatically triggers support intervention (academic and pastoral if indicated). Such monitoring is formally considered at periodic quality reviews, performance management meetings, and assessment and progression boards."]
["10004576","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100045763"},"Although our  % of internal progression (Level 3 to Level 4) students has increased year on year, this is still below baseline for FT entrants from disadvantaged backgrounds. "]
["10007859","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078592"},"Low participation neighbourhoods. The most successful target (target 5) met is the proportion of students from low participation neighbourhoods increasing to exceed the 13% target.  The key factors relate to changes in our recruitment patterns; our approach to marketing to local students and an increased Access to HE offer.  WCG had previously had high recruitment into its land-based courses namely equine, animal welfare and horticulture.  These courses recruited nationally and generally from areas that were not in low participation postcodes.  The curriculum offer now provides more programmes in ‘non land-based subjects’ which recruit locally and from lower participation neighbourhoods.  The marketing and promotional activities have included locally publicised open events aimed at students who could live at home and study at their local college.  Further work is planned to continue to increase our offer to local students, particularly those from low participation neighbourhoods.  \nStudent symposiums. The student symposiums were highly successful and had the highest number of participants in the events with 69% of all first year students attending and 93% identifying key employability behaviours that they had developed during the day.  As a consequence students began their higher education studies with a clear focus on their future progression and an understanding of the employability behaviours they would be developing on their course.\nFirst year HE students are invited to attend a full day HE Student Employability Skills Symposium. These events are intended to equip students with an employability outlook and introduce them to the T-Shaped employability behaviours embedded into our HE courses. Warwickshire College Group believes that success in graduate employment depends on effective development of employability skills within the curriculum. The symposiums are one of the four pillars of the colleges employability skills approach which help ensure students work together to complete a carefully designed set of activities to become more confident, innovative, and resilient.\nWe believe all of these attributes are skills to focus on during undergraduate study to ensure College graduates are prepared for personal, social and economic success. \nThis is the third year the symposiums have operated under a similar format, so the results from 2015 and 2014 events can be compared.   \nStudent attendance (calculated as a percentage of invited students) was significantly higher for the 2016 events. Attendance has some small degree of variability when comparing student groups, and was lowest for the arts, counselling and horticulture/ arboriculture subjects. Attendance was highest for the equine, animal/vet, engineering and hair/beauty subjects. There were slight differences in feedback when comparing different student groups, where the animal, hair/beauty, business and computing students enjoyed the day most, and the equine and arts students enjoyed the day the least. \nThe majority of students (61%) either liked or loved the day; 34% felt it was OK although 5% did not enjoy it this was improvement of the last year showing 17% increase in positive feedback. Most students (32%) felt the rocket pitch preparation and delivery was the most useful activity of the day in developing their skills, although of all activities they enjoyed the practical ‘building’ challenge activity was enjoyed the most (40%). \nThe students generally felt the day was useful (93%) and the comments left by the students were very encouraging, as 77% could think of highly valuable things they would do differently post-event. \n"]
["10007154","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071541"},"In general, we remain content with our overall performance in terms of access. Figures for student success have made less progress, though we note that the data available for these measures is relatively old and that we have implemented a wide range of measures subsequent to the cohort involved. Comments re specific measures:   a. Low-income backgrounds: after ten years of consistent year-on-year growth from 17% in 2004 to 26.4% in 2014, we were surprised to see reductions for 2015 and 2016 entry, though we note that the baseline year was particularly high, spiking from 24.9% the previous year.    b. Mature continuation rates: these fluctuate significantly from year to year, but there is a consistent longer-term reduction in the positioning of the range, i.e. high points and low points are now lower than figures released in 2011 and 2012 (i.e. 16.2 and 10.3 cf 17.7 and 10.6).    c. Young LPN continuation rates: these also fluctuate, though to a lesser extent. "]
["10007154","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071542"},"The apparently substantial rise in our intake from local WP partner schools may be due in part to a more comprehensive capture of data. The existence of multiple DfE reference numbers for schools is an ongoing issue.         Progression to Russell Group universities: we have exceeded our target for the two years for which complete data is available; this may be due to increased support in Year 13. The figure for the 2014 cohort is incomplete, as it does not capture students who deferred a year before starting HE. Past trends make us confident that we will meet or exceed the target, once the next year of HESA data is available. The achievement represented by meeting this target is increased by the fact of our having narrowed the definition to Russell Group only; previously the 94 group of universities had been included."]
