Two questionnaires were designed – one specifically for students – the other for parents and similar questions were constructed. The student questionnaire was placed on the school network to allow access during ICT lessons.

A total of 706 students responded to the questionnaire and a summary of the results can be found below.

A broad spectrum of students responded to the questionnaire.

Full representation across all six Houses was evident

47.2% rated their relationship with their Tutor/Tutor Group as GOOD, 24.0% responded with EXCELLENT and 21% SATISFACTORY – a positive result.

When asked “How well is tutor time used”, 42.8% responded GOOD, 29.9% SATISFACTORY, 15.2% said NEEDS DEVELOPMENT and only 11.4% graded it as EXCELLENT – clearly room for more planning/sharing of good practice and future developments would help here.

Students were asked if they felt that the Vertical System helped them get on better in school. 65.3% said YES and 34% said NO. A more detailed question was constructed to seek a response on the type of activities which have been planned for tutor time. 35% has experienced small group presentations to the whole class, 27.2% had completed individual presentations to the whole class, 42% has experience of circle time, 69.9% experienced class discussions or debates on current issues or news items. 55.6% were aware of older students buddying or mentoring younger students. 52.5% had experienced target setting/reviewing activities and 72% said their planner was checked regularly.

When asked “Does your tutor offer advice or guidance on relationships or bullying” only 44.7% responded positively – 54.6% said NO – This is clearly a development point to be followed up.

Advantages of vertical tutor system were listed as:

“I have new friends that I probably would not have met otherwise”
“ The older ones help us – with telling us where rooms are”
“ Everyone tells you what happens when you are unsure with something”
“ You get to know people that are older than you and they can help you with school work and when you first come where things are”
“ It makes you get more friends and you won’t feel afraid anymore because you know some of the older ones”
“ You only talk to the same people all the time”
“ I think it helps because it mixed you in”

A selection of the disadvantages to the vertical system from the student view point were as follows:

“Too many bossy older ones”
“ You don’t get as many friends your age”
“ I don’t find any disadvantages!”
“ You are not with all your friends”
“ Some of the bigger ones are too big for their boots”
“ Nobody in the years above talk to me and my friends”
“ I love the system – there are no disadvantages”

Suggestions for improvement to the current system included

“Longer tutor periods”
“ More activities for Tuesday and Thursday morning”
“ Have Key Stage 3 and Key Stage 4 forms”
“ I don’t think they could there could be any improvements because it’s brill”
“ Change it back to how it was”
“ We want lockers”
“ There should be something better to do in form time if the Form Tutor is busy with Year 11, rather than that thinking out of the box”

When asked how well the students use their planners, their very honest response was 43.3% felt they made GOOD use of it, 26.7% felt they made EXCELLENT use, 19.9% said SATISFACTORY and 9.4% admitted they could use it better.

Students were asked to rate the School Council and the results were as follows:
38.6% GOOD
29.4% SATISFACTORY
20.2% NEEDS IMPROVEMENT
11.1% EXCELLENT

Students were also asked their views on the merit system:

41% GOOD
21.8% EXCELLENT
15.6% NEEDS DEVELOPMENT

This was a generally positive response, but we are actively seeking other methods of Rewarding students for their academic endeavour.

The parent questionnaire generated a very small response – but is still useful as a snap shot of the opinion of a sample of parents.

Most of the parents who responded had children in KS3 years.

Year 7 34.4%
Year 8 34.4%
Year 9 31.3%
Year 10 12.5%
Year 11 3.1%

The Houses represented were:

Bronte 3.1%
Fawcett 3.1%
Holtby 56.3%
Johnson 12.5%
Mortimer 3.1%
Wilberforce 37.5%

The level of co-operation and support offered by the Form Tutor as perceived by the parent was

59.4% GOOD
25.0% SATISFACTORY
9.4% EXCELLENT
0% NEEDS DEVELOPMENT

Advantages of a vertical (mixed age) tutor group were listed as follows:

• Older children in the form provide a good support network for the younger ones. Gives a valuable opportunity to develop a good relationship with the tutor rather than just spending 12 months then moving on.
• Less bullying, getting to know the older and younger age groups.
• My daughter knows students in all year groups. She has benefited from early responsibility for buddying. Some of the older students have been very positive role models. A family approach to personal development.
• Supportive family grouping. No opportunity for year group “gangs” within tutor group. Continuity of form tutor.
• Peer education + support for the younger form members. Development of leadership skills for older pupils.

