parent survey report – january 2017191545]osbasto… · this report details the findings of the...

Osbaston CIW School

Parent survey report – January 2017

In case of enquiries please contact Kirkland Rowell Surveys by emailing [email protected] © 2017 Kirkland Rowell Limited.

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

Report generated on 12/01/2017

mailto:[email protected]?subject=Query%20about%20my%20Parent survey report%20-%203260

Parent survey report

Copyright © 2017 Kirkland Rowell Limited of 46

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 non-academic and additional criteria. 8

3. Parental priorities Importance ratings and priorities for improvement. 16

4. Estyn - Questionnaire for Parentsand Carers

Linking your survey data to the current Estyn Questionnaire forParents and Carers.

21

5. Estyn - Common InspectionFramework

Linking your survey data to the current Estyn Common InspectionFramework.

23

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

32

7. Year group analysis Year group scores compared to national averages. 37

8. Appendix Supplementary data and further information. 41

Parent survey report – Executive summary


Executive summaryThis report details the findings of the first Kirkland Rowell Parent Survey for Osbaston CIW 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. The report measures the relativeimportance of the criteria surveyed, as well as providing results tables that identify the perceived strengths andweaknesses of the school in the year to January 2017. The report also measures performance with regard tooverall 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

• 37 completed questionnaires were returned representing a response rate of 17.9%. The response meantthat data could be drawn for all criteria.

• The parents gave a very good overall performance score (79.1%) (see page 5).

• Of the parents whose children were not in their first year at the school 37% said the school had improvedover the last year and 7% thought that the school’s performance was worse (see page 32).

• Of the parents of new pupils, 9% felt that the school had not lived up to their expectations and 18% said theschool was better than they had expected it to be (see page 32).

• With regards to non-academic areas, parents are most happy with Caring teachers, Developing moralvalues and School discipline.

• The parents are least happy with School communication, Out of school activities and Levels of homework.

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



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 non-academic criteria Importance Ranking85.8% Caring teachers (90.1%) 4th

83.8% Developing moral values (75.8%) 7th

83.8% School discipline (96.0%) 1st

82.4% Happiness of child (90.1%) 4th

81.8% School security (60.2%) 9th

Relative weaknesses for non-academic criteria Importance Ranking63.5% School communication (48.5%) 10th

65.4% Out of school activities (14.7%) 17th

67.4% Levels of homework (15.6%) 16th

69.6% Suitable class sizes (47.7%) 11th

73.5% Computer access (18.7%) 15th



Response to survey

37 completed questionnaires were returned representing a response rate of 17.9%.

Proportion of responses (%) Number of responses

Responses from parents of male pupils 62.2 23

Responses from parents of female pupils 37.8 14

Responses from parents of Reception pupils 18.9 7

Responses from parents of Years 1 and 2 pupils 13.5 5



Overall parental satisfaction

This survey (%)Previous

survey (%)Change (%)

Overall, rate the performance of the school 79.1

Rating ‘poor’or ‘very

poor’ (%)

Previoussurvey (%)

% ChangeRating ‘good’

or ‘verygood’ (%)

Overall, rate the performance of the school 0.0 76.0

Overall parental satisfaction

0% 0%

24%

36%

40%

Very poor Poor Neither Good Very good0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

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

79% 79% 79%

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 79.1%.

• 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

0% 0%

79% 79%

0% 0%

80% 79%

0% 0%

75%

79%

Reception Years 1 and 2 Years 3 and 4 Years 5 and 60%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

• Parents of Years 3 and 4 and Years 5 and 6 pupils scored the highest overall from other year groups andare therefore most satisfied with the school’s performance.

• Parents of Years 3 and 4 male pupils and parents of Years 5 and 6 female pupils scored the highest overallfrom other year groups and are therefore most satisfied with the school’s performance.



Parents recommend this school broken down by gender and year group

Recommend this school scores broken down by gender

98%

95%

100%

All parents Parents of male students Parents of female students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• 97.7% of parents said they would recommend this school to another parent.

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

Recommend this school scores broken down by year group

All parents Parents of male students Parents of female students

0% 0%

92%

100%

0% 0%

91%

100%

0% 0%

100% 100%

Reception Years 1 and 2 Years 3 and 4 Years 5 and 60%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• Parents of Years 5 and 6 pupils would recommend this school to another parent more than parents fromother year groups.

