Pupil Voice Parent Voice - Farlingaye High School...2 Pupil & Parent Voice Introduction INITIAL...

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Pupil Voice Parent Voice

Consultant Report for Farlingaye High School

Supporting school transformation through self-review and evaluation

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Pupil & Parent Voice Introduction

INITIAL REPORT OF SUPPORTED SELF-REVIEW: PUPIL

School: Farlingaye High School

Introduction

This report is based on evidence collected through attitudinal surveys. The nature of this evidence is such that it represents the views and feelings of the respondents. These views and feelings are critical to an understanding of the school, and its potential for development, as they will play a considerable part in determining the attitudes and subsequent behaviours of those concerned. However, these responses to the attitudinal surveys are not ‘facts’. As a result it is not possible to say with respect to any area that ‘it is a fact that such and such is true’. It is possible to say, ‘it is the belief of the pupils/parents that such and such is true’.

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PUPIL VOICE KS3/4

Evidence Base: 1301 respondents completed the surveys on which these findings are based.

Summary of Strengths and Weaknesses (% = Percentage of positive or negative from respondents)

Particular Strengths:

Performance Criteria Overall

Strength %

Overall Weakness %

Clarity of Expectations

The school has a simple set of rules that I know and understand. 95 1

I am expected to do my very best. 98 0

I am clear about what is expected of me in terms of my work and behaviour.

96 1

Making a Contribution

The school teaches me to know the difference between right and wrong.

86 2

The school provides opportunities for me to make a positive contribution in the school.

86 3

The school Encourages me to think about sustainable issues. 88 2

Relationships with Staff and Other Pupils

I get on well with other students at school. 88 3

My school teaches me to respect people from different backgrounds, races and religions, etc. 90 2

Well-being

I feel safe in lessons. 93 1

I feel safe at breaktimes. 87 3

The Summary School Experience

There are plenty of activities at lunchtime and after school. 94 1

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Relative Strengths:


Strength %

Overall Weakness %


I am regularly expected to set targets to improve my school work.

84 2

The Learning Experience

I am expected to persevere when faced with difficulties, before asking for help. 80 2

I get regular feedback about how well I am doing with my school work.

84 3

I think I am making good progress 83 2

I get regular homework to do which is not too easy and not too hard. 71 8

When I need help from a teacher or another adult in the class I usually get it.

81 4


The school provides opportunities for me to make a positive contribution in my class. 84 3

The school provides opportunities for me to make a positive contribution to the community.

75 5

The school asks for my views about important things in school.

72 9


When I work or behave well I get praised. 73 8

The school helps me to develop positive relationships with people in the school.

77 5

The school is good at stopping things like bullying, harassment and racism. 80 5

Well-being

If I have a general problem, I know that there is a teacher or another adult that I can talk to.

79 5

The school teaches me to understand and deal with a variety of risks in everyday life. 81 4

The school encourages and helps me to take regular exercise. 83 5

The school discourages me from smoking or misusing substances such as alcohol or drugs.

84 4

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I would tell my friends and people in the community that this is a good school.

82 4

Particular Weaknesses: No Particular Weaknesses have been found.

Relative Weaknesses:

No Relative Weaknesses have been found.

All Pupils Summary:

Pupils in Key Stages 3 and 4 were significantly more positive in the current survey than they were in 2007. In the current survey, they judged that 28 of the 40 questions were strengths of the school. This compares with 15 out of the 37 questions in 2007. Their average positive response to each question was 78% compared with 67% and their average negative response was 5% compared with 9% in the earlier survey.

Pupils were again very positive that the school has high expectations and the range of extra-curricular activities. Relationships were again seen to be strong. They continue to feel safe in school

Pupils were significantly more positive about the Target Setting process, being able to learn well because of the behaviour of others and their lessons being interesting.

They were very positive about the feedback they receive and they feel that they are making good progress.

Pupils feel proud of their school. They were positive that they would tell their friends that Farlingaye High is a good school.

There was little variation in the responses of the various Year Groups or in the responses by gender.

All Pupils: Overview by Theme Clarity of Expectations This was the strongest section in the survey. Pupils were more positive in the current survey than they were in 2007. All four questions were judged to be strengths of the school. The average positive response to each question was 93% and the average negative response was just 1%. Pupils were very positive that the school has a simple set of rules which they know and understand. They know that they are expected to do their best and they are very clear about how they should work and behave. Pupils are now very positive that they are regularly set targets to improve their school work.

