Sir William Romney's School€¦ · This report details the findings of the fourth Kirkland Rowell Student Survey for Sir William Romney's School. The report measures the levels of

Sir William Romney's School

Student survey report – January 2014

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

Kirkland Rowell is part of GL Performance which is part of the GL Education Group.

Report generated on 31/03/2014

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Student survey report

Copyright © 2014 Kirkland Rowell Limited Page 2 of 94

Contents

Page

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

3

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

10

3. Student priorities Importance ratings and priorities for improvement. 16

4. Unique questions Analysis of your unique questions. 21

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

23

6. ASCL self-evaluation summary Linking your survey data to the current evaluation schedule. 25

7. Unexpected results Highlighting any particularly unusual or unexpected results. 46

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

52

9. Year group analysis Year group scores compared to national averages. 70

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

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

86

Student survey report – Executive summary


Executive summaryThis report details the findings of the fourth Kirkland Rowell Student Survey for Sir William Romney's School.The report measures the levels of satisfaction among the students for a range of criteria, which have beenpreviously identified as being important to the parents of school students, as well as for the core subjects,taught at the school. The report measures the relative importance of the criteria surveyed, as well as providingresults tables that identify the perceived strengths and weaknesses of the school in the year to January 2014.The report also measures performance with regard to overall satisfaction and improvement.

Summary of results for this survey

• 326 completed questionnaires were returned representing a response rate of 77.8%. The response meantthat data could be drawn for all criteria.

• The students gave a very good overall performance score (72.6%) (see page 6).

• Among the students who had been attending the school for over a year, 53% said the school had improvedover the last year and 12% thought that the school’s performance was worse (see page 52).

• With regard to academic subjects, the highest proportion of students who said they were making goodprogress was for Resistant Materials, GCSE PE and Sport BTEC and Art.

• The highest proportion of students who said they were not making good progress was for Religious Studies,Catering and Chemistry.

• With regard to non-academic areas, students awarded the highest scores for the delivery of Communityspirit, Levels of homework and Computer access.

• The students awarded the lowest scores for the delivery of Choice of subjects, Happiness of child andExam results.

• The students' top priorities for improvement are Happiness of child, Control of bullying and Choice ofsubjects.

• The male students gave significantly higher scores for Science, Explaining to parents how to help their childand School's image in the local community.

• The female students gave significantly higher scores for Religious Studies, Art and Teaching for specialneeds.

Summary of results since the previous survey

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

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

• The following non-academic area received significantly higher scores than the previous survey: Markingpupils work.

• The following non-academic areas received significantly lower scores than the previous survey: Happinessof child and School uniform.

Summary of results over more than two surveys

• The following academic areas received significantly lower scores over more than two surveys: Science,Geography and History.

• The following non-academic areas received significantly higher scores over more than two surveys: Schooldiscipline, Community spirit and School's image in the local community.



• The following non-academic areas received significantly lower scores over more than two surveys: Schooluniform, Workload tailored to child and Encouraging and listening to pupils' views.

• 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 criteria98.4% Resistant Materials

91.0% GCSE PE and Sport BTEC

88.4% Art

88.2% Drama

87.1% Childcare

Relative weaknesses for academic criteria67.2% Religious Studies

68.0% Catering

73.0% Chemistry

73.1% French

77.3% German

Relative strengths for non-academic criteria Importance Ranking88.0% Community spirit (26.0%) 20th

84.7% Levels of homework (49.7%) 10th

83.8% Computer access (30.4%) 18th

83.7% Social health education (41.9%) 14th

80.7% School discipline (69.4%) 3rd

Relative weaknesses for non-academic criteria Importance Ranking65.7% Choice of subjects (43.8%) 13th

66.2% Happiness of child (81.6%) 1st

71.1% Exam results (58.3%) 6th

72.8% Careers advice (52.6%) 8th

74.2% School communication (33.4%) 17th



Response to survey

326 completed questionnaires were returned representing a response rate of 77.8%.

Proportion of responses (%) Number of responses

Responses from male students 48.8 159

Responses from female students 51.2 167

Responses from Year 7 students 18.4 60





Overall student satisfaction

This survey (%)Previous

survey (%)Change (%)

Overall, rate the performance of the school 72.6 70.3 +2.3

Overall student satisfaction

2%

5%

19%

49%

25%

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

10%

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60%

Per

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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

73%71%

74%

70% 70% 71%

All students Male students Female students0%

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• The students gave a very good overall performance score of 72.6%, improved 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

86%

77%

65% 66%

71%

81% 80%

61%

66%69%

90%

74%71%

66%

73%

Year 7 Year 8 Year 9 Year 10 Year 110%

10%

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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.

70%

67%

70%73%

2009 2010 2012 20140%

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



Students recommend this school broken down by gender and year group

Recommend this school scores broken down by gender

This survey Last survey

84% 84% 84%

0% 0% 0%


10%

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90%

Per

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• 83.9% 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

98%

94%

69%

76%

81%

96% 98%

62%

82% 83%

100%

90%

81%

73%

80%


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

• Year 8 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 80 similar, English schools, and areincluded in the appendix of this report. Results quoted from the previous survey, if applicable, may show smalldifferences from those originally given, as the weightings applied change slightly from one year to the next.

Statistical reliabilityGenerally all of our results are quoted as being reliable to within less than 5% at the 95% confidence level.Where this is not possible due to the sample achieved, results are quoted as reliable to within less than 10%at the 95% confidence level and are highlighted in blue. Occasionally when results are even less reliablewe show an indicative result and highlight in pink. Where there are fewer than 10 responses we only show“low response” and no further result is quoted. For further information see our website for details. Criteriawhich have not yet been surveyed in at least 30 schools do not yet have an average figure, and therefore,these scores cannot be weighted against what students parents ‘usually’ say. These un-weighted scores aremarked *.



Understanding your results table

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

ICT 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 120 similarschools. It allows each criterion to becompared meaningfully on a ‘levelplaying field’. This score can be over100%.

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

Scores above the goldline are ‘outstanding’.

Scores above the greenline are ‘good’.

Scores above the redline indicate 'room forimprovement'.

* This criteria has not yetbeen surveyed in at least 30schools. As such we do nothave an average figure andtherefore cannot weight thisscore against what studentsparents ‘usually’ say.

Scores below the redline indicate 'attentionadvised'.

“Low response” indicatesthat there were fewerthan 10 responses.

Subject scores in pinkshould only be consideredindicative due to a lowsample size, or highpolarisation.

