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The Senior International Sample School

Parent survey report – October 2015

In case of enquiries please contact Kirkland Rowell Surveys by emailing [email protected] © 2015 Kirkland Rowell Limited.

Kirkland Rowell is part of GL Assessment, a division of the GL Education Group.

Report generated on 27/10/2015

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Parent survey report

Copyright © 2015 Kirkland Rowell Limited of 72

Contents

Page

1. Executive summary An overview of findings for this survey with comparison to theprevious survey if applicable.

3

2. Key results Satisfaction levels for academic, non-academic and additionalcriteria.

11

3. Parental priorities Importance ratings and priorities for improvement. 23

4. Unique questions Analysis of your unique questions. 29

6. Standard analysis Analysis of all remaining data which may include gender analysis,academic stretch, healthy lifestyle, parental values and homework.

31

7. Year group analysis Year group scores compared to national averages. 46

8. Time series analysis Trends for surveyed criteria over time. 55

9. Appendix Supplementary data and further information. 64

Parent survey report – Executive summary


Executive summaryThis report details the findings of the third Kirkland Rowell Parent Survey for The Senior International SampleSchool. The report measures the levels of satisfaction among the students’ parents for a range of criteria, whichhave been previously identified as being important to the parents of school students, as well as for the coresubjects, taught at the school. The report measures the relative importance of the criteria surveyed, as wellas providing results tables that identify the perceived strengths and weaknesses of the school in the year toOctober 2015. The report also measures performance with regard to overall satisfaction and improvement.

Summary of results for this survey

• 571 completed questionnaires were returned representing a response rate of 81.6%. The response meantthat data could be drawn for all criteria.

• 31 parents answered ‘Yes’ and 523 parents answered ‘No’ to the question ‘Is English the language yourfamily usually speaks at home?’ representing 5.4% and 91.6% respectively.

• The parents gave a very good overall performance score (77.3%) (see page 6).

• Of the parents whose children were not in their first year at the school 51% said the school had improvedover the last year and 6% thought that the school’s performance was worse (see page 31).

• Of the parents of new students, 3% felt that the school had not lived up to their expectations and 24% saidthe school was better than they had expected it to be (see page 31).

• With regard to academic subjects, parents are most happy with the delivery of Chemistry, Citizenship andGraphic Products.

• The parents are least happy with the delivery of English, Electronic Products and Mathematics.

• With regards to non-academic areas, parents are most happy with Caring teachers, School security andComputer access.

• The parents are least happy with Happiness of child, Developing confidence and Careers advice.

• The parents' top priorities for improvement are School communication, Developing potential and Careersadvice.

• The parents of female students gave significantly higher scores for Control of bullying and School facilities.

Summary of results since the previous survey

• The following academic areas received significantly higher scores than the previous survey: Chemistry,Citizenship, Food Technology, Design Technology, Biology, Geography, Spanish and Music.

• The following academic areas received significantly lower scores than the previous survey: Latin, Art,Electronic Products and English.

• The following non-academic areas received significantly lower scores than the previous survey: Truancycontrol, School discipline, Developing confidence and Happiness of child.

• The following additional areas received significantly lower scores than the previous survey: Home-schoolagreements/contracts, Suitable class sizes, Teaching pupils with special needs and Treating all pupils fairly/equally.

Summary of results over more than two surveys



• The following academic areas received significantly higher scores over more than two surveys: ICT,Geography, History, Religious Studies, German, Graphic Products, Drama, Dance, Spanish andCitizenship.

• The following academic areas received significantly lower scores over more than two surveys: Art and Latin.

• The following non-academic areas received significantly lower scores over more than two surveys: Schooldiscipline and Developing confidence.

• The following additional areas received significantly lower scores over more than two surveys: Suitableclass sizes, Teaching pupils with special needs and Treating all pupils fairly/equally.

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



Strengths and weaknesses

The results below are the areas in which the school has the highest and lowest perceived standards ofperformance. Gold represents ‘outstanding’, green is ‘good’, black is ‘room for improvement’ and red is‘attention advised’. Criterion scores in blue are only reliable to within 10% and scores in pink should only beconsidered indicative.

Relative strengths for academic criteria84.6% Chemistry

83.7% Citizenship

83.7% Graphic Products

83.0% Dance

82.7% Food Technology

Relative weaknesses for academic criteria56.2% English

67.9% Electronic Products

68.9% Mathematics

70.9% Art

73.0% Latin

Relative strengths for non-academic criteria Importance Ranking74.7% Caring teachers (69.9%) 6th

74.3% School security (42.8%) 11th

73.8% Computer access (22.0%) 18th

72.0% Exam results (50.9%) 10th

71.6% Choice of subjects (35.0%) 14th

Relative weaknesses for non-academic criteria Importance Ranking50.5% Happiness of child (80.8%) 3rd

55.0% Developing confidence (71.9%) 5th

55.8% Careers advice (29.1%) 15th

60.2% School discipline (92.1%) 1st

60.8% Social health education (10.7%) 20th



Response to survey

571 completed questionnaires were returned representing a response rate of 81.6%.

Proportion of responses (%) Number of responses

Responses from parents of male students 49.4 282

Responses from parents of female students 50.6 289

Responses from parents of Year 7 students 27.0 154





Responses from parents of 6th Form students 5.6 32

Overall parental satisfaction

This survey (%)Previous

survey (%)Change (%)

Overall, rate the performance of the school 77.3 76.3 +1.0

Rating ‘poor’or ‘very

poor’ (%)

Previoussurvey (%)

% ChangeRating ‘good’

or ‘verygood’ (%)

Overall, rate the performance of the school 1.4 3.9 -2.5 88.6

Overall parental satisfaction

0% 1%

10%

64%

24%

Very poor Poor Neither Good Very good0%

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

• More parents rate the overall performance of the school as ‘good’ or ‘very good’.



Overall performance scores broken down by gender and year group

Overall performance scores broken down by gender

This survey Last survey

77% 77% 78%76% 75%

78%

All parents Parents of male students Parents of female students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

• The parents gave a very good overall performance score of 77.3%, improved since the last survey.

• Parents of male students scored the overall performance of the school broadly in line with the parents offemale students.

Overall performance scores broken down by year group

All parents Parents of male students Parents of female students

80% 80%78% 77%

72%

77%80%

78% 79%

75%73%

77%

81% 81%

77% 78%

72%

78%

Year 7 Year 8 Year 9 Year 10 Year 11 6th Form0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

• Parents of Year 7 and Year 8 students scored the highest overall from other year groups and are thereforemost satisfied with the school’s performance.

• Parents of Year 7 male students and parents of Year 7 and Year 8 female students scored the highestoverall from other year groups and are therefore most satisfied with the school’s performance.



Time series analysis of overall performance scores

Graph showing the overall performance scores trend broken down over time.

77% 76% 77%

2014 2015 20160%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

• There was no significant change over three surveys for the overall performance score.



Overall performance scores broken down by extra analysis

Broken down by the question ‘Is English the language your family usually speaks at home?’

77%

72%

78%

All parents Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

• The overall performance scores show no significant difference.



Parents recommend this school broken down by gender and year group

Recommend this school scores broken down by gender

This survey Last survey

95%

96%

94%93%91%

95%

All parents Parents of male students Parents of female students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• 94.8% of parents said they would recommend this school to another parent.

• Parents of male students would recommend this school to another parent broadly in line with parents offemale students.

Recommend this school scores broken down by year group

All parents Parents of male students Parents of female students

97% 98% 98% 96%

88%91%

97% 96% 98%

94%

88%

100%97% 100% 98% 98%

88%

82%

Year 7 Year 8 Year 9 Year 10 Year 11 6th Form0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• Parents of Year 8 and Year 9 students would recommend this school to another parent more than parentsfrom other year groups.

• Parents of 6th Form male students and parents of Year 8 female students would recommend this school toanother parent more than parents from other year groups.

Parent survey report – Key results


Key resultsThe core analysis of your survey data; Proportion making progress for academic, non-academic and additionalcriteria. Explanations have been provided to help you to interpret your results.

