1
Child Friendly School Rating Survey
Inclusiveness
Accommodations for special needs students
0
1
No strategies,
procedures
or policies
are in place to
accommodate
children with
special
learning
needs
 Some classrooms and
school offices are
accessible to students with
special needs/barrier free
 Content of curriculum
integrates literacy,
numeracy, and life skills
into all subject areas
 All children have
opportunity to read, write
and learn in their own
language (mother tongue)
 There is an adequate
student:teacher ratio and
distribution of teachers
according to their
capabilities
Comments:
School-based Management
3
5
7
 School carries out
sensitization programs
about inclusive education
 School has measures for
assisting children with
special needs in terms of
their learning needs
 Curriculum is modified to
meet the learning needs of
all students
 All students receive
regular assessment
information to monitor their
progress
 All school acilities are
assessable to all students
 Community offers
ideas and resources for
assisting the school to
become more inclusive
 All classrooms and
school facilities are
accessible/barrier free
 All students have
textbooks that match
their learning needs
 Curriculum adapted
for different learning
styles and learning rates
 Teachers allowed to
pursue innovative
teaching methods to
help all students learn
 Multiple assessment
strategies are used
appropriate to the
children’s abilities and
needs
 School has
professionally qualified
personnel trained to
work with children with
special educational
needs
Total
2
0
1
3
5
7
No strategies
in place to
support
school-based
management
 School accepts
all children
regardless of
religion, SES
 School has
written
procedures to
identify and
assist students
with special
learning needs
 School has
written policy to
be an “inclusive”
school
 All staff know
and understand
policy about
“inclusive”
education
 Staff available (counselors,
bilingual teachers, etc.) who
can identify and assist
students with special learning
needs
 School has a monitoring plan
in place to regularly check
accessibility/barrier free
status of facilities
 Students and parents are
informed and demonstrate
understanding of meaning of
“inclusive” education
 Student in the school can
identify negative stereotypes
for vulnerable persons
 School has mechanisms to
help teachers, parents, and
students to identify and help
students with special
educational needs
 Students participate to develop
guidelines and rules in classrooms
and school regarding inclusion,
non-discrimination, violence and
abuse
 The school changes and adapts
its policy in practice (e.g., the
timetable of the classes, expenses,
and other things) in order to enable
all children, regardless of their
background and capabilities, to
participate in the school and extracurricular activities
 The school carries out regular
campaigns to encourage parents to
enroll their children, and
emphasizes that all children are
welcome to enroll, regardless of
their background or capabilities
 Community
members with
diverse
backgrounds and
abilities are
invited and
welcomed into
the class as
resource people
 The school has
information about
the organizations
(professional and
nongovernmental)
that help to
provide
inclusiveness and
that cooperate
with the school
Comments:
Total
3
Multi-culturalism (optional)
0
1
No attempt to
address multiculturalism in
the school
curriculum or
context
 Students who are
taught in different
languages of
instruction are
present
simultaneously in the
school building.
 Teachers who
teach in different
languages cooperate
in the preparation of
the teaching
3
5
7
 Learning materials
include content of the
history, culture, and
traditions of the different
ethnic communities
Teaching and learning
materials include positive
examples and information
about different
ethnic/cultures
 School hosts outreach
programs to
parents/community about
benefits of diversity/
multi-culturalism
 Schools organize
mutual activities
(teaching, extrateaching and/or
outside school)
intended for
culturally and
linguistically mixed
groups of students
 Students have the
opportunity to learn
a second language
 School presents programs
/festivals celebrating multiculturalism and the
plurality/diversity of society
 School actively recruits
students from diverse
backgrounds/ethnic/religious/SES
groups, etc.
 School offers scholarships to
recruit children from diverse
backgrounds, etc.