• Parents of Years 5 and 6 male pupils and parents of Years 3 and 4 and Years 5 and 6 female pupils wouldrecommend 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 non-academic and additional criteria.Explanations have been provided to help you to interpret your results.

Interpreting results

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 for anyone criterion might be compared meaningfully with the score for any other criterion on a ‘level playing field’.These weighted scores are calculated based upon the average scores achieved from over 700 British 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 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

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

E-Safety 86.2 82.8 +3.4

School uniform 82.6 80.9 +1.7

Access to staff 72.4 66.1 +6.3

Church links and support 72.3 69.6 +2.7

Tailoring workload to childs needs 72.1 68.3 +3.8

Encouraging and listening to pupil views 71.4 71.7 -0.3

Encouraging and listening to parent views 70.8 65.0 +5.8

Celebrating and rewarding achievement 70.1 69.4 +0.7

Handling complaints 69.9 64.9 +5.0

Explaining to parents how to help child 67.2

Ensuring pupils make good progress 67.2 62.1 +5.1

Quality of school management 66.5 65.4 +1.1

Suitable class sizes 66.3

Regular marking of work 65.5 62.8 +2.7

Relationship between tutor and child * 64.3

Extra curricular activities 62.1 74.8 -12.7

School uniform 61.5 63.4 -1.9

Attitude of non academic staff 49.5

Encouraging local community activity Low response

Your results are shown as a weightedmean score. This is a calculationapplied to your raw results using theaverage scores achieved from over700 British 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 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.

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

Criteria 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.



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 85.8

Developing moral values 83.8

School discipline 83.8

Happiness of child 82.4

School security 81.8

Range of subjects taught 81.1

Community spirit 80.0

Teaching quality 79.7

Social health education 78.4

Developing confidence 78.4

School facilities 77.0

Library facilities 76.0

Developing potential 75.0

Control of bullying 74.3

Use of exams and testing 74.2

Computer access 73.5

Suitable class sizes 69.6

Levels of homework 67.4

Out of school activities 65.4

School communication 63.5

• Parents consider delivery of the following non-academic areas to be ‘outstanding’: Caring teachers,Developing moral values, School discipline, Happiness of child, School security, Range of subjects taughtand Community spirit.

• Parents consider delivery of the following non-academic areas to be ‘good’: Teaching quality, Social healtheducation, Developing confidence, School facilities, Library facilities, Developing potential, Control ofbullying, Use of exams and testing and Computer access.

• Parents consider delivery of the following non-academic areas to show ‘room for improvement’: Suitableclass sizes, Levels of homework and Out of school activities.

• Parents consider delivery of the following non-academic areas to show ‘attention advised’: Schoolcommunication.

• The following non-academic subject achieved a low sample; therefore scores are only reliable within 10%:Caring teachers, Developing moral values, School discipline, Happiness of child, School security, Range ofsubjects taught, Teaching quality, Developing confidence, School facilities, Developing potential, Control ofbullying, Use of exams and testing and Suitable class sizes.



• The following non-academic subject achieved a very low sample; therefore scores should only beconsidered indicative: Community spirit, Social health education, Library facilities, Computer access, Levelsof homework, Out of school activities and School communication.



Happy versus unhappy parents for non-academic criteria

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% & 15% of parents who are unhappy with a particular area should be considered asshowing ‘room for improvement’ (above the red line).

• Having more than 15% 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.

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

Previoussurvey (%)



