MINUTES OF A MEETING OF THE CREWE MULTI ACADEMY TRUST (“CMAT”) (CO. NO. 09379253) HELD AT THE OAKS ACADEMY ON 11th OCTOBER 2018 AT 9.00am

Directors/Trustees present:

Fintan Bradley (FB) Chair Emma Hooley (EH) Headteacher Jasbir Dhesi (JD) Dame Patricia Bacon (DPB) Left at 10.58 Andrea Herron (AHe) Left at 11.39 Rachel Ellis-Jones (REJ) Janice Leverone (JL)

Also in attendance:

Jenny Gough (JG) Clerk David Kay (DKA) Deputy Headteacher Arrived at 9.22 Left at 11.39 Sharon Bowker (SB) Assistant principal - finance Cheshire College South & West

Apologies from:

Simon Yates (SY)

PART ONE MINUTES – NON-CONFIDENTIAL BUSINESS

Introductions and Apologies for Absence

The Chair welcomed those attending the meeting. Apologies were received and accepted from SY.

Two items of AOB were declared. 1. DfE Secure Access Arrangements and 2. Ofsted Preparation.

Declarations of Interest

Trustees were asked to declare any potential pecuniary interest or conflict of interests with the business to be discussed during the meeting. No interests or conflicts were declared.

Declaration of Interest forms for 2018-19 have now been completed by all trustees.

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ACTION: JG to return the completed Declaration of Interest forms for 2018-19 to EH.

The trustees agreed that FB as Chair could sign the Code of Conduct on their behalf to confirm their agreement to it. FB signed the Code of Conduct.

ACTION: JG to return the signed Code of Conduct to EH for filing at the school.

Minutes

Minutes from the Meeting on 21st September 2018

Q. Has the model safeguarding policy come out yet? A. Yes. The policy will be reviewed at the next board meeting.

ACTION: FB to write the impact statement for the September Minutes.

The school is now using twitter more to promote the school.

Local Governing Board (“LGB”) Update

At the meeting with Matt Miller on Friday 21st September it was agreed that the trust would set up a LGB.

It was agreed that a revised Scheme of Delegation, a membership list of the Local Governing Board and a Terms of Reference for the LGB would be approved at the November meeting.

ACTION: JG to add the approval of the revised Scheme of Delegation, LGB Membership List and the LGB Terms of Reference to the November agenda.

It was further agreed that:-

 any meetings of the LGB before the November board meeting could take place as working groups until the Board is formally constituted; and  the trust board delegated authority to the working group to appoint LGB members.

ACTION: JG to send a reminder email to all trustees to request feedback/comments on the template produced by Matt Miller. All responses need to be collated and send to Matt Miller by 23rd October.

It was agreed that the authority to approve the revised safeguarding policy would be delegated to the LGB Working Group.

At the first meeting of the LGB Working Group it was affirmed that Helen Nellist would become a member of the academy trust. Sharon Bowker would become a trustee.

ACTION: JG to add the appointment of Sharon Bowker as a trustee to the agenda for the November meeting.

Rachel Ellis-Jones will chair the LGB. The meetings will take place in the late afternoon/early evening.

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The Scheme of Delegation is currently with the College’s Clerk for advice.

One more community representative is being sought for the LGB. The trust meetings will receive notes from each LGB meeting.

ACTION: EH/FB to follow up the possible lead for a community representative from the Town Council.

The minutes were agreed as a true copy of the meeting. They will be signed at the next meeting when the impact statement drafted by FB has been inserted.

ACTION: JG to add FB’s impact statement to the September minutes and bring a paper copy to the November meeting for execution.

The Action Log was reviewed. See updated action log.

9.22 – David Kay arrived

Examination Report 2017/18

The Examination Report 2017/18 was circulated to all trustees in advance of the meeting.