["10007154","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071543"},"Low-income students: we augmented our provision of information about financial support for prospective and current applicants.   Non-continuation young and mature: we have made significant improvements in student success since 2014-15.     Of the students from local WP partner schools entering the University, the proportion from deprived backgrounds will be at least twice that from the total UG intake: it is not clear why  recruitment from local WP partner schools has risen, yet the proportion from deprived backgrounds has not. This could potentially be due to differences in the metrics used to identify WP schools cf WP individuals. We have temporarily suspended the target for ensuring that WP students UF to registration rate is broadly in line, pending access to reliable data after system changes.   Progression from summer schools to UoN and RG: a smaller proportion of summer school students are entering the University of Nottingham, due largely to rises in our entry requirements. However, our contribution to the sector has grown, as proportionately more are progressing to other Russell Group universities."]
["10001000","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100010001"},"Good overall progress has been made toward the achievement of targets. Although the number of students on Foundation Degree programmes (Target b2) increased in line with the milestones toward the target, the gap between high achievement on these courses and the BA/BSc Honours was not narrowed, as the number of high grades on these courses also went up by a similar amount. It should be noted however that many of these students achieving high grades on BA/BSc honours programmes were students who had progressed internally from Foundation Degrees, indicating sound foundations were laid. An adjustment has been made to description and target for target a1, as the original description and target were draft until a clearer analysis of the situation had been made."]
["10007713","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077131"},"We continue to perform well on our state school entrants indicator.  We are on track on our LPN indicator.  Progress on BME student population is slow but is moving in the right direction.  Whilst our continuation rates are high, our target of 96% is stretching and so progress is challenging.  Our latest HESA Student return for 2016-17 will move us towards this target however.  Our mature student indicator is clearly challenging and is influenced by the fall back in PT study nationally."]
["10007713","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077132"},"Successfully targeted outreach focussed on geographic locations and feeder institutions that enable us to continue to attract state school students."]
["10007713","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077133"},"The two targets where progress is not as expected are for continutation rates and care leavers. Continuation rates will improve in our HESA Student 2016-17 and is actually above our TEF benchmark.  Thus, the target for this indicator is particularly stretching.  Our Care Leaver work is still very active but activities have become more focused since the target was set."]
["10001743","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100017431"},"The College is pleased to have exceeded the predicted number of applicants from under-represented groups.  "]
["10001743","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100017432"},"However, this is against a background of keener competition for the studeng group as a whole from nearby universities.  Falling recruitment numbers possibly means that those students unable to travel elsewhere are more likely to come to College."]
["10001743","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100017433"},"N/A"]
["10007780","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077801"},"Overall we are pleased with our progress, particularly in relation to the statistical targets and milestones based on HESA PIs for mature students from low participation neighbourhoods as we have significantly improved our performance here compared to last year.  However we are concerned about the decline in the proportion of students from state school backgrounds.  We will be investigating the causes of this decline with colleagues in Undergraduate Admissions.  The additional set of targets were newly developed last year to support key activities and programmes which have proven to increase the progression and retention of students from under represented groups.  Although we are pleased we have met most yearly milestones, we will be looking closely at the progression rate of students who attend our Bridging Course for mature students where we have not met the milestone, especially as previous years’ data indicate higher progression rates for this group. "]
["10007780","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077802"},"The yearly milestones met have been achieved by implementing a whole-institution approach to improve access and success. This is a clear indication that in the long-term, internal collaboration, data sharing and engagement are key factors in developing a change culture within institutions that supports widening participation. Furthermore, in 16/17, in collaboration with Brightside we piloted a first-term ementoring project for students eligible to attend the Bridging Course and initial indications are that this contributed to the increase in progression to Year 2 for first generation Bridging Course attendees (who took up the opportunity in far greater numbers than attendees of the Bridging Course for mature students)."]
["10001000","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100010002"},"In addition to existing strategies outlined in the Agreement, the introduction of the Burnley Bursary has had a positive impact on the retention of students (Target a2). The payment of the Bursary was staged through the year, at key 'wobble' points eg returning after the Christmas Break and the point of final assessment, and payment was conditional on meeting attendance targets and submission of work for assessment. If attendance or submission of work was problematic (and there were no extenuating circumstances) the payment was withheld until the criteria was met. Interviews with students indicated that this had an impact on attendance and work completion, and data analysis showed the positive impact on retention. "]
["10001000","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100010003"},"n/a"]
["10004775","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100047751"},"See separate document"]
["10004775","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100047752"},"See separate document"]
["10004775","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100047753"},"See separate document"]
["10007157","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100071571"},"The University of Sheffield has continued to make good progress against our range of targets and milestones, in particular towards our HESA performance indicators, which are mainly on track or have already met or exceeded our targets. These positive results reflect the University's continued commitment to widening participation and our highly targeted work with under-represented groups across the whole student lifecycle.  We are also pleased to report the excellent progress made towards our targets and milestones in table 7b of the return as all are on track, or have already met or exceeded our targets. The principles of widening participation and fair access are integral to the University Strategic Plan 2016-2021 and deeply embedded throughout the student lifecycle.  This commitment is reflected in the positive results reported here and demonstrated in the University being cited as an example of best practice in the recent OFFA report 'Understanding a whole institution approach to widening participation'.\n"]
["10007977","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100079771"},"We have made excellent progress in seeking to expand our part-time numbers. This has been against a national decline in part-time provision both in FECs and HE generally. Simialrly we have made good progress in our support for stduents from vulnerable groups. This has proved effective at both helping in their ransition to HE and in the rates of success."]
