Minutes of Quality, Standards & Curriculum Committee - 10 July 2024 HTML

Prof J. Barratt in the Chair.

26/24. Declarations of Interest

No pecuniary interests declared.

27/24. Minutes – 22 April 2024 (Appendix – Agenda Item 3)

Resolved: That the Minutes of the meeting held on 22 April 2024, were approved as a true record.

28/24. Curriculum – Verbal Report

The VP, Q, A & I provided a verbal update to the Committee on where the college was in its curriculum planning and delivery cycle for 20/24/25. Governors had been reminded of the curriculum planning process, including how the calculation of teaching hours and students informed the 24/25 budget, which would be approved at Board in July 2024, at the Strategic Planning Day.

• Operational systems to support the enrolment of students had been put in place.
• Directors were now working with their teams in the preparation for the Self-assessment Report (SAR) in readiness for September 2024. This year, key features within the SAR would focus on the quality of teaching, learning and assessment, learner voice, personal development, behaviour and attitudes, outcomes for students, destinations and meeting local skills needs. Curriculum Directors had also been requested to complete Curriculum Rationale Documents to identify the role of stakeholders in supporting the curriculum. The rationale documents would be reviewed regularly during the year, to evidence stakeholder involvement in the curriculum plan 24/25 and to measure the impact of the approach and implementation of teaching in the college.
• The college had commenced planning for the 25/26 course offer.

In response to questions, the VP provided a verbal update on

• the number of applications received to date, to enrol for the 24/25 year. The Principal/CEO would provide a detailed report to the Board at its meeting on 15 July 2024.
• How the college was planning to manage capacity challenges should the healthy indicative enrolment figures convert into secure applications. This included extensive works across the campuses to enhance teaching and learning spaces and recruiting additional staff to support teaching and student needs.

29/24. Quality Enhancement Plan (QEP) Progress Report (Appendix - Agenda Item 5)

The Committee considered progress on actions set out in the Quality Enhancement Plan 2023 - 24 (previously circulated) identified following the completion of the Self-Assessment Report 2022 – 23 and being taken to further enhance the quality of teaching and learning and student achievement at the college.

The VP, Q,A&I reported that, as directed by the Committee, the report highlighted the priority projects to improve the quality of teaching and learning and secure student achievement.

The Committee deliberated whether the quality assurance and assessment process sufficiently identified the issues that could affect pupil achievement and if the report submitted provided assurance that sufficient and timely progress was being made against action targets.

The VP, Q, A & I provided a verbal update on –

• staff engagement and development and launch of the Peer Collaboration Project.
• Student and Apprentice Experience and the number of students engaged in competitive entry activities. Whilst the college awaited confirmed offers and the level of engagement in 23/24, the Committee requested that, going forward, the definition of ‘competitive entry’ be further defined, so that measurement against the target could be more monitored more effectively.

Regarding actions to monitor and review departmental Quality Enhancement Plans, the Committee noted that whilst Quality Reviews actively discussed QEP actions, they had rarely been updated in year. When challenged on this, the VP explained that changes had been made to the ongoing self-assessment process to ensure that teams, supported by the Learning Enhancement Team and Learning Coaches, would focus more regularly on actively reviewing their QEP actions and evidencing clearly how teaching impacted on progress against targets set.

The Committee requested a progress update at the next meeting.

30/24. Academic and Vocational Progress Grade Review Period 2 and Apprenticeships – Reports (Confidential Appendices – Agenda Items 6a – c)

Academic
The Committee analysed a report providing an overview of the risks associated with the achievement of expected outcomes this year and students completing courses to expected grades in June 2024 (previously circulated), with reference to the analysis of Progress Grade Review Period 3.

