education perceptions monitor pupil survey no.1 to...

Education Perceptions Monitor

Pupil Survey No.1 To November 2012

For

St Peter's School

Bournemouth, Hampshire

Prepared and Presented

By

Kirkland Rowell Marketing

Contents

PageIntroduction 2Methodology 3Results 4Executive Summary 5Results Tables 6Additional Questions 9Graphical Results of Selected Analysis 11Strengths and Weaknesses 24Every Child Matters 25Parent View : Pupil Summary 27ASCL Self-evaluation Summary 29Bar Charts For All Criteria 57Extra Analysis 69Cross Tabular Graphical Analysis of Results 75All Academic and Non-Academic Criteria shown by Year Group 83Appendix 100

Introduction

This report details the findings of the first Pupil Education PerceptionsMonitor for St Peter's School.

The report measures the levels of satisfaction among the pupils for a range of criteria, which have been previously identified as being important to the parents of school pupils, as well as asking about perceptions of progress for the core subjects, taught at the school.

The report measures the relative importance of the criteria surveyed, as well as providing results tables that identify the perceived strengths and weaknesses of the school in the year to November 2012.

The report also measures performance with regard to overall satisfaction and improvement.

The results have been analysed to produce graphical presentations of each criterion and subject for both performance and importance. Criteria have also been analysed against year group and gender of pupil; criteria that produce a significant result for this test are included in the report in graphical form.

As requested an additional question was added to the questionnaire to facilitate an analysis of pupil responses by the question "Are you a sixth form pupil?". This analysis is included to show any evidence of differing pupil perceptions between the 2 groups.

2

Methodology

The sample surveyed was taken from pupils of the school. Questionnaireswere distributed to all pupils.

Questionnaires were sealed with a reply envelope.

Completed questionnaires were returned sealed, to the form tutor.

The questionnaire asked pupils to give an assessment of whether or not they thought they were making good progress in each subject offered by the schoolas well as indicating either "true" or "false" to a statement relating to eachcriterion on a list of identified parent priorities.

Each statement offered a positive hypothesis for each criterion, the ideal resultwould therefore have been achieved if 100% of pupils thought that the statement was true.

Pupils were then asked to identify their top 10 priorities from the list of 20and to choose their single top priority for improvement in the school.

Pupils also answered either "true" or "false" to a number of questions which weredesigned to assess the degree to which the pupils' home environment wasconducive to good progress at school.

The pupils also estimated the time that they thought they spent doing homework,as well as making specific suggestions regarding possible improvements.

3

Results

1149 completed questionnaires were returned representing a response rate of 72.1%. The survey produced an excellent overall response from the pupils, who gave good performance scores for most of the academic subjects and the chosen performance criteria. The response meant that data could be drawn for all criteria.

For the sake of assessment, in most schools, academic subjects receiving a score of 80% or above should be considered a success; with 70% being arealistic target of attainment for non-academic criteria. These scores are based on averages gathered from over 130 "similar" schools acrossthe country. Scores of 10% or more above these targets are exceptional; while scores of 5% or more lower should suggest room for improvement.

In some schools the pupils may be less likely to say that a positive statementis true, because one problematic issue within the school (such as bullying or discipline) is colouring the pupils' perceptions of the other issues surveyed, and hence lowering scores across the board. Where this is the case, the boundary at which results are emboldened, to indicate areas of concern, may be lowered by 5%. This was not the case for this school.

The pupils gave a very good overall performance score (73%), whileamong the pupils who had been attending the school for over a year, 36% said the school had improved over the last year while only 21%thought that the school’s performance was worse.

4

Executive Summary

The survey results reveal that the school has reason to be happy with most of its activities.

With regard to Academic criteria, the highest proportion of pupils who said they were making good progress was for Dance, French and Spanish. (See page 7)

The highest proportion of pupils who said they were not making good progress was for ICT, Music and Chemistry. (See page 7)

With regard to Non-Academic areas, pupils awarded the highest scores for the deliveryof Community spirit, Availability of resources and School facilities. (See page 8)

The pupils awarded the lowest scores for the delivery of Computer access, Careers advice and Developing potential. (See page 8)

The pupils' top priority for improvement is Teaching quality. (See page 23)

The boys gave significantly higher scores for Physics, Exam results, Careers advice, Developing confidence, Choice of subjects, Parents check my homework and There are books at home to help me. (See page 76 and page 77)

The girls gave significantly higher scores for Art, English, and French. (See page 76)

The survey has achieved a good benchmark of performance against which future academic years might be compared.

5

Results Tables

In the following table the mean scores achieved are given as a %. A fullexplanation of how mean scores were converted to percentages is given inthe Appendix. As there is a measurable bias in the way that pupils scorecriteria, it is necessary to create "weighted" scores so that the score forany one criterion might be compared meaningfully with the score for anyother criterion on "a level playing field". These weighted scores arecalculated based upon the average scores achieved from over 130 similar English schools, and are also included in the appendix of this report.

Scores which have not yet been surveyed in at least 30 schools do not yethave an average figure, and therefore, these scores cannot be weightedagainst what pupils "usually" say. These unweighted scores aremarked * .

All of the scores given have been tested to be reliable to within less than5%, at the 95% confidence level, except for those subjects marked *, which

due to the sample achieved, are only reliable to within 10%, or when a resultis highlighted in pink to indicate that the score can only be considered as

indicative. Remember, ideally, scores should be above the red line; scoresabove the green line are good, and above the gold line are exceptional.

6

Academic Criteria

Weighted Weighted% making % not making

Academic subjects good progress good progressDance 100.4 -0.4French 94.2 5.8Spanish 93.4 6.6Religious Studies 92.4 7.6

* Textiles 92.1 7.9

* Resistant Materials 90.8 9.2Geography 90.2 9.8

Graphic Products 89.4 10.6Physical Education 88.9 11.1Drama 87.9 12.1History 87.5 12.5Mathematics 86.7 13.3

* Psychology 86.7 13.3Core Science 86.5 13.5

Electronic Products 86.0 14.0* Business Studies 84.0 16.0

Food Technology 82.8 17.2Biology 82.0 18.0

English 81.5 18.5Art 80.1 19.9

Physics 79.4 20.6Citizenship 78.9 21.1Design Technology 78.8 21.2Chemistry 78.0 22.0Music 77.0 23.0ICT 76.1 23.9

* - only reliable to within 10%Subject scores in Pink should only be considered indicative.

7

Selected Performance Criteria

Weighted % who Weighted % who

said statement said statement

Criteria was true was false

Community spirit 93.8 6.2

Availability of resources 88.8 11.2

School facilities 87.9 12.1

Developing confidence 83.7 16.3

School discipline 82.8 17.2

Control of bullying 81.1 18.9

Teaching quality 80.0 20.0

Social health education 79.3 20.7

School security 79.0 21.0

Happiness of child 78.4 21.6

Choice of subjects 78.2 21.8

Developing moral values 77.6 22.4

School communication 77.3 22.7

Caring teachers 77.2 22.8

Levels of homework 75.3 24.7

Exam results 72.8 27.2

Truancy control 71.8 28.2

Developing potential 71.4 28.6

Careers advice 61.9 38.1

Computer access 57.4 42.6

"Overall" Rating Score 72.7

8

Additional Questions

Additional subject areas were investigated with regard to pupil happiness and the following results

were achieved with regard to those pupils who answered the question. The percentage scores are

given in descending order. For those areas that have been surveyed by at least 30 schools, the

Appendix shows the Similar Schools Average figures.

Weighted % who Weighted % who

said statement said statement

Issue was true was false

* Looking after pupils well 87.7 12.3

Extra curricular activities 79.9 20.1

Handling complaints 78.0 22.0

Quality of school management 77.6 22.4

Attitude of non-teaching support staff 76.4 23.6

Treating pupils fairly and equally 75.9 24.1

Parents evening 75.2 24.8

Encouraging and listening to parents views 74.9 25.1

Encouraging local community activity 73.5 26.5

Suitable class sizes 73.3 26.7

Encouraging and listening to pupils' views 72.9 27.1

Written reports 72.2 27.8

Explaining to parents how to help their child 72.1 27.9

Workload tailored to child 71.9 28.1

Teaching for special needs 71.9 28.1

* The school helps me develop spiritually 71.9 28.1

Ensuring pupils do best and make progress 71.8 28.2

Celebrating and rewarding achievement 70.9 29.1

* - not weighted by the Similar Schools average figure

9

Importance Ratings

Ideally those criteria which are most important to pupils will be the criteria towhich pupils award the highest performance scores.In the following table, the first column shows the percentage of pupils who choseeach of the criteria as one of their ten choices of what they felt was most importantto them. The second column shows how well the pupils say the school performs,ie. 1st = what the school does best, 20th = what the school does least well.Tip - Remember, green is good, red is bad

Importance PerformanceScore (%) Ranking

Happiness of child 78.9% (10th)Control of bullying 73.8% (6th)Teaching quality 69.5% (7th)School security 68.1% (9th)School facilities 64.6% (3rd)Exam results 62.6% (16th)School discipline 61.9% (5th)Caring teachers 56.2% (14th)Careers advice 54.8% (19th)Developing potential 54.5% (18th)Developing confidence 53.5% (4th)Choice of subjects 49.8% (11th)Levels of homework 45.0% (15th)Availability of resources 44.0% (2nd)Developing moral values 36.3% (12th)School communication 29.7% (13th)Computer access 28.8% (20th)Social health education 28.7% (8th)Truancy control 21.2% (17th)Community spirit 18.1% (1st)

10

Graphical and Tabular Analysisof

Selected Results

11

Charts to Compare and Contrast where the Pupils said they were making good

progress, with a ranking of parent satisfaction for each subject

Position differences of 6 or more have been highlighted.

