parent survey report – november 2019 report.pdf · this report details the findings of the fifth...

The Skinners' School

Parent survey report – November 2019

In case of enquiries please contact Kirkland Rowell Surveys by emailing [email protected] © 2020 Kirkland Rowell Limited.

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

Report generated on 07/01/2020

mailto:[email protected]?subject=Query%20about%20my%20Parent survey report%20-%20571

Parent survey report

Copyright © 2020 Kirkland Rowell Limited of 91

Contents

Page

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

3

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

11

3. Parental priorities Importance ratings and priorities for improvement. 22

4. Unique questions Analysis of your unique questions. 28

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

31

6. Ofsted self-evaluation summary Linking your survey data to the current Ofsted evaluation schedule. 33

7. Unexpected results Highlighting any particularly unusual or unexpected results. 46

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

49

9. Year group analysis Year group scores compared to national averages. 66

10. Time series analysis Trends for surveyed criteria over time. 75

11. Appendix Supplementary data and further information. 82

Parent survey report – Executive summary


Executive summaryThis report details the findings of the fifth Kirkland Rowell Parent Survey for The Skinners' School. The reportmeasures the levels of satisfaction among the students’ parents for a range of criteria, which have beenpreviously identified as being important to the parents of school students, as well as for the core subjects,taught at the school. The report measures the relative importance of the criteria surveyed, as well as providingresults tables that identify the perceived strengths and weaknesses of the school in the year to November2019. The report also measures performance with regard to overall satisfaction and improvement.

Summary of results for this survey

• 628 completed questionnaires were returned representing a response rate of 57.7%. The response meantthat meaningful data could be drawn for all criteria except for PE AS Level and Psychology.

• 11 parents answered ‘Yes’ and 598 parents answered ‘No’ to the question ‘Has your child ever been eligiblefor free school meals during the last six years?’ representing 1.8% and 95.2% respectively.

• The parents gave an excellent overall performance score (88.0%) (see page 6).

• Of the parents whose children were not in their first year at the school 24% said the school had improvedover the last year and 2% thought that the school’s performance was worse (see page 49).

• Of the parents of new students, 4% felt that the school had not lived up to their expectations and 33% saidthe school was better than they had expected it to be (see page 49).

• With regard to academic subjects, parents are most happy with the delivery of Philosophy & Ethics, TheatreStudies and Government & Politics.

• The parents are least happy with the delivery of EPQ, Computer Science and Classics.

• With regards to non-academic areas, parents are most happy with Developing moral values, Schooldiscipline and Careers advice.

• The parents are least happy with Availability of resources, Computer access and School facilities.

• The parents' top priorities for improvement are Availability of resources, School facilities and Developingpotential.

Summary of results since the previous survey

• The following academic areas received significantly higher scores than the previous survey: TheatreStudies, Chemistry, Art, Economics, Music and Design Technology.

• The following academic areas received significantly lower scores than the previous survey: Co-ordinatedScience and German.

• The following non-academic areas received significantly higher scores than the previous survey: Choice ofsubjects and School facilities.

• The following non-academic areas received significantly lower scores than the previous survey: Control ofbullying, Happiness of child, Computer access and Availability of resources.

• The following additional area received significantly higher scores than the previous survey: Out of schoolactivities and clubs.

Summary of results over more than two surveys

• The following academic areas received significantly higher scores over more than two surveys: French,Geography, History, ICT, Design Technology and Religious Studies.



• The following academic area received significantly lower scores over more than two surveys: German.

• The following non-academic areas received significantly higher scores over more than two surveys: Schoolfacilities, Social health education, School security, Careers advice, Developing moral values, Communityspirit and Choice of subjects.

• The following additional area received significantly higher scores over more than two surveys: Out of schoolactivities and clubs.

• 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 criteria97.4% Philosophy & Ethics

95.3% Theatre Studies

86.0% Government & Politics

85.2% Business Studies

82.8% Chemistry

Relative weaknesses for academic criteria63.3% EPQ

68.7% Computer Science

69.9% Classics

72.2% German

73.1% P. E.

Relative strengths for non-academic criteria Importance Ranking84.3% Developing moral values (65.1%) 8th

83.9% School discipline (85.3%) 5th

83.8% Careers advice (26.8%) 15th

82.6% Community spirit (35.4%) 12th

81.7% Control of bullying (58.0%) 9th

Relative weaknesses for non-academic criteria Importance Ranking59.8% Availability of resources (24.5%) 17th

63.9% Computer access (8.7%) 19th

72.7% School facilities (37.7%) 11th

73.0% School security (25.0%) 16th



Response to survey

628 completed questionnaires were returned representing a response rate of 57.7%.

Proportion of responses (%) Number of responses

Responses from parents of Year 7 students 19.0 105





Responses from parents of 6th Form students 14.3 79

Overall parental satisfaction

This survey (%)Previous

survey (%)Change (%)

Overall, rate the performance of the school 88.0 90.6 -2.5

Rating ‘poor’or ‘very

poor’ (%)

Previoussurvey (%)

% ChangeRating ‘good’

or ‘verygood’ (%)

Overall, rate the performance of the school 0.6 0.2 +0.4 94.5

Overall parental satisfaction

0% 0%

5%

36%

58%

Very poor Poor Neither Good Very good0%

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

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



Overall performance scores broken down by year group

Overall performance scores

This survey Last survey

88%91%

All parents0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• The parents gave an excellent overall performance score of 88.0%, declined since the last survey.

Overall performance scores broken down by year group

88%86% 86% 87%

90% 89%

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

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• Parents of Year 11 students scored the highest overall from other year groups and are therefore mostsatisfied with the school’s performance.



Time series analysis of overall performance scores

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

84%82%

90% 91%88%

2005 2007 2009 2012 20200%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

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



Overall performance scores broken down by extra analysis

Broken down by the question ‘Has your child ever been eligible for free school meals during the last six years?’

88%

93%

88%

All parents Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• The overall performance scores show no significant difference.

Broken down by the question ‘Does the school fully develop pupils' potential?’

88%

92%

72%

All parents Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• The overall performance scores show significant difference.



Parents recommend this school broken down by year group

Recommend this school scores

This survey Last survey

97% 100%

All parents0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• 97.2% of parents said they would recommend this school to another parent.

Recommend this school scores broken down by year group

97% 96% 96% 100% 99% 96%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• Parents of Year 10 students would recommend this school to another parent more than parents from otheryear groups.

Parent survey report – Key results


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

Interpreting results

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

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

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

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

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

Non-academic and additional questions receiving a score of:

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

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

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

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

Weighted scoresIn the results tables the scores achieved are given as a percentage. A full explanation of how mean scores(lying between 1 and 5) were converted to percentages is given on our website. As there is a 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 380 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 reliablewe show an indicative result and highlight in pink. Where there are fewer than 10 responses we only show“low response” and no further result is quoted. For further information see our website for details. Criteriawhich have not yet been surveyed in at least 30 schools do not yet have an average figure, and therefore,these scores cannot be weighted against what students parents ‘usually’ say. These un-weighted scores aremarked *.



Understanding your results table

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

ICT 86.2 82.8 +3.4

French 82.6 80.9 +1.7

Religious Education 72.4 66.1 +6.3

Physical Education 72.3 69.6 +2.7

Music 72.1 68.3 +3.8

Food Technology 71.4 71.7 -0.3

History 70.8 65.0 +5.8

Mathematics 70.1 69.4 +0.7

Geography 69.9 64.9 +5.0

Business Studies 67.2

Design Technology 67.2 62.1 +5.1

Art 66.5 65.4 +1.1

Textiles 66.3

English 65.5 62.8 +2.7

Russian * 64.3

Science 62.1 74.8 -12.7

Drama 61.5 63.4 -1.9

Engineering 49.5

Psychology Low response

Your results are shown as a weightedmean score. This is a calculationapplied to your raw results usingthe average scores achieved fromover 380 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 yetbeen surveyed in at least 30schools. As such we do nothave an average figure andtherefore cannot weight thisscore against what studentsparents ‘usually’ say.

Scores below the redline indicate 'attentionadvised'.

“Low response” indicatesthat there were fewerthan 10 responses.

