SOAS Access Agreement 2017/18

SOAS Access Agreement 2017/18 Headlines: SOAS, University of London is the leading institution for the study of Asia, Africa and the Near and Middle East. The vision for the next 100 years will continue to be underpinned by internationalism, justice, diversity and equality It evidences its continuous commitment to widening participation and fair access through its core values, and embeds this commitment through several high level institutional strategies SOAS has improved its performance against a number of benchmarks in access and participation. However further work is needed in the area of student progression and success. Its strategic approach in this access agreement therefore encourages engagement and success at every stage of the student journey We will commit 29.8% of our higher fee income to measures that improve access, progression and success for from the most disadvantaged backgrounds SOAS outreach also supports participants to progress to selective HEIs, with 48% of our outreach attendees who apply to SOAS but don t come here ending up placed at a Russell Group institution Every student with a household income of less than 25,000 will receive financial support over the course of their undergraduate degree programme The SOAS Students Union has been fully engaged in developing the approach outlined in this access agreement 1

CONTENT 1. Introduction 2. Fees, student numbers and fee income 3. Access, student success and progression measures 3.1. Assessment of performance 3.2. Strategic approach 3.3. Expenditure 3.4. Access and student success activities 3.5. Targeting and evaluation 4. Financial support 5. Targets and milestones 6. Monitoring and evaluation 7. Equality and diversity 8. Information to 9. Consulting with 2

1. Introduction SOAS, University of London is the leading institution for the study of Asia, Africa and the Near and Middle East. SOAS uniquely combines language scholarship, disciplinary expertise and regional focus. It has the largest concentration in Europe of academic staff concerned with Africa, Asia and the Middle East. As SOAS commemorates its centenary with the opening of Senate House North Block, it continues to solidify its importance in the UK and abroad in understanding the world, and excelling in teaching, learning and research. The vision for the next 100 years will continue to be underpinned by internationalism, justice, diversity and equality. It is within this framework that SOAS evidences its continuous commitment to widening participation and fair access. Our focus is that all SOAS leave with the ability to challenge and interpret the world, connect communities and culture, and change and impact the world. This is even more so the case for from backgrounds underrepresented in Higher Education (HE). This access agreement is informed by and aligns closely with other institutional strategies such as the newly developed SOAS strategy which aims to produce high quality graduates who can understand and engage with the world, and develop well rounded individuals who can make a difference. Further to this the new SOAS Learning, Teaching and Student Experience Strategy focuses on delivering inclusivity at every stage of the student experience and ensuring equal outcomes for all. The focus on success and outcomes is further embedded within the Equality and Diversity Strategy which highlights the attainment gap as a key area of work in for with protected characteristics. This close integration with high level strategic documents and their performance indicators ensure a whole institutional approach which embeds wider participation and access at every level of the institution. SOAS approach for 2017/18 has been refined to take into account our ambitions for the next 5 years, the changing HE environment and evidence gathered from evaluation on our approach to access and participation. The strategic approach taken has resulted in an improvement in our access and student success performance against targets. However we have revised and refined our targets and milestones to ensure we continue to make progress for some of the hardest to reach groups. SOAS will continue to target our outreach, student support/retention activities and financial support at the most underrepresented, and improve our evaluation and monitoring strategy to ensure we are best able to measure impact and deliver outcomes. 2. Fees, student numbers and fee income SOAS proposes to charge a single undergraduate tuition fee of 9,000 for all degree programmes for new home/eu entrants in 2017/18. This may change to 9,250 dependent on the outcome of the Teaching Excellence Framework. There is no justification for differential fees between programmes. Fees for on year abroad programmes will be no higher than 1,385. The fee will increase with the Government s permitted rise each year in line with the regulations. 3

Percentage 3. Access, student success and progression measures 3.1 Assessment of performance SOAS is committed to increasing the participation of from a variety of backgrounds. We recognise our contribution to the improved participation rates of the most disadvantaged across the sector during the past 5 years, and continue to assess our performance against HESA widening participation of underrepresented groups. These measure the proportion of from state schools, lower socio-economic groups lower participation neighbourhoods and those in receipt of DSA. The graphs below shows the HESA performance indicators for widening participation for over a 5 year period: 95.0 Graph 1: Percentage of Young People from State School or College 90.0 85.0 80.0 75.0 70.0 Location-adjusted benchmark SOAS Participation UK Average Linear (SOAS Participation) 65.0 Linear (UK Average) 60.0 Year Since 2010/11, we have steadily increased the proportion of from state schools above the benchmark, and at a faster rate than the UK average. The overall trend is upwards. We will maintain our efforts in recruiting young from state schools. 4