Pupils Parents

Subject Ranking Subject Ranking

Dance 1st Textiles 1st

French 2nd Religious Studies 2nd

Spanish 3rd Resistant Materials 3rd

Religious Studies 4th Electronic Products 4th

Textiles 5th Psychology 5th

Resistant Materials 6th Dance 6th

Geography 7th Graphic Products 7th

Graphic Products 8th History 8th

Physical Education 9th Geography 9th

Drama 10th Physical Education 10th

History 11th Drama 11th

Mathematics 12th Spanish 12th

Psychology 13th Mathematics 13th

Core Science 14th French 14th

Electronic Products 15th Design Technology 15th

Business Studies 16th Art 16th

Food Technology 17th Food Technology 17th

Biology 18th English 18th

English 19th Business Studies 19th

Art 20th Core Science 20th

Physics 21th Physics 21th

Citizenship 22th Chemistry 22th

Design Technology 23th Music 23th

Chemistry 24th Biology 24th

Music 25th Citizenship 25th

ICT 26th ICT 26th

12

Charts to Compare and Contrast how the Pupils and Parents thought the

school was performing


Pupils Parents

Criteria Ranking Criteria Ranking

Community spirit 1st Developing moral values 1st

Availability of resources 2nd Community spirit 2nd

School facilities 3rd Levels of homework 3rd

Developing confidence 4th School discipline 4th

School discipline 5th Control of bullying 5th

Control of bullying 6th Truancy control 6th

Teaching quality 7th School security 7th

Social health education 8th Caring teachers 8th

School security 9th Happiness of child 9th

Happiness of child 10th School facilities 10th

Choice of subjects 11th Social health education 11th

Developing moral values 12th Developing potential 12th

School communication 13th School communication 13th

Caring teachers 14th Developing confidence 14th

Levels of homework 15th Choice of subjects 15th

Exam results 16th Teaching quality 16th

Truancy control 17th Availability of resources 17th

Developing potential 18th Exam results 18th

Careers advice 19th Careers advice 19th

Computer access 20th Computer access 20th

13

Charts to Compare and Contrast how the Pupils and Parents thought the

school was performing


Pupils Parents

Additional criteria Ranking Additional criteria Ranking

Looking after pupils well 1st Treating pupils fairly and equally 1st

Extra curricular activities 2nd Attitude of non-teaching support staff 2nd

Handling complaints 3rd Extra curricular activities 3rd

Quality of school management 4th Handling complaints 4th

Attitude of non-teaching support staff 5th Looking after pupils well 5th

Treating pupils fairly and equally 6th Written reports 6th

Parents evening 7th Explaining to parents how to help their child 7th

Encouraging and listening to parents views 8th Encouraging and listening to parents views 8th

Encouraging local community activity 9th Workload tailored to child 9th

Suitable class sizes 10th Quality of school management 10th

Encouraging and listening to pupils' views 11th Ensuring pupils do best and make progress 11th

Written reports 12th Encouraging and listening to pupils' views 12th

Explaining to parents how to help their child 13th Parents evening 13th

Workload tailored to child 14th Suitable class sizes 14th

Teaching for special needs 15th Teaching for special needs 15th

Ensuring pupils do best and make progress 16th Celebrating and rewarding achievement 16th

Celebrating and rewarding achievement 17th Encouraging local community activity 17th

14

Graph to Show Pupil Comparative Importance Scores for Each of the Identified Priorities.

The pupils were asked to choose 10 priorities from a list of 20 criteria.

15

74%

69%68%

65%63%

62%

56%55% 55%

53%

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36%

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21%

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Graph to Show Parent Comparative Importance Scores for Each of the Identified Priorities.

The parents were asked to choose 10 priorities from a list of 20 criteria. The graph shows the % of

parents who selected each criteria as one of their 10 choices.

The parent results quoted, are from the survey completed in the 2012/13 academic year.

16

90%

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70%68% 68%

61% 61%

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Charts to Compare and Contrast Pupils' and Parents' Importance


Pupils Parents

Chosen criteria Ranking Chosen criteria Ranking

Happiness of child 1st Teaching quality 1st

Control of bullying 2nd School discipline 2nd

Teaching quality 3rd Developing potential 3rd

School security 4th Happiness of child 4th

School facilities 5th Caring teachers 5th

Exam results 6th Control of bullying 6th

School discipline 7th Developing confidence 7th

Caring teachers 8th School communication 8th

Careers advice 9th Developing moral values 9th

Developing potential 10th Exam results 10th

Developing confidence 11th School security 11th

Choice of subjects 12th School facilities 12th

Levels of homework 13th Levels of homework 13th

Availability of resources 14th Careers advice 14th

Developing moral values 15th Availability of resources 15th

School communication 16th Choice of subjects 16th

Computer access 17th Community spirit 17th

Social health education 18th Truancy control 18th

Truancy control 19th Computer access 19th

Community spirit 20th Social health education 20th

17

Charts to Compare What is Important to the School's Pupils with what

is Important to Pupils from Similar Schools.


This School Average of Similar Schools

1st Happiness of child 1st Happiness of child

2nd Control of bullying 2nd Control of bullying

3rd Teaching quality 3th School security

4th School security 4th Exam results

5th School facilities 5th School facilities

6th Exam results 6th School discipline

7th School discipline 7th Teaching quality

8th Caring teachers 8th Choice of subjects

9th Careers advice 9th Careers advice

10th Developing potential 10th Caring teachers

11th Developing confidence 11th Developing potential

12th Choice of subjects 12th Computer access

13th Levels of homework 13th Levels of homework

14th Availability of resources 14th Developing confidence

15th Developing moral values 15th Availability of resources

16th School communication 16th Social health education

17th Computer access 17th School communication

18th Social health education 18th Developing moral values

19th Truancy control 19th Truancy control

20th Community spirit 20th Community spirit

18

Graph to Show how Pupils Priorities Change as the Children Get Older.

The pupils were asked to choose 10 priorities from a list of 20 criteria. The graph shows the % of

pupils who selected each criterion as one of their 10 choices.

Differences in ranking of 6 or more positions have been highlighted.

19

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Year 11 and 6th Form

Charts to Show how Pupil Priorities Change as the Children Get Older.


Priorities of Year 7 pupils Priorities of Year 11 and 6th Form pupils

Choose 10 Ranking Choose 10 Ranking

School security 1st Teaching quality 1st

Control of bullying 2nd Happiness of child 2nd

Happiness of child 3rd Control of bullying 3rd

School discipline 4th Exam results 4th

School facilities 5th Caring teachers 5th

Levels of homework 6th Careers advice 6th

Teaching quality 7th School facilities 7th

Exam results 8th Developing potential 8th

Social health education 9th Developing confidence 9th

School communication 10th School discipline 10th

Caring teachers 11th School security 11th

Availability of resources 12th Choice of subjects 12th

Developing potential 12th Availability of resources 13th

Developing confidence 14th Developing moral values 14th

Careers advice 15th Levels of homework 15th

Computer access 15th School communication 16th

Choice of subjects 17th Computer access 17th

Developing moral values 17th Truancy control 18th

Truancy control 19th Social health education 19th

Community spirit 20th Community spirit 20th

20

Graph to Show how Pupils' Priorities Differ by Gender.

There were no significant differences between the boys and the girls.

21

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Girls

Charts to Show how Pupil Priorities Differ by Gender.

There were no significant differences between the two age groups.

Priorities of Boys Priorities of Girls


Happiness of child 1st Happiness of child 1st

Control of bullying 2nd Control of bullying 2nd

Teaching quality 3rd Teaching quality 3rd

School security 4th School security 4th

School facilities 5th School facilities 5th

School discipline 6th Exam results 6th

Exam results 7th Caring teachers 7th

Careers advice 8th School discipline 8th

Developing potential 9th Developing confidence 9th

Caring teachers 10th Developing potential 10th

Developing confidence 11th Careers advice 11th

Choice of subjects 12th Choice of subjects 12th

Availability of resources 13th Availability of resources 13th

Levels of homework 14th Levels of homework 13th

Developing moral values 15th Developing moral values 15th

Computer access 16th Social health education 16th


Social health education 18th Computer access 18th

Truancy control 19th Truancy control 19th

Community spirit 20th Community spirit 20th

22

Graph to Show Relative Pupil Priorities for Improvement.

Average figures from similar schools are given in [brackets].

23

12%

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7% 7%

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[10%]

[9%]

[15%] [5%]

[8%] [3%]

[4%]

[3%] [7%] [6%] [2%]

[5%] [8%]

[4%] [3%]

[1%] [1%] [2%]

[2%] [2%]

Strengths and Weaknesses

The following areas are those in which the school had the highest and lowest perceivedstandards of performance (based on mean percentage scores). The relative importancescore and its position are given in brackets.(Remember: green is very good, red is bad and gold is exceptional.)

Relative Strengths - academic

100.4% Dance94.2% French93.4% Spanish92.4% Religious Studies92.1% Textiles

Relative Weaknesses - academic

76.1% ICT77.0% Music78.0% Chemistry78.8% Design Technology78.9% Citizenship

Relative Strengths - selected performance criteria Importance

93.8% Community spirit (18.1%) 20th88.8% Availability of resources (44.0%) 14th87.9% School facilities (64.6%) 5th83.7% Developing confidence (53.5%) 11th82.8% School discipline (61.9%) 7th

Relative Weaknesses - selected performance criteria Importance

57.4% Computer access (28.8%) 17th61.9% Careers advice (54.8%) 9th71.4% Developing potential (54.5%) 10th71.8% Truancy control (21.2%) 19th72.8% Exam results (62.6%) 6th

24

Every Child Matters

The headings below are the 5 "Every Child Matters" outcomes. For each of the outcomes,we have given the weighted pupil scores for any relevant criteria included on your questionnaire.

Remember, for grading comparisons with our colour coded system:

Gold = Outstanding = Grade 1Green = Good = Grade 2Black = Satisfactory = Grade 3Red = Inadequate = Grade 4

It is now also possible to have split grades. If your grade is close to the boundary above, this is indicated with a + (plus). If your grade is close to the boundary below, this is indicated with a - (minus).

1. Being Healthy: Physical Education 88.9%Healthy lifestyle - Exercise 80.2%Out of school activities/clubs 79.9%Social health education 79.3%Healthy lifestyle - Diet 54.8%

Your average pupil grade for this section = 1.8 = Good = Grade 2

2. Staying Safe: Control and prevention of bullying 81.1%School security/safety 79.0%Caring/approachable attitude of teachers 77.2%Treating all pupils fairly and equally 75.9%

Your average pupil grade for this section = 1.8 = Good = Grade 2 ( + )

3. Enjoying and Achieving: Community spirit 93.8%Developing self confidence/esteem 83.7%School discipline/good behaviour 82.8%Out of school activities/clubs 79.9%Social health education 79.3%Happiness of child 78.4%Developing strong moral values in pupils 77.6%Encouraging local community activity 73.5%Developing potential 71.4%Celebrating and rewarding achievement 70.9%


25

Every Child Matters (continued..)

4. Making a Positive Contribution: Community spirit 93.8%School discipline/good behaviour 82.8%Social health education 79.3%Citizenship 78.9%Developing moral values 77.6%Treating all pupils fairly and equally 75.9%Encouraging local community activity 73.5%


5. Economic Well-being: Community spirit 93.8%Mathematics 86.7%Business Studies 84.0%English 81.5%Social health education 79.3%Citizenship 78.9%ICT 76.1%Exam results 72.8%Developing a pupil's potential 71.4%Careers advice and guidance 61.9%

Your average pupil grade for this section = 2.3 = Good = Grade 2 ( - )

Summary Grade - Every Child Matters

Your average pupil grade for "Every Child Matters" = 1.9 = Good = Grade 2

26

Parent View : Pupil Summary

Below are the 12 "Parent View" questions. For each of the questions, we have given the weighted pupil scores for any relevant criteria included on your questionnaire.

Remember, gold is outstanding; green - good; black - requires improvement, and red - inadequate, in terms of pupil perceptions.