The Committee noted particularly –

• Exams had started earlier this year, challenging the available time for teaching. However, this had been well managed by teaching teams and exams had gone relatively smoothly for students. Overall, attendance for exams was very high with student absence due to genuine circumstances such as illness or bereavement.
• In terms of value added, it was acknowledged there was some uncertainty in value-added outcomes and in judging the standard consistently given the inflated input from 2022 GCSE grades, leading to higher target grades, whereas the final 2024 A level grades would be back to pre-pandemic standards.
• For the first time, the college had collected PG 3 date for year two students for internal use only. This would be used by Programme Leaders to help inform their SAR QEPs. The college had also collated the grades against the university offers being held and the Pastoral Team was reviewing them to plan for the support that might be needed for individuals on results day in August 2024. The ALs reported that the accuracy of the year 2 progress grades was untested and there was a sense that teachers might have tended to underestimate, so the college would only know how useful this analysis was when results were finalised in August.

Regarding attendance, the Committee identified that the college was off target in its objective to improve attendance to 90% for 16- to 19-year-old students and that attendance was lower than pre-pandemic levels, despite actions taken this year. Attendance was a core issue affecting all courses across the college and therefore the Committee sought more information on why the college’s programme of interventions had not made more impact on student attendance as expected; it challenged on whether the college should re-evaluate its approach. The VP, QA reported that regular reviews had taken place throughout the year and various strategies had been used to try to improve attendance. However, the impact had been affected by the complex external factors affecting student attendance, such as peer behaviour, absence facilitated by parents and transport issues. Further timely approaches would be adopted in 24/25, for example the rapid allocation of English and maths sessions from point of enrolment. The impact would continue to be monitored. The Committee agreed that this should continue to be monitored closely in 24/25. The VP – AL reported that the recently published Six Dimensions Report had studied attendance in more detail and had identified the link between attendance and A level achievement; In particular, it showed that students with attendance below 90% made significantly less progress than those above 90%. Therefore, the college would continue to emphasise to students and parents the importance of in-college engagement.

At the previous meeting, the Committee had requested an update on subjects which had been graded as 3 (requires improvement) through the SAR process conducted in the autumn term of 2023. The VP – AL provided a verbal update to the meeting, highlighting those subjects and explaining the mitigating actions being taken to support improvement.

Vocational
The Committee noted particularly –

• A much-improved timely completion rate of progress grades this year.
• As with academic provision, attendance had been a challenge across vocational and technical provision. The college would continue to focus on attendance, motivation and the aspiration to support all students with their opportunity to achieve. This had already seen a much-improved culture of engagement between core curriculum teams and the English and Math team, for example, which enabled targeted intervention on attendance and heightened monitoring of student performance.
• Notwithstanding the introduction of a new curriculum including T levels for the first time, the Committee challenged why Progress Grade 3 high grade predictions for both Years 1 and 2 were down compared to last year. It was explained staff had been cautious predicting progress grades. Due to the investment in developing and supporting teaching delivery, it was expected to be much improved going forward.
• Regarding Extended Diploma qualifications, the Committee was pleased to note that Year One high grades were reporting a high proportion of students expected to achieve compared to last year. It acknowledged that as the diplomas were two-year programmes, it was imperative the first year was strong, to support students progressing into year 2.
• GCSE exams in 2024; the strong attendance for the exams in summer. However, GCSE maths and English continued to be a challenge, with 2024/25 expected to have a further increase in numbers to improve grades.
• The College’s Vocational and Technical provision was likely to demonstrate more growth from September 2024, due to the increase in student enrolment. The Committee sought assurance on how the college had planned to meet such demand. As explained previously, the College had planned for the increased student numbers through careful redesign of classrooms and social spaces and had recruited additional staff.

