Publications

Letter to accountable officers: Details of initial approval of an access and participation plan and potential roll-over of approval

Letter to data contacts at providers on 2019-20 post-collection outputs

Evaluating the delivery and impact of the OfS investment in the Centre for Transforming Access and Student Outcomes (TASO): baseline report

Letter to accountable officers on additional funding for student hardship for financial year 2020‑21

Guidance for providers about reportable events during the coronavirus (COVID-19) pandemic

This report summarises the results and key findings from the 2018-19 Teaching Excellence and Student Outcomes Framework (TEF) subject pilot. Annexes comprise: Annex A Main panel report; Annex B Student findings report; Annex C Subject panel reports; Annex D Widening participation expert report; Annex E Employment expert report; Annex F TEF subject-level pilot outcomes analysis; Annex G Logistic regression models; Annex H Analysis of Type I and II errors in TEF flags; Annex I TEF subject-level pilot glossary; plus TEF subject-level pilot evaluation – Provider perspectives (report by IFF research)

Letter to update English higher education providers on how the OfS intends to take forward today’s announcements from the Department for Education on funding and the Teaching Excellence and Student Outcomes Framework (TEF).

Letter to accountable officers: Regulation during the current phase of the coronavirus pandemic

This letter notifies providers of additional, one-off funding totalling £20 million that the OfS is distributing to higher education providers in the financial year 2020-21 to address student hardship. This funding has been made available by the government to recognise the particular impact this year on individual students arising from the COVID-19 (coronavirus) pandemic.

This research report outlines a new measure reporting projected rates of students progressing from entry to first degree programmes through to professional employment or further study (previously referred to as ‘start to success’). It brings together projected data on the number of full-time first-degree students who complete their studies (completion rates) with data about the progression of recent graduates to employment, further study or other activities (graduate outcomes). It also describes some of the known limitations of this method.