["10007977","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100079772"},"Our increase in part-time numbers is in part due to our partnerships with the Chartered Institute of Payroll Professionals. Here we have worked extensively with this industry body to continuously adapt and improve the delivery content and method of the programme to ensure it remains vital and integral to the ambitions of the employees and employers. This has also been a key factors in the continuing demand in Engineering whcih has involved work with employers or employer orgainsations who often support students financially or through work adaptations to undertake these qualifications. Wherever possible we have adapted modes of delivery patterns, created tailored content or specific pathways that reflect the interests and needs of employers. Having a clear link to the employer market has been important in ensuring our PT courses remain highly attractive and viable."]
["10007835","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078351"},"It is pleasing to see that we have made progress towards the majority of our targets and milestones in 2016-17, which is a reflection of the Academy's commitment to widening and supporting access, success and progression despite the various challenges we face as a small specialist institution. I should note that the figures in respect of Target 7a) 1. have been revised owing to the fact that my predecessor was using combined yearly averages for LPN figures. This information was not passed onto me and I find it less useful for monitoring purposes, so I have altered the figures to reflect the actuals from the HESA Performance Indicators for ease of monitoring in future. While our numbers of applicants and entrants from LPNs will always be largely dependent on external factors such as the level of engagement with music that schools have and other community initiatives in a particular area, things have been moving in the right direction over the past 3 years and we achieved our highest since the baseline year. Our results for progression are also good and demonstrate that there is no difference in this area between those from low income families and those who are not, thanks in part to our financial support measures and student support framework. "]
["10007835","8a",2,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078352"},"The increasing range of activities of our Junior and Open Academy departments have contributed greatly to achieving successful oputcomes in terms of increasing strategic partnerships in local communities and with encouraging a higher number of young musicians into conservatoire education"]
["10007835","8a",3,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100078353"},"We have not made progress against our target to increase the spend on Junior Academy bursaries by 2% annually. This is largely due to the fact that the allocation of bursaries is highly dependent on applications and the circumstances of individual families who request assistance, so this amount can vary significantly from year to year. We publicise the bursaries as widely as possible but under the circumstances it would make sense for us to establish a new access target in our forthcoming Access Agreement that is more closely under our control. "]
["10007775","8a",1,{"$f":"CONCATENATE(Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[ukprn]],Table_hefce_sqlasg_OFFA17_SNAP_08_03_2018_08_Milestones_Comm[[#This Row],[Row]])","v":"100077751"},"Overall Queen Mary has performed well against HESA data targets, and has met or exceeded over three quarters of the outreach targets (77.7%). All remaining targets are on course to be met by 2019-20.  The institution has exceeded targets for recruiting students from state school students and students in receipt of Disabled Students’ Allowance (DSA). The data in Table 7a demonstrates that in 2015-16 (the most recent HESA data available) we significantly exceeded the HESA location-adjusted benchmarks for state school students by 6.6 percentage points. QMUL continued to improve performance in the recruitment of full-time first degree students in receipt of DSA, an increase of 0.2 percentage points in 2015-16 from the previous 2014-15 figure.  Indicative 2016-17 HESA data suggests we will continue to improve upon this figure.   \nOur yearly milestone has been met for our target on improving the successful completion rate for full-time first-degree students still in attendance at 31 July on their year of entry, with a 92% completion rate in 2015-16.  Whilst we are pleased with this figure, we hope our ongoing student retention and success work and further targeting and evaluation of this will support future increases in the percentage achieved for this target.\nWe narrowly missed meeting our location adjusted benchmark for recruitment of students from Low Participation Neighbourhoods (LPNs), but indicative 2016-17 HESA data suggests there has been an increase of 0.1 percentage points.  Further details about how we are continuing to take actions to address progress towards this target are included in section C. This overall good performance is demonstrated by analysing QMUL’s achievements against comparable Higher Education Institutions (HEIs).  QMUL is first in the Russell Group when ranked by the number of percentage points above the location adjusted benchmark for percentage of students from state schools. Indicative HESA data for 2016-17 suggests we will continue to improve in these area."]