Apprenticeships
The Committee noted particularly -

• Recruitment, as 2023/24 had recruited below plan. In response to questions, the VP explained that the shortfall in numbers was predominantly in the construction trades as the housing market had slowed due to interest rate rises. However, a more favourable mix within the apprentices recruited, plus some increase in funding rates had led to the current funding projection remaining relatively close to budget.
• At this stage there was a good level of recruitment for 2024/25, including the new offer in Catering. The new assessor for catering, a well-respected, internationally experienced chef, had now taken up post to support recruitment and deliver/assess the apprenticeships standards of Commis Chef and Production Chef.
• The likely outturn for achievement was 63%. The Apprenticeship Curriculum Manager continued to review and challenge every potential withdrawal before it was confirmed to ensure that every opportunity was taken to either ‘save’ the apprenticeship or replace the apprentice if that was appropriate. Whilst this was below the college’s 65% target, the national average for 2022/23 was 54.6% for all providers and 57.8% for all colleges; therefore the college’s performance remained significantly better than the national position. Individual targeting of apprentices for achievement had already started for 2023/24, with 106 apprentices already achieved since August 2023. The national target for achievement rates was 67% by 2025, which was considered achievable for the college.

The Committee Chair, as Apprenticeship Link Governor, had recently met with the VP -QI &A, to seek assurance on the college’s progress regarding apprenticeships and reported that, as a result of this, he was assured that the College was appropriately focused on supporting apprentices and in improving the rate of achievement.

31/24. Higher Education Strategic Direction Progress Report (Appendix – Agenda Item 7)

The Committee reviewed a report (previously circulated), setting out the latest developments with respect to the college’s Higher Education provision.

• Regarding the 2024-25 Higher Technical Qualification Offer, provision planning had been completed and signed off.
• Regarding the Modular Accelerator Programme, the college had made a successful start to the Programme. The first cohort had started in April within Construction.
• The college had held a successful Higher Education Assessment Board, with a specific focus on assessment related matters, consideration of unit grades, external examiner reports, progression, considerations for referrals, deferrals, re-sits and confirmation of awarded grades.
• Regarding the Higher Skills Injection Fund (HSIF), a significant proportion of the revenue fund had been allocated to a media campaign designed to boost higher education recruitment. Whilst this presented an excellent opportunity to improve HE provision, invest in the estate and in targeted campaigns thereby strengthening the College brand, the Committee sought assurance that the College had in place robust plans to ensure the funds would be spent by the December 2024 deadline. It requested that the Executive Director of Finance provide assurance to the Board at its meeting on 15 July 2024.
• The Committee also sought assurance that the college would reach the target of starts set.
• The Committee sought assurance that the expanded HE-in-FE offer would remain a values-based endeavour compatible with the values of the college as a whole and enquired what planning/investment there would be for enabling a supportive, cross-disciplinary community of HE learners.

32/24. Progress Against Delivery of the College’s Careers Strategy (Appendix – Agenda Item 8)

The Committee reviewed a report (previously circulated) providing assurance that the college continued to meet its statutory requirements and planned activities in the delivery of careers provision.

• Colleges were required to hold the Matrix Standard if they were in receipt of funding from the Education and Skills Funding Agency adult education budget. The College was confirmed as meeting the standard; a continuous improvement assessment in February 2024 further supported this.
• The college continued to meet all eight Gatsby Benchmarks in full.
• In June, teaching and support staff participated in a new Teacher Encounters initiative at The Shrewsbury & Telford Hospital Trust funded by the Marches Careers Hub, as part of an ongoing CPD programme to increase staff awareness of key sectors in the Marches.
• The college had successfully appointed a high-quality candidate to the full-time Level 6 Careers & Progression Adviser post.

The Committee Chair, as Careers Link Governor, would meet with the AM on 11 July 2024, to seek assurance on the delivery of Careers Advice at the college.

33/24. Student Voice Reports (Appendixes, Agenda Items 9a & b)

Student Voice Report

The Committee reviewed the Summer Term reports from members of the Student Union Executive members across the college’s three campuses.

• Student rep meetings had continued throughout the term, although there had been the inevitable drop off in attendance due to the impact of exams and students leaving the college. The newly elected Student Union Executive (SUE) had been looking at ways they could improve summer engagement with a possible restructure of how to elect students reps. The new SUE had also been looking at the election of SUE officers and what their focus was, with teamwork being a priority. The SUE also planned to have a strong presence at the Enrolment and Induction events planned in September.