Percentage Percentage Graph 2: Percentage of Young New UG Entrants (Class IIIM, IV, V) 40.0 35.0 30.0 25.0 20.0 15.0 10.0 5.0 0.0 Location-adjusted benchmark SOAS Participation UK Average Linear (SOAS Participation) Linear (UK Average) Year We continue to increase the proportion of young from lower socio-economic groups 1, and have remained significantly above our benchmark since 2011/12. 9.0 Graph 3: Percentage of All UG in reciept of DSA 8.0 7.0 6.0 5.0 4.0 3.0 2.0 1.0 Benchmark SOAS Participation UK Average Linear (SOAS Participation) Linear (UK Average) 0.0 Year We have increased our proportion of in receipt of DSA above the benchmark since 2012/13. The overall trend has been upwards. We will maintain our efforts in this area of work 1 The target relating to this performance indicator will be removed as HESA will no longer publish this information 5

Percentage Percentage Graph 4: Percentage of Young from Low Participation Neighbourhoods 12.0 10.0 8.0 6.0 Location-adjusted benchmark SOAS Participation UK Average 4.0 2.0 Linear (SOAS Participation) Linear (UK Average) 0.0 Year From 2012/13-2013/14, there has been a trend for underperformance in meeting this benchmark. For 2014/15 there has been improvement and we have met the benchmark for proportion of young from low participation neighbourhoods (LPN). As this is one of the hardest to reach groups we are pleased to have seen progress in this area. We will continue to increase our efforts to make significant improvements in young LPN representation. 14.0 12.0 10.0 8.0 6.0 4.0 2.0 Graph 5: Percentage of Mature Students from Low Participation Neighbourhoods Location-adjusted benchmark SOAS Participation UK Average Linear (SOAS Participation) Linear (UK Average) 0.0 Year Whilst the UK average has steadily increased it proportion of from this group, we have failed to meet our benchmark. This is a concerning downward trend. We will increase our efforts as part of our commitment to make significant improvements in mature student LPN representation. 6

Percentate Percentate The graphs below shows the HESA performance indicators for non-continuation over a 5 year period: 8.0 Graph 6: Non-continuation: Young entrants (%) 7.0 Young benchmark 6.0 5.0 Young SOAS 4.0 3.0 2.0 1.0 UK Average Linear (Young SOAS) 0.0 Year The non-continuation rate for young has been falling since 2009/10, and therefore have an overall downward trend. However we have not met our benchmark for 2013/14 and will invest in improving retention of younger. 30.0 Graph 7: Non-continuation: Mature entrants (%) 25.0 Mature benchmark 20.0 Mature SOAS 15.0 10.0 UK Average 5.0 Linear (Mature SOAS) 0.0 Year Our non-continuation percentage for mature learners is above the UK average and above the HESA benchmark. We have identified this as an area for concern and will continue to invest in support for mature. 7

Percentate 12.0 Graph 8: Non-continuation: Overall (%) 10.0 Overall benchmark 8.0 Overall SOAS 6.0 4.0 UK Average 2.0 Linear (Overall SOAS) 0.0 Year Our non-continuation rate requires improvement. Although there is an overall downward trend, we need to continue to invest in support measures that improve the success rate of all. The assessment of the graphs above identifies three areas of focus for access and student success work: Increased efforts needed to exceed the benchmark for young from low participation neighbourhoods Significantly increased efforts needed to meet the benchmark for mature from low participation neighbourhoods Increased efforts to reduce the non-continuation rate of all, in particular mature 3.2 Strategic approach SOAS is a world-renowned specialist institution focusing on Asia, Africa and the Middle East. As such we have academics and with a passion and expertise in some of the most interesting and exciting regions in the world. Our work in widening access draws upon this passion, niche and specialism to create engaging, innovate and academically rigorous outreach and student success programmes. Our aim is to work with to become global citizens who can understand and engage with the world. The strategic approach taken is embedded within the developing SOAS Strategy which has two key aims focussed on. Firstly to produce high quality graduates who can understand and engage with the world. This means providing with an international experience or exposure and helping gain a global perspective both of which are fundamental to our widening access approach which has cultural knowledge and exchange as a key feature. Secondly to develop well rounded individuals who can make a difference so leave SOAS with a sense of purpose and responsibility, and with a thirst for life-long learning. These are core considerations in our approach where fulfilling academic and personal potential, and providing equality of opportunity in career and further study prospects are crucial for from backgrounds underrepresented in higher education. 8

This is further embedded in the Learning, Teaching and Student Success strategy where we seek to encourage engagement and success along every element of the student journey. This is reflected in our access work which begins with working in partnership with primary schools to monitoring destinations and outcomes of from varying backgrounds. Therefore our access activities focus on: 1. Inspiring and encouraging from the most underrepresented groups to engage with and interpret the world around them 2. Providing support and guidance in assisting at all educational levels to achieve their academic and personal potential 3. Delivering a cohesive and seamless student experience Further to this, we are concerned about the progression and success of our where we aim to: 1. Ensure we fairly and transparency assess the academic potential of regardless of their background 2. Increase the proportions of from underrepresented groups progressing from year one to two of their undergraduate programme 3. Improve the degree classification outcomes and careers destinations of from widening participation backgrounds. Therefore based on the assessment against HESA performance indicators and our strategic approach, SOAS has agreed the following prioritised areas for its outreach and student success work under this Access Agreement: 1. Retention of mature 2. Retention of the overall student population 3. Recruitment of mature from low participation neighbourhoods 4. Recruitment of young from low participation neighbourhoods In addition institutional data has been used to develop a refined set of targets and milestones that ensure SOAS works with the most disadvantaged within the state school and lower socio-economic group categories, and to ensure equality of outcomes for with varying characteristics. Further evidence and analysis will be conducted to support an increased focus on student outcomes across the student lifecycle, taking into consideration the national challenges surrounding the proportions of BME and white working class boys into Higher Education. A large scale research project into progression and attainment will take into account multiple measures of disadvantage to assist SOAS in meeting its aim to improve the absolute numbers from disadvantaged groups (page 9 provides further details on the scope of the research). Section 5 of this agreement represents a realistic but stretching set of targets. SOAS will increase investment in long term outreach and student success activities by redirecting funding from financial support. The coordinated and focussed approach to access, student success and financial support is described in section 3.4. 9