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

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

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



Academic criteria

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

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

Philosophy & Ethics 97.4

Theatre Studies 95.3 82.3 +13.1

Government & Politics 86.0

Business Studies 85.2

Chemistry 82.8 76.9 +5.9

Religious Studies 82.6 78.5 +4.0

Mathematics 82.1 80.3 +1.9

STEM 81.9 85.5 -3.7

History 80.6 77.6 +2.9

Physics 80.5 84.3 -3.8

Drama 80.0 82.3 -2.3

French 79.6 77.5 +2.1

P.S.H.E 79.4 85.7 -6.3

ICT 78.8 73.5 +5.3

English 78.6 80.4 -1.8

Geography 77.7 75.8 +1.9

Art 77.4 72.2 +5.2

Economics 77.3 66.2 +11.1

Music 76.5 71.0 +5.5

Biology 75.7 78.4 -2.7

Co-ordinated Science 75.2 85.5 -10.4

Design Technology 74.8 67.7 +7.1

Games 73.4 68.3 +5.1

P. E. 73.1

German 72.2 77.6 -5.4

Classics 69.9

Computer Science 68.7 73.5 -4.8

EPQ * 63.3

PE AS Level Low response

Psychology Low response

• Parents consider delivery of the following academic subjects to be ‘outstanding’: Philosophy & Ethics,Theatre Studies, Government & Politics, Business Studies, Chemistry, Religious Studies, Mathematics,STEM, History and Physics.



• Parents consider delivery of the following academic subjects to be ‘good’: Drama, French, P.S.H.E, ICT,English, Geography, Art, Economics, Music, Biology, Co-ordinated Science, Design Technology, Games, P.E. and German.

• Parents consider delivery of the following academic subjects to show ‘room for improvement’: Classics andComputer Science.

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

• Parents consider delivery of the following academic subjects to have shown a significant improvement sincethe last survey: Theatre Studies, Chemistry, Art, Economics, Music and Design Technology.

• Parents consider delivery of the following academic subjects to have declined since the last survey: Co-ordinated Science and German.

• The following academic subjects 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 students parents usually say:EPQ.

• The following academic subject achieved a low sample; therefore scores are only reliable within 10%:Computer Science.

• The following academic subject achieved a very low sample; therefore scores should only be consideredindicative: Philosophy & Ethics, Theatre Studies, Government & Politics, Business Studies, EPQ, PE ASLevel and Psychology.

• The following academic subjects were not surveyed in the previous year’s survey so we do not haveprevious survey data to compare them to: Philosophy & Ethics, Government & Politics, Business Studies, P.E., Classics and EPQ.



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 (%)



Drama 0.8 1.0 -0.2 82.8

History 0.8 1.2 -0.3 92.3

STEM 1.4 0.0 +1.4 88.7

Games 1.7 8.3 -6.6 69.5

P.S.H.E 2.3 0.0 +2.3 73.1

Art 2.6 3.1 -0.5 82.5

Design Technology 2.8 8.0 -5.2 83.4

French 2.9 3.9 -1.0 83.3

P. E. 2.9 79.9

Religious Studies 3.1 1.4 +1.7 86.9

Geography 3.4 4.3 -0.8 87.0

Music 3.5 5.7 -2.2 74.0

English 3.5 2.5 +1.1 88.1

Mathematics 3.5 4.6 -1.0 90.1

ICT 4.6 5.5 -1.0 76.6

Economics 4.6 9.0 -4.4 79.3

Chemistry 4.6 6.3 -1.7 86.6

Biology 5.6 3.6 +2.0 79.1

Classics 5.7 78.7

Physics 6.6 0.9 +5.8 81.9



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

Previoussurvey (%)



German 10.8 3.0 +7.8 76.2

Co-ordinated Science 10.9 0.0 +10.9 78.8

Computer Science 19.5 5.5 +14.0 63.3



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

Developing moral values 84.3 83.3 +1.0

School discipline 83.9 84.2 -0.3

Careers advice 83.8 78.8 +5.1

Community spirit 82.6 81.6 +1.0

Control of bullying 81.7 87.6 -5.9

Developing confidence 81.2 81.9 -0.7

Caring teachers 80.8 81.2 -0.5

School communication 80.4 82.9 -2.5

Developing potential 80.4 83.5 -3.2

Teaching quality 79.3 79.6 -0.4

Happiness of child 78.4 83.8 -5.4

Exam results 77.7 81.6 -3.9

Social health education 77.2 75.0 +2.2

Levels of homework 76.8 77.0 -0.2

Truancy control 76.3 78.4 -2.1

Choice of subjects 75.5 70.5 +5.0

School security 73.0 72.4 +0.5

School facilities 72.7 67.4 +5.3

Computer access 63.9 71.3 -7.4

Availability of resources 59.8 73.8 -13.9

• Parents consider delivery of the following non-academic areas to be ‘outstanding’: Developing moral values,School discipline, Careers advice, Community spirit, Control of bullying, Developing confidence, Caringteachers, School communication, Developing potential, Teaching quality, Happiness of child, Exam results,Social health education, Levels of homework, Truancy control and Choice of subjects.

• Parents consider delivery of the following non-academic areas to be ‘good’: School security and Schoolfacilities.

• Parents consider delivery of the following non-academic areas to show ‘room for improvement’: Computeraccess.

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

• Parents consider delivery of the following non-academic subjects to have shown a significant improvementsince the last survey: Choice of subjects and School facilities.

• Parents consider delivery of the following non-academic subjects to have declined since the last survey:Control of bullying, Happiness of child, Computer access and Availability of resources.



Happy versus unhappy parents for non-academic criteria







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

Previoussurvey (%)



Truancy control 0.7 0.6 +0.1 94.4

Exam results 0.8 1.7 -0.9 90.6

Teaching quality 1.1 0.8 +0.3 90.2

School discipline 1.3 0.4 +0.9 93.2

Developing moral values 1.7 1.7 0.0 88.2

Caring teachers 2.6 1.4 +1.2 90.4

Choice of subjects 2.8 2.8 +0.0 87.8

Social health education 3.0 2.5 +0.5 79.7

School facilities 3.2 3.6 -0.4 81.1

Happiness of child 3.3 1.5 +1.8 88.0

Developing potential 3.4 3.0 +0.4 82.8

Developing confidence 3.5 2.5 +1.0 86.1

Community spirit 3.6 4.2 -0.6 81.8

School security 3.8 3.6 +0.2 81.8

Control of bullying 5.0 1.8 +3.2 86.0

Careers advice 7.7 7.8 -0.1 72.3

Computer access 7.9 2.5 +5.4 65.9

Levels of homework 8.1 7.4 +0.7 75.4

School communication 8.1 3.3 +4.8 81.3

Availability of resources 17.9 3.6 +14.3 51.7



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

Encouraging and listening to pupils' views 83.9 80.2 +3.8

Treating all pupils fairly/equally 80.7 81.3 -0.6

Access to staff 80.5

Out of school activities and clubs 78.5 65.7 +12.8

Ensuring pupils do their best/make goodprogress

78.1 79.6 -1.5

Looking after pupils well 77.8 79.4 -1.6

Making sure that new pupils settle in well 77.8 78.9 -1.1

Attitude of non-teaching/support staff 77.6

Appropriate level of challenge inhomework

76.2

Written reports 76.2 80.5 -4.3

Regular marking of work 75.6 78.0 -2.4

Pupils' attitudes to learning 75.3

Celebrating and rewarding achievement 75.2 73.8 +1.4

Quality of feedback on pupil's work 74.8

Promoting racial harmony 74.3

Quality of Specialist rooms e.g. Labs* 73.3

Unexpected costs or expenses 72.8

E-safety 72.2

Teaching pupils with special needs 71.7 81.9 -10.2

• Parents consider delivery of the following additional criteria to be ‘outstanding’: Encouraging and listening topupils' views, Treating all pupils fairly/equally, Access to staff, Out of school activities and clubs, Ensuringpupils do their best/make good progress, Looking after pupils well, Making sure that new pupils settle inwell, Attitude of non-teaching/support staff, Appropriate level of challenge in homework, Written reports,Regular marking of work, Pupils' attitudes to learning and Celebrating and rewarding achievement.

