Variable Group
Name
108
Label
Education
Variables
D3: How supportive teacher thinks parents are towards child's learning
D4a: Child's parents have helped in class
D4b: Child's parents have helped with out of class activities
D4c: Child's parents have attended parent-teacher sessions
D4d: Child's parents have been involved in other school activity
D1a: Child has ever been recognized as having special educational needs
D1b1: Child has learning difficulties
DV: Child has ever had learning difficulties
D1b2: Child has specific learning difficulties
DV: Child has ever had specific learning difficulties
D1b3: Child has emotional & behavioural difficulties
DV: Child has ever had emotional & behavioural difficulties
D1b4: Child has speech & language difficulties
DV: Child has ever had speech & language difficulties
D1b5: Child has sensory impairment (hearing)
DV: Child has ever had sensory impairment (hearing)
D1b6: Child has sensory impairment (visual)
DV: Child has ever had sensory impairment (visual)
D1b7: Child has physical disabilities
DV: Child has ever had physical disabilities
D1b8: Child has medical conditions
DV: Child has ever had medical conditions
D1b9: Child has developmental delay
DV: Child has ever had developmental delay
D1b10: Child has other SEN problem
DV: Child has ever had other SEN problem
DV: # current educational problems
DV: Any current educational problems
DV: # missing educational problems components
DV: # past or current educational problems
DV: Any past or current educational problems
DV: # missing educational problems components
D1c: Child's special educational needs statement status
DV: Child is statemented
DV: Child has ever been considered for statementing
D1d1: Child is non-SEN child or SEN child currently taught within school provision
D1d2: Child is currently attending special school
D1d3: Child is currently going to special classes
D1d4: Child currently has a special teacher
D1d5: Child is SEN child currently attending hospital school
D1d6: Child is SEN child currently educated at home
D1d7: Child is SEN child currently excluded from school
D1d8: Child is SEN child with other current educational arrangement
D2i: Child's stream for Mathematics
D2ii: Child's stream for Literacy/English
D5: Frequency child does required homework
D6: Child's capability to work independently
D7: Degree to which teacher thinks child is prepared for secondary school
C2a: Teacher - school is overcrowded for staff
DV: Teacher - school is overcrowded for staff (summary)
C2b: Teacher - school is overcrowded for pupils
DV: Teacher - school is overcrowded for pupils (summary)
DV: Teacher - school is overcrowded at all
DV: Teacher - school is overcrowded at all (summary)
C2c: Teacher - overcrowding affects quality of education
DV: Teacher - overcrowding affects quality of education (summary)
C2d: Teacher - overcrowding causes omission of curriculum parts
A1: Age of youngest pupil in class - years
A1: Age of youngest pupil in class - months
DV: Age of youngest pupil in class - assumptions
A1: Age of oldest pupil in class - years
A1: Age of oldest pupil in class - months
DV: Age of oldest pupil in class - assumptions
A2a: Number of pupils on class register
A2b: Class exclusions this year - # fixed term
A2b: Class exclusions this year - # permanent
A2c: # pupils in class entitled to free school meal
DV: Percentage of pupils in class entitled to free school meal
A2d: # pupils in class with SEN statements
DV: Percentage of pupils in class with SEN statements
A2e1: # pupils teacher keeps ventolin/inhaler for
A2e2: # pupils teacher keeps ritalin for
A2e3: # pupils teacher keeps anti-convulsants for
A2e4: # pupils teacher keeps adrenalin/epipen for
A2e5: # pupils teacher keeps other medication for
A2f1: # pupils who keep ventolin/inhaler themselves
A2f2: # pupils who keep ritalin themselves
A2f3: # pupils who keep other medication themselves
A3: %age of pupils in class with concerning home circumstances
A4: # pupils in class for whom english is not 1st home language
DV: Percentage of pupils in class for whom English is not 1st home language
A5i: Class ability groups - literacy
A5ii: Class ability groups - maths
A5iii: Class ability groups - other
DV: Any class ability groups
DV: Number of missing class ability groups components
A6a: # pupils in class with problems affecting life in school
DV: Percentage of pupils in class with problems affecting life in school
A6b1: # pupils in class receiving remedial reading help
A6b2: # pupils in class receiving remedial maths help
A6b3: # pupils in class receiving formal behavioural help
A6b4: # pupils in class receiving music lessons
A7a: Time / week spent on literacy/english
A7a: Time / week spent on literacy/english - hours
A7a: Time / week spent on literacy/english - minutes
A7b: Time / week spent on numeracy
A7b: Time / week spent on numeracy - hours
A7b: Time / week spent on numeracy - minutes
A7c: Time / week spent on science
