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The Senior International Sample School

Student survey report – October 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 27/10/2015

mailto:[email protected]?subject=Query%20about%20my%20%20-%209975

Student survey report

Copyright © 2015 Kirkland Rowell Limited of 76

Contents

Page

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

3

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

11

3. Student priorities Importance ratings and priorities for improvement. 19

5. Standard analysis Analysis of all remaining data which may include genderanalysis,healthy lifestyle, home environment, values andhomework.

25

6. Year group analysis Year group scores compared to national averages. 48

7. Time series analysis Trends for surveyed criteria over time. 57

8. Appendix Supplementary data and further information. 67

Student survey report – Executive summary


Executive summaryThis report details the findings of the third Kirkland Rowell Student Survey for The Senior International SampleSchool. The report measures the levels of satisfaction among the students 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 October 2015.The report also measures performance with regard to overall satisfaction and improvement.

Summary of results for this survey

• 591 completed questionnaires were returned representing a response rate of 84.4%. The response meantthat data could be drawn for all criteria.

• 148 students answered ‘Yes’ and 270 students answered ‘No’ to the question ‘Is English the language yourfamily usually speaks at home?’ representing 25.0% and 45.7% respectively.

• The students gave an excellent overall performance score (76.5%) (see page 6).

• Among the students who had been attending the school for over a year, 46% said the school had improvedover the last year and 11% thought that the school’s performance was worse (see page 25).

• With regard to academic subjects, the highest proportion of students who said they were making goodprogress was for P.S.H.E., German and Latin.

• The highest proportion of students who said they were not making good progress was for Art, Citizenshipand Physics.

• With regard to non-academic areas, students awarded the highest scores for the delivery of Exam results,Developing moral values and School security.

• The students awarded the lowest scores for the delivery of Levels of homework, Control of bullying andCareers advice.

• The students' top priorities for improvement are Control of bullying, Teaching quality and Levels ofhomework.

• The female students gave significantly higher scores for Chemistry, Graphic Products, Food Technology,Computer access and Developing confidence.

Summary of results since the previous survey

• The following academic area received significantly higher scores than the previous survey: P.S.H.E..

• The following academic areas received significantly lower scores than the previous survey: English,Citizenship and Art.

• The following non-academic areas received significantly lower scores than the previous survey: Developingpotential and School discipline.

Summary of results over more than two surveys

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

• The following academic areas received significantly lower scores over more than two surveys: Chemistry,Art, Design Technology, Dance and Citizenship.



• 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 ‘attentionadvised’. Criterion scores in blue are only reliable to within 10% and scores in pink should only be consideredindicative.

Relative strengths for academic criteria100.0% P.S.H.E.

95.2% German

93.9% Latin

93.8% Music

93.2% Design Technology

Relative weaknesses for academic criteria67.0% Art

69.9% Citizenship

72.6% Physics

78.2% English

79.9% French

Relative strengths for non-academic criteria Importance Ranking91.7% Exam results (65.4%) 5th

91.0% Developing moral values (30.9%) 18th

89.8% School security (73.6%) 3rd

86.8% Caring teachers (41.7%) 14th

83.6% Truancy control (21.4%) 20th

Relative weaknesses for non-academic criteria Importance Ranking59.4% Levels of homework (51.5%) 10th

60.6% Control of bullying (74.3%) 2nd

61.5% Careers advice (52.1%) 9th

62.6% Teaching quality (65.1%) 6th

65.2% Developing confidence (43.9%) 13th



Response to survey

591 completed questionnaires were returned representing a response rate of 84.4%.

Proportion of responses (%) Number of responses

Responses from male students 50.1 296

Responses from female students 49.9 295

Responses from Year 7 students 21.2 125





Responses from 6th Form students 0.0 0

Overall student satisfaction

This survey (%)Previous

survey (%)Change (%)

Overall, rate the performance of the school 76.5 78.6 -2.1

Overall student satisfaction

1% 2%

12%

58%

26%

Very poor Poor Neither Good Very good0%

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• More students 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% 76%78%79%

77%80%

All students Male students Female students0%

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• The students gave an excellent overall performance score of 76.5%, declined since the last survey.

• Male students scored the overall performance of the school broadly in line with female students.

Overall performance scores broken down by year group

All students Male students Female students

84%81%

74%72% 72%

0%

84%81%

74%72%

68%

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84%81%

75%73%

75%

0%

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

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• Year 7 students scored the highest overall from other year groups and are therefore most satisfied with theschool’s performance.

• Year 7 male students and Year 7 female students scored the highest overall from other year groups and aretherefore 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.

78% 79%77%

2014 2015 20160%

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



Overall performance scores broken down by extra analysis

Broken down by the question ‘Is English the language your family usually speaks at home?’

77% 78%76%

All students Yes No0%

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• The overall performance scores show no significant difference.



Students recommend this school broken down by gender and year group

Recommend this school scores broken down by gender

This survey Last survey

91% 90% 91%93% 93% 94%


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• 90.8% of students said they would recommend this school to another student.

• Male students would recommend this school to another student broadly in line with female students.

Recommend this school scores broken down by year group

All students Male students Female students

96%

92%95%

85% 85%

0%

95%93%

98%

85%81%

0%

98%

91% 92%

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• Year 7 students would recommend this school to another student more than other year groups.

• Year 9 male students and Year 7 female students would recommend this school to another student morethan other year groups.

Student survey report – Key results


Key resultsThe core analysis of your survey data; proportions making progress in academic subjects and satisfactionlevels in non-academic and additional criteria. Explanations have been provided to help you to interpret yourresults.

