Pupil Questionnaire RESULTS Feb 2015
Y5/6B
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Good progress – even split between Literacy and Maths overall. Slightly more PP pupils said
Maths progress best.
Barriers to learning: distractions from peers at school was the highest percentage.
Tiredness also highlighted. No difference between PP and non PP pupils in this question
What helps you – a greater variety of methods quoted by non PP pupils – including use of
displays, partner work, display charts, pre-learning explanations from Mr. Beh and 2 stars
and a wish. PP pupils stated mainly Mr. Beh and Tracey for what helps them in their
learning, although working with others and posters mentioned once each.
Out of school activities – little difference between PP and non PP pupils, although slightly
more non PP went on visits etc.
20 pupils said the h/w they do was “somewhere in the middle” and 9 said they “did a lot.”
No difference between PP and Non PP pupils
Y5/6M
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The majority of pupils said that Maths was the subject they thought they had made the most
progress in, with a few quoting “topic.” *Reading and Writing did not feature for any child.
This class has 71% PP pupils.
Early Maths was seen as a positive that helped them “you do it over and over again to help
you remember.” Miss Dackombe was mentioned as someone who helps them get better,
and *Guided Reading too.
The lessons where they struggled – all bar two said French. No difference between PP and
non PP pupils
Out of school activities – little difference between PP and non PP pupils
10 pupils said the h/w they do was “somewhere in the middle,” with 2 saying they “did a lot
and two saying they did “very little.” No difference between PP and Non PP pupils
Y5/6H
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Non PP: 3 times more children said they were making good progress in Maths compared to
Literacy. PP eligible: Literacy/Maths an even split.
More mention of displays as being helpful in this class, although this was far more evident
with non PP pupils. The non PP pupils also quoted a wider range of things they used to help
them.
Some non PP pupils quoted “themselves” as the biggest help (I try really hard) and the
biggest barrier! PP pupils were more likely to quote distractions and others on my table as
barriers to learning
The one to one and small group work was mentioned by many children as being beneficial to
their learning. No difference between PP and non PP pupils here
More non PP pupils took part in activities outside school (home based) eg. museums, dance
classes, swimming – but not significantly more
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A significant number of children, both PP and non PP, said that the biggest barrier to doing
homework was “leaving it until the last minute.”
“Somewhere in the middle” was overwhelmingly the most common answer for the question
on the amount of homework children they said they did.
Y4
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The majority of pupils gave Maths as the lessons they were doing best in. No difference in
PP v non PP pupils
Over half of pupils said they weren’t doing as well in Literacy. Many said the reason was
they found it hard. Some mentioned report writing being hard. No difference in PP v non PP
pupils. RE, Science and ICT also mentioned as being “hard.”
Non PP came up with a wider variety of reasons they were helped in their work than PP
pupils. These included displays, peers, Early Maths (3 or 4 mentioned this), h/w,
independent learning book and group teaching.
Out of school activities – again, little difference between PP and non PP pupils
14 pupils said the h/w they do was “somewhere in the middle,” with 18 saying they “did a
lot, and only one saying they did “very little.” The “did a lot” pupils were overwhelmingly
non PP pupils.
Y3/4
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Conversely, Maths was the subject most children thought they were making the best
progress in but also the lessons they struggled most in. No difference between PP and Non
PP.
Numicon, number lines and display were mentioned as examples of things that help in
lessons. No difference between PP and Non PP.
Most children found their learning hard and were aware of their challenges. Siblings were a
common reason for barriers to learning at home.
All but one child said they did a lot or a medium amount of homework. Again, no difference
between PP and non PP pupils
Y3
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*Maths and topic featured most prominently in what children felt they were making most
progress in (No difference between PP and Non PP pupils). French also featured but only for
non PP pupils.
“Resources in my tray” was a common factor for helping with learning, as was times tables.
No difference between PP and Non PP.
*Fractions were overwhelmingly mentioned (over half the class - no difference between PP
and non PP) as the lessons that the children felt they were not doing as well in. Many
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children mentioned 118 – some of which also had Maths as the lessons they were making
most progress in.
This sibling factor was greater in this class than any other when it came to being prevented
from doing their homework. No difference between PP and Non PP.
With one or two exceptions there was a significant difference between activities done
outside school (more) for Non PP pupils and those of PP pupils (less). The benefits of class
visits in Y3 obviously contributes in terms of equal opps. here
Homework: PP pupils – 6 in middle, 2 little and 2 a lot. Non PP pupils - 8 in middle, 2 little
and 8 a lot.
Y2
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An overwhelming majority of pupils felt Maths was the subject they were making most
progress in. (No difference between PP and non PP pupils). This was the most decisive
answer of any question, in any of the classes.
Posters on the wall were mentioned by some pupils as giving help (Non PP pupils only)
Topic was the lesson mentioned most often by non PP pupils as the one in which they were
making least progress. Division was also mentioned by non PP pupils. Maths,
comprehension, topic and x tables were mentioned equally by PP pupils
Siblings featured as a problem in doing homework for both PP and non PP pupils, but not to
the extent of Y3 pupils. The TV and the dog were also reasons given by non PP pupils.
There was a significant difference in the activities outside school answer for PP (few pupils)
and non PP pupils (the overwhelming majority did activities outside school. This was even
more stark than in Y3.
Homework: PP pupils – 3 in middle, 1 little and 3 a lot. Non PP pupils - 10 in middle, 1 little
and 9 a lot.
Whole School Evaluation
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As a general comment, PP pupils were less resourceful, or less aware of resources they could
use, to help them with their learning in comparison to non PP pupils, although this was not
the case in every class. This has an implication for our T+L in relation to PP pupils
As one would expect, PP pupils participated in fewer after school activities/parent initiated
visits than non PP pupils but this was most marked in Years 2 and 3. This has implications for
school visits and “relevant” learning – and of course our “…equip for life outside school”
School Aim
As in previous pupil questionnaires, Chapelfield children state Maths as a subject they do
well in/enjoy. (No difference for PP v non PP pupils). This is great, but as our priorities our
Literacy based, it would be good to have more balance..… The development of “Learning to
Read” sessions (novel sessions….) as opportunities for pupils to know they excel/are making
good progress, with particular reference to PP pupils?
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