ripon grammar school rowell... · this report details the findings of the fourth kirkland rowell...

Ripon Grammar School

Parent survey report – June 2014

In case of enquiries please contact Kirkland Rowell Surveys by emailing [email protected] © 2014 Kirkland Rowell Limited.

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

Report generated on 05/08/2014

mailto:[email protected]?subject=Query%20about%20my%20Parent survey report%20-%20EPM714D14

Parent survey report

Copyright © 2014 Kirkland Rowell Limited of 88

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. 20

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

25

5. ASCL self-evaluation summary Linking your survey data to the current ASCL evaluation schedule. 27

6. Unexpected results Highlighting any particularly unusual or unexpected results. 48

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

54

8. Year group analysis Year group scores compared to national averages. 65

9. Time series analysis Trends for surveyed criteria over time. 73

10. Appendix Supplementary data and information on interpretation and analysisservices.

81

Parent survey report – Executive summary


Executive summaryThis report details the findings of the fourth Kirkland Rowell Parent Survey for Ripon Grammar School. Thereport measures 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 June 2014. Thereport also measures performance with regard to overall satisfaction and improvement.

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

Summary of results for this survey

• 192 completed questionnaires were returned representing a response rate of 34.9%. The response meantthat meaningful data could be drawn for all criteria except for Business Studies, Latin, Classics, Psychology,Economics, Theatre Studies, Critical Thinking, Astronomy, Music Technology, General Studies and ProductDesign.

• The parents gave an excellent overall performance score (88.9%) (see page 6).

• Of the parents whose children were not in their first year at the school 18% said the school had improvedover the last year and 3% thought that the school’s performance was worse (see page 54).

• Of the parents of new students, 2% felt that the school had not lived up to their expectations and 26% saidthe school was better than they had expected it to be (see page 54).

• With regard to academic subjects, parents are most happy with the delivery of Chemistry, French andSpanish.

• The parents are least happy with the delivery of Drama, German and Music.

• With regards to non-academic areas, parents are most happy with Developing potential, Levels ofhomework and Availability of resources.

• The parents are least happy with Choice of subjects, School facilities and School security.

• The parents' top priorities for improvement are School facilities, Choice of subjects and Careers advice.

• The parents of female students gave significantly higher scores for Art, French, Overall, Celebrating andrewarding achievement and Ensuring pupils do best and make good progress.

Summary of results since the previous survey

• The following academic area received significantly higher scores than the previous survey: Chemistry.

• The following academic areas received significantly lower scores than the previous survey: ICT, History andDrama.

• The following non-academic areas received significantly lower scores than the previous survey:Encouraging and listening to parent views, Celebrating and rewarding achievement and Explaining toparents how to help their child.

• Too few parents answered "Yes" to the question "Has your child ever been eligible for free school mealsduring the last six years?" to generate a set of analysis by this question.



• The following non-academic areas received significantly higher scores over more than two surveys: Truancycontrol and Availability of resources.

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

Summary of results over more than two surveys

• The following academic areas received significantly higher scores over more than two surveys:Mathematics and RE.

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



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 criteria85.2% Chemistry

81.6% French

80.8% Spanish

80.7% Mathematics

79.0% Physics

Relative weaknesses for academic criteria53.0% Drama

60.6% German

64.3% Music

67.0% History

68.6% Geography

Relative strengths for non-academic criteria Importance Ranking82.5% Developing potential (87.3%) 2nd

82.3% Levels of homework (32.1%) 16th

82.2% Availability of resources (32.9%) 15th

82.0% Careers advice (34.2%) 14th

81.8% Community spirit (25.2%) 17th

Relative weaknesses for non-academic criteria Importance Ranking72.2% Choice of subjects (35.2%) 12th

73.8% School facilities (36.7%) 11th

73.8% School security (35.1%) 13th



Response to survey

192 completed questionnaires were returned representing a response rate of 34.9%.

Proportion of responses (%) Number of responses

Responses from parents of male students 40.3 77

Responses from parents of female students 59.7 114

Responses from parents of First Form students 28.9 55

Responses from parents of Second Form students 22.6 43

Responses from parents of Third Form students 26.3 50

Responses from parents of Fourth Form students 15.8 30

Responses from parents of L6 students 6.3 12

Overall parental satisfaction

This survey (%)Previous

survey (%)Change (%)

Overall, rate the performance of the school 88.9 89.8 -0.8

Rating ‘poor’or ‘very

poor’ (%)

Previoussurvey (%)

% ChangeRating ‘good’

or ‘verygood’ (%)

Overall, rate the performance of the school 96.8

Overall parental satisfaction

0%1%

3%

40%

57%

Very poor (1) Poor (2) Neither (3) Good (4) Very good (5)0%

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

0.5 0.0 +0.5

• 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

Parents of male students

This survey Last survey

89%

85%

93%90% 91% 89%

All parents Parents of female students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• The parents gave an excellent overall performance score of 88.9%, declined since the last survey.

• Parents of male students scored the overall performance of the school lower than the parents of femalestudents.



Overall performance scores broken down by year group

All parents Parents of male students Parents of female students

89% 90%

84%

91%94%

88%86%

75%

89%

0%

89%93%

88%

93%

0%

First Form Second Form Third Form Fourth Form L60%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• Parents of L6 students scored the highest overall from other year groups and are therefore most satisfiedwith the school’s performance.

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



Time series analysis of overall performance scores

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

86%88%

90% 89%

2008 2010 2012 20140%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

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



Parents recommend this school broken down by gender and year group

Recommend this school scores broken down by gender

This survey Last survey

99% 98% 100%

0% 0% 0%

All parents Parents of male students Parents of female students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• 98.9% of parents said they would recommend this school to another parent.

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

Recommend this school scores broken down by year group

All parents Parents of male students Parents of female students

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

88%

100%

0%

100% 100% 100% 100%

0%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• Parents of Third Form students would recommend this school to another parent less than parents from other year groups.

Parent survey report – Key results


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

Interpreting results

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

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

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

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

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

Non-academic and additional questions receiving a score of:

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

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

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

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

Weighted scoresIn the results tables the scores achieved are given as a percentage. A full explanation of how mean scores(lying between 1 and 5) were converted to percentages is given on our website. As there is a measurable bias in the way that parents score criteria, it is necessary to create “weighted” scores so that the score for any one 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 180 similar, English schools. Results quoted from the previous survey, if applicable, may show small differences from those originally given, as the weightings applied change slightly from one year to the next.

Statistical reliabilityGenerally all of our results are quoted as being reliable to within less than 5% at the 95% confidence level.Where this is not possible due to the sample achieved, results are quoted as reliable to within less than 10%at the 95% confidence level and are highlighted in blue. Occasionally when results are even less reliablewe show an indicative result and highlight in pink. Where there are fewer than 10 responses we only show“low response” and no further result is quoted. For further information see our website for details. Criteriawhich have not yet been surveyed in at least 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 using theaverage scores achieved from over120 similar schools. It allows eachcriterion to be compared meaningfullyon a ‘level playing field’. This scorecan be over 100%.

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

Scores above the goldline are ‘outstanding’.

Scores above the greenline are ‘good’.

Scores above the redline indicate 'room forimprovement'.

