christopher whitehead language college€¦ · this report details the findings of the 14th...

Christopher Whitehead Language College

Parent survey report – June 2017

In case of enquiries please contact Kirkland Rowell Surveys by emailing [email protected] © 2017 Kirkland Rowell Limited.

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

Report generated on 02/08/2017

mailto:[email protected]?subject=Query%20about%20my%20Parent survey report%20-%20162

Parent survey report

Copyright © 2017 Kirkland Rowell Limited of 108

Contents

Page

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

3

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

11

3. Parental priorities Importance ratings and priorities for improvement. 21

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

27

5. Ofsted self-evaluation summary Linking your survey data to the current Ofsted evaluation schedule. 29

6. Unexpected results Highlighting any particularly unusual or unexpected results. 58

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

68

8. Year group analysis Year group scores compared to national averages. 84

9. Time series analysis Trends for surveyed criteria over time. 92

10. Appendix Supplementary data and further information. 100

Parent survey report – Executive summary


Executive summaryThis report details the findings of the 14th Kirkland Rowell Parent Survey for Christopher Whitehead LanguageCollege. The report measures the levels of satisfaction among the students’ parents for a range of criteria,which have been previously identified as being important to the parents of school students, as well as for thecore subjects, taught at the school. The report measures the relative importance of the criteria surveyed, aswell as providing results tables that identify the perceived strengths and weaknesses of the school in the yearto June 2017. The report also measures performance with regard to overall satisfaction and improvement.

Summary of results for this survey

• 234 completed questionnaires were returned representing a response rate of 18.6%. The responsemeant that meaningful data could be drawn for all criteria except for Biology, Childcare and Development,Chinese, Classics, Graphic Products, Hair & Beauty, Physics, Politics, Psychology, Sociology and Textiles.

• 21 parents answered ‘Yes’ and 213 parents answered ‘No’ to the question ‘Has your child ever been eligiblefor free school meals during the last six years?’ representing 9.0% and 91.0% respectively.

• The parents gave an excellent overall performance score (85.8%) (see page 6).

• Of the parents whose children were not in their first year at the school 32% said the school had improvedover the last year and 1% thought that the school’s performance was worse (see page 68).

• Of the parents of new students, 2% felt that the school had not lived up to their expectations and 33% saidthe school was better than they had expected it to be (see page 68).

• With regard to academic subjects, parents are most happy with the delivery of Food Technology/Catering,Resistant Materials and Chemistry.

• The parents are least happy with the delivery of Dance, Drama/Performing Arts and Values and Ethics.

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

• The parents are least happy with Computer access, Availability of resources and Careers advice.

• The parents' top priorities for improvement are Developing potential, Careers advice and Schoolcommunication.

• The parents of male students gave significantly higher scores for Mathematics.

• The parents of female students gave significantly higher scores for Art//Photography, Community spirit,Students' attitudes to learning, Treating all students fairly/equally and Encouraging students' activity in thelocal community.

Summary of results since the previous survey

• The following academic areas received significantly higher scores than the previous survey: FoodTechnology/Catering, Resistant Materials, Chemistry, English, History and Music.

• The following non-academic areas received significantly higher scores than the previous survey: Schooldiscipline, Developing moral values, Levels of homework, Community spirit, Caring teachers, Social healtheducation, School communication, Teaching quality, Choice of subjects, School facilities, Truancy controland Exam results.

Summary of results over more than two surveys

• The following academic areas received significantly higher scores over more than two surveys: English,Physical Education, French, Spanish, History and ICT/Computer Studies.



• The following non-academic areas received significantly higher scores over more than two surveys: Schooldiscipline, School facilities, Caring teachers, School communication, Developing moral values, Developingpotential, Teaching quality and Choice of subjects.

• The following additional area received significantly higher scores over more than two surveys: Explaining toparents how to help their child.

• The survey has achieved a good benchmark of performance against which future academic years might becompared.



Strengths and weaknesses

The results below are the areas in which the school has the highest and lowest perceived standards ofperformance. Gold represents ‘outstanding’, green is ‘good’, black is ‘room for improvement’ and red is‘attention advised’. Criterion scores in blue are only reliable to within 10% and scores in pink should only beconsidered indicative.

Relative strengths for academic criteria94.6% Food Technology/Catering

93.2% Resistant Materials

91.0% Chemistry

87.1% French

84.7% Spanish

Relative weaknesses for academic criteria69.1% Dance

70.7% Drama/Performing Arts

74.8% Values and Ethics

76.0% Religious Studies

76.5% Business Studies

Relative strengths for non-academic criteria Importance Ranking84.4% School discipline (89.7%) 1st

83.2% Control of bullying (79.1%) 5th

82.1% Developing moral values (57.9%) 9th

80.9% Levels of homework (19.7%) 17th

80.7% Community spirit (17.7%) 18th

Relative weaknesses for non-academic criteria Importance Ranking73.4% Computer access (12.1%) 20th

74.5% Availability of resources (21.8%) 16th



Response to survey

234 completed questionnaires were returned representing a response rate of 18.6%.

Proportion of responses (%) Number of responses

Responses from parents of male students 54.7 128

Responses from parents of female students 45.3 106

Responses from parents of Year 7 students 24.8 58







Overall parental satisfaction

This survey (%)Previous

survey (%)Change (%)

Overall, rate the performance of the school 85.8 82.6 +3.2

Rating ‘poor’or ‘very

poor’ (%)

Previoussurvey (%)

% ChangeRating ‘good’

or ‘verygood’ (%)

Overall, rate the performance of the school 1.4 2.2 -0.8 94.5

Overall parental satisfaction

0% 1%

4%

46%48%

Very poor Poor Neither Good Very good0%

10%

20%

30%

40%

50%

60%

Per

cent

age

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



Overall performance scores broken down by gender and year group

Overall performance scores broken down by gender

This survey Last survey

86% 86% 85%83% 82% 83%

All parents Parents of male students Parents of female students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• The parents gave an excellent overall performance score of 85.8%, improved since the last survey.

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

Overall performance scores broken down by year group

All parents Parents of male students Parents of female students

86%84% 82%

86%88%

91%88%

83%85%

88% 88% 87%

93%

85%

90%

83%

76%

85%

90% 89%92%

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 130%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• Parents of Year 12 students scored the highest overall from other year groups and are therefore mostsatisfied with the school’s performance.

• Parents of Year 12 male students and parents of Year 13 female students scored the highest overall fromother year groups and are therefore most satisfied with the school’s performance.



Time series analysis of overall performance scores

Graph showing the overall performance scores trend broken down over time.

68% 67% 66%

71%

80% 79%81% 81%

84% 83% 83% 83%86%

2002 2003 2004 2005 2007 2008 2009 2010 2012 2013 2014 2015 20170%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

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



Overall performance scores broken down by extra analysis

Broken down by the question ‘Has your child ever been eligible for free school meals during the last six years?’

86%88%

85%

All parents Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• The overall performance scores show no significant difference.



Parents recommend this school broken down by gender and year group

Recommend this school scores broken down by gender

This survey Last survey

99% 99% 98%97% 98% 97%

All parents Parents of male students Parents of female students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• 98.5% of parents said they would recommend this school to another parent.

• Parents of male students would recommend this school to another parent broadly in line with parents offemale students.

Recommend this school scores broken down by year group

All parents Parents of male students Parents of female students

98% 100% 96% 100% 100% 100%

88%

97% 100% 100% 100% 100% 100%

80%

100% 100%

91%

100% 100% 100% 100%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

• Parents of Year 8, Year 10, Year 11 and Year 12 students would recommend this school to another parentmore than parents from other year groups.

• Parents of Year 8, Year 9, Year 10, Year 11 and Year 12 male students and parents of Year 7, Year 8, Year10, Year 11, Year 12 and Year 13 female students would recommend this school to another parent morethan parents from other year groups.

Parent survey report – Key results


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

Interpreting results

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

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

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

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

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

Non-academic and additional questions receiving a score of:

• Over 75% are 'outstanding' (above the gold line)

• 65% to 74.9% are 'good' (above the green line)

• 60% to 64.9% indicate 'room for improvement' (above the red line)

• Below 60% indicate 'attention advised' (below the red line)

Weighted scoresIn the results tables the scores achieved are given as a percentage. A full explanation of how mean scores(lying between 1 and 5) were converted to percentages is given on our website. As there is a measurablebias in the way that parents score criteria, it is necessary to create “weighted” scores so that the score forany one criterion might be compared meaningfully with the score for any other criterion on a ‘level playingfield’. These weighted scores are calculated based upon the average scores achieved from over 230 similar,English schools. Results quoted from the previous survey, if applicable, may show small differences from thoseoriginally given, as the weightings applied change slightly from one year to the next.

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



Understanding your results table

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

ICT 86.2 82.8 +3.4

French 82.6 80.9 +1.7

Religious Education 72.4 66.1 +6.3

Physical Education 72.3 69.6 +2.7

Music 72.1 68.3 +3.8

Food Technology 71.4 71.7 -0.3

History 70.8 65.0 +5.8

Mathematics 70.1 69.4 +0.7

Geography 69.9 64.9 +5.0

Business Studies 67.2

Design Technology 67.2 62.1 +5.1

Art 66.5 65.4 +1.1

Textiles 66.3

English 65.5 62.8 +2.7

Russian * 64.3

Science 62.1 74.8 -12.7

Drama 61.5 63.4 -1.9

Engineering 49.5

Psychology Low response

Your results are shown as a weightedmean score. This is a calculationapplied to your raw results usingthe average scores achieved fromover 230 similar, English schools. Itallows each criterion to be comparedmeaningfully on a ‘level playing field’.This score can be over 100%.

