Start
ncds_74_eq
Strictly confidential
intro i

Local Authority Code Number

Local Authority Code Number
intro ii

Child's Code Number

Child's Code Number
NATIONAL CHILDREN'S BUREAU
Educational Questionnaire
NATIONAL CHILD DEVELOPMENT STUDY
(1958 Cohort)
Sponsors: Institute of Child Health, University of London National Birthday Trust Fund National Foundation for Educational Research in England and Wales
In Collaboration with: Society of Education Officers Society of Community Medicine Association of Directors of Education (Scotland)
Chairman of Consultative Committee: Professor D. V. Donnison BA
Chairman of Steering Committee: W. D. Wall BA, Ph.D
Executive Co-Directors: Professor N. R. Butler MD, FRCP, DCH Professor R Davie BA, Ph.D, DIP.ED.Psych Mrs. Mia Kellmer Pringle BA, Ph.D, D.Sc
Co-Directors: M. J. R. Healy BA J. M. Tanner MD, D.Sc, FRCP, FRC.Psych W. D. Wall BA, Ph.D
Senior Research Officer: K. R. Fogleman BA
I a(i)

Child's Surname

Generic text
I a(ii)

First names

(in full)

Generic text
I b

Sex

(Please ring appropriate number)

1
Boy
2
Girl
II a

Child's Date of Birth

Date of birth
II b

Today's Date

Generic date
III a(i)

Name and Address of present school

Generic text
III a(ii)

Postal code

Generic text
III b

Telephone number of school

Generic text
III c

Name of head or principal

Generic text
IV a

Child's previous secondary school (if any)

Generic text
IV b

Child's primary school. If known, please give name and address of school attended by child at eleven.

Generic text
Notes on completion of the questionnaire
The questionnaire is in two sections. Section A is concerned with background information about the school and can probably most easily be completed by the headteacher. Section B consists of questions about the study child. Most of these can probably be answered by a form or class teacher, but in some cases it may be necessary to consult a subject teacher.
Questions are designed so that, as far as possible, they can be completed with the minimum of difficulty whilst allowing the processing and analyses of the answers to be carried out conveniontly. You will find that they fall into three categories:
Firstly, there are those that require a written answer and space is provided to write a few words.
Secondly, there are questions where you are offered a number of alternative answers, each with a number by it. In this case please ring the number corresponding to your answer. You will also often find that there is a space provided to be used when your answer does not fall into any of the categories offered.
For the third kind of question the answer is a number. For these the number should be written in the box or boxes provided.
If you feel that any answer needs some qualification or amplification, please add comments at that point in the questionnaire.
Section A The school
For schools wholly maintained by an LEA and for voluntary schools
1

Please indicate, by ringing the appropriate number, the category to which your school belongs:

Please ring

1
Comprehensive (incl. bilateral and multilateral)
2
Grammar (selective senior secondary in Scotland)
3
Secondary modern (junior secondary in Scotland)
4
Technical
5
All-age
6
Residential special (please specify types of handicap ... )
7
Day special (type(s) of handicap ... )
8
Immigrant centre
9
Other (please specify ... )
Generic text
For schools not wholly maintained by a LEA
2

Please indicate, by ringing the appropriate number, the category to which your school belongs:

Please ring

1
Independent school (not one catering wholly or mainly for children who are handicapped)
2
Direct-grant school (grant-aided in Scotland)
3
Non-maintained special school (please specify type(s) of handicap ... )
4
Independent school catering wholly or mainly for handicapped pupils (please specify type(s) of handicap ... )
5
Other (please specify ... )
Generic text
For all schools
3

Total number of pupils at present on school roll: (Please enter number in boxes)

Enter number in boxes

How many
4

Number of above who are boarders

Enter number in boxes

How many
5

Are the pupils in your school:

Please ring

1
all boys
2
all girls
3
of both sexes
6 i

What age in years are the youngest pupils in your school? (ignore isolated unusual cases)

Age
6 ii

and the oldest?

