pace - sp.ukdataservice.ac.ukthe pace (primary assessment, curriculum and experience) project aimed...

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PACE

Interviews and Questionnaires

Volume 3

Introduction to the SPSS datafilesdeposited with the ESRC Data Archive

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‘b ---

Introduction to the SPSS datafiles deposited with the ESRC Data Archive

Table of Contents

2)

3)

4)

5)

Background to the PACE study.

● Background to the PACE study

● Further reading

● Project Directors

● Address for correspondence concerning the PACE study

● Data deposited with the ESRC Data Archive.

● The Head Teacher and Class Teacher Interviews and Questionnaires

● Contents of disks

● ID variables and matching files

c Multiple Response variables

TQ13.sav SPSS data file

● Frequencies & Mult Response tables

● Teacher Questionnaire

TI13.sav SPSS data file● Frequencies & Mult Response tables

● Teacher Interview Schedule

HQ13.sav SPSS data file● Frequencies & Mult Response tables

● Head Teacher Questionnaire

HI13.sav SPSS data file● Frequencies & Mult Response tables

● Head Teacher Interview Schedule

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Trademarks

SPSS, SPSS/PC+ and SPSS for Windows are registered trademarks of SPSS inc.MS-DOS and Microsoft Word are registered trademarks of Microsofi Corporation.IBM is a registered trademark of International Business Machines Corp.dBase IV is a registered trademark of Borland International, Inc.

Introduction -


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Background to the PACE study

The PACE (Primary Assessment, Curriculum and Experience) project aimed to study theimpact on English primary schools of the introduction, following the 1988 Education ReformAct, of the National Curriculum and its associated assessment procedures. Questionnaires andinterviews with heads and infant teachers in forty-eight schools in eight LEAs providedbackground data for a closer focus on nine schools. Here both systematic and qualitative

classroom observation took place, and children as well as teachers in primary school classes wereinterviewed. These randomly selected pupils formed a cohort who have taken part in the

subsequent years of the study. New assessment procedures were also observed and analysed asthey were introduced.

Phase 1 of the project is now complete and an account of its findings has appeared in abook, Changing Erwlish Primary Schools ?, Pollard, A., Broadfoot, P., Croll, P., Osborn, M. and

Abbott, D. (1994). The research provides a complex body of inter-related findings, reportedunder five main headings: School Change, Teacher Professionalism, Curriculum, Pedagogy andAssessment. These are located historically and are analysed in terms of the three main themeswhich draw together the varied methods and strands of the project: power, values andunderstanding.

Phase 2 of PACE (years 3 and 4) has now been completed and the results were publishedduring 1996, Te achers. Pupils and Primary Schooling, Croll, P. (cd) (1996).

Pupils of the original cohort continued to be observed and interviewed, as did theirteachers into year 6. In addition, teachers and heads in the wider sample of schools have againbeen interviewed; in this phase both Key Stage 1 and Key Stage 2 teachers provide material onthe degree and kind of change experienced in primary schools during a period of unprecedentedinnovation.

Phase 1 of the PACE project was conducted jointly by the Faculty of Education at theUniversity of the West of England, Bristol and the School of Education at the University ofBristol. Phases 2 and 3 were carried out at the Graduate School of Education, University ofBristol. The project has been fi.mded by the Economic and Social Research Council, whosesupport is gratefully acknowledged.

Further reading

This book in itself does not aim to describe all the aspects of the PACE research. Chapter4 ‘Research Design and Data Gathering Methods’ of the book Chamz”ng I%@ish Primary

M?pollmdetal(1994) gives a more detailed description Of the StUdY1andiS recommendedreading before using these data. Appendix A of the same book gives details of the coding usedin the systematic classroom observations. Both of these documents have been deposited with theESRC data archive in hard copy. Later books will contain methodological information.

Phase 3 of the research (years 5 and 6) are to be reported in two books: Polic v. Practice

and Teacher Ex~erience, Osborn, M., McNess, E. and Broadfoot, P. with Pollard, A. and Triggs,P., (1999) and P lio CV,Practice and Punil Ex~erience , Pollard, A and Triggs, P., with Broadfoot,

P., McNess, E. and Osborn, M., (1999). A final synoptic book addressing issues raised by theproject as a whole is planned. This is: The Assess ment Soc etvi -, Broadfoot, P. and Pollard, A.

All PACE books are published by Cassell plc, London.

Introduction -


Project Directors‘-----

Professor Andrew PollardGraduate School of EducationUniversity of Bristol

Professor Patricia BroadfootGraduate School of EducationUniversity of Bristol

(phases 1,2 and 3)

(phases 1,2 and 3)

Professor Paul Croll (phases 1 and 2)

Department of Education Studies and ManagementUniversity of Reading

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Address for correspondence about the PACE study

Professor Andrew PollardGraduate School of EducationUniversity of Bristol35 Berkeley SquareBristolBS8 lJA

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Introduction -


Data deposited with the ESRC Data Archive.

The PACE survey is supplied to the ESRC Data Archive as two sets of high density

(1 .44M) MS-DOS format disks containing fully Iabelled SPSS system datafiles. Hard copy ofrelevant documents such as coding frames and original interview schedules have also beendeposited with the ESRC Data Archive.

The SPSS system datafiles come in two formats. One is for use with SPSS for Windows,the other is a portable system file for use on other operating systems. A DBase IV version of thedata is also included for use with statistical packages other than SPSS.

The two sets of disks are

Head Teacher and Class TeacherInterviews and Questionnaires

Volumes 1 to 3(detailed in this volume)

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and

Pupil and TeacherSystematic Classroom Observations

(detailed in companion volume)

The ‘Interviews and Questiomaires’ come from the study of 48 schools within the eightLEAs. The ‘Systematic Classroom Observations’ come from the more detailed study of childrenwithin nine of the 48 schools. Each interview or questionnaire is covered by a section in thesevolumes. In each section a listing of the variables in the datafile is followed by frequency andmultiple response listings for all variables or variable groups. To complete the section theoriginal questionnaire or interview schedule is reproduced.

The original coding frames have been deposited as hard copy with the ESRC data archivein case further clarification is needed for the meaning of any of the codes.

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Introduction -


The Head Teacher and Class Teacher Intewiews and Questionnaires

The interviews and questionnaires are spilt into three volumes.

Volume 1 consists of the six datasets collected during PACE 1. (Reception to Year 2).

1.Head Teacher and Reception & Year 1 Class Teacher Advance QuestionnaireSummer Term : Reception Year 1989/901TQuest : TQO1.sav

2.Head Teacher InterviewSummer Term : Reception Year 1989/902HTInt : HT12.sav

3.Reception & Year 1 Class Teacher InterviewSummer Term : Reception Year 1989/902TInt : TI02.sav

4.Head Teacher and Year 1 & 2 Class Teacher Advance QuestionnaireSummer Term : Year 2 1991/926TQuest : TQ06.sav

5.Head Teacher InterviewSummer Term : Year 2 1991/926HTInt : HT16.sav

6.Year 1 & 2 Class Teacher InterviewSummer Term : Year 2 1991/926TInt : TI06.sav

Volume 2 consists of the four datasets collected during PACE 2. (Years 3 &4)

1.Year 3 & 4 Class Teacher InterviewAutumn Term : Year 4 1993/949TInt : TI09.sav

2.Head Teacher InterviewSpring Term : Year 4 1993/949HTInt : HT19.sav

3.Reception & Year 1 Class Teacher InterviewSpring Term : Year 4 1993/9410TInt : TI 10.sav

4.Head Teacher and Year 1 & 2 Class Teacher Advance QuestionnaireSpring Term : Year 4 1993/9410TQuest : TQ1 O.sav

Introduction -


Volume 3 consists of four datasets collected during PACE 3. (Years 5 &6)

1.Year 4, 5 & 6 Class Teacher QuestionnaireAutumn Term : Year 6 1995/9613TQuest : TQ 13.sav

2. Year 4, 5 & 6 Class Teacher InterviewAutumn Term : Year 6 1995/9613TInt : TI13.sav

3. Head Teacher QuestiomaireAutumn Term : Year 6 1995/9613HTQuest : HQ13.sav

4. Head Teacher InterviewAutumn Term : Year 6 1995/9613HTInt : HI13.sav

Introduction -


Contents of disks

Each volume of ‘Interviews and Questionnaires’ comes with a disk containing SPSS forWindows ‘s av’ files, SPSS portable ‘per’ files for use on other computer systems and DBaseIV ‘db f‘ files for each of the datasets. Each interview or questionnaire is contained within itsown subdirectory.

Interviews and Questionnaires - Volume 1

● TQO 1 <dir>

● TQO 1.sav

● TQO 1.por

● TQOI .dbf

● HT12 <dir>

● HT12.sav

● HT12.por

● HT12.dbf

● TI02 <dir>

● TI02.sav

● TI02.por

● TI02.dbf

● TQ06 <dir>

● TQ06.sav

● TQ06.por

● TQ06.dbf

● HT16 <dir>

● HT16.sav

● HT16.por

● HT16.dbf

● TI06 <dir>

● TI06.sav

● TI06.por

● TI06.dbf

SPSS for Windows system data file

Portable SPSS data file

DBase IV version of data file
















Introduction -


Interviews and Questiomaires - Volume 2

● TI09 <dir>

● TI09.sav

● TI09.por

● TI09.dbf

● HT19 <dir>

● HT19.sav

● HT19.por

● HT19.dbf

● TQ 10 <dir>

● TQIO.sav

● TQIO.por

● TQIO.dbf

● TI 10 <dir>

● TIIO.sav

● TIIO.por

● TIIO.dbf



D13ase IV version of data file










Interviews and Questiomaires - Volume 3 (this volume)

● TQ13 <dir>

● TQ13.sav

● TQ13.por

● TQ13.dbf

● TI 13 <dir>

● TI13.sav

● TI13.por

● TI 13.dbf

● HQ 13 <dir>

● HQ13.sav

● HQ13.por

● HQ13.dbf










Introduction -


● HI 13 <dir>

● HI13.sav SPSS for Windows system data file

● HI13.por Portable SPSS data file

● HI13.dbf DBase IV version of data file

ID Variables And Matching Files

Each record in the data files has a unique identifier IDNUM to identify individual teacherinterviews. In the volume 3 files it is a four digit number made from the variables LEA,

SCHOOL ID and TEACH ID which are also included in the files.

