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CURRICULUM & QUALITY COMMITTEE OF CORPORATION MINUTES OF MEETING 44 HELD ON 11 OCTOBER 2011

Present: Mike Noddings (Chair), Jay Trivedy (Principal), John Wilson In attendance: Senior managers: Ian Taylor (Vice-Principal, Performance

Improvement), Mark Rothery (Assistant Principal) Clerk: Fiona Bagchi

44.1 Apologies There were apologies from Jackie Goodman and Martin Doolan (Co-opted Committee member). 44.2 Declaration of interests There were no declarations of interest. 44.3 Election of Chair and Vice-Chair John Wilson proposed and Jay Trivedy seconded, Mike Noddings as Chair of the Committee. Mike Noddings proposed and Jay Trivedy seconded, John Wilson as Vice-Chair of the Committee. Mike Noddings and John Wilson were re-elected respectively as Chair and Vice-Chair of the C&Q Committee unopposed. 44.4 Minutes of Meetings 43 The minutes of meeting 43 held on 14 June 2011 were approved. 44.5 Matters Arising and Actions (Matters Arising, below, are numbered according to their position in the action points table appended to the end of the previous minutes. The reference to the item where the action can be found in the previous minutes is given in brackets at the end of the action). 1 The Committee’s combined 2009/10 and 2010/11 reports were on the agenda

(43.4)

2 With reference to the catering questionnaire report, the factors students considered most important would be shown in the figures in the final graph form, as agreed, in the report to be presented to the November 2011 meeting of the Committee (43.4).

Action: Clerk/AW

3 Student experience survey results report had been deferred to the Committee’s

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February 2012 meeting (43.6). Action: IDT

4 The Committee’s revised standing agenda item list had been approved by

Corporation at its September 2011 meeting (43.7).

5 With reference to the e-governance pilot, paper copy of minutes had been brought to the meeting for signing, as agreed (43.8).

6 The Committee had agreed to continue with electronic transmission of Committee papers (43.8).

7 Committee dates for 2011/12 had been presented to July 2011 meeting of Corporation (43.10).

44.6 Curriculum and Quality issues (i) Review of College exam results for 2011, including review of performance against

targets for retention, achievement and value-added Ian Taylor gave a presentation on performance data for 2010/11 including exam results, retention/achievement/success rates and value-added scores. Members had received details of pass rates that had been sent to Corporation members in August 2011 and initial performance data that had been discussed at the September 2011 meeting of Corporation, with key points noted including:

The A2 pass rate remained high in 2011 at 99.25% (excluding General Studies) although the A2 A/B pass rate of 41.88% was below the national benchmark of just over 50%.

The AS pass rate had improved significantly in 2011 to 89.41%, with the AS A/B pass rate having improved to 28.17%, although it was still significantly below the national benchmark of just under 40%.

There had been improvements in achievement in a range of AS subjects, with previous excellent results also maintained.

The Committee noted that in previous years, high performing subjects had been invited to attend C&Q Committee meetings and congratulated, noting that in 2011 the large number of subjects showing improvement made this impractical. Members considered areas showing improvement in detail, noting that in some cases, for example, subjects showing improvement in achievement were still working on actions to strengthen value-added scores. It was agreed that the Chair and Vice-Chair would discuss and congratulate staff on 2011 results when attending College events e.g. open Evenings.

Action: Chair/Vice-Chair The Committee considered the success rate target tributary diagram, noting that:

There had been improvement in 2011 in retention on all measures, including overall retention (2011: 90.7%, 2010: 87.2%), AS/A2/A Level, Vocational and Enrichment, with Level 2 Vocational the only contributory area where retention had fallen (2011: 82.7%, 2010: 85.9%).

Achievement overall had increased from 87.4% in 2010 to 89.1% in 2011, with an increase in overall AS/A2/A level achievement (2011: 91.3%, 2010: 88.3%) and enrichment achievement (2011: 83.6%, 2010: 83.3%) but overall Vocational achievement had fallen from 86.3% to 86.2%.

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Success rates overall had increased (2011: 80.9%, 2010: 76.2), with an increase in overall AS/A2/A level success rates (2011: 33%, 2010: 78%) and enrichment success rates (2011: 80.3%, 2010: 71.3%) but overall Vocational achievement had fallen from 72.8% to 77.5%.

The overall improvement took the College within tolerance levels of national benchmarks and reflected the work undertaken to improve both retention and achievement.

Members noted in discussion that:

Vocational achievement would be kept under review through curriculum monitoring. Actions taken to improve retention and achievement in 2010/11 had included the

refinement of the tutorial and tracking systems, including the development of progress assessments.

The improvement in retention in 2011 compared to 2010, moved success rates close to rates for 2009, which had been the College’s best year to date.

The Committee considered value-added performance against targets in the College Plan, noting that:

With reference to the ALPS A level subject outcomes grade trend, that the 2011 grade had fallen to 68% from 74% in 2010 and was below the target grade of 76%, noting that this was being reviewed by the College.

With reference to the ALPS AS level subject outcomes grade trend that the 2011 grade had risen in 2011 to 65% from 57% in 2010 and was close to the target grade of 66%.

Members considered the ALIS value-added score for A2 and AS noting that:

Values within the shaded areas of the tables were deemed to be “normal” i.e. it was only where a value was outside the shaded area that it could be deemed to be significant.

While the ALIS value-added score was positive for both A2 and AS, the AS score was within the green shaded 95% confidence limit (i.e. performance could be considered to be “normal” or at expectation) and the A2 score was outside the tan shaded 99.7% confidence limit (i.e. performance could be considered significant, indicating that something in the teaching and learning had added to the value).

The SPC Chart 1.1. showed results for all qualifications and recorded rising/high levels of value-added from 2005, with a fall in 2009 and 2010 and a rise in 2011.

Value-added data at a subject and student level was used by departments to help them strengthen value-added scores.

The Committee discussed:

The challenge the College faced in helping students to achieve high AS grades, given that GCSE entry scores were lower than the national average.

The recent increase in the number of students joining the college with higher GCSE scores and the need to ensure that they achieved their potential e.g. through the introduction of the Flyers programme.

Members received the report on examinations results, retention and value-added for 2010/11, noting in particular actions being taken to bring about improvement. (ii) College Self-Assessment 2011: verbal progress report Ian Taylor gave a verbal progress report on the compilation of the College self-assessment report (SAR) and demonstrated how the departmental sections of the SAR were compiled. Members noted in discussion that:

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Judgements in the SAR were made with reference to Ofsted’s Common Inspection Framework (CIF).

The text of the SAR overview for 2010/11, which accompanied the departmental sections of the SAR, remained to be completed.

As the SAR was available on-line, staff were able to view how other departments completed their annual assessment, allowing a consistency of approach.

The emphasis the College gave to ensuring that the SAR was a “live” document and that actions to be implemented were regularly reviewed by staff was considered, noting the colour coding system for rating actions and reviewing the extent to which actions from the previous year had been achieved.

A curriculum team of Ian Taylor, Mark Rothery and Chris Robinson regularly reviewed with Heads of Departments progress made on actions in the SAR.

Members discussed in detail how the College ensured that departmental actions were achievable, with particular reference to the measurability of the action relating to encouraging students to stop smoking. Members received a verbal progress report on the compilation of the 2010/11 College Self-assessment Report (SAR), noting that the SAR grades would be moderated at the meeting to held on 30 November 2011. (iii) Report on curriculum plans Mark Rothery, Assistant Principal, presented the report on curriculum plans. Members noted that: The College had decided not offer the new vocational diplomas. The College was no longer considering the BTEC Media diploma. In Performing Arts, the curriculum offer was now BTEC diploma, A level Theatre Studies,

A level Dance. The following had been included in the 2012 prospectus, with the College reviewing any

resource implications and monitoring application levels: PE BTEC first diploma, Applied Science level 3 dual award, A level Human Biology.

Critical thinking AS level had been offered as fast-track course for high achieving students from September 2011 and would be monitored.

The College was reviewing staffing arrangements for the Extended Project Qualification (EPQ).

A new Wyke Foundation course had been introduced at E3/L1, with 2 tutor groups. With reference to level 2 provision, the College would offer 4 BTEC First Diplomas, with

a 5 GCSE pathway available at enrolment for students narrowly missing entry at level 3. The Committee considered a presentation on the College’s Flyers programme for students achieving high grades at GCSE, noting the following planned events: an event to explain the programme to parents, visiting speakers, university visits. The Committee considered a presentation on a Sixth Form Colleges’ Forum (SFCF) survey which showed AS success rates by individual subject and prior attainment and considered its relevance to entry criteria for AS. The Committee received the report on curriculum plans, noting monitoring and development undertaken by the College to ensure that the curriculum continued to meet students’ needs.

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(iv) Annual complaints report The Principal, Jay Trivedy, presented the 2010/11 complaints report which had been compiled by his predecessor, Richard Smith. It was noted that the report represented those complaints which had reached Principal level, not having been successfully resolved lower down the organisation. Complaints at this level were usually investigated by a member of the senior management team, with the report noting any change of practice which had resulted. Members noted that 8 complaints had been logged for 2010/11, of which 3 had been judged invalid, 4 mostly invalid with valid elements and 1 valid. Actions taken in response to complaints were noted. (v) Report on staff focus groups The Principal presented the report on the outcome of the 2011 staff focus groups, exit interviews and meetings he had held with staff. Members noted in discussion that:

Due to a limited number of responses being received in response to the staff questionnaire in previous years, focus groups had been held towards the end of 2010/11 as an alternative, with a random sample of staff from all areas of the College had been chosen to take part.

Responses were generally positive and areas for improvement highlighted by the focus groups and exit questionnaires were similar to issues raised with the Principal in his initial one to one meetings with staff.

The results had been considered by the senior management team (SMT) and actions in relation to them identified e.g. in the areas of recognition and communications, links between the curriculum and pastoral systems and all staff events.

In relation to staff recognition, it was noted that actions warranting commendation were to be actively identified by the senior management team, with the Principal meeting individuals and letters to be placed on the staff member’s personnel file e.g. the Principal had recently written to staff with 100% attendance.

A weekly slot in the Principal’s diary had been identified when he was available for drop in sessions with staff.

‘Walk-arounds’ by senior managers had been increased to ensure that more areas of the College were visited more regularly

Management structures had been clarified so staff were aware of line management arrangements in other areas of College.

With reference to the links between the curriculum and pastoral systems, it was noted that work was underway to ensure clear processes and guidance, attendance at Staff Briefing had been encouraged to allow face-to-face communications, including tutors being available every Friday in the staff room.

A number of whole staff events were to be arranged.

The Committee received a report on the results of the key themes arising from staff survey focus groups, exit interview questionnaires and meetings the Principal had held with staff, noting the College’s response and that staff would receive feedback on the results of the surveys undertaken.

(vi) Item to be presented to the November 2011 meeting: It was noted that the following item would be considered at the November 2011 meeting of the Committee: the catering questionnaire.

Action: Clerk/AW

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(vii) Items deferred to February 2012 It was noted that the following items would be considered at the February 2012 meeting of the Committee: student experience survey report and the work experience report.

Action: Clerk//LM/IDT The Committee thanked staff for the reports presented, noting that they considered the statistical evidence presented robust and able to withstand scrutiny. 44.7 Governance issues (i) Verbal progress report on (a) Individual Corporation Member Self-Assessment

Questionnaire and (b) LSC/SFA-YPLA Financial Management & Control Evaluation (FMCE) questionnaire on financial management & governance

The Clerk reported that: Self-assessment questionnaires for 2011 had been distributed to Corporation

members, with the analysis due to be presented to the December 2011 meeting of Corporation and resulting actions monitored by the C&Q Committee.

The LSC/SFA-YPLA Financial Management and Control Evaluation (FMCE) questionnaire on financial management and governance for 2010/11 would be considered at the November 2011 meeting of the Audit Committee, before presentation to Corporation, with the associated action plan to be monitored by the C&Q Committee.

The Committee received a progress report on Corporation’s 2011 self-assessment and complétion of the LSC/SFA-YPLA Financial Management and Control Evaluation (FMCE) questionnaire for 2010/11, noting that resulting actions plans would be monitored by the Committee. (ii) Annual review of Corporation performance indicators The Committee reviewed Corporation’ performance indicators for 2010/11 for Corporation and Committee attendance and percentage of non-elected Corporation vacancies filled within 6 months, noting that:

Overall Corporation attendance for 2010/11 was 75% (i.e. on target) if the 2 Special Corporation meetings held during 2010/11 in connection with the Principal appointment were excluded and 73% (i.e. below the target of 75% set) if the 2 Special Corporation meetings were included. As Special meetings are organised at shorter than usual notice, the date chosen is normally one on which the majority of members can attend and inevitably excludes some members.

A recent survey on the Clerks’ Mailbase found that of 62 colleges participating, average overall attendance for 2010/11 was 79.55%, with a range of attendance rates from 69% to 89%.

Committee attendance overall was 85% i.e. it exceeded the overall target of 75% set although 2 committees (the Remuneration and Student Committees) were just below the 75% target.

50% of non-elected Corporation vacancies were filled within 6 months against a target of 75% set.

The Committee reviewed Corporation’ performance indicators for 2010/11 for Corporation and Committee attendance and for the percentage of non-elected vacancies filled within 6 months

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44.8 Committee issues (i) Completion of Committee performance checklist and review of Committee

performance indicators The Committee reviewed its performance indicators and checklist for 2010/11, noting that:

The Committee was 100% compliant with its performance checklist. Then Committee had achieved or exceeded its performance indicators for 2010/11,

with the following exceptions: 86% of standing agenda items were considered at the relevant meeting against a target of 100%; timely dispatch of agendas was 100% excluding the Special Committee meeting held in November 2010 to consider the College’s Self-Assessment Report (SAR) and 75% including the November 2010 meeting, for which papers went out 6 days before the meeting; dispatch of minutes was 100% because minutes were not considered at a Special Committee meeting.

The Committee reviewed its performance checklist and performance indicators for 2010/11. (ii) Annual Report of the C&Q Committee, 2009/10 and 2010/11 The Committee considered the report, noting that it was comprehensive, and agreed that it should be presented to Corporation.

Action: Clerk/Chair (iii) E-governance pilot: review of any issues arising from the meeting The Committee reviewed the electronic submission of papers and use of College laptops at the meeting, noting that:

The timely dispatch of papers would be improved if papers were sent out electronically as they were received rather than collected together, as would be the case with paper copies.

Action: Clerk The possibility of linking into more detailed College data, where issues arose during

discussion, was valued. The Committee reviewed the e-governance pilot, noting advantages and areas for improvement. 44.9 Documents from YPLA, SFA, DfE, BIS, Ofsted, LSIS and other

outside bodies It was noted that there was nothing to be received under this item. 44.10 Any other business It was noted that there was no other business. 44.11 Risk management – identification of any items of risk It was noted that no new items of risk had been identified.

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44.12 Date of next meeting It was noted that a special meeting of the Committee would be held on 30 November 2011 to consider the SAR for recommendation to Corporation, immediately following the SAR moderation meeting (time to be agreed).

Action: Clerk/IDT Fiona Bagchi Clerk to the Corporation

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CURRICULUM & QUALITY COMMITTEE OF CORPORATION MINUTES OF SPECIAL COMMITTEE MEETING 45

HELD ON 28 NOVEMBER 2011

Present: Mike Noddings (Chair), Martin Doolan (external co-opted member) Jay Trivedy (Principal), John Wilson

In attendance: Mike Rogerson (Vice-Principal, Staff & Students), Ian Taylor, Vice-

Principal (Performance Improvement) Clerk: Fiona Bagchi

45.1 Apologies Apologies had been received from Jackie Goodman. The Chair welcomed martin Doolan to his first meeting. 45.2 Declaration of interests No declarations of interests were made. 45.3 Consideration of College Self-Assessment Report (SAR) for recommendation

to the Corporation Having taken part in the College SAR grade moderation meeting which had immediately preceded the special meeting of the Curriculum and Quality (C&Q) Committee, it was agreed that the grades as agreed at that meeting should be recommended to Corporation and presented with the SAR overview 2010/11. The Committee considered the SAR grade moderation meeting to have been rigorous. The Committee agreed to recommend the College Self-Assessment Report (SAR) grades to Corporation for presentation with the SAR overview, for ratification.

Action: Clerk/Chair 45.4 Consideration of College’s Every Child Matters Report for presentation to

Corporation (Ian Taylor joined the meeting during this item). The Committee considered the College’s Every Child Matters (ECM) Report 2010/11. Members noted that: The 5 ECM themes have been graded as follows for 2010/11:

o Grade 1 (Outstanding) – Make a Positive Contribution, Stay Safe, Enjoy and Achieve

o Grade 2 (Good) - Be Healthy, Achieve Economic Well-being, The Committee congratulated Mike Rogerson for the comprehensive nature of the ECM report, noting: The many positive achievements that the ECM recorded e.g. good A2 results,

significantly improved AS results, significant assurance in the audit of safeguarding

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procedures, a good programme of student exchanges and visits, a varied programme of events and funding-raising arranged by the Student Executive, the popularity and high profile of sport in the College.

The grading was considered realistic and highlighted where the College was seeking improvement e.g. encouraging students to give up smoking, encouraging healthy eating.

The removal of the Educational Maintenance Allowance (EMA) by the Government had not affected recruitment to the College in 2011 but its impact would continue to be monitored. The College had established a bursary scheme to replace the EMA for new students, with 5 students new to the College in 2011 receiving a bursary and 50 new students in receipt some form of award compared to 200 new students in receipt of an EMA in 2010/11. The establishment of subsidised travel arrangements was considered effective and appeared to have helped students financially.

The College provided excellent support for students (e.g. the support provided by the College Counsellor and the support for students applying for higher education (HE)) but the positive contribution from the Connexions Personal Advisers had been lost following budget cuts by Kingston upon Hull City Council.

The Committee agreed that the College’s Every Child Matters Report 2010/11 should be presented to the December 2011 meeting of Corporation for information, with the grading discussed at the meeting.

Action: MWR/Clerk/Chair 45.5 Student Destinations Report The Student Destinations report was received, with the Committee noting that increased competition for university places meant that the proportion of the year group progressing to HE had fallen for the second consecutive year to 60% in 2010/11 (2009/10: 62%) although 78% of students (including ex-students) applying through UCAS in 2011 had gained a university place compared to 70% nationally. The Committee received the Student Destinations report and agreed to review it in more detail at its February 2012 meeting.

Action: Clerk 45.6 Report on Corporation performance indicators (PIs) Part II and Committee

Annual Report With reference to Part I of the report on Corporation’s PIs considered at the Committee’s October 2011 meeting, it was noted that overall Remuneration Committee attendance should have been 80% for scheduled meetings and 66% including the 2 Committee meetings organised at short notice. An amended version of Part I should therefore be presented to the December 2011 meeting of Corporation.

Action: Clerk The Committee noted that Part II of the report on Corporation’s PIs would be presented directly to Corporation in Dec. 2011.

Action: Clerk It was noted that the Committee’s annual report had been approved at its October 2011 meeting and would be presented to the December 2011 meeting of Corporation.

Action: Clerk/Chair 45.7 Deferred to February 2012: Catering report

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45.8 Any Other Business 45.9 Date of next meeting: Tuesday 15 February 2011 at 4.30 pm Fiona Bagchi Clerk to the Corporation

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CURRICULUM & QUALITY COMMITTEE OF CORPORATION MINUTES OF MEETING 46 HELD ON 11 FEBRUARY 2012

Present: Mike Noddings (Chair), Martin Doolan (Co-opted Committee member),

Jackie Goodman Jay Trivedy (Principal), John Wilson

In attendance: Staff: Emily Peach (Tutor, UCAS Co-ordinator), Ian Taylor (Vice-Principal, Performance Improvement),

Clerk: Fiona Bagchi

46.1 Apologies The Committee received and accepted apologies from Mike Rogerson (Vice-Principal Staff & Students), Mark Rothery (Assistant Principal). 46.2 Declaration of interests There were no declarations of interest. 46.3 Minutes of Meetings 44 and 45 The minutes of meetings 44 & 45 held on 11 October and 28 November 2011 were approved with the following minor typographical amendment to the latter: at 45.2 “martin” should begin with a capital letter.

Action: Clerk 46.4 Matters Arising and Actions (Matters Arising, below, are numbered according to their position in the action points table appended to the end of the previous minutes. The reference to the item where the action can be found in the previous minutes is given in brackets at the end of the action). (i) Actions arising from C&Q Committee meeting 44 1 The 2010/11 catering report was on the agenda (44.5).

2 The student experience survey results were on the agenda 944.5).

3 The Chair and Vice-Chair of Corporation had met and congratulated staff on

2011 results at College events e.g. Open Evenings (44.6).

4 The Catering questionnaire was on the agenda (44.6).

5 It was noted that the work experience report had been deferred to allow the addition of recent work experience questionnaire results (44.6). It was agreed that a joint meeting of the C&Q and Student Committees should be held on Friday 16 March at which the report could be presented

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and students who had undertaken work experience could be present. Action: Clerk

6 The Committee’s annual report had been presented to the December 2011

meeting of Corporation (44.7).

7 The College Self-Assessment Report (SAR) moderation meeting had been followed by a C&Q Committee meeting on 30 November 2011 (44.12).

(ii) Actions arising from C&Q Committee meeting 45

1 Corporation ratified, on the recommendation of the C&Q Committee, the

College SAR grades, which had been presented with the SAR overview to its December 2011 meeting (45.3).

2 The College’s Every Child Matters (ECM) Report 2010/11, with agreed grading, had been presented to Corporation’s December 2011 meeting, as agreed (45.4).

3 The Student Destinations Report was on the agenda (45.5).

4 Corporation performance indicators (PIs) had been presented to the December 2011 Corporation meeting, as agreed (45.6).

5 As noted above, the Committee’s annual report had been presented to the December 2011 meeting of Corporation, as agreed (45.6).

46. 5 Curriculum and Quality issues It was agreed that the item on student destinations (item 46.5 (viii)) should be considered at this point on the agenda, to allow Emily Peach , UCA Co-ordinator, to present the report. (viii) Student destinations report Emily Peach presented the Student Destinations Report, which was considered. Members noted in discussion that:

The report had been prepared by Mike Rogerson, Vice-Principal (Staff & Students), with Emily Peach adding the Universities & Colleges Admissions Service (UCAS) data.

The information for Wyke students entering higher education (HE) related to students entering HE in a particular year i.e. it included students from previous years who had deferred entry to HE.

The percentage of students gaining a place was, at 78.4%, similar to 2010 but lower than in 2009 (2009: 86.5%). This was, however, still significantly higher than the national figure, which was 70.1% nationally.

The proportion of students gaining a place at their first choice HE institution showed a falling trend at 81% (2010: 85%, 2009: 89 (%). This reflected the national picture, which had seen an increase in student applications in the final year before the introduction of higher HE tuition fees and consequently fewer HE institutions offering places through clearing.

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There was also a change in destinations: Hull University was still Wyke students’ most preferred destination but numbers had fallen from 41% in 2010 to 24% in 2011 while 58% of students overall went to HE institutions in Yorkshire & Humber in 2011, compared to 70% in 2010.

If the HE statistics were considered by year group, over 60% of the 2011 year group gained a place in HE, which was similar to 2010.The number of students taking a year out, however, fell significantly in advance of the increase in HE tuition fees from 2011. Assuming that students who took a year out in 2010 went into HE in 2011 after their gap year, then the total number of students progressing to HE was down slightly on 2010.

A small number of second years returned to the College (2011: 5%, 2010: 7%) to improve their grades for admission to chosen universities while 9% went to another college and 13% to apprenticeships and employment, which was similar to 2010. Approximately 6% of students were working part time or were unemployed (2010: 4%).

Almost 70% of first year students entered the second year in 2011, compared to just over 60% in 2010, which was due to improved AS grades. The number leaving to attend another college remained at 11%, and 7% entered employment or training (2010: 8%).

The number of single year students returning to Wyke to embark on a level 3 programme in 2011 was 36% compared to a figure of 57% in 2010. This was due to a change in College policy which required higher grades in GCSE re-sits to gain entry to Level 3 courses at the College. 38% of the year group left in 2011 to attend another college (2010: 17%).

It was noted in response to members’ questions that:

The change in the percentage of Wyke students studying locally went against the national trend, which was towards students studying at their home university.

The reason for the fall in the number of students studying at the University of Hull was not known but it was possible that it was due to the fact the few of the University’s departments entered clearing in 2011.

After the University of Hull, significant numbers of students progressed to HE courses at the following institutions: Leeds Metropolitan University, Hull College, Leeds Trinity University College.

Some students were, however, now looking further afield e.g. some students of French were considering attending courses in Paris.

With reference to 2012 entry, while a number of Dutch universities were offering courses in English with lower tuition fees than English universities, fees had to be paid in advance of study, which could be a deterrent for English students.

Aimhigher used to collect statistics on the percentage of student progressing to HE who had no family history of higher education. A significant proportion of Wyke students remained in this position, however, and the College tried to encourage university entry through a programme of university visits and through the Flyers programme.

Members noted in relation to student applications for entry to HE in 2012 that:

Current analysis suggested that applications were about 1% lower than in 2010, compared to a 9% fall in applications nationally due to the introduction of higher HE tuition fees from 2012/13.

There was some anecdotal evidence that students on more vocationally orientated BTEC courses were less likely to apply for HE but it was possible that such students might put in late applications.

The College would monitor the impact of higher HE tuition fees on student applications.

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It was noted that 2012 was the first year of higher HE tuition fees and agreed that Emily Peach should provide a progress report on student applications to the Committee’s June 2012 meeting.

Action: Clerk/EP It was noted that students and parents were unstinting in their praise for the help Emily Peach provided with UCAS applications. The Committee received the Student Destinations Report for 2011, noting that the percentage of students gaining a place at a HE institution in 2011 was, at 78.4%, similar to 2010 and higher than the national figure of 70.1%. The Committee thanked Emily Peach for her presentation. (Emily Peach left the meeting). (i) Review of College Plan Ian Taylor (Vice-Principal, Performance Improvement) presented the updated College Plan 2011-14, with reference to outcome against targets for 2011.

Members discussed the Plan in detail, noting in particular that:

With reference to theme 1a) (Increase Success Rates), the outcome for all Level 3 (long qualifications, 16-18) was 82.7% for 2011 against a “first” target of 84.5% and a “stretch” target of 85.5%/bench. It was noted that this was a 4.7% increase on the 2010 outcome of 78% and within 3% of the benchmark in 2011.

Level 2 success rates had also improved at 81% for 2011 against a First target of 83% and a Stretch target of 85%/bench.

The C&Q Committee discussed the use of “stretch” targets in addition to “first” targets in some areas of the plan noting that the College had introduced the “stretch” target in response to the importance that Ofsted attached to targets being stretching. It was agreed that the replacement of the “first” and “stretch” target system used in the College Plan with a system that used a single realistic but challenging target could be more appropriate and that this was being considered by the College. Members discussed in detail value-added (VA) scores, noting that:

With reference to theme 1c) (Maintain a whole College value added score that is significantly better than baseline for a range of value added measures including ALIS, ALPS and the LAT) that VA data for ALIS, LAT and ALPS were very good-outstanding.

With reference to the ALPS A Level subject outcomes grade trend of theme 1d)( Increase the proportion of courses achieving positive value added) that the outcome for 2011 was 68%, which was below the target of 76% of courses achieving an ALPs score of 5 or above.

Although the above target had not been met, ALIS VA data had confirmed that the above outcome was a consequence of a small number of low volume courses distorting the very positive College outcome of statistically significant positive VA, which had been the same for the previous 4 years and showed that the College’s students were in groups that did well even if not all College departments were a grade 5 or above.

The above was also confirmed by a 3 year all-College ALPS T score of 3 (top 25%: excellent) at both AS and A level.

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The ALPS AS level subject outcomes grade trend showed an outcome of 65%, which was slightly below the target for 2011 of 66% but was a positive move back towards target following a fall to 57% against a target of 65% in 2010.

It was noted in responses to members’ questions that:

Courses where VA scores were not as high as the College would wish had produced action plans, which were included in annual self-assessment reports, with progress monitored by the College.

Members noted with reference to other key outcomes for 2011 that:

Student enrolments showed a year on year trend of exceeding targets for growth, reflecting the College’s reputation as a quality provider which offered excellent support to its students.

The College ensured that the curriculum remained responsive to students’ needs. The College was disappointed that its examinations points score had fallen to 820.6

in 2010/11 but was planning actions to improve this in the future. The Committee considered a report on 2011 outcomes against the targets in the College Plan 2011-14. It was noted that the Plan would be presented to Corporation for information,

Action: Chair/Clerk (ii) Funding body success rate threshold performance The Committee considered the funding agencies’ success rate threshold report 2010/11, with explanatory notes by the Director of Network and Information Systems, Bill Jackson. Members noted in discussion that:

The report summarised the percentage of a provider's provision below the appropriate success rate thresholds presenting it according to a traffic lights system, with a red cell indicating greater than 25% of a provider’s provision was below the given threshold and an amber cell indicating that between 15% and 25% of a provider’s provision was below the given threshold.

Almost all areas of the report were coded green. Of the very few courses graded as red, most were cohorts of 1-4 students aged 19+,

noting that the College’s core business was students aged 16-18. The Level 3 Certificate in Health & Social Care (34 starts - wrongly coded as Level 1

in the report) which had a weighted success rate of 55.6% was, however, a particular area of concern which the College had taken action to address.

The Free Standing Maths Qualification (FSMQ) in Additional Mathematics at Level 3 (15 starts), which had a weighted success rate of 13.3%, was also an area of concern. Students joining the College who wished to take AS Mathematics had a range of maths experience e.g. some had not previously studied algebra or trigonometry. The introduction of the FSMQ had been an attempt to provide an entry route for AS Maths but had not been successful. It had been discontinued in 2011/12 and students’ ability in maths was now tested at the start of the course rather than after 3 weeks.

It was noted in response to members’ questions that:

If the Level 3 Certificate in Health & Social Care were now re-classified, taking into account actions taken including recent exam successes, it would be more appropriately coded as amber. The College had, however, processes in place to bring about further improvement which should ensure that it was coded green in 2012/13.

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The Committee considered the funding agencies’ success rate threshold report 2010/11, noting in the case of 2 courses that were of particular concern that actions had been taken either to discontinue the course or to bring about improvement. The Committee thanked Bill Jackson for his explanatory notes, which members had found helpful. (iii) Enrolment & induction questionnaire analysis report Ian Taylor presented the enrolment and induction questionnaire report 2011, which had been compiled by the Registrar, Debbie Darmody. Members noted in discussion that:

The questionnaires had been completed on-line as part of the tutorial programme during week commencing 3 October 2011.

Some new questions had been added in 2011 relating to the application process. 568 responses had been received, with the majority positive. A summary of comments was included with the statistical information which

highlighted areas that needed to be considered for further action e.g. waiting time and lack of direction at different stages of the process, consideration of non-GCSE results and curriculum changes affecting choices

The College was considering processing second year enrolments at the start of the week in future, leaving the remainder of the week to be dedicated to first year students.

There were always difficult discussions to be had with students who had non-GCSE qualifications where academic qualiifcations were required for success in an academic subject at Level 3.

With reference to a student who had been unable to combine German with recreational rugby, the College tried to keep F Block in the College timetable free for sporting opportunities but occasionally it was not possible to do so in all cases and where sport was for recreational rather than study purposes the College would suggest, for example, that the student might seek sporting opportunities outside College e.g. at ruby clubs.

With reference to a student who had been unhappy with a choice they considered had been made without sufficient time for consideration, the College reported that they were monitoring teaching and learning in the area concerned and an action plan was in place.

The Committee received the 2011 enrolment and induction questionnaire analysis, noting that results were overwhelming positive and discussing areas for improvement with the College. (iv) Student focus groups report Ian Taylor presented the 2010/11 student focus group report, which had been produced from Jim Darmody’s interviews with student groups. Members noted that:

During 2010/11, the College had conducted a series of meetings with students from each of the year-groups. Overall there were 6 meetings with Single Year Group students, 8 with First Years, 8 with Second Years.

The meetings were arranged to coincide with college tutorial sessions and students invited were selected at random from each of the tutor groups. Attendance was 95/105.

9 questions were used as prompts for discussion in 2010/11 including student well-being and Every Child Matters (ECM) themes i.e.

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o Whether reviews and assessments of their progress helped students to become more effective learners;

o Whether students had looked for and received the guidance they needed; o The degree to which tutorial sessions had been useful and how they could be

improved; o Whether students had fair opportunities and equal treatment; o Student safety at College (ECM theme); o Being Healthy (ECM theme); o Economic wellbeing (ECM theme); o Making a positive contribution (ECM theme); o Whether students had been able to use the resources they needed for

learning. There was very positive feedback from students attending focus groups, with a belief

that Wyke was a good place to be and to study. Members discussed in detail some of the key issues arising from focus group discussions and actions taken to address them, noting in particular that:

Students found the review process helpful but suggested that it could be improved by: use of a consistent style for teacher feedback; feedback as a series of action points on what to improve; a single and more targeted consultation evening; greater feedback from January exams.

Following the focus groups, the College had improved the monitoring and promotion of the progress system and strengthened guidance on feedback.

The time between receiving the results of January exams and Easter could affect the time available for feedback on the results but the College would seek to improve this area.

It would not be possible, however, to do a single targeted consultation evening in one evening.

Members discussed focus groups and College surveys generally, noting that: Students appeared to appreciate the focus group system and to be honest and frank

in their answers. The focus group system also allowed the staff member facilitating the discussion to

probe more deeply into any particular areas of concern in a way that was not possible with a questionnaire survey.

The College considered that it was good at listening but could improve feedback to students. It was considering developing Student Voice activities further, including holding focus groups more frequently in the future.

The course representative system used by some other colleges and HE institutions was noted as a possible area that the College might wish to consider.

A cross-College questionnaire survey was used at course level. The course level questionnaire would in future be carried out on-line to allow departments to access the results and take action faster.

Departmental surveys fed into departmental self-assessment reporting but questionnaires could vary e.g. the science departments used a common questionnaire. Consideration might be given to standardising departmental questionnaires and administering them at a certain time of year.

The Committee considered the 2010/11 student focus group report, noting that positive feedback had been received. The Committee discussed recommendations for improvement arising from the groups and actions taken by the College. The different survey methods used by the College were also discussed and it was noted that the College was giving consideration to how Student Voice activities could be further improved.

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(v) Lesson observation grades report Ian Taylor presented the lesson observation report for 2010/11, which was discussed. Members noted that:

The distribution of grades was comparable to 2009/10 i.e. 33% of lessons were graded 1, 61% were graded 2, 6% were graded 3 and no lessons were judged to be inadequate.

The key purpose of lesson observations continued to be to encourage discussion and development of improved learning processes.

From 2011/12 lesson observation became the responsibility of Heads of subject, as the College considered that they had the subject skills, and opportunity for maintaining continuity of support that would assist in long term improvements.