Developing confidence 0.0 71.0

Range of subjects taught 0.0 86.7

School discipline 0.0 75.8

School facilities 0.0 70.6

School security 0.0 81.8

Teaching quality 0.0 72.7

Use of exams and testing 0.0 70.0

Suitable class sizes 5.4 70.3

Happiness of child 5.7 80.0

Caring teachers 6.5 80.6

Developing moral values 6.5 87.1

Developing potential 12.1 63.6

Control of bullying 22.9 65.7



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

School's image in the local community 87.8

Attitude of non-teaching/support staff 87.5

Written reports 85.8

Parent evenings 84.7

Regular marking of work 83.8

Encouraging and listening to pupils' views 82.5

Tailoring child's work to their needs andability

80.5

Ensuring pupils do their best/make goodprogress

79.2

Explaining to parents how to help theirchild

79.2

Promoting racial harmony 79.2

Quality of school management 78.9

Celebrating and rewarding achievement 78.4

Encouraging pupils' activity in the localcommunity

78.1

Treating all pupils fairly/equally 77.9

Teaching pupils with special needs 75.0

Encouraging and listening to parents'views

73.6

Homework building upon school work* 71.0

Handling complaints 70.8

• Parents consider delivery of the following additional criteria to be ‘outstanding’: School's image in the localcommunity, Attitude of non-teaching/support staff, Written reports, Parent evenings, Regular marking ofwork, Encouraging and listening to pupils' views and Tailoring child's work to their needs and ability.

• Parents consider delivery of the following additional criteria to be ‘good’: Ensuring pupils do their best/makegood progress, Explaining to parents how to help their child, Promoting racial harmony, Quality of schoolmanagement, Celebrating and rewarding achievement, Encouraging pupils' activity in the local community,Treating all pupils fairly/equally, Teaching pupils with special needs, Encouraging and listening to parents'views, Homework building upon school work and Handling complaints.

• 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:Homework building upon school work.

• The following additional criteria achieved a low sample; therefore scores are only reliable within 10%:School's image in the local community, Explaining to parents how to help their child, Celebrating andrewarding achievement and Encouraging and listening to parents' views.



• The following additional criteria achieved a very low sample; therefore scores should only be consideredindicative: Attitude of non-teaching/support staff, Written reports, Encouraging and listening to pupils'views, Tailoring child's work to their needs and ability, Ensuring pupils do their best/make good progress,Promoting racial harmony, Quality of school management, Encouraging pupils' activity in the localcommunity, Treating all pupils fairly/equally, Teaching pupils with special needs, Homework building uponschool work and Handling complaints.



Happy versus unhappy parents for additional criteria

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% & 15% of parents who are unhappy with a particular area should be considered asshowing ‘room for improvement’ (above the red line).

• Having more than 15% 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.

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

Previoussurvey (%)



Parent evenings 0.0 93.8

Regular marking of work 0.0 97.1

School's image in the local community 0.0 87.5

Explaining to parents how to help theirchild

11.1 61.1

Celebrating and rewarding achievement 11.8 64.7

Encouraging and listening to parents'views

17.1 65.7

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

Developing confidence 96.0 10th

School discipline 96.0 2nd

Teaching quality 92.3 8th

Caring teachers 90.1 1st

Happiness of child 90.1 4th

Developing potential 86.3 13th

Developing moral values 75.8 2nd

Control of bullying 73.4 14th

School security 60.2 5th

School communication 48.5 20th

Suitable class sizes 47.7 17th

School facilities 30.9 11th

Community spirit 26.1 7th

Range of subjects taught 25.8 6th

Computer access 18.7 16th

Levels of homework 15.6 18th

Out of school activities 14.7 19th

Social health education 11.9 9th

Library facilities 0.0 12th

Use of exams and testing 0.0 15th

With regard to the five criteria most important to parents:

• The school performs well in: School discipline, Caring teachers 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

Developing confidence 96.0 1st 6th +5

School discipline 96.0 1st 1st 0

Teaching quality 92.3 3rd 2nd -1

Caring teachers 90.1 4th 5th +1

Happiness of child 90.1 4th 3rd -1

Developing potential 86.3 6th 7th +1

Developing moral values 75.8 7th 10th +3

Control of bullying 73.4 8th 4th -4

School security 60.2 9th 9th 0

School communication 48.5 10th 8th -2

Suitable class sizes 47.7 11th 11th 0

School facilities 30.9 12th 12th 0

Community spirit 26.1 13th 17th +4

Range of subjects taught 25.8 14th 14th 0

Computer access 18.7 15th 16th +1

Levels of homework 15.6 16th 13th -3

Out of school activities 14.7 17th 15th -2

Social health education 11.9 18th 19th +1

Library facilities 0.0 19th 20th +1

Use of exams and testing 0.0 19th 18th -1

• Most of the criteria the parents from your school selected as important are in line with the criteria thatparents of similar schools select as important.

• Parents from your school selected the following criteria as more important than parents at similar schools:Developing confidence and Community spirit.

