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Student Recruitment and Retention In terms of our student population, we continue to focus on ensuring that potential students from under-represented groups are fully informed about courses, admissions procedures and the student experience in order for them to make informed choices. Post-entry, they are able to access a range of services such as QM Advance, QM Assist (Articulation Student Support), Direct Entrant Induction Week, QM Connect (mentoring), as well as study skills and student finance support. We have a strong working relationship with our Students Union and work jointly with the Union on a number of projects to promote student engagement and persistence, including the Student Mental Health and Campus Life projects. An important element of our strategy has been to enhance the  persistence of identified groups by increasing their engagement with their studies through a range of funded initiatives, including a team of Student Engagement Assistants led by the Students Union who have engaged with students through a series of  Life skills workshops and drop-ins and an Employer Mentoring Programme. Our retention activities are evaluated and evolve and develop on the basis of our internal research evidence of  what works . We continue to work also with colleagues in the sector on understanding reasons for student withdrawal, and in assisting such students to re-engage in study at a later point. The University continues to work to actively recruit students from the protected characteristic groups, including BME, disabled students and mature students. In terms of benchmarking our performance, we have noted that, according to the 2011 Census, four per cent of people in Scotland recorded were from minority ethnic groups  an increase of two percentage points since 2001. Statistics based on our annual statistical return to the Higher Education Statistics Agency (HESA), confirm that we have increased the percentage of Scottish domiciled BME students studying at the University from 5.7% to 7.3%. Over a three year rolling period to 2017, we have committed to working to ensure that we continue to recruit and retain students with declared disabilities. Our disabled student population is consistently maintained at a level some 2% above the rest of the Scottish University sector and some 3% above our HESA benchmark. Statistics on progress to date are set out below. Scottish domiciled, UG students only Actual 11/12Actual 12/13Target 2013/14 Actual 2013/14Three year rolling figureDisabled students15.4%14.8%9.6%14.3%14.8%Students from BME background5.7%6.3%6.0% 7.3%6.5% Mature students29.2%27.0%32%26.2%27.4% In our latest evaluation to the Scottish Funding Council, we have reported the following in terms of student retention for 2013/14 ie an overall retention rate for: Scottish-domiciled undergraduate students of 93.6% (up from 93.3% in the previous year). SIMD20 students of 92.9% against a target of 91.7%. Male students of 90.6% against a target of 90% Disabled students of 92.8% against a target of 87%. SHEP students of 94%, and for SHEP +LEAPS students, 93%. Our retention activities are evaluated and evolve and develop on the basis of our internal research evidence of  what works . We continue to work also with colleagues in the sector on understanding reasons for student withdrawal, and in assisting such students to re-engage in study at a later point. Updates on specific initiatives are set out in the updates to Outcomes 1 and 2 below. Research Careers In terms of research, the University received very positive feedback on the staff profile of its REF submission and the wide integration of staff with complex and special circumstances. The number of staff eligible for submission in these categories was significantly above sector averages. QMU has committed to act on the feedback and comments from the HEFCE Equality and Diversity Panel. In January 2015, the University received confirmation that it was one of the first of ten UK institutions to retain the HR Excellence Award for Researcher Careers. Among the criteria for the award, and its retention, is the ability to demonstrate that rewards and other terms and conditions of service for contract research staff (for example, rates of pay, provisions for leave and sick leave, pensions, access to facilities) are in line with those for established staff. There needs to be assurance also of equal opportunities and the elimination of practices linked to the short-term nature of contracts which indirectly discriminate against women. Full details of the way in which equality of opportunity is being addressed in research careers is set out in the update on Outcomes 11 and 12 below. OUTCOME 1: INCREASE THE RETENTION OF MALES IN HEALTH SCIENCES OUTCOME 2: INCREASE THE RETENTION OF MALES IN PERFORMING ARTS Responsibility: Student Retention and Surveys Manager Suggested possible activities included: Target recruitment to males. Work with Edinburgh Council, East Lothian Council and Midlothian Council to adapt attitude to caring professions in younger generations. Target recruitment to males. Work with Edinburgh Council, East Lothian Council and Midlothian Council to improve attitude to arts professions in younger generations For ease of reference, progress on these two Outcomes have been brought together and set out in the table below. In AY2011/12, male students represented 20.3% of the total number of full-time undergraduate Scottish-domiciled QMU students. This increased to 23.3% in AY2012/13 and then further increased to 24.4% in AY2013/14. Data shows that retention of male students increased between 2010/11 and 2013/14 from 90.9% to 91.4%. Retention of all male students in Health Sciences has increased from 91.6% to 93%. Retention of all male students in Performing Arts dipped from 98% to 94%. This compares favourably against all male students but is lower that all students in Performing Arts (97.2%). Table 1 sets out statistics for Scottish domiciled male students at QMU. TABLE 1 Scottish-domiciled UG full-time  male students onlyAY2011/12AY2012/13AY2013/14EnrolledWithdrawalsRetentionEnrolledWithdrawalsRetentionEnrolledWithdrawalsRetentionQMU4044888.1%4805089.6%5175190.1%Health Sciences1221191%1361390.4%1441291.7%ASSaM2823786.9%3443789.3%3733989.5%Drama and Performance29196.6%51198%53394.3% A number of activities over the last couple of years have sought to improve retention of male students. Under the auspices of the Student Retention Project Board, a project team was set up with staff from the Student Retention Project, Student Services and the Students Union. The team held informal discussion with a focus group of male students about their experience at the University and their perceptions of support and why male students leave. The research suggested reluctance on the part of male students to seek necessary support at key stages of their university career. That suggested that there needed to more focus of providing clear signposting of the range of support available to students who were thinking of withdrawing from their studies. The project engaged a group of media students and asked them to consider how the University could best provide support to students, particularly focussing on male students. The group provided helpful feedback on a student support booklet and also offered advice on tone of voice and language used on the  thinking of leaving website. There is recognition also of the importance of having appropriate sources of advice for male students. The Students Union offers Scottish Mental Health First Aid training to students each year. In 2013/14 there was a particular focus on promoting the training opportunity to male students directly through sports and societies, many of which are male led/dominated. It is difficult to establish a causal link between these projects and increased male retention, as the University has invested significantly in projects to improve its retention rates overall (which will have benefitted male and female students). Nevertheless, male retention in Health has improved to the point where this is no longer an area identified for action under the University s mainstreaming report. As noted above, retention of all male students in Health Sciences has increased to 93%, while retention of Scottish domiciled male students within Health Sciences increased to 91.7%. It is intended that this outcome is revised to state the intention of increasing the representation of male students in Health Sciences. This would bring the outcome in line with the University s Outcome Agreement 2015/16 and will be progressed through a number of University initiatives to widen access to the University, including the South East of Scotland Academies Project and