3.3 Expenditure Based on the assessment of our performance outlined in section 3.1, SOAS will commit 29.8% of its higher fee income on access, progression and success measures. The table below show the split between financial support, outreach and retention expenditure between 2016-17 to 2020-21. Year 1 2016/17 Year 2 2017/18 Year 3 2018/19 Year 4 2019/20 Year 5 2020/21 Forecast Forecast Forecast Forecast Forecast Financial support 1,076,500 1,135,000 1,140,500 1,124750 1,108,500 Outreach 403,081 518,287 538,325 559,185 580,901 Retention and student success 409,146 481,677 498,771 516,589 535,161 Total expenditure 1,947,227 2,140,464 2,161,846 2,184,274 2,192,562 The table below demonstrates, in percentage terms, the shift in the balance of expenditure towards delivering more outreach and student success activities. Year 1 2016/17 Year 2 2017/18 Year 3 2018/19 Year 4 2019/20 Year 5 2019/20 Forecast Forecast Forecast Forecast Forecast Financial support 58% 53% 52% 51% 49% Outreach 21% 24% 24% 25% 26% Retention and student success 21% 23% 24% 24% 25% Total Percentage 100% 100% 100% 100% 100% 10

3.4 Activities SOAS will continue to deliver a programme of access activities with the aim of raising aspirations, increasing attainment and progression to HE. The table below provides examples of access activities which form part of our raising aspirations and attainment, and progression to Higher Education programmes. Raising aspirations and attainment Activity Features/Objectives Target Group/s Discovering University Provides younger with an introduction to university Key Stage 2 Involves talks by undergraduate Participants Ambassador-led taster days (and in conjunction with the SOAS Student Union) Provide a positive and engaging HE experience Provide IAG on HE through an interesting learner-led experience Provide tasters through subject-specific workshops Key stages 2, 3 and 4 Language taster days Immersion Weeks (Turkish & Urdu) Progression to HE Provide a positive and engaging HE experience Provide participants with opportunities to find out about a wider range of languages available in HE Distinctive SOAS offering Focus on increasing employability Provide a positive and engaging HE experience Provide GCSE support for Turkish and Urdu speakers Improve community language skills and increased confidence Provide greater exploration of HE for hard to reach group All year groups in schools and in Sixth Form/FE college Key stage 3 and 4 Activity Outcomes/features Target Group/s Summer schools (including collaborative, subject specific and SU-led summer schools) Provide a sustained and intense HE intervention Provide interested in particular topics with a broader understanding of the discipline and degree options Provide sustained, meaningful contact with current HE, as well as forum for gaining study skills and specific subject knowledge Includes sessions on careers and employability Key stage 4, in Sixth Form Masterclasses Provide a snapshot of university-style learning and teaching Provide meaningful contact with current HE ; who very directly provide role models of people who have come from similar backgrounds Increase the understanding of the HE experience to younger Provide support to who may be struggling with the concept of HE Key stage 5 and in Sixth Form, mature in FE college Access to HE programme Provides a sustained HE-focused programme to learners Gives FE college experience of undergraduate level study Improves transition across educational sectors Provides undergraduate level study skills sessions Provides sustained, meaningful contact with current HE who completed an Access to HE diploma Access to HE learners in FE college 11

SOAS Scholars: Thinking Globally! Global Matters Step On Programme Involves academics and college tutors sharing practice and teaching methodologies Long-term sustained outreach project for Year 12s from disadvantaged backgrounds with the potential to achieve high grades at Level 3 study Develops participants critical thinking skills to fulfil their academic potential in their current studies Explores different subject areas in order to find the right degree choice Involves working with current undergraduate on a number of higher education and career related activities to build knowledge and skills Long-term sustained outreach project for Year 10s from disadvantaged backgrounds Targets learners with the potential to achieve high grades at Level 2 study Provides participants with an opportunity to develop key critical thinking skills to fulfil their academic potential Aims to raise these disadvantaged attainment gap Long-term programme providing young people with no family history of higher education with the opportunity to learn a new language Develops the study skills require to succeed at KS5 Provides an opportunity to experience what it is like to study languages at university Students have to complete an independent study project Aims to improve retention in language studies from AS to A- level and to university Key stage 5 Key stage 4 Key stage 5 SOAS measures the successful impact of our activities by asking learners to self-report on their own attitudinal change on anonymous post-activity evaluation forms. The table below shows the measures used for general taster days and language taster days which are targeted at at key stage 3. Our activities consistently demonstrate impact in at least one of the three key attitudes measures below: Taster days [n=701] Languages outreach programme [n=773] 2 % agreeing they have learnt more about what university study would be like % agreeing they have gained study skills to help fulfil their academic potential 86.1% 56.9% 71.7% 44.6% 42.3% 54.3% % agreeing that they now believe more strongly that they will go to university 2 Results here are rather skewed by one activity with 405 participants with markedly less positive evaluation than other activities in the languages outreach programme 12