Interpreting results

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

• Over 90% are 'outstanding' (above the gold line)

• 80% to 89.9% are 'good' (above the green line)

• 75% to 79.9% indicate 'room for improvement' (above the red line)

• Below 75% indicates 'attention advised' (below the red line)

Non-academic and additional 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% indicates 'attention advised' (below the red line)

Weighted scoresIn the results tables the scores achieved are given as a percentage. A full explanation of how true/falseresponses were converted to percentages is given on our website. As there is a measurable bias in the waythat students score criteria, it is necessary to create “weighted” scores so that the score for any one criterionmight be compared meaningfully with the score for any other criterion on a ‘level playing field’. These weightedscores are calculated based upon the average scores achieved from over 10 international schools. Resultsquoted from the previous survey, if applicable, may show small differences from those originally given, as theweightings 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 20 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 96.2 92.8 +3.4

French 92.6 90.9 +1.7

Religious Education 82.4 76.1 +6.3

Physical Education 82.3 79.6 +2.7

Music 82.1 78.3 +3.8

Food Technology 81.4 81.7 -0.3

History 80.8 75.0 +5.8

Mathematics 80.1 79.4 +0.7

Geography 79.9 74.9 +5.0

Business Studies 77.2

Design Technology 77.2 72.1 +5.1

Art 76.5 75.4 +1.1

Textiles 76.3

English 75.5 72.8 +2.7

Russian * 74.3

Science 72.1 84.8 -12.7

Drama 71.5 73.4 -1.9

Engineering 59.5

Psychology Low response

Your results are shown as a weightedscore. This is a calculation applied toyour raw results using the averagescores achieved from over 10international schools. It allows eachcriterion to be compared meaningfullyon a ‘level playing field’. This scorecan be over 100%.

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

Scores above the goldline are ‘outstanding’.

Scores above the greenline are ‘good’.

Scores above the redline indicate 'room forimprovement'.

* This criteria has not yetbeen surveyed in at least 20schools. 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 weighted proportion of students making progress for all academic subjects taughtwithin the school. Where data is available, these are compared to the same score from the previous year’ssurvey, and the percentage change shown. Only highlighted changes should be considered significant.

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

P.S.H.E. * 100.0 88.4 +11.6

German * 95.2 95.7 -0.5

Latin * 93.9 86.0 +7.9

Music * 93.8 91.9 +1.9

Design Technology * 93.2 93.7 -0.5

Mathematics * 92.9 92.9 +0.1

Spanish * 92.8 93.3 -0.5

History * 91.6 91.7 -0.1

Geography * 91.5 91.1 +0.4

Dance * 90.9 91.7 -0.7

Biology * 89.2 90.4 -1.1

Food Technology * 88.4 87.4 +1.1

Religious Studies * 88.1 90.2 -2.2

Graphic Products * 87.3 87.4 0.0

Chemistry * 87.3 88.6 -1.3

Resistant Materials * 87.0 89.4 -2.4

Business Studies * 87.0 83.4 +3.5

Physical Education * 86.2 82.6 +3.6

Drama * 85.9 85.9 -0.1

Electronic Products * 84.3 84.2 +0.1

Classics * 84.3 84.1 +0.2

ICT * 81.8 87.1 -5.2

French * 79.9 79.8 +0.2

English * 78.2 93.1 -14.8

Physics * 72.6 74.4 -1.8

Citizenship * 69.9 88.4 -18.5

Art * 67.0 90.0 -23.1

• Student progress in the following academic subjects has been judged as ‘outstanding’: P.S.H.E., German,Latin, Music, Design Technology, Mathematics, Spanish, History, Geography and Dance.

• Student progress in the following academic subjects has been judged as ‘good’: Biology, Food Technology,Religious Studies, Graphic Products, Chemistry, Resistant Materials, Business Studies, Physical Education,Drama, Electronic Products, Classics and ICT.



• Student progress in the following academic subjects has been judged as 'room for improvement': Frenchand English.

• Student progress in the following academic subjects has been judged as 'attention advised': Physics,Citizenship and Art.

• The proportion of students making progress in the following academic subjects has shown significantimprovement since the previous survey: P.S.H.E..

• The proportion of students making progress in the following academic subjects has shown significantdecline since the previous survey: English, Citizenship and Art.

• The following academic subjects have not been surveyed in at least 20 schools so we do not yet havean average figure, and therefore, these scores cannot be weighted against what students usually say:P.S.H.E., German, Latin, Music, Design Technology, Mathematics, Spanish, History, Geography, Dance,Biology, Food Technology, Religious Studies, Graphic Products, Chemistry, Resistant Materials, BusinessStudies, Physical Education, Drama, Electronic Products, Classics, ICT, French, English, Physics,Citizenship and Art.

• The following academic subject achieved a low sample; therefore scores are only reliable within 10%: FoodTechnology, Graphic Products and Physics.



Non-academic criteria

The following table shows the scores given by students for non-academic areas. Where data is available, theseare compared 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

Exam results* 91.7 93.2 -1.5

Developing moral values* 91.0 90.9 +0.1

School security* 89.8 91.2 -1.4

Caring teachers* 86.8 88.4 -1.6

Truancy control* 83.6 81.4 +2.1

Happiness of child* 80.1 84.1 -4.0

School communication* 79.2 77.6 +1.6

Availability of resources* 77.7 78.2 -0.5

Computer access* 76.6 74.5 +2.1

Developing potential* 76.4 91.3 -14.9

School discipline* 72.7 82.5 -9.9

School facilities* 72.3 73.9 -1.6

Social health education* 71.5 66.5 +5.0

Choice of subjects* 69.8 71.5 -1.8

Community spirit* 67.8 70.7 -2.9

Developing confidence* 65.2 72.3 -7.1

Teaching quality* 62.6 65.3 -2.8

Careers advice* 61.5 64.7 -3.2

Control of bullying* 60.6 64.9 -4.3

Levels of homework* 59.4 66.3 -6.9

• Student scores in the following non-academic criteria have been judged as ‘outstanding’: Exam results,Developing moral values, School security, Caring teachers, Truancy control and Happiness of child.