the Children s University. Responsibility has been assigned to the Widening Access and Student Retention (WISeR) Board in the first instance. This revision is incorporated in the updated Outcomes set out on page 39 below. Retention of Scottish domiciled males in Drama and Performance increased between 11/12 and 12/13, then decreased in 2013/14, but nevertheless remains higher than the QMU average, and 5% above male retention in the School of ASSaM. Retention of all male students in Performing Arts dipped sits currently at 94%. As retention of males in performing arts has been consistently good and above QMU average, it is intended that this Outcome is removed. OUTCOME 3: ENSURE THAT THE WORKFORCE OF THE UNIVERSITY REPRESENTS THE COMMUNITY IT SERVES Responsibility: Head of Human Resources and University Secretary Suggested possible activities included: Promote equality and diversity in selection of staff and in consideration of job descriptions; Review arrangements for encouraging people with protected characteristics to apply for positions; Ensure all committees and decision making bodies of the University are representative of its community. The University is committed to embedding transparent and fair practices in the recruitment and selection of its staff. The equalities impact of all HR policies, including those related to the recruitment and selection of staff are subject to equality impact assessment. The University s Recruitment and Selection Policy states that any applicant declaring a disability who meets the minimum criteria for the position, as described in the job description, will be invited to interview. In order to ensure fair treatment, the University has adopted a competency based approach to interviews. All those participating in appointment panels are offered training and HR support in order to enrich their understanding and ensure consistent application of the competency based approach. The competency based approach supports the objective assessment of competencies linked to the job description, reducing the potential for bias in selection decisions. In addition to face to face training and HR support, the University has launched a range of e-learning modules from February 2015, including one on unconscious bias. These modules are available to all staff and being actively promoted to raise awareness. Arrangements have also been put in place in support of the University Court s commitment to ensure that each of its members undertake e-learning modules on Equality and Diversity. As reported earlier within pages 12-14, the University has recently benchmarked its governance arrangements against the Scottish Code of Good Higher Education Governance (published July 2013) and has made particular progress against the third activity suggested above in relation particularly to membership of its governing body, the University Court. The policy statement, developed by the Nominations Committee of Court, and approved by the University Court at its December 2014 meeting is set out in full on page 13 above. The policy statement has codified the practice of the Court over the last couple of years, where active steps have been taken to evaluate and promote the diversity of its membership. At the time of reporting (April 2015), female members of the University Court account for 39% of total membership, and female members of the University Senate account for 44%. The impact of codifying the University s goals in this area will be monitored and reported on in April 2017, particularly in relation to the other protected characteristics. OUTCOME 4: INCREASE RETENTION OF MATURE STUDENTS Responsibility: Student Retention and Surveys Manager Suggested possible activities included: Target mature students as part of the Student Retention Project. Table 2 below reports on progress in retaining mature students. In AY2011/12, mature students represented 27.5% of the total number of full-time undergraduate Scottish-domiciled QMU students. This decreased to 25.5% in AY2012/13 and then decreased further to 24.6% in AY2013/14. Retention of all undergraduate mature students has remained stable between 2010/11 and 2012/14 (94.1% and 93.8% respectively). Retention of Scottish domiciled mature entrants has also remained largely stable between 11/12 and 2013/14. TABLE 2 Scottish-domiciled UG full-time  mature students onlyAY2011/12AY2012/13AY2013/14EnrolledWithdrawalsRetentionEnrolledWithdrawalsRetentionEnrolledWithdrawalsRetentionQMU5485590%5274890.9%5214990.6%ASSaM2433386.4%2402490%2523486.5%Health Sciences3052292.8%2872491.6%2691594.4% It is recognised that mature students often face difficulties in studying, for example where they have additional financial or caring responsibilities. Staff in all areas of the University can and do provide assistance to mature students to allow them to remain on their programme. Mature students access a range of transition events such as the QMAdvance induction programme and the Direct Entrants Induction week. Once at University, mature students benefit from mentoring and the Employer Mentoring programme. Feedback from mature entrants and students suggests that these initiatives have a positive impact in terms of increased confidence. One mature student studying a health care subject stated that the monies received from student hardship funds meant that she could continue studying, particularly when injury prevented her from continuing her part time job. Support from staff at that time was highlighted as  overwhelming and made the student feel valued on the course. Two other students added that the online access was invaluable to them as parents as it meant they could study in their own time. It was also noted that the University was  baby-friendly though further promotion of assistance with childcare costs during placement was highlighted as an area of improvement. The Widening Access and Student Retention Board (WiSER) is developing an updated action plan in support of the Widening Access and Retention Strategy 2015/16 which will seek to address retention of groups identified as being less likely to persist in their studies. OUTCOME 5: INCREASE THE RETENTION AND REPRESENTATION OF BME STUDENTS Responsibility: Student Retention and Surveys Manager, Head of Admissions Suggested possible activities included: Target BME students as part of the Student Retention Project. Table 3 below provides update on progress in terms of retention. TABLE 3 Scottish-domiciled UG full-time  BME students onlyAY2011/12AY2012/13AY2013/14EnrolledWithdrawalsRetentionEnrolledWithdrawalsRetentionEnrolledWithdrawalsRetentionQMU1171488%1321390.2%1511888.1%ASSaM64887.5%73691.8%871483.9%Health Sciences53688.7%59788.1%64493.8% In AY2011/12, BME students represented 5.9% of the total number of full-time undergraduate Scottish-domiciled QMU students. This increased to 6.4% in AY2012/13 and then increased further to 7.1% in AY2013/14. BME students increased as a percentage of all students from 8.7% to 9.6% between 2010/11 and 2013/14. Retention of all BME students increased between 2011/12 and 2012/13 (92.3% to 93.4%), then decreased in 2012/13 to 90% before improving in 2013/14 to 90.5%. The Widening Access and Student Retention Board (WiSER) is developing an updated action plan in support of the Widening Access and Retention Strategy 2015/16 which will seek to address retention of groups identified as being less likely to persist in their studies. OUTCOME 6: DEVELOP FLEXIBLE AND REVISED POLICIES TO INCREASE FLEXIBLE WORKING CAPABILITIES AND CHILDCARE OR OTHER CARING ARRANGEMENTS. Responsibility: Head of Human Resources Suggested possible activities included: Raise awareness of HR policies amongst all staff Continue to consult with key stakeholders over the revision of existing and the development of new policies and on the potential qualities impacts Continue to develop and revise HR policies based on best practice and legislative changes taking into account all of the protected characteristics All HR polices are subject to review on an annual basis or as legislation changes, are subject to an equality impact assessment and a rigorous consultation process with the University s trade unions. Awareness of HR policies is raised through QMU @ Work and through corporate and HR induction. The University has developed policies for Special Leave arrangements which offer a degree of work flexibility for those staff with caring responsibilities. The University s considers flexible working requests from all staff and in many cases managers work with staff members to find working patterns and arrangements that suit both the individual s and the University s requirements. The University accommodates a high volume of flexible working requests, both formal and informal to facilitate employees