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Minsthorpe Community College

Parent survey report – June 2015

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

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

Report generated on 24/06/2015

mailto:[email protected]?subject=Query%20about%20my%20Parent survey report%20-%20455

Parent survey report

Copyright © 2015 Kirkland Rowell Limited of 83

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.

10

3. Parental priorities Importance ratings and priorities for improvement. 18

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

24

5. ASCL self-evaluation summary Linking your survey data to the current ASCL evaluation schedule. 26

6. Unexpected results Highlighting any particularly unusual or unexpected results. 45

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

51

8. Year group analysis Year group scores compared to national averages. 62

9. Time series analysis Trends for surveyed criteria over time. 69

10. Appendix Supplementary data and further information. 76

Parent survey report – Executive summary


Executive summaryThis report details the findings of the sixth Kirkland Rowell Parent Survey for Minsthorpe Community College.The report measures the levels of satisfaction among the students’ parents for a range of criteria, which havebeen previously 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 2015. Thereport also measures performance with regard to overall satisfaction and improvement.

Summary of results for this survey

• 267 completed questionnaires were returned representing a response rate of 21.5%. The response meantthat data could be drawn for all criteria.

• 50 parents answered ‘Yes’ and 213 parents answered ‘No’ to the question ‘Has your child ever been eligiblefor free school meals during the last six years?’ representing 18.7% and 79.8% respectively.

• The parents gave a very good overall performance score (76.7%) (see page 5).

• Of the parents whose children were not in their first year at the school 30% said the school had improvedover the last year and 5% thought that the school’s performance was worse (see page 51).

• Of the parents of new students, 5% 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 51).

• With regard to academic subjects, parents are most happy with the delivery of RE, Physical Education andFrench.

• The parents are least happy with the delivery of Leisure and Tourism, German and Child Care.

• With regards to non-academic areas, parents are most happy with Careers advice, Developing potentialand School facilities.

• The parents are least happy with Control of bullying, Caring teachers and Choice of subjects.

• The parents' top priorities for improvement are Control of bullying, School communication and Developingconfidence.

• The parents of female students gave significantly higher scores for Design Technology, Art, RE and Schoolcommunication.

Summary of results since the previous survey

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

• The following additional area received significantly higher scores than the previous survey: Celebrating andrewarding achievement.

Summary of results over more than two surveys

• The following academic area received significantly higher scores over more than two surveys: Art.

• 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 criteria83.1% RE

79.4% Physical Education

78.5% French

78.4% Music

78.0% Learning for Life

Relative weaknesses for academic criteria66.7% Leisure and Tourism

69.0% German

72.8% Child Care

74.2% History

74.9% Art

Relative strengths for non-academic criteria Importance Ranking81.0% Careers advice (42.2%) 13th

76.7% Developing potential (62.2%) 6th

75.7% School facilities (44.8%) 12th

75.1% Availability of resources (30.0%) 16th

74.8% Computer access (27.9%) 17th

Relative weaknesses for non-academic criteria Importance Ranking66.1% Control of bullying (82.1%) 2nd

69.7% Caring teachers (57.8%) 8th

70.2% Choice of subjects (39.5%) 14th

70.4% Happiness of child (78.4%) 4th

70.5% School discipline (89.2%) 1st



Response to survey

267 completed questionnaires were returned representing a response rate of 21.5%.

Proportion of responses (%) Number of responses

Responses from parents of male students 46.5 118

Responses from parents of female students 53.5 136

Responses from parents of Year 7 students 27.1 71





Overall parental satisfaction

This survey (%)Previous

survey (%)Change (%)

Overall, rate the performance of the school 76.7 77.8 -1.1

Rating ‘poor’or ‘very

poor’ (%)

Previoussurvey (%)

% ChangeRating ‘good’

or ‘verygood’ (%)

Overall, rate the performance of the school 4.6 3.7 +0.9 84.7

Overall parental satisfaction

0%

4%

11%

57%

27%

Very poor Poor Neither Good Very good0%

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

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



Overall performance scores broken down by gender and year group

Overall performance scores broken down by gender

This survey Last survey

77%75%

79%78% 78% 77%

All parents Parents of male students Parents of female students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

• The parents gave a very good overall performance score of 76.7%, declined since the last survey.

• Parents of male students scored the overall performance of the school broadly in line with the parents offemale students.

Overall performance scores broken down by year group

All parents Parents of male students Parents of female students

80%77%

72%

77% 77%77%75%

70%

78%75%

82%

78%

72%

76%

83%

Year 7 Year 8 Year 9 Year 10 Year 110%

10%

20%

30%

40%

50%

60%

70%

80%

90%

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 10 male students and parents of Year 11 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.

76%78%

82%

78% 77%

2004 2008 2010 2012 20150%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

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• There was a significant decline over the last 2 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?’

77%74%

78%

All parents Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

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

91% 90%92%92%

94%

88%

All parents Parents of male students Parents of female students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• 90.8% 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

97%

88% 88%92%

87%

94%

89%

95%93%

75%

100%

87%

82%

91%

100%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• Parents of Year 7 students would recommend this school to another parent more than parents from otheryear groups.

• Parents of Year 9 male students and parents of Year 7 and Year 11 female students would recommend thisschool 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 120 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 120 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

RE 83.1 75.1 +8.0

Physical Education 79.4 79.2 +0.3

French 78.5 74.6 +3.9

Music 78.4 73.3 +5.0

Learning for Life 78.0

ICT 77.6 78.8 -1.2

Geography 77.6 77.6 +0.0

Design Technology 77.6 76.8 +0.8

English 76.7 75.1 +1.6

Science 76.5 74.5 +2.0

Mathematics 76.4 72.5 +3.9

Drama 74.9 72.1 +2.9

Art 74.9 72.9 +2.0

History 74.2 73.9 +0.3

Child Care 72.8

German 69.0

Leisure and Tourism * 66.7

• Parents consider delivery of the following academic subjects to be ‘outstanding’: RE.

• Parents consider delivery of the following academic subjects to be ‘good’: Physical Education, French,Music, Learning for Life, ICT, Geography, Design Technology, English, Science, Mathematics, Drama, Art,History and Child Care.

• Parents consider delivery of the following academic subjects to show ‘room for improvement’: German andLeisure and Tourism.

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

• 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:Leisure and Tourism.