While teaching and learning could be difficult to assess from lesson observation alone, as noted above, the College ALPS value-added (VA) T score, which reflected the numbers of learners who experienced good teaching, as suggested by their valued added outcomes, was a grade 3 (excellent: top 25%) at both AS and A level.

In addition to the College’s normal lesson observation scheme, the Principal often carried out 5-10 minute “Blink” observations of lessons and was generally pleased with what he had observed.

The Committee received the College’s 2010/11 lesson observation report noting that 94% of lessons observed had received a grade of 1 or 2 and that no lessons observations had received a grade 4 (inadequate). (vi) Report on Curriculum Plans Mike Rothery presented a report on curriculum plans, including details of planning in relation to: the Wyke foundation course; staffing for the PE BTEC first diploma, Applied Science level 3, A level Human Biology and the Extended Project Qualification; Level 2 provision; critical thinking provision at AS and A2; the Art Foundation course; additional AS fast-track opportunities for students on the “Flyers” programme; the size of programmes of study. The Committee received the College’s report on curriculum plans. (vii) Report on student programmes of study Ian Taylor presented the programmes of study report, which was discussed. Members noted in discussion:

Traditionally students had been invited at the end of the first year to reduce the number of subjects studied to 3 at A2.

The number of subjects studied at A2 varied, however, at other sixth form colleges, dependent on the student’s ability and career plans.

The College considered it important to ensure that the College’s students were stretched, including those who entered with a high proportion of A and B grades at GCSE e.g. it was being recommended that students with a GCSE grade of 7.5 or more should take 5 AS levels and the Extended Project Qualification.

It would be important to ensure that students had appropriate guidance when making choices and that students’ career choices were considered e.g. a student who wished to study medicine might prefer to concentrate on 4 subjects at A2 to ensure that they achieved the required grades for entry to their chosen career.

While the aim would be to change the culture of the College and raise students’ expectations, there would still be a few students, for example, who would need to re-take AS units or for whom 2 A levels would be the right option.

While the overall aim would be to raise students’ aspirations, varying the number of subjects studied would also affect funding and points score.

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The Committee considered a report on programmes of study, noting that the College would in future guide students to consider the number of A2 subjects studied based on ability and aspiration rather than on an expectation that students would take 3 A Levels in their second year. (viii) Student destinations report It was noted that the above item had been considered earlier on the agenda.

(ix) Catering report The Committee considered the catering report, which had been produced by Alan Woodcock, Director of Resources, which was discussed. Members noted that:

The majority of respondents considered: o The price of food in the refectory to be about right. o Quality, portion sizes, speed of service and friendliness of the catering staff to

be good or very good The most important factors for respondents were price and quality.

The Committee considered the annual catering report for 2011, noting positive responses and that there had been an increase in use of the caterings service and that the College was considering adding additional capacity in the Wilson Building.

(x) Work experience report: deferred It had been noted above that the work experience report had been deferred. (xi) Review the College’s quality strategy i.e. the College’s Policy for the Improvement of

Performance in Learning The Committee completed its annual review of the College’s Policy for the Improvement of Performance in Learning, noting that the policy would be revised to remove references to the role of Division Heads in the process as the role did not exist following the recent management restructure.

Action: IDT 46.6 Governance issues (i) Monitoring of action plans from individual Corporation Member

Self-Assessment Questionnaire and the SFA-YPLA Financial Management & Control Evaluation (FMCE) questionnaire on financial management & governance

The Committee considered actions arising from the Corporation’s annual self-assessment analysis and the action plan arising from the College’s annual completion of the Skills Funding Agency/Young People’s Learning Agency (SFA/YPLA) Financial Management and Control Evaluation (FMCE). Members noted, with reference to the Self-Assessment action plan, that:

With reference to the questions “Do you attend College Open Evenings/Mornings? “ and “Do you meet staff and find out about their views?”: The Chair and Vice-Chair of

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Corporation would continue to remind Corporation members that Open Evenings/Mornings and College events offered a good opportunity to meet with staff and the dates of Open Evenings/Mornings would also to be added to Corporation agendas.

Action: Clerk The option of a meeting with the Vice-Chair of Corporation as well as the Chair and

the Clerk would be added to the 2012 self-assessment questionnaire. Action: Clerk

Members noted with reference to the FMCE action plan that:

Actions falling within the responsibility of the Finance Manager were due for completion in either July 2012 or 2012/13.

With reference to actions falling within the responsibility of the Clerk and due for action in 2011/12, a recommendation from the Audit Committee on the use of a report template which included a risk section to be made to February 2012 meeting of Corporation.

Action Clerk The action concerning improving the dispatch of papers, including further

development of Corporation section of Moodle and electronic submission of papers, was planned for implementation in spring 2012.

Action: Clerk

The Committee received a report on actions arising from the Corporation’s annual self-assessment analysis and the action plan arising from the College’s annual completion of the SFA/YPLA Financial Management and Control Evaluation (FMCE). 46.7 Documents from YPLA, SFA, DfE, BIS, Ofsted, LSIS and other outside bodies

It was noted that there was nothing to be received under this item. 46.8 Any other business The Chair thanked staff contributing to the current meeting, with particular reference to: Jim Darmody, Debbie Darmody, Bill Jackson, Emily Peach, Mike Rogerson, Mark Rothery, Ian Taylor, Alan Woodcock. 46.9 Risk management – identification of any items of risk It was noted that no new items of risk had been identified. 46.10 Date of next meeting The following meeting dates were noted:

Meeting with Student Committee, Friday 16 March 2012 at 12.45pm Curriculum and Quality Committee meeting, Tuesday 12 June 2012 at 4.30pm

Fiona Bagchi Clerk to the Corporation

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CURRICULUM & QUALITY COMMITTEE OF CORPORATION MINUTES OF MEETING 47 HELD ON 12 JUNE 2012

Present: Mike Noddings (Chair), Jay Trivedy (Principal), John Wilson

In attendance: Staff: Emily Peach (Tutor, UCAS Co-ordinator), Ian Taylor (Vice-

Principal, Performance Improvement), Mike Rogerson (Vice-Principal Staff & Students), Mark Rothery (Assistant Principal)

Clerk: Fiona Bagchi

47.1 Apologies The Committee received and accepted apologies from. Martin Doolan (Co-opted Committee member) and Jackie Goodman (Committee member). 47.2 Declaration of interests There were no declarations of interest. 47.3 Minutes of Meetings 46 The minutes of meetings 46 held on 12 February 2012 were approved with the following minor typographical amendments on page 6:

“tried” instead of “tired”, “college” instead of “colege”, "overwhelming” instead of “overhwelming”, “enrolment” instead of “enrolement”.

Action: Clerk 47.4 Matters Arising and Actions (Matters Arising, below, are numbered according to their position in the action points table appended to the end of the previous minutes. The reference to the item where the action can be found in the previous minutes is given in brackets at the end of the action). 1 The minutes of the minutes of November 2011 had been amended, as agreed (46.3).

2 Curriculum & Quality (C&Q) Committee members had been invited to attend the Student

Committee meeting on 23.3.12 at which the student work experience report was presented (46.4).

3 A progress report on student applications to higher education (HE) for 2012/13 was on the agenda (46.5).

4 The College Plan 2011-14 had been presented to Corporation, as agreed. The revised College’s Policy for the Improvement of Performance in Learning was on the agenda.

5 The dates of Open Evenings/Mornings had been added to Corporation agendas from February 2012 (46.6).

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6 The updated Corporation self-assessment questionnaire would be distributed to

Corporation members at the end of the 2011/12 academic year (46.6). Action: Clerk

7-8 An update on actions arising from the 2011 Financial Management & Control Evaluation

(FMCE) was on the agenda (46.6).

47.5 Annual review of confidential minutes The Committee noted that there were no confidential minutes arising from its meetings during the previous year and therefore nothing to review under this item. 47.6 UCAS application update Emily Peach, tutor and the College’s Universities & Colleges Admissions Service (UCAS) co-ordinator, presented a report on applications through UCAS for higher education (HE) courses, which was discussed. Members noted that:

As of May 2012, there had been a national fall in UCAS applications, compared to 2011, of 10% in England, where students were having to pay fees of up to £9,000 p.a. funded through government-backed loans, compared to 2.7% in Wales, 2.2% in Scotland, and 4.4% in Northern Ireland.

While the overall figure appeared to suggest that the funding changes in England for 2012 entry had had a noticeable impact on the numbers of students applying, applications by students in England aged 18 had fallen by only 2.6% compared to 2011. The most significant fall in applications had been among older applicants, with the fall in every age group from age 19 upwards being greater than 10%, noting that this might in part be due to fewer students taking a gap year in 2011 which was the last year of lower fees.

The majority of applicants to HE at Wyke were aged 18 i.e. of the 365 applications to UCAS through Wyke to date, 29 had been by former students, with 336 applications from the current second year cohort. It was possible one or two more applications might be made, and places could also be accepted through clearing from August 2012 onwards, although it was noted that fewer places had been available through clearing in 2011.

As of June 2012, it appeared that between 69% and 71% of second year students had applied to HE, compared to 71.4% of the cohort in 2011, which would suggest that either there has been no significant fall in the proportion of Wyke students applying to HE or any fall was in line with the fall for students aged 18 nationally.

Earlier during summer term 2012, the College had been asked by the University of Hull to submit application rate information, to allow a comparison to be made with other institutions associated with the University. Most post-16 providers had indicated that application levels were similar to previous years, although some had experienced a slight fall.

It was too early to predict what proportion of Wyke applicants would convert their applications into actual progression to HE although in 2011, of 70% of the cohort applying, only 60% progressed to HE, noting that other sixth form colleges allowed for a 10% different between application and acceptance rates.

Of the 365 applications made through UCAS to date, 314 students had accepted offers and were waiting for results in the summer for confirmation of places; 15 students had already had their final place confirmed because they met the entry

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requirements (all but one being former students); 28 students held no offers, either because their applications were unsuccessful or because they had declined the offers made to them.

Two students had made HE applications outside the UCAS system i.e. a student who had applied to a conservatoire through the Conservatoires UK Admissions Service (CUKAS), a student which had accepted a place at a US university.

Members discussed the report, noting the following responses to members’ questions: Students not applying to HE went on to: apprenticeships; jobs; additional further

education, including returning to Wyke to improve their grades; some were successful in being offered an HE place but, for various reasons, decided to decline it and re-apply in 2012.

From autumn 2012, students were also able to return to Wyke to take the Level 4 Art Foundation Course.

Emily Peach had recently attended a NorVIc event which had looked at how sixth form colleges could further guide and support those students who chose not to progress to HE.

A full report on student destinations was on the Committee’s annual standing agenda item list.

Emily Peach had recently submitted information on HE applications to NorVIc, which it was intended should be used for benchmarking.

Action: EP/Clerk University entry requirements had been gradually increasing in recent years and the

HE Funding Council for England (HEFCE) had restricted growth in HE student numbers, in line with government policy. As a result, in 2012, many HE institutions were targeting students with AAB grades, where recruitment numbers were not capped by HEFCE. This policy had the indirect effect of capping applications from students with lower grades.

Wyke students had not applied to courses taught in English at Dutch HE institutions as, although overall fees were lower than in England, they had to be paid at the beginning of the course and students were no eligible for UK government-backed loans, which made them unaffordable for most students.

Information on parents’ previous experience of HE had been collected by the Aimhigher scheme but this was no longer collected, following the ending of funding for the scheme.

The Committee thanked Emily Peach for her report on student applications through the University and Colleges Admissions Service (UCAS) and the support which she gave to students as UCAS Co-ordinator, which it was known students greatly appreciated. The Committee received an updated report on applications to HE through UCAS, noting that applications from Wyke students to date were at a similar level to those made in 2011, suggesting that funding changes for entry to HE in 2012 had not had a significant effect on applications. (Emily Peach left the meeting). 47.7 Curriculum and Quality issues (i) Student Course Questionnaire Ian Taylor, Vice-Principal (Performance Improvement), presented the results of the Student Course Questionnaire.

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Members noted that:

Students completed the questionnaire electronically for each course. Answers were on a 4 point scale from Strongly Agree to Strongly Disagree. Questions included: I have a good understanding of how the course is organised and

how I will be assessed; My teacher/s give me plenty of useful feedback on my work to help me improve; If I need it, I can get extra help from my teacher/s to improve my learning; I find lessons interesting; The subject is taught in a way which I find easy to understand; I am actively involved in lessons and use my time productively; I am regularly set work to do outside lessons; My teachers use a range of methods to help me learn; I feel my teacher treats us fairly and equally; I would recommend this course to others; On average the number of hours I spend on work outside the classroom.

Additional questions about further ways to help leaning included: What could your teachers do; What could you do; Other comments; gender, equality, and disability questions.

Members discussed the report, noting in particular areas in the First Quartile (shown as green in the report) and the Fourth Quartile (shown in brown in the report), noting with reference to Applied ICT, that lack of improvement in outcomes and student satisfaction had led the College to restructure the College’s offer. Members noted in discussion that:

There was occasionally a lack of correlation between student outcomes and student satisfaction as reported in the student course questionnaire analysis but areas appearing in the fourth Quartile where nevertheless worthy of investigation and relevant curriculum areas were reviewed by Ian Taylor, Mark Rothery and Chris Robinson.

The report was cross-college and one of a range of tools that the College used to help improve performance e.g. departments also undertook learner voice surveys on which students received feedback.

The Committee considered the cross-college report on the student course questionnaire, noting that departments would respond to issues raised in the student course questionnaire in the College’s Self-Assessment Report (SAR), which would be reviewed by the Committee at its November 2012 meeting.

(ii) Student retention and withdrawal report Ian Taylor presented the student retention and withdrawal report. Members noted in discussion that

The report presented information for the 3 years 2009/10 and 2011/12, year to date. Information was also presented year to date to November in the report to allow 3-year comparisons, noting that the monthly retention reports presented to the F&GP Committee used data from 6 weeks after enrolment in line with current funding body requirements.

The College had lost 139 students year to date, compared to 154 in 2010/11 and 144 in 2009/10, noting also that the College had grown year on year over the 3 year period under review.

90 female students had left year to date, which was much higher than the proportion of male students who had left the College, even taking into account the fact that the College had more female students overall, and would be investigated by the College.

A review of qualifications on entry showed that the College lost most students from the most common entry point.

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The second table showed monthly retention, showing variations e.g. increases in students leaving the College in October, January and March.

In response to members’ questions it was noted that: First year withdrawals were similar to 2010/11 (92 compared to 93), second year

withdrawals slightly higher (26 compared to 23) and single year withdrawals were lower than in 2010/11(21 compared to 38), which the College considered was due to better guidance, which could include asking the student to leave the College where appropriate.

With reference to the pie chart showing destinations and reasons for leaving, the percentage of students asked to leave the College had increased from 23% in 2011 to 36% in 2012.

With reference to the process operated which could lead to a student being asked to leave the College, all students signed a learner agreement but, where there were issues, students could be asked to sign an interim agreement and then a final contract.

Although retention had improved in 2011/12, the College considered that further improvements could be made and the above process was being changed e.g. to include further improvements in strategies for earlier intervention.

The College considered that they had an obligation to retain students, where possible, and the tutorial system was designed to facilitate this. Students were occasionally asked to leave for behavioural reasons but were normally asked to leave because of non-completion of work.

While no students were shown as having left for transport reasons year to date, it was possible that this would change at the end of the year and was one of the areas which might be considered when reviewing the reason for a greater proportion of female student leaving the College, as many travelled greater distances.

The Committee considered a report on student retention year to date, congratulating staff on actions taken which had resulted in an increase in retention compared to 2010/11 and 2009/11.

(iii) Ofsted socio-economic performance indicator report

The Committee noted that the College had nothing to report under this item, which would be deferred to the October 2012 meeting of the Committee.

Action: Clerk/IDT

(iv) Report on Curriculum Plans Mark Rothery (Assistant Principal) presented the report on curriculum plans. Members noted in discussion that:

With reference to the Wyke foundation course, the E3/Level1 course had been established and that more quality improvement work would be undertaken in 2012/13 e.g. the development of accurate initial assessments to establish and track student progress against targets.

While the course was a very small part of the College provision, it had a dedicated staff, provided a good student experience and contributed to the reduction in NEET (Not in Employment, Education or Training) rates in the city.

It was noted in response to members’ questions concerning Level 1 provision, that:

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While progression rates could be improved, some students were able to progress from Level 1 to Levels 2 and 3 and even to HE.

Others completing Level 1 did not have the ability to progress further at Wyke and went on to vocational courses elsewhere, with guidance from the Connexions service.

Members discussion the report, noting in particular, that: ● Level 3 PE had attracted 84 applications, with BTEC First Diploma available for those not having the grades to enable them to obtain entry at Level 3, noting that outcomes in PE were excellent, as were satisfaction rates as shown in the student course questionnaire considered earlier on the agenda. With reference to ICT, Level 2 provision in ICT and Business had been withdrawn, due to

issues relating to the quality of provision and progression rates, and students who had applied had been contacted. AS Level ICT had also been removed from the curriculum and, of 104 applicants informed, 1 student had withdrawn their application to the College. A parent had congratulated the College on the way the matter had been handled.

With reference to Level 2 provision, it was proposed that two diplomas would be available in 2012/13 and a 5 GCSE pathway would be available at enrolment for students who had narrowly missed the grades required for entry at Level 3.

A significant change for 2012/13 would be AS fast-track opportunities to stretch both students on the College’s ‘Flyers’ programme and a broader range of able students who were already taking a full programme of 4 AS levels i.e. allowing them to take 5 AS Levels. Fast-track AS Levels available in 2012/13 included: Critical Thinking, Humanities, Anthropology, World Development, Electronics, and Environmental Science.

The Committee received the College report on curriculum plans, noting changes in place for 2012/13. (v) Review of the College’s quality strategy i.e. the College’s Policy for the

Improvement of Performance in Learning Members noted that: Under Article 3 (Responsibilities of the Corporation, the Principal and the Clerk) of the

Articles of Government, the Corporation was responsible for approving the quality strategy of the institution.

The Committee reviewed the College’s quality strategy (i.e. the Policy for the Improvement of Performance in Learning) annually at its February meeting and had noted in February 2012 that the policy would be revised to reflect management restructuring e.g. removal of references to Division Heads.

The revised policy has been updated and approved by the College’s management team and was being presented to the Committee for approval.

Members noted in discussion that: In line with College policy, an equality impact assessment has been carried out on

the revised policy. The College was able to use data provided by the Director of Network and

Information Systems to analysis equality at all levels and departments would report on this in the College Self-Assessment Report, following training.

The Committee approved the College’s revised quality strategy, the Policy for the Improvement of Performance in Learning, for recommendation to Corporation for ratification.

Action: Clerk/Chair

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(vi) Monitoring of reporting against the College Charter The Committee considered a report monitoring reporting to Corporation and its committees against the College Charter during 2011/12. The following issues were noted in particular:

The Student Experience Survey report had been given to the February rather than June meeting of the C&Q Committee.

The Work Experience report had been given to the March 2012 meeting of the Student Committee, to which C&Q Committee members had been invited, rather than to the C&Q Committee.

Achievement and value-added reports were no longer presented to the Student Committee but were presented at Corporation meetings which were attended by the Student members of Corporation.

The full report on formal complaints which had been referred to the Principal was made to the C&Q Committee annually, with the section concerning complaints against staff also being considered by the Personnel Committee.

The Committee received the 2011/12 report monitoring reporting to Corporation and

its Committees against the College’s Charter commitments. 47.8 Committee issues (i) Review Standing Agenda Items and Terms of Reference The Committee completed its annual review of the Committee’s terms of reference, agreeing that no change was required. The Committee completed its annual review of its standing agenda item list, agreeing to recommend to Corporation the following minor revisions:

Election of the Vice-Chair at the Committee’s October meeting, to reflect the Committee’s current practice.

Annual review of Ofsted’s socio-economic performance indicators report at the Committee’s June meeting.

Action: Clerk/Chair 47.9 Governance issues (i) Monitoring of action plans from individual Corporation Member

Self-Assessment Questionnaire and the SFA-YPLA Financial Management & Control Evaluation (FMCE) questionnaire on financial management & governance

The Committee received the updated report on actions arising from the 2011 Financial Management Control Evaluation (FMCE) and Corporation’s annual self-assessment report, noting the following:

With reference to the FMCE: actions falling within the responsibility of the Finance Manager were due for completion in either July 2012 or 2012/13; development of the Corporation section of Moodle and the electronic submission of papers remained to be developed by the Clerk; the review of reporting formats, including the reporting of risks, was due to be undertaken by the Search & Governance Committee.

Action: Clerk/SGC With reference to actions arising from Corporation’s 2011 self-assessment

questionnaire: the Chair continued to recommend attendance at Open Evenings as a good opportunity to meet staff; an opportunity to meet the Vice-Chair had been added to the 2012 questionnaire, as agreed.

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The Committee considered an updated report on actions arising from the 2011 Financial Management Control Evaluation (FMCE) and Corporation’s annual self-assessment report.

47.10 Documents from EFA, SFA, DfE, BIS, Ofsted, LSIS and other outside bodies (i) Implications of legislative changes for the work of the C&Q Committee The Clerk presented a report on the implications of recent legislative changes affecting governance.

Members noted that:

From 1.4.12, the responsibility for modifying or replacing the Instrument and Articles of Government transferred from the Young Peoples’ Learning Agency (YPLA) to individual sixth form college corporations.

The May 2012 meeting of Corporation had received a written briefing from Eversheds on the changes and agreed that it would retain the current Instrument & Articles of Government, as modified by a Modification Order issued by the YPLA, pending review and recommendation from its Search & Governance Committee

Eversheds’ briefing note stated with reference to Article 3 (Responsibilities of the Corporation) that new Schedule 4 of the Further & Higher Education Act 1992 would simplify the statutory responsibilities of the Corporation to those contained in Article 3(1) (a) to (c) which included the non-delegable determination and periodic review of the educational character and mission of the institution and the oversight of its activities, aspects of which fell within the remit of the terms of reference of the C&Q Committee approved by Corporation.

The Committee considered a report from the Clerk and an extract from a briefing from Eversheds on legislative changes affecting Article of Government 3(1) (a) to (c), noting that there were no issues which needed to be brought to the attention of the Search & Governance Committee, which had been delegated by Corporation to consider the overall implications of recent legislative changes. (ii) Ofsted: Responses to the consultation A good education for all on proposals for

inspection arrangements from September 2012 The Committee considered Ofsted’s Responses to the consultation A good education for all (May 2012), which dealt with proposals for inspection arrangements from September 2012 Members noted that, under its revised inspection regime, Ofsted would:

Give colleges 2 days’ notice of inspection. Undertake inspections based on a risk assessment. Only consider a college to be outstanding for overall effectiveness if they had

outstanding teaching, learning and assessment. Introduce a new judgement of ‘requires improvement’, introducing earlier re-

inspection of those colleges judged as ‘requires improvement’ and limiting the number of times a college could be judged as ‘requires improvement’ for overall effectiveness.

Members noted in discussion that:

The Chair’s experience of short notice inspections in the prison service indicated that they could be effective.

Staff would have the opportunity to discuss the new arrangements at the June 2012 Staff Meeting, with the new Common Inspection Framework (CIF) and Handbook for

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Inspections of Further Education and Skills being made available to colleges from June 2012.

During inspection, Ofsted would ask the College for an anonymised summary of the outcomes of the most recent performance management of all teaching staff in order to assess how well the College managed its staff to promote continuous improvement of the service it offered to learners.

It was possible that the College would be inspected in 2012/13. Corporation considered changes to Ofsted’s inspection regime which would be in force from September 2012. 47.11 Any other business The Chair thanked staff members for their contribution to the work of the June 2012 Committee meeting, noting, in particular, the work of Emily Peach and Debbie Darmody. 47.12 Risk management – identification of any items of risk The following tem of risk was identified at the meeting:

Ofsted’s shorter notice inspections i.e. 2 day’s notice of inspection. 47.13 Date of next year’s meetings It was noted that the Committee’s schedule for 2012/13 would be presented to the July 2012 meeting of Corporation for approval. Fiona Bagchi Clerk to the Corporation

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CURRICULUM & QUALITY COMMITTEE OF CORPORATION Minutes of Meeting 48 held on 16 October 2012

Present: Mike Noddings (Chair), Martin Doolan (Co-opted Committee member),

Jay Trivedy (Principal), John Wilson

In attendance: Ian Taylor (Vice-Principal, Performance Improvement) Clerk: Fiona Bagchi

48.1 Apologies The Committee received from Jackie Goodman (Committee member) and Mark Rothery (Assistant Principal). 48.2 Declaration of interests There were no declarations of interest. 48.3 Election of Chair & Vice-Chair The Clerk reported that, under Corporation’s Standing Orders, committee Chairs and Vice-Chairs were elected annually at the first committee meeting of the year. John Wilson proposed and Jay Trivedy seconded the nomination of Mike Noddings as Chair of the C&Q Committee for 2012/13. Mike Noddings was elected Chair of the C&Q Committee for 2012/13 unopposed. Mike Noddings proposed and Jay Trivedy seconded the nomination of John Wilson as Vice-Chair of the C&Q Committee for 2012/13. John Wilson was elected Vice-Chair of the C&Q Committee for 2012/13 unopposed. 48. 4 Minutes of Meetings 47 The minutes of meetings 44 held on 12 June 2012 were approved. 48.5 Matters Arising and Actions (Matters Arising, below, are numbered according to their position in the action points table appended to the end of the previous minutes. The reference to the item where the action can be found in the previous minutes is given in brackets at the end of the action). 1 The February 2012 minutes had been amended, as agreed (47.3).

2 The updated Corporation self-assessment questionnaire had been distributed to

Corporation members in September 2012 (47.4).

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3 Emily Peach (Careers and UCAS Coordinator)had reported that the suggestion that

NorVIc colleges should make available benchmarking information on HE applications had not been further progressed (47.6).

4 Ofsted’s Socio-economic report would not be available until November 2012 (47.7). Action: IDT/Clerk

5 Corporation had ratified the College’s revised Policy for the Improvement of

Performance in Learning (i.e. the College’s quality strategy) at its July 2012 meeting (47.7).

6 The Committee’s revised standing agenda item list had been approved by Corporation at its annual review of terms of reference and standing agenda item lists in September 2012 (47.8).

7 With reference to actions arising from the Financial Management Control Evaluation (FMCE), a review of risk reporting on cover sheets would be undertaken by the Search & Governance Committee (SGC) at its second autumn term meeting (47.9).

Action: Clerk

8 With reference to actions arising from the FMCE, it was noted that some papers had been sent out shortly before the current meeting. It was noted that the beginning of term was a busy time of year for Ian Taylor (Vice-Principal, Performance Improvement) and Mark Rothery (Assistant Principal) and agreed that the meeting should be held later in the term in 2013/14 (47.9).

Action: Clerk

48.6 Curriculum and Quality issues (i) Review of College exam results for 2012, incl. review of performance against targets

for retention, achievement & value-added, & report on College Plan targets Ian Taylor, Vice-Principal (Performance Improvement) spoke to the initial report on exam results and performance data for 2011/12 and the initial report against College Plan targets for 2011/12, which were considered. (a) 2012 exam results and value-added It was noted that the September 2012 meeting of Corporation had considered the exam results overview for 2012, including results against benchmarks and institutional value-added data. Members noted with reference to the exam results overview:

Excellent achievement at Level 3, with particular reference to AS results which had seen a more than 5% improvement to 94%, exceeding the national benchmark of 86%.

While the College met national benchmarks for A-B grades at AS level, more work needed to be done to bring about improvement in A*-B grades at A2, which continued to be below benchmark.

With reference to the above, a small but significant number of students were now progressing to the College with very good GCSE results and the College had provided the Flyers programme to support them.

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The College’s minimum target grade system meant that students’ progress was carefully followed throughout their course.

Good value-added scores at AS Level helped demonstrate the contribution of teaching to learning.

A* grades had fallen nationally at A2 in 2012. It was noted that the Chair of Corporation had offered Corporation’s congratulations to staff on the 2012 results at the first staff meeting of the year and agreed that Ian Taylor would present the Committee’s congratulations at the next staff briefing. Corporation having considered the ALPS value-added system at institutional level in September 2012, the Committee considered in detail the ALPS value-added subject analysis at AS and A2 covering the year 2009-2012, noting in discussion that:

Some subjects showed a consistent trend of positive value-added over a number of years e.g. in particular Accounting AS and A2 but also Law AS and A2, PE AS, History AS, Government & Politics A2, German A2.

All subjects at AS Level in 2012, except 2, were graded 6-2 i.e. Good to Outstanding value-added.

All subjects at A2 in 2012, except for 6 were graded 6-2 i.e. Good to Outstanding value-added.

The move to positive value-added in Psychology AS in 2012, which had a large number of students, was considered significant.

There had been improvements in value-added in 2012 in AS and A2 Geography, AS Electronics, AS Film Studies, Photography A2.

Applied ICT AS and A2 had improved value-added scores of 4 and 3 in 2012 but had been discontinued for other curriculum-related reasons.

Actions being taken in areas where value-added scores were below 6 or at the lower end of “Good” included support for existing staff, the appointment of new staff including some changes in leadership, change of practice (e.g. a move back to AS and A2 in Music rather than assessment at the end of the second year), ensuring that there was sufficient monitoring and tracking of student progress, line managers holding guidance meetings with subjects during the year. Areas where improvement was sought for 2013 included Business Studies, English Literature, Film Studies, Further Maths, Music, Religious Studies and Spanish.

Careful analysis of the reasons for value-added performance allowed the College to differentiate where reasons for a lower than desirable value-added score had a specific time-related reason or were of a more general nature.

The College had an institutional 2012 value-added grade of 2 (Outstanding) at AS and an institutional A2 value-added score of 5 (Good), which the College would seek to improve.

In response to members’ questions with reference to languages, it was noted that:

The College did not collect information on what languages were being studied at schools at GCSE level but offered a number of languages to maintain a broad and balanced curriculum.

Actions which had led to an excellent value-added score in AS French had included the use of an early diagnostic language test.

In response to members’ questions concerning gender differences in Physics, it was noted that:

Two-thirds of Physics students were male and one-third female but success rates were almost identical. It was agreed that data would be presented to Committee members.

Action: IDT/Clerk

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At the College generally, male and female students were equally successful, with male students having slightly higher value-added.

The Committee considered exam performance for 2012, discussing in detail the ALPS value-added report at subject level, noting a very positive outcome at AS, with 92% of courses at Good or better, and nearly three-quarters of A2 courses achieving Good or better scores. Actions being taken to bring about a higher percentage of positive value-added scores, especially at A2, were discussed and noted. (b) Report on College Plan targets Ian Taylor presented the initial report against the College Plan 2012, which was considered. Members noted in discussion that:

The 2012 first and stretch targets for success rates at Level 3 (long qualifications 16-18) had been exceeded i.e. success rates were 87.9% against a first target of 85.5% and a stretch target of 87%.

The 2012 first target for success rates at Level 2 (long qualifications 16-18) had been exceeded i.e. success rates were 85.1% against a first target of 84% although the stretch target of 86% had not been met.

In response to members’ questions as to whether the targets set were sufficiently challenging, it was noted that:

As the national benchmark for Level 3 (long qualifications 16-18) was 84.1% and for Level 3 (long qualifications 16-18) was 84.5%, the College considered that the targets set for 2012 were appropriate.

Members noted in discussion of the targets for value-added that:

The target for increasing the proportion of courses achieving positive value-added at A2 had not been met i.e. ALPS A2 subject outcomes value-added scores improved from 68% in 2011 to 74% in 2012 but the target of 79% was not met.

The College’s overall ALPS figure of 5 at A2 was Good but, as noted above, improvement was an action for 2012.

The College’s A2 3-year T score in ALPS remained a 3 The target for increasing the proportion of courses achieving positive value-added at

AS had been exceeded i.e. ALPS AS subject outcomes value-added scores improved from 65% in 2011 to 92% in 2012, exceeding the target of 66% set.

Members noted in discussion that: The target for HE progression was: Maintain the percentage of advanced level

learners progressing to Higher Education (directly or after a gap year) at or above 70%.

85.4% of the College’s students who applied to HE in 1011/12 were successful in gaining a place, which was similar success to success rate in 2007-2009 and higher than in 2010 and 2011.

Over a third of applicants went to the University of Hull while another third went to other HE institutions in Yorkshire and the Humber region (e.g.to Leeds Metropolitan University, Hull College, University of Lincoln, University of Leeds, York St John University), and the remaining third elsewhere.

It appeared that in many cases, students were making a positive choice to study close to home.

Improving the percentage of higher grades at A Level should increase the number of students gaining entry to the Russell Group of universities and the College encouraged students to be ambitious in their applications, where this was appropriate.

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The College expected to have just under 10 students applying to Oxbridge in 2012 compared to 2 applications in 2011.

Members noted in discussion of the targets for student attendance that:

Attendance of 91.3% in 2011/12 meant that the College had exceeded its first target of 90%.

It had not, however, achieved its stretch target of 93% and achieving the stretch targets set for attendance had proved difficult generally and required further assessment.

Members noted that while over 90% attendance was good, further improvements in attendance were desirable.

Members noted with reference to the target for enrolments that:

The College had exceeded its 2012/13 enrolment target. Strong growth in a competitive market reflected the College’s reputation as a quality

provider. Some of the growth in 2012 related to increased numbers studying at A2 following

improved AS results. Members discussed, in the context of marketing and enrolment, the fact that schools and colleges were not always publishing comparable statistics in relation to achievement, which could make it difficult for applicants to make an informed decision on post-16 provision. It was noted in response to member’s questions, that comparative information on points scores would be available from January 2013 but the College’s provisional points score was expected to be 848. The Committee completed its review of the draft report on the College Plan 2012, noting that some of the themes would also be represented in the College’s 2011/12 Self-Assessment Report (SAR) overview which would be presented to the November 2012 meeting of the Committee. (ii) College Self-Assessment Report (SAR) 2012: verbal progress report Ian Taylor gave a progress report on the compilation of the College’s SAR for 2011/12, reporting that he and the Principal had recently met with Heads of Faculties to discuss progress. Staff would be reviewing their self-assessment reports and learning and teaching aims on the afternoon of Staff Planning Day on 26.10.12. (iii) Ofsted socio-economic report It was noted that the socio-economic report was not expected to be received from Ofsted before November 2012. (iv) Work experience report Ian Taylor presented the work experience report for 2011/12 which had been compiled by Emily Peach. Member discussed the report, noting that:

In the academic year 2011/12 there were 61 students in total on work experience placement.

Although numbers of students on Health and Social Care placements increased to 53, only 8 students undertook official College enrichment placements.

The fall in enrichment placements, which was disappointing, was for a number of reasons e.g. many students did not have sufficient space on their timetables to fit a

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placement in during the college week, especially now that Wednesday afternoons were used for teaching; many students were arranging work experience in their own time, rather than going through official college channels.