Interpreting results

For the sake of assessment in most schools, academic questions receiving a score of:

• Over 80% are 'outstanding' (above the gold line)

• 70% to 79.9% are 'good' (above the green line)

• 65% to 69.9% indicate 'room for improvement' (above the red line)

• Below 65% indicate 'attention advised' (below the red line)

Non-academic and additional questions receiving a score of:

• Over 75% are 'outstanding' (above the gold line)

• 65% to 74.9% are 'good' (above the green line)

• 60% to 64.9% indicate 'room for improvement' (above the red line)

• Below 60% indicate 'attention advised' (below the red line)

Weighted scoresIn the results tables the scores achieved are given as a percentage. A full explanation of how mean scores(lying between 1 and 5) were converted to percentages is given on our website. As there is a measurable biasin the way that parents score criteria, it is necessary to create “weighted” scores so that the score for any onecriterion might be compared meaningfully with the score for any other criterion on a ‘level playing field’. Theseweighted scores are calculated based upon the average scores achieved from over 10 international schools.Results quoted from the previous survey, if applicable, may show small differences from those originally given,as the weightings applied change slightly from one year to the next.

Statistical reliabilityGenerally all of our results are quoted as being reliable to within less than 5% at the 95% confidence level.Where this is not possible due to the sample achieved, results are quoted as reliable to within less than 10%at the 95% confidence level and are highlighted in blue. Occasionally when results are even less reliablewe show an indicative result and highlight in pink. Where there are fewer than 10 responses we only show“low response” and no further result is quoted. For further information see our website for details. Criteriawhich have not yet been surveyed in at least 20 schools do not yet have an average figure, and therefore,these scores cannot be weighted against what students parents ‘usually’ say. These un-weighted scores aremarked *.



Understanding your results table

Academic criteria This survey (%) Previous survey (%) % Change

ICT 86.2 82.8 +3.4

French 82.6 80.9 +1.7

Religious Education 72.4 66.1 +6.3

Physical Education 72.3 69.6 +2.7

Music 72.1 68.3 +3.8

Food Technology 71.4 71.7 -0.3

History 70.8 65.0 +5.8

Mathematics 70.1 69.4 +0.7

Geography 69.9 64.9 +5.0

Business Studies 67.2

Design Technology 67.2 62.1 +5.1

Art 66.5 65.4 +1.1

Textiles 66.3

English 65.5 62.8 +2.7

Russian * 64.3

Science 62.1 74.8 -12.7

Drama 61.5 63.4 -1.9

Engineering 49.5

Psychology Low response

Your results are shown as a weightedmean score. This is a calculationapplied to your raw results using theaverage scores achieved from over 10international schools. It allows eachcriterion to be compared meaningfullyon a ‘level playing field’. This scorecan be over 100%.

The previous survey results mayappear to differ slightly from youroriginal report last year. This isbecause the “weighting” calculationapplied changes slightly from oneyear to the next.

Scores above the goldline are ‘outstanding’.

Scores above the greenline are ‘good’.

Scores above the redline indicate 'room forimprovement'.

* This criteria has not yetbeen surveyed in at least 20schools. As such we do nothave an average figure andtherefore cannot weight thisscore against what studentsparents ‘usually’ say.

Scores below the redline indicate 'attentionadvised'.

“Low response” indicatesthat there were fewerthan 10 responses.

Subject scores in pinkshould only be consideredindicative due to a lowsample size, or highpolarisation.

Subject scores in blueare only reliable to within10% due to the sampleachieved.

Only highlighted changes shouldbe considered significant – agreen highlight shows a significantimprovement, a red highlight showsa significant decline, since the lastsurvey.



Academic criteria

The following table shows parents’ scores for all academic subjects taught within the school. Where data isavailable, these are compared to the same score from the previous year’s survey, and the percentage changeshown. Only highlighted changes should be considered significant.

Academic criteria This survey (%) Previous survey (%) % Change

Chemistry * 84.6 77.0 +7.6

Citizenship * 83.7 74.8 +9.0

Graphic Products * 83.7 82.9 +0.8

Dance * 83.0 79.3 +3.7

Food Technology * 82.7 76.1 +6.6

History * 82.7 78.9 +3.8

Design Technology * 82.6 74.1 +8.5

Biology * 81.5 74.9 +6.6

Geography * 81.5 75.7 +5.8

Spanish * 81.0 73.8 +7.2

Religious Studies * 80.6 77.0 +3.5

Resistant Materials * 80.5 78.5 +2.0

German * 80.5 77.2 +3.3

French * 80.0 81.2 -1.2

ICT * 79.6 78.7 +0.9

Drama * 77.3 76.7 +0.7

Physical Education * 77.0 81.1 -4.1

Music * 75.6 67.8 +7.9

Physics * 75.6 71.4 +4.2

Business Studies * 74.3 76.5 -2.3

Classics * 73.9 71.9 +2.0

Latin * 73.0 79.0 -6.0

Art * 70.9 78.5 -7.6

Mathematics * 68.9 73.3 -4.4

Electronic Products * 67.9 78.4 -10.5

English * 56.2 70.6 -14.4

• Parents consider delivery of the following academic subjects to be ‘outstanding’: Chemistry, Citizenship,Graphic Products, Dance, Food Technology, History, Design Technology, Biology, Geography, Spanish,Religious Studies, Resistant Materials, German and French.

• Parents consider delivery of the following academic subjects to be ‘good’: ICT, Drama, Physical Education,Music, Physics, Business Studies, Classics, Latin and Art.

• Parents consider delivery of the following academic subjects to show ‘room for improvement’: Mathematicsand Electronic Products.



• Parents consider delivery of the following academic subjects to show ‘attention advised’: English.

• Parents consider delivery of the following academic subjects to have shown a significant improvementsince the last survey: Chemistry, Citizenship, Food Technology, Design Technology, Biology, Geography,Spanish and Music.

• Parents consider delivery of the following academic subjects to have declined since the last survey: Latin,Art, Electronic Products and English.

• The following academic subjects have not been surveyed in at least 20 schools so we do not yet have anaverage figure, and therefore, these scores cannot be weighted against what students parents usually say:Chemistry, Citizenship, Graphic Products, Dance, Food Technology, History, Design Technology, Biology,Geography, Spanish, Religious Studies, Resistant Materials, German, French, ICT, Drama, PhysicalEducation, Music, Physics, Business Studies, Classics, Latin, Art, Mathematics, Electronic Products andEnglish.



Happy versus unhappy parents for academic criteria

Judging performance based solely on the mean score allows for error: It is possible that the views of parentsmight be polarised so that positive and negative scores cancel each other out. It is therefore useful to conducta method of analysis which identifies the proportion of parents who are unhappy with the school’s performancefor the criteria surveyed.

The following table identifies the percentage of parents who are unhappy (rating poor or very poor) alongsidethose who are happy (rating ‘good’ or ‘very good’) for the school’s performance in each area. Note that theseresults do not include respondents who chose ‘neither good nor poor’, ‘I don’t know’ or failed to answer thequestion.

• Having fewer than 2% of parents who are unhappy with a particular area should be considered‘outstanding’ (above the gold line).

• Having between 2% & 4.9% of parents who are unhappy with a particular area should be considered as‘good’ (above the green line).

• Having between 5% & 10% of parents who are unhappy with a particular area should be considered asshowing ‘room for improvement’ (above the red line).

• Having more than 10% of parents unhappy with a particular area may suggest ‘attention advised’ (below thered line).

Only highlighted changes should be considered significant; green shows improvement, red shows decline.

Academic criteriaRating ‘poor’ or‘very poor’ (%)

Previoussurvey (%)



Citizenship 0.0 0.0 0.0 90.2

Dance 0.0 1.1 -1.1 96.8

Design Technology 0.0 6.1 -6.1 91.9

Food Technology 0.0 4.6 -4.6 82.1

German 0.0 3.3 -3.3 83.6

Graphic Products 0.0 1.6 -1.6 85.2

Resistant Materials 0.0 3.7 -3.7 72.2

Spanish 0.0 0.0 0.0 90.5

Business Studies 3.4 6.1 -2.7 75.4

Chemistry 3.4 1.4 +2.1 90.1

Geography 3.7 0.5 +3.2 83.3

Drama 4.4 8.6 -4.2 86.2

French 5.2 3.5 +1.8 79.2

Physical Education 6.0 0.5 +5.4 83.7

History 6.0 4.2 +1.9 88.4

Religious Studies 6.2 5.6 +0.6 87.0

Music 6.4 10.0 -3.6 68.4

Physics 6.5 6.9 -0.4 83.7

Classics 6.6 2.8 +3.8 76.3

Biology 6.8 5.4 +1.4 88.2



Academic criteriaRating ‘poor’ or‘very poor’ (%)

Previoussurvey (%)



ICT 8.0 0.0 +8.0 85.4

Mathematics 8.3 5.3 +3.0 63.9

Art 10.2 5.9 +4.3 80.0

Latin 12.3 0.9 +11.4 72.6

Electronic Products 14.5 2.6 +11.9 71.3

English 28.6 6.3 +22.4 46.1



Non-academic criteria

The following table shows parents priorities for non-academic areas. Where data is available, these arecompared to the same score from the previous year’s survey, and the percentage change shown. Onlyhighlighted changes should be considered significant.