* This criteria has not yetbeen surveyed in at least 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

Chemistry 85.2 77.9 +7.4

French 81.6 84.2 -2.6

Spanish 80.8 83.6 -2.8

Mathematics 80.7 79.5 +1.2

Physics 79.0 76.5 +2.5

Art 78.7 80.6 -1.9

RE 77.6 72.9 +4.7

ICT 77.1 84.9 -7.7

Biology 76.9 70.4 +6.5

DT 73.8 78.4 -4.5

English 73.0 73.0 +0.0

Games 72.9 76.8 -3.8

PE 72.7 78.6 -5.9

PSHCEE 68.7 76.4 -7.7

Geography 68.6 72.0 -3.4

History 67.0 80.3 -13.3

Music 64.3 65.0 -0.7

German 60.6 73.1 -12.5

Drama 53.0 71.8 -18.8

Astronomy Low response

Business Studies Low response

Classics Low response

Critical Thinking Low response

Economics Low response

General Studies Low response

Latin Low response

Music Technology Low response

Product Design Low response

Psychology Low response

Theatre Studies Low response

• Parents consider delivery of the following academic subjects to be ‘outstanding’: Chemistry, French,Spanish and Mathematics.



• Parents consider delivery of the following academic subjects to be ‘good’: Physics, Art, RE, ICT, Biology,DT, English, Games and PE.

• Parents consider delivery of the following academic subjects to show ‘room for improvement’: PSHCEE,Geography and History.

• Parents consider delivery of the following academic subjects to show ‘attention advised’: Music, Germanand Drama.

• Parents consider delivery of the following academic subjects to have shown a significant improvement sincethe last survey: Chemistry.

• Parents consider delivery of the following academic subjects to have declined since the last survey: ICT,History and Drama.

• The following academic subject achieved a low sample; therefore scores are only reliable within 10%:Spanish, German and Drama.



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 (%)



Mathematics 2.1 7.7 -5.6 84.3

Art 3.0 3.2 -0.2 83.1

Chemistry 3.4 10.5 -7.0 85.8

Spanish 3.5 85.8

French 4.2 6.9 -2.8 81.3

Physics 6.1 5.9 +0.2 77.5

English 6.4 7.2 -0.7 78.2

ICT 6.6 4.4 +2.2 65.8

DT 6.8 1.4 +5.4 69.1

Games 7.9 1.4 +6.5 71.7

PE 8.2 0.0 +8.2 74.1

Biology 8.6 11.8 -3.1 76.6

RE 9.2 13.2 -4.0 73.3

Geography 10.3 2.6 +7.7 68.5

German 14.2 45.1

Music 15.2 14.6 +0.5 55.9

History 15.9 1.5 +14.4 66.5

PSHCEE 16.7 4.9 +11.8 49.9

Drama 23.1 47.4



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 potential 82.5 83.2 -0.8

Levels of homework 82.3 82.7 -0.4

Availability of resources 82.2 80.8 +1.4

Careers advice 82.0 90.0 -8.0

Community spirit 81.8 84.1 -2.3

School discipline 81.0 82.8 -1.7

Truancy control 80.1 76.7 +3.4

Teaching quality 79.6 79.8 -0.2

Developing moral values 79.3 80.8 -1.5

Exam results 78.9 80.5 -1.5

Control of bullying 78.4 81.2 -2.8

Computer access 78.0 79.0 -1.0

Happiness of child 77.5 79.7 -2.2

Caring teachers 77.2 80.0 -2.8

Developing confidence 77.1 81.7 -4.7

School communication 77.0 83.1 -6.2

Social health education 76.7 80.1 -3.3

School security 73.8 76.2 -2.4

School facilities 73.8 74.3 -0.4

Choice of subjects 72.2 73.3 -1.1

• Parents consider delivery of the following non-academic areas to be ‘outstanding’: Developing potential,Levels of homework, Availability of resources, Careers advice, Community spirit, School discipline, Truancycontrol, Teaching quality, Developing moral values, Exam results, Control of bullying, Computer access,Happiness of child, Caring teachers, Developing confidence, School communication and Social healtheducation.

• Parents consider delivery of the following non-academic areas to be ‘good’: School security, School facilitiesand Choice of subjects.



Happy versus unhappy parents for non-academic criteria







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

Previoussurvey (%)



Teaching quality 0.0 0.0 0.0 89.8

Truancy control 1.4 1.1 +0.3 88.8

Exam results 2.5 0.0 +2.5 86.6

School discipline 3.2 0.8 +2.4 85.2

School facilities 3.3 2.5 +0.8 81.5

Availability of resources 3.4 0.8 +2.6 82.0

Choice of subjects 4.4 0.0 +4.4 71.0

Computer access 5.0 0.8 +4.2 87.6

Developing potential 5.5 1.6 +3.9 83.5

Caring teachers 6.2 2.5 +3.7 80.2

School security 6.8 3.6 +3.2 75.5

Social health education 6.9 2.0 +4.9 73.2

Developing moral values 7.4 3.6 +3.8 76.6

Control of bullying 7.6 3.2 +4.4 76.0

Happiness of child 7.8 2.5 +5.3 84.5

Community spirit 8.1 3.0 +5.1 73.9

School communication 8.9 5.8 +3.0 73.0

Levels of homework 8.9 5.4 +3.6 69.6

Developing confidence 9.3 1.7 +7.6 71.8

Careers advice 11.8 7.9 +3.9 67.3



Additional criteria

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

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

Written reports 83.6 83.8 -0.2

Encouraging local community activity 81.8 85.2 -3.4

Quality of school management 80.3 83.2 -2.9

Tailoring workload to childs needs andability

79.6 80.8 -1.2

Treating all pupils fairly and equally 79.4 82.0 -2.6

Attitude of non-teaching support staff 79.3 77.0 +2.3

Ensuring pupils do best and make goodprogress

78.8 80.8 -2.1

Promoting racial harmony 78.1 78.4 -0.3

Extra curricular activities 77.5 81.0 -3.5

Regular marking of work 77.0 76.3 +0.6

Encouraging and listening to pupil views 76.3 83.7 -7.4

Encouraging and listening to parent views 76.2 85.0 -8.8

Looking after pupils well 75.0 79.1 -4.1

Handling complaints 73.9 81.6 -7.8

Celebrating and rewarding achievement 71.5 79.1 -7.6

Explaining to parents how to help theirchild

70.3 79.8 -9.5

Teaching for special needs 68.0 79.8 -11.9

• Parents consider delivery of the following additional criteria to be ‘outstanding’: Written reports, Encouraginglocal community activity, Quality of school management, Tailoring workload to childs needs and ability,Treating all pupils fairly and equally, Attitude of non-teaching support staff, Ensuring pupils do best andmake good progress, Promoting racial harmony, Extra curricular activities, Regular marking of work,Encouraging and listening to pupil views, Encouraging and listening to parent views and Looking afterpupils well.

• Parents consider delivery of the following additional criteria to be ‘good’: Handling complaints, Celebratingand rewarding achievement, Explaining to parents how to help their child and Teaching for special needs.

• Parents consider delivery of the following additional criteria to have declined since the last survey:Encouraging and listening to parent views, Celebrating and rewarding achievement and Explaining toparents how to help their child.

• The following additional criteria achieved a very low sample; therefore scores should only be consideredindicative: Teaching for special needs.



