Survey of Student Perceptions

Report on Student

Perceptions Survey

2013

Oldmachar Academy e-Magazine

2

Survey of Pupil Perceptions

Context

This session we have conducted a comprehensive survey of the perceptions of stu-

dents in all year groups. We are comparing the results to a survey we conducted in

June 2010 to see how far we have come in the past three years.. In the next few

editions of our school magazine, we will reflect on the messages which we can take

from this new survey.

In this edition we focus on the overall information we can draw from the survey

overall. We also look at the way in which our young people feel learning and

teaching has developed in the past few years.

Overall, our students rate the

school much more highly than

they did three years ago.

Every year group reported the

school as having improved

significantly.

The graph (left) shows this,

with the 2013 results shown

in the red blocks.

2010 71%

2013 78%

The overall approval rating

from all of our students’ aggre-

gated responses has jumped

significantly in three years

from:

71% (Good to Very Good) to

78% (Very Good to Excellent).

3

Overall Ratings

The overall school rating is an average of the ratings the young people gave the school by rating

20 individual statements. These statements correspond to a wide range of issues affecting the

perceptions of young people about school. Students are asked whether they Strongly Agree,

Agree, Disagree or Strongly Disagree with the statement. This four point scale is used to calculate

a value, which is expressed as a percentage.

The table below shows the figures for 2013 compared to 2010. In every case, students report an

improvement.

Statements with around 85%

approval we take to indicate an

area of our work which the

young people consider to be Ex-

cellent

Statements with 75% approval,

we take to be Very Good

Statements with 65% we take

to be Good

No statement was rated lower

than 68%, so no area was found

to be less than good.

2010 2013

I enjoy being at school 70% 75%

Teachers explain things clearly 70% 75%

Staff in the school are good at dealing with bullies 65% 71%

At least one teacher knows me well 78% 84%

Teachers tell me how I am getting on with my work 70% 76%

Teachers help me when I am having difficulty 76% 83%

Teachers tell me when I have done something well 70% 79%

I get about the right amount of homework 70% 76%

Teachers listen to what I say 67% 77%

I know what to do at school if there is something that

worries me 73% 81%

All pupils are treated fairly in the school 60% 69%

Pupils have a say in deciding how to improve the school 67% 78%

The behaviour of pupils in school is good 63% 68%

Teachers expect me to work to the best of my ability 83% 88%

If there is something that worries me, the school is good

at helping sort things out 67% 76%

I get on well with other pupils 84% 85%

I feel safe and secure in the school 77% 81%

My teachers are good at letting me know how my learn-

ing can be improved 70% 77%

Teachers check my homework 71% 79%

The school helps me to keep myself safe and healthy

(e.g. by teaching me about healthy eating, personal rela-

tionships and the dangers of drugs, alcohol and smoking)

77% 84%

Overall 71% 78%


4

Testing Key Themes

To make sense of the twenty statements we tested, we have arranged them by themes

which are important to our young people and teachers. These four themes are:

How good is our learning?

How happy and safe are we in school?

How well are we cared for?

How are our voices heard in school?

By reflecting on these four things in this way, we can build a picture of the progress the

school has made and consider what we need to do next to make things better for the

young people.

How Good is Our School?

Students report im-

provements in a number

of key areas which re-

late to their learning.

This is a sign that we

have improved learning

and teaching since the

last survey.

Our students tell us that

they are happier and

feel safer than they did

at the time of the last

survey.

This paints a picture of

an improving school

ethos.

5

Next Steps

We intend to continue to survey the attitudes of

young people towards the school at regular inter-

vals over the next few years.

In particular, we want to ensure that we grasp

the considerable opportunities that Curriculum for

Excellence offers them and to find ways, at the

same time, to measure the effectiveness of our

work in delivering to them important entitle-

ments. Most importantly, we want to see further

improvements in the quality of the experience we

provide to our young people.

We thank everyone who contributed to the survey

for the time they took in doing so. In the next

few pages more detailed analysis is given.

