Parental Questionnaire Summary
Results from the Parental Questionnaire July 2022 are taken from 115 parental replies
| Agree or Strongly Agree 2022 | Disagree or Strongly Disagree 2022 | |
| My child is happy at this school | 98% | 2% |
| My child feels safe at this school | 99% | 1% |
| The school expects my child and other pupils to behave | 99% | 1% |
| The school makes me aware of that my child will learn during the year | 91% | 9% |
| The school has high expectations for my child | 96% | 4% |
| My child does well at this school | 95% | 5% |
| I would feel comfortable about approaching the school with questions, concerns or a problem and that they would be dealt with properly | 97% | 3% |
| The school lets me know how my child is doing | 90% | 10% |
| There is a good range of subjects available to my child at this school | 98% | 2% |
| The school supports my child's wider personal development | 95% | 5% |
| YES | NO | |
| I would recommend this school to another parent | 97% | 3% |
| Does your child have Special Educational needs and/or disabilities (SEND) | 8% | 92% |
| Agree or Strongly Agree 2022 | Disagree or Strongly Disagree 2022 | |
| If yes, my child has SEND and the school gives them the support they need to succeed (based on 9 responses) | 89% | 11% |
Every year, we add some supplementary questions to gain feedback in an area of our school. In July 2022, the spotlight was on wellbeing and enrichment. Parents are also given an additional box for comments - both positive and negative. Please find the comments below and anything the school has done in response.
| Comments | Response from school, if any | |
| Do you have any suggestions for how we could further enrich our wider curriculum provision for your child/children? | Different after school taster sessions for them to try e.g. drama, sports, music lessons, cubs/brownies
No it's great!
Keep golden mornings/afternoons. The children love them!
More school trips, more hand on type learning. Especially in history/geography type lessons
More sharing afternoons with parents
I don't have any suggestions
Introduce talks about wellbeing including mental health and expressing emotions
No, what you're doing at the moment is very good
More music opportunities
Celebrating a wider range of festivals, cultural/religious day and Pride week/month | Unfortunately, we don't have many outside clubs offering these experiences to our children anymore - they tend to come and do an assembly, and then we share information via parent mail.
We like doing them too!
This is one of our school development priorities for this year.
These too will be making a come back this year now COVID restrictions have been relaxed
The school regularly talk about wellbeing not only during assemblies, but also during PSHCE lessons. They are also offered a focus for at least one Golden Afternoon a term too.
Choir has returned as of this year. We share any extracurricular opportunities that the secondary school put on with parents. Our school yearly planner is full of these days and we celebrate them in assembly, in classes or as a whole school |
| What do you think we already do as a school to support your child/children’s wellbeing? | The school has provided access to support for my child’s behavioural issues
The schools is nurturing
Acknowledge special weeks, encourage mixing friendships
Regular discussions about taking care of themselves and teaching them skills on how to be independent with getting ready etc
We have been more than supported
The school has a balanced perspective for children. Academic achievements as well as non academic achievements are both important.
The school values all achievements not just academic ones.
The staff at the school have all been incredibly supportive of my child. They were able to talk about their feelings and I always felt he was being well looked after and cared for emotionally.
We believe HCCPS puts the child at the centre of everything.
Staff are approachable and sensitive to problems at home.
The low key approach to the sats tests was appreciated. Both our children have been very happy here.
I believe that a lot of thought is being put on what the children need and what is the best way of addressing those needs. The school is flexible and options are presented to parents.
TA support and looks out for children
Friendly and supportive staff and atmosphere.
Child focused learning.
Emphasis mental health and wellbeing throughout the year
Always there to help
Friendly and supportive staff and atmosphere. Child focused learning. Emphasis mental health and wellbeing throughout the year
The staff are friendly and helpful. Welcoming the children into school when they arrive in the morning. This is important and gives a good impression to parents.
Careful thought about class groups and friendships and establishing good relationships between staff and children are the two most important factors I am aware of.
You are doing great. My child is happy.
Sensory sports
Acorns/the nest, and generally being lovely staff.
Through teacher relationships and positive relationship with peers
Spend time with our children, properly getting to know them and their needs.
SO MUCH! Teaches recognise and respond to my child’s needs daily, and all the amazing communication and understanding that goes on behind the scenes that we don't see.
When it comes to big issues you Keep the parents informed so the child, parent and school are on the same page which is fantastic
The Elsa intervention is a great idea
I think SATS were handles well by staff, keeping it as fun and relaxed as possible was clearly a priority.
