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2. VIEWS OF LEARNERS, PARENTS/CARERS AND OTHER STAKEHOLDERS


What are the views of learners, parents/carers and other stakeholders and how do you?

2a How do you gather the views of learners, parents/carers and other stakeholders, such as those accessing additional services, how often do you do this, and how do you ensure the impartiality of the information?


Learners
  • Pupil questionnaires and interviews are used regularly to consult in both curriculum and extra curricular events. Recent questionnaires on after school provision requested by governors.
  • Results of pupil interviews for curriculum areas are fed back to staff and used to inform planning and assessment.
  • Keystage Two pupils have "issues assemblies" both in individual classes and two year group assemblies. This is fed back to PSHE coordinator and SMT.
  • Class reps have opportunity to meet with PSHE coordinator, recent work has been on tuck shop provision and playground equipment.
  • Attitudes and expectations for behaviour is discussed with the class on a regular basis.
  • Class behaviour guidelines agreed and displayed early in Autumn Term.
  • Lunchtime behaviour regularly discussed at assemblies.
  • Regular circle times and class assemblies search pupils views on issues and initiatives.
  • Staff always available for consultation and advice on homework, SATs revision etc.
  • Small group booster sessions after school give children opportunities to give their views.
Parents
  • Parent’s views of their pupils skills and ability sought before entry to Foundation One. (see F1 sheet). These to be discussed with parents within our terms of admission.
  • Parents receive two verbal reports and are written on pupil attitude and progress each year. Written report given at least ten days prior to Parent Interview to allow time for them to consider questions.
  • Governor Annual Report to parents allows Parents to ask questions over any issues which
  • may be of concern.
  • Questionnaires regularly sent to parents on issues which arise at school. Ofsted questionnaires Autumn Term 2004, fruit shop March 2005, lap top project March 2005.
  • Termly Friends of Priestsic meeting gathers parental views on accommodation and extra curricular issues.
  • Reading diaries are sent home and parents are regularly asked for their views in this area.
  • Diaries are the main discussion between teachers and parents.
  • Parents of SEN pupils are given the opportunity to discuss issues, support and pupil
  • progress at review meetings. These involve teacher, teaching assistants, SENCO and
  • Headteacher.
  • Three parent reps on Extended Schools pilot project.
  • Autumn Term 2005/Spring Term 2006 F1, Y2 and Y6 parents interviewed on their expectations of schools and ways could help involving them in educating their child.
  • November 2005 questionnaire on the need for before school, after school and holiday care. Only two requests received.
  • Autumn Term 2005 SENCO consulted parents on the use of Brain Gym for particularly targeted pupils.
  • Think Children project set up in school after two parents had requested specific support for their children after family breakdowns.
Other stakeholders
  • ICT coordinator has supported secondary colleagues with training on the use of interactive whiteboards.
  • AST from Sutton Centre provided Speaking and Listening training for teaching staff as part of SDP priority.
  • Relationships with Trent University, Bishop Grosseteste College, West Notts College and
  • Sutton Centre show that our mentoring of students is of the highest quality. Two students given posts at the school 2004/2005.
  • Extended schools pilot project other local stakeholders were invited to join in the sessions including Sutton Centre, Sutton Nursery Centre and Surestart.
  • 2005 allotment project supported by Ashfield District Council, local allotment holders, local gardener and parents. A county special school also sends pupils to work on a regular basis.

2b What do the views of learners, parents/carers and other stakeholders tell you about the learners' standards, personal development and well-being, and the quality of your provision?

Standards
  • Ofsted questionnaire October 2004 shows parents to be happy with all aspects of the school. They are particularly pleased with the welcoming atmosphere and the speed with which concerns are dealt with.
  • Parents value the broad range of extra curricular activities offered by the school.
  • Concerns in year 2003/2004 over bullying by a small minority of parents led to bullying being included in the SDP for 2004/2005.
  • Concerns are occasionally expressed about the safety of pupils with a public footpath running between the two play areas. Governors are actively seeking ways of diverting the footpath.
  • Interviews Autumn/Spring 2005/6 show parents to be happy with school provision and the support we provide their children. Several parents took the opportunity to take their children to 11th Sessions at local community college.
  • Approximately 65% of parents attend parents evenings and concerns over standards and quality a rarity. eg Headteacher had no visits on last two parents evenings.