We also measure the successful impact of the activities for at key stage 5, by asking learners to selfreport on their own attitudinal change on anonymous post-activity evaluation forms. The table below demonstrates, consistent significant impact in at least one of the three key attitudinal measures: Table 8 % agreeing they have learnt more about what university study would be like % agreeing they have gained study skills to help fulfil their academic potential % agreeing that they now believe more strongly that they will go to university Taster days [n=87] Masterclasses [n=153] Summer schools [n=75] Sustained long-term projects [n=18] Access conferences [n=51] 92.0% 51.1% 67.0% 84.7% 67.3% 75.4% 100% 100% 96.0% 100% 83.3% 100% 92.0% 76.0% 84.3% To further measure impact, structures are in place for tracking the progression to higher education outcomes of learners who engage in our long-term and summer school programmes. SOAS perform well within the context of our current evaluation procedure, and are reaping the rewards of having refined our evaluation forms, reduced the range of attitudinal questions asked and focusing on key indicators which can be used to evidence top-line impact more clearly. Having gathered significant data on these measures, we will be moving from gathering evidence that participants feel their knowledge and skills have improved, to gathering evidence which demonstrates the impact of that increase in knowledge and skills on a participant s learning and behaviour, and how this eventually contributes to their progression to university. Contribution to the sector We have gathered evidence to show how SOAS is contributing to improving access across the sector. The table below displays information about the institutions which those applicants who did not gain a place at SOAS (by choice or otherwise) ended up at, with previous years data for comparison: Applicants Who Went Elsewhere 2013 Entry [n=66] 2014 Entry [n=80] To another London HEI 68% 48% 65% To an HEI in the South East (including London) 70% 65% 69% To a Russell Group HEI 30% 35% 48% To a Post-1992 HEI 18% 33% 6% Not placed 14% 8% 8% 2015 Entry [n=97] 13

The table below displays the same data for 2015 entry, this time split between those who attended one-off outreach activities, and those who took part in long-term projects Applicants Who Went Elsewhere One-off [n=34] Long-term [n=63] To another London HEI 65% 65% To an HEI in the South-East (including London) 68% 70% To a Russell Group HEI 41% 52% To a Post-1992 HEI 15% 2% Not placed 9% 8% It is worth noting that SOAS outreach supports participants to progress to selective HEIs, with 48% of our outreach attendees who apply to SOAS but don t come here ending up placed at a Russell Group institution. This is an area of improvement in our work, with the rate having increased by 18% in just two years. Similarly, the rate of our outreach attendees who apply to SOAS but who do not gain a place here (by choice or otherwise) and who do not gain a place elsewhere either has halved in just two years. Primary Schools The WP team have work with the education charity IntoUniversity to host events for the young people that they work with. The charity offers a programme that supports young people from disadvantaged backgrounds to attain either a university place or another chosen aspiration. The charity has education centres across London which organise homework clubs, mentoring and educational visits. We will continue to host university visits for the charity such as IU Lambeth and IU East Ham. We will also continue to host primary groups from the charity as part of their Primary FOCUS programme. The activity entitled 'Discovering University' has been successfully piloted with feeder schools of our priority secondary schools. We will continue to roll out this activity in 2017/18. Collaborative working Collaboration is a key requirement in meeting need and delivering activities concerning widening participation and access to schools, colleges and the local community. SOAS deliver a wide range of activities to support into Higher Education by collaborating with partners in working with underrepresented groups. We are active members in a number of networks relating to widening participation and access. Involvement in these networks have enabled us to increase the scope and reach of our work in attracting disadvantaged as well as contributing to raising aspirations of irrespective of which institution they may go to. 14

