Post on 14-Dec-2014
description
Parent Survey – Island School Decant 10th June 2014 J3741: Chris Farquhar, Julia Nowell
2
Survey Overview Background & ObjecGves • The English Schools Founda:on (ESF) is planning the complete redevelopment of the Island School on the same site with the aim to start demoli:on and reconstruc:on in the Summer of 2017. In order to undertake this redevelopment, students need to be decanted to other school loca:ons in Hong Kong. A group of dedicated parents and faculty wished to understand parent’s views of the decant and therefore conducted an online survey to gauge opinion.
• The main objec:ves of the survey included: • Raise parent’s awareness of all the main issues concerning ESF as they plan to temporarily relocate in 2017;
• Collect data to inform the decisions ESF needs to make along the way and gauge the level of parent concern about the move; and
• Communicate the sense that ESF wants to work in partnership with the parent body to secure the welfare of the students and con:nuity of school ethos and excellence in teaching and learning.
Data CollecGon • Online survey amongst parents of children at ESF Senior and Primary schools
• N=199 responses were gathered.
Survey Period • Fieldwork undertaken in May 2014.
Key findings
4
Execu:ve Summary
Level of Student Movement • The majority of parents prefer very liZle movement for students throughout the day, with over half (57%) recommending zero or limited movement. Those residing in the Mid Levels are the most resistant to student movement.
Important Factors of School Decant • Again, minimizing student movement between campuses was of the utmost importance (6-‐in-‐10 parents considered it the most important factor), closely followed by securing breadth of curriculum op:ons.
• Minimizing staff movement and securing House ethos was felt to be less important overall.
Which Model is Preferred • Model 1 (splibng the school by Year group 7, 8, 12, 13 and 9, 10, 11) was the most preferred by a large margin, whereas splibng the school by House was met with considerable resistance.
• However, many parents commented they would prefer the school to be split into a middle and high school, i.e. Years 7-‐9 and 10-‐13 for various reasons rela:ng to peer group and maturity level.
Most Important Concerns • Travel :me and logis:cs were considered to be the most important factor by a large distance. Alloca:on of resources and staff reten:on are also high in the order or priority.
• Travel costs and transport to/from ac:vi:es are considered to be less important overall.
Other Comments • Parents are generally concerned about the unknown transi:on, par:cularly the :me taken and travel :me for children. Some have offered sugges:ons and messages of support that will be of interest to the ESF.
5
Execu:ve Summary – By Student Year Level Primary School Age (Year 1-‐6) • The most important factor of the decant for parents of children Years 1-‐6 was minimizing student movement (the majority find zero to limited movement acceptable) and securing breadth of curriculum op:ons.
• Their biggest concerns were travel :me and logis:cs, alloca:on of resources, staff reten:on and transport to and from ac:vi:es.
Year 7-‐8 • Year 7-‐8 parents had the strongest opinions in terms of important factors and concerns. • Like Years 1-‐6, minimizing student movement between campuses was of the utmost importance in the decant, very closely followed by securing breadth of curriculum op:ons (the highest of all parents). Responding to parent and student views was the most important factor to a quarter of these parents (also the highest of all groups).
• The most important concern was also length of travel :me and logis:cs. Alloca:on of resources, staff reten:on and con:nua:on of school ethos followed (this was also highest of all Year groups).
Year 9-‐10 • Year 9-‐10 parents were the biggest advocates of Model 1 (splibng school by Year group 7, 8, 12, 13 & 9, 10, 11). • Like the other groups, minimizing student movement was the most important factor (although a quarter would find 1-‐2 moves per week for those Year 9+ acceptable). Securing breadth of curriculum op:ons was considered the most important factor by half (though 10% lower than Year 7-‐8). Minimizing staff movement was the next most important factor for this group.
• Concerns also centred around length of travel :me, alloca:on of resources and staff reten:on.
Year 11-‐13 • Strength of opinion drops for this group (considering their children may not be affected by the decant), however similar themes emerged – half considered minimizing student movement and securing breadth of curriculum as the most important
• Travel :me and logis:cs was their biggest concern (although the lowest score of all Year groups). • 4-‐in-‐10 were advocates of Model 2 (School split by House) – the largest propor:on of all subgroups.
6
Execu:ve Summary – By Residen:al Area Mid Levels • The most important factor of the decant for parents in the Mid Levels was minimizing student movement (the vast majority find zero to limited movement acceptable), followed by securing breadth of curriculum op:ons.
• Three quarters of this group rated their biggest concern as travel :me and logis:cs. Alloca:on of resources, staff reten:on and the length of school day also rated highly (yet a distance from travel :me).
• Model 1 (splibng school by year group) was the most preferred by 7-‐in-‐10.
Other HK Island • Like those in the Mid Levels, minimizing student movement between campuses was of the utmost importance in the decant, followed by securing breadth of curriculum op:ons. Minimizing staff movement was the most important factor to a third of these parents (one of the highest of all groups).
• The most important concern was also length of travel :me and logis:cs, although alloca:on of resources and staff reten:on were also very important to almost half of these parents.
Kowloon (low base size) • Securing curriculum was the most important factor to this group, followed by minimizing student movement. • Travel :me and logis:cs fell behind the alloca:on of resources as the biggest concern. A third were also highly concerned about staff reten:on, length of school day and con:nua:on of school ethos.
New Territories • Parents in the New Territories were more open to student movement, with 4-‐in-‐10 accep:ng limited movement during the decant (and only 1-‐in-‐10 finding zero movement acceptable). Nevertheless, half considered minimizing student movement and securing breadth of curriculum as the most important factors.
• The alloca:on of resources was the biggest concern to this group, as well as travel :me and staff reten:on. Lantau • 7-‐in-‐10 Lantau parents considered minimizing student movement and securing breadth of curriculum as the most important, much more so than other factors (and highest of all areas). Travel :me and logis:cs was also the biggest concern for almost 8-‐in-‐10, followed by half claiming alloca:on of resources as the most important.