Comments:
Recruitment, enrollment and attendance strategies
Total
4
0
1
3
5
7
No strategy in
place to
identify girls
not enrolled
in school
 schooling is free at
primary level
 schooling is
compulsory at primary
level
 safety measures in place
to ensure girls are able to
walk/ride to school
 Plans are developed and
carried out to identify and
enroll school-age girls and
boys in school,
 School monitors the
attendance of students
and makes home visits in
order to improve
attendance and students’
achievements
 master list exists of all
pre-school and school
age girls and boys in the
community (enrolled or
not)
 community campaigns
are conducted to
sensitize parents about
schooling their children
 School implements
flexible scheduling to
accommodate needs of
special students
 school implements
strategies and homebased interventions to
monitor the attendance
and achievement of
vulnerable and at-risk
students
 daily attendance
records are kept at
school
 policies in place to
address student
absenteeism
 parents are
contacted when
students are absent
or frequently tardy
 strategies in place
to recruit women
teachers
 strategies in place
to identify and
deploy women
principals/vice
principals
 Convenient and affordable
mode of transport is available
from home to school year
round
 schooling is free at
secondary level
 schooling is compulsory at
secondary level
 both direct and indirect
costs of schooling are
free/subsidized
 School coordinates with
local pre-school providers to
identify students and ease
transition into primary school
 School arranges for
suitable, safe and reasonably
priced transport to and from
school throughout the whole
school year
Comments:
Total
5
Effective and Relevant Academics
Instructional Policies and Procedures
0
1
Instructional
practices do
not promote
child friendly
strategies
(i.e. frontal
teaching,
teaching in
metropolitan
languages,
etc.)
 Teaching takes
place in national
languages in first
3-4 years of
primary schooling
 Visibly publically
posted daily
schedule
 visibly publically
posted school
calendar
 School monitors
teacher
absenteeism and
tardiness
 School regularly
hosts teacher
staff meetings
focusing on
instruction
3
5
7
 Multiple grouping
patterns used (whole
group, small group, peer,
individual)
 Remediation and
extension activities
implemented regularly
 Continuous
assessment and other
authentic assessment
strategies regularly used
 Principal or department
head regularly observes
in classrooms
 School has a clear
written vision statement
 School vision statement
communicated to
teachers, parents and
students
 Parents regularly
receive feedback on
child’s academic
achievement/performan
ce
 School-based staff
development conducted
on a regular basis (one
training
seminar/semester
 Professional
monitoring of teacher
performance includes
both oral and written
feedback
 Teachers have their
own work space
 Teachers have access
to reports on selfevaluation, which help
them to monitor their
own progress
 Language of instruction
policy promotes teaching in
national languages in first 3-4
years of primary schooling
 National assessment
procedures utilize criterionreferenced testing
 Off-site professional
development activities
available to teachers upon
request
 The needs and demands of
teachers related to their
teaching are taken into
consideration when making
and implementing school
plans
 Computers and a library are
available assist teachers in
their teaching
Comments:
Teaching methods, instructional materials
Total
6
0
Comments:
1
3
5
7
 student textbooks
available for all
subjects 1
textbooks: 5
students
 teachers have
guides/books for all
subjects they teach
 a variety of
instructional
learning materials
available through a
resource room
Teachers regularly
prepare lesson
plans and revise
them adequately
 a variety of instructional
learning materials available in
each classroom
Teachers are trained to teach
in ways that are child-centered
and provide for children’s active
participation, respect of
individual differences, and
promotion of child welfare
Teachers regularly observe
student behavior in their
classroom and assess students’
achievements, trying to help
them improve on the basis of the
feedback that they receive
(teachers move about the room
and target all students)
 all students have
textbooks for all
subjects
 questioning patterns
push students into
higher order activities
(application, analysis,
synthesis and
evaluation)
 Class learning
activities have clear
goals for
understanding and the
aims of the lessons
and activities are
clear to every student
in all phases of
learning
 Students regularly
engaged in
performance based
learning activities (i.e.
projects, field trips,
group brainstorming,
etc.)