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

Scores above the goldline are ‘outstanding’.

Scores above the greenline are ‘good’.

Scores above the redline indicate 'room forimprovement'.

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

Scores below the redline indicate 'attentionadvised'.

“Low response” indicatesthat there were fewerthan 10 responses.

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

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

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



Academic criteria

The following table shows parents’ scores for all academic subjects taught within the school. Where data isavailable, these are compared to the same score from the previous year’s survey, and the percentage changeshown. Only highlighted changes should be considered significant.

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

Food Technology/Catering 94.6 72.4 +22.2

Resistant Materials 93.2 75.8 +17.5

Chemistry 91.0 76.9 +14.1

French 87.1 80.8 +6.3

Spanish 84.7 78.5 +6.2

German 84.1 79.3 +4.8

Science 80.3 78.1 +2.2

English 80.3 74.8 +5.5

History 79.9 74.5 +5.4

Art//Photography 79.5 77.8 +1.7

Geography 78.7 76.0 +2.7

Mathematics 78.7 76.5 +2.2

Physical Education 78.2 73.6 +4.6

Foundation Learning 77.4

Design Technology 77.3 75.5 +1.8

ICT/Computer Studies 77.2 72.9 +4.3

Music 77.0 70.1 +6.8

Business Studies 76.5 71.8 +4.7

Religious Studies 76.0 72.7 +3.3

Values and Ethics * 74.8

Drama/Performing Arts 70.7 70.0 +0.7

Dance 69.1 67.8 +1.3

Biology Low response

Childcare and Development Low response

Chinese Low response

Classics Low response

Graphic Products Low response

Hair & Beauty * Low response

Physics Low response

Politics Low response

Psychology Low response

Sociology Low response

Textiles Low response



• Parents consider delivery of the following academic subjects to be ‘outstanding’: Food Technology/Catering,Resistant Materials, Chemistry, French, Spanish, German, Science and English.

• Parents consider delivery of the following academic subjects to be ‘good’: History, Art//Photography,Geography, Mathematics, Physical Education, Foundation Learning, Design Technology, ICT/ComputerStudies, Music, Business Studies, Religious Studies, Values and Ethics and Drama/Performing Arts.

• Parents consider delivery of the following academic subjects to show ‘room for improvement’: Dance.

• Parents consider delivery of the following academic subjects to have shown a significant improvement sincethe last survey: Food Technology/Catering, Resistant Materials, Chemistry, English, History and Music.

• The following academic subjects have not been surveyed in at least 30 schools so we do not yet have anaverage figure, and therefore, these scores cannot be weighted against what students parents usually say:Values and Ethics and Hair & Beauty.

• The following academic subject achieved a very low sample; therefore scores should only be consideredindicative: Food Technology/Catering, Resistant Materials, Chemistry, Business Studies, Biology, Childcareand Development, Chinese, Classics, Graphic Products, Hair & Beauty, Physics, Politics, Psychology,Sociology and Textiles.

• The following academic subjects were not surveyed in the previous year’s survey so we do not haveprevious survey data to compare them to: Foundation Learning and Values and Ethics.



Happy versus unhappy parents for academic criteria

Judging performance based solely on the mean score allows for error: It is possible that the views of parentsmight be polarised so that positive and negative scores cancel each other out. It is therefore useful to conducta method of analysis which identifies the proportion of parents who are unhappy with the school’s performancefor the criteria surveyed.

The following table identifies the percentage of parents who are unhappy (rating poor or very poor) alongsidethose who are happy (rating ‘good’ or ‘very good’) for the school’s performance in each area. Note that theseresults do not include respondents who chose ‘neither good nor poor’, ‘I don’t know’ or failed to answer thequestion.

• Having fewer than 2% of parents who are unhappy with a particular area should be considered‘outstanding’ (above the gold line).

• Having between 2% & 4.9% of parents who are unhappy with a particular area should be considered as‘good’ (above the green line).

• Having between 5% & 10% of parents who are unhappy with a particular area should be considered asshowing ‘room for improvement’ (above the red line).

• Having more than 10% of parents unhappy with a particular area may suggest ‘attention advised’ (below thered line).

Only highlighted changes should be considered significant; green shows improvement, red shows decline.

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

Previoussurvey (%)



Art//Photography 0.0 2.5 -2.5 86.8

Foundation Learning 0.0 72.0

Design Technology 1.5 1.1 +0.4 87.1

History 1.9 3.1 -1.2 87.3

French 2.0 5.1 -3.2 86.9

English 2.4 4.5 -2.1 90.0

ICT/Computer Studies 3.0 6.2 -3.1 75.4

Music 3.2 8.4 -5.2 75.3

Science 3.8 3.5 +0.3 86.3

Geography 4.0 2.8 +1.2 83.4

German 5.3 6.5 -1.3 88.7

Drama/Performing Arts 5.5 3.6 +1.9 65.2

Physical Education 5.7 5.7 0.0 81.2

Dance 5.8 10.1 -4.3 62.9

Spanish 6.3 4.4 +1.8 81.4

Mathematics 6.6 4.4 +2.1 85.3

Religious Studies 6.9 8.9 -2.0 66.0

Values and Ethics 7.4 75.7



Non-academic criteria

The following table shows parents priorities for non-academic areas. Where data is available, these arecompared to the same score from the previous year’s survey, and the percentage change shown. Onlyhighlighted changes should be considered significant.

Non-academic criteria This survey (%) Previous survey (%) % Change

School discipline 84.4 78.8 +5.7

Control of bullying 83.2 77.6 +5.7

Developing moral values 82.1 75.3 +6.8

Levels of homework 80.9 71.0 +9.9

Community spirit 80.7 71.0 +9.7

Caring teachers 80.4 73.3 +7.1

Social health education 80.3 70.8 +9.5

School communication 80.0 67.4 +12.6

Developing potential 79.4 76.0 +3.4

Teaching quality 79.4 72.9 +6.4

Choice of subjects 78.3 70.0 +8.3

School facilities 78.2 70.3 +8.0

Truancy control 78.0 71.3 +6.6

School security 77.6 73.2 +4.4

Developing confidence 77.1 71.5 +5.6

Exam results 76.6 68.4 +8.2

Happiness of child 76.5 72.0 +4.5

Careers advice 75.3 74.1 +1.2

Availability of resources 74.5 73.8 +0.7

Computer access 73.4 71.1 +2.4

• Parents consider delivery of the following non-academic areas to be ‘outstanding’: School discipline, Controlof bullying, Developing moral values, Levels of homework, Community spirit, Caring teachers, Social healtheducation, School communication, Developing potential, Teaching quality, Choice of subjects, Schoolfacilities, Truancy control, School security, Developing confidence, Exam results, Happiness of child andCareers advice.

• Parents consider delivery of the following non-academic areas to be ‘good’: Availability of resources andComputer access.

• Parents consider delivery of the following non-academic subjects to have shown a significant improvementsince the last survey: School discipline, Developing moral values, Levels of homework, Community spirit,Caring teachers, Social health education, School communication, Teaching quality, Choice of subjects,School facilities, Truancy control and Exam results.



Happy versus unhappy parents for non-academic criteria







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

Previoussurvey (%)



Teaching quality 0.9 7.0 -6.1 87.1

Computer access 1.8 3.9 -2.1 89.1

Choice of subjects 1.9 9.8 -7.9 86.8

Exam results 2.5 10.2 -7.6 84.0

School security 2.9 5.5 -2.7 85.6

Truancy control 3.0 5.1 -2.1 90.9

Caring teachers 3.6 7.2 -3.6 84.4

School discipline 3.7 5.9 -2.2 89.9

Community spirit 5.1 14.1 -9.0 73.1

School facilities 5.5 6.4 -0.9 84.7

Happiness of child 5.7 9.4 -3.7 82.2

Social health education 5.7 7.9 -2.2 82.9

Developing moral values 6.6 5.9 +0.7 80.5

Control of bullying 6.9 11.8 -4.9 79.3

School communication 7.6 17.2 -9.7 77.1

Developing confidence 8.0 9.7 -1.7 76.2

Developing potential 8.0 7.7 +0.3 78.2

Availability of resources 9.5 8.0 +1.5 78.3

Levels of homework 9.9 11.4 -1.6 72.3

Careers advice 14.3 14.4 0.0 57.5



Additional criteria

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

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

Teaching students with special needs 83.4

Regular marking of work 81.2

Encouraging students' activity in the localcommunity

79.7

Treating all students fairly/equally 79.5

Explaining to parents how to help theirchild

79.1

Encouraging and listening to students'views

78.4

Attitude of non-teaching/support staff 78.4

Tailoring child's work to their needs andability

77.1

Information on different types of bullying 77.0

Student response to feedback 76.8

Students' attitudes to learning 76.7

Promoting racial harmony 76.0 72.5 +3.5

Looking after students well 75.7

Ensuring students do their best/makegood progress

75.3

Appropriate level of challenge inhomework

74.3

Celebrating and rewarding achievement 73.0

Student targets 72.6

E-safety 71.6

• Parents consider delivery of the following additional criteria to be ‘outstanding’: Teaching students withspecial needs, Regular marking of work, Encouraging students' activity in the local community, Treating allstudents fairly/equally, Explaining to parents how to help their child, Encouraging and listening to students'views, Attitude of non-teaching/support staff, Tailoring child's work to their needs and ability, Information ondifferent types of bullying, Student response to feedback, Students' attitudes to learning, Promoting racialharmony, Looking after students well and Ensuring students do their best/make good progress.