At the present time the data checking exercise is still in progress and there could still be slight changes to the results data. There have been some changes already to marks in English, RE, History and Geography. The Progress 8 is now -0.8 as of 3.10.18 and it was stated that this could still change, but it will remain at -0.8 for the performance tables.

The 2017/18 cohort has dealt with a legacy curriculum. They had a three year Key Stage 4 curriculum. There was not enough guidance provided to assist with their option choices which is why only one student was eligible for the EBacc.

Q. Can you explain the bucket system? A. It is a pupil’s 8 best subjects and they fall into buckets. Maths and English are double weighted. Humanities, MFL and Science are next and then all other subjects. The absence of guidance meant that pupils chose more open bucket subject choices so they did not qualify for the EBacc. 47% of pupils this year are eligible for the EBacc and this year’s Year 11 cohort are on a two year Key Stage 4 curriculum.

Q. How can the trustees have confidence in the in-house data? A. The in-house data collection has improved now and become more accurate. There is a new tracking system called Pupil Progress. The Creative Arts department piloted it and the art data accurately predicted the results in line with the grades actually achieved. There was an anomaly with the music grades but that was due to the software company being three to four grade marks off the boundary. The company has now corrected the grade boundaries. This software is now being used in all subjects in Year 10 and 11.

At Appendix 2 of the Examination Report it can be seen that there has been a dip in Maths across the local authority. The Curriculum Team Leader in Maths is changing the

Page 3 of 11 specification from EdEXL to [ ]. This builds in tolerance to the school’s grade boundary.

Q. Does that impact on where you grade? A. Yes. The tier of entry and consideration of it will be looked at at Mock 1.

The effect of outliers was discussed by the board. There are 10 students having a 0.2 effect on the overall figure. Case studies have been written to demonstrate the interventions put in place by the school and impact on overall performance. There has been some success captured in the case studies. Ofsted are able to take the outliers’ data out of the Progress 8 figure if the case studies are robust enough. It would make the Progress 8 figure -0.6.

Q. Are any of the outliers pupil premium pupils? A. Yes. More than 50% of the school’s pupils are granted pupil premium funding.

Currently all data inputted into SIMs is uploaded into an analysis tool called Sister Analytics. All key assessments across the year are inputted not just the usual assessments which only happen 3-4 times a year. For example in English the final assessment consists of two papers with five questions on each paper. The pupils would complete internal assessments throughout the year using a similar format and the results of which would be used to predict their final grades.

Q. When will this system be implemented across the school? A. It is in Year 10 and 11 at the moment. It is hoped by the start of next academic year it will be throughout the whole school.

The table in the report which sets out a breakdown of each subject, the grades achieved at mock 1, mock 2, actual and national averages was discussed. Those subjects marked with an asterix are still graded from A*-G. The other subjects are in the first year of a new GCSE syllabus. There were no grade boundaries published before the exams. The school worked with Sir Thomas More Catholic School, Crewe and other link school to consider the grade boundaries. The subjects with the biggest disparities in the accuracy of data was seen in Music, Computer Science and French.

Q. The disparity between predicated and actual was 3% in Music last year and it is 15% this year. Is there an issue with teaching and learning? A. The trustees were referred to page 37 of the The Oaks Academy Improvement Plan 2018- 19 which was circulated to all trustees in advance of the meeting. The national average in each cohort taking music is 7%. At this school 19% of the cohort took music. It is a time consuming subject due to the amount of rehearsals needed. Some pupils had no instrument or voice. This year only those who were capable of the GCSE were allowed to take the option. Those that were not capable were offered alternative subjects. The Pupil Premium pupils are funded for music lessons, but some of them refuse to take them.

Q. Good teaching and learning would still have added value. How do we measure value added? How can we demonstrate improvements made from each pupil’s entry level? A. It would be necessary to look at the data. It was reaffirmed that trustees need to see the data which shows progress. It was further commented that it is difficult with the Creative Arts subjects because it is English and Maths which are baselined at entry.

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Q. Do schools do an initial assessment? A. There are baselines. EH confirmed she would need to look at the in-house tracking.