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

• The following academic subject achieved a very low sample; therefore scores should only be consideredindicative: Child Care and Leisure and Tourism.

• The following academic subjects were not surveyed in the previous year’s survey so we do not haveprevious survey data to compare them to: Learning for Life, Child Care, German and Leisure and Tourism.



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 (%)



Music 2.6 5.4 -2.8 80.9

History 3.4 4.2 -0.9 86.2

Art 3.8 4.5 -0.7 80.4

French 4.5 8.1 -3.6 80.8

Geography 4.6 3.2 +1.3 83.9

Physical Education 4.6 1.9 +2.7 80.7

Drama 4.9 4.8 +0.1 77.3

German 4.9 81.4

English 5.1 3.8 +1.3 83.4

RE 5.4 7.4 -1.9 76.7

Design Technology 5.5 3.6 +1.9 81.1

Science 5.9 5.4 +0.5 79.7

Mathematics 6.3 7.0 -0.7 85.3

Learning for Life 7.5 78.1

ICT 11.1 6.0 +5.2 77.1



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

Careers advice 81.0 76.6 +4.4

Developing potential 76.7 73.0 +3.7

School facilities 75.7 74.8 +0.9

Availability of resources 75.1 70.5 +4.6

Computer access 74.8 73.6 +1.3

Levels of homework 74.7 70.9 +3.8

Developing moral values 74.4 68.9 +5.5

Exam results 73.3 70.0 +3.3

Social health education 72.6 68.7 +3.9

Community spirit 72.4 68.2 +4.1

Teaching quality 72.4 71.3 +1.1

School communication 72.3 68.1 +4.2

School security 71.9 70.2 +1.7

Truancy control 71.5 69.7 +1.8

Developing confidence 71.2 69.0 +2.1

School discipline 70.5 70.6 -0.1

Happiness of child 70.4 68.0 +2.4

Choice of subjects 70.2 67.8 +2.4

Caring teachers 69.7 68.3 +1.4

Control of bullying 66.1 66.9 -0.9

• Parents consider delivery of the following non-academic areas to be ‘outstanding’: Careers advice,Developing potential, School facilities and Availability of resources.

• Parents consider delivery of the following non-academic areas to be ‘good’: Computer access, Levels ofhomework, Developing moral values, Exam results, Social health education, Community spirit, Teachingquality, School communication, School security, Truancy control, Developing confidence, School discipline,Happiness of child, Choice of subjects, Caring teachers and Control of bullying.



Happy versus unhappy parents for non-academic criteria







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

Previoussurvey (%)



Exam results 2.1 4.1 -2.0 81.9

Computer access 4.0 4.1 -0.1 85.4

Developing potential 5.6 7.1 -1.5 77.8

Happiness of child 5.7 6.6 -0.9 78.4

Teaching quality 6.8 6.1 +0.7 78.6

Truancy control 6.9 5.7 +1.2 81.1

School facilities 7.3 5.9 +1.4 76.6

Social health education 7.5 7.4 +0.1 70.7

Availability of resources 7.5 9.1 -1.6 76.3

Developing confidence 8.8 8.4 +0.3 71.5

Developing moral values 9.2 8.8 +0.4 70.3

Community spirit 10.4 13.8 -3.4 64.1

School security 10.6 7.5 +3.1 79.4

Caring teachers 12.0 6.0 +6.0 72.4

Careers advice 12.0 13.3 -1.3 66.4

School discipline 12.7 8.7 +4.0 70.5

Choice of subjects 12.8 9.4 +3.4 76.2

Levels of homework 14.2 14.1 +0.1 61.5

Control of bullying 16.2 14.8 +1.4 56.7

School communication 16.9 14.9 +2.0 66.5



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

Out of college activities and clubs 78.9 76.7 +2.2

Encouraging students' activity in the localcommunity

78.7 73.7 +5.0

Explaining to parents how to help theirchild

75.7 70.6 +5.1

Celebrating and rewarding achievement 75.3 69.3 +6.0

Ensuring students do their best/makegood progress

74.4 72.0 +2.4

Encouraging and listening to parents'views

72.7 70.3 +2.4

Written reports 72.1 71.3 +0.8

Treating all students fairly/equally 71.6 68.6 +3.0

Quality of college management 69.3 68.2 +1.1

Handling complaints 69.2 68.4 +0.7

Looking after students well 67.0 66.0 +1.0

Making sure that new students settle inwell

66.6 66.3 +0.3

• Parents consider delivery of the following additional criteria to be ‘outstanding’: Out of college activities andclubs, Encouraging students' activity in the local community, Explaining to parents how to help their childand Celebrating and rewarding achievement.

• Parents consider delivery of the following additional criteria to be ‘good’: Ensuring students do their best/make good progress, Encouraging and listening to parents' views, Written reports, Treating all studentsfairly/equally, Quality of college management, Handling complaints, Looking after students well and Makingsure that new students settle in well.

• Parents consider delivery of the following additional criteria to have shown a significant improvement sincethe last survey: Celebrating and rewarding achievement.



Happy versus unhappy parents for additional criteria







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

Previoussurvey (%)



Out of college activities and clubs 5.4 7.6 -2.2 82.9

Making sure that new students settle inwell

5.6 7.4 -1.8 80.7

Looking after students well 6.6 8.2 -1.7 72.9

Ensuring students do their best/makegood progress

7.4 6.0 +1.4 77.2

Celebrating and rewarding achievement 7.6 9.2 -1.6 81.5

Quality of college management 9.3 6.4 +2.9 73.9

Encouraging and listening to parents'views

10.2 11.7 -1.6 67.6

Written reports 10.2 7.5 +2.7 73.1

Explaining to parents how to help theirchild

12.9 13.0 -0.1 67.5

Encouraging students' activity in the localcommunity

14.5 14.4 +0.1 59.6

Handling complaints 17.0 14.7 +2.3 64.5

Treating all students fairly/equally 17.7 13.9 +3.7 66.9

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

School discipline 89.2 16th 84.7 7th

Control of bullying 82.1 20th 84.5 20th

Teaching quality 78.8 11th 81.2 5th

Happiness of child 78.4 17th 82.0 18th

School security 63.8 13th 60.8 9th

Developing potential 62.2 2nd 62.7 4th

Developing confidence 60.1 15th 61.0 12th

Caring teachers 57.8 19th 61.3 15th

School communication 52.8 12th 58.0 17th

Exam results 48.7 8th 58.9 10th

Developing moral values 45.6 7th 43.6 13th

School facilities 44.8 3rd 48.0 2nd

Careers advice 42.2 1st 42.5 1st

Choice of subjects 39.5 18th 41.4 19th

Truancy control 36.2 14th 29.7 11th

Availability of resources 30.0 4th 30.0 8th

Computer access 27.9 5th 21.8 3rd

Levels of homework 24.5 6th 27.0 6th

Community spirit 19.8 10th 13.9 16th

Social health education 15.5 9th 12.5 14th

With regard to the five criteria most important to parents:

• The school performs less well in: School discipline, Control of bullying and Happiness of child.