• Student scores in the following non-academic criteria have been judged as ‘good’: School communication,Availability of resources, Computer access, Developing potential, School discipline, School facilities andSocial health education.

• Student scores in the following non-academic criteria have been judged as 'room for improvement': Choiceof subjects, Community spirit and Developing confidence.

• Student scores in the following non-academic criteria have been judged as 'attention advised': Teachingquality, Careers advice, Control of bullying and Levels of homework.

• The scores given by students in the following non-academic criteria have shown significant decline sincethe previous survey: Developing potential and School discipline.

• The following non-academic criteria have not been surveyed in at least 20 schools so we do not yet have anaverage figure, and therefore, these scores cannot be weighted against what students usually say: Examresults, Developing moral values, School security, Caring teachers, Truancy control, Happiness of child,School communication, Availability of resources, Computer access, Developing potential, School discipline,



School facilities, Social health education, Choice of subjects, Community spirit, Developing confidence,Teaching quality, Careers advice, Control of bullying and Levels of homework.



Additional criteria

Additional criteria were chosen by the school, and investigated with regard to student satisfaction. The followingresults were achieved with regard to those students 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

Teaching pupils with special needs* 91.0 90.9 +0.1

Encouraging pupils' activity in the localcommunity*

90.3 88.3 +2.0

Home-school agreements/contracts* 88.7 89.5 -0.8

Value for money* 88.1 88.7 -0.6

Looking after pupils well* 85.6 83.8 +1.7

Suitable class sizes* 85.4 86.1 -0.6

Ensuring pupils do their best/make goodprogress*

85.0 84.9 +0.1

Promoting racial harmony* 83.5 85.8 -2.3

Sports facilities* 80.4 81.2 -0.8

Written reports* 79.6 78.9 +0.7

School meals* 78.4 79.8 -1.4

Choice of sports* 76.0 79.8 -3.8

Use of IT in classes* 73.3 72.0 +1.3

School's image in the local community* 72.8 70.8 +2.1

Church/Parish links and support* 71.4 73.2 -1.9

Tailoring child's work to their needs andability*

66.6 68.6 -2.0

Pastoral care* 54.3 57.9 -3.6

Treating all pupils fairly/equally* 53.5 52.4 +1.1

• Student scores in the following additional criteria have been judged as ‘outstanding’: Teaching pupils withspecial needs, Encouraging pupils' activity in the local community, Home-school agreements/contracts,Value for money, Looking after pupils well, Suitable class sizes, Ensuring pupils do their best/make goodprogress, Promoting racial harmony and Sports facilities.

• Student scores in the following additional criteria have been judged as ‘good’: Written reports, Schoolmeals, Choice of sports, Use of IT in classes, School's image in the local community and Church/Parishlinks and support.

• Student scores in the following additional criteria have been judged as 'room for improvement': Tailoringchild's work to their needs and ability.

• Student scores in the following additional criteria have been judged as 'attention advised': Pastoral care andTreating all pupils fairly/equally.

• The following additional criteria have not been surveyed in at least 20 schools so we do not yet havean average figure, and therefore, these scores cannot be weighted against what students usually say:Teaching pupils with special needs, Encouraging pupils' activity in the local community, Home-schoolagreements/contracts, Value for money, Looking after pupils well, Suitable class sizes, Ensuring pupils dotheir best/make good progress, Promoting racial harmony, Sports facilities, Written reports, School meals,



Choice of sports, Use of IT in classes, School's image in the local community, Church/Parish links andsupport, Tailoring child's work to their needs and ability, Pastoral care and Treating all pupils fairly/equally.

Student survey report – Student priorities


Student prioritiesStudents 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.

Student priorities importance

Ideally those criteria which are most important to students will be the criteria to which students award thehighest scores. In the following table, the second column shows the percentage of students who chose eachof the criteria 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 students, a red highlight shows that theschool performs less well within a criterion that is important to students. The final two columns show the sameinformation for the previous survey, for comparison.

CriteriaImportancescore (%)

Satisfactionranking

Previousimportancescore (%)

Previoussatisfaction

ranking

Happiness of child 77.9 6th 80.1 6th

Control of bullying 74.3 19th 72.7 19th

School security 73.6 3rd 70.8 3rd

School discipline 65.7 11th 63.0 7th

Exam results 65.4 1st 63.5 1st

Teaching quality 65.1 17th 70.5 18th

School facilities 58.3 12th 59.5 12th

Choice of subjects 53.9 14th 54.2 14th

Careers advice 52.1 18th 56.5 20th

Levels of homework 51.5 20th 51.6 17th

Developing potential 51.2 10th 51.7 2nd

Availability of resources 45.9 8th 50.4 9th

Developing confidence 43.9 16th 45.9 13th

Caring teachers 41.7 4th 44.7 5th

Social health education 39.8 13th 32.9 16th

School communication 33.4 7th 29.2 10th

Computer access 32.2 9th 34.8 11th

Developing moral values 30.9 2nd 31.6 4th

Community spirit 21.9 15th 20.5 15th

Truancy control 21.4 5th 15.8 8th

With regard to the five criteria most important to students:

• The school performs well in: School security and Exam results.

• The school performs less well in: Control of bullying.



Importance: your school vs. similar schools

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

CriteriaImportancescore (%)

Importanceranking

Averageranking

for similarschools

Rankingdifferenceto similarschools

Happiness of child 77.9 1st 1st 0

Control of bullying 74.3 2nd 5th +3

School security 73.6 3rd 4th +1

School discipline 65.7 4th 6th +2

Exam results 65.4 5th 9th +4

Teaching quality 65.1 6th 2nd -4

School facilities 58.3 7th 3rd -4

Choice of subjects 53.9 8th 10th +2

Careers advice 52.1 9th 7th -2

Levels of homework 51.5 10th 13th +3

Developing potential 51.2 11th 11th 0

Availability of resources 45.9 12th 14th +2

Developing confidence 43.9 13th 8th -5

Caring teachers 41.7 14th 12th -2

Social health education 39.8 15th 16th +1

School communication 33.4 16th 19th +3

Computer access 32.2 17th 18th +1

Developing moral values 30.9 18th 15th -3

Community spirit 21.9 19th 17th -2

Truancy control 21.4 20th 20th 0

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

• Students from your school selected the following criteria as more important than students at similar schools:Exam results.