The first digit of IDNUM isthe LEA code (1-8), the second digit identifies each schoolwithin each LEA. The SCHOOL ID variable is a two digit number consisting of LEA (1stdigit)and school within the LEA (2nd digit).

The final two digits, TEACH ID,provides a unique identifier within each school. It should

be noted however that the TEACH ID variable does not ensure matching across the studies. Forinstance a teacher with IDNUM= 1203 in one study is ~ necessarily the same teacher as ateacher with IDNUM= 1203 within another study. The school and LEA will however be the same.

Head Teachers in the volume 3 files always have TEACH ID= 10 and can be linkedlongitudinally across studies. The 48 schools provided differing numbers of teachers for eachround and hence if longitudinal study is attempted on class teacher data, it will probably benecessary to AGGREGATE the data by producing average responses for each school.

LEA and SCHOOL ID can be used to link files with others from the PACE study on anAGGREGATE D basis. For more information on the AGGREGATE command please refer to theSPSS manuals or the HELP command in SPSS for Windows.

Introduction -


Response Variables

Many of the questions allow for a variable number of answers from each of the teachers.For instance question 9b in the first Head Teacher Interview asks the ‘Nature of change inteaching methods’. There are three variables ht 20 9b2 a to ht 20 9b2 c available for the

responses, The valid codes for these variables are ‘O’ for not an answer and ‘1-12’ for specifiedresponses. The statistical soilware SPSS handles these groups of variables using the MULT

REs PON SE command, but if a teacher has not given any responses he/she will be treated as amissing case and ignored in the statistics. This can lead to one teacher accounting for 100°/0 ofthe statistics if the other teachers have not given any responses. In order to get round this, if ateacher has given no responses in a group of variables, the first variable of each group is recodedto a ‘NO COMMENT S‘code. The end result of this is that ‘NO COMMENT S‘counts as 1 response.If this does not serve the purpose needed, just RECODE the ‘NO COMMENT S‘code back to zero.

The following SPSS syntax shows an example using the question 9b as described above.The GROUPS subcommand defines the multiple response group ‘ht20 9b’ as being made up of

the three variables ‘ht 20 9b2 a to ht 20 9b2 c’ and having its own variable label ‘Nature of

change in teaching methods’. The ‘ ( 1, 13 ) ‘ defines which codes are to be counted - 1, 12 are

the valid codes, and 13 is the ‘NO COMMENTS’ code. The FREQUENCIES subcommand couldbe replaced by a CROS STABS command if the results are to be broken down by a categoricalvariable such as LEA.

–> MULT RESPONSE–> GROUPS= $ht209b2 ‘Nature of change in teaching methods ‘–> (ht209b2a ht209b2b ht209b2c (1,13) )–> /FREQUENCIES= $ht209b2 .

The results of this procedure are shown below. The table

output from the FREQUENCIES command, but shows not only thebut also that of the head teachers (cases). For more informationprocedure see the SPSS manual.

Group $HT209B2 Nature of change in teaching methods

Category label Code Count

is somewhat similar to thepercentage of the responseson the MULT RESPONSE

Head more curriculum control 1 1

Head less curriculum control 2 2

More formal methods 3 1

More child centred methods 4 4

Changes in assessment procedures 5 20Changes in record keeping 6 21

More group work 8 5

Joint staff planning of curriculum 9 25

More non-contact time for staff 10 5

Other 12 14

NO COMMENTS 13 1——----—

Total responses 99

Pet of Pet ofResponses Cases

1.02.01.04.0

20.221.25.1

25.35.1

14.11.0

—--——

100.0

2.14.22.18.3

41.743.810.452.110.429.22.1

_———-

206.3

0 missing cases; 48 valid cases

Introduction -

PACE 3

Years 4, 5 & 6Teacher Questionnaire

Autumn TermYear 6: 1995/96

13TQuest : tql 3

Coding Sheets deposited with theESRC Data Archive

Teacher Interview Schedule

Coding Frame

Coding Sheet

13T Quest

PACE PROJECT

QUESTIONNAIRE FOR TEACHERS

OF YEARS 4, 5 and 6

AUTUMN 1995

J

Thank you for your co-operation i,n spending some timecompleting this questionnaire.

DATE:

SCHOOL:

TEACHER:

YEAR GROUP:

Note for interviewe~ Please complete detailsat top of questionnaire and leave

with interviewee for immediate completion or collection before the end of the

13T Quest

9 How important is the responsibility you have for each of the followingeducational objectives?

Please indicate how important you feel each of the following objectives to beby using the scale 5, 4, 3, 2, 1, 0 as set out below and utting a circle rou?ld

dthe number you choose for each statement. e.g. 5 4 3 2 1 0

5 = an essential objective4 = of major importance3 = fairly important2 = of minor importance1 = of no importanceo = should not be an aim of primary education

1. To develop basic skills and build up knowledge2. To foster the child’s moral and social development3. To develop the child’s full potential4. To equip the child with skills and attitudes which will

enable her/him to take a place effectively in society5. That the child should be an individual/developing in

his or her own way6. That the child should be obedient to parents, teachers,

and all reasonable authority7. That the child should be happy and well-balanced8. To develop the child’s capacity to think9. To fit the child for an occupational role in society10. That the child should acquire respect for his/her own

and other people’s property11. That children should learn to work co-operatively12. That attainment targets should be achieved for as

many children as possible13. That the child is capable of hard work and effort14. That the child should produce neat and presentable

work15. That the child should enjoy school16. That an interest in learning is aroused17. That children should be able to organise their work18. To develop the child’s self-confidence19. That children should be kind and considerate to others20. That the child should speak clearly and fluently

543210543210543210

543210

543210

543210543210543210543210

543210543210

543210543210

543210543210543210543210543210543210543210

2

10 As a teacher, to whom do you feel accountable and to what extent?

Please place a tick in the appropriate column:

Very Account- Accountable Not very Not at allTo whom accountable: accountable to some account- account-

able extent able able

1.To yourself/and yourown conscience

2.To the government

3.To your pupils

4.To your headteacher

5.To employers

6.To your colleagues

7.To the governors

8.To the inspectors/advisers

9.To the parents ofyour pupils

10.To societyin general

11 What does professional responsibility mean for you as a teacher?

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

...................................................................................................................................... ......

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

13T Quest

12(1 1) Thinking of the work that has gone on in Year 4/Year 5/Year 6 in thisschool, could you indicate whether in the last couple of years you arespending more, or less, or about the same time on each of the followingactivities in your classroom?

Please indicate by putting a circle round more, less, or same.

Maths

English

Science

Technology with Design

History

Geography

Music

Art

Physical Education

IT

Religious Education

Other activities- please specify

more

more

more

more

more

more

more

more

more

more

more

more

less

less

less

less

less

less

less

less

less

less

less

less

same

same

same

same

same

same

same

same

same

same

same

same

13( 12) What proportion of class time is taken up by whole class, group andindividual work (a[one or with teacher) now?

How far has this changed in the last two years or so?0/0 of

time now !2UWMX!?

1. Working with thewhole class yourself 96 more same less(interaction between you and

the whole class in any form)

2. Collaborative group work(children working togetheron a shared task)* % more same less

3. Individual work (alone orsitting in a group) % more same less

(*Note - this means working together on a shared task, not sitting in a groupwhile working as individuals)

4

14(18) Do you think that some children are benefiting more than others or have beenparticularly disadvantaged by the revised National Curriculum? For eachofthe following groups can you say if they have:

Please place stick in the appropriate column.

Particularly No particular Been particularly Not surebenefited effect disadvantaged

Girls

Boys

Children from ethnicminorities

Higher attainingchildren

Average attainingchildren

Children with learningdifficulties

Emotionally disturbed

Other

15(27) Do you think that each of the following are more or less important for aYear 4/Year 5/Year 6 teachers’ work now than in the past?

Please place a tick in the appropriate column.

More important Same Less important

Clear aims

Teaching skills

Assessment skills

Subject knowledge

Classroom organisation

Knowledge of children

Relationship with children,I

Maintaining orderI

5

16(29) Can you tell me about changes in theHave there been changes withyears?

Please

way the school is run over the past fewregard to:

place a tick in the appropriate column.

, , 1 1

More

Planning co-operatively

Working co-operatively

Consultation betweenHead and staff

Central direction by Head I

Less Mixed No Change Not Sure

Democratic decisionmaking

Thank you for your time. your comments will be veryhelpful to the Project.

EM/VJD/171095/13TQuest.doc

6

I

PACE

13TQuest

TEACHER QUESTIONNAIRE CODING

AUTUMN 1995

-—

Q9

Q1 O

Responsibility for educational objectives(code once for each objective listed)5 An essential objective4 Of major importance -3 Fairly important2 Of minor importance1 Of no importanceo Should not bean aim of primary education

To whom accountable(code once for each group listed)5 Very accountable4 Accountable3 Accountable to some extent2 Not very accountable1 Not at all accountableo Not mentioned

Q11 Meaning of professional responsibility(code each response once on each of the four dimensions below.If a dimension does not occur in a response, code ‘not mentioned’)

(code up to 6) Responsible to whom?1 Children2 Colleagues3 Parents4 Employem5 Headteacher6 Myself/my own conscience7 Society/community8 Governors9 The school as a whole10 Other professionals11 Senior staff12 Other13 Not mentioned

(code up to 6) Responsible for what? (objectives in relation to pupils)1 Development of intelligence2 ‘All round’ education; broad, balanced curriculum3 Socialisation, social development4 Personal development5 Desire to learn6 Physical development, heaJth, physical well-being7 Academic knowledge8 Basic skills, ‘3 Rs’9 ‘Moral’ development10 Happiness at school11 Understanding of the world12 Preparation for adult life13 Artistic education14 Leisure activities15 Other16 Not mentioned