Non-academic criteria This survey (%) Previous survey (%) % Change

Caring teachers* 74.7 74.6 +0.1

School security* 74.3 74.9 -0.5

Computer access* 73.8 73.0 +0.8

Exam results* 72.0 71.2 +0.8

Choice of subjects* 71.6 71.6 0.0

Developing moral values* 71.3 70.2 +1.1

Teaching quality* 71.2 69.9 +1.3

Control of bullying* 68.6 67.8 +0.9

Community spirit* 67.0 66.3 +0.7

School facilities* 66.4 65.8 +0.6

Availability of resources* 65.3 65.3 0.0

Truancy control* 64.8 75.9 -11.1

School communication* 64.3 67.1 -2.8

Developing potential* 62.6 65.9 -3.4

Levels of homework* 62.3 61.8 +0.5

Social health education* 60.8 63.1 -2.3

School discipline* 60.2 72.1 -11.9

Careers advice* 55.8 54.7 +1.1

Developing confidence* 55.0 67.2 -12.2

Happiness of child* 50.5 74.0 -23.5

• Parents consider delivery of the following non-academic areas to be ‘good’: Caring teachers, Schoolsecurity, Computer access, Exam results, Choice of subjects, Developing moral values, Teaching quality,Control of bullying, Community spirit, School facilities and Availability of resources.

• Parents consider delivery of the following non-academic areas to show ‘room for improvement’: Truancycontrol, School communication, Developing potential, Levels of homework, Social health education andSchool discipline.

• Parents consider delivery of the following non-academic areas to show ‘attention advised’: Careers advice,Developing confidence and Happiness of child.

• Parents consider delivery of the following non-academic subjects to have declined since the last survey:Truancy control, School discipline, Developing confidence and Happiness of child.

• The following non-academic subjects have not been surveyed in at least 20 schools so we do not yet havean average figure, and therefore, these scores cannot be weighted against what students parents usuallysay: Caring teachers, School security, Computer access, Exam results, Choice of subjects, Developingmoral values, Teaching quality, Control of bullying, Community spirit, School facilities, Availability of



resources, Truancy control, School communication, Developing potential, Levels of homework, Socialhealth education, School discipline, Careers advice, Developing confidence and Happiness of child.



Happy versus unhappy parents for non-academic criteria







Non-academic criteriaRating ‘poor’ or‘very poor’ (%)

Previoussurvey (%)



Teaching quality 3.5 5.6 -2.1 76.1

Caring teachers 3.8 4.6 -0.9 79.4

Computer access 3.9 4.5 -0.6 79.4

Truancy control 4.0 6.2 -2.2 60.4

Exam results 4.9 9.9 -5.0 75.7

Choice of subjects 5.7 7.3 -1.6 74.3

School security 5.7 7.6 -1.9 81.2

School facilities 6.8 8.5 -1.7 64.2

Community spirit 7.7 8.5 -0.8 62.9

Developing moral values 7.8 9.7 -1.9 68.5

Availability of resources 8.9 10.6 -1.7 67.2

Social health education 10.2 11.5 -1.3 54.9

Developing potential 11.4 13.0 -1.6 63.4

Control of bullying 11.5 16.3 -4.8 68.4

School communication 13.4 11.8 +1.6 59.9

School discipline 15.2 7.5 +7.7 49.6

Careers advice 18.9 20.7 -1.8 42.1

Levels of homework 19.0 18.9 +0.1 53.1

Happiness of child 20.4 7.6 +12.8 31.6

Developing confidence 22.0 13.3 +8.7 53.2



Additional criteria

Additional criteria were chosen by the school, and investigated with regard to parent satisfaction. The followingresults were achieved with regard to those parents who answered the question. The percentage scores aregiven in descending order. Only highlighted changes should be considered significant.

Additional criteria This survey (%) Previous survey (%) % Change

Written reports* 75.5 75.6 -0.1

Promoting racial harmony* 75.0 74.9 +0.1

Use of IT in classes* 74.7 74.1 +0.5

Church/Parish links and support* 73.0 72.9 +0.2

Ensuring pupils do their best/make goodprogress*

71.8 71.8 0.0

Tailoring child's work to their needs andability*

71.2 70.4 +0.8

Choice of sports* 70.6 70.6 0.0

Pastoral care* 70.2 69.1 +1.1

School's image in the local community* 68.9 68.0 +0.9

Value for money* 68.4 68.4 +0.0

Encouraging pupils' activity in the localcommunity*

65.0 66.0 -1.1

Sports facilities* 64.6 63.1 +1.5

School meals* 64.0 63.1 +0.9

Looking after pupils well* 61.9 60.6 +1.2

Home-school agreements/contracts* 57.7 72.4 -14.7

Teaching pupils with special needs* 57.2 63.9 -6.7

Treating all pupils fairly/equally* 47.2 68.1 -20.8

Suitable class sizes* 44.8 59.7 -14.9

• Parents consider delivery of the following additional criteria to be ‘outstanding’: Written reports.

• Parents consider delivery of the following additional criteria to be ‘good’: Promoting racial harmony, Useof IT in classes, Church/Parish links and support, Ensuring pupils do their best/make good progress,Tailoring child's work to their needs and ability, Choice of sports, Pastoral care, School's image in the localcommunity and Value for money.

• Parents consider delivery of the following additional criteria to show ‘room for improvement’: Encouragingpupils' activity in the local community, Sports facilities, School meals and Looking after pupils well.

• Parents consider delivery of the following additional criteria to show ‘attention advised’: Home-schoolagreements/contracts, Teaching pupils with special needs, Treating all pupils fairly/equally and Suitableclass sizes.

• Parents consider delivery of the following additional criteria to have declined since the last survey: Home-school agreements/contracts, Teaching pupils with special needs, Treating all pupils fairly/equally andSuitable class sizes.

• The following additional criteria have not been surveyed in at least 20 schools so we do not yet have anaverage figure, and therefore, these scores cannot be weighted against what students parents usually say:



Written reports, Promoting racial harmony, Use of IT in classes, Church/Parish links and support, Ensuringpupils do their best/make good progress, Tailoring child's work to their needs and ability, Choice of sports,Pastoral care, School's image in the local community, Value for money, Encouraging pupils' activity inthe local community, Sports facilities, School meals, Looking after pupils well, Home-school agreements/contracts, Teaching pupils with special needs, Treating all pupils fairly/equally and Suitable class sizes.



Happy versus unhappy parents for additional criteria







Additional criteriaRating ‘poor’ or‘very poor’ (%)

Previoussurvey (%)



Written reports 2.6 4.1 -1.5 78.5

Church/Parish links and support 3.6 5.8 -2.2 76.0

Use of IT in classes 3.6 7.1 -3.5 81.4

Promoting racial harmony 5.0 5.8 -0.8 82.6

Pastoral care 5.5 7.8 -2.3 72.1

Value for money 6.3 7.4 -1.1 65.4

Choice of sports 7.0 6.8 +0.2 74.5

Tailoring child's work to their needs andability

8.3 15.8 -7.5 73.2

School's image in the local community 9.9 12.1 -2.1 68.8

Sports facilities 12.7 15.3 -2.6 61.6

Looking after pupils well 12.8 14.4 -1.6 56.8

Encouraging pupils' activity in the localcommunity

14.1 15.2 -1.1 65.6

Ensuring pupils do their best/make goodprogress

14.3 21.2 -6.9 75.2

School meals 15.6 18.0 -2.4 57.7

Home-school agreements/contracts 24.1 7.5 +16.6 62.5

Teaching pupils with special needs 24.1 13.2 +10.9 55.1

Treating all pupils fairly/equally 27.7 10.8 +16.9 21.1

Suitable class sizes 39.3 19.5 +19.7 23.3

Parent survey report – Parental priorities


Parental prioritiesParents were asked to choose the ten criteria which were most important to them from a list of twenty. Thissection shows the analysis of these importance ratings and of the priorities for improvement.