Score

1. My child is happy at this school:

Happiness of child 78.4% 1129

2. My child feels safe at this school:

Control of bullying 81.1% 1092School security 79.0% 1092

3. My child makes good progress at this school:

Ensuring pupils do best and make progress 71.8% 1138Developing potential 71.4% 1138

4. My child is well looked after at this school:

Looking after pupils well 87.7% 1125School security 79.0% 1134Caring teachers 77.2% 1134Attitude of non-teaching support staff 76.4% 1139

5. My child is taught well at this school:

Teaching quality 80.0% 1134Exam results 72.8% 1134Workload tailored to child 71.9% 1122Teaching for special needs 71.9% 1042Ensuring pupils do best and make progress 71.8% 1138Developing potential 71.4% 1134

27

Sample Size

Parent View : Pupil Summary (continued..)

Score

6. My child receives appropriate homework for their age:

Respondants saying "Right" for Homework Amount Good 617Levels of homework 75.3% 1141Workload tailored to child 71.9% 1122

7. This school ensures the pupils are well behaved:

School discipline 82.8% 1135

8. This school deals effectively with bullying:

Control of bullying 81.1% 1092

9. This school is well led and managed:

Quality of school management 77.6% 1126

10. This school responds well to any concern I raise:

Handling complaints 78.0% 1114Caring teachers 77.2% 1134Encouraging and listening to parents views 74.9% 1094

11. I receive valuable information from the school about my child's progress:

Parents evening 75.2% 1132Explaining to parents how to help their child 72.1% 1121Written reports 72.2% 1102

12. I would recommend this school to another parent:

Recommend this school 85.1% 1098

28

Sample Size

ASCL Self-evaluation Summary

The September 2012 Ofsted evaluation schedule asserts the increased importance of a school’s own self evaluation data as the starting point of the inspection process.

The following evidence summary is presented to allow schools to summarise their inspection self evaluation evidence under the four main judgments: Achievement, Teaching, Behaviour & Safety and Leadership. Also, the school’s promotion of Spiritual, Moral, Social and Cultural Development (SMSC) is included, along with Overall Effectiveness.

The evidence is presented here under the format of the School Self-evaluation: Guidance for Schools document, created and promoted by ASCL. This format summarises your school’s survey evidence into ASCL’s writing frame structure. The evidence given here is only that achieved from this survey; it is vital that your evidence summary for Ofsted also considers any other evidence that you have gathered, either from other surveys or from internal measurement and observation.

The Judgement areas, plus an overall summary, are broken down into sub-criteria. Scores of 1 to 4 represent ratings of Outstanding, Good, Requires Improvement, and Inadequate, as used by ASCL. Where any area is found to be Inadequate then this rating will be given for the section as a whole. Criteria where evidence was just indicative rather than reliable are once again given in pink.

Remember, for grading comparisons with our colour coded system:

Gold = Outstanding = Grade 1Green = Good = Grade 2Black = Requires Improvement = Grade 3Red = Inadequate = Grade 4

It is now also possible to have split grades. If your grade is close to the boundary above, this is indicated with a + (plus). If your grade is close to the boundary below, this is indicated with a - (minus).

29

Achievement

Pupils' Learning and Progress Overall

Average of Academic Subject Ratings GoodDeveloping Confidence 83.7% OutstandingSuitable class sizes 73.3% GoodExam results 72.8% GoodWorkload tailored to child 71.9% GoodTeaching for special needs 71.9% GoodEnsuring pupils do best and make progress 71.8% GoodDeveloping Potential 71.4% Good

StrengthsDeveloping ConfidenceAverage of Academic Subject RatingsSuitable class sizes

WeaknessesDeveloping PotentialEnsuring pupils do best and make progressTeaching for special needs


Groups Progress

Your assessment is required here.

Subject / Key Stage Progress

Your assessment is required here.

30

Skills - Reading, Writing, Communications and Mathematics across the curriculum

Mathematics 86.7% GoodDeveloping Confidence 83.7% OutstandingEnglish 81.5% GoodChoice of subjects 78.2% GoodEncouraging and listening to pupils' views 72.9% GoodTeaching for special needs 71.9% GoodDeveloping Potential 71.4% Good

StrengthsDeveloping ConfidenceMathematics

WeaknessesDeveloping PotentialTeaching for special needs


Attainment and closing gaps

Mathematics 86.7% GoodEnglish 81.5% GoodExam results 72.8% Good

There are too few criteria in this sub-section to list the strengths and weaknesses


31

Summary Grade - Achievement Section

Your average pupil grade for "Achievement" = 1.9 = Good = Grade 2

To Reach the Next Grade

In order to reach the next grade (Outstanding), the school needs to improve anything with a score below the next grade border, and maintain or improve other criteria. In this instance, the school needs to improve the following sub-sections:

Pupils' Learning and Progress OverallSkills - Reading, Writing, Communications and Mathematics across the curriculumAttainment and Closing Gaps

32

Quality of Teaching at the School

Teaching Overall

Average of Academic Subject Ratings Good

StrengthsDanceFrenchSpanish

WeaknessesICTMusicChemistry


Pupils' Progress and Learning

Average of Academic Subject Ratings GoodDeveloping Confidence 83.7% OutstandingSuitable class sizes 73.3% GoodWorkload tailored to child 71.9% GoodTeaching for special needs 71.9% GoodEnsuring pupils do best and make progress 71.8% GoodDeveloping Potential 71.4% Good

StrengthsDeveloping ConfidenceAverage of Academic Subject Ratings

WeaknessesDeveloping PotentialEnsuring pupils do best and make progress


33

Climate for Learning

Developing Confidence 83.7% OutstandingTeaching quality 80.0% OutstandingTreating pupils fairly and equally 75.9% GoodEncouraging and listening to pupils' views 72.9% GoodDeveloping Potential 71.4% GoodCelebrating and rewarding achievement 70.9% Good

StrengthsDeveloping ConfidenceTeaching quality

WeaknessesCelebrating and rewarding achievementDeveloping Potential


Teachers' Expectations

Levels of homework 75.3% GoodWorkload tailored to child 71.9% GoodEnsuring pupils do best and make progress 71.8% GoodDeveloping Potential 71.4% Good

StrengthsLevels of homework

WeaknessesDeveloping Potential


34

Teachers' Planning and Strategies

Developing confidence 83.7% OutstandingLevels of homework 75.3% GoodWorkload tailored to child 71.9% GoodTeaching for special needs 71.9% GoodEnsuring pupils do best and make progress 71.8% GoodDeveloping potential 71.4% GoodCelebrating and rewarding achievement 70.9% Good

StrengthsDeveloping confidenceLevels of homework

WeaknessesCelebrating and rewarding achievementDeveloping potential


Interventions and support

Your own assessment is required here.

Teaching of RWCM

Mathematics 86.7% GoodDeveloping Confidence 83.7% OutstandingEnglish 81.5% GoodEncouraging and listening to pupils' views 72.9% Good

StrengthsDeveloping Confidence

WeaknessesEncouraging and listening to pupils' views


35

Assessment

Teaching quality 80.0% OutstandingTreating pupils fairly and equally 75.9% GoodEncouraging and listening to pupils' views 72.9% GoodWorkload tailored to child 71.9% GoodTeaching for special needs 71.9% GoodEnsuring pupils do best and make progress 71.8% Good

StrengthsTeaching qualityTreating pupils fairly and equally

WeaknessesEnsuring pupils do best and make progressTeaching for special needs


Marking, Feedback and Homework

School communication 77.3% GoodLevels of homework 75.3% GoodParents evening 75.2% GoodWritten reports 72.2% GoodExplaining to parents how to help their child 72.1% GoodWorkload tailored to child 71.9% GoodEnsuring pupils do best and make progress 71.8% GoodCelebrating and rewarding achievement 70.9% GoodRespondants saying "Right" for Homework Amount Requires Improvement

StrengthsSchool communicationLevels of homeworkParents evening

WeaknessesSatisfaction rating of homework levelsCelebrating and rewarding achievementEnsuring pupils do best and make progress


36

Summary Grade - Teaching Section

Your average pupil grade for "Teaching" = 1.9 = Good = Grade 2



Teaching OverallPupils' Progress and LearningClimate for LearningTeachers' Planning and ExpertiseTeachers' Planning and StrategiesTeaching of RWCMAssessmentMarking, Feedback and Homework

37

Behaviour and Safety of Pupils at the School

Climate for Learning

Developing Confidence 83.7% OutstandingTeaching quality 80.0% OutstandingTreating pupils fairly and equally 75.9% GoodEncouraging and listening to pupils' views 72.9% GoodDeveloping Potential 71.4% GoodCelebrating and rewarding achievement 70.9% Good

StrengthsDeveloping ConfidenceTeaching quality

WeaknessesCelebrating and rewarding achievementDeveloping Potential


Parents', Staff and Pupils' views of Behaviour and Safety

Looking after pupils well 87.7% OutstandingSchool discipline 82.8% OutstandingControl of bullying 81.1% OutstandingSchool security 79.0% GoodDeveloping moral values 77.6% GoodSchool communication 77.3% GoodTreating pupils fairly and equally 75.9% GoodEncouraging and listening to parents views 74.9% GoodEncouraging and listening to pupils' views 72.9% Good

StrengthsLooking after pupils wellSchool disciplineControl of bullying

WeaknessesEncouraging and listening to pupils' viewsEncouraging and listening to parents viewsTreating pupils fairly and equally


38

Pupils' Behaviour

Community spirit 93.8% OutstandingSchool discipline 82.8% OutstandingControl of bullying 81.1% OutstandingDeveloping moral values 77.6% GoodTreating pupils fairly and equally 75.9% Good

StrengthsCommunity spirit

WeaknessesTreating pupils fairly and equally

Your average pupil grade for this section = 1.4 = Outstanding = Grade 1 ( - )

Safety and Mutual Support

Community spirit 93.8% OutstandingLooking after pupils well 87.7% OutstandingDeveloping confidence 83.7% OutstandingControl of bullying 81.1% OutstandingSocial health education 79.3% GoodSchool security 79.0% GoodCitizenship 78.9% Requires ImprovementSchool communication 77.3% GoodCaring teachers 77.2% GoodAttitude of non-teaching support staff 76.4% GoodTreating pupils fairly and equally 75.9% GoodEncouraging and listening to pupils' views 72.9% Good

StrengthsCommunity spiritLooking after pupils wellDeveloping confidence

WeaknessesCitizenshipEncouraging and listening to pupils' viewsTreating pupils fairly and equally


39

School Systems for Behavior Management

Looking after pupils well 87.7% OutstandingControl of bullying 81.1% OutstandingSchool security 79.0% GoodQuality of school management 77.6% GoodSchool communication 77.3% GoodTreating pupils fairly and equally 75.9% GoodTruancy control 71.8% Good

StrengthsLooking after pupils wellControl of bullying

WeaknessesTruancy controlTreating pupils fairly and equally


Bullying

Community spirit 93.8% OutstandingLooking after pupils well 87.7% OutstandingControl of bullying 81.1% OutstandingSchool security 79.0% GoodDeveloping moral values 77.6% GoodCaring teachers 77.2% GoodAttitude of non-teaching support staff 76.4% GoodEncouraging and listening to pupils' views 72.9% Good

StrengthsCommunity spiritLooking after pupils wellControl of bullying

WeaknessesEncouraging and listening to pupils' viewsAttitude of non-teaching support staffCaring teachers


40

Attendance

Truancy control 71.8% Good



Summary Grade - Behaviour and Safety Section

Your average pupil grade for "Behaviour and Safety" = 1.7 = Good = Grade 2 ( + )



Climate for learningParents', staff and pupils' views of behaviour and safetySafety and mutual supportSchool systems for behaviour managementBullyingAttendance

41

Quality of Leadership and Management of the School

Impact on outcomes; improvement

Among the parents whose children were not in their first year at the school 35% said the school hadimproved over the last year while only 21% thought that the school’s performance was worse.