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The Learning Experience Responses in this section were more variable as they were in the earlier survey. Five of the eight questions were judged to be strengths of the school. The average positive response to each question was 73% and the average negative response was 6%. In this section, pupils were most positive that they receive regular feedback about how well they are doing with their school work. They were equally positive that they feel that they are making good progress. Pupils feel that they are expected to persevere when faced with difficulties, but they are also aware that they usually receive help when they need it. Pupils were positive that they receive regular homework which is set at an appropriate level. The question about teachers doing new and interesting things to help their learning, narrowly failed to be judged as a strength. This represents a significant improvement compared with the earlier survey when less than half the pupils were positive about this question. In this section, pupils were least positive and most negative about being able to learn well in most classes because of the behaviour of others. Just over half the responses were positive on this question. However, this represents a significant improvement on the 2007 survey when only one third of pupils were positive about this issue. More than half the pupils were positive that they usually find their school work interesting. Making a Contribution Responses in this section were generally very strong. Six of the seven questions were judged to be strengths of the school. The average positive response to each question was 77% and the average negative response was 6%. In this section, pupils were most positive that the school encourages them to think about sustainable issues and teaches them the difference between right and wrong. They were also very positive that they have opportunities to make a contribution both within the school and in the wider community outside school. This represents a more positive response than was the case in the earlier survey. Pupils were positive that the school asks for their views, but a much smaller percentage feel that the school takes notice of what they say. The school may wish to undertake further work to address this apparent discrepancy. Relationships with Staff and Other Pupils Pupils were positive about all the questions covered in this part of the survey. The average positive response to each question was 77% and the average negative response was 6%. Pupils were very positive that they get on well with each other and that the school helps them to develop positive relationships with people in the school. They were positive that the school teaches them to respect people from different backgrounds, races and religions. Pupils were more positive about the use of praise than they were in the 2007 survey. Around 70% of pupils were positive that they receive praise when they work or behave well and a similar percentage was positive that the amount of praise they receive is greater than the amount of criticism. Pupils were generally positive that adults treat them fairly. Pupils were positive that the school is good at stopping bullying, harassment, racism and disruptive behaviour.

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The Summary School Experience Pupils were positive about the three questions in this part of the survey. Two were judged to be strengths and one failed to be assessed as a strength by just one percentage point. The average positive response to each question was 82% and the average negative response was 5%. Pupils were very positive that there is a wide range of activities at lunch time and after school. They are clearly proud of their school. More than 80% would tell friends and other members of the community that this is a good school. Pupils were positive that on most days they enjoy being in school. Well-Being Pupils were generally positive about most aspects of their Well-Being. Six of the ten questions were judged to be strengths of the school. The average positive response to each question was 75% and the average negative response was 6%. Pupils were very positive that they feel safe in lessons and at break times. They know that if they have a problem, there is always an adult to talk to. Pupils were positive that the school teaches them to understand and deal with risks, encourages and helps them to take regular exercise and discourages then from smoking or misusing substances such as alcohol and drugs. They were slightly less positive about the school encouraging and helping them to eat and drink healthily and feeling that the school cares about them. Just over half the pupils were positive that the school provides them with information, advice and support about relationships and sexual health. This number has fallen from the positive response of more than 60% in the earlier survey. The school may wish to undertake further work to discover the reason for this decline. As in 2007, just over half the pupils were positive that the school is a clean and tidy place.

Variations in Response by Age

There was very little variation in the responses of the various year groups. Years 7 and 8 were again the most positive and Year 9 were the least positive. However, it should be noted that on average, Year 9 were 10% more positive than they were in the 2007 survey. The overall figures are significantly more positive.

The figures for 2007 are placed in brackets for ease of comparison.

Pupils in Year 7 judged that 34 (25) of the 40 (37) questions were judged to be strengths of the school. The average positive response to each question was 79% (71%) and the average negative response was 5% (6%). Pupils in Y7 were least positive about being able to learn well in most classes because of the behaviour of others, feeling that the school takes notice of what they say and the school being a clean and tidy place. The school may wish to consider further the fact that less than two-thirds of the youngest year group feel that the school cares for them and 93% gave no response to the question of the school providing them with information, advice and support about relationships and sexual health.