Our students say that

we provide better care

from them than they did

at the time of the last

survey.

This endorses the ap-

proach we are taking to

providing support.

Students say they are

listened to more than

they were and feel that

they have more say in

improving the school.

This supports the way

we are evolving our

school systems.

6


2010 72%

2013 78%

The statements we test relate

directly to how young people

learn. Fedback shows the im-

pact of some things we have

focused on improving for them.

Teachers are working to con-

tinually improve learning for

young people. The learning

experience in the classroom is

at the heart of how we help

them to achieve.

In particular, we have focused

increasingly in recent times on

improving the following:

Challenge in learning

Feedback to young people

about progress

Consistent, high quality

homework

Conclusion Our learners are now ore aware of

their progress as learners. Devel-

opments in profiling and Building

Learning Power have helped.

Clearer feedback to young people

about how to improve their work,

is probably the most important

thing we have improved.

How Good is our Learning?

7

What has changed since 2010?

Below we highlight three things that see to have improved since 2010. These are things that hap-

pen in classroom and the feedback they provided through the survey suggest that young people are

benefiting from different approaches to learning and teaching being taken. Increasing the level of

expectation of them is part of this improvement, but alongside that is the need to improve the qual-

ity of support that all teachers need to give them. As always, we continue to work on improving

these things.

0%20%40%60%80%

100%

S1 S2 S3 S4 S5 S6

My teachers are good at letting meknow how my learning can be

improved

2010

2013

70%

75%

80%

85%

90%

95%

S1 S2 S3 S4 S5 S6

Teachers expect me to work to thebest of my ability

2010

2013

0%

20%

40%

60%

80%

100%

S1 S2 S3 S4S5

S6

Teachers tell me when I have done somethingwell

2010

2013

Three things that seem to have improved for all

year groups are:

The extent to which our curriculum provides a

challenge for learners

The way in which teachers provide positive re-

inforcement and praise for learners

The feedback teachers give learners which can

help them to improve their work

Notably, our S1 and S2 students feel that there

is a greater sense of challenge than three years

ago. The S4 rating was slightly lower, which we

will explore—especially since this information

contradicts the feedback from parents.

All year groups report an improvement in the

feedback and praise from teachers.


8

The school gathered four aspects of

its work together following the sur-

vey that all relate to the issue if

health and happiness. This allows us

to see important patterns.

The graph (left) shows them, with

the 2013 results shown in the red

blocks.

The 2010 results were very good, so

it is pleasing that the young people

feel these things have further im-

proved.

2010 77%

2013 81%



gated responses has risen in

three years from:

77%

81%

All year groups reported that all

of these things were improved.

How Happy and Safe Are We in School?

9

The Most Improved Aspect

Of the four aspects, the most improved concerns the extent to which young people feel

the school helps them to keep safe and healthy. This element is broken down by year

group below. Since this year we have implemented some new arrangements for explor-

ing Health and Wellbeing issues with young people, including a number of planned days

devoted to important issues, we are pleased to hear this feedback.

Analysis

The actual statement we tested

listed a number of factors. In-

volved in personal health, safety

and happiness: Diet, Personal

Relationships, Drugs, Alcohol

and Smoking)

The approval of students for the

statement was higher for all

year groups, but particularly so

for S1 and S2

The perceptions of students in

S3 and S4 were only slightly im-

proved—we will reflect on this

information for future planning

0%20%40%

60%

80%

100%

S1 S2 S3S4

S5S6

The school helps me to keep myself safe andhealthy (e.g. by teaching me about healthy eating,

personal relationships and the dangers of drugs,alcohol and smoking)

2010

2013

Next Steps

The results of this survey will be processed by staff

and students in consultation activities. We will relate

it to the information we received from the parental

survey we conducted last term, which gave us valua-

ble feedback on how parents saw this issue.

We have also discussed these issues with our parent

council, and we are clear about the priorities for par-

ents, particularly in relation to healthy eating.