• Parents consider delivery of the following additional criteria to be ‘good’: Quality of feedback on pupil's work,Promoting racial harmony, Quality of Specialist rooms e.g. Labs, Unexpected costs or expenses, E-safetyand Teaching pupils with special needs.

• Parents consider delivery of the following additional criteria to have shown a significant improvement sincethe last survey: Out of school activities and clubs.

• 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 students parents usually say:Quality of Specialist rooms e.g. Labs.

• The following additional criteria were not surveyed in the previous year’s survey so we do not have previoussurvey data to compare them to: Access to staff, Attitude of non-teaching/support staff, Appropriate level of



challenge in homework, Pupils' attitudes to learning, Quality of feedback on pupil's work, Promoting racialharmony, Quality of Specialist rooms e.g. Labs, Unexpected costs or expenses and E-safety.



Happy versus unhappy parents for additional criteria







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

Previoussurvey (%)



Attitude of non-teaching/support staff 0.8 92.4

Making sure that new pupils settle in well 1.1 0.7 +0.4 92.7

Encouraging and listening to pupils' views 1.3 4.4 -3.1 82.4

Quality of Specialist rooms e.g. Labs 1.4 82.6

Looking after pupils well 1.5 0.6 +0.9 90.2

Pupils' attitudes to learning 1.6 86.1

E-safety 2.0 85.5

Promoting racial harmony 2.1 86.2

Written reports 3.5 1.8 +1.6 82.0

Access to staff 4.2 83.2

Treating all pupils fairly/equally 4.3 4.1 +0.3 84.0

Out of school activities and clubs 4.4 11.4 -7.0 81.6


4.6 3.2 +1.4 83.0

Appropriate level of challenge inhomework

4.9 78.8

Celebrating and rewarding achievement 5.4 3.9 +1.5 80.9

Unexpected costs or expenses 6.1 60.9

Quality of feedback on pupil's work 9.1 68.7

Regular marking of work 10.1 4.8 +5.3 70.3

Teaching pupils with special needs 11.8 7.2 +4.6 66.4

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

Teaching quality 92.9 10th 95.9 11th

Happiness of child 89.0 11th 90.0 3rd

Developing potential 88.0 9th 87.2 4th

Developing confidence 86.4 6th 83.3 7th

School discipline 85.3 2nd 91.3 2nd

Caring teachers 77.4 7th 84.2 10th

School communication 66.4 8th 61.8 6th

Developing moral values 65.1 1st 66.4 5th

Control of bullying 58.0 5th 61.8 1st

Exam results 55.7 12th 59.2 8th

School facilities 37.7 18th 33.0 20th

Community spirit 35.4 4th 24.5 9th

Choice of subjects 30.9 16th 29.5 19th

Levels of homework 30.8 14th 29.3 14th

Careers advice 26.8 3rd 27.8 12th

School security 25.0 17th 25.2 17th

Availability of resources 24.5 20th 29.9 16th

Social health education 12.5 13th 7.8 15th

Computer access 8.7 19th 12.6 18th

Truancy control 3.5 15th 5.2 13th

With regard to the five criteria most important to parents:

• The school performs well in: School discipline.



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

Teaching quality 92.9 1st 1st 0

Happiness of child 89.0 2nd 3rd +1

Developing potential 88.0 3rd 4th +1

Developing confidence 86.4 4th 6th +2

School discipline 85.3 5th 2nd -3

Caring teachers 77.4 6th 5th -1

School communication 66.4 7th 8th +1

Developing moral values 65.1 8th 9th +1

Control of bullying 58.0 9th 7th -2

Exam results 55.7 10th 10th 0

School facilities 37.7 11th 11th 0

Community spirit 35.4 12th 17th +5

Choice of subjects 30.9 13th 13th 0

Levels of homework 30.8 14th 14th 0

Careers advice 26.8 15th 16th +1

School security 25.0 16th 12th -4

Availability of resources 24.5 17th 15th -2

Social health education 12.5 18th 20th +2

Computer access 8.7 19th 18th -1

Truancy control 3.5 20th 19th -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:Community spirit.

• Parents from your school selected the following criteria as less important than parents at similar schools:School security.



How parent priorities change as students get older

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

Parent priorities

Year 7 Year 11 & 6th Form

Teach

ing q

uality

Develo

ping

conf

idenc

e

Develo

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pote

ntial

Happin

ess o

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Caring

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l of b

ullyin

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Exam

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unity

spirit

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ities

Choice

of s

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Availa

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s

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ls of

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Compu

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s

Social

hea

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Caree

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Truan

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l0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Criteria where differencein score is significant

Year 7 ranking Year 11 & 6th Form ranking

Control of bullying 7th 10th

Exam results 10th 9th

Careers advice 19th 13th



How parent priorities change – extra analysis

The graph below shows which criteria were important to parents, broken down by their response to thequestion ‘Has your child ever been eligible for free school meals during the last six years?’. The table showsthe criteria where there is a significant difference between the two groups.

Parent priorities

Yes No

Develo

ping

conf

idenc

e

Schoo

l disc

ipline

Contro

l of b

ullyin

g

Happin

ess o

f chil

d

Schoo

l com

mun

icatio

n

Teach

ing q

uality

Develo

ping

pote

ntial

Caring

teac

hers

Exam

resu

lts

Develo

ping

mor

al

value

s

Availa

bility

of

reso

urce

s

Comm

unity

spirit

Leve

ls of

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ewor

k

Schoo

l facil

ities

Social

hea

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duca

tion

Choice

of s

ubjec

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Caree

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Truan

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Compu

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cces

s0%

10%

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40%

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90%

100%

Per

cent

age


Yes ranking No ranking

Developing confidence 1st 4th

School discipline 1st 5th



How parent priorities change – extra analysis

The graph below shows which criteria were important to parents, broken down by their response to thequestion ‘Does the school fully develop pupils' potential?’. The table shows the criteria where there is asignificant difference between the two groups.

Parent priorities

Yes No

Teach

ing q

uality

Happin

ess o

f chil

d

Schoo

l disc

ipline

Develo

ping

conf

idenc

e

Develo

ping

pote

ntial

Caring

teac

hers

Develo

ping

mor

al

value

s

Schoo

l com

mun

icatio

n

Contro

l of b

ullyin

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Exam

resu

lts

Comm

unity

spirit

Schoo

l facil

ities

Choice

of s

ubjec

ts

Leve

ls of

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ewor

k

Schoo

l sec

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Availa

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s

Caree

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Social

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Compu

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Truan

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10%

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Per

cent

age


Yes ranking No ranking

School discipline 3rd 5th

Developing potential 5th 1st

Developing moral values 7th 10th

School communication 8th 5th



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 (%)

Availability of resources 13.7 5.4 3.1

School facilities 13.5 18.5 8.1

Developing potential 11.4 7.7 11.3

Levels of homework 9.2 11.3 6.4

School communication 8.9 7.6 10.2

Teaching quality 7.9 11.5 13.0

Developing confidence 7.6 6.3 5.6

Choice of subjects 6.0 13.9 4.2

Careers advice 3.1 5.4 6.5

Control of bullying 3.0 1.5 5.2

Computer access 2.5 3.2 1.8

Exam results 2.3 0.0 2.9

Happiness of child 2.3 0.2 3.9

Community spirit 2.3 2.2 1.7

School security 1.8 2.4 1.9

Developing moral values 1.4 0.4 2.1

School discipline 1.3 0.6 7.1

Social health education 1.0 1.3 0.9

Caring teachers 0.8 0.5 3.5

Truancy control 0.0 0.0 0.5

• Parents have given a higher priority to the following areas since the last survey: Availability of resources.

• Parents have given a lower priority to the following areas since the last survey: School facilities and Choiceof subjects.

• Parents have given a higher priority to the following areas compared to similar schools: Availability ofresources and School facilities.

• Parents have given a lower priority to the following areas compared to similar schools: Teaching quality andSchool discipline.

Parent survey report – Unique questions


Unique questionsResults for your unique questions are shown below.

Parents’ responses to the question: ‘What do you think of the school's attitude towards pupil well-being?’

