Imperial College London Access Agreement

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1 Background 1. Imperial College London is an international university which provides rigorous, intensive and research-led degree courses in science, engineering, medicine and business (single honours business degrees are not offered at undergraduate level). The College s undergraduate courses are designed to produce graduates for either fast-track graduate employment or postgraduate study and are intended to educate the next generation of academic, professional and business leaders. 2. The College s Access Agreement is framed by its mission, science focus, admission requirements and commitment to widening participation and fair access. Priority is placed on encouraging the most able students from disadvantaged backgrounds to apply to, and succeed at, the College and other selective universities. The College will meet this objective by raising the aspirations and attainment of school children, supporting science teaching in schools and informing subject choice at GCSE and A- level. 3. The College is committed to ensuring that financial do not act as a barrier to those wishing to pursue or continue their studies at the College. The financial support package for Home undergraduate students will ensure that courses remain accessible and maintain the College s high levels of retention. Summary 4. The College will spend at least 35% of additional fee income on commitments within its Access Agreement. This will be split between additional expenditure on outreach, concentrated strategically at specific groups, and targeted financial support for those most in need. The College aims to identify and attract students of the highest academic ability and potential and would not want financial considerations to deter suitable applicants. This is particularly important for the College because London costs, compounded by its relatively longer courses, make the provision of sufficient financial support necessary to encourage applicants from disadvantaged backgrounds. Targeted financial support therefore forms the majority of the College s projected expenditure. 5. The College commits to increase expenditure on outreach activities from 3% of additional fee income in to 4% of additional fee income in phases over a fouryear period from to With this resource, the College is developing a long-term outreach strategy that aims to target its offering at capable disadvantaged school children who have potential in science and mathematics. 6. The College works closely with student representatives to develop the College s Access Agreement, and monitor progress against the targets therein. A representative of Imperial College Union (ICU) is a member of the appointed committee charged by the President with developing and monitoring the impact and effectiveness of the Access Agreement. An annual survey of bursary recipients run in collaboration with ICU also informs the composition of the College s student financial support package, and to whom it is targeted. 7. The College is committed to meeting its responsibilities under the Equalities Act 2010 and has set institutional equality objectives that underpin the College s proactive strategy in this area. The focus of the College s Access Agreement commitments is predominantly on lower socio-economic groups, because it is these groups in particular which are underrepresented in HE as a consequence of differential achievement in schools. These groups tend to include a higher representation of school children with protected characteristics than the general population, and comprise the target group for 1

2 the College s additional outreach activities. Further information about the College s current equality objectives, in addition to examples of the activity underpinning these objectives, is provided on the College website at Fees 8. At the time of writing, the Government has not yet announced the Home/EU undergraduate fee caps for entrants. All fees stated in the College s Access Agreement for are, therefore, subject to revision following this announcement. The College intends to charge the maximum fee to all undergraduate Home/EU students entering the College from This will be at least 9K in , subject to any inflationary or other increases. Students undertaking an Erasmus year or year abroad will be charged 1,350. Students undertaking a year in industry will be charged 900 in the Faculty of Engineering and 1,800 in the Faculty of Natural Sciences. 9. The vast majority of the College s undergraduate courses are at least four years in duration, with clinical medical courses being six years. Hence, it will not be until that all undergraduate cohorts studying at the College will be on the new fee system and thus steady state will be reached. Admissions: principles and processes 10. In accordance with its mission and educational objectives, the College aims to identify and attract students of the highest academic ability and potential who are most able to benefit from its courses. Students will succeed at the College only if they have sufficient prerequisite subject knowledge and proven ability to cope with, and thrive on, STEM courses of the highest academic standard and intensity. Hence, the majority of the College s programmes require A* or A grades at A-level (or equivalent) in physics or physical sciences and in at least one mathematics subject. The average A-level tariff score on entry in 2014, based on the best three grades, was better than the equivalent of one A* and two As. 11. The national improvement in A-level performance has made it more difficult for the College to distinguish between candidates by virtue of their A-levels alone, which has placed greater emphasis on the importance of considering applications appropriately. 