HILLS ROAD SIXTH FORM COLLEGE

CAMBRIDGE

SELF-ASSESSMENT REPORT 2015

December 2015

1

PART A CONTENTS:

1. SUMMARY OF FINDINGS (pages 1–7) 1.1 College Mission & Overall Effectiveness judgement

1.2 Introduction: purpose, grading & documentation

1.3 Overview of the year

1.4 Tabular performance summary 2. SELF-ASSESSMENT JUDGEMENTS (pages 8-13)

2.1 College self-assessment

2.2 Governance self-assessment

2.3 Teaching department self-assessment

2.4 Guidance self-assessment

2.5 Adult education self-assessment

2.6 Table of College self-assessment judgements

2.7 Table of teaching department self-assessment judgements 3. TARGETS (pages 14-17)

3.1 Introduction to targets

3.2 Overview of performance against targets

3.3 Proposed adjustments to targets

3.4 Evaluation of targets PART B CONTENTS:

4. ABOUT THE COLLEGE (pages 18–21) 4.1 The College’s context

4.2 The College’s ethos and structures

4.3 Quality assurance policy

4.4 The funding context

4.5 The curricular context

4.6 Significant issues and the College’s response

5. PLANNING AND QUALITY CYCLE (diagrammatic flowchart) (page 22)

6. FEEDBACK FROM LEARNERS AND OTHERS (pages 23–25)

6.1 Examples of positive feedback

6.2 ‘Learner voice’ and other related feedback processes

7. THE COLLEGE’S RESPONSE TO NATIONAL INITIATIVES AND PRIORITIES (pages 25-26)

7.1 New 16-19 study programmes

7.2 Performance management

8. FINDINGS FROM COLLEGE EVALUATION PROCESSES (pages 26–33)

8.1 Lesson observation

8.2 Equality and diversity

8.3 Safeguarding (including general Health and Safety)

8.4 Audit processes

8.5 Risk management

8.6 Extracts from the Principal’s Reports

8.7 Introduction to performance indicators

9. PERFORMANCE INDICATORS (pages 34–47)

9.1 Inspection

9.2 Framework for Excellence (FfE) (scheme & section now discontinued)

9.3 Extracts from teaching department reports

9.4 Students' achievements

9.5 Curriculum content & structure

9.6 Staff development expenditure

9.7 Admissions (enrolments and student numbers)

9.8 Student support

9.9 Progression

9.10 Finances

9.11 Human resources

9.12 Adult education

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PART A

1. SUMMARY OF FINDINGS

1.1 College Mission & Overall Effectiveness judgement

Mission: To provide an education distinguished by opportunity, quality and achievement for all our

students within a caring college community.

Overall Effectiveness judgement: In relation to this Mission, the judgement reached by this

report is a grade of Outstanding for Overall Effectiveness. In its last two Ofsted inspections, the

College has been rated outstanding in all graded areas.

1.2 Introduction: purpose, grading & documentation

In support of the College Mission, the purpose of this report is to summarise the outcomes of the

College’s 2015 self-assessment process. Part A sets out the main findings and Part B the key

supporting evidence, together with contextual information and a structure diagram for the annual

planning and quality cycle.

The grading structure for this report is based on Ofsted’s revised Common Inspection Framework

(CIF), as introduced in September 2015. Consistent with the CIF, the following grading scale has

been used, inclusive of our own colour-coding convention:

Grade 1 (O =) Outstanding (blue)

Grade 2 (G =) Good (green)

Grade 3 (R =) Requires improvement (yellow)

Grade 4 (I =) Inadequate (red).

In support of the five grading areas which now feature in the CIF, we have devised a number of

contributory grading areas, for which we have allowed ourselves to use split grades. The grades

determined for the College as a whole were influenced by earlier assessments at departmental

level, which were in turn determined with reference to national norms where data was available.

In the light of the findings of this Self-assessment Report, by April 2016 the College will update its

Strategic Plan. The 2014-16 edition of this Plan emphasises a set of key priorities, detailed actions

for which are included alongside other action points in a set of associated Development Plans. As it

has been felt to bring greater coherence to our planning, the College’s long-standing

approach has been to collect action points together in the College’s Strategic and

Development Plans rather than to produce a separate ‘improvement plan’ relating only

to the Self-assessment Report. Nonetheless, the College’s responses to the most significant

issues identified through self-assessment are explored in section 4.6.

This report was prepared for consideration by the Corporation in December 2015, for subsequent

upload to the ‘provider gateway’. The Chair of the Corporation joined the College Strategy Team

for a meeting dedicated to examining a draft of the report in November 2015.

1.3 Overview of the year

For completeness, the following overview includes some performance highlights which also feature

in section 1.4. A summary of the year’s key features is organised below according to the following

language contained within our Mission Statement: opportunity, quality and achievement.

Opportunity

While we remain heavily-oversubscribed for places we were able to make offers to nearly

90% of qualified ‘in-area’ applicants and to about 30% of qualified out-area applicants,

rising eventually to 50% through post-GCSE ‘reserve list’ recruitment in August.

The 2015 leavers were the third whole cohort to have the opportunity to complete the AS

Extended Project Qualification. In each year, the course has produced strong results and

demonstrably equipped students with some excellent independent learning skills.

Increasingly, EPQ is featuring within university offers.

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Success at Hills Road is not only measured academically: full-time students continue to be

offered an exceptional range of opportunities for personal growth and development,

creativity and problem solving, working with others and taking responsibility. These

activities encourage students to be outward- and forward- looking, to form caring

relationships based on a sense of social justice and to develop the self-confidence, social

awareness, understanding and skills that will serve them well in the years to come.

Over 90% of our students continue to progress to higher education with significant numbers

going to the most sought after universities (including 65 earning places to Oxford and

Cambridge in 2015).

Moreover, evidence that our students thrive in higher education has been provided

consistently in successive reports from the Sixth Form Colleges Association on degree

classifications in each of 2012, 2013 & 2014, with the most recent year shown below

(cumulative percentages across all higher education institutions, with Russell Group

institutions only shown in brackets):

First class

honours

Upper second

class honours

or better

Lower second

class honours

or better

Third class

honours/pass

or better

Hills Road Sixth

Form College 29% (31%) 85% (85%) 95% (93%) 96% (94%)

All sixth form

colleges 16% (20%) 69% (76%) 93% (91%) 97% (94%)

All state schools

& colleges 16% (21%) 66% (75%) 91% (90%) 96% (92%)

Independent

schools 16% (18%) 72% (76%) 90% (88%) 92% (90%)

nb. The above figures are artificially depressed because some HE qualifications (eg medical

degrees) are not classified according to the above categories and, regrettably, end up being

counted as part of the ‘non-completions’ and ‘fails’.

The College was awarded The Cambridgeshire IAG Award in July 2014: "The level of

resourcing is exemplary....the professionalism of the programme and enthusiasm of the

delivery team, leaders and managers is wonderful. Hills Road demonstrates outstanding

careers education, information, advice and guidance." (External IAG assessor)

We continue to value the opportunity to work in partnership with other schools and

colleges. We have recently become a strategic partner within CASSA (Cambridge and

Suffolk Schools Alliance). Other partnerships include the Cambridge Area 14-19 Partnership

(CAP) and a peer review and development group comprising Hills Road and three other high

performing sixth form colleges. Hills Road is also a founding member of The Maple Group

(comprising twelve leading sixth form colleges working together to share, develop and

promote excellent practice). Such collaboration fuels innovative practice and makes an

important contribution to the College’s continuous improvement.

One of the reasons Hills Road has so far been able to protect and preserve a huge range of

excellent educational opportunities is because of outstanding financial management.

Notwithstanding the challenges arising from reductions in funding, our financial health was

once again assessed as ‘outstanding’ by the EFA in 2014-15.

Two independent studies of economic impact and value for money suggest that for every £1

invested in the College by the Government, the overall net benefit to the economy is (at

least) £20.

Quality

For ten of the College’s sixteen teaching departments, the overall effectiveness grade for

2015 was outstanding and for the remaining six it was good. In addition, tutorial guidance

was judged to be outstanding and Adult Education good (see 2.4/2.5).

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In the 2012-15 lesson observation cycle, 15 out of the College’s 16 departments (94%) met

the College’s target standard; the one exception subsequently met the standard in a follow-

up process, having pursued an agreed action plan.

Out of 165 individual lesson observations conducted during the 2012-15 cycle, 154 (93%)

met the College’s target standard and 11 (7%) did not (on the first occasion); all 11 in the

latter category have since been addressed (see section 8.1).

A media report (broadcast by BBC Look East, September 2013), which sought to explain the

College’s success, paid tribute to the College’s excellent enrichment activities, and its

meticulous programme of guidance and support. The College’s 2015 leavers’ survey

provided further evidence of the extremely high levels of satisfaction that continue to be

recorded for the individual support and guidance that students receive from their tutors. We

remain convinced that it is both the breadth and depth of the Hills Road curriculum

combined with the high quality support for individuals that help to prepare students

exceptionally well for the next stage, whether that be higher education, employment or

training.

Following a number of improvements in recent years, the College is consolidating its estates

work into minor maintenance and substantial investment in Phase V of its Property Strategy

which is currently underway and is expected to be ready for occupation in the summer term

2016. The new building will accommodate the Mathematics, Performing Arts and Sport

departments. The present Mathematics building will be remodelled for independent study

and social space and will also accommodate, in a more accessible location, the Study Skills

department together with supervised study. Health and Safety maintenance continues to

take priority which has included considerable tree maintenance on the College site and at

the Luard Road Sports Ground, replacement of the staff car park barrier system and

replacement of window stays in The Rob Wilkinson Building.

Our increased focus on attendance and punctuality in recent years has borne fruit, with

consistently high levels being posted for both.

Achievement

Our A/AS level examination results for 2015 were similar overall to the excellent results

achieved in the two previous years, but with some notable improvements, including a

record A* grade rate of 19.5% at A level and our strongest AS results since 2007.

Our retention and success rates also remained high, with 96% of those enrolled on a two-

year course in 2013 going on to achieve the equivalent of at least two A level passes in

2015, reflecting our determination that students who have begun a programme should go

on to complete it successfully.

We were once again the highest placed sixth form college in tables published in the press

based on our 80% A*-B rate at A level in 2015, the second placed sixth form college being

at 67%, and we are therefore likely to retain our ever-present position at the top of the

Government performance table based on points per examination entry (as we have since

the tables were introduced in 1992-93).

In 2015, 36% of leaving students achieved at least grades AAB at A level in at least 2

facilitating subjects. This being similar to previous years, it seems likely that the College will

remain at the head of the Government’s ‘facilitating subject’ table for sixth form colleges

(as we have since its inception in 2012). The Government’s performance tables for 2015

will be published in January 2016.

According to the Government’s level three value added measure, our value added continues

to be significantly positive overall at both AS and A level, and positive in most subjects. In

the 2015 tables, the College’s results put us top of post-16 value added tables in Cambridge

and fifth among all sixth form colleges (up from thirteenth in 2014).

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1.4 Tabular performance summary

No. Performance feature

Comments Evidence/

details

1 The 2015 self-assessment of the

College arrived at a judgement of

outstanding for each of the five

Ofsted grading areas, Overall

Effectiveness being based on the

other four.

The five Ofsted grading areas are:

Outcomes for Learners

Teaching, Learning & Assessment

Leadership & Management

Personal Development, Behaviour

& Welfare Overall Effectiveness

Part A

Section 2.6

pg 12

2 In 2015, the overall effectiveness

self-assessment grades for the

College’s teaching departments are:

O outstanding: 10 departments

G good: 6 departments.

The corresponding pattern in 2014 (&

2013) was: 9 ‘O’ & 7 ‘G’

The other departmental overall

effectiveness grades are:

Guidance: outstanding

Adult Education: good

Part A

Section 2.7

pg 13

3 Of the 30 targets agreed by

governors for 2014-15:

28 were achieved

1 was only just achieved

1 was narrowly missed.

