parent survey report – february 2015 - forefield junior s · this report details the findings of...

Forefield Junior School

Parent survey report – February 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 23/04/2015

mailto:[email protected]?subject=Query%20about%20my%20Parent survey report%20-%201696

Parent survey report

Copyright © 2015 Kirkland Rowell Limited of 73

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.

9

3. Parental priorities Importance ratings and priorities for improvement. 17

4. Parent View summary Your survey data linked to the 12 questions in Ofsted’s ParentView.

22

5. Ofsted self-evaluation summary Linking your survey data to the current Ofsted evaluation schedule. 24

6. Unexpected results Highlighting any particularly unusual or unexpected results. 38

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

42

8. Year group analysis Year group scores compared to national averages. 52

9. Time series analysis Trends for surveyed criteria over time. 59

10. Appendix Supplementary data and further information. 66

Parent survey report – Executive summary


Executive summaryThis report details the findings of the seventh Kirkland Rowell Parent Survey for Forefield Junior School. Thereport measures the levels of satisfaction among the pupils’ parents for a range of criteria, which have beenpreviously identified as being important to the parents of school pupils, as well as for the core subjects, taughtat the school. The report measures the relative importance of the criteria surveyed, as well as providing resultstables that identify the perceived strengths and weaknesses of the school in the year to February 2015. Thereport also measures performance with regard to overall satisfaction and improvement.

Due to the low number of responses it was not possible to generate Extra Analysis for the question requested“Has your child ever been eligible for free school meals during the last six years?”.

Summary of results for this survey

• 123 completed questionnaires were returned representing a response rate of 34.1%. The response meantthat data could be drawn for all criteria.

• The parents gave an excellent overall performance score (95.2%) (see page 5).

• Of the parents whose children were not in their first year at the school 40% said the school had improvedover the last year and 4% thought that the school’s performance was worse (see page 42).

• Of the parents of new pupils, 0% felt that the school had not lived up to their expectations and 64% said theschool was better than they had expected it to be (see page 42).

• With regard to academic subjects, parents are most happy with the delivery of French, Music and DesignTechnology.

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

• With regards to non-academic areas, parents are most happy with Out of school activities, Library facilitiesand School communication.

• The parents are least happy with Community spirit, Suitable class sizes and Happiness of child.

• The parents' top priorities for improvement are Suitable class sizes, Developing potential and Levels ofhomework.

• The parents of female pupils gave significantly higher scores for Celebrating and rewarding achievement.

Summary of results since the previous survey

• There were no significant differences in satisfaction scores, at the 95% confidence level, since the previoussurvey.

Summary of results over more than two surveys

• The following additional area received significantly higher scores over more than two surveys: Encouragingand listening to parents' views.

• The following additional area received significantly lower scores over more than two surveys: School meals.

• 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 criteria89.4% French

85.5% Music

85.2% Design Technology

85.0% Geography

84.5% Physical Education

There are no weaknesses for this section as all surveyed academic criteria have scored “Outstanding”.

Relative strengths for non-academic criteria Importance Ranking94.3% Out of school activities (25.2%) 14th

91.6% Library facilities (5.0%) 20th

90.4% School communication (59.6%) 10th

88.7% Levels of homework (23.1%) 15th

88.1% School facilities (46.2%) 11th

Relative weaknesses for non-academic criteria Importance Ranking79.9% Community spirit (10.2%) 18th



Response to survey

123 completed questionnaires were returned representing a response rate of 34.1%.

Proportion of responses (%) Number of responses

Responses from parents of male pupils 49.2 60

Responses from parents of female pupils 50.8 62

Responses from parents of Year 3 pupils 29.8 36




Overall parental satisfaction

This survey (%)Previous

survey (%)Change (%)

Overall, rate the performance of the school 95.2 93.8 +1.4

Rating ‘poor’or ‘very

poor’ (%)

Previoussurvey (%)

% ChangeRating ‘good’

or ‘verygood’ (%)

Overall, rate the performance of the school 0.0 1.6 -1.6 100.0

Overall parental satisfaction

0% 0% 0%

19%

81%

Very poor Poor Neither Good Very good0%

10%

20%

30%

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50%

60%

70%

80%

90%

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

95% 95% 95%94% 93%95%

All parents Parents of male students Parents of female students0%

10%

20%

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40%

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60%

70%

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100%

Per

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• The parents gave an excellent overall performance score of 95.2%, improved since the last survey.

• Parents of male pupils scored the overall performance of the school the same as parents of female pupils.

Overall performance scores broken down by year group

All parents Parents of male students Parents of female students

95%

96%

95% 95%94% 95% 94%

98%96% 97%

95%93%

Year 3 Year 4 Year 5 Year 60%

10%

20%

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60%

70%

80%

90%

100%

Per

cent

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• Parents of Year 4 pupils scored the highest overall from other year groups and are therefore most satisfiedwith the school’s performance.

• Parents of Year 6 male pupils and parents of Year 4 female pupils scored the highest overall from otheryear 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.

90% 91% 91% 92%95% 94% 95%

2009 2010 2011 2012 2013 2014 20150%

10%

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90%

100%

Per

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



Parents recommend this school broken down by gender and year group

Recommend this school scores broken down by gender

This survey Last survey

98% 98% 98%100% 100% 100%

All parents Parents of male students Parents of female students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• 98.1% of parents said they would recommend this school to another parent.

• Parents of male pupils would recommend this school to another parent the same as parents of femalepupils.

Recommend this school scores broken down by year group

All parents Parents of male students Parents of female students

100% 100% 96% 96%100% 100%

92%

100%100% 100% 100%

93%


10%

20%

30%

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100%

Per

cent

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• Parents of Year 3 and Year 4 pupils would recommend this school to another parent more than parentsfrom other year groups.