Lots of different topics, golden afternoon, great school trips/experiences, school plays
Being friendly and approachable, keeping parents informed with any accidents or anything other we may need to know. Wanting the best out of them and helping them achieve this.
Sheltered break times if children don’t want to go out, it’s a safe haven and a god send
Teacher will listen to their pupil (and parents) concerns and assist in the classroom where applicable.
The school has bullying awareness days/odd sock days, etc. and advice is given on safe internet/app usage etc.
Approachable teachers and teachers have a good insight into children emotional well-being
I think there’s a lot of emphasis on mental health, and both my children talk about how they’re feeling - this must have come from school and I’m really pleased that they can communicate those emotions |
| Encourage open discussions with peers regarding respect, kindness and care towards one another and providing more time for children to talk when there are things that are upsetting them | A lot of time is dedicated to discussions around respect, kindness and care towards one another. These are a focus of the following PSHE units, which are taught to every year group from Y1-6: Beginning and belonging, Family and friends, Anti-bullying, My emotions and Working together. It is also a focus in assemblies and in the dialogue between teachers and pupils during disputes with peers/friendship issues. |
A better well-advertised pastoral support / more emotional support | It is on the wellbeing action plan to share with parents via the website the support available both in school and externally The school do our best with our pastoral programme with the money we have. |
| Actually make yourselves available | The school has an open door policy and all staff make themselves available should you would to make an appointment or chat with them at the end of the day |
| A Relaxation/ yoga/ pilates in the morning, mindfulness type activities | Different teachers have different approaches to this throughout the school day. Mindfulness activities are often offered as a Golden Afternoon each half term. We also encourage these types of activities during Children’s mental health week |
| As far as I’m aware all questions or problems are filtered through the class teacher, if there’s a problem with the class teacher there is no advisory to the parent where next to turn for help or support and the lack of confidence that any action would be taken | The school has a clear hierarchy of leadership. In the first instance, contact the class teacher and if the situation is still not resolved, please contact the Heads of Campus. |
| Forming positive relationships is key, and whilst as a school we know and value this, I think it remains an area that could be developed further, perhaps specifically with non teaching members of staff. | The school are currently working on a revised behaviour policy, which includes staff development and ensures a whole-school approach to wellbeing and behaviour, not just for teaching staff |
| Better focus on diversity and inclusion e.g. I know that my child still hears “gay” as an insult in the playground. | We absolutely do not tolerate this language and when it is brought to our attention we deal with it straight away. We are currently working with the secondary schools regarding this, so there is a joined up approach as to how this is dealt with. Any prejudice related incidents needs to be reported when they happen to a member of staff as we record these. EDI through our curriculum forms a part of or SDP priorities for this year. |
| Work to specifically address girls friendship issues and manage conflicts successfully | This is something that is worked on in PSHE sessions, but agree we could do more work in this area. We are looking in to golden afternoons that could have a focus on this as well as other ways we can support friendship issues in school through our wellbeing action plan |
Results from Ofsted Parentview Questionnaire November 2021 are taken from 160 responses
| Strongly Agree or Agree | Disagree or Strongly Disagree | Don't know | |
| My child is happy at this school | 96% | 4% | |
| My child feels safe at this school | 94% | 5% | 1% |
| The school makes sure its pupils are well behaved | 92% | 5% | 3% |
| The school makes me aware of what my child will learn during the year | 92% | 7% | 1% |
| The school has high expectations for my child | 83% | 10% | 7% |
| My child does well at this school | 94% | 5% | 1% |
| The school lets me know how my child is doing | 91% | 8% | 1% |
| There is a good range of subjects available to my child at this school | 95% | 4% | 1% |
| My child can take part in clubs and activities at this school | 85% | 11% | 4% |
| The school supports my child's wider personal development | 88% | 8% | 4% |
| My child has SEND and the school gives them the support they need to succeed (based on 27 responses) | 78% | 18% | 4% |
| My child has not been bullied | Strongly Agree or Agree | Disagree or Strongly Disagree | Don't know | |
| My child has been bullied and the school dealt with the bullying quickly and effectively | 74% | 14% | 6% | 6% |
| I have not raised any concerns | Strongly Agree or Agree | Disagree or Strongly Disagree | Don't know | |
| When I have raised concerns with the school they have been dealt with properly | 23% | 77% | 10% |
| Yes | No | |
| I would recommend this school to another parent | 92% | 8% |
|
|
Agree or Strongly Agree 2020 |