• Parents consider delivery of the following additional criteria to be ‘good’: Appropriate level of challenge inhomework, Celebrating and rewarding achievement, Student targets and E-safety.

• The following additional criteria were not surveyed in the previous year’s survey so we do not haveprevious survey data to compare them to: Teaching students with special needs, Regular marking of work,Encouraging students' activity in the local community, Treating all students fairly/equally, Explaining toparents how to help their child, Encouraging and listening to students' views, Attitude of non-teaching/support staff, Tailoring child's work to their needs and ability, Information on different types of bullying,Student response to feedback, Students' attitudes to learning, Looking after students well, Ensuring



students do their best/make good progress, Appropriate level of challenge in homework, Celebrating andrewarding achievement, Student targets and E-safety.



Happy versus unhappy parents for additional criteria







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

Previoussurvey (%)



Promoting racial harmony 2.4 3.0 -0.6 88.0

Teaching students with special needs 2.4 86.0

Student response to feedback 2.5 81.5

E-safety 3.8 82.4

Ensuring students do their best/makegood progress

4.3 79.7

Looking after students well 5.3 81.6

Attitude of non-teaching/support staff 5.6 84.4

Students' attitudes to learning 5.7 83.5

Student targets 5.7 77.2

Regular marking of work 6.6 78.6

Treating all students fairly/equally 8.1 78.0

Appropriate level of challenge inhomework

8.2 76.4

Information on different types of bullying 8.8 70.0

Celebrating and rewarding achievement 10.1 79.2


10.2 60.9

Tailoring child's work to their needs andability

10.3 74.5

Explaining to parents how to help theirchild

11.0 68.2

Encouraging and listening to students'views

11.3 70.3

Parent survey report – Parental priorities


Parental prioritiesParents were asked to choose the ten criteria which were most important to them from a list of twenty. Thissection shows the analysis of these importance ratings and of the priorities for improvement.

Parental priorities importance

Ideally those criteria which are most important to parents will be the criteria to which parents award the highestscores. In the following table, the second column shows the percentage of parents who chose each of thecriteria as one of their ten choices of what they felt was most important to them. The third column showshow well the school performs for the criteria ie. 1st = what the school does best, 20th = what the school doesleast well. Only highlighted rankings should be considered as being worthy of note. A green highlight showsthat the school performs well within a criterion that is important to parents, a red highlight shows that theschool performs less well within a criterion that is important to parents. The final two columns show the sameinformation for the previous survey, for comparison.

CriteriaImportancescore (%)

Satisfactionranking

Previousimportancescore (%)

Previoussatisfaction

ranking

School discipline 89.7 1st 88.1 1st

Happiness of child 84.5 17th 85.9 10th

Teaching quality 82.6 10th 91.8 9th

Developing confidence 79.4 15th 64.0 11th

Control of bullying 79.1 2nd 76.2 2nd

Developing potential 77.2 9th 74.5 3rd

Caring teachers 70.9 6th 70.7 7th

School communication 62.5 8th 61.0 20th

Developing moral values 57.9 3rd 49.0 4th

School facilities 56.3 12th 50.1 17th

School security 52.0 14th 56.9 8th

Exam results 37.8 16th 38.5 19th

Choice of subjects 33.4 11th 37.6 18th

Careers advice 24.2 18th 31.4 5th

Social health education 23.5 7th 11.1 16th

Availability of resources 21.8 19th 32.6 6th

Levels of homework 19.7 4th 36.0 15th

Community spirit 17.7 5th 15.1 14th

Truancy control 17.5 13th 14.4 12th

Computer access 12.1 20th 15.1 13th

With regard to the five criteria most important to parents:

• The school performs well in: School discipline and Control of bullying.

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



Importance: your school vs. similar schools

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

CriteriaImportancescore (%)

Importanceranking

Averageranking

for similarschools

Rankingdifferenceto similarschools

School discipline 89.7 1st 1st 0

Happiness of child 84.5 2nd 3rd +1

Teaching quality 82.6 3rd 2nd -1

Developing confidence 79.4 4th 8th +4

Control of bullying 79.1 5th 4th -1

Developing potential 77.2 6th 6th 0

Caring teachers 70.9 7th 5th -2

School communication 62.5 8th 7th -1

Developing moral values 57.9 9th 11th +2

School facilities 56.3 10th 10th 0

School security 52.0 11th 9th -2

Exam results 37.8 12th 12th 0

Choice of subjects 33.4 13th 14th +1

Careers advice 24.2 14th 16th +2

Social health education 23.5 15th 20th +5

Availability of resources 21.8 16th 15th -1

Levels of homework 19.7 17th 13th -4

Community spirit 17.7 18th 19th +1

Truancy control 17.5 19th 17th -2

Computer access 12.1 20th 18th -2

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

• Parents from your school selected the following criteria as more important than parents at similar schools:Developing confidence and Social health education.

• Parents from your school selected the following criteria as less important than parents at similar schools:Levels of homework.



How parent priorities change as students get older

The graph below shows which criteria parents of Year 7 students selected as important compared to whichcriteria parents of Year 12 & Year 13 students selected as important. This shows us how parent prioritieschange as the students get older. The table shows the criteria where there is a significant difference betweenthe two groups.

Parent priorities

Year 7 Year 12 & Year 13

Happin

ess o

f chil

d

Schoo

l disc

ipline

Teach

ing q

uality

Contro

l of b

ullyin

g

Develo

ping

pote

ntial

Develo

ping

conf

idenc

e

Caring

teac

hers

Schoo

l com

mun

icatio

n

Schoo

l facil

ities

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l sec

urity

Develo

ping

mor

al

value

s

Exam

resu

lts

Availa

bility

of

reso

urce

s

Caree

rs a

dvice

Choice

of s

ubjec

ts

Leve

ls of

hom

ewor

k

Social

hea

lth e

duca

tion

Comm

unity

spirit

Truan

cy co

ntro

l

Compu

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cces

s0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Criteria where differencein score is significant

Year 7 ranking Year 12 & Year 13 ranking

Happiness of child 1st 6th

School security 10th 15th

Developing moral values 11th 8th



How parent priorities change by gender of child

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

Parent priorities

Male students Female students

Schoo

l disc

ipline

Contro

l of b

ullyin

g

Happin

ess o

f chil

d

Teach

ing q

uality

Develo

ping

conf

idenc

e

Develo

ping

pote

ntial

Caring

teac

hers

Schoo

l com

mun

icatio

n

Develo

ping

mor

al

value

s

Schoo

l sec

urity

Schoo

l facil

ities

Choice

of s

ubjec

ts

Exam

resu

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Social

hea

lth e

duca

tion

Availa

bility

of

reso

urce

s

Caree

rs a

dvice

Leve

ls of

hom

ewor

k

Truan

cy co

ntro

l

Compu

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cces

s

Comm

unity

spirit

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Criteria where differencein score is significant

Male students ranking Female students ranking

Control of bullying 2nd 6th



How parent priorities change – extra analysis

The graph below shows which criteria were important to parents, broken down by their response to thequestion ‘Has your child ever been eligible for free school meals during the last six years?’.

Parent priorities

Yes No

Teach

ing q

uality

Develo

ping

conf

idenc

e

Schoo

l disc

ipline

Contro

l of b

ullyin

g

Happin

ess o

f chil

d

Develo

ping

pote

ntial

Schoo

l com

mun

icatio

n

Caring

teac

hers

Choice

of s

ubjec

ts

Develo

ping

mor

al

value

s

Schoo

l facil

ities

Caree

rs a

dvice

Exam

resu

lts

Schoo

l sec

urity

Social

hea

lth e

duca

tion

Comm

unity

spirit

Leve

ls of

hom

ewor

k

Availa

bility

of

reso

urce

s

Truan

cy co

ntro

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Compu

ter a

cces

s0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

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



Relative parent priorities for improvement

Parent priorities are shown below compared to parent priorities in similar schools. The school’s previous yearsfigures are also provided for comparison.

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

Developing potential 13.6 10.3 9.1

Careers advice 10.7 7.8 5.6

School communication 9.1 17.0 9.5

Developing confidence 9.1 5.4 3.9

School facilities 8.3 13.1 8.4

Happiness of child 8.0 4.7 3.4

Levels of homework 6.4 12.4 7.5

School security 5.4 1.3 2.4

Control of bullying 4.1 3.9 7.0

Community spirit 3.8 0.9 1.6

Availability of resources 3.5 4.3 3.0

School discipline 2.8 0.5 9.4

Caring teachers 2.6 2.0 3.7

Developing moral values 2.4 0.9 2.2

Choice of subjects 2.2 3.8 3.5

Computer access 2.2 2.7 1.8

Truancy control 2.1 1.5 0.9

Social health education 1.7 0.6 1.1

Exam results 1.2 3.1 3.7

Teaching quality 0.8 3.8 11.8

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

• Parents have given a lower priority to the following areas since the last survey: School communication,School facilities and Levels of homework.

• Parents have given a higher priority to the following areas compared to similar schools: Developingpotential, Careers advice, Developing confidence and Happiness of child.

• Parents have given a lower priority to the following areas compared to similar schools: School discipline andTeaching quality.