1 During the admissions process, we therefore consider broader information to identify the best applicants from those who meet the College s criteria, including broader academic achievement, information in UCAS applications and, for most academic departments, performance at interview. Hence, the College s access targets (see the resource plan) commit it to continuing its activities in this regard. Current access performance 12. The College s access performance is in accordance with its subject mix and entrance criteria. Whilst HESA benchmarks are only one of a number of access indicators, we are in alignment with almost all adjusted sector level benchmarks on widening participation (and all of those pertaining to disadvantaged students). In (the latest year for which HESA performance indicators are available), 16.3% of young undergraduate entrants came from NS-SEC classes 4-7 and 3.3% from low participation neighbourhoods. 1.7% of mature undergraduate entrants both had no history of higher education and came from low participation neighbourhoods. 1 The percentage of A or A* grades awarded nationally at A-level has increased from 12% in 1990 to 27% in The proportion of candidates gaining at least an A grade in 2014 was particularly high in subjects frequently required for entry to the College s courses, including Mathematics (43%), Further Mathematics (58%), Physics (32%) and Chemistry (33%). 2

3 13. Students from state schools are not a disadvantaged group in themselves. The proportion of students recruited from independent schools (currently 35%) reflects the gap in performance at A-level between different types of schools, which is particularly prominent in science and mathematics subjects. For example, in 2014, 39% of all A* grades awarded in Further Mathematics, 31% of all A* grades awarded in Mathematics, and 35% of all A* grades awarded in Physics were awarded to pupils from independent schools. 14. The demographic profile of the College s UK undergraduate applicants demonstrates that its existing access commitments, which focus on bursary provision, have ensured that a diverse range of prospective students are not deterred from applying to its courses. The proportion of students in receipt of a College bursary is a proxy for socioeconomic background because eligibility is determined by household income. In , 36% of UK students paying higher fees received a College bursary. 15. The College's Widening Participation Admissions Scheme supports the objective of increasing the number of disadvantaged students who meet our entrance requirements and study at the College. The flag provides additional opportunity for admissions tutors to consider the appropriateness of existing excellent applicants from disadvantaged backgrounds. Offers awarded to applicants identified through the flag will be on the same terms as other offers made. Monitoring and evaluation 16. The Access Agreement and Financial Support Working Group, chaired by the College Secretary and with membership from across the College, including ICU, is charged by the President with monitoring the impact and effectiveness of the commitments within the Access Agreement. It also reviews progress against the access targets and milestones and monitors closely the implementation of the College s package of financial support for disadvantaged students with a view to ensuring that it continues to make a difference to applicants decision making and the retention of disadvantaged students. In this regard, an annual survey of current bursary holders is conducted in collaboration with ICU in order to inform the development of the Access Agreement. 17. The College continues to carry out extensive evaluation of its outreach activities, with the aim of informing future strategic development. Through the access targets, the College is committed to gathering and analysing the post-school destinations of disadvantaged groups who benefit from its outreach activities, measuring aspirations, and using the information derived to inform the progression of the outreach strategy. 18. The College is limited in the analysis of the socio-economic profile of its applicants by virtue of the data available. Provision of socio-economic class on UCAS forms is voluntary and so data tends to be patchy. In addition to this, data is only received for applicants who accept an offer at the College. However, the College is able to collect financial from participants in its cohort-based outreach programmes. The College s access targets commit it to requesting information on financial from all participants on its cohort-based outreach programmes, with the aim of using this information to confirm that outreach activities are targeted appropriately at capable disadvantaged groups. 19. It should be noted that the achievement of the College s targets pertaining to gathering, analysing and interpreting further data on the post-school destinations of participants within its outreach activities will depend, in part, on the data collection processes of bodies external to the College. UCAS has a particular role in this regard (please see paragraph 27 for more details). 3