Disagree or Strongly Disagree 2020 |
|
My child is happy at this school |
99% |
1% |
|
My child feels safe at this school |
99% |
1% |
|
The school expects my child and other pupils to behave |
100% |
0% |
|
The school makes me aware of what my child will learn during the year |
94% |
6% |
|
The school has high expectations for my child |
98% |
2% |
|
My child does well at this school |
98% |
2% |
|
I would feel comfortable about approaching the school with questions, concerns or a problem and that they would be dealt with properly. |
98% |
2% |
|
The school lets me know how my child is doing |
98% |
2% |
|
There is a good range of subject available to my child at this school |
100% |
0% |
|
The school supports my child’s wider personal development |
98% |
2% |
|
|
Yes |
No |
|
I would recommend this school to another parent |
97% |
3% |
|
Does your child have Special Educational needs and/or disabilities (SEND) |
6% |
94% |
|
|
Agree or Strongly Agree 2020 |
Disagree or Strongly Disagree 2020 |
|
If yes, my child has SEND and the school givens them the support they need to succeed (based on 6 parental responses) |
83% |
17% |
|
|
Agree or Strongly Agree |
Disagree or Strongly Disagree |
Not Applicable |
|
The school has kept me well informed during the COVID-19 partial closure |
97% |
3% |
|
|
The school has, where possible, supported my need for childcare during the partial closure |
97% |
3% |
(63 responses) |
|
The home learning and other educational support available has been supportive of my child’s needs |
94% |
6% |
|
|
The school’s overall level of communication is good |
96% |
4% |
|
|
The schools website is easy to navigate and I can find the things on there I need |
98% |
2% |
|
|
Any other comments about the school's communication and/or website this academic year. |
New website is so much better/improved x 8 See the difference the new heads are making with communication/website New website gives a sense of community YouTube Channel is lovely Thank you to all the school for the information Appreciative of all the information and effort school has made Supportive teachers School calendar should be locked so only parents can see Home learning has been an excellent resource Some suggested activities not compatible with IPads Fed up with White Rose at times Class zooms and phone calls were great x 4 We liked the staff on videos – we would have liked to see them more Felt some topics were aimed at younger children A special school who see children thrive whilst in our care Would have liked more contact with class teacher x 3 Website and home learning are excellent, thoughtful and varied Nursery home learning could have been better A clear improvement in communication x4 Keyworker club was excellent x2 Clearer avenues for monitoring children’s work School listens to parents comment and adapts accordingly x 2 Assemblies would have been good Communication has been fantastic x 11 Communication needs to be clearer Extension activities for the more able would have been good |
|
|
Positives |
|
Positives |
|
Hardwick |
Thankful for the measures put in place to allow children to return to school safely
Child has improved in confidence
3/4 staff are fabulous
School gives children extra support in order to be able to achieve |
Cambourne |
Reports at the end of EYFS are very detailed
Appreciative that the new report format has a focus on attitude to learning
Wand another column to the left of the strongly agree column – best school for their child!
Teacher dedication to children both pastorally and learning
Good support during Covid x3
|
| Areas for Development | School response |
|
Want their child to be challenged/pushed to achieve a greater depth of learning |
Work is differentiated by all teachers either to support the children in their class or challenge them. |
|
Issues with consistency in staffing during the academic year |
Unfortunately, this was out of our control. When we realised that this was going to be long term, we quickly put a plan in place to ensure that the children had a consistent teacher(s) |
|
Want more regular parent consultations and see children’s’ work more often |
School provides 3 parent consultations across the academic year – Autumn, Spring and Summer which is the expectation from the government. |
|
More nursery communication |
We are working to develop this, this year. |
|
Disappointed that some years were not able to finish |
As a school, we too were disappointed that the government only allowed R,1 & 6 to return back in the second half of the summer term. |
|
Concerned about the need to catch-up |
The school have quickly identified the gaps in children’s learning and are addressing them so the children catch up as quickly as possible. |
|
Want more targeted communication |
As a school, communication is already targeted but we can look to see how this is further developed. |
|
Teachers do not adequately support SEND pupils |
The progress that our SEND pupils make is at odds with this statement. |
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% |
| 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% |
| Positives | Positives | ||
| Hardwick |
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 |
Cambourne |
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 Choir Pastoral support Chinese club Writing club Approach to KS1 SATs Volunteering opportunities |
Hardwick
| 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. |
Cambourne
| 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. |