Parental priorities importance

Ideally those criteria which are most important to parents will be the criteria to which parents award the highestscores. In the following table, the second column shows the percentage of parents who chose each of thecriteria as one of their ten choices of what they felt was most important to them. The third column showshow well the school performs for the criteria ie. 1st = what the school does best, 20th = what the school doesleast well. Only highlighted rankings should be considered as being worthy of note. A green highlight showsthat the school performs well within a criterion that is important to parents, a red highlight shows that theschool performs less well within a criterion that is important to parents. The final two columns show the sameinformation for the previous survey, for comparison.

CriteriaImportancescore (%)

Satisfactionranking

Previousimportancescore (%)

Previoussatisfaction

ranking

School discipline 92.1 17th 91.5 6th

Teaching quality 88.8 7th 89.7 10th

Happiness of child 80.8 20th 83.1 4th

Developing potential 74.6 14th 74.5 15th

Developing confidence 71.9 19th 71.8 12th

Caring teachers 69.9 1st 69.4 3rd

Control of bullying 69.8 8th 69.4 11th

School communication 64.2 13th 63.4 13th

Developing moral values 57.5 6th 57.4 9th

Exam results 50.9 4th 48.0 8th

School security 42.8 2nd 45.2 2nd

Availability of resources 37.9 11th 38.7 17th

School facilities 37.4 10th 38.2 16th

Choice of subjects 35.0 5th 34.2 7th

Careers advice 29.1 18th 28.5 20th

Levels of homework 27.4 15th 27.7 19th

Community spirit 23.9 9th 22.4 14th

Computer access 22.0 3rd 23.9 5th

Truancy control 13.0 12th 13.0 1st

Social health education 10.7 16th 10.2 18th

With regard to the five criteria most important to parents:

• The school performs less well in: School discipline, Happiness of child and Developing confidence.



Importance: your school vs. similar schools

Parents were asked to choose ten priorities from a list of twenty criteria. The table below shows which criteriathe parents from your school selected as most important. The second column shows you the percentage ofparents who selected each criterion as one of their ten choices, and the final column compares your school’sdata to the views from parents from similar schools. Position differences of four or more have been highlightedas being worthy of note.

CriteriaImportancescore (%)

Importanceranking

Averageranking

for similarschools

Rankingdifferenceto similarschools

School discipline 92.1 1st 2nd +1

Teaching quality 88.8 2nd 1st -1

Happiness of child 80.8 3rd 5th +2

Developing potential 74.6 4th 4th 0

Developing confidence 71.9 5th 3rd -2

Caring teachers 69.9 6th 6th 0

Control of bullying 69.8 7th 9th +2

School communication 64.2 8th 7th -1

Developing moral values 57.5 9th 8th -1

Exam results 50.9 10th 10th 0

School security 42.8 11th 12th +1

Availability of resources 37.9 12th 15th +3

School facilities 37.4 13th 11th -2

Choice of subjects 35.0 14th 14th 0

Careers advice 29.1 15th 13th -2

Levels of homework 27.4 16th 16th 0

Community spirit 23.9 17th 17th 0

Computer access 22.0 18th 18th 0

Truancy control 13.0 19th 20th +1

Social health education 10.7 20th 19th -1

• All of the criteria the parents from your school selected as important are in line with the criteria that parentsof similar schools select as important.



How parent priorities change as students get older

The graph below shows which criteria parents of Year 7 students selected as important compared to whichcriteria parents of Year 11 & 6th Form students selected as important. This shows us how parent prioritieschange as the students get older. The table shows the criteria where there is a significant difference betweenthe two groups.

Parent priorities

Year 7 Year 11 & 6th Form

Schoo

l disc

ipline

Teach

ing q

uality

Contro

l of b

ullyin

g

Develo

ping

pote

ntial

Happin

ess o

f chil

d

Schoo

l com

mun

icatio

n

Caring

teac

hers

Develo

ping

conf

idenc

e

Develo

ping

mor

al

value

s

Exam

resu

lts

Schoo

l sec

urity

Leve

ls of

hom

ewor

k

Choice

of s

ubjec

ts

Compu

ter a

cces

s

Availa

bility

of

reso

urce

s

Comm

unity

spirit

Schoo

l facil

ities

Truan

cy co

ntro

l

Caree

rs a

dvice

Social

hea

lth e

duca

tion

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Criteria where differencein score is significant

Year 7 ranking Year 11 & 6th Form ranking

Control of bullying 3rd 6th

School communication 5th 8th

School security 11th 16th

Levels of homework 12th 17th

Careers advice 19th 13th



How parent priorities change by gender of child

The graph below shows which criteria parents of female students selected as important compared to whichcriteria parents of male students selected as important. This shows us how parent priorities change by genderof the child. The table shows the criteria where there is a significant difference between the two groups.

Parent priorities

Male students Female students

Schoo

l disc

ipline

Teach

ing q

uality

Happin

ess o

f chil

d

Contro

l of b

ullyin

g

Develo

ping

pote

ntial

Caring

teac

hers

Develo

ping

conf

idenc

e

Schoo

l com

mun

icatio

n

Develo

ping

mor

al

value

s

Exam

resu

lts

Schoo

l sec

urity

Availa

bility

of

reso

urce

s

Schoo

l facil

ities

Choice

of s

ubjec

ts

Leve

ls of

hom

ewor

k

Caree

rs a

dvice

Compu

ter a

cces

s

Comm

unity

spirit

Truan

cy co

ntro

l

Social

hea

lth e

duca

tion

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age


Male students ranking Female students ranking

Developing confidence 7th 5th

Developing moral values 9th 9th

Availability of resources 12th 14th

Social health education 20th 19th



How parent priorities change – extra analysis

The graph below shows which criteria were important to parents, broken down by their response to thequestion ‘Is English the language your family usually speaks at home?’. The table shows the criteria wherethere is a significant difference between the two groups.

Parent priorities

Yes No

Contro

l of b

ullyin

g

Happin

ess o

f chil

d

Teach

ing q

uality

Schoo

l disc

ipline

Develo

ping

conf

idenc

e

Schoo

l com

mun

icatio

n

Caree

rs a

dvice

Caring

teac

hers

Develo

ping

pote

ntial

Availa

bility

of

reso

urce

s

Choice

of s

ubjec

ts

Compu

ter a

cces

s

Develo

ping

mor

al

value

s

Schoo

l sec

urity

Schoo

l facil

ities

Exam

resu

lts

Leve

ls of

hom

ewor

k

Truan

cy co

ntro

l

Comm

unity

spirit

Social

hea

lth e

duca

tion

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age


Yes ranking No ranking

Control of bullying 1st 5th

Careers advice 7th 16th

Developing potential 9th 4th

Computer access 10th 18th

Exam results 16th 10th



Relative parent priorities for improvement

Parent priorities are shown below compared to parent priorities in similar schools. The school’s previous yearsfigures are also provided for comparison.

Criteria This survey (%) Previous survey (%) Similar schools (%)

School communication 12.7 10.0 0.0

Developing potential 11.8 15.2 0.0

Careers advice 10.4 10.0 0.0

Levels of homework 9.6 8.6 0.0

School discipline 7.7 7.3 0.0

School facilities 6.7 7.7 0.0

Happiness of child 6.3 4.9 0.0

Teaching quality 5.6 4.8 0.0

Developing confidence 5.5 6.8 0.0

Control of bullying 4.6 4.2 0.0

Choice of subjects 3.9 5.0 0.0

Computer access 3.6 3.2 0.0

Availability of resources 2.8 3.0 0.0

Developing moral values 2.7 2.6 0.0

Caring teachers 2.2 2.1 0.0

Social health education 1.2 1.2 0.0

Community spirit 1.0 1.2 0.0

Exam results 1.0 1.1 0.0

Truancy control 0.6 0.5 0.0

School security 0.2 0.5 0.0

• Parents have given a higher priority to the following areas compared to similar schools: Schoolcommunication, Developing potential, Careers advice, Levels of homework, School discipline, Schoolfacilities, Happiness of child, Teaching quality, Developing confidence and Control of bullying.