Parent survey report – Parent View summary


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

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

Score Sample

1. My child is happy at this school

Happiness of child 76.5% 230

2. My child feels safe at this school

Control of bullying 83.2% 203

School security 77.6% 221

3. My child makes good progress at this school

Developing potential 79.4% 226

Ensuring students do their best/make good progress 75.3% 218

4. My child is well looked after at this school

Caring teachers 80.4% 229

Attitude of non-teaching/support staff 78.4% 142

School security 77.6% 221

Looking after students well 75.7% 225

5. My child is taught well at this school

Teaching students with special needs 83.4% 75

Developing potential 79.4% 226

Teaching quality 79.4% 230

Tailoring child's work to their needs and ability 77.1% 200

Exam results 76.6% 166

Ensuring students do their best/make good progress 75.3% 218

Parent survey report – Parent View summary


Score Sample

6. My child receives appropriate homework for their age

Respondents saying 'Right' for homework amount Outstanding 234

Levels of homework 80.9% 227

Tailoring child's work to their needs and ability 77.1% 200

7. This school ensures the pupils are well behaved

School discipline 84.4% 225

8. This school deals effectively with bullying

Control of bullying 83.2% 203

9. Quality of school management

The school did not ask any questions relevant to this section

10. This school responds well to any concern I raise

Caring teachers 80.4% 229

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

Regular marking of work 81.2% 195

Explaining to parents how to help their child 79.1% 208

12. I would recommend this school to another parent

Recommended 98.5% 231

Parent survey report – Self-evaluation summary


Ofsted self-evaluation summaryThe September 2016 Ofsted Common Inspection Framework asserts the increased importance of a school’sown self-evaluation data as the starting point of the inspection process.

The following summary is presented to allow schools to summarise their inspection self-evaluation evidenceunder the four main judgements: ‘The Quality of Teaching, Learning and Assessment’, ‘Personal Development,Behaviour and Welfare’, ‘Outcomes for Pupils’ and ‘Leadership and Management’. The effectiveness of EarlyYears and Sixth Form provision, where relevant, and the school’s promotion of ‘Spiritual, Moral, Social andCultural Development’ (SMSC) are also included.

All of these judgements feed in to the school’s Overall Effectiveness.

The evidence given here is only that achieved from this survey; it is vital that your evidence summary forOfsted 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 Ofsted. 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

If your grade is close to the boundary above, this is indicated with a + (plus). If your grade is close to theboundary 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.



Quality of teaching, Learning and Assessment

The Effectiveness of Teaching, Learning and AssessmentTeaching students with special needs 83.4% Outstanding

Regular marking of work 81.2% Outstanding

Levels of homework 80.9% Outstanding

Community spirit 80.7% Outstanding

English 80.3% Outstanding

School communication 80.0% Outstanding

Treating all students fairly/equally 79.5% Outstanding

Developing potential 79.4% Outstanding

Teaching quality 79.4% Outstanding

Explaining to parents how to help their child 79.1% Outstanding

Developing confidence 77.1% Outstanding

Student response to feedback 76.8% Outstanding

Exam results 76.6% Outstanding

Promoting racial harmony 76.0% Outstanding

Ensuring students do their best/make good progress 75.3% Outstanding

Mathematics 78.7% Good

Appropriate level of challenge in homework 74.3% Good

Student targets 72.6% Good

Strengths

• Teaching students with special needs

• Regular marking of work

• Levels of homework

Weaknesses

• Student targets

• Appropriate level of challenge in homework

• Mathematics

Your average parental grade for this section = 1.2 = Outstanding = Grade 1



The Accuracy and Impact of AssessmentRegular marking of work 81.2% Outstanding



Tailoring child's work to their needs and ability 77.1% Outstanding




Strengths

• Regular marking of work


Weaknesses



The Impact of the Teaching of Literacy, Including ReadingEnglish 80.3% Outstanding



Drama/Performing Arts 70.7% Good

Strengths

• English

Weaknesses

• Drama/Performing Arts




The Teaching of MathematicsChemistry 91.0% Outstanding

Science 80.3% Outstanding




ICT/Computer Studies 77.2% Good


Computer access 73.4% Good

Strengths

• Chemistry

• Science

• Developing potential

Weaknesses

• Computer access


• ICT/Computer Studies

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

Effectiveness of the Early Years Provision: Quality of Teaching, Learning and AssessmentNot applicable.



Effectiveness of the Sixth Form Provision: Quality of Teaching, Learning and AssessmentExplaining to parents how to help their child 89.6% Outstanding


Chemistry 88.5% Outstanding








Appropriate level of challenge in homework 83.6% Outstanding


Student targets 83.3% Outstanding


Mathematics 82.4% Outstanding


Computer access 76.1% Outstanding

Strengths

• Explaining to parents how to help their child


• Chemistry


Summary grade – Quality of teaching, Learning and Assessment section

Your average parental grade for "Quality of teaching, Learning and Assessment" = 1.2 = Outstanding =Grade 1

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



Personal Development, Behaviour and Welfare

Behaviour: Pupils' Attitudes to School, Conduct and Behaviour, During and Outside ofLessons.School discipline 84.4% Outstanding

Control of bullying 83.2% Outstanding




Strengths

• School discipline


Behaviour: The Effectiveness of the School's Actions to Prevent and Tackle All Forms ofBullying and Harassment.School discipline 84.4% Outstanding


Developing moral values 82.1% Outstanding


Caring teachers 80.4% Outstanding

Social health education 80.3% Outstanding

Encouraging and listening to students' views 78.4% Outstanding

Attitude of non-teaching/support staff 78.4% Outstanding

Information on different types of bullying 77.0% Outstanding


Looking after students well 75.7% Outstanding

E-safety 71.6% Good

Strengths


• Control of bullying

• Developing moral values

Weaknesses

• E-safety




Behaviour: The Effectiveness of the School's Actions to Prevent and TackleDiscriminatory and Derogatory Language.School discipline 84.4% Outstanding








Strengths





Personal Development and Welfare: Pride in Achievement and Commitment to LearningSchool discipline 84.4% Outstanding






Happiness of child 76.5% Outstanding


Celebrating and rewarding achievement 73.0% Good

Strengths



• Community spirit

Weaknesses

• Celebrating and rewarding achievement




Personal Development and Welfare: Self-confidence, Self-awareness and UnderstandingHow to be a Successful LearnerTeaching students with special needs 83.4% Outstanding







Strengths



Weaknesses



Personal Development and Welfare: Choices About Next StagesLevels of homework 80.9% Outstanding



Careers advice 75.3% Outstanding



Strengths



Weaknesses

• Student targets





Personal Development and Welfare: Keeping Safe from Abuse, Exploitation andExtremismSchool discipline 84.4% Outstanding








School security 77.6% Outstanding




E-safety 71.6% Good

Strengths




Weaknesses

• E-safety


Personal Development and Welfare: Keeping HealthySocial health education 80.3% Outstanding

Exercise 79.1% Good

Diet 51.4% Inadequate

Your average parental grade for this section = 2.3 = Good = Grade 2 ( - )



Personal Development and Welfare: Personal DevelopmentControl of bullying 83.2% Outstanding




Encouraging students' activity in the local community 79.7% Outstanding







Religious Studies 76.0% Good

E-safety 71.6% Good

Strengths




Weaknesses

• E-safety

• Religious Studies


Attendance and PunctualityTruancy control 78.0% Outstanding


Effectiveness of the Early Years Provision: Personal Development, Behaviour and WelfareNot applicable.



Effectiveness of the Sixth Form Provision: Personal Development, Behaviour and WelfareEncouraging students' activity in the local community 100.5% Outstanding













School discipline 85.4% Outstanding

E-safety 84.9% Outstanding












Truancy control 80.4% Outstanding

Celebrating and rewarding achievement 79.5% Outstanding



(Continued on the next page)



Strengths

• Encouraging students' activity in the local community

• Encouraging and listening to students' views

• Treating all students fairly/equally


Summary grade – Personal Development, Behaviour and Welfare section

Your average parental grade for "Personal Development, Behaviour and Welfare" = 1.2 = Outstanding =Grade 1




Outcomes for Pupils

ProgressRatio of parents saying school improving versus declining Outstanding

Teaching students with special needs 83.4% Outstanding










Strengths

• Ratio of parents saying school improving versus declining


• English

Weaknesses

• Student targets


• Mathematics


Progress Over TimeSignificant improvements versus significant declines Outstanding

Average of academic subject ratings Good


Pupils' Attainment in Relation to National Standards and Compared With All SchoolsAchievement in relation to national standards Outstanding





Achievements of Those Eligible for the Pupil PremiumThe following scores are for those eligible for the Pupil Premium who answered yes to 'Has your child everbeen eligible for free school meals during the last six years?'.

Average of academic subject ratings Outstanding







Strengths

• Average of academic subject ratings



The Most Able PupilsDeveloping potential 79.4% Outstanding






Strengths


• Developing confidence

Weaknesses

• Student targets





Disabled Pupils and Those with Special Educational NeedsTeaching students with special needs 83.4% Outstanding





Strengths



Effectiveness of the Early Years Provision: Outcomes for PupilsNot applicable.