 Each classroom has a
learning corner with
additional materials
and exhibition of
children’s work
 Computers available
for student use
 Internet available for
student use
Total
7
Healthy, Safe and Protective Environment
Discipline techniques
0
1
3
Corporal
punishment
commonly
used by one or
more
teachers;
rules and
regulations
not defined or
communicated
 Code of conduct exists
for student behavior
 School has written
rules outlining
expectations for student
behavior
 school has written
discipline rules that are
practical
 school has written
policy prohibiting
corporal punishment
developed with
participation of
students and teacher
corporal punishment
 code of conduct easy
to understand
 code of conduct
practical
 teachers encouraged
to use non-aggressive
discipline styles
Comments:
Health Related Policies
5
 school trains teachers
in use of non-aggressive
discipline strategies
 code of conduct
communicated with all
students and teachers
7
 schools train
parents in use of nonaggressive discipline
strategies
 discipline rules are
communicated to
parents
Total
8
0
1
3
School has no
clear policies
or procedures
relating to
student health
 School offers health
education in curriculum
 All teachers get
training and give support
to boys and girls related
to reproductive health
 School has a written
policy that provides for
how the school
personnel, teachers, and
students take care of and
provide for cleanliness in
the school
 regular health
services to monitor
growth and
development are
provided
 documentation exists
about student growth
and development
 School
monitors/tracks
implementation of
school healthy policies
5
 School provides simple
medical treatment to
students, and refers more
serious cases to the
nearest health center
 School provides annual
health screening
examinations of students
and maintains student
health records
 Life skills taught are
adapted to meet local
socio-cultural norms and
values
7
Total
 School works in
partnership with local
health agencies to
promote healthy
lifestyle of students
 School health
programs designed in
conjunction with local
health agencies
 School forbids
selling fast food
(unhealthy) within the
school environment
Comments:
Provision of water and sanitation/other health-related interventions of facilities
0
1
3
5
7
Total
9
Inadequate
source of
water; not
potable; other
health-related
interventions
unavailable
 School provides clean and safe
drinking water
 Latrines/toilets clean
 Latrines/toilets work properly
 Bathroom floors are clean and
dry
 No odor in bathrooms
 Separate bathroom facilities for
boys and girls
 Separate bathroom facilities for
male and female staff
 Bathrooms and toilets cleaned
on a daily basis
 If students clean bathrooms
boys clean their and the girls
clean the girls
 Water is
tested regularly
for organisms
 Water is
available on the
school grounds
 School
employs outside
staff to clean
facilities on a
regular basis
 School has a
bathroom/toilet
maintenance
schedule
 Sufficient supplies of
water on an on-going
basis
 Bathrooms cleaned
on a regular schedule
throughout the day
(multiple cleanings)
 School carries out an
inspection of
bathrooms and toilet
facilities on a regular
schedule (multiple
times during the school
week)
 School regularly
disinfects the school
environment of insects,
lice, and rats to avoid the
risk of infectious
diseases.
 Both hot and cold water
is available in the
bathrooms.
 Community subsidizes
cost of water and
sanitation services.
 Checklist
monitors/tracks cleaning
schedule
Comments:
Safe and Healthy Environment
0
1
School is
 School buildings and
3
5
 School waste properly
 Maintenance plan exists
7
 School coordinates
Total
10
unclean
School has
hazards in
clear view
facilities are regularly
cleaned
 No obvious safety
hazards exist
 appropriately-sized
desks/chairs and/or
tables/benches available
for all students
 Schools meet basic
facility needs (lighting,
ventilation, heating,
cooling, etc.)
disposed of
 Preventative
measures taken to get
rid of standing water,
reduce pests (rodents)
 School food services
are hygienic
 Principal carries out
regular “walk throughs”
to identify maintenance
and cleanliness
problems
 School hosts regularly
scheduled (each
semester) “clean-ups and
fix-ups”
 Students and parents
participate in “clean ups
and fix ups”
 School provides safe,
healthy, and hygienic food
in order to avoid food
poisoning and food-borne
diseases
with community
agencies to identify
children who are
physically or sexually
at-risk
 School sensitizes
parents about
problems of child labor
Comments:
Supportive Environment
0
1
School doesn’t
provide a
learning
 adequate playground
space available for all
students (multiple
3
 School sensitizes
parents about
children’s rights
5
 Students are not
publically ranked by
performance results
7
 mental health
service providers (i.e.