(code up to 6) Responsibility for areas of teaching12345678910111213

(code up to 6) “Being1

23

4

56789

10

1112

General classroom activitiesTeaching approachRelationship with colleagues ,Relationship with parentsRelationship with pupilsTeaching contentTeaching methodsEvaluation/assessment -Administration, management, planning, organisation . ,Extra-curricular activitiesActivities outside school, e.g. in local community, liaisingOtherNot mentioned

a teacher” - Reflections on the roleFulfil one’s role to the best of one’s abilityJustify actions to othersContinuing training, improving knowledge, professional developmentof self or colleaguesImportance of teachers’ position/perception of having an importantroleUpholding the professionActing as a model for children or other staffTo be committed to the jobSelf-evaluation. self-assessmentProtective role - both children and colleagues from outsideinfluencesProtective role - self (from overload in order to be able to continuedoing the job)OtherNot mentioned

Q12(11) Curriculum changes(code once for each curriculum area)1 More2 Same (N.B. order in questionnaire differs)3 Less4 Not answered: NQT

Q13(12) Time on different teaching methods(code once for each category - if time is divided equally between

two approaches only, code both as ‘some’)Currently:1 Predominant approach (50Y0 or more)2 Some (Between 10% - 50Yo)3 Little or none (10°/0 or under)

Recent changes:1 More2 Same3 Less4 Not answered: NQT

Q14(I 8) Advantage/disadvantage to certain groups of children through NC(code one of the following for each group in list)1 Particular benefit2 No particular benefit ,

3 Particular disadvantage4 Not sure

Q15(27) Greater or reduced importance of categories for teachers’ work ,(code once for each catego~)1 More important2 Same3 Less important4 Not answered: NQT

Q1 6(29) Changes in way school is run

(code 1 for each category - co-operative planning, co-operativeworking, etc.)1 More2 Less3 Mixed4 No or little change5 Not sure

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PACE 3

Years 4, 5 & 6Teacher Interview


13Tlnt : ti13



Coding Frame

Coding Sheet

13T Int

PACE PROJECT

I TEACHER INTERVIEW SCHEDULEI

I AUTUMN 1995 I

DATE:

SCHOOL:

CLASS TEACHER:

YEAR GROUP:

ID:

13T Int

PACE: TEACHER INTERVIEW SCHEDULE - YEARS4, 5 and 6AUTUMN 1995

Background details

First of all a few short questions to help us to fill in some background details.

1

2(a)

2(b)

2(c)

3

4

How many years have you been a teacher?

How many years have you been teaching in this school?

f

1994/95 1995~96

Year group taughtII,

Number of pupils in class I

Do you receive any ‘points of responsibility’ (former incentive allowances)?(Please circle appropriate number)

None o

One point of responsibility 1(was A incentive allowance)

Two points of responsibility 2(was B incentive allowance)

Three points of responsibility 3(was C incentive allowance)

Could you describe your particular responsibilities in the school.(Include detai!s of curriculum co-ordination, deputy headship, and year groupor year groups taught)

5 In which of the following age groups would you place yourself?

30 or under 31 -45 over 45

El I-J

6 Interviewer to tick either: male D female L

2

13T Int

The Revised National Curriculum

Can we start by asking you what you think about the revised National Curriculum?

7(a) What is your opinion of the changes with regard to curriculum coverage?

7(b) How manageable do you find the National Curriculum at the upper end ofKey Stage 2?

7(c) Do you think that the extra 20% of ‘discretionary hours’, identified as a resultof the Dearing Review, is making a difference?

Prompt: How are you using this time?

3

13T Int

Peda o~

9(a) Has the national debate on teaching methods affected your classroom practicein any way?

If yes, could you give some examples?

9(b) Do you anticipate making any changes to your teaching approach in thefuture?

10(a) What are your priorities in working with the children in your class?

10(b) What developments do you hope to see in the children by the end of theirtime with you?

4

13T Int

13(a) How do you divide up the class in order to organise classroom activity?(Note teacher’s general response first, then prompt )

Prompt: For example do.vou use:

i) attainment groupingii) deliberate mixed attainmentiii) vertica[ age groupingiv) friendship groupingv) gender groupingvi) same age grouped together

13(b) Could you tell me about the sorts of things which influence the way in whichyou organise and teach your class?

Prompt: Children, class size, resources, recent changes, own experience,training etc.

14 Have you noticed any changes over the last few years in the children youteach?(Note teacher’s response first, then prompt)

Prompt: eg

Attitude

Behaviour

Enjoyment of schoo!

Health

5

13T Int

15 Could you describe your approach to maintaining control and order in yourclassroom?

For Year 4

16(c) Whatdo youdo about curriculum continuity for children between Year 3 andYear 4?

For Years 5 and 6

16(d) What implications, if any, do you consider the National Curriculum andassessment requirements have for transfer to secondary school?

17(a) What balance do you have in your class between use of single subjects andmore integrated topics in delivering the Key Stage 2 curriculum?

17(b) How confidentdo you feel about teaching all the National Curriculumsubjects?

6

13T Int

17(c) Do you think that there is a place at all for some subject specialist teachingin the upper years of the primary school?

17(d) Does any subject specialist teaching take place in your school?

Prompt: I mean teachers other than the c!assteacher taking ac!ass forspecific subject areas.

19 Howdo you think the quality of relationships between teachers and childrenhas changed in recent years?

Teacher Assessment

20(a) Could you describe the assessment procedures you use?

I%ompt for details: egSpe[[ing tests, tables, Listening to children,pupil seif-assessment

20(b) How do you feel about the teacher assessment you are now required to do?(Get general response first then prompt if necessary. What about NationalCurriculum assessment and recording?)

13T Int

20(c) What differences, if any, have developments in teacher assessment made toyour classroom practice?

Prompt: Teaehing approach, classroom organisation

21 How much time do you feel that you preengaged in assessment activity whenyou are working with the children?

22 Howdo you think the children respond toassessment/feelaboutit?

23 It has been said that the National Curriculum assessment procedures maycreate and reinforce a sense of failure in some children.Do you think they ~raisingchildren’s awareness of differences inachievement?

24 Are there any things you do specifically to address this issue?

8

13T Int

25(a) Could you tell me whether you have a school assessment policy?(Ask for brief details - how generated/useful/active; covers what. etc. )

25(b) What use do you make of other teachers’ or school records?

25(c) How do you think standardised assessment requirements at Key Stage 2 areaffecting your teaching and children’s learning?

Im~act of change on teacher’s role

26(a) What qualities do you feel make an outstanding teacher?

Prompt: Goals, teaching style, subject knowledge, c[assroom organisation,relationship with pupils, know!edge of chi!dren

26(b) What would you say are your own particular strengths as a teacher?

13T Int

26(c) How do you think those strengths have been influenced by the NationalCurriculum and national assessment?

28(a) We have been talking about your classroom practice and your roleasateacher. Overall, do you think that your role as a teacher has changed muchas a result of the National Curriculum and assessment at Key Stage 2?

If so, would you say how?

Cover:

Freedonl/Constraint

Working with colleagues

Enjoyment of teaching

Personal fulfilment

Doyou findas muchsatisfaction/fulfilment in teaching nowasyou didin thepast?

28(b) How far is the professional training you receive enabling you to meet thedemands placedon teachers now?(Note to interviewer: Ask about both school-based INSET and out of schoo[INSET)

10

13T Int

49 Has your school received an Ofsted inspection or been notified that one is totake place this academic year?

YES/NO

(If the former) What impact hasthe Ofsted inspection hadon teaching andlearning in your class?

(If lhelatler) What impact is the preparation for Ofsted having on teachingand learning in your class?

(If neither) Hasthe awareness of Ofstedhad anyimpact on teaching andlearning in your class?

Relationships at work

30 Could you describe the way in which you work with other teachers in yourschool?(Includes meetings, p!annin gandcurriculu rnco-ordinated work as wel[asshared teaching)

Prompt: Are they new? If so, how doyou feel about the changes?

31 What influence do you think the educational changes of the last few yearshave had on parent-teacher relationships?

11

13T Int

Three final auestions

32 Realistically, how do you think primary education will develop in the nextfive to ten years?

33 Do you think that when pupils now in Year 4/Year 5/Year 6 leave yourschool, they will have received a better or worse primary education thanchildren who left before the introduction of the National Curriculum?

In what way?

34 If you had the chance to choose again, would you still choose to be a teacher?

EM/VJD/17 10 95/13TInt.doc

12

PACE PROJECT

13Tlnt

TEACHER INTERVIEW CODING

YEARS 4,5 & 6

AUTUMN 1995

Reminder: ‘Other’ responses should be specified and recorded on cards

,.

BACKGROUND DETAILS

Q1(code 1)

Q2a(code 1)

Q2b(code 1)

Q2b(code 1)

Q2c

Q2c

Q3(code 1)

State number of years of experience.1 0-5 years

2 6-10 years3 11-20 years4 over 20 years

State number of years at present school1 0-5 years2 6-10 years3 11-20years4 ovef20 years

Year group taught ino Reception1 yr 12 yr 23 yr 34 yr 45 yf 56 yf 6

Year group taught in4 yr 45 yr 56 yr 6

1994/9578910111213

1995/96891011

’12

Number of pupils in class in 1994/95Enter number of pupils in class

Number of pupils in class in 1995/96Enter number of pupils in class .