Importance: your school vs. similar schools

Parents were asked to choose ten priorities from a list of twenty criteria. The table below shows which criteriathe parents from your school selected as most important. The second column shows you the percentage ofparents who selected each criterion as one of their ten choices, and the final column compares your school’sdata to the views from parents from similar schools. Position differences of four or more have been highlightedas being worthy of note.

CriteriaImportancescore (%)

Importanceranking

Averageranking

for similarschools

Rankingdifferenceto similarschools

School discipline 89.2 1st 2nd +1

Control of bullying 82.1 2nd 5th +3

Teaching quality 78.8 3rd 1st -2

Happiness of child 78.4 4th 3rd -1

School security 63.8 5th 12th +7

Developing potential 62.2 6th 4th -2

Developing confidence 60.1 7th 7th 0

Caring teachers 57.8 8th 6th -2

School communication 52.8 9th 8th -1

Exam results 48.7 10th 11th +1

Developing moral values 45.6 11th 9th -2

School facilities 44.8 12th 10th -2

Careers advice 42.2 13th 16th +3

Choice of subjects 39.5 14th 15th +1

Truancy control 36.2 15th 19th +4

Availability of resources 30.0 16th 13th -3

Computer access 27.9 17th 17th 0

Levels of homework 24.5 18th 14th -4

Community spirit 19.8 19th 18th -1

Social health education 15.5 20th 20th 0

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

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

• Parents from your school selected the following criteria as less important than parents at similar schools: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 10 & Year 11 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 10 & Year 11

Contro

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Per

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Criteria where differencein score is significant

Year 7 ranking Year 10 & Year 11 ranking

Control of bullying 1st 4th

Exam results 12th 7th

Careers advice 14th 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 significant difference between the two groups.

Parent priorities

Male students Female students

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Leve

ls of

hom

ewor

k

Comm

unity

spirit

Social

hea

lth e

duca

tion

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age


Male students ranking Female students ranking

School communication 6th 11th

Availability of resources 14th 16th



How parent priorities change – extra analysis

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

Parent priorities

Yes No

Schoo

l disc

ipline

Contro

l of b

ullyin

g

Happin

ess o

f chil

d

Develo

ping

pote

ntial

Schoo

l sec

urity

Teach

ing q

uality

Develo

ping

conf

idenc

e

Schoo

l com

mun

icatio

n

Caring

teac

hers

Schoo

l facil

ities

Caree

rs a

dvice

Choice

of s

ubjec

ts

Exam

resu

lts

Truan

cy co

ntro

l

Develo

ping

mor

al

value

s

Leve

ls of

hom

ewor

k

Compu

ter a

cces

s

Social

hea

lth e

duca

tion

Availa

bility

of

reso

urce

s

Comm

unity

spirit

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age


Yes ranking No ranking

Teaching quality 6th 2nd



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 (%)

Control of bullying 14.2 13.7 6.7

School communication 14.2 6.2 10.9

Developing confidence 8.3 6.2 4.9

Teaching quality 7.6 7.6 11.2

School discipline 7.6 6.3 8.6

Developing potential 7.5 7.5 12.0

School facilities 7.3 4.1 8.6

Choice of subjects 6.1 6.6 3.4

Levels of homework 4.4 6.8 7.6

Happiness of child 3.7 3.9 3.1

Careers advice 3.5 8.7 5.1

School security 3.3 1.8 1.9

Caring teachers 2.8 4.8 3.3

Exam results 2.6 4.1 2.5

Truancy control 2.1 1.0 0.4

Community spirit 1.9 2.4 1.7

Availability of resources 1.4 2.9 2.8

Computer access 0.6 1.3 1.6

Developing moral values 0.3 3.6 2.0

Social health education 0.3 0.4 0.8

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

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

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

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

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 70.4% 249

2. My child feels safe at this school

School security 71.9% 229

Control of bullying 66.1% 220

3. My child makes good progress at this school

Developing potential 76.7% 243

Ensuring students do their best/make good progress 74.4% 237

4. My child is well looked after at this school

School security 71.9% 229

Caring teachers 69.7% 239

Looking after students well 67.0% 234

5. My child is taught well at this school

Developing potential 76.7% 243

Ensuring students do their best/make good progress 74.4% 237

Exam results 73.3% 194

Teaching quality 72.4% 238

6. My child receives appropriate homework for their age

Respondents saying 'Right' for homework amount Good 255

Levels of homework 74.7% 243

7. This school ensures the pupils are well behaved

School discipline 70.5% 245

Parent survey report – Parent View summary


Score Sample

8. This school deals effectively with bullying

Control of bullying 66.1% 220

9. Quality of school management

Quality of college management 69.3% 192

10. This school responds well to any concern I raise

Encouraging and listening to parents' views 72.7% 216

Caring teachers 69.7% 239

Handling complaints 69.2% 186

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

Explaining to parents how to help their child 75.7% 223

Written reports 72.1% 235

12. I would recommend this school to another parent

Recommended 90.8% 231

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 76.7% Outstanding

Average of academic subject ratings Good

Ensuring students do their best/make good progress 74.4% Good

Exam results 73.3% Good

Developing confidence 71.2% Good

Strengths

• Developing potential

Weaknesses

• Developing confidence

Your average parental grade for this section = 1.8 = Good = Grade 2

Groups progressYour own assessment is required here.