Subject scores in blueare only reliable to within10% due to the sampleachieved.

Only highlighted changes shouldbe considered significant – agreen highlight shows a significantimprovement, a red highlight showsa significant decline, since the lastsurvey.



Academic criteria

The following table shows 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

Resistant Materials 98.4

GCSE PE and Sport BTEC 91.0 88.0 +3.0

Art 88.4 92.0 -3.7

Drama 88.2 89.5 -1.3

Childcare 87.1

Design Technology 85.5 86.5 -1.0

ICT 84.2 96.3 -12.1

Biology 84.1

Mathematics 83.8 67.2 +16.6

Science 83.5 84.0 -0.5

Physical Education 83.0 88.0 -5.0

PSHE 83.0 86.3 -3.2

History 82.7 83.6 -0.9

English 81.8 81.5 +0.3

Graphic Products 81.7

Music 79.6 88.8 -9.2

Physics 78.9

Geography 77.5 83.4 -5.9

German 77.3 83.9 -6.6

French 73.1 77.7 -4.6

Chemistry 73.0

Catering 68.0

Religious Studies 67.2 75.0 -7.8

• Student progress in the following academic subjects has been judged as ‘outstanding’: Resistant Materialsand GCSE PE and Sport BTEC.

• Student progress in the following academic subjects has been judged as ‘good’: Art, Drama, Childcare,Design Technology, ICT, Biology, Mathematics, Science, Physical Education, PSHE, History, English andGraphic Products.

• Student progress in the following academic subjects has been judged as 'room for improvement': Music,Physics, Geography and German.

• Student progress in the following academic subjects has been judged as 'attention advised': French,Chemistry, Catering and Religious Studies.

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



• The proportion of students making progress in the following academic subjects has shown significantdecline since the previous survey: ICT.

• The following academic subject achieved a low sample; therefore scores are only reliable within 10%:GCSE PE and Sport BTEC, Biology, PSHE, Music, Physics, Geography, German, French, Chemistry andReligious Studies.

• The following academic subject achieved a very low sample; therefore scores should only be consideredindicative: Childcare, Graphic Products and Catering.

• Previous survey data cannot be provided for comparison for the following subjects: Resistant Materials,Childcare, Biology, Graphic Products, Physics, Chemistry and Catering.



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

Community spirit 88.0 80.2 +7.9

Levels of homework 84.7 72.8 +11.9

Computer access 83.8 84.7 -0.9

Social health education 83.7 85.4 -1.7

School discipline 80.7 74.8 +5.9

School facilities 77.9 82.9 -4.9

Control of bullying 77.7 77.7 0.0

Developing moral values 76.3 75.1 +1.3

Teaching quality 76.2 84.0 -7.8

Truancy control 76.1 72.8 +3.3

Developing potential 76.0 75.7 +0.3

School security 75.8 76.1 -0.3

Developing confidence 75.7 81.4 -5.8

Caring teachers 75.2 71.4 +3.8

Availability of resources 74.8 78.9 -4.1

School communication 74.2 75.9 -1.6

Careers advice 72.8 73.5 -0.7

Exam results 71.1 72.4 -1.3

Happiness of child 66.2 78.0 -11.8

Choice of subjects 65.7 72.4 -6.7

• Student scores in the following non-academic criteria have been judged as ‘outstanding’: Community spirit,Levels of homework, Computer access, Social health education and School discipline.

• Student scores in the following non-academic criteria have been judged as ‘good’: School facilities, Controlof bullying, Developing moral values, Teaching quality, Truancy control, Developing potential, Schoolsecurity, Developing confidence, Caring teachers, Availability of resources, School communication, Careersadvice and Exam results.

• Student scores in the following non-academic criteria have been judged as 'room for improvement':Happiness of child and Choice of subjects.

• The scores given by students in the following non-academic criteria have shown significant decline sincethe previous survey: Happiness of child.

• The following non-academic criteria achieved a low sample; therefore scores are only reliable within10%: Levels of homework, Social health education, School facilities, Control of bullying, Teaching quality,Developing confidence, Availability of resources, Careers advice and Choice of subjects.



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

Marking pupils work 89.8 64.5 +25.3

Explaining to parents how to help theirchild

77.3 76.5 +0.8

Transfer from previous school 75.8 76.4 -0.6

Treating pupils fairly and equally 75.2 73.8 +1.4

Extra curricular activities 75.1 77.8 -2.7

Ensuring pupils do best and makeprogress

74.8 76.7 -1.9

Encouraging and listening to pupils' views 74.1 75.8 -1.7

Quality of school management 73.5 76.0 -2.5

Celebrating and rewarding achievement 73.1 72.8 +0.3

Teaching for special needs 72.6 76.0 -3.3

School's image in the local community 71.7 65.3 +6.3

Encouraging local community activity 70.5 68.6 +1.9

Workload tailored to child 70.3 74.2 -3.8

Encouraging and listening to parentsviews

67.1 62.1 +5.0

School uniform 59.9 74.2 -14.3

• Student scores in the following additional criteria have been judged as ‘outstanding’: Marking pupils work.

• Student scores in the following additional criteria have been judged as ‘good’: Explaining to parents how tohelp their child, Transfer from previous school, Treating pupils fairly and equally, Extra curricular activities,Ensuring pupils do best and make progress, Encouraging and listening to pupils' views, Quality of schoolmanagement, Celebrating and rewarding achievement, Teaching for special needs, School's image in thelocal community, Encouraging local community activity and Workload tailored to child.

• Student scores in the following additional criteria have been judged as 'room for improvement': Encouragingand listening to parents views.

• Student scores in the following additional criteria have been judged as 'attention advised': School uniform.

• The scores given by students in the following additional criteria have shown significant improvement sincethe previous survey: Marking pupils work.

• The scores given by students in the following additional criteria have shown significant decline since theprevious survey: School uniform.

• The following additional criteria achieved a low sample; therefore scores are only reliable within 10%:Marking pupils work, Treating pupils fairly and equally, Encouraging and listening to pupils' views,Encouraging local community activity, Encouraging and listening to parents views and School uniform.