Happy versus unhappy parents for additional criteria







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

Previoussurvey (%)



Quality of school management 1.2 1.0 +0.2 85.6

Written reports 3.2 1.7 +1.5 87.4

Promoting racial harmony 4.6 2.5 +2.1 79.4

Attitude of non-teaching support staff 4.8 0.0 +4.8 83.1


6.5 1.7 +4.8 79.5

Looking after pupils well 6.7 1.7 +5.0 84.6

Extra curricular activities 6.9 0.0 +6.9 82.3

Encouraging and listening to parent views 7.0 2.9 +4.2 67.1

Treating all pupils fairly and equally 7.4 2.8 +4.6 70.8

Tailoring workload to childs needs andability

8.7 4.3 +4.4 70.1

Celebrating and rewarding achievement 9.0 3.6 +5.5 72.3

Handling complaints 11.1 3.6 +7.5 61.8

Encouraging and listening to pupil views 11.5 3.9 +7.6 60.9

Regular marking of work 11.7 8.2 +3.5 60.4

Encouraging local community activity 15.8 9.8 +6.0 54.4

Explaining to parents how to help theirchild

19.0 8.7 +10.3 50.8

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 96.2 8th 97.4 14th

Developing potential 87.3 1st 88.7 3rd

School discipline 83.9 6th 94.2 5th

Happiness of child 83.5 13th 82.3 15th

Developing confidence 82.8 15th 85.6 7th

Caring teachers 81.4 14th 73.2 13th

Exam results 61.3 10th 57.1 11th

Developing moral values 60.4 9th 55.8 9th

Control of bullying 57.8 11th 50.5 8th

School communication 45.5 16th 43.6 4th

School facilities 36.7 19th 47.9 19th

Choice of subjects 35.2 20th 31.0 20th

School security 35.1 18th 39.5 18th

Careers advice 34.2 4th 40.0 1st

Availability of resources 32.9 3rd 40.6 10th

Levels of homework 32.1 2nd 31.2 6th

Community spirit 25.2 5th 25.4 2nd

Computer access 16.1 12th 6.1 16th

Social health education 10.4 17th 7.4 12th

Truancy control 2.0 7th 2.2 17th

With regard to the five criteria most important to parents:

• The school performs well in: Developing potential.



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 96.2 1st 1st 0

Developing potential 87.3 2nd 4th +2

School discipline 83.9 3rd 2nd -1

Happiness of child 83.5 4th 3rd -1

Developing confidence 82.8 5th 6th +1

Caring teachers 81.4 6th 5th -1

Exam results 61.3 7th 9th +2

Developing moral values 60.4 8th 11th +3

Control of bullying 57.8 9th 7th -2

School communication 45.5 10th 8th -2

School facilities 36.7 11th 10th -1

Choice of subjects 35.2 12th 14th +2

School security 35.1 13th 12th -1

Careers advice 34.2 14th 16th +2

Availability of resources 32.9 15th 13th -2

Levels of homework 32.1 16th 15th -1

Community spirit 25.2 17th 18th +1

Computer access 16.1 18th 17th -1

Social health education 10.4 19th 20th +1

Truancy control 2.0 20th 19th -1

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



How parent priorities change as students get older

The graph below shows which criteria parents of First Form students selected as important compared towhich criteria parents of Fourth Form & L6 students selected as important. This shows us how parent prioritieschange as the students get older. The table shows the criteria where there is a difference in ranking of four ormore positions.

Parent priorities

First Form Fourth Form & L6

Teach

ing q

uality

Happin

ess o

f chil

d

Schoo

l disc

ipline

Caring

teac

hers

Develo

ping

pote

ntial

Develo

ping

conf

idenc

e

Develo

ping

mor

al

value

s

Contro

l of b

ullyin

g

Exam

resu

lts

Schoo

l com

mun

icatio

n

Schoo

l facil

ities

Leve

ls of

hom

ewor

k

Schoo

l sec

urity

Availa

bility

of

reso

urce

s

Choice

of s

ubjec

ts

Caree

rs a

dvice

Comm

unity

spirit

Compu

ter a

cces

s

Social

hea

lth e

duca

tion

Truan

cy co

ntro

l0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Criteria where differencein ranking is four or more

First Form ranking Fourth Form & L6 ranking

Happiness of child 2nd 6th

School facilities 11th 16th

Careers advice 16th 10th



How parent priorities change by gender of child

The graph below shows which criteria parents of female students selected as important compared to whichcriteria parents of male students selected as important. This shows us how parent priorities change by genderof the child. The table shows the criteria where there is a difference in ranking of four or more positions.

Parent priorities

Male students Female students

Develo

ping

pote

ntial

Teach

ing q

uality

Happin

ess o

f chil

d

Develo

ping

conf

idenc

e

Schoo

l disc

ipline

Caring

teac

hers

Exam

resu

lts

Develo

ping

mor

al

value

s

Contro

l of b

ullyin

g

Schoo

l com

mun

icatio

n

Schoo

l sec

urity

Choice

of s

ubjec

ts

Schoo

l facil

ities

Caree

rs a

dvice

Availa

bility

of

reso

urce

s

Leve

ls of

hom

ewor

k

Comm

unity

spirit

Compu

ter a

cces

s

Social

hea

lth e

duca

tion

Truan

cy co

ntro

l0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Criteria where differencein ranking is four or more

Male students ranking Female students ranking

Caring teachers 6th 2nd

School security 11th 16th

Levels of homework 16th 12th



Relative parent priorities for improvement

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

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

School facilities 11.9 19.2 9.7

Choice of subjects 11.5 10.0 3.3

Careers advice 10.4 5.9 7.4

School communication 9.7 8.5 10.2

Developing potential 8.4 8.3 11.5

Developing confidence 8.3 3.0 5.0

Teaching quality 6.2 9.8 13.2

Happiness of child 5.3 0.0 2.9

Levels of homework 5.0 5.2 6.9

Developing moral values 4.8 0.8 1.9

Computer access 4.0 2.8 1.9

School security 3.6 5.1 1.6

School discipline 3.1 3.7 7.1

Caring teachers 2.4 7.4 3.4

Availability of resources 2.1 4.6 3.4

Control of bullying 1.5 0.8 4.5

Community spirit 1.3 0.9 1.7

Exam results 0.5 0.0 2.7

Truancy control 0.0 0.5 0.5

Social health education 0.0 3.3 0.9

• Parents have given a higher priority to the following areas since the last survey: Careers advice, Developingconfidence and Happiness of child.

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

• Parents have given a higher priority to the following areas compared to similar schools: Choice of subjects.