• Parents of Year 3, Year 4 and Year 6 male pupils and parents of Year 3, Year 4 and Year 5 female pupilswould recommend this school to another 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 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)

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 measurablebias in the way that parents score criteria, it is necessary to create “weighted” scores so that the score forany one criterion might be compared meaningfully with the score for any other criterion on a ‘level playingfield’. These weighted scores are calculated based upon the average scores achieved from over 230 similar,English schools. Results quoted from the previous survey, if applicable, may show small differences from thoseoriginally 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 reliable weshow an indicative result and highlight in pink. Where there are fewer than 10 responses we only show “lowresponse” and no further result is quoted. For further information see our website for details. Criteria whichhave not yet been surveyed in at least 30 schools do not yet have an average figure, and therefore, thesescores cannot be weighted against what pupils parents ‘usually’ say. These un-weighted scores are marked *.



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 usingthe average scores achieved fromover 230 similar, English schools. Itallows each criterion to be comparedmeaningfully on a ‘level playing field’.This score can 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 yet beensurveyed in at least 30 schools.As such we do not have anaverage figure and thereforecannot weight this scoreagainst what pupils parents‘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

French 89.4 91.9 -2.5

Music 85.5 84.9 +0.5

Design Technology 85.2 86.0 -0.7

Geography 85.0 86.4 -1.3

Physical Education 84.5 85.2 -0.8

Religious Education 83.9 86.3 -2.4

Science 83.6 85.0 -1.4

History 82.3 85.0 -2.7

ICT 82.0 81.6 +0.4

English 81.8 81.9 -0.1

Art 81.6 83.1 -1.5

Mathematics 80.7 82.6 -2.0

• Parents consider delivery of the following academic subjects to be ‘outstanding’: French, Music, DesignTechnology, Geography, Physical Education, Religious Education, Science, History, ICT, English, Art andMathematics.



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 (%)



Art 0.0 1.6 -1.6 87.1

ICT 0.0 2.9 -2.9 87.1

Science 0.0 0.0 0.0 89.4

Music 1.4 5.4 -3.9 86.5

English 1.6 2.0 -0.4 95.1

Mathematics 1.6 0.0 +1.6 91.1

Physical Education 1.7 0.0 +1.7 91.5

Religious Education 1.8 1.6 +0.1 84.6

Design Technology 1.9 3.9 -2.0 84.3

History 3.1 0.0 +3.1 86.0

Geography 3.6 0.0 +3.6 82.3

French 4.3 4.2 +0.1 76.6



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

Out of school activities 94.3 92.2 +2.1

Library facilities 91.6 91.7 -0.1

School communication 90.4 90.8 -0.4

Levels of homework 88.7 91.4 -2.7

School facilities 88.1 88.6 -0.5

Use of exams and testing 87.6 88.7 -1.1

Developing potential 87.0 88.3 -1.2

Range of subjects taught 86.9 87.1 -0.2

Computer access 86.3 88.5 -2.2

Control of bullying 86.2 87.8 -1.6

Social health education 85.0 88.1 -3.1

Developing moral values 85.0 90.1 -5.1

School discipline 84.5 89.8 -5.3

School security 84.5 86.3 -1.8

Developing confidence 84.4 88.2 -3.8

Teaching quality 84.3 82.8 +1.4

Caring teachers 83.4 84.2 -0.8

Happiness of child 82.7 83.4 -0.7

Suitable class sizes 80.1 81.0 -0.9

Community spirit 79.9 85.1 -5.1

• Parents consider delivery of the following non-academic areas to be ‘outstanding’: Out of school activities,Library facilities, School communication, Levels of homework, School facilities, Use of exams and testing,Developing potential, Range of subjects taught, Computer access, Control of bullying, Social healtheducation, Developing moral values, School discipline, School security, Developing confidence, Teachingquality, Caring teachers, Happiness of child and Suitable class sizes.

• Parents consider delivery of the following non-academic areas to be ‘good’: Community spirit.



Happy versus unhappy parents for non-academic criteria







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

Previoussurvey (%)



Caring teachers 0.0 0.0 0.0 93.5

Happiness of child 0.0 3.0 -3.0 90.3

Library facilities 0.0 1.6 -1.6 93.2

Range of subjects taught 0.0 0.0 0.0 90.9

School security 0.0 0.0 0.0 92.0

Teaching quality 0.0 0.0 0.0 93.5

Developing confidence 1.6 0.0 +1.6 86.3

Developing moral values 1.6 0.0 +1.6 89.4

Computer access 1.8 1.6 +0.1 88.7

Social health education 2.0 1.9 +0.2 83.7

Out of school activities 3.1 4.6 -1.5 82.9

School facilities 3.2 3.1 +0.2 91.1

Developing potential 3.3 1.6 +1.7 83.8

Suitable class sizes 3.3 7.8 -4.4 71.8

Community spirit 3.4 0.0 +3.4 79.9

Use of exams and testing 3.6 1.8 +1.8 84.8

Control of bullying 3.7 0.0 +3.7 81.5

School communication 4.8 3.0 +1.8 90.3

Levels of homework 4.9 1.6 +3.4 81.1

School discipline 8.2 0.0 +8.2 88.5



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

Encouraging and listening to parents'views

91.1 90.2 +0.9

Regular marking of work 90.7 91.5 -0.8

Availability of resources* 90.1

Quality of school management 88.7 91.6 -3.0

Parent evenings 88.4 88.9 -0.5

Encouraging local community activity 88.0 87.6 +0.4

Ensuring pupils do best and make goodprogress

87.4 89.5 -2.1

School's image in the local community 86.5 88.4 -1.9

Personal planners* 85.9 89.9 -4.0

Celebrating and rewarding achievement 85.4 89.0 -3.6

Treating all pupils fairly and equally 85.0 88.2 -3.2

Encouraging and listening to pupils' views 83.7 84.6 -0.9

Making sure that the new pupils settle inwell

81.3 83.8 -2.5

School meals 78.2 80.0 -1.8

• Parents consider delivery of the following additional criteria to be ‘outstanding’: Encouraging and listeningto parents' views, Regular marking of work, Availability of resources, Quality of school management, Parentevenings, Encouraging local community activity, Ensuring pupils do best and make good progress, School'simage in the local community, Personal planners, Celebrating and rewarding achievement, Treating allpupils fairly and equally, Encouraging and listening to pupils' views and Making sure that the new pupilssettle in well.

