sir thomas richs school · this report details the findings of the fifth kirkland rowell parent...

Sir Thomas Richs School

Parent survey report – November 2014

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

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

Report generated on 09/02/2015

mailto:[email protected]?subject=Query%20about%20my%20Parent survey report%20-%20665

Parent survey report

Copyright © 2015 Kirkland Rowell Limited of 95

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. 21

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.

29

6. ASCL self-evaluation summary Linking your survey data to the current ASCL evaluation schedule. 31

7. Unexpected results Highlighting any particularly unusual or unexpected results. 50

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

54

9. Year group analysis Year group scores compared to national averages. 69

10. Time series analysis Trends for surveyed criteria over time. 78

11. Appendix Supplementary data and further information. 87

Parent survey report – Executive summary


Executive summaryThis report details the findings of the fifth Kirkland Rowell Parent Survey for Sir Thomas Richs 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 November2014. The report also measures performance with regard to overall satisfaction and improvement.

Summary of results for this survey

• 375 completed questionnaires were returned representing a response rate of 38.0%. The response meantthat meaningful data could be drawn for all criteria except for Geology and Politics.

• 12 parents answered ‘Yes’ and 359 parents answered ‘No’ to the question ‘Has your child ever been eligiblefor free school meals during the last six years?’ representing 3.2% and 95.7% respectively.

• The parents gave an excellent overall performance score (90.0%) (see page 6).

• Of the parents whose children were not in their first year at the school 48% said the school had improvedover the last year and 1% thought that the school’s performance was worse (see page 54).

• Of the parents of new students, 3% felt that the school had not lived up to their expectations and 41% 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 German, Economics andBusiness Studies.

• The parents are least happy with the delivery of Drama, Spanish and Design Technology.

• With regards to non-academic areas, parents are most happy with Control of bullying, School discipline andLevels of homework.

• The parents are least happy with Computer access, Careers advice and Choice of subjects.

• The parents' top priorities for improvement are School communication, Careers advice and Developingpotential.

Summary of results since the previous survey

• The following academic area received significantly lower scores than the previous survey: Spanish.

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

Summary of results over more than two surveys

• The following academic areas received significantly higher scores over more than two surveys: ICT, FoodTechnology, PSHE and Citizenship and Religious Studies.

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

• The following non-academic areas received significantly higher scores over more than two surveys: Schooldiscipline, Developing confidence, Social health education, Control of bullying, Caring teachers, Schoolcommunication, Developing moral values, Truancy control and Computer access.

• The following additional areas received significantly higher scores over more than two surveys: Promotingracial harmony, Handling complaints, Out of school activities/clubs, Encouraging and listening to parents'views, Explaining to parents how to help their child and Ensuring pupils do best and make good progress.



• 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 criteria87.7% German

87.5% Economics

85.6% Business Studies

85.5% Psychology

84.5% Science

Relative weaknesses for academic criteria71.1% Drama

74.5% Spanish

74.5% Design Technology

76.6% Biology

76.7% Physical Education

Relative strengths for non-academic criteria Importance Ranking88.5% Control of bullying (57.5%) 9th

88.1% School discipline (88.3%) 3rd

86.7% Levels of homework (19.2%) 17th

86.1% Exam results (66.9%) 7th

85.2% Developing moral values (61.9%) 8th

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



Response to survey

375 completed questionnaires were returned representing a response rate of 38.0%.

Proportion of responses (%) Number of responses

Responses from parents of male students 90.6 337

Responses from parents of female students 9.4 35

Responses from parents of Year 7 students 19.4 72





Responses from parents of 6th Form students 26.3 98

Overall parental satisfaction

This survey (%)Previous

survey (%)Change (%)

Overall, rate the performance of the school 90.0 91.9 -1.9

Rating ‘poor’or ‘very

poor’ (%)

Previoussurvey (%)

% ChangeRating ‘good’

or ‘verygood’ (%)

Overall, rate the performance of the school 0.2 0.3 -0.2 96.8

Overall parental satisfaction

0% 0%

3%

25%

72%

Very poor Poor Neither Good Very good0%

10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age

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



Overall performance scores broken down by gender and year group

Overall performance scores broken down by gender

This survey Last survey

90%92%

0%

92% 92% 91%

All parents Parents of male students 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 90.0%, declined since the last survey.

Overall performance scores broken down by year group

All parents Parents of male students Parents of female students

94%

90% 91% 91%93% 92%

94%

90% 91% 91%93% 93%

0% 0% 0% 0% 0%

91%

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 7 students scored the highest overall from other year groups and are therefore mostsatisfied with the school’s performance.

• Parents of Year 7 male students and parents of 6th Form female students scored the highest overall fromother 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.

91%89%

91% 92%90%

2005 2008 2010 2013 20150%

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?’

90% 90%92%

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 your child receive Pupil Premium funding?’

90% 89%92%

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.



Parents recommend this school broken down by gender and year group

Recommend this school scores broken down by gender

This survey Last survey

98% 99%

0%

99% 99% 98%

All parents Parents of male students Parents of female students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• 97.5% of parents said they would recommend this school to another parent.

Recommend this school scores broken down by year group

All parents Parents of male students Parents of female students

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

0% 0% 0% 0% 0%

100%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• Parents of Year 8, Year 9, Year 10 and 6th Form students would recommend this school to another parentmore than parents from other year groups.

• Parents of Year 8, Year 9, Year 10 and 6th Form male students and parents of 6th Form female studentswould recommend this school to another parent more than parents from other year groups.

Parent survey report – Key results


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

Interpreting results

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

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

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

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

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

Non-academic and additional questions receiving a score of:

• Over 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 230 similar,English schools. Results quoted from the previous survey, if applicable, may show small differences from thoseoriginally given, as the weightings applied change slightly from one year to the next.

Statistical reliabilityGenerally all of our results are quoted as being reliable to within less than 5% at the 95% confidence level.Where this is not possible due to the sample achieved, results are quoted as reliable to within less than 10%at the 95% confidence level and are highlighted in blue. Occasionally when results are even less 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 230 similar, English schools. Itallows each criterion to be comparedmeaningfully on a ‘level playing field’.This score can be over 100%.

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

Scores above the goldline are ‘outstanding’.

Scores above the greenline are ‘good’.

Scores above the redline indicate 'room forimprovement'.

* This criteria has not 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

German 87.7 85.8 +1.9

Economics 87.5 84.1 +3.4

Business Studies 85.6 82.0 +3.6

Psychology 85.5 83.7 +1.8

Science 84.5 84.1 +0.4

Physics 83.7 81.6 +2.0

French 83.4 80.8 +2.6

Religious Studies 83.2 82.3 +0.9

History 83.1 82.2 +0.8

Mathematics 82.0 82.3 -0.2

Geography 80.5 79.5 +1.0

PSHE and Citizenship 80.3 79.8 +0.5

Chemistry 79.7 81.2 -1.6

ICT 78.9 76.3 +2.6

Art 78.2 80.4 -2.2

Music 78.0 78.5 -0.6

English 77.1 77.5 -0.4

Food Technology 77.0 74.5 +2.5

Physical Education 76.7 77.3 -0.6

Biology 76.6 77.0 -0.4

Design Technology 74.5 73.2 +1.3

Spanish 74.5 83.8 -9.3

Drama 71.1 71.8 -0.7

Geology * Low response

Politics Low response

• Parents consider delivery of the following academic subjects to be ‘outstanding’: German, Economics,Business Studies, Psychology, Science, Physics, French, Religious Studies, History, Mathematics,Geography and PSHE and Citizenship.