Effectiveness of the Sixth Form Provision: Outcomes for PupilsTreating all students fairly/equally 90.3% Outstanding










Strengths



• Student response to feedback


Summary grade – Outcomes for Pupils section

Your average parental grade for "Outcomes for Pupils" = 1.2 = Outstanding = Grade 1




Effectiveness of the Sixth Form Provision

Quality of Teaching, Learning and AssessmentTreating all students fairly/equally 90.3% Outstanding



Chemistry 88.5% Outstanding














Computer access 76.1% Outstanding

Strengths







Personal Development, Behaviour and WelfareEncouraging students' activity in the local community 100.5% Outstanding

































Strengths





Outcomes for PupilsTreating all students fairly/equally 90.3% Outstanding










Strengths



• Student response to feedback


Summary grade – Effectiveness of the Sixth Form Provision section

Your average parental grade for "Effectiveness of the Sixth Form Provision" = 1.0 = Outstanding = Grade 1




Effectiveness of Leadership and Management

Vision and ValuesSchool discipline 84.4% Outstanding












Strengths




Weaknesses






Self-evaluation and ImprovementCriteria improving since previous surveys Outstanding

Ratio of parents saying school improving versus declining Outstanding

Significant improvements versus significant declines Outstanding




Strengths

• Criteria improving since previous surveys

• Ratio of parents saying school improving versus declining

Weaknesses

• Student targets




CurriculumTeaching students with special needs 83.4% Outstanding




Choice of subjects 78.3% Outstanding







Physical Education 78.2% Good




Strengths


• English


Weaknesses


• Student targets





CitizenshipSchool discipline 84.4% Outstanding









E-safety 71.6% Good

Strengths




Weaknesses

• E-safety



LeadershipCriteria improving since previous surveys Outstanding






Strengths

• Criteria improving since previous surveys

• School communication

Weaknesses

• Student targets





Continuous Professional DevelopmentYour own assessment is required here.

SafeguardingSchool discipline 84.4% Outstanding













E-safety 71.6% Good

Strengths




Weaknesses

• E-safety




GovernanceTeaching students with special needs 83.4% Outstanding







Strengths


• School communication

Weaknesses



Use of the Pupil PremiumThe following scores are for those eligible for the Pupil Premium who answered yes to 'Has your child everbeen eligible for free school meals during the last six years?'.


Ratio of parents saying school improving versus declining Outstanding



Strengths



Effectiveness of the Early Years Provision: Leadership and ManagementNot applicable.



Effectiveness of the Sixth Form Provision: Leadership and ManagementEncouraging students' activity in the local community 100.5% Outstanding

























Choice of subjects 80.4% Outstanding








Strengths





Summary grade – Effectiveness of Leadership and Management section

Your average parental grade for "Effectiveness of Leadership and Management" = 1.2 = Outstanding =Grade 1




Spiritual, Moral, Social and Cultural Development

Spiritual DevelopmentCommunity spirit 80.7% Outstanding





Music 77.0% Good



Strengths


• English


Weaknesses



• Music


Moral DevelopmentSchool discipline 84.4% Outstanding





Strengths


Weaknesses





Social DevelopmentControl of bullying 83.2% Outstanding







Strengths




Cultural DevelopmentCommunity spirit 80.7% Outstanding




History 79.9% Good

Physical Education 78.2% Good

Music 77.0% Good



Strengths


• English


Weaknesses



• Music

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

Summary grade – Spiritual, Moral, Social and Cultural Development section

Your average parental grade for "Spiritual, Moral, Social and Cultural Development" = 1.3 = Outstanding =Grade 1 ( - )




Overall effectiveness

SummaryQuality of teaching, Learning and Assessment 1.2 Outstanding Grade 1

Personal Development, Behaviour and Welfare 1.2 Outstanding Grade 1

Outcomes for Pupils 1.2 Outstanding Grade 1

Effectiveness of the Sixth Form Provision 1.0 Outstanding Grade 1

Effectiveness of Leadership and Management 1.2 Outstanding Grade 1

Spiritual, Moral, Social and Cultural Development 1.3 Outstanding Grade 1 ( - )

Summary grade – Overall effectiveness

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

To reach the next grade

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

Parent survey report – Unexpected results


Unexpected results

Analysis to investigate unexpected or unusual year group results

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

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

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

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

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

The second graph breaks this information down further by showing you how the parents from each year groupscored, from ‘very poor’ through to ‘very good’.



Unexpected results for ‘Geography’

• The contribution towards the score for Geography was lower than expected for Year 10.

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

Actual versus expected scores for Geography

This survey Expected

81%

76%78%

68%

91%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Geography

Very poor Poor Neither Good Very good

0% 0% 0%

7%

0%2%

4%

0% 0% 0%

5%

17% 16%

20%

6%

60%

50%

57%60%

25%

33%

29%27%

13%

69%


10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age



Unexpected results for ‘Community spirit’

• The contribution towards the score for Community spirit was higher than expected for Year 12.

Actual versus expected scores for Community spirit


80%

73%

69%

78%74%

88%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Community spirit


0% 0%2%

0% 0% 0%2%

6%

2% 3%

0% 0%

10%

27% 27%

13%

28%

6%

53%

35%

53%

50%48%

38%

35%

31%

16%

33%

24%

56%


10%

20%

30%

40%

50%

60%

70%

Per

cent

age



Unexpected results for ‘Availability of resources’

• The contribution towards the score for Availability of resources was higher than expected for Year 12.

Actual versus expected scores for Availability of resources


81%

76%

71% 70%

75%

88%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Availability of resources


0% 0% 0% 0% 0% 0%

4% 4%

14% 13%

8%

0%

6%

11%

14%16%

12%

7%

53%

62%

48% 48%

52%

36%37%

23%25%

23%

28%

57%


10%

20%

30%

40%

50%

60%

70%

Per

cent

age



Unexpected results for ‘Teaching students with special needs’

• The contribution towards the score for Teaching students with special needs was lower than expected forYear 7.

Actual versus expected scores for Teaching students with special needs


79%

89%

80%

91%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Teaching students with special needs


6%

0% 0% 0%0% 0% 0% 0%

17%

13%16%

0%

28%

19%

47%

38%

50%

69%

37%

63%


10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age



Unexpected results for ‘Celebrating and rewarding achievement’

• The contribution towards the score for Celebrating and rewarding achievement was higher than expectedfor Year 12.

Actual versus expected scores for Celebrating and rewarding achievement


82% 82%

70%

77%74%

91%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Celebrating and rewarding achievement


2%0%

7% 6%4%

0%

3%

0%

5% 6%4%

0%

5%

10%

16%

6%

20%

0%

45%

50%

45%

35% 36% 36%

45%

40%

27%

45%

36%

64%


10%

20%

30%

40%

50%

60%

70%

Per

cent

age



Unexpected results for ‘Ensuring students do their best/make goodprogress’

• The contribution towards the score for Ensuring students do their best/make good progress was higher thanexpected for Year 12.

Actual versus expected scores for Ensuring students do their best/make good progress


79%75%

73% 74%77%

91%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Ensuring students do their best/make good progress


2%0%

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

5%

10%

0% 0%

11%

22%

17%

13%

24%

0%

56% 57%

49%47%

44%

38%

31%

22%

27%

30%32%

63%


10%

20%

30%

40%

50%

60%

70%

Per

cent

age



Unexpected results for ‘Encouraging students' activity in the localcommunity’

• The contribution towards the score for Encouraging students' activity in the local community was higherthan expected for Year 12.

Actual versus expected scores for Encouraging students' activity in the local community


73%

66% 65%

70% 69%

88%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Encouraging students' activity in the local community


0% 0%

3%

0% 0% 0%

7% 7%9% 8%

10%

0%

23%

41%

26%

31%29%

8%

41%

32%

47%

35%

38%

31%30%

20%

15%

27%

24%

62%


10%

20%

30%

40%

50%

60%

70%

Per

cent

age



Unexpected results for ‘Encouraging and listening to students' views’

• The contribution towards the score for Encouraging and listening to students' views was lower thanexpected for Year 7.

• The contribution towards the score for Encouraging and listening to students' views was higher thanexpected for Year 12.

Actual versus expected scores for Encouraging and listening to students' views


73% 74%

70%72%

76%

89%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Encouraging and listening to students' views


2%0%

3% 4%

0% 0%

4% 5%3% 4%

9%

0%

19%

15%

26%

22%

17%

7%

47%

59%

51%

41%

35%

29%28%

22%

18%

30%

39%

64%


10%

20%

30%

40%

50%

60%

70%

Per

cent

age



Unexpected results for ‘Looking after students well’

• The contribution towards the score for Looking after students well was lower than expected for Year 9.

• The contribution towards the score for Looking after students well was higher than expected for Year 12.

Actual versus expected scores for Looking after students well


81%78%

72%

85% 84%

92%


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Breakdown of parent responses for Looking after students well


2%0%

2%0% 0% 0%0%

2% 2% 3% 4%

0%

9% 10%

26%

3%0% 0%

51%

60%

46%43%

50%

33%

39%

27%24%

50%

46%

67%


10%

20%

30%

40%

50%

60%

70%

80%

Per

cent

age

Parent survey report – Standard analysis


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

Performance and expectations

Performance compared to last year

12%

20%

39%

1%0%

28%

Much Improved SlightlyImproved

Remained TheSame

Slightly Worse Much Worse Don't Know0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Per

cent

age

• Of the parents whose children were not in their first year at the school 32% said the school had improvedover the last year and 1% thought that the school’s performance was worse.