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 81.6 19th 84.7 8th

Control of bullying 73.7 7th 78.4 9th

School discipline 69.4 5th 66.8 14th

School security 67.6 12th 72.0 10th

Teaching quality 60.2 9th 64.1 3rd

Exam results 58.3 18th 54.8 18th

Developing confidence 56.9 13th 57.7 5th

Careers advice 52.6 17th 48.5 15th

School facilities 51.6 6th 57.0 4th

Levels of homework 49.7 2nd 55.5 16th

Caring teachers 48.6 14th 46.5 20th

Developing potential 46.0 11th 42.4 12th

Choice of subjects 43.8 20th 49.5 19th

Social health education 41.9 4th 40.7 1st

Availability of resources 40.2 15th 41.2 7th

Developing moral values 38.3 8th 23.3 13th

School communication 33.4 16th 34.1 11th

Computer access 30.4 3rd 46.5 2nd

Truancy control 30.0 10th 17.1 17th

Community spirit 26.0 1st 19.2 6th

With regard to the five criteria most important to students:

• The school performs well in: School discipline.

• The school performs less well in: Happiness of child.



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 81.6 1st 1st 0

Control of bullying 73.7 2nd 2nd 0

School discipline 69.4 3rd 5th +2

School security 67.6 4th 3rd -1

Teaching quality 60.2 5th 4th -1

Exam results 58.3 6th 7th +1

Developing confidence 56.9 7th 13th +6

Careers advice 52.6 8th 10th +2

School facilities 51.6 9th 6th -3

Levels of homework 49.7 10th 9th -1

Caring teachers 48.6 11th 11th 0

Developing potential 46.0 12th 12th 0

Choice of subjects 43.8 13th 8th -5

Social health education 41.9 14th 16th +2

Availability of resources 40.2 15th 14th -1

Developing moral values 38.3 16th 17th +1

School communication 33.4 17th 18th +1

Computer access 30.4 18th 15th -3

Truancy control 30.0 19th 19th 0

Community spirit 26.0 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:Developing confidence.

• Students from your school selected the following criteria as less important than students at similar schools:Choice of subjects.



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 10 & Year 11 students selected as important. This shows us how priorities change as the students getolder. The table shows the criteria where there is a difference in ranking of six or more positions.

Student priorities

Year 7 Year 10 & Year 11

Happin

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Criteria where differencein ranking is six or more

Year 7 ranking Year 10 & Year 11 ranking

Levels of homework 6th 13th

Developing moral values 10th 16th

School communication 11th 19th

Exam results 14th 4th

Choice of subjects 15th 9th

Careers advice 16th 7th



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 difference in ranking of six or more positions.

Student priorities

Male students Female students

Happin

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Schoo

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Criteria where differencein ranking is six or more

Male students ranking Female students ranking

School facilities 7th 13th

Caring teachers 16th 5th



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 (%)

Happiness of child 15.6 11.5 9.2

Control of bullying 9.8 7.7 7.9

Choice of subjects 9.4 8.2 7.2

School discipline 7.4 10.2 7.7

Levels of homework 7.2 11.8 8.0

Developing confidence 6.0 2.3 3.8

Teaching quality 5.8 5.6 9.6

School facilities 5.6 9.4 13.6

Exam results 4.6 4.6 4.5

Careers advice 4.1 7.5 4.8

School security 3.9 1.8 2.4

School communication 3.7 1.9 2.5

Developing potential 3.3 3.1 2.9

Social health education 3.0 1.1 1.7

Caring teachers 2.7 4.9 3.4

Availability of resources 2.4 1.5 2.6

Community spirit 2.1 1.0 1.7

Truancy control 1.6 2.0 1.9

Computer access 1.4 2.6 3.3

Developing moral values 0.5 1.2 1.2

• Students have given a higher priority to the following areas since the last survey: Happiness of child.

• Students have given a lower priority to the following areas since the last survey: Levels of homework.

• Students have given a higher priority to the following areas compared to similar schools: Happiness of child.

• Students have given a lower priority to the following areas compared to similar schools: School facilities.

Student survey report – Unique questions


Unique questionsResults for your unique questions are shown below.

Students’ responses to the question: ‘I enjoy being involved with house events.’

82%

18%

0%

TRUE FALSE No answer0%

10%

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30%

40%

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60%

70%

80%

90%

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Students’ responses to the question: ‘I feel proud of my school.’

69%

31%

0%

TRUE FALSE No answer0%

10%

20%

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50%

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70%

80%

Per

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Student survey report – Unique questions


Students’ responses to the question: ‘How important are house points to you?’

16%

28% 28%29%

0%

Very important Quite important Not very important Of no importance No answer0%

5%

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Student survey report – Parent View : Student summary


Parent View : Student summaryBelow are the twelve "Parent View" questions. For each of the questions, we have given the weighted studentscores for any relevant criteria included on your questionnaire.

In terms of student perceptions Gold represents outstanding, green is good, black requires improvement andred is inadequate.

Score Sample

1. My child is happy at this school

Happiness of child 66.2% 325

2. My child feels safe at this school

Control of bullying 77.7% 324

School security 75.8% 322

3. My child makes good progress at this school

Developing potential 76.0% 326

Ensuring pupils do best and make progress 74.8% 325

4. My child is well looked after at this school

School security 75.8% 322

Caring teachers 75.2% 323

5. My child is taught well at this school

Teaching quality 76.2% 324

Developing potential 76.0% 326

Ensuring pupils do best and make progress 74.8% 325

Teaching for special needs 72.6% 323

Exam results 71.1% 324

Workload tailored to child 70.3% 323

6. My child receives appropriate homework for their age

Respondents saying 'Right' for homework amount Good 168

Levels of homework 84.7% 324

Workload tailored to child 70.3% 323

Student survey report – Parent View : Student summary


Score Sample

7. This school ensures the pupils are well behaved

School discipline 80.7% 325

8. This school deals effectively with bullying

Control of bullying 77.7% 324

9. Quality of school management

Quality of school management 73.5% 325

10. This school responds well to any concern I raise

Caring teachers 75.2% 323

Encouraging and listening to parents views 67.1% 317

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

Marking pupils work 89.8% 322

Explaining to parents how to help their child 77.3% 321

12. I would recommend this school to another parent

Recommend this school 83.9% 326

Student survey report – Self-evaluation summary


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

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

The evidence given here is only that achieved from this survey; it is vital that your evidence summary forASCL also considers any other evidence that you have gathered, either from other surveys or from internalmeasurement and observation.

