1024ºË¹¤³§

External returns and data standards

The University is required to submit data to a number of external regulatory and funding bodies including the Office for Students (OfS), Higher Education Statistics Agency (HESA) and Department for Education (DfE).

The External Returns and Data Standards team is responsible for managing, validating, and submitting all statutory student and course related data returns to these organisations.

Data we submit

Below are examples of the key data returns we provide to external bodies:

• Higher Education Students Early Statistics (HESES) Survey (OfS): Provides an early indication of actual and forecast student numbers for the upcoming academic year

• Student Record (HESA): Contains information on all registered students studying in the UK on courses that lead to a qualification or provider credit

• Initial Teacher Training (ITT) In-Year Record (DfE): Includes data on students enrolled on programmes leading to qualified teacher status (QTS)

• Provider Profile (HESA): Shows how teaching across academic subject areas is distributed between departments and faculties

• Discover Uni (HESA): Provides information about our undergraduate courses to help prospective students decide what and where to study

• Aggregate Offshore Record (AOR) (HESA): Reports overall student numbers studying overseas, broken down by country, level of study, and mode of study

• Transparency Return (OfS): Reports information about how many applications we've received, how many offers of places we made, and how many of those were accepted (available below)

Office for Students Transparency Return 2026

We are committed to providing clear information to potential applicants to assist them in deciding which course to study. This Transparency Return provides insights into the number of degrees awarded in the 2023–24 and 2024-2025 academic year.

It focuses on student’s socioeconomic backgrounds and the characteristics they have that are protected under the Equality Act 2010 (such as age, race and gender).

The information published on this page shows:

The number of students who attained a particular degree or other academic award, or a particular level of such an award, on completion of their course with us.

It shows these numbers by reference to:

• The gender of the individuals to which they relate 
• Their ethnicity
• Their socioeconomic background (using Index of Multiple Deprivation or IMD)

The data contained in the tables in this workbook have been rounded and suppressed as follows:

• Denominators or headcounts have been rounded to the nearest 10
• Percentages been rounded to the nearest 0.1

Contextual information about the University of 1024ºË¹¤³§

1024ºË¹¤³§ is a large University with over 17,000 Home/EU full-time undergraduate students in 2021/22 and over 28,000 students overall. 1024ºË¹¤³§ is home to over 5,000 international and EU students from around 160 countries. The University’s mission states that ‘We delight in creating, sharing and applying knowledge to make a difference to individuals and society’. We are proud of our longstanding success in widening access to HE and we work in partnership with our students to provide transformational, high-quality educational experiences.

Thanks to our active aspiration raising and outreach programme, supported by £3.3 million investment each year in student bursaries and financial support, we are successful in widening access into higher education. The proportion of 1024ºË¹¤³§ students undergraduates from more deprived neighbourhoods (IMD Q1) has increased over the last five years and is higher than the proportion of the population living in IMD Q1 neighbourhoods. Similarly, we have a higher proportion of Black, Asian and Minority Ethnic (BAME) students than the average in our region.

In common with most English Universities, there is a gap between the proportion of our BAME and white students achieving a 1st or 2.1 class degree. We have been piloting ways to address this through two projects. One project, Raising Awareness Raising Attainment, focused on ways in which Personal Tutoring can help address the attainment gap. The outcomes from this project fed into our new Personal Tutoring and Development Framework implemented in September 2019. The other project, Changing Mindsets, focused on closing the attainment gap of BME and working class students. It is a student and staff workshop-based intervention that builds a growth mindset: the belief that intelligence is not a fixed characteristic and can be increased through effort, and eroding stereotype threat and implicit bias as barriers to learning. Our , developed in partnership with our students, sets out our plans to make attainment / gaps a thing of the past.

Table 1a section: Percentage of classified first degrees at grade 2:1 or above by characteristic for 2023-24 and 2024-25 qualifiers

Table 1b section: Detailed information on attainment for 2023-24 and 2024-25 qualifiers

Academic year of qualifying: 2023-24

Academic year of qualifying: 2024-25