Are you confident that all potential learners from WP target groups and in all the groups with protected characteristics have access to appropriate information, advice and guidance to prepare them for success in HE? Does your admissions policy and practice ensure that students from Equality groups and with protected characteristics are not disadvantaged by the selection process itself? the admissions process recognise the different circumstances in which students gain their pre-entry qualifications? the institution have appropriate partnerships with specialists to provide relevant and engaging programmes of study in a sufficiently flexible way to enable Equality groups to access and succeed in HE? the institution have a retention and achievement strategy which is informed by a commitment to student-centred and inclusive learning which benefits all students, while supporting the additional entitlements of Equality groups such as disabled students? you track and review the success of WP and Equality groups and take action to overcome poorer outcomes? the core curriculum include personal and professional development to enhance the progression of all students into the graduate labour market and/or further learning, including those from WP target groups and Equality groups? postgraduate study accessed by WP and Equality groups to the same extent as by the rest of the student population? your WPSA explicit about the expected outcomes of policies and interventions for specific Equality groups, the level of change anticipated over a specific time period and the methods of data collection or existing data that will be used to measure change? you undertake further research to be sure that observed changes are the result of your policies or interventions? do all parts of the institution make use of institutional data and research about progress towards equality, again with regard in particular to specific groups such as disabled learners and BME students? you undertaken equality impact assessments of your widening participation work to more fully understand institutional strengths and to set future priorities?
Are you confident that all potential learners from WP target groups and in all the groups with protected characteristics have access to appropriate information, advice and guidance to prepare them for success in HE? Does your admissions policy and practice ensure that students from Equality groups and with protected characteristics are not disadvantaged by the selection process itself? the admissions process recognise the different circumstances in which students gain their pre-entry qualifications? the institution have appropriate partnerships with specialists to provide relevant and engaging programmes of study in a sufficiently flexible way to enable Equality groups to access and succeed in HE? the institution have a retention and achievement strategy which is informed by a commitment to student-centred and inclusive learning which benefits all students, while supporting the additional entitlements of Equality groups such as disabled students? you track and review the success of WP and Equality groups and take action to overcome poorer outcomes? the core curriculum include personal and professional development to enhance the progression of all students into the graduate labour market and/or further learning, including those from WP target groups and Equality groups? postgraduate study accessed by WP and Equality groups to the same extent as by the rest of the student population? your WPSA explicit about the expected outcomes of policies and interventions for specific Equality groups, the level of change anticipated over a specific time period and the methods of data collection or existing data that will be used to measure change? you undertake further research to be sure that observed changes are the result of your policies or interventions? do all parts of the institution make use of institutional data and research about progress towards equality, again with regard in particular to specific groups such as disabled learners and BME students? you undertaken equality impact assessments of your widening participation work to more fully understand institutional strengths and to set future priorities?
aligning_wp_and_equality_briefing_0.docx