Pupils in Year 8 judged that 35 (20) of the 40 (37) questions were strengths of the school. The average positive response to each question was 83% (71%) and the average negative response was 3% (7%). Pupils in Y8 were least positive about being able to learn well in most classes because of the behaviour of others and finding school work interesting. Approximately two-thirds were positive that the school takes notice of what they say and feeling that the school is clean and tidy. Responses to the question about information and advice on relationships and sexual matters were similar to Y7 in that

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92% gave no response. The school may wish to consider undertaking further work on this matter.

Pupils in Year 9 judged that 25 (14) of the 40 (37) question were strengths of the school. Their average positive response to each question was 72% (62%) and the average negative response was 8% (10%). They were least positive and most negative on the question of the school taking notice of what they say. In addition, 55% or less were positive that they can learn well in most lessons because of the behaviour of others, feeling that adults treat them fairly, finding work interesting, feeling that the school cares for them, feeling that the school is clean and tidy and feeling that the school helps and encourages them to eat and drink healthily. Slightly more than 55% were positive that they receive praise when they work or behave well, enjoy school on most days and feeling that the school asks for their views on important matters.

Pupils in Year Ten judged that 26 (14) of the 40 (38) questions were strengths of the school. Their average positive response to each question was 78% (64%) and their average negative response was 5% (10%). They were least positive and most negative that the school takes notice of what they say. Less than half the responses were positive on this question. However, some questions which were not judged to be strengths had significantly more positive responses than in 2007. For example in the current survey, approximately 60% of responses were positive that school work is interesting and that pupils can learn well because of the behaviour of others. In the earlier survey, the positive response to these questions was less than 40%.

Pupils in Year Eleven also judged that 26 (14) of the questions were strengths of the school. Their average positive response to each question was 77% (65%) and the average negative response was 6% (11%). Pupils were least positive and most negative about finding work interesting, the school taking notice of what they say and feeling that the school is clean and tidy. The positive response to these questions was just under 60%. This compares with a whole range of questions having a positive response of less than 40% in the earlier survey.

Variations in Response by Gender

Over the Key Stages as a whole there was just one question which showed any significant variation in the response by gender. Girls were significantly more positive that they usually find their school work interesting.

Where there was any significant variations within each year group, the girls were always more positive than the boys, especially in Year Eleven.

In Y7 girls were significantly more positive that they usually find their work interesting, that the school asks for their views, that adults treat them fairly and that the school is clean and tidy. They were also significantly more positive that the school cares about them, that they would tell their friends that this is a good school and that most days they enjoy being in school.

In Y8 girls were significantly more positive that they receive regular homework which is set at an appropriate level, that they find school work interesting, that adults are fair to them, that the school encourages and helps them to eat and drink healthily and that most days they enjoy being in school.

In Y9 girls were significantly more positive that they receive regular and appropriate homework.

In Y10 there were no significant variations in the responses by gender.

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In Y11, girls were more positive on every question and significantly more positive on a wide range of issues including; receiving praise, school work being interesting, being able to learn well because of the behaviour of others, feeling that the school cares about them and most days enjoying being in school. Interestingly the same group of pupils were significantly more positive in the earlier survey when they were in Y9.

Areas for development:

It is evident from the pupils’ responses that they are now more positive about the Areas for Development mentioned in the previous report. For example, Target Setting is now judged to be a strength, a significantly greater number of pupils were more positive about being able to learn well because of the behaviour of others and also their lessons being interesting. The school is clearly having an impact on these areas and may wish to simply continue with its effective strategies. In addition the school may wish to consider;

1. Undertaking further work to discover why a large majority of pupils in Y7 and 8 gave no response to the question about the school providing information, advice and support about relationships and sexual health.

2. Undertaking further work to discover why pupils judged that the school asking for their views is a strength, but just over half the pupils were positive that the school takes notice of what they say.

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PUPIL VOICE KS5





Strength %

Overall Weakness %


The sixth form has a simple set of rules that I know and understand. 92 1

Usually I am expected to do my very best. 98 1

I am clear about what is expected of me in sixth form, in terms of my work and behaviour.