• Parents from your school selected the following criteria as less important than parents at similar schools:Control of bullying.



How parent priorities change as pupils get older

The graph below shows which criteria parents of Reception pupils selected as important compared to whichcriteria parents of Years 3 and 4 & Years 5 and 6 pupils selected as important. This shows us how parentpriorities change as the pupils get older. The table shows the criteria where there is a significant differencebetween the two groups.

Parent priorities

Reception Years 3 and 4 & Years 5 and 6

Caring

teac

hers

Develo

ping

pote

ntial

Happin

ess o

f chil

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Teach

ing q

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Schoo

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Contro

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Develo

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conf

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Schoo

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Schoo

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Develo

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mor

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value

s

Schoo

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Suitab

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Comm

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spirit

Compu

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Range

of s

ubjec

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Leve

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hom

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Libra

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cilitie

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Out o

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ctivit

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Social

hea

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duca

tion

Use o

f exa

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nd

testi

ng0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Criteria where differencein score is significant

Reception rankingYears 3 and 4 &

Years 5 and 6 ranking

Developing potential 1st 6th

Levels of homework 16th 15th



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

Happin

ess o

f chil

d

Caring

teac

hers

Develo

ping

conf

idenc

e

Schoo

l disc

ipline

Teach

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Develo

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pote

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Develo

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mor

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value

s

Schoo

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Schoo

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Contro

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Schoo

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Suitab

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Compu

ter a

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Range

of s

ubjec

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taug

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Out o

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Comm

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spirit

Leve

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hom

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Social

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Libra

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cilitie

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Use o

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testi

ng0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Criteria where differencein score is significant

Male students ranking Female students ranking

Developing potential 6th 1st

Out of school activities 15th 18th



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 (%)

Developing potential 29.8 12.2

School communication 14.5 11.6

Levels of homework 13.1 6.3

Suitable class sizes 12.1 8.6

Out of school activities 9.9 8.9

Social health education 6.1 0.8

Computer access 3.7 2.7

School facilities 3.7 6.3

Control of bullying 2.4 8.5

School discipline 2.4 5.1

Teaching quality 2.4 4.7

Caring teachers 0.0 2.0

Community spirit 0.0 1.5

Developing confidence 0.0 4.7

Developing moral values 0.0 1.8

Happiness of child 0.0 2.7

Library facilities 0.0 2.3

Range of subjects taught 0.0 0.0

School security 0.0 4.1

Use of exams and testing 0.0 0.0

• Parents have given a higher priority to the following areas compared to similar schools: Developingpotential, Levels of homework and Social health education.

• Parents have given a lower priority to the following areas compared to similar schools: Control of bullying,Developing confidence and School security.

Parent survey report – Estyn - Questionnaire for Parents and Carers


Estyn - Questionnaire for Parents and CarersBelow are the questions taken from Estyn's Questionnaire for Parents and Carers.

For each of the questions, we have given the weighted parental scores for any relevant criteria included onyour questionnaire.

Remember, gold represents outstanding, green is good, black requires improvement and red is attentionadvised, in terms of parental perceptions.