Enrichment placements were the responsibility of Emily Peach from 2012/13. Health and Social Care students undertook one or two week blocks placements in

care homes for the elderly, primary schools and nurseries. The Committee received the work experience report for 2011/12, noting an increase in Health & Social Care students undertaking placements but a fall in enrichment placements. The Committee thanked Emily Peach for producing the report. (v) Catering questionnaire report The Committee received the annual catering report for 2012, noting that:

Responses were generally positive. As in 2011, price and quality remain the most important factors for respondents. Additional refectory space had been added for 2012/13 e.g. the café in the Wilson

Building foyer. The Committee received the 2012 catering report, which was positive, and thanked the Director of Resources, Alan Woodcock, for its production. (vi) Staff survey results The Principal presented the 2012 survey of staff views. Members noted in discussion that:

87 members of staff had completed the questionnaire. Average responses to all questions were between neutral and very positive. Feeling valued was the most important factor for the highest number of respondents. Key themes arising from survey responses and from exit interviews have been

considered by the senior management team (SMT) and actions had been identified. Communication was a key theme, with staff who had been at the College longer

tending to think that it was good and staff who had joined the College more recently thinking that it could be improved.

Actions to improve communication included: a lunch event to allow SMT and new staff to get to know each other and promote future communication; a structured lunchtime rota to ensure an SMT presence in the College and to improve staff accessibility as well as student supervision; the new faculty structure used to cascade of messages to staff; staff involvement in the College statement of strategic direction

Workload issues were being discussed with union representatives and a working group would be set up to make and consider suggestions to reduce workload whilst maintaining quality and competitiveness.

In response to members’ questions concerning staff workspaces, it was noted that:

Workspaces were available for staff but, as the number of staff had increased, these were no longer always close to departmental areas.

The College would consider this should it undertake additional building work in future. The Committee received the 2012 staff survey report, noting that responses were generally positive and discussing actions being taken in response to issues raised. The Personnel Officer, Jenny Clough, was thanked for the report. (vii) Report on curriculum plans In the absence of Mark Rothery (Assistant Principal), who was accompanying a Flyers’ visit to Cambridge, Ian Taylor spoke to the report on curriculum plans, which was considered.

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Members noted that

The Wyke foundation course had changed from adult numeracy/literature to slightly more demanding functional skills, based on refined guidance.

A fast track one year GCSE Bridge course was available for students who intended to study a variety of A level courses but had not quite achieved the grades required. Students were expected to have already achieved 2 grades of C or above in GCSE subjects (including one core subject) and at least a grade D in English.

For students with a interest in Health & Social Care or Sport, the College offered a BTEC Bridge course which allowed progression to advanced level study e.g. in the same vocational area. Students were expected to have achieved at least 4 GCSEs at grade D or above, including English.

The College had introduced the option of fast-track AS courses, for students with a GCSE average above 6.5, which could be taken in addition to main AS subjects.

Options available as fast-track AS courses for 2013/14 included: Critical Thinking, Humanities, Anthropology, World Development, Electronics and Science in Society.

Some of the students on the College’s “Flyers” programme were taking a fast-track AS level in 2012/13.

The Committee received the College’s report on curriculum plans. (viii) Annual complaints report: to be presented to the November 2012 meeting.

Action: Clerk/JKT (ix) Admissions Appeals policy & procedure: verbal report Ian Taylor reported that a recent appeal had highlighted the need to update the College’s policy and procedure and revised versions would be presented to the Committee, for information, in due course.

Action: IDT/Clerk (x) Draft Every Child Matters (ECM) report In the absence of Mike Rogerson (Vice-Principal, Staff & Students), Ian Taylor presented the College’s draft Every Child Matters (ECM) report for 2011/12. Members noted in discussion:

The important of showing that the College was inclusive and met its equality duties e.g. with reference to data relating to the number of students progressing to HE, it would be useful to know how this related to ethnicity or previous receipt of free school meals, if this information was collected.

It was agreed that the suggested inclusion of equality information with progression information should be passed to Mike Rogerson.

Action: IDT/Clerk/MWR The Committee noted that the report referred to staff training in safeguarding, noting that reference to governor training (e.g. in safer recruitment) might also be considered for inclusion.

Action: Clerk The Committee received the draft version of the College’s ECM report for 2011/12, noting that the final version with grading would be presented to the Committee’s November 2012 meeting.

Action: MWR/Clerk

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48.7 Governance issues (i) Report on (a) Individual Corporation Member Self-Assessment Questionnaire and (b)

Financial Management & Control Evaluation (FMCE) questionnaire (a) Corporation member self-assessment questionnaire 2012 The Clerk reported that:

The updated Corporation member individual self-assessment questionnaire 2012 was distributed to members at the September 2012 Corporation meeting.

Results would be presented to the December 2012 meeting of Corporation and any actions arising would be presented to the February 2013 meeting of the C&Q Committee for monitoring.

The September 2012 meeting of the Search & Governance Committee also discussed the monitoring of Corporation effectiveness with reference to their own remit and would discuss this further at their second autumn term meeting in 2012.

(b) Action table arising from the FMCE The Clerk reported that:

The October 2012 meeting of the Audit Committee considered the College’s updated Financial Management Control Evaluation (FMCE) document and action table, with the latter also being presented to the C&Q Committee as part of its review of quality processes.

The Education Funding Agency (EFA) no longer required the FMCE to be approved by Corporation and submitted to the EFA annually, although colleges could complete it voluntarily as one of their tools for reviewing and obtaining assurance on internal control matters and the Sixth Form Colleges Forum (SFCF) would maintain an updated version of the FMCE for use by colleges.

From 2012/13, it was proposed that the Corporation’s Audit Committee would reviewed the detailed full version of the FMCE at its October meeting and would present the summary version to the December meeting of Corporation, for information and as part of the documentation accompanying the Committee’s annual report.

The Committee received a briefing on the progress of Corporation’s 2012 self-assessment process, reviewed the Financial Management Control Evaluation (FMCE) action table and noted changes to the FMCE reporting process from 2012/13 following changes to the audit arrangements for sixth form colleges introduced by the Education Funding Agency (EFA). (ii) Annual review of Corporation Performance Indicators (PIs) The Committee reviewed Part I of Corporation’s PIs for 2011/12, agreeing that they should be presented to the Corporation. It was noted that Part II would be presented to the November 2012 meeting of the Committee for review.

Action: Clerk/Chair 48.8 Committee issues (i) Completion of Committee performance checklist and review of Committee

performance indicators (PIs) The Committee completed its performance checklist 2011/12, noting that it was 100% compliant and reviewed its PIs.

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(ii) Annual Report of the C&Q Committee: to be presented to the Committee’s November 2012 meeting.

Action: Clerk 48.9 Documents from SFCF, EFA, SFA, DfE, BIS, Ofsted, LSIS & other outside bodies (i) Ofsted: How colleges improve - summary (Sept. 2012) The Committee received the above report from Ofsted, noting that it highlighted the effective practice of successful colleges in raising standards and sustaining high performance, complementing and updating Ofsted’s previous reports which deal with College performance to May 2012, by including results from college inspections in May and June 2012, and noting that:

“The determination and drive of senior leadership teams in making sure their visions and values became the culture and ethos of their colleges were evident in the colleges that were outstanding or improving quickly. . . The governors of good and outstanding colleges were well-informed, received the right information and could challenge managers vigorously on the college’s performance”. Members noted that little was yet known about how Ofsted’s new Common Inspection Framework (CIF), in place from 1.9.12, would work in practice but pilot inspections indicated that Outstanding grades were harder to achieve. The process of aspiring to be an Outstanding College was discussed. The Committee received the following Ofsted summary report: How colleges improve (September 2012). (ii) SFCF: extracts from Updates (Aug.-Oct. 2012) The Committee received extracts from Sixth Form Colleges’ Forum (SFCF) Updates, including information on:

A level reform; performance tables; support for failing colleges; possible SFCF collaboration with the National College for School Leadership; implications of 16-19 study programmes and 16-19 funding reform for colleges offering large study programmes e.g. 4 or more A levels; issues relating to 2012 GCSE English results; publication of Ofsted success rate data in March 2013; the forthcoming publication by Ofsted of Guidance on the use of data to support judgements on ‘Outcomes for Learners’ in Learning and Skills inspections.

48.10 Any other business There was no other business. 48.11 Risk management – identification of any items of risk There were no new items of risk identified at the meeting.

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48. 12 Date of next meeting The Committee was next scheduled to meet on 28 November 2012, following immediately from the College’s SAR Moderation meeting. Fiona Bagchi Clerk to the Corporation

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CURRICULUM & QUALITY COMMITTEE OF CORPORATION

Minutes of Special Committee Meeting 49 held on 28 November 2012

Present: Mike Noddings (Chair), Jackie Goodman, John Wilson In attendance: Mark Rothery(Assistant Principal), Ian Taylor, Vice-Principal

(Performance Improvement) Clerk: Fiona Bagchi

49.1 Apologies Apologies had been received from the Principal, Jay Trivedy, and from Martin Doolan (external co-opted member) 49.2 Declaration of interests No declarations of interests were made. 49.3 Consideration of College Self-Assessment Report (SAR) for recommendation

to the Corporation Having taken part in the College SAR grade moderation meeting which had immediately preceded the special meeting of the Curriculum and Quality (C&Q) Committee, it was agreed that the grades as agreed at that meeting should be ratified and the SAR overview 2012/13 presented to Corporation for approval. The Committee considered the SAR grade moderation meeting to have been rigorous, the interrogation process was more focussed and that, where weaker subjects had been identified, appropriate actions to bring about improvement were planned and progress would be monitored. It was noted that the SAR overview included the College’s quality improvement plan, a top level plan to bring about improvement in teaching and learning which was underpinned by more detailed College plans and strategies. Strategies to improves A*-B grade at A level were particularly noted. The Committee ratified the College Self-Assessment Report (SAR) grades and the SAR overview, for recommendation to Corporation on approval.

Action: Clerk/Chair 49.4 Consideration of College’s Every Child Matters Report (ECM) for presentation

to Corporation The C&Q Committee considered the final version of the ECM 2011/12, noting the following grades had been approved by the College’s senior management team (SMT):

o Be Healthy: grade 2 o Stay Safe: grade 2 o Make a Positive Contribution: grade 1 o Achieve Economic Well-Being: grade 1 o Enjoy and Achieve: grade 1

The Committee noted that Ofsted no longer required colleges to complete an ECM report but that the College considered that it was still useful to compile the relevant information in the

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established ECM format. The Committee considered the report to be comprehensive and concurred with the grading, which had been approved by the College’s senior management team (SMT). The Committee discussed the scope for further action to be taken by the College in the following areas: helping students to cease smoking; encouraging the adoption by students of a healthy diet. With reference to the latter, it was suggested that healthy eating for students going onto university might be considered as part of enrichment.

Action: MCR It was noted that actions currently being taken in relation to discouraging smoking included smoking cessation themes in tutorials and use of the NHS Quit team. Healthy eating choices were available from the refectory e.g. the salad bar. The Committee agreed that the College’s Every Child Matters Report 2011/12 should be presented to the December 2012 meeting of Corporation.

Action: Clerk/Chair The Committee congratulated Mike Rogerson (Vice-Principal, Staff & Students) and other staff contributing to the report on its comprehensive nature. 49.5 Prospectus The Committee received the 2013 prospectus, for information, noting that that it was lively and the design was good. It was noted that different versions had been produced for different audiences e.g. students, parents. The Committee received the 2012 College prospectus for information, congratulating the team responsible for its production. 49.6 Annual complaints report to C&Q Committee The Committee considered the 2011/12 College complaints report, noting that it comprised complaints which had not been resolved at the initials stage and had therefore been referred higher up the College. It was noted that of the 7 complaints included in the report, 4 had been graded “mostly valid”, 2 “mostly invalid” and 1 “invalid”. The report was compiled and monitored by the Principal. The Committee received the College’s 2011/12 Complaints Report, commending the College for including details of actions, including changes in procedures or practice, undertaken in response to complaints. 49.7 Deferred to February 2013 meeting: Corporation performance indicators Part II;

Committee Annual Report It was noted was noted, with reference to the above, that Corporation Performance Indicators Part II would be presented directly to the December 2012 meeting of Corporation and the action plan arising from the analysis to the February 2013 meeting of the Committee. 49.8 Any other business There was no other business.

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49.9 Date of next meeting: Monday 4 February 2013 at 4.30 pm Fiona Bagchi, Clerk to the Corporation 5 December 2012

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CURRICULUM & QUALITY COMMITTEE OF CORPORATION MINUTES OF MEETING 50 HELD ON 4 FEBRUARY 2013

Present: Mike Noddings (Chair), Martin Doolan (Co-opted Committee member),

Jay Trivedy (Principal), John Wilson

In attendance: Ian Taylor (Vice-Principal, Performance Improvement), Emily Peach (UCAS Co-ordinator)

Clerk: Fiona Bagchi

50.1 Apologies The Committee received from Jackie Goodman (Committee member) and Mark Rothery (Assistant Principal). 50.2 Declaration of interests There were no declarations of interest. 50.3 Minutes of meetings 48 & 49 held on 16 October & 28 November 2012 The above minutes were approved. 50.4 Matters arising and actions (Matters Arising, below, are numbered according to their position in the action points table appended to the end of the previous minutes. The reference to the item where the action can be found in the previous minutes is given in brackets at the end of the action). (i) Actions arising from the minutes of meeting 48 held on 16 October 2012 1 Ofsted Socio-economic report had yet to be received so this item had been

deferred to June 2013 (48.5). Action: Clerk

2 With reference to actions arising from the Financial Management Control

Evaluation (FMCE), a review of risk reporting on cover sheets was due to considered by the Search & Governance Committee (SGC) in spring term 2013, as the Committee did not hold a second autumn term meeting (48.5).

Action: Clerk

3 With reference to actions arising from the FMCE, it was noted that some papers had been sent out shortly before the current meeting. It was noted that the beginning of term was a busy time of year for Ian Taylor (Vice-Principal, Performance Improvement) and Mark Rothery (Assistant Principal) and agreed that the meeting should be held later in the autumn term in 2013/14 (48.5).

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4 It had been noted that two-thirds of Physics students were male and one-third female but success rates were almost identical. A report was on the agenda (48.6).

5 The College’s annual complaints report had been presented to the Committee’s November 2012 meeting (48.6).

6 Ian Taylor reported that College’s revised Admissions Appeals policy was on the agenda (48.6).

7 The College would consider the inclusion of equality information with progression information in the 2013 Every Child Matters report, which would be presented to the Committee in autumn 2013 (48.6).

Action: Clerk/JP

8 The final graded version of the College’s Every Child Matters (ECM) Report 2011/12 had been presented to the Committee's November 2012 meeting and approved for presentation to Corporation. It was received at the December 2012 meeting of Corporation (48.6).

9 The Committee reviewed Part I of Corporation’s PIs for 2011/12, agreeing that they should be presented to the Corporation. Part II had been presented directly to the December 2012 Corporation meeting (48.7).

10 A progress report on the Committee’s annual report was on the agenda (48.7).

(ii) Actions arising from the minutes of meeting 49 held on 28 November 2012 1 Corporation ratified the College Self-Assessment Report (SAR) grades and the

SAR overview at Corporation's Dec. 2012 meeting, on the recommendation of the Committee (49.3).

2 The Committee discussed the scope for further action to be taken by the College in the following areas: helping students to cease smoking; encouraging the adoption by students of a healthy diet. With reference to the latter, it was suggested that healthy eating for students going onto university might be considered as part of enrichment. It was agreed that Mark Rothery should be asked to give an update in these areas at the Committee's summer term 2013 meeting (49.4).

Action: Clerk/MR

3 The College’s Every Child Matters Report 2011/12 was presented to the December 2012 meeting of Corporation, as agreed (49.4).

50. 5 Curriculum and Quality issues (i) Student Destinations Report Emily Peach, the College's UCAS Co-ordinator, presented the student destinations report. Members noted in discussion that:

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The majority of second year leavers progressed to higher education. The percentage of the year group gaining a place in Higher Education in 2011/12 was 69%, this included a number of students taking a year out, but was an increase on the figure of 61% from the previous year.

The percentage of advanced level students entering employment or training increased slightly to 13%, but there was no significant upward change in terms of local employment prospects.

The number of first year students continuing to year 2 increased from 60% to 69% in 2010/11, with a further increase in 2013 year to 72%, as a result of the improvement in performance at AS level.

The number of single year students returning to college to embark on a new course after the completion of their Level 2 course increased slightly, from 36% to 39%. Most of the remainder of these students went on to other FE colleges (32%) employment or apprenticeships (9%).

The percentage of first and second year leavers who were unemployed after leaving the college was low (i.e. 1% and 4% in 2011/12), which was similar to 2010/11.

The College continued to develop a careers programme for single year students to encourage progression into positive destinations, preferably involving further education or training.

The destinations report for the academic year 2010/11 had referred to the difficulties of providing general careers advice, given the cuts in the service within the city of Hull. The College had invested in employing a careers personal advisor to work in the college for two days a week and on Results Days and other key dates in the academic year. This has proved to be a very well used resource with appointments running throughout both days, bookable in advance at the Guidance Desk. The resource was well utilised and advertised via the tutor notices system.

According to the final UCAS report for the 2012 entry cycle, 370 Wyke students had applied through the College. 32 of these were ex-students, applying through the college even though they had already left, i.e. 338 were current Wyke students.

85.4% of Wyke applicants had been successfully placed in a higher education institution through UCAS in 2012. Having had lower "success rates" in 2011 and 2010, this marked a return to levels similar to 2007-2009.

The reason for students' lower success in gaining entry to higher education in 2011 appeared to be related to the fact the number of applicants nationally was very high in the year prior to the introduction of higher tuition fees, although entry rates for Wyke students were also lower in 2010.

In 2012, competition for places was generally less intense, which was reflected in the fact that more places were available through Clearing in 2012 compared to 2011,and Wyke students appeared to have been more successful in gaining places.

Comparing Wyke's figures to the national data for 2012 (published by UCAS in their end of cycle figures, December 2012), the national success rate for HE entry was around 71% (464,910 students placed out of 653,637 applicants nationally). Wyke's success rate for HE entry of 85.4% therefore compared favourably with the national picture.

While applications nationally had fallen by 6.6% overall in 2012, at the College approximately 70% of the 2013 leavers cohort were applying to higher education, roughly the same proportion as in 2011.

Of the 316 Wyke applicants who were placed, 305 were placed for 2012 entry, and the remaining 11 for deferred entry in 2013 following a gap year.

87% of placed applicants in 2012 ended up in their first choice of institution; a return to similar levels to 2010 and 2009, after a slight drop in 2011.

As in previous years, the most popular destination for Wyke students was the University of Hull i.e. 112 students (35% of placed students) went to Hull (including

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11 to the Scarborough campus), which was an increase on 2011 (when 24% of placed students went to Hull), although lower than previous levels of over 40%.

Altogether 213 students (67.4% of those placed) went to institutions in the Yorkshire and Humber region (compared to 55% in 2011, 70% in 2010 and 68% in 2009). Institutions attended in the region, other than the University of Hull, included Leeds Metropolitan University (28 students placed), Hull College (16), the University of Leeds (11) and York St John University (10).

27 students went to the North West region (including Manchester and Liverpool); 23 went to the North East (including Northumbria, Sunderland, Newcastle, Teesside and Durham); 22 went to the East Midlands (including Lincoln, Leicester and Nottingham) and 9 went to Greater London. Other students went to Portsmouth, Bournemouth and Exeter; 3 went to Scotland and 3 to Wales and 1 student went to the University of London Institute in Paris.

In the 2012 entry cycle, 42 students (13% of those placed) were placed in universities which were members of the Russell Group, an association of 24 major research-intensive universities. In 2011 the figure was 31 (12%), and in 2010 it was 39 (13%) and in 2009 it was 30 (10%). The Russell Group increased in 2012, however, from 20 to 24 universities, so the 2012 figures were not a direct comparison to previous years.

In 2012, 3 students applied to Oxford and Cambridge, although none were successful and 2 students who applied for Medicine in 2012 were also unsuccessful.

With the introduction of the Level 4 Arts Foundation course at Wyke from 2012/13, some students, who would otherwise have left the College, returned to Wyke for a third year to take the course.

In response to members’ questions, it was noted that:

With reference to the number of students attending the University of Hull, that some students wished to study locally for family or financial reasons.

As a high proportion of students chose to study at the University of Hull, the University would be sending a member of staff to man a desk at the College on results day to help advise students.

The College was also encouraging students to look further afield where appropriate e.g. a visit to Edinburgh University had been arranged for students on the College’s Flyers’ programme.

Around 9 students had applied to Oxford or Cambridge in 2012/13, with 3 students having received offers. 4 offers had also been made to students wishing to study medicine by the Hull/York Medical School and 1 from University College London.

Reasons for the relatively low application rate to Russell Group universities appeared to be partly due to students not having the grades required and partly due to students wishing to study close to home. Of the 3 Yorkshire universities in the Russell group Leeds was the one students were most likely to attend, as noted above.

The Committee thanked Emily Preach for her presentation, noting that students were very appreciative of the help that she gave them when applying to higher education. Members considered the College's 2011/12 report on student destinations, noting that Wyke's success rate for HE entry of 85.4% compared favourably with the national figure of 71%. Actions being taken in 2012/13 to encourage student aspiration (e.g. through the Flyers’ programme) were also noted. (Emily Peach left the meeting).

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(ii) Review of College Plan 2013, including target-setting, for recommendation to Corporation Ian Taylor (Vice-Principal, Performance Improvement) presented the 2013 College Plan.

Members noted that success rate targets at section 1a) of the Plan remained unchanged, agreeing in discussion that:

The success rate target for long qualifications for students aged 16-18 at the following levels were still sufficiently challenging: At Level 3: a target of 87% for 2013 (with a stretch target of 88%) against an outcome for 2012 of 87.9% At Level 2: a target of 86% (with a stretch target of 87%) against an outcome of 85.1% in 2012.

Members considered revised targets for student enrolment in 2013/14 and 2014/15, included at section 3b) of the Plan, concluding in discussion with managers present that they appeared achievable, taking into account past trends, student applications to date for 2013 and actions being taken to improve contact with applicants between application and enrolment.

Proposed minor updating changes to the Notes section of the Plan were considered i.e. changes reflecting the replacement of the Young People's Learning Agency (YPLA) with the Education Funding Agency (EFA) from 1.4.12 and the fact that the YPLA's Learner Achievement Tracker Value Added (LAT) measure had been renamed by the EFA and was now known as the Level 3 VA. The Committee considered and approved revised student enrolment targets and minor updating changes to the 2013 College Plan for recommendation to the Corporation for approval.

Action: Chair/Clerk (iii) Report on Learner Achievement Tracker (LAT)/EFA Level 3 Value-Added data Ian Taylor presented, at the meeting, the EFA's Level 3 Value-Added (formerly known as LAT VA) data report for the College, which was used by Ofsted as part of its inspection process. Members noted in discussion that:

Overall, Level 3 VA data showed that the College performed significantly better than other institutions at A2 and that the results for AS were also very strong, with the confidence level for both being good.

The data could be interrogated with reference to particular areas (e.g. BTEC) or particular subjects, noting that results showing areas performing statistically better than others or requiring improvement were generally in line with the results already considered by the Committee in relation to the other VA measures used by the College e.g. VA results for Biology A2 VA were better than elsewhere, A2 Spanish VA was an area where the College was seeking improvement in 2013.

The Committee considered the Education Funding Agency's (EFA's) Level 3 Value-Added (formerly known as LAT VA) data report for the College, noting that the report confirmed the overall positive outcomes already noted by the Corporation and the Committee when reviewing other VA measures used by the College, such as the ALIS and ALPs VA systems. Members noted that:

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The ALPs VA analysis covered 1,251 schools and colleges and that ALPs had recently written to the College inviting it, as one of the top performing institutions using the system, to join its joint schools and colleges' initiative, in which schools could ask a high performing college to help them improve their success rates.

(iv) Qualification Success Rate (QSR) report The Committee considered the Qualification Success Rate (QSR) report for classroom-based learning for sixth form colleges for 2011/12, which was produced by the Data Service for the funding agencies. Members noted in discussion that:

The College's headline performance (excluding functional and key skills) was: 87.1% for long courses (Provider i.e. sixth form colleges: 85.1%. National: 81.8%), noting that the figures for the College showed a 3-year rising trend.

The College's headline performance (excluding functional and key skills) was: 76.8 % for short courses, including General Studies (Provider i.e. sixth form colleges: 87%. National: 86.4%), noting that the 2011/12 figure for the College was lower than in 2010/11 (79.4%) but higher than in 2009/10 (70.5%).

The College's headline performance (excluding functional and key skills) was: 85.4% for all courses (Provider i.e. sixth form colleges: 85.2%. National: 83.8%), noting that the figures for the College showed a 3-year rising trend.

With reference to action being taken in relation to short course success rates, it was noted that Julie Peaks (Assistant Principal) and the College's tutors were reviewing action to be taken to bring about improvement in this area.

Members considered success rates for long courses for students aged 16-18 years old, noting that:

Success rates were 88.1% at Level 3, which was the College's core business, showing a 3-year rising trend and significantly exceeding the 2011/12 Provider (sixth form colleges) and National success rates of, respectively, 85.3% and 83.0%.

Success rates were 85.3% at Level 2, showing a 3-year rising trend and exceeding the 2011/12 Provider (sixth form colleges) and National success rates of, respectively, 84.8% and 82.9%.

Level 1 long courses, which represented only 3% of the College's activity showed, however, a 3-year declining success rate trend i.e. 72.6% (2009/10), 62.2% (2010/11) and 60.0% (2011/12), with the 2011/12 result significantly below the Provider and National 2011/12 success rates of 86.2% and 82.9% respectively.

Member noted in discussion of Level 1 long course success rates that:

The Level 1 success rates results were partly distorted by a wrongly coded course but, as the College's Individualised Learner Record (ILR) had already been submitted to the EFA, this error could not now be corrected.

Had it been possible to rectify the coding error noted above, the College's Level 1 success rate for 2011/12 would have been 77.0% i.e. showing an improvement on the College's 2009/10 and 2010/11 success rate results.

As a Level 1 long course success rate result of 77.0% would still, however, have been below the Provider and National success rates noted above, it remained an area of concern and its improvement was an action for the College.

Members noted:

Success Rates for Level 3 vocational long qualifications (i.e. not AS or A2) for students aged 16-18 were 82.2% in 2011/12, which above the National rate of 81.9% but below the Provider rate of 84%.

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AS Level success rates for students aged 16-18 were 84.9% in 2011/12 i.e. above both the Provider rate of 80.5% and the National rate of 78.7%.

A2 success rates for 21011/12 for students aged 16-18 were 96% i.e. above both the Provider rate of 95.2% and the National rate of 94.9%.

While there was disparity in success rates for all qualifications for students aged 16-18 by gender at Provider and National level, with female students outperforming males, male and female success rates were broadly similar at Wyke i.e. male (85.3%) and female (85.5%).

In relation to success rates and ethnicity for students aged 16-18, the College's success rates were broadly or above the equivalent Provider and/or National figures and, where this was not the case (i.e. for the following groups: Indian, White and Black Caribbean, ethnicity unknown/not stated), it was noted that the number of students concerned was small, which could mean that the figures were not statistically significant.

Success rates for students with learning difficulties/disabilities were also broadly similar or above the equivalent sixth form colleges and/or national rates.

The Committee considered the Qualification Success Rate (QSR) report for classroom-based learning for sixth form colleges for 2011/12, which was produced by the Data Service for the funding agencies, noting that in the College's core areas of provision (i.e. AS and A2 for students aged 16-18) the College's success rates were generally above the corresponding sixth form college or national outcomes. Areas were improvement was required and the College was taking action (e.g. at Level 1) were also noted. (v) Key Stage 5 performance comparison Ian Taylor presented the Key Stage 5 performance comparison report for Hull, the East Riding of Yorkshire and North Lincolnshire. Members noted in discussion that:

The College's points score per student of 839.6 placed it above other publicly funded providers in Hull, the East Riding of Yorkshire and North Lincolnshire shown in the table with the following exceptions: Beverley High/Joint/Grammar schools which had point scores per student ranging between 848.1 and 855 points.

The College's points score per student was also above the average all England points score per student for publicly funded schools and colleges of 714.3 and the average points score per student for all English schools and colleges of 733.

The Committee considered the Key Stage 5 performance comparison report for Hull, the East Riding of Yorkshire and North Lincolnshire, noting the College's points score per student of 839.6.

(vi) Enrolment & induction questionnaire analysis report Ian Taylor presented the enrolment and induction questionnaire report 2011, which had been compiled by the Registrar, Debbie Darmody. Members noted in discussion that:

694 responses had been received, with the majority positive. Less positive were the responses to questions about waiting times between students

arriving at College and attending the enrolment interview, which appeared to have increased in 2012, and the Fort Paull welcome activities, which two-thirds of students said they had not enjoyed. Both areas would be reviewed as part of the 2013 enrolment and induction planning process.

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The enrolment process now included maths tests and language tests for those wishing to study modern foreign languages, as GCSE results had been found not to be always an accurate indication of ability to progress to study at Level 3.

About 9% of students said that timetabling issues had prevented them taking a course or course combination, compared to 10% in 2011. The College tried to be as responsive as possible to timetabling issues in relation to student choices and 90% of students in 2012 (compared to 91% in 2011) had said that overall they considered that the course they had enrolled on was best for them.

Changes to the enrolment process were being planned for 2013, taking into account the outcome of the survey, and Mike Rogerson (Vice-Principal, Staff & Students) and Mark Rothery (Assistant Principal) were currently in Leicester reviewing procedures used elsewhere to help with the College's own review.

A summary of comments were also collated by the College and informed areas where further action might be required. Comments sometimes explained statistical responses in the questionnaire, which the College found helpful.

The Committee considered the 2012 enrolment and induction questionnaire analysis, noting that results were generally positive, and discussed changes being planned to the process for 2013. (vii) Equality report: outcomes for male & female students taking AS & A2 physics Ian Taylor presented the above report, which was being presented to the Committee in response to a question which had been raised at the Committee's October 2012 meeting. Members noted in discussion that:

The table included in the report showed outcomes for Wyke students in 2012 exceeded national average outcomes i.e. at Wyke the pass rates for female and male students studying AS Physics was 95% and 85%, respectively, with an overall pass rate of 88% (national average pass rate: 82%); the pass rate for female and male students and overall for A2 Physics was 100% (national average pass rate: 97%).

Take up proportions of Physics by gender at Wyke were similar to national trends i.e. in 2012 around 23% of students studying Physics at AS and A2 at Wyke were female, with around 23% of students studying Physics at AS nationally being female and around 21% of those studying Physics nationally at A2 being female.

The progression ratio (AS to A2) was 72% for female students and 75% for male students, which was considered good.

Differences between the genders in relation to the AS pass rate and progression rates were not regarded as statistically significant.

Value added for both genders was positive.

In response to members’ questions concerning raising the proportion of female students taking Physics to exceed the national average, it was noted that action being taken included ensuring a female teacher in science and /or maths was present at Open Evenings as a positive role model. Members suggested that ensuring that a female student studying sciences was included among the student ambassadors might also be helpful. The Committee received the College’s report on the proportion of male and female students taking physics, noting that take up was similar to national trends, with pass rates, progression and value added being good and any differences between the genders, in respect of those areas, not considered significant.

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(viii) Report on Curriculum Plans In the absence of Mark Rothery (Assistant Principal), Ian Taylor spoke to the report on curriculum plans, which was considered. Members noted that:

No new courses were under consideration. The College had received a high level of applications for 2013/14, of which about a

quarter had been interviewed and had their course choices processed. The pattern of applications showed interest in most courses offered by the College

but, to date, not all Fast-track options, which were offered to the most able students, (e.g. students on the Flyers programme) were equally popular and the College’s Fast-track offer would therefore be reviewed for 2012/13. The College was, however, considering adding Creative Writing as a Fast-track option, which it was thought might be popular with students studying English Language and/or Literature.

Staffing needs for 2012/13 were being reviewed with reference to applications received.

The ‘Flyers’ programme continued to be well received and the next steps in developing the programme would be to determine how Oxbridge and Extended Project Qualification (EPQ) responsibilities would be distributed and overseen in 2012/13.

The College’s response to the government’s proposed reform of A levels would need to be considered at the end of January 2013 modules, given the proposed removal of the AS exams as a stage to a full A level.

Members received the report on curriculum plans, noting preparations being made for 2012/13 academic year in response to applications received to date from prospective students. (ix) Lesson observation grades report Ian Taylor presented the report on lesson observation grades for 2011/12. Members noted that:

Lesson observations were used to encourage discussion and development of learning processes.

In 2011/2 the lesson observation process was changed so that subject heads carried out the majority of observations. This placed observation much closer to those with most experience of the subject but also made it more difficult to achieve consistent moderated grades.

Responsibility for observation in 2012/13 had therefore been transferred to the newly appointed Heads of Faculty.

Walk-through observations were also carried out by the Principal and Heads of Faculty. They were used to support learning themes and, if appropriate, could trigger lesson observations.

Key themes that emerged from the programme of observations in 2011/12 included Making student learning activities more central to lessons. Achieving a greater variety of learning activities Keeping students informed about their progress The College was, however, aware from early observations in 2012/13, that

the key area for development was differentiation. During 2011/12, learning themes were extracted from completed lesson

observations for distribution to staff and to support improvement in Teaching, Learning and Assessment (TLA).

The College's TLA special meetings programme (cross-curricular groupings of teachers who met monthly) ceased in 2012. The peer observation

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programme included within it, coordinated by the Staff Development Manager, ran in parallel to the formal lesson observation scheme during the full academic year. The scheme enabled staff to focus on themes of their choice for analysis and discussion with fellow staff.

For 2012/13, responsibility for TLA development transferred to departments and Teaching and Learning were regular items for Staff meetings and also Staff Development days.

Some staff were being trained to level 4 lesson observation and further staff development on the theme of lesson observation was planned for May 2013.

18% (2010/11: 33%), 58% (2010/11: 59%) and 25% (6%) of lesson observations in 2011/12 were graded, respectively, as Grades 1, 2 and 3. No lessons had been judged to be grade 4 (inadequate).

The lower percentage of lessons receiving grade 1 (outstanding) was in line with results seen under Ofsted's new Common Inspection Framework (CIF), and reflected the fact that it was now harder to obtain a grade 1. The percentage of staff awarded grade 2 in 2011/12 was similar to the 2010/11 percentage but the percentage receiving grade 3 had increased.

Staff receiving a grade 3 would be subject to re-observation but the focus of the system was not on giving staff a grade but being supportive and helping staff improve where this was required.

While ensuring that staff understood how Ofsted's new inspection framework worked was important, more important was ensuring that lessons helped students to achieve good results, noting that the improvement in AS success rates in 2012, in particular, appeared to indicate that actions taken to improve student retention and achievement in 2011/12 had proved successful.

The Committee discussed walk through observations and the fact that Ofsted inspectors now only observed parts of lessons.