• Parents consider delivery of the following additional criteria to be ‘good’: School meals.

• The following additional criteria have not been surveyed in at least 30 schools so we do not yet have anaverage figure, and therefore, these scores cannot be weighted against what pupils parents usually say:Availability of resources and Personal planners.

• The following additional criteria were not surveyed in the previous year’s survey so we do not have previoussurvey data to compare them to: Availability of resources.



Happy versus unhappy parents for additional criteria







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

Previoussurvey (%)



Availability of resources 0.0 90.4

Encouraging and listening to parents'views

0.0 0.0 0.0 94.1

Parent evenings 0.0 1.5 -1.5 91.8

Regular marking of work 0.0 1.5 -1.5 93.4

School's image in the local community 0.0 1.5 -1.5 91.0

Treating all pupils fairly and equally 1.6 3.1 -1.5 84.8

Ensuring pupils do best and make goodprogress

1.6 0.0 +1.6 90.1

Quality of school management 1.7 0.0 +1.7 96.6

Celebrating and rewarding achievement 3.2 0.0 +3.2 90.4

Personal planners 3.3 1.6 +1.7 86.5

Encouraging local community activity 3.6 1.7 +1.8 82.2

Making sure that the new pupils settle inwell

3.9 0.0 +3.9 90.4

Encouraging and listening to pupils' views 5.5 3.2 +2.3 82.6

School meals 11.8 3.7 +8.0 62.7

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 94.2 13th 95.3 6th

Teaching quality 88.6 16th 92.9 19th

Happiness of child 88.0 18th 89.0 18th

Control of bullying 77.3 10th 81.9 13th

Developing confidence 76.5 15th 66.1 11th

Developing potential 74.6 7th 68.5 10th

Caring teachers 72.2 17th 67.7 17th

School security 71.0 14th 65.4 15th

Developing moral values 63.3 12th 63.0 5th

School communication 59.6 3rd 63.0 4th

School facilities 46.2 5th 52.8 8th

Suitable class sizes 45.3 19th 52.8 20th

Range of subjects 39.7 8th 40.9 14th

Out of school activities 25.2 1st 20.5 1st

Levels of homework 23.1 4th 24.4 3rd

Computer access 19.9 9th 22.0 9th

Use of exams and testing 13.6 6th 15.7 7th

Community spirit 10.2 20th 12.6 16th

Social health education 6.6 11th 7.9 12th

Library facilities 5.0 2nd 12.6 2nd

With regard to the five criteria most important to parents:

• The school performs less well in: Teaching quality and Happiness of child.



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 94.2 1st 1st 0

Teaching quality 88.6 2nd 2nd 0

Happiness of child 88.0 3rd 3rd 0

Control of bullying 77.3 4th 4th 0

Developing confidence 76.5 5th 7th +2

Developing potential 74.6 6th 8th +2

Caring teachers 72.2 7th 5th -2

School security 71.0 8th 6th -2

Developing moral values 63.3 9th 10th +1

School communication 59.6 10th 9th -1

School facilities 46.2 11th 12th +1

Suitable class sizes 45.3 12th 11th -1

Range of subjects 39.7 13th 14th +1

Out of school activities 25.2 14th 16th +2

Levels of homework 23.1 15th 13th -2

Computer access 19.9 16th 15th -1

Use of exams and testing 13.6 17th 18th +1

Community spirit 10.2 18th 17th -1

Social health education 6.6 19th 19th 0

Library facilities 5.0 20th 20th 0

• 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 pupils get older

The graph below shows which criteria parents of Year 3 pupils selected as important compared to which criteriaparents of Year 5 & Year 6 pupils selected as important. This shows us how parent priorities change as thepupils get older. The table shows the criteria where there is a significant difference between the two groups.

Parent priorities

Year 3 Year 5 & Year 6

Schoo

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Happin

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Teach

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Caring

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Develo

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Out o

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Social

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Comm

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spirit

Libra

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Criteria where differencein score is significant

Year 3 ranking Year 5 & Year 6 ranking

Levels of homework 13th 16th



How parent priorities change by gender of child

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

Parent priorities

Male students Female students

Schoo

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Teach

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Happin

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Contro

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Develo

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Criteria where differencein score is significant

Male students ranking Female students ranking

Out of school activities 15th 14th



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 (%)

Suitable class sizes 21.3 16.6 8.9

Developing potential 14.3 12.4 12.7

Levels of homework 11.0 7.4 6.3

Developing confidence 9.8 5.5 4.5

Out of school activities 6.3 11.2 9.3

Range of subjects 5.9 4.4 0.0

Use of exams and testing 5.7 4.8 0.0

School communication 5.5 3.5 11.4

Social health education 4.7 1.2 1.0

Control of bullying 3.5 6.9 7.7

School facilities 3.1 2.4 5.8

Computer access 1.9 4.9 2.4

Teaching quality 1.4 1.5 4.2

Caring teachers 1.3 2.8 2.0

School discipline 1.3 0.0 4.9

Community spirit 1.1 2.0 1.4

Happiness of child 1.1 2.0 2.4

School security 0.8 1.6 4.2

Developing moral values 0.0 3.5 2.3

Library facilities 0.0 5.5 2.1

• Parents have given a higher priority to the following areas since the last survey: Suitable class sizes andDeveloping confidence.

• Parents have given a lower priority to the following areas since the last survey: Out of school activities andLibrary facilities.

• Parents have given a higher priority to the following areas compared to similar schools: Suitable class sizes,Levels of homework, Developing confidence, Range of subjects and Use of exams and testing.

• Parents have given a lower priority to the following areas compared to similar schools: Schoolcommunication and Control of bullying.

