THE NORTHERN COLLEGE
THE QUALITY COMMITTEE
Minutes of the meeting of the Quality Committee held on 2 July 2012.
Present:
Dr Malcolm Ball, Ms Judith Cohen, Cllr Ken Richardson and Ms Kate Fleming
(Minutes Q12/12 to Q12/35).
In attendance:
The Principal, the Vice-Principal (Academic), the Tutor Organiser – Skills for Life
(Minutes Q12/27 to Q12/29) and the Clerk to the Governors.
Apologies:
Prof Tim Thornton, Mr Paul Winter and Mr Neil Ruddy.
Absent:
Ms Hannah Stanley.
Q12/1
MINUTES
The minutes of the meetings held 28 June 2011 were approved (A copy is filed in the Minute Book).
Q12/2
DECLARATIONS OF INTEREST
None declared.
Q12/3
Q12/4
Q12/5
Q12/6
MEMBERSHIP ISSUES
It was reported that Ms Kate Fleming had been appointed to the Committee by Chair’s Action and
that this would be ratified by the Board at its meeting on 13 July 2012.
QUALITY REPORT
The Committee considered a range of reports which presented the performance of the College in
relation to quality for 2011/12 to date. The reports were separated into Performance, Satisfaction and
External and Internal Assessment.
PERFORMANCE
(A copy of Document 5i is filed in the Minute Book)
The Committee considered the Teaching and Learning Performance Report to 31 May 2012
which presented a summary of College performance against its Key Performance Indicators relating
to quality. It was reported that overall performance is very good, with the exception of Skills for Life
success rates which remain below target at 70%. It was noted that this was an item for detailed
discussion at Agenda Item 6.
The Committee considered a report presenting Success Rates by Different Groups to 1 March
2012, it was noted that in some cases the groups were statistically very small and in such cases the
data should be used with caution. The Committee considered performance by ethnicity, age, gender,
those in receipt of additional support and residential status.
It was reported that:
 Overall success rates remained high and above national benchmarks.
 Most identified gaps were not statistically significant or part of a trend.
 There were some improvements in success rates compared to 2009/10 and 2010/11.
 Gaps in the success rates of students with learning difficulties or disabilities identified two
years ago are closing.
 The main gap that remained a source of concern related to younger learners aged 19 to 25. It
was noted that the current 19 to 24 NEETs Project may help the College to develop more
effective strategies to support this younger age group.
It was noted that this was an item for detailed discussion at Agenda Item 6.
Q12/7
The Committee received the College Improvement Plan 2011/12 Progress Report and noted that
it presented progress towards all the key actions arising from the College’s Strategic and Operational
Objectives.
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It was noted that:
 The College was progressing on all areas of action.
 Although this was an interim report outcomes were positive to date, with the exception of
Skills for Life success rates.
 The new funding for working with younger people (NEETs Funding) was proving to be very
positive.
Resolved:
Q12/8
i
That the performance report be noted.
SATISFACTION
(A copy of Document 5ii is filed in the Minute Book)
The Committee considered a range of reports which presented the satisfaction levels of both staff
and students.
Q12/9
Diploma Learning for Life Survey – It was reported that the survey results indicated a very high
level of satisfaction with the Learning for Life Programme and that it continued to be a popular and
useful introduction to the Diploma. The main actions identified were to provide student timetables at
the beginning of the course and to review the academic skills sessions to include more practical
exercises.
Q12/10
The Committee explored why 16% of respondents felt that the workload was ‘too little’ and were
assured that this was as a result of some students being eager to get started on their assignments
and it would be addressed through further differentiation in future.
Q12/11
Diploma Semester 1 and 2 Survey – It was reported that both surveys had again demonstrated
very high levels of satisfaction with the teaching and learning and other services provided on the
Diploma Programme.
It was reported that some areas for further action to further improve the student experience had been
identified:
 Review the timing of assignment deadlines.
 Organise timetables so that all students have a private study day.
 Reintroduce report writing into the academic skills curriculum.
 Ensure all modules offer adequate and timely assignment support.
 Increase student satisfaction on the Exploring Health module to meet the new performance
indicators.
 Ensure that all modules have up to date reading lists and adequate numbers of multiple
copies of required reading.
 Issue clearer guidance and information about extenuating circumstance requirements in
relation to extension requests.
 Review the Preparing for HE/Moving On phase of the course.