49%

39%

8%

1% 0%

3%

Very positive Quite positive Neither positive,nor negative

Quite negative Very negative No answer0%

10%

20%

30%

40%

50%

60%

Per

cent

age

Parents’ responses to the question: ‘What do you think about the quality and effectiveness of careers advice?’

12%

33%

35%

5%

2%

12%

Very effective Quite effective Neither Quite ineffective Very ineffective No answer0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Per

cent

age



Parents’ responses to the question: ‘What do you think of how the school looks after pupils who need extrapastoral support?’

20%

31%

29%

3%

0%

16%

Very good Good Neither Poor Very poor No answer0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age

Parents’ responses to the question: ‘Does the school fully develop pupils' potential?’

72%

18%

10%

Yes No No answer0%

10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age



Parents’ responses to the question: ‘How do we deal with complaints?’

12%

30%

47%

4%2%

5%

Better than Iexpected

As I expected I don't know Not as Iexpected

Worse than Iexpected

No answer0%

10%

20%

30%

40%

50%

60%

Per

cent

age

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 78.4% 553

2. My child feels safe at this school

Control of bullying 81.7% 436

School security 73.0% 513

3. My child makes good progress at this school

Developing potential 80.4% 538

Ensuring pupils do their best/make good progress 78.1% 528

4. My child is well looked after at this school

Caring teachers 80.8% 546

Looking after pupils well 77.8% 520

Attitude of non-teaching/support staff 77.6% 323

School security 73.0% 513

5. My child is taught well at this school

Developing potential 80.4% 538

Teaching quality 79.3% 542

Ensuring pupils do their best/make good progress 78.1% 528

Exam results 77.7% 442

Teaching pupils with special needs 71.7% 103

6. My child receives appropriate homework for their age

Respondents saying 'Right' for homework amount Good 616

Levels of homework 76.8% 552

Parent survey report – Parent View summary


Score Sample

7. This school ensures the pupils are well behaved

School discipline 83.9% 551

8. This school deals effectively with bullying

Control of bullying 81.7% 436

9. Quality of school management

The school did not ask any questions relevant to this section

10. This school responds well to any concern I raise

Caring teachers 80.8% 546

Access to staff 80.5% 524

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

Written reports 76.2% 500

Regular marking of work 75.6% 479

12. I would recommend this school to another parent

Recommended 97.2% 552

Parent survey report – Self-evaluation summary


Ofsted self-evaluation summaryThe September 2019 Ofsted Common Inspection Framework asserts the increased importance of a school’sown self-evaluation data as the starting point of the inspection process.

The following summary is presented as a predictor of school inspection outcomes. The self-evaluation evidenceis presented under the four main judgements: ‘The Quality of Education’, ‘Personal Development, Behaviourand Attitudes’, ‘Personal Development’ and ‘Leadership and Management’. The effectiveness of Early Yearsand Sixth Form provision, where relevant, and the school’s promotion of ‘Spiritual, Moral, Social and CulturalDevelopment’ (SMSC) are also included.

All of these judgements feed in to the school’s Overall 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 Ofsted. 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

If your grade is close to the boundary above, this is indicated with a + (plus). If your grade is close to theboundary 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.



The Quality of Education

IntentAppropriate level of challenge in homework 76.2% Outstanding

Choice of subjects 75.5% Outstanding

Celebrating and rewarding achievement 75.2% Outstanding

P.S.H.E 79.4% Good

Teaching pupils with special needs 71.7% Good

Strengths

• Appropriate level of challenge in homework

Weaknesses

• Teaching pupils with special needs

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

ImplementationCaring teachers 80.8% Outstanding

Developing potential 80.4% Outstanding

Teaching quality 79.3% Outstanding

Ensuring pupils do their best/make good progress 78.1% Outstanding

Appropriate level of challenge in homework 76.2% Outstanding

Regular marking of work 75.6% Outstanding

Average of academic subject ratings Good

Quality of feedback on pupil's work 74.8% Good

Strengths

• Caring teachers

• Developing potential

• Teaching quality

Weaknesses

• Quality of feedback on pupil's work

• Average of academic subject ratings

Your average parental grade for this section = 1.3 = Outstanding = Grade 1



ImpactProgress against the national academic criteria Outstanding

University Expectations 93.2% Outstanding

Careers advice 83.8% Outstanding

Chemistry 82.8% Outstanding

Mathematics 82.1% Outstanding

STEM 81.9% Outstanding

Physics 80.5% Outstanding



Exam results 77.7% Outstanding


P.S.H.E 79.4% Good

ICT 78.8% Good

English 78.6% Good

Biology 75.7% Good

Co-ordinated Science 75.2% Good


Computer Science 68.7% Requires improvement

Computer access 63.9% Requires improvement

Strengths

• Progress against the national academic criteria

• University Expectations

• Careers advice

Weaknesses

• Computer access

• Computer Science


Your average parental grade for this section = 1.5 = Good = Grade 2 ( + )

Effectiveness of the Early Years Provision: The Quality of EducationNot applicable.



Effectiveness of the Sixth Form Provision: The Quality of EducationUniversity Expectations 93.2% Outstanding

Caring teachers 85.7% Outstanding

Chemistry 84.7% Outstanding

Mathematics 84.5% Outstanding

Regular marking of work 81.4% Outstanding


Developing potential 80.6% Outstanding

Physics 80.3% Outstanding


Appropriate level of challenge in homework 79.9% Outstanding



Quality of feedback on pupil's work 77.3% Outstanding



Progress against the national academic criteria Good

Biology 76.3% Good

English 75.1% Good

Celebrating and rewarding achievement 74.2% Good


Computer Science 69.6% Requires improvement

Computer access 60.3% Requires improvement

Strengths

• University Expectations

• Caring teachers

• Chemistry

Weaknesses

• Computer access

• Computer Science



Summary grade – The Quality of Education section

Your average parental grade for "The Quality of Education" = 1.4 = Outstanding = Grade 1 ( - )

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



Behaviour and Attitudes

Behaviour and AttitudesSchool discipline 83.9% Outstanding

Community spirit 82.6% Outstanding

Control of bullying 81.7% Outstanding

Treating all pupils fairly/equally 80.7% Outstanding

Truancy control 76.3% Outstanding

Pupils' attitudes to learning 75.3% Outstanding

E-safety 72.2% Good

Strengths

• School discipline

• Community spirit

Weaknesses

• E-safety


Effectiveness of the Early Years Provision: Behaviour and AttitudesNot applicable.

Effectiveness of the Sixth Form Provision: Behaviour and AttitudesSchool discipline 85.8% Outstanding






E-safety 71.8% Good

Strengths



Weaknesses

• E-safety




Summary grade – Behaviour and Attitudes section

Your average parental grade for "Behaviour and Attitudes" = 1.1 = Outstanding = Grade 1




Personal Development

Personal DevelopmentCareers advice 83.8% Outstanding

Healthy Lifestyle - Exercise 82.9% Outstanding



Social health education 77.2% Outstanding

P.S.H.E 79.4% Good

Promoting racial harmony 74.3% Good

Healthy Lifestyle - Diet 51.3% Requires improvement

Strengths

• Careers advice

• Healthy Lifestyle - Exercise


Weaknesses

• Healthy Lifestyle - Diet

• Promoting racial harmony

• P.S.H.E




SMSCDeveloping moral values 84.3% Outstanding


Religious Studies 82.6% Outstanding

Caring teachers 80.8% Outstanding

Looking after pupils well 77.8% Outstanding

Attitude of non-teaching/support staff 77.6% Outstanding


P.S.H.E 79.4% Good

English 78.6% Good

Art 77.4% Good

Music 76.5% Good


Games 73.4% Good

Strengths

• Developing moral values


• Religious Studies

Weaknesses

• Games


• Music


Effectiveness of the Early Years: Personal DevelopmentNot applicable.