Parent survey report – Parent View summary


Parent View summaryBelow are the twelve "Parent View" questions. For each of the questions, we have given the weighted parentalscores for any relevant criteria included on your questionnaire.

In terms of parental perceptions Gold represents outstanding, green is good, black requires improvement andred is inadequate.

Score Sample

1. My child is happy at this school

Happiness of child 82.7% 119

2. My child feels safe at this school

Control of bullying 86.2% 103

School security 84.5% 120

3. My child makes good progress at this school

Ensuring pupils do best and make good progress 87.4% 120

Developing potential 87.0% 119

4. My child is well looked after at this school

School security 84.5% 120

Caring teachers 83.4% 121

5. My child is taught well at this school

Use of exams and testing 87.6% 108

Ensuring pupils do best and make good progress 87.4% 120

Developing potential 87.0% 119

Teaching quality 84.3% 119

6. My child receives appropriate homework for their age

Respondents saying 'Right' for homework amount Good 123

Levels of homework 88.7% 119

7. This school ensures the pupils are well behaved

School discipline 84.5% 116

Parent survey report – Parent View summary


Score Sample

8. This school deals effectively with bullying

Control of bullying 86.2% 103

9. Quality of school management

Quality of school management 88.7% 116

10. This school responds well to any concern I raise

Encouraging and listening to parents' views 91.1% 117

Caring teachers 83.4% 121

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

Regular marking of work 90.7% 118

Parent evenings 88.4% 121

12. I would recommend this school to another parent

Recommended 98.1% 121

Parent survey report – Self-evaluation summary


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

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

The evidence given here is only that achieved from this survey; it is vital that your evidence summary forOfsted also considers any other evidence that you have gathered, either from other surveys or from internalmeasurement and observation.

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

Remember, for grading comparisons with our colour coded system:

Gold = Outstanding = Grade 1

Green = Good = Grade 2

Black = Requires improvement = Grade 3

Red = 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).

We show the strengths and weaknesses in each sub-section, where appropriate; where there are fewer thanfour criteria, these are not shown. Red criteria cannot be shown as strengths; gold criteria cannot be shown asweaknesses.

N.B. According to Ofsted’s “Framework for School Inspection”, published in January 2012, “schools cannot bejudged as ‘outstanding’ for overall effectiveness unless they have ‘outstanding’ teaching”.



Achievement of pupils at the school

How well pupils make progress relative to their starting pointsRatio of parents saying school improving versus declining Outstanding

Use of exams and testing 87.6% Outstanding

Ensuring pupils do best and make good progress 87.4% Outstanding

Developing potential 87.0% Outstanding

Developing confidence 84.4% Outstanding

English 81.8% Outstanding

Mathematics 80.7% Outstanding

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

The learning and progress across year groups of different groups of pupilsUse of exams and testing 87.6% Outstanding



Teaching quality 84.3% Outstanding

Suitable class sizes 80.1% Outstanding


Pupils' progressUse of exams and testing 87.6% Outstanding








Pupils' attainment in relation to national standards and compared with all schoolsAchievement in relation to national standards Outstanding

Average of academic subject ratings Outstanding


Achievements of those eligible for the Pupil PremiumYour own assessment is required here.



Summary grade – Achievement of pupils at the school section

Your average parental grade for "Achievement of pupils at the school" = 1.0 = Outstanding = Grade 1

In order to continue to be Outstanding, the school needs to maintain or improve all criteria.



The Quality of Teaching at the School

Engaging, challenging and inclusive teaching, with work that meets pupils' individualneedsRegular marking of work 90.7% Outstanding

Levels of homework 88.7% Outstanding




Celebrating and rewarding achievement 85.4% Outstanding



Encouraging and listening to pupils' views 83.7% Outstanding

Caring teachers 83.4% Outstanding



Pupils' gains in knowledge, skills and understanding, including of literacy andmathematicsEnsuring pupils do best and make good progress 87.4% Outstanding

Treating all pupils fairly and equally 85.0% Outstanding







Monitoring of pupils' progress in lessons and the use of this information to adaptteachingRegular marking of work 90.7% Outstanding










Teachers' use questioning and discussion to assess the effectiveness of their teachingand promote pupils' learningYour own assessment is required here.

Frequent and accurate assessment being used to set relevant workRegular marking of work 90.7% Outstanding








Pupil understanding of how to improve their workRegular marking of work 90.7% Outstanding

School communication 90.4% Outstanding






Preparation for the next stage of learningRegular marking of work 90.7% Outstanding

School communication 90.4% Outstanding













Summary grade – The Quality of Teaching at the School section

Your average parental grade for "The Quality of Teaching at the School" = 1.0 = Outstanding = Grade 1




Behaviour and safety of pupils at the school

The extent to which pupils' attitudes to learning help or hinder their progress in lessonsEnsuring pupils do best and make good progress 87.4% Outstanding


Control of bullying 86.2% Outstanding

Social health education 85.0% Outstanding

School discipline 84.5% Outstanding


Community spirit 79.9% Good


Pupils' attitudes to school, conduct and behaviour, during and outside of lessonsDeveloping potential 87.0% Outstanding






The school's analysis of, and response to, pupils' behaviour over timeYour own assessment is required here.

Rates, patterns of, and reasons for fixed-period and permanent exclusionsYour own assessment is required here.