Members noted that 57 teachers had been observed in 2011/12, which was understood to

be about 85% of those due to be reviewed. Members questioned whether this indicated that the system was sufficiently robust, noting the College's response that:

The percentage of full lesson observations completed in 2011/12 was an issue of concern for the College but it was anticipated that giving the new Heads of Faculty responsibility for lesson observation from 2012/13 should ensure that the process was better managed in the future.

One of the issues in 2011/12 had been failure to prioritise lesson observation for staff who were due to leave the College.

The Committee received the College's report on lesson observations in 2011/12, noting that the lower percentage of staff receiving grade 1 (outstanding) was in line with results seen under Ofsted's new Common Inspection Framework (CIF). (x) Admissions appeals policy Ian Taylor presented the College's revised Admissions Appeals Policy to the Committee for information. It was noted that the policy was a College approved policy. Members noted that:

The policy stated that the 3 person appeals panel was constituted with at least one Corporation member.

The above contrasted with Corporation's usual staff and student appeals procedure, where the appeals committee consisted of 3 Corporation members.

It was agreed that Ian Taylor should further revise the Admissions Appeals Policy e.g. to include a proposal that the first appeal should be heard by the Principal, with a

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subsequent appeal on the grounds of procedural irregularity allowed to the Corporation.

Action: IDT The Committee agreed that the College's revised admissions appeal policy should be presented to the summer term 2013 meeting of the Committee, for review, and that the College's admissions policy should also be reviewed by the College to ensure that it was consistent with the revised admissions appeals policy and the College's current practice.

Action: Clerk/IDT

(xi) Review the College’s quality strategy i.e. the College’s Policy for the Improvement of Performance in Learning The Committee completed its annual review of the College’s quality strategy (i.e. the College’s Policy for the Improvement of Performance in Learning), noting that the College was proposing no revisions to the policy. (xii) Deferred: Ofsted socio-economic performance indicator report

It was noted that Ofsted socio-economic performance indicator report had yet to be received.

Action: Clerk/IDT

50.6 Governance issues (i) Financial Management & Control Evaluation (FMCE), Corporation PIs & Monitoring

of action plans from individual Corporation Member Self-Assessment Questionnaire The Clerk reported that the Committee received regular reports on and monitored actions arising from the Corporation’s annual self-assessment analysis and the action plan arising from the College’s annual completion of the Financial Management and Control Evaluation (FMCE), which was originally introduced by the College’s funding body. (a) Action table arising from the FMCE Members noted that: The October 2012 meeting of the Audit Committee had considered the College’s

updated Financial Management Control Evaluation (FMCE) document and reviewed an action table. Incomplete actions included: The possible introduction of prior year comparative figures for management

accounts purposes. Action: Director of Finance Consideration of the format used for reporting risk to the Corporation, which would be undertaken by the Search & Governance Committee during spring term 2013.

Action: Clerk Improved dispatch of Corporation papers, including the further development of the Corporation section of Moodle, the College's virtual learning environment (VLE) and the electronic submission of papers. Action: Clerk (b) Corporation performance indicators (PIs) The Committee noted that the December 2012 meeting of Corporation had received the annual report on performance indicators (PIs) and the following actions arising from the report were noted:

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Corporation had not achieved its agreed target of 75% for making appointments to directly appointed Corporation vacancies within 6 months. One vacancy had been filled after 15 months and there had been another vacancy lasting 11 months, to which a nomination had recently been received. Search & Governance Committee members would meet shortly to consider making a recommendation on an appointment to the March 2013 meeting of Corporation.

Action: Clerk

The 2012/13 updating of Corporation's skills audit was due to take place during spring term 2013.

Action: Clerk (c) Corporation member self-assessment questionnaire 2012 Members considered the 2012 Corporation member self-assessment questionnaire analysis, noting that: 15 of 16 members eligible to complete the questionnaire did so. The results were generally positive. The analysis of the results indicated, however, that the majority of "No/Don't Know"

scores had been entered by newer Corporation members. Whilst in, some cases, this could be because the member had served less than a full year, the Clerk was proposing that it might be beneficial to include an induction follow-up session for new members in future, where areas of uncertainty and for development could be discussed, which was agreed.

Action: Clerk The Committee considered action plans arising from Corporation's 2011/12 assessment of its performance.

(ii) C&Q Committee Annual Report The Committee's annual report would be e-mailed to members, for comments before presentation to Corporation.

Action: Clerk 50.7 Documents from YPLA, SFA, DfE, BIS, Ofsted, LSIS and other outside bodies: (i) Ofsted CIF, (iii) LSIS ; FE Challenges extract on CIF & governance & (iii) LSIS Governance Training Materials: Curriculum & Quality modules Committee members received Ofsted CIF, for information, noting with reference to the extracts from the Learning & Skills Improvement Service (LSIS) document, Challenges for FE college governance and priorities for development: An LSIS perspective (2012), that the key challenges for college governing bodies continued to be achieving the right balance in relation to:

Supporting and challenging management; Monitoring of finance, staffing, and estates with monitoring of teaching, learning and

the student experience. It was noted that LSIS Governance Training Materials: Curriculum & Quality modules were now available for self-study at: http://www.excellencegateway.org.uk/node/19188. The Clerk would also bring relevant extracts to Committee meetings, as appropriate. The Committee received for information, the above documents.

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50.8 Any other business Members noted the Sixth Form Colleges' Forum (SFCF) campaign to retain the AS level, noting that a number of universities had also indicated that they wished the AS level to be retained as it was considered a useful indication of student ability which aided universities' admission processes and helped widening participation. 50.9 Risk management – identification of any items of risk There were no new items of risk identified at the meeting. 50.10 Date of next meeting As 3 members of the Committee would be unable to attend on Tuesday 11 June 2013, which was the Committee's scheduled meeting date, it was agreed that the clerk should consult with members on a new date.

Action; Clerk Fiona Bagchi Clerk to the Corporation

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CURRICULUM & QUALITY COMMITTEE OF CORPORATION

Minutes of Meeting 51 held on 20 May 2013

Present: Mike Noddings (Chair), Jay Trivedy (Principal), John Wilson

In attendance: Mark Rothery (Assistant Principal), Ian Taylor (Vice-Principal, Performance Improvement),

Clerk: Fiona Bagchi

51.1 Apologies The Committee received apologies from Jackie Goodman (Committee member) and Martin Doolan (Co-opted Committee member). 51.2 Declaration of interests There were no declarations of interest. 51.3 Minutes of meeting 50 held on 4 February 20123 The above minutes were approved. 51.4 Matters arising and actions (Matters Arising, below, are numbered according to their position in the action points table appended to the end of the previous minutes. The reference to the item where the action can be found in the previous minutes is given in brackets at the end of the action). 1 The Ofsted Socio-economic report had not yet been received by the College (50.4).

Action: Clerk/IDT

2 With reference to actions arising from the Financial Management Control Evaluation (FMCE), it had been agreed that a review of risk reporting on cover sheets would be undertaken by the Search & Governance Committee (SGC) at its second autumn term meeting in 2012. As the SGC did not hold a second autumn term meeting, risk reporting was considered at its spring term 2013 meeting, and had made a recommendation to the March 2013 meeting of Corporation, which was approved (50.4).

3 The date of the February 2014 meeting of the Committee would be considered when the 2013/14 meeting schedule was agreed (50.4).

Action: Clerk

4 Equality/progression information would be considered for inclusion in the 2012/13 Every Child Matters (ECM) report (50.4).

Action: JP

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5 Following discussion at the November 2012 Student Committee meeting, the Student Executive organised a Stop Smoking promotion to coincide with national non-smoking day, including a stall run by the marketing team from NHS SmokeFree in the Oak Building atrium. With reference to encouraging the adoption by students of a healthy diet, it was noted that this had been discussed at student focus groups, as had the provision of a smoking shelter in the rose garden (50.4).

6 The revised College Plan 2013 had been approved by the March 2013 meeting of Corporation, on the recommendation of the Committee (50.5).

7 The College's revised Admissions Policy and Admissions Appeals Policy were on the agenda (50.5).

8 When reviewing the revised Admissions Policy, the College had ensured that it was consistent with the revised Admissions Appeals Procedure, as agreed (50.5).

9 As noted at action 1 above, the Ofsted Socio-economic report had yet to be received (50.5).

10 The October 2012 meeting of the Audit Committee had considered the College’s updated Financial Management Control Evaluation (FMCE) document and reviewed the accompanying action table. Progress would be considered later on the agenda as part of the item on Corporation action plans (50.6).

11 With reference to the Corporation performance indicator that Corporation vacancies should be filled within 6 months, it was noted that Corporation had approved a recommendation from SGC on the appointment of Dr Andrew King at its March 2013 meeting (50.6).

12 A general updating of Corporation's skills audit remained to be undertaken (50.6).

Action: Clerk

13 The C&Q Committee's report would be e-mailed to members, as agreed (50.6). Action: Clerk

14 As agreed, the summer term meeting of the Committee had been re-arranged for

20.5.13 (50.7).

51. 5 Annual review of confidential minutes It was noted that no confidential minutes had been produced during the previous year. 51.6 Curriculum and Quality issues (i) Report on curriculum plans Mark Rothery (Assistant Principal), presented the report on curriculum plans, which was considered. Members' discussed the report on curriculum plans, noting in discussion that:

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With reference to the College's Foundation course, it was noted that about 35 students were recruited to a programme of study at E3 and Level 1 and that this area therefore constituted only a very small part of the College's provision.

Despite walk-through observations and lesson observations, results on the Foundation course were not as consistent as could be desired and it was accepted that improvement was required.

A radical change would therefore be instituted from September 2013, with the focus on literacy and numeracy remaining but part of the Foundation course now including a split into two pathways, one of which would be based on employability skills with the other based round a BTEC level 1 PE qualification. The Foundation team would lead the former and be involved in the delivery of the latter under the guidance and coaching of the PE department.

Those successfully completing the pathway at Level 1 might be able to progress a BTEC Level 2 PE course at the College.

Members endorsed the need to improve outcomes on the Foundation course and raised the following questions in discussion: whether the College was clear why it ran the course; whether the course offered good value for money; whether the level of students' prior attainment and/or school experience was a factor affecting outcomes. It was noted in response to members' questions that:

A case could be made for the course being useful to the students who undertook it and that the experience offered to them was equal to that offered elsewhere.

The course made a very small contribution to the high level of those not in employment, education or training (NEET) in Hull.

Not having a Level 1 course might be considered elitist but the opportunities to progress to Level 2/vocational courses within the College were limited and students often had to go elsewhere after completing Level 1.

Students on the Foundation course came from a variety of academic backgrounds e.g. some had previously failed exams, some had poor literacy but good numeracy, some were school-phobic, a few had successfully progressed from the Foundation course to Level 3.

Individual learning plans to track individuals’ progress better could help bring about improvement.

The Committee would receive a progress report on the effectiveness of the curriculum changes on the Foundation course in due course.

Members noted that: There had been no change in Level 2 provision since the last report received. There had been a significant increase in applications for 2013/14 and the College’s

tracking systems indicated that a high percentage would progress to enrolments. Growth was expected largely in traditional academic subjects e.g. History and French had the greatest percentage increase in applications.

There was demand on some AS fast-track courses for A2 fast-track courses e.g. Critical Thinking currently had an A2 fast-track group.

AS fast-track opportunities 2013-14 included Critical Thinking, Computing, Anthropology, World Development, Electronics and Science in Society and an information session would be organised during Wyke Start In response to members’ questions concerning increased interest in more traditional subjects and in interview length, it was noted that:

There had been improved school exam results. Wyke appeared to be attracting more able candidates.

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Recruitment to modern foreign languages was strong and the College had introduced successful pre-enrolment tests to ensure that students were able to progress to Level 3.

Interviews were normally about 15-20 minutes but could be as long as 45 minutes. It was noted that:

Following market research it had been proposed that there should be a Creative Writing A level. This would be discussed by SMT and had not therefore currently been made public

Members received the report on curriculum plans, noting preparations being made for the 2012/13 academic year. The Committee thanked staff for the work they had put into recruitment and interviewing activities. (ii) Student attendance and withdrawals report Ian Taylor presented the interim report on student attendance and withdrawals and it was noted that the final version of the report would be presented to the October 2013 meeting of Corporation. Members compared data for the year to date (as at the end of April 2013) with the year-end data for 2012, noting in discussion and in response to members’ questions that:

With reference to leavers per calendar month, there were peaks annually before the 6 week census date, in the New Year, and in March (following receipt of exam results).

The information on retention in the table corresponded to that provided monthly to the F&GP Committee, presented by level of study.

The reasons for leaving data was still incomplete for 2013 e.g. “not known” was currently 15.1% compared to 2% at the end in 2011/12, “asked to leave” was 26.7% for 2012/13 to date compared to 36% at the end of 2011/12.

The College had a process of first and second warnings and a range of contracts before asking students to leave the College.

Students were permitted to change courses up to half-term after which experience suggested they would not be successful in their new course.

Fewer students were, however, leaving the College, which corresponded to the data presented to the F&GP Committee which showed that fewer students were changing courses. This appeared to be as a result of improvements in guidance, interviewing, the 4 week progress assessment, the tutorial system.

Computer data on grade entry requirement was used to assess future success but did not replace the individual approach at interview and enrolment.

Some second years had left to take up employment, which they would have considered a positive outcome.

(iii) Student focus groups report The Committee noted that:

During the spring term 2012-13 the College had conducted its annual series of meetings with students from each year group, (one meeting with Single Year students, two with First Year, two with Second Year).

The meetings had been arranged to coincide with college tutorial sessions. 92 students took part in the activity Questions considered by the groups included: Have the reviews and assessments of

your progress helped you to become a more effective learner? Have you looked for and received the guidance you have needed? How useful have the tutorial sessions

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been and how can we improve them? Have you had fair opportunities and equal treatment? Have you been able to use the resources you need for learning

Themes considered by the groups included: Staying Healthy; Economic wellbeing; Making a positive contribution.

An additional “themed” set of 3 questions were asked to gather views on information and guidance (IAG) both within the College and in catchment schools.

The College provided feedback to students on actions taken. Members noted that the outcome of the focus groups was generally positive, discussing in particular student responses to the issue of choice over General Studies and equality and diversity with reference to seating by ability in class. Members noted that the assessment of progress was a key area and it was important that the approach taken was robust. Members received the student focus group report. (iv) Student course questionnaire It was noted that presentation of the above report had been deferred to the Committee's October 2013 meeting. (v) Review Ofsted socio-economic performance indicators report: It was noted that the above report had not been received by the College to date. (vi) Review of revised Admissions Policy & Admissions Appeals Policy Ian Taylor presented the College's revised Admissions Policy and the Admissions Appeals Policy to the Committee for information. It was noted that they were College approved policies. Members noted in discussion that:

It had been agreed at the Committee's February 2013 meeting that the College's revised Admission Appeals Policy should be presented to the summer term 2013 meeting of the Committee, for review, and that the College's Admissions Policy should also be reviewed by the College to ensure that it was consistent with the revised Admission Appeals Policy and reflected the College's current practice in relation to admissions.

Admission appeals involving maintained schools and academies had to be considered under the statutory School Admission Appeals Code. The Code did not, however, apply to independent incorporated sixth form colleges, which were free to determine their own admissions policies and admission appeals policies and procedures.

Revisions to the College's Admissions Policy included details of how the College would assess commitment to learning. The reference to improvement to College forms was an aide memoire for the Vice-Principal and would be removed from the final version of the policy.

The College's revised Admissions Appeals Policy replaced an appeal hearing by a three person committee, including at least one Corporation members, by an appeal to the Principal whose decision was final within the College.

Most sixth form colleges appeared to include a final appeal to the Principal. While an appeal to the Principal was considered appropriate, where the Principal was

independent of the previous admissions process leading to the appeal, it was also

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thought important to give students and parents a further independent appeal to Corporation members e.g. on the grounds of procedural irregularity.

The Admissions Appeals Policy did not refer to an external appeal but the College's general complaints procedure allowed for a reference to the funding agency.

The Committee considered the College's revised Admissions Appeals Policy and Admissions Appeals Policy. It was agreed that Ian Taylor should further revise the Admissions Appeals Policy i.e.

to clarify that the student could be accompanied by a parent or carer at the meeting with the Principal,

that references to timescales should indicate that actions would "normally" be taken within the specified number of working days, and that,

while the first appeal should be heard by the Principal, there should also be the option of a subsequent appeal on the grounds of procedural irregularity allowed to a Committee of three Corporation members.

Action: IDT (vii) Monitoring of reporting against the College Charter

The Committee considered a report which monitored reporting to Corporation and its committees against the College Charter during 2012/13. Members noted in discussion that all relevant reports had been received during the year, with the following exception: the Course Questionnaire would be presented to the October 2013 meeting of the Committee.

The Committee received the 2012/13 report monitoring reporting to Corporation and its Committees against the College’s Charter commitments.

51.7 Governance issues (i) Monitoring of Corporation action plans derived from Corporation’s annual self-

assessment and the FMCE The Clerk reported that the Committee received regular reports on and monitored actions arising from the Corporation’s annual self-assessment analysis and the action plan arising from the College’s annual completion of the Financial Management and Control Evaluation (FMCE), which was originally introduced by the College’s funding body. It was noted that the monitoring report now included a Red-Amber-Green (RAG) rated column for ease of reference. (a) Action table arising from the FMCE Members noted progress against the following actions in the FMCE plan:

The possible introduction of prior year comparative figures for management accounts purposes: this action was outstanding and progress would continue to be monitored by the Audit Committee.

Consideration of the format used for reporting risk to the Corporation, which would be undertaken by the SGC during spring term 2013: this action been completed as noted above.

Improved dispatch of Corporation papers, including the further development of the Corporation section of Moodle, the College's virtual learning environment (VLE) and the electronic submission of papers: the electronic submission of papers had been discussed at the March 2013 meeting of Corporation and it had been agreed that they should be made available for Corporation members who requested them.

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The F&GP & Personnel Committees had also agreed that they would trial receipt of papers in an electronic format. The Corporation section of Moodle remained to be re-developed.

Action: Clerk (b) Corporation performance indicators (PIs) The Committee noted that the December 2012 meeting of Corporation had noted that:

Corporation did not achieve its agreed target of 75% for making appointments to directly appointed Corporation vacancies within 6 months during 2011/12. The SGC had subsequently made a recommendation to the March 2013 meeting of Corporation on the appointment of Dr Andrew King in the Corporation member category, which had been approved. There were currently no vacancies on Corporation.

The general review of Corporation's skills audit remained to be completed. (c) Corporation member self-assessment questionnaire 2012

The Committee noted with reference to the action table arising from the 2012 Corporation member individual self-assessment questionnaire analysis that actions arising from the numerical analysis and comments included:

Reformatting the questionnaire in an on-line format for use at the end of the 2012/13 academic year;

Updating the wording of questions, to reflect Corporation's current practice; Establishment of a follow-up session to induction for new Corporation members.

The Committee considered action plans arising from Corporation's 2011/12 assessment of its performance.

(ii) Mapping of reports received by Corporation & its committees against Ofsted’s CIF criteria Members noted that:

Ofsted's Common Inspection Framework (CIF) set out the criteria against which leadership and management, including governance, would be judged at inspection and that a number of colleges had used these criteria as part of their annual self-assessment of governance.

The Clerk had produced a draft Corporation self-assessment questionnaire (which had been produced with reference to Ofsted's CIF and Handbook for Inspection and adapted from a model produced by Wilberforce Sixth Form College) and was recommending that it should be used annually by Corporation as a form of collective self-assessment i.e. in addition to the annul individual Corporation member self-assessment questionnaire.

Before the Learning & Skills Council introduced the Financial Control Evaluation (FMCE), Corporation used to complete a collective self-assessment questionnaire annually at its September meeting, with evidence pre-completed by the Clerk and grades awarded by Corporation.

The Committee agreed to recommend to Corporation a Corporation self-assessment questionnaire based on Ofsted's Common Inspection Framework (CIF) to be used annually by Corporation as a form of collective self-assessment.

Action: Chair/Clerk

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The Committee discussed whether individual Corporation members should be linked to particular CIF themes, as was the practice in some school governing bodies and it was agreed that the issue should be raised in discussion with the Corporation.

Action: Chair The Committee discussed how Corporation currently monitored College targets and quality issues, noting that in addition to Corporation's review of initial exam results and value added and the College's annual Self-Assessment Report, the College Plan provided a useful and concise report on College targets. The Committee agreed that, in addition to reporting on curriculum and quality matters to Corporation through its minutes and recommendations, it would be useful to include a specific report from the Chair of the C&Q Committee on Corporation agendas from September 2013, to allow the Chair to more easily highlight key items of importance and interest arising from C&Q Committee meetings.

Action: Clerk/Chair 51.8 Committee issues

(i) Standing Agenda Items and Terms of Reference The Committee completed its annual review of its standing agenda item list and terms of reference, agreeing that no changes were required. (ii) C&Q Committee Annual Report The Committee's annual report would be e-mailed to members, for comments before presentation to Corporation.

Action: Clerk 51.9 Documents from YPLA, SFA, DfE, BIS, Ofsted, LSIS and other outside bodies (Appendix A) The Committee received, for information, the following documents from outside bodies:

Sixth Form Colleges' Association (SFCA) briefing on colleges' inspection experience

Key themes and questions from inspections Extracts from SFCA updates (March - April 2013) on the curriculum and on

inspection, including Ofsted presentations to the Sixth Form Colleges' Forum (now the SFCA) on the CIF (December 2012)

Members noted in discussion that:

The Ofsted slides were a useful tool to explain the CIF to non-specialists. The slides showed that the percentage of institutions achieving a grade of

Outstanding for overall effectiveness of provision had remained fairly constant between 2010 and 2012 although anecdotal evidence appeared to suggest that a grade of Outstanding was harder to achieve under the new CIF.

51.10 Any other business The Committee discussed the format in which papers had been presented to the current meeting i.e. with item 51.9 (Documents from outside bodies) presented as a separate PDF (Appendix A).

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The Committee agreed that it was happy to have papers to be considered under the standing agenda item "Documents from outside bodies" included in the main PDF for the meeting.

Action: Clerk The Committee agreed that the electronic receipt of papers continued to be effective but that it would be useful to have a paper copy of the agenda to refer to at the meeting.

Action: Clerk 51.11 Risk management – identification of any items of risk There were no new items of risk identified at the meeting. 51.12 Date of next year's meeting It was noted that the Committee's 2013/14 meeting schedule would be presented to the July 2013 meeting of Corporation.

Action: Clerk Fiona Bagchi Clerk to the Corporation

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Curriculum & Quality Committee of Corporation Meeting 52 held on 22 October 2013

Present: Mike Noddings (Chair), Jackie Goodman, Jay Trivedy (Principal), John

Wilson

In attendance: Mark Rothery (Assistant Principal), Ian Taylor (Vice-Principal, Performance Improvement)

Clerk: Fiona Bagchi

52.1 Apologies for absence

Apologies were received from Martin Doolan, a Committee member.

52.2 Declaration of interests The following standing declarations of interest were received: it was noted that Jackie Goodman was an employee of Hull College.

52.3 Election of Chair & Vice-Chair The Clerk reported that, under Corporation’s Standing Orders, committee Chairs and Vice-Chairs were elected annually at the first committee meeting of the year. John Wilson proposed and Jay Trivedy seconded the nomination of Mike Noddings as Chair of the C&Q Committee for 2013/14. Mike Noddings was elected Chair of the C&Q Committee for 2013/14 unopposed. Mike Noddings proposed and Jay Trivedy seconded the nomination of John Wilson as Vice-Chair of the C&Q Committee for 2013/14. John Wilson was elected Vice-Chair of the C&Q Committee for 2013/14 unopposed.

Minutes & matters arising

52.4 Minutes of meeting 51 held on 20 May 2013 The minutes of the C&Q Committee meeting 51 held on 20 May 2013 were approved.

52.5 Matters arising and actions (Matters Arising, below, are numbered according to their position in the action points table appended to the end of the previous minutes. The reference to the item where the action can be found in the previous minutes is given in brackets at the end of the action). (Jackie Goodman arrived during this item).

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1 The Ofsted Socio-economic report had not been received to date (51.4).

2 It was noted that the beginning of the spring term was a busy time of year for Ian Taylor (Deputy Principal) and Mark Rothery (Assistant Principal) and agreed that the Committee's spring term meeting should be held later during spring term 2014 than currently scheduled (51.4).

Action: Clerk

3 It was noted that, as the Every Child Matters report was no longer a requirement, the College was replacing this with the Tutorial Report from November 2013 (51.4).

Action: Clerk

4 It was noted that the Corporation skills audit used to be undertaken on a bi-ennial basis and all skills audit forms were currently dated as having been reviewed between 2011 & 2013. A general review and updating would, however, be undertaken during 2014 (51.4).

Action: Clerk

5 The Committee’s annual report would be e-mailed to members’ for comments (51.4).

Action: Clerk

6 The Clerk was working on the re-development of the Corporation section of Moodle (51.7).

Action: Clerk

7 Corporation agreed at its September 2013 meeting that a self-assessment questionnaire based on Ofsted's Common Inspection Framework (CIF) should be used annually by Corporation as a form of collective self-assessment. The draft questionnaire was on the agenda for consideration on grading and presentation to the December 2013 meeting of the Corporation (51.7).

8 The proposal that individual Corporation members should be linked to particular CIF themes, as was the practice in some school governing bodies had been agreed in principle at the September 2013 Corporation meeting and it was agreed that this should be considered further by the Committee when reviewing the Ofsted action plan (51.7).

Action: Clerk

9 The Committee had agreed that, in addition to reporting on curriculum and quality matters to Corporation through its minutes and recommendations, it would be useful to include a specific report from the Chair of the C&Q Committee, to allow the Chair to more easily highlight key items of importance and interest arising from C&Q Committee meetings. It was noted that the first report had been given to September 2013 meeting of Corporation (51.7).

Action: Clerk/Chair

10 As noted above, the Committee' report would be e-mailed to members (51.8).

11 Items under the "Documents from outside bodies" heading had been included in the main PDF for the meeting, as agreed (51.9).

12 Paper agendas were now distributed at meetings which received their papers electronically, as agreed (51.10).

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13 The 2013/14 meeting schedule had been e-mailed to members (51.12).

In addition, it was noted that the College's Admissions Appeals Policy had been revised, as agreed (51.6)

Curriculum & quality issues

52.6 (ix) Report on Curriculum Plans It was agreed that the above report should be considered at this point on the agenda. Mark Rothery, Assistant Principal, gave a verbal report on curriculum plans, noting that matters to be taken into account in formulating the College's curriculum plans for 2014/15 would include the outcome of the strategic discussion at Corporation September 2013 meeting and the of the senior management team (SMT) autumn term 2013 planning day. Members discussed the relationship between curriculum planning, growth in student numbers, staffing arrangements, funding and financial planning. [Confidential minute]. The Committee received a verbal report on curriculum planning for 2014/15, noting possible options being considered in this area, and agreed that a further report should be presented to the Committee in due course.

Acton: MCR (Mark Rothery left the meeting).

(i) Review of College exam results including review of performance against previous year’s targets for retention, achievement and value-added The Committee received, for information, the 2013 exam result tables and the exam results overview, including the APLs and ALIS value-added overviews, which had been presented to the September 2013 meeting of Corporation.

(ii) College plan: ALPS update Ian Taylor, Deputy Principal, presented the updated ALPS value-added section of the College Plan and the ALPS subject value-added overview at A2 and AS. Members noted, with reference to the updated College Plan that:

Nearly 75% of the College's A2 courses had achieved at the ALPS ‘good’ level but the 2012/13 target of 80% had not been met i.e. overall the grade for ALPS A2 was 3;

90% of the College's AS courses had achieved at the ALPS ‘good’ level i.e. overall the ALPS grade at AS was 2;

The Principal had written to all departments and staff achieving ALPS grades 2 and 3 in 2013, congratulating them on their performance.

Members considered the small number of subjects which appeared as "blue" in the ALPS subject value-added overview at A2 and AS and discussed actions being taken to monitor and bring about improvement in value-added in these areas. The Committee received an updated report on outcomes under the ALPs value-added system.

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(iii) Ofsted: notes of final feedback meeting & update on draft report

The Principal reported that: The College had received the draft Ofsted report and the final version was

expected to be published in November 2013; Outcomes For Learners, Teaching, Learning & Assessment, Leadership &

Management and Overall Effectiveness had been graded as Grade 2 (Good) The Science/Maths and Language/Literature/Culture subject areas which had

been inspected had each been graded as Grade 1 (Outstanding); The College accepted that there was more to be done to achieve an overall

effectiveness grade of Outstanding e.g. in relation to the College's performance management system, the sharing of good teaching practice, ensuring consistency in relation to the College's quality assurance systems, further improvement in the proportion of students achieving higher grades;

Inspectors had commented favourably on the College's clear vision and strong aspirational culture, students' confidence and positive attitudes to learning and the high proportion of students progressing to higher education who were the first in their families to do so;

Inspectors had also commented favourably on the expertise and experience of Corporation members which had been used effectively to monitor the College's performance.

Members received the notes of the final feedback meeting with the Ofsted inspectors which had taken place earlier in October 2013, noting that the College were reviewing the draft Ofsted report and expected that the final version would be published in November 2013. The Committee congratulated the College's staff and students on the successful outcome of the Ofsted inspection which had taken place at the beginning of October 2013.

(iv) Course Questionnaire analysis Ian Taylor, Deputy Principal, presented the results of the 2013 Student Course Questionnaire. Members noted that:

Students completed the questionnaire electronically for each course. Answers were on a 4 point scale from Strongly Agree to Strongly Disagree. Questions included: (i)I have a good understanding of how the course is

organised and how I will be assessed, (ii)My teacher/s give me plenty of useful feedback on my work to help me improve, (iii) If I need it, I can get extra help from my teacher/s to improve my learning, (iv) I find lessons interesting, (v) The subject is taught in a way which I find easy to understand, (vi) I am actively involved in lessons and use my time productively, (vii) I am regularly set work to do outside lessons, (viii) My teachers use a range of methods to help me learn, (ix) I feel my teacher treats us fairly and equally, (x) I would recommend this course to others, (xi) If details of the number of hours I spend on average on work outside the classroom;

There was an opportunity for students to state whether there was one thing that they/their teachers could do to improve their work significantly in this subject, to give details of their gender and whether they had a disability and there was also a section for comments;

Students completed course questionnaires on-line during progress reviews to ensure a high completion rate.

Members discussed the report, noting in particular areas in the First Quartile (shown as

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green in the report) and the Fourth Quartile (shown in brown in the report). Members noted in discussion that:

There was occasionally a lack of correlation between student outcomes and student satisfaction as reported in the student course questionnaire analysis but areas appearing in the fourth Quartile were nevertheless worthy of investigation and could be investigated further by Heads of Faculty and action plans formulated, where appropriate;

The comments section was sometimes more useful than the data analysis; The report was cross-college and one of a range of tools that the College used

to help improve performance; Inspectors would expect a single, consistent questionnaire, like the course

questionnaire, to be used across the College. Members discussed whether the usefulness of the questionnaire could be improved by reducing the number of questions. The Committee considered the cross-college report on the student course questionnaire, noting that departments would respond to issues raised in the student course questionnaire, where appropriate.

(v) Lesson observation update Ian Taylor presented the lesson observation update for 2012/13. Members noted in discussion that:

23% of lesson observations had been graded as Grade 1, 70% as Grade 2, 2. 6% as Grade 3, with no lessons judged to be inadequate;

Lesson observations were used to encourage discussion and development of learning processes;

Staff receiving a Grade 3 met with Ian Taylor and Mark Rothery and actions were agreed, where appropriate;

It was reassuring that, in joint observations with Ofsted, there had been agreement of grades between the College's observers and Ofsted inspectors;

Walk through observations were carried out by the Principal, and, to some extent, by Heads of Faculty and were used to support learning themes and, if appropriate, to trigger further lesson observations and other actions.

The key themes that had emerged from the programme of observations in 2012/13 had included developing questioning approaches that led out and developed learning for all students, making student learning activities more central to lessons, achieving a greater variety of learning activities and keeping students informed about their progress;

The recent Ofsted inspection visit had confirmed these themes and also recommended the sharing of the outstanding practice seen in some areas of the College to ensure consistency.

The Committee received the College's updated lesson observation report for 2012/13, noting themes for development which had resulted from the recent Ofsted inspection.

(vi) Final version of student attendance & withdrawals report Ian Taylor presented an updated version of the student attendance and withdrawals report for 2012/13, which showed the reasons as a percentage of the group for students leaving the College. Members noted that:

The results were similar to the previous year;

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The largest group remained those asked to leave the college e.g. for non-attendance, breach of contract etc;

There still remained a significant proportion of "unknowns", which would reduce as the College received further information from the Connexions service on the destinations of leavers;

As previously noted, retention overall in 2012/13 had been high; Student retention and the destinations of leavers had been reviewed by Ofsted

at inspection. Members received the updated version of the student attendance and withdrawals report for 2012/13, noted that trends were similar to 2011/12.

(vii) Staff Questionnaire Ian Taylor presented the 2012/13 staff survey and exit interview reports, which had been compiled by the Personnel Manager, Jenny Clough. Members noted that:

With reference to the staff survey, overall scores were similar to 2012; With reference to the exit interviews report, responses had been generally

positive; The College's senior management team (SMT) considered the above reports

and agreed a range of actions where responses and comments indicated areas for improvement e.g. communication, which had been part of the previous year's action plan, would continue to be a key focus in 2013/14.

The Principal noted that the teamwork exhibited during the recent Ofsted inspection highlighted the value of good communication with staff.

The Committee received the 2012/13 reports on the staff survey and exit interviews, noting that outcomes were generally positive and that the reports would also be considered in detail at the November 2013 meeting of Corporation's Personnel Committee. The Committee expressed their thanks to the Personnel Manager, which has compiled the reports.

(viii) Complaints Report The Committee considered the 2012/12 College complaints report, noting that it comprised complaints which had not been resolved at the initials stage and had therefore been referred higher up the College. It was noted that only 1 complaint had been included in the 2012 report, which had been graded “invalid”. The report was compiled and monitored by the Principal. The Committee received the College’s 2012/13 Complaints Report.

(ix) Report on Curriculum Plans It was noted that the above report had been received earlier on the agenda.

Governance issues

52.7 (i) Monitoring of Corporation action plans derived from Corporation’s annual self-assessment and the FMCE It was noted that Committee received regular reports on and monitored actions arising from the Corporation’s annual self-assessment analysis and the action plan arising from the College’s annual completion of the Financial Management and Control Evaluation (FMCE), which was originally introduced by the College’s funding body. Members noted that:

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The October 2012 meeting of the Audit Committee had considered the College’s updated 2011/12 Financial Management Control Evaluation (FMCE) document and reviewed the resulting action table;

Completion of the FMCE was now voluntary but considered good practice; The College had not, however, updated the FMCE for 2012/13 to date; A report on the Individual Corporation member self-assessment questionnaire

was on the agenda at item 52.7. The Committee completed its review of Corporation action plans derived from Corporation’s annual self-assessment and the Financial Management and Control Evaluation (FMCE).