Subject / Key Stage progressAcademic criteria improving since previous surveys Requires improvement

Your average parental grade for this section = 3.0 = Requires improvement = Grade 3

Skills - Reading, Writing, Communications and Mathematics across the curriculumDeveloping potential 76.7% Outstanding

English 76.7% Good

Mathematics 76.4% Good


Choice of subjects 70.2% Good

Strengths


Weaknesses

• Choice of subjects




Attainment and closing gapsEnglish 76.7% Good




Summary grade – Achievement section

Your average parental grade for "Achievement" = 2.2 = 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:

• Pupils' learning and progress overall

• Subject / Key Stage progress

• Skills - Reading, Writing, Communications and Mathematics across the curriculum

• Attainment and closing gaps



Quality of teaching at the school

Teaching overallAverage of academic subject ratings Good

Strengths

83.1% RE

79.4% Physical Education

78.5% French

Weaknesses

66.7% Leisure and Tourism

69.0% German

72.8% Child Care


Pupils' progress and learningDeveloping potential 76.7% Outstanding

Average of academic subject ratings Good




Strengths


Weaknesses





Climate for learningDeveloping potential 76.7% Outstanding

Celebrating and rewarding achievement 75.3% Outstanding

Teaching quality 72.4% Good

Treating all students fairly/equally 71.6% Good


Strengths


Weaknesses


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

Teachers' expectationsDeveloping potential 76.7% Outstanding

Levels of homework 74.7% Good



Teachers' planning and strategiesDeveloping potential 76.7% Outstanding





Strengths


Weaknesses



Interventions and supportYour own assessment is required here.



Teaching of RWCMEnglish 76.7% Good




AssessmentEnsuring students do their best/make good progress 74.4% Good




Marking, feedback and homeworkExplaining to parents how to help their child 75.7% Outstanding


Analysis of homework amount Good



School communication 72.3% Good

Written reports 72.1% Good

Strengths

• Explaining to parents how to help their child

• Celebrating and rewarding achievement

Weaknesses

• Written reports

• School communication


Summary grade – Quality of teaching at the school section

Your average parental grade for "Quality of teaching at the school" = 1.8 = Good = Grade 2





• Teaching overall

• Pupils' progress and learning

• Climate for learning

• Teachers' expectations

• Teachers' planning and strategies

• Teaching of RWCM

• Assessment

• Marking, feedback and homework



Behaviour and safety of pupils at the school

Climate for learningDeveloping potential 76.7% Outstanding





Strengths


Weaknesses



Parents', staff and pupils' views of behaviour and safetyDeveloping moral values 74.4% Good

Encouraging and listening to parents' views 72.7% Good


School security 71.9% Good


School discipline 70.5% Good

Looking after students well 67.0% Good

Control of bullying 66.1% Good

Strengths

• Developing moral values

• Encouraging and listening to parents' views


Weaknesses

• Control of bullying

• Looking after students well

• School discipline




Pupils' behaviourDeveloping moral values 74.4% Good

Community spirit 72.4% Good




Strengths


Weaknesses



Safety and mutual supportSocial health education 72.6% Good






Caring teachers 69.7% Good



Strengths

• Social health education

• Community spirit


Weaknesses



• Caring teachers




School systems for behaviour managementSchool communication 72.3% Good



Truancy control 71.5% Good

Quality of college management 69.3% Good



Strengths


• School security

Weaknesses




BullyingDeveloping moral values 74.4% Good






Strengths



Weaknesses




AttendanceTruancy control 71.5% Good


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

Your average parental grade for "Behaviour and safety of pupils at the school" = 1.9 = Good = Grade 2





• Climate for learning

• Parents', staff and pupils' views of behaviour and safety

• Pupils' behaviour

• Safety and mutual support

• School systems for behaviour management

• Bullying

• Attendance



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 Good

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

• The following additional area received significantly higher scores than the previous survey: Celebratingand rewarding achievement.

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


Impact on teaching and learningOut of college activities and clubs 78.9% Outstanding

Developing potential 76.7% Outstanding

School facilities 75.7% Outstanding

Availability of resources 75.1% Outstanding

Computer access 74.8% Good








Strengths

• Out of college activities and clubs


• School facilities

Weaknesses


• Caring teachers

• Truancy control




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

CurriculumCareers advice 81.0% Outstanding


English 76.7% Good




Social health education 72.6% Good



Strengths

• Careers advice


• English

Weaknesses


• Teaching quality



LiteracyEnglish 76.7% Good


Self-evaluationCommitment to self-evaluation programme Outstanding

Range of self-evaluation programme Outstanding

Rigour of surveys - ability to identify weakness and improvement Requires improvement


Expectations ambitionYour own assessment is required here.



Engagement with parents and carersExplaining to parents how to help their child 75.7% Outstanding



Written reports 72.1% Good


Strengths

• Explaining to parents how to help their child

Weaknesses

• Caring teachers


GovernanceCommitment to self-evaluation programme Outstanding

Range of self-evaluation programme Outstanding

Availability of resources 75.1% Outstanding

Criteria improving since previous surveys Good

Ratio of parents saying school improving versus declining Good

Significant improvements versus significant declines Good




Rigour of surveys - ability to identify weakness and improvement Requires improvement

Strengths

• Commitment to self-evaluation programme

• Range of self-evaluation programme

• Availability of resources

Weaknesses

• Rigour of surveys - ability to identify weakness and improvement

• Quality of college management





SafeguardingDeveloping moral values 74.4% Good











Strengths




Weaknesses



• Quality of college management


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

Your average parental grade for "Quality of leadership and management of the school" = 1.8 = Good = Grade2



• Impact on outcomes; improvement

• Impact on teaching and learning

• Curriculum

• Literacy

• Self-evaluation

• Engagement with parents and carers

• Governance

• Safeguarding



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 developmentRE 83.1% Outstanding


Music 78.4% Good

English 76.7% Good

Drama 74.9% Good

Art 74.9% Good

Developing moral values 74.4% Good

Strengths

• RE


Weaknesses


• Art


Moral understanding and relationshipsDeveloping moral values 74.4% Good




Strengths


Weaknesses





Social development and skillsCareers advice 81.0% Outstanding

Encouraging students' activity in the local community 78.7% Outstanding






Strengths

• Careers advice

• Encouraging students' activity in the local community

Weaknesses




Understanding and respect for different culturesRE 83.1% Outstanding




Strengths

• RE

Weaknesses





The school's promotion of SMSC and community cohesionCareers advice 81.0% Outstanding

