Provision of information to students

The University will publish clear and accessible information to help prospective students choose the higher education institution and course that is right for them:

Prospective students are advised to read the following information before applying:

The University reserves the right to apply an annual inflationary increase in fees for both new intakes and continuing students in line with an appropriate inflationary measure set by the Government each year (and within the appropriate maximum fee cap).

The University will offer the following financial support to students from underrepresented groups entering the University in academic year 2024/25:

Prospective students are advised to read the following bursary information

The University is reviewing its financial support offer for academic year 2025/26 onwards. A variations request containing the proposed changes will be submitted to the OfS for approval in academic year 2023/24. The University will seek to tailor its financial support offer to best meet the needs of the target groups identified in this plan and to secure the maximum positive impact on students’ continuation, attainment and progression outcomes.

Annex A: Assessment of performance


A thorough assessment of performance was undertaken to identify the most significant risks to equality of opportunity. The assessment was primarily based on the OfS access and participation data - both the aggregated sector-wide public dataset and the individualised provider-specific dataset.

Additional underrepresented groups that are relevant to the University, but not included in the official APP dataset, were mapped onto the individualised file to allow for assessment beyond the boundaries of the predefined dataset.

In considering the performance of underrepresented groups that were not included in the official APP dataset, the University followed the same suppression rules applied to the official APP dataset. Specific groups i.e., students who are estranged from their families, and students from Roma, Gypsy and Traveller communities, refuges and children from military families were markedly below these thresholds, and so the data was not robust enough to include in the official assessment of performance. However, the University is continuing to track and monitor the performance of these underrepresented groups.

UCAS end of cycle data were also used as evidence to further inform the assessment.

A risk-based scoring model was applied to identify significant indications of risk. The model accounted for:

Once priority areas were identified, an additional layer of analysis was undertaken to explore further the intersectionality of the underlying data and to understand how the University’s risks align with the OfS Equality of Opportunity Risk Register.

Data analysis

Mode: Full-time

Lifecycle Stage Target group Comparator group Target group numbers (Y6) Derby gap - 4-year aggregate Sector gap (Y6) Derby gap - statistical uncertainty
Access (offer rate) Black White 1873 21.1 (3 year)        -  N/A
Continuation BAME White 1160 5.0 3.1  100
Continuation Mental Health No Known Disability  270 4.3 2.0 99.8
Continuation FSM Non-FSM 480 5.0 5.2 99.8
Completion BAME White 830 5.7 3.9 100.0
Completion Mental Health Non-Known Disability  170 7.0 5.3 97.9
Completion FSM Non-FSM 450 8.4 8.2 100.0
Attainment BAME White 470 16.2 11.0 100.0
Attainment FSM Non-FSM 240 9.8 12.3 100.0
Progression Asian White 130 N/A 3.8


Mode: Part-time

Lifecycle Stage Target group Comparator group Target group numbers - Y6 Derby gap - 4-year aggregate Sector gap (Y6) Derby gap - statistical uncertainty
Continuation BAME White 220 6.5  3.9 94.8
Attainment BAME White 180 33.9 17.9 100

Table 1: Analysis of OfS access and participation data

The outcomes of the University’s assessment of performance and identification of potential significant risks to equality of opportunity are presented in table 1.

Our assessment of performance identified that lower continuation and attainment outcomes have persisted for black students following our previous APP submission and are now observed across all ethnic subcategories. Consequently, we have chosen to broaden our focus to include the equality of opportunity risks faced by all students of colour (BAME) within our objectives and intervention strategies, whilst cognisant that black students are disproportionately impacted by those risks. The University monitors student performance internally by ethnicity at a disaggregated level.

Completion gaps between target and comparator groups were considered but disregarded following the assessment. The reason for doing so is that continuation and completion are strongly related metrics, with the latter tracking withdrawal over a longer time frame. The largest proportion of withdrawals occur between Year 1 and Year 2 (and so in scope of the continuation metric). Using continuation will have the added benefit that the impact of the interventions will be realised for students at the earliest stage.

Students from areas of higher deprivation, those being Indices of Multiple Deprivation (IMD) Quintiles 1&2 were also identified as an indication of risk. This risk was disregarded following the intersectional analysis, which highlighted that the IMD gap was primarily driven by ethnicity, which would lead to duplication of objectives. For example:

The inclusion of students who had previously been in receipt of free school meals will ensure that White, male and female students from lower socio-economic backgrounds are supported through this APP alongside their BAME peers from all backgrounds.

ABC continuation and completion quintile gaps were identified as a potential risk during our assessment of performance. Our analysis of ABCS data revealed the target groups and intersections which comprised the ABCS Q1 continuation and completion populations. For example, in analysing continuation outcomes, we identified that 42% of the ABCS Q1 population was BAME. The University chose to focus its APP objectives, intervention strategies and targets on specific student groups as these categories would be more widely understood by students and their influencers. However, progress in improving outcomes for these target groups will have a positive impact on ABCS Q1 performance.