4 20. The College s Equality and Diversity Committee oversees equality and diversity activity across the College and is dedicated to promoting and embedding all aspects of equality throughout the College community. Membership includes representatives from across all academic and professional services departments, ICU, the Trades Unions, and the College s equality advisory groups for race, disability, sexual orientation and gender identity equality. The Committee places a strong emphasis on monitoring services, making recommendations for additional actions (many of which are then owned by the relevant operational functions in the College) and evaluating success and progress in addressing the needs of staff and students. For example, the Committee monitors applications, admissions and degree outcomes for students by key protected characteristics, and in work continues to encourage the disclosure of equality information to allow more informed decisions to be made. In the Committee is also considering the progress of the Student Liberation Officers, who were appointed by ICU during 2014, and the Liberation Audit Action Plan. An analytical annual report on the Committee s progress against targets and objectives is published following discussion and agreement by Provost s Board and Council. The Disability Action Committee addresses issues for both staff and students, and the Academic Gender Strategy Committee and the Athena Committee focus on gender equality. The College is continuing to collect data on the ethnicity, disability and gender of participants in its outreach events (see the resource plan). 21. Specific targets and milestones are listed in the resource plan. These stretching targets are intended to build on and develop further the College s work as set out in this Access Agreement. They cover both the desired outcomes of the College s work and the gathering of the information and data that is essential for underpinning the College s evaluation and monitoring processes, ensuring that the College s activities can continue to adapt and develop in order to achieve maximum impact. Student success 22. For graduates who left the College in (the latest year for which data is available), over 90% were in employment or further study six months after graduation 2. In addition to this, the College s graduates have the highest average starting salary in the UK at 29.2K 3. The College s Careers Service provides a comprehensive information, advice and guidance service to all students to enable them to make informed career choices. Students can arrange one-on-one appointments for advice on all aspects of career planning, further study, and job-hunting skills, including finding potential employers, writing a CV, completing application forms, interview skills, and assessment centres. The Careers Service also organises sector-specific careers fairs, industry forums, lunchtime careers talks and longer skills sessions all delivered by employers as well as managing the extensive annual employer presentation programme. Each academic department has a designated member of staff with responsibility for careers activity, and the Careers Service works closely with these departmental advisers to ensure an appropriate programme of activities for all year groups, including seminars and workshops tailored for individual disciplines and a schedule of one-to-one appointments with Careers Consultants and Placements and Internships Advisers delivered in the department. Students are encouraged to participate fully in skills development throughout their courses, for example through the Imperial Horizons programme 4 as well as the many extra-curricular and volunteering opportunities 2 HESA Performance Indicators Table E1 (Performance of leavers) Imperial Horizons, introduced in 2012, offers wide-ranging and innovative courses to undergraduate students designed to broaden their education, inspire their creativity, and enhance their professional impact: 4

5 available. In addition to this, the Careers Service runs a central programme of workshops and seminars to assist students in recognising their skills and personal development. Some courses offer work placements and all students are encouraged to seek summer internships with the help of the Careers Service. The Careers Service runs an alumni / student mentoring scheme with the aim of developing student confidence and job sector knowledge which prioritises students from disadvantaged backgrounds. 23. Retention rates are very high, as referenced in paragraph 25 below, and the College s student support services continue to receive consistently high satisfaction ratings, both in student surveys and through local feedback mechanisms. With this in mind, the College has taken the approach of splitting expenditure from additional fee income between outreach activities and the provision of targeted financial support. This approach has not changed significantly from previous years. The College is aware of the changes to Disabled Students Allowance due to be implemented from and is working to quantify the impact of these as part of its strategic planning. However, there is as yet insufficient information about the changes to implement any specific initiatives. 24. The College s Education and Student Strategy, which is characterised by cross-faculty working and student engagement, takes a whole-institution approach to supporting student success. Oversight is provided by the Vice-Provost s Advisory Group for Education (VPAGE), which has representation from across the Faculties, the support services, and the student body. The Imperial College Supporting Teaching Accreditation and Recognition (STAR) Framework, an HEA-accredited professional development programme for those who teach and support student learning, is an example of an overall framework within which adaptations can be made to support different approaches. 