• Parents consider delivery of the following academic subjects to be ‘good’: Chemistry, ICT, Art, Music,English, Food Technology, Physical Education, Biology, Design Technology, Spanish and Drama.

• Parents consider delivery of the following academic subjects to have declined since the last survey:Spanish.



• 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:Geology.

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

• The following academic subject achieved a very low sample; therefore scores should only be consideredindicative: Business Studies and Psychology.



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 (%)



Science 0.0 0.0 0.0 95.5

ICT 1.1 5.1 -4.0 74.2

History 1.7 1.1 +0.6 88.4

Art 1.8 1.0 +0.8 88.3

Physics 1.9 3.1 -1.2 82.6

Religious Studies 2.0 1.1 +0.8 88.1

German 2.1 1.7 +0.4 87.1

Geography 2.3 4.2 -1.9 87.4

Food Technology 2.5 2.7 -0.1 80.5

Mathematics 2.8 2.1 +0.6 87.0

Economics 2.8 3.1 -0.3 94.3

English 3.1 2.9 +0.2 83.8

Physical Education 3.2 2.7 +0.5 84.0

Design Technology 3.6 5.7 -2.1 78.2

Chemistry 4.2 3.5 +0.7 84.2

PSHE and Citizenship 4.4 3.9 +0.5 77.0

Music 4.6 3.1 +1.5 75.3

Biology 5.5 3.8 +1.8 74.7

Drama 5.9 14.3 -8.4 73.3

French 7.1 2.4 +4.7 80.6



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

Previoussurvey (%)



Spanish 12.8 0.5 +12.3 67.0



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

Control of bullying 88.5 86.4 +2.1

School discipline 88.1 86.5 +1.7

Levels of homework 86.7 86.1 +0.6

Exam results 86.1 82.9 +3.2

Developing moral values 85.2 83.6 +1.6

Developing potential 84.2 82.1 +2.1

Teaching quality 83.3 82.0 +1.2

Happiness of child 83.2 81.5 +1.6

Developing confidence 82.2 80.1 +2.0

Caring teachers 82.0 81.1 +0.9

School communication 80.4 77.7 +2.8

Social health education 80.3 75.0 +5.3

Community spirit 80.2 81.5 -1.3

School security 79.9 78.3 +1.6

Availability of resources 79.9 79.4 +0.5

School facilities 79.3 73.3 +6.0

Truancy control 79.1 78.1 +1.0

Choice of subjects 79.0 77.9 +1.1

Careers advice 77.0 73.5 +3.5

Computer access 75.8 72.9 +2.9

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

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



Happy versus unhappy parents for non-academic criteria







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

Previoussurvey (%)



Exam results 0.8 1.5 -0.7 92.6

Teaching quality 0.9 2.3 -1.4 93.8

School facilities 1.1 3.9 -2.8 87.4

School discipline 1.4 0.9 +0.5 93.9

Choice of subjects 1.5 1.1 +0.4 87.7

Happiness of child 1.8 3.3 -1.5 90.2

Social health education 1.8 4.2 -2.4 81.9

Developing moral values 1.9 2.5 -0.5 86.4

Control of bullying 2.2 2.1 +0.0 87.2

Truancy control 2.3 1.4 +0.9 94.0

Developing potential 2.4 3.8 -1.4 88.4

Caring teachers 2.5 2.6 -0.2 90.2

Computer access 2.7 3.2 -0.5 86.5

Availability of resources 3.3 1.3 +2.0 84.8

School security 3.4 1.6 +1.8 86.4

Developing confidence 4.3 3.2 +1.2 85.8

Community spirit 4.3 5.2 -0.9 75.9

Levels of homework 4.4 3.2 +1.2 82.2

School communication 4.5 5.7 -1.2 80.4

Careers advice 14.9 12.5 +2.4 64.5



Additional criteria

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

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

Handling complaints 88.0 82.2 +5.7

Regular marking of work 87.0 89.8 -2.8

Treating all pupils fairly and equally 85.2 85.2 -0.1

Quality of school management 84.5 82.8 +1.7

Out of school activities/clubs 84.0 80.6 +3.4

Ensuring pupils do best and make goodprogress

83.3 80.1 +3.2

Encouraging and listening to parents'views

82.7 80.2 +2.5

Encouraging and listening to pupils' views 81.2 81.2 0.0

Promoting racial harmony 80.2 78.7 +1.5

Explaining to parents how to help theirchild

79.5 77.1 +2.5

Developing resilience in pupils* 78.9

Tailoring child's work to their needs andability

78.9 78.9 +0.0

Teaching pupils with special needs 78.8 65.3 +13.5

Written reports 78.3 78.2 +0.1

Celebrating and rewarding achievement 75.9 73.7 +2.3

Transfer from previous school 75.9 77.3 -1.4

Preparing pupils for life in modern Britain* 75.2

• Parents consider delivery of the following additional criteria to be ‘outstanding’: Handling complaints,Regular marking of work, Treating all pupils fairly and equally, Quality of school management, Out of schoolactivities/clubs, Ensuring pupils do best and make good progress, Encouraging and listening to parents'views, Encouraging and listening to pupils' views, Promoting racial harmony, Explaining to parents how tohelp their child, Developing resilience in pupils, Tailoring child's work to their needs and ability, Teachingpupils with special needs, Written reports, Celebrating and rewarding achievement, Transfer from previousschool and Preparing pupils for life in modern Britain.

• 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:Developing resilience in pupils and Preparing pupils for life in modern Britain.

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

• The following additional criteria were not surveyed in the previous year’s survey so we do not have previoussurvey data to compare them to: Developing resilience in pupils and Preparing pupils for life in modernBritain.