Level of student movement
Assuming a 5-‐10 minute travel 3me between school sites choose what you think is an acceptable level of student movement during the day
Acceptable Level of Student Movement
Zero movement for all age groups, 26
Limited movement for students,
31
No more than 1-‐2 moves
between sites p/wk, 15 1-‐2 moves p/
wk for students in Year 9 and above, 20
One move a day for students in Yr 9+, 9
Base: All respondents 199 Unit = %
• The majority of parents prefer very lible movement for students throughout the day, with over half (57%) recommending zero or limited movement.
We wish to have a model to be able to house the students and teachers together to minimize travel 3me or running between campus, efficiency will be lost if they are split. Kids are also carrying very heavy bags and
books, difficult for them to travel between places.
(New Territories, Year 8&10 Island School)
[We want] siblings to be together and zero movement
between campus. (Mid Levels, Year 8&11 Island School, Year 1&5 Primary)
The shortest distance between the two schools sites to shorten the travelling 3me of the students
and teachers when moving between sites. Max one
movement between sites for the teacher/student per week
is appreciated. (New Territories, Year 8&10
Island School)
9
Acceptable Level of Student Movement
Base: All respondents 199
• ‘Limited movement’ increases as year level increases, with closer to a third of Year 11-‐13 parents preferring this op:on.
31
26
20
15
9
%
Child Year Level at Island School
Year 7-‐8 (n=95)
Year 9-‐10 (n=68)
Year 11-‐13 (n=42)
27 29 31
25 26 26
21 24 14
18 12 14
8 9 14
Limited movement for students
Zero movement for all age groups
1-‐2 moves p/wk for students in Year 9 and above
No more than 1-‐2 moves between sites p/wk
One move a day for students in Year 9 and above
Assuming a 5-‐10 minute travel 3me between school sites choose what you think is an acceptable level of student movement during the day
10
Acceptable Level of Student Movement
Base: All respondents 199
• For those with Primary School children, limited movement was also desired, par:cularly by those aZending Beacon Hill.
/ Significantly higher/ lower than the total at 95% confidence level
%
Child Year Level at Primary School Primary School Abending
Year 1-‐3 (n=40)
Year 4-‐6 (n=58)
Beacon Hill
(n=14*)
Glenealy (n=48)
Peak (n=16*)
Other (n=23)
33 38 64 38 25 30
25 22 21 23 25 17
18 17 21 19 26
23 21 14 17 31 17
3 2 2 9
Assuming a 5-‐10 minute travel 3me between school sites choose what you think is an acceptable level of student movement during the day
31
26
20
15
9
Limited movement for students
Zero movement for all age groups
1-‐2 moves p/wk for students in Year 9 and above
No more than 1-‐2 moves between sites p/wk
One move a day for students in Year 9 and above
*Cau3on: Low Base
11
Acceptable Level of Student Movement
Base: All respondents 199
• In terms of residen:al area, those residing in the Mid-‐Levels are the most resistant to student movement.
%
ResidenGal Area
Mid Levels (n=97)
Other HK Island (n=33)
Kowloon (n=17*)
New Territories (n=29)
Lantau (n=23)
32 30 29 41 17
30 21 29 10 30
16 24 24 24 22
14 12 12 17 17
7 12 6 7 13
Assuming a 5-‐10 minute travel 3me between school sites choose what you think is an acceptable level of student movement during the day
31
26
20
15
9
Limited movement for students
Zero movement for all age groups
1-‐2 moves p/wk for students in Year 9 and above
No more than 1-‐2 moves between sites p/wk
One move a day for students in Year 9 and above
*Cau3on: Low Base
Important factors for school decant
13
How to split the School Decant – Factor Importance
1 0 3 1 8 9 1 1 6 3
9 12
6 10
22 32 25
31
30 39
50 44 36 35 62
51
20 21 22 14
Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• Minimizing student movement between campuses was of the utmost importance, closely followed by securing breadth of curriculum op:ons.
• Minimizing staff movement and securing House ethos was felt to be less important overall.
Minimizing staff
movement between
campuses %
Minimizing student
movement between
campuses %
Securing breadth of curriculum
options %
Guidance and Pastoral
Care %
Responding to parent and
student views
%
Securing House ethos
%
Base: All respondents 199 Please rank the following factors on deciding how to split the school during decant according to their importance
Top 2 Box 92% 90% 69% 65% 58% 48%
14
How to split the School Decant – Factor Importance
1 1 6
30
62
Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• Minimizing student movement was the most important factor for the majority. Those with children in Years 11-‐13 had less strength of opinion, perhaps due to their children being out of the school by :me of decant.
Minimizing student
movement between
campuses %
Base: All respondents 199 Please rank the following factors on deciding how to split the school during decant according to their importance
Top 2 Box 92%
Child Year Level at Island School
Year 7-‐8 (n=95)
Year 9-‐10 (n=68)
Year 11-‐13 (n=42)
63 63 50
29 31 38
4 3 10
2 1
1 1 2
Minimizing student movement between campuses
15
How to split the School Decant – Factor Importance • For those with primary children at Beacon Hill, minimizing student movement was par:cularly important.
Base: All respondents 199 Please rank the following factors on deciding how to split the school during decant according to their importance
Top 2 Box 92%
Child Year Level at Primary School Primary School Abending
Year 1-‐3 (n=40)
Year 4-‐6 (n=58)
Beacon Hill
(n=14*)
Glenealy (n=48)
Peak (n=16*)
Other (n=23)
65 64 79 63 69 65
28 29 21 31 19 30
5 3 6 6
3 2 6
2 4 Minimizing student
movement between
campuses %
1 1 6
30
62
Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Minimizing student movement between campuses
*Cau3on: Low Base
16
How to split the School Decant – Factor Importance • Those residing in Lantau found minimizing student movement par:cularly important (7-‐in-‐10 said it was the most important factor).
Base: All respondents 199 Please rank the following factors on deciding how to split the school during decant according to their importance
Top 2 Box 92%
ResidenGal Area
Mid Levels (n=97)
Other HK Island (n=33)
Kowloon (n=17*)
New Territories (n=29)
Lantau (n=23)
64 61 53 55 70
30 24 41 38 22
4 15 3 9
2
6 3
Minimizing student
movement between
campuses %
1 1 6
30
62
Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Minimizing student movement between campuses
*Cau3on: Low Base
17
How to split the School Decant – Factor Importance
0 1 10
39
51
Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• Securing breadth of curriculum op:ons was most important for those in the earlier year levels. It was the second most important factor overall.