guidance counselor,
Total
11
environment
that meets the
physical and
emotional
needs of all
students;
doesn’t
address child
rights
Comments:
playing areas)
 Curriculum promotes
attitudes such as
respect, tolerance, and
diversity
 School employees
know the mechanisms
and procedures for
protection of children’s
rights
 Teachers use positive
reinforcement to
encourage students in
their learning activities
 Students know how
to protect their own
rights
 Teachers encourage
all students to try new
things—academically
and extra-curricular
 Teacher code of
conduct is publically
posted
 School playground area
includes safe play
equipment, appropriate
playing surface (no
concrete, rocky areas,
etc.)
 School discourages
child labor activities
through sensitization
programs
social worker)
available to students at
school
 social workers
coordinate with school
to deal with home
issues
 School has and
implements a policy for
safe and healthy use of
the internet and other
ICT technologies
12
Gender Responsiveness
Access to bathroom/personal hygiene
0
1
No separate
bathrooms for
girls and boys;
bathrooms are
dirty and lack
basic hygiene
articles
 Separate bathrooms
for boys and girls
 Privacy door or curtain
on each stall
 Accessible sink for
washing hands
 Latrine blocks close to
school facilities/within
fenced area
3
5
 Soap and toilet paper
available
 Door separating stalls
from sink area
 Barrier free bathroom
and toilet facilities
available
 Toilet available for
every 40 girls
 Individual toilet doors
lock
 Hot and cold water
available in bathrooms
 Waste facilities
available for personal
hygiene articles
 Changing rooms for
girls and boys
 Separate bathrooms for
boys and girls on all levels
of the school building(s)
Comments:
Gender-based policies, programs in place
7
 Sink available with
hot water on all levels
 Feminine hygiene
articles and services
available in the school
 Toilet doors lock
Total
Total
13
0
1
3
5
7
No genderbased policies
in placed
 Policies in place to prevent
harassment, bullying, and
violence
 Policies are written
 Policies are publically
posted
 Pregnant girls are allowed
to stay in school and return
after childbirth
 Gender-friendly treatment
is practiced during classes in
physical education
 Girls get support to achieve
results in mathematics and
natural sciences
 Girls have the same access
to and opportunities for
physical play and other
extracurricular activities as
boys
 Policies are
communicated with all
key stakeholders
(students, teacher,
parents)
 Plans/programs are
in place to monitor
implementation of
policies
 Teaching materials,
especially new ones,
are reviewed in order
to find positive role
models for boys and
positive role models for
girls
 Measures are taken
to identify fathers of
babies (if the father is a
student) when a female
student is impregnated
and appropriate steps
taken
 School have procedures
that allows all students
and parents to voice
concerns about
inappropriate and abusive
behavior
 Children are helped to
analyze accessible
illustrations,
advertisements, and
media from a gender
perspective
 Girls and boys share
equal responsibility for all
school-assigned tasks
(i.e. fetching water,
cleaning classrooms and
bathrooms/toilets,
cleaning playground area,
erasing the board, etc.)
 Teachers and
children organize
activities and
create a genderfriendly culture of
peace in school,
including sports,
cultural events,
etc.