Effectiveness of the Sixth Form Provision: Personal DevelopmentCaring teachers 85.7% Outstanding

Developing moral values 84.8% Outstanding

Healthy Lifestyle - Exercise 82.9% Outstanding





Attitude of non-teaching/support staff 79.4% Outstanding


Promoting racial harmony 75.5% Outstanding

English 75.1% Good

Games 73.4% Good

Healthy Lifestyle - Diet 51.3% Requires improvement

Strengths

• Caring teachers


• Healthy Lifestyle - Exercise

Weaknesses

• Healthy Lifestyle - Diet

• Games

• English


Summary grade – Personal Development section

Your average parental grade for "Personal Development" = 1.4 = Outstanding = Grade 1 ( - )




Leadership and Management

Leadership and ManagementTeaching quality 79.3% Outstanding




Strengths

• Teaching quality

Weaknesses



GovernanceTeaching quality 79.3% Outstanding





SafeguardingDeveloping moral values 84.3% Outstanding

School discipline 83.9% Outstanding








School security 73.0% Good

E-safety 72.2% Good

Strengths




Weaknesses

• E-safety

• School security



Effectiveness of the Early Years Provision: Leadership and ManagementNot applicable.



Effectiveness of the Sixth Form Provision: Leadership and ManagementSchool discipline 85.8% Outstanding

Developing moral values 84.8% Outstanding










Promoting racial harmony 75.5% Outstanding


School security 74.4% Good

E-safety 71.8% Good

Strengths




Weaknesses

• E-safety

• School security



Summary grade – Leadership and Management section

Your average parental grade for "Leadership and Management" = 1.3 = Outstanding = Grade 1 ( - )




Overall effectiveness

SummaryThe Quality of Education 1.4 Outstanding Grade 1 ( - )

Behaviour and Attitudes 1.1 Outstanding Grade 1

Personal Development 1.4 Outstanding Grade 1 ( - )

Leadership and Management 1.3 Outstanding Grade 1 ( - )

Summary grade – Overall effectiveness

Your average parental grade for "Overall effectiveness" = 1.3 = 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 students 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 students 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 ‘German’

• The contribution towards the score for German was lower than expected for 6th Form.

Actual versus expected scores for German

This survey Expected

83%80%

70%

74%

64%

59%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Breakdown of parent responses for German

Very poor Poor Neither Good Very good

1% 1%

6%

2% 2%

14%

1%

4%

7%

12%

23%

11%12%14% 14%

8%

16%

20%

39%

35%

46% 45%

34%

31%

47% 46%

27%

34%

25%23%


10%

20%

30%

40%

50%

60%

Per

cent

age



Unexpected results for ‘Computer Science’

• The contribution towards the score for Computer Science was lower than expected for Year 11.

Actual versus expected scores for Computer Science

This survey Expected

74%

52%

65%


10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age

Breakdown of parent responses for Computer Science

Very poor Poor Neither Good Very good

0%

14% 13%

0%

18%

13%

20% 21%

7%

64%

39%

33%

16%

7%

33%


10%

20%

30%

40%

50%

60%

70%

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

6%

18%

49%

2%0%

25%

Much improved Slightlyimproved

Remained thesame

Slightly worse Much worse I don't know0%

10%

20%

30%

40%

50%

60%

Per

cent

age

• Of the parents whose children were not in their first year at the school 24% said the school had improvedover the last year and 2% thought that the school’s performance was worse.

Has the school lived up to your expectations

33%

41%

4%

23%

Better than I expected About what I expected Worse than I expected I don't know0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Per

cent

age

• Of the parents of new students, 4% felt that the school had not lived up to their expectations and 33% saidthe school was better than they had expected it to be.



Extra analysis

This section of the report provides an analysis of parent scores broken down by the response to the question‘Has your child ever been eligible for free school meals during the last six years?’.

Satisfaction scores for non-academic criteria

Yes No

Happin

ess o

f chil

d

Caring

teac

hers

Schoo

l disc

ipline

Schoo

l com

mun

icatio

n

Develo

ping

mor

al va

lues

Exam

resu

lts

Choice

of s

ubjec

ts

Develo

ping

pote

ntial

Schoo

l sec

urity

Develo

ping

conf

idenc

e

Leve

ls of

hom

ewor

k

Schoo

l facil

ities

Truan

cy co

ntro

l

Availa

bility

of r

esou

rces

0%

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 broken downby the question ‘Has your child ever been eligible for free school meals during the last six years?’.



Satisfaction scores for additional criteria

Yes No

83% 83% 83%

78%

75% 75% 75%

82%

86%

79% 78%

74%

79%

70%

Look

ing a

fter p

upils

well

Mak

ing su

re th

at n

ew p

upils

settle

in w

ell

Pupils

' attit

udes

to le

arnin

g

Acces

s to

staff

Appro

priat

e lev

el of

chall

enge

in

hom

ewor

k

Ensur

ing p

upils

do

their

best/

mak

e go

od p

rogr

ess

Quality

of f

eedb

ack o

n pu

pil's

work

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 broken down bythe question ‘Has your child ever been eligible for free school meals during the last six years?’.



Extra analysis

This section of the report provides an analysis of parent scores broken down by the response to the question‘Does the school fully develop pupils' potential?’.

Satisfaction scores for academic criteria

Yes No

Mat

hem

atics

Histor

y

Englis

h

STEM

Chem

istry

Religio

us S

tudie

s

Dram

a

Frenc

h

Physic

s

Geogr

aphy Art

Econo

mics

P. E.

Biolog

y

Design

Tec

hnolo

gy

Co-or

dinat

ed S

cienc

e

Classic

sIC

T

Games

Germ

an

Mus

ic

P.S.H

.E

Compu

ter S

cienc

e0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Academic criteria wheredifference is significant