25. For students who entered the College in (the most recent year for which data is available), almost 97% remained in HE following their year of entry. The College is aligned to its adjusted HESA benchmark on the non-continuation of disadvantaged students (as measured by low participation neighbourhoods) and aims to understand further the reasons behind any departures 5. The College will monitor this closely to confirm that its student support provision, including financial, pastoral, academic and other support, assists sufficiently those who are most in need. Assessment of performance 26. As referenced in paragraphs 22-25, the College s current performance on employability, graduate starting salaries and retention rates is excellent. The College has therefore continued its approach of splitting expenditure from additional fee income between the two key areas of outreach and the provision of targeted financial support to reinforce these strengths. Expenditure on outreach activity will be increased from 3% of additional fee income to 4% of additional fee income in phases over a four-year period from to , with expenditure on financial support reducing proportionately. It should be noted that the College has full-time undergraduate students only. 27. The first key area is to target effectively those who are disadvantaged, but with capability, particularly in STEM subjects and help them to enter selective universities. The provision of appropriate outreach activities, including helping to address the problems caused by a shortage of well-qualified science teachers in schools and raising aspirations more generally, are some examples (specific schemes are referenced in paragraphs 35-39). The College is working on improving targeting, evaluation, monitoring and the measuring of outcomes for these activities. Difficulties in acquiring 5 Changes to the methodology for collating HESA benchmarks may lead the College to adapt its measures as appropriate. 5

6 from UCAS at a reasonable price the information required to track the post-school destinations of outreach participants have hampered the College s progress in this area. However, the further development of the College s highly targeted cohort-based outreach programmes (see in particular paragraph 39) is anticipated to assist with this, as contact with participants is sufficient to follow up with a request for their postschool destinations. The College is evaluating the targeting and outcomes of its outreach activities through this and other mechanisms. 28. The second key area is ensuring that those from disadvantaged backgrounds are not deterred from applying to, entering, and continuing to study at, the College by financial considerations, and the College s Financial Support Package is essential to this. As referenced in paragraph 46, an annual survey of bursary recipients undertaken in collaboration with ICU confirmed that such support is necessary to cover the costs of living and studying in London, with around 70% saying that it was essential and 96% reporting that it was at least helpful. The Outreach Strategy 29. The College s strategic objectives for outreach are: to pursue activities targeted at capable disadvantaged school children who have potential in those subjects required for entry to the College; to help to address the problems caused by a shortage of well qualified science teachers in state schools, namely the decline in interest and attainment in science; to pursue activities which raise the aspirations of school children, towards HE generally and science in particular, from primary education through to A-Level and thereby encourage them to apply to the right university for them irrespective of their background. 30. In September 2014, the College created an Outreach Strategy Group with the aim of driving a whole-institution approach to outreach activity across the College. The Outreach Strategy Group includes representatives from the different parts of the College that are involved in outreach activity, including senior academic staff, and is working to create a coherent, joined-up approach to outreach activity undertaken across the College, with internal collaborations being championed, recorded and evaluated. 31. It is in the College s interests, and those of prospective students, to encourage applications to the College from those who are likely to meet its entry requirements, and, therefore, succeed at the College. The College s access targets for outreach (see the resource plan) therefore reflect its intention to raise aspirations and interest in HE and science generally, and also the additional emphasis placed on increasing aspirations and attainment amongst disadvantaged students who are very able in science. The success of the College s outreach programmes will be determined by, among other measures, an increase in the number of participants who apply successfully to the College and other selective universities. 32. The College will build on the success of its existing activities and relationships, extending its outreach programme to include more cohort-based activities, through additional investment as outlined in paragraph 26. The College s outreach database is continuing to be refined, with efforts focusing on gathering, analysing and increasing understanding of data on the profile of beneficiaries in order to ensure that the outreach programme continues to be targeted appropriately at STEM-capable disadvantaged students. 6

7 33. Emphasis is placed on support and guidance for outreach participants that will help them meet the conditions of an offer to study at the College, including, for example, post-offer revision classes and mentoring support. The College also aims to foster more long-standing relationships with disadvantaged students who have the potential to study at selective institutions which, in turn, will enable the College to increase understanding of post-school destinations. This is being supported by the development of long-term, cohort-based programmes which stretch from Year 10 through to Year 13 (with another point of entry in Year 12) so that participants receive as much support and guidance as possible (see paragraph 39 for more details). 