A7c: Time / week spent on science - hours
A7c: Time / week spent on science - minutes
A7d: Time / week spent on computing
A7d: Time / week spent on computing - hours
A7d: Time / week spent on computing - minutes
A7e: Time / week spent on history
A7e: Time / week spent on history - hours
A7e: Time / week spent on history - minutes
A7f: Time / week spent on geography
A7f: Time / week spent on geography - hours
A7f: Time / week spent on geography - minutes
A7g: Time / week spent on design & technology
A7g: Time / week spent on design & technology - hours
A7g: Time / week spent on design & technology - minutes
A7h: Time / week spent on art
A7h: Time / week spent on art - hours
A7h: Time / week spent on art - minutes
A7i: Time / week spent on PE/games
A7i: Time / week spent on PE/games - hours
A7i: Time / week spent on PE/games - minutes
A7j: Time / week spent on music
A7j: Time / week spent on music - hours
A7j: Time / week spent on music - minutes
A7k: Time / week spent on RE
A7k: Time / week spent on RE - hours
A7k: Time / week spent on RE - minutes
A7l: Time / week spent on PSE
A7l: Time / week spent on PSE - hours
A7l: Time / week spent on PSE - minutes
A8a: Teacher's confidence on teaching numeracy
A8b: Teacher's confidence on teaching literacy
A8c: Teacher's confidence on teaching science
A9a: Class discussion on cigarette smoking in past year
A9b: Class discussion on sex education in past year
A9c: Class discussion on drug abuse in past year
A9d: Class discussion on healthy diet in past year
A9e: Class discussion on exercise in past year
A10a: Homework - frequency set in term time
A10b: Homework - which pupils are set it
A10c: Homework - balance of assignments and reading/study
A10d: Homework - average expected typical duration
A10e1: Strategy if homework not done - complete another time
A10e2: Strategy if homework not done - sanctions
A10e3: Strategy if homework not done - other
A10e4: Strategy if homework not done - do nothing
A10f: Teacher's view of contribution of homework to learning
A11: Homework/projects set during holidays
DV: Number of full-time teachers in class
B1a: # male full-time teachers in class
B1a: # female full-time teachers in class
DV: Number of part-time teachers in class
B1b: # male part-time teachers in class
B1b: # female part-time teachers in class
DV: Number of teachers in class
DV: Number of male teachers in class
DV: Number of female teachers in class
DV: Number of paid classroom assistants in class
B1c: # male paid classroom assistants in class
B1c: # female paid classroom assistants in class
DV: Number of paid teaching staff in class
DV: Number of male paid teaching staff in class
DV: Number of female paid teaching staff in class
DV: Number of parent assistants in class
B2i: # male parent assistants in class
B2i: # female parent assistants in class
DV: Number of volunteer assistants in class
B2ii: # male volunteer assistants in class
B2ii: # female volunteer assistants in class
DV: Number of unpaid teaching staff in class
DV: Number of male unpaid teaching staff in class
DV: Number of female unpaid teaching staff in class
DV: Number of teaching staff in class
DV: Number of male teaching staff in class
DV: Number of female teaching staff in class
B3: # sessions using temp. staff in last 3 months in class
B4a: Length of service as teacher at this school
B4b: Gender of teacher
B4c: Length of service as teacher anywhere
B4d: Year teacher qualified
DV: Number of years teacher has been qualified
E1a: The school gives high priority to raising pupils' standards of achievement
E1b: The teachers have high expectations of the pupils' standards of achievement
E1c: The school sets educational goals that are appropriate for each pupil's ability to achieve
E1d: The standards set for pupils at this school are not high enough
E1e: All teachers set homework every week for their classes
E1f: All teachers mark and return homework promptly
E1g: All teachers start their classes on time
E1h: The teachers spend all of the time in lessons teaching or on learning activities for pupils
E1i: Teacher absenteeism is low at this school
E1j: Poor performance by teachers is not tolerated in this school
E1k: All teachers expect high standards of behaviour in class from their pupils
E1l: All pupils are required to come to lessons on time
E4a: A pupil who works hard or makes good progress is noticed and praised
E4b: The school has a system for rewarding pupils who work hard and/or make good progress even if they do not get high standards
E4c: The school regularly monitors pupils' actual attainments against those expected given their prior attainment or ability
E4d: Pupils who are under-achieving are identified and attempts made to motivate them
E6a: Most pupils at this school want to do well in tests and exams
E6b: Pupils who get good marks or work hard are teased by the other pupils
E6c: Most pupils at this school are interested in learning