We look forward to outlining plans for further im-

provement in due course.


10

We tested five statements which all

relate to the way we provide care

and support for young people in

Oldmachar Academy. This allows us

to see important patterns in how our

work has developed over the three

years since the last survey.

The graph (left) shows them, with

the 2013 results shown in the red

blocks.

The 2010 results were good, so it is

pleasing that the young people feel

these things have improved.

2010 69%

2013 76%



gated responses has risen in

three years from:

69%

76%

All year groups reported that all

of these things were im-

proved—with the exception of

S5.

How Well Are We Cared for in School?

11


Of the five elements that we have identified from our surveys which relate to care and

welfare of our young people, the most improved aspect relates to the sense our students

have that at least one person in the school knows them well. The knowledge of young

people as individuals by key members of staff is the most powerful way to ensure that

young people feel cared for in school. Given that the school has invested in major train-

ing for staff related to the class tutor role and the role of Guidance colleagues, it is really

encouraging to have this feedback.

Analysis

All year groups recorded im-

provements in the perceptions

that teachers knew them well,

with the exception of S5, which

dropped—we will explore this

issue in school

All other year groups recorded a

large jump, with the exception

of S4, which improved only mar-

ginally

The largest improvement was

felt by S6 students, perhaps due

to the improved leadership op-

portunities they experience in

school, many of which are sup-

ported by staff

Next Steps

While it is encouraging to know that young people

feel better cared for now than they did three years

ago, we can still do better in this area.

In recent times we have worked to improve our sup-

port systems for young people and as these develop,

they should feel the benefits.

Dealing with the complex issues our young people

face is a major challenge. Staff and students will re-

flect on how we can improve these areas further in

the future.


12

For this aspect, students rate the

school more highly than they did

three years ago. Three statements

were tested related to how young

people feel they are treated in

school.

Since we are trying to develop the

young people as Responsible Citi-

zens, it is important to us that these

things develop. This involves us lis-

tening to young people and treating

them fairly—their involvement in de-

cision making is also something im-

portant.

The graph (left) shows the overall

results, with the 2013 results shown

in the red blocks.

2010 65%

2013 75%



gated responses has risen sig-

nificantly in three years from:

65%

75%

This is the most improved area

of school activity overall from

three years ago.

How Are Our Voices Heard in School?

13


The most improved aspect relating to Pupil Voice in School is the extent to which young

people feel their voices are heard in deciding how we can improve the school. This ele-

ment is broken down by year group below. Since 2010 we have evolved our programmes

to promote citizenship and respect. It is interesting to see how the young people now

perceive the school as a result.

Analysis

Compared to 2010, all year

groups think that they have

more say in improving the

school, with S1 and S4 recording

the largest improvements

The Respect Campaign launched

in 2011 led to various develop-

ments, that have contributed to

the improved perceptions of

young people, including:

The Student Parliament

Developments in Tutor

Time

Restorative Practice Next Steps

The results of this survey will be processed by staff

and students in consultation activities. We will relate

it to the information we received from the parental

survey we conducted last term, which gave us valua-

ble feedback on how parents saw this issue.

We have also discussed these issues with our parent

council, and we are clear about the priorities for par-

ents, particularly in relation to healthy eating.

We look forward to outlining plans for further im-

provement in due course.


Specific Things We Will Work On

Next Steps

The four statements identified above relate to issues that we will working to address

over the next phase of our development. The ratings that the young people have given

them in Oldmachar Academy are quite high, but we are not complacent.

We have chosen them because we feel that we can and should work to improve the

perceptions of students about these things. We are cross-referencing these issues

which students have helped us identify with another set that our parents helped us es-

tablish in the recent survey of their perceptions.

Working with students and parents to improve them is part of the approach we intend

to take. Thanks, once again, to everyone for participating.

Survey of Student Perceptions

Documents

Transcript of Survey of Student Perceptions