Parent survey report – Unique questions


Unique questionsResults for your unique questions are shown below.

Parents’ responses to the question: ‘Are the car parking arrangements at this school fit for purpose?’

20%

56%

24%

Yes No No answer0%

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

Parents’ responses to the question: ‘The governing body of this school are approachable and friendly’

20%19%

18%

12%

8%

3%

20%

Stronglyagree

Agree Neither agreenor disagree

Disagree Stronglydisagree

I don't know No answer0%

5%

10%

15%

20%

25%

30%

Per

cent

age

Parent survey report – Unique questions


Parents’ responses to the question: ‘Does the school support the emotional well-being of your child?’

20%

22%

15%14%

9%

20%

Always Usually Sometimes Rarely Never No answer0%

5%

10%

15%

20%

25%

30%

Per

cent

age

Parent survey report – Standard analysis


Standard analysisThis section of the reports summarises parents’ views on the school’s performance.

Performance and expectations

Performance compared to last year

13%

38%

41%

6%

0%

Much improved Slightly improved Remained thesame

Slightly worse Much worse0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Per

cent

age

• Of the parents whose children were not in their first year at the school 51% said the school had improvedover the last year and 6% thought that the school’s performance was worse.

Has the school lived up to your expectations

24%

65%

3%

8%

Better As Expected Worse Don't know0%

10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age

• Of the parents of new students, 3% felt that the school had not lived up to their expectations and 24% saidthe school was better than they had expected it to be.



Gender analysis

This section of the report provides an analysis of parent scores and priorities broken down by gender, to see ifthere are any differences of significance worth noting.

Satisfaction scores for academic criteria

Male Female

Chem

istry

Graph

ic Pro

ducts

Citizen

ship

Food

Techn

ology

Dance

Histor

y

Spanis

h

Design

Tec

hnolo

gy

Germ

an

Religio

us S

tudie

s

Biolog

y

Frenc

h

Geogr

aphy

Resist

ant M

ater

ials

ICT

Dram

a

Physic

al Edu

catio

n

Mus

ic

Busine

ss S

tudie

sLa

tin

Classic

s

Physic

s Art

Electro

nic P

rodu

cts

Mat

hem

atics

Englis

h0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• There are no significant differences between the academic satisfaction scores for parents of femalestudents and parents of male students.



Satisfaction scores for non-academic criteria

Male Female

Compu

ter a

cces

s

Caring

teac

hers

Exam

resu

lts

Schoo

l sec

urity

Teach

ing q

uality

Develo

ping

mor

al va

lues

Choice

of s

ubjec

ts

Comm

unity

spirit

Contro

l of b

ullyin

g

Schoo

l com

mun

icatio

n

Availa

bility

of r

esou

rces

Leve

ls of

hom

ewor

k

Schoo

l facil

ities

Develo

ping

pote

ntial

Truan

cy co

ntro

l

Social

hea

lth e

duca

tion

Schoo

l disc

ipline

Caree

rs a

dvice

Develo

ping

conf

idenc

e

Happin

ess o

f chil

d0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

Non-academic criteria wheredifference is significant

Male satisfaction score (%) Female satisfaction score (%)

Control of bullying 65.7 71.6

School facilities 62.8 69.9



Satisfaction scores for additional criteria

Male Female

Writ

ten

repo

rts

Prom

oting

racia

l har

mon

y

Use o

f IT in

clas

ses

Ensur

ing p

upils

do

their

best/

mak

e go

od p

rogr

ess

Tailor

ing ch

ild's

work t

o th

eir

need

s and

abil

ity

Churc

h/Par

ish lin

ks a

nd su

ppor

t

Schoo

l's im

age

in th

e loc

al

com

mun

ity

Pasto

ral c

are

Choice

of s

ports

Value

for m

oney

Sports

facil

ities

Schoo

l mea

ls

Encou

ragin

g pu

pils'

activ

ity in

the

local

com

mun

ity

Look

ing a

fter p

upils

well

Home-

scho

ol

agre

emen

ts/co

ntra

cts

Teach

ing p

upils

with

spec

ial n

eeds

Treat

ing a

ll pup

ils fa

irly/e

quall

y

Suitab

le cla

ss si

zes0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

• There are no significant differences between the additional satisfaction scores for parents of femalestudents and parents of male students.



Extra analysis

This section of the report provides an analysis of parent scores broken down by the response to the question ‘IsEnglish the language your family usually speaks at home?’.

Satisfaction scores for academic criteria

Yes No

Religio

us S

tudie

s

Citizen

ship

Chem

istry

Design

Tec

hnolo

gy

Germ

an

Food

Techn

ology IC

T

Classic

s

Resist

ant M

ater

ials

Mus

ic

Geogr

aphy

Histor

y

Biolog

y

Physic

al Edu

catio

n

Dance

Frenc

h

Physic

s

Busine

ss S

tudie

s

Spanis

h

Mat

hem

atics

Latin

Dram

a Art

Englis

h0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Academic criteria wheredifference is significant

Yes satisfaction score (%) No satisfaction score (%)

Religious Studies 88.0 80.3

Classics 83.8 74.0



Satisfaction scores for non-academic criteria

Yes No

Schoo

l sec

urity

Teach

ing q

uality

Schoo

l facil

ities

Compu

ter a

cces

s

Availa

bility

of r

esou

rces

Comm

unity

spirit

Caring

teac

hers

Contro

l of b

ullyin

g

Leve

ls of

hom

ewor

k

Schoo

l com

mun

icatio

n

Choice

of s

ubjec

ts

Develo

ping

mor

al va

lues

Develo

ping

pote

ntial

Develo

ping

conf

idenc

e

Caree

rs a

dvice

Schoo

l disc

ipline

Exam

resu

lts

Social

hea

lth e

duca

tion

Truan

cy co

ntro

l

Happin

ess o

f chil

d0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

Non-academic criteria wheredifference is significant

Yes satisfaction score (%) No satisfaction score (%)

Exam results 61.8 72.8

Truancy control 57.8 65.4



Satisfaction scores for additional criteria

Yes No

Use o

f IT in

clas

ses

Churc

h/Par

ish lin

ks a

nd su

ppor

t

Encou

ragin

g pu

pils'

activ

ity in

the

local

com

mun

ity

Prom

oting

racia

l har

mon

y

Pasto

ral c

are

Writ

ten

repo

rts

Value

for m

oney

Tailor

ing ch

ild's

work t

o th

eir

need

s and

abil

ity

Sports

facil

ities

Choice

of s

ports

Schoo

l mea

ls

Schoo

l's im

age

in th

e loc

al

com

mun

ity

Treat

ing a

ll pup

ils fa

irly/e

quall

y

Ensur

ing p

upils

do

their

best/

mak

e go

od p

rogr

ess

Look

ing a

fter p

upils

well

Home-

scho

ol

agre

emen

ts/co

ntra

cts

Teach

ing p

upils

with

spec

ial n

eeds

Suitab

le cla

ss si

zes0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

• There are no significant differences between the additional satisfaction scores for parents broken down bythe question ‘Is English the language your family usually speaks at home?’.



Academic stretch

This section of the report summarises parents’ perceptions of whether their children are pushed too hard or nothard enough.

Scores should ideally not exceed the red line. We find that English and Mathematics, however, do commonlycross the red line for 'not pushed hard enough'.

Parents’ views on whether their children are being pushed too hard or not hard enough broken down by subject:

Not pushed hard enough Pushed too hard

Mat

hem

atics

Englis

h

Dram

a

Biolog

y

Physic

al Edu

catio

n

Germ

an

Mus

ic

Geogr

aphy

Dance

Histor

y Art

Resist

ant M

ater

ials

Design

Tec

hnolo

gy

Busine

ss S

tudie

s

Religio

us S

tudie

s

Graph

ic Pro

ducts

Physic

s

Chem

istry

Frenc

h

Classic

s

Citizen

ship

Food

Techn

ology IC

T

Spanis

hLa

tin

Electro

nic P

rodu

cts0%

5%

10%

15%

20%

25%

30%

Per

cent

age

Not pushedhard enough

Pushed too hardAcademic stretch percentages

Yes No Yes No

This survey 44.2 55.8 12.4 87.6

Similar schools

Yes 25.8 74.2 32.3 67.7Extra analysis broken down by the response tothe question ‘Is English the language your familyusually speaks at home?’ No 48.0 52.0 12.0 88.0



Healthy lifestyle

This section of the report summarises parents’ perceptions of whether their children are encouraged to livehealthy lifestyles.