34. In accordance with the College s educational strategy and broader mission, the College has no plans to increase its Home/EU undergraduate student population significantly because its existing population size enables it to maintain appropriate student:staff ratios in support of a high quality education and student experience, and because the College makes an increasing deficit on Home/EU undergraduate teaching (the current deficit averages around 1,900 per student). The types of students recruited will therefore continue to be influenced by differential levels of achievement at school. It will take some time for the full impact of the College s outreach strategy to be evidenced by any changes in the profile of applicants and new entrants to the College and other selective universities. Examples of the College s existing school outreach activities 35. The College s current outreach programmes reach a significant number of disadvantaged school children, being underpinned by established relationships with a network of over 300 schools and colleges in London and the South East that meet specific widening participation criteria. Many schools are involved in multiple initiatives. One example of this activity is the Widening Participation School Visits Programme, which benefits around 50 disadvantaged schools per annum and provides a comprehensive service covering all aspects of higher education awareness and application. This activity also underpins the cohort-based programme detailed in paragraph 39 so that potential applicants and their schools are supported both before and during the UCAS application process. 36. Building on the College s long-standing summer schools and science activities, the Wohl Reach Out Lab was opened in 2010 to provide additional facilities to deliver practical programmes and an experience of university for pupils aged six to eighteen, specifically from schools without ready access to laboratories. The Wohl Reach Out Lab is an integral part of the College s outreach provision and provides an inspirational venue for the College s cohort-based outreach programmes as well as for training PGCE students, for providing STEM-dedicated continuing professional development for teachers, and for encouraging younger audiences to participate in hands-on STEM learning. The College recruits and trains current postgraduate students and academic staff to act as academic leaders in outreach interventions, developing hands-on activities based on their research to inspire and educate pupils and science teachers. This develops their science communication and leadership skills and also enables them to act as positive role models for outreach participants. The College has been forming links with hub schools with strong STEM facilities or STEM curriculum expertise, which then cascade the newly developed STEM activities to their wider group of affiliated secondary and primary schools which face challenges in delivering high-quality STEM teaching and whose students are thus disadvantaged in progressing to STEM study in higher education. The College is committed through its access targets (see the resource plan) to at least maintaining the number of participant days in practical science activities delivered to pupils and teachers from disadvantaged schools at 4,000. 7

8 37. Many of the College s initiatives are aimed at supporting science teaching in schools. The Pimlico Connection is an example of a voluntary tutoring scheme in which College undergraduate and postgraduate students participate in regular sessions at a local primary or secondary school to engage in tutoring and mentoring in science-related subjects whilst raising aspirations and providing positive role models for both science and higher education. In October 2014, the Pimlico Connection formed a collaboration with Schools Plus, a mentoring programme run by ICU, with the aim of increasing the reach of the scheme both in terms of the numbers of student volunteers and the schools in which they work. 38. Through the College s unique STEM PGCE scheme, INSPIRE, postgraduate scientists are placed in partner schools while working towards qualified teacher status through a ten-month secondary teacher training programme. The programme is run in collaboration with Canterbury Christ Church University and focuses particularly on providing in situ teaching support in under-performing schools. The basis of the programme is to provide excellent teachers where they are most needed and to encourage the teaching of science through hands-on demonstrations and inspirational activities that are rooted in the curriculum. The College aims to continue to resource INSPIRE with the assistance of its partners and is committed to increasing the number of PGCE students recruited from 10 to 14 over the period to (see the resource plan). 39. From , the College s pilot programme ISEP (the Imperial STEM Enrichment Programme) has been reconfigured into a more far-reaching programme called STEM Potential. Drawing on the lessons learned from the pilot, this new programme focuses on taking pupils from Year 10 and Year 12 through a series of interventions aimed at increasing their likelihood of achieving higher grades in STEM subjects at GCSE and A- level. By recruiting pupils at the Year 10 stage, the programme aims to identify talented cohorts of pupils from disadvantaged backgrounds who can then be given tailored support through the key milestones that they face. There is also an entry point at Year 12. By working closely with teachers at the targeted schools, it is envisaged that the programme will retain pupils across the two or four years and provide sufficient contact with participants for their post-school destinations to be requested, As referenced in paragraph 35, this programme is linked in to the Widening Participation Schools Visits Programme so that support is provided where it is most needed. Access to medicine 40. The College undertakes a wide range of outreach activities aimed at supporting students from non-traditional backgrounds to progress to studying medicine. A recent initiative has been the introduction of the College s Pathways to Medicine programme, which is supported by the Sutton Trust, Health