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

Mathematics 87.4 75.3

History 87.3 75.0

English 85.7 67.6

STEM 84.5 67.0

Chemistry 83.8 76.4

Religious Studies 82.7 67.2

Drama 82.0 70.4

French 81.8 67.1



Academic criteria wheredifference is significant


Physics 81.6 72.1

Geography 81.5 69.4

Art 81.4 63.7

P. E. 80.2 65.3

Biology 78.4 66.1

Design Technology 78.4 65.7

Co-ordinated Science 78.1 65.2

Classics 78.0 60.2

ICT 77.3 60.1

Games 77.1 55.0

German 76.9 64.3

Music 76.1 65.4

P.S.H.E 75.8 62.3



Satisfaction scores for non-academic criteria

Yes No

Schoo

l disc

ipline

Caring

teac

hers

Develo

ping

mor

al va

lues

Happin

ess o

f chil

d

Develo

ping

conf

idenc

e

Develo

ping

pote

ntial

Truan

cy co

ntro

l

Teach

ing q

uality

Exam

resu

lts

Comm

unity

spirit

Contro

l of b

ullyin

g

Schoo

l com

mun

icatio

n

Choice

of s

ubjec

ts

Schoo

l sec

urity

Social

hea

lth e

duca

tion

Caree

rs a

dvice

Schoo

l facil

ities

Leve

ls of

hom

ewor

k

Compu

ter a

cces

s

Availa

bility

of r

esou

rces

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

Non-academic criteria wheredifference is significant


School discipline 90.3 73.2

Caring teachers 87.3 67.9

Developing moral values 87.2 68.2

Happiness of child 87.1 66.6

Developing confidence 86.3 61.1

Developing potential 86.1 53.9

Truancy control 85.9 75.3

Teaching quality 85.2 66.4

Exam results 84.7 69.8

Community spirit 83.0 63.0

Control of bullying 82.9 62.6

School communication 82.5 58.0



Non-academic criteria wheredifference is significant


Choice of subjects 82.4 67.3

School security 80.8 61.8

Social health education 79.4 59.0

Careers advice 77.7 54.0

School facilities 76.5 60.9

Levels of homework 75.6 56.5

Computer access 72.1 54.7

Availability of resources 66.3 44.5



Satisfaction scores for additional criteria

Yes No

Mak

ing su

re th

at n

ew

pupil

s set

tle in

well

Look

ing a

fter p

upils

well

Ensur

ing p

upils

do

their

best/

mak

e go

od p

rogr

ess

Attitud

e of

non

-teac

hing/

supp

ortsta

ff

Pupils

' attit

udes

to le

arnin

g

Encou

ragin

g an

d lis

tenin

g to

pupil

s' vie

ws

Prom

oting

racia

l har

mon

y

Acces

s to

staff

Celebr

ating

and

rewar

ding

achie

vem

ent

Treat

ing a

ll pup

ils fa

irly/e

quall

y

Out o

f sch

ool a

ctivit

ies a

nd cl

ubs

E-saf

ety

Writ

ten

repo

rts

Appro

priat

e lev

el of

chall

enge

in

hom

ewor

k

Teach

ing p

upils

with

spec

ial n

eeds

Quality

of S

pecia

list r

oom

s e.g

.La

bs

Quality

of f

eedb

ack o

n pu

pil's

work

Regula

r mar

king

of w

ork

Unexp

ecte

d co

sts o

r exp

ense

s0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

Additional criteria wheredifference is significant


Making sure that new pupils settle in well 89.4 73.2

Looking after pupils well 86.3 67.2


84.8 54.7

Attitude of non-teaching/support staff 84.7 71.3

Pupils' attitudes to learning 83.1 62.8

Encouraging and listening to pupils' views 82.4 59.8

Promoting racial harmony 82.0 64.1

Access to staff 82.0 65.2

Celebrating and rewarding achievement 81.8 58.6

Treating all pupils fairly/equally 81.7 60.9

Out of school activities and clubs 81.4 67.5



Additional criteria wheredifference is significant


E-safety 80.6 66.7

Written reports 80.0 67.4

Appropriate level of challenge in homework 78.2 57.0

Teaching pupils with special needs 78.1 56.7

Quality of Specialist rooms e.g. Labs 76.4 63.6

Quality of feedback on pupil's work 75.3 49.5

Regular marking of work 74.0 52.3

Unexpected costs or expenses 70.8 55.8



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

Compu

ter S

cienc

eEPQ

Mat

hem

atics

Germ

an

Frenc

h

Englis

h

Busine

ss S

tudie

s

Geogr

aphy

Biolog

y

Econo

mics

Co-or

dinat

ed S

cienc

e

Physic

s

Mus

icIC

TP. E

.

Chem

istry

Dram

a

Histor

y

Philos

ophy

& E

thics

STEM

Design

Tec

hnolo

gy

Classic

s Art

Religio

us S

tudie

s

Games

P.S.H

.E

Gover

nmen

t & P

olitic

s

Theat

re S

tudie

s0%

5%

10%

15%

20%

25%

30%

Per

cent

age

Not pushedhard enough

Pushed too hardAcademic stretch percentages

Yes No Yes No

This survey 39.2 60.8 17.9 82.1

Similar schools 41.1 58.9 14.5 85.5

Yes 36.4 63.6 36.4 63.6Extra analysis broken down by the response tothe question ‘Has your child ever been eligible forfree school meals during the last six years?’ No 41.5 58.5 17.7 82.3

Yes 37.7 62.3 17.4 82.6Extra analysis broken down by the response tothe question ‘Does the school fully develop pupils'potential?’ No 59.3 40.7 24.8 75.2



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

51%49%

57%

43%

Yes No0%

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

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


83%

17%

71%

29%

Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age



Parental values

This section of the report summarises parental values and expectations.

Parents’ responses to the question: ‘Do you expect that your child will one day attend University?’


56%

37%

0% 0%2%

37% 38%

9%

2%

10%

Yes, definitely Yes, probably No, probably not No, definitely not I don't know0%

20%

40%

60%

Per

cent

age

• 56.2% of parents think their child will definitely attend university – this differs from the views of parents atsimilar schools. 37.0% of parents think their child will probably attend university – this is broadly in line withviews from parents at similar schools.

• 0.0% of parents think their child will probably not attend university – this differs from the views of parents atsimilar schools. 0.2% of parents think their child will definitely not attend university – this is broadly in linewith views from parents at similar schools.

Parents’ responses to the question: ‘How important is it that your child goes to University?’


43% 43%

8%

1%

32%

38%

19%

5%

Very important Quite important Not very important Of no importance0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Per

cent

age

• 43.3% of parents think it is very important that their child goes to university – this differs from the views ofparents at similar schools. 42.5% of parents think it is quite important that their child goes to university –this is broadly in line with views from parents at similar schools.

• 8.4% of parents think it is not very important that their child goes to university – this differs from the views ofparents at similar schools. 1.3% of parents think it is not at all important that their child goes to university –this is broadly in line with views from parents at similar schools.



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

64%

15% 14%

4% 3%

Judd Tunbridge WellsSchool

Other Bennett Sevenoaks0%

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

Parents’ responses to the question: ‘Why did you decide to send your child to The Skinners' School?’

40%

18%

10% 9% 9%

6%4% 3%

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

Reput

ation

/

Recom

men

ded

Acade

mic

Reaso

ns

Loca

tion

Choice

of C

hild

Visit/O

pen

Day

Suited

Chil

d's

Needs

Family

Atte

nded

Non-A

cade

mic

Reaso

ns

First C

hoice

Said No

Stay w

ith F

riend

s

Catch

men

t

Facilit

ies

Other

Religio

us

Reaso

n/Uniq

ue

Reaso

n0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

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

16%

1%

12%

32%

29%

21%

11%12%14%

11%

15% 14% 13%

8%9%

21%

5%3% 3%

9%11%

62% 63%

72%

49%

54%

57%

71%

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

10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age

Hours of homework Hours

This survey 7.4 hrs

Similar schools 6.8 hrs

Yes 7.3 hrsExtra analysis broken down by the response to the question ‘Hasyour child ever been eligible for free school meals during the last sixyears?’ No 7.4 hrs

Yes 7.5 hrsExtra analysis broken down by the response to the question ‘Doesthe school fully develop pupils' potential?’ No 6.7 hrs



Homework hours for All parents

Mean hours spent on homework weekly All parents – distribution of hours (Sample: 628)

Thissurvey

Previoussurvey

Similarschools

Allstudents

7.4 hrs 7.4 hrs 6.8 hrs

0%2%

20%

25%

15%

9% 10%

6% 6%

1% 1%

5%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age

Homework hours for Year 7

Mean hours spent on homework weekly Year 7 – distribution of hours (Sample: 105)

Thissurvey

Previoussurvey

Similarschools

Allstudents

6.7 hrs 5.3 hrs 4.9 hrs

0%2%

19%

23%22%

14%

9%8%

4%

1%0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

Per

cent

age



Thissurvey

Previoussurvey

Similarschools

Allstudents

5.0 hrs 5.9 hrs 5.1 hrs

0%3%

29%

39%

13%

8%

2%4%

1% 0% 0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%5%

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

Per

cent

age





Thissurvey

Previoussurvey

Similarschools

Allstudents

5.3 hrs 5.6 hrs 5.4 hrs

0%

3%

31% 31%

14%

9%

6%4%

0% 0% 1% 1%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age



Thissurvey

Previoussurvey

Similarschools

Allstudents

5.4 hrs 7.7 hrs 6.7 hrs

0%

5%

25%

32%

16%

12%

5%3%

1% 0% 1% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age



Thissurvey

Previoussurvey

Similarschools

Allstudents

8.4 hrs 7.9 hrs 7.9 hrs

0% 0%

12%

23%

20%

7%

22%

2%

5%

0%1%

7%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

Per

cent

age



Homework hours for 6th Form

Mean hours spent on homework weekly 6th Form – distribution of hours (Sample: 79)

Thissurvey

Previoussurvey

Similarschools

Allstudents

11.5 hrs 10.2 hrs 11.1 hrs

1% 1%

6%

10%

7%

10%

18%

11%

15%

3%4%

14%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

Per

cent

age

Parent survey report – Year group analysis


Year group analysis

Analysis of year group scores compared to national average

The graphs in this section of the report show the scores achieved for each of the surveyed criteria, brokendown by year group, compared to the national averages. The purple line shows the scores achieved from theaverage of similar schools, where these averages are available. If the bar is above the line, students in thatyear group are more satisfied than the national average. If the bar is below the line, students in that year groupare less satisfied than the national average. Any unusual results are explained in more detail in the unexpectedresults section of this report (see page 46).

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

Year groups where there were fewer than 15 respondents for a criterion are not shown. Note that the yeargroup scores are un-weighted.