• Students from your school selected the following criteria as less important than students at similar schools:Teaching quality, School facilities and Developing confidence.



How priorities change as students get older

The graph below shows which criteria Year 7 students selected as important compared to which criteria parentsof Year 11 & 6th Form students selected as important. This shows us how priorities change as the students getolder. The table shows the criteria where there is a significant difference between the two groups

Student priorities

Year 7 Year 11 & 6th Form

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Criteria where differencein ranking is six or more

Year 7 ranking Year 11 & 6th Form ranking

School security 1st 8th

Control of bullying 2nd 3rd

Levels of homework 5th 15th

Teaching quality 6th 1st

Exam results 7th 3rd

Social health education 9th 16th

School communication 11th 19th

Developing potential 12th 7th

Careers advice 14th 5th

Community spirit 16th 20th

Developing confidence 18th 9th



How priorities change by gender of student

The graph below shows which criteria female students selected as important compared to which criteria malestudents selected as important. This shows us how priorities change by gender of the student. The table showsthe criteria where there is a significant difference between the two groups

Student priorities

Male students Female students

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Criteria where differencein ranking is six or more

Male students ranking Female students ranking

Exam results 6th 5th

Choice of subjects 7th 12th

School discipline 7th 4th



How student priorities change – extra analysis

The graph below shows which criteria were important to students, broken down by their response to thequestion ‘Is English the language your family usually speaks at home?’.

Student priorities

Yes No

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cent

age

• There are no noteworthy differences between the priorities for students broken down by the question ‘IsEnglish the language your family usually speaks at home?’.



Relative student priorities for improvement

Student priorities are shown below compared to student priorities in similar schools. The school’s previousyears figures are also provided for comparison.

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

Control of bullying 9.3 8.8 0.0

Teaching quality 9.2 9.0 0.0

Levels of homework 7.9 8.6 0.0

Happiness of child 7.6 5.9 0.0

School facilities 7.5 8.9 0.0

Choice of subjects 7.3 6.4 0.0

Exam results 7.0 6.3 0.0

Careers advice 6.2 6.0 0.0

Developing confidence 6.2 7.4 0.0

School discipline 4.3 2.8 0.0

Developing potential 4.2 4.5 0.0

Caring teachers 4.2 4.3 0.0

Computer access 3.1 5.7 0.0

Availability of resources 2.7 3.3 0.0

Truancy control 2.5 2.6 0.0

Social health education 2.5 2.0 0.0

Developing moral values 2.3 1.6 0.0

School security 2.3 1.8 0.0

Community spirit 2.1 2.8 0.0

School communication 1.7 1.5 0.0

• Students have given a higher priority to the following areas compared to similar schools: Control of bullying,Teaching quality, Levels of homework, Happiness of child, School facilities, Choice of subjects, Examresults, Careers advice, Developing confidence, School discipline, Developing potential and Caringteachers.

Student survey report – Standard analysis


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

Performance and expectations

Performance compared to last year

8%

38%

40%

11%

0%

Much improved Slightly improved Remained thesame

Slightly worse Much worse0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Per

cent

age

• Of the students who were not in their first year at the school 46% said the school had improved over the lastyear and 11% thought that the school’s performance was worse.



Gender analysis

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

Satisfaction scores for academic criteria (1 of 2)

Male Female

P.S.H

.E.

Mus

icLa

tin

Germ

an

Dance

Spanis

h

Design

Tec

hnolo

gy

Mat

hem

atics

Histor

y

Geogr

aphy

Biolog

y

Physic

al Edu

catio

n

Busine

ss S

tudie

s

Resist

ant M

ater

ials

Dram

a

Religio

us S

tudie

s

Classic

s

Electro

nic P

rodu

cts

Chem

istry IC

T0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age




Male Female

81% 80%78% 77%

70%68%

64%

93%

80%

98%

80%

70%

74%

70%

GraphicProducts

French FoodTechnology

English Citizenship Physics Art0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Academic criteria wheredifference is significant

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

Chemistry 82.7 91.8

Graphic Products 80.6 92.5

Food Technology 78.4 97.6



Satisfaction scores for non-academic criteria

Male Female

Exam

resu

lts

Develo

ping

mor

al va

lues

Schoo

l sec

urity

Caring

teac

hers

Truan

cy co

ntro

l

Happin

ess o

f chil

d

Schoo

l com

mun

icatio

n

Develo

ping

pote

ntial

Availa

bility

of r

esou

rces

Schoo

l disc

ipline

Social

hea

lth e

duca

tion

Compu

ter a

cces

s

Schoo

l facil

ities

Comm

unity

spirit

Choice

of s

ubjec

ts

Teach

ing q

uality

Leve

ls of

hom

ewor

k

Develo

ping

conf

idenc

e

Contro

l of b

ullyin

g

Caree

rs a

dvice

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Non-academic criteria wheredifference is significant

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

Computer access 72.3 80.9

Developing confidence 61.1 69.2



Satisfaction scores for additional criteria

Male Female

Teach

ing p

upils

with

spec

ial n

eeds

Encou

ragin

g pu

pils'

activ

ity in

the

local

com

mun

ity

Home-

scho

ol

agre

emen

ts/co

ntra

cts

Value

for m

oney

Suitab

le cla

ss si

zes

Ensur

ing p

upils

do

their

best/

mak

e go

od p

rogr

ess

Look

ing a

fter p

upils

well

Sports

facil

ities

Prom

oting

racia

l har

mon

y

Writ

ten

repo

rts

Schoo

l mea

ls

Choice

of s

ports

Churc

h/Par

ish lin

ks a

nd su

ppor

t

Use o

f IT in

clas

ses

Schoo

l's im

age

in th

e loc

al

com

mun

ity

Tailor

ing ch

ild's

work t

o th

eir

need

s and

abil

ity

Pasto

ral c

are

Treat

ing a

ll pup

ils fa

irly/e

quall

y0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• There are no significant differences between the additional satisfaction scores for female students and malestudents.