in managing their caring responsibilities. The Head of Human Resources has suggested that this Outcome would be more effective if it was revised to read as follows:- Revised Outcome 6: Ensure that our HR policies promote inclusive employment opportunities and provide clear advice to all staff on opportunities to work flexibly The impact of the revised outcome will be kept under review by, for example, uptake of the policies and possible future staff surveys and be reported on in the next reporting period. OUTCOME 7: ENSURE THAT DISABLED STAFF AND STUDENTS NEEDS ARE FULLY ACCOMMODATED Responsibility: Head of Student Services, Head of Human Resources and Director of Campus Services Suggested possible activities included: Develop improved processes for staff to access support; Develop and publicise information on the support available for staff; Work with external bodies to develop a staff culture which promotes good health; Develop further awareness of issues relating to students with specific learning difficulties or disabilities; Embed a culture of improved and necessary support for mental health issues; Continue to work towards an inclusive environment for disabled students; Reduce the overall number of specific adjustments recommended in favour of a mainstreamed approach; Encourage early disclosure; Ensure the campus facilities and surrounding transport arrangements are fit for purpose. Statistics relating to the number of Disabled students at the University are set out in Section 5 below. We expect fully that the numbers and %ages noted for 2014/15 will increase, as a number of students come forward for assessment throughout the academic year. The Disabled Students Allowance is available to eligible students to support them in their learning, so that they are not disadvantaged in relation to their non-disabled peers due to the impact of their disability. Funding can support the purchase of equipment, non-medical personal help and various consumables. Table 4 below indicates the total number of QMU applicants for DSA support in 2013/14 and also allows a comparison to be made over a full five-year period. TABLE 4  EMBED Microsoft Excel Chart  The total number of DSA applications in 2013/2014 was 273 which represented a 5% increase on the previous year, and the highest number in any one year. There has been a 22% increase in the total number of DSA applicants over the five years since 2009/10. In addition to the 273 applications made in 2013/14, a further 23 students were DSA eligible, but did not apply. A number of students at QMU are eligible for support but are not eligible to apply for DSA. These include International students, most EU students and students who are undertaking too few credits to meet eligibility criteria. Support costs for these students are met by QMU using two separate funds: Disability Service Premium and the QMU Student Fund. Funding supported Educational Psychologist Assessments, non-medical personal help for two students whose support costs exceeded their DSA allocation and examination support. Following successful revalidation in 2012/13, QMU continued to provide DSA Needs Assessments for students through the QMU Needs Assessment Centre (QMUNAC). The range of students for whom assessments were provided included those with Specific Learning Difficulties, with Mental Health Difficulties and with Autistic Spectrum Conditions It has been anticipated that QMU would be required to submit a QMUNAC revalidation application to the Disabled Students Advisory Group in April 2014, however, due to external changes within the FE sector in Scotland and multiple revalidation applications from newly merged colleges, the revalidation deadline for QMUNAC was moved to October 2014 and will be undertaken in AY 2014/15. In May 2014, questionnaires were sent out to all students who had had a needs assessment at QMUNAC over the academic year 2013/14 and were returning to QMU for AY 2014/15, to which there was a 47% return rate (35/74). The survey was in the form of a questionnaire in which statements were phrased such that agreement indicated satisfaction with the DSA provision and disagreement indicated dissatisfaction. Four key themes were covered : The student s experience of the actual assessment interview The content of the report The outcomes of the DSA award as recommended in the report The overall DSA process at QMU High satisfaction levels emerged across all 4 themes (strongly agree/agree responses): Process  86% Assessment experience  98% Report  94% Value of outcomes  92% Taken in combination, 709 out of 809 responses were positive (Strongly agree/Agree) indicating a satisfaction level of 87.6 %. Overall, results indicated growing satisfaction with the Report: 94% up from 90% in the previous year, the Value of DSA outcomes: 92% up from 89% in the previous year. The Assessment experience retained a high satisfaction level of 98%. The single area where satisfaction levels were somewhat reduced was in the Process, 86%, down from 89% in the previous year, yet still indicating a positive result. There have been a number of positive developments under this Outcome. The Mental Health Working Group, with the support of the Equality and Diversity Committee, has organised two successful mental health awareness days. The impact of these days is measurable in terms of the confidence of staff and students to discuss mental health, the increased awareness of issues, the use of the mindapple model in teaching and the momentum to have further events, including a University mental health and wellbeing day in February 2015. Links have been established with local community groups and initiatives. It is difficult to measure success in this area, but the uptake of the bibliotherapy information provided to staff and students suggests that there is an appetite for these events to continue to increase awareness of difficulties that can be experienced across the protected characteristics and in relation to disability in particular. It is recognised that students with learning or other disabilities can find it difficult to integrate into the University setting. The Students Union, with support from the WiSER project fund, has established a Student Engagement Assistant service to assist all students but the service can be of particular benefit to those with disability. The Assistants provide advice and help to all students which can be seen as more accessible as the Assistants are also students. A positive example of how this system works well was the case of a new student who came to the drop-in sessions. It was identified that he was at risk of leaving as he was living off campus (at significant distance) and was struggling with his university work. The service was able to assist in finding him accommodation on campus and advice and support on how to use the library. The student was also accompanied to meetings in order that he felt reassured to express all he was thinking. The student is now progressing well. Other notable activities include a high profile Dyslexia Awareness Week, which included a public talk from Sir Jackie Stewart on his experiences of living with dyslexia. There are further activities planned in a similar vein for both staff and students. Within the reporting period, the University has revamped and relaunched its Disability Policy relating to both staff and students and clarified processes around Individual Learning Plans to ensure that students with disabilities, learning or otherwise, are not disadvantaged during assessment by unclear procedure. University staff can access support in matters relating to disability from Human Resources partner staff, or through the University s Health and Safety Adviser. All staff are encouraged to complete a work station assessment through the University s online tool, Workrite, the results of which are followed up on a 121 basis by the Health and Safety Adviser. These arrangements are promoted through QMU @ Work, Health and Safety and HR induction. The University accommodates many adjustments for staff on the basis of disability both in relation to workstations and working arrangements such as adjustments to working hours, start and finish times etc. By their nature, many of the adjustments made are specific to the individual staff member, but consideration is given as to whether the adjustment could be implemented for all staff. OUTCOME 8: ENSURE STUDENTS MEET EMPLOYERS REQUIREMENTS Responsibility: Deans of Schools and Head of Student Services Suggested possible activities included: Ensure students are aware of the general duty and embed a culture of fostering good relations; Work with external agencies to ensure that students and employers are aware of each other s obligations and the expected requirements of junior