Has the school lived up to your expectations

33%

51%

2%

14%

Better As expected Worse I don't know0%

10%

20%

30%

40%

50%

60%

Per

cent

age

• Of the parents of new students, 2% felt that the school had not lived up to their expectations and 33% saidthe school was better than they had expected it to be.



Gender analysis

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

Satisfaction scores for academic criteria

Male Female

Mat

hem

atics

Frenc

h

Englis

h

Germ

an

Histor

y

Physic

al Edu

catio

n

Scienc

e

Spanis

h

Geogr

aphy

Design

Tec

hnolo

gy

Art//P

hoto

grap

hy

ICT/C

ompu

ter S

tudie

s

Values

and

Eth

ics

Mus

ic

Religio

us S

tudie

s

Found

ation

Lea

rning

Dram

a/Per

form

ing A

rts

Dance

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Academic criteria wheredifference is significant

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

Mathematics 83.8 78.5

Art//Photography 78.8 84.0



Satisfaction scores for non-academic criteria

Male Female

Truan

cy co

ntro

l

Schoo

l disc

ipline

Caring

teac

hers

Compu

ter a

cces

s

Choice

of s

ubjec

ts

Teach

ing q

uality

Schoo

l sec

urity

Develo

ping

mor

al va

lues

Contro

l of b

ullyin

g

Schoo

l com

mun

icatio

n

Happin

ess o

f chil

d

Exam

resu

lts

Schoo

l facil

ities

Social

hea

lth e

duca

tion

Develo

ping

conf

idenc

e

Develo

ping

pote

ntial

Availa

bility

of r

esou

rces

Comm

unity

spirit

Leve

ls of

hom

ewor

k

Caree

rs a

dvice

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

Non-academic criteria wheredifference is significant


Community spirit 72.9 78.9



Satisfaction scores for additional criteria

Male Female

Teach

ing st

uden

ts with

spec

ial n

eeds

Attitud

e of

non

-teac

hing/

supp

ortsta

ff

Prom

oting

racia

l har

mon

y

Look

ing a

fter s

tude

nts w

ell

Regula

r mar

king

of w

ork

Stude

nts'

attitu

des t

o lea

rning

Celebr

ating

and

rewar

ding

achie

vem

ent

E-saf

ety

Stude

nt re

spon

se to

feed

back

Stude

nt ta

rget

s

Ensur

ing st

uden

ts do

their

best/

mak

e go

od p

rogr

ess

Treat

ing a

ll stu

dent

s fair

ly/eq

ually

Tailor

ing ch

ild's

work t

o th

eir

need

s and

abil

ity

Appro

priat

e lev

el of

chall

enge

in

hom

ewor

k

Encou

ragin

g an

d lis

tenin

g to

stude

nts'

views

Explai

ning

to p

aren

ts ho

w to h

elp

their

child

Info

rmat

ion o

n dif

fere

nt ty

pes o

f

bully

ing

Encou

ragin

g stu

dent

s' ac

tivity

in

the

local

com

mun

ity0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

Additional criteria wheredifference is significant



Treating all students fairly/equally 74.0 80.0


66.6 73.7



Extra analysis

This section of the report provides an analysis of parent scores broken down by the response to the question‘Has your child ever been eligible for free school meals during the last six years?’.

Satisfaction scores for academic criteria

Yes No

Histor

y

Art//P

hoto

grap

hy

Geogr

aphy

Design

Tec

hnolo

gy

Physic

al Edu

catio

n

Englis

h

Scienc

e

Mus

ic

Germ

an

Dram

a/Per

form

ing A

rts

Mat

hem

atics

ICT/C

ompu

ter S

tudie

s

Religio

us S

tudie

s

Values

and

Eth

ics

Dance

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Academic criteria wheredifference is significant

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

Geography 85.9 77.8

Music 83.3 73.8

Drama/Performing Arts 82.1 69.8



Satisfaction scores for non-academic criteria

Yes No

Truan

cy co

ntro

l

Schoo

l disc

ipline

Develo

ping

pote

ntial

Caring

teac

hers

Choice

of s

ubjec

ts

Compu

ter a

cces

s

Schoo

l facil

ities

Exam

resu

lts

Teach

ing q

uality

Schoo

l sec

urity

Happin

ess o

f chil

d

Social

hea

lth e

duca

tion

Develo

ping

mor

al va

lues

Develo

ping

conf

idenc

e

Availa

bility

of r

esou

rces

Comm

unity

spirit

Schoo

l com

mun

icatio

n

Contro

l of b

ullyin

g

Leve

ls of

hom

ewor

k

Caree

rs a

dvice

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

Non-academic criteria wheredifference is significant


Developing potential 85.7 77.5



Satisfaction scores for additional criteria

Yes No

Attitud

e of

non-

teac

hing/

supp

ort..

.

Teach

ing st

uden

ts with

spec

ial

need

s

Celebr

ating

and

rewar

ding

achie

vem

ent

Stude

nts'

attitu

des t

o lea

rning

Look

ing a

fter s

tude

nts w

ell

E-saf

ety

Prom

oting

racia

l har

mon

y

Stude

nt ta

rget

s

Treat

ing a

ll stu

dent

s fair

ly/eq

ually

Ensur

ing st

uden

ts do

their

best/

mak

e go

od p

rogr

ess

Encou

ragin

g an

d lis

tenin

g to

stude

nts'

views

Stude

nt re

spon

se to

feed

back

Tailor

ing ch

ild's

work t

o th

eir

need

s and

abil

ity

Appro

priat

e lev

el of

chall

enge

in

hom

ewor

k

Info

rmat

ion o

n dif

fere

nt ty

pes o

f

bully

ing

Regula

r mar

king

of w

ork

Encou

ragin

g stu

dent

s' ac

tivity

in

the

local

com

mun

ity

Explai

ning

to p

aren

ts ho

w to h

elp

their

child

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

ntag

e

Additional criteria wheredifference is significant





Academic stretch

This section of the report summarises parents’ perceptions of whether their children are pushed too hard or nothard enough.

Scores should ideally not exceed the red line. We find that English and Mathematics, however, do commonlycross the red line for 'not pushed hard enough'.

Parents’ views on whether their children are being pushed too hard or not hard enough broken down by subject:

Not pushed hard enough Pushed too hard

Mat

hem

atics

Englis

h

Scienc

e

Busine

ss S

tudie

s

Physic

al Edu

catio

n

Spanis

h

ICT/C

ompu

ter S

tudie

s

Frenc

h

Germ

an

Mus

ic

Dram

a/Per

form

ing A

rts

Histor

y

Values

and

Eth

ics

Geogr

aphy

Religio

us S

tudie

s

Art//P

hoto

grap

hy

Dance

Found

ation

Lea

rning

Design

Tec

hnolo

gy

Chem

istry

Food

Techn

ology

/Cat

ering

Resist

ant M

ater

ials0%

5%

10%

15%

20%

25%

30%

Per

cent

age

Not pushedhard enough

Pushed too hardAcademic stretch percentages

Yes No Yes No

This survey 38.6 61.4 22.1 77.9

Similar schools 38.8 61.2 14.3 85.7

Yes 28.6 71.4 33.3 66.7Extra analysis broken down by the response tothe question ‘Has your child ever been eligible forfree school meals during the last six years?’ No 39.9 60.1 20.7 79.3



Healthy lifestyle

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

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

This survey Similar schools

51%49%

62%

38%

Yes No0%

10%

20%

30%

40%

50%

60%

70%

Per

cent

age

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


79%

21%

73%

27%

Yes No0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Per

cent

age



Parental values

This section of the report summarises parental values and expectations.

Parents’ responses to the question: ‘Do you expect that your child will one day attend University?’


24%

46%

13%

3%

14%

28%

36%

13%

3%

13%

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

20%

40%

60%

Per

cent

age

• 24.2% of parents think their child will definitely attend university – this is broadly in line with views fromparents at similar schools. 45.8% of parents think their child will probably attend university – this differsfrom the views of parents at similar schools.

• 13.4% of parents think their child will probably not attend university – this is broadly in line with views fromparents at similar schools. 2.8% of parents think their child will definitely not attend university – this isbroadly in line with views from parents at similar schools.

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


16%

46%

27%

11%

0%

28%

36%

21%

5%3%

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

20%

40%

60%

Per

cent

age

• 15.8% of parents think it is very important that their child goes to university – this differs from the views ofparents at similar schools. 45.9% of parents think it is quite important that their child goes to university –this differs from the views of parents at similar schools.

• 27.5% of parents think it is not very important that their child goes to university – this differs from theviews of parents at similar schools. 10.8% of parents think it is not at all important that their child goes touniversity – this differs from the views of parents at similar schools.



Parents’ responses to the question: ‘If you considered sending your child to another school please say whichone.’

39%

36%

13% 13%

Chantry Other Blessed EdwardOldcorne

Nunnery Wood0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Per

cent

age

Parents’ responses to the question: ‘Why did you decide to send your child to Christopher Whitehead LanguageCollege?’

32%

30%

22%20%

18%

14%

10%

8%

6%

4%

2% 2%

0% 0%

Loca

tion

Reput

ation

/

reco

mm

ende

d

Family

atte

nded

Acade

mic

stand

ards

Non a

cade

mic

stand

ards

/phil

osop

hy

Visit/o

pen

even

ing/b

roch

ure

Catch

men

t are

a

Facilit

ies

Child

chos

e it

To sta

y with

frien

ds

Other

Suited

child

s nee

ds

First c

hoice

said

no

Religio

us E

duca

tion

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age

Some parents chose more than one option.