Education England, and the Royal Society of Medicine. Pathways to Medicine is a long-term, cohort-based programme that runs a series of activities for each cohort over a three-year period from Year 11 through to Year 13 to help pupils make strong and informed applications to study medicine at university. Activities include informative talks by admissions tutors and medical students, e- mentoring with current Imperial medics, a summer school at the College, personal statement advice, and guaranteed work experience placements in a healthcare setting. On this and on other initiatives the College works closely with Vision, an Imperial student-run society which aims to widen participation in medicine. The synergistic collaboration between the School of Medicine, the Outreach Office (which has a specific Medical Outreach Officer) and Vision has significantly increased the impact of the College s medicine outreach activities. 41. The College also provides extensive support for medical students during the application process and once they are studying. Admissions tutors take into account contextual 8

9 information when deciding which applicants to invite to interview. Each student has a personal tutor with whom regular meetings are timetabled, and is also paired with a student in the year above who provides advice and support. Every year group has a senior tutor who supports the personal tutors and helps students who have more complex problems. The Imperial College School of Medicine Students Union (ICSMSU) also has a dedicated welfare officer. Academic support is provided through the Faculty Education Office, while financial support is provided through the College s bursary scheme and through the availability of hardship funding. The College engages closely with the Medical Schools Council; for example, Professor Sue Smith, the College s Director of Admissions for the School of Medicine, was a member of the Expert Admissions Deans Sub-Group on the Medical Schools Council s Selecting for Excellence project 6. Collaboration 42. The College will engage with other institutions and organisations where such collaborations will advance its mission and educational objectives. Hence, collaborative outreach activity is limited to organisations willing to focus on STEM-capable, academically excellent, disadvantaged students. The College continues to seek to maximise the cost effectiveness and impact of its school outreach activities. 43. The College is developing a framework for fostering strategic collaborations with organisations across different sectors to deliver its wide and varied outreach programme. Organisations with which the College collaborates range from sponsors such as the Foyle Foundation and the Wohl Foundation through to educational and research organisations such as RCUK, the Royal Society of Chemistry, the Institute of Physics, Canterbury Christ Church University (for the INSPIRE programme referenced in paragraph 38), the Engineering Development Trust, the London Schools for Excellence Fund, IntoUniversity, the Harris Federation, and the Sutton Trust. 44. The Outreach team also maintains relationships with other universities to share good practice and to deliver collaborative events, both informally and formally through membership of organisations such as HELOA. In addition to this, the Outreach team has long-standing partnerships with a wide range of schools and academy partnerships which are of mutual benefit. Furthermore, the College engages closely with other Russell Group institutions through programmes such as the Sutton Trust pupil and teacher summer schools and through the Russell Group Outreach and Access Committee. 45. In addition to the outreach activity that is delivered centrally, the College s academic departments engage in a wide range of innovative outreach, widening participation, and public engagement activities. For example, the Communicating Maths credit-bearing undergraduate module places high-achieving students in local secondary schools to deliver inspiring mathematics teaching and support. Through the Undergraduate Ambassador Scheme within the Department of Chemistry, students in the second year of their degrees visit schools to assist with A-level chemistry teaching. The Department of Physics runs a Physics with Science Education degree programme where graduates are awarded qualified teacher status as well as a physics degree that is fully accredited by the Institute of Physics. Through the Imperial CREST academy, led by the College s National Heart and Lung Institute (NHLI), a group of early career post-doctoral researchers assists pupils from local schools with submissions to the CREST awards, which are run by the British Science Association and encourage pupils to plan and execute long-term science projects with guidance from professional scientists. 6 Excellence/Pages/Selecting-for-Excellence.aspx 9

10 Targeted financial support 46. Targeted financial support is integral to the College s access programme, encouraging capable prospective students from low-income families to apply to, and study at, the College and aiding their continued retention. This is particularly important given the higher costs of London, and is compounded by the College s relatively longer courses. In a survey of current bursary holders undertaken in collaboration with ICU, almost 80% of bursary recipients who knew about the College's bursary provision before applying said that it played an important part in considering whether to come to Imperial. The survey also confirmed that such support is necessary to cover the cost of living and studying in London, with 96% reporting that it was at least helpful (around 70% said that it was essential). Without the current financial support package 7, it is therefore unlikely that the College would be aligned to its benchmarks pertaining to the recruitment of students from disadvantaged groups. Targeted financial support is particularly important to the College s ability to attract applications from disadvantaged students under the new fee system. 