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

Remember, for grading comparisons with our colour coded system:

Gold = Outstanding = Grade 1

Green = Good = Grade 2

Black = Requires improvement = Grade 3

Red = Inadequate = Grade 4

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

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



Achievement

Pupils' learning and progress overallAverage of academic subject ratings Good

Developing potential 76.0% Good

Developing confidence 75.7% Good

Ensuring pupils do best and make progress 74.8% Good

Teaching for special needs 72.6% Good

Exam results 71.1% Good

Workload tailored to child 70.3% Good

Strengths

• Average of academic subject ratings

• Developing potential

Weaknesses

• Workload tailored to child

• Exam results

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

Groups progressYour own assessment is required here.

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

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



Skills - Reading, Writing, Communications and Mathematics across the curriculumMathematics 83.8% Good

English 81.8% Good



Encouraging and listening to pupils' views 74.1% Good


Choice of subjects 65.7% Requires improvement

Strengths

• Mathematics

• English

Weaknesses

• Choice of subjects

• Teaching for special needs


Attainment and closing gapsMathematics 83.8% Good

English 81.8% Good



Summary grade – Achievement section

Your average student grade for "Achievement" = 2.3 = Good = Grade 2 ( - )

To reach the next grade

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

• Pupils' learning and progress overall

• Subject / Key Stage progress

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

• Attainment and closing gaps



Quality of teaching at the school

Teaching overallAverage of academic subject ratings Good

Strengths

98.4% Resistant Materials

91.0% GCSE PE and Sport BTEC

88.4% Art

Weaknesses

67.2% Religious Studies

68.0% Catering

73.0% Chemistry


Pupils' progress and learningAverage of academic subject ratings Good







Strengths

• Average of academic subject ratings


Weaknesses


• Exam results




Climate for learningMarking pupils work 89.8% Outstanding

Teaching quality 76.2% Good



Treating pupils fairly and equally 75.2% Good


Celebrating and rewarding achievement 73.1% Good

Strengths

• Marking pupils work

• Teaching quality

Weaknesses

• Celebrating and rewarding achievement

• Encouraging and listening to pupils' views


Teachers' expectationsLevels of homework 84.7% Outstanding




Strengths

• Levels of homework

Weaknesses


Your average student grade for this section = 1.8 = Good = Grade 2 ( + )



Teachers' planning and strategiesLevels of homework 84.7% Outstanding







Strengths



Weaknesses




Interventions and supportYour own assessment is required here.

Teaching of RWCMMathematics 83.8% Good

English 81.8% Good



Strengths

• Mathematics

Weaknesses





AssessmentTeaching quality 76.2% Good






Strengths


• Treating pupils fairly and equally

Weaknesses




Marking, feedback and homeworkMarking pupils work 89.8% Outstanding

Levels of homework 84.7% Outstanding

Analysis of homework amount Good

Explaining to parents how to help their child 77.3% Good


School communication 74.2% Good



Strengths



• Analysis of homework amount

Weaknesses



• School communication


Summary grade – Quality of teaching at the school section

Your average student grade for "Quality of teaching at the school" = 1.9 = Good = Grade 2





• Teaching overall

• Pupils' progress and learning

• Climate for learning

• Teachers' expectations

• Teachers' planning and strategies

• Teaching of RWCM

• Assessment

• Marking, feedback and homework



Behaviour and safety of pupils at the school

Climate for learningMarking pupils work 89.8% Outstanding







Strengths



Weaknesses




Parents', staff and pupils' views of behaviour and safetySchool discipline 80.7% Outstanding

Control of bullying 77.7% Good

Developing moral values 76.3% Good

School security 75.8% Good




Encouraging and listening to parents views 67.1% Requires improvement

Strengths

• School discipline

• Control of bullying

• Developing moral values

Weaknesses

• Encouraging and listening to parents views






Pupils' behaviourCommunity spirit 88.0% Outstanding

School discipline 80.7% Outstanding




Strengths

• Community spirit

Weaknesses



Safety and mutual supportCommunity spirit 88.0% Outstanding

Social health education 83.7% Outstanding

PSHE 83.0% Good





Caring teachers 75.2% Good



Strengths


• Social health education

• PSHE

Weaknesses



• Caring teachers




School systems for behaviour managementControl of bullying 77.7% Good

Truancy control 76.1% Good




Quality of school management 73.5% Good

Strengths


• Truancy control

Weaknesses

• Quality of school management



BullyingCommunity spirit 88.0% Outstanding






Strengths



Weaknesses


• Caring teachers


AttendanceTruancy control 76.1% Good


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

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





• Climate for learning

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

• Pupils' behaviour

• Safety and mutual support

• School systems for behaviour management

• Bullying

• Attendance



Quality of leadership and management of the school

Impact on outcomes; improvementRatio of pupils saying school improving versus declining Outstanding

Criteria improving since previous surveys Good

Significant improvements versus significant declines Requires improvement

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

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

• The following non-academic area received significantly higher scores than the previous survey: Markingpupils work.

• The following non-academic areas received significantly lower scores than the previous survey:Happiness of child and School uniform.

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

Geography and History.

• The following non-academic areas received significantly higher scores than the last three surveys: Schooldiscipline, Community spirit and School's image in the local community.

• The following non-academic areas received significantly lower scores than the last three surveys: Schooluniform, Workload tailored to child and Encouraging and listening to pupils' views.




Impact on teaching and learningMarking pupils work 89.8% Outstanding

Levels of homework 84.7% Outstanding

Computer access 83.8% Outstanding

School facilities 77.9% Good





Extra curricular activities 75.1% Good


Availability of resources 74.8% Good



Strengths



• Computer access

Weaknesses

• Exam results


• Availability of resources


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



CurriculumSocial health education 83.7% Outstanding

Mathematics 83.8% Good

PSHE 83.0% Good

English 81.8% Good




Careers advice 72.8% Good





Strengths


• Mathematics

• PSHE

Weaknesses



• Exam results


LiteracyEnglish 81.8% Good


Self-evaluationCommitment to self-evaluation programme Outstanding

Range of self-evaluation programme Outstanding

Rigour of surveys - ability to identify weakness and improvement Outstanding

Your average student grade for this section = 1.0 = Outstanding = Grade 1

Expectations ambitionYour own assessment is required here.