Parents’ responses to the question: ‘Which school did your child attend before Christopher WhiteheadLanguage College?’

32%

25%

7%

2%

0%

34%

Pitmaston Oldbury Park St. Clement's Dines Green Our LadyQueen of Peace

Other0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age

• Schools with fewer than 12 responses have been added to the ‘Other’ totals.

• Before attending Christopher Whitehead Language College, 31.6% attended Pitmaston. 24.8% attendedOldbury Park. 33.8% attended Other.

Parents’ responses to the question: ‘If your child has been at the school for less than two years, has the schoollived up to your expectations?’ broken down by previous school attended

Better As expected Worse

37%

29%

38%

0%

50%

61%

71%

63%

0%

46%

2%0% 0% 0%

4%

Pitmaston Oldbury Park St. Clement's Our Lady Queen ofPeace

Other0%

10%

20%

30%

40%

50%

60%

70%

80%

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 50% of parents who choose “about right”.

Parent perceptions of the amount of homework given

Not enough Too variable Too much About right

17% 17% 18%

24%

16%

4%6%

13%11%

16%14%

7%

3%

12%

0% 0%

7%5% 4%

9%

13%

8%6%

0%

65%62% 63%

61%

68%

76%

88% 88%

All parents Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 130%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cent

age

Hours of homework Hours

This survey 5.6 hrs

Similar schools 5.5 hrs

Yes 7.6 hrsExtra analysis broken down by the response to the question ‘Hasyour child ever been eligible for free school meals during the last sixyears?’ No 5.4 hrs

Homework hours for All parents

Mean hours spent on homework weekly All parents – distribution of hours (Sample: 234)

Thissurvey

Previoussurvey

Similarschools

Allstudents

5.6 hrs 5.9 hrs 5.5 hrs

All malestudents

5.1 hrs 4.4 hrs 4.6 hrs

All femalestudents

6.2 hrs 7.0 hrs 6.2 hrs

1%

6%

30%28%

13%

2%

8%

2%4%

1% 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



Homework hours for Year 7

Mean hours spent on homework weekly Year 7 – distribution of hours (Sample: 58)

Thissurvey

Previoussurvey

Similarschools

Allstudents

4.1 hrs 4.1 hrs 4.4 hrs

All malestudents

3.8 hrs 3.6 hrs 3.8 hrs

All femalestudents

4.4 hrs 4.2 hrs 4.8 hrs0%

11%

31%

39%

15%

2%0% 0%

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%45%50%

Per

cent

age



Thissurvey

Previoussurvey

Similarschools

Allstudents

4.2 hrs 5.2 hrs 4.5 hrs

All malestudents

3.8 hrs 4.4 hrs 3.8 hrs

All femalestudents

4.8 hrs 5.7 hrs 4.8 hrs

3%5%

50%

23%

10%

0%

5%3%

0% 0% 0%3%

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

3.9 hrs 6.8 hrs 4.6 hrs

All malestudents

3.7 hrs 4.8 hrs 3.7 hrs

All femalestudents

4.1 hrs 8.3 hrs 5.2 hrs

3%

8%

39%

34%

11%

3%0%

3%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

7.0 hrs 7.7 hrs 5.5 hrs

All malestudents

5.5 hrs 5.0 hrs 4.5 hrs

All femalestudents

8.3 hrs 9.1 hrs 6.4 hrs

3%

7%

14%

28%

17%

3%

10%

3%

10%

0% 0%

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



Thissurvey

Previoussurvey

Similarschools

Allstudents

8.5 hrs 8.7 hrs 6.7 hrs

All malestudents

6.8 hrs 5.4 hrs 5.4 hrs

All femalestudents

11.0 hrs 7.5 hrs0% 0%

20% 20%

5% 5%

30%

5%

10%

0% 0%

5%

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

9.8 hrs 9.8 hrs

All malestudents

10.5 hrs 8.7 hrs

All femalestudents

10.7 hrs0% 0% 0%

12%

24%

6%

29%

6%

12% 12%

0% 0%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

35%

40%

Per

cent

age





Thissurvey

Previoussurvey

Similarschools

Allstudents

10.5 hrs 12.3 hrs

All malestudents

11.2 hrs

All femalestudents

13.5 hrs0% 0%

17% 17% 17%

0%

17%

0%

17%

0% 0%

17%

00-

22-

44-

66-

88-

1010

-12

12-1

414

-16

16-1

818

-20

20+

0%

5%

10%

15%

20%

25%

30%

Per

cent

age

Parent survey report – Year group analysis


Year group analysis

Analysis of year group scores compared to national average

The graphs in this section of the report show the scores achieved for each of the surveyed criteria, brokendown by year group, compared to the national averages. The purple line shows the scores achieved from theaverage of similar schools, where these averages are available. If the bar is above the line, students in thatyear group are more satisfied than the national average. If the bar is below the line, students in that year groupare less satisfied than the national average. Any unusual results are explained in more detail in the unexpectedresults section of this report (see page 58).

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

Year groups where there were fewer than 12 respondents for a criterion are not shown. Note that the yeargroup scores are un-weighted.

Year group analysis compared to national averages for academic criteria

English

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Mathematics

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Science

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Physical Education

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%



French

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Spanish

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Drama/Performing Arts

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Music

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Geography

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

History

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

ICT/Computer Studies

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Art//Photography

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%



Design Technology

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Religious Studies

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

German

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Dance

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Values and Ethics

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Foundation Learning

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Year group analysis compared to national averages for non-academiccriteria

School discipline

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

School facilities

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%



Developing confidence

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Social health education

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Control of bullying

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Caring teachers

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

School security

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

School communication

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Careers advice

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Developing moral values

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%



Levels of homework

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Happiness of child

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Community spirit

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Developing potential

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Teaching quality

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Exam results

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Choice of subjects

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Truancy control

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%



Availability of resources

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Computer access

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Year group analysis compared to national averages for your additionalsurveyed criteria

Promoting racial harmony

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Teaching students with special needs

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Regular marking of work

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Attitude of non-teaching/support staff

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Treating all students fairly/equally

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Explaining to parents how to help their child

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%



Celebrating and rewarding achievement

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Tailoring child's work to their needs and ability

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Ensuring students do their best/make good progress

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Encouraging students' activity in the local community

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Encouraging and listening to students' views

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Looking after students well

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Student response to feedback

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Appropriate level of challenge in homework

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%



Student targets

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Information on different types of bullying

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

E-safety

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Students' attitudes to learning

Year7

Year8

Year9

Year10

Year11

Year12

Year13

0%

20%

40%

60%

80%

100%

Parent survey report – Time series analysis


Time series analysis

Graphs showing trends for surveyed criteria over time

The graphs in this section of the report show the trends for surveyed criteria, broken down over time.

Note that these results are un-weighted and year names refer to the end of the academic year. Statisticallysignificant increases in scores over time are shown in green. Statistically significant decreases in scores overtime are shown in red.

Example time series graphs

History

2015 2016 201740%

60%

80%

100%

Science

2015 2016 201740%

60%

80%

100%

Extra curricular activities

2015 2016 201740%

60%

80%

100%

Careers advice

2015 2016 201740%

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

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Mathematics

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Science

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Biology

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Chemistry

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Physics

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Physical Education

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

French

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%



Spanish

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%


2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Music

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Geography

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

History

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

ICT/Computer Studies

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Art//Photography

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Food Technology/Catering

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%



Design Technology

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Religious Studies

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

German

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Graphic Products

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Resistant Materials

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Dance

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Business Studies

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Textiles

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%



Score trends over time for non-academic criteria

School discipline

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

School facilities

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Developing confidence

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Social health education

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Control of bullying

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Caring teachers

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

School security

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

School communication

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%



Careers advice

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Developing moral values

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Levels of homework

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Happiness of child

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Community spirit

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Developing potential

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Teaching quality

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Exam results

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%



Choice of subjects

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Truancy control

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Availability of resources

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Computer access

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Score trends over time for additional criteria

Promoting racial harmony

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Teaching students with special needs

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Treating all students fairly/equally

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Explaining to parents how to help their child

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%



Tailoring child's work to their needs and ability

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Ensuring students do their best/make good progress

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Encouraging students' activity in the local community

2002

2003

2004

2005

2007

2008

2009

2010

2012

2013

2014

2015

2017

40%

60%

80%

100%

Parent survey report – Appendix


AppendixSupplementary data and score breakdowns.