The sections below provide further detail about our collaborative working: Capital L, Routes into Languages Capital L is a London consortium of 14 HEIs collaborate who collaborate with schools, colleges and a range of other stakeholders to increase the uptake of languages in schools, colleges and universities. Capital L staff sit in the WP team within the Academic Services Directorate. The consortium is jointly directed by the Head of Widening Participation at SOAS and the Professor of French of University of Westminster. Linking London Linking London is a unique partnership of 40 partners made up of universities, colleges, sixth form colleges, schools, awarding bodies, jisc Regional Support Centre, the London Councils Young People's Education and Skills team and unionlearn. The network has been in existence since 2006. The core aims of our partnership are to support recruitment, retention and progression into and through higher education, in all its variety, including full and part time, higher apprenticeships and work based learning and employment. Through Linking London membership partners work both collaboratively, and individually, to maximise their contribution to targeted student engagement and achievement, social mobility and in pursuit of improvements in social justice through education. Aimhigher London South AHLS 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 3 further education colleges across London and the South East. The network is committed to collaboration and works together to; provide impartial information, advice and guidance to learners from year 8 year 13, share good practice at a local and regional level in order to determine what works well and that activities are effective, develop and apply evaluation and monitoring methods to illustrate long term impact, improve the involvement of current. The Brilliant Club The Brilliant Club, an education charity, recruit, train and place doctoral researchers in state schools serving low participation communities to deliver programmes of university-style tutorials. We help the charity to recruit tutors from amongst our postgraduate student body and host four events at SOAS as part of the Brilliant Club package of interventions. These events will comprise of some of our own typical outreach activities such as campus tours and taster classes alongside aspiration raising content delivered by Brilliant Club staff. We will continue collaborating with third sector organisations such as these in 2016/17. University of London Outreach, Access and Success Group A network established in April 2014 where a number of University of London institutions have come together to collaborate on four strategic themes including; white working class boys, key stage 3 and 4 outreach, evaluation and research and student success and progression. National Networks for Collaborative Outreach SOAS is a member of two new NNCO across London; Linking London and Aimhigher London South. As a member of the NNCO initiative SOAS have access to and use of a single point of contact (SPoC) in the Linking London and AHLS office, supported by a dedicated Project Officer, who is responsible for co-ordinating information on collaborative school and HE/FE outreach activity in London. This two year project has as its aim the coverage of all school, further education and sixth form colleges in London, and the simplification of availability of information so that no-one is disadvantaged. The SPoC is designed to support the staff in partner organisations and act as a first port of call. We will continue to review all collaborative arrangements to ensure they meet our widening access and outreach objectives under the new fees regime. 15

Student success activities SOAS is committed to supporting the success of all its and helping them realise their aspirations. Our degree programmes are unique and diverse in their content and regional focus. It is therefore crucial to provide support at all points in the student life cycle from pre-entry to after graduation, particularly those from underrepresented groups. We currently provide a wide range of activities designed to support and enhance learning and success. These include one-to-one essay tutorials, departmental study support sessions and study skills workshops. In addition, we provide free week-long Bridging Courses for mature and first generation (including LPN) HE to smooth the transition from school, college or work to university. The assessment of our access and student success performance indicates that SOAS need to put in place further measures to improve the retention rate of mature, and the overall student population. The support offered has improved the retention rate of mature ; however we acknowledge that further understanding of challenges is required. Therefore SOAS has commissioned Continuum: the centre for widening participation policy studies based at the University of East London to undertake an analysis of our student data covering three years in the first instance so we can better understand the undergraduate student characteristics, with particular reference to progression, retention and achievement. This research project will take into account what can broadly describe as widening participation characteristics including (but not limited to) ethnicity, social class, disability, previous academic achievement and the different learner progression routes into the institution. We will be using the project findings to inform and underpin our forward planning as well as the delivery of activity to enhance our retention and progression rates particularly with WP cohorts. This is have an impact on the allocation of resources to support projects and activities in 2017/18. To supplement this research SOAS are working with the Students Union to undertake qualitative analysis to understand the causes, and possible steps to address, undergraduate attainment gaps, and to recommend evidence-based actions to address them. This will add depth to the UEL-commissioned quantitative analysis by building common cause between the SOAS Student Union and key individuals, teams, committees and working groups within the School with the power to influence, decide or take action to address attainment gaps; and involve affected, teaching staff and support staff in the design of possible actions that could help to reduce attainment gaps. Further to this we have developed a set of careers focused activities and resources in collaboration with the University of London Careers Group. These resources will be used to support prospective and current from underrepresented groups. We will also be working with the SOAS Careers Department to provide more information on career choice and other career-focused skills throughout the academic year. We will develop a structured programme of activities to ensure from disadvantaged backgrounds have access to relevant and appropriate information on career choice throughout their three or four year degree programmes. 16