Extra analysis

This section of the report provides an analysis of student scores broken down by the response to the question‘Is English the language your family usually speaks at home?’.


Yes No

P.S.H

.E.

Dance

Histor

yLa

tin

Germ

an

Spanis

h

Mat

hem

atics

Design

Tec

hnolo

gy

Biolog

y

Geogr

aphy

Religio

us S

tudie

s

Food

Techn

ology

Chem

istry

Physic

al Edu

catio

n

Busine

ss S

tudie

s

Mus

ic

Resist

ant M

ater

ials

Dram

a

Graph

ic Pro

ducts

Classic

s0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age




Yes No

82%80% 79%

75%

70%68%

67%

84%

88%

78%

82%

71%

62%

75%

ICT ElectronicProducts

English French Citizenship Art Physics0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

• There are no significant differences between the academic satisfaction scores for students broken down bythe question ‘Is English the language your family usually speaks at home?’.



Satisfaction scores for non-academic criteria

Yes No

Exam

resu

lts

Develo

ping

mor

al va

lues

Caring

teac

hers

Schoo

l sec

urity

Truan

cy co

ntro

l

Happin

ess o

f chil

d

Compu

ter a

cces

s

Schoo

l com

mun

icatio

n

Schoo

l facil

ities

Availa

bility

of r

esou

rces

Comm

unity

spirit

Social

hea

lth e

duca

tion

Schoo

l disc

ipline

Choice

of s

ubjec

ts

Develo

ping

pote

ntial

Develo

ping

conf

idenc

e

Contro

l of b

ullyin

g

Teach

ing q

uality

Caree

rs a

dvice

Leve

ls of

hom

ewor

k0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

Non-academic criteria wheredifference is significant

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

School facilities 76.9 67.9

Community spirit 73.0 61.8



Satisfaction scores for additional criteria

Yes No

Teach

ing p

upils

with

spec

ial n

eeds

Encou

ragin

g pu

pils'

activ

ity in

the

local

com

mun

ity

Suitab

le cla

ss si

zes

Home-

scho

ol

agre

emen

ts/co

ntra

cts

Value

for m

oney

Ensur

ing p

upils

do

their

best/

mak

e go

od p

rogr

ess

Look

ing a

fter p

upils

well

Prom

oting

racia

l har

mon

y

Sports

facil

ities

Writ

ten

repo

rts

Schoo

l mea

ls

Choice

of s

ports

Churc

h/Par

ish lin

ks a

nd su

ppor

t

Use o

f IT in

clas

ses

Schoo

l's im

age

in th

e loc

al

com

mun

ity

Tailor

ing ch

ild's

work t

o th

eir

need

s and

abil

ity

Pasto

ral c

are

Treat

ing a

ll pup

ils fa

irly/e

quall

y0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

Additional criteria wheredifference is significant

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

Pastoral care 67.3 50.8



Healthy lifestyle

This section of the report summarises perceptions of whether students are encouraged to live healthy lifestyles.

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

70%

30%

Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age

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

84%

16%

Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age



Student home environment

This section of the report summarises student responses to the home environment questions, broken down byyear group and gender.

Students’ responses to the question: ‘My parents want to know what I am learning about at school’ broken downby gender

This survey Similar schools

83%

0%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

83% 84% 83%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Students’ responses to the question: ‘My parents want to know what I am learning about at school’ broken downby year group

92%

83%

88%

81%

73%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age



Students’ responses to the question: ‘At home, there is somewhere where I can work in peace and quiet if I wantto’ broken down by gender


88%

0%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

88%86%

90%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Students’ responses to the question: ‘At home, there is somewhere where I can work in peace and quiet if I wantto’ broken down by year group

88% 89%92%

84%86%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age



Students’ responses to the question: ‘My parents often look at my work to see how well I am doing at school’broken down by gender


61%

0%

All students0%

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

61% 61% 61%


10%

20%

30%

40%

50%

60%

70%

Per

cent

age

Students’ responses to the question: ‘My parents often look at my work to see how well I am doing at school’broken down by year group

81%

69%

64%

50%

42%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age



Students’ responses to the question: ‘My parents would try to help me with my homework if I asked them to’broken down by gender


92%

0%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

92% 93%91%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Students’ responses to the question: ‘My parents would try to help me with my homework if I asked them to’broken down by year group

94% 94%

97%

89%86%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age



Students’ responses to the question: ‘Parents often check that I have done all of my homework’ broken down bygender


71%

0%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age

71% 71% 72%


10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age

Students’ responses to the question: ‘Parents often check that I have done all of my homework’ broken down byyear group

90%

76% 77%

64%

50%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age



Students’ responses to the question: ‘I have books at home which I can use to help me with my school work’broken down by gender


75%

0%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

75% 74%77%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Students’ responses to the question: ‘I have books at home which I can use to help me with my school work’broken down by year group

78%

69%66%

79%

84%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age



Students’ responses to the question: ‘If my parents knew I had a problem, they would visit school to talk it overwith staff’ broken down by gender


86%

0%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

86% 86% 87%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Students’ responses to the question: ‘If my parents knew I had a problem, they would visit school to talk it overwith staff’ broken down by year group

90% 91%

84%

88%

79%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age



Student home environment – extra analysis

The graph below shows student responses to the home environment questions, broken down by their responseto the question ‘Is English the language your family usually speaks at home?’.

