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Parental Questionnaire Summary

Results from Parental Questionnaire July 2019 are taken from 170 parental replies.

  Agree or Strongly Agree 2017 Agree or Strongly Agree 2018 Agree or Strongly Agree 2019 Disagree or Strongly Disagree 2019
My child enjoys school. 99.5% 98.8% 98.9% 1.1%
My child is making good progress at school. 95.7% 99.5% 95.8% 4.2%
I feel my child is safe and well cared for at school 99.5% 99.5% 100% 0%
The school expects my child to behave well 100% 100% 100% 0%
The school expects my child to work hard and achieve his or her best. 98.4% 100% 99.4% 0.6%
I feel the school is willing to listen to children’s views 99% 99.5% 98.2% 1.8%
I would feel comfortable about approaching the school with questions or a problem. 98.4% 98% 98.8% 1.2%
The school is helping my child to become more mature and responsible. 99.5% 99.5% 99.4% 0.6%


Every year, we add some supplementary questions to gain feedback on an area in our school.  In July 2019, the spotlight was on the use of our curriculum and pastoral provision.
  Strongly Agree or agree Disagree or strongly disagree Don't know
The school provides high quality pastoral support 91.2% 1.8% 7%
Do you feel that your children get enough exposure to subjects beyond English and Maths 97.5% 0% 3.5%
The school supports families enough regarding issues such as Drugs education, Relationship and Sex education, knife crime and gang culture 72.4% 4.1% 23.5%
The school provides a wide range of opportunities to nurture, develop and stretch pupil’s interests 93.5% 0% 5.9%


Parents are also given an additional box for comments - both positive and negative.  Below are some of the themes that have come out of the questionnaire and anything the school does, or has done in response.
  Positives   Positives 

School plays

Focus on wider curriculum

Personal development

Nurturing the whole child

Golden mornings

Inclusive and supportive ethos

Pastoral care

Supportive of families through tough times

Mixed year groups

Topics and choice of homework projects

Approach to bullying

Social and emotional support provided

SATs booster groups

Communicating about what can be done at home

Great learning environments

Extra-curricular opportunities

Opportunities such as library, peer mediator, allotments


Code club

Topics, trips and golden mornings

Reading opportunities

Y5/6 play and Hill Top

Encouraged use of impressive vocabulary

Nursery- safe and supportive environment


Pastoral support

Chinese club

Writing club

Approach to KS1 SATs

Volunteering opportunities



Areas for development School response

Inconsistency in job share expectations e.g. behaviour

Embedding of the positive behaviour policy should hopefully ensure this doesn’t happen

Wanting to know KS1 SATs results

This is shared with parents should they ask for it.  Something to think about including on the report next year

Too much homework in Reception

Streamlined homework across the school

SEN- anxiety about next year

Better communication among teachers regarding transition to new classes

Transition is an area we will be looking at in detail when it gets to the summer term.  No

Anxiety about changes in routine, getting things wrong

Anxiety about coming to school

Work in PSHCE and assemblies linked to mental health and knowing how to cope and deal with feeling anxious

Homework traumatic!

Shared expectations with both parents and children re homework expectations not just for SEN pupils, but all.




Areas for Development School Response

Observations at lunch and break could be improved

Governors are including this area in their walk once a year on each site


Procedures for contacting teacher with problems

Lack of regular homework

Home reading books too easy

Clear guidelines shared at the ‘Welcome to’ meetings at the beginning of the year linked to contacting teachers, homework and reading that is consistent across the school.

Lack of listening to children’s views at a whole school level

Each class has a school council representative who takes the views of children to regular school council meetings chaired by a teacher.  These views are listened to, responded to and reported to Senior Leadership - should the need matter need to be addressed further.

Would like to see children’s work more than twice a year at parent’s evening.

Parents are invited in for special sharing afternoons

Art should be more about self-expressing rather than copying existing artwork

There is a curriculum spotlight on all foundation subjects this year.