Securing breadth of curriculum
options %
Base: All respondents 199 Please rank the following factors on deciding how to split the school during decant according to their importance
Top 2 Box 90%
Child Year Level at Island School
Year 7-‐8 (n=95)
Year 9-‐10 (n=68)
Year 11-‐13 (n=42)
61 51 48
32 38 40
6 10 12
1
Securing breadth of curriculum options
18
How to split the School Decant – Factor Importance • Earlier levels of Primary school also found the breadth of curriculum op:ons important (98% overall). There was less strength of opinion amongst those aZending Peak School.
Base: All respondents 199 Please rank the following factors on deciding how to split the school during decant according to their importance
Child Year Level at Primary School Primary School Abending
Year 1-‐3 (n=40)
Year 4-‐6 (n=58)
Beacon Hill
(n=14*)
Glenealy (n=48)
Peak (n=16*)
Other (n=23)
50 53 36 52 25 65
48 36 57 38 75 30
3 10 7 10 4
Securing breadth of curriculum
options %
Top 2 Box 90%
0 1 10
39
51
Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Securing breadth of curriculum options
/ Significantly higher/ lower than the total at 95% confidence level *Cau3on: Low Base
19
How to split the School Decant – Factor Importance • Lantau and Kowloon residents felt securing the breadth of curriculum par:cularly important, more so than other areas.
Base: All respondents 199 Please rank the following factors on deciding how to split the school during decant according to their importance
ResidenGal Area
Mid Levels (n=97)
Other HK Island (n=33)
Kowloon (n=17*)
New Territories (n=29)
Lantau (n=23)
48 42 65 48 70
38 42 35 48 26
12 15 3 4
1
1
Securing breadth of curriculum
options %
Top 2 Box 90%
0 1 10
39
51
Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Securing breadth of curriculum options
*Cau3on: Low Base
20
How to split the School Decant – Factor Importance
3 6
22
50
20 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• Seven-‐in-‐ten parents believed the Guidance and Pastoral care important overall. There was liZle difference by Year level.
Guidance and Pastoral Care
%
Base: All respondents 199 Please rank the following factors on deciding how to split the school during decant according to their importance
Top 2 Box 69%
Child Year Level at Island School
Year 7-‐8 (n=95)
Year 9-‐10 (n=68)
Year 11-‐13 (n=42)
19 16 19
49 49 45
23 24 29
6 6 7
3 2 6
Guidance and Pastoral Care
21
How to split the School Decant – Factor Importance • By overall importance, Peak primary was slightly higher than average (82%)
Base: All respondents 199 Please rank the following factors on deciding how to split the school during decant according to their importance
Top 2 Box 69%
Child Year Level at Primary School Primary School Abending
Year 1-‐3 (n=40)
Year 4-‐6 (n=58)
Beacon Hill
(n=14*)
Glenealy (n=48)
Peak (n=16*)
Other (n=23)
23 16 14 19 19 22
48 57 50 52 63 48
18 19 36 24 6 22
5 3 4 6 4
8 5 4 6 4 3 6
22
50
20 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Guidance and Pastoral Care
%
Guidance and Pastoral Care
*Cau3on: Low Base
22
How to split the School Decant – Factor Importance • By residen:al area, the New Territories residents felt Guidance and Pastoral care more important overall.
Base: All respondents 199 Please rank the following factors on deciding how to split the school during decant according to their importance
Top 2 Box 69%
ResidenGal Area
Mid Levels (n=97)
Other HK Island (n=33)
Kowloon (n=17*)
New Territories (n=29)
Lantau (n=23)
22 12 18 24 17
48 52 53 52 48
21 30 24 17 22
6 3 3 13
3 3 6 3 3 6
22
50
20 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Guidance and Pastoral Care
%
Guidance and Pastoral Care
*Cau3on: Low Base
23
How to split the School Decant – Factor Importance
1 3
32
44
21 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• Responding to parent and student views was the 4th most important factor overall. Those with children in Year 7-‐8 felt it slightly more important than others (70%).
Responding to parent and
student views %
Base: All respondents 199 Please rank the following factors on deciding how to split the school during decant according to their importance
Top 2 Box 65%
Child Year Level at Island School
Year 7-‐8 (n=95)
Year 9-‐10 (n=68)
Year 11-‐13 (n=42)
25 16 19
45 44 48
26 35 33
2 4
1
Responding to parent and student views
24
How to split the School Decant – Factor Importance • Few parents with children in Years 1-‐3 found responding to parent and student views the most important factor, nevertheless, they s:ll rated it strongly overall (76%) – significantly higher than the total.
Base: All respondents 199 Please rank the following factors on deciding how to split the school during decant according to their importance
Child Year Level at Primary School Primary School Abending
Year 1-‐3 (n=40)
Year 4-‐6 (n=58)
Beacon Hill
(n=14*)
Glenealy (n=48)
Peak (n=16*)
Other (n=23)
13 28 36 15 31 26
63 40 36 48 56 43
23 31 29 35 13 30
3 2 2
3 2 2 1 3
32
44
21 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Responding to parent and
student views %
Top 2 Box 65%
Responding to parent and student views
/ Significantly higher/ lower than the total at 95% confidence level *Cau3on: Low Base
25
How to split the School Decant – Factor Importance • More New Territories residents considered responding to parent and student views most important, much more so than those residing in Kowloon
Base: All respondents 199 Please rank the following factors on deciding how to split the school during decant according to their importance
ResidenGal Area
Mid Levels (n=97)
Other HK Island (n=33)
Kowloon (n=17*)
New Territories (n=29)
Lantau (n=23)
22 21 12 31 13
42 55 41 38 48
33 21 41 31 35
2 3 6 4
1 1 3
32
44
21 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Responding to parent and
student views %
Top 2 Box 65%
Responding to parent and student views
*Cau3on: Low Base
26
How to split the School Decant – Factor Importance
8 9
25
36
22 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• The importance of minimizing staff movement increased slightly with Year Groups.