Out of college activities and clubs 78.9% Outstanding

Encouraging students' activity in the local community 78.7% Outstanding

Developing moral values 74.4% Good



Strengths

• Careers advice

• Out of college activities and clubs

Weaknesses

• Caring teachers


Your average parental grade for this section = 1.5 = Outstanding = Grade 1 ( - )

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

Your average parental grade for "Spiritual, moral, social and cultural development" = 1.7 = Good = Grade 2( + )



• Personal insight and spiritual development

• Moral understanding and relationships

• Social development and skills

• Understanding and respect for different cultures



Overall effectiveness

SummaryAchievement 2.2 Good Grade 2

Quality of teaching at the school 1.8 Good Grade 2

Behaviour and safety of pupils at the school 1.9 Good Grade 2

Quality of leadership and management of theschool

1.8 Good Grade 2

Summary grade – Overall effectiveness

Your average parental grade for "Overall effectiveness" = 1.9 = Good = Grade 2

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

Spiritual, moral, social and cultural development 1.7 Good Grade 2 ( + )


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 teaching at the school

• Behaviour and safety of pupils at the school

• 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 ‘Geography’

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

Actual versus expected scores for Geography

This survey Expected

79% 78%

74%

84%

65%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Breakdown of parent responses for Geography

Very poor Poor Neither Good Very good

0% 0%

3%

0%

15%

0%2%

5%

2%0%

10%

17%

8%

5%

15%

62%

49%

63%

46% 46%

28%

32%

21%

46%

23%


10%

20%

30%

40%

50%

60%

70%

Per

cent

age



Unexpected results for ‘History’

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

Actual versus expected scores for History


82%

78%

72%

81%

67%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Breakdown of parent responses for History


0% 0%

4% 3%

13%

0%2%

0% 0% 0%3%

15% 15%

11%

19%

65%

50%

65%

43% 44%

32% 33%

15%

43%

25%


10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age



Unexpected results for ‘Art’

• The contribution towards the score for Art was higher than expected for Year 9.

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

Actual versus expected scores for Art


81%

74%

85%87%

57%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Art


0% 0% 0% 0%

20%

1% 2%0% 0% 0%

13%

23%

5%

11%

27%

47%

50% 50%

32%

40%38%

25%

45%

58%

13%


10%

20%

30%

40%

50%

60%

70%

Per

cent

age



Unexpected results for ‘RE’

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

Actual versus expected scores for RE


82%

75%

71%

92%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for RE


0% 0%

5%

0%0%

7%5%

0%

12%15%

20%

8%

48% 49%

40%

15%

40%

29% 30%

77%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age



Unexpected results for ‘Treating all students fairly/equally’

• The contribution towards the score for Treating all students fairly/equally was lower than expected for Year9.

Actual versus expected scores for Treating all students fairly/equally


77%

65%

58%

67%

74%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Breakdown of parent responses for Treating all students fairly/equally


2%

5%

9%

3%

8%

2%

10%

16% 16%

4%

13%

17%

21% 21%

8%

57%59%

42%

32%

44%

27%

10%12%

29%

36%


10%

20%

30%

40%

50%

60%

70%

Per

cent

age

Parent survey report – Standard analysis


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

Performance and expectations

Performance compared to last year

10%

20%

37%

4%

0%

22%

Much improved Slightlyimproved

Remained thesame

Slightly worse Much worse I don't know0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Per

cent

age

• Of the parents whose children were not in their first year at the school 30% said the school had improvedover the last year and 5% thought that the school’s performance was worse.

Has the school lived up to your expectations

26%

57%

5%

11%

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

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

• Of the parents of new students, 5% 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

Physic

al Edu

catio

n

Geogr

aphy

Mat

hem

atics

Histor

y

Englis

h

Design

Tec

hnolo

gy

Scienc

e

Mus

ic

Frenc

hIC

T Art RE

Dram

a

Lear

ning

for L

ife

Germ

an0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Academic criteria wheredifference is significant

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

Design Technology 76.0 82.7

Art 71.5 79.8

RE 71.1 84.2



Satisfaction scores for non-academic criteria

Male Female

Compu

ter a

cces

s

Truan

cy co

ntro

l

Schoo

l facil

ities

Availa

bility

of r

esou

rces

Exam

resu

lts

Happin

ess o

f chil

d

Schoo

l sec

urity

Teach

ing q

uality

Develo

ping

pote

ntial

Choice

of s

ubjec

ts

Social

hea

lth e

duca

tion

Schoo

l disc

ipline

Develo

ping

mor

al va

lues

Develo

ping

conf

idenc

e

Caring

teac

hers

Caree

rs a

dvice

Comm

unity

spirit

Leve

ls of

hom

ewor

k

Schoo

l com

mun

icatio

n

Contro

l of b

ullyin

g0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

Non-academic criteria wheredifference is significant

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

School communication 64.6 76.2



Satisfaction scores for additional criteria

Male Female

Out o

f coll

ege

activ

ities

and

clubs

Celebr

ating

and

rewar

ding

achie

vem

ent

Mak

ing su

re th

at n

ew st

uden

ts

settle

in w

ell

Ensur

ing st

uden

ts do

their

best/

mak

e go

od p

rogr

ess

Writ

ten

repo

rts

Quality

of c

olleg

e m

anag

emen

t

Look

ing a

fter s

tude

nts w

ell

Explai

ning

to p

aren

ts ho

w to h

elp

their

child

Treat

ing a

ll stu

dent

s fair

ly/eq

ually

Encou

ragin

g an

d lis

tenin

g to

pare

nts'

views

Encou

ragin

g stu

dent

s' ac

tivity

in

the

local

com

mun

ity

Handli

ng co

mpla

ints0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

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



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

Mat

hem

atics

Scienc

e

Englis

h

Frenc

h

Mus

ic

Physic

al Edu

catio

n

Geogr

aphy IC

T

Design

Tec

hnolo

gy

Histor

y Art RE

Lear

ning

for L

ife

Dram

a

Child

Care

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Academic criteria wheredifference is significant