Parents’ responses to the question: ‘Eating a healthy diet?’

60%

40%

Yes No0%

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

Parents’ responses to the question: ‘School encourages healthy lifestyle through exercise’

71%

29%

Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age



Parental values

This section of the report summarises parental values and expectations.

Parents’ responses to the question: ‘How important is it that your child obtains the required level of points toenter the university of choice?’

This survey Similar schools

33%

49%

7%

1%0% 0% 0% 0%

Very important Quite important Not very important Of no importance0%

20%

40%

60%

Per

cent

age

• 32.6% of parents think is very important – this differs from the views of parents at similar schools. 48.7% ofparents think it is quite important – this differs from the views of parents at similar schools.

• 6.7% of parents think it is not very important – this differs from the views of parents at similar schools. 1.4% of parents think it is not at all important – this is broadly in line with views from parents at similarschools.

Parents’ responses to the question: ‘How important is it to your child obtains high quality independent careersadvice before they make their choice about the next step in their career path?’

This survey Similar schools

28%

50%

18%

5%

0% 0% 0% 0%

Very important Quite important Not very important Of no importance0%

20%

40%

60%

Per

cent

age

• 27.9% of parents think is very important – this differs from the views of parents at similar schools. 49.6% ofparents think it is quite important – this differs from the views of parents at similar schools.

• 17.8% of parents think it is not very important – this differs from the views of parents at similar schools. 4.6% of parents think it is not at all important – this is broadly in line with views from parents at similarschools.



Parents’ responses to the question: ‘If you considered sending your child to another school please say whichone.’

33%

24%

22%

11%10%

0%

School A School B School C School D School E Other0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age

Parents’ responses to the question: ‘Why did you decide to send your child to The Senior International SampleSchool?’

28%

21% 21% 20%

18%

13%

6% 6%

4% 4%3%

1%0% 0%

Religio

us re

ason

Family

atte

nded

Non a

cade

mic

stand

ards

/phil

osop

hy

Reput

ation

/

reco

mm

ende

d

Acade

mic

stand

ards

Loca

tion

Catch

men

t are

a

To sta

y with

frien

ds

Other

Visit/o

pen

even

ing/b

roch

ure

Choice

of c

hild

First c

hoice

said

no

Suited

child

s nee

ds

Facilit

ies0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age

Some parents chose more than one option.



Parents’ responses to the question: ‘Which school did your child attend before The Senior International SampleSchool?’

16%

11%

9%

7%

24%

0%


5%

10%

15%

20%

25%

30%

Per

cent

age

• Schools with fewer than 12 responses have been added to the ‘Other’ totals.

• Before attending The Senior International Sample School, 23.6% attended School E. The other studentsattended a variety of other schools.

Parents’ responses to the question: ‘If your child has been at the school for less than two years, has the schoollived up to your expectations?’ broken down by previous school attended

Better As Expected Worse

24%

16%14%

12%

43%

0%

60%

82%86%

88%

57%

0%

16%

3%0% 0% 0% 0%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age



Homework

This section of the report provides a summary of time spent on homework broken down by year group.Comparable data is provided from the last survey and from similar schools.

For this question, schools typically achieve more than 50% of parents who choose “about right”.

Parent perceptions of the amount of homework given

Not enough Too variable Too much About right

28%

21%

41%

17%

42%

26%

9%

15%

11% 11%

20% 21%

16%

9%

5%7%

1%

7%

3%1%

13%

52%

60%

47%

57%

34%

57%

69%

All parents Year 7 Year 8 Year 9 Year 10 Year 11 6th Form0%

10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age

Hours of homework Hours

This survey 5.0 hrs

Similar schools hrs

Yes 3.7 hrsExtra analysis broken down by the response to the question ‘IsEnglish the language your family usually speaks at home?’ – thisbreakdown is significant No 4.4 hrs

Homework hours for All parents

Mean hours spent on homework weekly All parents – distribution of hours (Sample: 571)

Thissurvey

Previoussurvey

Similarschools

Allstudents

5.0 hrs 4.8 hrs

All malestudents

5.1 hrs 4.1 hrs

All femalestudents

4.9 hrs 5.6 hrs

1%

13%

34%

26%

17%

3% 3%1% 2%

0% 0% 1%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age



Homework hours for Year 7

Mean hours spent on homework weekly Year 7 – distribution of hours (Sample: 154)

Thissurvey

Previoussurvey

Similarschools

Allstudents

4.5 hrs 4.5 hrs

All malestudents

4.4 hrs 4.1 hrs

All femalestudents

4.6 hrs 4.9 hrs0%

3%

38%

29%

23%

2%5%

1% 0% 0% 0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%5%

10%15%20%25%30%35%40%45%50%

Per

cent

age



Thissurvey

Previoussurvey

Similarschools

Allstudents

3.2 hrs 3.1 hrs

All malestudents

3.2 hrs 2.4 hrs

All femalestudents

3.3 hrs 3.9 hrs0%

30%

25%

29%

17%

0% 0% 0% 0% 0% 0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age



Thissurvey

Previoussurvey

Similarschools

Allstudents

4.1 hrs 4.3 hrs

All malestudents

4.3 hrs 3.3 hrs

All femalestudents

3.9 hrs 4.9 hrs0%

13%

33%

28%

10%

16%

0% 0% 0% 0% 0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age





Thissurvey

Previoussurvey

Similarschools

Allstudents

4.0 hrs 4.1 hrs

All malestudents

4.0 hrs 2.5 hrs

All femalestudents

3.9 hrs 4.8 hrs

3%

13%

47%

17%

10%

0%

8%

3%0% 0% 0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

20%

40%

60%

Per

cent

age



Thissurvey

Previoussurvey

Similarschools

Allstudents

4.4 hrs 4.1 hrs

All malestudents

3.6 hrs 3.3 hrs

All femalestudents

5.1 hrs 4.9 hrs0%

12%

30%

26% 26%

0%2%

5%

0% 0% 0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age

Homework hours for 6th Form

Mean hours spent on homework weekly 6th Form – distribution of hours (Sample: 32)

Thissurvey

Previoussurvey

Similarschools

Allstudents

10.1 hrs 10.3 hrs

All malestudents

11.8 hrs

All femalestudents

8.7 hrs 10.3 hrs0%

10% 10%

21%

3%

0%

3%

0%

34%

7%

0%

10%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age

Parent survey report – Year group analysis


Year group analysis

Analysis of year group scores compared to national average

The graphs in this section of the report show the scores achieved for each of the surveyed criteria, brokendown by year group, compared to the national averages. The purple line shows the scores achieved from theaverage of similar schools, where these averages are available. If the bar is above the line, students in thatyear group are more satisfied than the national average. If the bar is below the line, students in that year groupare less satisfied than the national average.

Criteria where evidence was indicative rather than reliable are once again shown in pink.

Year groups where there were fewer than 13 respondents for a criterion are not shown. Note that the yeargroup scores are un-weighted.

Year group analysis compared to national averages for academic criteria

English

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Mathematics

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Biology

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Chemistry

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Physics

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

ICT

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Geography

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

History

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Art

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Religious Studies

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

French

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Physical Education

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



German

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Design Technology

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Graphic Products

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Resistant Materials

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Electronic Products

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Food Technology

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Drama

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Dance

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Music

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Classics

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Spanish

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Citizenship

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Business Studies

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Latin

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Year group analysis compared to national averages for non-academiccriteria

School discipline

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

School facilities

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Developing confidence

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Social health education

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Control of bullying

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Caring teachers

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

School security

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

School communication

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Careers advice

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Developing moral values

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Levels of homework

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Happiness of child

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Community spirit

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Developing potential

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Teaching quality

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Exam results

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Choice of subjects

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Truancy control

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Availability of resources

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Computer access

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Year group analysis compared to national averages for your additionalsurveyed criteria

Choice of sports

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Church/Parish links and support

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Encouraging pupils' activity in the local community

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Ensuring pupils do their best/make good progress

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Home-school agreements/contracts

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Looking after pupils well

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Pastoral care

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Promoting racial harmony

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

School meals

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

School's image in the local community

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Sports facilities

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Suitable class sizes

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Tailoring child's work to their needs and ability

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Teaching pupils with special needs

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Treating all pupils fairly/equally

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Use of IT in classes

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Value for money

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Written reports

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Parent survey report – Time series analysis


Time series analysis

Graphs showing trends for surveyed criteria over time

The graphs in this section of the report show the trends for surveyed criteria, broken down over time.