Happy versus unhappy parents for additional criteria







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

Previoussurvey (%)



Quality of school management 0.5 2.4 -1.9 93.6

Developing resilience in pupils 1.9 86.6

Regular marking of work 2.0 2.6 -0.6 83.9

Transfer from previous school 2.8 2.0 +0.8 89.1

Out of school activities/clubs 2.9 2.1 +0.8 87.6

Encouraging and listening to parents'views

3.0 5.0 -2.0 80.2

Treating all pupils fairly and equally 3.1 2.4 +0.7 87.0

Promoting racial harmony 3.3 1.5 +1.8 88.1

Written reports 3.6 3.3 +0.3 85.1

Ensuring pupils do best and make goodprogress

3.7 2.5 +1.2 89.0

Celebrating and rewarding achievement 4.1 4.9 -0.8 85.4

Handling complaints 4.8 4.6 +0.1 87.1

Encouraging and listening to pupils' views 5.1 6.7 -1.5 79.8

Tailoring child's work to their needs andability

5.3 5.6 -0.3 78.8

Preparing pupils for life in modern Britain 5.4 78.0

Explaining to parents how to help theirchild

8.3 10.9 -2.5 65.9

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 93.5 7th 95.3 7th

Happiness of child 89.7 8th 87.6 8th

School discipline 88.3 2nd 90.7 1st

Caring teachers 83.9 10th 81.3 10th

Developing potential 80.8 6th 82.7 6th

Developing confidence 78.9 9th 80.9 11th

Exam results 66.9 4th 64.4 5th

Developing moral values 61.9 5th 58.5 4th

Control of bullying 57.5 1st 56.3 2nd

School communication 54.0 11th 57.7 16th

Careers advice 52.1 19th 31.5 18th

School facilities 35.4 16th 44.9 19th

Availability of resources 33.7 15th 39.6 12th

School security 32.7 14th 28.7 13th

Choice of subjects 28.6 18th 30.9 15th

Community spirit 21.5 13th 21.3 9th

Levels of homework 19.2 3rd 26.4 3rd

Computer access 11.2 20th 12.4 20th

Social health education 6.0 12th 6.7 17th

Truancy control 4.4 17th 7.7 14th

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 93.5 1st 2nd +1

Happiness of child 89.7 2nd 3rd +1

School discipline 88.3 3rd 1st -2

Caring teachers 83.9 4th 5th +1

Developing potential 80.8 5th 6th +1

Developing confidence 78.9 6th 8th +2

Exam results 66.9 7th 12th +5

Developing moral values 61.9 8th 11th +3

Control of bullying 57.5 9th 4th -5

School communication 54.0 10th 7th -3

Careers advice 52.1 11th 16th +5

School facilities 35.4 12th 10th -2

Availability of resources 33.7 13th 15th +2

School security 32.7 14th 9th -5

Choice of subjects 28.6 15th 14th -1

Community spirit 21.5 16th 19th +3

Levels of homework 19.2 17th 13th -4

Computer access 11.2 18th 18th 0

Social health education 6.0 19th 20th +1

Truancy control 4.4 20th 17th -3

• Parents from your school selected the following criteria as more important than parents at similar schools:Exam results and Careers advice.

• Parents from your school selected the following criteria as less important than parents at similar schools:Control of bullying, School security and Levels of homework.



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

Schoo

l disc

ipline

Happin

ess o

f chil

d

Caring

teac

hers

Develo

ping

conf

idenc

e

Develo

ping

pote

ntial

Contro

l of b

ullyin

g

Develo

ping

mor

al

value

s

Exam

resu

lts

Schoo

l com

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Criteria where differencein score is significant

Year 7 ranking Year 11 & 6th Form ranking

Control of bullying 7th 11th

Careers advice 14th 8th

Choice of subjects 16th 12th



How parent priorities change by gender of child

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

Parent priorities

Male students Female students

Teach

ing q

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Happin

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Caring

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Develo

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Male students ranking Female students ranking

Control of bullying 8th 13th

Careers advice 11th 7th



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?’.

Parent priorities

Yes No

Schoo

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Caring

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• There are no noteworthy differences between the priorities for parents broken down by the question ‘Hasyour child ever been eligible for free school meals during the last six years?’.



How parent priorities change – extra analysis

The graph below shows which criteria were important to parents, broken down by their response to thequestion ‘Does your child receive Pupil Premium funding?’. The table shows the criteria where there is asignificant difference between the two groups.

Parent priorities

Yes No

Caring

teac

hers

Schoo

l disc

ipline

Develo

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pote

ntial

Happin

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Teach

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Contro

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Yes ranking No ranking

School facilities 19th 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 communication 15.4 11.7 9.6

Careers advice 14.2 17.0 5.6

Developing potential 10.2 8.1 9.1

School facilities 9.6 15.6 8.7

Developing confidence 7.9 7.0 3.9

Availability of resources 6.0 4.7 3.0

Teaching quality 5.5 4.1 11.8

Levels of homework 5.0 5.4 7.4

Choice of subjects 4.7 4.2 3.4

Caring teachers 3.2 2.8 3.7

Happiness of child 2.4 2.4 3.3

Community spirit 2.3 2.2 1.6

School security 2.2 2.0 2.5

Social health education 2.1 1.4 1.1

Computer access 1.9 4.0 1.8

School discipline 1.7 2.3 9.4

Developing moral values 1.7 1.5 2.2

Exam results 1.3 1.0 3.7

Control of bullying 0.9 2.2 6.9

Truancy control 0.0 0.3 0.8

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

• Parents have given a higher priority to the following areas compared to similar schools: Schoolcommunication and Careers advice.

• Parents have given a lower priority to the following areas compared to similar schools: Teaching quality,School discipline and Control of bullying.

Parent survey report – Unique questions


Unique questionsResults for your unique questions are shown below.

Parents’ responses to the question: ‘Does your child receive Pupil Premium funding?’

3%

96%

1%

Yes No No answer0%

10%

20%

30%

40%

50%

60%

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Per

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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 83.2% 361

2. My child feels safe at this school

Control of bullying 88.5% 290

School security 79.9% 331

3. My child makes good progress at this school

Developing potential 84.2% 337

Ensuring pupils do best and make good progress 83.3% 339

4. My child is well looked after at this school

Caring teachers 82.0% 360

School security 79.9% 331

5. My child is taught well at this school

Exam results 86.1% 280

Developing potential 84.2% 337

Teaching quality 83.3% 346

Ensuring pupils do best and make good progress 83.3% 339

Tailoring child's work to their needs and ability 78.9% 279

Teaching pupils with special needs 78.8% 46

6. My child receives appropriate homework for their age

Respondents saying 'Right' for homework amount Outstanding 375

Levels of homework 86.7% 364

Tailoring child's work to their needs and ability 78.9% 279

Parent survey report – Parent View summary


Score Sample

7. This school ensures the pupils are well behaved

School discipline 88.1% 360

8. This school deals effectively with bullying

Control of bullying 88.5% 290

9. Quality of school management

Quality of school management 84.5% 299

10. This school responds well to any concern I raise

Handling complaints 88.0% 165

Encouraging and listening to parents' views 82.7% 284

Caring teachers 82.0% 360

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

Regular marking of work 87.0% 337

Explaining to parents how to help their child 79.5% 281

Written reports 78.3% 332

12. I would recommend this school to another parent

Recommended 97.5% 361

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 overallAverage of academic subject ratings Outstanding

Exam results 86.1% Outstanding

Developing potential 84.2% Outstanding

Ensuring pupils do best and make good progress 83.3% Outstanding

Developing confidence 82.2% Outstanding

Tailoring child's work to their needs and ability 78.9% Outstanding

Teaching pupils with special needs 78.8% Outstanding

Strengths

• Average of academic subject ratings

• Exam results

Your average parental grade for this section = 1.0 = 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 84.2% Outstanding