Ratio of parents saying school improving versus declining. Good


Impact on teaching and learning

Availability of resources 88.8% OutstandingSchool facilities 87.9% OutstandingLooking after pupils well 87.7% OutstandingTeaching quality 80.0% OutstandingExtra curricular activities 79.9% GoodCaring teachers 77.2% GoodAttitude of non-teaching support staff 76.4% GoodLevels of homework 75.3% GoodSuitable class sizes 73.3% GoodExam results 72.8% GoodTeaching for special needs 71.9% GoodTruancy control 71.8% GoodEnsuring pupils do best and make progress 71.8% GoodDeveloping potential 71.4% GoodComputer access 57.4% Inadequate

StrengthsAvailability of resourcesSchool facilitiesLooking after pupils well

WeaknessesComputer accessDeveloping potentialEnsuring pupils do best and make progress


42

Performance Management and Professional Development

For these categories, please see your Kirkland Rowell Staff Survey, where available.

Curriculum

Mathematics 86.7% GoodEnglish 81.5% GoodTeaching quality 80.0% OutstandingSocial health education 79.3% GoodCitizenship 78.9% Requires ImprovementChoice of subjects 78.2% GoodExam results 72.8% GoodWorkload tailored to child 71.9% GoodTeaching for special needs 71.9% GoodEnsuring pupils do best and make progress 71.8% GoodDeveloping potential 71.4% GoodCareers advice 61.9% Inadequate

StrengthsTeaching qualityMathematicsEnglish

WeaknessesCareers adviceCitizenshipDeveloping potential


Literacy

English 81.5% Good



43

Self evaluation

Range of self-evaluation programme OutstandingRigour of surveys - ability to identify weakness and improvement Outstanding

Your average parental grade for this section = 1.0 = Outstanding = Grade 1

Expectations Ambition

Your own assessment is required here.

Engagement with Parents and Carers

Citizenship 78.9% Requires ImprovementSchool communication 77.3% GoodCaring teachers 77.2% GoodAttitude of non-teaching support staff 76.4% GoodParents evening 75.2% GoodEncouraging and listening to parents views 74.9% GoodEncouraging and listening to pupils' views 72.9% GoodWritten reports 72.2% GoodExplaining to parents how to help their child 72.1% Good

StrengthsSchool communicationCaring teachersAttitude of non-teaching support staff

WeaknessesCitizenshipExplaining to parents how to help their childWritten reports


44

Governance

Availability of resources 88.8% OutstandingRange of self-evaluation programme OutstandingRigour of surveys - ability to identify weakness and improvement OutstandingQuality of school management 77.6% GoodSchool communication 77.3% GoodEncouraging and listening to parents views 74.9% GoodEncouraging and listening to pupils' views 72.9% GoodRatio of parents saying school improving versus declining. Good

StrengthsAvailability of resourcesRange of self-evaluation programmeRigour of surveys - ability to identify weakness and improvement

WeaknessesRatio of parents saying school improving versus declining.Encouraging and listening to pupils' viewsEncouraging and listening to parents views

Your average parental grade for this section = 1.6 = Good = Grade 2 ( + )

45

Safeguarding

Community spirit 93.8% OutstandingLooking after pupils well 87.7% OutstandingSchool discipline 82.8% OutstandingControl of bullying 81.1% OutstandingSocial health education 79.3% GoodSchool security 79.0% GoodCitizenship 78.9% Requires ImprovementDeveloping moral values 77.6% GoodQuality of school management 77.6% GoodCaring teachers 77.2% GoodAttitude of non-teaching support staff 76.4% GoodTreating pupils fairly and equally 75.9% GoodTruancy control 71.8% Good

StrengthsCommunity spiritLooking after pupils wellSchool discipline

WeaknessesCitizenshipTruancy controlTreating pupils fairly and equally


46

Summary Grade - Leadership

Your average pupil grade for "Leadership" = 1.8 = Good = Grade 2



Impact on outcomes; improvementImpact on teaching and learningCurriculumLiteracyEngagement with parents and carersGovernanceSafeguarding

47

The Schools Promotion of Spiritual, Moral, Social and Cultural Development

Introduction

The school's promotion of students’ spiritual, moral, social and cultural development is an element of the new framework, but there is no separate judgement and no specific criteria for evaluation. It is included here (as in the ASCL guidance) as an extra tool to help schools to evaluate the quality and impact of their SMSC work.

Personal insight and spiritual development

Religious Studies 92.4% OutstandingDrama 87.9% GoodEnglish 81.5% GoodArt 80.1% GoodDeveloping moral values 77.6% GoodMusic 77.0% Requires ImprovementDeveloping potential 71.4% Good

StrengthsReligious StudiesDrama

WeaknessesMusicDeveloping potential


48

Moral understanding and relationships

Community spirit 93.8% OutstandingControl of bullying 81.1% OutstandingSocial health education 79.3% GoodCitizenship 78.9% Requires ImprovementDeveloping moral values 77.6% Good


WeaknessesCitizenship


Social Development and Skills

Community spirit 93.8% OutstandingDeveloping confidence 83.7% OutstandingTeaching quality 80.0% OutstandingSocial health education 79.3% GoodCitizenship 78.9% Requires ImprovementChoice of subjects 78.2% GoodEncouraging local community activity 73.5% GoodEncouraging and listening to pupils' views 72.9% GoodCareers advice 61.9% Inadequate

StrengthsCommunity spiritDeveloping confidenceTeaching quality

WeaknessesCareers adviceCitizenshipEncouraging and listening to pupils' views


49

Understanding and respect for different cultures

Community spirit 93.8% OutstandingReligious Studies 92.4% OutstandingControl of bullying 81.1% OutstandingSocial health education 79.3% GoodCitizenship 78.9% Requires Improvement


WeaknessesCitizenship


The school's promotion of SMSC and community cohesion

Community spirit 93.8% OutstandingExtra curricular activities 79.9% GoodDeveloping moral values 77.6% GoodCaring teachers 77.2% GoodAttitude of non-teaching support staff 76.4% GoodEncouraging local community activity 73.5% GoodCareers advice 61.9% Inadequate

StrengthsCommunity spiritExtra curricular activities

WeaknessesCareers adviceEncouraging local community activity


50

Summary Grade - SMSC Section

Your average pupil grade for "SMSC" = 1.9 = Good = Grade 2



Personal insight and spiritual developmentMoral understanding and relationshipsSocial development and skillsUnderstanding and respect for different culturesThe schools promotion of SMSC and community cohesion

51

Overall Effectiveness

Summary

Achievement 1.9 Good Grade 2

Teaching 1.9 Good Grade 2

Behaviour and Safety 1.7 Good Grade 2 ( + )

Leadership 1.8 Good Grade 2

Summary Grade - Overall Effectiveness

Your average pupil grade for "Overall effectiveness" = 1.8 = Good = Grade 2

As part of your "Overall Effectiveness", you may also wish to take into account your grade for SMSC (see pg 51), as well as our assesment of how the pupils rated the school for the 5 Every Child Matters Outcomes, (see pg 26). These scores are shown again here.

Spiritual, Moral, Social and Cultural Development 1.9 Good Grade 2

Your average pupil grade for "Every Child Matters" 1.9 Good Grade 2



AchievementTeachingBehaviour and SafetyLeadership

52

Graphical Analysis of Results for all Questions and Criteria

53


54

I have not been bullied recently

84%

16%

0%

20%

40%

60%

80%

100%

True False

Per

cent

age

[81%]

[19%]

I have not been treated unfairly by staff

84%

16%

0%

20%

40%

60%

80%

100%

True False

Per

cent

age

[77%]

[23%]

Given choice, I would still attend my lessons

79%

21%

0%

20%

40%

60%

80%

True False

Per

cent

age

[73%]

[27%]

I would like to attend University

87%

13%

0%

20%

40%

60%

80%

100%

True False

Per

cent

age

[80%]

[20%]

Gender of Pupil

52%48%

0%

20%

40%

60%

Boy Girl

Per

cent

age

Overall, rate the performance of the school

1% 4%

19%

55%

21%

0%

20%

40%

60%

Verypoor (1)

Poor (2) Neither(3)

Good (4) Verygood (5)

Per

cent

age

What do you think of school discipline?

29%

67%

4%

0%

20%

40%

60%

80%

100%

Too strict About right Not strictenough

Per

cent

age [23%]

[63%]

[14%]

Year Group

16%13% 11%

20% 19%22%

0%

20%

40%

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Per

cent

age


55

Hours of Homework per Week

52%

34%

10%

2% 2%

0%

10%

20%

30%

40%

50%

60%

0-5 5-10 10-15 15-20 20-25

Per

cent

age

Describe the Amount of Homework Given

27%

54%

5%

14%

0%

20%

40%

60%

Too much About right Not Enough Too Varied

Per

cent

age

[33%]

[49%]

[5%]

[13%]

Performance compared to last year

6%

29%35%

17%

4%8%

0%

20%

40%

Muc

h be

tter

Slig

htly

bet

ter

Sam

eSl

ight

ly w

orse

Muc

h w

orse

Don

t kno

w

Per

cent

age

I would recommend this school to another pupil

85%

15%

0%

20%

40%

60%

80%

100%

True False

Per

cent

age

The school encourages a healthy lifestyle through diet

55%

45%

0%

20%

40%

60%

True False

Per

cent

age

[55%][45%]

The school encourages a healthy lifestyle through exercise

80%

20%

0%

20%

40%

60%

80%

100%

True False

Per

cent

age

[67%]

[33%]

Are you a sixth form pupil?

24%

76%

0%

20%

40%

60%

80%

Yes No

Per

cent

age

I have opportunities for prayer and reflection every day?

71%

29%

4%

0%

20%

40%

60%

80%

True False No answer

Per

cent

age

56

This school reflects its Catholic identity.

71%

4%

26%

2%

0%

20%

40%

60%

80%

True False I don't know No answer

Per

cent

age

Bar Chart Results

The following Bar Charts show the percentage of pupils answering eachquestion either positively or negatively.

The following graphs have been adjusted to be representative of year group size and gender.

57

The above graphs show raw unweighted results, before an adjustment was made for what pupils normally say.