staff. This Outcome has been approached through the University s Employability strategy. The strategy has the aim, amongst others, of consolidating and improving engagement with employers of all sizes, locally, nationally and internationally, utilising and sharing existing relationships whilst developing new relationships. This strategy should foster good relations between all the protected characteristics as it will assist the University and employers to understand each other s needs, as well as influencing the development of graduate attributes in all QMU students. These attributes apply regardless of any of the protected characteristics. The impact of the strategy will be monitored and reported on in future reports as it is too early to determine impact at this stage. The Employability Service monitors the gender breakdown of users, and in the last semester (semester one 2014-15) the majority of users (2:1 ratio) were, or presented as, female. This is interesting as the percentage of males (presenting as male or declared) was higher than the percentage of men who attend the University. The service also monitored the number of non-UK domiciled students who accessed the service and 37% of users were in this category. These results will be benchmarked against future results to look for trends and to determine if work needs to be done to ensure that no particular protected characteristics grouping is being disadvantaged by not accessing the service or not being able to access the service. OUTCOME 9: INCREASE AWARENESS OF HATE CRIME AND DECREASE TOLERANCE OF THIS CRIME Responsibility: Convener of the Equality and Diversity Committee Suggested possible activities included: Promote good relations between groups of different protected characteristics by the introduction of an Equality and Diversity week and working with external agencies; Introduce a staff LBGT network; Develop and implement a trans persons policy; Work with external agencies to develop understanding of the ways to report hate crime This Outcome has been progressed in two ways. An LGBT+ Society has been re-established as a result of an initiative by the students and the Students Union. The Society will represent all sexualities and gender identities within the University. The  + symbol is to represent all gender identities and sexualities outwith the  LGBT label. The Society is looking to raise awareness and focus on student well-being. There will be challenges around this, and the University aims to be as supportive as possible. Communications should be improved with this Society. As part of its recognition of LGBT members of staff, the EDC is working with Stonewall, a member of which is being invited to participate in a future committee meeting. The University has also been participating in the re-invention of a rights network across the Lothian region. This has involved the Secretary to the EDC attending meetings with partners and stakeholders where a new Charter for the network has been created and a tender for services of the network facilitator established. The funding for this network is primarily from Council budgets as well as contributions from Police Scotland, Scottish Fire and Rescue and local NHS Boards. The Equality and Rights Network should be in place by May 2015. The next report will assess the impact this Network has had in relation to the University s obligations under these outcomes and how the Network has influenced practice. OUTCOME 10: ENSURE STUDENTS WITH CARING RESPONSIBILITES ARE NOT DISADVANTAGED Responsibility: Head of Students Services and University Secretary Suggested possible activities included: Introduce a pregnancy and maternity/paternity policy for students; Review arrangements for suspension of studies to make explicit the additional support pertaining to caring responsibilities. Progress has been made on the second of suggested activities, with a new Student Deferral Procedure developed and implemented in Semester 2 of 2014/15. The new procedure provides clear guidance for both staff and students about when a deferral is appropriate and how to apply for one. Pregnancy, maternity or paternity leave are noted as examples of valid criteria for a deferral of studies. The deferral procedure was developed by the Student Retention and Surveys Team with Registry staff who are jointly responsible for deferrals and withdrawals through the thinking of leaving email address. Feedback was sought from members of the WISeR Board (formerly the Student Retention Project Board), Programme Leaders, Professional Services staff and the Students Union. Document and guidance available at  HYPERLINK "http://www.qmu.ac.uk/thinkingofleaving/break.htm"http://www.qmu.ac.uk/thinkingofleaving/break.htm The first activity is still under discussion, with a policy statement in the early stages of drafting. OUTCOME 11: EMBED EQUALITY AND DIVERSITY IN THE CURRICULUM AND IN RESEARCH Responsibility: Head of Research and KE Development Unit and Deans of School Suggested possible activities included: Introduce case studies outwith stereotypes; Have mentors who are knowledgeable in relation to particular cultures or beliefs; Reduce the barriers students face in accessing study; Implement widespread training and awareness of cultural differences; Ensure validation panel have requisite training and establish whether equality and diversity is embedded within the curriculum. We consider that an area of good practice in mainstreaming is the University s Quality Assurance and Enhancement processes. This includes the validation and review of new and established programmes, and the annual monitoring of all programmes. During the validation and review process, the checklist for approval panels explicitly invites panel members to consider whether there is: sufficient evidence that the Programme will contribute to widening access and engaging students from non-traditional backgrounds and under-represented groups, sufficient evidence of curriculum innovation and development to enhance equality and diversity, as well as to address potential exclusionary aspects of the programme and to encourage students to think globally and locally. evidence of inclusive teaching practices. It is recognised that the learning from the answers to these questions could be more widely shared to promote further inclusivity good practice across the University. In terms of embedding equality in research and research practices, the University has, during the last two years:- Continued to enhance gender equality initiatives beyond the traditional STEM domain of Athena Swan to promote initiatives such as the Stonewall Equality Index and to participate in the Aurora programme. Publicised and implemented the QMU REF Equality Code of Practice. Integrated equality and diversity into the QMU submission to REF 2014. Received very positive feedback on the staff profile of the REF submission and the wide integration of staff with complex and special circumstances. The number of staff eligible for submission in these categories was significantly above sector averages. QMU has committed to act on the feedback and comments from the HEFCE Equality and Diversity Panel. Submitted and publicised REF Equality Impact Statements and analysis of submitted staff with protected characteristics. Secured the Athena Swan Bronze award, and now working towards obtaining the Silver award this session. Implemented the Vitae Researcher Development Framework and Planner with a section on Equality and Diversity in Research Careers. Actively participated in Vitae s Every Researcher Counts Project (which included, in 2014, allocation of strategic funds to support female contract researcher attendance at key sector events and researcher development initiatives, including the Vitae Part Time Researcher Conference). Introduced Maternity coaching to support researchers in their careers pre and post maternity leave. Put in place campus based  inspiring women case studies to showcase positive female role models across a range of positions within the workplace. In January 2015, the University received confirmation that it was one of the first of ten UK institutions to retain the HR Excellence Award for Researcher Careers.. Equality and Diversity is a core theme in the QMU action plan for 2014-2018 in support of this award. OUTCOME 12: DEMONSTRATE OUR COMMITMENT TO ADVANCING WOMEN S CAREERS IN STEM SUBJECTS VIA ATHENA SWAN Responsibility: Head of Research and KE Development Unit and Theme Leads Suggested possible activities included: Increased public engagement activities in science communication. Roll out of the QMU Researcher in Residence in Scheme. The following activities have been undertaken:- There is an ongoing commitment to the Aurora programme. There has been female staff