Mathematics 82.0% Outstanding

Encouraging and listening to pupils' views 81.2% Outstanding

Choice of subjects 79.0% Outstanding


English 77.1% Good

Strengths

• Developing potential

• Developing confidence

Weaknesses

• English




Attainment and closing gapsExam results 86.1% Outstanding


English 77.1% Good

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

Summary grade – Achievement section

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

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



Quality of teaching at the school

Teaching overallAverage of academic subject ratings Outstanding

Strengths

87.7% German

87.5% Economics

85.6% Business Studies

Weaknesses

71.1% Drama

74.5% Spanish

74.5% Design Technology


Pupils' progress and learningAverage of academic subject ratings Outstanding







Strengths

• Average of academic subject ratings

• Exam results




Climate for learningRegular marking of work 87.0% Outstanding

Treating all pupils fairly and equally 85.2% Outstanding


Teaching quality 83.3% Outstanding



Celebrating and rewarding achievement 75.9% Outstanding

Strengths

• Regular marking of work

• Treating all pupils fairly and equally


Teachers' expectationsLevels of homework 86.7% Outstanding




Strengths

• Levels of homework


Teachers' planning and strategiesLevels of homework 86.7% Outstanding







Strengths




Interventions and supportYour own assessment is required here.



Teaching of RWCMDeveloping confidence 82.2% Outstanding



English 77.1% Good

Strengths


Weaknesses

• English


AssessmentTreating all pupils fairly and equally 85.2% Outstanding






Strengths


• Teaching quality




Marking, feedback and homeworkAnalysis of homework amount Outstanding

Regular marking of work 87.0% Outstanding

Levels of homework 86.7% Outstanding


School communication 80.4% Outstanding

Explaining to parents how to help their child 79.5% Outstanding


Written reports 78.3% Outstanding


Strengths

• Analysis of homework amount




Summary grade – Quality of teaching at the school section

Your average parental grade for "Quality of teaching at the school" = 1.0 = Outstanding = Grade 1




Behaviour and safety of pupils at the school

Climate for learningRegular marking of work 87.0% Outstanding







Strengths




Parents', staff and pupils' views of behaviour and safetyControl of bullying 88.5% Outstanding

School discipline 88.1% Outstanding

Developing moral values 85.2% Outstanding


Encouraging and listening to parents' views 82.7% Outstanding



Promoting racial harmony 80.2% Outstanding

School security 79.9% Outstanding

Strengths

• Control of bullying

• School discipline

• Developing moral values




Pupils' behaviourControl of bullying 88.5% Outstanding





Community spirit 80.2% Outstanding

Strengths




Safety and mutual supportControl of bullying 88.5% Outstanding



Caring teachers 82.0% Outstanding



Social health education 80.3% Outstanding

PSHE and Citizenship 80.3% Outstanding




Strengths







School systems for behaviour managementControl of bullying 88.5% Outstanding


Quality of school management 84.5% Outstanding



Truancy control 79.1% Outstanding

Strengths




BullyingControl of bullying 88.5% Outstanding







Strengths




AttendanceTruancy control 79.1% 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" = 1.0 = Outstanding = Grade 1




Quality of leadership and management of the school

Impact on outcomes; improvementCriteria improving since previous surveys Outstanding

Ratio of parents saying school improving versus declining Outstanding

Significant improvements versus significant declines Outstanding

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

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

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

Technology, PSHE and Citizenship and Religious Studies.

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

• The following non-academic areas received significantly higher scores than the last three surveys: Schooldiscipline, Developing confidence, Social health education, Control of bullying, Caring teachers, Schoolcommunication, Developing moral values, Truancy control and Computer access.

• The following additional areas received significantly higher scores over more than two surveys: Promotingracial harmony, Handling complaints, Out of school activities/clubs, Encouraging and listening to parents'views, Explaining to parents how to help their child and Ensuring pupils do best and make good progress.




Impact on teaching and learningRegular marking of work 87.0% Outstanding

Levels of homework 86.7% Outstanding



Out of school activities/clubs 84.0% Outstanding




Availability of resources 79.9% Outstanding

School facilities 79.3% Outstanding



Computer access 75.8% Outstanding

Strengths



• Exam results


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



CurriculumExam results 86.1% Outstanding










Careers advice 77.0% Outstanding

English 77.1% Good

Strengths

• Exam results



Weaknesses

• English


LiteracyEnglish 77.1% Good


Self-evaluationCommitment to self-evaluation programme Outstanding

Rigour of surveys - ability to identify weakness and improvement Good

Range of self-evaluation programme Requires improvement


Expectations ambitionYour own assessment is required here.



Engagement with parents and carersEncouraging and listening to parents' views 82.7% Outstanding





Explaining to parents how to help their child 79.5% Outstanding

Written reports 78.3% Outstanding

Strengths

• Encouraging and listening to parents' views

• Caring teachers


GovernanceCommitment to self-evaluation programme Outstanding

Criteria improving since previous surveys Outstanding

Ratio of parents saying school improving versus declining Outstanding

Significant improvements versus significant declines Outstanding


Encouraging and listening to parents' views 82.7% Outstanding



Availability of resources 79.9% Outstanding

Rigour of surveys - ability to identify weakness and improvement Good

Range of self-evaluation programme Requires improvement

Strengths

• Commitment to self-evaluation programme

• Criteria improving since previous surveys

• Ratio of parents saying school improving versus declining

Weaknesses

• Range of self-evaluation programme

• Rigour of surveys - ability to identify weakness and improvement

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



SafeguardingControl of bullying 88.5% Outstanding












Strengths





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

Your average parental grade for "Quality of leadership and management of the school" = 1.3 = Outstanding =Grade 1 ( - )




Spiritual, moral, social and cultural development

The school's promotion of students' spiritual, moral, social and cultural development is an element of the newframework, but there is no separate judgement and no specific criteria for evaluation. It is included here (as 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 moral values 85.2% Outstanding


Religious Studies 83.2% Outstanding

Art 78.2% Good

Music 78.0% Good

English 77.1% Good

Drama 71.1% Good

Strengths



Weaknesses

• Drama

• English

Your average parental grade for this section = 1.6 = Good = Grade 2 ( + )

Moral understanding and relationshipsControl of bullying 88.5% Outstanding






Strengths






Social development and skillsTeaching quality 83.3% Outstanding








Strengths



• Encouraging and listening to pupils' views


Understanding and respect for different culturesControl of bullying 88.5% Outstanding

Religious Studies 83.2% Outstanding





Strengths


• Religious Studies




The school's promotion of SMSC and community cohesionDeveloping moral values 85.2% Outstanding

Out of school activities/clubs 84.0% Outstanding





Strengths


• Out of school activities/clubs


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

Your average parental grade for "Spiritual, moral, social and cultural development" = 1.1 = Outstanding =Grade 1




Overall effectiveness

SummaryAchievement 1.4 Outstanding Grade 1 ( - )

Quality of teaching at the school 1.0 Outstanding Grade 1

Behaviour and safety of pupils at the school 1.0 Outstanding Grade 1

Quality of leadership and management of theschool

1.3 Outstanding Grade 1 ( - )

Summary grade – Overall effectiveness

Your average parental grade for "Overall effectiveness" = 1.2 = 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 1.1 Outstanding Grade 1

To reach the next grade

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

Parent survey report – Unexpected results


Unexpected results

Analysis to investigate unexpected or unusual year group results

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

Our research shows us that typically, average scores of many criteria do change as 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 ‘Physics’

• The contribution towards the score for Physics was lower than expected for Year 9.