98 1


My teachers provide challenging and demanding teaching. 91 1

I usually find my work challenging and stimulating. 89 2

I get regular information about how well I am doing at my work. 88 4

When I need help with my work my teachers are accessible and helpful.

86 3


The sixth form provides opportunities for me to make positive contributions to the school community. 92 1


I get on well with other students. 96 1

The sixth form teaches me to understand and respect people from different backgrounds, races, religions, etc. 86 3

Well-Being

The sixth form provides me with relevant information, advice and support about relationships and sexual health.

89 2

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Beyond my main course there are plenty of enrichment courses and other worthwhile activities.

89 2

The sixth form is well run. 95 1

I think this is a good sixth form and would recommend it to others. 96 1

Most days I enjoy being in the sixth form. 86 6

Relative Strengths:


Strength %

Overall Weakness %


I am regularly expected to set targets to improve my work. 74 4


I am helped and encouraged to study independently and to carry out research.

81 3

My teachers are experts in their subject. 82 4

I get regular homework to do which is worthwhile. 74 5

I think that I am making good progress in the sixth form. 78 4


The sixth form seeks the views of students. 83 4

The sixth form provides opportunities for me to make positive contributions to the community outside school.

74 5


Adults in the sixth form usually treat students fairly and with respect.

83 6

The sixth form helps me to develop positive relationships with other people.

84 3

The sixth form is good at stopping things like bullying, harassment and racism. 81 3

The sixth form is good at stopping selfish and disruptive behaviour.

74 5

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Well-Being

My choice of courses suits my abilities and career plans. 80 3

If I have a personal problem, I know that there is a teacher or another adult that I can turn to.

74 10




All Pupils Summary:

As in 2007, students were generally positive about most aspects of their education in the sixth form. Twenty eight of the forty questions were judged to be strengths of the sixth form. There were no weaknesses. In 2007, there were 25 strengths and one weakness. In the current survey, the average positive response to each question was 74% and the average negative response was 5%.

Once again the students were very positive about the school’s expectations in terms of their work and behaviour. They were very positive about the quality of teaching and the accessibility and knowledge of their teachers. Students were very positive about relationships in the sixth form. As in 2007, they feel that the sixth form is well run and they would recommend it to others. They feel that they are making good progress.

As in 2007, the only area in which students were not generally positive was the section on their Well-Being.

There was no significant variation in the responses by gender or in the responses of the two year groups.

All Pupils: Overview by Theme Clarity of Expectations This was a strong section as it was in 2007. All four questions were judged to be strengths of the sixth form. The average positive response to each question was 91% and the average negative response was just 2%. Students were very positive that the sixth form has a simple set of rules which they know and understand. They know that they are expected to do their best and they are very clear about what is expected of them in terms of their work and behaviour. Significantly, the issue of setting targets to improve their work is now seen to be a strength. In 2007, just over half the students were positive on this question.

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The Learning Experience This was also a strong section of the survey. In 2007, seven of the nine questions were judged to be strengths. In the current survey, all eight questions were judged to be strengths of the sixth form. The average positive response to each question was 84% and the average negative response was just 3%. Students were very positive that the teachers, who are experts in their subjects, provide challenging and demanding teaching and they usually find their work challenging and stimulating. They feel that they are making good progress in the sixth form. Students feel that they are encouraged to study independently and carry out research, but they are very aware that they will receive help when they need it. Students were positive that they receive regular information on the progress they are making and they feel that they receive regular homework which is worthwhile. Making a Contribution Responses in this section were more varied as they were in 2007. Three of the six questions were judged to be strengths of the sixth form. The average positive response to each question was 74% and the average negative response was 5%. Students were positive that they are now able to make a contribution within the school and in the wider community outside the school. They were positive that the school seeks their views, but significantly less positive that those views are taken into account. The majority of students were positive that the school teaches them the difference between right and wrong and that there are good links to external organisations. Relationships with Staff and Other Pupils This was very strong section of the survey as it was in 2007. All six questions were judged to be strengths of the sixth form. The average positive response to each question was 845 and the average negative response was just 4%. Students were very positive that adults treat them well and that they get on well with other students. They feel that the sixth form helps them to develop positive relationships. They were positive that the sixth form teaches them to understand and respect people from different backgrounds, races and religions. Students were also positive that the sixth form is good at stopping bullying, harassment, racism, selfishness and disruptive behaviour. The Summary School Experience This was the strongest section in the survey. All four questions were judged to be Particular Strengths of the sixth form. The average positive response to each question was 92% and the average negative response was just 2.5%. Students were very positive that the sixth form is well run. Most days they enjoy being in the sixth form. They believe very strongly that this is a good sixth form which they would recommend to others. They were very positive that there are plenty of enrichment activities beyond their main course. Well-Being As in 2007, this was the least positive section of the survey. Three of the twelve questions were judged to be strengths of the sixth form. The average positive response to each question was 47% and the average negative response was 8%. Students were positive that their choice of courses suits their abilities and career plans, that if they have a personal problem, they know that there will be an adult to turn to and they were also positive that the sixth form provides them with relevant information, advice and support about relationships and sexual health. The question about the sixth