47. The College s financial support package (illustrated in the table below) will provide upfront cash support to students from lower income backgrounds with the aim of enabling disadvantaged students to meet the difference between government maintenance support and the cost of living and studying in London. In response to feedback from ICU on previous years bursary packages, adjustments have been made to the package for entrants onwards so that it better meets this aim and thus enables students to receive financial support from all sources at least equivalent to the estimated cost of living and studying in London. The package will pertain to eligible Home students entering the College from for each year of their study at the College (clinical medical students, normally in their fifth and sixth years of study, will not be eligible because they receive an NHS bursary). Household income Total support Up to 16K 5,000 16K K 4, The College is committed through its access targets (see the resource plan) to providing timely, clear and accessible information to prospective applicants so that the best prospective students from disadvantaged groups are encouraged to apply to the College. It is, therefore, necessary to ensure an appropriate awareness amongst school children of the financial support available before they apply. Information and advice will continue to be provided through the College s outreach programme, prospectus, website and other materials. 49. The College will provide timely, accurate information to UCAS (for courses that receive applications through UCAS) and to the Student Loans Company (SLC) so that they can populate their course databases in good time to inform applications. Expenditure 50. The College will spend at least 35% of additional fee income on commitments within the Access Agreement. By , the College will spend at least 4% of additional fee income on access commitments and at least 31% of additional fee income on financial support commitments (note that these commitments may be subject to revision should there be any changes to the student fees and funding system). The College will continue to monitor the external funding environment closely and will respond to any changes in 7 In , the College spent 5.8M on the provision of targeted bursaries for disadvantaged Home undergraduate students. 10

11 funding by prioritising activities that support those most in need and are in line with the College s core strategic mission. Imperial College London April

12 Table 7 - Targets and milestones Institution name: Imperial College London Institution UKPRN: Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Please select target type from the drop-down menu Description (500 characters maximum) Is this a collaborative target? Baseline year Baseline data Yearly milestones (numeric where possible, however you may use text) Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum) T16a_01 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. 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. 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. 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. 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. 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. T16a_02 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 % 5.83% 6.13% 6.64% 7.15% 7.66% The College previously set a target to increase the percentage of Home new entrants who have benefited from participation in its outreach programme from 4.63% in to 6.13% in The College is now extending its target in this area further to 7.66% by , which represents a 25% increase on the target. The percentages given represent broad progress towards the target and are approximate. T16a_03 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 % 53% 56% 59% 62% 65% This builds upon a previous target set by the College (note that the baseline data provided last year has been revised to 47% following the acquisition of further data since last year's return). The target for , which is a 20% increase on the baseline percentage, has been revised accordingly, and the College has set ambitious targets for increasing this percentage year on year up to Post-school destinations will be measured for the College s cohort-based outreach programmes, where contact with participants is sufficient to request their post-school destinations. It should be noted that this data will reflect only the initial outcomes of the programmes. There are likely to be some fluctuations based on the idiosyncrasies of each year, so the milestones given represent broad progress towards this target and are approximate. T16a_04 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 % 80% 80% 80% 80% 80% In , 79% of first year students who responded to the annual survey of bursary recipients knew about the College's bursary package before accepting an offer of a place. The College aims to increase this proportion to 80% in and maintain it at 80% or above from onwards. T16a_05 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 were contacted directly by the College, and all of these took up the bursary to which they were entitled. Maintain 100% take-up rate for all eligible students who share their financial with the College. Maintain 100% take-up rate for all eligible students who share their financial with the College. Maintain 100% take-up rate for all eligible students who share their financial with the College. Maintain 100% take-up rate for all eligible students who share their financial with the College. Maintain 100% take-up rate for all eligible students who share their financial with the College.