Points of responsibilityo1234 Deputy Head

Mixed yrs 1 & 2Mixed yrs 3 & 4Mixed yrs 4 & 5Mixed yrs 5 & 6Mixed yrs 3, 4 & 5Mixed yrs 4, 5 & 6A,y+d ~rs a~3

Mixed yrs 3& 4Mixed yrs 4 & 5Mixed yrs 5 & 6Mixed yrs 3, 4 & 5Mixed yrs 4, 5 & 6

1

Q4 Describe major responsibilities in school(code up to 4) 1 Curricular responsibility for language, English

2 Maths3 Science4 Technology/lT5 History6 Geography7 Art8 Music9 Games, sport, P.E.10 R.E.11 Libraiy12 Display13 Assessment14 Special needs15 Deputy Head16 No responsibilities outside class77 Year group co-ordhmtor18 Key Stage co-ordinator19 Student teachers: nrenfor/co-ordhator20 Resources21 Other

Q5 Age Group(code 1) 1 30 or under

2 31-45 years3 over 45

Q6 Gender(code 1) 1 ‘ Female

2 Male

THE DEARING REVIEW - Curriculum Issues

Q7a Opinion of changes recommended by Dearing to curric. coverage(code 1) Overall response:

1 Approve2 Mixed: like some aspects, dislike others3 Neutral/don’t know4 Disapprove5 No change; makes no difference

(code up to 3) Individual responses:1 Like reduction in curriculum content2 Dislike reduction in curriculum content/fear narrowness3 Like added flexibility for teachers4 Unsure as yet whether modifications will be successful5 Curriculum still too overcrowded/no real reduction in content6 Not really familiar with Dearing recommendations7 Would like period of stability; no change8 Convenient to have one document9 Lack of detail means need to refer to previous documents10 Chafer, more concise, easier to plan11 Other

Q7b Manageability of National Curriculum at upper end of KS2(code 1) 1 Manageable

2 Will get more manageable with use/almost manageable3 Manageable by combining subjects4 Manageable only by superficial coverage5 Manageable by careful blocking and planning6 Still too overloaded7 Don’t know

Q7C Difference made by 20?/o‘discretiona~ hours’(code 1) Overall response:

1 No difference2 Some difference3 Marked difference

(code up to 5) Individual comments on use of time:1 Extra time for basics2 Games/P.E.3 Music4 Drama5 R.E.6 Assemblies7 Personal and social education8 Cross-curricular themes9 Used to give greater depth to NC subjects10 Used to introduce more variety11 More time for responding to children’s needs12 Used to justify existing practice/feel less guilty13 School organisation such that it makes no difference; teach to timetable14 Other

3

/. .

PEDAGOGY AND PUPIL EXPERIENCE

Q9a Effect of national debate on classroom practice(code 1) Overall response:

1 No, or very little, change2 Moderate change3 Considerable change4 Not answered: NQT5 Change, but not resu/t of national debate

1

(code up to 4) Changes identified:1 Content of curriculum2 Nature of assessment3 Nature of record keeping4 Increased involvement with colleagues5 More planning6 Less child centred methods7 More child centred methods8 Less group work9 More group work10 More aware, conscious of own practice11 More structured, more subject-orientated12 Less opportunity for creative, expressive work13 More opportunity for creative, expressive workf4 More whole c~ass teaching15 Less whole c~ass teaching16 More aware of need for differentiated work17 Other

Q9b Do you anticipate making future changes?(code 1) Overall response:

1 Yes2 No3 Unsure4 Constantly reviewing and developing practice

(code up to 3) Individual comments:1 Depends on external influences2 Depends on school initiatives3 Depends on the children4 What I do seems to work5 Other

Q1 Oa Teacher’s priorities for own class

(code up to 3) Academic priorities:1 Emphasizing basic skills2 Broad, balanced curriculum3 Matching work to children4 Emphasizing creative, affective side of curriculum5 Achieving National Curriculum attainment targets6 Developing individual potential of children7 Developing children’s listening, speaking, communication skills8 Independence h learning9 Other

,

(code up to 3) Non-academic priorities:1 Children’s happiness, enjoyment in learning2 Developing children’s social skills, co-operative attitudes, class identity3 Moral, religious education4 Mature, settled, confident able to pati-cipate5 Other

4

t. d

QIOb Aims for differences in children before they leave class(code up to 3) 1 Growth in independence, self-direction of learning

2 Growth in basic skills3 Growth in imaginative, expressive side of curriculum ~4 Improved behaviour, social skills, co-operation, respect for others5 Improved language, fluency, listening and speaking skills6 Improved presentation, pride in appearance of work7 Improved powers of reasoning, thinking8 Able to cope with and follow a number of instructions

L9 Get each child as far as possible by the end of the yearfo Prepared to cope with transition to secondaryIf Prepared for SATS12 Other

Class organisationQ13a(i)(ii)(iii)(iv)(v)[vi)

Attainment groupingMixed abilityVertical age groupsFriendship groupsGender groupsI-lomogenous age groups

(for each code as follows)

o Not used1 Used: no details2 Used: specific curriculum area(s)3 Used: specific organisational purposes

QI 3b Influences for organisation and teaching of class(code up to 4) 1 Ability spread of children

2 Behaviour of children3 Nature and purpose of task4 Availability of resources5 Shape/size of classroom6 Number of children in class7 Ages of children8 Recent changes9 Own experience10 Training/lNSET/obseming others11 Other

Changes in recent years in characteristics of childrenOverall response:1 No, or hardly any, changes noticed2 Moderate changes3 Noticeable changes4 Not answered: NQT

Q14(code 1)

5

(Code up to 4)Individual responses:1 More disruptive2 Less disruptive3 More ‘streetwise’, sophisticated4 Noisier5 Quieter6 Fewer listening skills

> 7 Better listening skills8 More enjoyment of school; see school as ‘safe haven’

-9 Less enjoyment of school; see no point to education10 Less co-operative, socially skilled11 More co-operative, socially skilled12 Less healthy/fitlnourished13 More healthy/fit/nourished14 Higher academic attainment15 Lower academic attainment16 Other

QI 5 Approach to maintaining control and order in classroom(code up to 3) 1 Negotiating acceptable code of behaviour with children

2 Firm rules specified by teacher, consistency, fairness3 System of rewards and sanctions -gaining and losing team points,etc4 Referring misbehaving children to head or senior members of staff5 Whole school policy on behaviour6 Positive reinforcement, praise good behaviour7 No problem, so no conscious policy8 Other

QI 6C -- Curriculum continuity between yr 3 and yr 4(code up to 3) 1 Discussions with Yr 3 teachers

2 Children continue with structured, commercial scheme for maths,etc3 Portfolios of work to establish standards of work, etc.4 Planned sequence of work, topics, etc. on whole school basis5 Continuity difficult: overlap, unreliable assessment, etc. more

co-ordination needed6 Yr 3 and yr 4 in same class7 Other

QI 6d For vrs 5 & 6- Implications of NC and assessment for transfer tosecondary school

(code up to 3] 1 Has had no impact2 Records helpful; used by secondary school3 Suspect records not helpful; not used by secondary school4 Ensures curriculum coverage5 Makes continuity and progression easier6 No consistency between KS levels/ secondary school lack confidence7 Would be helpful if secodary schools used records8 Closer liaison between teachem9 Other

6

1. .

Ql?a(code up to 2)

Q17b(code 1)

(code up to 2)

Q17c(code 1)

(code up to 3)

Balance between single subjects and integrated topics1 Preponderance of single subjects: happy with this2 Preponderance of single subjects: dislike this3 Fairly even mix4 Preponderance of integrated work: happy with this5 Preponderance of integrated work: dislike this6 ‘Basics’ as single subject teaching; other areas integrated7 Some topic/integrated work planned, but avoid a~cial links8 Other

(N.B. corresponds to 9Tlnt, different order on 10Tlnt)

Teacher confidence to teach all NC subjectsOverall response:1 Very confident2 Quite confident with support3 Not confident in some areas

Individual comments:1 Not confident in music2 Not confident in art3 Not confident in P.E.4 Not confident in R.E.5 Not confident in science6 Not confident in technology7 Not confident in maths8 Not confident with such a wide ability range9 Have become confident10 Need more support/resources in some areas11 Confident in core subjects12 Other

Place for some subject specialist teachingOverall response:1 Yes2 No3 For some subjects4 For some lessons5 Unsure

Individual comments:1 Helpful in art2 Helpful in P.E.3 Helpful in music4 Helpful in science5 Helpful in technology/lT

14 Financial restrictions in small schools15 A benefit to children6 Loss of contact with class/ loss of security/close relationship for children7 Loss of teaching satisfaction8 Increased teaching satisfaction9 Lessen workload10 A place for supportive subject specialism, teaching alongside class

teacher11 Other

7

,.

QI 7d Does any subject specialist teaching take place in your school?(code 3) 1 Yes,school employs subject specialists in one/some subject(s)

2 No,3 individual agreements between teachers4 Occasionally with curriculum co-ordinators5 Middle school with substantial, timetable subject specialism esp. in yr 6

QI 9 Change in quality of teacher-pupil relationships(code 1) -Overall response:

1 Positive t2 Negative3 Little or no change4 Don’t know

(code up to 2) Individual comments:1 Defended because so important2 Not threatened by changes3 Threatened by future changes4 By pressure on teacher time (less time to respond to children)5 By teachers’ feelings of stress (less relaxed)6 By assessment7 Less didactic, more open-ended learning8 Less open-ended, more didactic teaching9 Lack of respect from children towards each other and teachersfo Improvement as a result of school inititi”ve/policy11 Less time for extra-curricular activitiesf2 Not answered: NC?T13 Other

(N.B. corresponds to 9Tlnt, order differs on 10Tlnt)

TEACHER ASSESSMENT

Q20a Description of assessment procedures used in classroom(code up to 4) 1 Standardised tests

2 Structured maths scheme3 Structured reading scheme4 Listening to children/observing them/keeping notes on them5 Oral questioning6 Tasks planned specifically for assessment purposes7. Regular spelling tests8 Regular testing of tables or other- maths ‘9 Pupil self-assessment10 Selection and annotation of work for portfolios11 Make children aware of teacher intentions12 Marking work and recording13 Hearing reading14 Other

Q20b Views on teacher assessment/NC assessment and recording(code 1) Overall response:

1 Generally positive2 Neutral3 Generally negative4 Mixed: like some aspects, dislike others

(code up to 3) Individual comment1 Far too much written recording, too time-consuming2 Useful, constructive; helpful in analysing views of children’s

achievement; aids planning3 ‘Tick boxes’, numbers, etc. not easy to translate into picture of child’s

achievement; prefer narrative comments4 Becoming easier with practice5 Useful, but should be reduced6 NC assessment criteria difficult to use, unclear, stress-inducing7 SAT reporting unreliable8 Have always done it9 Raises child motivatio~=cher expectations10 Pushes children too much/lowem motivation11 Need training in skills/moderation12 Takes away from teaching time13 Other

Q20c What difference has teacher assessment made to classroom practice?(code 1) Overall comment:

1 No difference2 Some difference3 A great deal of difference4 Influences my teaching all the time

(code up to 3) Individual comments:1 More focused, clearer aims2 Less time to do other things3 Improved teaching generally4 Have to cover things would not othetwise do5 Greater knowledge of children6 Always pushing children onto next stage7 Assessment activities not purposeful8 Other

9

Q21(code up to3)

Q22(code up to 2)