• The contribution towards the score for Physics was higher than expected for 6th Form.

Actual versus expected scores for Physics

This survey Expected

77%

72%

80%84%

91%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Physics

Very poor Poor Neither Good Very good

0%

4%

0% 0% 0%0%

4%

0% 0% 0%

21% 21%

16% 15%

5%

49%

45%48%

33%

26%

30%

26%

35%

52%

68%


10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age



Unexpected results for ‘Spanish’

• The contribution towards the score for Spanish was lower than expected for Year 9.

Actual versus expected scores for Spanish


69%

75%

59%

77%80% 79%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Breakdown of parent responses for Spanish


13%

0%

11%

0%

7% 6%

0%

3%

16%

7%

0% 0%

21%

30% 29%

10%

14%

6%

33%

30%

16%

53%

21%

50%

33%

36%

29% 30%

57%

39%


10%

20%

30%

40%

50%

60%

70%

Per

cent

age



Unexpected results for ‘Careers advice’

• The contribution towards the score for Careers advice was higher than expected for Year 10.

Actual versus expected scores for Careers advice


64%

79%

66% 67%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Breakdown of parent responses for Careers advice


5%

0%

3%4%

9% 8%

12%

10%

32%

8%

27%

22%

36%

42%

33%

43%

18%

42%

24%

21%


5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

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

19%

29%

51%

1% 1% 0%

Much Improved SlightlyImproved

Remained TheSame

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 48% said the school had improvedover the last year and 1% thought that the school’s performance was worse.

Has the school lived up to your expectations

41%

50%

3%

7%

Better As Expected Worse Dont know0%

10%

20%

30%

40%

50%

60%

Per

cent

age

• Of the parents of new students, 3% felt that the school had not lived up to their expectations and 41% 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 academic criteria

Yes No

83% 82%80%

78%

74%

84%

79% 79%

Biology Mathematics Chemistry English0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• There are no significant differences between the academic satisfaction scores for parents broken down bythe question ‘Has your child ever been eligible for free school meals during the last six years?’.



Satisfaction scores for non-academic criteria

Yes No

Schoo

l disc

ipline

Develo

ping

conf

idenc

e

Happin

ess o

f chil

d

Develo

ping

pote

ntial

Develo

ping

mor

al va

lues

Schoo

l sec

urity

Teach

ing q

uality

Availa

bility

of r

esou

rces

Schoo

l facil

ities

Social

hea

lth e

duca

tion

Caring

teac

hers

Schoo

l com

mun

icatio

n

Exam

resu

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Comm

unity

spirit

Contro

l of b

ullyin

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Choice

of s

ubjec

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Compu

ter a

cces

s

Leve

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hom

ewor

k0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

Non-academic criteria wheredifference is significant

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

School discipline 100.0 88.6

Developing confidence 93.8 82.4



Satisfaction scores for additional criteria

Yes No

Trans

fer f

rom

pre

vious

scho

ol

Quality

of s

choo

l man

agem

ent

Out o

f sch

ool a

ctivit

ies/cl

ubs

Ensur

ing p

upils

do

best

and

mak

e

good

pro

gres

s

Regula

r mar

king

of w

ork

Encou

ragin

g an

d lis

tenin

g to

pupil

s' vie

ws

Tailor

ing ch

ild's

work t

o th

eir

need

s and

abil

ity

Celebr

ating

and

rewar

ding

achie

vem

ent

Handli

ng co

mpla

ints

Writ

ten

repo

rts

Treat

ing a

ll pup

ils fa

irly a

nd

equa

lly

Prepa

ring

pupil

s for

life

in m

oder

n

Britain

Prom

oting

racia

l har

mon

y

Encou

ragin

g an

d lis

tenin

g to

pare

nts'

views

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

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

Transfer from previous school 97.5 86.7



Extra analysis

This section of the report provides an analysis of parent scores broken down by the response to the question‘Does your child receive Pupil Premium funding?’.

Satisfaction scores for academic criteria

Yes No

88%

78%

70%

84%

75%

79%

Mathematics Biology Chemistry0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• There are no significant differences between the academic satisfaction scores for parents broken down bythe question ‘Does your child receive Pupil Premium funding?’.



Satisfaction scores for non-academic criteria

Yes No

Schoo

l disc

ipline

Develo

ping

mor

al va

lues

Develo

ping

conf

idenc

e

Schoo

l facil

ities

Schoo

l sec

urity

Teach

ing q

uality

Availa

bility

of r

esou

rces

Compu

ter a

cces

s

Develo

ping

pote

ntial

Exam

resu

lts

Caring

teac

hers

Comm

unity

spirit

Happin

ess o

f chil

d

Choice

of s

ubjec

ts

Social

hea

lth e

duca

tion

Contro

l of b

ullyin

g

Schoo

l com

mun

icatio

n

Leve

ls of

hom

ewor

k0%

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 broken downby the question ‘Does your child receive Pupil Premium funding?’.



Satisfaction scores for additional criteria

Yes No

Writ

ten

repo

rts

Quality

of s

choo

l man

agem

ent

Regula

r mar

king

of w

ork

Treat

ing a

ll pup

ils fa

irly a

nd

equa

lly

Ensur

ing p

upils

do

best

and

mak

e

good

pro

gres

s

Out o

f sch

ool a

ctivit

ies/cl

ubs

Tailor

ing ch

ild's

work t

o th

eir

need

s and

abil

ity

Prepa

ring

pupil

s for

life

in m

oder

n

Britain

Prom

oting

racia

l har

mon

y

Encou

ragin

g an

d lis

tenin

g to

pare

nts'

views

Celebr

ating

and

rewar

ding

achie

vem

ent

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

• There are no significant differences between the additional satisfaction scores for parents broken down bythe question ‘Does your child receive Pupil Premium funding?’.



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

Spanis

h

Englis

h

Mat

hem

atics

Mus

icIC

T

Frenc

h

Physic

al Edu

catio

n

Biolog

y

Chem

istry

Physic

s

Design

Tec

hnolo

gy

Scienc

e

Germ

an

Geogr

aphy

Econo

mics

Food

Techn

ology

Histor

y

Dram

a Art

PSHE and

Citiz

ensh

ip

Religio

us S

tudie

s

Busine

ss S

tudie

s

Psych

ology

0%

5%

10%

15%

20%

Per

cent

age

Not pushedhard enough

Pushed too hardAcademic stretch percentages

Yes No Yes No

This survey 24.7 75.3 7.6 92.4

Similar schools 38.4 61.6 13.9 86.1

Yes 16.7 83.3 25.0 75.0Extra analysis broken down by the response tothe question ‘Has your child ever been eligible forfree school meals during the last six years?’ No 28.4 71.6 8.4 91.6

Yes 18.2 81.8 36.4 63.6Extra analysis broken down by the responseto the question ‘Does your child receive PupilPremium funding?’ No 28.3 71.7 8.0 92.0



Healthy lifestyle

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

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

This survey Similar schools

47%

53%

62%

38%

Yes No0%

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

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


80%

20%

74%

26%

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?’