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

Drama 68.4 78.2



Satisfaction scores for non-academic criteria

Yes No

Compu

ter a

cces

s

Choice

of s

ubjec

ts

Exam

resu

lts

Teach

ing q

uality

Develo

ping

pote

ntial

Availa

bility

of r

esou

rces

Schoo

l sec

urity

Caree

rs a

dvice

Schoo

l facil

ities

Truan

cy co

ntro

l

Social

hea

lth e

duca

tion

Schoo

l com

mun

icatio

n

Develo

ping

mor

al va

lues

Schoo

l disc

ipline

Happin

ess o

f chil

d

Caring

teac

hers

Comm

unity

spirit

Develo

ping

conf

idenc

e

Leve

ls of

hom

ewor

k

Contro

l of b

ullyin

g0%

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



Satisfaction scores for additional criteria

Yes No

Celebr

ating

and

rewar

ding

achie

vem

ent

Out o

f coll

ege

activ

ities a

nd cl

ubs

Ensur

ing st

uden

ts do

their

best/

mak

e go

od p

rogr

ess

Mak

ing su

re th

at n

ew st

uden

ts

settle

in w

ell

Look

ing a

fter s

tude

nts w

ell

Quality

of c

olleg

e m

anag

emen

t

Encou

ragin

g an

d lis

tenin

g to

pare

nts'

views

Treat

ing a

ll stu

dent

s fair

ly/eq

ually

Writ

ten

repo

rts

Explai

ning

to p

aren

ts ho

w to h

elp

their

child

Handli

ng co

mpla

ints

Encou

ragin

g stu

dent

s' ac

tivity

in

the

local

com

mun

ity0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

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



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

Mat

hem

atics

Englis

h

Scienc

eIC

T

Frenc

h

Physic

al Edu

catio

n Art

Geogr

aphy

Mus

ic

Germ

an

Histor

y

Design

Tec

hnolo

gy

Lear

ning

for L

ife RE

Dram

a

Child

Care

Leisu

re a

nd T

ouris

m0%

5%

10%

15%

20%

Per

cent

age

Not pushedhard enough

Pushed too hardAcademic stretch percentages

Yes No Yes No

This survey 28.9 71.1 12.6 87.4

Similar schools 41.0 59.0 12.8 87.2

Yes 20.0 80.0 20.0 80.0Extra analysis broken down by the response tothe question ‘Has your child ever been eligible forfree school meals during the last six years?’ No 31.0 69.0 9.9 90.1



Healthy lifestyle

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

Parents’ responses to the question: ‘Eating a healthy diet?’

This survey Similar schools

54%

46%

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’


71%

29%

78%

22%

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?’


25%

40%

13%

2%

18%

26%

42%

12%

2%

13%

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

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Per

cent

age

• 25.2% of parents think their child will definitely attend university – this is broadly in line with views fromparents at similar schools. 40.1% of parents think their child will probably attend university – this is broadlyin line with views from parents at similar schools.

• 12.6% of parents think their child will probably not attend university – this is broadly in line with views fromparents at similar schools. 1.6% of parents think their child will definitely not attend university – this isbroadly in line with views from parents at similar schools.

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


25%

46%

17%

8%

25%

40%

23%

6%

Very important Quite important Not very important Of no importance0%

20%

40%

60%

Per

cent

age

• 24.7% of parents think it is very important that their child goes to university – this is broadly in line withviews from parents at similar schools. 46.3% of parents think it is quite important that their child goes touniversity – this differs from the views of parents at similar schools.

• 17.1% of parents think it is not very important that their child goes to university – this differs from theviews of parents at similar schools. 7.8% of parents think it is not at all important that their child goes touniversity – 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.’

42%

34%

16%

10%

St Wilfreds Hemsworth Other Carlton High0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

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 45).

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

Year 7 Year 8 Year 9 Year10

Year11

0%

20%

40%

60%

80%

100%

Mathematics


Year11

0%

20%

40%

60%

80%

100%

Science


Year11

0%

20%

40%

60%

80%

100%

ICT


Year11

0%

20%

40%

60%

80%

100%



Geography


Year11

0%

20%

40%

60%

80%

100%

History


Year11

0%

20%

40%

60%

80%

100%

French


Year11

0%

20%

40%

60%

80%

100%

German


Year11

0%

20%

40%

60%

80%

100%

Design Technology


Year11

0%

20%

40%

60%

80%

100%

Drama


Year11

0%

20%

40%

60%

80%

100%

Music


Year11

0%

20%

40%

60%

80%

100%

Physical Education


Year11

0%

20%

40%

60%

80%

100%



Art


Year11

0%

20%

40%

60%

80%

100%

RE


Year11

0%

20%

40%

60%

80%

100%

Learning for Life


Year11

0%

20%

40%

60%

80%

100%

Child Care


Year11

0%

20%

40%

60%

80%

100%

Year group analysis compared to national averages for non-academiccriteria

School discipline


Year11

0%

20%

40%

60%

80%

100%

School facilities


Year11

0%

20%

40%

60%

80%

100%

Developing confidence


Year11

0%

20%

40%

60%

80%

100%

Social health education


Year11

0%

20%

40%

60%

80%

100%



Control of bullying


Year11

0%

20%

40%

60%

80%

100%

Caring teachers


Year11

0%

20%

40%

60%

80%

100%

School security


Year11

0%

20%

40%

60%

80%

100%

School communication


Year11

0%

20%

40%

60%

80%

100%

Careers advice


Year11

0%

20%

40%

60%

80%

100%

Developing moral values


Year11

0%

20%

40%

60%

80%

100%

Levels of homework


Year11

0%

20%

40%

60%

80%

100%

Happiness of child


Year11

0%

20%

40%

60%

80%

100%



Community spirit


Year11

0%

20%

40%

60%

80%

100%

Developing potential


Year11

0%

20%

40%

60%

80%

100%

Teaching quality


Year11

0%

20%

40%

60%

80%

100%

Exam results


Year11

0%

20%

40%

60%

80%

100%

Choice of subjects


Year11

0%

20%

40%

60%

80%

100%

Truancy control


Year11

0%

20%

40%

60%

80%

100%

Availability of resources


Year11

0%

20%

40%

60%

80%

100%

Computer access


Year11

0%

20%

40%

60%

80%

100%



Year group analysis compared to national averages for your additionalsurveyed criteria