The one ‘narrowly missed’ target was

in relation to the Operating Surplus for

the ‘Group’ (ie College plus

Cantabrigian).

Part A

Section 3.2

pg 14

4 In March 2015, high levels of

satisfaction were evident in the upper

sixth departmental self-assessment

(DSA) student survey & in the long-

standing upper sixth leavers’ survey.

In the DSA survey, the highest of

our four rating levels was

achieved by 12 of our 15 teaching

departments.

In the leavers’ survey, there was a

slight fall (from 92.2% to 91.6%) in

the proportion of leavers who would

recommend the College.

Part B

Section 6.2

pgs 24-25

5 For students who started their course

in 2013, 96% went on to achieve

at least 2 A level passes or

equivalent in 2015.

This contributes towards the National

Target Level 3. For the tenth

successive year, no students

completing their two-year course

did so unsuccessfully.

Part B

Section

9.4.3

pg 37

6 The overall A/AS pass rate in

2015 was 98% (as in 2014), with

the proportion of high grades

(A*-B) at 75% (74% in 2014).

A record 19.5% of A level entries

earned the A* grade, well over

twice the national average of

8.2%.

Part B

Section

9.4.6

pg 37

7 The cohort completing in 2015

achieved 248 points per entry (once

again equivalent to just above grade

B – we remain the only sixth form

college ever to have achieved

this).

With this score, the College is likely to

retain its top position for ‘points per

entry’ in the national ‘FE sector

performance table’ for exam results in

advanced level courses (as it has

since their inception in 1993).

Part B

Section

9.4.7

pg 38

6

No. Performance feature

Comments Evidence/

details

8 From the cohort completing in 2015,

36% of students achieved at least

grades AAB at A level including at

least 2 facilitating subjects.

With this score, the College is likely to

retain its top position for ‘points per

entry’ in the Government’s ‘facilitating

subject’ measure (as we have since

its inception in 2012).

In recognition of this and our overall

performance, we were named ‘sixth

form college of the year’ by the

Sunday Times in 2013.

Part B

Section

9.4.7

pg 38

9 In 2014, the College’s overall

value–added score (L3VA) was

just over one fifth of a grade per

entry, placing us 5th highest out of

93 sixth form colleges (up from

13th in 2013).

Most of our L3VA scores for AS

and A level subjects are also

positive, with very few

significantly negative.

Part B

Section

9.4.7-

9.4.9

pg 38

10 The average lesson size in 2014-15

rose to 20.3 (up from 20.1 in 2013-14

& 19.5 in 2012-13), remaining well

above the latest sixth form college

average of 18.1. A2 classes averaged

19.3 and AS classes 21.2, with many

of the latter having 23 or 24 students.

The rise in class sizes is just one of

the many measures being

implemented in response to the

severe and on-going funding cuts.

Part B

Section

9.5.1

pg 39

11 The College’s tentative ‘teacher

caseload’ index continued to rise,

reaching 146 in 2014-15

(compared to a baseline of 100 in

1993).

For the decade up to 2009-10 (ie

before the funding cuts) the index

had remained close to 136. But the

index is likely to exceed 150 when

teachers take on one extra weekly

lesson from 2016-17.

At present, the College continues to

operate with average class sizes

above the sixth form college norm,

but with teacher contact time lower

than nearly all other SFCs.

Part B

Section

9.5.5

pg 40

12 Full-time student numbers

reached a record level of 2081 in

2014-15.

In response to funding cuts, numbers

have risen again to 2175 in 2015-16

and are expected to rise towards

2400 or 2500 over the next few

years.

An increase to 2500 would mean a

near tripling of full-time student

numbers compared to 872 at

Incorporation in 1993 (and growth by

a factor of more than 5 compared to

circa 480 students in 1980).

Part B

Section

9.7.1

pg 40

13 For 2015 entry, for about 1120

places the College received 1900

‘first choice’ applications

(matching the record level set in

2014).

The College remains substantially

oversubscribed (having had to turn

away about 15% of qualified in-area

applicants & about 75% of qualified

out-area applicants).

The number not taking up their offers

rose again to 180 in 2015 (up from

150 in 2014, 120 in 2013 & 70 in

2012, which marked the start of the

new CAP multiple-offer system).

Part B

Section

9.7.3

pg 41

7

No. Performance feature

Comments Evidence/

details

14 For 2015 entry, 57% of students

enrolled were female and 43%

male, compared to 59:41 in 2014

and 56:44 in 2013.

For comparison, the gender balance

had been reasonably stable at about

55% female and 45% male for nearly

a decade before 2010-11.

Part B

Section

9.7.4

pg 41

15 In the last three years, the

average tutor caseload has

remained at just under 11 tutees

per period of allowance, having

been close to 10 for the five

previous years.

The increases in tutor group sizes are

part of the on-going response to

funding cuts. To offset the associated

'caseload' increase, the tutorial

programme has been trimmed and

routine attendance monitoring moved

to Guidance Team support staff.

Part B

Section

9.8.1

pg 41

16 Attendance of full-time students

in 2014-15 was 93.5%, very close

to the record level set in both

2012-13 & 2013-14.

Of the 6.5% non-attendance in 2014-

15, 1.2% was unauthorised.

Student lateness in 2014-15 was

1.7%, marginally above the

record low of 1.6% in 2013-14.

We believe that the recent

improvements reflect the College’s

increased focus on attendance and

punctuality. For example, headline

attendance and punctuality rates now

feature on each student’s homepage,

the former colour-coded according to

a ‘traffic light’ system.

Part B

Section

9.8.2

pg 41

17 The proportion of students

progressing to HE is once again

projected to be close to 90% for 2015

leavers, as it has been for 20+ years.

The proportion of UCAS applicants

receiving offers returned to its

‘normal’ level of 98%, having

fallen to 95% in 2013-14.

Part B

Section

9.9.1-9.9.3

pg 42

18 In 2014-15, a record level of 63% of

our HE applications were to ‘Russell

Group’ universities, as many as 82%

of which (also a record) led to offers.

These included 74 offers from Oxford

& Cambridge universities, the highest

number for six years).

Similarly, 17% of our 2014 HE

applications were to ‘1994 Group’

universities, 87% of which resulted in

offers (much as in previous years).

The 'Russell Group', which includes

Oxford and Cambridge, and the '1994

Group' are different associations of

competitive, research-intensive

universities.

Degree classifications for former

Hills Road students have been

shown to be appreciably stronger

in comparison with the

aggregated results across all sixth

form colleges, all independent

schools and all state institutions.

Part B

Section 4

9.9.2

pg 42

Part A

Section 1.3

pg 3

19 A (pre-FRS17) Operating Surplus

of £46K was achieved in 2014-15.

As this was inclusive of a surplus of

£77K from the Sports & Tennis

Centre, the College returned a small

deficit of £31K.

As indicated above in no. 3 of this

table, this was the only target missed

in 2014-15; narrowly, as the target

level had been set at £50K. Ongoing

funding cuts will continue to present

significant challenges in this area.

Part B

Section

9.10.7

pg 44

20 There were 3571 enrolments to adult

education courses in 2014-15,

marginally up on the two previous

years.

Although the financial contribution

returned by adult education fell from

£122K in 2013-14 to £103K in 2014-

15, this was an encouraging outcome

because it was achieved despite the

withdrawal of most of our

Government funding for adult

education (circa £100K).

Part B

Section

9.12.1 -

9.12.2

pg 47

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2. SELF-ASSESSMENT JUDGEMENTS

2.1 College self-assessment

The College’s self-assessment judgements for 2015 are based on Ofsted’s updated Common

Inspection Framework (CIF) which took effect from September 2015. In support of the five grading

areas which now feature in the CIF, we have devised a number of contributory grading areas, for

which we have allowed ourselves to use split grades. The grades determined for the College as a

whole were influenced by earlier assessments at departmental level, which were in turn

determined with reference to national norms where such data was available.

The 2015 self-assessment judgements, including the contributory grades, are summarised below in

2.6 in tabular form. Of the twelve contributory areas applicable to teaching departments, there

were small overall grade score improvements in eight (green font), three remained the same

(black font) and one – concerning attendance and punctuality – went down slightly (red font).

None of these changes were large enough to trigger a grade change at College level, for which the

self-assessment grades have remained unchanged since 2013, with the caveat that additional

grades have been set for the first time for the new Ofsted category of ‘Personal Development,

Behaviour & Welfare’.

In the following tables, the judgements in amber correspond to the four grades in Ofsted’s

Common Inspection Framework, and the following cell background colour-coding has been used for

the grades (although there are no R/I or I grades to display):

O (outstanding) dark blue

O/G (outstanding/good) light blue

G (good) dark green

G/R (good/requires improvement) light green

R (requires improvement) yellow

R/I (requires improvement/inadequate) amber

I (inadequate) red

2.2 Governance self-assessment

Under ‘leadership and management’, the College has chosen to include the following as a

contributory area:

the extent to which governors provide leadership & direction, & use their expertise to

challenge senior managers & raise standards.

Advised by its Search and Governance Committee, the Corporation has arrived at a contributory

judgement of O (outstanding). In arriving at this judgement the Corporation considered:

the range and relevance of business considered over the year

the way in which the skills, knowledge and experience of Members of the Corporation have

been harnessed to fulfil the Corporation’s responsibilities

the extent to which its business has been transacted efficiently and effectively

the level of commitment of the Corporation to a culture of continuous improvement of its

own performance

the level of attendance at meetings of committees and of the Corporation.

In seeking to maintain the rating of outstanding for governance, Members recommended a number

of actions including in relation to the Members’ Satisfaction Survey and attendance at meetings.

2.3 Teaching department self-assessment

The 2015 judgements for teaching department self-assessment judgements feature below in

section 2.7. They were determined using a template similar to that shown below in 2.6 for the

College.

Only three of the sixteen teaching departments saw a change in their ‘overall effectiveness’ grade

from 2014 to 2015 (as highlighted in red and green font respectively in the table in 2.7):

Performing Arts down from O to G

Chemistry up from G to O

Psychology up from G to O.

9

For the remaining three Ofsted grading areas, there were the following grade changes:

Outcomes for learners:

o PE down from O to G

o Chemistry up from G to O

o Physics, Computing & Electronics up from G to O

Teaching, learning and assessment:

o Chemistry up from G to O

o Mathematics up from G to O

o Psychology up from G to O

Leadership and management:

o Performing Arts down from O to G

o Economics & Business Studies* up from G to O

o Geography up from G to O

o History* up from G to O.

* For these two departments, this reversed the change between 2013 and 2014.

Of the 191 contributory grades which underpin the above:

136 remained unchanged between 2014 & 2015 (130 between 2013 & 2014)

35 were upgraded between 2014 & 2015 (38 between 2013 & 2014)

20 were downgraded between 2014 & 2015 (24 between 2013 & 2014).

2.4 Guidance self-assessment

Since 2012, the Ofsted Common Inspection Framework has no longer included a separate grade

for Guidance. However, the College has chosen to continue to consider this area separately as it

forms such a crucial part of our Mission.

2014-15 saw some changes to our very experienced team of tutors with two colleagues retiring

and two new development posts created at the start of the academic year to offer the chance to

contribute to the significant implementation project for our new student support and monitoring

software. Lucy Edevane and Katrin Thomas were appointed to the team and have been shaping the

adoption of ProMonitor into a format tailored to the College’s needs both in guidance terms and in

terms of the curriculum. These project roles have proved a very successful model allowing for

focused contribution to the development of software that will both support and shape much of our

future guidance work.

The Guidance Leadership Team reduced from four to three at the end of 2013-14 with Maureen

Murphy deciding to relinquish her Lead Tutor role at that time. Guidance Leadership Team for 14-

15 has been Glen Taylor, David Atter and Jo Trump each of whom took on lead tutor

responsibilities supporting four or five tutors through tutorial matters and for appraisal. At the end

of the academic year 2014-15 David Atter also chose to conclude his combined role as Lead Tutor

and Head of the Tutorial Programme creating an opportunity to re-evaluate the leadership

structure within guidance and to offer some new development opportunities.

