TRURO AND PENWITH COLLEGE CORPORATION

TEACHING, LEARNING AND ASSESSMENT COMMITTEE

Minutes of a meeting of the Teaching, Learning and Assessment Committee held at Truro College, College Road, Truro on Wednesday 9 March 2016.

Present: Mrs L Batchelor, Mr R Crossland, Mr S Jose, Mrs S Sanderson, Dr E Sheridan (Chair) and Mrs E Winser

Also Present: Mr M Arnold (Director of Quality), Mrs C Mewton (Director of Studies), Mr M Rabey (Richard Lander School), Mr N Wilkinson-McKie (Roseland Community College), Mr M Tucker (Director of Penwith College) and Mrs A Winter (Clerk to the Corporation)

Apologies: Professor D Bristow, Mr J Smith, Mrs J Woodhouse and Mr D Walrond Also Ms J Cashmore (Director of Operations), Mrs S Dickinson (Director of Finance), Mr A Martin (Hayle Community School), Mr W Marshall (Humphry Davy School), Mr S Merrick (Penair School) and Mr M Wardle (Director of Curriculum).

T16/01 Minutes

The Minutes of the meeting held on 7 October 2015 were approved and signed as a correct record.

T16/02 Matters Arising

02.1 Cornwall SCITT Ofsted Visit (Minute C15/30.01)

The Committee was very pleased to note that the Cornwall School Centred Initial Teacher Training (SCITT) scheme had been recognised by Ofsted as an ‘Outstanding’ provider of secondary teacher training, achieving the highest grades in all aspects of the recent inspection.

02.2 Apprenticeship Data (Minute C15/31)

Members noted that apprenticeship performance data would be reviewed by the Employment and Business Policy Committee at its next meeting.

T16/03 Ofsted Feedback

The Director of Quality provided brief feedback on the recent Ofsted Inspection of the College. A team of eleven inspectors had spent four days (from 23–26 February 2016) visiting the College. A copy of the draft report was awaited and the final outcome of the inspection and confirmation of the grades awarded were expected by the end of March.

______AW/LJ/CurrStand160309mins Page 1/7 Approved 17 March 2016

Members noted that the conduct of students throughout the visit had been exemplary, lecturers and support staff had shown extraordinary commitment and the whole process had been very positive. Preliminary feedback from inspectors was gratifying.

T16/04 DfE Post-16 Performance Tables for 2014/15

The Committee received the DfE post-16 performance measures for schools and colleges in Cornwall together with a detailed commentary. Members noted the tables were based on level 3 qualifications which included A levels, International Baccalaureate and Extended Diplomas. A total of 1743 students (compared to 1671 in 2013/14) had completed level 3 qualifications at the College in 2014/15.

The Director of Quality highlighted a number of very significant achievements this year:  the College performance exceeded national averages on every measure  Truro and Penwith College was once again the top performing state provider in Cornwall on all measures for academic courses  the College remained one of the highest performing colleges, especially in terms of value added with students on academic programmes (A levels and IB) making greater progress than that achieved at 98% of colleges nationally  the average points score per student for A levels of 819.4 was almost 50 points above the national average and almost 100 points above the Cornish school sixth form average  the average points score per student for vocational qualifications of 661.4 had risen 30 points since the previous year and was 85 points above the national average and 50 points above the Local Authority average  a high percentage of students left the College with a very sound qualification base for progression – for academic qualifications 90% achieved three A levels (compared to 77% nationally and 64% for Cornish school sixth forms) and for vocational qualifications 76% achieved three substantial qualifications (compared to 48% nationally and 55% within Cornwall)  the proportion of A level students achieving grades AAB in ‘facilitating subjects’ (a restricted range of subjects deemed important for entry to Russell Group universities) was 18%, well above the national average of 12%.

The Committee scrutinised the performance tables and asked about some specific changes in data this year. The Director of Quality explained the variations and provided assurance that small fluctuations in performance were to be expected from year to year and raised no particular concerns.

Members NOTED the analysis of the DfE Performance Tables with interest and was very pleased to note the outstanding performance in 2014/15.

T16/05 DfE Post-16 Performance Tables for 2015/16

The Director explained the new measures and categories to be introduced to performance tables from next year. He described each of the five headline performance measures and the revised methodology for calculating value added. Shadow data based on 2014/15 outcomes would be produced in June 2015 but, until then, there would be no national data to benchmark performance and by that stage the first cohort to appear in the new tables would have already completed their qualifications.

______AW/LJ/CurrStand160309mins Page 2/7 Approved 17 March 2016

The Director also explained the changes to the Minimum Standards of Performance for 16-19 year olds and the proposed response to adjust to the changes. The situation remained uncertain without national data on which to base target grades.

Members noted that changes to vocational and technical qualifications would be introduced from 2015/16 and would be reported in the 2017 performance tables. The extensive range of accredited vocational qualifications that will count in the league tables was being dramatically reduced and an externally examined component would be included in all awards. New qualification specifications and exemplar assessment materials had not yet been published and the College had therefore opted to remain with current BTEC qualifications (accredited in the Qualifications and Credit Framework) for another year. These will not be reported on in the league tables published in 2018. During discussion the Committee explored the impact of the changes, the numbers of students affected (around 1,000) and the difficulty advising prospective students given the ongoing uncertainty. Many other institutions, including South West Benchmarking group members, had also decided to continue to deliver QCF BTEC awards for the time being.