Engagement with parents and carersPSHE 83.0% Good

Explaining to parents how to help their child 77.3% Good





Strengths

• PSHE

• Explaining to parents how to help their child

Weaknesses




GovernanceCommitment to self-evaluation programme Outstanding

Range of self-evaluation programme Outstanding

Ratio of parents saying school improving versus declining Outstanding

Rigour of surveys - ability to identify weakness and improvement Outstanding

Criteria improving since previous surveys Good

Availability of resources 74.8% Good




Significant improvements versus significant declines Requires improvement


Strengths

• Commitment to self-evaluation programme

• Range of self-evaluation programme

• Ratio of parents saying school improving versus declining

Weaknesses


• Significant improvements versus significant declines





SafeguardingCommunity spirit 88.0% Outstanding


School discipline 80.7% Outstanding

PSHE 83.0% Good








Strengths



• School discipline

Weaknesses


• Caring teachers



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

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



• Impact on outcomes; improvement

• Impact on teaching and learning

• Curriculum

• Literacy

• Engagement with parents and carers

• Governance

• Safeguarding



Spiritual, moral, social and cultural development

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

Personal insight and spiritual developmentArt 88.4% Good

Drama 88.2% Good

English 81.8% Good



Music 79.6% Requires improvement

Religious Studies 67.2% Inadequate

Strengths

• Art

• Drama

Weaknesses

• Religious Studies

• Music

Your average student grade for this section = 2.4 = Good = Grade 2 ( - )

Moral understanding and relationshipsCommunity spirit 88.0% Outstanding


PSHE 83.0% Good



Strengths


Weaknesses





Social development and skillsCommunity spirit 88.0% Outstanding


PSHE 83.0% Good





Encouraging local community activity 70.5% Good


Strengths



• PSHE

Weaknesses


• Encouraging local community activity

• Careers advice


Understanding and respect for different culturesCommunity spirit 88.0% Outstanding


PSHE 83.0% Good


Religious Studies 67.2% Inadequate

Strengths


Weaknesses

• Religious Studies




The school's promotion of SMSC and community cohesionCommunity spirit 88.0% Outstanding



Extra curricular activities 75.1% Good


School's image in the local community 71.7% Good

Encouraging local community activity 70.5% Good

Strengths



Weaknesses

• Encouraging local community activity

• School's image in the local community


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

Your average student grade for "Spiritual, moral, social and cultural development" = 2.0 = Good = Grade 2



• Personal insight and spiritual development

• Moral understanding and relationships

• Social development and skills

• Understanding and respect for different cultures

• The school's promotion of SMSC and community cohesion



Overall effectiveness

SummaryAchievement 2.3 Good Grade 2 ( - )

Quality of teaching at the school 1.9 Good Grade 2

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

Quality of leadership and management of theschool

1.8 Good Grade 2

Summary grade – Overall effectiveness

Your average grade for "Overall effectiveness" = 2.0 = Good = Grade 2

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

Spiritual, moral, social and cultural development 2.0 Good Grade 2



• Achievement

• Quality of teaching at the school

• Behaviour and safety of pupils at the school

• Quality of leadership and management of the school

Student survey report – Unexpected results


Unexpected results

Analysis to investigate unexpected or unusual year group results

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

Our research shows us that typically, average scores of many criteria do change as students get older; somescores improve whilst others decline, or show a dip or a spike in a particular year group. There are manyreasons for why these differences occur; for example because a subject is dropped in year 9 or because someissues become more or less important as students progress through the school.

We are able to apply these national patterns to the scores from your school, and as a result, make a predictionof the scores we would have expected from each year group. This allows us to look at the differencesbetween your year group scores in light of what usually happens in similar schools which enables us to moremeaningfully compare the satisfaction of parents from one year group against those from another.

We have plotted your actual score for each year group against the score that we would have expected eachyear group to contribute, and the following pages identify those criteria where results were unexpected orunusual.

The first graph on each page shows the satisfaction scores for each year group. The line shows the score thatwe would have expected.



Unexpected results for ‘Religious Studies’

• The contribution towards the score for Religious Studies was lower than expected in Year 7.

Actual versus expected scores for Religious Studies

This survey Expected

45%

66%

45%

76%74%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age



Unexpected results for ‘German’

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

Actual versus expected scores for German


85%

81%

53%

90% 90%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age



Unexpected results for ‘Caring teachers’

• The contribution towards the score for Caring teachers was lower than expected in Year 9.

Actual versus expected scores for Caring teachers


93%

96%

65%

87%85%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age



Unexpected results for ‘Happiness of child’

• The contribution towards the score for Happiness of child was higher than expected in Year 8.

Actual versus expected scores for Happiness of child


83%

91%

60%

56%

63%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age



Unexpected results for ‘Encouraging and listening to parents views’

• The contribution towards the score for Encouraging and listening to parents views was lower than expectedin Year 11.

Actual versus expected scores for Encouraging and listening to parents views


85%

81%

58%

65%

49%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

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

19%

34%

27%

9%

3%

8%

Much improved Slightly improved Same Slightly worse Much worse Don't know0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age

• Of the students who were not in their first year at the school 53% said the school had improved over the lastyear and 12% 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

Male Female

GCSE PE a

nd S

port

BTEC

Design

Tec

hnolo

gy

Scienc

e

Englis

h

Physic

al Edu

catio

n

Mat

hem

atics

Histor

y

Dram

aIC

T Art

Physic

s

Biolog

y

Geogr

aphy

PSHE

Chem

istry

Mus

ic

Germ

an

Graph

ic Pro

ducts

Cater

ing

Frenc

h

Religio

us S

tudie

s0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Academic criteria wheredifference is significant

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

Science 90.2 82.9

Art 82.5 92.3

Religious Studies 52.8 69.8



Satisfaction scores for non-academic criteria

Male Female

Schoo

l sec

urity

Develo

ping

pote

ntial

Develo

ping

mor

al va

lues

Exam

resu

lts

Caring

teac

hers

Schoo

l disc

ipline

Truan

cy co

ntro

l

Compu

ter a

cces

s

Comm

unity

spirit

Schoo

l com

mun

icatio

n

Happin

ess o

f chil

d

Social

hea

lth e

duca

tion

Leve

ls of

hom

ewor

k

Contro

l of b

ullyin

g

Develo

ping

conf

idenc

e

Caree

rs a

dvice

Availa

bility

of r

esou

rces

Teach

ing q

uality

Schoo

l facil

ities

Choice

of s

ubjec

ts0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

• There are no significant differences between the non-academic satisfaction scores for female students andmale students.