Handling complaints


Year11

0%

20%

40%

60%

80%

100%

Quality of college management


Year11

0%

20%

40%

60%

80%

100%

Written reports


Year11

0%

20%

40%

60%

80%

100%

Treating all students fairly/equally


Year11

0%

20%

40%

60%

80%

100%

Encouraging and listening to parents' views


Year11

0%

20%

40%

60%

80%

100%

Explaining to parents how to help their child


Year11

0%

20%

40%

60%

80%

100%

Celebrating and rewarding achievement


Year11

0%

20%

40%

60%

80%

100%

Ensuring students do their best/make good progress


Year11

0%

20%

40%

60%

80%

100%



Making sure that new students settle in well


Year11

0%

20%

40%

60%

80%

100%

Encouraging students' activity in the local community


Year11

0%

20%

40%

60%

80%

100%

Looking after students well


Year11

0%

20%

40%

60%

80%

100%

Out of college activities and clubs


Year11

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

2004 2008 2010 2012 201540%

60%

80%

100%

Mathematics

2004 2008 2010 2012 201540%

60%

80%

100%

Science

2004 2008 2010 2012 201540%

60%

80%

100%

ICT

2004 2008 2010 2012 201540%

60%

80%

100%

Geography

2004 2008 2010 2012 201540%

60%

80%

100%

History

2004 2008 2010 2012 201540%

60%

80%

100%

French

2004 2008 2010 2012 201540%

60%

80%

100%

Design Technology

2004 2008 2010 2012 201540%

60%

80%

100%



Drama

2004 2008 2010 2012 201540%

60%

80%

100%

Music

2004 2008 2010 2012 201540%

60%

80%

100%

Physical Education

2004 2008 2010 2012 201540%

60%

80%

100%

Art

2004 2008 2010 2012 201540%

60%

80%

100%

RE

2004 2008 2010 2012 201540%

60%

80%

100%

Score trends over time for non-academic criteria

School discipline

2004 2008 2010 2012 201540%

60%

80%

100%

School facilities

2004 2008 2010 2012 201540%

60%

80%

100%



Developing confidence

2004 2008 2010 2012 201540%

60%

80%

100%

Social health education

2004 2008 2010 2012 201540%

60%

80%

100%

Control of bullying

2004 2008 2010 2012 201540%

60%

80%

100%

Caring teachers

2004 2008 2010 2012 201540%

60%

80%

100%

School security

2004 2008 2010 2012 201540%

60%

80%

100%

School communication

2004 2008 2010 2012 201540%

60%

80%

100%

Careers advice

2004 2008 2010 2012 201540%

60%

80%

100%

Developing moral values

2004 2008 2010 2012 201540%

60%

80%

100%



Levels of homework

2004 2008 2010 2012 201540%

60%

80%

100%

Happiness of child

2004 2008 2010 2012 201540%

60%

80%

100%

Community spirit

2004 2008 2010 2012 201540%

60%

80%

100%

Developing potential

2004 2008 2010 2012 201540%

60%

80%

100%

Teaching quality

2004 2008 2010 2012 201540%

60%

80%

100%

Exam results

2004 2008 2010 2012 201540%

60%

80%

100%

Choice of subjects

2004 2008 2010 2012 201540%

60%

80%

100%

Truancy control

2004 2008 2010 2012 201540%

60%

80%

100%



Availability of resources

2004 2008 2010 2012 201540%

60%

80%

100%

Computer access

2004 2008 2010 2012 201540%

60%

80%

100%

Score trends over time for additional criteria

Handling complaints

2004 2008 2010 2012 201540%

60%

80%

100%

Quality of college management

2004 2008 2010 2012 201540%

60%

80%

100%

Treating all students fairly/equally

2004 2008 2010 2012 201540%

60%

80%

100%

Encouraging and listening to parents' views

2004 2008 2010 2012 201540%

60%

80%

100%

Explaining to parents how to help their child

2004 2008 2010 2012 201540%

60%

80%

100%

Celebrating and rewarding achievement

2004 2008 2010 2012 201540%

60%

80%

100%



Ensuring students do their best/make good progress

2004 2008 2010 2012 201540%

60%

80%

100%

Making sure that new students settle in well

2004 2008 2010 2012 201540%

60%

80%

100%

Encouraging students' activity in the local community

2004 2008 2010 2012 201540%

60%

80%

100%

Out of college activities and clubs

2004 2008 2010 2012 201540%

60%

80%

100%

Parent survey report – Appendix


AppendixSupplementary data and score breakdowns.

Academic criteria analysis

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

Academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

GraphSample

size

English 0.0% 5.1% 11.5% 50.9% 32.5%1 2 3 4 5

247

Mathematics 1.6% 4.8% 8.4% 48.2% 37.1%1 2 3 4 5

248

Science 0.8% 5.1% 14.4% 49.5% 30.1%1 2 3 4 5

246

ICT 4.6% 6.6% 11.7% 48.3% 28.8%1 2 3 4 5

229

Geography 0.9% 3.7% 11.6% 53.9% 30.0%1 2 3 4 5

197

History 2.2% 1.2% 10.4% 54.4% 31.8%1 2 3 4 5

185

French 2.5% 2.0% 14.7% 50.7% 30.2%1 2 3 4 5

190

German 0.0% 4.9% 13.7% 45.7% 35.6%1 2 3 4 5

32

DesignTechnology

1.4% 4.2% 13.4% 46.0% 35.1%1 2 3 4 5

163

Drama 1.9% 3.0% 17.9% 48.0% 29.3%1 2 3 4 5

145



Academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

GraphSample

size

Music 2.1% 0.6% 16.4% 48.1% 32.9%1 2 3 4 5

140

PhysicalEducation

1.8% 2.8% 14.7% 37.4% 43.3%1 2 3 4 5

224

Art 0.9% 2.9% 15.8% 45.3% 35.0%1 2 3 4 5

155

RE 0.7% 4.8% 17.8% 41.4% 35.3%1 2 3 4 5

138

Learning for Life 2.7% 4.8% 14.4% 49.6% 28.5%1 2 3 4 5

221

Child Care 0.0% 10.8% 4.4% 41.4% 43.4%1 2 3 4 5

33

Leisure andTourism

11.1% 5.6% 11.1% 50.0% 22.2%1 2 3 4 5

18



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 4.8% 7.3% 16.1% 41.9% 25.4% 4.5%1 2 3 4 5 N