Pupils' contribution and response to the culture of the schoolControl of bullying 86.2% Outstanding








Pupils' respect for the school's learning environments.Control of bullying 86.2% Outstanding


Developing moral values 85.0% Outstanding


School security 84.5% Outstanding





The effectiveness of the school's actions to prevent and tackle all forms of bullying andharassmentEnsuring pupils do best and make good progress 87.4% Outstanding










The school's success in keeping pupils safe, whether within school or during externalactivitiesSocial health education 85.0% Outstanding








The effectiveness of the school's actions to prevent and tackle discriminatory andderogatory languageEnsuring pupils do best and make good progress 87.4% Outstanding










The extent to which pupils are able to understand, respond to and calculate riskeffectivelySocial health education 85.0% Outstanding







Summary grade – Behaviour and safety of pupils at the school section

Your average parental grade for "Behaviour and safety of pupils at the school" = 1.2 = Outstanding = Grade 1




The quality of leadership and management

How well leaders pursue excellence, modelling professional standards in all of their workOut of school activities 94.3% Outstanding

Regular marking of work 90.7% Outstanding


School facilities 88.1% Outstanding



Computer access 86.3% Outstanding





The effectiveness of monitoring and evaluationRatio of parents saying school improving versus declining Outstanding

Criteria improving since previous surveys Requires improvement

Significant improvements versus significant declines Requires improvement

Summary of results since the previous survey• There were no significant differences in satisfaction scores, at the 95% confidence level, since the

previous survey.

Summary of results over more than two surveys• The following additional area received significantly higher scores over more than two surveys:

Encouraging and listening to parents' views.

• The following additional area received significantly lower scores over more than two surveys: Schoolmeals.

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

The use of performance management and effectiveness of strategies for improvingteachingFor these categories, please see your Kirkland Rowell Staff Survey, where available.



CurriculumOut of school activities 94.3% Outstanding

Encouraging local community activity 88.0% Outstanding




Range of subjects taught 86.9% Outstanding








How well leaders and managers demonstrate the capacity to bring about furtherimprovementQuality of school management 88.7% Outstanding





The quality of middle leadership in the schoolQuality of school management 88.7% Outstanding


The extent to which schools are adequately developing their middle leadershipYour own assessment is required here.

Succession planning and the development of future leaders in the schoolYour own assessment is required here.

The effectiveness of governanceYour own assessment is required here.



How effectively the school promotes the confidence and engagement of parentsSchool communication 90.4% Outstanding

Parent evenings 88.4% Outstanding


Survey response rate Good


The extent to which leadership contributes towards school improvement in the local orwider areaOut of school activities 94.3% Outstanding

School facilities 88.1% Outstanding


School's image in the local community 86.5% Outstanding

Computer access 86.3% Outstanding


The effectiveness of safeguarding arrangementsQuality of school management 88.7% Outstanding










Summary grade – The quality of leadership and management section

Your average parental grade for "The quality of leadership and management" = 1.2 = Outstanding = Grade 1




Spiritual, Moral, Social and Cultural Development

The school's promotion of students' spiritual, moral, social and cultural development is an element of the newframework, but there is no separate judgement and no specific criteria for evaluation. It is included here as anextra tool to help schools to evaluate the quality and impact of their SMSC work.

The school's promotion of SMSC and community cohesionOut of school activities 94.3% Outstanding


Music 85.5% Outstanding



Religious Education 83.9% Outstanding



Art 81.6% Outstanding



Summary grade – Spiritual, Moral, Social and Cultural Development section

Your average parental grade for "Spiritual, Moral, Social and Cultural Development" = 1.1 = Outstanding =Grade 1




Overall effectiveness

SummaryAchievement of pupils at the school 1.0 Outstanding Grade 1

The Quality of Teaching at the School 1.0 Outstanding Grade 1

Behaviour and safety of pupils at the school 1.2 Outstanding Grade 1

The quality of leadership and management 1.2 Outstanding Grade 1

Summary grade – Overall effectiveness

Your average parental grade for "Overall effectiveness" = 1.1 = Outstanding = Grade 1

As part of your "Overall effectiveness", you may also wish to take into account your grade for SMSC:

Spiritual, Moral, Social and CulturalDevelopment

1.1 Outstanding Grade 1

To reach the next grade

In order to reach the next grade (Outstanding), the school needs to improve anything with a score below thenext grade border, and maintain or improve other criteria.

Parent survey report – Unexpected results


Unexpected results

Analysis to investigate unexpected or unusual year group results

This section of the report identifies results that were particularly unexpected or unusual that may be of interestto you.

Our research shows us that typically, average scores of many criteria do change as pupils get older; somescores improve whilst others decline, or show a dip or a spike in a particular year group. There are manyreasons for why these differences occur; for example because a subject is dropped in year 9 or because someissues become more or less important as pupils progress through the school.

We are able to apply these national patterns to the scores from your school, and as a result, make a predictionof the scores we would have expected from each year group. This allows us to look at the differencesbetween your year group scores in light of what usually happens in similar schools which enables us to moremeaningfully compare the satisfaction of parents from one year group against those from another.

We have plotted your actual score for each year group against the score that we would have expected eachyear group to contribute, and the following pages identify those criteria where results were unexpected orunusual.

The first graph on each page shows the satisfaction scores for each year group. The line shows the score thatwe would have expected.

The second graph breaks this information down further by showing you how the parents from each year groupscored, from ‘very poor’ through to ‘very good’.



Unexpected results for ‘Community spirit’

• The contribution towards the score for Community spirit was higher than expected for Year 4.

Actual versus expected scores for Community spirit

This survey Expected

77%

83% 82%

78%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Breakdown of parent responses for Community spirit

Very poor Poor Neither Good Very good

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

4% 4%

23%

15%

9%

20%

46%

38%

43%

36%

31%

47%

43%

40%


10%

20%

30%

40%

50%

60%

Per

cent

age



Unexpected results for ‘Social health education’

• The contribution towards the score for Social health education was lower than expected for Year 3.

• The contribution towards the score for Social health education was higher than expected for Year 4.

Actual versus expected scores for Social health education


72%

87%

79%83%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Social health education


0% 0% 0% 0%

4%

0% 0% 0%

24%

3%

24%

8%

52%

45%

35%

52%

20%

52%

41% 40%


10%

20%

30%

40%

50%

60%

Per

cent

age



Unexpected results for ‘Regular marking of work’

• The contribution towards the score for Regular marking of work was higher than expected for Year 4.