representationat the Scottish Crucible and a female appointment to management committee for the European Crucible. There has been an application for Scottish Crucible 2015 submitted by female staff member. There was a successful roll out of the Researcher in Residence Scheme and ongoing collaboration and female engagement with the Edinburgh Beltane.New public engagement activity is being progressed with the Royal Botanical Gardens. The University hosted a Beltane Breakfast with two QMU female science researchers invited to speak. A Beltane Fellowship for Public Engagement in QMU Clinical Audiology, Speech and Language Research Centre (CASL) is being developed. In partnership with the Beltane, the QMU  HYPERLINK "http://www.qmu.ac.uk/casl/"CASL Public Engagement Fellow will continue with the impact-generating knowledge exchange research activities that led to the award of the Queen s Anniversary Prize (2002) for the clinical application of speech science, phonetics teachers and curriculum designers throughout the university sector. There has been a high level of female PIs on innovation voucher bids to increase the translation of research to SMEs. OUTCOME 13: INCREASED EQUALITY AND DIVERSITY IN RESEARCH CAREERS Responsibility: Head of Research and KE Development Unit, Deans of Schools and Deputy Principal Suggested possible activities included: Diversity in the profile of staff submitted to REF. Promotion and implementation of the Equality Code of Practice. Implementation of the concordat action plan. Re-launch of the QMU Mentoring Scheme. The following activities have been progressed: Key issues for groups with protected equality characteristics are being dealt with via post REF equality impact assessments. In 2013 the University published its Equality Code of Practice for Research and Equality Impact Assessment on our website. Consequently the Concordat is a regular agenda item for the Equality and Diversity Committee which monitors and reviews the mainstreaming of REF good practice in terms of researcher output, standard tariff reductions and equality and diversity in research careers. Active QMU participation in the Vitae Every Researcher Counts project has supported work in this area. The University received very positive feedback on the staff profile of the REF submission and the wide integration of staff with complex and special circumstances. The number of staff eligible for submission in these categories was significantly above sector averages. QMU has committed to act on the feedback and comments from the HEFCE Equality and Diversity Panel. A post REF workshop held on 4 December 2014 for Early Career and Contract Research Staff promoted equality and diversity in research careers. Equality and Diversity confirmed as core value in the new institutional criteria for the replacement of strategic research themes with centres The University has submitted a new Action Plan for 2014-2018 for the Concordat to Support the Career Development of Researchers. The University will be undertaking a review of existing mentoring scheme to include maternity coaching and peer to peer coaching. REVISED OUTCOMES Equality Outcomes, updated in line with the reporting set out above, are presented in the tables that follow. OutcomeEvidence Base Possible activitiesPC(s) and general dutyResponsibilityEnsure that the workforce of the University represents the community it servesHESA, Staff Survey 2012 and 2015, Internal HR informationPromote equality and diversity in selection of staff and in consideration of job descriptions; Review arrangements for encouraging people with protected characteristics to apply for positions; Ensure all committees and decision making bodies of the University are representative of its community Age, Disability, Gender identity, Race, Gender, Sexual orientation, Pregnancy and maternity, Faith and belief; Eliminate unlawful discrimination, foster good relations and advance equality of opportunity. Head of Human Resources, University SecretaryIncrease retention of mature students HESA, Student Retention Project Statistics, Outcome Agreement 2015/16 and onwards.Target mature students as part of the Student Retention ProjectAge and Gender. Advancing equality of opportunity, eliminate unlawful discrimination and foster good relations. WISeR BoardIncrease the representation of BME studentsHESA, Student Retention Project Statistics, Outcome Agreement 2015/16 and onwards.Target BME students as part of the Student Retention ProjectGender and Race. Advancing equality of opportunity, eliminating unlawful discrimination and foster good relations. WISeR BoardEnsure that our HR policies promote inclusive employment opportunities and provide clear advice to all staff on opportunities to work flexiblyStaff Survey 2012 and 2015, Internal HR information Revised via further analysis of the Staff Survey resultsRaise awareness of HR policies amongst all staff Continue to consult with key stakeholders over the revision of existing and the development of new policies and on the potential qualities impacts Continue to develop and revise HR policies based on best practice and legislative changes taking into account all of the protected characteristics Gender. Advancing equality of opportunity and eliminating unlawful discrimination. This category was hard to reconcile with fostering good relations though this may occur. It was felt important to include this to allow males in the workforce to have the same opportunities as females.Head of Human Resources Ensure that disabled staff and students needs are fully accommodatedReports on discipline, FTP, complaints and appeals, Staff survey 2012 and 2015, Students Union, Student Retention Project Statistics, Management Information Reports from SITS.Develop improved processes for staff to access support; Develop and publicise information on the support available for staff; Work with external bodies to develop a staff culture which promotes good health; Develop further awareness of issues relating to students with specific learning difficulties or disabilities; Embed a culture of improved and necessary support for mental health issues; Continue to work towards an inclusive environment for disabled students; Reduce the overall number of specific adjustments recommended in favour of a mainstreamed approach; Encourage early disclosure; Ensure the campus facilities and surrounding transport arrangements are fit for purpose Disability. Advancing equality of opportunity, eliminating unlawful discrimination and fostering good relations.Head of Student Services, Head of Human Resources and Director of Campus ServicesEnsure students meet employers requirementsEdinburgh Partnership, Edinburgh Council, NHS Lothian, Lothian and Borders Police, Lothian and Borders Fire and Rescue ServiceEnsure students are aware of the general duty and embed a culture of fostering good relations; Work with external agencies to ensure that students and employers are aware of each other s obligations and the expected requirements of junior staff Age, Disability and Gender. Advancing equality of opportunity, eliminating unlawful discrimination and fostering good relations.Deans of Schools and Head of Student ServicesIncrease awareness of hate crime and decrease tolerance of this crimeEdinburgh Partnership, Edinburgh Council, NHS Lothian, Lothian and Borders Police, Lothian and Borders Fire and Rescue Service, Reports on discipline, FTP, complaint and appeals, International Student ReviewPromote good relations between groups of different protected characteristics by the introduction of an Equality and Diversity week and working with external agencies; Introduce a staff LBGT network; Develop and implement a trans persons policy; Work with external agencies to develop understanding of the ways to report hate crime Disability, Faith/belief, Gender identity, Race, Gender, Sexual orientation. Eliminate unlawful discrimination, advance equality of opportunity and foster good relations.Convener of Equality and Diversity CommitteeEnsure that students with caring responsibilities are not disadvantagedStudent Retention Project Statistics, Students Union, Outcome Agreement 2015/16 and onwards.Introduce a pregnancy and maternity/paternity policy for students; Review arrangements for suspension of studies to make explicit the additional support pertaining to caring responsibilitiesGender, Age, Disability, Pregnancy and maternity, marriage/civil partnership. Advancing equality of opportunity and eliminating unlawful discrimination. This outcome may not foster good relations in relation to all the protected characteristic groupings but given the focus of the University s Outcome Agreement, it was thought important to include. Head of Student Services and University SecretaryEmbed equality