(ii) Agree grades for draft Corporation self-assessment mapped against the CIF for recommendation to Corporation Members noted that:

The September 2013 meeting of Corporation had agreed, on the recommendation of the C&Q Committee, to use a collective self-assessment questionnaire in 2013 based on Ofsted's Common Inspection Framework (CIF);

The evidence column of the Corporation CIF self-assessment questionnaire had been completed before the College was inspected by Ofsted in October 2013 and included in the inspection pack for the group of Corporation members meeting inspectors.

The Committee received the draft completed self-assessment questionnaire, noting that the Ofsted draft inspection report had graded Leadership and Management, including Governance, to be Good overall, which reflected the positive evidence included in the draft questionnaire. It was noted that the report arising from inspection was expected to be published in November 2013. It was agreed that the draft completed questionnaire should be presented to Corporation.

Action: Clerk/Chair

(iii) Individual Corporation member self-assessment It was noted that the above item had been revised for future use as agreed.

(iv) Review of Corporation Performance Indicators from previous academic year It was agreed that the above item should be deferred to the Committee's November 2013 meeting.

Action: Clerk

Committee issues

52.8 (ii) Annual Completion of C&Q Performance Checklist and review of C&Q Performance Indicators It was agreed that the above item should be deferred to the Committee's November 2013 meeting.

Action: Clerk

(ii) C&Q Committee Annual Report It was agreed that review of the above item should be deferred to the Committee's November 2013 meeting.

Action: Clerk

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Documents from outside bodies

52.9 Documents from the EFA, SFCA, DfE, BIS and SFCA: EFA complaints procedure

The Committee received, for information, the Education Funding Agency (EFA) procedure for dealing with complaints about Institutions funded by the EFA 2012-13.

Final matters

52.10 Any other business Members noted that:

Under the Education and Skills Act 2008, providers of education or training for 16 and 17 year olds were under two duties in relation to the government's Raising of the Participation Age policy from 2013/14 i.e. to promote good attendance of 16 and 17 year olds and to inform the relevant local authority if a young person aged 16 or 17 had dropped out of learning so that they could be contacted and offered support to help them re-engage.

Members noted, in relation to the first duty, the work undertaken by the College to ensure the good attendance of its students and discussed how the College was fulfilling the second duty. The Committee considered the College's duties under the government's Raising of the Participation Age policy.

52.11 Risk management – items identified at the meeting It was noted that no new items of risk had been identified at the meeting.

52.12 Dates of next meetings It was noted that future C&Q Committee meetings were currently scheduled as follows:

Mon. 25 Nov. 2013 after the SAR moderation meeting i.e. starting at 4.00-4.30pm

Tues. 4 Feb. 2014 at 4.30pm Tues. 24 June 2013 at 4.30pm

It was agreed that the Clerk would consult with members on moving the spring term meeting to later in spring term 2014, as previously agreed.

Action: Clerk

Fiona Bagchi Clerk to the Corporation

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Curriculum & Quality Committee of Corporation Special Meeting 53 held on Monday 25 November 2013

Present: Mike Noddings (Chair), Jay Trivedy (Principal), John Wilson

In attendance: Mark Rothery (Assistant Principal), Ian Taylor (Vice-Principal, Performance

Improvement), Chris Herring (Senior Tutor) Clerk: Fiona Bagchi

53.1 Apologies for absence

Apologies were received from Jackie Goodman, a Committee member.

53.2 Declaration of interests There were no declarations of interest.

Minutes & matters arising

53.4 It was noted that, as meeting 53 was a Special meeting, minutes would not be presented.

Curriculum & quality issues

53.4 College Self-Assessment Report (SAR) grading & updated draft College plan for recommendation to Corporation Having taken part in the College SAR grade moderation meeting which had immediately preceded the special meeting of the Curriculum and Quality (C&Q) Committee, it was agreed that the SAR grade moderation meeting had been rigorous, the interrogation process was focussed and that, where subjects requiring improvement had been identified, appropriate actions were planned and progress would be monitored. The Deputy Principal informed the Committee that the College would not be producing a SAR Overview in 2013 and would in future use for this purpose the College Plan, which was a sub-set of the SAR, supplemented by a Learning, Teaching & Assessment Report.

Action: IDT/MCR The Committee considered the updated College Plan, noting in particular outcomes in relation to student achievement, retention, success rates, value-added, attendance, progression to higher education, and enrolments. Members noted, with particular reference to enrolments and staffing arrangements for 2014/15:

The need for revised and updated financial forecasts to be produced for 2013/14 and 2014/15 by the end of January 2014 to aid the senior

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management team (SMT) planning and budgeting process; Two Open Evenings had been held during autumn term 2013 and another

would take place in January 2014, with those held to date having been highly successful;

It was possible that the enrolment target proposed in the revised College Plan would require further revision following review of the College's revised financial forecasts in January 2014.

The C&Q Committee approved the updated College Plan, as a sub-set of the College's Self-Assessment Report, for recommendation to Corporation [Confidential minute].

Action: Chair

53.5 Tutorial report Chris Herring, Senior Tutor, joined the meeting to present the tutorial report for 2012/13. Members noted that:

All students had a specialised tutor who they saw in a formal session twice a week and a one-to-one session at least once a fortnight;

The tutorial system provided individual tracking, progress and support for students at all levels;

The tutor team consisted of 12 specialised tutors, tutoring 5 groups each; Each tutor group was attached to a mentor, who provided support and

assisted with monitoring student attendance; 2012/13 was the second year the team had been lined-managed by an

Assistant Principal; From 2013/14, the system had been further developed, with two Senior

Tutors appointed, each with the overview of 6 tutors; Members considered the work of the tutor team, with particular reference to student retention, attendance, ensuring that students understood their rights and responsibilities under the agreement signed at enrolment, had appropriate guidance for the next step of their education/career and were supported through the College's General Studies provision. Members noted that:

The tutorial system had worked to improve student retention, with a substantial improvement in retention in 2012/13 i.e. Single Year/GCSE 92% (+2.9%), AS 94% (+3%), A2 97% (+0.8%);

Overall student attendance in 2012/13 had been 91.7%, which Ofsted had considered to be good, and bringing about improvements in attendance would continue to be a priority for the tutor team in 2013/14;

General Studies was delivered through the tutorial system, by a specialist tutor;

At AS General Studies, there were two sets of data in 2012/13 as second year students sat the exam in January 2013 and First year students sat it in June 2013, with the January 2013 pass rate being 81.24% (an increase of increase 12.2% on the previous year) and the June 2014 pass rate being 71.8% (no prior year comparison available);

Tutors supported students with their UCAS applications e.g. with reference to their personal statements.

It was agreed that Chris Herring would check the retention, achievement and success rates for A2 General Studies stated in the tutorial report.

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Action: CH Members noted in discussion that:

Challenges for the tutor team in 2013/14 maintaining the current level of service and/or bringing about further improvements, as appropriate, with increased student numbers;

The Ofsted inspection report (November 2013) had noted that the College had a highly effective tutorial programme;

The programme was, however, an evolving one, which the College recognised was relatively expensive in its current form.

The Committee thanked Chris Herring for his report. (Chris Herring left the meeting).

53.6 Work experience report and 53.7 Catering report

It was agreed that consideration of the work experience and catering report should be deferred to the February 2014 meeting of the Committee.

Action: Clerk

53.8 College prospectus Members noted that the latest College was available at: http://www.wyke.ac.uk/courses/get-our-prospectus

Governance issues

53.9 Corporation Performance Indicators from 2012/13 It was noted that in future, Corporation performance indicators would be presented directly to Corporation, with the C&Q Committee monitoring any action plan arising.

Action: Clerk

Committee issues

53.10 Annual Completion of C&Q Performance Checklist and review of C&Q Performance Indicators It was agreed that consideration of the C&Q Committee Performance Checklist and review of C&Q Performance Indicators should be deferred to the February 2014 meeting of the Committee.

Action: Clerk

53.11 C&Q Committee Annual Report It was noted that the Committee's annual report would be e-mailed to members.

Action: Clerk

Final matters

53.12 Any other business There was no other business.

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53.13 Risk management – items identified at the meeting

No new items of risk were identified at the meeting.

53.14 Date of next meeting The next C&Q Committee meeting was noted as due to be held on Tuesday 4 February 2014 at 4.30pm but, as previously agreed, the Clerk would consult with members on a later date.

Action: Clerk

Fiona Bagchi Clerk to the Corporation

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Minutes of the Curriculum & Quality Committee of Corporation

Meeting 54 held on 5 March 2014

Present Mike Noddings (Chair), Jackie Goodman, Andrew King, Jay Trivedy (Principal), John Wilson

In attendance - Heads of Faculty:

Valerie Evans (Head of Faculty (HoF), Science, Health & Social Care), David Green (English, Modern Foreign Languages, Film Studies & Performing Arts), Brian Johnstone (HoF, Business, Law, Accounting & Economics), Chris Robinson (HoF, Social Science), Sally White (HoF, Maths, Computing, Music & Foundation)

Management: Mark Rothery (Assistant Principal), Ian Taylor (Principal) Clerk: Fiona Bagchi

54.1 Apologies for absence Apologies were received from Ben Wallis, Head of Faculty (PE, Psychology, Geography & Arts).

54.2 Declaration of interests The following standing declarations of interest were received: it was noted that Jackie Goodman was an employee of Hull College and Andrew King of the University of Hull.

Presentations from Heads of Faculties 54.3 Ian Taylor, Deputy Principal, introduced the Heads of Faculties (HoFs) who gave

presentations to the Committee on the mid-year review of subjects in their areas where action was being taken to bring about improvement. It was noted that HoF PE, Psychology, Geography & Arts was unable to attend the meeting but that there were no subjects in his Faculty were comparable improvement was required. (Confidential minute). Members noted with reference to the presentations that almost all involved the small number of subjects with low ALPs value-added scores, noting that at A2 80% of subjects had an ALPs value-added score of 5 or above. The rigour demonstrated in relation to assessment and tracking of student progress was noted, together with the commitment to bringing about improvement shown by the Heads of Faculty present. The value of reviewing particular areas in detail was noted, with it also being noted that in future such a review might be undertaken in a session that was separate from the Committee's main agenda. The Committee thanked Valerie Evans, David Green, Brian Johnstone, Chris Robinson and Sally White for their presentations. The Committee received presentations from Faculty Heads on actions being taken to bring about improvement, with particular reference to value-added scores and high grades. (Valerie Evans, David Green, Brian Johnstone, Chris Robinson and Sally White left the meeting).

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Minutes & matters arising 54.4

The minutes of meeting 52, held on 22.10.13, and of Special meeting 53, held on 5.11.13, were approved.

54.5 Matters arising and actions (Matters Arising, below, are numbered according to their position in the action points table appended to the end of the previous minutes. The reference to the item where the action can be found in the previous minutes is given in brackets at the end of the action). (i) Actions arising from the C&Q Committee meeting 52 on held on 22.10.13 1 The scheduled February 2014 meeting of the Committee had been moved later

in the term, as agreed i.e. to 5 March 2014 (52.5).

2 As the Every Child Matters report was no longer a requirement, the College had replaced it with a Tutorial Report, which had been presented to the Committee's November 2013 meeting.

3 A general review and updating of Corporation's skills audit would be undertaken during 2014 (52.5).

Action: Clerk

4 The Committee's annual report had been e-mailed to members, as agreed, and had been presented to the February 2014 Corporation meeting (52.5).

5 The Clerk had re-developed the Corporation section of Moodle. On a trial basis, access had been given to Audit Committee members in February 2014 and would now be extended to other Corporation members i.e. new or reminder usernames and passwords would be issued (52.5).

Action: Clerk

6 The proposal that individual Corporation members should be linked to particular Common Inspection Framework (CIF) themes, as was the practice in some school governing bodies had been agreed in principle at the September 2013 Corporation meeting and it was agreed that this should be considered further by the Committee when reviewing the Ofsted action plan, which was on the agenda (52.5).

7 The Committee had agreed that, in addition to reporting on curriculum and quality matters to Corporation through its minutes and recommendations, it would be useful to include a specific report from the Chair of the C&Q Committee, to allow the Chair to more easily highlight key items of importance and interest arising from C&Q Committee meetings. The first C&Q report had been given to the September 2013 meeting of Corporation but needed to be a regular item for Corporation meetings (52.5).

Action: Clerk/Chair

8 A verbal report on curriculum plans was on the agenda (52.6).

9 The draft completed Ofsted Common Inspection Framework (CIF) governance self-assessment questionnaire had been presented to the February 2014 meeting of Corporation, as the main Corporation meeting scheduled for December 2013 had been deferred. It had been agreed that the questionnaire

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results should be graded 2 (Good) in line with Ofsted's inspection grade (52.7).

10 It had been noted at the Committee's November 2013 meeting that in future, Corporation performance indicators (PIs) would be presented directly to Corporation, with the C&Q Committee monitoring any action plan arising (52.7).

Action: Clerk

11 The November 2013 meeting deferred review of the Committee's 2012/13 Performance Checklist and review of C&Q PIs to the February 2014 meeting of the Committee (52.8).

12 As noted above, the Committee's annual report had been e-mailed to members and presented to the February 2014 Corporation meeting (52.5).

13 The Committee's spring term meeting had been re-arranged for 5 March 2014 (52.12).

(ii) Actions arising from the C&Q Committee meeting 53 on held on 5.11.13 1 The Deputy Principal had informed the Committee's October 2013 meeting that

the College would not be producing a Self-Assessment Report (SAR) Overview in 2013 and would in future use for this purpose the updated College Plan, which was a sub-set of the SAR, supplemented by a Learning, Teaching & Assessment Report. The updated College Plan had been presented to the November 2013 C&Q Committee meeting and the February 2014 meeting of Corporation but a Learning, Teaching & Assessment Report, had not been presented in 2013/14 (53.3).

Action: IDT/Clerk

2 It was noted that the main December 2013 Corporation meeting had been re-scheduled for February 2014. The revised College Plan had been approved at the latter meeting (confidential minute) (53.3).

3 Chris Herring (CH) had reviewed the retention, achievement and success rates for A2 General Studies stated in the tutorial report presented to the Committee's November 2013 meeting (53.5).

4 The College's student work experience and catering reports were on the agenda (53.6 & 53.7).

5 As noted above, in future, Corporation performance indicators would be presented directly to Corporation, with the C&Q Committee monitoring any action plan arising (53.9).

6 As noted above, the Committee's 2012/13 Performance Checklist and

Performance Indicators were on the agenda (53.10).

7 As noted above, the Committee's annual report had been e-mailed to members, as agreed, and had been presented to the February 2014 Corporation meeting (53.11).

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8 As noted above, the Committee's spring term meeting had been re-arranged for 5 March 2014 (53.14).

Curriculum & quality issues 54.6 Ofsted inspection report (November 2013)

The Committee received the Ofsted inspection report issued in November 2013, for information, noting that the report had been e-mailed to all Corporation members on receipt in November 2013. A verbal report and presentation from the Deputy Principal on the College action plan arising from the report was considered. Members noted that:

The College had maintained its status as a College that was "Good" overall at inspection and the action plan sought to address issues raised in Ofsted's report to ensure that the College moved to the next level of "Outstanding";

With reference to Ofsted's judgement that Quality Assurance Systems had not been applied consistently across the College's provision, a more robust performance management system was being developed, including lesson observations and student outcomes, with Ben Wallis appointed as Head of Quality Systems to ensure greater consistency;

With reference to Ofsted's judgement that the percentage of students achieving higher grades, although rapidly improving, remained too low and that student performance in a small minority of subjects was not good enough, ALPs value-added data would be examined at progress assessments and action plans produced to help increase A/B rates;

With reference to Ofsted's judgement that there was insufficient sharing of teaching practice across Faculties to facilitate the rapid improvement of weaker teaching, David Green had been appointed as Head of Teaching, Learning and Assessment and would work with Heads of Faculties to identify and systematically share best practice, including the issue of pace in lessons, questioning styles and assessment strategies;

With reference to Ofsted's judgement that opportunities to raise awareness of equality and understanding of diversity in lessons was missed, this would also be addressed through the sharing of best practice.

. Members noted in discussion that the presentations received from Heads of Faculties earlier on the agenda had provided an example of how Faculties were sharing best practice and seeking to bring about improvement, which was reassuring. Members discussed the fact that allocating different themes in Ofsted's common inspection framework (CIF) to different Corporation members, as happened in some schools, had been previously agreed, although noting that this could be difficult due to the inter-relatedness of the CIF themes, as demonstrated during the Faculty presentations and action plan discussion. In response to members' questions concerning walk through observations, it was noted that the latter were carried out by the Principal and Heads of Faculty, were used to support learning themes and could, if appropriate, trigger further lesson observations and other actions. With reference to actions arising from the Ofsted inspection report, it was noted that they provided, for example, an opportunity to monitor how equality and diversity themes were being included in lessons. Members discussed the support available to teaching staff in the small minority of subjects that required improvement, the support available to bring about improvement where a lesson

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observation resulted in a Grade 3 and, more generally, to help the College move from Good to Outstanding. Members received a report on actions being taken to address issues raised in the inspection report issued by Ofsted in November 2013.

54.7 Report on curriculum plans Assistant Principal, Mark Rothery, presented a report on curriculum plans. Members noted, with reference to curriculum planning, that:

Following the strategic discussion at Corporation's September 2013 meeting, the College's senior management team (SMT) had held their autumn term planning meeting at which curriculum plans had been discussed;

The greater clarity in relation to the College's financial position, which had been established during autumn term 2013, had been factored into the planning process;

The College's positive Ofsted report, positive value-added performance and its position in the league tables appeared to have affected student applications for autumn 2014 positively (confidential minute);

A decision had been taken not to offer the following courses in future: Level 1 Wyke Foundation, Level 3 AS textiles, Level 3/4 Art Foundation, and Level 3 AS fast-track courses in World Development and in Electronics;

Discussions were ongoing with the College's trade unions and professional associations, as appropriate;

Level 2 provision would continue as previously notified; At Level 3, A2 Creative Writing would be offered from September 2014, noting that

there were currently 27 students in the AS cohort, and that demand for A2 opportunities in fast-track subjects was currently being monitored.

Members considered the rationale for the above decisions and alternative local provision where courses were being discontinued. Members noted in discussion that:

Changes in the College's Art provision were intended to consolidate and streamline the College's offer to ensure staff could concentrate on improving results further;

Members of SMT reported that Hull College was able to offer greater breadth at Level 1 and in art and design for those who wished to concentrate in that area rather than, for example, studying a Level 3 Art course with other Level 3 subjects;

Students who wished to explore a particular area in more depth could continue to do so through the Extended Project Qualification (EPQ);

The decision to discontinue Level 3 AS fast-track courses in World Development and in Electronics had been taken with reference to student demand and outcomes.

(The Principal left the meeting). The Committee received a report on curriculum plans for 2014/15, noting in discussion that proposed changes were designed to allow the College to concentrate on what it did well to and to accommodate demand at Level 3 with reference to both the College's accommodation and financial constraints.

54.8 Work experience report The Committee considered the work experience report for 2012/13, which had been presented to the November 2013 meeting of the Committee and deferred to the current

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meeting for consideration. It was noted that Etta Searle had taken over as UCAS and Careers Coordinator from Emily Peach, who had been responsible for Enrichment Work Experience in 2012/13. Members noted that:

44 students had undertaken work experience in 2012/13, compared to 61 students in 2011/12;

Of these, 39 were Health and Social Care students, who were required to undertake 1-2 week block placements as part of their course e.g. in schools or nurseries;

Numbers of enrichment work experience placements were significantly lower than in previous years, as students had been encouraged to set up their own work experience placements, although the College had organised 5 work experience placements at the request of students, including placements at law and accountancy firms and at a veterinary surgery;

Feedback from students and employers had been positive. The Committee received the 2012/13 report on work placements, noting the lower number of students undertaking work placements as part of enrichment.

54.9 Catering report It was noted that the College's catering survey for 2013 had been presented to the November 2013 meeting of the Committee, with consideration deferred to the current meeting. Members noted that:

Those completing the survey had been asked how often they used the hot food counter, sandwich bar and/or vending machines and to rate the following: Prices at the hot food counter, sandwich bar, vending machines Range of products at the hot food counter, sandwich bar, vending machines Portion sizes Speed of service Friendliness of catering staff Which of the following were considered the most important: service, price, choice, quality,

convenience There had also been an opportunity to provide additional comments.

It was noted that the Questionnaire had been considered in detail by the November 2013 Student Committee, which had noted that the overall response was positive. The Committee considered the College's catering survey report for 2013, noting that the result was positive overall. It was agreed that it would be useful if future reports could list key themes emerging from student comments and actions subsequently taken by the College, rather than listing all comments made.

Action: Clerk/AW

Committee issues 54.10 Annual Completion of C&Q Performance Checklist and review of C&Q Performance

Indicators It was noted that, under its standing agenda item list, the C&Q Committee completed a performance checklist annually during the autumn term relating to the previous academic year and reviewed its performance indicators. The relevant documents had been presented to the November 2013 meeting of the Committee, with consideration deferred to the current

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meeting. The Committee reviewed its 2012/13 performance checklist, noting that the Committee was fully compliant. The Committee reviewed the table showing comparative performance indicators (PIs) for 2000/2001-2012/13, noting with reference to 2012/13 that:

The Committee had met its targets for quoracy and compliance with its performance checklist;

Overall attendance in 2012/13 had been 70% against a target of 75%, with the Committee noting issues affecting attendance in 2012/13 and actions taken to improve it in 2013/14;

93% of standing agenda items (50/54 items) had been considered at the relevant meeting against a target of 100%;

75% of agendas/minutes, relating to 3 of 4 meetings, and 69% of papers (25/36 papers) were sent out on time against targets of respectively 100% and 80%, with the agenda, minutes and papers not on target all relating to the October 2012 meeting.

The Committee’s completed its 2012/13 performance checklist, noting that it was fully compliant, and reviewed the Committee’s performance indicators for 2012/13.

54.11 Documents from outside bodies It was noted that there were no documents to review under this item.

Deferred items 54.12 Items deferred to the Committee's June 2014 meeting

It was noted that the following items had been deferred to the Committee's June 2014 meeting:

Enrolment & induction report; Student destinations report; Annual review of the College’s Policy for the Improvement of Performance in

Learning; Funding agency annual performance review of the College, including report on

success rates.

Final matters 54.13 Any other business

There was no other business.

54.14 Risk management – items identified at the meeting The following risk was identified: achievement levels in August 2014, following the removal of external spring term examinations and their replacement with internal mock examinations.

54.15 Date of next meeting It was noted that the Committee was next due to meet on Tuesday 24 June 2014 at 4.30pm.

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Fiona Bagchi Clerk to the Corporation

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Curriculum & Quality Committee of Corporation Minutes of meeting 55 held on 25 June 2014

Present: Mike Noddings (Chair), Jackie Goodman, Andrew King, Jay Trivedy (Principal),

John Wilson (Vice-Chair)

In attendance: Mark Rothery (Assistant Principal), Ian Taylor (Deputy Principal)

Clerk: Fiona Bagchi

80.1 Apologies for absence

There were no apologies for absence.

80.2 Declaration of interests The following standing declarations were received: Jackie Goodman was an employee of Hull College and Andrew King was an employee of the University of Hull.

Minutes & matters arising 80.3 Minutes of meeting 54 held on 5.3.14

The minutes of meeting 54 held on 5.3.14 were approved with the following amendment: Mark Rothery (Assistant Principal) and Ian Taylor (Deputy Principal) should be shown as in attendance and a redundant "to" at 54.7 should be removed.

Action: Clerk

80.4 Matters arising and actions (Matters Arising, below, are numbered according to their position in the action points table appended to the end of the previous minutes. The reference to the item where the action can be found in the previous minutes is given in brackets at the end of the action).

1 A general review and updating of Corporation's skills audit by all Corporation members remained to be undertaken. The Clerk would develop an on-line form for use on the Corporation section of Moodle (54.5).

Action: Clerk

2 The Clerk had re-developed the Corporation section of Moodle and new or reminder usernames and passwords had been issued to Corporation members (54.5).

3 The Committee had agreed that, in addition to reporting on curriculum and quality matters to Corporation through its minutes and recommendations, it would be useful to include a specific report from the Chair of the C&Q Committee, to allow the Chair to more easily highlight key items of importance and interest arising from C&Q Committee meetings. The first C&Q Committee report had been given to the Sept. 2013 meeting of Corporation and would become a regular item for Corporation meetings in 2014/15 (54.5).

4 It was noted at the Committee's Nov. 2013 meeting that in future, Corporation

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performance indicators (PIs) would be presented directly to Corporation, with the C&Q Committee monitoring any action plan arising (54.5).

Action: Clerk

5 The College's Learning, Teaching & Assessment Report would be presented to the Committee in Nov. 2014 (54.5).

Action: IDT

6 The Committee had agreed that it would be useful if future catering reports could list key themes emerging from student comments and actions subsequently taken by the College, rather than listing all comments made. The catering report was next due to be presented to the Committee during autumn term 2014 (54.9).

Action: AW

(Confidential minute).

80.5 Annual review of confidential minutes The Committee completed its annual review of confidential minutes produced during the previous year and agreed that the confidential minutes arising from the Oct. and Nov. 2013 C&Q Committee meetings should remain confidential on the grounds of commercial interest (confidential minute).

Curriculum & quality issues 80.6 Report on curriculum plans

Mark Rothery, Assistant Principal, gave a report on curriculum plans with reference to applications for 2014/15. Members noted that:

The College used a variety of measures to determine the conversion rate for applications to enrolments, including interview, choice of course, written acceptances of places and attendance at Wyke Start (confidential minute);

The College historically looked at a 3-year trend when determining the application conversion rate but, as there had been significant growth in student numbers in recent years, considering the previous year's conversion rate was currently considered a more reliable indicator;

In addition to conversion rates, applications were also considered with reference to subject choice to aid curriculum planning and staffing decisions;

Procedures had been put in place to help manage growth in a fair way e.g. it had been made clear to students who had been interviewed that they needed to obtain certain grades to be guaranteed a place and subjects were not permitted to make exceptions to entry criteria;

Completion of summer work had been made a pre-requisite for course enrolment; Enrolment in some subjects would be dependent on the applicant having included

the subject on their application form, discussed it at interview or post-Wyke Start; To try to accommodate as many Level 3 students as possible, some choices at

Level 2 had been removed; Students who had not obtained the necessary grades to undertake study at Level

3, would be placed on a waiting list, with the possibility of undertaking Level 2 study being determined at the end of enrolment week;

Enrolments would be considered with reference to staffing implications and the need to remain within budget.

It was noted in response to members' questions that:

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The College accepted that for the new enrolment procedure to work, systems would have to be robust, data would need to be live and record keeping efficient;

The College was confident that the above would be the case and that there would also be sufficient cover should key staff, such as the Director of Network & Information Systems or the Registrar, be unavailable for any reason;

To aid the efficiency of the system, only course data would be recorded during enrolment week rather than all data;

Year 1 students had been informed of the criteria for entry to Year 2; It was possible that students who did not attend Wyke Start without providing a

reason for non-attendance might not be permitted to enrol. The Committee considered a report on curriculum plans with reference to applications for 2014/15 and the College's revised enrolment procedures.

80.7 Enrolment & induction report Ian Taylor, Deputy Principal, presented the College's enrolment and induction questionnaire report for 2013. Members noted that:

84.4% of new students had completed the questionnaire (2013: 83.5%); The questionnaire results indicated that students were applying earlier e.g. 37%

had applied before December 2013 (2012: 32%); Overall results continued to be positive, with students being slightly more satisfied

overall with the enrolment and induction process in 2013 than in 2012; Equality data was collected as part of the questionnaire; The questionnaire results were used to refine and improve the enrolment and

induction process for the following year where results were less positive e.g. the 2013 welcome activities day had been changed following comments made in 2012, with 73% of respondents saying that they enjoyed the welcome activities in 2013 compared to 31% in 2012.

It was noted in response to members' questions that:

Guidance available to students on course choices included information provided in the prospectus and by interviewers at Open Evenings and/or enrolment, with a positive score for advice and guidance given at enrolment and 92% of students (2012: 90%) considering that the courses they were taking were the right ones for them;

97% of students stated that they had received the Student Handbook but only 75% stated that they had seen the Student Charter in the Handbook;

The Student Charter set out the College's culture of respect and student and staff obligations, which were brought to students' attention in tutorials, but the relatively low number of students stating that they were aware that the Student Charter was in the Handbook was, nevertheless, disappointing;

While only 3% of students stated that they had a disability, 93% of students stated that they had found the induction process accessible, which was an anomaly.

The Committee received the results of the College's enrolment and induction questionnaire 2013, noting that overall results continued to be positive.

80.8 Leavers report

Ian Taylor presented a report on retention and leavers for 2013/14 year to date. Members noted that the annual report showed that:

Overall retention at the census date was 94.43% (2012/13: 95.5%); Level 3 retention at the census data was 95.81%; Retention year to date was 92.56%, with 7.44% of the cohort being classed as

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leavers; Of those students leaving the College, the greatest percentage had been asked to

leave (28.7%), followed by students taking up apprenticeships (18.4%); Reasons for students being asked to leave included non-attendance or breach of

contract. It was noted that regular reports on retention at Level 3 and Level 2 were also received by the Corporation's Finance & General Purposes Committee throughout the year. Members noted in discussion that:

The greatest fall in retention was in September annually, with some students deciding that the College was not the right place for them;

Students would normally receive significant support from tutors before they elected to leave.

The Committee received a report on retention and leavers for 2013/14 year to date.

80.9 Student destinations report Members noted that, in Nov. 2013, the Committee had considered a brief student destinations report in the updated College Plan, including information on the percentage of students had entering higher education (HE), employment or training, continuing at the College. Ian Taylor presented a detailed report on applications for entry to HE in 2013 from Etta Searle, UCAS (Universities & Colleges Admissions Scheme) and Careers Coordinator, which supplemented the information previously provided. Members noted that:

443 students (including some former students) had submitted applications in 2013, of which 93.2% had been placed (2012: 85.4%, 2011: 78.4%);

2011 had been a highly competitive year, as students had competed to gain entry to university before the increase in fees;

Nationally, the percentage of students entering HE had risen from 70.3% in 2011 to 73.2% in 2013 i.e. the increase in the number of Wyke students gaining HE places over the period reflected an increasing national trend but the percentage of Wyke students being gaining places had been higher than the national average.

There had been a 9.8% increase in 2013 in the number of students who had been accepted through the UCAS main scheme (i.e. made standard applications, and were accepted to at least one of their original choices), which was slightly higher than the national average which saw a 7.3% increase;

The College's higher success rates could be indicative of the College's students being assisted in making more informed and realistic application choices;

There was a decrease in the number of students who had to go into Extra (i.e. those who did not receive any offers from their original choices) or Clearing;

55.6% of students went to universities in the Yorkshire and Humber region, with 31.7% of students attending the University of Hull and the next most popular university being Leeds Metropolitan University (7.3%);

14.6% of students had been accepted by Russell Group universities (2012: 13%, 2011: 12%);

3 of the10 students applying to Oxford or Cambridge had been successful; 4 students had been accepted to study medicine and 1 applicant had been

accepted to study veterinary sciences.

It was noted in response to members' questions as to whether the high number of students studying locally and regionally was related to the introduction of higher tuition fees, that:

A high proportion of the College's students had historically entered universities in the Yorkshire and Humber region, particularly the University of Hull;

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The College ensured that students had the opportunity to attend open days at universities outside the region (e.g. through the Flyers' programme of university visits), to ensure that the high percentage of students studying in Yorkshire and the Humber was not due to a lack of information and/or aspiration.

It was noted in discussion of the success rate for students applying to medicine, which appeared low, that 26 was the number of students who had been members of the College's Medics scheme rather than the number applying for medicine, which had been in single figures, and that the College's acceptance rate for medicine was higher than the national average. The Committee received a report on applications for entry to HE in 2013, noting that 93.2% of applicants had been successfully placed, which was the highest rate for the 7 years shown in the report and compared with a national average for 2013 of 73.2%.

80.10 SFA 2012/13 success rates report The Committee received the Skills Funding Agency (SFA) Qualification Success Rate (QSR) report for 2012/13 at course level and considered a presentation from Ian Taylor on QSR headline success rate data for the College against sixth form college (SFC) and national scores. Members noted that:

Between 2011 and 2013, the College's success rate score for all long courses had improved from 81.1% to 89.0% and was above both the national and SFC scores (SFC: 85.9%, National: 80.9%);

The College's short course success rate score was 79.4%, which was lower than both national and SFC scores (SFC: 85.9%, National: 86.6%);

Between 2011 and 2013, AS level success rates had improved from 78.2% to 86.3% and were above both the national and SFC scores (SFC: 82.9%, National: 79.6%);

Success rates for students aged 19+ indicated that they did as well as students aged 16-18;

Success rate data in relation to gender indicated that male success rates had fallen from 85.3% in 2012 to 83.1% in 2013 (SFC: 84.9%, National: 84.4%) while female success rates were equal to the College's overall success rate;

Success rates in relation to ethnicity showed that the College exceeded the SFC score in almost all cases.

It was noted in response to members' questions that:

The College only offered one short course (i.e. General Studies which was taught in 2 half-years), while other providers offered more short courses;

The College considered that General Studies, which was taught in tutorials, should continue to be taught as it benefited students both academically and culturally, helped tutors know students academically as well as pastorally, provided students with additional points for university entry, and the College with additional league table points;

The QSR data which indicated that male success rates had fallen in 2013 did not agree with the College's own data and would be reviewed;

Where success rate data in relation to ethnicity had not exceeded the SFC score, very small numbers meant that the data was not statistically significant and, on review, and no discernible trend had been identified.

The Committee received the Funding Agency (SFA) Qualification Success Rate (QSR) report for 2012/13, noting, with reference to headline data, that the College exceeded the sixth form and national scores in most areas.

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80.11 Level 3 2013 value-added tracker

Ian Taylor presented Ofsted's Level 3 2013 value-added (VA) tracker report for the College. Members noted that the report supplemented the ALPs and ALIS VA data received by the Committee during autumn 2013 and confirmed the positive outcomes noted in those reports. The Committee received the Level 3 2013 value-added (VA) tracker report, noting that it confirmed that the College had Above Average VA scores at AS and A Level (A2).

80.12 Ofsted Data Dashboards The Committee noted that the Data Dashboard for the further education and skills sector, including sixth form colleges, had been released by Ofsted on 12 May 2014. Members noted that Ofsted had stated that:

The Data Dashboard was publicly available and was intended for use by Corporation members and senior managers to assess the performance of their college;

Allowed comparison with the performance of other colleges; Was a starting point for Corporation members to access a high level summary of

performance data for individual colleges and to generate questions about the quality and impact of their provision;

Did not provide financial data about the colleges as this was already available on the Skills Funding Agency website.