The Committee considered this approach and considered it was assured that this approach to student representation in the college and governors would continue to attend SUE meetings, should they be invited.

Student SPOC and Subject Survey Progress Report
The Committee reviewed the summary report (previously circulated) setting out an analysis of students’ feedback on the 2023-24 Year-End Student Perception of College (SPOC) Survey and Subject Survey.

There were two Questionnaires sent to all students.

1. The End of Year SPOC survey on students’ perceptions of college as a whole
2. The End of Year Subject Survey covering students’ experience within their class.

It noted that this year, the response rate had improved, with 41% of students responding, up from 29% last year.

Regarding the SPOC -

• Students responded that they feel safe at college (98%) and that the college grounds and buildings provided a good learning environment (97%) with places for effective study (94%). Students felt that the teaching was effective (93%) and that they would recommend college to others (96%).
• Students would like more opportunity for enrichment (80%) and to learn more about issues beyond college (83%).
• Challenges remained in developing students’ self-confidence (83%), supporting emotional health and wellbeing (86%), and supporting travel to college (87%).
• The results demonstrated an improving picture with percentage points increases on 2023. In particular, the survey revealed that -
  • The learning environment was safe.
  • A positive learning culture characterised by trust and respect was evident.
  • The standard of teaching was high, with lessons that were engaging.
  • There was substantial support from teachers.
  • Students were encouraged to aim high.
  • Mental health support was available.
  • There were ample spaces to study, including the Learning Resource Centre (LRC) and various multi-use spaces.
  • The campus offered excellent facilities for students, both around the campus and within lessons.
  • Issues were effectively resolved through student services.
• The Action Plan focussed on delivering against areas to improve, including
  • Enhanced support in the social aspects of college life.
  • a stronger emphasis on building relationships and personal development, alongside the development of digital skills.
  • more extracurricular activities, along with clearer information on how to access these activities.

Regarding the Subject Survey –

• Students reported that
• courses were well organised
• progress was made during lessons
• students received regular assessment
• students received feedback that helped them improve (93%).
• students found their teachers supportive with high expectations of achievement.
• There was a good learning environment in the classroom and students felt well prepared for external assessment

The Committee reviewed the Action Plan created to address areas for focus.

In response to questions, the DoQ advised that –

• The college continued to develop strategies to support students in making social connections and developing friendships prior to actual induction, including offering ‘buddy’ systems at taster events.
• Whilst the great majority of student felt safe in college, where this was not the case students were known and being supported. Though a small number of these concerns related to interpersonal issues in college, in most cases, these were students who faced larger concerns in their lives and college acted as a support.

34/24. Safeguarding Report (Confidential Appendix, Agenda Item 10a)

The Committee reviewed the Safeguarding Report (previously circulated) to assess that the college continued to effectively fulfil its statutory obligations regarding safeguarding in college for the Term and that the support put in place around safeguarding in college was appropriate and proportionate.

To ensure the college continued to effectively fulfil its statutory obligations regarding safeguarding, the Committee reviewed -

• The number of safeguarding entries and the patterns established over the last 2 years of monitoring. The increased levels of students accessing support for Substance Misuse concerns and the higher levels of reporting of issues related to sexual harm, self-harm and risk of suicide was a continuation of patterns that had been established in the last 2 academic years. The support put in place to help manage these developments continued to be refined, as well as the continued investment in training for staff supporting students.
• The increase in students recorded as accessing support with their mental health continued, although largely caused by a change in the way the college operated its emotional health and wellbeing support.
• Students continued to use the emergency out of hours support provided by the Student Assistance Programme. Students also continued to access the trained counsellors offered by the Student Assistance Programme. The end of year usage report would be included in the Annual Safeguarding Report.
• The Induction Fairs taking place in September across the campuses would include a range of internal and external safeguarding support services to ensure that students knew how to access support as needed in college.