Actual versus expected scores for Regular marking of work


92% 93%90% 89%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Regular marking of work


0% 0% 0% 0%0% 0% 0% 0%0%3%

5%7%

31%

21%

32%30%

69%

76%

64% 63%


10%

20%

30%

40%

50%

60%

70%

80%

90%

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

16%

25%

56%

0%

4%

0%

Much Improved SlightlyImproved

Remained TheSame

Slightly Worse Much Worse Don't Know0%

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

• Of the parents whose children were not in their first year at the school 40% said the school had improvedover the last year and 4% thought that the school’s performance was worse.

Has the school lived up to your expectations

64%

36%

0% 0%

Better As Expected Worse Dont know0%

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

• Of the parents of new pupils, 0% felt that the school had not lived up to their expectations and 64% said theschool 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

Englis

hIC

T

Physic

al Edu

catio

n

Mat

hem

atics

Scienc

e

Histor

y

Mus

ic Art

Geogr

aphy

Design

Tec

hnolo

gy

Religio

us E

duca

tion

Frenc

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 female pupilsand parents of male pupils.



Satisfaction scores for non-academic criteria

Male Female

Schoo

l sec

urity

Teach

ing q

uality

Schoo

l disc

ipline

Libra

ry fa

cilitie

s

Schoo

l facil

ities

Happin

ess o

f chil

d

Out o

f sch

ool a

ctivit

ies

Caring

teac

hers

Range

of s

ubjec

ts ta

ught

Compu

ter a

cces

s

Develo

ping

conf

idenc

e

Develo

ping

mor

al va

lues

Schoo

l com

mun

icatio

n

Use o

f exa

ms a

nd te

sting

Develo

ping

pote

ntial

Social

hea

lth e

duca

tion

Comm

unity

spirit

Contro

l of b

ullyin

g

Leve

ls of

hom

ewor

k

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 non-academic satisfaction scores for parents of femalepupils and parents of male pupils.



Satisfaction scores for additional criteria

Male Female

Regula

r mar

king

of w

ork

Quality

of s

choo

l man

agem

ent

Schoo

l's im

age

in th

e loc

al

com

mun

ity

Availa

bility

of r

esou

rces

Paren

t eve

nings

Encou

ragin

g an

d lis

tenin

g to

pare

nts'

views

Celebr

ating

and

rewar

ding

achie

vem

ent

Mak

ing su

re th

at th

e ne

w pup

ils

settle

in w

ell

Treat

ing a

ll pup

ils fa

irly a

nd

equa

lly

Ensur

ing p

upils

do

best

and

mak

e

good

pro

gres

s

Encou

ragin

g an

d lis

tenin

g to

pupil

s' vie

ws

Perso

nal p

lanne

rs

Encou

ragin

g loc

al co

mm

unity

activ

ity

Schoo

l mea

ls0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

Additional criteria wheredifference is significant

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

Celebrating and rewarding achievement 86.8 94.6



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

Englis

h

Mat

hem

atics

Frenc

h

Physic

al Edu

catio

n

Scienc

eIC

TM

usic

Design

Tec

hnolo

gy

Religio

us E

duca

tion

Geogr

aphy

Histor

y Art0%

5%

10%

15%

20%

Per

cent

age

Not pushedhard enough

Pushed too hardAcademic stretch percentages

Yes No Yes No

This survey 29.4 70.6 3.7 96.3

Similar schools 32.7 67.3 6.3 93.7



Healthy lifestyle

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

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

This survey Similar schools

85%

15%

91%

9%

Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

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

This survey Similar schools

94%

6%

89%

11%

Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age



Parental values

This section of the report summarises parental values and expectations.

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

27% 27%

20%

13% 13%

Great Crosby St. Luke's Valewood Other St. Mary's0%

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 Forefield Junior School?’

50%

27%25%

21%

9% 9%

1% 1% 0% 0% 0% 0% 0% 0%

Reput

ation

/

reco

mm

ende

d

Acade

mic

stand

ards

Family

atte

nded

Loca

tion

Catch

men

t are

a

Non a

cade

mic

stand

ards

/phil

osop

hy

Facilit

ies

First c

hoice

said

no

Nurse

ry p

rovis

ionOth

er

Religio

us E

duca

tion

Suited

child

s nee

ds

To sta

y with

frien

ds

Visit/o

pen

even

ing/b

roch

ure

0%

10%

20%

30%

40%

50%

60%

Per

cent

age

Some parents chose more than one option.



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

14%

8%

14%

26%

12%

2%0%

3%

0%

4%

12% 11% 11%

17%

8%

72%

81%

71%

57%

77%

All parents Year 3 Year 4 Year 5 Year 60%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Homework hours for All parents

Mean hours spent on homework weekly All parents – distribution of hours (Sample: 123)

Thissurvey

Previoussurvey

Similarschools

All pupils 2.5 hrs 2.4 hrs 2.5 hrs

All malepupils

2.5 hrs 2.3 hrs 2.4 hrs

All femalepupils

2.6 hrs 2.6 hrs 2.5 hrs0%

29%

60%

9%

0% 1% 2% 0% 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



Homework hours for Year 3

Mean hours spent on homework weekly Year 3 – distribution of hours (Sample: 36)

Thissurvey

Previoussurvey

Similarschools


All malepupils

2.1 hrs 2.2 hrs 2.4 hrs

All femalepupils

2.0 hrs 3.0 hrs 2.6 hrs0%

36%

56%

8%

0% 0% 0% 0% 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


All malepupils

2.3 hrs 2.9 hrs 2.6 hrs

All femalepupils

2.2 hrs 1.9 hrs 2.9 hrs0%

31%

66%

3%0% 0% 0% 0% 0% 0% 0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

20%

40%

60%

80%

Per

cent

age



Thissurvey

Previoussurvey

Similarschools


All malepupils

3.0 hrs 1.9 hrs 2.4 hrs

All femalepupils

3.1 hrs 2.5 hrs 2.7 hrs0%

23%

45%

27%

0% 0%

5%

0% 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


All malepupils

2.5 hrs 2.2 hrs 2.7 hrs

All femalepupils

2.9 hrs 2.9 hrs 3.2 hrs0%

22%

67%

4%0%

4% 4%0% 0% 0% 0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

20%

40%

60%

80%

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, pupils in that yeargroup are more satisfied than the national average. If the bar is below the line, pupils in that year group are lesssatisfied than the national average. Any unusual results are explained in more detail in the unexpected resultssection of this report (see page 38).