The Committee noted that College data was available on the Data Dashboard area of the Ofsted website, together with guidance and model questions for Corporation members at: http://dashboard.ofsted.gov.uk/fesd_beta/fe_dash.php?upin=108373 Ian Taylor presented the College data as shown on the College's Data Dashboard, with members noting, in particular, the College's performance against national comparators at Level 3 in 2012/13 e.g. the College was in:

The second quintile nationally for achievement and for A level students who attained 3 or more A levels at A*-E;

The third quintile for students attaining grades AAB in at least 2 facilitating subjects - which was an area which the College was aware required improvement;

The highest quintile for value-added. Members noted that Ofsted was still developing some aspects of its Data Dashboard reports and that data on the Level 3 performance of schools with sixth forms was not, for example, currently provided. The Committee received a report and presentation on Ofsted's Data Dashboards, with particular reference to the College's data.

80.13 Annual review of the College's quality strategy i.e. the Policy for the Improvement of Performance in Learning Ian Taylor presented the College's revised Policy for the Improvement of Performance in Learning. Members noted that:

Under Article of Government 3(b) the Corporation was responsible for approving the College's quality strategy i.e. the Policy for the Improvement of Performance in Learning;

The above responsibility was delegable i.e. the Corporation could delegate it to a Corporation committee, to the Chair (or in the Chair's absence the Vice-Chair) or

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the Principal but the Corporation had not currently delegated responsibility for approving the College's quality strategy;

The policy was reviewed annually by the College and a number of updating changes had been proposed in 2013/14 e.g. reflecting the introduction of the faculty system and changes to College or external surveys/reports.

The Committee considered the revised College Policy for the Improvement of Performance in Learning and agreed to recommend it to Corporation for approval, agreeing also that approval should remain at Corporation level.

Action: Clerk/Chair

80.14 &

80.15

Learner Voice reports Ian Taylor presented the College's new Learner Voice Class Feedback questionnaire and a report on the process. Members noted the aim of the questionnaire was to

Create a more qualitative approach to the Learner Voice (LV) process; Avoid statistics that had little impact on Teaching, Learning & Assessment (TLA): To create quality feedback and actions which each department could use to further

enhance TLA; To standardise the Learner Voice (LV) process across the College; To place more emphasis on LV and raise the profile of the students who had key

roles within the process; A standardised set of questions would be used across the College; Each class within every department would complete the questions and the teacher

would make notes of class views e.g. in 10-15 minutes at the end of the session; Results would be shared across the department to generate possible actions

based on feedback and used within the College's Self-Assessment Report (SAR); Heads of Departments would meet with their Heads of Faculty following the

collation of results to discuss the outcomes and possible future actions; All LV would be completed within the three weeks when students returned to start

A2 courses. It was noted in response to members' questions that, although the process was not anonymous, there were other mechanisms within the College through which student concerns could be raised. The Committee received the model Learner Voice Class Feedback questionnaire, noting that it replaced the former Course Questionnaire, with a view to improving the effectiveness of the process, noting that the Learner Voice Class Feedback report would be presented to the Committee's Oct. 2014 meeting.

Action: IDT The Committee noted that the student experience focus group survey report would also be presented to the Committee's Oct. 2014 meeting.

Action: JD 80.16 Monitoring of reporting against the Student Charter

The Committee received a table tracking reports received by the Committee during 2013/14 with reference to the College's Student Charter commitments, noting that the learner voice reports noted at items 55.14 and 55.15 were not received during the year.

80.17 Ofsted action plan report: SMT planning day May 2014 The Principal presented the Ofsted action plan report arising from the SMT planning day held in May 2014.

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Members considered actions being taken to bring about improvement in the following areas, with a view to moving the College's overall inspection grade from Good to Outstanding, noting in discussion that :

A notice to improve had been given to the very small number of subject areas where improvement in teaching was required e.g. with reference to Religious Studies, Classical Civilisation, Music A2, Business Studies A2;.

Other actions to bring about improvement included the appointment of a TLA leader, themes for each term publicised and considered by Faculties, paired walk-throughs by Heads of Faculties, TLA staff development activity planned for the summer term, Thursday Faculty meetings being TLA focussed, cross-Faculty sharing of good practice through Heads of Faculty meetings and staff development;

Student performance was targeted through performance reviews; The College's quality assurance systems had been changed to ensure greater

consistency across the College's provision e.g. appraisal and lesson observations had been harmonised into the Performance Review process, departmental contributions to the College's SAR would be data driven.

Members noted in discussion that the fact that the Performance Review process now included a pre- and post-exam results review had resulted in more focussed reviews which resulted in the more effective setting and monitoring of targets. The Committee received the Ofsted action plan report arising from the SMT planning day held in May 2014, agreeing that a progress report should be presented to the Oct. 2014 meeting of the Committee.

Action: IDT

(Mark Rothery left the meeting).

Committee matters 80.18 Annual review of Committee terms of reference & standing agenda items

The Committee completed its annual review of its standing agenda item list and terms of reference, agreeing minor updating changes to the former for recommendation to Corporation.

Action: Clerk/Chair

Corporation matters 80.19 Review of the Corporation CIF questionnaire, which replaced the individual

Corporation member questionnaire in 2013/14 The Committee noted that it reviewed action plans arising from Corporation self-assessments at each meeting e.g. Corporation self-assessment questionnaires and/or the College's Financial Management Control Evaluation (FMCE) questionnaire. Members noted that:

The College had not completed a financial management and control self-evaluation using the FMCE questionnaire during autumn 2013, although an external independent review of the College's financial controls and management had been commissioned and received during the term, with the action plan arising from the report being monitored by the F&GP and Audit Committees;

The Audit Committee had requested that the FMCE questionnaire 2013/14 should be completed and presented to the Audit Committee in autumn 2014;

The individual Corporation member self-assessment questionnaire had not been completed in 2013, with a collective Corporation self-assessment questionnaire based on Ofsted's Common Inspection Framework (CIF) having been completed instead;

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Corporation had agreed that the above questionnaire results should be graded as Grade 2 (Good) in line with the grade awarded for Leadership and Management by Ofsted at inspection in Oct. 2013;

With reference to actions arising from both the above questionnaire and the action table arising from the review of the College's financial controls and management undertaken in autumn 2013, improvements in financial reporting had been made in 2013/14 through the appointment of an Interim Director of Finance in Dec. 2013, assistance from Baker Tilly's accounting division, and the appointment of a permanent Director of Finance from Apr. 2014;

Actions needing to be taken to move the grade for Leadership and Management from Good to Outstanding would need to be considered as part of the review of the collective Corporation self-assessment questionnaire during autumn 2014.

The Committee considered actions arising from Corporation's collective self-assessment questionnaire 2012/13, agreeing that an "Actions" column should be added to the 2013/14 version of the questionnaire.

Action: Clerk

Documents from outside bodies 80.20 Documents from the EFA, SFCA, DfE, BIS & other outside bodies

It was noted that Ofsted's Guidance on its Data Dashboards had been received at item 55.12 above.

Final matters 80.21 Any other business

It was noted that there was no other business.

80.22 Risk management – items identified at the meeting No new items of risk had been identified at the meeting.

80.23 Date of next year's meetings It was noted that the dates of next year's meetings would be e-mailed to members.

Action: Clerk

Fiona Bagchi Clerk to the Corporation

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CURRICULUM & QUALITY COMMITTEE OF CORPORATION MINUTES OF MEETING 56 HELD ON 21 OCTOBER 2014

Present: Mike Noddings (Chair), Jay Trivedy (Principal), John Wilson (Vice-Chair)

In attendance: Mark Rothery (Assistant Principal), Ian Taylor (Deputy Principal)

Clerk: Fiona Bagchi

56.1 Apologies for absence Apologies were received from Committee members Caroline Dawes, Jackie Goodman and Andrew King.

562 Declaration of interests There were no declarations of interest.

56.3 Election of Chair and Vice-Chair Mike Noddings was elected as Chair of the Committee for 2014/15: proposed John Wilson, seconded Jay Trivedy. John Wilson was elected as Vice-Chair of the Committee for 2014/15: proposed Mike Noddings and seconded Jay Trivedy.

Minutes & matters arising 56.4 Minutes of meeting 55 held on 25 June 2014

The minutes of the meeting held on 25 June 2014 were approved, with the following amendments: the amendments listed at item 55.3 should note correction of numbering and that Ian Taylor and Mark Rothery were in attendance at the Committee's March 2014 meeting.

Action: Clerk

56.5 Matters arising and actions (Matters Arising, below, are numbered according to their position in the action points table appended to the end of the previous minutes. The reference to the item where the action can be found in the previous minutes is given in brackets at the end of the action).

1 The amendment to the Committee's March 2014 minutes, listed at 56.5 above, were noted (55.3).

2 It was noted that the Clerk had a skills audit form on file for all current Corporation members, including new members, but a general review of skills audit forms had not been undertaken. The Clerk was developing an on-line audit of skills form on the Corporation section of Moodle and would give a progress report to the Feb. 2015 meeting of the Committee (55.4).

Action: Clerk

3 It was noted that it had been agreed that Corporation performance

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indicators (PIs) would be presented directly to Corporation, with the C&Q Committee monitoring any action plan arising (55.4).

Action: Clerk

4 The College was producing the 2013/14 Self-Assessment Report (SAR), with a SAR grade moderation meeting to be held in Nov. 2014 (55.4).

Action: IDT

5 The Committee agreed that Feb. should be noted as the normal date for receipt of the College's catering report when the Committee considered its standing agenda item list in June 2015 (55.4).

Action: Clerk

6 The updated College Policy for the Improvement of Performance in Learning had been approved at the July 2014 meeting of Corporation (55.13).

7 The Learner Voice report would be presented to Feb. 2015 meeting of the Committee (55.14 & 55.16).

Action: IDT/JD

8 A progress report on Ofsted action plan was on the agenda (55.17).

9 Minor updating changes to Committee's standing agenda item list had been approved by the Sept. 2014 Corporation meeting (55.18).

10 An actions column had been added to the Corporation collective self-assessment questionnaire which was on the agenda (55.19).

11 2014/15 meeting dates had been e-mailed to members (55.23).

Curriculum & quality issues 56.6 Report on curriculum plans

Mark Rothery, Assistant Principal, presented a report on the 2014 enrolment process, including curriculum changes. Members noted, with reference to the report on managing growth in the enrolment process that:

While applications had not been officially closed during summer 2014, holding letters had been sent where applications had been received in July/August;

To ensure a more consistent process, an "Academic Board" had been established for second year students who had not achieved automatic progression to year two, due to results, attendance, and/or attitude;

Senior Management Team (SMT members), Heads of Faculty and experienced tutors had served as "Academic Board" members and students had been given an appointment to discuss their options e.g. restart, continuation on contract, a 2/ 2 programme, (2 x AS and 2 x A2); 3 / 1 programme (3 AS and 1 A2) or not returning;

During Enrolment week Level 3 applicants suitable for Level 2 or the Bridging course had been put on a waiting list and recalled at the end of the week;

Enrolment had been successful overall i.e. with (confidential minute); (Confidential minute); While enrolment had been successful there had been some processing issues that

needed to be addressed for 2015 e.g. although a trial of the live data system had been undertaken with dummy data before enrolment, live data had not been available during enrolment week.

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(Confidential minute). Members discussed curriculum changes for 2014/15, noting the ending of the Foundation course. It was noted that the College was now mainly a Level 3 provider with a small proportion of students at Level 2 and a small number on the College's Bridging course. Members noted that, with the ending of the Foundation course, the only options for applicants with lower GCSE scores were currently BTEC Health & Social Care or Sport, which only recruited 18 and 12 students respectively. It was noted that progression from these qualifications was, however good, particularly from Sport. It was noted that growth in student numbers had been achieved within the forecast staffing levels, noting that the College based staffing and curriculum planning on applicants' curriculum choices, which were ascertained at various points in the application process, including at Wyke Start. Class size was discussed, with it being noted that this was considered to be at an appropriate level. In response to members' questions on the capacity of the College, it was noted that the College was close to capacity i.e.64 rooms were required for the current level of students and the College had 67 timetabled spaces, excluding art department space. The College was formulating a Building Condition Improvement Fund (BCIF) bid for Education Funding Agency (EFA) grant to provide some additional space e.g. recreational space. (Confidential minute). Members considered A level reform, noting the de-coupling of AS and A Levels. It was noted that most sixth form colleges appeared to be continuing with 4 AS subjects followed by 3 A Levels. It was noted that moving to a 3 AS and 3 A Level system would reduce colleges' exam costs but would also reduce their point scores. Members noted that the forthcoming General Election had resulted in some uncertainty in relation to A level reform, as the Labour Party had announced that they would re-couple AS and A Levels should they be elected in May 2015. The Committee received the College's report on the 2014 enrolment process, including curriculum changes.

56.7 Review of College exam results incl. review of performance against previous year’s targets for retention, achievement and value-added Ian Taylor, Deputy Principal, presented a report on 2014 performance data with particular reference to value-added. Members received, for information and reference, the initial performance data which had been presented to Sept. 2014 meeting of the Corporation i.e. notification of

An A2 pass rate of 99.64% (excluding General Studies); An AS pass rate of 91.72% (excluding General Studies); With reference to vocational subjects, a 100% pass rate on the First

Certificate and Diploma, the Diploma, and Extended Diploma; A GCSE pass rate of 44.53% overall in 2014 compared to 51.81% in 2013; AS retention, achievement and success above the national benchmarks; AS and A2 A*-B grades of, respectively, 31.1% and 38.9%, which were

below the respective national benchmarks of 40.2% and 52.4%; A significant/positive ALIS value-added (VA) score; An Outstanding (Grade 2) AS ALPs VA score (i.e. a score between the 90th

and 99th percentile) and an Excellent (Grade 3) A2 score (i.e. a score between the 75th and 89th percentile).

Members noted in discussion of the College's ALIS VA scores that, that the College's

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students had an average GCSE score on entry of 6.7, which was significantly below the national average. The need to continue to stretch students and improve A*-B grades was nevertheless emphasised.

Members considered in detail the ALPs AS and A2 subject VA overviews and the analysis of students banded by ability. With reference to the subject VA analysis members considered and noted:

Subjects which had performed well e.g. Accounting, which had positive VA scores at AS and A2;

Subjects which had shown improvement e.g. Classical Civilisation AS; Subjects where improvement was required (confidential minute).

It was noted that AS Textiles, which had had a low AS VA score in 2014, had been removed from the curriculum offer as part of the re-structuring of the curriculum discussed in 2013/14.

Reasons for falls in VA performance were discussed with reference to subject areas, including staffing issues where appropriate. College processes designed to track and bring about improvements in VA were noted e.g. through staff Professional Development Reviews (PDRs), through the tracking of student performance and the use of targets based on students' Minimum Expected Grade (MEGs). In response to members' questions concerning the distribution of subjects requiring improvement under the College's Faculty system, it was noted that senior managers reported that Heads with a higher number of subjects requiring improvement in VA scores would receive support and re-distributing subjects within Faculties was not considered necessary. The Committee received a report on 2014 performance data with particular reference to value-added.

56.8 Lesson Observations Commentary and Teaching, Learning & Assessment Commentary 2013/14 Ian Taylor presented the Lesson Observations Commentary and Teaching, Learning & Assessment Commentary 2013/14. Members noted in discussion that: Lesson observations were used to encourage discussion and development of learning

processes and were carried out primarily by Faculty Heads and, where appropriate, by Heads of Department to ensure that responsibility for outcomes and accountability were clearly defined;

Staff who were due to retire or to be made redundant were not observed in 2013/14; There had been an increase in observations assessed as Grade 1 in 2013/14 (i.e.

33% at Grade 1, 64% at Grade 2, and 3% at Grade 3 compared to 23%, 70% and 6% respectively in 2012/13);

No lessons were judged to be inadequate.

Members noted that it was reassuring that in joint observations with Ofsted there had been agreement of grades between the College's observers and Ofsted inspectors. Members noted that, in addition, walk-through observations were also carried out i.e.

The Principal undertook walk through observations to observe the student experience;

Heads of Faculty carried out paired walk through observations which supported the College-wide Teaching and Learning themes, providing additional quality assurance.

Members discussed the staff response to observations and noted that key themes that

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had emerged from the programme of observations in 2013/14 included: Developing questioning approaches that lead out and developed learning

for all students; Making student learning activities more central to lessons; Achieving a greater variety of learning activities; Keeping students informed about their progress.

It was noted that the Ofsted inspection in Oct. 2013 had identified that in order for the College to achieve outstanding overall there was a need to “improve teaching, learning and assessment across all provision by ensuring that all teachers develop a wider range of learning strategies that fully engage students and promote their independent learning skills. Share the college’s best practice to develop all teachers’ skills and to raise standards of teaching, learning and assessment from good to outstanding.” Members noted actions taken following Ofsted's visit included:

The appointment of David Green as Head of Teaching, Learning and assessment (TLA) in December 2013 and the agreement of a cross-College TLA Strategy by the senior management team (SMT) and Heads of Faculty/Senior Tutors;

All staff had been made aware of this common approach and laminated versions of the strategy had been displayed in all teaching workrooms/managers’ officers;

The strategy underpinned the College vision statement “inspiring and supporting all students to achieve exceptional success”;

A TLA Steering Group had been set up chaired by Head of TLA and with flexible co-opted membership of teaching staff from all Faculties with outstanding practice;

Teaching, Learning & Assessment (TLA) had become the key focus for all Thursday Faculty meetings (half termly) e.g. questioning had been the first agreed theme in direct response to the Ofsted report and Stretch & Challenge had been was identified as the next TLA theme in response to the College target of increasing A*-B high achievement rates;

A Literacy Steering Group had been established and techniques for the development of literacy, oracy and numeracy in lessons had been distributed through the sharing of good practice;

A TLA Staff Training event on Questioning had been held on 27 June 2014; A TLA online discussion forum had been set up to encourage all staff to engage in

reflective practice and sharing good practice or challenges; Faculty TLA discussions had been equipped with prompt sheets and pro-forms

which encouraged staff to incorporate personal TLA actions as part of course review actions and personal review development plans.

The Committee received the College's 2013/14 report on lesson observation grades, noting an increase in Grade 1 assessments. The Committee received a report on Teaching, Learning and Assessment (TLA) from the Head of TLA and asked for their appreciation of the work being done in this area to be minuted.

56.9 Report against Ofsted action plan Ian Taylor presented a progress report against the action plan arising from recommendations from the Ofsted inspection in Oct. 2013. Members noted that:

A report on TLA activities had been received above; Improving A*-B grades continued to be a key area of focus, with a report on

ALPS banded data and high grades data had been considered earlier on the agenda as part of the value-added report;

The improvement of high grades was monitored through the College's tracking and Professional Development Reviews (PDR) systems;

The College's PDR system had been developed as part of ensuring consistency in the College's quality assurance systems.

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Raising awareness of equality and understanding of diversity in lessons was being addressed through the TLA structure.

The Committee received a report on progress against the College's Ofsted action plan. The Committee agreed that it would be useful to hold an additional Committee meeting in 2015 to which the Head of TLA could be invited and at which progress against the action plan could be reviewed, together with a meeting with Heads of Faculties to review subjects shown as requiring improvement with reference to the value-added reports considered earlier on the agenda. Action: Clerk/IDT

56.10 Staff survey report The Principal presented the 2104 staff survey results and report. Members noted in discussion that:

100 members of staff completed the survey out of approximately 180 staff i.e. 74 of 92 teachers and 26 of 88 support staff;

The completion rate was very similar to previous years but with more teachers and fewer support staff completing it;

The average score for ‘I enjoy my job’ was 3.9 and for ‘I would recommend the College as a good place to work’ was 3.4 (with 5 being strongly agree and 1 being strongly disagree), with both scores 0.1 lower than in 2013;

Feeling valued was the most important factor for the highest number of respondents (27%), followed by job security (13%), and the college caring about staff (12%);

While the averages for staff enjoying their job, recommending the College as a good place to work and equal opportunities being embedded in the culture were all positive, responses from teaching staff were lower than for support staff;

With reference to statements about their own role, average responses ranged between 2.3 and 4.35 with the statement concerning staff not being afraid to say what they really thought scoring the lowest and the college having a reputation for high quality provision scoring the highest at 4.3 i.e. a change from 2013 and 2012 when job security scored the lowest and relationships with colleagues the highest;

Responses about the style of management and internal communication showed a slight reduction;

Responses about students were all positive on average; Responses to statements about the College were all neutral or positive (2.9 – 4.3); Overall, scores were similar to 2014, with the exceptions noted above; As noted in 2013 and 2012, scores were lower than in 2009 and 2010 for a

number of areas (e.g. job security and staff not being afraid to say what they thought) but similar to or higher than the Sixth Form Colleges' Forum (SFCF) benchmark in 2004;

Listening to staff views and effective communication were the most common themes raised in the free text boxes.

Members noted that 10 exit interview forms had also been completed, with comments and scores generally positive. Members discussed the staff survey results, noting the possible effect of tighter budgetary control and redundancies on outcomes. Members expressed disappointment at the lower score for the statement concerning staff not being afraid to say what they thought. A range of actions to improve communication with staff which were to be discussed with the College Management Group (CMG) and the Support Staff Forum was noted, including: observers being welcome to attend CMG, with agenda and minutes published;

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proposals and papers on changes to systems or processes uploaded to the intranet for comments and questions; a summary of budget changes uploaded to the intranet, with an opportunity given for queries; work by the Head of TLA on sharing of good practice; the Support Staff Forum to be used for consultation; use of mini ‘how-to’ videos for systems and processes; training for managers on managing mental health in the workplace; the establishment of a reward and social group; the establishment of a staff informal discussion area on the College intranet Suggestions to improve communication from Heads of Faculty were also noted. In response to a question concerning the availability of the Staff Handbook, it was noted that this was available to staff online through the College intranet. It was agreed that the feasibility of the Staff Handbook being made available to the Chair of the C&Q Committee would be investigated.

Action: Clerk The Committee received a report on the 2014 staff survey results, noting that scores continued to be lower than in 2009 and 2010 in a number of areas (e.g. job security and staff not being afraid to say what they thought) but similar to or higher than the Sixth Form Colleges' Forum (SFCF) benchmark in 2004, with actions being taken to address concerns noted.

56.11 Learner Voice report It was noted that the above report would be presented in Feb. 2015.

Documents from outside bodies 56.12 Documents from the EFA, SFCA, DfE, BIS & other outside bodies.

The following reports briefings were received for information: extracts from the SFCA Updates of 10 Sept. and 9 Oct. 2014 (including Maths & English Condition of Funding Guidance) and from the DFE's guidance for governors on Special Educational Needs & Disability reforms.

Committee matters 56.13 C&Q Performance Checklist and PIs

The Committee noted that it was fully compliant with its 2013/14 performance checklist and received a report on the Committee’s performance indicators for 2013/14, noting that the Clerk was recommending that the annual schedule of reporting be amended to better reflect the current College schedule for presenting reports when the Committee's standing agenda item list was next reviewed i.e. at the Committee's June 2015 meeting.

Action: Clerk

Corporation matters 56.14 Draft collective Corporation self-assessment questionnaire

The Committee received the draft Corporation collective self-assessment questionnaire 2013/14, noting that it would not be possible to agree final grades for Leadership & Management until after review of the College's Self-Assessment Report grades in Nov. 2014.

Action: Clerk/IDT

Appendix A 56.15 Appendix A papers

Papers for items 4 &13-14 were considered under the relevant agenda items above.

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Final matters 56.16 Any other business

There was no other business.

56.17 Risk management. No new items of risk were identified at the meeting.

56.18 Date of next meeting. It was noted that the Committee was next scheduled to meet on Tues. 24 Nov. 2014 i.e. at a special Committee meeting following the College's SAR moderation meeting earlier in the day.

Fiona Bagchi Clerk to the Corporation

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CURRICULUM & QUALITY COMMITTEE OF CORPORATION MINUTES OF MEETING 57 HELD ON 3 FEBRUARY 2015

Present: Mike Noddings (Chair), Jackie Goodman, Andrew King, Jay Trivedy (Principal),

John Wilson (Vice-Chair)

In attendance: Mark Rothery (Assistant Principal), Ian Taylor (Deputy Principal)

Clerk: Fiona Bagchi

57.1 Apologies for absence

There were no apologies.

57.2 Declaration of interests There were no declarations.

Minutes & matters arising 57.3 Minutes of meeting 56 held on 21 Oct. 2014

The minutes of meeting 56 held on 21 Oct. 2014 were approved.

57.4 Matters arising and actions (Matters Arising, below, are numbered according to their position in the action points table appended to the end of the previous minutes. The reference to the item where the action can be found in the previous minutes is given in brackets at the end of the action).

1 The Mar. 2014 minutes had been further amended, as agreed.

2 The Clerk was developing a Corporation member online skills audit form, with a progress report to be given to the next meeting of Corporation.

Action: Clerk

3 Corporation performance indicators (PIs) for 2013/14 would be presented to Corporation's spring term meeting with Corp.'s collective self-assessment report.

4 The College’s Self-Assessment Report (SAR) grades had been considered at the SAR moderation meeting in Nov. 2014, at which the following C&Q Committee members had been present, in addition to the Principal: the Chair and Vice-Chair of the C&Q Committee. The final version of the SAR was on the agenda.

5 It had been agreed in 2013/14 that it would be useful if future catering reports could list key themes emerging from student comments and actions subsequently taken by the College, rather than listing all comments made.

6 The student experience focus group survey report was on the agenda.

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7 It had been agreed that it would be useful to hold an additional Committee meeting in 2015 to which the Head of TLA could be invited and at which progress against the action plan could be reviewed, together with a meeting with Heads of Faculties to review subjects shown as requiring improvement with reference to the value-added reports.

Action: IDT/Clerk

8 Remote electronic access to the Staff Handbook, including policies and procedures, had been being made available to the Chair and Vice-Chair of the Corporation.

9 The Committee’s reporting schedule would be reviewed at the next scheduled review of the Committee’s standing agenda item list i.e. June 2015.

Action: Clerk

10 The updated draft Corporation collective self-assessment questionnaire 2013/14 was on the agenda.

Curriculum & quality issues 57.5 Report on curriculum plans

(Jackie Goodman joined the meeting). Mark Rothery, Assistant Principal, presented a report on curriculum plans, including the implications of the current level of applications for 2015/16. Members noted that:

Applications year to date were higher than at the same time in the previous year (confidential minute);

With reference to past experience, application numbers could be expected to peak during the current month;

Applications had been received from Kelvin Hall School earlier than usual in 2015; Applications for 2015/16 were, nevertheless, currently expected to be in line

with/higher than for 2014/15, with First and Single Year enrolments expected to be similar to 2014/15 and progression from the First Year courses to the Second Year expected to be higher;

The College tracked applications to enrolments using acceptances and attendance at Wyke Start as indicators of the intention to enrol;

The College had calculated the staffing implications of further growth in student numbers (confidential minute).

Members discussed the financial implications of employing additional teaching staff in the context of the need for a small surplus budget in 2015/16 in line with the financial plan submitted to the Education Funding Agency (EFA) in July 2014, noting potential areas for cost saving(confidential minute). Possible changes to the College’s General Studies programme were discussed, noting that while changes could be implemented which would result in savings, other factors also had to be considered e.g. the educational benefit of the programme to students, its connection to enrichment generally, the effect on the College’s point score of General Studies only be undertaken by some students. It was noted that possible changes to the College’s Level 2 programme, which could result in teaching efficiencies, were also under discussion including the possibility of replacing the BTEC First Diploma in PE and Health & Social Care with GCSEs in these areas i.e. a 5 GCSE programme (chosen from a range of 10 GCSE options rather than 8 as currently)

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where the expectation would be that students would progress from Level 2 to a Level 3 course at Wyke. The Committee discussed the 2014 enrolment process and emphasised the need to move to an electronic system with live online data for 2015 to ensure that the process was efficient. The Committee received a report on curriculum plans for 2015/16, noting expected enrolments, changes to the curriculum and possible budget efficiencies.

57.6 College Plan outcomes 2014 The Deputy Principal, Ian Taylor, presented College Plan outcomes for 2014. Members noted that, while the data shown in the report had previously been considered by the Committee and Corporation:

The format of the report had been revised and was now a single page scorecard; The scorecard included data for the 4-year period 2011 - 2014 in relation to success

rates for students aged 16-18 at Levels 3 and 2, value-added data, percentage of year group/applications obtaining HE places, attendance, number of students at the Census date (i.e. 6 weeks after course commencement), A-B rates, A*-B rates, percentage of TLA grade distribution, and points score;

Targets were shown on the final line. Members reviewed the following outcomes in discussion:

Success rate performance at Level 3 continued to be above national sixth form college averages although there had been a slight fall in some outcomes in 2014 i.e. the College’s Level 3 success rates had fallen by 0.4% compared to 2013 and AS success rates had fallen by 1% compared to 2013;

After a 3-year rising trend between 2011-13, Level 2 success rates had fallen to 83.1% (2013: 86%) and A*-C grades had fallen to 44% (2013: 54%);

With reference to two Level 2 courses which had performed badly in 2014, one was no longer offered and one was showing significant improved following actions undertaken as a result of the review process;

ALPS Value-added data placed the College in the top 10% nationally at AS and the top 25% at A2;

Achieving national sixth form college benchmarks for A*-B and A-B grades at Level 3 would remain challenging, as students enrolled at the College with lower GCSE scores than the national average;

Actions taken to improve student performance included the Flyers group and EPQs, to stretch and challenge the more able students, and review of student performance using MEGs;

2014 data on entry to Higher Education (HE) would be added by the UCAS co-ordinator later in the year;

The College was below the 2014 enrolment target approved by Corporation at the Census date by 21 students (confidential minute);

97% of lesson observation grades were at Grade 1 (Outstanding) or Grade 2 (Good). It was noted in response to members’ questions concerning the 3% of staff who had achieved a lesson observation Grade of 3 (Satisfactory) in 2014, that they had been offered coaching to help them improve. The Committee received the College Plan scorecard report on outcomes for 2014, noting that the 2015 College Plan would be presented to Corporation for approval.

Action: IDT/Clerk

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57.7 Recommendation on ratification of College Self-Assessment Report 2013/14, incl. Quality Improvement Plan (QIP) outcomes, and Teaching, Learning & Assessment appendix It was noted that C&Q Committee members had attended the College's 2013/14 Assessment Report (SAR) grading process in Nov. 2014, considering the process robust and rigorous. Ian Taylor, Deputy Principal, presented the final version of the College's approved Self-Assessment Report (SAR) 2013/14 (including Quality Improvement Plan (QIP) outcomes and Teaching, Learning & Assessment appendix). Members noted that the overall Grade for Effectiveness was Grade 1 (Outstanding), noting the following contributory grades:

The Quality Summary recorded self-assessed grades of Outstanding for Outcomes for Learners, Quality of Teaching, Learning and Assessment (TLA), Effectiveness of Leadership and Management, and Overall Effectiveness;

Within the above assessments the following had been graded as Good o Teaching and Learning - develop English, mathematics and functional skills,

and support the achievement of learning goals and career aims, promote equality and diversity through teaching and learning,

o Leadership & Management - improve teaching and learning through rigorous performance management and appropriate professional development, evaluate the quality of the provision through robust self-assessment, taking account of users' views, and use the findings to promote and develop capacity for sustainable improvement.

Members noted key strengths and areas for improvement, including:

With reference to Level 3 (the College's core business), AS and A2 success rates (retention x achievement) for long courses which exceeded the national benchmark figure, including a 3-year trend above the national sixth form college average at AS;

Continuing positive value-added as demonstrated by ALPS, ALIS and Level 3 Value Added (formerly LAT) data;

Achieving improved A*-B grades at AS and A2 remained challenging, as enrolment was non-selective, although value-added was positive as noted above;

Level 2 success rates had fallen in 2014 and were an action point for 2014/15.

Members discussed the fact that, although still above national averages, there had been a slight fall in AS achievement and success rates in 2014, despite the College having robust tracking systems in place. The impact, in this context, of the growth in student numbers in 2014, together with lower than average GCSE entry grades, was discussed. It was noted in response to members’ questions that new staff engaged for 2013/14, had been experienced teachers, although not all had previously taught in a school sixth form or sixth form college. The Committee considered the SAR action plan by departments, noting, in particular, subjects where improvement was required, noting that:

There had been staffing changes in Religious Studies and in Economics; Review meetings and support were leading to improvements in Economics, Business,

and Classical Civilisation; Music outcomes had improved and were in line with the good outcomes seen

previously. Members discussed outcomes in General Studies and action to bring about improvement, noting, in this context, possible changes to the teaching of General Studies from 2015/16 which had been considered earlier on the agenda. It was noted in response to members’ questions that General Studies AS and A2 were currently taught as short courses in tutorials, with a common work scheme and set of resources. The Committee commended the Head of TLA’s report, which had been considered at the

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Committee’s Oct. 2015 meeting. It was noted that actions taken since inspection by Ofsted in 2013 would be considered under the next agenda item. It was noted, with reference to the overall grade for Leadership and Management, that the 2013/14 collective Corporation self-assessment questionnaire would be considered later on the agenda. The Committee agreed to recommend that the Corporation should ratify the College's approved SAR for 2013/14.

Action: Chair

57.8 Report against Ofsted action plan Ian Taylor presented the report on progress against the action plan developed following inspection by Ofsted in 2014 and which was designed to help the College become an Outstanding provider. Members noted progress against the action plan, noting:

Actions to ensure that the very best teaching practice was sufficiently shared to enable weaker teaching, which was in the minority, to improve more rapidly, were noted in the TLA report;

With reference to the need to increase the proportion of students who achieved higher grades, tutors tracked Flyer performance, departmental progress assessments used minimum expected grade (MEG) performance measure reporting with follow on tracking, and AB grades were items at Heads of Faculty/Heads of Subject and Heads of Faculty/SMT meetings, as well as an item at departmental meetings;

With reference to the need to ensure that value-added scores improved in the a small minority of subjects where performance was not yet good enough, action was taken through departmental review meetings and the support process;

Improvements to the College’s quality assurance systems to ensure consistency across the provision had been addressed including through the appointment of a Head of Quality systems, the development of the ‘Performance and Development Review (PDR)’process, ensuring awareness of equality and understanding of diversity in lessons had been undertaken through lesson observation and the work of the Head of TLA.

The Committee received the Ofsted action plan progress report. (Caroline Dawes left the meeting).

57.9 Qualification Success Rate (QSR) report 2013/14 Ian Taylor presented the QSR report 2013/14, highlighting areas where the College performed better than the sixth form college average and areas for improvement, which were discussed, The Committee received the QSR report 2013/14.

57.10 Student Experience report: focus group meetings 2013/14 and 57.11 Learner Voice: actions from spring focus groups 2013/14

Ian Taylor presented the above reports, which were considered. Members noted that:

During autumn term 2014, the College had conducted a series of focus group meetings with students from each year-group, arranged to coincide with tutorial sessions;

Over 90 students took part, with representation and feedback also coming from the Tutor Rep groups meetings which took place in early Jan. 2015;

Areas considered by the groups included progress reviews and assessments,

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guidance, tutorials, fair treatment and equal opportunities, safety, staying healthy, economic well-being, making a positive contribution, and resources for learning;

An additional “themed” set of 3 questions were asked to gather views on equality and diversity;

Each section of the report included a table showing suggested areas for improvement; A table showing actions taken by the College had also been produced.