Score Sample

1. Overall I am satisfied with the school.

Overall 79.1% 30

2. My child likes this school.

Happiness of child 82.4% 30

3. My child is making good progress at school.

Developing potential 75.0% 30

Ensuring pupils do their best/make good progress 79.2% 29

4. Pupils behave well in school.

School discipline 83.8% 30

5. The teaching is good.

Teaching quality 79.7% 30

6. Staff expect my child to work hard and do his or her best.


Ensuring pupils do their best/make good progress 79.2% 29

7. The homework that is given builds well on what my child learns in school.

Levels of homework 67.4% 33

8. Staff treat all children fairly and with respect.

Treating all pupils fairly/equally 77.9% 34

9. My child is encouraged to be healthy and to take regular exercise.

Healthy Lifestyle - Diet 91.3% 35

Healthy Lifestyle - Exercise 82.6% 35

10. My child is safe at school.

School security 81.8% 30

Parent survey report – Estyn - Questionnaire for Parents and Carers


Score Sample

11. My child receives appropriate additional support in relation to any particular individualneeds.

Teaching pupils with special needs 75.0% 15


Tailoring child's work to their needs and ability 80.5% 32

12. I am kept well informed about my child's progress.

School communication 63.5% 37

Parent evenings 84.7% 30

Written reports 85.8% 30

Explaining to parents how to help their child 79.2% 29

13. I feel comfortable about approaching the school with questions, suggestions or aproblem.

Encouraging and listening to parents' views 73.6% 29

14. I understand the school's procedure for dealing with complaints.

Handling complaints 70.8% 24

15. The school helps my child to become more mature and take on responsibility.


Developing confidence 78.4% 30

16. The school is well run.

Quality of school management 78.9% 32

Parent survey report – Estyn - Common Inspection Framework


Estyn - Common Inspection FrameworkThe following section gives the Parental perceptions for each of the aspects of each of the three Key Questionsunder the Common Inspection Framework 2010 (CIF).

These headings should form the basis of your school's annual self-evaluation report; which is the starting pointof the inspection process. Remember that you must also consider other stakeholders' views and internallygenerated performance data in preparing a complete viewpoint in your self-evaluation report.

For each of the aspects of the CIF, where we have generated evidence, we list the relevant criteria with theirrated score, and a summary grade. These grades follow Estyn's 4 point grading scale, as follows:

Excellent = Many strengths including significant examples of sector leading practice.

Good = Many strengths and no important areas requiring significant improvement.

Adequate = Strengths outweigh areas for improvement.

Unsatisfactory = Important areas for improvement outweigh strengths.



1. How good are Outcomes

CIF 1.1 - Standards and Trends in Performance

CIF 1.1.1 - Results Compared with National Averages, Similar ProvidersRatio of parents saying school improving versus declining

Summary grade for this section = Excellent

CIF 1.1.2 - Standards of Groups of LearnersYour own assessment is required here.

CIF 1.1.3 - Achievement and Progress in LearningRange of subjects taught 81.1%

Teaching quality 79.7%

Ensuring pupils do their best/make good progress 79.2%

Developing potential 75.0%

Use of exams and testing 74.2%


CIF 1.1.4 - How Good are Pupils' Skills?Range of subjects taught 81.1%

Social health education 78.4%



CIF 1.1.5 - WelshYour own assessment is required here.

CIF 1.2 - How do we Evaluate Wellbeing?

CIF 1.2.1 - How Good are Pupils' Attitudes to Keeping Healthy and Safe?School discipline 83.8%

School security 81.8%

Healthy Lifestyle - Diet 91.3%


Control of bullying 74.3%

Healthy Lifestyle - Exercise 82.6%

Out of school activities 65.4%




CIF 1.2.2 - How much do pupils participate in, and enjoy their learning?Caring teachers 85.8%

School discipline 83.8%

Encouraging and listening to pupils' views 82.5%

Happiness of child 82.4%

Range of subjects taught 81.1%

Tailoring child's work to their needs and ability 80.5%

Community spirit 80.0%



Celebrating and rewarding achievement 78.4%

Developing confidence 78.4%

Treating all pupils fairly/equally 77.9%


Teaching pupils with special needs 75.0%



CIF 1.2.3 - What is the extent of pupils' community involvement?School's image in the local community 87.8%



Encouraging pupils' activity in the local community 78.1%



CIF 1.2.4 - How good are pupils' social and life skills?Developing moral values 83.8%









2. How good is provision

CIF 2.1 - How do we evaluate learning experiences?

CIF 2.1.1 - How well do we meet the needs of learners, employers and the community?School's image in the local community 87.8%

Caring teachers 85.8%

Developing moral values 83.8%




Promoting racial harmony 79.2%




Library facilities 76.0%






CIF 2.1.2 - How well do we provide for skills?Range of subjects taught 81.1%





CIF 2.1.3 - How well do we provide for Welsh and the Welsh dimension?Your own assessment is required here.

CIF 2.1.4 - How well do we provide education for sustainable development and globalcitizenshipDeveloping moral values 83.8%







CIF 2.2 - How do we evaluate teaching?

CIF 2.2.1 - How do we evaluate the range and quality of teaching approaches?Attitude of non-teaching/support staff 87.5%


Regular marking of work 83.8%




Celebrating and rewarding achievement 78.4%




Levels of homework 67.4%



CIF 2.2.2 - How well do we raise pupils' achievement through assessment?Written reports 85.8%


Parent evenings 84.7%


Explaining to parents how to help their child 79.2%


Encouraging and listening to parents' views 73.6%

Handling complaints 70.8%

Levels of homework 67.4%

School communication 63.5%

Summary grade for this section = Adequate



CIF 2.3 - How do we evaluate care, support and guidance?