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

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 77.5% 188

2. My child feels safe at this school

Control of bullying 78.4% 164

School security 73.8% 172

3. My child makes good progress at this school

Developing potential 82.5% 179

Ensuring pupils do best and make good progress 78.8% 184

4. My child is well looked after at this school

Attitude of non-teaching support staff 79.3% 119

Caring teachers 77.2% 184

Looking after pupils well 75.0% 177

School security 73.8% 172

5. My child is taught well at this school

Developing potential 82.5% 179

Teaching quality 79.6% 177

Tailoring workload to childs needs and ability 79.6% 160

Exam results 78.9% 164

Ensuring pupils do best and make good progress 78.8% 184

Teaching for special needs 68.0% 42

Parent survey report – Parent View summary


Score Sample

6. My child receives appropriate homework for their age

Respondents saying 'Right' for homework amount Outstanding 121

Levels of homework 82.3% 188

Tailoring workload to childs needs and ability 79.6% 160

7. This school ensures the pupils are well behaved

School discipline 81.0% 183

8. This school deals effectively with bullying

Control of bullying 78.4% 164

9. Quality of school management

Quality of school management 80.3% 157

10. This school responds well to any concern I raise

Caring teachers 77.2% 184

Encouraging and listening to parent views 76.2% 162

Handling complaints 73.9% 103

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

Written reports 83.6% 180

Regular marking of work 77.0% 181

Explaining to parents how to help their child 70.3% 153

12. I would recommend this school to another parent

Recommend this school 98.9% 179

Parent survey report – Self-evaluation summary


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

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

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

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

Remember, for grading comparisons with our colour coded system:

Gold = Outstanding = Grade 1

Green = Good = Grade 2

Black = Requires improvement = Grade 3

Red = Inadequate = Grade 4

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

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

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



Achievement

Pupils' learning and progress overallDeveloping potential 82.5% Outstanding

Tailoring workload to childs needs and ability 79.6% Outstanding

Exam results 78.9% Outstanding

Ensuring pupils do best and make good progress 78.8% Outstanding

Developing confidence 77.1% Outstanding

Average of academic subject ratings Good

Teaching for special needs 68.0% Good

Strengths

• Developing potential

• Tailoring workload to childs needs and ability

Weaknesses

• Teaching for special needs

• Average of academic subject ratings

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

Groups progressYour own assessment is required here.

Subject / Key Stage progressAcademic criteria improving since previous surveys Good

Your average parental grade for this section = 2.0 = Good = Grade 2



Skills - Reading, Writing, Communications and Mathematics across the curriculumDeveloping potential 82.5% Outstanding

Mathematics 80.7% Outstanding


Encouraging and listening to pupil views 76.3% Outstanding

English 73.0% Good

Choice of subjects 72.2% Good


Strengths


• Mathematics

Weaknesses


• Choice of subjects


Attainment and closing gapsMathematics 80.7% Outstanding


English 73.0% Good


Summary grade – Achievement section

Your average parental grade for "Achievement" = 1.5 = Good = Grade 2 ( + )

To reach the next grade

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

• Subject / Key Stage progress



Quality of teaching at the school

Teaching overallAverage of academic subject ratings Good

Strengths

85.2% Chemistry

81.6% French

80.8% Spanish

Weaknesses

53.0% Drama

60.6% German

64.3% Music


Pupils' progress and learningDeveloping potential 82.5% Outstanding





Average of academic subject ratings Good


Strengths



Weaknesses


• Average of academic subject ratings




Climate for learningDeveloping potential 82.5% Outstanding

Teaching quality 79.6% Outstanding

Treating all pupils fairly and equally 79.4% Outstanding


Regular marking of work 77.0% Outstanding


Celebrating and rewarding achievement 71.5% Good

Strengths


• Teaching quality

Weaknesses

• Celebrating and rewarding achievement

Your average parental grade for this section = 1.1 = Outstanding = Grade 1

Teachers' expectationsDeveloping potential 82.5% Outstanding

Levels of homework 82.3% Outstanding



Strengths





Teachers' planning and strategiesDeveloping potential 82.5% Outstanding







Strengths


• Levels of homework

Weaknesses




Interventions and supportYour own assessment is required here.

Teaching of RWCMMathematics 80.7% Outstanding



English 73.0% Good

Strengths

• Mathematics

Weaknesses

• English




AssessmentTeaching quality 79.6% Outstanding






Strengths



Weaknesses



Marking, feedback and homeworkAnalysis of homework amount Outstanding

Written reports 83.6% Outstanding





School communication 77.0% Outstanding


Explaining to parents how to help their child 70.3% Good

Strengths

• Analysis of homework amount

• Written reports


Weaknesses

• Explaining to parents how to help their child



Summary grade – Quality of teaching at the school section

Your average parental grade for "Quality of teaching at the school" = 1.3 = Outstanding = Grade 1 ( - )

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



Behaviour and safety of pupils at the school

Climate for learningDeveloping potential 82.5% Outstanding







Strengths



Weaknesses



Parents', staff and pupils' views of behaviour and safetySchool discipline 81.0% Outstanding


Developing moral values 79.3% Outstanding

Control of bullying 78.4% Outstanding

Promoting racial harmony 78.1% Outstanding



Encouraging and listening to parent views 76.2% Outstanding

Looking after pupils well 75.0% Outstanding

School security 73.8% Good

Strengths

• School discipline

• Treating all pupils fairly and equally

• Developing moral values

Weaknesses

• School security




Pupils' behaviourCommunity spirit 81.8% Outstanding

School discipline 81.0% Outstanding





Strengths

• Community spirit



Safety and mutual supportCommunity spirit 81.8% Outstanding


Attitude of non-teaching support staff 79.3% Outstanding



Caring teachers 77.2% Outstanding



Social health education 76.7% Outstanding




PSHCEE 68.7% Requires improvement

Strengths


• Treating all pupils fairly and equally

• Attitude of non-teaching support staff

Weaknesses

• PSHCEE

• School security




School systems for behaviour managementQuality of school management 80.3% Outstanding

Truancy control 80.1% Outstanding






Strengths

• Quality of school management

• Truancy control

Weaknesses

• School security


BullyingCommunity spirit 81.8% Outstanding









Strengths




Weaknesses

• School security


AttendanceTruancy control 80.1% Outstanding




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

Your average parental grade for "Behaviour and safety of pupils at the school" = 1.1 = Outstanding = Grade 1




Quality of leadership and management of the school

Impact on outcomes; improvementCriteria improving since previous surveys Good

Ratio of parents saying school improving versus declining Good

Significant improvements versus significant declines Requires improvement

Summary of results since the previous survey• The following academic area received significantly higher scores than the previous survey: Chemistry.

• The following academic areas received significantly lower scores than the previous survey: ICT, Historyand Drama.

• The following non-academic areas received significantly lower scores than the previous survey:Encouraging and listening to parent views, Celebrating and rewarding achievement and Explaining toparents how to help their child.

Summary of results over more than two surveys• The following academic areas received significantly higher scores than the last three surveys:

Mathematics and RE.

• The following academic area received significantly lower scores than the last three surveys: ICT.

• The following non-academic areas received significantly higher scores than the last three surveys:Truancy control and Availability of resources.

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



Impact on teaching and learningDeveloping potential 82.5% Outstanding


Availability of resources 82.2% Outstanding






Computer access 78.0% Outstanding

Extra curricular activities 77.5% Outstanding




School facilities 73.8% Good


Strengths



• Availability of resources

Weaknesses


• School facilities


Performance management and professional developmentFor these categories, please see your Kirkland Rowell Staff Survey, where available.



CurriculumDeveloping potential 82.5% Outstanding

Careers advice 82.0% Outstanding

Mathematics 80.7% Outstanding






English 73.0% Good




Strengths


• Careers advice

• Mathematics

Weaknesses

• PSHCEE




LiteracyEnglish 73.0% Good


Self-evaluationCommitment to self-evaluation programme Outstanding

Range of self-evaluation programme Outstanding

Rigour of surveys - ability to identify weakness and improvement Good


Expectations ambitionYour own assessment is required here.