 School library
has a range of
reading/instruction
al materials that
encourages
gender diversity
Total
Comments:
Security and safety features protecting girls
0
1
3
5
7
Total
14
No policies or
structures in
place to protect
girls
Comments:
Safety features in place
to protect girls
Policies exist to protect
girls
 security fence/or
security guard/or
school grounds are
patrolled to keep away
outsiders
 Walking groups
organized for students
 disciplinary action
taken against men/boys
involved in sexual
harassment/abuse
 sexual harassment
policy exists
 harassment policy is
publically posted and
easily viewed
 procedures in place to
monitor security in
school
 curriculum includes
content about
appropriate
touch/sexual activity
and how to protect
oneself
Policies are well known by
staff, students and
parents
 communication
measures taken to inform
teachers about sexual
harassment policy
 communication
measures taken to inform
students about sexual
harassment policy
 communication
measures taken to inform
parents about sexual
harassment policy
Activities developed to
sensitize stakeholders
 School has programs
in place to work with
community to provide
safe supportive
environment for girls
 School holds regular
meetings to inform
parents and solicit
their information/ideas
about security/safety
of girls in school
15
Teaching and learning activities
0
1
 Learning materials
reflect diversity
 Learning activities
incorporate diversity
and acceptance of
everyone’s views and
experiences
 Learning materials
are free of bias and
stereotypes
 All teachers expect
and encourage girls
and boys to talk and to
participate equally
 Boys and girls are
provided the same
opportunity to answer
and ask questions
Comments:
3
5
7
 Teachers utilize
teaching strategies and
learning activities that
build on cooperative
learning strategies and
sharing
 Learning materials
are in the language
children use in and out
of school
 Boys and girls are
provided the same
opportunity to engage
in higher order
activities
 Teachers can identify
culture and gender bias in
teaching materials, the
school environment and in
their own teaching
 Students can identify
forms of gender
stereotyping and bias in
their textbooks and other
instructional materials
 Teachers chose girls to
lead out in class activities
 Teachers are free to
adapt curriculum,
lessons and school
activities to the needs
of children with diverse
backgrounds
 Boys are assigned
tasks that are
generally perceived to
be reserved for the
girls (i.e. cleaning the
classroom, bathrooms,
etc.)
Total
16
Participation of Students, Families and Communities
Community involvement
0
1
No programs
exist to foster
community
involvement
 School has a
written plan for
improving schoolcommunity
relationships
 School involves
community
members in
volunteer programs
 School has an
active board and/or
school committee
Comments:
Student Involvement
3
5
7
 School includes
community members on all
decision-making and
advisory committees
 School provides training
for community
representatives on
advisory
committees/boards, etc.
 School has regular
channels of communication
for circulating school
information with community
 Mechanisms exist to
involve community
members and
organizations in school
management
 School develops
partnerships with local
businesses/CBOs/NGOs
to support student
learning
 Community men and
women with special
knowledge/skills are
invited and welcomed into
the school as resource
people
 Communities regularly
contribute resources to the
school (money or in-kind)
 School regularly involves
local community
agencies/groups in
carrying out selfassessment activities
Total
17
0
There is no
student
participation
1
3
 School has a student
council
 Student
representation on
school board/school
committee
 School allows
organizations and afterschool activities that
foster student
leadership
 School supports
activities for students to
do service learning in
their community
 Students are elected
by the student body to
serve on the student
council
 School promotes
students interacting
with others in
democratic ways
 Students have an
active role in decisionmaking activities for the
school
5
 Students actively
participate in student
organizations according
to their interests
 Positive discrimination
policies in there must be
equal representation of
boys and girls on elected
bodies
 School sponsors
activities for students to
express their own
views/ideas
7
Total
 Students plan and
implement community
outreach activities
 Students engage in
activities to raise
funds/resources for
school programs
 School sponsors
things like a newsletter
or other kind of
publication, student
bulletin board, etc.
Comments:
Parent Involvement
0
1
3
5
7
Total
18
Parents are not
actively
involved with
the school;
school has no
outreach
mechanisms to
the parents
Comments:
 School has an
association (PTA,
etc)
 Association
meets regularly
 Parents allowed
to visit in the
school and
classrooms on a
regular basis
 Parent
representatives
are elected by
parents-at-large
 School has a school
committee or school
board in which parents
are voting members
 A specified
percentage of school
board members/school
committee members
are elected by the
parents
 Association has a
written plan of action
for school improvement
 Notes from PTA
meetings publically
posted
 Parents are involved in
discussions and
decisions about what
and how students are
taught at school
 Schools conduct
conferences with
parents at least twice a
year
 Parents regularly
receive information from
the school about their
child’s attendance
 Parents regularly
receive achievement
reports
 Teachers assign school
work that demand interaction
between children and parents
 School has regular
channels for sharing written
and/or oral information about
what is happening at the
school
 Parents from the vulnerable
groups are included in the
School Board and Parents’
Councils (i.e., parents of
children with special
educational needs, from lower
socio-economic classes, etc)