Age
7

Approximately what percentage of children in your school aged less than 16 have fathers in non-manual occupations ?

Please ring

1
0- 9%
2
10-19%
3
20-29%
4
30-39%
5
40-49%
6
50-59%
7
60-69%
8
70-79%
9
80% or more
If your school is a comprehensive,
qc_1 == 1
8

was it:

Please ring

1
Purpose built
2
Formed by amalgamating two or more existing schools
3
Formed by introducing an unselective entry into a modern or junior secondary school
4
Formed by introducing an unselective entry into grammar or senior secondary school
5
Other (please specify ... )
Other
9
What percentages of boys and of girls in your school aged 15 (as at 1st of Jan. 1973) are studying for: (Please write the percentages in the boxes. If a single-sex school leave blank whichever does not apply)

Enter percentage in boxes

Boys ... % Girls ... %
PercentagePercentagePercentagePercentage PercentagePercentagePercentagePercentage
GCE 'O' level (or SCE O grade) only
CSE only
both GCE and CSE
10
Please give the numbers of boys and girls from your school who in the last complete academic year left school:

Enter numbers in boxes

Boys Girls
How manyHow manyHow manyHow many How manyHow manyHow manyHow many
having obtained at least 2 A-level (or in Scotland 3 H-grade) passes
to take up a place on a full-time degree-level course
11 i

In the last year before the raising of the school leaving age (i.e. year ending June/July 1972), what percentage of the relevant year-group remained at school after the earliest time when they could have left ? Boys ... %

Enter percentage in boxes

Percentage
11 ii

In the last year before the raising of the school leaving age (i.e. year ending June/July 1972), what percentage of the relevant year-group remained at school after the earliest time when they could have left ? Girls ... %

Enter percentage in boxes

Percentage
12 a

How many full-time teachers are there currently in your school ?

Enter number in boxes

How many
If you have part-time staff,
12 b

what full-time equivalent number of teachers do they represent (to the nearest whole number)?

Enter number in boxes

How many
13

How many full-time teachers left the school at the end of or during the last academic year?

Enter number in boxes

How many
14 a

Do any members of your staff have particular responsibility for careers guidance? If so, how many teachers have this responsibility? Please write the number in the box. If none enter 0.

Enter number

How many
If yes,
qc_14_a >= '1'
14 b

by how much time, if any (to the nearest hour), is the teaching load reduced to allow for this work? (If more than one member of staff, please give an average figure)

Enter number

How many
14 c

Is any teacher paid a special salary in respect of this work ?

Please ring

1
Yes
2
No
14 d

How much training in careers work has this teacher recieved ? (If more than one please complete for teacher who has recieved most training) :

Please ring

1
None
2
Less than 7 days
3
7 to 15 days
4
More than 15 days
5
Some, but duration unknown
15 a-d
Will children of the study child's age in your school have had lessons specifically concerned with:

Please ring

-

1 - Yes

2 - No
Physiological aspects of human reproduction?
Emotional and personal aspects of sexual relationships?
Information regarding contraception?
Information on venereal diseases?
16

Which one of the following best describes how pupils in the 12-13 year group of your school are allocated to classes?

Please ring

1
Permanent classes are formed on the basis of ability. Children take all or most of their lessons with the same class, which contains children of a restricted range of ability ('streaming', 'banding')
2
Permanent classes are of mixed ability but for some subjects classes are formed on the basis of ability in that subject ('setting')
3
All classes are of mixed ability
4
Some other arrangement (please specify ... )
5
Not applicable-no children of this age group in this school
Other
17 a-c
Does the school arrange regular meetings of the following kinds? (Please ring the appropriate numbers)
-

1 - Yes, regular meetings held at least once a term

2 - Yes, at least once a year

3 - No regular meetings. Ad hoc when need arises

4 - Not at all
Meeting at which parents discuss child's progress with teachers
Occasions at which parents see pupils at work
Meetings at which teachers demonstrate teaching methods or content to parents
18

Does the school have a parents' or parent-teacher association ?