At the same time, the 2015 Leavers’ Survey gave us our clearest indication yet of students’

relative growing dissatisfaction with what the tutorial programme is offering them, and, after 10

years of distinguished outcomes, it is perhaps time to re-assess what we deliver and how we

deliver it.

Recognising the need to reappraise the tutorial programme, the proposal for 2015-16 has been to

create two key themes; one on mental health and wellbeing and one on employability and

progression to respond to the key pastoral needs of students. Two development posts for 2015-16

have therefore been created to oversee and manage the production of learning materials to

support these two themes for the programme. In order to replace the lead tutor function and to

provide further professional development, two Head of Year posts have been created for 2015-17

in the first instance. They, alongside the Director of Student Support, will support tutorial work and

appraise a third of the tutor team each.

The ‘standard’ time allocation provided to tutors with the usual maximum load of 6 tutor groups

10

has been 11 periods a week (and pro-rata for other members of the team). To try to offset this

‘caseload’ increase, the whole group session tutorial programme has been reduced and some

materials have been made available as e-learning sessions. For three years now routine

attendance monitoring has been transferred from tutors to support staff in the guidance office. In

anticipation of the additional financial pressures of 2016 onwards it has been part of the team’s

planning that the number of periods a week for a full tutor case load of 6 groups becomes 10 when

all staff move to 20 periods per week of contact time. One of the key elements in recasting the

tutorial programme will be to anticipate the need to build in time for individual discussion and

support to tutees while still meeting weekly to deliver purposeful material and building

relationships with students.

The attendance monitoring system enables guidance support staff to monitor and follow up

attendance issues, with the aim of only referring on significant problems to tutors. Tutors monitor

student attendance in relation to agreed College benchmarks and, to this end, receive a print out

each week of cumulative attendance of any student on 89% or lower. The guidance support staff

seek explanations for all absence and pass on information to tutors as they have built up an

extensive knowledge of many students. They use the information on the log system and add to it

as part of good record keeping in support of tutors.

The 16-19 Bursary Fund is managed by Tracey Southwell who has a very robust system in place

for managing the applications to the fund with regard to the regulations. She has been able to

access other funds that have arisen in year (such as a local authority discretionary award in the

autumn of 2014). We have been able to provide funds to all those qualified who have applied in

the last two college years. Tracey is currently examining the need to support students over book

and materials costs as most students come into this category now that overall finances are being

squeezed ever more. (We have always helped bursary students for photography, art, field trip

costs for example.)

Tutorial Programme and Tutorial Support:

The strength of tutorial support is reflected in the high completion rate by students over two years.

For the 2012-14 cohort 96.2% completed their A level programme and of the 3.8% who did not

2.2% were female and 1.6% male. The figures for the previous three cohorts are 3.2%, 4.3% and

3.8%. It is difficult to see a rising trend but the gender ratio suggests that female students are at

slightly higher risk of non-completion. (2.3%/0.9%; 2.9%/1.3%; 2.6%/1.2%)

In this cohort 24 students left after AS levels. Two went to employment, two restarted at HR and

the remainder to level 3 courses at other providers. The main reason for non-completion was not

having the grades to progress to year 13. It is pleasing to note that if the student is unable to

complete with the College they do move on to education or employment elsewhere.

In the U6 leavers’ survey, the overall satisfaction rate of student leavers with individual tutorial

support and guidance remains high (79%). However this masks a reduction in satisfaction from 0.9

to 0.7 this year. The figure has not been at 1.0 or greater since 2010 which coincides with the

withdrawal of entitlement funding that signalled the end of a previous funding era. It is our

challenge to respond appropriately to that change and to look for new and different ways of

meeting need to try to address the slide in satisfaction levels that students are reporting.

Responses in the survey to the question about the programme of tutorial activities showed a lower

satisfaction rate again (44% agreed that they were satisfied by the programme). This rate is, it

needs to be acknowledged, consistent with scores over the last four surveys. Our response to this

is partly anticipated in the recasting of the tutorial programme as outlined above and in the

creation of development posts which will be a key part of the process.

In contrast to their feelings about the tutorial programme, students value very highly the 1:1

support they receive from their tutor, from study skills and from careers. In July 2014 the College’s

careers provision was recognised externally as outstanding through the Cambridgeshire IAG Award

– a kite mark of quality that has itself since gone on to recognition on a National stage. The

Principal and the Director of Careers were recently invited to speak at a national Careers

conference in recognition of the work of the Careers team and programme at Hills Road. The fact

that the College’s admissions processes are also highly effective in guiding students onto

appropriate courses is evidenced by extremely strong levels of course retention, examination

results and subsequent progression to higher education or employment. Furthermore, there is a

11

high level of success in meeting enrolment targets overall, by subject and by class.

Each of these elements constitutes a key part of the wraparound care provided by our guidance

and support structures and gives us confidence that much of this work is outstanding.

The moderation of the 2015 Guidance self-assessment by the Principal and the Director of Quality

confirmed an overall effectiveness grade of outstanding based on the balance of strengths and

areas for development, which was later endorsed by the College Strategy Team.

2.5 Adult education self-assessment

From 2014-15, the College’s adult education programme has effectively been run on a ‘cost

recovery’ basis, meaning that it is financed through fees paid by learners with very little remaining

Government funding. An overview of the findings of the Adult Education Team’s 2015 self-

assessment follows.

Strengths:

the retention level continues to be strong with the vast majority of students having studied

previous courses at the College, many of whom are progressing from a lower to a higher

level (eg ‘beginners’ to ‘next step’ to ‘advanced’)

the student and tutor feedback received shows that 88% agree or strongly agree to a set of

statements relating to the resources and teaching in the Adult Education department - an

increase on the previous year

the department is able to be flexible with the courses it offers and reacts quickly to changes

in enrolment patterns such as arranging for additional classes to be provided for a

particularly popular subject

the team in the adult education office and the adult education co-ordinators work well

together and with colleagues in related departments around the College such as the

bursary, exams office and the IS office

the online enrolment facility, which was developed in-house, continues to be the most

popular way for students to enrol and eases pressure in the Adult Education office

the change to the pricing structure for the GCSEs has prompted 30+ more students to enrol

with the College this year, than last, including in Mathematics and English Language for

which a small amount of Government funding will be retained.

Challenges and areas for development:

the adult education department is limited in the extra courses it can offer in the over-

subscribed art & design area by the physical space available in the art department in the

evenings

the feedback from students and staff raises questions about the resources (newer

computers etc.) available in the College, however funding pressures limit the response the

College can offer

the adult education department is looking at ways to digitise course receipts in order to

dispose of the aged voucher printers which would enable newer computers to be installed in

the office - this is currently not possible because the printers connect via a port that is not

available on newer machines

it is challenging to maintain effective communications with a large team of tutors, many of

whom are in College only once a week

some developments on the database have been carried out but there are more

developments the Adult Education team have identified that do prove difficult to action

following the departure of the database author and pressures on the IS team

retaining tutors for some popular courses (especially recreational) continues to be difficult,

not least given the pay rates which the College can afford.

The moderation of the 2015 Adult Education self-assessment by the College Strategy Team agreed

a grade of good based on the balance of strengths and areas for development. The Adult Education

Development Plan for 2015-16 highlights the need to carry out a comprehensive analysis of

competitor provision in the area to assist imaginative, focused marketing strategies, and to

continue to identify areas where efficiencies can be made.

12

2.6 Table of College self-assessment judgements (see 2.1 for colour-coding key)

OUTCOMES FOR LEARNERS (OfL):

Contributory area descriptorsJudgements & evidence Weight

2014

Grade

2015

Grade

2015

score

DSA gain

14 to 15

The extent to which students/groups make successful progress, given

their starting points.

VALUE ADDED DATA: 4 years

(L3VA: 2009-10 to 2012-13)4 O O 4 0.1

The extent to which students/groups achieve strong grade profiles

(compared to national norms).

AVERAGE GRADE DATA: 4

years

(A/AS: 2010-11 to 2013-14)

4 O O 4 0.0

The extent to which students/groups complete their courses

successfully (ie are retained & pass) (compared to national norms).

SUCCESS RATE DATA: 4 years

(A/AS: 2010-11 to 2013-14)3 O O 4 0.1

The extent to which students attend lessons & do so punctually. ATTENDANCE DATA: 2 years

(2012-13 to 2013-14)2 O/G O/G 3.5 -0.1

The extent to which students progress successfully to higher level

qualifications or employment.

PROGRESSION DATA & SFCA

HE OUTCOMES REPORT:4 O O 4 n/a

O O 3.9 0.1

TEACHING, LEARNING & ASSESSMENT (TLA):

Contributory area descriptorsJudgements & evidence Weight

2014

Grade

2015

Grade

2015

score

DSA gain

14 to 15

The extent to which staff have:

° good working relationships with students

° high expectations of students

° appropriate skills & expertise, including through ongoing staff

development & the sharing of good practice.

BASED ON DEPARTMENTAL

JUDGEMENTS (taking account

of evidence from OfL): 4 O O 4 0.1

The extent to which teaching, learning & assessment activities have

due regard for equality & diversity and health & safety, &:

° are well planned & organised to meet students' needs

° are well supported by resources, including IT.

BASED ON DEPARTMENTAL

JUDGEMENTS (taking account

of evidence from OfL):4 O/G O/G 3.5 0.1

The extent to which learning & assessment activities are:

° clear & effective

° enjoyable, stimulating & appropriately challenging

° suitably differentiated.

BASED ON DEPARTMENTAL

JUDGEMENTS (taking account

of evidence from OfL):5 O/G O/G 3.5 0.1

The extent to which students' successful progress is promoted through

individual feedback, advice & guidance (including progress review,

workshops & surgeries), and through the use of College monitoring

systems & associated liaison with other colleagues.

BASED ON GUIDANCE TEAM &

DEPARTMENTAL JUDGEMENTS

(taking account of evidence

from OfL):

5 O/G O/G 3.5 0.1

O O 3.6 0.2

LEADERSHIP & MANAGEMENT (L&M):

Contributory area descriptorsJudgements & evidence Weight

2014

Grade

2015

Grade

2015

score

DSA gain

14 to 15

The extent to which leaders & managers:

° set a clear & ambitious direction, appropriately informed by

consultation

° create clear & well-organised structures & systems

° foster collaborative working & the sharing of good practice

° motivate staff (& students) to set & achieve high standards.

CST JUDGEMENT: (informed

by dept/team judgements)

5 O O 4 0.0

The extent to which self-assessment & development planning provide

rigorous, honest information & capacity to improve.

CST JUDGEMENT: (informed

by dept/team judgements)4 O O 4 0.0

The extent to which leaders & managers foster good relationships &

engagement with students (including through 'learner voice'), with

parents & other relevant parties.

CST JUDGEMENT: (informed

by dept/team judgements) 3 O/G O/G 3.5 0.1

The extent to which arrangements for safeguarding are effective. CST JUDGEMENT: (advised by

Health & Safety Team)2 G G 3 n/a

The extent to which there is due regard for & promotion of equality &

diversity.

CST JUDGEMENT: (advised by

Equality Forum)2 G G 3 n/a

The extent to which resources are used effectively & efficiently, & give

value for money.

CST JUDGEMENT:2 O O 4 n/a

The extent to which governors provide leadership & direction, & use

their expertise to challenge senior managers & raise standards.

SEARCH & GOVERNANCE

COMMITTEE JUDGEMENT:2 O O 4 n/a

O O 3.7 0.1

PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE (PDBW):

Contributory area descriptorsJudgements & evidence Weight

2014

Grade

2015

Grade

2015

score

DSA gain

14 to 15

The extent to which learners develop behaviours, attitudes,

knowledge, skills and qualifications which equip them for their future.