Engagement with parents and carersWritten reports 83.6% Outstanding






Explaining to parents how to help their child 70.3% Good


Strengths

• Written reports


• Caring teachers

Weaknesses

• PSHCEE

• Explaining to parents how to help their child




GovernanceCommitment to self-evaluation programme Outstanding

Range of self-evaluation programme Outstanding

Availability of resources 82.2% Outstanding

Quality of school management 80.3% Outstanding




Criteria improving since previous surveys Good

Ratio of parents saying school improving versus declining Good

Rigour of surveys - ability to identify weakness and improvement Good

Significant improvements versus significant declines Requires improvement

Strengths

• Commitment to self-evaluation programme

• Range of self-evaluation programme

• Availability of resources

Weaknesses

• Significant improvements versus significant declines

• Rigour of surveys - ability to identify weakness and improvement

• Ratio of parents saying school improving versus declining




SafeguardingCommunity spirit 81.8% Outstanding

School discipline 81.0% Outstanding

Quality of school management 80.3% Outstanding












Strengths



• Quality of school management

Weaknesses

• PSHCEE

• School security


Summary grade – Quality of leadership and management of the school section

Your average parental grade for "Quality of leadership and management of the school" = 1.5 = Good = Grade2 ( + )


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. In this instance, the school needs to improve thefollowing sub-sections:

• Impact on outcomes; improvement

• Literacy



Spiritual, moral, social and cultural development

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

Personal insight and spiritual developmentDeveloping potential 82.5% Outstanding


Art 78.7% Good

RE 77.6% Good

English 73.0% Good

Music 64.3% Inadequate

Drama 53.0% Inadequate

Strengths



Weaknesses

• Drama

• Music

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

Moral understanding and relationshipsCommunity spirit 81.8% Outstanding






Strengths



Weaknesses

• PSHCEE




Social development and skillsCareers advice 82.0% Outstanding

Community spirit 81.8% Outstanding

Encouraging local community activity 81.8% Outstanding







Strengths

• Careers advice


• Encouraging local community activity

Weaknesses

• PSHCEE



Understanding and respect for different culturesCommunity spirit 81.8% Outstanding




RE 77.6% Good


Strengths


• Control of bullying

Weaknesses

• PSHCEE

• RE




The school's promotion of SMSC and community cohesionCareers advice 82.0% Outstanding

Community spirit 81.8% Outstanding

Encouraging local community activity 81.8% Outstanding




Extra curricular activities 77.5% Outstanding


Strengths

• Careers advice


• Encouraging local community activity


Summary grade – Spiritual, moral, social and cultural development section

Your average parental grade for "Spiritual, moral, social and cultural development" = 1.5 = Outstanding =Grade 1 ( - )




Overall effectiveness

SummaryAchievement 1.5 Good Grade 2 ( + )

Quality of teaching at the school 1.3 Outstanding Grade 1 ( - )

Behaviour and safety of pupils at the school 1.1 Outstanding Grade 1

Quality of leadership and management of theschool

1.5 Good Grade 2 ( + )

Summary grade – Overall effectiveness

Your average parental grade for "Overall effectiveness" = 1.4 = Outstanding = Grade 1 ( - )

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

Spiritual, moral, social and cultural development 1.5 Outstanding Grade 1 ( - )


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. In this instance, the school needs to improve thefollowing sections:

• Achievement

• Quality of leadership and management of the school

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 ‘Levels of homework’

• The contribution towards the score for Levels of homework was higher than expected in L6.

Actual versus expected scores for Levels of homework

This survey Expected

72%74%

69% 68%

92%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Levels of homework

Very poor Poor Neither Good Very good

0% 0%2%

0% 0%

5%7% 8% 7%

0%

22%

17%

26%

33%

0%

53%50%

42% 41%

33%

20%

26%

22%19%

67%


10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age



Unexpected results for ‘Community spirit’

• The contribution towards the score for Community spirit was higher than expected in L6.

Actual versus expected scores for Community spirit


73% 73%71% 71%

94%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Community spirit


2%0% 0%

4%

0%

9%

3%

9%

0% 0%

11%

34%

18%

22%

0%

53%

31%

52%

56%

25%26%

31%

20% 19%

75%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age



Unexpected results for ‘Choice of subjects’

• The contribution towards the score for Choice of subjects was higher than expected in L6.

Actual versus expected scores for Choice of subjects


75%78%

72% 73%

92%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Choice of subjects


0% 0% 0% 0% 0%0%3% 2%

7%

0%

28%

15%

36%

27%

0%

44%

49%

34%37%

33%

28%

33%

28%30%

67%


10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age



Unexpected results for ‘Availability of resources’

• The contribution towards the score for Availability of resources was lower than expected in First Form.

Actual versus expected scores for Availability of resources


75%

84%81%

84%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Availability of resources


0% 0% 0% 0%

4% 3%

0% 0%

23%

6%

14%

11%

43% 44%

47%

43%

30%

47%

40%

46%


10%

20%

30%

40%

50%

60%

Per

cent

age



Unexpected results for ‘Computer access’

• The contribution towards the score for Computer access was higher than expected in L6.

Actual versus expected scores for Computer access


81%79%

82% 84%

94%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Computer access


0% 0% 0% 0% 0%

4%

8%

0%3%

0%

10%8%

12%

0% 0%

46% 46%

50%52%

25%

40%38% 38%

45%

75%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Parent survey report – Standard analysis


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

Performance and expectations

Performance compared to last year

3%

15%

46%

2%1%

33%

Much improved Slightly improved Same Slightly worse Much worse 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 18% said the school had improvedover the last year and 3% thought that the school’s performance was worse.

Has the school lived up to your expectations?

26%

68%

2%4%

Better As Expected Worse Don't know0%

10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age

• Of the parents of new students, 2% felt that the school had not lived up to their expectations and 26% saidthe school was better than they had expected it to be.



Gender analysis

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

Satisfaction scores for academic criteria

Male Female

Mat

hem

atics

Chem

istry

Spanis

h

Biolog

y

Physic

sRE

Frenc

h

Games PE

Englis

h Art

Histor

yDT

ICT

Geogr

aphy

Germ

an

PSHCEEM

usic

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Academic criteria wheredifference is significant