Members noted, in particular, with reference to student comments on resources for learning, issues accessing computers and space in general. It was noted that the opening of the Elm Building had removed some space pressures but that continuing growth in student numbers would mean that space issues would have to be kept under review. Students had access to around 600 computers. The Committee received the report arising from the 2013/15 student focus group meetings and the table setting out actions taken in response to students’ suggestions for improvement.

57.12 Enrolment & induction survey report Ian Taylor presented the 2014 enrolment & induction survey report, which was considered. Members noted that:

The questionnaire had been completed online in 2014; There had been 231 responses (i.e. about 10% of the cohort), which was a smaller

sample than in previous years; There had been a significant increase in applicants enrolled and the introduction of a

Level 2 waiting list; Responses had, however, remained generally positive; The College would use the survey results to take action, where required, to improve

the enrolment process for 2015. The Committee received the 2014 enrolment & induction survey report.

57.13 Complaints report 2013/14 The Committee received the 2013/14 report of complaints which had been considered at Principal level, noting that of the 2 complaints which fell into this category, both had been judged as invalid with valid elements. Actions taken to address issues raised in the complaints were noted.

Corporation matters 57.14 Draft collective Corporation self-assessment questionnaire

The Committee considered the draft completed questionnaire, noting that: Corporation had agreed that a draft version of the collective Corporation self-

assessment questionnaire based on Ofsted's Common Inspection Framework (CIF) to be considered by the C&Q Committee annually during the autumn term before being presented to Corporation for approval;

The draft questionnaire had been considered at the Committee's Oct. 2014 meeting and a draft with updated grades reflecting the College's 2013/14 Self-Assessment Report (SAR) grade for leadership and management was being presented for review at the current meeting;

The Committee had noted at its Oct. 2014 meeting that, as the overall Grade for Leadership & Management under the CIF was largely based on the College's results for Teaching, Learning and Assessment, the final questionnaire grades should be confirmed by Corporation following review and ratification of the College's Self-Assessment Report (SAR) grades.

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An "Action" column had been added to the updated questionnaire to allow the addition of actions to bring about improvement.

The Committee agreed that:

While most areas in the draft completed questionnaire should be graded as Good, as in 2012/13, there were areas which should be graded as Outstanding e.g. for setting an ambitious vision, tacking bullying and discrimination, narrowing the achievement gap, and for safeguarding.

Action: Clerk The Committee agreed to recommend the updated draft collective Corporation self-assessment questionnaire 2013/14 to Corporation for approval.

Action: Chair

Documents from outside bodies 57.15 Documents from the EFA, SFCA, DfE, BIS & other outside bodies

Documents/briefings on the following topics were received for information:

Changes to Ofsted inspection arrangement from Sept. 2015; FE Commissioner letter to the FE sector on quality and standards DfE Mandatory timeline for sixth form colleges 2015.

Items deferred/to follow 57.16 Catering report

It was noted that the catering report would be presented to the Apr. 2015 Student Committee meeting and the June 2015 C&Q Committee meeting.

Action: Clerk/AW

Final matters 57.17 Any other business

The Chair thanked managers for their reports.

57.18 Risk management – items identified at the meeting No new items of risk were identified at the meeting.

57.19 Date of next meeting It was noted that the Committee was next scheduled to meet on Tues. 23 June 2015 at 4.30pm.

Fiona Bagchi Clerk to the Corporation

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CURRICULUM & QUALITY COMMITTEE OF CORPORATION MINUTES OF MEETING 59 HELD ON 23 JUNE 2015

Present: Mike Noddings (Chair), John Wilson (Vice-Chair), Jackie Goodman, Caroline

Dawes, Jay Trivedy

In attendance: Ian Taylor (Deputy Principal), Julie Peaks (Assistant Principal), Mark Rothery (Assistant Principal)

Clerk: Fiona Bagchi

59.1 Apologies for absence

Apologies were received from Andrew King, a Committee member.

59.2 Declaration of interests The following interests were declared: Jackie Goodman (employee, Hull College), Caroline Dawes (employee, Kelvin Hall School).

Minutes & matters arising 59.3 Minutes of meeting 57 held on 3 Feb. 2015

The minutes of meeting 57 held on 3 Feb. 2015 were approved with the following typographical amendment: removal of a redundant "a" on page 6.

Action: Clerk

59.4 Matters arising and actions arising meeting 57 held on 3 Feb. 2015 (Matters Arising, below, are numbered according to their position in the action points table appended to the end of the previous minutes. The reference to the item where the action can be found in the previous minutes is given in brackets at the end of the action).

1 It was noted that the Clerk would ask Corporation members to complete the online skills audit form once they had completed on-line Prevent Duty training, which was a priority.

Action: Clerk

2 The additional Committee meeting in spring 2015 to which the Head of TLA was to have been invited had been replaced by the music strategy review meeting held in Mar. 2015. He would therefore be invited to the Oct. 2015 meeting of the Committee.

Action: IDT

3 The annual review of the C&Q Committee's standing agenda item list was on the agenda.

4 Corporation had received the scorecard and approved the College Plan at its Mar. 2015 meeting.

5 Corporation had ratified the College's approved SAR for 2013/14 at the Corporation's Mar. 2015 meeting.

6 The draft Corp. self-assessment questionnaire 2013/14 had been graded as agreed before presentation to the Mar. 2015 Corporation

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meeting.

7 The updated draft collective Corporation self-assessment questionnaire 2013/14 had been approved at the Corporation's Mar. 2015 meeting.

8 It was noted that the catering report had been presented to the Apr. 2015 Student Committee meeting and was on the agenda of the June 2015 C&Q Committee meeting.

59.5 Minutes of special meeting 58 held on 16 Mar. 2015 The minutes of meeting 58 held on 16 Mar. 2015 were approved. .

59.6 Matters arising and actions from special meeting 58 held on 16 Mar. 2015 The actions arising from the above meeting have been kept in a confidential minute. (Confidential minute).

59.7 Annual review of confidential minutes The Committee undertook its annual review of confidential minutes produced during the previous year, agreeing that none of the minutes reviewed should be released from confidentiality but agreeing also that those referring to 2014/15 student numbers should be further reviewed in June 2016.

Action: Clerk

Curriculum & quality issues 59.8 Work experience report

Julie Peaks, Assistant Principal, presented a report from Etta Searle on work experience. Members noted in discussion that:

There had been an increase in numbers of students undertaking work experience, with the majority of placements being curriculum-based placements as part of the Health and Social Care BTECs;

Enrichment placements, however, remained low, noting that the immediate aim of most students continued to be to enter higher education rather than employment.

The difficulties involved in arranging work experience were discussed, noting that some employers preferred older students who would undertake longer placements. It was noted that the College's focus was on ensuring quality placements providing relevant work experience. The Committee received the College's 2014/15 work experience report.

59.9 Universities & Colleges Admissions Service (UCAS) destinations report for 2014 entry The Committee received a report from Etta Searle on UCAS destinations for 2014 entry. Members noted with reference to the UCAS cycle for 2014 entry (and 2015 deferred entry) that:

493 Wyke students had submitted applications; Numbers placed had decreased slightly but the College's 90.5%.acceptance rate still

exceeded the national average, which was 73.2%; Over 65% of those applying to higher education (HE) were first generation applicants.

Members discussed:

The fact that the most students applying for entry to HE had obtained places in the Yorkshire and Humber region;

Numbers applying to Russell Group universities and Oxbridge i.e. 83 students had been accepted into Russell Group universities (16.8% of the overall applying cohort)

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and 6 students had successfully applied to Oxford and Cambridge; The implications of an increase in unconditional offers on student motivation.

Work undertaken by the College to encourage student aspiration in relation to HE applications was noted (e.g. through the Flyers programme) and it was noted in response to members' questions that former students were invited back to speak about their experience of university study. The Principal and Deputy Principal referred to a recent SFCA presentation by Nick Allen which had noted that student performance was favourably affected following application to Russell Group universities. The Committee received the UCAS destinations report for 2014 entry.

59.10 Music strategy review - verbal report from the Chair (Confidential minute). The Committee agreed that this item should be kept in a confidential minute

59.11 Curriculum planning report The Committee received a report from Mark Rothery, Assistant Principal. Members noted the College's decision to remove BTEC First Diploma in PE and in Health & Social Care and to no longer offer AS Music Technology from 2015/16 (although BTEC Music Technology at Level 3 would continue to be offered). The Committee discussed arrangements for enrolment in autumn 2015, noting, in response to members' questions, that the College was confident that systems would be robust. It was noted that, as in 2014, Level 2 places would be determined on the final day of enrolment week and an "Academic Board" would be used to determine second year entry, as necessary. Members discussed the introduction of linear A Levels which would replace the current modular AS/A2 system, noting that: The College's students would continue to do 4 AS courses in 2015/16, which would

cost £81k (2014/15 £70k) in exam fees but would provide time for the College to adapt to the new system;

The sector norm was expected to be 3 linear A Levels from 2016; The College needed to be clear about its 2016/17 offer in time for the Oct. 2015 Open

Evening and the 2016/17 prospectus. The Committee discussed how breadth could be maintained under the new system of Linear A Levels e.g. through addition of an elective element such as General Studies, an Extended Project Qualification (EPQ), work experience etc. The Committee received the Curriculum Report, noting the implications arising from the introduction of linear A Levels.

59.12 Leavers report 2014/15 Ian Taylor, Deputy Principal, presented the Leavers report 2014/15m, which had been prepared by Debbie Darmody, Registrar. The Committee noted that:

Overall retention in 2014/15 was 95.16% from the census date (2013/14: 95.43%), with Level 3 retention being 95.40% (2013/14: 95.81%).

Members discussed the effect on retention of: The new tutorial system; Students leaving Level 3 courses to take up apprenticeships (some at Level 2) in

2014/15, noting work being done by the College with apprenticeship providers and in providing appropriate guidance to students to try to avoid this happening in future.

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The Committee received the 2014/15 Leavers Report.

59.13 DfE: Key Stage 5 data 2013/14 The Committee received the report, noting that the data was publicly available online.

59.14 Ofsted: Data Dashboard 2013/14 The Committee received a presentation from the Deputy Principal on the 2013/14 Ofsted Data Dashboard, which had been released on 12 May 2014 (see: http://dashboard.ofsted.gov.uk/index.php). Members noted, in particular, that:

The data for Level 2, including English and Maths, showed the College in the highest quintile;

AS was shown as in the second quintile; A Level in the third quintile (due to the inclusion of A Level General Studies in the

data), and Level 3 Value-Added was also shown in the third quintile (also due to the inclusion of A Level General Studies), noting the higher College value-added ratings under the ALIS and ALPs systems (which excluded General Studies);

The information, which was publicly available, was intended for use by students and parents when choosing an educational institution.

Members noted in discussion that the value-added measures used by the College would change following the introduction of linear A Levels i.e. there would be no AS data. The Committee received and discussed the Ofsted 2013/14 Data dashboard report.

59.15 DfE: changes to the 16-19 accountability system The Committee received a report from the Deputy principal on changes to school and college accountability systems from 2016, which had been announced by the Department for Education (DfE) i.e. the introduction of the following headline measures: progress, attainment, progress in English and Maths (for students without a GCSE pass at A*-C in these subjects), retention, and destinations. It was noted that in future, documents presented to the Committee for reference and information would be included in separate Appendix to the main agenda.

Action: Clerk

59.16 Listening to Learners: Curriculum Learner Voice Report Ian Taylor presented the report, which had been prepared by Jamie Davies. Members noted, in discussion, that:

The review had taken place in Jan. 2015, with all students encouraged to respond to an online questionnaire for each of their subjects and results shared among staff, line managers and Heads of Faculty, who had looked for emerging themes & formulated actions at faculty & departmental level;

Across the college, feedback from students had been overwhelming positive and, where this was not the case, actions needed had been agreed;

Individual teaching staff reflected on outcomes in their own areas as part of their annual Performance and Development Review (PDR), and department used the report to inform their annual self-assessment reports;

The "Wordle" arising from the process, which had been placed on the front of the report and had also been displayed in the College, showed that "Feedback" had been a dominant theme.

It was noted in response to members' questions as to how students would be informed that actions had been taken in response to their comments, that this would normally be done through departments.

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The Curriculum Learner Voice Report 2015 was received and discussed.

59.17 Annual review of the College's quality strategy i.e. the Policy for the Improvement of Performance in Learning The Committee received a report on the College's annual review of the Policy for the Improvement of Performance in Learning noted that no changes were proposed to the policy.

59.18 Monitoring of reporting against the College Charter & review the College Charter with reference to the Prevent Duty The Committee undertook its annual review of how the Curriculum & Quality Committee & other Corporation committees monitored the commitments in the College Charter, noting that all scheduled reports had been received in 2014/15. The Committee agreed to recommend to Corporation in July 2015 revisions to the College Charter which reflected the Government's Prevent Duty and the focus in Ofsted’s new Common Inspection Framework (effective from Sept. 2015) on learners’ preparation for their next step in personal development, behaviour and welfare. The Committee completed its annual review of the College Charter and agreed to recommend the revisions to the Charter noted above to Corporation.

Action: Chair

59.19 Monitor achievement of relevant sections of the College's Strategic Plan: Improve Student Outcomes Members reviewed the action/evidence table underpinning the Improve Student outcomes aim in the College's Strategic Plan (2015), agreeing that it was operational in nature and not therefore suitable for monitoring by the Committee, which would continue to monitor how the College achieved this aim with reference to the annual College Self-Assessment Report, annual reports on retention, achievement and value-added, and the annual review of the College Scorecard.

Corporation matters 59.20 Monitoring of Corporation Performance Action Plans derived from Corporation’s

annual self-assessment & the Financial Management Evaluation (FMCE) The Committee reviewed progress against actions arising from the 2014 FMCE, noting that 1 action (relating to a standard reporting format for project-related risk) was outstanding, which the Director of Finance and the Clerk were addressing and which the Audit Committee would monitor. The Committee reviewed the Corporation's 2013/14 collective self-assessment report and discussed how leadership & management grades shown as 2 (Good) could be improved to 1 (Outstanding). The Committee completed its review of Corporation performance action plans.

Committee matters 59.21 Annual review of the C&Q Committee's terms of reference & standing agenda item list

The Committee completed its annual review of its terms of reference and standing agenda item list and agreed to recommend minor updating changes to Corporation for approval at its annual review in Sept. 2015.

Action: Chair

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Documents from outside bodies 59.22 Documents from the EFA, SFCA, DfE, BIS & other outside bodies

The Committee received the following documents: an Ofsted presentation on the revised 2015 CIF; the Ofsted Common Inspection Framework (June 2015). The increased emphasis in the new CIF on Leadership & Management was noted.

Appendix A 59.23 (i) Curriculum planning report

The Committee noted that the report had been received above at item 11.

(ii) Tutorial report 2013/14 The Committee received the report, for information, which had been included as an appendix to the College's 2013/14 Self-Assessment Report.

(iii) Catering report 2014 The Committee received the report, noting that it was also presented to the Student Committee annually and agreed it should therefore be removed from the C&Q Committee's standing agenda item list from 2015/16.

Action: Clerk

Final matters 59.24 Any other business

The Committee received an update on Wyke Start (confidential minute). The Chair thanked staff for the reports prepared for and presented to the Committee.

59.25 Risk management – items identified at the meeting The following new risk was noted: the introduction of linear A Levels.

59.26 Dates of next year's meetings The Clerk would contact members concerning the dates of meetings for 2015/16.

Action: Clerk

Fiona Bagchi Clerk to the Corporation

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Curriculum & Quality Committee of Corporation Minutes of meeting 60 held on 19 Oct. 2015

Present: Mike Noddings (Chair), John Wilson (Vice-Chair), Phil Taylor, Caroline Dawes, Jay

Trivedy

In attendance:

Fiona Bagchi (Clerk), David Green (Head of Teaching, Learning & Assessment (TLA)), Ian Taylor (Deputy Principal), Mark Rothery (Assistant Principal)

1 Apologies for absence Apologies for absence were received from Jackie Goodman.

2 Declaration of interests The following standing declarations were received: Caroline Dawes (employee, Kelvin Hall School), Andrew King (employee, University of Hull).

3 Election of Chair & Vice-Chair Mike Noddings was elected as Chair of the C&Q Committee for 2015/16: proposed John Wilson, seconded Andrew King. John Wilson was elected Vice-Chair of the C&Q Committee for 2015/16: proposed Jay Trivedy, seconded Andrew King.

The Committee agreed that agenda item 6 (the TLA report) should be considered at this point on the agenda.

6 Teaching, Learning & Assessment (TLA) Report 2014/15 The Committee received a presentation from David Green, Head of TLA and also received supporting documentation (e.g. on the cross-College Learning, Teaching & Assessment (LTA) strategy 2014-15, TLA Steering Group themes, other TLA Developments (e.g. online discussion forum, e-learning), LTA methodology for 2015‐16, TLA 2014‐15 report for the senior management team (SMT), lesson observation strengths and areas for improvement 2014-15, e-learning, and learning circle clusters). Members noted, in particular, actions being taken in response to the following areas detailed in the College's 2013 Ofsted inspection report: a minority of teaching requires improvement/the very best teaching practice is not sufficiently shared to enable weaker teaching to improve more rapidly; the proportion of students who achieve higher grades, although rapidly improving, remains too low; student performance in a small minority of subjects is not yet good enough; quality assurance systems are applied inconsistently across the provision; teachers miss opportunities to raise awareness of equality and understanding of diversity in lessons. The Committee noted that:

• David Green had held the post of Head of TLA for about 18 months; • The TLA action plan for 2014-15 demonstrated a collegiate and structured approach to

developing and sharing teaching practice; • The Head of TLA provided regular TLA updates to full staff meetings, with PowerPoint

presentations uploaded on to the TLA section of Moodle, and had attended several SMT meetings to review/plan TLA;

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• The academic year for 2015-16 had continued with the TLA thematic approach towards sharing great and outstanding practice as part of the teaching staff internal continuing professional development (CPD) programme which had been developed in 2014/15 during which each TLA theme had had a steering group with nominated staff from each faculty/ volunteers who had expertise in a particular area, TLA themes had explored included questioning, stretch and challenge, technologies in learning, assessment and feedback reviews, equality and diversity;

• Other developments had included a TLA online forum, a literacy steering group, and a TLA/LTA Moodle site.

Members noted in discussion that the LTA methodology for 2015-16 included the following developments:

• The adoption of Learning Circles to allow some of the themes explored in 2014-15 (questioning, etc) within the classroom setting as well as focusing upon improving/developing the quality of learning for learners;

• 4/5 staff were meeting as a cluster representing different subject areas/ genders/ degrees of teaching experience 4 times a year, with 23 learning circles in total;

• Each staff member would plan one of their lessons with the help of the group focusing on their specified LTA focus and within the following two weeks, the lesson would be peer observed by one of the cluster members and a discussion/short report would be compiled and sent to Head of TLA for compilation/analysis purposes;

• The LTA focuses for the college were planning and assessment based on the teaching professional standards, with planning broken down further, for example, into planning for stretch & challenge, differentiation, assessment for learning;

• The above approach aimed to encourage experimenting, “taking risks”, developing and improvement and to encourage all teachers to be reflective practitioners;

• Learning Cluster representatives were due to meet with the Head of TLA to review and evaluate the process, with all peer observations completed by the end of March 2015;

• Clusters would be paired up to discuss LTA practice at the end of the academic year as part of final reflections and future CPD planning;

• Literacy steering group meetings and e-Learning training sessions would also be provided during 2015-16, following the positive staff feedback received during 2014/15.

It was noted in response to members' questions that:

• With reference to actions taken to ensure the consistency of quality assurance systems with reference to the College's personal development review (PDR) process for teachers, an online portal had been developed to capture information relating to performance and development and to store the documentation in one place including lesson observations, assessment and feedback reviews, and student outcomes;

• With reference to how the impact of TLA developments was monitored, that these were assessed, for example, through a mixture of announced lesson observations and walk-through observations, through in-year reviews (e.g. through review of in-year exam results) and reports to SMT;

• The lesson observation report indicated that there been more focus on questioning than, for example, on variety of LTA methods;

• With reference to use of e-learning resources, this varied from subject to subject e.g. Media used Moodle extensively, Business Studies used Twitter.

The Committee agreed that a report on the outcome of the Learning Cluster peer observations should be presented to the Committee's June 2016 meeting.

Action: DSG The Committee discussed the disappointing fall in the 2015 GCSE in English Language pass rate and actions being taken to address it through the 2015-16 quality improvement plan e.g. it was noted that an issue with the written communication part of the paper in 2015 was currently being addressed by a 30 minute weekly task and that staff setting and marking of work was also being monitored. It was noted that, while it was now an external funding requirement for students who had not achieved a C in English or Maths at school to take these as part of their study programme at the College, this had always been a College requirement and the 2015 cohort had been similar to previous years, although external assessment criteria had changed.

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The Committee received a report on teaching, learning and assessment (TLA) for 2014-15 and actions planned for 2015-16. The Committee thanked David Green for his report. (David Green left the meeting).

The Committee agreed that the meeting should continue from agenda item 4 (minutes of the previous meeting.

Minutes & matters arising 4 Minutes of meeting 59 held on 23 June 2015

The Committee approved the minutes of the meeting held on 23 June 2015. .

5 Matters arising and actions (Matters Arising, below, are numbered according to their position in the action points table appended to the end of the previous minutes. The reference to the item where the action can be found in the previous minutes is given in brackets at the end of the action).

1 It was noted that the Corporation online audit of skills form developed by the Clerk had been trialled by Phil Taylor during summer 2015. The Clerk had demonstrated how to access the form on the Corporation section of Moodle at the Corporation's Sept. 2015 meeting and would now encourage members to complete it. The Clerk was also currently completing a visual briefing on how to access Moodle for those Corporation members who might prefer this to written instructions (59.4).

Action: Clerk It had been noted at the Corporation's Sept. 2015 meeting that some Corporation members had yet to complete online Prevent Duty training. An update would be presented to the Dec. 2015 meeting of Corporation.

Action: JEA

2 The Head of TLA had been invited to the Oct. 2015 meeting of the Committee and had given a presentation at agenda item 6 above (59.4).

3 The Committee had agreed that confidential minutes referring to 2014/15 student numbers would be further reviewed by the Committee in June 2016 (59.7).

Action: Clerk

4 As agreed, documents presented to the Committee for reference and information had been included in a separate Appendix to the main agenda (59.15).

5 The July 2015 meeting of Corporation had approved revisions to the College Charter, on the recommendation of the Committee (59.18).

6 The Oct. 2015 meeting of Corporation had approved minor updating changes to the Committee's terms of reference & standing agenda item list. Following review of the Committee’s 2014/15 performance indicator table, the Clerk was, however, recommending further updating revisions to the Committee’ standing agenda item list (see agenda item 16 below) (59.21).

7 The Clerk had e-mailed the Committee’s 2015/16 meeting dates to members (59.26). [Confidential minute].

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Curriculum & quality issues 6 Teaching, Learning & Assessment Report 2014/15

It was noted that the above item had been considered earlier on the agenda.

7 Review of College exam results including review of performance against previous year’s targets for retention, achievement and value-added The Committee received, for information, the 2015 exam results report and the presentation on initial performance data which had been presented to the Corporation at its meeting on 1 Oct. 2015. Members considered a presentation on 16-18 Level 3 success rates 2011/12 - 2013/14 from the Deputy Principal, Ian Taylor, noting that the College was above the national benchmark when General Studies was excluded but below it when General Studies was included (as it was now treated for data purposes as a long course). Members noted slight falls in achievement 2011/12 - 2013/14 and an increase in 2014/15 (including General Studies), together with a slight fall in retention in 2014/15 (following a 3-year rising trend) due, in part, to students leaving to take up apprenticeships, noting that action taken to address this included improved guidance. Members noted that the 2015 A2 A*B grades showed a significant improvement on 2014 (2014: 38.9% including General Studies/2015: 43.6% including General Studies) but were below the national benchmark (52.8%), considering in this context and with reference to value-added, a Six Dimensions of Performance Report slide which showed that the College's profile differed from the national profile e.g. it had more students with lower GCSE scores at entry. The Committee also considered the point score per student in this context, which also showed that the College achieved well in this area, given the cohort profile. It was noted in discussion that the 2015 GCSE A-C pass rate had, at 52.6%, improved from 2014 but was below the schools' benchmark of 69%, noting that students at the College taking Level 2 had generally already failed to achieve a grade C at school. Members noted that while the GCSE pass rate had improved for most subjects in 2015 the GCSE English Language pass rate had fallen and that actions being taken to address this had been discussed as part of the TLA report earlier on the agenda. It was noted that GCSE Law, which had also not performed well in 2015, had been withdrawn. Members noted, with reference to student results generally, the significant increase in Education Funding Agency (EFA) funded student numbers since 2011/12 i.e. an increase 11.1%. The Committee considered and received the College’s 2015 report on performance data.

8 Self-Assessment Report Quality Improvement Plan (QIP) Overview-Outcomes The Deputy Principal presented a report on outcomes against the 2013/14 QIP, which included actions for improvement for individual areas, actions across subject areas and the curriculum, and cross-College actions. Members discussed the report, noting, in particular, actions relating to individual subject areas where planned improvement had been achieved [confidential minute] and where further review to bring about improvement in 2015/16 would be undertaken [confidential minute]. Members noted, in discussion of actions relating to General Studies AS, that while actions taken had resulted in the pass rate increasing from 68% to 80%, VA had not improved and it had therefore been decided to remove the course from 2015/16. It was noted in response to members’ questions concerning individual areas requiring improvement following the review of 2015 performance outcomes [confidential minute] that the 2014-15 QIP would be included with the 2014-15 Self-Assessment Report (SAR), which would be presented to the Dec. 2015

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Corporation meeting. Action: IDT

9 Complaints report 2014-15

The Committee considered the report, noting that there had been 5 complaints considered at Principal level in 2014.15 i.e. 1 mostly valid, 3 mostly/largely invalid, 1 invalid. Members discussed the complaints report scoring system and it was agreed that the Principal should consider whether the table should simply record whether the complaint was upheld or not upheld in future.

Action: JKT The Committee received the College’s 2014/15 complaints report.

10 Staff Questionnaire 2015 The Principal presented the report on the 2015 staff survey, noting that there had been an increase in responses compared with 2014 and that overall ratings were slightly higher than in 2014 and similar to levels in preceding years. Members considered the answers to survey statements and the summary of the comments section, noting in particular:

• The apparent contradiction between the more positive score for staff not thinking of leaving and the more negative score for staff being afraid to say what they thought;

• The College was intending to enhance its current practice in relation to the staff survey by introducing pulse surveys 3 times annually.

It was noted in response to members’ questions that the wording of the questionnaire had originated with a model produced for sixth form college use, which had initially been used for sector benchmarking purposes but was now used by colleges on an individual basis. The College could therefore alter the wording of the questionnaire (e.g. to improve clarity), although this would have implications for benchmarking against previous years. The Committee received the staff survey report 2015, agreeing that, as it was also reviewed by the Personnel Committee and by Corporation, it should be removed from the C&Q Committee’s standing agenda item list.

Action: Clerk

11 College prospectus 2016-17 link The Committee noted that the College’s 2016-17 prospectus was available to review at: http://wyke.ac.uk/courses/request-a-prospectus/

12 Curriculum planning report The Committee received a presentation from Mark Rothery on planning for linear A Levels, which provided an update on the report presented to Corporation on 1 Oct. 2015. Members noted:

• The historical background to the change, including the introduction of Curriculum 2000 and the current 4 AS to 3 A2 pattern, additional stretch and challenge introduced with updated A Levels in 2008 and the introduction of the Extended Project Qualification (EPQ) in 2009;

• Under the reformed linear A Level system, AS would be a stand-alone qualification with content similar to Year 1 under the modular A Level system with the A Level, under the reformed system as a course delivered over 2 years, assessed by examinations at the end of the course, with coursework retained in some subjects but the percentage contribution to the final grade lower than in modular qualifications;

• At Wyke, all A Level students starting in 2015 were taking an AS in all subjects at the end of year 1, requiring good attendance and at least a grade D in 3 subjects to progress to A2;

• The routes chosen by other high performing sixth form colleges in response to the

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introduction of linear A Levels included expecting all students to do a 3 A Level programme, with only Flyers doing a 4 A Level programme [confidential minute], or 3 A Levels (excluding Maths and Further Maths students who take 4 Levels) plus an EPQ [confidential minute];

• It had been decided that, from 2016, Wyke would teach all of its A level courses as 2-year linear courses, with students choosing to study 3 or 4 A Levels plus at least one 1-year Elective course;

• The College considered that the above pattern would allow students to maintain a good breadth of study in their first year while ensuring focus on their linear exams in their second year;

• Elective courses would include the EPQ, AS Level General Studies, BTEC certificate courses, Fast-Track AS courses, Level 3 Core Maths, and (if required) GCSE Maths / Science;

• [Confidential minute]; • As there would be fewer year 1 A Level classes in core subjects from 2016, most

teaching staff would be required to contribute to the teaching of enrichments. It was noted in response to members' questions that:

• AS Level General Studies would become a free elective taught over a year; • Teachers would be released from some core teaching under the new system which

would allow time for the mentoring of EPQs, with mentoring timetabled rather than being a voluntary activity as currently;

• Training would ensure that mentoring was of a high standard.

The Committee received a report on the College's plans for the introduction of linear A Levels from 2016. (Caroline Dawes left the meeting).

Appendix A 13 College Plan scorecard

The Deputy Principal presented the College Plan scorecard containing the College's 2014/15 results including success rates for students aged 16-18 on long courses (at Level 3, Level 2, Level 2 A-C, A2 and, AS), value added (VA) scores (for AS, A2 and BTEC ALPS), HE application rates, attendance rates, the number of students on the census, AB rates at AS, A*B rates at A2, and points score. Members noted with reference to the Red-Amber-Green (RAG) rating for individual columns that there were no columns graded Red, most were graded Green, and with those shown as Amber discussed in detail by the Committee. It was noted, in particular, that:

• The level 3 success rate was 88% against a target of 90%, noting that the prior attainment of the cohort had to be taken into consideration when considering any improvement in success rates;

• The College was aware that it needed to improve retention at level 3 and reduce the number of Us at AS;

• Level 2 A-C grades was 53% against a target of 54%: • While VA data was strong (e.g. 2 at AS); • 78% of the College’s courses at AS had achieved a VA score of 5 or better (against a

target of 90%) and 85% at A2 (against a target of 75%); • HE application data was strong at 79% of completers/77% of census (against a target

of 75%); • Attendance was strong; • A2 A*B grades had improved significantly but more work was needed to equal

benchmark data, as noted at agenda item 7 above. The Committee received a report against the 2015 College Plan scorecard outcomes, noting that targets for 2016/17 would be considered by the College’s senior management team and presented at the Committee's Feb. 2015 meeting.

Action: IDT

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Committee matters 14 Annual review of the C&Q Committee checklist & PIs

The Committee completed its annual review of its performance checklist, noting, with reference to 2014/15, that it was fully compliant. Members considered the table showing comparative performance indicators (PIs) for the Committee up to 2014/15, noting that

• The Committee met its targets for attendance quoracy and compliance with its performance checklist.

• 85% of standing agenda items had been considered at the relevant meeting/term against a target of 100%, which was higher than in 2013/14 (80%) but at the low end for the period covered by the table, where the relevant percentages ranged between 85% and 98%;

• The Clerk was recommending that the Committee's standing agenda item list be reviewed, together with the target for dispatch of the PDF of Committee papers.

The Committee received its 2014/15 performance checklist and performance indicators (PIs) agreeing a target of 3 days for future dispatch of the combined PDF of Committee papers in 2015/16.

Action: Clerk

15 Monitoring of Corporation action plans The Committee received the updated Corporation collective self-assessment questionnaire based on Ofsted's Common Inspection Framework (CIF) 2014 which showed progress since June 2015, noting that where grades were less than Outstanding, the table showed actions taken to date and planned actions for review by the Committee. Members noted, with reference to the action relating to staff engagement and communication that the College had decided not to proceed with the proposal to arrange an external speaker and an internal exercise on communication had instead been included as part of the College Management Group (CMG) Planning Day. The Committee received the College's Financial Management Control Evaluation (FMCE) questionnaire, noting it was reviewed annually during the autumn term by the Audit Committee. It was noted that there were 3 actions arising from the 2013/14 FMCE, of which 2 had been completed and one (relating to a standard reporting format, including a section on project-related risk) was ongoing and due to be reviewed at the Audit Committee's Nov. 2015 meeting. The Committee reviewed progress against Corporation's collective self-assessment questionnaire 2013/14 and the College's 2013/14 Financial Management Control Evaluation (FMCE).

16 C&Q Committee standing agenda item list The Committee, noted that, following the review of the Committee’s 2014/15 PIs at agenda item 14 above, the Clerk was recommending:

• Updating changes to the Committee’s standing agenda item list to reflect the Committee's current schedule and the changing titles of reports;

• Removal of the staff questionnaire from the list to avoid duplication, as this survey was already reviewed by the Personnel Committee and it had been agreed that, from 2015/16, it would be presented to Corporation annually by the Personnel Committee.

The Committee approved for recommendation to Corporation, updating changes to its standing agenda item list.

Appendix B: Documents from outside bodies 17 Documents from the EFA, SFCA, DfE, BIS & other outside bodies

The Committee received, for information, Ofsted's FE & Skills Inspection Handbook (Aug. 2015).

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Final matters 18 Any other business

The Chair thanked staff for attending and for producing and presenting reports.

19 Risk management – items identified at the meeting The following new item of risk was noted: English GCSE results.

20 Date of next meetings The Committee noted that members were invited to attend the College's 2014/15 Self-Assessment Report (SAR) moderation meeting on 25 Nov. 2015 at 11.30am and that the Committee's next scheduled meeting was on 8 Feb. 2015 at 4.30pm.

Fiona Bagchi Clerk to the Corporation

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Curriculum & Quality Committee of Corporation

Minutes of meeting 61 held on 8 February 2016

Present: Mike Noddings (Chair), John Wilson (Vice-Chair), Phil Taylor, Caroline Dawes, Jay Trivedy

In attendance:

Fiona Bagchi (Clerk), Mark Rothery (Assistant Principal), Etta Searle (UCAS Co-ordinator), Ian Taylor (Deputy Principal),

Clerk:

Fiona Bagchi

61.1 Apologies for absence

Apologies for absence were received from Andrew King.

61.2 Declaration of interests The following standing declarations were noted: Caroline Dawes (employee, Kelvin Hall School), Jackie Goodman (employee, Hull College), Andrew King (employee, University of Hull).

Minutes & matters arising 61.3 Minutes of meeting 60 held on 19 Oct. 2015

The minutes of meeting 60 held on 19 Oct. 2015 were approved.

61.4 Matters arising and actions (Matters Arising, below, are numbered according to their position in the action points table appended to the end of the previous minutes. The reference to the item where the action can be found in the previous minutes is given in brackets at the end of the action).