and diversity in the curriculum and in researchREF, Outcome Agreement 2015//16, Strategic Plan 2015-20, School Annual Monitoring Reports Introduce case studies outwith stereotypes; Have mentors who are knowledgeable in relation to particular cultures or beliefs; Reduce the barriers students face in accessing study; Implement widespread training and awareness of cultural differences; Ensure validation panel have requisite training and establish whether equality and diversity is embedded within the curriculum Age, Disability, Faith/belief, Gender identity, Marriage and civil partnership, pregnancy and maternity, Race, Gender and Sexual orientation. Eliminate discrimination, advance equality of opportunity and foster good relations.Head of RKEU and Deans of SchoolsDemonstrate ourcommitment to advancing women's careers in STEM subjects via ATHENA SWAN. ATHENA SWAN bronze award. Membership and Participation in the Edinburgh Beltane. Post REF 20014 submission to STEM subjects analysis.Increased public engagement activities in science communication. Roll out of the QMU Researcher in Residence in Scheme. Gender. Eliminate unlawful discrimination, advance equality of opportunity and foster good relations.Theme Leads.Increased equality and diversity in research careers.REF 2014 Outcomes. REF 2014 Equality Code of Practice. ATHENA SWAN HR Excellence AwardDiversity in the profile of staff submitted to REF. Promotion and implementation of the Equality Code of Practice. Implementation of the concordat action plan. Re-launch of the QMU Mentoring Scheme.Age, Disability, Gender identity, Race, Gender, Sexual orientation, Pregnancy and maternity, Faith and belief; Eliminate unlawful discrimination, foster good relations and advance equality of opportunity. Deans, Deputy PrincipalIncrease the representation of males in health sciencesHESA, Outcome Agreement 2015/16 and updates, Data from internal figures on admissions and retention School of Health Sciences Annual Monitoring ReportTarget recruitment to males; Work with Edinburgh Council, East Lothian Council and Midlothian Council to adapt attitude to caring professions in younger generationsGender. Advancing equality of opportunity and eliminating unlawful discrimination. This outcome was selected due to the low percentage of males in Health Sciences. It may have an indirect effect of fostering good relations though the primary aim of this outcome is foster the two parts of the general duty mentioned above.WISeR Board SECTION 3: EMPLOYMENT INFORMATION Information relating to staff employed by the University is set out in the documents attached as Appendices 1 and 2 of this progress report. It is recognised that there are other areas where further data should be reported on as part of mainstreaming equalities such as training and development and return to work of disabled employees following periods of sickness absence. Currently training and development of staff is not centrally recorded in one place therefore data is incomplete. Human Resources will be introducing training and development functionality into Employee Self Service, planned for late 2015, which will seek to address this so that reporting in this area can improve in future reports. The university records and reports regularly on sickness absence information. Currently, however, the majority of employees who are absent from work for reasons covered under the Equalities Act 2010 do not declare a disability. Consequently, therefore, information regarding this is not meaningful. HR continues to encourage employees, where appropriate, to formally declare disabilities. SECTION 4: Resources Evidence Base ECU publication: Measuring Progress on Equality: qualitative evidence, April 2014. ECU publication: Mainstreaming: Equality at the Heart of Higher Education, June 2012. Attendance at Perspectives on Mainstreaming event: Reporting on progress (ECU run), November 2014. Scottish Ministers Proposals to enable the better performance of the Public Sector Equality Duty 2013-2017 published 2013. Improving Local Equality Data Project: Executive Summary, June 2012 (Scottish Government, EHRC, Improvement Service). ECY Publication: The experience of lesbian, gay, bisexual and trans staff and students in higher education (research report 2009). ECU publication: Embedding Equality in Student Services (July 2014). QAA Publication: UK Quality Code for Higher Education Part B: Assuring and enhancing academic quality, Chapter B4 Enabling student development and achievement (March 2013). ECU publication: Equality in higher education: statistical report 2014 Parts 1 and 2 (November 2014). EHRC Briefing on Reporting on the Scottish Public Sector Equality Duty National Records of Scotland: 2011 Census: Key Results from Releases 2A to 2D  May 2014. QMU Vision, Mission and Values  HYPERLINK "http://www.qmu.ac.uk/the_university/mission_statement.htm"http://www.qmu.ac.uk/the_university/mission_statement.htm QMU Strategic and operational plans to date. School of Health Sciences Annual Monitoring Report 2013-14 School of Arts, Social Sciences and Management Annual Monitoring Report 2013-14 Outcome Agreement update 2015 and previous years. Institutional statistics from National Student Survey, internal surveys (undergraduate and PRES) and HESA data. QMU staff survey results 2012 Disability Service Report 2013-14 Internal reports on complaints, discipline and appeals. The websites of ECU and EHRC have been particularly helpful in drawing together this update report. The following have provided insight at conferences and meetings: All other Scottish Universities and in particular, E&D colleagues Students Union Edinburgh City Council Edinburgh Partnership NHS Lothian Police Scotland (Lothian division) Scottish Fire and Rescue Service (Lothian division) SECTION 5  MANAGEMENT INFORMATION  STUDENT POPULATION HEAD COUNT (EXCLUDING BASED OVERSEAS IN COLLABORATIVE PARTNERSHIP ORGANISATIONS) 1 GENDER  DISABILTY  ETHNICITY RELIGIOUS BELIEF    SEXUAL ORIENTATION  GENDER IDENTITY  MARITAL STATUS  APPENDICES (ATTACHED AS SEPARATE DOCUMENTS) Associated Reviewed Employment Information 1 Staff Equalities Data 2 Equal Pay Review  http://www.ecu.ac.uk/guidance-resources/governance-and-policies/governing-bodies/  For Outcomes 1, 2, 4 and 5, it should be noted that all data is taken from the Student Retention Research Update for Academic Year 2013/2014. The withdrawal data is for full-time undergraduate Scottish-domiciled students at QMU for the last three academic years (11/12, 12/13, 13/14). The full report, including all groups of students and not only restricted to Scottish-domiciled students, was considered at the WISeR Board (formerly the Student Retention Project Board) on 29 October 2014.  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Currency [0]/Explanatory TextB5Explanatory Text  0Good6Good  a1 Heading 1B Heading 1 I}O2 Heading 2B Heading 2 I}?3 Heading 3B Heading 3 I}234 Heading 44 Heading 4 I} 5InputpInput ̙ ??v 6 Linked CellF Linked Cell } 7Neutral<Neutral  e.Normal  8Normal 2 9Normal 37Normal 3 % :Noteb Note   ;OutputrOutput  ???????????? ???<$Percent =Title1Title I}% >TotalHTotal OO? Warning Text: Warning Text XTableStyleMedium2PivotStyleLight16`9Chart1 DSA Stud nos BDS Appt offered by month EPA by month@91ƬNAC by month!AAT Appt offered by month }AT Demo by month )ETT Training Events DSA apps[ ETT supportP disb1 2012S disab2 2012+ disab3 2012= disab4 2012\ disabPG 2012IH info June 14,2  ;I  ;I  ;u8P I!  "#$%&'()*+,-.3 A@@   w no of apptsOctNovDecJanFebMarAprMayJuneJulyAugSeptJJNRCBBSpossibleactual2009/102010/112011/122012/13 SeptemberNovemberDecemberJanuaryFebruaryMarchAprilAugust 2008 2009 2009 2010 2010 2011 2011 2012 2012 20131 BainbridgeMichelleDSA12004737BenjaminAudreyBreauRebeccaBrownBen12004882CampbellRosie 07003724 CarterNicola8=1+112002563DevineDionne10004143DuthieClaire8 = 1+612005363FlemingGareth 8 = 10 + 912002623FoxKristen11002415GibbCara12005331GilmourAshley12003850HealJayac12005044HoffmannJaneIzattKyraJohnstonLesleyKynochLaniganBrian8 = 1+1MalcolmGwynn08004072MawsonDebra McCaugheyRebekah McLaughlinMegan12000922MillsJuliette10004681MoratoSusannahMoultrieHannahPorteousAliceRabbettLauraRankinAileenReedCaroline12001461ReekieMelissa11004035 Robertson WhittakerTess8=4+9+9 WilliamsonLynnDicksonCorrine110018522DimentMatthew8 = 1+911000637EslerAnna11003452Lauren10005752 FitzgeraldRory11000906FlynnAfton11000691FraserAaron10005265Louise11006881JacksonCelia11010144KrolLee09002653Kathryn8 = 1+412004630LynchShelby10004445 McAlisterCarly11005429 McConnachieSamantha8 = 9+911003208McDonald11003254Moffat11005884O'HareDarren11006139 O'SullivanAine11001687OrrZoe11001341PenmanJoanne10000218Price Genevieve11002021RarityKirsty10002495ReillyOdelle11005207 Richardson Elizabeth8 = 3+411003973ShahidMubashra8 = 3+710005243SimpsonEma8 = 6+703005464SzeLily8 = 2+711001025WhelanMaria10004559ZgamboTaongaCullineyHayley10005569DraperRobyn09000312GolonHazel10005383Irvine06001820JamiesonNeal06006264JeffreyHeather09006537KearnsNatasha610001145Millar 8=3 + 9 + 110001433Milne10004010MoirNatalie10007097QuinnGillian 8 = 3+9+910005059Reynolds09003797RossTracy10004142 SutherlandFionaWelshJemma08004826 WhitfieldRuthBairdEmma09000019Bowen Jennifer09001849BradyKayleigh09003567CadleTeresa09002844ClarkAde09000713CollinsSimon8=1+608004793CraigieTanya09002535CurryCatherine Lorraine 09003361Daly Geraldine03002309Dedecker Christopher8 =1+109000948FergusonBrogan09000679 FotheringhamLyn09002141HunterGemma09001553Keating09003186KosedyRico08000985Lyall09003351Martin908001007MatthewsReuben08001486McCusker09001186McIwaineAdam08003227McMahonLorne08000765MilroyAbby09000168Moore08001523MullinGrace09001350Murray09000032NeillAngela8 = 1+ 709001902O'BrienOrla09003036PowellAndrea09001049RooneySarah08002595 de los SantosRosa09003046ShroufiLeila09000092Smith09000219 SomervilleJanie08004032SwanNancy 8 = 1 + 609000846WaldenVictoria11011093Williams09002137 WillliamsSophiePGLynsey07005810EdghillLindsey09004333BaxterMhariMathewsJillian McCrackenEmmelineLimmerDavid8=9+9Rudd10006710GardnerImogen09007374Martins John PhilCornwellJulia11002746PG2HughesKatieNyikaHerbert09006100Goulsbra10008005CooneyHempton06005499PhD1FindlaySally8 =1+312004736AllanDean ilp in place12007430BennettDaisy12002861ClarkeCathy12005158Cochrane Kimberley12005711GreigMainNina12003723BartieAngelinainterim ilp & DSA 1314HumphrysEm9tbc&interim ilp, withdrew from course 1213 McCormick2tbcno support at student request7tbc12000804Scott IremongerJamesno support by student requestDanielnoneno support requiredCamlinLucy12007703DunneRichardotherno reponse to contact 11000524 Hoddinott Alexandraunknownno response to contact12001283MacRaeCaitlinNorman11004578Elkin11000008Debbie10005006Walsh Genna-Lee8 = 6 + (3tbc)11006144WaringDouglas11004554 WhitefordWhitelawGrant12007378ClowesRachelilp in place, 91Ƭ supported11010480NicolaouTheodora11002794NevinGlenilp in place, DSA 13/1410006144Dee-ilp in place, DSA 13/14 if allowed to return 11004987Burkeinterim ilp, temporary injury07001506Alcorn-Barclay&DSA in 11/12, chose not to apply 12/13KellyColleenGDSA in 11/12, not eligible 12/13, DSA 13/14 if progresses, ilp in place10002970McCallEilidh11006837ReidAndy9DSA in 11/12, TYO 12/13 DSA expected 13/14. ilp in place10001600 McCaughie 1tbc+7tbc11007498Dlodlo Sithembile11005143NelsonGreg11006208 O'RiordanLena11010147Deans1tbc11002500JacekAmy11005528Kilgour11002906Kirby6tbc11003483McMullenCalum11003161NewlandsKathrin11002988PithieAlasdair10002731AdamsonRobertPavloskiSash ilp in place09000542 Al ZadjaliKamil10005266Bew09003041HaldaneWullie09004925McNeil 8 = 9 + 6100015613ilp in place, evidence awaited10004153Burtttbc)interim ilp tbc 1314, will be DSA in 131410000641Adrianinterim ilp, evidence awaited AlhomereenJalal0900377010002434 Shuttleworth other tbc09001794 DarlingtonJohninterim ilp, tbc 131409006498McLean09000116Macken/DSA/HEA 11/12, did not apply 1213, ilp in place08001847Frensham+DSA 11/12, did not apply 1213, ilp in place10000541GrayJoanna08007121MorenoMaya09005151Peltier09007126 Symington10004056Twigg10003332Thomsstudent declined to be assessed10002657McKaySteven09001393Tong BlakemoreChambersElizabeth 'Lizzie'DineenRoisin8 = 9+6Given8=7+9HegartyGeorgePeacockSiddonsHelenWilsonSuzyMcNamara DeirbhileParaskevopoulos EleftheriosJoyceCiara ilp pendingArnoldNicholas-interim support for parking, temporary injuryCoggles EnysHikkaOlumaMcGuireMichaelSpence8DSA 11/12, did not apply 1213, no ilp at student requestDugdaleDonna/DSA previously, not eligible 1213, ilp in placeBryceFoy GoyvaertsNathanCiaran Gallagher$insufficient evidence to support ilpGannonKingPowerCharleneBoyceSuzanneinterim ilp in place Lightbody LeighanneMuirBremnerno evidence providedGriersonSharonForbesLisaChapmanCatrionaTaylorNikki TolokonikovaSonyaBeznaczuk-smyrnew BartkowiakBuckleyDikeakosKaterina8 = 9+4McIntyreHaydenSaundersDawnThomas, nee Watson8=6+2McGheeSmyth Eleanor Ni ScannailMaireDaviesIrene MachesneyStacey Orchard YoungShannonSavouryJoan8=2+9+4EmersonTomCookeJonathanPridyRaenaTerryCookFlorence-ilp in place, 91Ƭ supported, will be DSA 1314AloudAmal*also staff member, referred to H&S OfficerLaahsawait evidence, ilp pendingAlison$Blue Badge holder, parking supportedMcLay Catherine:collaborative programme, not eligible for student services BazrafshanArash+DSA 10/11, did not apply 1213, ilp in placeJonesSusan 8=4,9,9,6*DSA 10/11, did not apply 1213, ilp pending MacKintoshLeesaMartin LiamAlloriSoniaErskineLorraineHepburnJordan 8 = 9+tbcPatersonFrazerSpeirsWathenNaughtonEllenSeagrisWardAalia4tbc KinniburghMargaret< information refused Al QayoudhiAhmedWooPatrickDas NayanjyotiHossainFuadAmalrajEmiliaPatelSwarnilKirsteenSeniorEliseBee WesolowskaBarbara AlhammadiManal%medical evidence awaited, ilp pendingJakobsenSigneLijenjeSimeon"student ticked disability in errorMatembaGriefSinclairLorna BonnichenChesterDuffelDanielleFeeneyLaiYuen Fun6 tbcMcKinnonDeborah 8 = 6 + 4 tbc DNM 12/13DNM12/13RabieiZahra4 tbctudenths1ass1hs2ass2hs3ass3hs4ass4pghspgassFirstSecondThirdFourth Post GradLearning DifficultyVisual ImpairmentHearing ImpairmentPhysical Impairment Personal CareMental Health DifficultyUnseen conditionMultiple conditionOther difficultyAutistic Spectrum Disorder Unknown/tbcTotalDrop-in FridaySeen without AppAttended No Take up CancelledNo ShowOffered Week CommL1 TOTAL: 59DYS: 36VI: 1MOBILITY: 1MENTAL H: 7MULTIPLE: 1TBC: 13L2 TOTAL: 67DYS: 46HI: 1MOBILITY: 3MENTAL H: 4MULTIPLE: 0L3 TOTAL: 43DYS: 16MENTAL H: 2 NOT LISTED: 4TBC: 16NO DISABLITY:2NON DISCLOSURE 1L4 TOTAL: 77DYS: 31MOBILITY: 4MULTIPLE: 9TBC: 18 NOT LISTED 6NO DISABILITY 1UNSEEN 2NON DISCLOSURE 1POSTGRAD TOTAL 8DYS 4MULTIPLE 1TBC 3<Arts, Social Sciences and Management School stats TOTAL 255It looks as if we are 30 students  down in terms of referrals for ETT support which is a bit of a surprise. Can I just check with you that you included referrals on the QMU supported tab of the DSA spreadsheet when you sourced these?>I think I left off Eire as well. 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M4523 M  MR Rn]S S43"  J3O0% 03O& Q423 M NMR RR R R R]S S4<-$͒ / S S 4S S4S S4DJLg % +) 3OD& P!!.Q `.2013 2014 AT Training Available Appointments 23 M NMR RR R3]S S4'<,1l 6u xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx /xxS S4% 3O& Q23 M NMR RR R 6]S S4'S S4-$͒ [S S 4 eee*ven-GBJc >@͒ʒA  ggD g2  dMbP?_*+%&ffffff?'ffffff?(?)?Mb\\PRT01\MFD Mono DuplexDF-4CA4 4XXA4xSPLXxAMUR_2PCLXL\ 4 ++++4 L -e4 4 L -dInTray1InTray2InTray3InTray4InTrayLCTInTrayManuald}WM_101URGENTURGENTArialHddXXP_ArialCourier NewTimes New RomanSymbolWingdings ArialCourierTimes New RomanSymbolWingdings#ivKAdministrator4 EXCEL.EXE>dka(" dXX333333?333333?&<3U} `      , _ ~ @ t~ 1@ ~ 0@ ~ @ ~ $@ ~ $@ ~ @ ~ @ ~ @  ~ @  ~  ~ @#@@T@ %   ~ W@ !~ P@ "~ V@ #~ Y@ \~ @T@*h14 (   n  c 4NChart 1 G(] @  g2PPPZaajk&ffffff?'ffffff?(?)?"@XX333333?333333?3&<3PH0(  h3d23   MR R R RI3~S S4  3Q .Number of AssessmentsQ ; Q ; Q3_ M ff6 f O@"B  ` MM< R R R R8]hS S4ES S 4D$% 0p3O& QR RS S4$% p3O& Q4FA*3Oz3 bR RR RV VdL-& ! u,O .} (QRS S43*#! M4523 M  MR Rn]S S43" J3O% 03O& Q423 M NMR RR R R R]S S4<-$͒ /} S S 4S S4S S4Dz% +T 3Oc& P! !/Q b/2013 2014 Educational Psychologist Assessments23 M NMR RR R3]S S4'<,b%v xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx / S S4% 3O& Q23 M NMR RR R%]S S4'S S4-$͒ [xS S 4 eee*ven-GBJc vn  c 4NChart 49 &] @  g2PPPZaajk&ffffff?'ffffff?(?)?"@XX333333?333333?3&<3PH 0(   h3d23   MR R R RI3~S S4 3Q j3Annual Total of Educational Psycholgist AssessmentsQ ;Q ;Q3_ M ff6 f O@"B  ` MM< R R R R8]hS S4ES S 4D$% 0p3O& QR RS S4$% p3O& Q4FAM 3O 3 bR RR RV VdL& ! u,k . (QRS S43*#! M4523 M  MR Rn]S S43" QlT93ORm% 03O& Q423 M NMR RR R R R]S S4<o?7Q~?;h?T.f?-$͒ /} S S 4S S4S S4D qq?N" ?` ` ?6@u?% |TC 3Oc& P!!'!7Q r7Educational Psychologist Assessments 2008/9 - 2013/1423 M NMR RR Rc]S S4'<DûQ?DX\?OS%; xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx /xxS S4% 3O& Q23 M NMR RR R%]S S4'S S4-$͒ [alS S 4eee*ven-GBJc >@͒ʒ)))ggD g2  dMbP?_*+%&ffffff?'ffffff?(?)?"333333?333333?n=&<3U*                ,       u     @@@@ #,@ %   @@@@ #,@ %   @@@@ #0@ %   ??@? #@ %   @@@@ #(@ %   @@@ #"@ %   @?@? #@ %    ? # ? %    ? # ? %     @? # @ %    ~ @  ? # @ %    ~ @  @ # @ %   #@<@ % #@5@ % #@5@ % #@.@ % ~ @@#@ % ~ @# @V@ % ] ^ ~ S@ ~ @P@ ~ @U@ ~ Z@ v~ @V@  ~ ,@  ~ ,@ 2 *~uuuuuuuuuu000000* !"#$%&'() ~ 0@ !~ !@ "~ "(@ #~ #"@ $~ $@ %~ %? &~ &? ' ~ '@ ( ~ (@ ) ~ )@4 (  n   c 4NChart 1! U06] @  g2PPPZaajk&ffffff?'ffffff?(?)?"