Minimizing staff
movement between
campuses % Base: All respondents 199
Please rank the following factors on deciding how to split the school during decant according to their importance
Top 2 Box 58%
Child Year Level at Island School
Year 7-‐8 (n=95)
Year 9-‐10 (n=68)
Year 11-‐13 (n=42)
22 25 29
38 37 36
24 22 21
8 9 7
7 7 7
Minimizing staff movement between campuses
27
How to split the School Decant – Factor Importance
8 9
25
36
22 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• Minimizing staff movements was found to be less important for those with Primary school children, par:cularly by those aZending Glenealy school.
Minimizing staff
movement between
campuses % Base: All respondents 199
Please rank the following factors on deciding how to split the school during decant according to their importance
Top 2 Box 58%
Child Year Level at Primary School Primary School Abending
Year 1-‐3 (n=40)
Year 4-‐6 (n=58)
Beacon Hill
(n=14*)
Glenealy (n=48)
Peak (n=16*)
Other (n=23)
23 22 36 15 31 30
35 33 36 38 31 26
25 28 29 23 19 35
15 10 19 13 9
3 7 6 6
Minimizing staff movement between campuses
/ Significantly higher/ lower than the total at 95% confidence level *Cau3on: Low Base
28
How to split the School Decant – Factor Importance
8 9
25
36
22 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• Those residing in the Mid-‐Levels considered minimizing staff movement between campuses less important than those residing in other areas.
Minimizing staff
movement between
campuses % Base: All respondents 199
Please rank the following factors on deciding how to split the school during decant according to their importance
Top 2 Box 58%
ResidenGal Area
Mid Levels (n=97)
Other HK Island (n=33)
Kowloon (n=17*)
New Territories (n=29)
Lantau (n=23)
14 33 24 34 22
42 30 29 28 35
21 27 35 24 35
14 12 3 4
8 9 10 4
Minimizing staff movement between campuses
*Cau3on: Low Base
29
How to split the School Decant – Factor Importance
9
12
31
35
14 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• Securing House ethos was the least important factor overall, par:cularly to those with children in Years 7-‐10.
Securing House ethos
%
Base: All respondents 199 Please rank the following factors on deciding how to split the school during decant according to their importance
Top 2 Box 48%
Child Year Level at Island School
Year 7-‐8 (n=95)
Year 9-‐10 (n=68)
Year 11-‐13 (n=42)
14 12 19
37 43 36
31 26 33
12 13 2
7 6 10
Securing House ethos
30
How to split the School Decant – Factor Importance • Parents with children in the earliest years of Primary school rated the importance of House ethos par:cularly low.
Base: All respondents 199 Please rank the following factors on deciding how to split the school during decant according to their importance
Child Year Level at Primary School Primary School Abending
Year 1-‐3 (n=40)
Year 4-‐6 (n=58)
Beacon Hill
(n=14*)
Glenealy (n=48)
Peak (n=16*)
Other (n=23)
8 16 14 10 6 26
30 36 43 29 50 22
33 26 29 35 31 30
13 14 14 13 6 13
18 9 13 6 9 9
12
31
35
14 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Securing House ethos
%
Top 2 Box 48%
Securing House ethos
*Cau3on: Low Base
31
How to split the School Decant – Factor Importance • Residents of the Mid Levels felt House ethos the least important factor overall.
Base: All respondents 199 Please rank the following factors on deciding how to split the school during decant according to their importance
ResidenGal Area
Mid Levels (n=97)
Other HK Island (n=33)
Kowloon (n=17*)
New Territories (n=29)
Lantau (n=23)
8 21 18 17 17
34 33 24 45 35
31 24 41 31 30
15 12 12 3 9
11 9 6 3 9 9
12
31
35
14 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Securing House ethos
%
Top 2 Box 48%
Securing House ethos
*Cau3on: Low Base
Which model is preferred
33
Model Preference
Model 1: School is split by years. 7,8,12 & 13 in one campus, Years 9,10 & 11 in the other
Model 2: School is split by House. Da Vinci, Einstein and Fleming in
one campus; Nansen, Rutherford & Wilberforce in the other
Another model:
34
Model Preference
7
26 23 7
27
2 9
18 58
39
19 9
38
11 8 Totally comfortable
Comfortable
Neutral
Not comfortable
Do not like
• Model 1 was the most preferred by a large margin, whereas splibng the school by House was met with considerable resistance.
Model 1: School is split by years. 7,8,12 & 13 in one campus, Years 9,10
& 11 in the other %
Model 2: School is split by House. Da Vinci, Einstein
and Fleming in one campus; Nansen, Rutherford &
Wilberforce in the other %
Another model
%
Base: All respondents 199 If you could personally decide the way to split the school during decant which model would you choose?
Top 2 Box 77% 30% 17%
Include a slide prior to this with descriptions of the 3 models (and some pictures)
35
Model Preference – Model 1 • Model 1 was met by slightly more discomfort from those with children in Year 11-‐13, perhaps as this model splits those two year groups apart.
Base: All respondents 199
Child Year Level at Island School
Year 7-‐8 (n=95)
Year 9-‐10 (n=68)
Year 11-‐13 (n=42)
35 41 38
42 40 38
12 7 5
6 7 10
5 4 10 7 7 9
39
38 Totally comfortable
Comfortable
Neutral
Not comfortable
Do not like
Model 1: School is split by years. 7,8,12 & 13 in one campus, Years 9,10
& 11 in the other %
Top 2 Box 77%
Model 1: School is split by years
If you could personally decide the way to split the school during decant which model would you choose?