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

Year groups where there were fewer than 12 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


20%

40%

60%

80%

100%

Mathematics


20%

40%

60%

80%

100%

Science


20%

40%

60%

80%

100%

ICT


20%

40%

60%

80%

100%



Geography


20%

40%

60%

80%

100%

History


20%

40%

60%

80%

100%

Art


20%

40%

60%

80%

100%

Religious Education


20%

40%

60%

80%

100%

Design Technology


20%

40%

60%

80%

100%

Physical Education


20%

40%

60%

80%

100%

French


20%

40%

60%

80%

100%

Music


20%

40%

60%

80%

100%



Year group analysis compared to national averages for non-academiccriteria

School discipline


20%

40%

60%

80%

100%

School facilities


20%

40%

60%

80%

100%

Developing confidence


20%

40%

60%

80%

100%

Suitable class sizes


20%

40%

60%

80%

100%

Control of bullying


20%

40%

60%

80%

100%

Caring teachers


20%

40%

60%

80%

100%

School security


20%

40%

60%

80%

100%

School communication


20%

40%

60%

80%

100%



Library facilities


20%

40%

60%

80%

100%

Developing moral values


20%

40%

60%

80%

100%

Levels of homework


20%

40%

60%

80%

100%

Happiness of child


20%

40%

60%

80%

100%

Community spirit


20%

40%

60%

80%

100%

Developing potential


20%

40%

60%

80%

100%

Teaching quality


20%

40%

60%

80%

100%

Use of exams and testing


20%

40%

60%

80%

100%



Range of subjects taught


20%

40%

60%

80%

100%

Out of school activities


20%

40%

60%

80%

100%

Social health education


20%

40%

60%

80%

100%

Computer access


20%

40%

60%

80%

100%

Year group analysis compared to national averages for your additionalsurveyed criteria

Parent evenings


20%

40%

60%

80%

100%

Personal planners


20%

40%

60%

80%

100%

Quality of school management


20%

40%

60%

80%

100%

Regular marking of work


20%

40%

60%

80%

100%



School meals


20%

40%

60%

80%

100%

Treating all pupils fairly and equally


20%

40%

60%

80%

100%

Encouraging and listening to parents' views


20%

40%

60%

80%

100%

Celebrating and rewarding achievement


20%

40%

60%

80%

100%

Ensuring pupils do best and make good progress


20%

40%

60%

80%

100%

Availability of resources


20%

40%

60%

80%

100%

Making sure that the new pupils settle in well


20%

40%

60%

80%

100%

Encouraging local community activity


20%

40%

60%

80%

100%



School's image in the local community


20%

40%

60%

80%

100%

Encouraging and listening to pupils' views


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

2013 2014 201540%

60%

80%

100%

Science

2013 2014 201540%

60%

80%

100%

Extra curricular activities

2013 2014 201540%

60%

80%

100%

Careers advice

2013 2014 201540%

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

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Mathematics

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Science

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

ICT

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Geography

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

History

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Art

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Religious Education

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%



Design Technology

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Physical Education

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

French

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Music

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Score trends over time for non-academic criteria

School discipline

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

School facilities

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Developing confidence

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Suitable class sizes

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%



Control of bullying

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Caring teachers

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

School security

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

School communication

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Library facilities

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Developing moral values

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Levels of homework

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Happiness of child

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%



Community spirit

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Developing potential

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Teaching quality

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Use of exams and testing

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Range of subjects taught

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Out of school activities

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Social health education

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Computer access

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%



Score trends over time for additional criteria

Parent evenings

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Personal planners

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Quality of school management

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Regular marking of work

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

School meals

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Treating all pupils fairly and equally

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Encouraging and listening to parents' views

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Celebrating and rewarding achievement

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%



Ensuring pupils do best and make good progress

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Making sure that the new pupils settle in well

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Encouraging local community activity

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

School's image in the local community

2009 2010 2011 2012 2013 2014 201540%

60%

80%

100%

Encouraging and listening to pupils' views

2009 2010 2011 2012 2013 2014 201540%

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% 1.6% 3.3% 39.2% 56.0%1 2 3 4 5

119

Mathematics 0.0% 1.6% 7.3% 36.5% 54.6%1 2 3 4 5

120

Science 0.0% 0.0% 10.6% 43.3% 46.1%1 2 3 4 5

116

ICT 0.0% 0.0% 12.9% 32.6% 54.5%1 2 3 4 5

112

Geography 0.0% 3.6% 14.1% 39.5% 42.7%1 2 3 4 5

104

History 1.6% 1.5% 10.9% 41.4% 44.6%1 2 3 4 5

115

Art 0.0% 0.0% 12.9% 44.5% 42.7%1 2 3 4 5

106

ReligiousEducation

0.0% 1.8% 13.7% 43.5% 41.1%1 2 3 4 5

107

DesignTechnology

0.0% 1.9% 13.8% 41.2% 43.1%1 2 3 4 5

104

PhysicalEducation

0.0% 1.7% 6.8% 34.4% 57.1%1 2 3 4 5

114



Academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

GraphSample

size

French 2.0% 2.3% 19.1% 46.1% 30.6%1 2 3 4 5

93

Music 0.0% 1.4% 12.1% 42.1% 44.4%1 2 3 4 5

101



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 6.1% 1.5% 3.1% 19.3% 63.8% 6.1%1 2 3 4 5 N