Q23

(code up to 2)

Q24(code up to 2)

Q25a(code 1)

(code up to 3)

Time spent in general assessment activity1 On-going; virtually all time2 Ve~ little time3 Only during formal assessment activity4 While listening to groups at work5 When working with pupil one-to-one6 Regular classroom testing, e.g. tables, spellingsi’ LEA choice of standardised tests8 Considemble amount of time9 Other I

How children are thought to respond to assessment1 Largely unaware that it is happening or little apparent reaction2 Enjoyment3 Nervousness4 Mixed: some children enjoy, some dislike: largely related to

attainment or to parental pressure5 Kept low key to avoid reactions6 Some tasks enjoyed, some disiiked7 Other

Possibility that NC is raising children’s awareness and creating sense offailure1 Children more conscious of different levels, possibly through SATS,

parents comments2 Children have always been aware; no particular difference through NC3 Children are more aware of different attainment levels than when infants

because of developing maturity; facet of junior school life4 Children largely unaware of different attainment levels5 Fear that this might happen6 Other

(N.B. corresponds to 9Tlnt, order varies on 10Tlnt)

Ways of addressing this issue1 Keep all assessment activity low-key; no public criticism or differentiation2 Stress positive achievementidevelop self-esteem3 Routinise: regular tests, e.g. spelling, so accepted as normal acitivity4 No particular strategies: differences are inevitable part of school life5 No problem, so no particular strategy6 Ask parents to take low-key attitude to assessment ‘results’, etc.7 Develop sharing, encouraging attitude among children of different

attainment levels working together8 Reassure that teacher’s assessment is more impo~nt than SATS9 Other

School assessment policyOverall response:1 None2 In process of being developed/revised3 Clear written assessment policy document4 A policy exists but not yet in one written document

Individual comments:1 Involves children’s portfolio of collected work2 Based on regular formal testing3 Involves use of standardised tests for reading, etc.4 Involves negotiation with children5 Follows LEA policy6 Working as a statY to standardise own assessment practice7 Other

10

Q25b Use made of other teachers’/schools’ records(code 1) Overall response:

1 Vefy useful,2 Moderately useful3 Not at all useful, never referred to

(code up to 3) Individual comments:1 Use reading-ages as guide for grouping2 Not sufficient time to look at records in detail t3 Use them in retrospect, e.g. to write reports4 Like to give children a fresh startimake my own assessment5 Notes on behaviour/ social issues more important6 More useful to talk to previous/future teacher7 Other

Q25c Effects of SATS at KS2 on teaching and learning(code 1) Overall response:

1 Major effect2 Minimal effect3 No effect

(code up to 3) individual comments:1 Children move on to another school, so no real effect2 Time spent in class preparing children for SATS (technique)3 More planning for SATs/revisiting areas of NC4 Use mode of SAT materials in teaching5 Pressure to cover everything6 School has refused to do SAT7 Pressure also on lower year groups to begin to prepare children8 Setting targets and raising expectations9 Other

11

IMPACT OF CHANGE ON TEACHER’S ROLE

Q26a Qualities of an outstanding teacher(code up to 4) Broad categories:

1 Personality and pwsonal qualities2 Affective-related skills3 Cognitive-related skills

\

4 Management-related skills5 Professionalisrn/professionality

t

(code up to 6) Specific comments on personal characteristics and professionalism:6789

10

1112137475

Energy, enthusiam, commitmentSense of humourAdaptability, flexibility, flair, ingenuityGood relationships with other teachers, good collaboration, goodteam memberOpenness to change and new developments: keeps up to datewith reading/courses/learning from othersProfessional commitmentlhard work beyond classroomGood ‘all-rounder’RMenceConfidenceFairnessOther

Q26b Own strengths as teacher(code up to 4) 1 Management skills

2 Cognitively-related skills3 Affectively-related skills (good at relationships)4 Curriculum-related skiilskubject knowledge5 Assessment-related skills6 Life experience7 Hard work and enthusiasm8 Enjoyment of teachinglchildren9 Open to new things/contiue Iearr?hg10 Confidence to take risks/know what is important11 Other

Q26c How strengths are being influenced by NC and national assessment(code 1) Overall response:

1 Complemented by NC2 No influence from NC3 Eroded by NC4 Mixed: improved in some areas; eroded in others5 Don’t know

(code up to 4) Specific comments:1 More language work2 More investigation, problem solving3 More planning/structure4 More pressure on time in school5 Erosion of personal time6 Increased effectivenesslincreased focus7 Decreased effectiveness8 Increased enjoyment9 Decreased enjoyment10 Increased energy11 Decreased energy12 Other

12

Q28a Change in role as teacher(code 1) Overall response:

1 Considerable change2 Moderate change .3 Little or no change4 Not answered: NQT

1

(code up to 6) Individual comments:1 Less freedom/more constraint2 More freedom -3 Closer co-operation with colleagues4 More careful planning5 More bureaucracy/administration/papetwork6 Increased accountability7 Imposition of priorities on teacher from outside8 More focused, confirmed role9 Loss of spontaneity, child-centredness10 Increased stress/anxiety/ovework11 More emphasis on product, less on process of teaching12 Less enjoyment, reduced feeling of fulfillment13 More enjoyment, greater feeling of fulfillment14 Less informal contact with colleagues15 Other

Q28b Evaluation of professional training/JNSETOut-of-school training

(code 1) Overall view:1 Very helpful2 Helpful to some extent3 Not very helpful at all4 No, or very little, out-of-school training received5 Mixed: some good, some not6 Other

(code up to 2) Specific comments:1 Relevant and grounded in felt needs2 Irrelevant, time-wasting -3 Difficulties in dissemination4 Financial constkaintslsupply cover issue5 Most Inset now done in own timehwightiight courses5 Other

School-based training(code 1] Overall veiw:

1 Very helpful2 Helpful to some extent3 Not very helpful at all4 No, or very little, in-school training received5 Mixed: some good, some not6 Other

(code up to 2) Specific comments:1 Relevant and grounded in felt needs of school2 Varied: some useful, some not3 Cluster or group system helpful4 !rrelevan~ time-wasting5 Curriculum co-ordinators run sessions6 Value of non-contact time to observw$vork collaboti”veJy7 Not enough non-contact time8 Other

13

Q49

(code 1)

School received an OFSTED inspection

Overall response:1 Yes2 Notification for inspection later this academic year

3 Notification for next academic year

4 Date of inspection deferred

5 No/don’t know .

(code up to 3) Impact on teaching and le&ning1

1 Negative effect: stress, demoralisation, teacher drop-out -2 Positive effect: a tool or focus for getting things done3 Developing an action plan./addressing weaknesses4 Re-organisationhe-deployment of teachers5 Focus on particular issues in the classroom6 Endless preparation of documentation7 Becoming OFSTED driven, detracts from teaching/learning8 Awareness of need to justify, be accountable9 Slow, steady approach: avoid ‘headless chicken’ reaction10 Use inservice days to discuss weaknesses11 Pre-OFSTED check arranged12 Getting used to being observed13 Other

1+

RELATIONSHIPS AT WORK

Q30 Description of ways of working with other teachers(code up to 3) 1 Planning with year group m broader age group

2 Curricular planning as whole staff3 Whole staff planning: non-curricular, discipline, etc.5 Exchanging or combining classes with other teachers for certain

curricular areas6 Meetings as part of senior management team7 Shared resources - t

8 Reguiar meetings with year group/key stage teachers9 Reguiar H meetings10 More formalised, less informal interaction11 Curriculum co-ordinator role - resources and planning12 Curriculum co-ordinator role - teaching alongside class teacher13 Other

Q31 Influence of educational changes on parent-teacher relationships(code 1) Overall response:

1 Noticeable change2 Moderate change3 Little or no change4 Don’t know

(code up to 3) Individual comments:1 Parents more demanding, more conscious of ‘rights’2 Parents more anxious; pressure on children3 Parents supportive, relaxed4 Parents requiring more explanation of results, levels, etc.5 Parents generally misunderstand NC vocabula~; ‘levels’, etc.6 Parents less supportive than in past7 Parents relaxed/unconcerned, trust teacher judgement8 Not answered: NQT9 Other

(N.B. corresponds to 9Tlnt with 2 addtionai categories from 10Tlnt)

THREE FINAL QUESTIONS

Q32 Expectations of primary education in next five to ten years(code 1) Overall response:

1 OptimiWlc view of future2 Mixed view3 Pessimistic view4 Unsure about future/depends on government priorities

(code up to 3)Change in nature of teachers’ work1 More collaboration between teachers2 More reflection, review of own practice3 More teacher stress, frustration, dropout4 More constraints, loss of autonomy, narrowing role5 Less personal fulfillment6 More subject specialism7 Clearer fmmeworWmore structure8 Other

15

(code up to 2) Change in school as a whole, or in NC1 More continuity/standardisation across schools2 Larger gaps between schools; development of sink schools3 More emphasis on organisation., school evaluation and review4 Becoming more formal/less caring5 Things will settle/worst aspects of NC will disappear6 More GM schools, anxiety for schools remaining in LEA7 More [email protected]!~ grouping8 Money/resource constraints -9 Other

(code up to 2) Effects on children1 Segregation of children with special needs2 Increased selection of children in some schools3 Increased pressure on children from parents4 Less able to adapt teaching to children’s needs5 More behaviour problems6 Larger classes7 Other

Q33 Evaluation of quality of education received by children, comparedto pre-NC

(code 1) Overall response:1 Much better2 Slightly better3 Mixed: better in some ways, worse in others4 Little or no difference5 Slightly worse6 Much worse7 Unsure

(code up to 3) Specific responses:1 Familiarity with wider curriculum, especially science,etc.2 More coherent, planned curriculum through school3 Too little time for expressive, affective side of curriculum4 Too little time to know children thoroughly, pursue their interests5 Overload in curriculum; breadth at expense of depth6 Children with learning difficulties disadvantaged7 Improvement in basic skills8 Deterioration in basic skills9 More balanced10 Other

Q34 If choosing again

(code 1) 1 Yes2 No3 Undecided

would you still be a teacher?