CST JUDGEMENT: (informed

by dept/team judgements)4 O/G O 4 0.1

The extent to which learners are confident, self-assured, reliable,

motivated, achieve high standards, and show respect and

consideration for others.

CST JUDGEMENT:

3 n/a O/G 3.5 n/a

The extent to which learners feel safe and well-supported, are free

from bullying and prejudice, and can make informed choices about

their physical, emotional and mental well-being.

CST JUDGEMENT:

3 n/a G 3 n/a

n/a O 3.6 n/a

2014

Grade

2015

Grade

2015

score

DSA gain

14 to 15

O O 3.9 0.1

O O 3.6 0.2

O O 3.7 0.1

n/a O 3.6 n/a

O O 3.7 0.1OE SELF-ASSESSMENT GRADE/SCORE: [based on the above grades, & limited by TLA grade]

PBWA SELF-ASSESSMENT GRADE/SCORE: [based on the above contributory area assessments]

PERSONAL DEVELOPMENT, BEHAVIOUR & WELFARE (PDBW) (from above)

OfL SELF-ASSESSMENT GRADE/SCORE: [based on the above contributory area assessments]

TLA SELF-ASSESSMENT GRADE/SCORE: [based on the above contributory area assessments]

L&M SELF-ASSESSMENT GRADE/SCORE: [based on the above contributory area assessments]

OVERALL EFFECTIVENESS (OE)

OUTCOMES FOR LEARNERS (OfL) (from above)

TEACHING, LEARNING & ASSESSMENT (TLA) (from above)

LEADERSHIP & MANAGEMENT (L&M) (from above)

13

2.7 Table of teaching department self-assessment judgements (see 2.1 & 2.3 for cell colour-coding key)

2015 DSA GRADESFont colour coding for grades:

red: lower than 2014

black: as in 2014

green: higher than 2014 Art

Bio

log

y

Ch

em

istr

y

Eco

no

mic

s &

Bu

sin

ess

Stu

die

s

En

gli

sh

&

Med

ia

Stu

die

s

Exte

nd

ed

Cu

rric

ulu

m

Geo

gra

ph

y

His

tory

Math

em

ati

cs

Mo

dern

Lan

gu

ag

es

Mu

sic

Perf

orm

ing

Art

s

Ph

ysic

al

Ed

ucati

on

Ph

ysic

s

Psych

olo

gy

Po

liti

cal

&

So

cia

l

Scie

nces

Progress: 4 years

(L3VA: 2010-11 to 2013-14)R/I O/G G O/G O R/I* O O G/R O O O O/G O/G O O

Achievement: 4 years

(Average grade: 2010-11 to 2013-14)O O/G O O/G O O O O O O O O G O/G O O

Success: 4 years

(Success rate: 2010-11 to 2013-14)O O O O O O O O O/G O O O O O O O

Attendance: 2 years so far

(2012-13 to 2013-14)O/G O O O/G G R/I O/G G O O/G O/G G O/G O G G

Students’ development & use of wider

skills (now within PDBW instead of OfL)G O O/G G O O O O/G G O O/G O G G O/G O/G

OUTCOMES FOR LEARNERS G O O O O O O O G O O O G O O O

Staff expertise, expectations &

relationships with studentsO G O/G O O O/G O O O O O O O G O/G O

Planning, organisation & resources for

TLA activitiesG G O G G O O O O/G O O O/G O/G G/R O/G O

Quality & effectiveness of TLA activities G/R G O/G G G O/G O/G O G O/G O O/G G G O/G O/G

Effectiveness of individual feedback &

supportG/R O/G G O/G O O O/G O O/G G O O/G O G O O/G

TEACHING, LEARNING &

ASSESSMENTG G O G O O O O O O O O O G O O

Quality & effectiveness of leadership &

managementG G O/G O/G O/G O O/G O/G G O O R O O/G O/G O

Self-assessment & development

planningO G O O/G O O O O/G G O O G O/G G O O

Leaders’ relationships with students,

parents & othersO O/G G O O O/G O O/G G O O O O G O/G O

LEADERSHIP & MANAGEMENT O G O O O O O O G O O G O G O O

OUTCOMES FOR LEARNERS G O O O O O O O G O O O G O O O

TEACHING, LEARNING &

ASSESSMENTG G O G O O O O O O O O O G O O

LEADERSHIP & MANAGEMENT O G O O O O O O G O O G O G O O

OVERALL EFFECTIVENESS G G O G O O O O G O O G O G O O

14

3. TARGETS

3.1 Introduction to targets

For many years, the Corporation has monitored the overall ‘health’ of the College by means of a

set of ‘targets’ which provide ‘threshold levels’ for key indicators, performance below which

prompts an explanation and any proposed remedial action. This serves a similar function to a

medical health screening process, in which recordings from such as blood tests are compared

with ‘safe’ levels; values outside the ‘normal’ range then being scrutinised in case they might be

indicative of a potential problem.

The College has a long-established, strongly self-critical culture and effective quality assurance

processes (both endorsed in inspections) which promote continuous improvement. Recognising

this, the Corporation has made infrequent use of ‘aspirational targets’ designed to drive up

standards, of which 1a and 3d are the only two current examples, both in response to issues

explored in earlier editions of this report.

3.2 Overview of performance against targets

The 30 targets for 2014-15 are evaluated below in a tabular format, using the following ‘traffic-

light’ colour-coding (& are cross-referenced to the PIs in section 9):

green 28 targets achieved (or expected to be achieved*)

amber 2 targets only just achieved or narrowly missed1

*Although the seven targets 1a to 1g cannot be evaluated definitively until the Government

publishes its L3VA data in March 2016, related evidence suggests that the College’s added value

will prove slightly stronger in 2014-15 than in 2013-14. As this makes it likely that these seven

targets will have been met, they have been coded green in the table below.

The two targets coded amber in 2014-15 were as follows:

financial contribution made by adult education

Operating Surplus for the Group (College & Cantabrigian).

Commentary on amber targets:

The financial contribution made by adult education for 2014-15 was £103K, just above the

£100K target level. Although this was down from £122K in 2013-14, it represents a most

encouraging outcome because it was achieved despite the withdrawal of most of our long-

standing Government funding for adult education (circa £100K).

The Operating Surplus for the Group in 2014-15 fell to £46K, just below the Corporation’s target

of £50K, which had been lowered in recognition of the current acute funding pressures. It may

be worth noting that, with adult education achieving a surplus of £77K, the College actually

returned a small deficit of £31K in 2014-15.

3.3 Proposed adjustments to targets

Target 5a (full-time student numbers) needs annual revision. The target for 2015-16 (which

goes beyond the span of years monitored below) was “2140-2180”, and was achieved with a

value of 2170 learners being on roll at the recent census point.

A corresponding range of 2070-2130 had been anticipated for 2016-17 but, as detailed in the

College’s Strategic Plan update (Nov 15), additional growth now seems likely in response to

further funding cuts, which are anticipated to emerge from the Government’s Autumn Statement

in November 2015. This additional growth might increase the target full-time student number

range by 100 to 2170-2230, but this will need to be confirmed in the light of announcements.

No other adjustments to targets for 2015-16 are proposed.

1 Before 2012, all targets achieved were coded ‘green’, including those only narrowly achieved. The new approach of coding the

latter as ‘amber’ is thought to be more helpful in drawing attention to potential future issues.

15

3.4 Evaluation of targets [nb. Results for 1a – from the Govt – may be slightly out of line with 1b to 1g, as the data sets are not quite identical]

Section Number Title Description PI Target 2011-12 2012-13 2013-14 2014-15

1.

PR

OG

RE

SS

[A

DD

ED

-V

ALU

E]

1a

Added-value per A

level subject entry

(L3VA)

The average added-value score

(in grades per subject entry) 9.4.7

≥ 0.1 [≥ 0.0 until

2011-12]

0.19 0.19 0.22

n/a until Mar

2015 but

estimated at

0.23

1b Added-value per A

level subject entry

by gender

(based on L3VA)

As for 1a: for females

9.4.8 ≥ 0.0

0.18 0.21 0.35 n/a –but, like

1a, expected to be met

1c As for 1a: for males 0.21 0.21 0.19 n/a –but, like

1a, expected

to be met

1d

Added-value per A

level subject entry

by GCSE ability

band

(based on L3VA)

As for 1a: band 1

(average GCSE score < 6.5)

9.4.9 ≥ 0.0

-0.05 0.26 0.21 n/a –but, like

1a, expected

to be met

1e As for 1a: band 2

(6.5 ≤ average GCSE score < 7.0) 0.24 0.24 0.19

n/a –but, like

1a, expected

to be met

1f As for 1a: band 3

(7.0 ≤ average GCSE score < 7.5) 0.26 0.10 0.36

n/a –but, like

1a, expected

to be met

1g As for 1a: band 4

(average GCSE score ≥ 7.5) 0.22 0.27 0.25

n/a –but, like

1a, expected

to be met

2.

SU

CC

ES

S

[in

cl.

RE

TE

NT

IO

N]

2a Student retention

rate

The % of students completing their

two-year course 9.4.3 ≥ 92% 96% 96% 96% 96%

2b Advanced level

subject success rate

The % of individual (one-year) AS

and A2 subjects both completed and

passed by students

9.4.4 ≥ 90% 94% 96% 96% 97%

3.

EX

AM

IN

AT

IO

N

GR

AD

ES

3a

Advanced level

subject achievement

(pass) rate

The % of completed (1-year) AS & A2

subjects passed at grades A*-E by

students (with AS weighted at half)

9.4.6 ≥ 95% 99% 98% 98% 98%

3b

Advanced level

subject high-grade

achievement rate

The % of completed (one-year) AS

and A2 subjects passed at grades A*-

C by students (with AS weighted at

one half)

9.4.6 ≥ 80% 89% 89% 88% 89%

3c

Students achieving

National Target

Level 3

The % of students commencing two-

year courses who go on to achieve at

least 2 A levels (or equiv)

9.4.2 ≥ 90% 96% 96% 96% 96%

3d

AS level subject

achievement (pass)

rate

The % of AS subjects passed at

grades A*-E by Year 12 students 9.4.6

≥96.5% 2012-13

≥97.0% 2013-14

≥97.5% 2014-15

96.0% 95.8% 97.6% 98.3%

16

Section Number Title Description PI Target 2011-12 2012-13 2013-14 2014-15 4

.

AT

TE

ND

AN

CE

4a

Attendance rate

The attendance of students

[nb College trips & study leave are

not treated as absence;

HE open days/ interviews, & such as

medical or bereavement leave, are

treated as authorised absence]

9.8.2

≥ 90%

attendance 92% 94% 94% 95%

4b ≤ 3%

unauthorised 1.7% 0.9% 1.3% 1.2%

5.

CO

UR

SE

RE

CR

UIT

ME

NT

& D

ELIV

ER

Y

5a

Student numbers

The total number of students on roll

at the mid-October census 9.7.1

[annual

target given

in brackets]

1926

[1910-1950]

1976

[1960-2000]

2010

[2000-2040]

2079

[2060-2100]

5b The percentage of females/males

enrolled for incoming Year 12 9.7.4

Both gender %s to lie between 40% & 60%

60%/40% 56%/44% 59%/41% 57%/43%

5c Advanced level

course class size

The average number of students

timetabled per lesson 9.5.1

≤ 22 [≤ 20 until

2013-14] 19.8 19.5 20.1 20.3

5d Teacher caseload

Index of teacher ‘caseload’ (the

product of weekly contact hours and

average lesson size, cf 1992-93 base

level of 100)

9.5.5 ≤ 160

[≤ 140 until

2012-13] 142 140 144 146

5e Tutor caseload

The average number of tutees

allocated to ‘full’ tutors (ie to the

majority of tutors with a full tutorial

allocation)

9.8.1 120-130

[105-115 until

2012-13] 113 120 120 120

6.A

DU

LT

ED

UC

AT

IO

N

6a

Financial

contribution (Adult

Education)

The financial contribution made by

Adult Education net of operating costs 9.13

≥£100K [applicable from

2011-12] £102K £65K £122K £103K

17

Section Number Title Description PI Target 2011-12 2012-13 2013-14 2014-15

7.