36
Model Preference – Model 1 • Very liZle difference across Primary School age groups. • Peak Primary school aZendees liked this model the least out of all groups
Base: All respondents 199
Child Year Level at Primary School Primary School Abending
Year 1-‐3 (n=40)
Year 4-‐6 (n=58)
Beacon Hill
(n=14*)
Glenealy (n=48)
Peak (n=16*)
Other (n=23)
38 31 50 40 25 26
35 40 36 40 38 48
8 10 7 10 6 9
13 9 7 6 13 4
8 10 4 19 13 7 7 9
39
38 Totally comfortable
Comfortable
Neutral
Not comfortable
Do not like
Model 1: School is split by years. 7,8,12 & 13 in one campus, Years 9,10
& 11 in the other %
Top 2 Box 77%
Model 1: School is split by years
If you could personally decide the way to split the school during decant which model would you choose?
*Cau3on: Low Base
37
Model Preference – Model 1 • Half of those residing in the New Territories and Lantau were totally comfortable with splibng the school by year group
Base: All respondents 199
ResidenGal Area
Mid Levels (n=97)
Other HK Island (n=33)
Kowloon (n=17*)
New Territories (n=29)
Lantau (n=23)
31 42 35 52 48
41 24 53 38 43
10 12 6 7 4
10 9 6
7 12 3 4 7 7 9
39
38 Totally comfortable
Comfortable
Neutral
Not comfortable
Do not like
Model 1: School is split by years. 7,8,12 & 13 in one campus, Years 9,10
& 11 in the other %
Top 2 Box 77%
Model 1: School is split by years
If you could personally decide the way to split the school during decant which model would you choose?
*Cau3on: Low Base
38
Model Preference – Model 2 • Over half of parents were either not comfortable or did not like Model 2. Slightly more Year 11-‐13 parents were more agreeable to this model, although overall this model was not advised.
Base: All respondents 199
Child Year Level at Island School
Year 7-‐8 (n=95)
Year 9-‐10 (n=68)
Year 11-‐13 (n=42)
12 12 19
24 16 21
17 19 12
31 25 19
17 28 29 26
27
18
19
11 Totally comfortable
Comfortable
Neutral
Not comfortable
Do not like
Model 2: School is split by House. Da Vinci, Einstein
and Fleming in one campus; Nansen, Rutherford &
Wilberforce in the other %
Top 2 Box 30%
Model 2: School is split by House
If you could personally decide the way to split the school during decant which model would you choose?
39
Model Preference – Model 2 • Primary school parents were also not in favour of Model 2, par:cularly those with children aZending Peak school.
Base: All respondents 199
Child Year Level at Primary School Primary School Abending
Year 1-‐3 (n=40)
Year 4-‐6 (n=58)
Beacon Hill
(n=14*)
Glenealy (n=48)
Peak (n=16*)
Other (n=23)
3 12 14 13 9
20 19 14 21 19 22
23 17 29 15 13 35
20 28 21 23 38 22
35 24 21 29 31 22 26
27
18
19
11 Totally comfortable
Comfortable
Neutral
Not comfortable
Do not like
Model 2: School is split by House. Da Vinci, Einstein
and Fleming in one campus; Nansen, Rutherford &
Wilberforce in the other %
Top 2 Box 30%
Model 2: School is split by House
If you could personally decide the way to split the school during decant which model would you choose?
*Cau3on: Low Base
40
Model Preference – Model 2 • Kowloon residents were slightly more in favour of Model 2 than other areas.
Base: All respondents 199
ResidenGal Area
Mid Levels (n=97)
Other HK Island (n=33)
Kowloon (n=17*)
New Territories (n=29)
Lantau (n=23)
10 6 18 14 9
19 13 22 12 18
12 24 29 24 13
28 27 18 24 35
28 30 18 21 22 26
27
18
19
11 Totally comfortable
Comfortable
Neutral
Not comfortable
Do not like
Model 2: School is split by House. Da Vinci, Einstein
and Fleming in one campus; Nansen, Rutherford &
Wilberforce in the other %
Top 2 Box 30%
Model 2: School is split by House
If you could personally decide the way to split the school during decant which model would you choose?
*Cau3on: Low Base
41
Model Preference – Another Model
23
2
58
9 8
Totally comfortable
Comfortable
Neutral
Not comfortable
Do not like
• The majority of parents were neutral towards ‘another model’, however, there seemed to be some interest in keeping par:cular Year groups together.
Another model
%
Base: All respondents 199
Top 2 Box 17%
Model 3: Another Model “Please give more details in the space provided at Q11”
We wish to have a model to be able to house the students and teachers together to minimize 3me travel or running between
campus, efficiency will be lost if they are split. Kids are also carrying very heavy bags and books, difficult for them to travel between places.
(New Territories, Year 8&10 Island School)
Is it possible to have the two campuses divided by faculty? One for Sciences, one for the rest for example? Or to divide the younger years 7 and 8 by house, then senior years by faculty. Pupils are used to moving
from class to class for lessons, so is it really too much to ask senior students to transi3on from 3me to 3me? (Lantau, Year 7&10 Island School)
Think it should be split between junior and senior high. Years 7-‐9 in one campus and 10-‐13 in the other. The split is based on maturity level.
(Wan Chai, Year 7&11 Island School)
I would personally have chosen years 7 to 10 in 1 campus and Years 11 to 13 in another, but assume you have reasons why this is not feasible.
(Lantau, No Children at Island School)
The Upper Years are almost a separate school. And the Middle Years Programme are a unique school as well. Keeping the Years
9,10,11 together is best. (Mid Levels, No Children at Island School)
House split is random. Kids want to be in same year. It may have some unexpected benefits of reducing 'subtle' bullying because of the smaller numbers in each loca3on.
(Mid Levels, No Children at Island School)
If you could personally decide the way to split the school during decant which model would you choose?
42
Model Preference – Other Model Ideas • Many of the sugges:ons indicated grouping consecu:ve year groups together (Years 7-‐9 and 10-‐13).
“Please give more details in the space provided at Q11”
A split of years 7, 8, 9 and 10, 11, 12, 13 so you have a middle and upper school.
(Wan Chai, Year 10 Island School)
I think the best split should be by age group: Middle school: Year 7, 8, 9 and High School:
Years 10, 11, 12, 13. One may argue that Year 10 may s3ll be under middle school but I s3ll think that due to GCSE program it is beaer to be under the High School.
(Mid-‐Levels, Year 10 Island School)
We think the older age group should be grouped together since between years 7, 8 children will not communicate much with the older year 12-‐13 children. There is just too big of an age gap.