65%

34%

1% 0% 0%

28%

36%

13%

3%

13%

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

20%

40%

60%

80%

Per

cent

age

• 64.8% of parents think their child will definitely attend university – this differs from the views of parents atsimilar schools. 34.3% of parents think their child will probably attend university – this is broadly in line withviews from parents at similar schools.

• 0.5% 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?’


49%

43%

7%

1% 0%

27%

36%

21%

5%3%

Very Important Quite Important Not Very Important Of NoImportantance

No answer0%

20%

40%

60%

Per

cent

age

• 49.5% 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 differs from the views of parents at similar schools.

• 7.0% of parents think it is not very important that their child goes to university – this differs from the views ofparents at similar schools. 1.1% 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: ‘Why did you decide to send your child to Sir Thomas Richs School?’

52%

33%

9% 9%7%

4% 3% 3% 2% 2% 1% 1% 1% 0%

Acade

mic

stand

ards

Reput

ation

/

reco

mm

ende

d

Child

chos

e it

Loca

tion

Suited

child

s nee

ds

Non a

cade

mic

stand

ards

/phil

osop

hy

Visit/o

pen

even

ing/b

roch

ure

Family

atte

nded

Religio

us E

duca

tion

Facilit

ies

Other

Catch

men

t are

a

First c

hoice

said

no

To sta

y with

frien

ds0%

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

8% 7%9%

16%

28%

5% 4%

10%

6%

9%

15% 15%

24%

8%8%6%

15%

7%5%

8% 7%

74%

81%

66%

62%

52%

63%

82%

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

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Hours of homework Hours

This survey 8.1 hrs

Similar schools 5.5 hrs

Yes 9.1 hrsExtra analysis broken down by the response to the question ‘Hasyour child ever been eligible for free school meals during the last sixyears?’ No 8.1 hrs

Yes 11.3 hrsExtra analysis broken down by the response to the question ‘Doesyour child receive Pupil Premium funding?’ No 8.1 hrs



Homework hours for All parents

Mean hours spent on homework weekly All parents – distribution of hours (Sample: 375)

Thissurvey

Previoussurvey

Similarschools

Allstudents

8.1 hrs 8.7 hrs 5.5 hrs

All malestudents

7.8 hrs 8.3 hrs 4.6 hrs

All femalestudents

12.0 hrs 11.6 hrs 6.2 hrs0%

1%

12%

19%21%

12%

18%

7%5%

1% 1%

4%

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 Year 7

Mean hours spent on homework weekly Year 7 – distribution of hours (Sample: 72)

Thissurvey

Previoussurvey

Similarschools

Allstudents

6.1 hrs 5.6 hrs 4.4 hrs

All malestudents

6.1 hrs 5.6 hrs 3.8 hrs

All femalestudents

4.7 hrs0% 1%

19%

29%

22%

14% 13%

1% 0% 0% 0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age



Thissurvey

Previoussurvey

Similarschools

Allstudents

6.7 hrs 6.7 hrs 4.4 hrs

All malestudents

6.5 hrs 6.7 hrs 3.7 hrs

All femalestudents

4.7 hrs0% 0%

20%

24%

20%

18%

11%

3% 3%

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%

Per

cent

age





Thissurvey

Previoussurvey

Similarschools

Allstudents

7.4 hrs 6.3 hrs 4.5 hrs

All malestudents

7.4 hrs 6.3 hrs 3.7 hrs

All femalestudents

5.0 hrs0% 0%

11%

20%

30%

17%

11%

6%

2%0% 0%

4%

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

6.9 hrs 6.8 hrs 5.4 hrs

All malestudents

6.9 hrs 6.8 hrs 4.4 hrs

All femalestudents

6.2 hrs0% 0%

13%

30%

25%

10% 10%

5% 5%3%

0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age



Thissurvey

Previoussurvey

Similarschools

Allstudents

10.5 hrs 8.4 hrs 6.5 hrs

All malestudents

10.5 hrs 8.4 hrs 5.3 hrs

All femalestudents

7.3 hrs0%

3%

6%

11%

19%

6%

25%

6% 6%

3% 3%

14%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age



Homework hours for 6th Form

Mean hours spent on homework weekly 6th Form – distribution of hours (Sample: 98)

Thissurvey

Previoussurvey

Similarschools

Allstudents

11.0 hrs 11.2 hrs 9.9 hrs

All malestudents

10.4 hrs 11.0 hrs 8.7 hrs

All femalestudents

12.0 hrs 11.6 hrs 10.8 hrs0% 0%

2%

5%

14%

8%

33%

16%

13%

2% 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%

35%

40%

Per

cent

age

Parent survey report – Year group analysis


Year group analysis

Analysis of year group scores compared to national average

The graphs in this section of the report show the scores achieved for each of the surveyed criteria, brokendown by year group, compared to the national averages. The purple line shows the scores achieved from theaverage of similar schools, where these averages are available. If the bar is above the line, students in thatyear group are more satisfied than the national average. If the bar is below the line, students in that year groupare less satisfied than the national average. Any unusual results are explained in more detail in the unexpectedresults section of this report (see page 50).

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

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%

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%

ICT

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Geography

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

History

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

French

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Spanish

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

German

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Design Technology

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Food Technology

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Drama

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Music

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Physical Education

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Art

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

PSHE and Citizenship

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Business Studies

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Religious Studies

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Psychology

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%

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

Promoting racial harmony

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Handling complaints

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%

Quality of school management

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%

Treating all pupils fairly and equally

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Out of school activities/clubs

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%



Encouraging and listening to parents' views

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Explaining to parents how to help their child

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%

Tailoring child's work to their needs and ability

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Ensuring pupils do best and make good progress

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%

Transfer from previous school

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Preparing pupils for life in modern Britain

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Developing resilience in pupils

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

2013 2014 201540%

60%

80%

100%

Science

2013 2014 201540%

60%

80%

100%

Extra curricular activities

2013 2014 201540%

60%

80%

100%

Careers advice

2013 2014 201540%

60%

80%

100%

The score for Historyhas significantlyincreased over the lastthree surveys.

The score for Sciencehas significantlydecreased since thelast survey.

The score for Extracurricular activities hassignificantly increasedsince the last survey.