ST

AFFIN

G

7a Staff development

expenditure

Staff development expenditure

as a % of total income 9.6

0.4%-0.6% [0.5%-0.8% until 2013-14]

0.5% 0.6% 0.5% 0.6%

7b Staff absence rates

The average number of days of self-

certificated absence per fte member

of staff (long-term contractual ft and

pt staff)

9.11.2 ≤3.0 2.5 2.5 1.8 2.4

7c Teaching staff

turnover rates

The % of fte teaching staff leaving

the College (during academic year,

excluding retirements)

9.11.3 ≤7.5% 2% 1% 5% 3%

7d Support staff

turnover rates

The % of fte support staff leaving

the College (during academic year,

excluding retirements)

9.11.3 ≤10%

10% 5% 7% 8%

8.

FIN

AN

CES

8a Achievement of

funding allocation

The funding generated from

provision as a % of the (main)

allocation level

9.10.2 97%-103% 100% 98.5% 102% 102%

8b

Operating Surplus

(for College &

Cantabrigian)

The overall operating surplus

(before the application of FRS 17) 9.10.7

≥£50K from 2012-13 [≥£100K normally]

£508K £162K £246K £46K

8c

Operating Surplus

(for Cantabrigian

Ltd)

Pre-tax profit for Cantabrigian

Limited 9.10.7 ≥£0K £58K £62K £74K £77K

8d Current Ratio The ratio of current assets to current

liabilities (annually on 31 July) 9.10.8 ≥2.0 2.8 2.1 1.9 2.3

8e Financial health

status

The financial health categories are

as defined by the relevant funding

bodies

9.10.10 Outstanding Outstanding Outstanding Outstanding Outstanding

18

PART B

4. ABOUT THE COLLEGE

4.1 The College’s context

Hills Road Sixth Form College operates from a single site, 1.5 miles south of Cambridge city

centre. Since its inception in 1974, succeeding the former boys’ grammar school, the College has

concentrated mainly on providing advanced level courses to students in the Cambridge area. As

explained below, the College’s 16-19 provision is complementary to that on offer at other local

post-16 centres, with whom the College has long worked in partnership. The College also

delivers an adult education programme, mainly during evenings and some weekends.

Full-time 16-19 numbers doubled between 1974 and Incorporation in 1993, and have more than

doubled again between 1993 and 2015. Incorporation allowed a significant expansion in the

number of subjects offered, with around 35 different Advanced level courses now available. Such

growth has been facilitated by a series of building programmes, one recognised by a Queen’s

Anniversary Award, the most recent of which will be concluded in April 2016.

In common with all other pre- and post-16 (state funded) providers in the local area, the College

is a member of the Cambridge Area Partnership (CAP). In addition to its long-standing role

overseeing post-16 admissions, this body collaborates on curriculum matters and has

participated in aspects of local planning alongside government bodies.

The CAP includes 19 secondary schools, of which:

three have long-established sixth forms, only one of which focuses mainly on AS/A2

courses

three more, having exercised sixth from presumptions, opened their doors to sixth

formers for the first time in September 2011

one of these is focusing mainly on advanced level courses, one on the IB and the third on

more specialist provision at levels 1/2

the University Technical College, Cambridge, opened in September 2014 for students

aged 14-19, specialising in biomedical and environmental science.

The CAP also includes 4 post-16 institutions:

Hills Road Sixth Form College

o focusing on AS/A2 courses

Long Road Sixth Form College (one mile further south from Hills Road SFC)

o with a significant emphasis on AS/A2 courses, but also a range of other level 3 and

level 2 provision

Cambridge Regional College (2.5 miles north of Cambridge city centre)

o no longer a provider of AS/A2 courses, but with a wide variety of courses at all

levels (and for all ages), many with a vocational emphasis

College of West Anglia

o focusing on animal management, horticulture and agriculture.

As a result of the increase in post-16 provision since 2011, the CAP area has been dealing with

over-capacity of post-16 places. However, demographic data just released by Cambridgeshire

County Council suggests that the number of 16 year olds in our ‘catchment area’ is projected to

increase by an average of 1% in each of the next five years (to 2021), and then by an average

of 3% in each of the five years after that (to 2026), the ten-year cumulative increase being

20%. A new CAP admissions system introduced in 2012, which allows applicants to hold multiple

offers, has introduced greater turbulence and uncertainty into our enrolment processes.

The Adult Education department has been operational at Hills Road Sixth Form College since

1993. In that time the College has grown the Adult Education programme to include a range of

popular courses in the areas of foreign languages, art & design, English as a foreign language,

recreational courses and skills for employment and development. In addition the Adult Education

department runs a number of year-long professional counselling and AS/A/GCSE courses which

lead to a recognised qualification. The ‘Access to Bioscience’ course, was discontinued at the end

of its second year after failing to receive necessary enrolments despite those students

participating receiving good grades and half going on to University as a result. The last two

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years have seen a gradual increase in enrolment numbers (after a steady decline over the

previous five years) and over 3,500 students from Cambridge and the surrounding area used the

adult education facilities in 2014-15, many of whom were returners from previous courses. The

funding available to adult education courses was almost entirely removed from August 2014,

with only a fraction retained. Despite this, the Adult Education department did reach its financial

target (albeit not as high as in 2013-14) with many satisfied adult students, over 85% of whom

said they agreed or strongly agreed that they were happy overall with the College experience.

The Adult Education department continues to face challenges from new competitors into the

market especially in the areas of professional counselling and languages, but considers itself to

be in a strong position moving forward.

The Sports and Tennis Centre (operating as Cantabrigian Ltd) is solely owned by the College and

includes facilities such as a gym, sports halls, cricket hall, squash courts and a number of indoor

and outdoor tennis courts. In addition, it also manages and maintains the sports field, situated a

short distance away from the Centre. The Sports and Tennis Centre positions itself uniquely in

the market place by offering its pay as you play option, allowing individuals to use the facilities

without having to pay a registration fee (although membership is also available). The Centre

benefits from partnerships with Cambridge City Council and the Lawn Tennis Association and

approximately 2,000 people a week from the local area use the facilities on offer. The Centre is

also an outstanding resource for the staff and students of the College.

4.2 The College’s ethos and structures

At Hills Road we are strongly committed to providing a broad sixth form education characterised

by academic excellence, high quality learning experiences and extensive enrichment

opportunities. Students are encouraged to achieve the highest standards not only in the

classroom but also in a range of extra-curricular activities that help them to develop new skills,

think independently and exercise their responsibilities as global citizens.

We support students as individuals, recognising their personal talents and needs: each student

has a specialist tutor with whom s/he meets regularly, both individually and as part of a tutor

group; subject departments offer lunchtime workshops where students can receive one-to-one

support with homework queries or extension work; help with all aspects of learning, from essay

writing to time management, is available from the specialist team in the Study Skills

Department; and the Careers Department advises students on the world outside and beyond

Hills Road, from work experience to UCAS applications. The College also has a part-time

counsellor on the staff.

From teaching and tutorial departments to administrative and support functions, staff are

deployed within specialist teams where their expertise, knowledge and skills may be used to best

effect. By organising support and advice around many small specialist teams, the College seeks

to promote a caring and supportive atmosphere with a strong sense of community in which all

students are valued equally as individuals and treated as young adults. There are other

significant benefits to be gained from this type of specialisation. Not only does it have a

significant impact on the quality of teaching, support and guidance, but it also helps to enrich

working relationships and to promote a culture of learning development to which all members of

the College community – staff as well as students – are expected to contribute. Teams are

encouraged to work in creative and collaborative ways and to reflect on their own and each

other’s performance.

Opportunities are also created for collaborative development across different groups both within

and beyond the College. For example, through partnerships with other groups of colleges, we

seek to share and further develop good, innovative practice which makes an important

contribution to the College’s continuous improvement.

4.3 Quality assurance policy

The College’s self-assessment process plays a significant role in the implementation of the

College’s Quality Assurance Policy, key extracts from which follow.

“The College promotes its commitment to achieving high standards in all its activities with a

comprehensive annual cycle of quality assurance processes. These processes culminate in a

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series of linked reports, in particular Departmental Self-assessments and the College Self-

assessment Report.”

“It is important to stress that quality assurance systems should be understood to encompass not

only the ‘summative’ annual diagnostic processes that underpin monitoring and planning at

departmental and College levels but also the ‘formative’ processes that take place continuously.

To illustrate this point, teachers and tutors react on a daily basis to information about students

such as attendance and punctuality, quality and timeliness of work, participation and demeanour

in class. They are supported in this by the College’s electronic Student Information Systems

(SIS) which hold related information. Teachers and tutors use this information to provide on-

going feedback and encouragement to support students in their development.”

“The purposes of the Quality Assurance processes are to:

monitor performance to raise awareness of strengths, weaknesses & issues

promote continuous improvement

(not least through a developmental emphasis in lesson observation)

inform planning, decision-making & target-setting

facilitate the targeted use of resources

provide evidence for external bodies (especially OFSTED and the EFA).”

4.4 The funding context

Funding and curriculum reform threaten significant damage and instability to institutions like

Hills Road. Indeed, they represent the most serious challenge to the College’s educational quality

since Incorporation in 1993.

The following funding cuts have been imposed since December 2010, together amounting to a

real-term funding reduction of more than one third between 2009-10 and 2016-17:

a 75% reduction in funding provided for the ‘entitlement curriculum’ (the main elements

of which are tutorial support and enrichment)

the absence of any inflation uplift to the funding rate for the past five years

the introduction of a per capita ‘programme funding’ regime

increased costs associated with national insurance and superannuation.

By the time that this report is considered by the Corporation on 2 December 2015, news should

have emerged about the impact on the 16-19 sector of the Government’s Autumn Statement.

This is awaited with considerable trepidation, as a further cut of 10% has been rumoured

(possibly staged over two years as 7.5% in 2016-17 followed by a further 2.5% in 2017-18). By

2017-18, this would be costing the College circa £900K per annum, which would take the total

real terms cut since 2010 beyond 40%. The College has worked very hard to rise to the

challenge of holding on to as much as possible of its long-standing broad educational ambition

through each of these cuts, but unwelcome decisions which are curtailing educational

opportunities have been unavoidable and will continue.

Despite the Government’s suggestion that it has closed the 16-19 funding gap between

schools/academies and colleges, this is demonstrably not the case for several areas of

expenditure, notably VAT. In addition, schools can cross-subsidise their sixth form provision from

the significantly more generous funding level pre-16. It is a serious indictment that the

argument for fair funding appears to have been won yet it is left unaddressed. The overall

‘funding dip’ featured in a campaign pursued jointly by six organisations (SFCA, AoC, ASCL,

FASNA, IAA, PPC). In 2013, the 16-19 ‘dip’ was estimated at 22% and rising.

In conclusion, it is inevitable that the above financial pressures will impact negatively to an

increasing degree on the educational and progression opportunities of our students, for example

through larger classes and cuts to the academic curriculum, enrichment and guidance.

4.5 The curricular context

2014-15 was very much a consolidation and preparation year for departments in curricular terms

as we spent time anticipating the new linear A levels which have so far been introduced in 15 of

our subjects.

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For 2015-16, in the interests of fairness and coherence, we have continued to enter students for

four AS subjects at the end of Year 12, despite the fact that no credit will be carried forward

from AS for those taking the new linear A levels. As a result, for 2015-16 only, AS is being co-

taught in Year 12 for new linear A level classes, this one year strategy being necessary to allow

all Year 12 student to have a free choice of their Year 13 subjects.

From 2016-17, the College will move to an essentially linear A level curriculum (ie away from AS

levels) with most subject entries being linear A levels at that point. As detailed in the College’s

Strategic Plan, a mixed economy is expected to apply, with the majority of students taking three

A levels plus Extended Project and the remaining minority of students taking four A levels plus

Extended Project. All students will continue to benefit from access to tutorial support, careers

guidance and enrichment.