Home environment questions

Yes No

94%

88% 87% 87%

76%74%

63%

93%

81%

88%86%

70%

74%

63%

My p

aren

ts wou

ld try

to h

elp

me

with m

y hom

ewor

k if I

...

My p

aren

ts wan

t to

know

wha

t I

am le

arnin

g ab

out a

t sch

ool

At hom

e, th

ere

is so

mew

here

where

I ca

n wor

k in

peac

e an

d

quiet

if I w

ant t

o

If m

y par

ents

knew

I ha

d a

prob

lem, t

hey w

ould

visit s

choo

l

to ta

lk it o

ver w

ith st

aff

Paren

ts of

ten

chec

k tha

t I h

ave

done

all o

f my h

omew

ork

I hav

e bo

oks a

t hom

e whic

h I c

an

use

to h

elp m

e with

my s

choo

lwor

k

My p

aren

ts of

ten

look a

t my w

ork

to se

e ho

w well

I am

doin

g at

scho

ol0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• There are no significant differences between the student responses to the home environment questionsbroken down by the question ‘Is English the language your family usually speaks at home?’.



Student values

This section of the report summarises student values and experiences.

Students’ responses to the question: ‘I have not been bullied by other pupils recently’


82%

0%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Students’ responses to the question: ‘I am usually treated fairly by teachers or other members of staff’


82%

0%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age



Students’ responses to the question: ‘If I had a choice I would still come to school and attend all of my lessons’


76%

0%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Students’ responses to the question: ‘What do you think of school discipline?’


18%

78%

5%

0% 0% 0%

Too strict About right Not strict enough0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age



Homework

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

For this question, schools typically achieve more than 40% of students who choose “about right”.

Students’ perceptions of the amount of homework given

Not enough Too variable Too much About right

2% 2%1% 1%

2%

5%

0%

13%

9%

14%16% 15% 14%

0%

34%

29%

41%

47%

35%

20%

0%

51%

61%

44%

36%

48%

61%

0%

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

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

Hours of homework Hours

This survey 4.8 hrs

Similar schools hrs

Yes 5.0 hrsExtra analysis broken down by the response to the question ‘IsEnglish the language your family usually speaks at home?’ No 4.6 hrs

Homework hours for All students

Mean hours spent on homework weekly All students – distribution of hours (Sample: 591)

Thissurvey

Previoussurvey

Similarschools

Allstudents

4.8 hrs 6.0 hrs

All malestudents

4.7 hrs 5.5 hrs

All femalestudents

4.9 hrs 6.5 hrs

1%

8%

34%

27%

16%

6%4%

1% 1% 0% 0% 1%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age



Homework hours for Year 7

Mean hours spent on homework weekly Year 7 – distribution of hours (Sample: 125)

Thissurvey

Previoussurvey

Similarschools

Allstudents

4.7 hrs 5.0 hrs

All malestudents

4.7 hrs 4.7 hrs

All femalestudents

4.6 hrs 5.2 hrs0%

7%

43%

24%

14%

5%3%

1% 1% 0% 0%2%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%5%

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

Per

cent

age



Thissurvey

Previoussurvey

Similarschools

Allstudents

5.2 hrs 5.2 hrs

All malestudents

5.3 hrs 5.9 hrs

All femalestudents

5.2 hrs 4.7 hrs0%

5%

33%

30%

15%

8%

5%

0% 1% 0% 0%2%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age



Thissurvey

Previoussurvey

Similarschools

Allstudents

4.7 hrs 4.9 hrs

All malestudents

4.6 hrs 4.8 hrs

All femalestudents

4.9 hrs 5.0 hrs0%

5%

36%

27%

15%

11%

2% 2% 1% 0% 0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%5%

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

Per

cent

age





Thissurvey

Previoussurvey

Similarschools

Allstudents

4.6 hrs 5.2 hrs

All malestudents

4.5 hrs 4.7 hrs

All femalestudents

4.8 hrs 5.8 hrs

1%

13%

29%

24% 23%

3%5%

0% 0% 1% 0% 1%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age



Thissurvey

Previoussurvey

Similarschools

Allstudents

4.9 hrs 5.0 hrs

All malestudents

4.5 hrs 3.5 hrs

All femalestudents

5.3 hrs 6.2 hrs

4%

9%

30% 31%

9%

5% 5%

2% 2%0% 1%

3%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age

Homework hours for 6th Form

Mean hours spent on homework weekly 6th Form – distribution of hours (Sample: 0)

Thissurvey

Previoussurvey

Similarschools

Allstudents

hrs 9.7 hrs

All malestudents

8.8 hrs

All femalestudents

10.3 hrs0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

Per

cent

age

Student 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.

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

Year groups where there were fewer than 11 respondents for a criterion are not shown. Note that the yeargroup scores are un-weighted.

Year group analysis compared to national averages for academic criteria

English

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Mathematics

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Biology

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Chemistry

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Physics

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

ICT

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Geography

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

History

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Art

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Religious Studies

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

French

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Physical Education

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



German

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Design Technology

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Graphic Products

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Resistant Materials

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Electronic Products

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Food Technology

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Drama

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Dance

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Music

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Classics

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Spanish

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Citizenship

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Business Studies

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Latin

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

P.S.H.E.