CIF 2.3.1 - How well do we meet the provision for health and wellbeing, includingspiritual, moral, social and cultural development?Caring teachers 85.8%



Happiness of child 82.4%

School security 81.8%

Healthy Lifestyle - Diet 91.3%







Healthy Lifestyle - Exercise 82.6%




CIF 2.3.2 - How well are pupils supported with specialist services, information andguidance?Caring teachers 85.8%


Explaining to parents how to help their child 79.2%






Computer access 73.5%

Suitable class sizes 69.6%



CIF 2.3.3 - How good are our safeguarding arrangements?Your own assessment is required here.



CIF 2.3.4 - How well do we meet the needs of pupils with additional learning needs?Attitude of non-teaching/support staff 87.5%

Written reports 85.8%




Tailoring child's work to their needs and ability 80.5%










CIF 2.4 - How do we evaluate the learning environment?

CIF 2.4.1 - How well do we evaluate the ethos, equality and provision for equality anddiversity?Developing moral values 83.8%






Handling complaints 70.8%


CIF 2.4.2 - How well do we ensure that the physical environment is appropriate forpupils' needs?School facilities 77.0%




Summary grade for this section = Good



3. How good are the Leadership and Management

CIF 3.1 - How do we evaluate the effectiveness of our leadership?

CIF 3.1.1 - How good is our stategic direction and what is the impact of our leadership?Attitude of non-teaching/support staff 87.5%



Quality of school management 78.9%





CIF 3.1.2 - How good is the work of our governorsYour own assessment is required here.

CIF 3.1.3 - How well do we meet local and national priorities?Your own assessment is required here.

CIF 3.2 - How do we improve the quality of what we do?

CIF 3.2.1 - How well do we carry out self-evaluation, including listening to learners andothers?Range of Self-evaluation programme

Survey response rate


CIF 3.2.2 - How well do we carry out planning and securing improvement?Ratio of parents saying school improving versus declining


CIF 3.2.3 - How are we involved in networks of professional practice?Your own assessment is required here.

CIF 3.3 - How do we evaluate the effectiveness of our partnership working?Your own assessment is required here.



CIF 3.4 - How do we evaluate resource management?

CIF 3.4.1 - How well do we manage our staff and resources?School facilities 77.0%





CIF 3.4.2 - Do we provide value for money?Quality of school management 78.9%


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%

23%

27%

7%

0%

Much improved Slightly improved Remained thesame

Slightly worse Much worse0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age

• Of the parents whose children were not in their first year at the school 37% said the school had improvedover the last year and 7% thought that the school’s performance was worse.

Has the school lived up to your expectations

18%

59%

9%

14%

Better As Expected Worse Don't know0%

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

• Of the parents of new pupils, 9% felt that the school had not lived up to their expectations and 18% 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 non-academic criteria

Male Female

Happin

ess o

f chil

d

Schoo

l sec

urity

Caring

teac

hers

Range

of s

ubjec

ts ta

ught

Develo

ping

mor

al va

lues

Schoo

l disc

ipline

Comm

unity

spirit

Teach

ing q

uality

Develo

ping

conf

idenc

e

Suitab

le cla

ss si

zes

Compu

ter a

cces

s

Schoo

l facil

ities

Develo

ping

pote

ntial

Contro

l of b

ullyin

g

Leve

ls of

hom

ewor

k

Out o

f sch

ool a

ctivit

ies

Schoo

l com

mun

icatio

n0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• 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

Schoo

l's im

age

in th

e

local

com

mun

ity

Attitud

e of

non

-teac

hing/

supp

ortsta

ff

Regula

r mar

king

of w

ork

Paren

t eve

nings

Encou

ragin

g pu

pils'

activ

ity in

the

local

com

mun

ity

Tailor

ing ch

ild's

work t

o th

eir

need

s and

abil

ity

Ensur

ing p

upils

do

their

best/

mak

e go

od p

rogr

ess

Quality

of s

choo

l man

agem

ent

Explai

ning

to p

aren

ts ho

w to h

elp

their

child

Celebr

ating

and

rewar

ding

achie

vem

ent

Treat

ing a

ll pup

ils fa

irly/e

quall

y

Encou

ragin

g an

d lis

tenin

g to

pare

nts'

views

0%

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 female pupilsand parents of male pupils.