E6d: Many pupils don't do as well as they could because they are afraid that other pupils won't like them as much
E6e: There is good extra-curricular provision in this school
E6f: There are very few pupils at this school whose behaviour in class prevents other pupils from learning
E6g: Most pupils behave well in class
E6h: There is not much bullying or name-calling of each other by pupils
E7a: Teachers participate on a regular basis in the development of school policies
E7b: Teachers at this school are often involved in activities that improve pupils' enjoyment of school
E7c: Teachers are encouraged by the head teacher to be involved in school improvement activities
E7d: Teachers are actively involved in creating school development or improvement plans
E7e: The head teacher takes most of the decisions with little staff consultation
H2: Date of completion - month
H2: Date of completion - year
B2c: School has external double glazing
B3: School heating system
B4: Fuel type for school's central boiler
B5: School is generally in good repair
DV: School is generally in good repair (summary)
B6a: Head teacher - school is overcrowded for staff
DV: Head teacher - school is overcrowded for staff (summary)
B6b: Head teacher - school is overcrowded for pupils
DV: Head teacher - school is overcrowded for pupils (summary)
DV: Head teacher - school is overcrowded at all
DV: Head teacher - school is overcrowded at all (summary)
B6c: Head teacher - overcrowding affects quality of education
DV: Head teacher - overcrowding affects quality of education (summary)
B6d: Head teacher - overcrowding causes omission of curriculum parts
B6e: Head teacher - overcrowding affects staff morale
DV: Head teacher - overcrowding affects staff morale (summary)
B7a: Staff have good toilet facilities
B7b: Pupils have good toilet facilities
B8: School has hall that accommodates whole school
B8a: School hall - floor type
B8b1: School hall echo dampening - curtains
B8b2: School hall echo dampening - wall / ceiling tiles
B8b3: School hall echo dampening - other materials
B8b4: School hall echo dampening - no system
B9a: Outdoor play area - large enough
B9b: Outdoor play area - easily visible to adults
B9c: Outdoor play area - grass as well as hard surface
B10a: Setting for written SATS this year
B10b: SATS setting is quiet environment
C1: Age of youngest pupil in school - years
C1: Age of youngest pupil in school - months
DV: Age of youngest pupil in school - assumptions
C1: Age of oldest pupil in school - years
C1: Age of oldest pupil in school - months
DV: Age of oldest pupil in school - assumptions
C2: School type
C3: Year 6 morning start time
C3: Year 6 morning start time - hour
C3: Year 6 morning start time - minutes
C3: Year 6 morning end time
C3: Year 6 morning end time - hour
C3: Year 6 morning end time - minutes
C3: Year 6 afternoon start time
C3: Year 6 afternoon start time - hour
C3: Year 6 afternoon start time - minutes
C3: Year 6 afternoon end time
C3: Year 6 afternoon end time - hour
C3: Year 6 afternoon end time - minutes
DV: Length of Year 6 morning session
DV: Length of Year 6 morning session - hours
DV: Length of Year 6 morning session - minutes
DV: Length of Year 6 lunch break
DV: Length of Year 6 lunch break - hours
DV: Length of Year 6 lunch break - minutes
DV: Length of Year 6 afternoon session
DV: Length of Year 6 afternoon session - hours
DV: Length of Year 6 afternoon session - minutes
DV: Length of Year 6 work sessions
DV: Length of Year 6 work sessions - hours
DV: Length of Year 6 work sessions - minutes
DV: Length of Year 6 day
DV: Length of Year 6 day - hours
DV: Length of Year 6 day - minutes
C4a: Number of pupils on school register
C4b: School exclusions this year - number of fixed term
C4b: School exclusions this year - number of permanent
C4c: Number of pupils in school entitled to free school meal
DV: Percentage of pupils in school entitled to free school meal
C4d: Number of pupils in school with SEN statements
DV: Percentage of pupils in school with SEN statements
C5a: School admission policy - waiting list (no policy)
C5b: School admission policy - priority for special needs
C5c: School admission policy - priority for catchment area
C5d: School admission policy - priority for siblings
C5e: School admission policy - parental request
C5f: School admission policy - other
C6: Percentage of pupils in school with concerning home circumstances
C7a: Number of pupils in school with overcrowding at home
C7b: Number of pupils in school with poor housing at home
C7c: Number of pupils in school with poverty at home
C7d: Number of pupils in school with marital difficulties at home
C7e: Number of pupils in school with poor parent-child relations at home
C7f: Number of pupils in school on at risk register
C7g: Number of pupils in school with family ill-health at home
C7h: Number of pupils in school with other problems at home
DV: Index of disadvantage of school's pupils (complete cases)
DV: Index of disadvantage of school's pupils (prorated)