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



Score trends over time for academic criteria

English

2005 2008 2010 2013 201540%

60%

80%

100%

Mathematics

2005 2008 2010 2013 201540%

60%

80%

100%

Science

2005 2008 2010 2013 201540%

60%

80%

100%

Biology

2005 2008 2010 2013 201540%

60%

80%

100%

Chemistry

2005 2008 2010 2013 201540%

60%

80%

100%

Physics

2005 2008 2010 2013 201540%

60%

80%

100%

ICT

2005 2008 2010 2013 201540%

60%

80%

100%

Geography

2005 2008 2010 2013 201540%

60%

80%

100%



History

2005 2008 2010 2013 201540%

60%

80%

100%

French

2005 2008 2010 2013 201540%

60%

80%

100%

Spanish

2005 2008 2010 2013 201540%

60%

80%

100%

German

2005 2008 2010 2013 201540%

60%

80%

100%

Design Technology

2005 2008 2010 2013 201540%

60%

80%

100%

Food Technology

2005 2008 2010 2013 201540%

60%

80%

100%

Drama

2005 2008 2010 2013 201540%

60%

80%

100%

Music

2005 2008 2010 2013 201540%

60%

80%

100%



Physical Education

2005 2008 2010 2013 201540%

60%

80%

100%

Art

2005 2008 2010 2013 201540%

60%

80%

100%

PSHE and Citizenship

2005 2008 2010 2013 201540%

60%

80%

100%

Business Studies

2005 2008 2010 2013 201540%

60%

80%

100%

Religious Studies

2005 2008 2010 2013 201540%

60%

80%

100%

Psychology

2005 2008 2010 2013 201540%

60%

80%

100%

Economics

2005 2008 2010 2013 201540%

60%

80%

100%



Score trends over time for non-academic criteria

School discipline

2005 2008 2010 2013 201540%

60%

80%

100%

School facilities

2005 2008 2010 2013 201540%

60%

80%

100%

Developing confidence

2005 2008 2010 2013 201540%

60%

80%

100%

Social health education

2005 2008 2010 2013 201540%

60%

80%

100%

Control of bullying

2005 2008 2010 2013 201540%

60%

80%

100%

Caring teachers

2005 2008 2010 2013 201540%

60%

80%

100%

School security

2005 2008 2010 2013 201540%

60%

80%

100%

School communication

2005 2008 2010 2013 201540%

60%

80%

100%



Careers advice

2005 2008 2010 2013 201540%

60%

80%

100%

Developing moral values

2005 2008 2010 2013 201540%

60%

80%

100%

Levels of homework

2005 2008 2010 2013 201540%

60%

80%

100%

Happiness of child

2005 2008 2010 2013 201540%

60%

80%

100%

Community spirit

2005 2008 2010 2013 201540%

60%

80%

100%

Developing potential

2005 2008 2010 2013 201540%

60%

80%

100%

Teaching quality

2005 2008 2010 2013 201540%

60%

80%

100%

Exam results

2005 2008 2010 2013 201540%

60%

80%

100%



Choice of subjects

2005 2008 2010 2013 201540%

60%

80%

100%

Truancy control

2005 2008 2010 2013 201540%

60%

80%

100%

Availability of resources

2005 2008 2010 2013 201540%

60%

80%

100%

Computer access

2005 2008 2010 2013 201540%

60%

80%

100%

Score trends over time for additional criteria

Promoting racial harmony

2005 2008 2010 2013 201540%

60%

80%

100%

Handling complaints

2005 2008 2010 2013 201540%

60%

80%

100%

Teaching pupils with special needs

2005 2008 2010 2013 201540%

60%

80%

100%

Quality of school management

2005 2008 2010 2013 201540%

60%

80%

100%



Regular marking of work

2005 2008 2010 2013 201540%

60%

80%

100%

Treating all pupils fairly and equally

2005 2008 2010 2013 201540%

60%

80%

100%

Out of school activities/clubs

2005 2008 2010 2013 201540%

60%

80%

100%

Written reports

2005 2008 2010 2013 201540%

60%

80%

100%

Encouraging and listening to parents' views

2005 2008 2010 2013 201540%

60%

80%

100%

Explaining to parents how to help their child

2005 2008 2010 2013 201540%

60%

80%

100%

Celebrating and rewarding achievement

2005 2008 2010 2013 201540%

60%

80%

100%

Tailoring child's work to their needs and ability

2005 2008 2010 2013 201540%

60%

80%

100%



Ensuring pupils do best and make good progress

2005 2008 2010 2013 201540%

60%

80%

100%

Encouraging and listening to pupils' views

2005 2008 2010 2013 201540%

60%

80%

100%

Transfer from previous school

2005 2008 2010 2013 201540%

60%

80%

100%

Parent survey report – Appendix


AppendixSupplementary data and score breakdowns.

Academic criteria analysis

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

Academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

GraphSample

size

English 0.8% 2.3% 13.1% 46.4% 37.4%1 2 3 4 5

300

Mathematics 1.1% 1.6% 10.3% 33.0% 54.0%1 2 3 4 5

335

Science 0.0% 0.0% 4.5% 52.2% 43.3%1 2 3 4 5

81

Biology 2.5% 3.0% 19.8% 38.3% 36.4%1 2 3 4 5

233

Chemistry 2.3% 1.9% 11.6% 45.6% 38.6%1 2 3 4 5

235

Physics 0.9% 0.9% 15.6% 40.4% 42.2%1 2 3 4 5

213

ICT 0.0% 1.1% 24.7% 43.5% 30.7%1 2 3 4 5

179

Geography 0.8% 1.5% 10.3% 47.7% 39.7%1 2 3 4 5

268

History 0.9% 0.8% 9.9% 37.0% 51.4%1 2 3 4 5

257

French 3.8% 3.4% 12.3% 38.2% 42.4%1 2 3 4 5

163



Academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

GraphSample

size

Spanish 5.5% 7.4% 20.1% 34.1% 32.9%1 2 3 4 5

151

German 1.2% 0.9% 10.9% 35.9% 51.2%1 2 3 4 5

147

DesignTechnology

2.7% 1.0% 18.1% 48.5% 29.7%1 2 3 4 5

190

FoodTechnology

0.8% 1.7% 17.0% 43.6% 36.9%1 2 3 4 5

132

Drama 2.9% 2.9% 20.8% 48.3% 25.0%1 2 3 4 5

176

Music 0.5% 4.0% 20.2% 42.3% 33.0%1 2 3 4 5

210

PhysicalEducation

0.4% 2.8% 12.8% 41.0% 43.0%1 2 3 4 5

262

Art 1.1% 0.7% 9.9% 48.2% 40.1%1 2 3 4 5

210

PSHE andCitizenship

2.8% 1.5% 18.7% 48.4% 28.6%1 2 3 4 5

181

BusinessStudies

0.0% 0.0% 12.5% 33.4% 54.2%1 2 3 4 5

32

ReligiousStudies

0.5% 1.5% 9.9% 55.7% 32.4%1 2 3 4 5

218

Psychology 0.0% 0.0% 8.3% 37.5% 54.2%1 2 3 4 5

24



Academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

GraphSample

size

Economics 1.4% 1.4% 2.9% 20.0% 74.3%1 2 3 4 5

56



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% 4.6% 28.2% 62.8% 3.1%1 2 3 4 5 N