T16/06 Update on FE Choices

The Committee noted the closure of the FE Choices website which enabled prospective students, parents and employers to make comparisons between post-16 providers on the basis of Learner Views, Employers’ Views, Learner Destinations and Success Rates. Data was collected via an online survey of students by the DfE – this year’s sample included responses from around 700 students.

Although the FE Choices website had been closed, underlying data for 2013/14 remained available online (without comparison facilities) and three headline measures were published on the National Careers Service website for each course.

The Committee considered the performance indicators and discussed the possible reasons for variations. Overall respondents had indicated a good level of satisfaction and the proportion who would recommend the College (88%) remained high, well above the national average. The feedback obtained by the DfE online survey had been compared to information from the College’s own learner voice and internal feedback mechanisms which were more recent and comprehensive.

T16/07 Schools Updates

The headteachers summarised the significant curriculum changes that were being introduced in schools including new Progress 8 and Attainment 8 measures, new subject specifications as well as significant changes to assessment processes. The phased introduction of a new GCSE grading system, moving from A*–G grades to a numerical scale, had begun this year. The first wave of subjects would be graded 9-1 from 2017.

The grade threshold for determining whether students would be required to continue studying English and mathematics post-16 would initially be 4 in the first year but would subsequently be raised to grade 5. This would inevitably cause some confusion.

New school performance measures based on the EBacc meant that a higher number of students would be likely to study Modern Foreign Languages at school in future.

______AW/LJ/CurrStand160309mins Page 3/7 Approved 17 March 2016

The Committee NOTED the challenges for schools and potential implications for the College.

T16/08 Spring Review of SAR Action Plans

The Director of Quality presented the Spring review of the 2014/15 SAR Action Plans and summary of the progress that had been made.

An evaluation of the effectiveness of the actions would be made in the final review at the end of the year although some areas were already beginning to show an improvement. Some areas however, such as Apprenticeship success rates, although showing improvement are unlikely to meet the high targets set in the action plan.

In response to questions about Learning Support Assistants (LSAs) the Director explained the additional focus managers have taken re the support given in English and mathematics lessons. This has resulted in further training in for LSAs and these actions were helping to improve the effectiveness and consistency in LSA support for students.

Governors were invited to feedback further questions and comments to the Director via the Clerk.

The Committee was satisfied that appropriate actions had been implemented and that good progress was being made.

T16/09 Early Leavers Data

The Committee noted that the Senior Management Team continued to monitor early leavers on a weekly basis and to look for any trends or patterns emerging. Each case was carefully tracked to ensure that an exit interview took place to drill down into the reasons behind the decision and whether the College could offer support or alternative options to maintain a student’s participation. Any feedback relating to the quality of the experience at the College was addressed and processes refined as appropriate.

Members noted that a significant number of early leavers had successfully transferred to an apprenticeship, Open Options or traineeship at the College. However, this counted as ‘no success’ in terms of DfE data as they had failed to complete their original programme. Very often the reasons for leaving related to personal circumstances and it was rare to receive negative feedback about the College. For many leavers multiple issues contributed to their decision. A detailed analysis had revealed no underlying concerns. It was noted that the numbers leaving early remained a small proportion (only 3.7%) of the total student population.

In response to questions, members of the SMT indicated that additional background information from schools in relation to individual student issues and problems would potentially be helpful.

During discussion governors sought clarification on the way the early leavers were recorded and requested that the categories were reviewed (particularly the ‘Non- attendance’ and ‘Other’ headings). The Committee also asked that an analysis of early

______AW/LJ/CurrStand160309mins Page 4/7 Approved 17 March 2016

leavers by previous school attended and a comparison of data from year to year was provided in future.

T16/10 HE Progression and Other Destinations in 2015

The Director of Studies presented a summary of the destinations for the 2447 students who progressed into higher education, further education, apprenticeships and employment in 2015.

The summary indicated that 1332 students entered HE of which 307 progressed to Russell Group universities with 11 students accepting places at Oxford and Cambridge.

Members noted the range of courses and institutions chosen - the top 10 most popular institutions were primarily located in the south west. A large proportion of students had opted to remain in Cornwall and of these 144 had taken up HE places at the College.

An external company had again been commissioned to collect information on the destinations of former students whose destinations were not already known - 685 individual students had been contacted by telephone.

The survey demonstrated that overall 54.4% of leavers were still in education, 16.4% were in work, 1.4% were completing an apprenticeship and 13.4% were classed as ‘other destinations’ (NEET, voluntary work or taking a gap year). Of those in work around 45% were in full time employment.

As a result of being contacted for the survey, 71 former students had taken up the offer of further information, advice and guidance from the College.

The Committee was pleased to note the destination data which showed a positive outcome for large numbers of learners. Governors asked that in future, the ‘other destination’ was broken down into NEET, voluntary work and gap year.