58

English

87.4

12.6

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 975

Mathematics

87.9

12.1

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 955

Core Science

87.3

12.7

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 675

Biology

81.6

18.4

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 630

Chemistry

74.5

25.5

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 585

Physics

74.5

25.5

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 602

ICT

74.4

25.6

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 665

Geography

91.3

8.7

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 583


Subjects marked in Pink should only be considered indicative.

59

History

91.5

8.5

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 671

Art

80.4

19.6

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 473

Religious Studies

84.3

15.7

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 908

French

85.0

15.0

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 437

Physical Education

93.0

7.0

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 821

Design Technology

83.4

16.6

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 278

Graphic Products *

89.8

10.2

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 59

Resistant Materials

92.8

7.2

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 68


Subjects marked in Pink should only be considered indicative.

60

Electronic Products *

85.7

14.3

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 42

Food Technology

89.3

10.7

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 258

Drama

90.5

9.5

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 492

Dance

95.8

4.2

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 34

Music

73.5

26.5

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 351

Spanish

86.8

13.2

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 498

Citizenship

73.4

26.6

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 506

Business Studies

85.2

14.8

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 123


61

Psychology

92.9

7.1

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 92

Textiles

93.1

6.9

0

20

40

60

80

100

Progress Not

Per

cent

age

Sample = 69

The above graphs show unweighted results, before an adjustment was made for what pupils normally say.

62

School discipline/behaviour: "There is usually a good level of discipline/behaviour in the classroom during lessons."

83.5

15.31.2

0

20

40

60

80

100

True False No opinion

Per

cent

age

Sample=1149

Community spirit: "Pupils care about one another."

71.7

26.0

2.30

20

40

60

80

100


Per

cent

age

Sample=1149

School security: "I usually feel safe when I am at school."

90.9

7.2 1.90

20

40

60

80

100


Per

cent

age

Sample=1149

Social health education: "I am taught how to stay healthy and to deal with problems."

64.1

34.3

1.60

20

40

60

80

100


Per

cent

age

Sample=1149

Control of bullying: "If I reported bullying to a teacher it would be stopped."

64.0

31.0

5.0

0

20

40

60

80

100


Per

cent

age

Sample=1149

Careers advice: "I get all the help and advice that I need about my future career options."

56.941.0

2.10

20

40

60

80

100


Per

cent

age

Sample=1149

Levels of homework: "Amount of homework is regular and fair."

67.4

31.9

0.70

20

40

60

80

100


Per

cent

age

Sample=1149

Developing potential: "Teachers encourage me to do my best."

86.3

12.71.0

0

20

40

60

80

100


Per

cent

age

Sample=1149


63

Exam results: "I have a good chance of achieving the exam results I would like."

86.5

12.11.4

0

20

40

60

80

100


Per

cent

age

Sample=1149

Developing confidence: "School helps me to be proud of who I am."

73.2

24.5

2.30

20

40

60

80

100


Per

cent

age

Sample=1149

Resource availability: "There are usually enough resources e.g. textbooks for everyone."

73.9

25.1

1.00

20

40

60

80

100


Per

cent

age

Sample=1149

School facilities: "The buildings and equipment are mostly clean and modern."

66.6

31.9

1.60

20

40

60

80

100


Per

cent

age

Sample=1149

Caring teachers: "Most teachers would listen carefully if I had a problem."

86.7

12.01.3

0

20

40

60

80

100


Per

cent

age

Sample=1149

School communication: "My parents are kept up to date with my progress and with what is going on at school."

78.9

19.9

1.10

20

40

60

80

100


Per

cent

age

Sample=1149

Developing moral values: "School teaches the difference between right and wrong."

87.5

10.52.0

0

20

40

60

80

100


Per

cent

age

Sample=1149

Happiness of child: "I am usually happy at school."

82.0

16.2

1.70

20

40

60

80

100


Per

cent

age

Sample=1149


64

Choice of subjects: "The school offers all of the subjects that I would like to be taught."

71.6

27.0

1.40

20

40

60

80

100


Per

cent

age

Sample=1149

Teaching quality: "I enjoy being taught by most of my teachers because they make the lessons interesting."

69.1

29.0

1.90

20

40

60

80

100


Per

cent

age

Sample=1149

Computer access: "There are enough computers in the school and we use them regularly."

53.844.9

1.30

20

40

60

80

100


Per

cent

age

Sample=1149

Truancy control: "If I was to deliberately miss lessons then I would probably be caught and punished."

77.0

20.8

2.20

20

40

60

80

100


Per

cent

age

Sample=1149


65

Suitable class sizes: "There are not too many pupils in my lessons."

65.3

33.1

1.60

20

40

60

80

100


Per

cent

age

Sample=1149

Parents evening: "Parents evenings keep my parents up to date on how I am doing."

90.9

7.6 1.50

20

40

60

80

100


Per

cent

age

Sample=1149

Handling complaints: "If my parents had to complain to the school, action would be taken to put things right."

70.5

26.4

3.00

20

40

60

80

100


Per

cent

age

Sample=1149

Teaching for special needs: "Pupils with special teaching needs receive all the extra help and support they require."

81.4

9.3 9.3

0

20

40

60

80

100


Per

cent

age

Sample=1149

Quality of school management: "The people in charge of running the school do a good job."

78.0

20.0

2.00

20

40

60

80

100


Per

cent

age

Sample=1149

Attitude of non academic staff: "The non-teaching staff are usually helpful and friendly."

88.7

10.50.9

0

20

40

60

80

100


Per

cent

age

Sample=1149

Extra curricular activities: "There are plenty of extra-curricular clubs and activities."

81.5

16.71.8

0

20

40

60

80

100


Per

cent

age

Sample=1149

Written reports: "My school reports are usually accurate and fair."

79.7

16.24.1

0

20

40

60

80

100


Per

cent

age

Sample=1149


66

Encouraging and listening to parents views: "Parents who want to, can get involved in what goes on at the school."

71.6

23.7

4.8

0

20

40

60

80

100


Per

cent

age

Sample=1149

Explaining to parents how to help their child: "My parents are told what I am being taught and what is expected of me."

72.4

25.2

2.40

20

40

60

80

100


Per

cent

age

Sample=1149

Celebrating and rewarding achievement: "My teachers tell me when they are happy and when I have done well."

81.8

17.11.0

0

20

40

60

80

100


Per

cent

age

Sample=1149

Workload tailored to child: "I am given the right amount of school work for someone with my ability."

81.9

15.82.3

0

20

40

60

80

100


Per

cent

age

Sample=1149

Treating pupils fairly and equally: "My school treats all pupils fairly and equally."

63.1

34.9

2.00

20

40

60

80

100


Per

cent

age

Sample=1149

Ensuring pupils do their best and make progress: "My teachers encourage me to do my best and make progress."

87.4

11.61.0

0

20

40

60

80

100


Per

cent

age

Sample=1149

Encouraging local community activity: "School encourages my participation in the local community"

51.6 45.5

3.00

20

40

60

80

100


Per

cent

age

Sample=1149

Encouraging and listening to pupils' views: "My school listens to the views of pupils"

65.3

31.3

3.4

0

20

40

60

80

100


Per

cent

age

Sample=1149

68

Parents want to know what I do: "My parents want to know what I am learning."

84.5

15.5

0

20

40

60

80

100

True False

Per

cent

age

Sample = 1125[Nat Av] [83.1]

[16.9]

I have a homework area at home: "At home I can work in peace and quiet."

86.9

13.1

0

20

40

60

80

100

True False

Per

cent

age

Sample = 1135[Nat Av] [83.7]

[16.3]

My parents look at my work: "My parents often look at my work."

62.6

37.4

0

20

40

60

80

100

True False

Per

cent

age

Sample = 1128[Nat Av]

[64.7]

[35.3]

My parents help with homework: "My parents would try to help me with homework if I asked."

93.5

6.5

0

20

40

60

80

100

True False

Per

cent

age

Sample = 1131[Nat Av] [90.4]

[9.6]

Parents check my homework: "My parents check that I have done my homework."

68.7

31.3

0

20

40

60

80

100

True False

Per

cent

age

Sample = 1129[Nat Av] [67.8]

[32.2]

There are books at home to help me: "I have books at home to help me with my school work."

72.2

27.8

0

20

40

60

80

100

True False

Per

cent

age

Sample = 1132[Nat Av] [68.8]

[31.2]

Parents would talk to school about my problems: "If I had a problem, my parents would visit school."

86.4

13.6

0

20

40

60

80

100

True False

Per

cent

age

Sample = 1116[Nat Av] [86.5]

[13.5]

Extra Analysis

The following section of analysis was requested by the school to investigate whetherthere were differences in pupil perceptions with reference to the question

Are you a sixth form pupil?

69

Graph to Show the Mean Performance Scores Achieved for Each of the Academic Criteria Surveyed, Broken Down by the question "Are you a sixth form pupil?"

Significant differences are highlighted in bold colour, and * subject *

70

0

10

20

30

40

50

60

70

80

90

100

* C

itize

nshi

p *

Phys

ical

Edu

catio

nFo

od T

echn

olog

yG

eogr

aphy

Span

ish

Cor

e Sc

ienc

eH

isto

ryPs

ycho

logy

Des

ign

Tech

nolo

gyD

ram

aD

ance

Engl

ish

Fren

ch*

Bio

logy

*M

athe

mat

ics

* P

hysi

cs *

Mus

icB

usin

ess

Stud

ies

Che

mis

try

Res

ista

nt M

ater

ials

Text

iles

Rel

igio

us S

tudi

es Art

ICT

Gra

phic

Pro

duct

s

Per

cent

age

Yes

No

Graph to Show the Mean Performance Scores Achieved for Each of the Non Academic Criteria Surveyed, Broken Down by the question "Are you a sixth form pupil?"

Significant differences are highlighted in bold colour, and * subject *

71

0

10

20

30

40

50

60

70

80

90

100

* S

choo

l sec

urity

**

Car

ing

teac

hers

*

* S

choo

l dis

cipl

ine

**

Exa

m re

sults

*

Dev

elop

ing

mor

al v

alue

s

Dev

elop

ing

pote

ntia

l

* C

omm

unity

spiri

t *

* H

appi

ness

of c

hild

*

* T

each

ing

qual

ity *

Scho

ol c

omm

unic

atio

n

* C

ontro

l of b

ully

ing

*

* D

evel

opin

g co

nfid

ence

*

* C

hoic

e of

subj

ects

*

* L

evel

s of

hom

ewor

k *

* A

vaila

bilit

y of

reso

urce

s *

* T

ruan

cy c

ontro

l *Sc

hool

faci

litie

s*

Car

eers

adv

ice

*

Soci

al h

ealth

edu

catio

n

* C

ompu

ter a

cces

s *

Per

cent

age

Yes

No

0

20

40

60

80

100

I hav

e a

hom

ewor

k ar

ea a

t ...

* M

y pa

rent

s he

lp w

ith h

...

Pare

nts

wou

ld ta

lk to

scho

ol...

* T

here

are

boo

ks a

t hom

e t..