Q. Does the school use Fischer Family Trust software? If not, what method is the school using? A. No. Value added is not measured by Ofsted anymore. The school has its own internal assessment tracking process which is more thorough because it uses data inputted in- between each formal tracking point.

Q. How do you deal with each individual and their predictions? A. Each child has a flight path when they arrive in the school. The trustees were referred to The Oaks Academy Improvement Plan 2018-19 which was circulated to all trustees in advance of the meeting. Progress 8 is not a good measure of whole school curriculum. The current Year 11 data is based on the data collected at the end of Year 10. Using the flight paths progress can be reported. Where a pupil is underperforming there will be a particular focus on progress grades. For each grade there will be a mid way score and a plus and a minus score and then sub-levels can be measured as well. There are 21 pupils in the current Year 11 who have a mentor. The senior leaders are meeting with the progress 8 priority subjects weekly and curriculum team leaders are working with class teachers. Manni Botwe from Tytherington School is also assisting the school with looking at this area of work.

Q. Would you be confident that each pupil knew where he or she was on his or her flight path? A. Yes.

Records of teaching and learning are not just lesson observations. The evidence is triangulated through data, book observations, lesson observations and what the pupils say.

Q. Why is it not having an impact? A. It is in some areas and in others more plans are being put in place. There is a partner in school today looking at areas of improvement for Maths and English.

At appendix 2 of the report “Where we are in relation to other Crewe schools?” EH explained the contents of the data in the table. The caveat given by a local authority officer at a recent meeting of CEASH was that it is difficult to compare the data because cohorts vary considerably from the size and make up of each one. There are twenty two very different secondary schools within Cheshire East.

ACTION: EH to circulate the performance tables for Cheshire East to all trustees as soon as they are published.

The trustees were referred to appendix 3 of the report “How are the patterns different lower down the school?”

The current Year 11 is a similar sort of cohort to the Year 11 pupils which left in the summer 2018.

It was discussed that it would be beneficial to consider what else the school could do to produce evidence of where pupils are and what progress they have made. The trustees need to have confidence in the tracking assessment data.

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As mentioned previously Manni Botwe from Tytherington School is carrying out an external validation of Maths and English so the results should provide some weight to the tracking assessment data. The school is also working with Shavington Academy and Alsager School.

Years 7-9 at this school are undertaking the new methods. Some schools still use the old levels and then move to the Progress 8 system at Key Stage 4. The consistent approach throughout the school is further evidence of the validation of the school’s internal data.

ACTION: EH and REJ to meet to discuss internal tracking data and flight paths.

Q. How is this report going to be translated for publication on the website? A. The main headlines will be published on the website tomorrow.

Year 11 Raising Acheivment Plan 2018/19

The Oaks Academy Improvement Plan 2018/19 – Key Lines of Development report was circulated to all trustees in advance of the meeting. The report is based on a model used by Shavington Academy.

Since the July board meeting the school has taken the key areas and included individual subject plans, leadership of the whole school plan and an attendance plan. The achievement plans are for the first term. After Mock 1, the same process will be undertaken again. The first mock exams are three weeks before Christmas. The first Year 11 tracking data point is 23rd October. It was agreed that the performance of Year 11 would be an agenda item for each board meeting.

ACTION: JG to add the item “Year 11 Tracking Data Update” to each board meeting agenda.

The trustees considered the first bullet point in the first column of the table on page 1. See below.

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Q. What does the bespoke support look like for Humanities and MFL? A. The school has secured an SLE to work the leaders of these departments and a curriculum review is being undertaken. Gill Bremner as the School Improvement Partner has reviewed leadership and management in these curriculum areas.

It was agreed that the narrative of all the work being done should be increased to evidence the good work being undertaken. More signposts are needed in the document.

ACTION: EH to update the Academy Improvement Plan 2018/19 – Key Lines of Development document to include more narrative to evidence the work that is being undertaken.