Personal development and well being

  • Ofsted interviews with pupils confirm that pupils enjoy school and feel they are treated fairly, learn new things in lessons and are shown how to improve their work.
  • Ofsted report that there is good involvement of pupils through seeking, valuing and acting on their views.
  • Parents are becoming more involved in the learning of their pupils through active parent reading sessions, Building Learning Communities initiatives which give parents opportunity to take part in a wide variety of activities including free school trips.
  • Pupils in need of support are identified early and given support both individually and in groups.
  • Good pastoral arrangements ensure that new pupils are inducted successfully into the Foundation Stage. Transfer arrangements with feeder schools also start early with pupils from Year 4 onwards taking part in activities with our feeder school. A More formal induction procedure for all Year 6 pupils and especially for those with SEN makes transition a positive experience for most.
  • The large number of outside providers who visit the school often comment on the pupils positive attitude and willingness to participate positively.
  • School needs to continue to promote ways in which parents and carers can be involved in their child’s learning experience. Discussions with Sutton Centre Adult education Department have already started and through extended schools project.
  • ICT initiatives are being explored to help to close the digital divide which many of our families experience.
  • Extended school pilot now working with the family of schools to build up a complete data base of services available within the local community. The aim is to improve our parent partnership work.
  • Large numbers of pupils return annually for work experience and/or community service as they viewed their time with us as a positive one.
  • Large numbers of pupils stay for after school clubs.
  • Many of our pupils are at least a third generation of their family attending school which shows a certain amount of confidence in the provision.
  • Local community sports groups use our all weather facility free of charge when available.
  • Colleagues visiting from other schools usually in the SLICT project or to work with our Advance Skills Teachers regularly comment on the positive ethos of the school and the attitude of the children in lessons.
  • Termly coffee mornings for parents of pupils starting in F1 and F2 allow parents to raise any concerns they may have.

2c How do you share with parents/carers and other stakeholders the collated findings about their views?


  • Individual targets are discussed with pupils at least each term. Marking of pupils’ work is discussed with pupils.
  • Oral and written feedback to pupils is becoming more consistent throughout the school with this being linked to learning objectives, targets and success criteria. Pupils are given an opportunity to act upon suggestions made by teachers.
  • Assemblies are used to feedback to pupils on issues raised by them and also by questionnaires.
  • More formal procedures of feeding back findings to parents needs to be developed.
  • Annual report to parents by the governors does include sections on any areas which have been discussed with parents.
  • Newsletters circle times and class assembles allow us to share our findings around issues after consultation.
  • New School Profile available to parents from July 2006 should allow a positive consultation and feedback between parents and governors.

2d Can you give examples of action you have taken based on the views of learners, parents/carers or other stakeholders, with an evaluation of the effectiveness of what you did?

- Are there examples of actions you decided not to take (with the reasons for this)?
- Are there examples of ways in which your stakeholders have influenced the priorities noted in section 1e? (Please cross-refer to any relevant comments in the leadership and management section.)


  • A survey in March 2004 did show that bullying was an issue for a small minority of parents. Staff were disappointed that this was raised as an issue but agreed that further work was needed particularly with pupils in Years 4, 5, and 6. a development plan was drawn up and a wide range of activities organized. It appears that most of the problems were from a minority of Y6 boys who were intimidating younger pupils.
  • Pupils interviewed by Ofsted in October 2004 did state that they felt that things had improved once these pupils had left the school and said that they knew how to cope better if it happened again.
  • Certain pupils expressed concerns over football dominated playtimes, playground was divided into set areas and more equipment purchased for children to play with.
  • After school clubs provided according to interests expressed by the pupils eg martial arts set up with outside provider after pupil requests. Sports Coordinator arranges her clubs around the needs expressed by pupils.
  • School responds to parental observations, new PE kit provided to increase self esteem confidence of pupils after parental concern over appearance of pupils representing the school in an athletics competition.
  • Parental request on change to school reading wallets being considered for April 2006.
  • Parental concerns with special needs dealt with both internally and externally ie Brain Gym, computer software and meetings with external agencies.