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form informing them about risks and discouraging them from misusing substances such as alcohol and drugs, narrowly failed to be assessed as a strength. The majority of students were positive that the sixth form encourages and enables them to eat and drink healthily, teaches them how to deal with risks and provides them with opportunities to develop their enterprise skills. However, less than half the students were positive that they had helpful advice on what to study in the sixth form whilst almost half the students gave no response or they neither agreed nor disagreed with the question. This was a similar response to the earlier survey. The sixth form may wish to consider the provision it makes to provide its pupils with appropriate advice. In this section students were least positive about;

• receiving well informed advice from the school or careers service on what they should do after leaving school

• being provided with opportunities to understand and prepare for the world of

work

• receiving advice and guidance on managing personal finances The school may wish to review its provision in the area of student Well-Being especially in the areas above relating to advice given on entry to the sixth form and in preparation for moving on from it.

Variations in Response by Age

There was very little in the responses of the two year groups.

Figures in brackets are the comparable figures from the 2007 survey.

Students in Year 12 judged that 28 (24) of the 40 questions were strengths of the sixth form. Their average positive response was 73% (67%) and the average negative response was 4% (10%). In 3 questions more than 90% of students gave no response. These were the questions about;

Receiving advice on what to do after leaving the sixth form

Preparation for the world of work

Receiving advice and guidance on managing personal finances.

Responses from students in Year 13 were very similar to those received from students in Y12. They judged that 27 (25) of the questions were strengths of the sixth form. Their average positive response was 76% (74%) and the average negative response was 6% as it was in 2007. More than 90% of students in Y13 gave no response to the same questions as students in Y12.

Variations in Response by Gender

There was very little variation in the responses by gender across the Key Stage as a whole.

Girls were significantly more positive that the sixth form teaches them the difference between right and wrong and that the sixth form takes account of their views

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In Year 12, girls were significantly more positive about setting targets to improve their work, the sixth form seeking their views and taking them into account.

In Year 13, girls were significantly more positive that they receive regular and appropriate homework, that the sixth form teaches them the difference between right and wrong and that adults treat them fairly and with respect. Boys were significantly more positive that they receive advice on what to study in the sixth form.

Areas for development:

1. Consider reviewing provision made in the area of student well-being, particularly areas where students were least positive; advice on courses on entry to sixth form, advice on what to do when leaving the sixth form, preparation for the world of work and advice on managing personal finances.

2. Consider undertaking further work to discover why students were positive that the sixth form seeks their views on important matters but they were significantly less positive that the school takes those views into account.

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PARENT VOICE





Strength %

Overall Weakness %

Home-School Relationships

I feel comfortable about approaching the school with questions, a problem or complaint. 87 4

The school is a welcoming place for parents/carers. 85 2

I am kept well informed about how my child/children is/are getting on.

91 3


My child/children is/are making good progress. 92 2

Teaching at the school is good. 90 1

Staff expect my child/children to work hard and do their best. 94 1

There is a good range of activities that my child/children find(s) interesting and enjoyable.

88 3


The school gives my child opportunities to make positive contributions to their class/group or school. 89 1

Relationships of Staff and Other Pupils.

My child/children is/are praised when he/she works hard or behaves well.

