quality-standards-and-curriculum-committee - 24 March 2025

J. Barratt in the Chair.

11/25.  Declarations of Interest

No pecuniary interests declared.

12/25.  Minutes – 27 January 2025 (Appendix – Agenda Item 3)

Resolved:  That the Minutes of the meeting held on 27 January 2025, were approved as a true record, subject to the inclusion of J. Vernon as an attendee.

13/25.  Matters Arising from the Minutes

None.

14/25.  Progress Grade Report 2 (Confidential Appendices a-c, Agenda Item 4)

The Committee reviewed student progress at the Second Progress Grade monitoring point of 2024/25 (previously circulated).  The report included information on progress against overall Meeting Target Grade percentages, areas of strength and areas of concern across academic, vocational and apprenticeship provision.

The Committee sought assurance that subject areas currently not meeting expected targets had plans in place to support improvement and had sufficient resources allocated to address them.

In response to questions on the underlying reasons for the variations in performance across different courses and levels –

• Regarding Criminology Applied Diploma, the VP - AL explained that predicted grades generated by APLs had not been produced for this course until mid-way through 2024/25, therefore, predicting outcomes accurately was challenging. Intervention and support strategies were being implemented to support students to achieve expected grades.
• Regarding grade predictions for Maths GCSE, the college set a discrete achievement grade. In terms of English & maths GCSE retakes, the college achieved success significantly above national average. GCSE English was18.2% above national rates and GCSE Maths was 5.2% above national rates.
• Regarding the NCFE Diploma Programme, the requirements to achieve an overall Distinction Star grade were very high, requiring a Distinction in every unit, unlike other diploma programmes. Some students had already achieved a Merit grade in Year 1. Moving forward, the college had an ambition to secure more high grades going forward.

In response to a question on how the college was supporting the first cohort of T-Level students through the new assessment process, and what were the early indications of their performance, the VP, V&TE explained that teachers were challenged in review quality meetings to support students to achieve high grades.  Some teachers had been cautious in their predictions due to the nature of assessment and the lack of experience assessing T Levels and this had impacted high grade predictions.  Curriculum Quality Reviews would continue to take place for the remainder of the year, to support the teams in maximising student grades. 

In response to a question on what additional support was being provided to students taking GCSE resits, the VP – V&TE explained the college’s approach to putting students forward, which included assessing students’ suitability, including meeting the attendance and engagement standards expected.  For the November 2024 results a record number of 195 students had achieved Grade 4 or above, which validated the college’s approach.

In response to a question on how the college was ensuring that grade prediction data was being used to inform curriculum planning and delivery, the VP, Q, A & I explained that an increased focus on course reviews and quality reviews had driven improved performance.  In response to feedback following the recent OFSTED Inspection, officers were considering refining how the college approached both progress review and quality monitoring across 16 – 19 and Adult provision.  The Committee would receive an update on the progress of this during 2025/26.

15/25.  Sub-Contracting Annual Report (Appendix, Agenda Item 5)

The report (previously circulated) had been produced to facilitate scrutiny of the sub-contracting function and to help meet the requirements of the Education & Skills Funding Agency (ESFA)’s Sub-contracting Standard.  The ESFA would cease to exist after 31 March 025, its role and responsibilities transferred to the Department for Education (DfE).

The college had successfully achieved the ESFA Subcontracting Standard in March 2024 and would need to re-apply by July 2026.

The report covered –

• quality
• funding
• performance measures

across the three sub-contracting partners the college had worked with during 2024 - 2025.

In response to a question on what specific actions were being taken to support sub-contracting partners to secure the high standards expected from the college, the VP, Q, A&I explained that the college chose to work over the long term with local partners who worked in areas the college did not.  The college was assured of the standard of teaching required and had undertaken observations and assessment of the teaching provided. 

In response to a question on what additional support was being provided to 19+ HNS students to help them succeed in accredited qualifications, the VP, S explained that the 19+ High Needs funding accessed by Severndale Specialist Academy was not put out to tender due to the very specialised nature of this localised provision.  The college was assured with the teaching performance of Severndale and that the partnership achieved value for money in terms of both the quality of teaching and provision.

Having reviewed the Annual Report, it was

            RESOLVED:  That it be RECOMMENDED TO BOARD that the Annual Report be accepted.

ACTION:  Report to Board 31/03/2025

16/25.  Higher Education Strategic Update (Appendix – Agenda Item 6)

The Committee reviewed a report (previously circulated), summarising recent Higher Education (HE) activities at the college, focusing on quality, regulatory compliance, and strategic direction.