Note that these results are un-weighted and year names refer to the end of the academic year. Statisticallysignificant increases in scores over time are shown in green. Statistically significant decreases in scores overtime are shown in red.

Example time series graphs

History

2014 2015 201640%

60%

80%

100%

Science

2014 2015 201640%

60%

80%

100%

Extra curricular activities

2014 2015 201640%

60%

80%

100%

Careers advice

2014 2015 201640%

60%

80%

100%

The score for Historyhas significantlyincreased over the lastthree surveys.

The score for Sciencehas significantlydecreased since thelast survey.

The score for Extracurricular activities hassignificantly increasedsince the last survey.

There has been nostatistical differencein scores for Careersadvice over the lastthree surveys.



Score trends over time for academic criteria

English

2014 2015 201640%

60%

80%

100%

Mathematics

2014 2015 201640%

60%

80%

100%

Biology

2014 2015 201640%

60%

80%

100%

Chemistry

2014 2015 201640%

60%

80%

100%

Physics

2014 2015 201640%

60%

80%

100%

ICT

2014 2015 201640%

60%

80%

100%

Geography

2014 2015 201640%

60%

80%

100%

History

2014 2015 201640%

60%

80%

100%



Art

2014 2015 201640%

60%

80%

100%

Religious Studies

2014 2015 201640%

60%

80%

100%

French

2014 2015 201640%

60%

80%

100%

Physical Education

2014 2015 201640%

60%

80%

100%

German

2014 2015 201640%

60%

80%

100%

Design Technology

2014 2015 201640%

60%

80%

100%

Graphic Products

2014 2015 201640%

60%

80%

100%

Resistant Materials

2014 2015 201640%

60%

80%

100%



Electronic Products

2014 2015 201640%

60%

80%

100%

Food Technology

2014 2015 201640%

60%

80%

100%

Drama

2014 2015 201640%

60%

80%

100%

Dance

2014 2015 201640%

60%

80%

100%

Music

2014 2015 201640%

60%

80%

100%

Classics

2014 2015 201640%

60%

80%

100%

Spanish

2014 2015 201640%

60%

80%

100%

Citizenship

2014 2015 201640%

60%

80%

100%



Business Studies

2014 2015 201640%

60%

80%

100%

Latin

2014 2015 201640%

60%

80%

100%

Score trends over time for non-academic criteria

School discipline

2014 2015 201640%

60%

80%

100%

School facilities

2014 2015 201640%

60%

80%

100%

Developing confidence

2014 2015 201640%

60%

80%

100%

Social health education

2014 2015 201640%

60%

80%

100%

Control of bullying

2014 2015 201640%

60%

80%

100%

Caring teachers

2014 2015 201640%

60%

80%

100%



School security

2014 2015 201640%

60%

80%

100%

School communication

2014 2015 201640%

60%

80%

100%

Careers advice

2014 2015 201640%

60%

80%

100%

Developing moral values

2014 2015 201640%

60%

80%

100%

Levels of homework

2014 2015 201640%

60%

80%

100%

Happiness of child

2014 2015 201640%

60%

80%

100%

Community spirit

2014 2015 201640%

60%

80%

100%

Developing potential

2014 2015 201640%

60%

80%

100%



Teaching quality

2014 2015 201640%

60%

80%

100%

Exam results

2014 2015 201640%

60%

80%

100%

Choice of subjects

2014 2015 201640%

60%

80%

100%

Truancy control

2014 2015 201640%

60%

80%

100%

Availability of resources

2014 2015 201640%

60%

80%

100%

Computer access

2014 2015 201640%

60%

80%

100%

Score trends over time for additional criteria

Choice of sports

2014 2015 201640%

60%

80%

100%

Church/Parish links and support

2014 2015 201640%

60%

80%

100%



Encouraging pupils' activity in the local community

2014 2015 201640%

60%

80%

100%

Ensuring pupils do their best/make good progress

2014 2015 201640%

60%

80%

100%

Home-school agreements/contracts

2014 2015 201640%

60%

80%

100%

Looking after pupils well

2014 2015 201640%

60%

80%

100%

Pastoral care

2014 2015 201640%

60%

80%

100%

Promoting racial harmony

2014 2015 201640%

60%

80%

100%

School meals

2014 2015 201640%

60%

80%

100%

School's image in the local community

2014 2015 201640%

60%

80%

100%



Sports facilities

2014 2015 201640%

60%

80%

100%

Suitable class sizes

2014 2015 201640%

60%

80%

100%

Tailoring child's work to their needs and ability

2014 2015 201640%

60%

80%

100%

Teaching pupils with special needs

2014 2015 201640%

60%

80%

100%

Treating all pupils fairly/equally

2014 2015 201640%

60%

80%

100%

Use of IT in classes

2014 2015 201640%

60%

80%

100%

Value for money

2014 2015 201640%

60%

80%

100%

Written reports

2014 2015 201640%

60%

80%

100%

Parent survey report – Appendix


AppendixSupplementary data and score breakdowns.

Academic criteria analysis

A breakdown of how parents scored the satisfaction of academic subjects.

Academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

GraphSample

size

English 0.0% 28.6% 25.3% 36.1% 10.0%1 2 3 4 5

555

Mathematics 4.6% 3.7% 27.8% 44.7% 19.2%1 2 3 4 5

555

Biology 0.0% 6.8% 5.0% 44.2% 43.9%1 2 3 4 5

513

Chemistry 0.0% 3.4% 6.5% 38.8% 51.2%1 2 3 4 5

522

Physics 0.0% 6.5% 9.8% 58.3% 25.4%1 2 3 4 5

521

ICT 0.0% 8.0% 6.7% 44.8% 40.6%1 2 3 4 5

538

Geography 0.0% 3.7% 13.0% 38.7% 44.6%1 2 3 4 5

538

History 0.0% 6.0% 5.5% 42.0% 46.5%1 2 3 4 5

571

Art 0.0% 10.2% 9.8% 66.3% 13.7%1 2 3 4 5

513

ReligiousStudies

0.0% 6.2% 6.8% 45.9% 41.1%1 2 3 4 5

528



Academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

GraphSample

size

French 0.0% 5.2% 15.6% 37.0% 42.2%1 2 3 4 5

489

PhysicalEducation

0.0% 6.0% 10.3% 54.1% 29.6%1 2 3 4 5

571

German 0.0% 0.0% 16.4% 45.3% 38.3%1 2 3 4 5

522

DesignTechnology

0.0% 0.0% 8.1% 54.2% 37.8%1 2 3 4 5

446

GraphicProducts

0.0% 0.0% 14.8% 39.9% 45.3%1 2 3 4 5

135

ResistantMaterials

0.0% 0.0% 27.8% 22.2% 50.0%1 2 3 4 5

489

ElectronicProducts

0.0% 14.5% 14.3% 57.0% 14.3%1 2 3 4 5

231

FoodTechnology

0.0% 0.0% 17.9% 33.6% 48.5%1 2 3 4 5

571

Drama 0.0% 4.4% 9.4% 61.6% 24.6%1 2 3 4 5

537

Dance 0.0% 0.0% 3.2% 62.3% 34.5%1 2 3 4 5

308

Music 6.4% 0.0% 25.2% 28.8% 39.7%1 2 3 4 5

396

Classics 6.6% 0.0% 17.2% 50.8% 25.5%1 2 3 4 5

387



Academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

GraphSample

size

Spanish 0.0% 0.0% 9.5% 57.6% 32.9%1 2 3 4 5

538

Citizenship 0.0% 0.0% 9.8% 45.9% 44.3%1 2 3 4 5

546

BusinessStudies

0.0% 3.4% 21.1% 51.1% 24.4%1 2 3 4 5

520

Latin 0.0% 12.3% 15.1% 41.0% 31.6%1 2 3 4 5

554



Non-academic criteria analysis

How parents scored the delivery and management of non-academic criteria.