Reminder: “mhed’ responses should be specified and recorded on cards

EMM/24.l.96Tlcoding

16

PACE CODING FRAME - Teacher Interview (13Tlnt)Autumn 1995- Yrs 4,5 & 6 I

[N.B. Please do not leave blank boxes: enterfifor no code - ‘Other’ responses should be specified and recorded on cards]

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PACE 3

Head Teacher Questionnaire


13 HTQuest : hq13



Coding Frame

Coding Sheet

13HT Quest

PACE PROJECT

QUESTIONNAIRE FOR HEADTEACHERS

AUTUMN 1995

I

Thank you for your co-operation in spendingcompleting this questionnaire.

DATE:

SCHOOL:

HEADTEACHER:

some time

8 Which of the following best describes the areain which your school issituated?

l. Rural area, egmarket town, village n

2.A suburban or urban area with ahigh proportionofmanual workers and/or clerical/white collar workers D

3.An inner city area with high unemployment and oftenpoor housing conditions n

4.An urban or suburban area which is mainly middle class:good housing conditions; a high proportion of managerial/executive occupations n

5. Other. Please describe.

.......................................................................................................................

.......................................................................................................................

f

Note for interviewe~ Please complete details at top of questionnaire and leavewith interviewee for immediate completion or collection before the endof theschool visit. 1

13HT Quest

9 How important is the responsibility you have for each of the followingeducational objectives?

Please indicate how important you feel each of the following objectives to bebyusing thescale5, 4, 3, 2, 1, 0 as set out below and uttinga circle round

6the number you choose for each statement. e.g. 5 4 3 2 I O

5 = an essential objective4 = of major importance3 = fairly important2 = of minor importance1 = of no importanceo = should not be an aim of primary education

1. To develop basic skills and build up knowledge2. To foster the child’s moral and social development3. To develop the child’s full potential4. To equip the child with skills and attitudes which will

enable her/him to take a place effectively in society5. That the child should be an individual/developing in

his or her own way6. That the child should be obedient to parents, teachers,

and all reasonable authority7. That the child should be happy and well-balanced8. To develop the child’s capacity to think9. To fit the child for an occupational role in society10. That the child should acquire respect for his/her own

and other people’s property11. That children should learn to work co-operatively12. That attainment targets should be achieved for as

many children as possible13. That the child is capable of hard work and effort14. That the child should produce neat and presentable

work15. That thechild should enjoy school16. That an interest in learning is aroused17. That children should be able to organise their work18. To develop the child’s self-confidence19. That children should be kind and considerate to others20. That thechild should speak clearly and fluently

54321054321o5432Io

543210

543210

543210543210543210543210

54321054321o

543210543210

54321054321054321o543210543210543210543210

10 As a teacher, to whom do you feel accountable and to what extent?

Please place a tick in the appropriate co[urnn:

Very Account- Accountable Not very Notat allTo whom accountable: accountable to some account- account-

able extent able able

1.To yourself/and yourown conscience

2.To the government

3.To your pupils

4.To your headteacher

5.To employers

6.To your colleagues

7.To the governors

8.Totheinspectors/advisers

9.To the parents ofyour pupils

10.To societyin general

11 What does professional responsibility mean for youas a headteacher?

............................................................................................................................................

............................................................................................................................................

.................................*..... ..........................................................................................* ....*.....

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.................................................................................................................................. ..........

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.............................................................................................................................. ..............

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3

13HT Quest

12(20) Do you think that some children have benefited more than others or havebeen particularly disadvantaged by the introduction of the revised NationalCurriculum? For each of the following groups can you say if they have:

Please place atick in the appropriate column.

Particularly No particular Been particularly Not surebenefited effect disadvantaged

Girls

Boys

Children from ethnicminorities

Higher attainingchildren

Average attainingchildren

Children with learningdifficulties

Emotionally disturbed

Other

13(27 Can you tell me about changes in the way your school is run over the pastcouple of years? Have there been changes-with regard to:

Please place a tick inthe appropriate column.

IMore

Planning co-operatively I

Working co-operatively I

Consultation betweenHead and staff

Central direction by Headl

Democratic decisionmaking I

Less Mixed INo Change Not Sure

Thank you for your time. Yourhelpful to the Project.

EM/VJD/17109S/[email protected]

comments will

4

FACE

13HTQuest

HEAD TEACHER QUESTIONNAIRE CODING

AUTUMN 1995

Q8(code 1)

Q9

QIO

QI 1

(code up to 6)

School catchment area1 Rural area, e.g. village2 Urban or suburban area with settled population of manual workers

or white collar workers3 Inner city area with high proportion of disadvantaged groups,

ethnic minorities or poor living conditions4 Mainly middle class, affluent, many professional parents, urban

or suburban5 Mixed

Responsibility for educational objectives(code once for each objective listed)5 An essential objective4 Of major importance3 Fairly important2 Of minor importance1 Of no importanceo Should not be an aim of primary education

To whom accountable(code once for each group listed)5 Very accountable4 Accountable3 Accountable to some extent2 Not very accountable1 Not at all accountableo Not mentioned

Meaning of professional responsibility(code each response once on each of the four dimensions below.If a dimension does not occur in a response, code ‘not mentioned’)

Responsible to whom?1 Children2 Colleagues3 Parents4 Employers6 Myself/my own conscience7 Society/community8 Governors9 The school as a whole10 Other professionals11 Senior staff12 Other13 Not mentioned

(code up to 6) Responsible for what? (objectives in relation to pupils)1 Development of intelligence2 ‘All round’ education; broad, balanced curriculum3 Socialisation, social development4 Personal development5 Desire to learn6 Physical development, health, physical well-being7 Academic knowledge8 Basic skills, ‘3 Rs’9 ‘Moral’ development10 Happiness at school11 Understanding of the world12 Preparation for adult life13 Artistic education14 Leisure activities15 Other16 Not mentioned

(code up to 6) Responsibility for areas of teaching1

2345678910111213

(code up to 6) “Being123

4

56789

10

1112

General classroom activitiesTeaching approachRelationship with colleaguesRelationship with parentsRelationship with pupilsTeaching contentTeaching methodsEvaluation/assessmentAdministration, management, planning, organisationExtra-curricular activitiesActivities outside school, e.g. in local community, liaisingOtherNot mentioned

a teacher” - Reflections on the roleFuifil one’s role to the best of one’s abilityJustify actions to othersContinuing training, improving knowledge, professional developmentof self or colleaguesImportance of teachers’ positicn/perception of having an importantroleUpholding the professionActing as a model for children or other staffTo be committed to the jobSelf-evaluation. self-assessmentProtective role - both children and colleagues from outsideinfluencesProtective role - self (from overload in order to be able to continuedoing the job)OtherNot mentioned

Q12(20) Advantage/disadvantage to certain groups of children through NC(code one of the following for each group in list)1 Particular benefit2 No particular benefit3 Particular disadvantage4 Not sure

Q13(27) Changes in way school is run

(code 1 for each category - co-operative planning, co-operativeworking, etc.)1 More2 Less3 Mixed4 No or little change5 Not sure

EMM/20.1 .9613HTQCoding

3

PACE CODING FRAME - Head Teacher Questionnaire (13 HTQuest) -Autumn 1995

~.B. Please do not leave blank boxes: enter tifor no code - ‘Other’ responses shouldbe specified and recorded on cards]

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PACE 3

Head Teacher Interview


13 HTlnt : hi13



Coding Frame

Coding Sheet

13HT IN’l’

I)ate:

School:

Headteacher:

II):>

13HT IN’x’

1 What is the approximate numberof pupils in your school?

2 How many years have you beena headteacher?

under 1 year1- 4 years5- 10 years

11 - 20 yearsover 20 years

B

3 How long have you been at yourpresent school? n

4 In which age group are you?

30 or under31 - 45over 45

B

5 Interviewer Code

Male

D

Female

c1

1

13HTIN’I’

6 Can we start by asking you what you think about changes to the National Curriculum asit affects primary schools following Sir Ron Dearing’s review?

(a) What is your opinion of the revised National Curriculum?

(b) How manageable do you consider the National Curriculum to be now at the upperend of Key Stage 2?

(c) What difference has the 20% of ‘discretionary hours’ made to the curriculum?

2

13HT IN’I’

8 Would you have liked to see any further changes with regard to curriculum coverage?

PROMPT: What are they?

7 What is your opinion of the present assessment arrangements?

(a) At Key Stage 1? (Where appropriate)

PROMPT: Teacher assessment

Sats

(b) At Key Stage 2?

PROMPT: Teacher assessment

Sats

13HT IN’I’

21 (a) In which ways, if any, do you consider that the National Curriculum assessmentprocedures are affecting children’s learning?

(Prompt: supportingfinhibiting, curriculum priorities, teacher expertise)

(b) It has been said that the National Curriculum assessment procedures may createand reinforce a sense of failure in some children. Do you think they ~ raisingchildren’s awareness of differences in achievement?

c) Are there any things you specifically do to address this?

22 Do you have a whole school assessment policy? (PROMPT for details - examples collectedif possible)

4

13HT INT

9 Would you like to see any changes with regard to assessment arrangements?

PROMPT: What are they?

10 Have there been changes with regard to your relations with your staff? Are they betternow or not so good and in what way?

11 Have there been changes with regard to relationships between teachers and children? Arethey better now or not so good and in what way?

12 Have there been changes with regard to relationships between parents and the school? Arethey better now or not so good and in what way?

5

13HT IN’l’

14 One of the recommendations of the 1994 Chief Inspector’s report was to increase the levelof whole class teaching. What do you feel about this proposal?

15 Has the level of whole class teaching in your school increased recently?

16 Another proposal has been that there should be more teaching of separate subjects and lesstopic-based and integrated subject teaching. What do you feel about this proposal?

13HT m

17 (a) Has your school moved towards more separate subject teaching since theintroduction of the National Curriculum?

(b) Has your school used any form of grouping pupils by ability in years 5 and 6?(Prompt for reasons)

18 (a) (Show back Page of interview schedule) The 1992 discussion document(Alexander, Rose and Woodhead) suggested that there are four broad teaching rolesavailable to primary school teachers:

●The Generalist

●The Generalist/Consultant

●The Semi-Specialist

●The Specialist

How far do these roles apply to your school?[Probe for details bearing in mind answers to earlier questions about teachers’ work]

7

18 (b) Given the breadth of the National Curriculum, what issues have been raisedregarding subject knowledge for teachers at the top end of Key Stage 2 in yourschool?