We will continue to deliver a range of activities which have been proven to improve the progression and success of. These are outlined below. Student success programmes The table below provides examples of activities to support student progression and success: Activity Outcomes/features Target group/s Bridging Courses for Mature and First Generation (inc. LPN) Students Transitions workshop Bridging Out Courses Buddying Language study workshops Transition support for Study skills including writing an essay Early awareness and access to support services First year support Prepares for greater independence and demands of Year 2 Reflective process with support from relevant colleagues and academic departments Skills for employment Careers advice after graduation Workshops supporting transition Increase the number of disclosing through one-to-one support and mentoring Advice and support in the first term Increase retention rate of on language programmes Mature and who are the first in the family to go to university (inc. LPN) Mature and who are the first in the family to go to university (inc. LPN) Mature, who are the first in the family to go to university (inc. LPN), from lower socio-economic groups Students in receipt of DSA, care leavers Students studying language/language-related programmes 3.5 Targeting and evaluation SOAS have improved the methodology used for targeting at individual and school level. This includes a point scoring system for schools engaged in our raising aspirations and attainment programmes, and for applying to our extended programmes focused on progression to Higher Education. SOAS targets schools with most the most need. We use a basket of data to assess which schools we will work with. The data used to make assessments are: Percentage of pupils achieving 5 GCSEs A*-C including English and Maths Percentage of pupils eligible for Free School Meals This data is used in a formula by which schools are assigned a priority number 1-4. Each criteria is banded, with GCSE percentages further below the national average and FSM percentages further above the national average leading to a high priority number. Students who wish to take part in our extended programme must complete an application form. This form, alongside a supporting letter from a school teacher and parental consent, provides the data necessary to effectively target. The data used to make the assessment are socio-economic and attainment related: HE participation quintile (POLAR3) First generation entrant Eligibility for free school meals Indices of Multiple Depravation Attainment at GCSE level compared to the average school performance Experience of care 17

In addition are asked to disclose socio-economic information on anonymous post-activity evaluation forms, which we analyse on an event-by-event and annual basis. Of over 3000 participant evaluation forms collected in 2014/15, two-fifths reported no parental background of higher education, and a similar proportion reported that they had been in receipt of Free School Meals.These figures reflect increasingly robust targeting procedures, and continue to improve year on year. The table below provides targeting data for the key activities: Type of activity % Attendees eligible for Free School Meals % Attendees with no parental experience of HE % Attendees disclosing that they have been in care 2013/14 2014/15 2013/14 2014/15 2013/14 2014/15 Taster days 39.7% 46.3% 45.5% 43% 5% 5% Masterclasses 40.5% 60.5% 67.6% 71.5% 1.2% 1.3% Summer schools 42.7% 54.7% 77.3% 70.7% 1.5% 0% Sustained long-term projects Languages outreach programme 77.4% 83.3% 77.4% 77.8% 0% 0% 32.1% 23.8% 61.2% 25.8% 8% 3.7% Access conferences n/a 53.1% n/a 54% n/a 14.6% Evaluation and measuring impact is core to our access and student success strategy. SOAS systematically and routinely gathers data from learners, and other stakeholders on the impact of its activities. Reports are produced against a number of variables which allows the monitoring of outcomes and attitudinal changes amongst different groups as described in section 3.4. These include measuring: Increased awareness of HE study and student life How to progress to HE Costs and support available Impact on current study Changes in attitude towards HE 18

The table below demonstrates our activities consistently impact learners in at least one of the three key attitudes measures: Type of activity % agreeing they have learnt more about what university study would be like % agreeing they have gained study skills to help with their current studies % agreeing that they are looking forward to going to university 2013/14 2014/15 2013/14 2014/15 2013/14 2014/15 Taster days 88.2% 86.8% 63.4% 56.2% n/a 71.1% Masterclasses 88.3% 84.7% 55.9% 67.4% 89% 75.4% Summer Schools 98.6% 100% 93.5% 100% 97.9% 96% Sustained long-term projects 84.4% 100% 87.9% 83.3% 96.9% 100% Access conferences 89.2% 92% 64.7% 76% 93.3% 84.3% Languages outreach programme 66% 47.2% 53.6% 44.9% 77.3% 56.1% Through these methods of targeting, analysis and evaluation, SOAS ensure that progress is made to improve access, student success and progression. 19

4. Financial support For 2017/18 SOAS have simplified the financial support offered to the most disadvantaged. This will provide a clear and consistent message to the eligible for financial support, and aids in simplifying the administrative processes required for delivering the support. Institutional evidence from the evaluation of our financial support packages indicates that outreach has the biggest impact on a decision to apply to university and that financial support has an impact on the retention rate. This has informed our decision to offer financial support over the duration of programmes for from the most disadvantaged groups. Excellence Bursary The Excellence Bursary provides 750 per academic year to every undergraduate student with a household income under 25,000. This bursary provides guaranteed financial support to with a low household income. Enhanced Excellence Award The SOAS Enhanced Excellence Bursary provides an additional 750 per academic year. The recipients of this bursary will receive the Excellence Bursary plus the Enhanced Excellence Bursary totalling 1,500 per academic year. The bursary will have a total value of 4,500. It is targeted at care-leavers, from low participation neighbourhoods, first generation HE entrants and with refugee status. Students must also have a household income below 25,000. This award provides support to the most underrepresented groups and helps towards improving student success by supporting over the course of their degree. Study Support Funds SOAS Study Support funds provide one-off financial support to who experience unanticipated financial hardship. The fund is targeted at from underrepresented groups, and those who have low household income. The support is provided on a means-tested basis with a maximum value of 1,000. The table below shows the financial support available in 2017/18 and reflects our priorities in recruiting and retaining the best from disadvantaged groups. Award SOAS Excellence Bursary SOAS Enhanced Excellence Bursary SOAS Study Support Funds No. available First year Second year Third year Total Cash bursary Fee waiver Cash bursary Fee waiver Cash bursary Fee waiver 298 750-750 - 750-2,250 150 750-750 - 750-2,250 45 Max. 1,000 n/a n/a n/a n/a n/a Max. 1,000 In 2017/18 SOAS will guarantee 298 new financial support over the course of their programme. 20