Please ring

1
Yes
2
No
19

Does the school have a uniform?

Please ring

1
No
2
Yes, but not compulsory
3
Yes, full uniform compulsory throughout the school
4
Yes, specific items only compulsory throughout the school
5
Yes, compulsory only for certain age groups
6
Other (please specify ... )
Other
20

Do you feel that the work of your school is limited by the lack or inadequacy of any of the following facilities? (Please ring all that apply)

Please ring

1
a) Library
2
b) Sports facilities
3
c) Science laboratories
4
d) Domestic Science/Home Economics facilities
5
e) Metalwork/Woodwork facilities
6
f) Equipment for commercial subjects
7
g) Audio-visual equipment
21

How many pupils were expelled from your school in the last academic year? Please enter number in box in the margin. If none, please write 0. If 9 or more, please write 9.

Enter number in box

Expelled pupils
22 a-i
Below is a list of some disciplinary methods commonly used in schools. For each one please indicate by ringing the appropriate number, whether this method is used in your school.
-

1 - Used regularly or occasionally

2 - Used very rarely

3 - Never used
Suspension
Corporal punishment (cane or any other means)
Physical exercise or manual work (e.g. running or gardening)
Extra classwork/homework or written lines
Attending school outside normal hours (e.g. 'detention')
Loss of special status (e.g. prefect or monitor)
Exclusion from popular activities or from use of special equipment or rooms (e.g. sports/games, club-rooms, etc.)
Report to parents (by conversation or letter)
Special behaviour/work reports
Section B The Child in School
English (If no longer studying this subject please give details for last class attended. If language and literature are studied separately, please complete for English language lessons)
23 a

Is the class in which this child takes most of his/her English lessons:

Please ring

1
Restricted in ability range ('streamed' or 'setted'), but not a remedial class
2
Of mixed ability
3
A remedial class
4
Not applicable-as school is a special school
5
Other (please specify ... )
Other
If restricted in ability range (i.e. you have ringed 1 above),
qc_23_a == 1
23 b

please describe the ability range of this class.

Generic text
23 c

How many children are there in this class? Please write the number in the boxes

Write number in boxes

How many
23 d

To the nearest hour, how many hours per week do this child's English lessons occupy? If 9 or more, please write 9

Write number in boxes

Hours
23 e

Can this child read well enough to cope with everyday needs (e.g. newspapers, notices, etc.)?

Please ring

1
Yes
2
No
Mathematics/Arithmetic (If no longer studying this subject please give details for last class attended)
24 a

Is this child's Mathematics class:

Please ring

1
'Streamed' or 'setted' (but not a remedial class)
2
Of mixed ability
3
A remedial class
4
Not applicable-a special school
6
Other (please specify ... )
Other
If a 'streamed' or 'setted' class,
qc_24_a == 1
24 b

please describe the ability range of this class

Generic text
24 c

How many children in this class? Please write the number in the boxes

Write number in boxes

How many
24 d

To the nearest hour, how many hours per week do this child's Mathematics lessons occupy ? If 9 or more, please write 9

Write number in boxes

Hours
24 e

Can this child do all calculations normally required by an everyday shopper ?

Please ring

1
Yes
2
No
25

Is the child:

Please ring

1
A full-time boarder (i.e. including weekends)
2
A part-time boarder (e.g. weekdays only)
3
A day pupil
4
Other (please specify ... )
Other
26
Please list below all subjects now being studied in school by the child. Please include in this list any subjects in which a GCE or CSE or SCE pass has already been obtained and which is not now being studied. Exclude games, PT and Religious Knowledge, unless being studied for an examination.