Attendance

ACTION: EH to circulate the attendance part of The Academy Improvement Plan 2018/19 to the trustees monthly by email.

There are 394 pupils on roll and each student’s attendance has a significant effect. As at 3rd October 2018 the attendance was at 92.6%. The context is that since the start of term six pupils have not attended. One pupil has moved into a care arrangement, three pupils are being home educated (they are now off roll), one child is missing and one child has an ongoing SEND issue. Those six students equate to 1.5%. Their effect will dissipate over time.

Q. Have all the procedures been followed for home education election and missing children? A. Yes.

Q. Have you got clear case studies on all of these pupils? A. Yes and concerns have been raised with the local authority where necessary.

Q. With reference to the pupil who has a SEND issue, is the problem to do with getting an alternative school place? A. It is being dealt with by the local authority at the moment.

The attendance figures for Years 7-9 are lower because there is a group of EAL students with poor attendance and there have been a number of fixed term exclusions. This group of EAL students have just joined the school and the school is liaising with the local authority on ways to tackle the issue. The school is engaged with multi-agency meetings regarding community cohesion. A number of community support workers have been employed on this project. One of them is Slovakian and it is hoped that she will be able to work with the school. There is also involvement from the local PCSOs. The trustees discussed the possibility of positive role models via the ESOL programme undertaken at the College however issues of safeguarding would need to be addressed.

14 pupils at the school are currently on a reduced timetable which was put in place by the SENDCo. There is a mix of medical needs which has instigated this intervention. However it does have an impact on attendance figures. The reduced timetables will be reviewed.

Q. Are you confident that all safeguarding checks have been carried out when these pupils are off site?

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A. Yes, everything is recorded and carried out in accordance with school policies.

The table on page 6 of the report sets out a breakdown of persistent absence as at 3rd October 2018. A number of interventions are taking place and the impact can be evidenced by the numbers set out in the table which has decreased since last year.

Attendance is discussed at the senior leadership fortnightly meeting. EH is undertaking a quality assurance exercise each fortnight by double checking the attendance spreadsheet. The school is confident that the data inputted is more rigorous now. The school’s new School Business Manager is doing weekly register checks.

Q. Can we put a figure on the action plan and some milestone dates? A. The target is 95%. Yes.

ACTION: EH to update the Academy Improvement Plan 2018/19 to include the attendance target figure and some key milestone dates in order to assess the progress of increasing the attendance percentage.

Year 11 Raising Achievement Plan

There are 63 pupils in the Year 11 cohort. For 13 of those there is no Key Stage 2 data therefore their results will not feature in the Progress 8 measure. There is no data because this is the group of EAL students who have just moved to the area.

8% of the 50 pupils are pupil premium and SEND.

The pupils on EHCPs have done well. The gap is attributable to those on SEND support, particularly those with ADHD and SEMH issues. On page 14 of the report it sets out that the SENCo undertook pupil shadowing of key pupils in Year 11 with either ADHD or SEMH to chart their learning journey and to see where reasonable adjustments can be made.

Q. What is the proportion of SEND girls to boys? A. There are 4 girls and 5 boys.

ACTION: EH to update The Oaks Academy Improvement Plan to provide further details of the tracking data, to add the exact increase in no. of pupils and to add dates for when actions are going to be completed.

It was noted that there may need to be further revisions to the document following Manni Botwe’s review. It was requested that revisions to the document could be added in a different colour.

The school has had difficulties staffing the MFL department. The school is now offering Spanish and German and no longer offering French.

Q. What are the current Year 11 pupils going to do? A. The French teacher is on maternity leave and a supply teacher is covering her role until Christmas. The newly qualified teacher in MFL is being supported by the Senior Leadership Team at the school and has support from the MFL department at Shavington Academy to ensure she has subject specific support.

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Q. Has there been an adverse reaction from parents due to French being discontinued? A. No, previously pupils have been reluctant to study MFL but now Spanish is being offered a lot more pupils are keen to take it.