Year group analysis compared to national averages for academic criteria

English

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Mathematics

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Co-ordinated Science

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Biology

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Chemistry

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Physics

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

P. E.

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

French

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Drama

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Music

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Geography

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

History

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



P.S.H.E

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

ICT

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Art

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Design Technology

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Religious Studies

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

German

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Games

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Classics

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Economics

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

STEM

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Computer Science

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Government & Politics

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Year group analysis compared to national averages for non-academiccriteria

School discipline

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

School facilities

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Developing confidence

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Social health education

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Control of bullying

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Caring teachers

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

School security

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

School communication

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Careers advice

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Developing moral values

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Levels of homework

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Happiness of child

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Community spirit

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Developing potential

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Teaching quality

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Exam results

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Choice of subjects

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Truancy control

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Availability of resources

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Computer access

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Year group analysis compared to national averages for your additionalsurveyed criteria

Quality of Specialist rooms e.g. Labs

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Promoting racial harmony

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Unexpected costs or expenses

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Access to staff

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Teaching pupils with special needs

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Regular marking of work

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Attitude of non-teaching/support staff

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Written reports

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Treating all pupils fairly/equally

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Celebrating and rewarding achievement

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Ensuring pupils do their best/make good progress

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Making sure that new pupils settle in well

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Encouraging and listening to pupils' views

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Looking after pupils well

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Quality of feedback on pupil's work

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Appropriate level of challenge in homework

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Pupils' attitudes to learning

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

E-safety

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Out of school activities and clubs

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Parent survey report – Time series analysis


Time series analysis

Graphs showing trends for surveyed criteria over time

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

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

Example time series graphs

History

2018 2019 202040%

60%

80%

100%

Science

2018 2019 202040%

60%

80%

100%

Extra curricular activities

2018 2019 202040%

60%

80%

100%

Careers advice

2018 2019 202040%

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

2005 2007 2009 2012 202040%

60%

80%

100%

Mathematics

2005 2007 2009 2012 202040%

60%

80%

100%

Co-ordinated Science

2005 2007 2009 2012 202040%

60%

80%

100%

Biology

2005 2007 2009 2012 202040%

60%

80%

100%

Chemistry

2005 2007 2009 2012 202040%

60%

80%

100%

Physics

2005 2007 2009 2012 202040%

60%

80%

100%

French

2005 2007 2009 2012 202040%

60%

80%

100%

Drama

2005 2007 2009 2012 202040%

60%

80%

100%



Music

2005 2007 2009 2012 202040%

60%

80%

100%

Geography

2005 2007 2009 2012 202040%

60%

80%

100%

History

2005 2007 2009 2012 202040%

60%

80%

100%

P.S.H.E

2005 2007 2009 2012 202040%

60%

80%

100%

ICT

2005 2007 2009 2012 202040%

60%

80%

100%

Art

2005 2007 2009 2012 202040%

60%

80%

100%

Design Technology

2005 2007 2009 2012 202040%

60%

80%

100%

Religious Studies

2005 2007 2009 2012 202040%

60%

80%

100%



German

2005 2007 2009 2012 202040%

60%

80%

100%

Games

2005 2007 2009 2012 202040%

60%

80%

100%

STEM

2005 2007 2009 2012 202040%

60%

80%

100%

Computer Science

2005 2007 2009 2012 202040%

60%

80%

100%

Theatre Studies

2005 2007 2009 2012 202040%

60%

80%

100%

Score trends over time for non-academic criteria

School discipline

2005 2007 2009 2012 202040%

60%

80%

100%

School facilities

2005 2007 2009 2012 202040%

60%

80%

100%



Developing confidence

2005 2007 2009 2012 202040%

60%

80%

100%

Social health education

2005 2007 2009 2012 202040%

60%

80%

100%

Control of bullying

2005 2007 2009 2012 202040%

60%

80%

100%

Caring teachers

2005 2007 2009 2012 202040%

60%

80%

100%

School security

2005 2007 2009 2012 202040%

60%

80%

100%

School communication

2005 2007 2009 2012 202040%

60%

80%

100%

Careers advice

2005 2007 2009 2012 202040%

60%

80%

100%

Developing moral values

2005 2007 2009 2012 202040%

60%

80%

100%



Levels of homework

2005 2007 2009 2012 202040%

60%

80%

100%

Happiness of child

2005 2007 2009 2012 202040%

60%

80%

100%

Community spirit

2005 2007 2009 2012 202040%

60%

80%

100%

Developing potential

2005 2007 2009 2012 202040%

60%

80%

100%

Teaching quality

2005 2007 2009 2012 202040%

60%

80%

100%

Exam results

2005 2007 2009 2012 202040%

60%

80%

100%

Choice of subjects

2005 2007 2009 2012 202040%

60%

80%

100%

Truancy control

2005 2007 2009 2012 202040%

60%

80%

100%



Availability of resources

2005 2007 2009 2012 202040%

60%

80%

100%

Computer access

2005 2007 2009 2012 202040%

60%

80%

100%

Score trends over time for additional criteria

Regular marking of work

2005 2007 2009 2012 202040%

60%

80%

100%

Written reports

2005 2007 2009 2012 202040%

60%

80%

100%

Ensuring pupils do their best/make good progress

2005 2007 2009 2012 202040%

60%

80%

100%

Making sure that new pupils settle in well

2005 2007 2009 2012 202040%

60%

80%

100%

Encouraging and listening to pupils' views

2005 2007 2009 2012 202040%

60%

80%

100%

Out of school activities and clubs

2005 2007 2009 2012 202040%

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 0.5% 3.1% 8.4% 47.7% 40.4%1 2 3 4 5

528

Mathematics 0.5% 3.0% 6.4% 40.0% 50.1%1 2 3 4 5

532

Co-ordinatedScience

3.6% 7.2% 10.4% 44.6% 34.2%1 2 3 4 5

193

Biology 1.4% 4.2% 15.3% 48.7% 30.4%1 2 3 4 5

320

Chemistry 0.8% 3.8% 8.8% 43.2% 43.5%1 2 3 4 5

322

Physics 1.0% 5.7% 11.5% 42.8% 39.1%1 2 3 4 5

326

P. E. 0.7% 2.2% 17.1% 47.9% 32.1%1 2 3 4 5

446

French 0.8% 2.1% 13.8% 47.2% 36.1%1 2 3 4 5

429

Drama 0.0% 0.8% 16.5% 46.1% 36.7%1 2 3 4 5

346

Music 0.3% 3.2% 22.5% 46.6% 27.4%1 2 3 4 5

333



Academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

GraphSample

size

Geography 0.5% 3.0% 9.6% 51.0% 36.0%1 2 3 4 5

456

History 0.2% 0.6% 6.8% 43.4% 49.0%1 2 3 4 5

463

P.S.H.E 0.8% 1.5% 24.6% 49.8% 23.3%1 2 3 4 5

347

ICT 0.8% 3.8% 18.9% 53.6% 23.0%1 2 3 4 5

265

Art 0.8% 1.8% 14.9% 46.3% 36.3%1 2 3 4 5

360

DesignTechnology

0.2% 2.6% 13.9% 57.8% 25.6%1 2 3 4 5

301

ReligiousStudies

1.3% 1.7% 10.1% 49.5% 37.3%1 2 3 4 5

444

German 3.3% 7.5% 13.1% 39.6% 36.6%1 2 3 4 5

457

Games 0.0% 1.7% 28.8% 42.4% 27.1%1 2 3 4 5

59

Classics 2.1% 3.6% 15.6% 49.2% 29.5%1 2 3 4 5

202

BusinessStudies

0.0% 0.0% 6.1% 51.5% 42.4%1 2 3 4 5

33

Economics 1.3% 3.2% 16.1% 43.7% 35.6%1 2 3 4 5

117



Academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

GraphSample

size

STEM 0.0% 1.4% 9.9% 50.8% 37.9%1 2 3 4 5

284

ComputerScience

9.1% 10.5% 17.1% 46.3% 17.0%1 2 3 4 5

68

Government &Politics

0.0% 3.8% 0.0% 19.2% 76.9%1 2 3 4 5

26

Philosophy &Ethics

0.0% 0.0% 0.0% 22.2% 77.8%1 2 3 4 5

27

EPQ 0.0% 3.3% 50.0% 36.7% 10.0%1 2 3 4 5

30

Theatre Studies 0.0% 0.0% 0.0% 18.2% 81.8%1 2 3 4 5

11



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 0.2% 1.1% 5.5% 39.1% 53.7% 0.5%1 2 3 4 5 N