.Pa

rent

s w

ant t

o kn

ow w

hat I

do

My

pare

nts

look

at m

y w

ork

* P

aren

ts c

heck

my

hom

ew...

Per

cent

age

0

20

40

60

80

100

* T

each

ing

for s

peci

al n

e...

* A

ttitu

de o

f non

-teac

hin.

..

* L

ooki

ng a

fter p

upils

we.

.Pa

rent

s ev

enin

g

Ensu

ring

pupi

ls d

o be

st ..

.

* W

orkl

oad

tailo

red

to c

h...

* C

eleb

ratin

g an

d re

war

di..

* E

ncou

ragi

ng a

nd li

sten

i..

* Q

ualit

y of

sch

ool m

an...

Writ

ten

repo

rts

* E

ncou

ragi

ng a

nd li

sten

i..

* E

xpla

inin

g to

par

ents

h..

* T

reat

ing

pupi

ls fa

irly

a..

* H

andl

ing

com

plai

nts *

Extra

cur

ricul

ar a

ctiv

ities

* O

vera

ll *

* S

uita

ble

clas

s si

zes *

The

scho

ol h

elps

me

deve

...

* E

ncou

ragi

ng lo

cal c

o...

Per

cent

age

Graph to Show Changing Pupil Priorities Broken Down by the question"Are you a sixth form pupil?"Differences in ranking of 4 or more positions have been highlighted.

72

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Teac

hing

qua

lity

Hap

pine

ss o

f chi

ld*

Car

eers

adv

ice

**

Car

ing

teac

hers

*C

ontro

l of b

ully

ing

Exam

resu

lts

Dev

elop

ing

conf

iden

ceSc

hool

dis

cipl

ine

Dev

elop

ing

pote

ntia

l*

Sch

ool f

acili

ties

**

Sch

ool s

ecur

ity *

Ava

ilabi

lity

of re

sour

ces

Cho

ice

of su

bjec

ts

Dev

elop

ing

mor

al v

alue

sLe

vels

of h

omew

ork

Com

pute

r acc

ess

Scho

ol c

omm

unic

atio

nTr

uanc

y co

ntro

lC

omm

unity

spiri

t

* S

ocia

l hea

lth e

duca

tion

*

Per

cent

age

Yes

No

Charts to Show How Comparative Importance Ratings Change

Broken Down by the question "Are you a sixth form pupil?"


Are you a sixth form pupil? - Yes Are you a sixth form pupil? - No


Teaching quality 1st Happiness of child 1st

Happiness of child 2nd Control of bullying 2nd

Careers advice 3rd School security 3rd

Caring teachers 4th School facilities 4th

Control of bullying 5th Teaching quality 4th

Exam results 5th Exam results 6th

Developing confidence 7th School discipline 7th

School discipline 8th Developing potential 8th

Developing potential 9th Caring teachers 9th

School facilities 10th Developing confidence 10th

School security 11th Choice of subjects 11th

Availability of resources 12th Careers advice 12th

Choice of subjects 13th Levels of homework 13th

Developing moral values 14th Availability of resources 14th

Levels of homework 15th Developing moral values 15th

Computer access 16th Social health education 16th


Truancy control 18th Computer access 18th

Community spirit 19th Truancy control 19th

Social health education 20th Community spirit 20th

73

Graph to Show the Breakdown of "Overall Score" and "Homework Hours"by the question "Are you a sixth form pupil?"

74

Overall Score

76.471.0

0

10

20

30

40

50

60

70

80

90

Yes No

Mea

n

The Overall scores show a significant difference between the two groups

Hours of Homework

7.8

4.8

0

1

2

3

4

5

6

7

8

9

Yes No

Mea

n ho

urs

The Homework Hours worked show a significant difference between the two groups

Cross Tabular Graphical Analysis of Results

75

Graph to Show the Percentage Performance Scores Achieved for Each of theAcademic Criteria Surveyed, Broken Down by Gender of PupilCriteria where scores showed significant differences are highlighted in bold colour, and * subject *

76

0

10

20

30

40

50

60

70

80

90

100Ph

ysic

al E

duca

tion

His

tory

Geo

grap

hyM

athe

mat

ics

Dra

ma

Cor

e Sc

ienc

ePs

ycho

logy

Food

Tec

hnol

ogy

Span

ish

Bus

ines

s St

udie

s*

Eng

lish

*B

iolo

gyR

elig

ious

Stu

dies

* F

renc

h *

* P

hysi

cs *

Des

ign

Tech

nolo

gy ICT

Che

mis

tryC

itize

nshi

pM

usic

* A

rt *

Per

cent

age

Boys

Girls

Graph to show the Percentage Performance Scores Achieved for Each of theNon Academic Criteria Surveyed, Broken Down by Gender of PupilCriteria where scores showed significant differences are highlighted in bold colour, and * subject *

77

Fixed Priorities

0

20

40

60

80

100

Scho

ol se

curit

y*

Exa

m re

sults

*C

arin

g te

ache

rs

Dev

elop

ing

mor

al v

alue

s

Dev

elop

ing

pote

ntia

lSc

hool

dis

cipl

ine

Hap

pine

ss o

f chi

ld

Scho

ol c

omm

unic

atio

nTr

uanc

y co

ntro

l

* D

evel

opin

g co

nfid

ence

*

* C

hoic

e of

subj

ects

*C

omm

unity

spiri

tTe

achi

ng q

ualit

y

Ava

ilabi

lity

of re

sour

ces

Leve

ls o

f hom

ewor

kC

ontro

l of b

ully

ing

Soci

al h

ealth

edu

catio

nSc

hool

faci

litie

s*

Car

eers

adv

ice

*C

ompu

ter a

cces

s

Per

cent

age

Boys

Girls

Home Environment

0

20

40

60

80

100

My

pare

nts

help

with

h...

I hav

e a

hom

ewor

k ar

ea a

...

Pare

nts

wou

ld ta

lk to

scho

..

Pare

nts

wan

t to

know

wha

t..

* T

here

are

boo

ks a

t hom

...

* P

aren

ts c

heck

my

hom

...

My

pare

nts

look

at m

y w

ork

Per

cent

age

Selected Priorities

0

20

40

60

80

100

Pare

nts

even

ing

Teac

hing

for s

peci

al n

eeds

Atti

tude

of n

on-te

achi

ng ..

.

Ensu

ring

pupi

ls d

o be

st ..

.

Look

ing

afte

r pup

ils w

ell

Wor

kloa

d ta

ilore

d to

chi

ld

Cel

ebra

ting

and

rew

ardi

n...

Extra

cur

ricul

ar a

ctiv

ities

Writ

ten

repo

rts

Qua

lity

of sc

hool

man

ag...

Expl

aini

ng to

par

ents

how

..H

andl

ing

com

plai

nts

Ove

rall

Enco

urag

ing

and

liste

ning

..

Enco

urag

ing

and

liste

ning

..

The

scho

ol h

elps

me

dev.

..

Trea

ting

pupi

ls fa

irly

and.

..Su

itabl

e cl

ass

size

s

Enco

urag

ing

loca

l com

m...

Per

cent

age

Graphs to Show the Overall Performance Scores Given by Pupils, Broken Down by Year Group and Gender of Pupil.

78

All pupils

72.7

0

50

100

Overall score

Per

cent

age

Sample = 1138

All pupils

72.8 72.5

0

50

100

Male Female

Per

cent

age

All pupils

82.867.5 74.0

64.6 69.1 76.1

0

50

100

Year 7 Year 8 Year 9 Year 10 Year 11 6th Form

Per

cent

age

Boys only

81.470.4 72.5 65.6 68.9 76.2

0

50

100


Per

cent

age

Girls only

84.5

64.375.4

63.3 69.3 76.0

0

50

100


Per

cent

age

Graphs to show the Mean Number of Hours that Pupils Actually Spend on Homework, Broken Down by Year Group and Gender of Pupil.

Similar School average figures are given in [brackets]

79

All Pupils

5.7

0

5

10

15

Hours of homework

Mea

n

Sample = 1081

[4.6]

All pupils

4.96.3

0

5

10

15

Male Female

Mea

n

[4.2][4.9]

All pupils

5.1 5.4 4.7 4.2 4.4

8.1

0

5

10

15


Mea

n

[3.9] [3.8][3.6] [4.2] [4.6]

[8.2]

Boys only

5.1 5.0 4.0 3.8 4.06.6

0

5

10

15


Mea

n

[3.7] [3.7] [3.5] [3.9] [4.2]

[7.3]

Girls only

5.2 5.8 5.4 4.6 4.9

9.6

0

5

10

15


Mea

n

[4.1][4.0]

[3.8] [4.4][5.0]

[9.1]

Graphs to Show Breakdown of Whether Pupils would Recommend the School, Broken Down by Year Group and Gender of Pupil.

80

All pupils

85.1

0

50

100

Recommended

Per

cent

age

Sample = 1098

All pupils

86.6 83.8

0

50

100

Male Female

Per

cent

age

All pupils

96.180.1

90.475.3 76.4

90.4

0

50

100


Per

cent

age

Boys only

94.983.3 87.3 80.4 78.0

92.1

0

50

100


Per

cent

age

Girls only

97.5

76.693.3

69.5 74.588.6

0

50

100


Per

cent

age

Graphs to show the Range of Time Spent on Homework, Broken Down by Year Group

81

All Pupils

0.0%

8.1%

29.9%26.1%

14.6%

6.1% 6.8%2.3% 3.1% 0.4% 0.3% 2.4%

0%

10%

20%

30%

40%

zero hrs 0-2 2-4 4-6 6-8 8-10 10-12 12-14 14-16 16-18 18-20 20+

Per

cent

age

Sample = 1081

Year 7

0.0%

10.1%

27.4%31.3%

15.1%

5.0% 5.0%0.6%

3.9%0.0% 0.0% 1.7%

0%

10%

20%

30%

40%

zero hrs 0-2 2-4 4-6 6-8 8-10 10-12 12-14 14-16 16-18 18-20 20+

Per

cent

age

Sample = 184

Year 8

0.0%

7.9%

25.2% 26.6%23.7%

5.0% 3.6% 5.0%1.4% 0.0% 0.0% 1.4%

0%

10%

20%

30%

zero hrs 0-2 2-4 4-6 6-8 8-10 10-12 12-14 14-16 16-18 18-20 20+

Per

cent

age

Sample = 145

Year 9

0.0%3.3%

37.7% 37.7%

6.6% 5.7% 4.9%1.6% 0.8% 0.0% 0.8% 0.8%

0%

10%

20%

30%

40%

zero hrs 0-2 2-4 4-6 6-8 8-10 10-12 12-14 14-16 16-18 18-20 20+

Per

cent

age

Sample = 124

Year 10

0.0%8.5%

42.8%

27.4%

11.9%4.0% 2.0% 1.0% 1.5% 0.0% 0.0% 1.0%

0%10%20%30%40%50%

zero hrs 0-2 2-4 4-6 6-8 8-10 10-12 12-14 14-16 16-18 18-20 20+

Per

cent

age

Sample = 219

Year 11

0.0%

17.4%

38.4%

20.0%

10.0%2.1%

6.8%0.5% 2.1% 0.5% 0.5% 1.6%

0%10%20%30%40%50%

zero hrs 0-2 2-4 4-6 6-8 8-10 10-12 12-14 14-16 16-18 18-20 20+

Per

cent

age

Sample = 212

6th Form

0.0% 1.6%

13.3%

20.2% 19.0%

12.5%14.5%

4.8% 6.5%

1.2% 0.4%

6.0%

0%5%

10%15%20%25%

zero hrs 0-2 2-4 4-6 6-8 8-10 10-12 12-14 14-16 16-18 18-20 20+

Per

cent

age

Sample = 254

Graph to Show Pupils' Perception of the Amount of Homework Given,Broken Down by Year Group

For this question, schools typically achieve more than 40% of pupils who choose "Right".This level was not achieved for Year 8.