92 3

The school teaches my child to respect people from different backgrounds, races, religions, etc. 86 0

Well-Being

My child/children is/are not racially abused at school. 88 1

The arrangements for my child/children to settle in when they started at the school were good. 94 2

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I think the school is a safe place for my child/children to work. 95 1


The school is well led and well managed. 94 1

I think this is a good school and would recommend it to others. 95 1

Relative Strengths:


Strength %

Overall Weakness %

Home-School Relationships

The school actively encourages parents/carers to be involved in its activities.

73 5

The school seeks the views of parents/carers. 71 7


Staff encourage my child/children to become mature and independent.

84 1

The school consistently provides appropriate homework. 73 8

The school teaches my child/children to persevere when they find their work hard.

70 3

The school helps my child/children acquire the knowledge needed to succeed in the future.

82 2

The school helps my child/children develop the skills to succeed in the future. 82 2

Relationships of Staff and Other Pupils.

Staff treat my child/children fairly. 83 4

Pupils/Students at the school behave well. 75 4

The school helps my child/children to develop positive relationships with teachers and other pupils.

83 3

Well-Being

My child/children is/are not bullied or harassed at school. 78 10

The school teaches my child/children how to deal with risks and behave safely.

84 1

The school encourages and helps my child/children to take regular exercise.

77 7

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The school gives my child/children information on how to deal with such things as alcohol and drugs. 82 2

The school actively promotes equality of opportunity for all.

80 4


My child/children like(s) school. 85 4




All Parents/Carers Summary: The school has maintained its position of being held in high regard by the parents and carers. As in 2007, they were positive about most aspects of their children’s education at Farlingaye High School. They judged that 31 of the 40 questions were strengths of the school. Their average positive response to each question was 79% and the average negative response was 4%. They were again very positive that their children like school, that they are well taught and are making good progress. Parents and carers feel welcome in the school and they believe very strongly that the school is well led and managed. They were very positive that this is a good school which they would recommend to others. Views of the parents and carers in all year groups were again, remarkably consistent and supportive.

All Parents/Carers: Overview by Theme:

Home-School Relationships Responses in this section were generally positive as they were in the earlier survey. Five of the seven questions were judged to be strengths of the school, whilst the remaining question had positive responses of at least 60%. The average positive response to each question was 76% and the average negative response was 5%. Parents and carers remain very positive that they feel comfortable about approaching the school with any questions, problems or complaints. They find the school to be a welcoming place for them. Parents are extremely positive that they are kept well-informed about their children’s progress. They were positive about the school seeking their views, taking account of their suggestions and actively encouraging them to be involved in its activities.

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They were slightly less positive that staff explain how they can help their child at home and that the school takes account of their suggestions and concerns. The school may wish to review this area of Home-School Relationships. The Learning Experience and Progress This was a very strong section of the survey as it was in 2007. Nine of the ten questions were judged to be strengths of the school. The average positive response to each question was 81% and the average negative response was 3%. Parents and carers were again very positive that teaching at the school is good and their children are making good progress. They were very positive that staff have high expectations of the way children work and behave. Parents and carers were also very positive that there is a good range of activities which children find interesting and enjoyable. Parents and carers were positive that the school provides appropriate homework and that children are encouraged to become mature and independent. They feel that the school helps the children to acquire the knowledge and skills they will need to succeed in the future and that the children are taught to persevere when they find their work hard. They were less certain that the school teaches the children how to manage their feelings appropriately although 36% of parents neither agreed nor disagreed with this statement.

Making a Contribution Responses in this section were more varied as they were in 2007. One of the four questions were judged to be strengths of the school. The average positive response to each question was 67% and the average negative response was just 4%. Parents and carers were positive that children have opportunities to make a contribution within the school. Parents and carers were less positive but by no means negative that the school asks children for their views and takes account of those views and offers children opportunities to make a contribution to the wider community. Relationships Of Staff And Other Pupils. This was another strong section of the survey as it was in 2007. Five of the seven questions were judged to be strengths of the school. One question failed to be assessed as a strength by just 1%. The average positive response to each question was 78% and the average negative response was 3%. Parents and carers were very positive that the school teaches children to respect people from different backgrounds and is good at stopping bullying and harassment or dealing with these issues if they arise. Parents and carers were positive that pupils in the school behave well and that children are praised when they work or behave well. They were also positive that the school helps the children to develop good relationships with teachers and other pupils and that staff treat the children fairly. Parents and carers were slightly less positive that the school is good at stopping racism or dealing with it if it happens.