T16/11 Safeguarding Update

The Director of Studies (Designated Safeguarding Lead) provided an update on recent activities in which she mentioned:  the audit of provision was being completed by the safeguarding team for the Section 157 Annual Safeguarding Return which needed to be submitted to the Local Safeguarding Children Board (LSCB) by the revised deadline at the end of May – the Governor Safeguarding Lead (Linda Batchelor) would be involved in the process  online Prevent training was being rolled out to all staff and governors, more than 1000 staff had taken part in face-to-face Prevent training sessions  the Prevent strategy was being embedded within the tutorial programme and other measures were being implemented to raise awareness of anti-extremism amongst students and staff  the Governor Safeguarding Lead and a member of the Penwith safeguarding team had visited the county’s Multi Agency Referral Unit (MARU) to meet colleagues and develop a better understanding of the MARU processes – the Early Help Hub was seen to be a very positive development  the new Head of Student Services (Lucy Maggs) and another member of the team would also be visiting the MARU in the near future

______AW/LJ/CurrStand160309mins Page 5/7 Approved 17 March 2016

 monthly team meetings were continuing and included updates and training – the April meeting would include a speaker focusing on domestic violence.

The Committee asked questions about the prevalence of safeguarding issues and mental health difficulties amongst students as well as the workload for Student Services and increasing time and resources needed to respond to the growing demand for support. Members also discussed the complex referral pathways for local support services which were often unclear and the rising threshold for triggering intervention from external agencies.

T16/12 Policies for Approval

12.01 Equality, Diversity and Inclusion Policy for 2016-18

The Committee considered the Equality, Diversity and Inclusion Policy for 2016-18 (formerly the Single Equality Scheme) which had been updated to take account of recent changes but was substantially the same as the previous version. The Policy set out the College’s equality principles, aims and objectives. An action plan was also provided summarising the priorities and ongoing developments to further promote and advance inclusion, equality and diversity across all aspects of College activity.

During discussion members sought clarification of the ways in which the College identified achievement gaps and the action planning and range of strategies to improve performance, particularly in relation to equality of opportunity for socially disadvantaged students. The Committee was pleased to note that a recent comparison of student progression outcomes data in relation to those eligible for Free School Meals showed no difference from the general student population.

Following consideration the Committee APPROVED the Equality, Diversity and Inclusion Policy for 2016-18 (attached as Appendix A).

12.02 Disability Policy Statement

The Committee considered the Disability Policy Statement which set out the College’s commitment to offering fair and equitable treatment for disabled students by promoting access, providing an inclusive learning environment and offering a wide range of suitable services.

The Policy explained the approach to ‘reasonable adjustments’ and the process for determining the additional support that could be put in place. The Reasonable Adjustment Panel would determine the appropriate adjustments to be made for individual students.

Governors asked about arrangements for students with temporary disabilities and was assured that the same processes were involved to identify individual needs and make adjustments.

Following consideration the Committee APPROVED the Disability Policy Statement (attached as Appendix B).

______AW/LJ/CurrStand160309mins Page 6/7 Approved 17 March 2016

T16/13 Equality and Diversity Monitoring Report 2015

The Committee received the annual monitoring report reviewing the impact of the College’s policies and practices with regard to equality and diversity and the effectiveness of the College in narrowing any gaps in achievement.

The Committee noted that the College had been accredited with the Investors in Diversity quality mark from the National Centre for Diversity - the re-accreditation process had been a useful opportunity to review arrangements and gain feedback.

The report described the basic principles underpinning the enrolment processes; the broad, diverse and inclusive curriculum; the active promotion of equality and diversity through teaching, learning and enrichment activities; and the accessibility of the College’s physical environment and facilities.

During discussion the Committee asked about the lower success rates for 19+ Learners with Learning Difficulties and/or Disabilities (LLDD) and the factors contributing to this issue were explained. It was more difficult to identify needs and to put in place the necessary support. The Committee noted the actions to raise awareness of the support available. Learning Mentors would be specifically focusing on support for Children in Care and Care Leavers this year.

Members AGREED that it would be helpful to hear about the provision for high needs learners and suggested that Theresa Edwards (Foundation Studies PTL) and Tamsin Merritt (Learning Services: support and Transition Team Leader) be invited to give a presentation at the next meeting.

The Committee welcomed the monitoring report and was reassured that proactive policies and procedures were in place to promote equality and diversity throughout the College.

T16/14 Dates of Meetings in 2016/17

The dates and venues of meetings in 2016/17 were confirmed as follows:  Wed 12 October 2016 (Truro College)  Wed 8 March 2017 (Penwith College)  Wed 7 June 2017 (Truro College)

T16/15 Date of Next Meeting

The Committee would next meet at 5.00pm on Wednesday 8 June 2016 at Penwith College.

T16/16 Confidential Minutes of SAR Working Party Meeting

The Committee received and noted the confidential minutes of the SAR Working Party meeting held on 25 November 2015.

______AW/LJ/CurrStand160309mins Page 7/7 Approved 17 March 2016