Satisfaction scores for additional criteria

Male Female

Ensur

ing p

upils

do

best

and

mak

e pr

ogre

ss

Teach

ing fo

r spe

cial n

eeds

Trans

fer f

rom

pre

vious

scho

ol

Explai

ning

to p

aren

ts ho

w to h

elp

their

child

Extra

curri

cular

acti

vities

Schoo

l's im

age

in th

e loc

al

com

mun

ity

Celebr

ating

and

rewar

ding

achie

vem

ent

Wor

kload

tailo

red

to ch

ild

Quality

of s

choo

l man

agem

ent

Overa

ll

Mar

king

pupil

s wor

k

Encou

ragin

g an

d lis

tenin

g to

pare

nts v

iews

Encou

ragin

g an

d lis

tenin

g to

pupil

s' vie

ws

Treat

ing p

upils

fairly

and

equ

ally

Encou

ragin

g loc

al co

mm

unity

activ

ity

Schoo

l unif

orm

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

Additional criteria wheredifference is significant

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

Teaching for special needs 85.8 92.6

Explaining to parents how to help their child 83.4 72.2

School's image in the local community 82.8 74.4



Healthy lifestyle

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

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

This survey Similar schools

62%

38%

58%

42%

Yes No0%

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

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


81%

19%

73%

27%

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: ‘Parents want to know what I do’ broken down by gender


79%

85%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

79% 80%77%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Students’ responses to the question: ‘Parents want to know what I do’ broken down by year group

82%

89%

82%

69%71%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age



Students’ responses to the question: ‘I have a homework area at home’ broken down by gender


80%

85%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

80% 79% 80%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Students’ responses to the question: ‘I have a homework area at home’ broken down by year group

88% 89%

70%

78%

73%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age



Students’ responses to the question: ‘My parents look at my work’ broken down by gender


62%65%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age

62% 61%63%


10%

20%

30%

40%

50%

60%

70%

Per

cent

age

Students’ responses to the question: ‘My parents look at my work’ broken down by year group

69% 70%

67%

55%

45%


10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age



Students’ responses to the question: ‘My parents help with homework’ broken down by gender


90%93%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

90% 91% 90%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Students’ responses to the question: ‘My parents help with homework’ broken down by year group

95%

98%

89%91%

78%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age



Students’ responses to the question: ‘Parents check my homework’ broken down by gender


75%73%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

75%

79%

71%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Students’ responses to the question: ‘Parents check my homework’ broken down by year group

83%

89%

80%

75%

47%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age



Students’ responses to the question: ‘There are books at home to help me’ broken down by gender


63%

73%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age

63%

60%

65%


10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age

Students’ responses to the question: ‘There are books at home to help me’ broken down by year group

65%

60%

48%

64%

76%


10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age



Students’ responses to the question: ‘Parents would talk to school about my problems’ broken down by gender


87% 87%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

87%89%

86%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Students’ responses to the question: ‘Parents would talk to school about my problems’ broken down by yeargroup

95%93%

87%

82%

78%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age



Student values

This section of the report summarises student values and experiences.

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


76%

80%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age

Students’ responses to the question: ‘I have not been treated unfairly by staff’


77%79%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age



Students’ responses to the question: ‘Given choice, I would still attend my lessons’


69%

73%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age

Students’ responses to the question: ‘I would like to attend University’


68%

81%

All students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age



Students’ responses to the question: ‘Discipline’


16%

79%

6%

23%

67%

10%

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

3%

0%

4%6%

0%

5%

12%10% 10%

7%

20%

15%

35%

23%

31%

44%

47%

25%

50%

67%

56%

44%

33%

55%

All students Year 7 Year 8 Year 9 Year 10 Year 110%

10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age

Homework hours for All students

Mean hours spent on homework weekly All students – distribution of hours (Sample: 326)

Thissurvey

Previoussurvey

Similarschools

Allstudents

3.3 hrs 4.3 hrs 4.7 hrs

All malestudents

3.1 hrs 3.7 hrs 4.5 hrs

All femalestudents

3.6 hrs 4.9 hrs 4.9 hrs

6%

17%

41%

22%

8%

3% 2%0% 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



Homework hours for Year 7

Mean hours spent on homework weekly Year 7 – distribution of hours (Sample: 60)

Thissurvey

Previoussurvey

Similarschools

Allstudents

2.5 hrs 3.2 hrs 4.3 hrs

All malestudents

1.8 hrs 3.1 hrs 4.1 hrs

All femalestudents

3.0 hrs 3.2 hrs 4.4 hrs

3%

26%

50%

12%

7%

2%0% 0% 0% 0% 0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

20%

40%

60%

Per

cent

age



Thissurvey

Previoussurvey

Similarschools

Allstudents

3.1 hrs 3.7 hrs 4.4 hrs

All malestudents

3.0 hrs 3.2 hrs 4.2 hrs

All femalestudents

3.2 hrs 4.0 hrs 4.5 hrs

1%

16%

51%

23%

5%1% 3%

0% 0% 0% 0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

20%

40%

60%

Per

cent

age



Thissurvey

Previoussurvey

Similarschools

Allstudents

2.9 hrs 4.1 hrs 4.5 hrs

All malestudents

2.7 hrs 3.4 hrs 4.2 hrs

All femalestudents

3.3 hrs 4.9 hrs 4.6 hrs

6%

19%

44%

23%

6%

0%2%

0% 0% 0% 0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%5%

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

Per

cent

age





Thissurvey

Previoussurvey

Similarschools

Allstudents

4.3 hrs 4.7 hrs 4.9 hrs

All malestudents

3.7 hrs 3.7 hrs 4.7 hrs

All femalestudents

4.7 hrs 5.5 hrs 5.1 hrs

9%

13%

23%

26%

11%9%

4%2% 2%

0% 0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age



Thissurvey

Previoussurvey

Similarschools

Allstudents

3.9 hrs 5.5 hrs 5.5 hrs

All malestudents

4.0 hrs 4.6 hrs 5.0 hrs

All femalestudents

3.8 hrs 6.3 hrs 6.0 hrs

10%

14%

34%

23%

11%

1% 1% 0%

4%

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

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. Any unusual results are explained in more detail in the unexpectedresults section of this report (see page 46).

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

Year groups where there were fewer than 9 respondents for a criterion are not shown. Note that the year groupscores are un-weighted.