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Year group analysis compared to national averages for non-academiccriteria

School discipline

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Community spirit

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

School security

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Social health education

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Control of bullying

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Careers advice

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Levels of homework

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Developing potential

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Exam results

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Developing confidence

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Availability of resources

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

School facilities

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Caring teachers

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

School communication

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Developing moral values

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Happiness of child

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Choice of subjects

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Teaching quality

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Computer access

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Truancy control

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Year group analysis compared to national averages for your additionalsurveyed criteria

Choice of sports

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Church/Parish links and support

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Encouraging pupils' activity in the local community

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Ensuring pupils do their best/make good progress

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Home-school agreements/contracts

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Looking after pupils well

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Pastoral care

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Promoting racial harmony

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

School meals

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

School's image in the local community

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Sports facilities

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Suitable class sizes

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%



Tailoring child's work to their needs and ability

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Teaching pupils with special needs

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Treating all pupils fairly/equally

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Use of IT in classes

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Value for money

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Written reports

Year7

Year8

Year9

Year10

Year11

6thForm

0%

20%

40%

60%

80%

100%

Student 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

2014 2015 201640%

60%

80%

100%

Science

2014 2015 201640%

60%

80%

100%

Extra curricular activities

2014 2015 201640%

60%

80%

100%

Careers advice

2014 2015 201640%

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

2014 2015 201640%

60%

80%

100%

Mathematics

2014 2015 201640%

60%

80%

100%

Biology

2014 2015 201640%

60%

80%

100%

Chemistry

2014 2015 201640%

60%

80%

100%

Physics

2014 2015 201620%

40%

60%

80%

100%

ICT

2014 2015 201640%

60%

80%

100%

Geography

2014 2015 201640%

60%

80%

100%

History

2014 2015 201640%

60%

80%

100%



Art

2014 2015 201640%

60%

80%

100%

Religious Studies

2014 2015 201640%

60%

80%

100%

French

2014 2015 201640%

60%

80%

100%

Physical Education

2014 2015 201640%

60%

80%

100%

German

2014 2015 201640%

60%

80%

100%

Design Technology

2014 2015 201640%

60%

80%

100%

Graphic Products

2014 2015 201640%

60%

80%

100%

Resistant Materials

2014 2015 201640%

60%

80%

100%



Electronic Products

2014 2015 201640%

60%

80%

100%

Food Technology

2014 2015 201640%

60%

80%

100%

Drama

2014 2015 201640%

60%

80%

100%

Dance

2014 2015 201640%

60%

80%

100%

Music

2014 2015 201640%

60%

80%

100%

Classics

2014 2015 201640%

60%

80%

100%

Spanish

2014 2015 201640%

60%

80%

100%

Citizenship

2014 2015 201640%

60%

80%

100%



Business Studies

2014 2015 201640%

60%

80%

100%

Latin

2014 2015 201640%

60%

80%

100%

P.S.H.E.

2014 2015 201640%

60%

80%

100%

Score trends over time for non-academic criteria

School discipline

2014 2015 201640%

60%

80%

100%

Community spirit

2014 2015 201640%

60%

80%

100%

School security

2014 2015 201640%

60%

80%

100%

Social health education

2014 2015 201640%

60%

80%

100%



Control of bullying

2014 2015 201640%

60%

80%

100%

Careers advice

2014 2015 201640%

60%

80%

100%

Levels of homework

2014 2015 201640%

60%

80%

100%

Developing potential

2014 2015 201640%

60%

80%

100%

Exam results

2014 2015 201640%

60%

80%

100%

Developing confidence

2014 2015 201640%

60%

80%

100%

Availability of resources

2014 2015 201640%

60%

80%

100%

School facilities

2014 2015 201640%

60%

80%

100%



Caring teachers

2014 2015 201640%

60%

80%

100%

School communication

2014 2015 201640%

60%

80%

100%

Developing moral values

2014 2015 201640%

60%

80%

100%

Happiness of child

2014 2015 201640%

60%

80%

100%

Choice of subjects

2014 2015 201640%

60%

80%

100%

Teaching quality

2014 2015 201640%

60%

80%

100%

Computer access

2014 2015 201640%

60%

80%

100%

Truancy control

2014 2015 201640%

60%

80%

100%



Score trends over time for additional criteria

Choice of sports

2014 2015 201640%

60%

80%

100%

Church/Parish links and support

2014 2015 201640%

60%

80%

100%

Encouraging pupils' activity in the local community

2014 2015 201640%

60%

80%

100%

Ensuring pupils do their best/make good progress

2014 2015 201640%

60%

80%

100%

Home-school agreements/contracts

2014 2015 201640%

60%

80%

100%

Looking after pupils well

2014 2015 201640%

60%

80%

100%

Pastoral care

2014 2015 201640%

60%

80%

100%

Promoting racial harmony

2014 2015 201640%

60%

80%

100%



School meals

2014 2015 201640%

60%

80%

100%

School's image in the local community

2014 2015 201640%

60%

80%

100%

Sports facilities

2014 2015 201640%

60%

80%

100%

Suitable class sizes

2014 2015 201640%

60%

80%

100%

Tailoring child's work to their needs and ability

2014 2015 201640%

60%

80%

100%

Teaching pupils with special needs

2014 2015 201640%

60%

80%

100%

Treating all pupils fairly/equally

2014 2015 201640%

60%

80%

100%

Use of IT in classes

2014 2015 201640%

60%

80%

100%



Value for money

2014 2015 201640%

60%

80%

100%

Written reports

2014 2015 201640%

60%

80%

100%

Student survey report – Appendix


AppendixSupplementary data and score breakdowns.

Academic criteria analysis

A breakdown of how students scored their progress in academic subjects.

Academic criteriaMaking goodprogress (1)

Not makingprogress (2)

GraphSample

size

English 78.2% 21.8%1 2

581

Mathematics 92.7% 7.3%1 2

584

Biology 89.7% 10.3%1 2

490

Chemistry 87.4% 12.6%1 2

236

Physics 71.7% 28.3%1 2

231

ICT 81.8% 18.2%1 2

226

Geography 91.8% 8.2%1 2

586

History 91.3% 8.7%1 2

442

Art 66.5% 33.5%1 2

429

Religious Studies 87.7% 12.3%1 2

297





GraphSample

size

French 80.1% 19.9%1 2

369

Physical Education 86.3% 13.7%1 2

527

German 95.5% 4.5%1 2

385

Design Technology 93.8% 6.2%1 2

287

Graphic Products 87.0% 13.0%1 2

152

Resistant Materials 86.9% 13.1%1 2

239

Electronic Products 82.9% 17.1%1 2

235

Food Technology 84.8% 15.2%1 2

91

Drama 85.6% 14.4%1 2

485

Dance 89.4% 10.6%1 2

185

Music 91.8% 8.2%1 2

131

Classics 84.3% 15.7%1 2

408





GraphSample

size

Spanish 92.7% 7.3%1 2

591

Citizenship 69.7% 30.3%1 2

418

Business Studies 87.0% 13.0%1 2

423

Latin 93.9% 6.1%1 2

377

P.S.H.E. 100.0% 0.0%1 2

416



Non-academic criteria analysis

How students scored the delivery and management of non-academic criteria.