 Further develop end of course focus on getting ready for work, by including sessions on CV
writing etc., for those who intend to go into the labour market rather than into university.
 Review the Personal and Professional Development sessions and the submission of the
Researching and Understanding Opportunities in Higher Education assignment.
 Review the Information Systems and Database Development modules.
 Encourage participation in the Language Workshops.
 Change the questionnaire to include a specific question about the value of Student Services
support for university applications.
The Committee explored further the use of private study days and encouraged further consideration
be given to how students could be supported to become independent learners.
Q12/12
Diploma and Short Course Learner Focus Groups – the Committee considered the outcomes
from the Diploma and Short Course Learner Focus Groups which had been designed to explore
learners’ experiences and perceptions of the College.
The Committee noted that it was clear from the reports that learners at Northern College received a
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high quality experience in all the areas explored, although there appeared to be some strong feelings
about residential accommodation, behaviour amongst residential students and attendance on
courses by people on benefits. Some areas for development were identified for consideration:
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Strengthen the message of ‘learner voice’ and make sure students know what ‘listening to
learners’ means in its widest sense.
Further consider how the College promotes itself externally and ensure that all
stakeholders/potential referral sources are aware.
Ensure the policy on withdrawing the Bursary for attendance reasons is clear, open and
transparent and can be seen to be applied equally.
Consider how extensions to assignment deadlines are monitored.
Consult with students further about how the issues arising with noise/behaviour in residential
accommodation can be managed more effectively and how attendance policies can be
communicated and managed more effectively across the wide range of students at the College.
The Committee explored further the noise issue and agreed that it was likely that it would never be
eradicated but were assured that appropriate actions were being taken where required.
Q12/13
Diploma 2007/08 Student Follow-Up Report – The Committee considered this survey which is
designed to ascertain relevant information from former students who previously studied on the
Diploma Programme. The current report surveyed those who undertook the programme in 2007/08.
It was noted that:
 The response rate was acceptable at 24%.
 The findings would feed into the impact work being undertaken by the College.
 The main findings of the survey were very positive.
 The responses to the questionnaires indicate that the Diploma Programme had a significant
impact on the lives of the students who studied at Northern College in 2007/08.
 Students hold the course and the College in very high regard.
 The College was working on strategies to further improve contact with students over time, though
it was acknowledged that this was a challenging task.
Q12/14
Short Course Satisfaction Survey – The Committee considered a report which presented results
from the Short Course Questionnaire from August 2011 to February 2012, and outlined any
significant trends and changes.
It was noted that:
 The results were generally very positive.
 Once the full years’ data was collected the results would be disaggregated to identify any
differences in satisfaction between learner groups.
Q12/15
Student Matters Committee – The Committee noted the activities of the Student Matters Committee
and the wide range of issues and areas for development it had considered throughout 2011/12. It
was reported that:
 When compared to Committee attendance in previous years input from Student Union
Representatives and College staff (including Senior Managers) had been strong.
 Learners had contributed regularly to agenda planning.
 There was little evidence of dissemination from representatives to the wider student body which
may lead to a lack of recognition of the work of the Committee and to the consideration of the
learner voice within College, particularly amongst short course learners.
 Short course learners had been represented at two meetings and on both occasions had made
welcome and positive contribution to the discussion.
It was noted that a number of action points had been identified:
 To work with the Student Union to improve the profile of the Student Matters Committee, the
dissemination of information and further widen cross-College Committee participation.
 To raise the profile and promote clarity of purpose, consideration should be given to rebranding
the Student Matters Committee as the Student Council.
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Q12/16
Production of a specific College Learner Voice Guide.
Encourage wider cross-College involvement in the Committee.
Student Destinations Survey 2010/11 – the Committee considered this survey which formed part of
the College’s on-going research into student progress post Northern College.
It was noted that:
 The report overall was positive.
 99% of respondents said that they would recommend the College to a friend.
 80% of respondents said that the College had enabled them to make improvements to their life.
 The number of learners moving into employment was lower in 2011/12 than in previous years.
 Word of mouth is still the biggest method of recruitment for the College.
Q12/17
Staff Satisfaction Survey – It was reported that the staff survey is undertaken on an annual basis
and is facilitated by QDP, who provide benchmarking information which enables the College to
compare its performance against other colleges in the sector.