Year group analysis compared to national averages for academic criteria

English


20%

40%

60%

80%

100%

Mathematics


20%

40%

60%

80%

100%

Science


20%

40%

60%

80%

100%

Biology


20%

40%

60%

80%

100%



Chemistry


20%

40%

60%

80%

100%

Physics


20%

40%

60%

80%

100%

ICT


20%

40%

60%

80%

100%

Geography


20%

40%

60%

80%

100%

History


20%

40%

60%

80%

100%

Art


20%

40%

60%

80%

100%

Religious Studies


20%

40%

60%

80%

100%

French


20%

40%

60%

80%

100%



Physical Education


20%

40%

60%

80%

100%

German


20%

40%

60%

80%

100%

Design Technology


20%

40%

60%

80%

100%

Graphic Products


20%

40%

60%

80%

100%

Resistant Materials


20%

40%

60%

80%

100%

Catering


20%

40%

60%

80%

100%

Drama


20%

40%

60%

80%

100%

Music


20%

40%

60%

80%

100%



PSHE


20%

40%

60%

80%

100%

Childcare


20%

40%

60%

80%

100%

GCSE PE and Sport BTEC


20%

40%

60%

80%

100%

Year group analysis compared to national averages for non-academiccriteria

School discipline


20%

40%

60%

80%

100%

Community spirit


20%

40%

60%

80%

100%

School security


20%

40%

60%

80%

100%

Social health education


20%

40%

60%

80%

100%



Control of bullying


20%

40%

60%

80%

100%

Careers advice


20%

40%

60%

80%

100%

Levels of homework


20%

40%

60%

80%

100%

Developing potential


20%

40%

60%

80%

100%

Exam results


20%

40%

60%

80%

100%

Developing confidence


20%

40%

60%

80%

100%

Availability of resources


20%

40%

60%

80%

100%

School facilities


20%

40%

60%

80%

100%



Caring teachers


20%

40%

60%

80%

100%

School communication


20%

40%

60%

80%

100%

Developing moral values


20%

40%

60%

80%

100%

Happiness of child


20%

40%

60%

80%

100%

Choice of subjects


20%

40%

60%

80%

100%

Teaching quality


20%

40%

60%

80%

100%

Computer access


20%

40%

60%

80%

100%

Truancy control


20%

40%

60%

80%

100%



Year group analysis compared to national averages for your additionalsurveyed criteria

School uniform


20%

40%

60%

80%

100%

Teaching for special needs


20%

40%

60%

80%

100%

Quality of school management


20%

40%

60%

80%

100%

Extra curricular activities


20%

40%

60%

80%

100%

Marking pupils work


20%

40%

60%

80%

100%

Encouraging and listening to parents views


20%

40%

60%

80%

100%

Explaining to parents how to help their child


20%

40%

60%

80%

100%

Celebrating and rewarding achievement


20%

40%

60%

80%

100%



Workload tailored to child


20%

40%

60%

80%

100%

Treating pupils fairly and equally


20%

40%

60%

80%

100%

Ensuring pupils do best and make progress


20%

40%

60%

80%

100%

Encouraging local community activity


20%

40%

60%

80%

100%

Encouraging and listening to pupils' views


20%

40%

60%

80%

100%

School's image in the local community


20%

40%

60%

80%

100%

Transfer from previous school


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

2012 2013 201440%

60%

80%

100%

Science

2012 2013 201440%

60%

80%

100%


2012 2013 201440%

60%

80%

100%

Careers advice

2012 2013 201440%

60%

80%

100%

The score for Historyhas significantlyincreased over the lastthree surveys.

The score for Sciencehas significantlydecreased since thelast survey.

The score for Extracurricular activities hassignificantly increasedsince the last survey.