Group by house is not ideal since most older children will have classes that are mostly mixed with students from other houses. And it will feel as there are two "schools“. Hence, our third choice which we think is the best, to group year 7-‐9 in one campus and years 10-‐13
in another campus. (Kowloon, Year 11 Island School)
Hybrid proposal, Years 7, 8 in Campus A and Years 12, 13 in Campus B; Years 9,10, 11 split by House, with possible
plans to rotate Houses semi-‐annually or yearly. (Mid-‐Levels, Year 9 Island School)
If the site can't allocated all years groups, at least Y7, 8 and 9 have to be in the same campus, and
older year groups in another campus. (Lantau, Year 10 Island School)
The most acceptable plan I suggest would be sending students of Island school to ESF secondary schools either in Hong Kong Island or in Kowloon side. Island school students should have the highest priority to get into these ESF secondary schools.
(Mid-‐Levels, Year 7 Island School)
The best would be to relocate the children who live in Mid-‐levels in other ESF schools on the Island (West Island and/or South Island). For families who currently live in Kowloon or the NT or Discovery Bay, Tai Wai may be acceptable. But not when
you live close to Island School. (Mid-‐Levels)
Most Important Concerns
44
Most Important Concerns
1 1 4 3 7 2 1 5 6 7 8
14 11 4
15 21 24 31
21 30 25
37 40
41 35 40 40 70
43 34
24 24 19 19 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• Travel :me and logis:cs were considered to be the most important factor by a large margin. Alloca:on of resources and staff reten:on were also high in the order or priority.
• Travel costs and transport to/from ac:vi:es were felt to be less important overall.
Length of travel time and
logistics %
Transport Costs
%
Transport to and from activities
%
Length of school day
etc. %
Continuation of school
ethos %
Teachers staying at
Island School/staff
retention % Base: All respondents 199
Please rank the following maaers about decant according to your level of concern
Top 2 Box 94% 79% 74% 65% 59% 58% 58%
Allocation of resources (including teachers)
%
45
Most Important Concerns
1 1 4
25
70
Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• Travel :me and logis:cs was regarded as the most important factor by 7-‐in-‐10 parents with children in Year 7-‐8. It wasn’t as strongly considered by those in Year 11-‐13, however, it was s:ll important overall (95%).
Length of travel time and
logistics %
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
Top 2 Box 94%
Child Year Level at Island School
Year 7-‐8 (n=95)
Year 9-‐10 (n=68)
Year 11-‐13 (n=42)
69 66 57
21 31 38
7 5
1 1
1 1
Length of travel time and logistics
46
Most Important Concerns
1 1 4
25
70
Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• Those with children at Primary school considered travel :me and logis:cs as very important – more strongly than those with children at Island school.
• 100% of parents with children in Years 1-‐3 felt it was an important factor.
Length of travel time and
logistics % Base: All respondents 199
Please rank the following maaers about decant according to your level of concern
Top 2 Box 94%
Child Year Level at Primary School Primary School Abending
Year 1-‐3 (n=40)
Year 4-‐6 (n=58)
Beacon Hill
(n=14*)
Glenealy (n=48)
Peak (n=16*)
Other (n=23)
78 76 57 79 81 87
23 22 36 21 19 4
2 7 9
Length of travel time and logistics
/ Significantly higher/ lower than the total at 95% confidence level *Cau3on: Low Base
47
Most Important Concerns
1 1 4
25
70
Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• Those residing in Kowloon and the New Territories were less likely to rate ‘Length of travel :me and logis:cs’ as the most important factor (instead ranking ‘Alloca:on of resources’ higher).
Length of travel time and
logistics %
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
Top 2 Box 94%
ResidenGal Area
Mid Levels (n=97)
Other HK Island (n=33)
Kowloon (n=17*)
New Territories (n=29)
Lantau (n=23)
76 70 59 48 78
21 27 29 34 22
1 3 12 14
1 3
1
Length of travel time and logistics
/ Significantly higher/ lower than the total at 95% confidence level *Cau3on: Low Base
48
Most Important Concerns
1 5
15
37
43 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• Alloca:on of resources was highly considered overall, with 4-‐in-‐10 ra:ng it as the most important factor.
Allocation of resources (including teachers)
% Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
Top 2 Box 79%
Child Year Level at Island School
Year 7-‐8 (n=95)
Year 9-‐10 (n=68)
Year 11-‐13 (n=42)
45 43 40
34 41 33
18 10 17
3 4 10
1
Allocation of resources (including teachers)
49
Most Important Concerns • Beacon Hill primary school aZendees felt this factor was par:cularly important.
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
Child Year Level at Primary School Primary School Abending
Year 1-‐3 (n=40)
Year 4-‐6 (n=58)
Beacon Hill
(n=14*)
Glenealy (n=48)
Peak (n=16*)
Other (n=23)
43 40 71 29 44 61
30 38 14 38 50 30
23 16 14 23 6 9
5 7 10
1 5
15
37
43 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Allocation of resources (including teachers)
%
Top 2 Box 79%
Allocation of resources (including teachers)
/ Significantly higher/ lower than the total at 95% confidence level *Cau3on: Low Base
50
Most Important Concerns • Those residing in Kowloon and the New Territories felt the alloca:on of resources was their most important factor overall, however, this was significantly less important to those residing in the Mid Levels.
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
ResidenGal Area
Mid Levels (n=97)
Other HK Island (n=33)
Kowloon (n=17*)
New Territories (n=29)
Lantau (n=23)
30 48 65 59 52
42 36 24 24 39
19 9 12 17 9
8 6
1 1 5
15
37
43 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Allocation of resources (including teachers)
%
Top 2 Box 79%
Allocation of resources (including teachers)
/ Significantly higher/ lower than the total at 95% confidence level *Cau3on: Low Base
51
Most Important Concerns
6
21
40
34 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• Staff reten:on was considered an important factor by three quarters of parents, with all Year levels recording similar levels of agreement.