The Committee discussed the following key points:

• HE Board of Studies: There were ongoing reviews of teaching, learning and assessment, with completed reviews for Sport/Outdoors, Computing, and Construction Management, and a scheduled review for Engineering.
• Higher Skills Improvement Fund (HSIF): HE provision had benefited from significant capital investments, including classroom refurbishments, new classrooms, specialist equipment, and HE Centre upgrades, with a final spend deadline of March 31, 2025.
• DfE HSIF Quarterly Return: The final quarterly return, detailing capital and revenue expenditure, had been submitted.
• OFS Regulatory Fees: The college had informed the OFS of its 2025-26 HE fees, maintaining current rates despite government approval for a 3.1% increase (£7,425 full-time, £3,731 part-time). In response to questions on this approach, the VP, T&VE explained that the college attracted more HE students than other local providers, who charged lower fees, as it provided a positive experience, a wider range of provision and students achieved well. The college also had a strong track record of employer re-investment in higher level Engineering and Construction.  The sector advisory panels had supported the development of the college’s HE offer, which, in turn, had informed spending and curriculum design.
• Access & Participation Plan: Work was underway on the college's Access & Participation Plan, with a submission deadline of July 31, 2025.

The Committee recognised the challenging HE in FE landscape and the importance of the college having the most effective strategic approach to grow HE provision.  A core component of the college’s Strategy was to grow HE provision.  The Student Governor observed that some students did not consider the college’s HE provision as a legitimate alternative that employers would accept compared to universities.  The Committee observed that whilst quality provision was valued, students also needed to appreciate the point of internal progression and what is in it for them.  The national picture was of a decline nationally of HE in FE and, in response to a question, the VP, V&TE explained that his ambition for HE was to increase internal students’ progression to the college’s higher education provision and to build in a clear progression path for T Level students. 

17/25.  Progress Against the Delivery of the College’s Career Strategy (Appendix, Agenda item 7)

The Committee reviewed a report (previously circulated) providing assurance that the college met its statutory requirements for careers provision and outlines its activities.

The Committee discussed the following key points:

• Matrix Assessment: The college held the Matrix Standard, last assessed in March 2023, with the next assessment scheduled for March 2025.
• Gatsby Benchmarks: The college currently met all eight Gatsby Benchmarks. Revised benchmarks would be implemented in September 2025, and the college would self-assess against them.
• Careers Strategy: The college's Careers Statement of Intent aligned with its broader strategy of "where every student makes outstanding progress," and catered to diverse student backgrounds through three career pathways: Accelerate, Graduate, and Investigate.
• With respect to the weekly careers newsletters produced by the Agency, governors appreciated being included in the circulation.
• The impact of effective competitive entry programs (Shrewsbury Scholars, subject-specific societies, Oxford/Cambridge offers).
• The college’s multi-disciplinary support for students with specific needs and the comprehensive widening participation programs (university programs, bursaries, fee waivers).
• That there was dedicated support for T Level students, resulting in successful university applications, employment offers, and degree apprenticeships.

18/25.  Student Voice - Student Perception of College (SPOC) Induction Survey Update (Appendix, Agenda Item 8a)

The Committee reviewed actions taken in response to the Student Perception of College (SPOC) Induction Survey, focusing on addressing areas where students reported concerns or a lack of awareness.

The key actions and updates included:

• Student Safety: All students who reported not knowing who to contact regarding safety concerns had been contacted and reassured. In response to a question, the VP, S explained that further checks would be conducted in the year-end SPOC survey, to assess the impact of the college’s support.
• Targeted Communication: Analysis had been conducted to identify departments and courses with higher percentages of students reporting issues with pre-course and induction communications.
• The Agency Awareness: While The Agency's functions were generally well-known, the D - Q, T & LE explained that a further exploration of branding might be beneficial.
• Additional Learning Support (ALS) Awareness: Data had been analysed to understand which student profiles reported needing better ALS awareness, with a focus on differentiating between self-assessed LLDD students and non-LLDD students. Specific courses had been identified as having higher percentages of students disagreeing that they knew enough about ALS.
• Travel Issues: A new section of the college dashboard was being developed to identify and support students who travelled significant distances to college.
• Positive Feedback Communication: Positive feedback from the Induction SPOC survey had been compiled and displayed as posters across campuses to reinforce student positivity.
• Engagement with the OFSTED surveys. The VP, Q, A & I reported that the student, staff and parental response rate to the surveys posted by OFSTED had been above the rate expected. In feedback, it was very clear that the responses validated the inspectors’ perception of the strength of the college’s position.  The Committee was encouraged by the high level of parental engagement and suggested that this might be due to the relatively few questions asked in the OFSTED survey; it suggested that the college might take this approach going forward, to increase further engagement in its surveys.

19/25.  Student Voice Update (Appendix, Agenda item 8b)

The Committee discussed an update on Student Voice activities (previously circulated).