5. Targets and milestones The targets below reflect the need to maintain and improve the scope of our access and student success activities to ensure that all are able to access, progress and succeed at SOAS. Targets have been formulated based on our assessment of our current performance, sector wide benchmarks and institutional evidence. We are aware that there is a need to improve access for white working class boys. At SOAS we will develop a target around this area, and other areas of underrepresentation following further analysis of institutional data. The targets below are stretching and represent our increased investment in access, progression and student success, and the outcomes we wish to achieve. Access targets Measure Baseline (2013/14 intake) Target aim Milestone at 2016/17 Milestone at 2017/18 Milestone at 2018/19 Milestone at 2019/20 Young first degree entrants from LPN (POLAR3) (relating to graph 4 in section 3.1) Mature first degree entrants from LPN (POLAR3) (relating to graph 5 in section 3.1) First degree in receipt of DSA (relating to graph 3 in section 3.1) Young first degree entrants from NS-SEC 4-7 3 3.7% To increase the proportion of from this group to 5.4% by 2019/20 2.2% To increase the proportion of from this group to 4% by 2019/20 6.3% To increase the proportion of this group to 7% by 2019/20 30.6% To maintain the proportion of from this group by 2019/20 4% 4.5% 4.9% 5.4% 2.5% 3% 3.5% 4% 6.5% 6.7% 6.9% 7% 31% 31% 31% 31% 3 The target relating to this performance indicator will be removed as HESA will no longer publish this information. A new target will be formulated based on further research. 21

(relating to graph 2 in section 3.1) State school first degree entrants (relating to graph 1 in section 3.1) 81.6% To maintain the proportion of from this group by 2019/20 82% 82% 82% 82% Measure Baseline (2012/13 data) Target aim Milestone at 2016/17 Milestone at 2017/18 Milestone at 2018/19 Milestone at 2019/20 Number of school and FE college attending extended programmes 60 To increase the number of school and FE college engaged in extended programmes to 100 by 2019/20 60 75 90 100 Number of attending summer schools 160 To increase the number of attending subject-based summer schools 160 170 180 200 Progression targets Conversion of year 12 & 13 outreach attendees to SOAS applications Conversion of year 12 & 13 outreach attendees who apply and gain a place at SOAS 25% To increase the proportion of outreach attendees who apply to SOAS to 35% by 2019/20 25% To increase the conversion rate of outreach attendees who gain a place at SOAS to 35% by 2019/20 25% 28% 33% 35% 25% 28% 32% 35% 22

Number of attending Bridging Course for Mature 44 To increase the number of mature attending the Bridging Course to 75 by 2019/20 44 55 65 75 Number of attending Bridging Course for First Generation 34 To increase the number of first generation attending the Bridging Course to 60 by 2019/20 34 45 55 60 Percentage of Mature Bridging Course attendees progressing to year 2 Percentage of First Generations Bridging Course attendees progressing to year 2 72.7% To increase the progression rate of mature Bridging Course attendees into year two to 80% by 2019/20 79.4% To increase the progression rate of first generation Bridging Course attendees into year two to 85% by 2019/20 72.7% 74% 77% 80% 79.4% 82% 84% 85% Measure Baseline (2013/14 intake) Target aim Milestone at 2016/17 Milestone at 2017/18 Milestone at 2018/19 Milestone at 2019/20 Noncontinuation of young (relating to graph 6 in section 3.1) Noncontinuation 6.4% To reduce the noncontinuation rate of young to 5% by 2019/20 20.6% To reduce the noncontinuation rate of 6.4% 6% 5.5% 5% 20.6% 18% 16% 15% 23

of mature mature to 15% by 2019/20 (relating to graph 7 in section 3.1) Noncontinuation overall (relating to graph 8 in section 3.1) 9.7% To reduce the noncontinuation rate of the overall population to 7% by 2019/20 9.7% 9% 8% 7% Student success targets During 2017/18 SOAS will develop in an increased understanding of student progression, success and outcomes. It will be based on analysis of national data sources such as DELHE, data gathered by the SOAS Careers Office and the UEL research project. This will enable SOAS to create a set of targets related to student success and outcomes for from disadvantaged groups. We will monitor on an in-year basis the progress towards our milestone using sector-wide and institutional proxy data to ensure we make progress over a 5-year period. Targets may be reviewed, if necessary, based on institutional data and UCAS data collected during the application cycle. 24