Having reviewed the report, the Committee considered that the report provided assurance that the college was meeting its legal obligations. The Safeguarding Link Governor reported that they had recently met with the VP, S as part of their assurance work this Term, undertaken site visits across the three campuses and inspected the college’s SCR.

35/24. SEND and Equality, Diversity and Inclusion Termly Report (Appendix, Agenda Item 10b)

The Committee reviewed an overview of the Summer Term for the work of the EDI Committee and the college’s work supporting students with Special Educational Needs and Disabilities (SEND), as assurance that the college was meeting its statutory obligations.

SEND
The Committee reviewed the college’s SEND activities, including –

• Outcomes for High Needs students in 2022/23, on their main qualification compared well to those from 2021/22, with a 99% pass rate on their core qualification (98% last year). There was also an improvement in English and Maths qualifications so that that the pass rate here for High Needs students stood at 86% (76.2%).
• The progress review process undertaken at 3 points during the academic year allowed the college to track and respond where students were at risk of underachievement. The last round of progress reviews took place in June and showed an encouraging picture. However, High Needs students studying vocational programmes were slightly less likely to be achieving their target minimum grade at this point than average. Although the gap had narrowed as the year had progressed, the Committee expected the college to continue to work with students to ensure positive outcomes.
• Attendance rates for High Needs students were also generally slightly lower than the college average at 83.5% (86.1%). Again, the Committee stressed the importance of continuing to work on improving attendance rates for students generally and for High Needs students in particular through the additional support mechanisms that they have in place.
• This year’s key development of a Project Search Supported Internship programme at Shrewsbury Hospital has very successful, with at least 7 of the students in substantive paid employment.

Equality Diversity and Inclusion

The EDI Committee continued to take forward work around promoting equality and inclusion amongst the categories identified as protected characteristics under the Equalities Act.

• The SPOC survey around EDI themes where there have previously been gaps in terms of satisfaction, had shown improvements.
• The annual STAR awards held to recognise students who had overcome adversity and/or contributed as EDI allies saw a record 38 students recognised from across college provision. Two students were also able to describe to the 100 plus audience their journey in college and appreciation of the support that they had received.
• EDI activities for the new academic year had already been planned and included -
• Running an enhanced Induction Fair and Enrichment taster programme in the first week in college for students to establish the PRIDE and other student groups from the outset. The intention was to ensure that students from all groups felt a sense of community and connection to the college.
• A calendar of activity to take place across the academic year
• Increasing work around EDI themes at the English and Welsh Bridge campuses using the successful model adopted at London Road Campus
• Reviewing the college approach to support for students with a Transgender identity as a response to any new guidance following the outcomes of the Department of Education consultation document on Gender Questioning Children. In response to a question, the VP-S confirmed that the college was awaiting the final guidance and the change of government might mean a change of approach.
• Participation in the Shrewsbury Pride Festival in 2024.
• Hosting the AOC Equality Forum in October 2024. This event would see the college share its positive EDI activity with other colleges, as it was recognised as representing good practice.

Having reviewed the report, the Committee considered that the report provided assurance that the college was meeting its legal obligations. The EDI Link Governor had met with the VP, S as part of their assurance work this Term and the Clerk would commence the compliance audit report for the 2023/24 year.

36/24. Risk

The Committee considered the strategic risks relevant to its remit and agreed that they had been discussed within the meeting, particularly –

• QSC 1 - Risk of retention factor falling below target 95% for 16-19 students (or declining from year to year)
• QSC 2 - Risk that Achievement rates fall below target or are declining
• QSC 4 – Risk that Attendance falls below target levels
• QSC 5 - Risk that Systems in place to support students who are struggling to achieve predicted grades are not effective.

The Committee also noted that the college was due a full OFSTED Inspection in the 2024/25 year and agreed that governors should start to prepare to support the inspection process. The Clerk reported that, over the summer, she would be working to refresh the preparation packs, informed by updates from SLT colleagues.

37/24. Date of Next Meeting – 30 September 2024 from 5.30 p.m.

The meeting concluded at 7.50 p.m.