It discussed in particular -

• Ofsted Interaction: Student Union Executive (SUE) and PRIDE group members had shared their experiences with the Ofsted inspection team. This had included the 16 – 19 Student Governor. Inspectors had feedback that student voice was an area of strength, with solid representation in college so that students felt that they had a genuine voice and felt listened to. 
• SUE Elections: The Agency Projects Co-ordinator was trialling an earlier SUE election process to increase student impact. New SUE officers had been elected and were undergoing a handover. The Clerk reported that she was working with the college and current student governors to recruit and induct their successors ready for September 2025.
• New Student Officers: Officers had been elected for each campus.
• Student Rep Meetings: Efforts were being made to improve attendance and engagement at Student Rep meetings, especially among new students. Governors had recently attended the most recent meetings at the London Road and Welsh Bridge campuses and observed that reps had a good level of understanding of their cohort, were well-connected to their peer groups and were effective in feeding up their cohort’s concerns.
• SUE Activities. The incoming SUE president was focused on LGBTQ+ student representation and fundraising and student engagement initiatives were being planned.
• The college was following up though the student forums, students’ understanding of additional learning support and how to access this. The forums provided triangulation and an opportunity to follow up questions in the student surveys.

20/25.  Safeguarding Report (Confidential Appendix, Agenda Item 9a)

The Committee reviewed the Safeguarding Report (previously circulated) to assess that the college continued to effectively fulfil its statutory obligations regarding safeguarding in college for the Term.

The Committee reviewed –

• Increased Safeguarding Entries:
  • Safeguarding entries had significantly increased compared to previous years. In response to a question, the VP, S explained that this rise was attributed to improved transition protocols with schools and local authorities, increased mental health support, and the introduction of an Emotional Health and Wellbeing Practitioner.
• Safeguarding Nature Trends:
  • Transition information, mental health concerns, self-harm, suicide risk, criminal exploitation risk, sexual harm, substance misuse, and emotional health and wellbeing referrals were tracked.
  • There were relatively stable levels of self-harm, suicide risk, substance misuse, and criminal exploitation risk.
  • Significant increases had been seen in Emotional Health and Wellbeing Referrals.
• Other updates:
  
  • 100% completion of mandatory safeguarding and Prevent staff training; this included governors.
  • Emotionally Based School Avoidance (EBSA) training had been delivered to support staff.
  • The annual review of Online Safety (Filtering and Monitoring Standards) had completed.
  • The college had conducted an updated Prevent Risk Assessment reflecting local counter-terrorism profiles.
  • In terms of working with partners, the college had secured additional support from Shropshire Social Prescribing for smoking cessation and vaping education and had commissioned counselling support from Crane Quality Counselling services.
  • The college had delivered tutorials on healthy relationships, consent, and sexual harassment delivered to new students.

21/25.  SEND and Equality, Diversity and Inclusion Termly report (Appendix, Agenda Item 9b)

The Committee reviewed a report (previously circulated) providing an overview of the college's SEND (Special Educational Needs and Disabilities) provision, performance, and related Equality, Diversity, and Inclusion (EDI) activities.

The Committee sought assurance on:

• SEND Provision and Performance. Approximately 180 students with High Needs and/or EHCPs were integrated across all college provisions, including specialised programs. In response to a question, the VP,S explained that discrete SEND provision (ASDAN, Supported Internships, Project Search) had strong core achievement, but retention on Supported Internship programs was a focus for improvement.
• Regarding performance analysis, overall college achievement rates and High Needs student achievement rates exceed national benchmarks, including English & maths achievement for High Needs students. The Committee also reviewed achievement rates for 19+ and 16-18 High Needs students, with comparisons to mainstream student performance. Vocational provision showed strong achievement rates for High Needs students and A-level provision had seen positive value-added results.
• In response to a question, the VP, S explained that priorities for 2024-25, included:
  • improving information, advice, and guidance for Supported Internship programs to increase retention.
  • continuing improvement of English and Maths achievement, particularly in Functional Skills Maths.
  • Expanding employment opportunities through a second Project Search placement at RAF Cosford.

Regarding Equality, Diversity and Inclusion (EDI):

• Activities and Recognition. The college had received second place in the World Skills EDI Heroes Awards. The Committee added its congratulations to the college on this achievement.
• The college had an extensive schedule of events planned in the EDI Calendar, including cultural celebrations for St. David’s Day and International Women’s Day, Heritage Week celebrations, including VE Day events and the STAR awards to recognise student achievements in overcoming adversity and EDI allyship.

22/25.  Risk

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

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

23/25.  Student Governors

 The Committee acknowledged that this would be the last meeting attended by the HE Student Governor and the 16 – 19 Student Governor.  The Committee expressed its thanks for their high percentage of attendance and active participation in meetings.

24/25.  Date of Next Meeting – 30 June 2025 from 5.30 p.m. – London Road Campus, Room LA1a.

The meeting concluded at 7.01 p.m.