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?’

This survey Similar schools

91%

9%

89%

11%

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

83%

17%

89%

11%

Yes No0%

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

22%

0%

20%

27%

17%

13%

0% 0%

27%

0%

9%

14%

20%

0%

17%

57%

86%

60%

45%

67%

All parents Reception Years 1 and 2 Years 3 and 4 Years 5 and 60%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

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.

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 non-academiccriteria

School discipline

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

School facilities

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

Developing confidence

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

Suitable class sizes

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%



Control of bullying

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

Caring teachers

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

School security

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

School communication

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

Developing moral values

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

Happiness of child

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

Community spirit

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

Developing potential

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%



Teaching quality

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

Use of exams and testing

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

Range of subjects taught

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

Out of school activities

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

Year group analysis compared to national averages for your additionalsurveyed criteria

Parent evenings

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

Regular marking of work

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

Encouraging and listening to parents' views

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

Explaining to parents how to help their child

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%



Celebrating and rewarding achievement

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

School's image in the local community

Recep

tion

Years

1

and

2

Years

3an

d 4

Years

5an

d 6

0%

20%

40%

60%

80%

100%

Parent survey report – Appendix


AppendixSupplementary data and score breakdowns.

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 0.0% 0.0% 24.2% 33.3% 42.4% 0.0%1 2 3 4 5 N

School facilities 0.0% 0.0% 29.4% 35.3% 35.3% 0.0%1 2 3 4 5 N

Developingconfidence

0.0% 0.0% 29.0% 41.9% 29.0% 0.0%1 2 3 4 5 N

Suitable classsizes

5.4% 0.0% 24.3% 37.8% 32.4% 0.0%1 2 3 4 5 N

Control ofbullying

5.7% 17.1% 11.4% 25.7% 40.0% 0.0%1 2 3 4 5 N

Caring teachers 0.0% 6.5% 12.9% 38.7% 41.9% 0.0%1 2 3 4 5 N

School security 0.0% 0.0% 18.2% 39.4% 42.4% 0.0%1 2 3 4 5 N

Schoolcommunication

13.9% 16.7% 16.7% 25.0% 27.8% 0.0%1 2 3 4 5 N

Library facilities 0.0% 0.0% 19.2% 57.7% 23.1% 0.0%1 2 3 4 5 N

Developingmoral values

0.0% 6.5% 6.5% 45.2% 41.9% 0.0%1 2 3 4 5 N



Non-academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Levels ofhomework

0.0% 12.1% 24.2% 45.5% 18.2% 0.0%1 2 3 4 5 N

Happiness ofchild

0.0% 5.7% 14.3% 25.7% 54.3% 0.0%1 2 3 4 5 N

Community spirit 6.1% 6.1% 12.1% 30.3% 39.4% 6.1%1 2 3 4 5 N

Developingpotential

0.0% 12.1% 24.2% 39.4% 24.2% 0.0%1 2 3 4 5 N

Teaching quality 0.0% 0.0% 27.3% 36.4% 36.4% 0.0%1 2 3 4 5 N

Use of examsand testing

0.0% 0.0% 30.0% 43.3% 26.7% 0.0%1 2 3 4 5 N

Range ofsubjects taught

0.0% 0.0% 13.3% 40.0% 46.7% 0.0%1 2 3 4 5 N

Out of schoolactivities

8.8% 8.8% 23.5% 29.4% 29.4% 0.0%1 2 3 4 5 N

Social healtheducation

0.0% 0.0% 17.2% 51.7% 31.0% 0.0%1 2 3 4 5 N

Computeraccess

6.3% 0.0% 21.9% 34.4% 31.3% 6.3%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