1 A Learning, Teaching & Assessment (LTA) update was on the agenda. A report on the outcome of the Learning Cluster peer observations would be presented to the Committee's June 2016 meeting, if available (60.6).

Action: Clerk/DSG

2 An online audit of skills form had been trialled by Phil Taylor, during summer 2015 and the Clerk had demonstrated how to access the form on the Corporation section of Moodle at the Corporation's Sept. 2015 meeting. The Clerk was currently completing a visual briefing on how to access Moodle, for those Corporation and members who might prefer this to written instructions, and would send it to Corporation members with a reminder to complete the online skills audit form (60.5).

Action: Clerk

3 It had been noted at Corporation's Dec. 2015 meeting that all Corporation members had completed Prevent Duty online training (60.5).

4 It had been agreed that confidential minutes referring to 2014/15 student numbers should be further reviewed by the Committee during summer term 2016 (60.5).

Action: Clerk

5 Members discussed the complaints report scoring system and it was agreed

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that the Principal should consider whether the table should simply record whether the complaint was upheld or not upheld in future. It was noted that the next complaints report was due for presentation of the Committee in Oct. 2016 (60.9).

Action: Clerk/JKT

6 The Dec. 2015 meeting of Corporation had approved the C&Q Committee's revised standing agenda item list (60.16).

7 The College Plan scorecard was on the agenda (60.13).

8 The Committee's 2015/16 performance checklist and performance indicators (PIs) were next due for review in Oct. 2016 (60.14).

Action: Clerk

Curriculum & quality issues 61.5 UCAS destinations report

(Jackie Goodman joined the meeting). Etta Searle (UCAS Co-ordinator) presented the UCAS destinations report for 2015, which was considered. Members noted that:

In the UCAS cycle for 2015 entry (2016 deferred entry), 528 Wyke students submitted applications (2014: 493), reflecting an increase in applications nationally;

There was an increase in the number of students placed (i.e. 91.3% compared to 90.5% for 2014 entry), which was above the national average of 74.1%;

There was an increase in the number of students accepted through the Main Scheme (i.e. at either their Firm or Insurance choice), possibly as a result of students making better informed decisions based on their predicted grades;

There was a corresponding reduction in the number of students accepted through clearing; There was an increase in the number of students accepting places at the University of Hull i.e.

from 112 (25.1% of the cohort) for 2014 entry to 167 (31.6% of the cohort) for 2015 entry (31.6% of the cohort), as a result of the introduction of unconditional offers for those students choosing them as firm;

286 students went to universities in Yorkshire and the Humber (including Hull, York, Leeds and Sheffield), with Leeds Becket University the second most popular destination;

94 students were accepted by Russell Group universities i.e.17.8% of the overall cohort (2014 entry: 83 students (16.8% of the cohort));

18 students applied to Oxford or Cambridge, with 4 being offered places; Only 1 applicant for medicine was placed (2014 entry: 4), with fewer applications for

medicine/dentistry/veterinary sciences courses.

It was noted in response to members' questions that: Additional support on the medicine/dentistry/veterinary sciences enrichment programme would

be provided in 2016, including a structured series of mock interviews for applicants invited to interview and more information provided in lunchtime sessions;

The College had approached the University of Hull concerning the introduction of unconditional offers, as there was concern that it could affect student grades;

Applications for higher education courses at specialist art & design and drama/performing arts schools/colleges went through UCAS, while applications for music courses went through CUKAS.

Members thanked Etta Searle for her report. The Committee received the College's 2015 UCAS destinations report, noting an increase in both applications and acceptances. (Etta Searle left the meeting).

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61.6 Enrolment & induction survey 2015

Ian Taylor (Deputy Principal) presented a report on the outcome of the enrolment & induction survey 2015, which had been compiled by the College Registrar, Debbie Darmody. Members considered the report, noting that:

The number of students waiting for their enrolment interview for less than 5 minutes went up by 5% (2015: 12%. 2014: 7%) but a greater number were waiting for more than 15 minutes (2015: 29%. 2014: 23%);

Fewer students had a long-term career aim (2015: 66%. 2014: 71%); A higher proportion of students felt that all the guidance and advice given at enrolment had been

helpful (2015: 29%. 2014: 23%); More students felt that they had enough time to make their minds up about courses (2015: 89%.

2014: 85%) but fewer felt that the interviewer helped them to make choices (2015: 67%. 2014: 72%);

Fewer students said that the timetable structure prevented them from choosing the courses they wanted (2015: 4%. 2014: 5%);

The number of students who felt that overall they had enrolled on the best course for them increased by 7% (2015: 93%. 2014: 86%);

A higher proportion of students felt that the Induction day activities were important (2015: 24%. 2014:16%);

A higher proportion of students stated that they had received their student handbook (2015: 97%. 2014: 95%) and were aware of the College Charter (2015: 61%. 2014: 57%).

It was noted in response to members' questions that: There had been an IT problem at enrolment which had affected waiting times; Comments were generally positive but, where this was not the case, issues raised were reviewed

to bring about improvement.

The Committee received the College's 2015 induction and enrolment, noting that the overall outcome remained positive.

61.7 Pastoral report

Ian Taylor presented the College's 2014/15 pastoral report, which was considered. It was noted that the report was arranged with reference to the following topics: learner support; retention; attendance; students' knowledge of their rights and responsibilities; guidance and training for progression; General Studies provision; health and well-being community cohesion; learner safety; employability; and improvements made to the pastoral system. Members noted in discussion that:

All learners had a progress tutor who they saw in a formal session twice a week; The introduction of the progress tutor system had been successful, with new members of the

team having assimilated well into the existing team and the wider College, and with positive feedback from curriculum teams;

Progress tutors now attended Consultation Evenings to meet with parents from a purely pastoral perspective

Members noted, with reference to employability, that:

The College's tutorial provision was focussed on progress and progression i.e. it aimed to ensure that students developed appropriate transferable skills that increased their employability, included sessions on career planning, next steps, action planning and application to university/apprenticeship/employment;

Links had been developed with local apprenticeship providers and service level agreements had been signed to ensure specific vocational pathway guidance from providers and to support retention and progression for students who did not wish to go to university.

It was noted in response to members' questions that the relatively small number of students who

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undertook work experience placements could be seen as a weakness and would be reviewed. Members discussed the report with reference to the Ofsted Prevent Duty thematic survey visit which had taken place in Jan. 2016, with the College being one of 30 colleges chosen at random to take part. Phil Taylor (Chair of the Personnel Committee and ex officio designated Corporation member with responsibility for Safeguarding including the Prevent Duty) and Mike Noddings (as Vice-Chair of the Corporation) had also met the inspector as part of the visit. It was noted with reference to the outcome that:

Implementation to date had been found to be effective, timely and comprehensive; Learners felt safe in the College and knew who to talk to if they felt there was an issue or a

concern; A strong respect agenda was in place, which encompassed British values; There was a well planned approach to the teaching of British values (e.g. through the citizenship

programme) but further work to reinforce this was required and planned e.g. embedding British values within subjects through the Learning, Teaching and Assessment (LTA) process.

The Committee received the College's 2014-15 Pastoral Report.

61.8 Observation of Learning, Teaching and Assessment Review 2014-15 and 61.9 LTA update Ian Taylor presented the College's 2014/15 lesson observation report and the Learning, Teaching and

Assessment (LTA) update, which were considered. Members noted that:

Of the 2014/15 observed sessions, only 2 had been graded as 3 (requires improvement) with an increase of almost 8% in outstanding grades from 34% in 2013/14 to 42% in 2014/15, and there were no observed sessions classified as inadequate;

An analysis of the areas for improvement had been conducted and these has been used as a focus for LTA staff meetings in 2015/16;

To better reflect changes to Ofsted processes and to improve the quality of the observation of LTA (OLTA), the lesson observation process had been changed in 2015/16 i.e. lesson observations would no longer be graded, feedback would be qualitative and developmental with a greater focus on the observee’s reflection on their practice and links with cross college LTA focuses;

Lessons would be reviewed in relation to 7 teaching standards (see below).

It was noted in response to members' questions that:

While the College did not use "no notice" lesson observations, the Principal and Heads of Faculties undertook unscheduled walkthrough observations in addition to scheduled lesson observations;

Those undertaking lesson observations were required to confirm that the 7 teaching standards had been met, with a second observation triggered if all 7 standards were not met and the College's quality assurance processes followed if the standards were still not met at the second observation;

Staff were aware of the teaching standards. The Committee received the College's 2014/15 lesson observation report and the Learning, Teaching and Assessment (LTA) update, noting the introduction of a more developmental lesson observation scheme in 2015/16.

61.10 Report against Ofsted action plan Ian Taylor presented the Jan. 2016 report against the Ofsted action plan.

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Members noted in discussion that:

Actions had been designed to enable the College to move from Good to Outstanding; The reports considered at agenda items 61.8 and 61.9 above, demonstrated actions taken to

ensure that the best teaching practice was shared; Ofsted was currently emphasising at inspection in-year data which reflected final outcomes,

noting that the introduction of linear A Levels also required the development of accurate systems for predicting grades in-year which had been considered by the College Management Group (CMG);

The need for consistency in the College's quality assurance systems for staff had resulted in the development of the College's on-line Performance and Development Review (PDR) system e.g. including a clear timeline for meetings and recording of actions and, for teaching staff, with lesson observation and College outcomes accessible though one portal;

The need for an improved awareness of equality and understanding of diversity in lessons now featured in lesson observation planning and through the lesson observation process.

Members considered the Alps value-added analyses attached to the report, noting that:

The overall analyses showed that value-added was good for both students who came to the College with good entry grades and for those with weaker grades.

The Committee received the College's Jan. 2016 progress report against the Ofsted action plan, noting actions taken and progress made.

61.11 League table results for sixth form colleges & local institutions Ian Taylor presented the league table results for sixth form colleges and local institutions. Members noted in discussion that:

The College was fourth nationally for A Level points score per student and top of the table locally (excluding independent schools);

Some colleges might rank the league tables differently e.g. by points per subject (where they offered fewer subjects than Wyke) or by AAB grades;

The league table structure was changing as Ofsted moved to data dashboards, which emphasised value-added.

The Committee received the league table results for sixth form colleges and local institutions, congratulating the College on its A Level points score results.

61.12 College Plan scorecard targets 2016 Ian Taylor presented the College Plan scorecard targets 2016 noting proposed changes from 2015, including a proposal that the following targets should be increased:

The retention target for Level 3 (16-18 long courses) i.e. to 96%; The success rate target for Level 2 (i.e. to 90%) and the percentage of Level 2 A-C grades (16-18

long courses) i.e. to 55%; The percentage of courses with a value added score of value-added <5 i.e. to 90%; The student attendance targets (i.e. Year 1: to 95%, Year 2: to 92%, Single year: to 90%); AB and A*B rates to 36% and 48% respectively; [confidential minute]..

Members noted that it was proposed that the AS success rate target (16-18 long courses) should be reduced from 90% in 2015 to 88% in 2016 (2015 actual: 84% excluding General Studies, 83% including General Studies). The C&Q Committee reviewed the College Plan summary scorecard targets for 2016, noting that the proposed targets were realistic and challenging and agreeing to recommend them to Corporation for approval.

Action: Chair, C&Q

61.13 Review the College’s quality strategy (i.e. the College’s Policy for the Improvement of

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Performance in Learning) Members noted that, under section 3(b) of the Article of Government, the Corporation was responsible for approving the College's quality strategy i.e. the Policy for the Improvement of Performance in Learning. The policy was reviewed annually by the College and the C&Q Committee, with the Corporation last approving updating changes in July 2014, on the recommendation of the C&Q Committee. The Committee completed its annual review of the College Policy for the Improvement of Performance in Learning and agreed to recommend minor updating changes to the Corporation for approval.

Action: Chair, C&Q

61.14 Report on curriculum plans Mark Rothery presented a report on curriculum planning for 2016/17, which was considered. Members noted that:

It had been decided that, from 2016, Wyke would teach all of its A level courses as 2-year linear courses, with students choosing to study 3 or 4 A Levels plus at least one 1-year Elective course;

The College considered that the above pattern would allow students to maintain a good breadth of study in their first year while ensuring focus on their linear exams in their second year;

Elective courses included the Extended Project Qualification (EPQ), AS Level General Studies, BTEC certificate courses, Fast-Track AS courses, Level 3 Core Maths, and (if required) GCSE Maths / Science;

Analysis of application trends for 2016/17 showed the core 3 linear A Level programme had increased demand for BTEC courses, in response to which the College's senior management team (SMT) were considering introducing a BTEC diploma in Business Studies to add greater general vocational breadth to the curriculum;

The analysis also showed lower demand for the Extended Project Qualification (EPQ) than expected e.g. with around 400-500 students currently expected to choose an EPQ rather than the 600 previously predicted.

It was noted in response to members' questions that the College was considering the staffing implications of the above analysis. The Committee received a report on curriculum planning for 2016/17.

Corporation matters 61.15 Monitoring of Corporation Performance Action Plans

The Clerk presented a report on Corporation's performance action plans. Members noted that:

The Corporation's draft collective self-assessment questionnaire 2015 table had been updated with reference to the governance areas of the leadership and management section of Ofsted's Common Inspection Framework (CIF) in force from 1 Sept. 2015 and was prefaced with relevant extracts from the CIF and the Inspection Handbook;

The table evidence column would be updated at the year end and was therefore currently ungraded but the grade descriptors for Outstanding and Good had been included against each CIF leadership & management section for information;

Changes from the 2014 table had been highlighted; While the questionnaire related to the CIF in force from 1 Sept. 2015, the section on leadership

and management from the College's 2014/15 Self-assessment Report (SAR), graded Outstanding, has been attached as Annex D for information and reference.

The Committee received, for information, the final progress reports on Corporation's collective self-assessment questionnaire 2014 and the College's 2014 Financial Management Control Evaluation (FMCE). The Committee approved the format of the Corporation's draft collective self-assessment questionnaire 2015, noting it had been updated to reflect Ofsted's current Common Inspection

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Framework and that the evidence column would be updated at the 2015/16 year end for presentation and approval of final grading by the Corporation.

Action: Clerk

Documents from outside bodies 61.16 Documents from the EFA, SFCA, DfE, BIS & other outside bodies

The Committee received the following document for information: The role of the Clerk in College inspection (Ofsted, Jan. 2016), which provided a useful summary of key issues arising from the current Ofsted common inspection framework (CIF). The importance of impact under the new CIF was noted.

Final matters 61.17 Any other business

There was no other business on the agenda.

61.18 Risk management – items identified at the meeting Members noted the effect on staffing of changing patterns of student recruitment and the introduction of linear A Levels.

61.19 Date of next meeting It was noted that the Committee was next scheduled to meet on Mon. 20 June 2016 at 4.30pm.

Fiona Bagchi Clerk to the Corporation

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Curriculum & Quality Committee of Corporation Minutes of meeting 62, Monday 20 June 2016

Present: Present: Mike Noddings (Chair), John Wilson (Vice-Chair), Caroline Dawes, Jay

Trivedy In attendance:

Jim Darmody (Senior Tutor/College Designated Safeguarding Person), Jamie Davies (Assistant Principal designate), David Green (Head of TLA), Ian Taylor (Deputy Principal), Mark Rothery (Assistant Principal)

Clerk:

Fiona Bagchi

62.1 Apologies for absence

Apologies were received from Committee members Jackie Goodman and Andrew King.

62.2 Declaration of interests The following standing declaration of interests was received: Caroline Dawes, (employee, Kelvin Hall School).

62.3 SEND update The Committee considered an update on the Special Educational Needs & Disability Code of Practice: 0-25 years (Jan. 2015) from Jim Darmody (Senior Tutor/College Designated Safeguarding Person), noting that College policy had been updated to reflect it. It was noted in response to members' questions concerning Education & Health & Care (EHC) plans that: colleges did not automatically receive copies of EHCs from local authorities, as was the case with schools, but this was improving; the College was currently expecting around 4-5 students with EHC plans in 2016/17. The Committee noted that a copy of the Code would be placed on the Corporation section of Moodle for reference. The Committee received the update on the Special Educational Needs & Disability Code of Practice: 0-25 years (Jan. 2015). (Jim Darmody left the meeting).

62.4 Report on the outcome of the Learning Cluster peer observations David Green (Head of Teaching, Learning & Assessment (TLA)) presented an update on the peer observation process. Members noted that:

• David Green worked as co-ordinator for the process; • Teaching staff had worked in clusters across faculties choosing a particular area of focus e.g.

50% chose differentiation; • Teachers were encouraged to take risks and experiment; • The report included samples of experiments undertaken, noting strengths and areas where

changes could make the session even better (rather than areas for improvement); • Staff taking part in the peer observation process had criticised each other constructively and

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frankly; • Progress would be shared at a departmental and faculty level.

It was noted in response to members' questions concerning examples of student-led learning that the walkthroughs observations undertaken by the Principal during the current term had featured teacher-led learning focussing on assessment but that this was to be expected in the time before the examination period. The Committee discussed walkthrough observation undertaken by members of the senior management team and Heads of Faculties, noting that it was intended that they should be further developed in 2016/17 to focus on evidence and impact. The Committee received an update on the Learning Clusters peer observation process and agreed and agreed that an annual report on Learning, Teaching, & Assessment (LTA) should be presented to the Committee.

Action: DSG/Clerk (David Green left the meeting).

Minutes & matters arising 62.5 Minutes of meeting 61 held on 8 Feb. 2016

The minutes of meeting 61 held on 8 Feb. 2016 were approved. .

62.6 Matters arising and actions (Matters Arising, below, are numbered according to their position in the action points table appended to the end of the previous minutes. The reference to the item where the action can be found in the previous minutes is given in brackets at the end of the action).

1 An update on Learning Cluster peer observations had been provided earlier on the agenda (61.4).

2 The online Corporation member audit of skills form had been trialled by Phil Taylor during summer 2015. The Clerk had demonstrated how to access the form on the Corporation section of Moodle at the Corporation's Sept. 2015 meeting and in June 2016 had e-mailed a visual briefing to members on how to access the Corporation section of Moodle and the audit of skills form, for those members who might prefer this to written instructions. Corporation members were now starting to complete the online form (61.4).

3 The confidential minutes review was on the agenda (61.4).

4 Members had discussed the complaints report scoring system at its Feb.

2016 meeting, agreeing that the Principal should consider whether the table should simply record whether the complaint was upheld or not upheld in future. The next complaints report was due to be presented to the Committee in autumn 2016 (61.4).

Action: JKT/Clerk

5 The Committee had agreed a target of 3 days for future dispatch of the combined PDF of Committee papers in 2015/16. The next report was due to be presented to the Committee in autumn 2016 (61.4).

Action: Clerk

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6 The 2016 College Scorecard targets were approved at the Mar. 2016

Corporation meeting, on the recommendation of the Committee (61.12).

7 The revised College Policy for the Improvement of Performance in Learning was approved at the Mar. 2016 Corporation meeting, on the recommendation of the Committee (61.13).

8 The Committee approved the format and first draft of the Corporation's draft collective self-assessment questionnaire 2015/16 at its Feb. 2016 meeting, noting it had been updated to reflect the Ofsted Common Inspection Framework (CIF) in force from 1 Sept. 2015, and that the evidence column would be updated at the 2015/16 year end for approval of final grading by the Corporation at its Dec. 2016 meeting (61.15).

Action: Clerk

62.7 Confidential minutes review It was noted that an annual review of confidential minutes was a standing agenda item for the Committee's summer term meeting. The Committee completed its annual review of confidential minutes (i.e. a review of minutes produced June 2014-Oct. 2015) and agreed that the following should be released from confidentiality:

• Statements underlined by the Clerk at confidential minute 56.6 which concerned enrolment data for 2014/15 (which was now in the public domain) and a statement concerning capacity, which could be considered a statement of fact;

• Statements underlined by the Clerk at 57.6 which concerned proposals concerning staffing and capital expenditure (which were now in the public domain).

Action: Clerk

Curriculum & quality issues 62.8 Presentation on curriculum plans

Mark Rothery, Assistant Principal, presented the College's curriculum plans report update. The Committee discussed the College's target enrolment for 2016/17 [confidential minute]. Members noted planned actions up to and including enrolment week [confidential minute]. The Committee considered a presentation on the College's curriculum plans for 2016/17 following the introduction of linear A Levels at national level, noting that:

• Only around 50 students were expected to take 4 linear A levels as their core, with 2 electives (Extended Project Qualification (EPQ)/fast-track AS/core Maths), + 3 core as the preferred option for the most highly academic students although most Further Maths students would take a 4 core programme;

• The College would expect students with GCSE B grades to take an EPQ; • For students with a GCSE average of 5.5 or lower, a core containing some BTEC courses (which

were subject to continuous assessment) would be strongly advised as this significantly increased the chance of successful progression to University;

• BTEC 90 credit Sport students would not need to enrol for an elective as they had an EPQ built into their programme.

• Additional enrichments could be undertaken by all students.

It was noted in response to members' questions concerning General Studies that this could be taken as an elective fast-track course but the fast-track option would end nationally from 2017.

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The Committee received an update on the College's curriculum plans.

62.9 Curriculum Learner Voice Report Jamie Davies, Assistant Principal designate (Quality Systems) presented the Listening to Learners. Curriculum Learner Voice Report 2015-16. Members noted that:

• 1,382 student responses had been received to the online learner voice survey for each subject; • Unlike in 2014/15, when the survey had been undertaken on one occasion, it had been used on 2

occasions in 2015/16 i.e. at the time of the progress assessments in Nov. 2015 (with a 50% response rate) and May 2016 (with a 25% response rate);

• The same questions were used in 2014/15 and 2015/16 i.e. students were asked to comment on delivery, feedback and subject teacher support, with an optional question on inspirational teachers, biggest impact on engagement/enthusiasm;

• The Nov. 2015 survey included a question on British Values, which fed into the Ofsted Prevent Duty survey undertaken in Jan. 2016;

• There had been a positive response overall e.g. concerning appropriate delivery strategies, variety of feedback, inspiration;

• The "word cloud" on the front of the report showed comments arising from the survey including positive words such as "support" and "feedback";

• Departments used "You said, we did" posters to show actions taken in response to the questionnaire.

It was noted in response to members' questions that:

• The learner voice survey sought qualitative feedback replacing a former survey which sought numerical, quantitative feedback;

• Accountability was built into the process through review of the results by departments and Heads of Faculties, with comments from Heads of Faculties attached to the report.

The Committee noted that:

• Across the college, the feedback was overwhelming positive, with many students referring to staff using a selection of appropriate delivery strategies, use of a variety of methods for feedback, and inspiring learners with enthusiasm in class;

• Where this was not the case, feedback had been used to support those teachers with actions to aid the success of their students;

• Staff would be expected to reflect on the learner voice as part of their review process and comment on actions arising, while departments would use the learner voice feedback to inform their 2015/16 self-assessment reports;

• Some areas of good practice alluded to in the responses had been spread to other areas of the college through the Teaching, Learning & Assessment (TLA) initiatives and through the strengths noted in the lesson observations reports completed by line managers.

Members discussed actions for 2016/17 e.g. varying the timing of the second survey to ensure a better response rate, ensuring poster consistency, linking the curriculum Learner Voice survey completion with the student experience focus groups, improving the speed of feedback, developing the learner voice as part of teachers' reflective practice within the review process for performance management. Members discussed, in particular, the importance of a timely response to issues raised in the survey, noting actions which had been taken following the survey included opening the library on Saturdays during the summer term, with the impact of the action taken measurable through the numbers of students using the service.

The Committee noted, in addition to the formal learner voice survey, examples of the embedded learner voice detailed in the report (e.g. BTEC learner feedback at the end of each assignment, a Sports Student

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Exec team in PE which met every half term to discuss emerging themes for Academic Sport and Enrichment Sport) and other examples of annual learner voice surveys (e.g. the Pastoral Learner voice survey and the enrolment & induction questionnaire).

Jamie Davies presented the results of the parent voice questionnaire which had been completed at consultation evenings in Mar. 2016. Members noted that the quantitative and qualitative results of the survey had been positive and had indicated parents felt Wyke was the right college for their children (97%), with a high level of support, guidance and encouragement being offered. Suggested areas for improvement/action arising from the survey related to access to computers, food options and pricing, transport routes, guidance for students not applying for HE, greater awareness of the parent portal. The Committee received the Curriculum Learner Voice Report 2015-16 and the 2015/16 Parent Voice report, noting a positive outcome to both surveys overall and considering areas for improvement/actions to be taken.

62.10 Student attendance and withdrawals report Ian Taylor, Deputy Principal, presented the 2015/16 student attendance and withdrawals report. Members noted that:

• Unlike the student numbers and funding report which was presented to the Corporation's Finance & General Purposes (F&GP) Committee and which dealt with retention at course level, the College's annual student attendance and withdrawals report dealt with retention at individual student level;

• 6.43% (post-census: 3.94%) of the cohort had left in 2015/16 (2014/15: 6.81% (post census: 4.89%), 2013/14: 7.8% (post-census: 4.7%));

• Reasons for students leaving the College were shown in the pie chart accompanying the retention tables and included students leaving to take up an apprenticeship/employment/ education elsewhere, health/personal reasons, moving from the area, being asked to leave the College for non-attendance or breach of contract.

It was noted in response to members' questions that actions taken to help retain students with health issues included reducing workload. The Committee received the 2015/16 student attendance and withdrawals report.

62.11 Lesson observation report Jamie Davies presented the lesson observation report 2015/16. Members noted that:

• The process had changed significantly in 2015/16 to become more developmental and move away from a graded system based on Ofsted's Common Inspection framework (CIF), which took a whole College approach, and to reflect Ofsted’s ungraded approach to lesson observations;

• Under the new College lesson observation process lessons were reviewed in relation to 7 teaching standards;

• If evidence of all 7 teaching standards was not seen, a second observation would be triggered, with internal college quality assurance processes if all 7 standards were not observed in the second observation;

• There had been 93 observations of 89 staff in 2015/16; • The process had been designed to ensure that feedback was qualitative and developmental with

a greater focus on the observee’s reflection on their practice and links with cross college Learning, Teaching & Assessment (LTA) focuses and performance management.

Members noted that the 7 teaching standards were as follows:

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It was noted in response to members' questions that: staff had reported that the lesson observation process had encouraged reflection; a cascade approach had been used to roll out the new process, with Heads of Faculty observing Heads of Subject first, to ensure that responsibility for outcomes and accountability was clearly defined. Members considered examples of the following themes observed during lesson observations: employability, British Values, Equality & Diversity, literacy, oracy and numeracy. The Committee noted that, in addition to formal lesson observations, walkthrough observations carried out by members of the College's senior management team (SMT) and Heads of Faculty provided additional quality assurance. Members noted that actions identified for 2016/17 included: training for observers on writing constructive Areas for Development using examples of best practice; standardisation of observers across the college using videos of staff lessons; formalised feedback on walkthroughs to evidence quality of teaching and strategies employed by teachers. The Committee received the College's the lesson observation report 2015/16.

62.12

Qualification Achievement Rate (QAR) report Ian Taylor, Deputy Principal, presented the QAR report, which was considered. The Committee noted in discussion that the report showed that the College's overall 16-18 success rates exceeded national and provider figures. Members discussed, in particular, the 2015 A*-C GCSE pass rate in English which was shown as 35.9% against a national average of 31.1%, noting that, while the pass rate was above the national average, it was not considered acceptable and action had been taken during 2015/16 to bring about improvement in 2016. The Committee received the QAR report.

62.13 Ofsted: 16-19 study programmes inspection dashboard 2015 Ian Taylor presented 16 to 19 study programmes inspection dashboard for the College, which has been designed by Ofsted to show at a glance how well previous cohorts demonstrated characteristics of good or better performance in Level 3 qualifications and in GCSE English and Mathematics. Members noted that:

• The dashboard contained a brief overview of published data for learners at the end of 16 to 19 study programmes, provided for the last 3 years, where available;

• It was additional to the fuller data already available to providers and showed progress first, including from different starting points, alongside which retention should be considered;

• It included key groups i.e. learners who were eligible for free school meals (FSM) or children looked after (CLA) when in Year 11, females and males;

• Cohort sizes were shown with Ofsted warning that data for very small groups should be treated with caution;

• National figures in the red bars at the top of charts were for all state funded schools and colleges unless otherwise stated;

• The front page summarised strengths and weaknesses based on the 2015 data shown in the dashboard, with strengths giving an indication of some features of good or better

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performance in 2015 across qualification types, subjects, starting points and groups and weaknesses highlighting particularly low progress in comparison with all 16 to 19 providers in qualification types, by groups and in A-level subjects.

The Committee noted that the 2015 report recorded no weaknesses and identified the following strengths for the College:

• Value added (VA) significantly above average for the academic, vocational, and GCE A level qualification types;

• For Free School Meal (FSM) learners, VA significantly above average for the vocational qualification type;

• Academic VA significantly above average for learners with prior attainment grades D or below C. Members discussed the report in detail, noting that much of the data was also available through other reports available to the Committee but was nevertheless useful. The importance of the VA measures in the report was noted, given Ofsted's emphasis on progress judgements. The Committee discussed value-added for Free School Meal (FSM) and other learners, noting that the College's aim was to ensure that all students did well and that it would review any VA differences between specified types of learners. It was noted in response to members' questions that the College did not receive information from schools on FSM applicants and was considering developing an FSM tracker, noting that Kelvin Hall School already used such a tracker. Members considered the subject specific table. It was noted in response to members' questions concerning the position of English in the 2015 VA table relative to 2013 and 2014 that the data showed English had still been above the positive VA line in 2015 but its position was expected to improve in 2016. It was noted in discussion that the report, including subject specific VA data, would be shared with staff and would feature in the College's annual self-assessment report (SAR), but that the College would also continue to use ALIS and Alps sixth form college VA data which was available in time for the subject review meetings which took place in early Sept.

Members considered the 2013-15 data for AAB* by prior attainment in facilitating subjects as defined by Russell Group universities (i.e. English literature, History, Modern languages, Classical languages, Physics, Biology, Chemistry, Geography). With reference to facilitating subjects, it was noted that those studying in school sixth forms were likely to have access to a more restricted range of Level 3 subjects and that Russell Group universities were willing to consider a wider range of subjects for entry in practice. It was noted, in response to members' questions concerning VA and prior attainment, that the College considered that it was able to demonstrate through the use of Alps VA data and data from the Flyers' programme that VA for students entering the College with high grades was positive overall.

(The Principal left the meeting).

The Committee noted that the 16 to 19 study programmes inspection dashboard confirmed with reference to prior attainment in GCSE and equivalent that student points score per entry was lower than the national average for academic study at Level 3 and slightly above the national average for vocational study.

The Committee considered the Ofsted 2015 16 to 19 study programmes inspection dashboard, noting that while the value-added (VA) measures in the report were not identical to the VA reports produced using the ALIS and Alps sixth form college VA systems, it provided a degree of triangulation.

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62.14 DfE: published Key Stage 5 data 2015 The Committee received the DfE's Key Stage 5 data 2015, which set out in tabular form data already considered by the Committee and Corporation in other formats e.g. in the league table. The Committee considered a report on new accountability measures 2016 (to be reported 2017), indicated in a ‘shadow’ view using 2015 data as an illustration. Members noted that there would be 5 headline measures: progress (VA); attainment; English & Maths; retention; destinations. The Committee agreed that the shadow accountability measures document using 2015 data should be reviewed during autumn 2016.

Action: IDT/Clerk The Committee received Key Stage 5 data 2015 and a report on new accountability measures.

62.15 Monitoring of reporting against the College Charter The Committee considered the 2015/16 report, which detailed how the commitments in the College Charter were monitored by the C&Q Committee and/or other Corporation committees. Members noted that all reports had been received by the June 2016 C&Q Committee meeting, with the following exceptions:

• The 2015/16 student experience survey report, which would be presented in autumn 2016; • The student equality & diversity report, which would be presented to the July 2016 Corporation

meeting.

The Committee noted reporting against that the following Corporation approved commitments, which had been added to the College Charter in July 2015 in recognition of the College's Prevent Duty and the focus in Ofsted’s new Common Inspection Framework (effective from Sept. 2015) on learners’ preparation for their next step in personal development i.e. Provide access to advice, information and counselling on educational, personal development, behavioural or welfare matters; Raise awareness of the challenges of extremism and radicalism. The Committee received the 2015/16 monitoring report against the College Charter.

62.16 Deferred to Oct. 2016 The Committee noted that the following reports would be presented during autumn 2016: (i) work experience report 2015/16 and (ii) focus groups student experience survey report.

Action: Clerk/JD

Committee matters 62.17 Annual review of terms of reference & standing agenda item lists

The Committee completed its annual review of its terms of reference and standing agenda item lists and agreed to recommend minor updating changes to Corporation for approval.

Action: Chair

Corporation matters 62.18 Monitoring of Corporation Performance Action Plans

As noted earlier on the agenda, it was noted that the Corporation's draft collective self-assessment questionnaire would be updated at 2015/16 year end for presentation to Corporation in Sept. 2016, completion of the initial draft at the C&Q Committee's Oct. 2016 meeting and recommendation to the Dec. 2016 Corporation meeting on approval of final grading.

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Documents from outside bodies 62.19 Documents from the EFA, SFCA, DfE, BIS & other outside bodies

The Committee considered the following reports: • SEND Code of Practice • Ofsted data dashboard decommissioning report • Kingston upon Hull: Post-16 Attainment Report. Education, Learning & Skills Statement 2015-16

Members noted that the SEND Code of Practice had been considered earlier on the agenda. It was noted that the Ofsted data dashboards were being discontinued and would not be updated with 2015 data. The Committee considered the Kingston upon Hull Post-16 Attainment Report noting that it stated that Hull fared less well for young people attaining a Level 3 qualification at the age of 19 than regionally and nationally, with the average point score per student exceeding the national average but the average point score per exam entry lagging behind the national average. Members reviewed the report with reference to the league tables which had been considered at the Feb. 2016 C&Q Committee meeting and the Mar. 2016 Corporation meeting and which were displayed on screen for reference at the Committee's June 2016 meeting. The Committee queried the interpretation in the Kingston upon Hull report, noting that the College was a significant and successful local and regional provider of education at Level 3, with positive value-added, but noting also that the report did not break down provision into individual providers. Members noted with reference to the College's point score per entry that the College's average points score per student of 905.2 placed the College fourth nationally in the table for sixth form colleges and second in the table of local providers (after Hymers College). It was noted in response to members' questions that the College's experience was that students were most successful when they were engaged in a full programme of study. Members noted that the College would discuss the report with Hull City Council. The Committee received the above documents for information.

Final matters 62.20 Any other business

It was noted that there was no other business not already on the agenda.

62.21 Risk management – items identified at the meeting The following risk had been identified at the meeting: achievement of 2016/17student numbers.

62.22 Date of next year's meetings The Committee agreed that 4 meetings should be held in 2016/17, with 2 meetings during autumn 2016, and that the Clerk would consult with members on meeting dates by e-mail.

Action: Clerk

Fiona Bagchi Clerk to the Corporation

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