School facilities 1.5% 5.5% 15.5% 45.0% 28.5% 4.0%1 2 3 4 5 N

Developingconfidence

3.1% 5.1% 18.6% 44.3% 23.0% 5.8%1 2 3 4 5 N

Social healtheducation

0.0% 6.3% 18.6% 42.3% 17.8% 15.0%1 2 3 4 5 N

Control ofbullying

8.0% 6.2% 23.7% 29.3% 20.4% 12.4%1 2 3 4 5 N

Caring teachers 4.2% 7.2% 14.7% 45.0% 23.3% 5.7%1 2 3 4 5 N

School security 3.8% 5.9% 9.2% 48.2% 24.4% 8.6%1 2 3 4 5 N

Schoolcommunication

5.1% 11.3% 16.2% 36.4% 28.4% 2.5%1 2 3 4 5 N

Careers advice 2.4% 6.7% 16.3% 31.0% 19.1% 24.5%1 2 3 4 5 N

Developingmoral values

3.2% 5.4% 19.1% 42.8% 22.7% 6.9%1 2 3 4 5 N

Levels ofhomework

6.0% 7.6% 23.3% 40.3% 18.6% 4.1%1 2 3 4 5 N



Non-academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Happiness ofchild

2.7% 2.9% 15.6% 51.7% 25.6% 1.5%1 2 3 4 5 N

Community spirit 1.6% 7.7% 23.0% 42.1% 15.7% 9.8%1 2 3 4 5 N

Developingpotential

2.4% 3.1% 16.0% 49.0% 26.1% 3.5%1 2 3 4 5 N

Teaching quality 1.6% 4.9% 13.7% 48.9% 25.3% 5.6%1 2 3 4 5 N

Exam results 0.0% 1.6% 12.4% 43.2% 20.0% 22.8%1 2 3 4 5 N

Choice ofsubjects

4.1% 7.6% 10.1% 41.0% 28.8% 8.3%1 2 3 4 5 N

Truancy control 3.1% 3.1% 10.7% 40.7% 31.6% 10.9%1 2 3 4 5 N

Availability ofresources

2.3% 4.3% 14.2% 41.5% 25.4% 12.4%1 2 3 4 5 N

Computeraccess

1.5% 2.1% 9.5% 44.1% 32.4% 10.5%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

Handlingcomplaints

5.5% 7.2% 13.9% 34.4% 14.0% 25.1%1 2 3 4 5 N

Quality ofcollegemanagement

2.7% 4.5% 13.1% 38.7% 18.6% 22.4%1 2 3 4 5 N

Written reports 3.1% 6.4% 15.5% 43.8% 24.0% 7.2%1 2 3 4 5 N

Treating allstudents fairly/equally

6.6% 9.2% 13.9% 38.6% 21.4% 10.3%1 2 3 4 5 N

Encouragingand listening toparents' views

3.5% 5.4% 19.3% 39.9% 18.8% 13.2%1 2 3 4 5 N

Explaining toparents how tohelp their child

4.8% 6.6% 17.4% 39.2% 20.8% 11.2%1 2 3 4 5 N

Celebratingand rewardingachievement

2.3% 4.9% 10.3% 40.4% 36.8% 5.3%1 2 3 4 5 N

Ensuringstudents do theirbest/make goodprogress

1.5% 5.4% 14.5% 46.3% 26.2% 6.1%1 2 3 4 5 N

Making sure thatnew studentssettle in well

1.5% 3.2% 11.4% 45.9% 21.7% 16.3%1 2 3 4 5 N

Encouragingstudents' activityin the localcommunity

3.1% 7.7% 19.3% 27.7% 16.7% 25.4%1 2 3 4 5 N

Looking afterstudents well

2.3% 3.9% 19.2% 44.7% 23.5% 6.5%1 2 3 4 5 N



Additionalcriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Out of collegeactivities andclubs

4.7% 0.0% 10.0% 36.8% 34.3% 14.2%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

4.2 4.2 4.2 4.2 4.1 4.1 4.1 4.1 4.0 4.0 4.0 4.0 4.0 3.9 3.93.8 3.7

Physic

al Edu

catio

n

Design

Tec

hnolo

gy

Mat

hem

atics

Englis

h

Geogr

aphy RE

Histor

y

Scienc

e

Mus

ic Art

Dram

a

Frenc

hIC

T

Lear

ning

for L

ife

Child

Care

Germ

an

Leisu

re a

nd

Touris

m1.0

2.0

3.0

4.0

5.0

Mea

n

Non-academic areas

4.2 4.1 4.1 4.1 4.0 4.0 4.0 4.0 4.0 4.0 3.9 3.9 3.9 3.9 3.9 3.8 3.8 3.7 3.73.5

Compu

ter a

cces

s

Truan

cy co

ntro

l

Exam

resu

lts

Schoo

l facil

ities

Availa

bility

of r

esou

rces

Develo

ping

pote

ntial

Schoo

l sec

urity

Teach

ing q

uality

Choice

of s

ubjec

ts

Happin

ess o

f chil

d

Schoo

l disc

ipline

Caring

teac

hers

Develo

ping

conf

idenc

e

Develo

ping

mor

al va

lues

Social

hea

lth e

duca

tion

Schoo

l com

mun

icatio

n

Caree

rs a

dvice

Comm

unity

spirit

Leve

ls of

hom

ewor

k

Contro

l of b

ullyin

g1.0

2.0

3.0

4.0

5.0

Mea

n

Additional questions

4.2 4.24.0 4.0 3.9 3.9 3.9

3.8 3.7 3.7 3.7 3.6

Out ofcollege

activitiesand...

Celebratingand

rewarding...

Ensuringstudents

do their...

Makingsure that

newstudents...

Writtenreports

Quality ofcollege

management

Lookingafter

studentswell

Explainingto parentshow to...

Encouragingand

listeningto...

Treating allstudents

fairly/eq...

Encouragingstudents'activity...

Handlingcomplaints

1.0

2.0

3.0

4.0

5.0

Mea

n

Parent survey report


A word on Quality AssuranceTo ensure our services have maximum input, our accredited facilitators have extensive experience at seniorleadership level in schools and are all experienced in working with schools on the use of data to inform schoolimprovement and review. In addition, our ISO 27001 accreditation means your data is safe with us.

For further details please visit our website www.gl-assessment.co.uk.

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