Teachers staying at
Island School/staff retention
% Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
Top 2 Box 74%
Child Year Level at Island School
Year 7-‐8 (n=95)
Year 9-‐10 (n=68)
Year 11-‐13 (n=42)
34 35 36
38 40 26
23 21 31
5 4 7
Teachers staying at Island School/staff retention
52
Most Important Concerns • Half of Beacon Hill Primary parents felt that staff reten:on was the most important factor, whereas 1-‐in-‐8 aZending the Peak or Other primary schools believed it was not as important.
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
Child Year Level at Primary School Primary School Abending
Year 1-‐3 (n=40)
Year 4-‐6 (n=58)
Beacon Hill
(n=14*)
Glenealy (n=48)
Peak (n=16*)
Other (n=23)
38 38 50 33 38 43
38 41 21 44 44 35
20 16 29 21 6 9
5 5 2 13 13
6
21
40
34 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Teachers staying at Island School/staff
retention %
Top 2 Box 74%
Teachers staying at Island School/staff retention
*Cau3on: Low Base
53
Most Important Concerns • Those residing on HK Island outside of the Mid Levels were split in their views about staff reten:on – 6-‐in-‐10 considered it important, however, close to 4-‐in-‐10 were less concerned.
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
ResidenGal Area
Mid Levels (n=97)
Other HK Island (n=33)
Kowloon (n=17*)
New Territories (n=29)
Lantau (n=23)
27 45 35 45 30
48 18 35 38 43
21 18 29 17 22
4 18 4
6
21
40
34 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Teachers staying at
Island School/staff retention
%
Top 2 Box 74%
Teachers staying at Island School/staff retention
/ Significantly higher/ lower than the total at 95% confidence level *Cau3on: Low Base
54
Most Important Concerns
4 7
24
41
24 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• A quarter of parents rated ‘Length of the school day’ as the most important factor when it comes to the decant. Although Years 11-‐13 were less strongly opinionated, 7-‐in-‐10 s:ll considered it as important overall.
Length of school day etc.
%
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
Top 2 Box 65%
Child Year Level at Island School
Year 7-‐8 (n=95)
Year 9-‐10 (n=68)
Year 11-‐13 (n=42)
26 28 21
42 34 48
25 24 19
5 10 7
1 4 5
Length of school day, etc.
55
Most Important Concerns • Those with children at Primary School generally showed similar levels of opinion.
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
Child Year Level at Primary School Primary School Abending
Year 1-‐3 (n=40)
Year 4-‐6 (n=58)
Beacon Hill
(n=14*)
Glenealy (n=48)
Peak (n=16*)
Other (n=23)
20 22 21 19 25 26
53 45 50 52 50 35
20 24 21 23 19 26
5 7 7 4 6 9
3 2 2 4 4 7
24
41
24 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Length of school day etc.
%
Top 2 Box 65%
Length of school day, etc.
*Cau3on: Low Base
56
Most Important Concerns • Those residing in Kowloon felt the length of the school day was slightly more important than those in other areas. Those in New Territories were significantly more likely to rate it as the least important factor.
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
ResidenGal Area
Mid Levels (n=97)
Other HK Island (n=33)
Kowloon (n=17*)
New Territories (n=29)
Lantau (n=23)
23 24 35 24 22
43 39 41 34 43
26 21 18 21 30
7 12 6 7
1 3 14 4 4 7
24
41
24 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Length of school day etc.
%
Top 2 Box 65%
Length of school day, etc.
/ Significantly higher/ lower than the total at 95% confidence level *Cau3on: Low Base
57
Most Important Concerns
3 8
31
35
24 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• Similar to the length of school day, con:nua:on of school ethos was considered the most important factor by a quarter of parents, and closer to a third of those with children in Year 7-‐8.
Continuation of School
Ethos %
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
Top 2 Box 59%
Child Year Level at Island School
Year 7-‐8 (n=95)
Year 9-‐10 (n=68)
Year 11-‐13 (n=42)
32 25 26
38 37 31
24 29 29
4 6 7
2 3 7
Continuation of School Ethos
58
Most Important Concerns • Those with Primary school children saw school ethos as less important at the top box level.
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
Child Year Level at Primary School Primary School Abending
Year 1-‐3 (n=40)
Year 4-‐6 (n=58)
Beacon Hill
(n=14*)
Glenealy (n=48)
Peak (n=16*)
Other (n=23)
13 21 21 23 6 22
40 45 50 27 63 39
35 17 21 38 25 13
10 14 7 13 17
3 3 6 9 3 8
31
35
24 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Continuation of School
Ethos %
Top 2 Box 59%
Continuation of School Ethos
/ Significantly higher/ lower than the total at 95% confidence level *Cau3on: Low Base
59
Most Important Concerns • Over a third of Kowloon residents rated ‘Con:nua:on of School Ethos’ as the most important factor
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
ResidenGal Area
Mid Levels (n=97)
Other HK Island (n=33)
Kowloon (n=17*)
New Territories (n=29)
Lantau (n=23)
22 21 35 31 17
34 27 29 41 48
33 36 24 21 30
10 6 6 3 4
1 9 6 3 3 8
31
35
24 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Continuation of School
Ethos %
Top 2 Box 59%
Continuation of School Ethos
*Cau3on: Low Base
60
Most Important Concerns
7
14
21
40
19 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• Four-‐in-‐ten scored ‘Transport Costs’ as an important factor in the decant, with the different Year groups ra:ng this factor similarly overall.
Transport Costs
%
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
Top 2 Box 58%
Child Year Level at Island School
Year 7-‐8 (n=95)
Year 9-‐10 (n=68)
Year 11-‐13 (n=42)
21 16 21
44 46 45
19 25 14
11 9 17
5 4 2
Transport Costs
61
Most Important Concerns • One-‐in-‐eight parents with Year1-‐3 Primary school children felt transporta:on costs to be the least important factor.
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
Child Year Level at Primary School Primary School Abending
Year 1-‐3 (n=40)
Year 4-‐6 (n=58)
Beacon Hill
(n=14*)
Glenealy (n=48)
Peak (n=16*)
Other (n=23)
15 21 21 17 25 35
45 36 57 38 38 30
18 21 7 21 25 17
10 14 14 15 6 9
13 9 10 6 9 7
14
21
40
19 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Transport Costs
%
Top 2 Box 58%
Transport Costs
*Cau3on: Low Base
62
Most Important Concerns • Those residing on HK Island outside Mid Levels and on Lantau rated transport with higher importance than other areas.