School facilities 0.6% 0.4% 11.3% 53.1% 32.4% 2.2%1 2 3 4 5 N

Developingconfidence

0.7% 3.5% 9.5% 35.4% 47.4% 3.5%1 2 3 4 5 N

Social healtheducation

1.1% 0.2% 11.7% 35.1% 23.8% 28.0%1 2 3 4 5 N

Control ofbullying

0.6% 1.1% 8.5% 28.0% 41.5% 20.4%1 2 3 4 5 N

Caring teachers 0.2% 2.2% 7.1% 39.0% 49.0% 2.4%1 2 3 4 5 N

School security 0.9% 2.2% 9.1% 33.4% 43.4% 11.0%1 2 3 4 5 N

Schoolcommunication

0.9% 3.5% 14.7% 40.2% 38.3% 2.4%1 2 3 4 5 N

Careers advice 2.5% 9.3% 16.1% 32.9% 17.8% 21.4%1 2 3 4 5 N

Developingmoral values

0.2% 1.5% 10.6% 40.2% 38.3% 9.1%1 2 3 4 5 N

Levels ofhomework

1.1% 3.2% 13.3% 48.3% 32.9% 1.3%1 2 3 4 5 N



Non-academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Happiness ofchild

1.1% 0.6% 7.8% 28.5% 58.9% 3.1%1 2 3 4 5 N

Community spirit 0.6% 3.1% 17.0% 39.4% 25.9% 14.1%1 2 3 4 5 N

Developingpotential

0.9% 1.3% 8.5% 39.2% 42.4% 7.7%1 2 3 4 5 N

Teaching quality 0.2% 0.7% 5.0% 40.9% 47.9% 5.4%1 2 3 4 5 N

Exam results 0.0% 0.7% 5.3% 21.4% 52.7% 20.0%1 2 3 4 5 N

Choice ofsubjects

0.2% 1.1% 9.6% 33.7% 43.9% 11.6%1 2 3 4 5 N

Truancy control 1.3% 0.2% 2.4% 20.9% 41.8% 33.4%1 2 3 4 5 N

Availability ofresources

0.4% 2.6% 11.0% 40.4% 37.9% 7.8%1 2 3 4 5 N

Computeraccess

0.4% 2.0% 9.6% 33.5% 43.6% 10.9%1 2 3 4 5 N



Additional criteria analysis

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

Additionalcriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Promoting racialharmony

0.9% 1.5% 6.3% 24.1% 40.7% 26.5%1 2 3 4 5 N

Handlingcomplaints

1.1% 1.1% 3.7% 16.1% 23.6% 54.4%1 2 3 4 5 N

Teaching pupilswith specialneeds

1.2% 0.4% 2.0% 3.2% 8.0% 85.1%1 2 3 4 5 N

Quality of schoolmanagement

0.2% 0.2% 4.8% 32.2% 44.3% 18.2%1 2 3 4 5 N

Regular markingof work

0.4% 1.3% 12.9% 38.0% 38.1% 9.3%1 2 3 4 5 N

Treating allpupils fairly andequally

0.7% 1.9% 8.3% 34.6% 37.8% 16.7%1 2 3 4 5 N

Out of schoolactivities/clubs

0.9% 1.7% 8.3% 34.9% 41.6% 12.6%1 2 3 4 5 N

Written reports 1.3% 2.0% 10.4% 37.7% 40.6% 8.0%1 2 3 4 5 N

Encouragingand listening toparents' views

0.2% 2.2% 13.5% 36.5% 28.0% 19.6%1 2 3 4 5 N

Explaining toparents how tohelp their child

1.7% 4.7% 20.0% 27.0% 24.2% 22.3%1 2 3 4 5 N

Celebratingand rewardingachievement

2.0% 1.8% 9.5% 36.8% 41.0% 8.9%1 2 3 4 5 N



Additionalcriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Tailoring child'swork to theirneeds and ability

0.9% 3.3% 12.3% 35.7% 25.7% 22.2%1 2 3 4 5 N

Ensuring pupilsdo best andmake goodprogress

1.3% 2.2% 6.8% 32.2% 51.1% 6.5%1 2 3 4 5 N

Encouragingand listening topupils' views

2.0% 2.2% 12.4% 36.8% 28.5% 18.2%1 2 3 4 5 N

Transfer fromprevious school

0.7% 1.1% 5.0% 15.3% 40.5% 37.5%1 2 3 4 5 N

Preparing pupilsfor life in modernBritain

1.1% 2.9% 12.2% 35.9% 21.5% 26.4%1 2 3 4 5 N

Developingresilience inpupils

0.2% 1.1% 8.1% 38.9% 21.9% 29.7%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

4.64.5 4.5 4.5 4.4 4.4 4.4 4.3 4.3 4.2 4.2 4.2 4.2 4.2 4.2 4.2 4.1 4.1 4.0 4.0 4.0 3.9 3.9

Econo

mics

Psych

ology

Busine

ss S

tudie

s

Histor

y

Germ

an

Mat

hem

atics

Scienc

e

Physic

s

Geogr

aphy Art

Frenc

h

Englis

h

Chem

istry

Physic

al Edu

catio

n

Religio

us S

tudie

s

Food

Techn

ology

Biolog

y

Design

Tec

hnolo

gy

Mus

icIC

T

PSHE and

Citiz

ensh

ip

Spanis

h

Dram

a1.0

2.0

3.0

4.0

5.0

Mea

n

Non-academic areas

4.6 4.6 4.5 4.5 4.4 4.4 4.4 4.4 4.3 4.3 4.3 4.3 4.3 4.2 4.2 4.1 4.1 4.1 4.0

3.7

Exam

resu

lts

Schoo

l disc

ipline

Truan

cy co

ntro

l

Happin

ess o

f chil

d

Teach

ing q

uality

Caring

teac

hers

Contro

l of b

ullyin

g

Choice

of s

ubjec

ts

Develo

ping

pote

ntial

Schoo

l sec

urity

Develo

ping

conf

idenc

e

Compu

ter a

cces

s

Develo

ping

mor

al va

lues

Availa

bility

of r

esou

rces

Schoo

l facil

ities

Schoo

l com

mun

icatio

n

Social

hea

lth e

duca

tion

Leve

ls of

hom

ewor

k

Comm

unity

spirit

Caree

rs a

dvice

1.0

2.0

3.0

4.0

5.0

Mea

n

Additional questions

4.5 4.5 4.4 4.4 4.3 4.3 4.3 4.3 4.2 4.2 4.2 4.2 4.1 4.1 4.1 4.03.9

Trans

fer f

rom

prev

ious..

.

Quality

of

scho

ol...

Prom

oting

racia

l har

mon

y

Ensur

ing p

upils

do b

est a

nd...

Out o

f sch

ool

activ

ities/c

lubs

Handli

ng

com

plaint

s

Treat

ing a

ll

pupil

s fair

ly...

Teach

ing

pupil

s with

...

Writ

ten

repo

rts

Celebr

atingan

d...

Regula

r

mar

king

of...

Develo

ping

resil

ience

in...

Encou

ragin

g

and

liste

ning.

..

Encou

ragin

g

and

liste

ning.

..

Tailor

ing ch

ild's

work t

o th

eir...

Prepa

ring

pupil

s for

life.

..

Explai

ning

to

pare

nts h

ow...

1.0

2.0

3.0

4.0

5.0

Mea

n

Parent survey report


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