Promoting racialharmony

0.0% 0.0% 12.5% 58.3% 29.2% 0.0%1 2 3 4 5 N

Parent evenings 0.0% 0.0% 6.3% 62.5% 31.3% 0.0%1 2 3 4 5 N

Handlingcomplaints

12.5% 4.2% 8.3% 37.5% 37.5% 0.0%1 2 3 4 5 N

Teaching pupilswith specialneeds

13.3% 6.7% 0.0% 26.7% 53.3% 0.0%1 2 3 4 5 N

Quality of schoolmanagement

0.0% 3.1% 21.9% 31.3% 43.8% 0.0%1 2 3 4 5 N

Regular markingof work

0.0% 0.0% 2.9% 58.8% 38.2% 0.0%1 2 3 4 5 N

Attitude of non-teaching/supportstaff

0.0% 0.0% 5.9% 55.9% 32.4% 5.9%1 2 3 4 5 N

Written reports 0.0% 0.0% 3.3% 50.0% 46.7% 0.0%1 2 3 4 5 N

Treating allpupils fairly/equally

5.9% 2.9% 8.8% 38.2% 44.1% 0.0%1 2 3 4 5 N

Encouragingand listening toparents' views

11.4% 5.7% 17.1% 31.4% 34.3% 0.0%1 2 3 4 5 N

Explaining toparents how tohelp their child

0.0% 11.1% 27.8% 25.0% 36.1% 0.0%1 2 3 4 5 N



Additionalcriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Celebratingand rewardingachievement

11.8% 0.0% 23.5% 23.5% 41.2% 0.0%1 2 3 4 5 N

Tailoring child'swork to theirneeds and ability

0.0% 3.1% 12.5% 43.8% 40.6% 0.0%1 2 3 4 5 N

Ensuring pupilsdo their best/make goodprogress

0.0% 11.8% 17.6% 35.3% 29.4% 5.9%1 2 3 4 5 N

Encouragingpupils' activityin the localcommunity

0.0% 10.5% 21.1% 31.6% 26.3% 10.5%1 2 3 4 5 N

School's imagein the localcommunity

0.0% 0.0% 12.5% 43.8% 43.8% 0.0%1 2 3 4 5 N

Encouragingand listening topupils' views

0.0% 0.0% 10.0% 50.0% 40.0% 0.0%1 2 3 4 5 N

Homeworkbuilding uponschool work

0.0% 3.2% 29.0% 48.4% 19.4% 0.0%1 2 3 4 5 N



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

Non-academic areas

4.4 4.4 4.4 4.3 4.3 4.2 4.2 4.2 4.1 4.1 4.1 4.0 4.0 4.0 4.0 3.93.8 3.7 3.6 3.5

Caring

teac

hers

Develo

ping

mor

al va

lues

Schoo

l disc

ipline

Happin

ess o

f chil

d

Schoo

l sec

urity

Range

of s

ubjec

ts

taug

ht

Comm

unity

spirit

Teach

ing q

uality

Social

hea

lth e

duca

tion

Develo

ping

conf

idenc

e

Schoo

l facil

ities

Libra

ry fa

cilitie

s

Develo

ping

pote

ntial

Contro

l of b

ullyin

g

Use o

f exa

ms a

nd

testi

ng

Compu

ter a

cces

s

Suitab

le cla

ss si

zes

Leve

ls of

hom

ewor

k

Out o

f sch

ool a

ctivit

ies

Schoo

l com

mun

icatio

n1.0

2.0

3.0

4.0

5.0

Mea

n

Additional questions

4.5 4.5 4.4 4.4 4.4 4.3 4.2 4.2 4.2 4.2 4.2 4.1 4.1 4.14.0 3.9

3.8 3.8

Schoo

l's im

age

in th

e loc

al...

Attitud

e of

non-

teac

hing/

supp

...

Writ

ten

repo

rts

Paren

t eve

nings

Regula

r

mar

king

of w

ork

Encou

ragin

g

and

liste

ning.

..

Tailor

ing ch

ild's

work t

o th

eir...

Ensur

ing p

upils

do th

eir...

Explai

ning

to

pare

nts h

ow...

Prom

oting

racia

l har

mon

y

Quality

of

scho

ol...

Celebr

ating

and

rewar

ding.

..

Encou

ragin

g

pupil

s' ac

tivity

...

Treat

ing a

ll

pupil

s...

Teach

ing p

upils

with sp

ecial

...

Encou

ragin

g

and

liste

ning.

..

Homew

ork

build

ing u

pon.

..

Handli

ng

com

plaint

s1.0

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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