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
ResidenGal Area
Mid Levels (n=97)
Other HK Island (n=33)
Kowloon (n=17*)
New Territories (n=29)
Lantau (n=23)
14 27 12 21 26
35 42 59 41 39
27 15 18 17 13
15 9 6 14 22
8 6 6 7 7
14
21
40
19 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Transport Costs
%
Top 2 Box 58%
Transport Costs
*Cau3on: Low Base
63
Most Important Concerns
2 11
30
40
19 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
• Over half considered transport to/from ac:vi:es as important, although parents with Year 9-‐10 children did not feel it was strongly important.
Transport to and from activities
%
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
Top 2 Box 58%
Child Year Level at Island School
Year 7-‐8 (n=95)
Year 9-‐10 (n=68)
Year 11-‐13 (n=42)
21 13 17
39 43 40
26 32 31
12 12 7
2 5
Transport to and from activities
64
Most Important Concerns • The younger levels of Primary School were split in opinion with a quarter ra:ng it as the most important factor, yet a number of this group scored it the least important factor -‐ significantly more than the total.
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
Child Year Level at Primary School Primary School Abending
Year 1-‐3 (n=40)
Year 4-‐6 (n=58)
Beacon Hill
(n=14*)
Glenealy (n=48)
Peak (n=16*)
Other (n=23)
25 17 14 19 25 26
45 41 57 35 50 26
23 36 21 35 13 39
8 5 7 10 13
8 5 7 10 13 9 2 11
30
40
19 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Transport to and from activities
%
Top 2 Box 58%
Transport to and from activities
/ Significantly higher/ lower than the total at 95% confidence level *Cau3on: Low Base
65
Most Important Concerns • New Territories residents considered the transport factor to be important, they were significantly less neutral than other groups.
Base: All respondents 199 Please rank the following maaers about decant according to your level of concern
ResidenGal Area
Mid Levels (n=97)
Other HK Island (n=33)
Kowloon (n=17*)
New Territories (n=29)
Lantau (n=23)
20 12 18 28 13
37 45 47 48 26
33 30 24 10 43
9 9 6 14 17
1 3 6 2 11
30
40
19 Most Important Factor
Important Factor
Neutral
Not as Important
Least Important
Transport to and from activities
%
Top 2 Box 58%
Transport to and from activities
/ Significantly higher/ lower than the total at 95% confidence level *Cau3on: Low Base
Other comments
Other Comments Do you have any creative ideas of how we can turn this temporary situation into something positive?
Can you consider doing extensive work during summer
holidays? (Mid Levels, Year 10 Island
School)
Scrap the development plan as the current site is fine. It would be difficult to find a site to accomodate the whole school and site close to our zone. Therefore, spliing the school into different years in different sites is an op3on. School starts at 9:00am or 9:30am for students who are distant from the school site. (Mid Levels, Year 8 Island School)
Retain concrete slabs/pieces of the original building that would be decorated (design compe33ons) by the students for inclusion in the new school. Increase the number of athle3c compe33ons in the year that the en3re school will be able to aaend. Look to outside venues -‐ like the Wan Chai
theatre -‐ for holding drama produc3ons/SITE during the decant. Use media to keep the two campuses linked -‐ live feeds, shared assemblies (via video),
a student paper/video channel. (Mid Levels, Year 7 Island School)
Find some fantas3c sports and arts facili3es in the region near the decant sites and make extensive use of these in the period of the decant. (Lantau, No Children at Island School)
I heard there may be an opportunity for educa3on exchanges with other schools in other ci3es, perhaps this transi3on 3me is a good opportunity for using the resources of other schools.
(Mid Levels, No Children at Island School)
Since this decant will affect the students directly, why not ask their opinion. I’ve always felt
that gathering informa3on from those closest to a situa3on yields
the most crea3ve solu3ons. (Lantau, Yr 8&11 Island School)
Proper/frequent communica3on to parent and students, pre-‐visit to those sites to make us feel comfortable.
(Kowloon, Yr 7&11)
Could school buses on HK Island deliver them to the MTR rather than going all the way to the school? Or could the school buses deliver the students to the school in the morning (a faster 3me of travel) and then students have the op3on of taking the MTR home. This
could help with cost and 3me of travel. (Wan Chai, Year 8
& 11 Island School)
68
Other Comments Any questions, concerns or comments that you have about the decant process
Most worried about transport 3me to new school. Lower years should be the easiest to reach. Reten3on of teachers is very important to maintain the feel and ethos of the school.
(Lantau, Year 7 Island School)
One of my daughters will be in grade 12 when IS has to be moved out to the temp site, we are very worried during her cri3cal exam years if teachers and schools are not being allocated fairly and organized, her learning and grades will be impacted; hence, not having a smooth transi3on into her University. (New Territories, Year 8&10 Island School)
I have worked at a split campus before and it was heartbreaking to see how it affects the morale of the teachers. It’s important that they feel supported and not being ignored just because they are on a different campus. Every teacher needs a home base -‐ switching between schools can make them feel lonely -‐ like they are visitors on both sites. For students changing sites increases the risk of feeling insecure and requires a high degree of organiza3on which they struggle with anyway. This can all lead to iden3ty issues. The con3nuity of the island school spirit must be guarded. It is what makes it special to the children and teachers alike. The ease of communica3on between the students across
the year groups and to see how the younger students look up to the older ones as role models is very nice to see. The pastoral care and the house system are working perfectly this is why I would prefer to see the split by houses.
(New Territories Year 9 Island School)
If the decant op3on does not bode well, I along with a number we network with have already begun exploring op3ons to transfer to other schools. You may want to consider how alloca3ons of the school placements can be amended for the 3 year period to allow a migra3on op3on for parents who may have relocated across the Island catchment or Kowloon territories anyway.
(Mid Levels, Year 7 Island School)