Academic criteria analysis

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

Academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

GraphSample

size

English 1.0% 1.4% 7.6% 48.2% 41.7%1 2 3 4 5

207

Mathematics 0.9% 5.7% 8.1% 42.2% 43.2%1 2 3 4 5

214

Science 0.0% 3.8% 9.9% 49.1% 37.2%1 2 3 4 5

203

Chemistry 0.0% 0.0% 10.0% 20.0% 70.0%1 2 3 4 5

10

PhysicalEducation

3.0% 2.8% 13.1% 36.2% 45.0%1 2 3 4 5

200

French 0.0% 2.0% 11.1% 44.9% 42.0%1 2 3 4 5

77

Spanish 0.0% 6.3% 12.3% 39.2% 42.2%1 2 3 4 5

61


0.0% 5.5% 29.3% 45.6% 19.6%1 2 3 4 5

144

Music 0.0% 3.2% 21.4% 51.3% 24.1%1 2 3 4 5

151

Geography 0.5% 3.5% 12.5% 52.6% 30.8%1 2 3 4 5

181



Academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

GraphSample

size

History 1.1% 0.8% 10.8% 43.1% 44.2%1 2 3 4 5

189

ICT/ComputerStudies

0.0% 3.0% 21.5% 46.1% 29.4%1 2 3 4 5

160

Art//Photography 0.0% 0.0% 13.2% 49.8% 36.9%1 2 3 4 5

159

FoodTechnology/Catering

0.0% 0.0% 0.0% 15.4% 84.6%1 2 3 4 5

13

DesignTechnology

0.0% 1.5% 11.4% 54.1% 33.0%1 2 3 4 5

133

ReligiousStudies

4.3% 2.6% 27.1% 42.5% 23.5%1 2 3 4 5

151

German 0.0% 5.3% 6.1% 48.7% 39.9%1 2 3 4 5

72

ResistantMaterials

0.0% 0.0% 0.0% 30.0% 70.0%1 2 3 4 5

10

Dance 1.6% 4.3% 31.2% 43.7% 19.3%1 2 3 4 5

138

BusinessStudies

0.0% 10.0% 0.0% 60.0% 30.0%1 2 3 4 5

10

Values andEthics

5.1% 2.3% 16.9% 45.1% 30.6%1 2 3 4 5

180

FoundationLearning

0.0% 0.0% 28.0% 45.6% 26.5%1 2 3 4 5

50



Non-academic criteria analysis

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

Non-academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

School discipline 0.0% 3.6% 6.4% 41.6% 47.5% 0.9%1 2 3 4 5 N

School facilities 0.9% 4.5% 9.8% 55.0% 28.9% 0.9%1 2 3 4 5 N

Developingconfidence

3.1% 4.8% 15.7% 43.2% 32.3% 0.9%1 2 3 4 5 N

Social healtheducation

4.4% 0.9% 10.6% 45.4% 31.7% 7.0%1 2 3 4 5 N

Control ofbullying

3.6% 2.6% 12.4% 42.9% 28.6% 9.9%1 2 3 4 5 N

Caring teachers 2.6% 0.9% 11.8% 40.7% 42.2% 1.8%1 2 3 4 5 N

School security 0.0% 2.7% 10.9% 47.6% 33.5% 5.3%1 2 3 4 5 N

Schoolcommunication

4.0% 3.6% 15.3% 42.9% 34.2% 0.0%1 2 3 4 5 N

Careers advice 1.7% 7.9% 19.0% 28.4% 10.3% 32.6%1 2 3 4 5 N

Developingmoral values

1.7% 4.4% 12.1% 44.0% 31.2% 6.6%1 2 3 4 5 N

Levels ofhomework

1.8% 7.8% 17.3% 53.8% 16.4% 2.9%1 2 3 4 5 N



Non-academiccriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Happiness ofchild

0.0% 5.6% 12.0% 47.0% 34.5% 0.9%1 2 3 4 5 N

Community spirit 0.9% 3.9% 20.5% 42.5% 26.1% 6.1%1 2 3 4 5 N

Developingpotential

0.9% 7.0% 13.4% 44.1% 32.0% 2.6%1 2 3 4 5 N

Teaching quality 0.0% 0.9% 11.8% 54.9% 31.5% 0.9%1 2 3 4 5 N

Exam results 1.0% 0.9% 9.8% 39.3% 21.8% 27.3%1 2 3 4 5 N

Choice ofsubjects

0.0% 1.8% 10.7% 43.5% 38.3% 5.8%1 2 3 4 5 N

Truancy control 1.8% 0.9% 5.4% 33.0% 46.8% 12.2%1 2 3 4 5 N

Availability ofresources

0.0% 8.8% 11.3% 47.3% 25.5% 7.0%1 2 3 4 5 N

Computeraccess

0.0% 1.7% 8.3% 53.3% 28.6% 8.0%1 2 3 4 5 N



Additional criteria analysis

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

Additionalcriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Promoting racialharmony

0.0% 1.8% 7.4% 41.2% 26.0% 23.6%1 2 3 4 5 N

Teachingstudents withspecial needs

1.0% 0.0% 4.6% 13.0% 21.3% 60.1%1 2 3 4 5 N

Regular markingof work

0.0% 5.8% 12.8% 45.6% 22.6% 13.3%1 2 3 4 5 N

Attitude of non-teaching/supportstaff

0.0% 3.6% 6.3% 27.5% 25.7% 36.9%1 2 3 4 5 N

Treating allstudents fairly/equally

4.5% 2.6% 12.2% 42.1% 26.1% 12.6%1 2 3 4 5 N

Explaining toparents how tohelp their child

2.7% 7.3% 19.0% 41.2% 20.7% 9.2%1 2 3 4 5 N

Celebratingand rewardingachievement

4.7% 5.2% 10.4% 40.4% 36.6% 2.7%1 2 3 4 5 N

Tailoring child'swork to theirneeds and ability

0.0% 9.2% 13.6% 44.9% 21.6% 10.8%1 2 3 4 5 N

Ensuringstudents do theirbest/make goodprogress

1.9% 2.1% 15.1% 47.8% 26.8% 6.2%1 2 3 4 5 N

Encouragingstudents' activityin the localcommunity

0.9% 7.1% 22.6% 29.3% 18.3% 21.7%1 2 3 4 5 N

Encouragingand listening tostudents' views

2.6% 7.1% 15.7% 38.2% 21.7% 14.7%1 2 3 4 5 N



Additionalcriteria

Verypoor (1)

Poor (2)Average

(3)Good (4)

Verygood (5)

No opinion(N)

Graph

Looking afterstudents well

1.8% 3.4% 12.6% 45.9% 32.6% 3.8%1 2 3 4 5 N

Studentresponse tofeedback

0.0% 1.8% 11.5% 41.0% 17.7% 28.1%1 2 3 4 5 N

Appropriate levelof challenge inhomework

1.6% 5.9% 14.2% 54.3% 15.9% 8.1%1 2 3 4 5 N

Student targets 0.0% 5.2% 15.7% 50.4% 20.4% 8.3%1 2 3 4 5 N

Information ondifferent types ofbullying

0.0% 6.5% 15.6% 37.9% 13.8% 26.2%1 2 3 4 5 N

E-safety 0.0% 3.2% 11.7% 48.0% 21.8% 15.3%1 2 3 4 5 N

Students'attitudes tolearning

0.0% 5.4% 10.3% 48.7% 30.8% 4.8%1 2 3 4 5 N



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

Academic subjects (1 of 2)

4.84.7

4.6

4.3 4.3 4.3 4.3 4.3 4.3 4.2 4.2 4.2 4.2 4.2 4.14.0 4.0 4.0 4.0 3.9

Food

Techn

ology

/Cat

ering

Resist

ant

Mat

erial

s

Chem

istry

Frenc

h

Spanis

h

Englis

h

Histor

y

Art//P

hoto

grap

hy

Germ

an

Mat

hem

atics

Physic

al

Educa

tion

Scienc

e

Design

Techn

ology

Geogr

aphy

Busine

ss

Studie

s

Values

and

Ethics

Mus

ic

ICT/C

ompu

ter S

tudie

s

Found

ation

Lear

ning

Religio

us

Studie

s1.0

2.0

3.0

4.0

5.0

Mea

n

Academic subjects (2 of 2)

3.9 3.8

Drama/Performing Arts Dance1.0

2.0

3.0

4.0

5.0

Mea

n

Non-academic areas

4.5 4.4 4.3 4.3 4.3 4.2 4.2 4.2 4.2 4.2 4.2 4.2 4.1 4.1 4.1 4.1 4.0 4.03.9

3.7

Truan

cy co

ntro

l

Schoo

l disc

ipline

Choice

of s

ubjec

ts

Caring

teac

hers

Teach

ing q

uality

Schoo

l sec

urity

Happin

ess o

f chil

d

Compu

ter a

cces

s

Exam

resu

lts

Develo

ping

mor

al va

lues

Contro

l of b

ullyin

g

Schoo

l facil

ities

Social

hea

lth e

duca

tion

Develo

ping

pote

ntial

Schoo

l com

mun

icatio

n

Develo

ping

conf

idenc

e

Comm

unity

spirit

Availa

bility

of r

esou

rces

Leve

ls of

hom

ewor

k

Caree

rs a

dvice

1.0

2.0

3.0

4.0

5.0

Mea

n



Additional questions

4.44.3 4.2 4.2 4.2 4.1 4.1 4.1 4.1 4.1 4.0 4.0 4.0 4.0 3.9 3.9 3.9 3.8

Teach

ing

stude

nts w

ith...

Attitud

e of

non-

teac

hing/

supp

...

Prom

oting

racia

l

harm

ony

Look

ing a

fter

stude

nts w

ell

Stude

nts'

attitu

des t

o...

Celebr

ating

and

rewar

ding.

..

E-saf

ety

Treat

ing a

ll

stude

nts..

.

Stude

nt

resp

onse

to...

Ensur

ing

stude

nts d

o...

Stude

nt ta

rget

s

Regula

r mar

king

of w

ork

Tailor

ing ch

ild's

work t

o th

eir...

Encou

ragin

g

and

liste

ning.

..

Appro

priat

e

level

of...

Info

rmat

ion o

n

diffe

rent

type

s...

Explai

ning

to

pare

nts h

ow to

...

Encou

ragin

g

stude

nts'.

..1.0

2.0

3.0

4.0

5.0M

ean

Parent survey report


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