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



Score trends over time for academic criteria

English

2009 2010 2012 201440%

60%

80%

100%

Mathematics

2009 2010 2012 201440%

60%

80%

100%

Science

2009 2010 2012 201440%

60%

80%

100%

ICT

2009 2010 2012 201440%

60%

80%

100%

Geography

2009 2010 2012 201440%

60%

80%

100%

History

2009 2010 2012 201440%

60%

80%

100%

Art

2009 2010 2012 201440%

60%

80%

100%

Religious Studies

2009 2010 2012 201440%

60%

80%

100%



French

2009 2010 2012 201440%

60%

80%

100%

Physical Education

2009 2010 2012 201440%

60%

80%

100%

German

2009 2010 2012 201440%

60%

80%

100%

Design Technology

2009 2010 2012 201440%

60%

80%

100%

Drama

2009 2010 2012 201440%

60%

80%

100%

Music

2009 2010 2012 201440%

60%

80%

100%

PSHE

2009 2010 2012 201440%

60%

80%

100%

GCSE PE and Sport BTEC

2009 2010 2012 201440%

60%

80%

100%



Score trends over time for non-academic criteria

School discipline

2009 2010 2012 201440%

60%

80%

100%

Community spirit

2009 2010 2012 201440%

60%

80%

100%

School security

2009 2010 2012 201440%

60%

80%

100%

Social health education

2009 2010 2012 201440%

60%

80%

100%

Control of bullying

2009 2010 2012 201440%

60%

80%

100%

Careers advice

2009 2010 2012 201440%

60%

80%

100%

Levels of homework

2009 2010 2012 201440%

60%

80%

100%

Developing potential

2009 2010 2012 201440%

60%

80%

100%



Exam results

2009 2010 2012 201440%

60%

80%

100%

Developing confidence

2009 2010 2012 201440%

60%

80%

100%

Availability of resources

2009 2010 2012 201440%

60%

80%

100%

School facilities

2009 2010 2012 201440%

60%

80%

100%

Caring teachers

2009 2010 2012 201440%

60%

80%

100%

School communication

2009 2010 2012 201440%

60%

80%

100%

Developing moral values

2009 2010 2012 201440%

60%

80%

100%

Happiness of child

2009 2010 2012 201440%

60%

80%

100%



Choice of subjects

2009 2010 2012 201440%

60%

80%

100%

Teaching quality

2009 2010 2012 201440%

60%

80%

100%

Computer access

2009 2010 2012 201440%

60%

80%

100%

Truancy control

2009 2010 2012 201440%

60%

80%

100%

Score trends over time for additional criteria

School uniform

2009 2010 2012 201420%

40%

60%

80%

100%

Teaching for special needs

2009 2010 2012 201440%

60%

80%

100%

Quality of school management

2009 2010 2012 201440%

60%

80%

100%


2009 2010 2012 201440%

60%

80%

100%



Marking pupils work

2009 2010 2012 201440%

60%

80%

100%

Encouraging and listening to parents views

2009 2010 2012 201440%

60%

80%

100%

Explaining to parents how to help their child

2009 2010 2012 201440%

60%

80%

100%

Celebrating and rewarding achievement

2009 2010 2012 201440%

60%

80%

100%

Workload tailored to child

2009 2010 2012 201440%

60%

80%

100%

Treating pupils fairly and equally

2009 2010 2012 201440%

60%

80%

100%

Ensuring pupils do best and make progress

2009 2010 2012 201440%

60%

80%

100%

Encouraging local community activity

2009 2010 2012 201440%

60%

80%

100%



Encouraging and listening to pupils' views

2009 2010 2012 201440%

60%

80%

100%

School's image in the local community

2009 2010 2012 201440%

60%

80%

100%

Transfer from previous school

2009 2010 2012 201440%

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 89.2% 10.8%1 2

326

Mathematics 88.1% 11.9%1 2

318

Science 86.5% 13.5%1 2

319

Biology 82.4% 17.6%1 2

100

Chemistry 69.1% 30.9%1 2

92

Physics 74.0% 26.0%1 2

96

ICT 82.6% 17.4%1 2

268

Geography 80.0% 20.0%1 2

253

History 88.3% 11.7%1 2

262

Art 87.7% 12.3%1 2

268





GraphSample

size

Religious Studies 61.5% 38.5%1 2

314

French 67.9% 32.1%1 2

204

Physical Education 87.3% 12.7%1 2

296

German 75.6% 24.4%1 2

208

Design Technology 91.7% 8.3%1 2

190

Graphic Products 82.1% 17.9%1 2

28

Resistant Materials 100.0% 0.0%1 2

25

Catering 70.8% 29.2%1 2

24

Drama 89.6% 10.4%1 2

213

Music 77.8% 22.2%1 2

209

PSHE 78.5% 21.5%1 2

267

Childcare 89.5% 10.5%1 2

19





GraphSample

size

GCSE PE and Sport BTEC 97.1% 2.9%1 2

31



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 82.0% 18.0%T F

325

Community spirit 75.9% 24.1%T F

324

School security 89.6% 10.4%T F

322

Social health education 71.2% 28.8%T F

324

Control of bullying 66.9% 33.1%T F

324

Careers advice 63.8% 36.2%T F

323

Levels of homework 68.7% 31.3%T F

324

Developing potential 90.1% 9.9%T F

326

Exam results 86.4% 13.6%T F

324

Developing confidence 68.0% 32.0%T F

319

Availability of resources 68.5% 31.5%T F

324



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

size

School facilities 64.7% 35.3%T F

322

Caring teachers 84.9% 15.1%T F

323

School communication 75.3% 24.7%T F

323

Developing moral values 87.5% 12.5%T F

322

Happiness of child 70.3% 29.7%T F

325

Choice of subjects 60.7% 39.3%T F

323

Teaching quality 65.7% 34.3%T F

324

Computer access 80.8% 19.2%T F

324

Truancy control 85.0% 15.0%T F

323



Additional criteria analysis

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

Additional criteria True (T) False (F) GraphSample

size

School uniform 30.8% 69.2%T F

323

Teaching for special needs 89.2% 10.8%T F

323

Quality of school management 79.2% 20.8%T F

325

Extra curricular activities 83.7% 16.3%T F

325

Marking pupils work 69.1% 30.9%T F

322

Encouraging and listening to parentsviews

67.0% 33.0%T F

317

Explaining to parents how to help theirchild

77.8% 22.2%T F

321

Celebrating and rewarding achievement 81.9% 18.1%T F

322

Workload tailored to child 79.8% 20.2%T F

323

Treating pupils fairly and equally 64.1% 35.9%T F

320

Ensuring pupils do best and makeprogress

90.3% 9.7%T F

325



Additional criteria True (T) False (F) GraphSample

size

Encouraging local community activity 50.4% 49.6%T F

323

Encouraging and listening to pupils'views

68.4% 31.6%T F

323

School's image in the local community 78.6% 21.4%T F

323

Transfer from previous school 86.4% 13.6%T F

318



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

Academic subjects

100% 97%

92% 90% 89% 89% 88% 88% 88% 87% 87%83% 82% 82% 80% 78% 78% 76% 74%

71% 69% 68%

62%

Resist

ant M

ater

ials

GCSE PE a

nd

Sport

BTEC

Design

Tec

hnolo

gy

Dram

a

Childc

are

Englis

h

Histor

y

Mat

hem

atics Art

Physic

al Edu

catio

n

Scienc

eIC

T

Biolog

y

Graph

ic Pro

ducts

Geogr

aphy

PSHEM

usic

Germ

an

Physic

s

Cater

ing

Chem

istry

Frenc

h

Religio

us S

tudie

s0%

20%

40%

60%

80%

100%

Mea

n

Non-academic areas

90% 90% 88% 86% 85% 85%82% 81%

76% 75%71% 70% 69% 68% 68% 67% 66% 65% 64%

61%

Develo

ping

pote

ntial

Schoo

l sec

urity

Develo

ping

mor

al

value

s

Exam

resu

lts

Truan

cy co

ntro

l

Caring

teac

hers

Schoo

l disc

ipline

Compu

ter a

cces

s

Comm

unity

spirit

Schoo

l

com

mun

icatio

n

Social

hea

lth

educ

ation

Happin

ess o

f chil

d

Leve

ls of

hom

ewor

k

Availa

bility

of

reso

urce

s

Develo

ping

conf

idenc

e

Contro

l of b

ullyin

g

Teach

ing q

uality

Schoo

l facil

ities

Caree

rs a

dvice

Choice

of s

ubjec

ts0%

20%

40%

60%

80%

100%

Mea

n

Additional questions

90% 89%86% 84% 82% 80% 79% 79% 78%

69% 68% 67% 64%

50%

31%

Ensur

ing p

upils

do

best

and…

Teach

ing fo

r

spec

ial n

eeds

Trans

fer f

rom

prev

ious s

choo

l

Extra

curri

cular

activ

ities

Celebr

ating

and

rewar

ding…

Wor

kload

tailo

red

toch

ild

Quality

of s

choo

l

man

agem

ent

Schoo

l's im

age

in

the

local…

Explai

ning

to

pare

nts h

ow to

…

Mar

king

pupil

s wor

k

Encou

ragin

g an

d

liste

ning

to…

Encou

ragin

g an

d

liste

ning

to…

Treat

ing p

upils

fairly

and

…

Encou

ragin

g loc

al

com

mun

ity…

Schoo

l unif

orm

0%

20%

40%

60%

80%

100%

Mea

n

Student survey report


Interpretation and analysis service

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

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

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

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

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

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

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

Documents

Sir William Romney's School€¦ · This report details the findings of the fourth Kirkland Rowell Student Survey for Sir William Romney's School. The report measures the levels of