The Committee noted that:
 The College responses were above or equal to the sector average in all but one of the 78
measured areas.
 There were a further 16 areas in which the college was 15 points or more above the average.
 The College fell below the sector average in just one of the 78 measured areas (compared to 15
in 2011) which was ‘there are opportunities to progress within the College’.
 Of the 78 measured areas, 71 had improved on the 2011 score.
 There were seven areas with lower scores than in 2011:
o The College is committed to continual improvement (-1)
o I participate in appraisal/performance review (-1)
o I have access to my email facilities (-2)
o I use my email (-4)
o Access to the intranet helps me in my work (-5)
o Access to management information helps me in my work (-5)
o I am confident about using computers and applications (-8)
 In terms of benchmarking, the College compared very favourably to the sector as a whole.
 The on-going negative cluster around self-assessment, planning and communication appeared to
have been successfully addressed, though slight issues around the intranet and the use of
management information remain.
 There was a puzzling anomaly in relation to the biggest point increase (we continually improve
our services/provision) and one of the few negative aspects (the College is committed to
continual improvement) which was difficult to unpick.
 The College should continue to offer appropriate ICT support and training to all staff.
Q12/18
The Committee asked whether comments about improvements in marketing reflected a general
theme in other areas of feedback and were informed of the progress being made in the area and the
impact of the additional resource which had been allocated to the area.
Q12/19
Staff Slice Groups – The Committee noted the outcomes of the Staff Slice Groups for 2011/12,
which had focussed on the implementation of the College Mission, Vision and Values.
Q11/20
The Committee congratulated the College on the positive outcomes across all the satisfaction
surveys undertaken and supported the actions outlined to address the areas for development
identified.
Resolved:
i
That the satisfaction report be noted.
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INTERNAL AND EXTERNAL ASSESSMENT
(A copy of Document 5iii is filed in the Minute Book)
Q11/21
External Moderation
The Committee considered a summary of the external moderation reports received during 2011/12
and noted that:
 All reports had been considered in detail by the Academic Standards Committee at its meetings
in November 2011, March 2012 and June 2012.
 Recommendations were entered into the Quality Improvement Database and implementation of
the actions arising tracked throughout the year by the Quality Manager.
 The reports generally showed excellent standards, with only minor points raised in most
instances.
 One serious issue had been raised relating to a student forging a teaching observation and this
had not been identified by the College’s internal processes. The Committee were assured that
the appropriate action had now been taken and controls implemented to ensure that it would not
happen again.
Q11/22
Internal Moderation
It was noted that:
 Internal Moderation aims to ensure that the recommendation for award of credit is consistent with
both the assessment criteria of the awarding body and with that made to other learners.
 In addition to ensure that high standards of marking and feedback to learners are upheld across
the college.
 The processes of external moderation are set by the relevant awarding body to ensure
consistency of award across and between institutions.
 The procedure for internal moderation may vary depending on the requirements of the awarding
body. Broadly learner work and the recommended award are scrutinised by either an individual or
group of tutors. A pro-forma is completed indicating whether or not there is agreement with the
award.
 Internal moderation had been conducted for all appropriate programmes across the College and
only minor recommendations have been identified.
Q11/23
Observation of Teaching and Learning - The Committee considered the interim report on
Teaching and Learning Observations and noted that:
 The aim of the annual programme of graded observations of teaching and learning was to
improve the quality of teaching and learning and the learner experience in the College, through
the utilisation of an internal staff team which identifies good practice and staff development
needs.
 Internal graded observations had been undertaken by a small group of trained staff.
 During 2011/12 the College commissioned an external observer to undertake observations both
independently, and paired with a member of the internal team, and that this approach aimed to
provide some external validation to the grades awarded by the internal team.
 The College had agreed to focus its observation work in 2011/12 on those tutors who had
previously achieved a grade 3 or 4 and, on the advice of the Policy and Finance Committee,
formulated the targets for the year based on a likely resulting dip in grade profile.
Q11/24
The Committee requested that a future report include progress made by those who had previously
received a grade 3.
Resolved:
Q11/25
i
That a future Teaching Observations Report include progress made by those
who had previously received a grade 3.