6. Monitoring and evaluation The Pro-Director (Learning and Teaching) is the senior manager with ultimate responsibility for access and widening participation. SOAS commitment to access is further supported by faculties and departments through the planning, implementation and monitoring of various measures, particularly in relation to retention, progression and collaboration. Performance in widening participation and access are monitored by the Academic Development Committee chaired by the Pro-Director (Learning and Teaching) and are also considered by the External Relations & Communications Committee (chaired by the Registrar) and the Equality & Diversity Committee (chaired by the Dean of Law and Social Sciences) and, at the highest level, discussed at Academic Board and by the Board of Trustees. There is student representation at these committees to ensure are fully able to contribute and shape approaches. All areas of SOAS have a responsibility to support widening participation and fair access. The core SOAS Widening Participation Team is based in the Academic Services Directorate. The team works extensively with the Student Recruitment team and Admissions team, Faculty Offices (Languages and Culture, Law and Social Sciences, and Arts and Humanities), Academic Services and the Students Union on issues of access, admissions criteria, student support and retention. The implementation of this access agreement will be supported by all these areas of SOAS. The WP team continually monitors and evaluates the activities delivered in its monthly team meetings. These formal meetings provide the opportunity for each member to share evidence to support each activity he/she carries out. This information is fed into a quarterly and annual report on widening participation activities. The body responsible for the delivery of the access agreement is the OFFA Steering Group comprised of; Pro- Director (Learning and Teaching), Registrar, Director of Marketing, Recruitment & Communications, Director of Academic Services, Director of Finance and Planning, Head of Widening Participation and a SU Co-President. This group reports to the Academic Development Committee. An action plan for 2017/18 will be developed, in collaboration with the Students Union, to support the implementation of the Access Agreement and this will be monitored by the Steering Group. The Head of Widening Participation will be responsible for delivering the action plan, and for reporting to the Pro-Director (Learning and Teaching). 7. Equality and diversity SOAS welcomes the duties placed upon it as a public body to ensure an equitable approach across the nine protected characteristics. The primary aims of the actions we have set out in our access agreement are to advance equality of opportunity, eliminate discrimination and promote positive relations between different communities. We will address disadvantage by encouraging under-represented groups to participate in higher education by taking steps to meet identified needs. Our access agreement activity makes a significant contribution to the School s approach to equality, diversity and inclusion. Our widening participation work promotes the recruitment of diverse domicile from groups under-represented in the sector. This helps SOAS to be the unique institution that it is. The evidence set out in our annual access agreements demonstrates that we are focussed on ensuring the recruitment, retention and attainment of from disadvantaged groups. Our analysis shows that from such groups as young white, male learners in receipt of school meals and those who are mature have directly benefitted from our outreach activity. Promoting equality and celebrating diversity is a core value at SOAS Equality and diversity is a key value at SOAS and our access agreement activity interacts and complements with the School s work in this area. This commitment is set out in the SOAS Equality, Diversity and Inclusion Strategy entitled 100 Years of Diversity 25

Our work to improve the attainment and retention gaps of from geographic areas of depravation directly contributes to School initiatives to promote equality of opportunity for all. We monitor the profiles of the young people and mature we interact with in terms of recruitment, retention and attainment so that we can assess the impact of our access agreement initiatives. We annually report on our initiatives to ensure transparency, and we are currently reviewing our data collection and analysis to ensure we are collecting the intelligence that will best provide insight on the impact we are having on student inclusion and attainment. 8. Information to SOAS provides clear, accessible and timely information to applicants and potential on our undergraduate fees and financial support. Information on fees and financial support is provided through on our institutional website and the UCAS website. We will publish our financial support on these websites. For 2017/18 we will continue to produce a leaflet on our financial support which is distributed to schools and colleges. This will be distributed from September 2016. The leaflet will be created in conjunction with current SOAS who are from under-represented groups to ensure the information is clear and easy to understand by potential. We have created student finance presentations with our student ambassadors that are delivered to from year 11 onwards in all our access-related activities. We update this presentation with support from our. For 2017/18 we will continue to provide updated information to UCAS and the SLC on our fees and financial support packages. In addition SOAS will be providing financial information to younger which will include the delivery of broader IAG and information to parents and teachers. 9. Consulting with The SOAS Students Union has worked in tandem with the School in drafting the access agreement for 2017/18. It is reflected in the continued emphasis of cash bursaries as a form of financial support for all, and success initiatives for underrepresented groups. This is a continuation of collaboration in developing access agreements for the past 5 years. The School s Widening Participation Team meet with the Union to discuss issues around access and success and align with the Students Union educational priorities. It includes delivering joint WP outreach activities such as Students Union-led outreach programme, the SOAS Saturday Club and Student HUB. Strategically the Students Union has a key role in several areas of SOAS relating to student experience. This includes membership the Student Outcomes and Academic Experience Working Group chaired by the Director, where who are from underrepresented groups contribute. The Co-President also sits on the OFFA Steering Group as a formal member. Consultation with the Students Union and student body has resulted in the following: Increased expenditure on long-term outreach programmes and further collaboration in building a SOAS community for access Further emphasising the importance of retention and success in the agreement, and SU assistance in devising programmes in response to concerns about outcomes for from underrepresented groups Reviewing financial support arrangements to ensure they are attractive and suitable for needs 26