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

French 76.7 82.2

Art 75.2 84.3



Satisfaction scores for non-academic criteria

Male Female

Truan

cy co

ntro

l

Exam

resu

lts

Schoo

l disc

ipline

Compu

ter a

cces

s

Availa

bility

of r

esou

rces

Happin

ess o

f chil

d

Teach

ing q

uality

Develo

ping

conf

idenc

e

Develo

ping

pote

ntial

Choice

of s

ubjec

ts

Caring

teac

hers

Develo

ping

mor

al va

lues

Comm

unity

spirit

Social

hea

lth e

duca

tion

Schoo

l facil

ities

Contro

l of b

ullyin

g

Schoo

l sec

urity

Leve

ls of

hom

ewor

k

Schoo

l com

mun

icatio

n

Caree

rs a

dvice

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

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



Satisfaction scores for additional criteria

Male Female

Attitud

e of

non

-teac

hing

supp

ort s

taff

Overa

ll

Writ

ten

repo

rts

Quality

of s

choo

l man

agem

ent

Prom

oting

racia

l har

mon

y

Look

ing a

fter p

upils

well

Treat

ing a

ll pup

ils fa

irly a

nd

equa

lly

Extra

curri

cular

acti

vities

Ensur

ing p

upils

do

best

and

mak

e

good

pro

gres

s

Tailor

ing w

orklo

ad to

child

s

need

s and

abil

ity

Encou

ragin

g an

d lis

tenin

g to

pupil

view

s

Encou

ragin

g an

d lis

tenin

g to

pare

nt vi

ews

Celebr

ating

and

rewar

ding

achie

vem

ent

Regula

r mar

king

of w

ork

Handli

ng co

mpla

ints

Encou

ragin

g loc

al co

mm

unity

activ

ity

Explai

ning

to p

aren

ts ho

w to h

elp

their

child

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

Additional criteria wheredifference is significant

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

Overall 85.0 92.9


73.3 84.7

Celebrating and rewarding achievement 68.1 79.1



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

Histor

y

Frenc

h

Englis

h

Mat

hem

atics

Dram

a

Mus

ic PE

Biolog

y

PSHCEE

Spanis

h

Geogr

aphy RE

Physic

sIC

T

Games

Chem

istry

Germ

an DT Art0%

5%

10%

15%

20%

Per

cent

age

Not pushedhard enough

Pushed too hardAcademic stretch percentages

Yes No Yes No

This survey 35.0 65.0 17.4 82.6

Similar schools 39.0 61.0 14.6 85.4



Healthy lifestyle

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

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

This survey Similar schools

56%

44%

63%

37%

Yes No0%

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

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


84%

16%

75%

25%

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?’


51%

44%

2%0%

2% 2%

34%

41%

11%

2%

11%

1%

Yes, definitely Yes, probably No, probably not No, definitely not Don't know No answer0%

20%

40%

60%

Per

cent

age

• 51.2% of parents think their child will definitely attend university – this differs from the views of parents atsimilar schools. 43.6% of parents think their child will probably attend university – this is broadly in line withviews from parents at similar schools.

• 1.6% of parents think their child will probably not attend university – this differs from the views of parents atsimilar schools. 0.0% 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?’


40%

48%

8%

2% 2%

31%

40%

21%

5%3%

Very Quite Not very Not at all No answer0%

20%

40%

60%

Per

cent

age

• 39.9% of parents think it is very important that their child goes to university – this differs from the views ofparents at similar schools. 48.4% of parents think it is quite important that their child goes to university –this differs from the views of 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. 1.7% 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.’

14%

4%

3%

2% 2%

1%

Other St. Aidan's St. John Fisher Outwood St. Peter's Bedale0%

5%

10%

15%

20%

Per

cent

age

Parents’ responses to the question: ‘Why did you decide to send your child to Ripon Grammar School?’

48%

37%

26%

11%

7%5% 4% 4% 3%

1%

Reput

ation

/

reco

mm

ende

d

Acade

mic

stand

ards

Loca

tion

Non a

cade

mic

stand

ards

/phil

osop

hy

Family

atte

nded

Child

chos

e it

Catch

men

t are

aOth

er

Suited

child

s nee

ds

Facilit

ies0%

10%

20%

30%

40%

50%

60%

Per

cent

age

Some parents chose more than one option.



Homework

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

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

Parent perceptions of the amount of homework given

Not enough Too variable Too much About right

13%

16%

12%14%

3%

18%

12% 11%

15% 16%

7%

0%

9%

2%

7%10%

30%

0%

66%

71%

66%

60% 60%

82%

All parents First Form Second Form Third Form Fourth Form L60%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Homework hours for All parents

Mean hours spent on homework weekly All parents – distribution of hours (Sample: 192)

Thissurvey

Previoussurvey

Similarschools

Allstudents

7.8 hrs 8.6 hrs 6.6 hrs

All malestudents

6.7 hrs 7.1 hrs 5.8 hrs

All femalestudents

8.8 hrs 10.1 hrs 7.4 hrs0%

1%

19%

24%

18%

10%

14%

3%4%

2% 1%3%

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 First Form

Mean hours spent on homework weekly First Form – distribution of hours (Sample: 55)

Thissurvey

Previoussurvey

Similarschools

Allstudents

5.5 hrs 5.9 hrs 4.7 hrs

All malestudents

5.6 hrs 4.7 hrs 4.4 hrs

All femalestudents

5.4 hrs 6.7 hrs 5.0 hrs0%

2%

31% 31%

20%

8%

2%0%

4%

0% 0%2%

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 Second Form

Mean hours spent on homework weekly Second Form – distribution of hours (Sample: 43)

Thissurvey

Previoussurvey

Similarschools

Allstudents

6.2 hrs 6.1 hrs 4.8 hrs

All malestudents

5.3 hrs 5.9 hrs 4.4 hrs

All femalestudents

6.9 hrs 6.3 hrs 5.3 hrs0% 0%

27%

22%

29%

7% 7%

0%

5%

0% 0%2%

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 Third Form

Mean hours spent on homework weekly Third Form – distribution of hours (Sample: 50)

Thissurvey

Previoussurvey

Similarschools

Allstudents

7.0 hrs 7.7 hrs 5.1 hrs

All malestudents

5.1 hrs 6.7 hrs 4.5 hrs

All femalestudents

8.0 hrs 9.4 hrs 5.7 hrs0%

2%

14%

22% 22%

14% 14%

4%

0%

4%

2%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



Homework hours for Fourth Form

Mean hours spent on homework weekly Fourth Form – distribution of hours (Sample: 30)

Thissurvey

Previoussurvey

Similarschools

Allstudents

10.7 hrs 9.2 hrs 6.2 hrs

All malestudents

8.1 hrs 7.3 hrs 5.2 hrs

All femalestudents

11.8 hrs 11.2 hrs 7.1 hrs0% 0% 0%

20%

0%

13%

30%

10%

13%

3% 3%

7%

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 L6

Mean hours spent on homework weekly L6 – distribution of hours (Sample: 12)

Thissurvey

Previoussurvey

Similarschools

Allstudents

10.2 hrs 11.2 hrs 11.1 hrs

All malestudents

9.4 hrs 9.7 hrs

All femalestudents

12.9 hrs 12.2 hrs0% 0%

9% 9%

0%

9%

45%

9%

0%

9%

0%

9%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

20%

40%

60%

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 48).

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

Year groups where there were fewer than 12 respondents for a criterion are not shown. Note that the yeargroup scores are un-weighted.

Year group analysis compared to national averages for academic criteria

English

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Mathematics

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Biology

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Chemistry

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%



Physics

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

ICT

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Geography

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

History

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Art

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

RE

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

French

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

PE

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%



Games

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

German

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

DT

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Drama

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Music

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Spanish

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

PSHCEE

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%



Year group analysis compared to national averages for non-academiccriteria

School discipline

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

School facilities

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Developing confidence

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Social health education

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Control of bullying

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Caring teachers

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

School security

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

School communication

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%



Careers advice

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Developing moral values

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Levels of homework

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Happiness of child

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Community spirit

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Developing potential

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Teaching quality

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Exam results

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%



Choice of subjects

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Truancy control

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Availability of resources

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Computer access

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Year group analysis compared to national averages for your additionalsurveyed criteria

Promoting racial harmony

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Handling complaints

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Quality of school management

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Regular marking of work

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%



Treating all pupils fairly and equally

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Attitude of non-teaching support staff

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Extra curricular activities

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Written reports

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Encouraging and listening to parent views

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Explaining to parents how to help their child

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Celebrating and rewarding achievement

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Tailoring workload to childs needs and ability

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%



Ensuring pupils do best and make good progress

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Encouraging local community activity

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Encouraging and listening to pupil views

