Introduction

At the end of the previous academic year, we invited parents to complete a survey to gather views about our school.

 56 parents responded and all year groups were represented. Below is a summary of the results. Ultimately, we were pleased with the results and happy to receive the feedback. For all but three questions, 95%+ of responses were positive and we have acted on the negative responses already as you will note from the commentary that accompanies the results.

 The final question of the survey asks if you would recommend our school to another parent. 98.7% would!

 Several results below are summarised as the number of parents that ‘disagreed’ or ‘strongly disagreed.’ Unless otherwise stated, assume that the remainder ‘agreed’ or ‘strongly agreed.’

Results

Statement: My child is happy at this school

Result: 96.4% of parents ‘agreed’ or ‘strongly agreed.’

Our understanding is the same. Whilst academic rigour is a cornerstone of life at the school, we know that children only learn when they are emotionally ready. This is one of the many reasons behind our trip and club offer. Likewise, in the aftermath of COVID, we have heavily invested in Forest Schools and sport at St. Peter’s. We know the positive impact that these things have on wellbeing. We also have excellent links with the local Mental Health Support Team who support children with mild anxiety and a range of other issues. Critically, our children are happy at school because they enjoy learning. Our behaviour policy promotes rewards for positive choices in several ways and we are careful to ensure that all learners are celebrated.

Next Step: more of the above, including an expanded offer on clubs that will run all year after the October Half-Term.

Statement: My Child feels safe at this school

Result: 100% of parents ‘agreed’ or ‘strongly agreed.’

Statement: The school makes sure its pupils are well behaved

Result: 96.4% of parents ‘agreed’ or ‘strongly agreed.’ 1 parent ‘didn’t know’ and 1 parent ‘strongly disagreed’

 We take behaviour and behaviour for learning very seriously. Our behaviour policy is clear, consistent and implemented well by all colleagues. I know this because three times a year, I ask teachers to take a ‘sanp-shot’ of behaviour by noting down all the sanctions and rewards issued within a classroom. This includes the number of times that a verbal warning is given. 95% of the time (over the previous academic year), a verbal warning stopped a repeat of the behaviour. It should also be noted that, since we opened in September 2018, we have had 0 fixed-term exclusions. Most importantly, we promote positive behaviour through rewards. Between 22^ndand 26^thNovember 2021 (during one such ‘snap-shot’), there were 616 examples of pupils being moved onto Bees Knees (i.e. a positive reinforcement of behaviour). During that same time, there were only 17 examples of child being moved to work on a different table (i.e. the step after verbal warning).

Statement: My child has been bullied and the school dealt with the bullying effectively

Result: 1 parent stated ‘disagree’ (1.7%) and none ‘strongly disagreed’

 We clearly define bullying as physical or emotional harm that is Several Times On Purpose (STOP). We have dealt with online bullying on two occasions and have several preventative measures in place to ensure our community both recognise and abhor bullying at the school. For example, we always have senior staff supporting TAs on duty at lunchtime and we observe anti-bullying week.

Next Step: we have planned several collective worships to further reinforce the difference between bullying and falling out.

Statement: The school makes me aware of what my child will learn during the year

Result: 7 parents ‘disagreed,’ 1 ‘strongly disagreed’ (a combined 14%) and 3 ‘didn’t know.’

 Our website, parental workshops, online learning platforms (Seesaw and Tapestry) do provide information about what your children will be learning. The website is particularly rich with detailed information about each subject. However, we clearly need to do more.

Next Step: each Term, we will send out a curriculum map for each year group that outlines our enquiry questions and key learning in every subject. This email will always be accompanied by a link to our website where knowledge organisers will give parents an even more detailed view of the learning set to take place.

Statement: When I have raised concerns with the school they have been dealt with properly

Result: 2 parents ‘disagreed’ (3.5%) and none ‘strongly disagreed’

 We have an open-door policy and class email addresses that are checked each morning. On occasions when issues are not fully resolved by the class teacher, myself or another member of the senior team are always happy to help.

 Next Step: we are still trying to recruit volunteers to the parent voice group. This is another avenue for parents to submit concerns or questions if the existing structures don’t appeal.

Statement: The school has high expectations for my child

Result: 4 parents ‘didn’t know’ (7.1%), 4 parents ‘disagreed’ (7.1%) and none ‘strongly disagreed’

  Our statutory results are very high. We are in line or above national averages in all subjects. Our combined results for KS2 are particularly pleasing: in 2022, 78% of our Year 6 children achieved the expected standard in all subjects. We have exceptionally high expectations for all our children and our internal data exemplifies this fact. Senior staff meet every half-term to discuss the progress and attainment of every child in the school and measures are always put in place to help children catch-up and achieve.

 Next Step: more workshops that showcase the teaching and learning at the school, i.e. not just ‘finished’ articles.

Statement: The school lets me know how my child is doing

Result: 98% ‘agreed’ or ‘strongly agreed.’

  Parents and guardians have access to attendance on Arbor and we have several methods of communicating in-school performance: informal meetings; formal parent’s evenings; short, mid-year reports; longer end-of-year reports (including SATS results, EYFS outcomes etc.) For more information on what you can expect as a parent, I invite you to look at our ‘Parental Offer’ on the school website. I especially encourage the parent that disagreed with all statements to see the work that goes into keeping you informed.

Statement: There is a good range of subjects available at my child’s school

Result: 2 parents ‘disagreed’ (3.5%) and none ‘strongly disagreed’

 We teach every subject on the national curriculum. This provision includes specialist teachers in PE, music and French. Additionally, we have forest school and have even taught units beyond the curriculum such as Year 6’s amazing careers unit of work last year.

 Next step: continue to refine what we are doing. I am very proud of the curriculum offer at St. Peter’s and not quite sure what a ‘good range’ would look like according to the parents who disagreed with the statement.

Statement: The school supports my child’s wider personal development

Result: 1 parent ‘didn’t know,’ 2 parents ‘disagreed’ (3.5%) and none ‘strongly disagreed’

  Our personal development offer at St. Peter’s includes elements that run through daily life and discrete opportunities for character development and cultural capital. To name but a few:

• Extra-curricular clubs including a politics society and Rocksteady bands;
• Talk assemblies in which debate and opinions are encouraged;
• Vibrant and active School Council and Collective Worship Council;
• Whole school endeavours such as the Public Speaking Competition and learning Makaton together;
• Sporting opportunities such as the mini-marathon, inter-school festivals, plethora of clubs;
• Mindshift: we are passionate about children learning-to-learn. Our pupil conferencing and pupil led parents’ evenings are perhaps the most obvious examples but it happens all the time!
• ELSA support in school and access to wider agencies such as the Mental Health Support Team;
• A vibrant curriculum in which RE and PSHE give children occasion to discuss and reflect on bigger questions, and subjects like science create a sense of awe and wonder about the world;
• Literature, lessons and environments that champion equality of opportunity.

Next step: one parent commented that they would like to see more community involvement with the pupils. I agree and we want to engage parents as much as possible this year. Already, we have put out a message for support with Black History Month. Moving forward, I want to repeat our very successful careers day that took place in 2019 and involved parents giving talks on their jobs.

Other Next Steps: only 5 parents of children with SEN responded to the survey. We need to do more to gather their views so that what we share with the entire community is statistically significant. That said, Miss Thomas and I have gone through the results together to further refine our approach to SEN at the school.