Non-academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

School discipline 4.6% 10.0% 33.6% 36.8% 10.7% 4.4%1 2 3 4 5 N

School facilities 1.4% 5.1% 27.2% 47.0% 13.4% 5.9%1 2 3 4 5 N

Developingconfidence

8.0% 13.0% 23.7% 30.3% 20.4% 4.7%1 2 3 4 5 N

Social healtheducation

2.9% 4.9% 26.7% 33.4% 8.5% 23.6%1 2 3 4 5 N

Control ofbullying

3.3% 6.5% 17.0% 40.8% 17.2% 15.3%1 2 3 4 5 N

Caring teachers 1.0% 2.4% 15.5% 49.0% 24.2% 7.8%1 2 3 4 5 N

School security 2.1% 3.1% 11.9% 49.1% 24.9% 8.8%1 2 3 4 5 N

Schoolcommunication

2.6% 10.5% 26.3% 45.9% 13.0% 1.7%1 2 3 4 5 N

Careers advice 2.4% 9.0% 23.5% 18.9% 6.6% 39.6%1 2 3 4 5 N

Developingmoral values

0.7% 6.4% 21.4% 41.2% 20.7% 9.7%1 2 3 4 5 N

Levels ofhomework

3.4% 15.2% 27.4% 38.5% 13.7% 1.9%1 2 3 4 5 N



Non-academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Happiness ofchild

4.5% 15.1% 45.9% 30.3% 0.0% 4.2%1 2 3 4 5 N

Community spirit 2.2% 4.3% 24.9% 35.6% 17.7% 15.3%1 2 3 4 5 N

Developingpotential

2.6% 8.0% 23.4% 58.7% 0.0% 7.3%1 2 3 4 5 N

Teaching quality 0.7% 2.6% 19.1% 57.8% 13.6% 6.2%1 2 3 4 5 N

Exam results 1.4% 2.1% 13.6% 40.4% 12.7% 29.9%1 2 3 4 5 N

Choice ofsubjects

1.2% 3.6% 16.9% 48.0% 14.8% 15.5%1 2 3 4 5 N

Truancy control 1.0% 1.9% 26.4% 44.7% 0.0% 26.0%1 2 3 4 5 N

Availability ofresources

3.1% 4.1% 19.3% 42.5% 12.0% 19.0%1 2 3 4 5 N

Computeraccess

0.5% 2.9% 14.6% 49.1% 20.2% 12.6%1 2 3 4 5 N



Additional criteria analysis

How parents scored the delivery and management of your additional non-academic criteria.

Additionalcriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Choice of sports 0.0% 5.3% 14.0% 38.6% 17.9% 24.2%1 2 3 4 5 N

Church/Parishlinks and support

0.0% 2.6% 14.5% 37.9% 16.0% 29.0%1 2 3 4 5 N

Encouragingpupils' activityin the localcommunity

2.7% 6.9% 13.7% 34.0% 10.4% 32.3%1 2 3 4 5 N

Ensuring pupilsdo their best/make goodprogress

2.2% 2.0% 3.1% 13.6% 8.7% 70.3%1 2 3 4 5 N

Home-schoolagreements/contracts

5.7% 7.6% 7.5% 28.1% 6.6% 44.5%1 2 3 4 5 N

Looking afterpupils well

2.7% 7.9% 25.3% 40.2% 7.0% 16.8%1 2 3 4 5 N

Pastoral care 1.4% 3.1% 18.4% 43.5% 15.5% 18.2%1 2 3 4 5 N

Promoting racialharmony

0.3% 3.1% 8.4% 34.6% 21.6% 31.9%1 2 3 4 5 N

School meals 3.6% 8.2% 20.2% 29.9% 13.8% 24.2%1 2 3 4 5 N

School's imagein the localcommunity

2.2% 6.2% 18.2% 43.4% 15.2% 14.7%1 2 3 4 5 N

Sports facilities 1.7% 8.8% 21.3% 38.5% 12.7% 17.0%1 2 3 4 5 N



Additionalcriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Suitable classsizes

9.2% 24.2% 31.8% 15.0% 4.9% 15.0%1 2 3 4 5 N

Tailoring child'swork to theirneeds and ability

1.0% 5.9% 15.6% 39.7% 22.0% 15.7%1 2 3 4 5 N

Teaching pupilswith specialneeds

8.9% 11.2% 17.3% 34.0% 11.9% 16.8%1 2 3 4 5 N

Treating allpupils fairly/equally

6.2% 19.7% 47.8% 17.1% 2.6% 6.7%1 2 3 4 5 N

Use of IT inclasses

0.3% 2.9% 13.4% 52.5% 20.2% 10.6%1 2 3 4 5 N

Value for money 0.3% 4.7% 22.4% 40.0% 11.9% 20.7%1 2 3 4 5 N

Written reports 0.0% 2.4% 17.2% 48.8% 22.9% 8.8%1 2 3 4 5 N



Graphs to show raw, adjusted satisfaction scores achieved for each ofthe criterion surveyed, before weightings are applied.

Academic subjects

4.4 4.3 4.3 4.3 4.3 4.3 4.3 4.3 4.3 4.2 4.2 4.2 4.2 4.2 4.2 4.1 4.1 4.0 4.0 4.0 4.0 3.9 3.8 3.8 3.7

3.2

Chem

istry

Citizen

ship

Graph

ic Pro

ducts

Dance

Food

Techn

ology

Histor

y

Design

Tec

hnolo

gy

Biolog

y

Geogr

aphy

Spanis

h

Religio

us S

tudie

s

Resist

ant M

ater

ials

Germ

an

Frenc

hIC

T

Dram

a

Physic

al Edu

catio

n

Mus

ic

Physic

s

Busine

ss S

tudie

s

Classic

sLa

tin Art

Mat

hem

atics

Electro

nic P

rodu

cts

Englis

h1.0

2.0

3.0

4.0

5.0

Mea

n

Non-academic areas

4.0 4.0 4.0 3.9 3.9 3.9 3.8 3.7 3.7 3.7 3.6 3.6 3.6 3.5 3.5 3.4 3.43.2 3.2

3.0

Caring

teac

hers

Schoo

l sec

urity

Compu

ter a

cces

s

Exam

resu

lts

Choice

of s

ubjec

ts

Develo

ping

mor

al va

lues

Teach

ing q

uality

Contro

l of b

ullyin

g

Comm

unity

spirit

Schoo

l facil

ities

Availa

bility

of r

esou

rces

Truan

cy co

ntro

l

Schoo

l com

mun

icatio

n

Develo

ping

pote

ntial

Leve

ls of

hom

ewor

k

Social

hea

lth e

duca

tion

Schoo

l disc

ipline

Caree

rs a

dvice

Develo

ping

conf

idenc

e

Happin

ess o

f chil

d1.0

2.0

3.0

4.0

5.0

Mea

n

Additional questions

4.0 4.0 4.0 3.9 3.9 3.8 3.8 3.8 3.8 3.73.6 3.6 3.6 3.5

3.3 3.3

2.9 2.8

Writ

ten

repo

rts

Prom

oting

racia

l har

mon

y

Use o

f IT in

class

es

Churc

h/Par

ish

links

and

...

Ensur

ing p

upils

do th

eir...

Tailor

ing ch

ild's

work t

o th

eir...

Choice

of s

ports

Pasto

ral c

are

Schoo

l's im

age

in th

e loc

al...

Value

for m

oney

Encou

ragin

g

pupil

s' ac

tivity

...

Sports

facil

ities

Schoo

l mea

ls

Look

ing a

fter

pupil

s well

Home-

scho

ol

agre

emen

ts/co

...

Teach

ing p

upils

with sp

ecial

...

Treat

ing a

ll

pupil

s...

Suitab

le cla

sssiz

es1.0

2.0

3.0

4.0

5.0

Mea

n

Parent survey report


A word on Quality AssuranceTo ensure our services have maximum input, our accredited facilitators have extensive experience at seniorleadership level in schools and are all experienced in working with schools on the use of data to inform schoolimprovement and review. In addition, our ISO 27001 accreditation means your data is safe with us.

For further details please visit our website www.gl-assessment.co.uk.

http://www.gl-assessment.co.uk

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