School facilities 0.3% 2.9% 15.6% 64.1% 16.4% 0.6%1 2 3 4 5 N

Developingconfidence

0.5% 3.0% 10.2% 44.0% 41.1% 1.1%1 2 3 4 5 N

Social healtheducation

0.5% 1.9% 13.7% 44.3% 19.0% 20.7%1 2 3 4 5 N

Control ofbullying

1.0% 3.0% 7.1% 43.5% 24.8% 20.7%1 2 3 4 5 N

Caring teachers 0.3% 2.2% 7.0% 46.8% 42.5% 1.1%1 2 3 4 5 N

School security 0.3% 3.2% 13.4% 51.1% 25.0% 7.0%1 2 3 4 5 N

Schoolcommunication

2.7% 5.4% 10.6% 43.7% 37.5% 0.2%1 2 3 4 5 N

Careers advice 1.1% 3.4% 11.8% 27.8% 14.9% 40.9%1 2 3 4 5 N

Developingmoral values

0.2% 1.4% 9.6% 44.3% 39.6% 4.8%1 2 3 4 5 N

Levels ofhomework

2.1% 6.0% 16.5% 59.6% 15.7% 0.2%1 2 3 4 5 N



Non-academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Happiness ofchild

0.2% 3.1% 8.7% 45.8% 42.2% 0.0%1 2 3 4 5 N

Community spirit 0.2% 3.3% 14.0% 45.0% 33.5% 4.0%1 2 3 4 5 N

Developingpotential

0.3% 3.0% 13.4% 46.1% 34.6% 2.6%1 2 3 4 5 N

Teaching quality 0.2% 0.9% 8.5% 55.4% 33.2% 1.8%1 2 3 4 5 N

Exam results 0.2% 0.5% 7.1% 45.3% 28.9% 18.1%1 2 3 4 5 N

Choice ofsubjects

0.3% 2.4% 9.0% 53.3% 30.5% 4.5%1 2 3 4 5 N

Truancy control 0.2% 0.3% 3.2% 33.6% 27.5% 35.2%1 2 3 4 5 N

Availability ofresources

3.2% 13.8% 28.8% 39.0% 10.0% 5.3%1 2 3 4 5 N

Computeraccess

1.3% 4.7% 20.0% 38.0% 12.3% 23.7%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

Quality ofSpecialist roomse.g. Labs

0.0% 0.9% 10.6% 46.0% 8.7% 33.8%1 2 3 4 5 N

Promoting racialharmony

0.5% 0.8% 6.9% 33.7% 17.6% 40.6%1 2 3 4 5 N

Unexpectedcosts orexpenses

1.1% 4.1% 28.0% 39.1% 12.6% 15.0%1 2 3 4 5 N

Access to staff 0.2% 3.8% 12.1% 50.8% 28.4% 4.8%1 2 3 4 5 N

Teaching pupilswith specialneeds

0.6% 1.9% 4.6% 7.4% 6.4% 79.2%1 2 3 4 5 N

Regular markingof work

1.1% 7.6% 16.9% 45.7% 15.0% 13.7%1 2 3 4 5 N

Attitude of non-teaching/supportstaff

0.0% 0.5% 3.9% 32.6% 21.5% 41.5%1 2 3 4 5 N

Written reports 0.5% 2.7% 13.1% 49.5% 24.9% 9.4%1 2 3 4 5 N

Treating allpupils fairly/equally

0.8% 2.5% 9.0% 41.8% 22.7% 23.2%1 2 3 4 5 N

Celebratingand rewardingachievement

1.1% 3.8% 12.5% 43.8% 29.9% 8.9%1 2 3 4 5 N

Ensuring pupilsdo their best/make goodprogress

0.6% 3.8% 11.9% 48.4% 31.0% 4.3%1 2 3 4 5 N



Additionalcriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Making sure thatnew pupils settlein well

0.0% 0.8% 4.3% 26.9% 37.5% 30.5%1 2 3 4 5 N

Encouragingand listening topupils' views

0.3% 0.6% 12.4% 40.0% 22.5% 24.1%1 2 3 4 5 N

Looking afterpupils well

0.2% 1.3% 7.7% 47.8% 36.7% 6.3%1 2 3 4 5 N

Quality offeedback onpupil's work

1.3% 7.3% 20.7% 47.3% 17.1% 6.3%1 2 3 4 5 N

Appropriate levelof challenge inhomework

1.1% 3.6% 15.6% 56.5% 19.3% 3.8%1 2 3 4 5 N

Pupils' attitudesto learning

0.3% 1.3% 11.8% 55.2% 28.0% 3.3%1 2 3 4 5 N

E-safety 0.6% 1.0% 9.8% 46.2% 21.1% 21.4%1 2 3 4 5 N

Out of schoolactivities andclubs

0.2% 4.1% 13.4% 45.1% 33.7% 3.5%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 (1 of 2)

4.8 4.8 4.7

4.4 4.4 4.44.3 4.3 4.2 4.2 4.2 4.2 4.1 4.1 4.1 4.1 4.1 4.1 4.0 4.0

Theat

re S

tudie

s

Philos

ophy

& E

thics

Gover

nmen

t & P

olitic

s

Histor

y

Mat

hem

atics

Busine

ss S

tudie

s

Chem

istry

STEM

Englis

h

Dram

a

Geogr

aphy

Religio

us S

tudie

s

Physic

s Art

Frenc

h

Econo

mics

P. E.

Design

Tec

hnolo

gy

Biolog

y

Classic

s1.0

2.0

3.0

4.0

5.0

Mea

n

Academic subjects (2 of 2)

4.0 4.0 3.9 3.9 3.9 3.9

3.6 3.5

Co-ordinatedScience

Music Games ICT P.S.H.E German ComputerScience

EPQ1.0

2.0

3.0

4.0

5.0

Mea

n

Non-academic areas

4.5 4.4 4.3 4.3 4.3 4.2 4.2 4.2 4.2 4.1 4.1 4.1 4.1 4.0 4.0 3.9 3.9 3.8 3.7

3.4

Schoo

l disc

ipline

Truan

cy co

ntro

l

Caring

teac

hers

Develo

ping

mor

al va

lues

Happin

ess o

f chil

d

Exam

resu

lts

Develo

ping

conf

idenc

e

Teach

ing q

uality

Choice

of s

ubjec

ts

Develo

ping

pote

ntial

Comm

unity

spirit

Contro

l of b

ullyin

g

Schoo

l com

mun

icatio

n

Schoo

l sec

urity

Social

hea

lth e

duca

tion

Schoo

l facil

ities

Caree

rs a

dvice

Leve

ls of

hom

ewor

k

Compu

ter a

cces

s

Availa

bility

of r

esou

rces

1.0

2.0

3.0

4.0

5.0

Mea

n



Additional questions

4.54.3 4.3

4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.13.9 3.9

3.8 3.8 3.8 3.7

Mak

ing su

re

that

new

...

Attitud

e of

non-

teac

hing/

supp

...

Look

ing a

fter

pupil

s well

Pupils

' attit

udes

to le

arnin

g

Prom

oting

racia

l har

mon

y

Out o

f sch

ool

activ

ities a

nd...

Encou

ragin

g

and

liste

ning.

..

Ensur

ing p

upils

do th

eir...

Acces

s to

staff

E-saf

ety

Treat

ing a

ll

pupil

s...

Celebr

ating

and

rewar

ding.

..

Writ

ten

repo

rts

Quality

of

Specia

list..

.

Appro

priat

e

level

of...

Teach

ing p

upils

with sp

ecial

...

Regula

r

mar

king

of w

ork

Quality

of

feed

back

on.

..

Unexp

ecte

d

costs

or..

.1.0

2.0

3.0

4.0

5.0M

ean

Parent survey report


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