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Well-Being This was also a strong section of the survey as it was in 2007. Eight of the nine questions were judged to be strengths of the school. The average positive response to each question was 82% and the average negative response was 4%. Parents and carers were extremely positive that the arrangements made for the children to settle in when they start school were good. They were also extremely positive that the school is safe place for the children to work in and that the children are not racially abused at school. Parents and carers were very positive that the school helps the children to lead a healthy life style, by teaching them how to deal with risks, encouraging and helping them to take regular exercise, and giving them appropriate information about matters such as alcohol and drugs. Parents and carers were positive that the school promotes equality of opportunity for all. They were less positive, but by no means negative that children are encouraged to eat and drink healthy things.

The Summary School Experience As in 2007, this was the strongest section in the survey. All three questions were judged to be strengths of the school. The average positive response to each question was 92% and the average negative response was just 2%. Parents and carers were very positive that Farlingaye High School is a good school which they would recommend to others. They were positive that their children like school. Parents and carers were very strong in their view that the school is well led and managed.

Variations in Response by Year Group of Pupils: As in 2007, the responses of parents and carers of children in the various year groups were remarkably consistent. Figures in brackets show the figures from the 2007 survey. Parents and carers of children in Year 7 judged that 30 (23) of the 40 (30) questions were strengths of the school. Their average positive response to each question was 80% (81%) and the average negative response was 2% as it was in 2007. No question had a positive response of less than 56%. Parents and carers of children in Year 8 judged that 28 (23) of the questions were strengths of the school. Their average positive response to each question was 77% (80%) and the average negative response was 4% (3%). No question had a positive response below 52%. Parents and carers of children in Year 9 judged that 27 (20) of the 40 (30) questions were strengths of the school. Their average positive response was 77% (76%) and the average negative response was 5% (4%). No question had a positive response of less than 51%.

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Parents and carers of pupils in Year 10 judged that 31 (19) of the questions were strengths of the school. Their average positive response to each question was 80% (80%) and the average negative response was 4% (5%). No question had a positive response of less than 55%. Parents and carers of pupils in Year 11 judged that 29 (23) of the questions were strengths of the school. Their average positive response to each question was 79% as it was in 2007. The average positive response at 4% was also the same as the 2007 figure. No question had a positive response of less than 53%. As in 2007, parents and carers of students in the Sixth Form were even more positive than those with children in KS3/4. Parents and carers of students in Year 12 judged that 32 (24) of the 40 (30) questions were strengths of the sixth form. Their average positive response to each question was 83% (84%) and the average negative response was 2% (4%). No question had a positive response of less than 59%. Parents and carers of students in Year 13 judged that 31 (25) of the 40 (30) questions were strengths of the sixth form. Their average positive response to each question was 81% (83%) and the average negative response was 3% as it was in 2007.

Potential areas for further development: The areas which were of concern in the 2007 survey remain the key issues for parents. The areas below are not where parents necessarily disagree but where more information

is needed by the parents so they can understand the school’s policies.

1. Consider reviewing the ways in which staff explain how parents and carers can help their children at home and take account of the suggestions and concerns of the parents.

2. Consider if parents/carers should be given further information on how the pupils

make a contribution to the wider community and more information about the school policies in relation bullying and racial harassment.

3. Consider if parents and carers should be given further information about how the

school encourages and helps the children to eat and drink healthily. Appendix 1. Summary Judgements Summary judgements are made on each of the performance criteria for each of the question using the following framework: ‘Particular Strengths’ are those performance criteria where more than 85% of respondents gave a positive, weighted response, (i.e. 15% negative weighted response). ‘Relative Strengths’ are those performance criteria where between 70% and 85% of respondents gave a positive, weighted response. (i.e. between 15% and 30% negative weighted response).

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‘Particular Weaknesses’ are those performance criteria where more than 50% of respondents gave a negative, weighted response. (i.e. less than 50% positive weighted response). ‘Relative Weaknesses’ are those performance criteria where between 40% and 50% of respondents gave a negative, weighted response. (i.e. between 50% and 60% positive).

Pupil Voice Parent Voice - Farlingaye High School...2 Pupil & Parent Voice Introduction INITIAL...

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