This loss of the fourth Year 12 subject for most students is not the only way in which the

advanced level curriculum is likely to be narrowed. We have also been addressing the continuing

shift in the balance of applications for different subjects which began several years ago. In

particular, we have seen a substantial increase in the proportion of Science and Mathematics

applications. In part this is a reflection of pervasive messages in the media about the value of

different subjects, including not just STEM subjects but also other ‘facilitating subjects’. This

trend seems likely to continue if ‘facilitating subjects’ are given prominence in examination

league tables. The narrowing of educational experience and opportunity threatened by such

factors would greatly compound the damage already done through the severe cuts to funding for

enrichment and tutorial support and guidance.

4.6 Significant issues and the College’s response

It being a diagnostic process, self-assessment is intended to bring issues into focus so that they

may be investigated and addressed. In the 2012 and 2013 editions of this report we devoted

additional space to explore two substantive performance issues with which the College was

grappling, namely an increase in U grades at AS level at the end of Year 12 and a decline in

added value.

It is reassuring to report that significant progress has been made in relation to both of these

issues, neither of which currently represents a cause for concern. To draw attention to these

issues, additional targets were added to section 3.4. The target maximum U grade proportion at

AS level was to be reduced from 4.0% to 2.5% by 2014-15, and the target minimum A level

added value was increased from 0.0 to 0.1 grades per entry from 2012-13. Both targets were

achieved in 2013-14 and 2014-15, this being a year early for the AS level U grade target.

Specifically:

the U grade rate at AS level has fallen by more than half, from 4.2% to 1.8%, between

2012-13 and 2014-15

value added has been close to 0.2 grades per entry in recent years, and is expected to be

a little stronger in 2014-15 (when published by the Government in early 2016).

The College’s detailed research, analysis and actions in response to these two issues may be

found in the 2013 edition of this report. In short, the College identified particular problems

relating to the transition between GCSE and AS/A level, not least because of ongoing curriculum

changes at both levels, particularly in STEM subjects. In response, the College prioritised the

linked themes of Admissions, Transition and Support in its Strategic Plan, for each of which

themes a series of actions was formulated. So, for example:

whole-College and subject-specific induction, and subsequent teaching and learning

activities, were re-designed to take better account of learners’ prior experience

more effective differentiation strategies were implemented, not least in STEM subjects

student progress and attendance monitoring were sharpened to provide earlier and better

targeted student support and intervention.

entry requirements were adjusted for STEM subjects (and in Latin, for which the ‘ab initio’

option has been discontinued; applicants now need to have taken GCSE Latin).

Needless to say, the College continues to identify and address areas issues needing attention,

including in a couple of small subjects at present, but there are none which currently warrant

detailed commentary in this report.

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5. PLANNING AND QUALITY CYCLE (diagrammatic flowchart)

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6. FEEDBACK FROM LEARNERS AND OTHERS

6.1 Examples of positive feedback

Every year the College receives a good deal of correspondence expressing gratitude and

appreciation. To give a flavour of these, included below are some anonymised extracts from

letters received during 2014-15:

'I just want to say a huge “thank you” for successfully transferring XXX from French onto the

Government and Politics course. She is absolutely thrilled. She came home from college last

night very excited, and spent the whole evening catching up on the coursework she missed in

the first week. I know you guys have a difficult job juggling all the needs of hundreds of

students. I just wanted you to know how much we appreciate what you have done for XXX.’

‘I can’t tell you how grateful I am for your kindness yesterday, or of the relief it was to find

someone who ‘understands’ XXX and so thank you VERY much for that!! She can sometimes

throw a complete ‘googly’ if she feels she’s being patronised or is bombarded with too many

questions and you did so brilliantly. Thank you!!’

‘Thank you so much for your kind and thoughtful letter. I am very impressed and touched that

you took the time and trouble to contact the National Assembly of the Baha’is of the UK. It

makes me feel assured that Hills Road is truly interested in the welfare of our daughter XXX and

in understanding her pastoral needs.’

'Could I take this opportunity to pass on to you what a difference XXX makes to the experience

of teaching a Day School at Hills Road. He is invariably helpful to staff and students alike, and it

is always reassuring to know that if there are any difficulties with the accommodation, XXX is on

the end of the phone and will come and help.’

'While Philosophy was the most challenging A level I studied, it was by far the most rewarding.

With the help from extremely knowledgeable and very friendly teachers, it equips you with, and

allows you to develop an indispensable range of academic skills which give you a head start if

you are considering going to University.’

‘Thank you very much for your hospitality yesterday. XXX and I learnt a tremendous amount

about Hills Road practices but mostly, we agreed, came away with an impression of a caring and

focused college which has the interests of students firmly at its core.’

‘I just wanted to drop you a quick note to thank you for supporting XXX during her ‘wobble’ last

week. As a teacher myself I am only too aware that the balance of communication that comes

from parents to teachers is overwhelmingly negative. It is brilliant to have an opportunity to go

some way to redress that balance. We are so pleased with XXX’s progress since she has been at

Hills Road and are enormously grateful to the commitment of her teachers as they walk that fine

line of pushing to achieve potential and, reassuring, arm-around-the-shoulder encouragement.’

‘I never cease to be amazed that Hills Road continually gets the most out of all its students, due

in no small measure to the commitment, determination and drive of all the staff. The primary

aim of ensuring that all the students receive the education and support they deserve as well as

the correct opportunities to set them up for their further education and life ahead is well

achieved.’

‘I want to thank you very much indeed for all your support whilst XXX was in your form, and

after she left. XXX’s experience of Hills Road was transformed by your input and she very much

appreciated your interest, concern and advice. I know you have a lot of students in your care

and I am most grateful for your focused, individual treatment of XXX (who, I now understand,

was no exception).’

'Just to say a big thank you for being so organised and efficient with my son’s exam entries.

Being home-educated and having to enter as a private candidate always has its problems and

you have made the process so easy.’

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‘I would just like to reiterate my thanks for your help; she loved the learning environment at

Hills, and flourished there. I remember your kindness and efforts on her behalf with enormous

gratitude. Her experience at Hills was extremely positive, and she has emerged ready for the

next step in her learning as a more confident and self-assured young woman.’

'I thank you for your expertise, wisdom and kindness. Many people have asked me throughout

this time whether Hills Road has provided enough support for XXX through all the difficulties with

her illness. My answer to them has been an undoubted yes – due in part to the patience and

support of her teachers, but largely due to the gentle and professional way in which you have

guided and advised her.’

‘Thank you so much, I cannot believe how much my counselling sessions with you helped my

confidence and personal issues. I’m at one of the happiest moments in my life and I cannot wait

to see what the future holds.’

'Many thanks for your help, guidance and patience with our son’s application, especially as XXX

is no longer a Hills Road student. Your invaluable advice and prompt action has made the whole

process far less daunting. While XXX was in the States, he mentioned more than a couple of

times to us about how well Hills Road had prepared him for his first year in college. As parents

we value all the hard work and commitment from Hills Road staff.’

‘Thank you so much for your help and support over my time at Hills Road. It has meant so much

and kept me going when things became very tough for me. Thank you, thank you, thank you.’

6.2 ‘Learner voice’ and other related feedback processes

Upper sixth DSA survey (March 2015)

To provide qualitative evidence for teaching department self-assessment (DSA), related surveys

based on the Ofsted framework were devised for both Year 13 students and staff to provide

feedback for each teaching department. The student survey results are summarised as follows,

using the College’s standard four-point colour-coding system: blue, green, yellow & red in

decreasing order of strength.

Question level (14 questions, aggregated across all departments/subjects):

blue 12 questions

green 2 questions

Department level (15 departments, aggregated across all questions):

blue 12 departments

green 3 departments

Subject level (42 subjects, aggregated across all questions):

blue 31 subjects

green 9 subjects

yellow 1 subject

red 1 subject

Nb. The sample sizes for the two yellow and red subjects were all small (below 30).

The fuller detail allowed each teaching department to compare its results for each question with:

the College average ‘benchmark’ level

corresponding results for other subjects

corresponding results for similar questions answered by members of the department.

Upper sixth leavers’ survey (March 2015)

Levels of satisfaction in 2015 remained strong in nearly all areas, both overall and for individual

questions. The proportion of 2015 leavers that would 'recommend the College to a prospective

student' was 91.6% compared to 92.2% in 2014. For the remaining 13 questions, levels of

satisfaction were as follows:

blue 8 questions

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green 2 questions

yellow 1 question ‘individual tutorial support and guidance’

red 2 questions ‘tutorial programme’ and ‘Extended Project’

After the sharp fall in levels of satisfaction in relation to ‘electronic communications’ in 2014,

levels of satisfaction have recovered in 2015, with 91% of students now feeling satisfied.

After improving in 2014, the percentage expressing dissatisfaction with the tutorial programme

increased slightly from 52% in 2014 to 56% in 2015.

The only other seemingly weak response in 2015 was in relation to the Extended Project

qualification, which has succeeded the Academic Research Course, and before that Key Skills.

This area had been showing the sharpest improvement in recent years, with the proportion of

students expressing satisfaction having risen year-on-year from 18% in 2010 to 55% in 2014. In

2015, satisfaction fell a little to 47% which, although lower than in 2014, remains higher than in

every previous year. The educational value of the Extended Project is highly regarded by

universities as well as by the College but given its compulsory nature, it may be too much to

expect satisfaction levels to match those earned by some other questions.

Student focus group meetings

Each year the Principal organises focus group meetings with students. These informal

discussions provide an opportunity for students to comment on a wide range of activities and

experiences including: induction, teaching and learning, tutorial support, organisation of

examinations, communications, accommodation and facilities, careers provision, specialist

learning support and relationships.

A number of important themes have emerged from these discussions, prompting further

investigation; in some cases, leading to or influencing improvement actions, including:

additions to the IT infrastructure in The Colin Greenhalgh Building

the addition of new toilet facilities

restructuring of the Extended Curriculum programme

changes to College communication systems

changes to the Tutorial programme

retention of a paper based College prospectus and the addition of promotional

videos/’talking heads’ on the College website

introduction of a booking system in computer resource areas

significant revisions to the induction programme for new students

changes to the arrangements for UCAS applications by gap year students.

Parent focus group meetings

Two focus group meetings were held in March 2013 to discuss a range of matters with current

Hills Road parents. As a result of these, a number of changes were made to the College website,

the Parents’ Handbook and to other College communications. The Assistant Principal (Planning

and Quality) and Director of Quality are preparing to collect further feedback from parents in the

near future.

7. THE COLLEGE’S RESPONSE TO NATIONAL INITIATIVES AND PRIORITIES

7.1 New 16-19 study programmes

In 2013-14 and 2014-15, the EFA introduced new requirements for 16-19 study programmes,

which included:

new definitions for full-time and part-time programmes

reduced programmes and funding for students aged 18 at the start of the academic year

the need for re-sit courses for students without C grade in GCSE Mathematics or English

employability.

In September 2013, a report by Ofsted drew attention to emerging practice in relation to 16-19

study programmes. The College reviewed its study programmes and took appropriate action to

ensure consistency with the new requirements. In particular, development plans have been

updated in relation to employability/work experience, EHC plans and the development of skills in

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maths and English for all students. Further minor actions emerged subsequently from

recommendations made by the College’s internal auditors, who examined study programmes

during the Spring Term of 2015.

7.2 Performance management

At the AGM of the Sixth Form Colleges Association on 17 November 2014, a new pay structure

and pay progression framework for sixth form colleges was approved, succeeding the

Professional Standards Payments (PSP) framework which was introduced in 2000. Although the

first performance related payments from the new framework will not apply until September

2016, the College’s new performance management framework was developed during 2014-15

and launched in May 2015. This enabled the new individual performance management

‘dashboard’ to feature, in pilot form, in teacher appraisals during the summer term of 2015. As

well as supporting individual development, during 2015-16 the dashboard will provide key

evidence to help teachers demonstrate the necessary standards for the new national pay

scheme.