DISCUSSION TOPIC – EQUALITY AND DIVERSITY – SUCCESS RATES BY DIFFERENT
GROUPS
The Committee explored in more detail the success rates by learners in different groups. It was noted
that generally the College achieves well against the sector in almost every indicator and where there
are gaps they are very small when compared to national benchmarks. The key focus for the
discussion was the success rates for learners in the 19-25 age bracket, where success rates were at
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91%, which is 5% below the College average.
Q11/26
The Committee explored:
 How differentiation could be used to adjust learning for younger people who may have different
attention spans.
 How to manage the sometimes challenging behaviour of some younger males in a residential
environment.
 The value of disaggregation of Skills for Life outcomes for those in the 19-25 age bracket.
 The use of more structured study time for younger learners.
 The effective use of Information, Advice and Guidance (IAG).
 The impact of ICT on learning for younger people.
 The development of appropriate structure/frameworks for supported learning for younger
learners.
Q11/27
DISCUSSION TOPIC – SKILLS FOR LIFE
The Committee explored in detail the issues surrounding the Skills for Life success rates, with a
particular focus on the actions taken to date and proposed actions for the future.
Q11/28
It was noted that:
 It was difficult to identify any consistent pattern or causes for the fall in success rates from the
data.
 There could be a potential mismatch between training materials and the exam materials which
was being explored.
Q11/29
The Committee explored:
 The appropriateness of the model of delivery and potential developments that could be
considered.
 The College’s approach to a learner’s readiness for taking a test and its impact on success rates.
 The planning of provision and improvements that could be made.
 The use of practice tests.
 The impact of level 3 learners who needed to pass a level 2 Skills for Life test in order to
complete their level 3 programme of study.
 The potential impact on success rates of those whose first language is not English.
 The future comparison of success rates of male and female learners.
 The potential impact of the introduction of the GSCSE model in 2012/13.
 The value of structured study and/or online support.
Q11/30
DISCUSSION TOPIC – MEASURING IMPACT
(A copy of Document 6i is filed in the Minute Book)
The Committee noted that:
 The college currently measures the impact of its work in a number of ways, primarily using data
which is measured against internal performance indicators (PIs) and where possible against
external benchmarks.
 The economic recession, and the priorities of the Coalition government had brought an increased
focus on the measurement of impact within the learning and skills sector.
 This had resulted in a number of initiatives within adult learning which aimed to measure the
Social Return on Investment (SROI) from adult learning.
 The Residential Colleges Committee (RCC) had commissioned the New Economics Foundation
(nef) to undertake a SROI study of the long full-time Access to HE courses (in the case of Ruskin
this is a Cert HE course) at the four colleges and that the report would be produced in
September.
Q11/31
The Committee explored:
 The measurement of impact beyond level 3 in the Kirkpatrick model.
 The development of a set of outcomes that delineate some of the broader outcomes arising from
attendance on a residential course of study, including some of those defined by Coffield.
 Ways of improving planning to anticipate and delineate expected impact in its broadest sense.
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Q11/32
How the desired outcomes of learning could be identified at the start of the programme, and how
this could include social outcomes.
How cause and effect could be proved and the sourcing of hard evidence.
The language required to measure success.
The use of reflective learning and the appropriateness of this for some College cohorts.
Working with partners to produce shared outcome measures.
QUALITY STRATEGY
(A copy of Document 7i is filed in the Minute Book).
The Committee considered the revised Quality Strategy for 2012/13 and noted that only slight
amendments had been included. The Committee requested that the flow chart be amended to show
the input of the Board of Governors in the early stages of the development of the quality
improvement plan.
Recommended:
Q11/33
Q11/35
That following the amendment of the flow chart the Quality Strategy for
2012/13 be recommended to the Board for approval.
COMMITTEE PERFORMANCE INDICATORS AND TERMS OF REFERENCE
(A copy of Document 8i is filed in the Minute Book).
The Committee considered the Terms of Reference and Performance Indicators (PIs) for the
Committee.
Recommended:
Q11/34
i
i
That the Terms of Reference and Performance Indicators for the Quality
Committee be recommended to the Board for approval.
EFFECTIVENESS OF THE MEETING
The Committee agreed that in order to allow detailed consideration of the College’s Self-Assessment
Report, and in particular progress regarding Skills for Life and 19-25 year old learner success rates,
two meetings of the Committee would be held in 2012/13, one in December 2012 and one in
March/April 2013.
DATE OF THE NEXT MEETING
The next meeting of the Quality Committee is to be confirmed.
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