School facilities 0.0% 3.2% 5.6% 26.2% 63.5% 1.6%1 2 3 4 5 N

Developingconfidence

0.0% 1.6% 11.9% 28.6% 56.4% 1.6%1 2 3 4 5 N

Suitable classsizes

0.0% 3.2% 24.1% 38.0% 31.5% 3.2%1 2 3 4 5 N

Control ofbullying

0.0% 3.1% 12.5% 35.2% 33.6% 15.6%1 2 3 4 5 N

Caring teachers 0.0% 0.0% 6.5% 33.0% 60.5% 0.0%1 2 3 4 5 N

School security 0.0% 0.0% 7.9% 31.5% 59.0% 1.6%1 2 3 4 5 N

Schoolcommunication

0.0% 4.8% 4.9% 33.5% 56.8% 0.0%1 2 3 4 5 N

Library facilities 0.0% 0.0% 6.5% 29.8% 58.9% 4.8%1 2 3 4 5 N

Developingmoral values

0.0% 1.6% 8.6% 36.3% 50.4% 3.1%1 2 3 4 5 N

Levels ofhomework

1.6% 3.2% 13.5% 36.5% 42.0% 3.2%1 2 3 4 5 N



Non-academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Happiness ofchild

0.0% 0.0% 9.4% 28.9% 58.6% 3.1%1 2 3 4 5 N

Community spirit 0.0% 3.1% 15.7% 37.8% 37.1% 6.3%1 2 3 4 5 N

Developingpotential

0.0% 3.2% 12.7% 34.1% 48.4% 1.6%1 2 3 4 5 N

Teaching quality 0.0% 0.0% 6.3% 32.2% 58.4% 3.2%1 2 3 4 5 N

Use of examsand testing

0.0% 3.0% 9.7% 33.6% 37.3% 16.4%1 2 3 4 5 N

Range ofsubjects taught

0.0% 0.0% 8.7% 30.2% 57.1% 4.0%1 2 3 4 5 N

Out of schoolactivities

0.0% 3.1% 13.8% 22.3% 59.3% 1.5%1 2 3 4 5 N

Social healtheducation

0.0% 1.6% 11.3% 36.5% 30.2% 20.4%1 2 3 4 5 N

Computeraccess

0.0% 1.5% 8.3% 28.7% 48.5% 12.9%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

Parent evenings 0.0% 0.0% 8.2% 29.6% 62.2% 0.0%1 2 3 4 5 N

Personalplanners

1.6% 1.6% 9.4% 29.8% 50.7% 7.0%1 2 3 4 5 N

Quality of schoolmanagement

0.0% 1.6% 1.6% 35.1% 56.0% 5.6%1 2 3 4 5 N

Regular markingof work

0.0% 0.0% 6.3% 26.1% 64.3% 3.2%1 2 3 4 5 N

School meals 3.1% 6.3% 20.5% 24.4% 25.9% 19.8%1 2 3 4 5 N

Treating allpupils fairly andequally

0.0% 1.5% 13.0% 36.6% 44.3% 4.6%1 2 3 4 5 N

Encouragingand listening toparents' views

0.0% 0.0% 5.5% 38.9% 49.2% 6.3%1 2 3 4 5 N

Celebratingand rewardingachievement

0.0% 3.2% 6.3% 23.0% 65.9% 1.6%1 2 3 4 5 N

Ensuring pupilsdo best andmake goodprogress

0.0% 1.6% 8.1% 31.5% 57.1% 1.6%1 2 3 4 5 N

Availability ofresources

0.0% 0.0% 9.3% 27.9% 59.7% 3.1%1 2 3 4 5 N

Making sure thatthe new pupilssettle in well

0.0% 3.0% 4.5% 22.6% 48.1% 21.8%1 2 3 4 5 N



Additionalcriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Encouraginglocal communityactivity

0.0% 3.2% 12.9% 33.9% 40.3% 9.7%1 2 3 4 5 N

School's imagein the localcommunity

0.0% 0.0% 8.8% 29.5% 60.0% 1.6%1 2 3 4 5 N

Encouragingand listening topupils' views

1.6% 3.1% 10.2% 30.4% 39.8% 14.9%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

4.6 4.5 4.5 4.4 4.4 4.4 4.3 4.3 4.3 4.3 4.34.1

PhysicalEducation

English Mathematics ICT Science History Art DesignTechnology

Music ReligiousEducation

Geography French1.0

2.0

3.0

4.0

5.0

Mea

n

Non-academic areas

4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.5 4.5 4.5 4.5 4.5 4.5 4.4 4.3 4.2 4.2 4.2 4.24.0

Teach

ing q

uality

Schoo

l sec

urity

Libra

ry fa

cilitie

s

Schoo

l facil

ities

Caring

teac

hers

Range

of s

ubjec

ts

taug

ht

Happin

ess o

f chil

d

Schoo

l disc

ipline

Out o

f sch

ool a

ctivit

ies

Compu

ter a

cces

s

Schoo

l com

mun

icatio

n

Develo

ping

conf

idenc

e

Develo

ping

mor

al va

lues

Develo

ping

pote

ntial

Use o

f exa

ms a

nd

testi

ng

Social

hea

lth e

duca

tion

Leve

ls of

hom

ewor

k

Contro

l of b

ullyin

g

Comm

unity

spirit

Suitab

le cla

ss si

zes1.0

2.0

3.0

4.0

5.0

Mea

n

Additional questions

4.6 4.6 4.6 4.6 4.6 4.6 4.5 4.5 4.5 4.4 4.4 4.3 4.3

3.9

Regula

r

mar

king

of w

ork

Celebr

ating

and

rewar

ding.

..

Availa

bility

of

reso

urce

s

Quality

of

scho

ol...

Mak

ing su

re

that

the

new...

Schoo

l's im

age

in th

e loc

al...

Paren

t eve

nings

Ensur

ing p

upils

do b

est a

nd...

Encou

ragin

g

and

liste

ning.

..

Perso

nal

plann

ers

Treat

ing a

ll

pupil

s fair

ly...

Encou

ragin

g

and

liste

ning.

..

Encou

ragin

g

local.

..

Schoo

l mea

ls1.0

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.

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parent survey report – february 2015 - forefield junior s · this report details the findings of...

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