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

20%

40%

60%

80%

100%

Looking after pupils well

FirstForm

SecondForm

ThirdForm

FourthForm

L60%

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

2012 2013 201440%

60%

80%

100%

Science

2012 2013 201440%

60%

80%

100%


2012 2013 201440%

60%

80%

100%

Careers advice

2012 2013 201440%

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

2008 2010 2012 201440%

60%

80%

100%

Mathematics

2008 2010 2012 201440%

60%

80%

100%

Biology

2008 2010 2012 201440%

60%

80%

100%

Chemistry

2008 2010 2012 201440%

60%

80%

100%

Physics

2008 2010 2012 201440%

60%

80%

100%

ICT

2008 2010 2012 201440%

60%

80%

100%

Geography

2008 2010 2012 201440%

60%

80%

100%

History

2008 2010 2012 201440%

60%

80%

100%



Art

2008 2010 2012 201440%

60%

80%

100%

RE

2008 2010 2012 201440%

60%

80%

100%

French

2008 2010 2012 201440%

60%

80%

100%

PE

2008 2010 2012 201440%

60%

80%

100%

Games

2008 2010 2012 201440%

60%

80%

100%

German

2008 2010 2012 201440%

60%

80%

100%

DT

2008 2010 2012 201440%

60%

80%

100%

Music

2008 2010 2012 201440%

60%

80%

100%



PSHCEE

2008 2010 2012 201440%

60%

80%

100%

Score trends over time for non-academic criteria

School discipline

2008 2010 2012 201440%

60%

80%

100%

School facilities

2008 2010 2012 201440%

60%

80%

100%

Developing confidence

2008 2010 2012 201440%

60%

80%

100%

Social health education

2008 2010 2012 201440%

60%

80%

100%

Control of bullying

2008 2010 2012 201440%

60%

80%

100%

Caring teachers

2008 2010 2012 201440%

60%

80%

100%



School security

2008 2010 2012 201440%

60%

80%

100%

School communication

2008 2010 2012 201440%

60%

80%

100%

Careers advice

2008 2010 2012 201440%

60%

80%

100%

Developing moral values

2008 2010 2012 201440%

60%

80%

100%

Levels of homework

2008 2010 2012 201440%

60%

80%

100%

Happiness of child

2008 2010 2012 201440%

60%

80%

100%

Community spirit

2008 2010 2012 201440%

60%

80%

100%

Developing potential

2008 2010 2012 201440%

60%

80%

100%



Teaching quality

2008 2010 2012 201440%

60%

80%

100%

Exam results

2008 2010 2012 201440%

60%

80%

100%

Choice of subjects

2008 2010 2012 201440%

60%

80%

100%

Truancy control

2008 2010 2012 201440%

60%

80%

100%

Availability of resources

2008 2010 2012 201440%

60%

80%

100%

Computer access

2008 2010 2012 201440%

60%

80%

100%

Score trends over time for additional criteria

Promoting racial harmony

2008 2010 2012 201440%

60%

80%

100%

Handling complaints

2008 2010 2012 201440%

60%

80%

100%



Quality of school management

2008 2010 2012 201440%

60%

80%

100%

Regular marking of work

2008 2010 2012 201440%

60%

80%

100%

Treating all pupils fairly and equally

2008 2010 2012 201440%

60%

80%

100%


2008 2010 2012 201440%

60%

80%

100%

Written reports

2008 2010 2012 201440%

60%

80%

100%

Encouraging and listening to parent views

2008 2010 2012 201440%

60%

80%

100%

Explaining to parents how to help their child

2008 2010 2012 201440%

60%

80%

100%

Celebrating and rewarding achievement

2008 2010 2012 201440%

60%

80%

100%



Tailoring workload to childs needs and ability

2008 2010 2012 201440%

60%

80%

100%

Ensuring pupils do best and make good progress

2008 2010 2012 201440%

60%

80%

100%

Encouraging local community activity

2008 2010 2012 201440%

60%

80%

100%

Encouraging and listening to pupil views

2008 2010 2012 201440%

60%

80%

100%

Parent survey report – Appendix


AppendixSupplementary data and score breakdowns.

Academic criteria analysis

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

Academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

GraphSample

size

English 0.0% 6.4% 15.4% 46.8% 31.4%1 2 3 4 5

166

Mathematics 0.0% 2.1% 13.6% 36.3% 48.0%1 2 3 4 5

170

Biology 0.0% 8.6% 14.8% 42.6% 34.0%1 2 3 4 5

161

Chemistry 0.0% 3.4% 10.7% 37.2% 48.7%1 2 3 4 5

158

Physics 1.2% 4.9% 16.3% 46.5% 31.0%1 2 3 4 5

158

ICT 0.0% 6.6% 27.6% 44.5% 21.3%1 2 3 4 5

159

Geography 4.2% 6.1% 21.2% 46.9% 21.6%1 2 3 4 5

151

History 5.3% 10.6% 17.5% 39.2% 27.3%1 2 3 4 5

155

Art 0.0% 3.0% 13.9% 42.0% 41.1%1 2 3 4 5

148

RE 0.0% 9.2% 17.4% 42.2% 31.1%1 2 3 4 5

157



Academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

GraphSample

size

French 1.2% 3.0% 14.6% 41.9% 39.4%1 2 3 4 5

167

PE 3.1% 5.1% 17.6% 45.0% 29.1%1 2 3 4 5

169

Games 3.2% 4.7% 20.4% 42.4% 29.3%1 2 3 4 5

168

German 0.0% 14.2% 40.7% 31.0% 14.2%1 2 3 4 5

42

DT 1.8% 5.0% 24.1% 46.3% 22.8%1 2 3 4 5

127

Drama 10.7% 12.4% 29.6% 34.4% 13.0%1 2 3 4 5

34

Music 1.6% 13.5% 28.9% 42.7% 13.2%1 2 3 4 5

135

Spanish 3.5% 0.0% 10.6% 48.0% 37.8%1 2 3 4 5

55

PSHCEE 5.3% 11.4% 33.4% 35.1% 14.8%1 2 3 4 5

115



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% 3.0% 10.9% 40.1% 39.8% 6.2%1 2 3 4 5 N

School facilities 0.0% 3.1% 14.7% 57.3% 21.2% 3.6%1 2 3 4 5 N

Developingconfidence

2.0% 6.8% 18.0% 36.5% 31.5% 5.2%1 2 3 4 5 N

Social healtheducation

1.0% 4.6% 16.1% 39.9% 19.2% 19.2%1 2 3 4 5 N

Control ofbullying

2.2% 4.3% 14.2% 39.4% 26.2% 13.7%1 2 3 4 5 N

Caring teachers 1.0% 4.9% 12.9% 47.9% 28.1% 5.1%1 2 3 4 5 N

School security 3.0% 3.1% 15.9% 44.2% 23.7% 10.1%1 2 3 4 5 N

Schoolcommunication

1.9% 6.5% 17.3% 42.1% 27.4% 4.7%1 2 3 4 5 N

Careers advice 0.9% 6.6% 13.1% 26.9% 15.6% 37.0%1 2 3 4 5 N

Developingmoral values

2.1% 4.5% 14.3% 42.3% 26.0% 10.8%1 2 3 4 5 N

Levels ofhomework

1.1% 7.7% 20.9% 44.3% 23.6% 2.5%1 2 3 4 5 N



Non-academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Happiness ofchild

4.0% 3.5% 7.4% 39.7% 41.4% 4.1%1 2 3 4 5 N

Community spirit 2.0% 5.1% 15.7% 41.0% 23.5% 12.7%1 2 3 4 5 N

Developingpotential

2.1% 3.0% 10.2% 41.8% 35.2% 7.7%1 2 3 4 5 N

Teaching quality 0.0% 0.0% 9.4% 52.3% 29.9% 8.5%1 2 3 4 5 N

Exam results 0.0% 2.2% 9.3% 32.7% 41.3% 14.6%1 2 3 4 5 N

Choice ofsubjects

0.0% 3.9% 21.7% 35.0% 27.7% 11.6%1 2 3 4 5 N

Truancy control 0.0% 1.0% 6.9% 24.5% 38.7% 28.8%1 2 3 4 5 N

Availability ofresources

0.0% 3.0% 13.1% 38.3% 35.3% 10.4%1 2 3 4 5 N

Computeraccess

0.0% 4.5% 6.6% 40.9% 37.3% 10.7%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