82

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Per

cent

age

Not EnoughToo VariedToo much

About right

All Academic and Non-Academic Criteria shown by Year Group

The following graphs show the scores achieved for each of the surveyed criteria, broken down by year group.

The black line shows the scores achieved from the average of similar schools, (where these averages are available).

Year groups where there were less than 22 respondants for a criterion are not shown.

Please note: these year group scores are unweighted.

83

84

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

English

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Mathematics

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Core Science

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Biology

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Chemistry

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Physics

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

ICT

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Geography

85

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

History

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Art

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Religious Studies

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

French

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Physical Education

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Design Technology

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Resistant Materials

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Food Technology

86

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Drama

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Dance

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Music

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Spanish

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Citizenship

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Business Studies

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Psychology

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Textiles

87

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

School discipline

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Community spirit

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

School security

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Social health education

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Control of bullying

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Careers advice

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Levels of homework

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Developing potential

88

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Exam results

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Developing confidence

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Availability of resources

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

School facilities

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Caring teachers

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

School communication

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Developing moral values

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Happiness of child

89

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Choice of subjects

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Teaching quality

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Computer access

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Truancy control

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Overall

90

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Suitable class sizes

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Parents evening

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Handling complaints

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Teaching for special needs

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Quality of school management

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Attitude of non-teaching support staff

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Extra curricular activities

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Written reports

91

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Encouraging and listening to parents views

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Explaining to parents how to help their child

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Celebrating and rewarding achievement

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Workload tailored to child

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Treating pupils fairly and equally

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Ensuring pupils do best and make progress

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Encouraging local community activity

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Encouraging and listening to pupils' views

92

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

Looking after pupils well

0

20

40

60

80

100

Year 7

Year 8

Year 9

Year 1

0

Year 1

1

6th F

orm

The school helps me develop spiritually

Analysis to Investigate Unexpected or Unusual Year Group Results.

Earlier Kirkland Rowell reports were only able to tell you if a difference between 2 year groups was statistically significant. Now, using the patterns which we have extracted from analysing the year group results of similar schools, we are able to go one step further and tell you when differences are unexpected and meaningful.

As you can see from the previous section of the report; when broken down by year group, the averages of similar schools change as pupils get older. Some scores improve as pupils get older while others decline or show a dip, or a spike, in a particular year group. There are many reasons why these differences occur; for example because a subject is usually dropped in Year 9 or because some issues become more or less important as pupils progress through the school.

By applying these national patterns to the scores that your school achieved, we can make a prediction of the contributions that we would have expected from each year group, towards your whole school scores. This allows us to look at the differences between your year group scores in light of what usually happens in similar schools. Doing this enables us to more meaningfully compare the satisfaction of pupils from one year group against those from another.

On the following pages we have plotted your actual score for each year group against the score that we would have expected each year group to contribute towards the whole school score that you received.

Where there is a large difference between the actual score and the predicted score, we know that we have identified a year group where pupils are either more satisfied or less satisfiedthan we would have expected, compared to the rest of the school.

All actual scores were compared against the predicted scores, for each year group.

We have included in the following pages those criteria which show the largest differences between the scores achieved and the predicted scores i.e. those criteria where the pupils were more or less happy than expected.

93

The Graphs Below for French Show That The Contribution from Individual Year Groups, was Unusual.

The contribution towards the score for French was higher than expected in Year 9.

The dotted line shows the contribution that we would have expected from each year group, based onyour whole school score for this criterion . Note - this is not the Average of Similar Schools.

94

84.6%84.3%

100.0%

81.1%

85.0%

0%

20%

40%

60%

80%

100%


% G

ivin

g P

osit

ive

Ans

wer

The Graphs Below for Spanish Show That The Contribution from Individual Year Groups, was Unusual.

The contribution towards the score for Spanish was lower than expected in Year 11.


95

94.4%

66.1%

87.5%

92.0%

85.2%

91.5%

0%

20%

40%

60%

80%

100%


% G

ivin

g P

osit

ive

Ans

wer

The Graphs Below for Business Studies Show That The Contribution from Individual Year Groups, was Unusual.

The contribution towards the score for Business Studies was higher than expected in Year 9.


96

83.9%

68.6%

96.9%

0%

20%

40%

60%

80%

100%


% G

ivin

g P

osit

ive

Ans

wer

The Graphs Below for Computer access Show That The Contribution from Individual Year Groups, was Unusual.

The contribution towards the score for Computer access was higher than expected in Year 9.


97

59.3%

38.4%

53.6%

74.0%

38.2%

61.1%

0%

20%

40%

60%

80%

100%


% G

ivin

g P

osit

ive

Ans

wer

The Graphs Below for Treating pupils fairly and equally Show That The Contribution from Individual Year Groups, was Unusual.

The contribution towards the score for Treating pupils fairly and equally was lower than expected in Year 8.


98

80.9%

54.3%53.4%

65.0%

41.0%

83.9%

0%

20%

40%

60%

80%

100%


% G

ivin

g P

osit

ive

Ans

wer

The Graphs Below for Encouraging and listening to pupils' views Show That The Contribution from Individual Year Groups, was Unusual.

The contribution towards the score for Encouraging and listening to pupils' views was higher than expected in the 6th Form.The contribution towards the score for Encouraging and listening to pupils' views was lower than expected in Year 8.


99

87.0%

49.0%

52.9%

71.1%

51.8%

84.2%

0%

20%

40%

60%

80%

100%


% G

ivin

g P

osit

ive

Ans

wer

Appendix

100

Performance

The following method is used to produce the given percentage score for each of the criteria surveyed.

The scores are calculated to ensure that the final given results are as representative of the school as possible,and have been adjusted to reflect the following factors regardless of fluctuations in response rate.

1) The number of pupils in each year group.

2) The proportion of pupils studying a subject in each year group.

3) The ratio of boys to girls in the school.

The following assumptions are made:

1) The likelihood of a questionnaire being returned correctly completed is independent of the subjects that the pupils study.

2) The ratio of boys to girls does not fluctuate across the year groups of the school.

3) For Non-academic areas, it is assumed that boys and girls are equally likely to have an opinion. This assumption does not apply to academic subjects, where some (e.g.. Dance) may be taught to differing proportions of boys:girls. Where this is the case, an adjustment is made based on the ratio of respondents.

Calculating the performance score

The following example is for the subject of Religious Studies.

Where Religious Studies is only taught in years 9, 10, and 11 in a mixed gender school with years 7 to 11.

In order for a year group to be included in the final score for Religious Studies, 2 questions need to be satisfied:1) Are there a minimum number of respondents giving a score for Religious Studies in that year? For small surveys (less than 300 total returned questionnaires) the minimum is 8. For larger surveys, the minimum is 8+2% total number questionnaires exceeding 300. (i.e.. If 500 returned, min=8+2%(500-300) = 12)2) Is the number responding in any year greater than 5% of total respondents giving a score for Religious Studies?If "yes" then label that year Y, if "no" label that year N.

In this school therefore Year 7 = N, Year 8 = N, Year 9 = Y, Year 10 = Y, Year 11 = Y.

Years which = N should not contribute to the final score.

Calculate that proportion of the final score which should be contributed by each year where the year = Y.

First calculate the proportion of each years contribution which should come from boys' parents.

P9boys(R Stds.) = Number of boys in year 9 X Number of year 9 boys respondents to Religious StudiesNumber of boys in years =Y Total number of year 9 boys respondents

Repeat this process for other years where year =Y (i.e. years 10 and 11 in this case) to achieve P10boys, and P11boys (Religious Studies).

We now calculate the final proportions contributed by each year group.

Final proportionF9boys(Religious Studies) = P9boys(Religious Studies) X Mean score for year 9 Religious Studies, boys

(P9boys (Religious Studies) + P10boys (Religious Studies) + P11boys (Religious Studies))

Repeat this process for F10boys (Religious Studies) and F11boys (Religious Studies).

To achieve the final boys score Fboys (Religious Studies) = F9boys (Religious Studies) + F10boys (Religious Studies) + F11boys (Religious Studies).We then repeat the process above for girls to achieve Fgirls (Religious Studies).

In order to combine the boys score with the girls score for each academic subject, it is now necessary to weight them in proportion to the number of boys and girls returns, to take into account the possibility that the subject has significantly higher numbers of one gender studying that subject (e.g.. Dance say).

Girls Weighting (GW) = % of girls in school Total number of girl responses in whole survey

Girls Fair Voice (GFV) = GW x Number of girl responses for Religious Studies

Girls Proportion of final score (GPfs) = GFV GFV + BFV

Similarly, Boys Proportion of final score (BPfs) = BFV

GFV + BFV

Now, final Academic scores can be calculated as: Final (Religious Studies) Score = GPfs x Fgirls (Religious Studies) + BPfs x Fboys (Religious Studies)

(unless GPfs = 0, in which case, Final Religious Studies Score = Fboys (Religious Studies) )( or BPfs = 0, in which case, Final Religious Studies Score = Fgirls (Religious Studies) )

In order to combine the boys score with the girls score for non-academic subjects, the above gender weighting is not necessary as boy's and girls parents are considered equally likely to have an opinion (e.g.. School discipline). Thus, final scores are calculated as:

Final (school discipline) score = (Fboys (sch discipline) X ratio of boys in school) + (Fgirls (sch discipline) X ratio of girls in school)

This final score for Religious Studies is then weighted based upon the similar school average bias which has been measured in relation to Religious Studies. This weighting is applied so that the scores for each academic subject in the school might be compared with one another on a level playing field, having adjusted each subject in line with its measured parent bias.

Religious Studies usually scores more poorly than most other subjects and hence receives a positive weighting factor.In this case the final school score for Religious Studies is multiplied by 1.08

This process produces the final weighted score for Religious Studies which is given in the report as shown on the first results page (Academic Criteria).

Measuring Reliability

We require that any final score given is within 5% of the true value 19 times out of twenty.

We require that any criteria has at least 25 responses so that we can be confident that the mean value whichthe sample produces will follow the rules of a normal distribution. If we have less than 25 responses the resultis labelled as "low response".