DV: # missing index of disadvantage of school's pupils components
C8: Number of pupils in school for whom English is not 1st home language
DV: Percentage of pupils in school for whom English is not 1st home language
C9a: Number of pupils in school with SEN/AEN included in classes
DV: Percentage of pupils in school with SEN/AEN included in classes
C9b: Number of pupils in school with SEN/AEN who spend time in special unit included in classes
DV: Percentage of pupils in school with SEN/AEN who spend time in special unit included in classes
C9c1: Number of stage 1 SEN/AEN pupils
C9c2: Number of stage 2 SEN/AEN pupils
C9c3: Number of stage 3 SEN/AEN pupils
C9c4: Number of statemented SEN/AEN pupils
C9d1: Number of SEN/AEN pupils supported by educational psychologist
C9d2: Number of SEN/AEN pupils supported by teacher of the deaf
C9d3: Number of SEN/AEN pupils supported by teacher of the visually impaired
C9d4: Number of SEN/AEN pupils supported by behaviour support team
C9d5: Number of SEN/AEN pupils supported by learning support team
DV: Number of full-time teachers in school
D1a: Number of male full-time teachers in school
D1a: Number of female full-time teachers in school
DV: Number of part-time teachers in school
D1b: Number of male part-time teachers in school
D1b: Number of female part-time teachers in school
DV: Number of teachers in school
DV: Number of male teachers in school
DV: Number of female teachers in school
DV: Number of teaching assistants in school
D1c: Number of male teaching assistants in school
D1c: Number of female teaching assistants in school
DV: Number of paid teaching staff in school
DV: Number of male paid teaching staff in school
DV: Number of female paid teaching staff in school
DV: Number of parent assistants in school
D1d1: Number of male parent assistants in school
D1d1: Number of female parent assistants in school
DV: Number of volunteer assistants in school
D1d2: Number of male volunteer assistants in school
D1d2: Number of female volunteer assistants in school
DV: Number of unpaid teaching staff in school
DV: Number of male unpaid teaching staff in school
DV: Number of female unpaid teaching staff in school
DV: Number of teaching staff in school
DV: Number of male teaching staff in school
DV: Number of female teaching staff in school
D2: Number of full-time equivalent staff in school
DV: Pupil/staff ratio in school
D3: Number of sessions using temp. staff in last 3 months in school
D4a: Frequency of staff meetings on staff issues
DV: Staff meet to discuss staff issues at least monthly
D4b: Frequency of staff meetings on administration
DV: Staff meet to discuss administration at least monthly
D4c: Frequency of staff meetings on social issues
DV: Staff meet to discuss social issues at least monthly
D4d: Frequency of staff meetings on special needs
DV: Staff meet to discuss special needs at least monthly
D4e: Frequency of staff meetings on teaching policy
DV: Staff meet to discuss teaching policy at least monthly
D4f: Frequency of staff meetings on curriculum
DV: Staff meet to discuss curriculum at least monthly
D4g: Frequency of staff meetings on education issue
DV: Staff meet to discuss education issue at least monthly
D4h: Frequency of staff meetings on other issues
DV: Staff meet to discuss other issues at least monthly
DV: Frequency of staff meetings
DV Staff meet at least monthly
DV: Number of missing staff meeting components
D5a: Specialist maths coordinator in school
D5b: Specialist literacy coordinator in school
D5c: Specialist science coordinator in school
D5d: Specialist ICT coordinator in school
D5e: Specialist D&T coordinator in school
DV: Number of specialist coordinators in school
DV: Any specialist coordinators in school
DV: Number of missing specialist coordinators components
D6a: Length of service as head teacher at this school
D6b: Gender of head teacher
D6c: Length of service as a head teacher anywhere
E1a: School has tuck shop
E1b1: Sweets/chocolate available from tuck shop
E1b2: Fruit available from tuck shop
E1b3: Crisps available from tuck shop
E1b4: Drinks available from tuck shop
E1b5: Other food available from tuck shop
E2: School has water fountain
E3a: Pupils allowed to eat at breaktime
E3b: Foods allowed at breaktime
E4a: Pupils allowed a drink at breaktime
E4b: Drinks allowed at breaktime
E5a: Pupils allowed a drink with packed lunch
E5b1: Drinks with packed lunch - only water
E5b2: Drinks with packed lunch - restricted types from home
E5b3: Drinks with packed lunch - any from home
E5b4: Drinks with packed lunch - as available in school
E6: Packed lunches - action on left over food
E7: Packed lunches - pupils swap food
E8: School lunches - written nutritional policy
E8a: Person responsible for nutritional policy
E8b: Copy of nutritional policy included
E8c: Pupils allowed a drink with school meal
E8c1: Drinks with school meal - only water
E8c2: Drinks with school meal - restricted types from home