The school is no longer offering ICT as a subject. Pupils are now being offered an Imedia GCSE which is 75% coursework and traditionally students have done better in courses with more coursework than exams. It is also possible to sit the exam more than once. The pupils can take the exam at Christmas and then take it again without any penalty if they think they can do better. The school is seeking external support for this subject.

10.58 DPB left the meeting.

It was agreed that further details were needed in the report regarding Music, Humanities and Geography.

Attendance

Already discussed above.

Pupil Premium report 2018/19 and Action Plan moving forwards

The Oaks Academy Pupil Premium Report 2017-18 was circulated to all trustees in advance of the meeting.

DK summarised the content of the report to the trustees. DK has met with Manni Botwe to discuss the school’s strategy with regard to pupil premium.

Q. If 50% of our pupils attract pupil premium funding how does that compare to other Cheshire East schools? A. The number of pupil premium pupils is well above average at this school. Shavington Academy has approximately 13% pupil premium pupils.

The school is using an intervention called “Focus 5” where at any one time there will be five particular pupils who are being concentrated on. The books of these pupils will be looked at more regularly and their parents will be invited into school to engage with the programme.

Q. Will you be measuring the impact of this intervention and who targets the five pupils? A. The class teacher chooses which five pupils to focus on. DK will quality assure the intervention and report on it’s progress and impact. The pupils will be flagged up on the class seating software system – MINT.

Intervention strategies have been refined and the school are aiming to utilise each pupils time in school at lunch time and on Wednesday afternoons instead of relying on parents persuading pupils to come back to school outside of usual hours.

There is a high number of pupils participating in school events and there is a programme on offer for high achieving pupil premium pupils called “Higher Horizons”

Q. Is this the report for the website?

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A. Yes, save for the right hand column.

ACTION: EH to incorporate the cost figures into the pupil premium report 2017-18.

Dates of Future Meetings

The Headteacher’s Performance Management Meeting is on Thursday 25th October 2018, 9.00am-11.00am.

The Strategy follow up meeting with Matt Miller is on Tuesday 30th October 2018, 11am-3pm.

The next board meeting is on Thursday 29th November 2018, 9.00am -12.00pm.

The Pay and Audit Meeting is on Wednesday 5th December 2018, 9.30am-11.10am. SB gave her apologies for this meeting.

Impact Statement

This was an extra meeting to consider in detail the student performance data of summer 2018. The trustees were focused exclusively on school performance

 Hold the headteacher to account for the educational performance of the school

The trustees received a detailed report of on student outcomes (see minutes and circulated reports). Trustees were able to interrogate the newly available and more comprehensive data in much more detail than previously. Whilst there are been some improvements in certain areas Trustee with headteacher were keen to explore areas for improvement. In addition trustees were able to drill down to specific curriculum areas. Trustees and head teacher discussed subject level concerns and reason for outcomes and consider any actions that were required to be taken with curriculum leaders further improve student outcomes. Trustees discussed objectives for improvement in the schools action plan and were keen for these to be amended to include targets (numbers), review dates and responsible persons. Revised data given to Trustees provided an opportunity to explore further outcomes for students who are in receipt of Pupil Premium. Overall the gap has widen, whilst not at the same level as 2015/16 but here are specific areas of improvement. Attendance still remains a concern and more focus has been placed on this issue. Trustees requested regular updates on PP and monthly reports on attendance targets.

Any other business

Website Review Update

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The Oaks website has been reviewed and the members have been added. The pictures include past students so new photos are being taken for compliance reasons. It will be updated by half-term.

The CMAT website is back. It is being updated by the Clerk at the College.

DfE Secure Access

SB clarified the access rights to the DfE Secure Access pages.

Ofsted Preparation

This was covered elsewhere during the meeting.

The meeting closed at 11.39am and moved to Part 2.

Chair:……………………………………

Date: ……………………………………

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