19 Have you noticed any changes over the last few years in the children in this school? (Noteheadteacher’s response first, then prompt)

PROMPT: eg Attitude

Behaviour

Enjoyment of school

Health

43 What implications, if any, do you consider the National Curriculum and assessmentrequirements have for transfer to secondary school?

8

24 We talked earlier about National Curriculum changes. Would you say that you had anoverall strategy for curriculum development and change? Could you describe it?

44 (a) Has your school received an OFSTED inspection or been notified that one is to takeplace this academic year? YES/NO

(b) (If the former) What impact has the OFSTED inspection had on teaching andlearning in your school?

(c) (If the latter) What impact has preparation for OFSTED had on teaching andlearning in your school?

(d) (If neither) What impact do you expect an OFSTED inspection to have on teachingand learning in your school?

9

13HT INT

25 (a) With regard to your freedom of action asa head, in different areas of your workhow free do you feel to act as you think best, and has this been changing recently?

(If freedom has reduced ask - Where are the constraints coming from?)

Curriculum coverage

Assessment arrangements

Managing your staff

Managing school finances and resources

Availability of funding

(b) How are the development plans for your school being influenced by the availabilityof financial resources?

10

13HT IN’l’

26 Moving on to your role as a head, would you say that you currently have a particularapproach to your leadership role in the school?

28 We have been talking about your management practice and your role as a head. Overall,do you think that your life as a head has changed much in the last couple of years?

If so, would you say how.

Cover: Personal fulfillment

Enjoyment of headship

Working with colleagues

29 Do you find as much satisfaction/fulfilment in headship now as you did a few years ago?(or since you were appointed, if more recent).

11

13HT INT

Three final questions

30 Realistically, how do you think primary education will develop in the next five to ten years?

31 Do you think that when pupils now in Year 6 leave your school, they will have received abetter or worse primary education than children who left before the introduction of theNational Curriculum?

In what way?

32 If you had the chance to choose again, would you still choose to be a teacher?

Would you still choose to be a headteacher?

12

13HT IN’I’

*The Generalist who teaches most or all of the curriculum.

*The Generalist/C onsultan~ who combines a generalist role with cross-school coordinationand support in a subject.

*The Se mi-SDecialis~ who teaches his/her subject but who also has a generalist and/orconsultancy role.

*The Specialist who teaches his/her subject full-time.

How far do such roles apply to your school?

PACE PROJECT

13HTlnt

Iieadteacher Interview Coding

AUTUMN 1995

on cards

t–‘

BACKGROUND DETAILS

Q1

Q2(code 1)

Q3(code 1)

Q4(code 1)

Q5(code 1)

Approximate number of pupils in school(enter actual number quoted)

Number of years as a headteacher1 Under 1 year2 1-4 years3 5-10 years4 11-20 years5 Over 20 years

Number of years in present school1 0-5 years2 6-10 years3 11-20 years4 Over 20 years

Age group1 30 or under2 31-45 years3 Over 45 years

Gender1 Female2 Male

THE DEARING REVIEW - Curriculum and Assessment Issues

Q6a Opinion of changes recommended by Dearing to curriculum coverage(code 1) Overall response:

1 Approve2 Mixed: like some aspects, dislike others3 Neutral/don’t know4 Disapprove5 No change, makes no difference

(code up to 3) Individual responses:1 Like reduction in (wfflcuium content2 Dislike reduction in curriculum content3 Like added flexibility for teachers4 Unsure as yet whether modifications will be successful5 Curriculum still overcrowded/ no real change to content6 Not really familiar with Dearing review7 Would like period of stability/no change8 Convenient to have one document9 New levels imprecististill need old documents10 Other

Q6b Manageability of NC at upper end of KS2(code 1) Overall response:

1 Manageable2 Almost manageable/will get more so with use3 Manageable by combining subjects4 Manageable only by superficial coverage5 Manageable by careful planning and blocking6 Still too overcrowded7 Don’t know

1

t. a

Q6C What difference has the 20°A of ‘discretionary hours’ made?(code 1) Overall response:

1 No difference, curriculum needed 120?40of timetable before2 Small amount of difference3 Marked difference

(code up to 3) Individual responses:1 Used for extra maths and English/reading(2 Games/P. E./swimming3 Music4 Drama/school productions5 R.E6 Assemblies7 Personal and social education8 Cross-curricular themes9 Used for extra depth to NC subjects10 Used to introduce more variety/additional subjects11 More time for responding to children’s needs12 Used to justify existing practice/feel less guilty13 School is time-tabled, makes no difference14 Used for class administration/moving between activities15 Other

Q8 Further curricular changes considered desirable(code up to 4) 1 Would like further reduction in content of curriculum

2 Do not want reduction in content of curriculum3 More emphasis on creative, expressive side of curriculum4 More emphasis on ‘basics’5 More freedom of choice for teachers and schools6 More thought given to curriculum as a whole, practicality of

teaching, rationalizing progression between levels7 Would like a period of stability, no further changes8 Don’t know/difficult to say9 Other

Q7 Opinion of present assessment arrangementsKey Stage 1 (if appropriate)

(code 1) Overall response:1 Approve2 Mixed: like some aspects, dislike others3 Neutral/don’t know4 Disapprove

(code up to 3) Teacher Assessment1

23456

(code up to 3) SATS1

23456

Teachers need to be more professional about assessmentTeachers must develop skills e.g. observationMust be used to inform planningIS very demandingTicking boxes is of little useOther

Lack of comparability between levels at KSI and KS2They only tell you what you already knowKept low key/part of normal class rountineTime consumingMore manageableOther

2

t. . ,“

Key Stage 2(code 1) Overall response:

1 Approve2 Mixed: like some aspects, dislike others3 Acknowledge necessity/dislike process4 Neutral/don’t know5 Disapprove

(code up to 3) Teacher assessment1

23456

(code up to 3) SATS12345678910

Lack of support from advisers/LEA compared with KS1IS time consuming/unnecessaryIs useful/necessa~Valuable but needs co-ordination and training to ensure validityToo subjective/difficult to standardise/not worth doingOther

Stressful for childrenNot stressful for childrenMinority children disadvantagedSpecial needs children disadvantagedNeeds to take into account value-added/concern about league tablesAre useful/necessaryDanger of ‘cheating’/consistencyLack of consistency between levels/key stagesTime consuming/heavy demands on administrationOther

Q21a How are NC assessment procedures affecting. children’s learning?(code up to 2) 1 No noticeable effect

2 Teaching to tests3 Less time for teaching4 Supporting children’s learning/breadth of experience increased5 Superficial coverage/less depth6 Start preparing children for SATS in lower year groups7 Raising expectations, especially in basics8 Some subjects being marginalised9 Forcing move away from collaborative/co-operative learning10 Focusing attention on planned, integrated assessment11 Other

Q21 b Possibility that NC is raising children’s awareness of differentachievement levels, possibly creating sense of failure among some

(code up to 2) 1 Children are more conscious of different attainment levels, possiblybecause of SAT reports, parents’ comments

2 Children have always been well aware of different attainment levels,no particular difference through NC

3 Children unaware of different attainment levels4 Fear that this may happen5 Other

3

2– ‘

Q21c Are there things you specifically do to address this? ~(code up to 3) 1

2

3

456,7

Keep all assessment activity low-key; no public criticism ordifferentiationStress positive achievemenffavoid highlighting areas of low ,attainmentRoutinise: regular tests, spelling, etc., so that children accept asnormal activityNo particular strategies: differences are inevitable part of school lifeNo problem, no particular strategyAsk parents to take low key attitude to SAT resultsOther

Q22 School assessment policy(code 1) Overall response:

1 None2 In process of being developed/reviewed3 Clear, written assessment policy document4 A policy exists, but not yet in one written document

(code up to 4) Individual comments:1 Standardised tests for reading, maths, etc.2 Structured maths scheme3 Structured reading scheme4 Listening to children/observing them/keeping notes on them5 Oral questioning6 Tasks planned specifically for assessment purposes7 Regular spelling tests8 Regular testing of tables or other maths9 Pupil self-assessment10 Selection of work for potifolios11 Based on ATs12 Make pupils aware of teacher intentions13 Developing procedures/hwtrumen& with LEAs14 Other

Q9 Fufiher assessment-related changes considered desirable(code up to 4) 1 More emphasis on teacher assessment

2 Assessment procedures further simplified3 Record-keeping simplified, reduced4 Time taken for SATS greatly reduced5 SATS replaced by shorter, formal tests6 SAT assessment made less subjective, more standardised,

consistent; rationalizing progression between levels7 More flexibility in assessment procedures8 Changes in reporting procedures9 Don’t know/difficult to say10 More emphasis on SAT testing11 SATS replaced by teacher assessment12 More n~”onal guidance to make teacher assessment more

reliable. 13 None

14 Other

t.

SCHOOL RELATIONSHIPS

Q1O Change in head-staff relationships(code 1) Overall response:.