In parallel with the development of individual teacher dashboards, the College has also

developed corresponding dashboards at subject and department levels. These have been used

for the first time as part of the 2015 teaching department self-assessment process, and they

have been well-received.

In addition, the College has introduced a new format for appraisal, not only incorporating the

new dashboards but also based on newly-purchased Human Resources software.

8. FINDINGS FROM COLLEGE EVALUATION PROCESSES

Typically on an annual basis, evaluation reports are compiled to monitor specific areas of the

College’s activity. Between them, these processes involve senior managers, College teams,

student representatives, external auditors, inspectors and governors. This section provides an

overview of the findings of such processes, with further detail available in relevant reports and

associated documents.

8.1 Lesson observation

2014-15 saw the final year of the three year cycle 2012-2015 in which the College has been

operating a new benchmark approach to lesson observation outcomes. The Lesson Observation

Team includes senior staff together with volunteer heads of department and their seconds in

large departments. The Lesson Observation Team observes a third of the College’s curriculum

(around six teaching departments) each year. In addition, each head of department, or a

designated deputy, has observed each member of their department over a two-year period: from

2015 these departmental observations will take place in each of the two years that do not

contain a cross-College observation.

When a department is observed, rather than setting a specific overall grade – as was our

practice prior to 2012-13 – a judgement is now made about whether or not the set of lessons

observed met the College’s target standard of ‘typically good or better’. The College regards

meeting this standard as consistent with a departmental grade of good or outstanding for

teaching, learning and assessment providing that the additional evidence available also supports

this judgement.

In like fashion, individual lesson feedback confirms whether or not the learning outcomes were

judged by the observer to have met this same ‘typically good or better’ standard. From 2015,

this judgement will remain, although the language will change to indicate simply whether or not

the lesson has met the College benchmark. This will be in line with the College’s move to a ‘data

dashboard’ of evidence for each individual, which references each observation that has taken

place.

Lesson observation feedback at both departmental and individual level includes suggested

developments for consideration. Individual lesson observation forms are required to highlight at

least one area of focus agreed by observer and observee, which is also recorded in the

observee’s online record and discussed during the annual appraisal meeting.

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In the three years of the now completed three-year cycle, 2012-2015, the Lesson Observation

Team visited all sixteen departments and carried out 165 observations. The departmental lesson

observation judgements were as follows:

15 departments (93.7%) met target standard

1 department (6.3%) did not meet target standard (in first visit*).

* For the one department judged not to have met the target standard, remedial actions were

formulated, and when a follow up visit was conducted in the next academic year, this time the

department did meet the target standard.

The individual lesson observation judgements were as follows:

154 observations (93.3%) met target standard

11 observations (6.7%) did not meet target standard (in first observation**).

** For seven of the eleven observations which did not meet the target standard, the standard

was subsequently achieved in a follow-up observation. For a further two a specific action plan

was considered to be a more appropriate response. For the final two, the colleagues were not re-

observed because they retired.

8.2 Equality and diversity

The Single Equality Scheme and associated development plan continues to provide the

framework for Equality and Diversity within the College. The SES Action Plan was reviewed in

2014 and new Equality Objectives were highlighted for the 4 year period 2014-17, in accordance

with the Public Sector Equality Duty.

The College continues to monitor information on the performance of students falling within the

equality legislative framework under race, gender, disability and socio-economic disadvantage.

For the first time in 2014 additional information covering all of the relevant protected

characteristics was captured at enrolment, including sexual orientation and religion and belief.

A previous dip in the value added linked to students accessing the bursary fund was not present

in the 2014 results, but the retention rate for this group has continued to fall slowly (to 94% in

2014) since the removal of the Educational Maintenance Allowance. Retention for students in our

lowest prior ability band continues to improve (to 90% in 2014), if still behind the College

average (97%), but value added for these students remains positive, and in line with the rest of

the cohort.

A focus on raising the profile of E&D throughout the College saw the introduction of a monthly

staff E&D newsletter, circulated via email to all staff and also posted in each department base

room, including a section relating to Ofsted and the Common Inspection Framework (CIF)

providing information and ideas on how staff can continue to embed E&D into their everyday

working practices. Weekly quotes on E&D themes were also introduced into the student planner

relating to key national and international themes, accompanied by rolling programme of posters

on the TV screens that reflected important national and international events as well as key

religious festivals.

During the staff development period all members of the Equality Forum received training

covering the successful implementation of the Equality Analysis procedure. In light of the

training, the initial screening and full screening forms used for this process have been updated

ready for first use in 2015-16. Equality Ambassadors (representatives from each teaching

department) also received training on the embedding of E&D in the curriculum, timed to coincide

with the first phase of planning new schemes of work to complement new A-level specifications.

As part of the move to ProMonitor, new methods of capturing and sharing E&D data were

designed in 2014 ready for enrolment in 2015. For the first time, students will be able to self-

audit their own learning needs, allowing them to share relevant information such as medical

issues and specific learning needs quickly and easily with staff. The software includes symbols

(‘badges’) which signify whether each student’s record includes exam access arrangements,

study skills information or bursary support, which is intended to assist staff in being more aware

of and responsive to the E&D needs of students.

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8.3 Safeguarding (including general Health and Safety)

The annual reviews of safeguarding and health and safety were presented to the Corporation in

July 2015; the self-assessment judgement for these areas is ‘good’.

One hundred and fifteen members of staff received safeguarding training during the year of

whom fifty seven received initial training (thirty daytime and twenty seven evening staff) and

fifty eight received refresher training (which is undertaken every three years).

No key areas were identified for general health and safety improvement but monitoring

continues to take place in accordance with College procedures by the Estates Bursar and the

Health and Safety committee which meets termly. In respect of safeguarding during 2014-15 the

Corporation approved the College’s Prevent strategy and staff received a briefing on this in the

staff development period. Prevent training now forms part of the regular safeguarding initial and

refresher training. In addition the College undertook a review of many aspects of safeguarding

which resulted in: the updating of procedures to improve the effectiveness and efficiency of

monitoring the single central record and of CCTV coverage; the updating of procedures for

educational trips and visits; the implementation of a new Social Media policy for staff and the

broadening, to subject teachers and other relevant staff, of access to information about students

with medical concerns and disabilities. The Department for Education (DfE) published a new

guide in March 2015 (updated in July 2015) “Keeping children safe in education”. The shorter

form of this guide is given to all staff when they join and has been made available to current

staff via SharePoint.

The College is pursuing a Wellbeing Strategy in 2015-16 which aims to create an environment

for its students and staff which enables all members of the College community to feel confident,

healthy, safe, emotionally resilient and personally fulfilled.

8.4 Audit processes

Following a tender process in 2013-14 ICCA was appointed to provide the College’s internal

Audit Service. They have previously worked with the College and are Internal Audit specialists to

the FE Sector. Their annual report was presented to the Audit committee at their November

2015 meeting. ICCA’s opinion is that the College has adequate and effective management,

control and governance processes in place to manage the achievement of its objectives. The

overall assurance for each of the four reviews that were undertaken during the year was

substantial with two medium and nine low recommendations.

During 2014-15 the financial statements auditing was re-tendered as part of the regular re-

tendering of auditors. MacIntyre Hudson, the incumbent auditor tendered and was re-awarded

the contract with effect from 2014-15. The Financial Statements and Regularity Audit were

therefore produced and carried out for the 2014-15 year by MacIntyre Hudson who gave the

College an unqualified report.

The Audit Committee annual report was considered at the Committee’s November 2015 meeting.

8.5 Risk management

The College monitors its risk registers on a termly basis with scrutiny at the Audit Committee

before being seen by the Corporation. Members of the Audit Committee are invited to attend the

meeting at which the College Strategy Team reviews the risk register. The annual risk report will

be considered by the Audit Committee in December 2015. This is an area reviewed through the

internal audit process described in the preceding section. There is one risk currently rated ‘red’,

the highest risk level, which relates to the current funding pressures and is noted on the risk

register as ‘failure to preserve the quality of educational experience for students because of the

necessity of remaining solvent’.

8.6 Extracts from the Principal’s Reports

Students continue to be offered an exceptional range of learning opportunities beyond the

classroom. A selection of those taking place during 2014-15 are given below:

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Sport

The Annual Sports Awards evening was an opportunity to celebrate students’ impressive

sporting achievements. The choice of 'Team of the Year' was always going to be a difficult

decision (the tennis, badminton, X-country and men’s and women's hockey teams all having

reached the national finals) but the prize was justly awarded to the men's rugby squad for a

string of outstanding performances, including winning the AoC Sport East League and

reaching the last 16 in the Nat West Vase. The rowing squads were close runners up: for the

first time we had four crews rowing in the National Schools Head on the Thames. The 1st

men’s eight qualified for the third final and had a very close race finishing fourth, narrowly

missing out by less than half a length to Millfield School.

‘Copa del Hills’, our five-a-side football tournament, was once again an extremely popular

event with further student-led tournaments being introduced this year in basketball, table

tennis and badminton. The inaugural ‘FIFA 15’ tournament ran very successfully and is likely

to become a permanent feature in the College calendar.

There were significant successes for individual sport performers with three students winning

the Cambridge Evening News Junior Sports Awards: Max Holden - Male Sports Performer of

the Year; Sunke Trace-Kleeberg - Junior Sports Leader; and Jack Bevis - Junior Community

Volunteer.

But the highlight of the year was the winning of the coveted Clifford Dixon Trophy. This

trophy is awarded to the East of England Champions based on the results of 37 competitions

in 14 different sports, plus performances in the national AoC sport finals held each year in

Bath. The College amassed a total of 246 points over the season, which is a Clifford Dixon

Trophy record!

Performing Arts

The Christmas event was a full-scale production of Sweeney Todd, intriguingly re-imagined

within a circus setting. We were blessed with the availability of Alice Gilderdale, who not only

sang beautifully in the role of Johanna, but also had existing experience of trapeze work. We

managed to squeeze the band into the wing space, meaning that a long-held ambition to

create a fully revolving stage to suit our concept could be realised. The addition of Anya-

Grace Howe-Abram on the Chinese Silks and a very real knife-throwing act meant the vision

was realised.

The Spring Term’s performance cycle concluded with an excellent production of Nick Revell’s

fabulously funny adaptation of Chaucer’s The Wife of Bath’s Tale called Love and Other Fairy

Tales. Supported by some gorgeous shadow puppetry, this was a brilliant effort all round

and produced some rich and hilarious performances.

We were delighted to manage our first performance festival, curated and organised by our

three interns, all former drama students. Together they arranged free use of the Junction’s

core drama spaces. They also brought together performances from schools, sixth forms,

youth theatres, dance troupes, comedians and musicians in what turned out to be an

incredibly rich celebration of young people’s performance that was staged both at the

Junction and at The Robinson Theatre on Saturday 27th June.

Music

The Autumn Concert, which took place at Cambridge’s West Road Concert Hall, included

student Marcus Dawe as soloist in Khachaturian’s Flute Concerto (1st movement) and a

quartet of trombone soloists in a movement from Koetsier’s Concertino. Wind and Jazz

Orchestras also performed, and the combined forces of College Choir and Symphony

Orchestra presented Parry’s I was Glad and Vaughan Williams’ Serenade to Music.

The winner of the Cambridge Young Composer of the Year 2014-15 was Hills Road’s Joe

Reynolds. Joe won the prize for his composition The Bell Tower of Poveglia for piccolo, bass

clarinet, violin, cello, piano and vibraphone. The piece evokes the dark history of Poveglia, a

small Italian island, formerly used to quarantine victims of the plague and the Black Death.