5% = 0.05 on this scale of 0 - 1

We then require that 2 X the standard error of the proportion has a value of less than 0.05

In other words the standard error of the proportion must have a value of less than 0.025If this is the case then the result fulfils our criteria and we know the result is within 5% of the true value at the95% confidence level. If the standard error of the proportion lies between 0.025 and 0.05 then we have the 95% confidence level to within 10%. If the standard error of the proportion is greater than 0.05 then the result is labelled as "low response".

We calculate the standard error of the proportion as follows:

Standard Error Of The Proportion (S.E.P.) =

Significant Differences

We require that differences between two given results (e.g.. When comparing this year's scores with last year's scores) are highlighted to indicate a significant difference if the given difference is greater than 5% on our scaleand is greater than might be expected as a result of sample variations at the 95% confidence level.

Changes are therefore highlighted as significant if they fulfil the following condition.

If greater than 5% of our scale, and greater than 2 X SEP of first result + 2 X SEP of second result.

Where we look for significant differences between the scores for individual year groups (e.g.. As shown in thecross-tabular analysis for individual subjects), the sample may often be less than 30. It is therefore necessary to use a T test to establish if the difference between the 2 years is significant at the 99% confidence level.

While changes or differences of less than 5% of our scale may be significant at the 99% confidence level, we consider changes/differences of this magnitude to be of no practical use in management terms and thereforeonly highlight those figures greater than 5%.

mean (1-mean)n

Graphs Showing the Raw, Adjusted Percentage Giving a Positive Answer to Eachof the Criteria Surveyed. (These are the results before the weightings are applied.)The mean scores below are converted into weighted performance scores in the results pages.

Academic Subjects

96 93 93 93 93 92 91 90 90 89 88 87 87 87 86 85 85 84 83 82 80 74 74 74 73 73

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Similar School Averages to November 2012 - Academic Subjects

ACADEMIC SUBJECTS - RELIABLE AVERAGES

No. of pupil opinions No. of schools Schools Average Boys' Average Girls' Average Academic Subjects

53415 139 84.6% 79.2% 89.1% Art

17726 76 83.9% 85.0% 83.4% Biology

12354 107 85.6% 86.5% 84.5% Business Studies

16507 74 80.5% 84.3% 76.7% Chemistry

37262 91 78.4% 77.9% 79.4% Citizenship

6133 41 80.5% 67.7% 85.1% Dance

40827 119 89.2% 88.5% 89.9% Design Technology

37744 121 86.8% 84.4% 88.6% Drama

78807 139 90.4% 89.1% 91.5% English

26715 108 91.0% 88.8% 92.7% Food Technology

42375 130 76.1% 72.4% 79.1% French

54113 138 85.4% 85.1% 85.7% Geography

12991 64 79.6% 76.8% 82.3% German

10764 70 84.8% 83.9% 85.0% Graphic Media

2618 33 88.7% 91.1% Health and Social Care

56736 138 88.2% 88.3% 88.1% History

65351 138 82.4% 83.5% 81.1% IT

79559 139 85.4% 87.1% 83.7% Mathematics

3788 45 89.8% 87.6% 89.6% Media Studies

45673 136 80.5% 79.3% 81.8% Music

67416 135 88.3% 91.0% 85.5% Physical Education

16591 74 79.1% 82.7% 75.6% Physics

2272 37 90.3% 91.7% Psychology

56929 118 76.9% 73.0% 80.9% Religious Studies

11870 62 86.2% 86.2% 86.2% Resistant Materials

61228 135 85.2% 87.0% 83.1% Science

14761 75 78.4% 75.6% 80.9% Spanish

10829 48 85.2% 76.9% 89.6% Textiles

REMAINING SUBJECTS SURVEYED

No. of pupil opinions No. of schools Schools Average Boys' Average Girls' Average Academic Subjects

940 14 85.8% 50.0% 89.0% Child Development

2368 16 86.6% 88.5% 82.7% Electronics

3676 17 91.0% 91.4% 90.0% PE Studies

1996 12 82.8% 83.2% 82.9% Social Subjects

1126 16 87.3% 76.7% 88.2% Sociology

Similar School Averages to November 2012 - Non-academic Subjects

CORE AREAS - RELIABLE AVERAGES

No. of pupil opinions No. of schools Schools Average Boys' Average Girls' Average Non-academic Criteria22431 36 83.2% 82.5% 83.2% Attitude of non academic staff87456 139 59.8% 59.9% 59.3% Availability of resources86222 139 66.7% 68.9% 64.4% Careers advice87054 139 80.8% 80.1% 81.4% Caring teachers53836 87 82.9% 83.8% 81.6% Celebrating and rewarding achievement87013 139 66.0% 67.5% 64.2% Choice of subjects84700 139 55.6% 54.9% 56.1% Community spirit87042 139 67.6% 67.7% 66.9% Computer access70866 115 92.5% 91.8% 93.0% Computer at home85284 139 59.0% 58.9% 59.0% Control of bullying86311 139 63.6% 65.9% 61.0% Developing confidence86622 139 81.7% 80.9% 82.4% Developing moral values87391 139 86.7% 86.2% 87.1% Developing potential65448 107 71.3% 70.3% 72.0% Encouraging and listening to parents views43444 69 65.9% 67.1% 64.1% Encouraging and listening to pupils' views46903 76 51.3% 53.9% 48.7% Encouraging local community activity21437 35 81.6% 81.1% 81.8% Ensuring new pupils settle well75167 118 87.4% 86.8% 87.7% Ensuring pupils do their best and make good progress86910 139 85.6% 86.7% 84.6% Exam results58113 95 73.1% 74.5% 71.6% Explaining to parents how to help their child72265 113 73.8% 72.5% 74.8% Extra curricular activities85767 139 72.8% 71.7% 73.6% Given choice, would still attend38129 67 66.3% 66.9% 65.1% Handling complaints86458 139 75.6% 73.4% 77.5% Happiness of child70528 115 88.3% 88.0% 88.4% Home internet link86189 138 68.8% 68.1% 69.2% Home library87230 139 83.7% 82.5% 84.6% Homework area79720 139 4.6 4.2 4.9 Hours of Homework87429 139 64.0% 61.6% 66.0% Levels of homework66946 103 67.2% 65.9% 68.3% Overall86151 138 67.8% 71.2% 64.4% Parents check homework21891 39 87.2% 86.2% 88.2% Parents evening87228 139 90.4% 89.5% 91.0% Parents help with homework86774 139 64.7% 65.8% 63.4% Parents look at work86825 139 83.1% 83.0% 83.0% Parents want to know85226 138 86.5% 85.9% 86.8% Parents would visit school50498 79 69.0% 69.1% 68.5% Promoting racial harmony56120 90 72.9% 72.7% 72.5% Quality of school management86679 139 80.3% 80.5% 80.1% Recent bullying48379 78 55.8% 60.5% 50.7% Regular marking of work87176 139 73.4% 73.1% 73.4% School communication86207 139 72.5% 72.6% 72.1% School discipline86970 139 54.7% 54.3% 54.8% School facilities25669 43 57.6% 57.4% 57.5% School meals86559 139 83.3% 82.0% 84.3% School security86764 139 58.3% 59.5% 57.0% Social health education62285 98 82.8% 82.3% 83.2% Tailoring workload to childs needs and ability57046 93 88.8% 87.5% 89.7% Teaching for special needs86512 139 62.5% 63.4% 61.3% Teaching quality22581 33 81.1% 79.0% 82.5% Transfer from previous school71568 116 60.2% 61.4% 58.4% Treating all pupils fairly and equally86565 139 77.9% 76.4% 79.4% Truancy control86414 139 76.9% 75.8% 77.7% Unfair treatment by staff84794 139 79.6% 77.3% 81.7% Wish to go to University32863 54 80.3% 77.8% 82.2% Written reports

REMAINING CRITERIA SURVEYED

No. of pupil opinions No. of schools Schools Average Boys' Average Girls' Average Non-academic Criteria13347 25 80.9% 81.9% 80.2% Access to staff7358 12 79.7% 77.2% 82.5% Library facilities11225 16 81.2% 79.5% 82.9% Looking after pupils well15700 25 76.8% 74.3% 78.8% Personal planners14866 27 32.7% 32.7% 32.4% School uniform14196 26 67.0% 66.2% 67.8% School's image in the local community

Similar School Results for Pupils Choosing each of the Ranking Priorities - by Gender

Average percentage selecting each

All Boys Girls Perceptions Areas All Boys Girls63444 28218 38434 Happiness of child 74.8% 71.0% 76.6%60128 26709 36404 Control of bullying 70.7% 67.8% 72.7%58182 26597 34508 School security 68.3% 67.1% 68.8%55485 25783 32188 Exam results 66.0% 64.7% 64.5%55346 25462 32507 School facilities 65.9% 64.6% 65.0%55180 26341 31144 School discipline 65.5% 66.5% 63.0%54058 25135 31407 Teaching quality 64.9% 63.3% 63.0%44190 19886 26254 Choice of subjects 52.1% 49.7% 52.5%42727 20537 23962 Careers advice 50.8% 51.5% 48.0%39478 16493 25043 Caring teachers 47.1% 42.1% 50.2%38425 16271 24095 Developing potential 45.4% 40.8% 47.9%36260 19163 18701 Computer access 43.7% 48.4% 37.3%37644 17377 22259 Levels of homework 43.7% 43.7% 43.5%35116 14539 22383 Developing confidence 42.1% 37.3% 44.9%35193 16142 20546 Availability of resources 41.8% 40.3% 41.3%29953 14709 16477 Social health education 35.1% 37.7% 33.4%26929 12560 15497 School communication 32.4% 32.5% 32.3%26382 12793 14618 Developing moral values 31.6% 32.9% 29.6%26339 12130 15567 Truancy control 31.0% 30.6% 31.2%20482 10334 10795 Community spirit 24.2% 26.5% 22.2%

Pupil priorities ranked in descending order of importance.

All Pupils Boys Girls

Happiness of child Happiness of child Happiness of childControl of bullying Control of bullying Control of bullyingSchool security School security School securityExam results School discipline School facilitiesSchool facilities Exam results Exam resultsSchool discipline School facilities School disciplineTeaching quality Teaching quality Teaching qualityChoice of subjects Careers advice Choice of subjectsCareers advice Choice of subjects Caring teachersCaring teachers Computer access Careers adviceDeveloping potential Levels of homework Developing potentialComputer access Caring teachers Developing confidenceLevels of homework Developing potential Levels of homeworkDeveloping confidence Availability of resources Availability of resourcesAvailability of resources Social health education Computer accessSocial health education Developing confidence Social health educationSchool communication Developing moral values School communicationDeveloping moral values School communication Truancy controlTruancy control Truancy control Developing moral valuesCommunity spirit Community spirit Community spirit

Total boys surveyed = 39011Total girls surveyed = 48445Total sample= 87456From 139 Schools

education perceptions monitor pupil survey no.1 to...

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