@XX333333?333333?3&<3PH0(  h3d23   MR R R RI3~S S4  3Q @Number of DSA Needs AssessmentQ ;)Q ;)Q3_ M ff6 f O@"B  ` MM< R R R R8]hS S4ES S 4D$% 0p3O& QR RS S4$% p3O& Q4FALL 3OJ 3 bR RR RV VdL& ! u,k . (QRS S43*#! M4523 M  MR Rn]S S43" wJ3Ow% 03O& Q423 M NMR RR R R R]S S4<,-$͒ / S S 4S S4S S4DJ % + h 3O]+&!Q >2013 2014 QMUNAC Assessments23 M NMR RR R3]S S4'<,) xxxxxxxxxxxxxxxxxxxxxxxxxxxxx /S S4% 3O& Q23 M NMR RR R]S S4'S S4-$͒ [ S S 4 eee*ven-GBJc vn   c 4NChart 2  ] @  g2PPPZaajk&ffffff?'ffffff?(?)?"@XX333333?333333?3&<3PH0(  h3d23   MR R R RI3~S S4 3QQ ;Q ;Q3_ M ff6 f O@"B  ` MM< R R R R8]hS S4ES S 4D$% 0p3O& QR RS S4$% p3O& Q4FALF3OJLg 3 bR RR RV VdL& ! u,k . (QRS S43*#! M4523 M  MR Rn]S S43"  J3O0% 03O& Q423 M NMR RR R R R]S S4<-$͒ / S S 4S S4S S4DJLg % +  3O0D& P!!*Q X*QMUNAC Needs Assessments 2009/10 - 2013/1423 M NMR RR RN]S S4'<, ] xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx /xxS S4% 3O& Q23 M NMR RR R]]S S4'S S4-$͒ [S S 4eee*ven-GBJc > @͒ʒ%%%ggD g2  dMbP?_*+%&ffffff?'ffffff?(?)?Mb\\PRT01\MFD Mono DuplexDF-4CA4 4XXA4xSPLXxAMUR_2PCLXLܒ  4 ++++4 L -e4 4 L -dInTray1InTray2InTray3InTray4InTrayLCTInTrayManuald}WM_101URGENTURGENTArialHddXXP_ArialCourier NewTimes New RomanSymbolWingdings ArialCourierTimes New RomanSymbolWingdings#ivKAdministrator4 EXCEL.EXE6vpa(" dXX333333?333333?&<3U} } } }  }  } } } } J       ,      ,     ,    ,    , ,   6 5 4 3 2 1 0 /~ `@~ @@~  @~ @ .#@ %#@ %#@ %#@ %#@ %#@ %#@ %~ @~ @~ @ ~ @ ~ `@  .#  % #  % #  % #  % #  % #  % #  %  ~ @ @~  !@~ "@ ~ "@ .# %# %# %# %# %# %# %  ~ #@ ~ $@ ~ %@ .# %# %# %# %# %# %# %  ~ V (@UUUUUUUU ~ V)@UUUUUUUU ~ V)@UUUUUUUU ~ V*@UUUUUUUU .# %# %# %# %# %# % U VUUUUUUUU ~ V+@UUUUUUUU < z(((()((((()((,,/,,,/,,,,  ! " # ,$ % & ' ( ) ,* + , - . / 0 ,1 2 3 4 5 6 ,7 8 9 : ; < ,= > ? ~ V,@ UUUUUUUU~ !V`-@!UUUUUUUU~ "V@.@"UUUUUUUU #.## %"## %"## %"## %"## %"### %"#U$VUUUUUUUU~ %V /@%UUUUUUUU~ &V0@&UUUUUUUU~ 'V0@'UUUUUUUU~ (V1@(UUUUUUUU ).#) %%(#) %%(#) %%(#) %%(#) %%()#) %%()U*VUUUUUUUU~ +V2@+UUUUUUUU~ ,V3@,UUUUUUUU~ -V`4@-UUUUUUUU~ .V@5@.UUUUUUUU~ /V 6@/UUUUUUUU 0.#0 %+/#0 %+/#0 %+/#0 %+/#0 %+/0#0 %+/0U1VUUUUUUUU~ 2V7@2UUUUUUUU~ 3V7@3UUUUUUUU~ 4V8@4UUUUUUUU~ 5V9@5UUUUUUUU 6.#6 %25#6 %25~ 6#6 %25#6 %256~ 66U7VUUUUUUUU~ 8V:@8UUUUUUUU~ 9V`;@9UUUUUUUU~ :V@<@:UUUUUUUU~ ;V =@;UUUUUUUU <.#< %8;#< %8;#< %8;#< %8;#< %8;<~ <<U=VUUUUUUUU~ >V>@>UUUUUUUU~ ?V>@?UUUUUUUUDm l((( (((( ((((( (((((((((@ A B C ,D E F G H I ,~ @V?@@UUUUUUUU~ AV@@AUUUUUUUU~ BVA@BUUUUUUUU C.#C %>B#C %>B#C %>B#C %>B#C %>BC~ CCUDVUUUUUUUU~ EV`B@EUUUUUUUU~ FV@C@FUUUUUUUU~ GV D@GUUUUUUUU~ HVE@HUUUUUUUU I.#I %EH#I %EH~ I#I %EH#I %EHI~ IIU(((((((>@IJ$$$ggD g2  dMbP?_*+%&ffffff?'ffffff?(?)?Mb\\PRT01\MFD Mono DuplexDF-4CA4 4XXA4xSPLXxAMUR_2PCLXLܒ  4 ++++4 L -e4 4 L -dInTray1InTray2InTray3InTray4InTrayLCTInTrayManuald}WM_101URGENTURGENTArialHddXXP_ArialCourier NewTimes New RomanSymbolWingdings ArialCourierTimes New RomanSymbolWingdings#ivKAdministrator4 EXCEL.EXE6vpa(" dXX333333?333333?&<3U} } } }  }  } } } } J       ,      ,     ,    ,    , ,   6 5 4 3 2 1 0 /~ `@~ @@~  @~ @ .#@ %#@ %#@ %#@ %#@ %#@ %#@ %~ @~ @~ @ ~ @ ~ `@  .#  % #  % #  % #  % #  % #  % #  %  ~ @ @~  !@~ "@ ~ "@ .# %# %# %# %# %# %# %  ~ #@ ~ $@ ~ %@ .# %# %# %# %# %# %# %  ~ V (@UUUUUUUU ~ V)@UUUUUUUU ~ V)@UUUUUUUU ~ V*@UUUUUUUU .# %# %# %# %# %# % U VUUUUUUUU ~ V+@UUUUUUUU < z(((()((((()((,,/,,,/,,,,  ! " # ,$ % & ' ( ) ,* + , - . / 0 ,1 2 3 4 5 6 ,7 8 9 : ; < ,= > ? ~ V,@ UUUUUUUU~ !V`-@!UUUUUUUU~ "V@.@"UUUUUUUU #.## %"## %"## %"## %"## %"### %"#U$VUUUUUUUU~ %V /@%UUUUUUUU~ &V0@&UUUUUUUU~ 'V0@'UUUUUUUU~ (V1@(UUUUUUUU ).#) %%(#) %%(#) %%(#) %%(#) %%()#) %%()U*VUUUUUUUU~ +V2@+UUUUUUUU~ ,V3@,UUUUUUUU~ -V`4@-UUUUUUUU~ .V@5@.UUUUUUUU~ /V 6@/UUUUUUUU 0.#0 %+/#0 %+/#0 %+/#0 %+/#0 %+/0#0 %+/0U1VUUUUUUUU~ 2V7@2UUUUUUUU~ 3V7@3UUUUUUUU~ 4V8@4UUUUUUUU~ 5V9@5UUUUUUUU 6.#6 %25#6 %25~ 6#6 %25#6 %256~ 66U7VUUUUUUUU~ 8V:@8UUUUUUUU~ 9V`;@9UUUUUUUU~ :V@<@:UUUUUUUU~ ;V =@;UUUUUUUU <.#< %8;#< %8;#< %8;#< %8;#< %8;<~ <<U=VUUUUUUUU~ >V>@>UUUUUUUU~ ?V>@?UUUUUUUUDm l((( (((( ((((( (((((((((@ A B C ,D E F G H I ,~ @V?@@UUUUUUUU~ AV@@AUUUUUUUU~ BVA@BUUUUUUUU C.#C %>B#C %>B#C %>B#C %>B#C %>BC~ CCUDVUUUUUUUU~ EV`B@EUUUUUUUU~ FV@C@FUUUUUUUU~ GV D@GUUUUUUUU~ HVE@HUUUUUUUU I.#I %EH#I %EH~ I#I %EH#I %EHI~ IIU(((((((>@IJ" "" ggD g2  dMbP?_*+%&ffffff?'ffffff?(?)?"333333?333333?&<3U>@  ggD g2  dMbP?_*+%&ffffff?'ffffff?(?)?"333333?333333?&<3U   _ ~ h@  ~ k@ !~ m@ "~ m@ #~ @p@ \~ q@Lx(  n  c 4NChart 1 rl]@  g2PPPZaajk&ffffff?'ffffff?(?)?"@XX333333?333333?3&<3PH0(  h3d23   MR R R RI3~S S4 3Q 0Total DSA applicationsQ ; Q ; Q3_ M ff6 f O@"B  ` MM< R R R R8]hS S4ES S 4D$% 0p3O& QR RS S4$% p3O& Q4FALF3OJLg 3 bR RR RV VdL& ! u,k . (QRS S43*#! M4523 M  MR Rn]S S43" hJ3Oz% 03O& Q423 M NMR RR R R R]S S4<-$͒ / S S 4S S4S S4DJLg % +  3O!D& P!!-Q ^-Number of DSA Applications 2009/10 - 2013/1423 M NMR RR Rb]S S4'<,rt xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx /xxS S4% 3O& Q23 M NMR RR R]S S4'S S4-$͒ [ S S 4eee*ven-GB Jc >@͒ʒ###ggD g2  dMbP?_*+%&ffffff?'ffffff?(?)?"333333?333333?n=&<3U} ` Column A&      _  A A[@ A `f@ ! i@ "k@ #h@,@ \  C C C C C CCCCCCCCCCCCCDBCC@TD$$$$$  !"#$% E!C"C#E$C%Bd >@ggD g2  dMbP?_*+%&ffffff?'ffffff?(?)?"333333?333333?&<3U} @(Column E      F F$ G% G&~ ? H' I( I$ J) J*~ ? H'K"K? J+ J,~ ? H'K*K? J- J.~ ? H' I/ I$ J0 J1~ ? H' I6 I$ J7 J8~ ? H' IA I$ JB JC~ ? H' ID I$ JE JF~ ? H' LJ L$ JK JL~ ? H' IM I$ NN NO $ H' KK? JP JQ~ ? H' KK? JR JS~ ? H' K*K? JT J,~ ? H' KsK? J] J^~ ? P'K:K? J_ J`~ ? P'MM? Jg Jh~ ? P'Mv{M? Ji Jj~ ? P'MM? Jk Jl~ ? P'KVbK? Jm Jn~ ? P'KK? Jo Jp~ ? P' Iq I$ Jr Js~ ? P' It I$ Nu N^ $ P' o G G~ ? r p \ \~ @ r QZ~ Q? J[ J\~ @ P' Id I$ Je Jf~ @ P'MɟM? Jy Jz~ @ P' o G G~ @ H u s s~ @ t~ w \ \~ @ r p s s~ @ t Ia I$ Jb Jc~ "@ P'D lTTNNTTTTTTNNNNNNNNNNTTPPTTNPPPP !"#$%& ' ( ) * + , -./0123 v  \ \~ "@ t!MRM? !JX !JY~ !$@ !P'~ "y6" "\ "\ "] "t~ #yb# #\ #\( #] #t $y$ $c\ $c $W $t %p% %z %z %q %r&KK? &JU &JV &W &H'~ 'w' '\ '\ 'W 't (L9 (L$ (J: (J; (< (H' )I= )I$ )J> )J? )@ )H' *LG *L$ *JH *JI *5 *H' +L2 +L$ +J3 +J4 +5 +H',M:M? ,Jv ,Jw ,x ,P'~ -x|- -c -c -W -t~ .w. .\- .\ .] .t~ /w*x/ /\ /\ /q /t~ 0yȟ0 0\_ 0\ 0] 0t 1p1 1z 1z 1q 1r 2v2 2{ 2{ 2| 2r~ 3y3 3z 3z 3q 3r,|PNPPPPNPTTTTNPPPPPPN O P Q R S T U V W X Y Z [ \ ] ^ _ NS[GGFSOY[YYZSPY[YYZSQY[YYZSRY[YYZSSY[YYZSTY[YYZSUY[YYZSVY[YYZSW`[\\[TXY[YYZYYY[YYZYZY[YYZY[Y[YYZY\N[JJaT]b[cc^b^Y[YYZY_Y[YYZY(T` a b c d e f g h i j k l m n o p q r s t u v w x y z { | } ~  `Y[YYZTaY[YYZYbY[TYZYcY[TYZYdY[YYZYeY[YYZYfY[YYZYgY[YYZYhY[YYZYiX[YYZYjd[YYZYkY[GGeflY[YYZYmY[YYZYnY[YYZYoY[YYZYpg[NNaTqY[YYZYrY[YYZYs[\\[th[\\[ui[\\[vi[\\[wi[\\[xi[\\[yi[\\[z][\\[{j[kk[|b[[}[[~b^[b^[D@l     b^[^[[[lmnn[[[[P>@ $$$ggD g2  dMbP?_*+%&ffffff?'ffffff?(?)?Mb\\PRT01\MFD Mono DuplexDF-4CA4 4XXA4xSPLXxAMUR_2PCLXLd  4 ++++4 L -e4 4 L -dInTray1InTray2InTray3InTray4InTrayLCTInTrayManuald}WM_101URGENTURGENTArialHddXXP_ArialCourier NewTimes New RomanSymbolWingdings ArialCourierTimes New RomanSymbolWingdings#ivKAdministrator4 EXCEL.EXEPja(" dXX333333?333333?&<3U} Column E7      R~ R@ S{ T|~ ? U' L L~ J J $ U' L L~ J J $ U' L L~ J J $ U' L L~ J J $ U' I I~ N N $ U' I I~ N N $ U' I I~ N N~ ? U' I I~ N N~ ? U' O O~ N N $ U' I I~ J J~ ? U' O O~ N N`~ ? U' I I~ N V4~ ? U' I I~ N N~ ? U' O O~ N N~ ? U' O O~ N N~ ? U' O O~ N N~ ? U' I I~ N N~ ? U' I I~ N N~ ? U' I I~ N N~ ? U' O O~ N N~ ? U' I c c~ ?  ^ c c~ ?  W c c~ ?  W \ \~ ?  I c Nk~ ?  O N N~ ?  O c cl~ @ ~ ^ c c~ @  I c c~ @  W c c~ @  I I~ N N~ @ U'D lTTTTTTTTTTTTTTTTTTTTTPPPPPPPPPP !"#$%&'()*+,-./0123456 W  c c~ @  !}! !\ !\~ !@ ! "I" "c "c~ "@ " #I# #{ #{h # # $^$ ${ ${ $ $ %^% %c %c; % % &^ & &{  &{ &  & '^' '{ '{ '  ' (^( (~  (~ ( ( )^ ) ){ ){ ) ) *L *L~ *N *N * *U' +^+ +c +c + + ,I} ,I~ ,N ,N , ,U' -I -I~ -N -N - -U' .I .I~ .N .N . .U' /I /I~ /N /N / /U' 0O0 0J 0J 0 0 1O 1O~ 1N 1N 1 1U' 2I 2I~ 2N 2N 2 2U'~ 3^3 3 3 3x 3 4^4 4{ 4{ 4[ 4 5W5 5c 5c 5[ 5 6W6 6c 6c 6[ 62 PPPPPPPPPPTPTTTTPTTPPP>@cb  ggD g2  dMbP?_*+%&ffffff?'ffffff?(?)?"333333?333333?&<3U} } 0Column E(      W~ K@ X Y $ U' I~ [@ J J~ ? U' I~ [@ J J~ ? U' ^~ [@ \ \~ ? U' I~ [@ J J~ ? U' I~ [@ J J`~ ? U' I~ [@ J J~ ? U'_kb[@ J J~ ? U' ^ \ \~ ? ~ [b  \ J~ ?  I=  J> Jf~ ? ? ^C  \D \E~ ? B LI  JJ J~ ? B a'  \{ \` ( ) a@ GA G~ @ B Z~ [@ Y Y  U' O~ [@ J J~ @ U' Z~ [@ Y Y  U'  G G~ @  I J  Jl~ @ ~ ]:~ G1 G2~ @ 0 ^7 \8 \9~ @ : W! \" \#~ @  W~ [@ \ \F~ "@ U' ^~ [@ \ \~ "@ U' F GG GH~ "@ B OK NL N,~ "@ B OM JN J   ]. G/ G W G0 ; J< J W : Z~ [@ Y Y < U' O~ [@ J J  U'D lTTTTTTTNPPPPPPPTTTPPPPPTTPPPPPT !"#$%&' a$  T% T &  !I~ ![@ !J !J; ! !U' "I4" "J5 "Jy "M6 "0 #I*# #J+ #Jk #K, #- $Z3$ $Y $Y $Z, $0 %OO% %JP %J %[, %Q &OR& &S &T &M, &J 'OU' 'V ' ', '$PTPPPPP> @  ggD g2  dMbP?_*+%&ffffff?'ffffff?(?)?"333333?333333?&<3U} }  Column EL      S~ [@ G G $ S' Y~ [@ Y Y $ S' Y~ [@ Y Y $ S' Y ~ [@ Y  Y  $ S' Y~ [@ Y Y $ S' Y~ [@ Y Y $ S' Y~ [@ Y Y $ S' Y ~ [@ Y! Y" $ Y' Y#~ [@ Y$ Y% $ Y' Y&~ [@ Y' Y( $ Y' Y)~ [@ Y* Y $ Y' N+~ [@ J, J- $ T' b.~ [@ c/ c $ b' Y3~ [@ Y4 Y5 $ Y' Y6~ [@ Y7 Y& $ T' Y8~ [@ Y9 Y: $ Y' Y>~ [@ T? 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