Promoting racialharmony

1.0% 2.0% 10.3% 23.1% 28.0% 35.7%1 2 3 4 5 N

Handlingcomplaints

0.0% 6.1% 14.9% 21.9% 12.0% 45.1%1 2 3 4 5 N

Teaching forspecial needs

0.5% 2.6% 4.2% 9.4% 5.2% 78.1%1 2 3 4 5 N

Quality of schoolmanagement

0.0% 1.0% 10.7% 36.1% 33.3% 18.9%1 2 3 4 5 N

Regular markingof work

4.0% 7.0% 26.0% 32.1% 24.3% 6.6%1 2 3 4 5 N

Treating allpupils fairly andequally

1.0% 5.0% 17.8% 35.4% 22.5% 18.2%1 2 3 4 5 N

Attitude of non-teaching supportstaff

0.0% 3.1% 7.7% 25.6% 27.4% 36.3%1 2 3 4 5 N

Extra curricularactivities

3.4% 2.9% 10.1% 42.0% 34.2% 7.4%1 2 3 4 5 N

Written reports 0.0% 2.9% 8.6% 43.6% 36.2% 8.6%1 2 3 4 5 N

Encouragingand listening toparent views

1.6% 4.3% 21.4% 36.6% 19.0% 17.2%1 2 3 4 5 N

Explaining toparents how tohelp their child

5.4% 9.3% 23.4% 25.2% 14.3% 22.3%1 2 3 4 5 N



Additionalcriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Celebratingand rewardingachievement

1.0% 7.0% 16.6% 32.7% 31.8% 10.8%1 2 3 4 5 N

Tailoringworkload tochilds needs andability

1.1% 6.1% 17.5% 35.6% 22.3% 17.5%1 2 3 4 5 N

Ensuring pupilsdo best andmake goodprogress

2.2% 4.0% 13.5% 42.8% 33.5% 4.0%1 2 3 4 5 N

Encouraginglocal communityactivity

3.0% 8.0% 20.7% 25.0% 12.9% 30.4%1 2 3 4 5 N

Encouraging andlistening to pupilviews

2.1% 7.1% 22.0% 30.0% 18.5% 20.4%1 2 3 4 5 N

Looking afterpupils well

0.0% 6.2% 8.0% 41.6% 36.3% 8.0%1 2 3 4 5 N



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

Academic subjects

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

3.5 3.5 3.5

3.2

Mat

hem

atics

Chem

istry

Spanis

h Art

Frenc

h

Physic

s

Biolog

y

Englis

h

Games PE RE DT

Histor

yIC

T

Geogr

aphy

Mus

ic

PSHCEE

Germ

an

Dram

a1.0

2.0

3.0

4.0

5.0

Mea

n

Non-academic areas

4.64.4 4.4 4.4 4.3 4.3 4.3 4.3 4.2 4.1 4.1 4.1 4.1 4.0 4.0 4.0 4.0 4.0 4.0

3.7

Truan

cy co

ntro

l

Compu

ter a

cces

s

Exam

resu

lts

Schoo

l disc

ipline

Availa

bility

of r

esou

rces

Happin

ess o

f chil

d

Teach

ing q

uality

Develo

ping

pote

ntial

Caring

teac

hers

Choice

of s

ubjec

ts

Develo

ping

conf

idenc

e

Comm

unity

spirit

Schoo

l sec

urity

Develo

ping

mor

al va

lues

Contro

l of b

ullyin

g

Leve

ls of

hom

ewor

k

Schoo

l facil

ities

Schoo

l com

mun

icatio

n

Social

hea

lth e

duca

tion

Caree

rs a

dvice

1.0

2.0

3.0

4.0

5.0

Mea

n

Additional questions

4.4 4.3 4.3 4.3 4.2 4.2 4.1 4.0 4.0 3.9 3.8 3.8 3.8 3.8 3.8 3.73.5

Attitud

e of

non-

teac

hing…

Writ

ten

repo

rts

Quality

of

scho

ol...

Prom

oting

racia

l har

mon

y

Look

ing a

fter

pupil

s well

Ensur

ing p

upils

do b

est a

nd…

Extra

curri

cular

activ

ities

Treat

ing a

ll

pupil

s fair

ly...

Tailor

ing

worklo

ad to

...

Celebr

ating

and

rewar

ding…

Encou

ragin

g

and

liste

ning.

..

Encou

ragin

g

and

liste

ning.

..

Regula

r

mar

king

of w

ork

Encou

ragin

g

local.

..

Handli

ng

com

plaint

s

Teach

ing fo

r

spec

ial n

eeds

Explai

ning

to

pare

nts h

ow...

1.0

2.0

3.0

4.0

5.0

Mea

n

Parent survey report


Interpretation and analysis service

To help leadership teams realise the full potential of their Kirkland Rowell survey data, GL Assessment hasdeveloped a series of Interpretation & Analysis Services for schools that undertake parent, pupil and staffsurveys. While Kirkland Rowell Surveys report data gives you a complete holistic overview of what is importantto your stakeholders and their priorities for school improvement, effective interpretation and analysis of thatdata empowers your school’s leadership team to develop strategies and effectively target resources in theareas that really matter. Our cost effective services help you identify and understand the key outcomes fromyour school’s most recent Kirkland Rowell parent, pupil and staff surveys. These are the ideal choice forthose schools looking to realise the full potential of their Kirkland Rowell survey data. The services save youconsiderable time and money, by highlighting the commonalities and differences between each of your keystakeholder surveys, allowing you to focus on resulting actions as opposed to further data analysis. Schoolscan choose from the following services:

1. Combined Executive ReportThis is an executive summary integrating the main findings and key outcomes of your most recent KirklandRowell parent, pupil and staff surveys, in one report.

2. Peer Review ReportEnhancing the information given in the Combined Executive Summary, this service provides additional strategiccommentary from the analysis of your reports by one of our senior facilitators. Additional commentary is addedto the key outcomes, identifying areas for further investigation and discussion.

3. Follow-Up ConsultancyAn experienced facilitator works with the school’s senior leadership team to identify the strategic implicationsfor school improvement and key questions from the survey. This provides the focus for an in school discussionof 2-3 hours, led by the facilitator, examining appropriate strategies and processes, ultimately helping theschool to identify and prioritise actions. Following the meeting, schools receive a summary report of the visit.

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

ripon grammar school rowell... · this report details the findings of the fourth kirkland rowell...

Documents