E8c3: Drinks with school meal - any from home
E8c4: Drinks with school meal - as available in school
E8d: School meals - pupils allowed second helpings
E8e: School meals - policy for pupils regularly leaving food
E8e1: Parents informed if pupil regularly leaves school meal
E8e2: Other action if pupil regularly leaves school meal
F1: School has parents association
F1a1: P.A. organises fund raising events
F1a2: P.A. organises social events
F1a3: P.A. provides volunteers for classroom
F1a4: P.A. provides volunteers for out-of-school activities
F1a5: P.A. sells school uniforms
F1a6: P.A. involved in other activities
F1b: Number of parent volunteers helping teachers this year in school
F1c: Amount of money raised by P.A. each year
F2: Percentage of parents who attend parents evenings
F3: Frequency head teacher has disputes with parents
A1a: The school gives high priority to raising pupils' standards of achievement
A1b: The teachers have high expectations of the pupils' standards of achievement
A1c: The school sets educational goals that are appropriate for each pupil's ability to achieve
A1d: The standards set for pupils at this school are not high enough
A1e: All teachers set homework every week for their classes
A1f: All teachers mark and return homework promptly
A1g: All teachers start their classes on time
A1h: The teachers spend all of the time in lessons teaching or on learning activities for pupils
A1i: Teacher absenteeism is low at this school
A1j: Poor performance by teachers is not tolerated in this school
A1k: All teachers expect high standards of behaviour in class from their pupils
A1l: All pupils are required to come to lessons on time
A2a: Teachers at this school believe that all pupils can achieve regardless of their social background
A2b: Teachers at this school are all committed to the school's aims and values
A2c: Teachers follow the same set of rules about pupil behaviour
A2d: There is general agreement amongst the teachers about what are effective teaching approaches
A2e: There is unity between teachers and the headteacher on the school's aims and values and how these are implemented through teaching and learning
A2f: Teachers and the head teacher agree on how teachers and pupils should behave towards each other
A2g: There is a lot of disagreement between staff
A2h: There are some staff who do not support the headteacher's aims and policies for the school
A3a: Teachers are only interested in the pupils who do well in tests and examinations
A3b: Teachers show respect towards pupils
A3c: Pupils show respect towards teachers and other staff
A3d: Teachers and pupils get on well in this school
A3e: Teachers take care to ensure that their teaching is appropriate for pupils with special educational needs
A3f: Pupils' views are listened to and taken seriously
A3g: Pupils organise activities for themselves
A4a: A pupil who works hard or makes good progress is noticed and praised
A4b: The school has a system for rewarding pupils who work hard and/or make good progress even if they do not get high standards
A4c: The school regularly monitors pupils' actual attainments against those expected given their prior attainment or ability
A4d: Pupils who are under-achieving are identified and attempts made to motivate them
A5a: The school frequently communicates its expectations of pupils to parents and governors
A5b: Parents are regularly informed about the progress and achievements at school of their child
A5c: If a pupil seriously infringes school rules parents will be informed immediately
A5d: There is a high level of parental support for their child's learning at school
A5e: Dealing with parental complaints and lack of co-operation from parents takes up a lot of teacher and school management time
A5f: Parents give a lot of support to the work of the school
A5g: Conditions in the pupils' home environment adversely affect their learning
A6a: Most pupils at this school want to do well in tests and exams
A6b: Pupils who get good marks or work hard are teased by the other pupils
A6c: Most pupils at this school are interested in learning
A6d: Many pupils don't do as well as they could because they are afraid that other pupils won't like them as much
A6e: There is good extra-curricular provision in this school
A6f: There are very few pupils at this school whose behaviour in class prevents other pupils from learning
A6g: Most pupils behave well in class
A6h: There is not much bullying or name-calling of each other by pupils
A7a: Teachers participate on a regular basis in the development of school policies
A7b: Teachers at this school are often involved in activities that improve pupils' enjoyment of school
A7c: Teachers are encouraged by the head teacher to be involved in school improvement activities
A7d: Teachers are actively involved in creating school development or improvement plans
A7e: The head teacher takes most of the decisions with little staff consultation
Groups