Non-academic criteria True (T) False (F) GraphSample

size

School discipline 68.7% 25.7%T F

558

Community spirit 62.4% 30.6%T F

550

School security 84.1% 9.6%T F

554

Social health education 66.8% 27.2%T F

556

Control of bullying 58.3% 38.3%T F

573

Careers advice 58.3% 36.5%T F

569

Levels of homework 58.5% 40.0%T F

584

Developing potential 74.9% 23.2%T F

583

Exam results 90.5% 8.1%T F

584

Developing confidence 62.1% 33.8%T F

573

Availability of resources 76.1% 22.6%T F

586



Non-academic criteria True (T) False (F) GraphSample

size

School facilities 71.0% 27.3%T F

583

Caring teachers 85.7% 13.3%T F

588

School communication 77.4% 20.2%T F

580

Developing moral values 89.4% 9.5%T F

585

Happiness of child 77.5% 19.8%T F

576

Choice of subjects 68.9% 30.1%T F

586

Teaching quality 61.0% 36.6%T F

581

Computer access 76.1% 22.9%T F

587

Truancy control 81.5% 16.5%T F

583



Additional criteria analysis

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

Additional criteria True (T) False (F) GraphSample

size

Choice of sports 74.1% 24.0%T F

584

Church/Parish links and support 67.4% 27.4%T F

571

Encouraging pupils' activity in the localcommunity

87.5% 9.5%T F

573

Ensuring pupils do their best/makegood progress

82.4% 14.9%T F

581

Home-school agreements/contracts 87.0% 11.1%T F

582

Looking after pupils well 83.9% 14.5%T F

585

Pastoral care 52.5% 45.2%T F

584

Promoting racial harmony 80.8% 16.5%T F

579

School meals 76.4% 21.4%T F

580

School's image in the local community 71.5% 26.5%T F

585

Sports facilities 79.6% 19.7%T F

589



Additional criteria True (T) False (F) GraphSample

size

Suitable class sizes 84.0% 14.6%T F

587

Tailoring child's work to their needs andability

64.9% 33.4%T F

586

Teaching pupils with special needs 89.4% 9.1%T F

585

Treating all pupils fairly/equally 52.1% 45.5%T F

579

Use of IT in classes 71.0% 26.6%T F

579

Value for money 85.3% 12.4%T F

580

Written reports 77.3% 20.3%T F

582



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

Academic subjects (1 of 2)

100%95% 94% 94% 93% 93% 93% 92% 92% 91% 89% 88% 88% 87% 87% 87% 87% 86% 86% 84%

P.S.H

.E.

Germ

anLa

tin

Mus

ic

Design

Tec

hnolo

gy

Mat

hem

atics

Spanis

h

Histor

y

Geogr

aphy

Dance

Biolog

y

Food

Techn

ology

Religio

us S

tudie

s

Graph

ic Pro

ducts

Chem

istry

Resist

ant M

ater

ials

Busine

ss S

tudie

s

Physic

al Edu

catio

n

Dram

a

Electro

nic P

rodu

cts0%

20%

40%

60%

80%

100%

Mea

n

Academic subjects (2 of 2)

84% 82%80% 78%

73%70%

67%

Classics ICT French English Physics Citizenship Art0%

20%

40%

60%

80%

100%

Mea

n

Non-academic areas

92% 91% 90% 87%84%

80% 79% 78% 77% 76%73% 72% 71% 70% 68%

65% 63% 61% 61% 59%

Exam

resu

lts

Develo

ping

mor

al

value

s

Schoo

l sec

urity

Caring

teac

hers

Truan

cy co

ntro

l

Happin

ess o

f chil

d

Schoo

l

com

mun

icatio

n

Availa

bility

of

reso

urce

s

Compu

ter a

cces

s

Develo

ping

pote

ntial

Schoo

l disc

ipline

Schoo

l facil

ities

Social

hea

lth

educ

ation

Choice

of s

ubjec

ts

Comm

unity

spirit

Develo

ping

conf

idenc

e

Teach

ing q

uality

Caree

rs a

dvice

Contro

l of b

ullyin

g

Leve

ls of

hom

ewor

k0%

20%

40%

60%

80%

100%

Mea

n



Additional questions

91% 90% 89% 88% 86% 85% 85% 83%80% 80% 78% 76%

73% 73% 71%67%

54% 53%

Teach

ing p

upils

with sp

ecial

...

Encou

ragin

g pu

pils'

activ

ity in

...

Home-

scho

ol

agre

emen

ts/co

...

Value

for m

oney

Look

ing a

fter p

upilswell

Suitab

le cla

ss si

zes

Ensur

ing p

upils

do

their

...

Prom

oting

racia

l

harm

ony

Sports

facil

ities

Writ

ten

repo

rts

Schoo

l mea

ls

Choice

of s

ports

Use o

f IT in

clas

ses

Schoo

l's im

age

in

the

local.

..

Churc

h/Par

ish lin

ksan

d...

Tailor

ing ch

ild's

work t

o th

eir...

Pasto

ral c

are

Treat

ing a

ll pup

ils

fairly

/equ

ally0%

20%

40%

60%

80%

100%M

ean

Student 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.

http://www.gl-assessment.co.uk

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