13 T16a_06 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. Contextual data automatically provided to all admissions tutors. Contextual data automatically provided to all admissions tutors. Contextual data automatically provided to all admissions tutors. Contextual data automatically provided to all admissions tutors. Contextual data automatically provided to all admissions tutors. The College's Widening Participation Admisssions Scheme provides additional opportunity for admissions tutors to consider the appropriateness of existing excellent applicants from disadvantaged backgrounds. The College aims to continue to provide contextal data to all admissions tutors. Notes Alongside applicant and entrant targets, we encourage you to provide targets around outreach and student success work (including collaborative work where appropriate) or other initiatives to illustrate your progress towards increasing access, student success and progression. These should be measurable outcomes based targets and should focus on the number of beneficiaries reached by a particular activity/programme or the number of schools worked with, and what the outcomes were, rather than simply recording the nature/number of activities. Table 7b - Other milestones and targets. Reference Number Please select target type from the drop-down menu Description (500 characters maximum) Is this a collaborative target? Baseline year Baseline data Yearly milestones (numeric where possible, however you may use text) Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum) T16b_01 Management targets The College aims to invest at least 35% of additional fee income in commitments within its Access Agreement. No % 35% 35% 35% 35% 35% T16b_02 Outreach / WP activity (other - please give details in the next column) The College aims to increase its knowledge of the financial of its outreach participants and to use this so that outreach activities are targeted appropriately at capable disadvantaged groups. No All participants on cohortbased programmes asked to provide financial. All participants on cohortbased programmes asked to provide financial. All participants on cohortbased programmes asked to provide financial. All participants on cohortbased programmes asked to provide financial. All participants on cohortbased programmes asked to provide financial. All participants on cohortbased programmes asked to provide financial. The College is continuing to develop and expand its range of cohort-based outreach programmes where contact with participants is sufficient to request their financial. This information will be requested for all participants on cohort-based programmes. T16b_03 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 > T16b_04 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 The INSPIRE programme is run in collaboration with Canterbury Christ Church University. T16b_05 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. Post-school destinations survey sent to all participants in the College's cohort-based outreach programmes. Post-school destinations survey sent to all participants in the College's cohort-based outreach programmes. Post-school destinations survey sent to all participants in the College's cohort-based outreach programmes. Post-school destinations survey sent to all participants in the College's cohort-based outreach programmes. Post-school destinations survey sent to all participants in the College's cohort-based outreach programmes. The College is developing and expanding its range of cohort-based outreach programmes over the period to All participants on these programmes will be surveyed in the autumn after they have left school in order to gather data on their post-school destinations. T16b_06 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 Collect, analyse and monitor postprogramme aspirations compared to preprogramme aspirations. Collect, analyse and monitor postprogramme aspirations compared to preprogramme aspirations. Collect, analyse and monitor postprogramme aspirations compared to preprogramme aspirations. Collect, analyse and monitor postprogramme aspirations compared to preprogramme aspirations. Collect, analyse and monitor postprogramme aspirations compared to preprogramme aspirations. The College intends to collect and analyse feedback from outreach participants on their university aspirations in order to monitor whether its outreach programmes are achieving the aim of increasing aspirations amongst disadvantaged groups. T16b_07 Outreach / WP activity (other - please give details in the next column) The College aims to capture the protected characteristics of outreach participants. No Information on the protected characteristics of outreach participants Information on the protected characteristics of outreach participants Information on the protected characteristics of outreach participants Information on the protected characteristics of outreach participants Information on the protected characteristics of outreach participants Information on the protected characteristics of outreach participants The College will continue to collect data on the gender, disability and ethnicity of outreach participants and analyse this for monitoring and evaluation purposes. Optional commentary on milestones. This box is character-limited to 1000 characters; however, we are happy for you to upload additional supporting information as a separate Word/pdf document.