1 Greatly improving2 Moderately improving3 Little or no change4 Neutral change5 ‘ Slightly deteriorating6 Considerably deteriorating7 Mixed: better in $ome ways, worse in others

(code up to 5) Individual comments:1 I am more consultative, democratic2 1have to be more authoritarian/demanding3 I welcome NC as a tool for imposing desirable change4 I have less time for staff5 I have more time for staff6 Our relationship is more strained7 Our relationship is relaxed8 Reassuring/protective role toward staff9 Activating role toward staff10 Providing staff with more non-contact time is priority11 Pressures on me mean providing staff with less non-contact time12 More managerial/delegate responsibities to s&iY13 Other

Q11 Quality of teacher-pupil relationships: change in recent years(code 1) Overall response:

1 Positive2 Negative3 Little or no change4 Don’t know

(code up to 2) Individual comments:1 Defended because so important2 Not threatened by changes -3 By pressure on teacher time (less time to respond to children)4 By teachers’ feelings of stress (less relaxed)5 By assessment6 Less didactic, more open-ended learning7 Less open-ended, more didactic teaching8 Less time for extra cum-cular activities9 Other

Q12 Influence of educational changes on parent-school relationships(code 1) Overall response:

1 Noticeable change2 Moderate change3 Little or no change

(code up to 3) Individual responses:1 Parents more demanding, more conscious of ‘rights’2 Parents more anxious; pressure on children3 Parents supportive4 Parents less supportive than in the past5 Parents requiring more explanation of results, levels, etc.6 Parents generally misunderstand NC vocabulary, levels, etc.7 Parents relaxed; trust teacher judgement8 Other

5

L’ /“

CURRICULUM ORGANISATION

Q14 Vie(ws on increasing level of whole class teaching(code up to 2) 1 Strongly agree

2 Neutral3 Mixed feelings: agree for KS2, not for KSI4 Mixed feelings: agree for some curriculum areas, not for others5- Strongly disagree-6 Not appropriate here because of mixed age classes7 Prefer balanced approach/appropriateness for task8 Other

Q15 Has level of whole class teaching increased in this school?(code 1) 1 Considerable increase

2 Some increase3 Little or no change4 Some decrease5 Considerable decrease6 Mixed: increase in some curriculum areas, not in others7 Mixed: increase for some age groups, not for others8 Already did a high level of whole class teaching9 Other

CM6 Views of recommendation for more separate subject and lessintegrated subject teaching

(code up to 3) 1 Agree2 Neutral/don’t know3 Mixed: approve of integration in some curriculum areas, not in others4 Put emphasis on integrated topics, with some discrete subject

teaching where appropriate5 Put emphasis on discrete subject teaching, with some integrated

topics where appropriate6 Put emphasis on integrated topics at KS1, more discrete subject

teaching at KS27 Disagree

Q17a Movement towards more separate subject teaching(code 1) 1 Much less integration

2 Some movement away from integration3 Little or no change4 Some movement toward integration5 Much more integration6 Most work always been done as separate subjects

Q17b Has your school used any form of ability grouping for years 5 & 6?(code up to 3) 1 Some grouping within classes for Maths

2 Some grouping within classes for English3 Some grouping across parallel year groups for Maths4 Some grouping across parallel year groups for English5 Ability grouping across parallel year groups for humanities6 Ability grouping across parallel year groups for P.E.7 No ability grouping used8 Other

6

QI 8a Classification of teaching rolesOverall resoonse:(code one of the following for each role)1 No one has this role -2 One or two staff member/s hold/s this role3 Majority of staff hold this role

QI 8b What issues havebeen raised regarding subject knowledgeat top end of KS2? t

(code up to 3) 1 Lack of confidence of teachers in some subject areas2 Need for (more) sharing of expertise/subject specialism3 Difficulties of coverage with wide ability range4 Possible to cover all but superficially, not in depth5 Skill-based teaching more important than subject knowledge6 No issues raised7 Problems of arranging non-contact time for curriculum leaders8 Other

QI 9 Changes in recent years in characteristics of children(code 1) Overall response:

1 No, or hardly any, changes noticed2 Moderate changes3 Noticeable changes4 Not answered: NQT

(Code up to 4) Individual responses:1 More disruptive2 Less disruptive3 More ‘streetwise’, sophisticated4 Noisier5 Quieter6 Fewer listening skillslless ability to concentrate7 Better listening skills8 More enjoyment of school .9 Less enjoyment of school10 Less co-operative, socially skilled11 More co-operative, socially skilled12 Less healthy/fitiwell-nourished13 More healthy/fiUwel!-nourished14 Higher academic attainment15 Lower academic attainment16 Other

Q43 Implications of NC and assessment for transfer to secondary(code up to 3)

1 No change/no impact2 Records helpful to/used by secondary school3 Suspect records not used/not helpful to seconda~ school4 Ensures curriculum coverage/more standardised5 No consistency between KS Ievelskecondary schools lack

confidence6 Closer liaison between yr 6 and yr 7 teachers7 Other

Q24 Strategies for curriculum development(code up to 2) 1 Top-down management strategy deriving from Head

2 LEA-based strategy3 Collegiate (whole school strategy)/curric. co-ordinator leadirolling

programme4 No strategy - panichnplanned response (headless chicken)5 No strategy - lack of awareness, head in sand (ostrich)6 Building on present practice (incorporation)7 Having to make major changes (accommodation) ‘8 Other t

Q49 School received an OFSTED inspection(code 1) Overall response:

1 Yes2 Notification received for inspection later this academic year3 Notification received for inspection in next academic year4 Date of inspection deferred5 No/don’t know

Impact on teaching and learning(code up to 3) Individual comments:

1 Negative effect/stress/demoralisation/teacher drop-out2 Positive effectitool or focus for getting things done3 Developing an action plan/addressing weaknesses4 Re-organisation/re-deployment of teachers5 Focus on particular issues in the classroom6 Endless preparation of documentation7 Becoming OFSTED driven/detracts from teaching/learning8 Awareness of need to justify, be accountable9 Slow, steady approach: avoid ‘headless chicken’ reaction10 Use inseivice days to discuss weaknesses11 Pre-OFSTED check arranged12 Getting used to being observed13 Tightening upon planning/more co-operation/sharing practice14 Other

Q25a Greater/reduced freedom of action(code 1) Overall response:

1 Completely free2 Fairly free3 Undecided4 Fairly constrained5 Vety much constrained

(code 1) Perceived changes in degree of freedom1 Feel very much more free to do as I think best2 Feel slightly more free to do as I think best3 No noticeable change4 Feel slightly less free to do as I think best5 Feel very much less free to do as I think best

8

(code up to 5) Nature of changes in freedom/constraint1 More time spent on financial planning2 Less time spent on financial planning3 More emphasis on governors’ meetings4 Less emphasis on governors’ meetings5 More record-keeping and other paperwork6 Less record-keeping and other paperwork7 More time spent on curriculum planning .8 Less time spent on curriculum planning9 More free time10 Less free time11 More chance to have contact with children12 Less chance to have contact with children13 Pressure to justify activities/increased accountability14 Use of NC as a tool to implement desired change15 Anxiety about coming Ofsted inspections16 Less choice in content of curriculum17 Other

Q25b School development plans being influenced by financial resources(code 1) Overall response:

1 Greatly influenced2 Partially influenced3 Not at all influenced

(code up to 3) Individual responses:1 Teaching staff reductions2 Support staff reductions3 School maintenance reduced4 Less classroom resources5 Rely more on fund raising by parents6 Increased funds through GM status7 Having to prioritise/postpone some developments8 Difficult to organise non-contact time for lNSET/subject co-ordination9 Other

Q26 Approach to leadership role in school(code up to 3) 1 I have to take final responsibility, so I must decide how school is run

2 Involve senior management team in decision process3 I believe in a democratic leadership style, involving whole staff4 I take into account the wishes of the governors5 I take into account the wishes of the parents6 I take into account the wishes of the government7 I take into account the wishes of the LEA8 I try to be pro-active, not reactive9 Delegate through clear management structures10 Other

Q28 Change in life as a head(code 1) Overall response:

1 Noticeable change for the better2 Moderate change for the better3 Slight change for the better4 Little or no change5 Neutral/mixed change6 Slight change for the worse7 Moderate change for the worse8 Noticeable change for the worse9 Other

(code up to 4) Individual responses:1 More fulfiimentienjoyment2 Less fulfilmentienjoyment3 More working with colleagues4 Less working with colleagues5 More concern with financial planning: welcome this6 More concern with financial planning: neutrai/mixed feelings7 More concern with financial planning: dislike this8 More contact with children9 Less contact with children10 Feel more accountable to governors, parents, etc.11 Feel less accountable to governors, parents, etc.12 Feel ovenvhelmed by workloatidemands13 WorkloaWdeman& manageable14 Other

Q29 Satisfaction/fulfilment: change in last few years(code 1) 1 Greatly increased satisfaction

2 Slightly increased satisfaction3 Little or no change4 Slightly reduced satisfaction5 Greatly reduced satisfaction6 Mixed: more satisfying in some ways, less so in others7 Other

10

MST THREE QUESTIONS

Q30 Expectations of primary education in next five to ten years(code ‘1) Overall response:

1 Optimistic view of future2 Mixed view3 Pessimistic view4 Unsure about future

(code up to 3) Change in nature of teachers’ work1 More collaboration between teachers2 More reflection, review of own practice3 More teacher stress, frustration, drop-out4 More constraints, loss of autonomy, narrowing role5 Less personal fulfillment6 More subject specialism7 More focus on SEN?T8 Less teacher mobility

4 More pressure to be accountable~r

(code up to 2) Change in school as a whole, or in NC1

23456789

(code up to 2) Effects1234567

More continuity/standardisation across schoolsLarger gaps between schools; development of sink schoolsMore emphasis on organisation; school evaluation/review/OFSTEDBecoming more formal/less caringThings will settle/worst aspects of NC will disappearMore GM schools, anxiety for schools remaining in LEAMore setting/Streaming/ability groupingDeterioration in funcling/Stait7ngOther

m childrenSegregation of children with special needsIncreased selection of children in some schoolsIncreased pressure on children from parentsLess able to adapt teaching to children’s needsMore behaviour problemsLarger c~assesOther

Q31 Evaluation of quality of education received by children, comparedto pre-NC

(code 1) Overall response:1 Much better2 Slightly better3 Mixed: better in some ways, worse in others4 Little or no difference5 Slightly worse6 Much worse7 Unsure

11

t. .

(code up to 3) Specific responses:1 Familiarity with wider curriculum, especially science,etc.2 More coherent, planned curriculum through school/more balanced3 Too little time for expressive, affective side of curriculum4 Too little time to know children thoroughly, pursue their interests5 Overload in curriculum; breadth at expense of depth6 Children with learning difficulties disadvantaged7 Improvement in basic skills8 Deterioration in basic skills9 Less con@ct with ‘inspiti”onal’ teachers10 Improvement in process skills, investigative skills11 Other

Q32 If choosing again, would you still be a teacher/headteacher?

(code 1) 1 Would be teacher/headteacher2 Would be classteacher, but not headteacher3 Undecided4 Would be neither

Reminder: “Other” responses should be specified and recorded on cards

EMM/29.01.9613HTlcoding

12

t. ‘

PACE CODING FRAME - Headteacher Interview (13 HTlnt) - Autumn 1995

[N.B. Please do not leave blank boxes: enter $for no code - ‘Other’ responses should be specified and recorded on cards]

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