Avon Longitudinal Study of Parents and Children
ALSPAC Childhood (5 years to 12 years 11 months)
ALSPAC Teacher Completed Questionnaires Year 6 Dataset
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
School engagement