March was a very busy month for College music-making: the Chamber Choir joined forces

with St John’s Voices at Evensong in St John’s College Chapel; a number of workshops were

held for Music and Music Technology students with former student and rapidly rising

composing star, Xiaotian Shi; the Spring Chamber Concert featured our wind quintet as well

as a variety of solos; and the Jazz & Folk Evening saw Trevor Barlow and Nigel Bennett

directing the Hills Road Jazz Orchestra, Stu Hanna leading the versatile Folk Roots group and

Helen Higgins directing unforgettable performances by the Jazz Choir.

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The College’s Choral and Orchestral Concert was held in the inspirational setting of Ely

Cathedral on 30 April. The varied concert programme opened with the Wind Orchestra,

conducted by Kate Murdoch, playing three contrasting pieces: Chaconne from Holst’s Suite

in E Flat, Lux Aurumque by Eric Whitacre and Crosslands by American film composer

Rossano Galante. The female members of the Chamber Choir, directed by Helen Higgins,

sang the rarely performed Ave Maria in a setting by Holst. The full Chamber Choir then gave

performances of Christus Factus est by Anton Bruckner, Song for Athene by Sir John

Tavener, with bass solo by James Farmer, and the Magnificat and Nunc Dimittis in C by

Charles Villiers Stanford. After the interval the College Choir, Brass Ensemble and organ,

conducted by Kate Murdoch, gave a striking performance of John Rutter’s Gloria. Then the

Symphony Orchestra, conducted by Helen Higgins, accompanied student Joe Reynolds (who

is going on to study cello and composition at the Royal College of Music) in a mesmerising

performance of the fiendishly demanding 1st movement from Cello Concerto in B minor by

Dvořák. The concert concluded with a vibrant performance of the Finale from Saint-Saëns’

3rd Symphony.

Science, Technology and Mathematics

70 students participated successfully in the British Physics Olympiad leading to the award of

26 medals, 20 commendations, 14 merits and 10 certificates of participation.

‘Team Hills Road’, comprising four upper sixth physics students, won this year’s School’s

Aerospace Challenge against exceptionally strong competition. The students attended an

awards ceremony at the headquarters of the Institution of Mechanical Engineers in London

where they were presented with trophies and a cheque for £600.

Four Physics students took part in the Engineering Education Scheme (EES). This prestigious

educational programme allows teams of selected students the opportunity to work with a

local engineering company on a collaborative project. The students, who developed a

prototype of a text to braille converter in conjunction with engineers from ARM, attended a

Celebration and Assessment Day at Anglia Ruskin University and received an excellent report

from the assessors.

55 students competed in the first round of the Chemistry Olympiad and were awarded 4

Gold, 19 Silver and 15 Bronze certificates. One student (Domas Kalvaitis) was placed in the

top 20 nationally, and attended a final selection course at St Catharine’s College.

A record number of Lower Sixth students (33 in all) took part in the internal stages of the

Royal Society of Chemistry Schools’ Analyst competition. Two teams of three students each

took part in the Eastern regional competition at UEA in Norwich.

The third annual Cambridge Big Biology Day, hosted at Hills Road in partnership with the

Cambridge Science Festival, Society of Biology and MedImmune, was visited by 25

exhibitors and 1500 members of the public. This is now firmly established as one of the

biggest Biology public engagement events in the country. 70 Hills Road staff and students

took part in the event and the feedback from visitors was overwhelmingly positive.

Hills Road biologists were again successful in the Biology Olympiad. A total of 15 medals

were won: 6 Gold, 3 Silver and 6 Bronze, and these students will be invited to the awards

ceremony in London. In addition to this our two top students, Ashley Brice and Tori Gibbons,

qualified for the second round.

Ian Harvey, Head of Biology, has been honoured for his work in the community: he was

awarded the Society of Biology’s President’s Medal in recognition of his significant

contribution to biology in Cambridge, in the wider region and nationally, through his

volunteer service for the Society. Ian, who is about to complete his 40th year at Hills Road,

was awarded the Society of Biology’s President’s Medal by Professor Jean Thomas FRS,

President of the Society of Biology.

Economics, Business and Enterprise

The annual Sweden Exchange trip took place during the autumn term, with Hills Road

students having the opportunity to visit IKEA and Volvo and several other Swedish

businesses before hosting the return journey later in the term.

Hills Road Investors (Charlie Bailey, Meer Shah, Luca Love and Tom Chalmers) finished 15th

out of nearly 9000 entrants in the IfS Student Investor Competition. They were required to

predict the closing price of a number of shares over a period of four weeks, scoring points

based upon how quickly they made their predictions and their accuracy.

A Business Plan competition, judged by Professor Alan Barrell, the College’s Entrepreneur in

Residence, resulted in two College teams being entered into the Business, Accounting and

Skills Education competition (BASE) at Fitzwilliam College. The BASE competition, organized

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by the Institute of Chartered Accountants, required the students to read a case study

adapted from the final Chartered Accountancy exam, to produce a SWOT analysis and to

make key recommendations for strategic solutions under strict time constraints. The

students were then required to present their answers in a four minute presentation, followed

by questions from the judges. There were 11 teams in total and the Hills Road teams came

first and second.

Geography/Geology

AS students attended a three-day residential Geography fieldtrip to North Norfolk where

they focused on developing their data collection and analysis skills as well as their team

work. Two investigations were undertaken, a study of the sand dune ecosystem at Holkham

Dunes and a comparison of four villages in a rural region experiencing change.

A2 students went on a day trip to investigate regeneration projects in East London: past,

present and future. A brief visit to Canary Wharf on the Isle of Dogs was followed by a

presentation by Knight Dragon at their Greenwich peninsular offices where they explained

the impressive developments planned for the region. The day ended at the Olympic Park to

evaluate the success of the legacy of that regeneration project for Stratford.

Students enjoyed an excellent programme of talks including: an overview of cold

environments by Dr Adrian Fox from the British Antarctic Survey; Tom Lord from Ethical IT

for International Development, a Cambridge based charity, led a fascinating question and

answer session on how technology is increasingly being used to aid grassroots development

in the developing world and the potential employment opportunities for students in this field;

Tim Hill from Mott MacDonald discussed the pros and cons of the Aswan Dam, which is a key

case study for the AS Geographers and Geologists alike; and Dr Paul Mills, a senior member

of the IMF, spoke about debt and development.

Psychology

100 students attended a conference in London on the science and pseudoscience in

psychology including talks by Professor Richard Wiseman on the luck factor and on the

psychology of magic and illusion and a live hypnosis demonstration by Andrew Newton.

Approximately 50 students and approximately 10 members of staff attended a talk by

Professor Susan Gathercole, Director of the Brain and Cognition Unit in Cambridge, about

working memory research and its application in the classroom.

Other lunchtime talks have included:

Ellie Brett- Educational Psychology

Wendy Croft - Clinical Psychology

MEG and Me team- Brain Science

Dr Sophie Van der Zee - Forensic Psychology

Livi Hanchett - Working as a Mental Health Nurse.

Modern Languages

The Modern Languages Department started the academic year with another successful

Languages Day. Students from across the College spoke nothing but a foreign language for

an entire day raising an impressive £1324 for Médecins Sans Frontières to support the fight

against Ebola.

30 students flew to Montpellier on their return leg of this year’s exchange. As in previous

years, students accompanied their French partners to school as well as visiting Montpellier

itself and many interesting places in the surrounding area. The individual exchange scheme

with Lycée Chaptal in Paris was particularly successful.

23 students of German (the highest number of participants so far) went to Hamburg to

embark on their work experience exchange. Students lived in German families and

undertook seven days of work experience. The Hamburg students returned in March for their

eight-day work experience in Cambridge in primary schools, shops and other local

companies.

We are delighted to have introduced a new exchange scheme this year, enabling us to take

25 students to Santander. The students lived in host families, attended classes with their

partners and visited Bilbao and the Guggenheim Museum as well as the local area, before

hosting the return leg later in the year.

Art and Design

This year the History of Art course is focussing on a new 20th century unit of work that has

meant a great deal of new opportunities to study some of the icons of modern art. A

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highlight was a visit to a major exhibition of the contemporary artist Jeff Koons, known for

his exploitation of the tradition of all things ‘kitsch’, for example his life-size porcelain

sculpture of Michael Jackson and Bubbles the chimp.

A level Photography student Lucy Rickerby won two categories in the e-Luminate Capture:

Moving Lights photo competition sponsored by Anglia Ruskin University. The first photograph

which won the Light Graffiti category shows lights bouncing on the Cromer shoreline with the

pier in the background. Lucy used burning steel wool to create a simply stunning effect.

Lucy’s second photograph, which won the Black and White photography category, was also

taken on the beach at Cromer and was on display with her other work at the Light Hub on

Parker’s Piece in February.

Political and Social Sciences (PSS)

The annual Politics study visit to Washington DC was a huge success. Students visited

Congress (with a talk from a Senate aide), the Supreme Court, all the key Washington

monuments and memorials and our partner High School who very kindly put on an election

night party for our students (enabling Hills Road students to engage in fruitful political

conversations with their US counterparts).

In the run-up to the election we had student-organised hustings, when the Labour, Lib Dem,

Conservative and Green candidates participated (the UKIP candidate did not respond to the

invitation); as well as student hustings in which five students themselves represented the

national campaigns to raise awareness amongst Hills Road students and to encourage those

eligible to cast their vote.

The College’s mock election on 7th May saw a clear Labour win with the Greens and

Conservatives sharing second place (there were 626 valid votes).

English, Media and Film Studies

Students visited the new Swan Theatre in Stratford-upon-Avon, to see the RSC’s latest

version of Ben Jonson’s Volpone directed by their former Artistic Director, Trevor Nunn.

A group of Media and Film Studies students participated in a Harry Potter Studio Tour at

Leavesden – an excellent opportunity for students to see ‘behind the scenes’ of this

enormous franchise.

The main focus of the summer term was the English Media and Film Studies conference

when we welcomed many inspirational speakers for another valuable introduction to A2

topics: including Dr Mark Rowe on Philip Larkin’s Here and Mr Bleaney, Steve Watts on

Joyce’s Dubliners and Dr Antonella Plmieri on Italian Cinema: Ferzan Ozpetek’s la Finestra

de Fronte.

Visiting Speakers

We have been treated to an exceptional range of thought-provoking talks this year, too many to

mention them all in this report, but here is a small selection:

The education challenges facing South Africa, the continent of Africa and the wider world by

Dr Blade Nzimande, Leader of the Communist Party of South Africa and Government Minister

for Higher Education

Before the Beginning and Beyond Eternity– a talk by Sir Roger Penrose OM, the man behind

the famous ‘impossible triangle’

Astrophysics – a talk by Lord Martin Rees, Master of Trinity College and Professor of

Cosmology and Astrophysics at the University of Cambridge

Consciousness, Freedom and Language - a talk by Dr Rowan Williams, Master of Magdalene

College

Complete Spiritual Freedom – a talk by the Reverend Andrew Brown, Minister of the

Unitarian Church, Cambridge

String Theory – a talk by Professor Michael Green, Professor of Mathematics and Theoretical

Physics at the University of Cambridge

Crystallography, a microscope for molecules – a talk by Dr Phil Evans FRS (MRC Laboratory

of Molecular Biology) in celebration of International Year of Crystallography 2014

Was the Aswan Dam a good idea? – a talk by Tim Hill, dams engineer and director with Mott

MacDonald

Mass Spectrometry & the Interactions of Life – a talk by Dr Holding on the role of the

oestrogen receptors (ER) in breast cancer

Is globalisation under threat? - a talk by Dr Paul Mills, IMF senior representative in London

Children's Anxiety and Perceptions of Parenting – a talk by Dr Mandy

Lau from the Peterborough Adolescent and Young Adult Development Study (PADS).

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8.7 Introduction to performance indicators

Since Incorporation in 1993, the College has developed an extensive range of performance data,

the latest edition of which forms section 9 below. If needed, data values from earlier years may

be found in previous editions of this report.

The performance indicators are organised in the following six sections:

external assessments

curriculum

staff development

support and guidance

resources

adult education.

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