A sample of disadvantages as perceived by parents of the vertical groupings were as follows:

• There may be times when certain groups of students need more attention than others in the form, ie exam times and during the first term when the new starters first come in.
• Older ones could be intimidating to some younger ones if they choose to be. The form tutor is therefore needed to monitor this and be approachable for younger students to talk to.
• Some children may not mix easily with older children. It may encourage older children to bully younger ones. Bad habits of older pupils can be passed to the younger ones.
• When in form group or year group, you do tend to form a bond and friendship which can often carry through for the rest of your life.
• Fewer in all year, less potential for making friends.
• Limited number of pupils known to each other in group because of age differences.
• I do not see any.

50% of respondents offered improvements to the current system; these included the following suggestions:

• It appears to be working well.
• Brothers and sisters at least in the same house.
• Organise more activities during tutor periods.
• To continue monitoring and gain feedback.
• Not sure how flexible the system is if there are clashes of personality or with the form tutor – luckily, have no reason to find out.
• Presumably older pupils are supposed to support younger – seems no interaction between them at all.
• Better use of the buddy system – older students could be mentors for younger pupils.

When asked to judge how well parents thought their son/daughter used their planner, the following results ensued:

50% WELL
28.1% VERY WELL
15% NEITHER WELL NOR BADLY
3.1% BADLY
0% VERY BADLY

Parents were asked how often the Form Tutor checked and signed the planner. Parental perceptions indicated:

31.3% ONCE A WEEK
28.1% RARELY
15% DON’T KNOW
9.4% ONCE OR TWICE PER WEEK

This again needs action from the school’s point of view.

Suggestions for improvements to the planner were helpful and included the following:

• It needs more space to write homework more accurately as quick notes are often not enough. Otherwise, great.
• All seem appropriate. We liked the detention sticker from DT placed in her planner once. It gave us a chance to support the school. Are students rewarded for using their planners effectively?
• Would like to see more comments from individual teachers if there is a problem Homework marks to be entered. Good work comments from teachers as well as bad comments.
• I check the planner when my son gives it to me. Staff should place more importance on the planner to make children value it and be enthusiastic about it.
• I don’t think all the children, parents or teachers do use them to there fullest, but they are a brilliant way of keeping in touch with your studies if used properly.

Parents generally seemed to know very little about the School Council and its impact – they did however, have some good suggestions:

• More access and to have names of people on School Council available. Listen to what they have to say.
• The importance for us is that the student voice is heard in as many forms as possible.
• Don’t know a lot about what is going on maybe more info sent home or e-mailed.
• A report in the Headteacher’s newsletter brief details of matters brought up at School Council plus progress report there would be able to judge its effectiveness.
• Did not know you had one.
• More publicity about what the Council do.

Parents seemed generally happy with how the merit system works.

When asked which aspects of life were made easier by the House system, the results were very positive. Typical comments included:

• It makes the school a less daunting place, giving the students a sense of belonging, rather than one in a crowd.
• A sense of identity led by a positive Head of House. Our daughter is known by the pastoral system through her positive activities. In a large school I believe this to be very important for her success.
• Continuity of form tutor and head of house throughout years 7-11
• Knowing the location of each house when contacting the school staff. Sense of family/stability
• Breaks such large pupil numbers down to more personable unit. Gives more opportunities for less able children to play in inter-house
• Appears to condense the size of the school.
• Pupils learn to work together in order to learn these points and creates a smaller family within a massive school.
• Please place all family members in same House!

Parents were asked their opinion of the Celebration of Success Evenings. These received very positive comments:

46% EXCELLENT
31.3% GOOD
9.4% SATISFACTORY
3.1% NEEDING DEVELOPMENT

Suggestions for improvements to the Celebration of Success Evenings included:

• To include more achievements for more children – all children achieve at many different levels
• Please do not be tempted to drop the letters of “Good or Cool” . Very much like the fact that it is a celebration of “Personal Achievement not just the cleverest students getting the praise”. Citizenship is a great asset to celebrate.
• I was very impressed by the one that I attended. It was good to see other aspects being recognised, not just academic.
• More of a social event to be included.
• Could be more pupil led.
•
Finally parents were asked to grade the overall effectiveness of the vertical tutor system:

56.3% GOOD
21.9% SATISFACTORY
15.6% EXCELLENT
3.1% NEEDS DEVELOPMENT

As a result of the review we have identified the following points for action

Action Points

1. Development of more active tutorial activities for whole school use
2. Consistent checking of planners to be emphasised with both parents and form tutors
3. More opportunities for relationship/anti bullying strategies across tutor groups and whole school
4. Diversification of merit system
5. School council to develop communication/newsletter to parents
6. Celebration and re-inforcement of success of both House and Vertical tutor groups.

Linda Towse
Assistant Headteacher
October 2005