In the first box against each of these subjects which you list please enter one of the following numbers:

- Enter number
Generic text

1 - If an O-level or SCE O-grade pass already obtained

2 - If a CSE grade 1 pass already obtained

3 - If a CSE pass, grade 2-5 already obtained

4 - If GCE O-level or SCE O-grade will be taken this year

5 - If this pupil has already started or will be proceeding to an A-level or H-grade course without taking O-level or O-grade

6 - If CSE will be taken this year

7 - If some other external examination will be taken this year

8 - No external examination intended or taken

Generic text

1 - If an O-level or SCE O-grade pass already obtained

2 - If a CSE grade 1 pass already obtained

3 - If a CSE pass, grade 2-5 already obtained

4 - If GCE O-level or SCE O-grade will be taken this year

5 - If this pupil has already started or will be proceeding to an A-level or H-grade course without taking O-level or O-grade

6 - If CSE will be taken this year

7 - If some other external examination will be taken this year

8 - No external examination intended or taken

 Generic text

1 - If an O-level or SCE O-grade pass already obtained

2 - If a CSE grade 1 pass already obtained

3 - If a CSE pass, grade 2-5 already obtained

4 - If GCE O-level or SCE O-grade will be taken this year

5 - If this pupil has already started or will be proceeding to an A-level or H-grade course without taking O-level or O-grade

6 - If CSE will be taken this year

7 - If some other external examination will be taken this year

8 - No external examination intended or taken

Generic text

1 - If an O-level or SCE O-grade pass already obtained

2 - If a CSE grade 1 pass already obtained

3 - If a CSE pass, grade 2-5 already obtained

4 - If GCE O-level or SCE O-grade will be taken this year

5 - If this pupil has already started or will be proceeding to an A-level or H-grade course without taking O-level or O-grade

6 - If CSE will be taken this year

7 - If some other external examination will be taken this year

8 - No external examination intended or taken
1
2
3
4
5
6
7
8
9
10
11
12
27 a-f
Please give ratings of the child's ability in each of the subjects listed below. If more than one subject in a area is being studied (e.g. in languages or science), please enter an average rating. Please code the ratings according to the following approximate scale and enter the number in the box against each subject.

Please write codes in boxes

-

1 - Capable of obtaining an A-level or Higher-grade pass in this subject.

2 - Above average. Capable of obtaining O-level or O-grade or CSE grade one, but not of taking it to A-level or Higher-grade.

3 - Of average ability in this subject. Capable of obtaining a CSE* pass grades 2-4

4 - Below average. A possible CSE* entrant.

5 - Little, if any, ability in this subject.

6 - Don't know.
Mathematics
English
Modern languages
Science
Practical subjects (e.g. metal-work, domestic science, etc.)
Social studies (e.g. history, geography, economics, etc.)
* It is hoped that those teachers in areas where CSE is not taken can nevertheless assign the child to one of these approximate groups.
28 a

Is the child receiving any special help within the school, for any of the following reasons: because of any educational or mental backwardness

Please ring

1
Yes
2
Yes, but not as much as needed
3
No, but such provision is desirable for this child
4
No, and not necessary
28 b

Is the child receiving any special help within the school, for any of the following reasons: because of any educational or mental superiority

Please ring

1
Yes
2
Yes, but not as much as needed
3
No, but such provision is desirable for this child
4
No, and not necessary
28 c

Is the child receiving any special help within the school, for any of the following reasons: because of any behavior difficulties

Please ring

1
Yes
2
Yes, but not as much as needed
3
No, but desirable
4
No, and not necessary
28 d

Is the child receiving any special help within the school, for any of the following reasons: because of any physical or sensory disability

Please ring

1
Yes
2
Yes, but not as much as needed
3
No, but desirable
4
No, and not necessary
29

Has this child, to your knowledge, and since he/she has been at a secondary school, had any contact with any of the services listed below? (Please ring all that apply.)

Please ring

1
Social Services or Social Work Department (including former Children's Department)
2
Education Welfare Department
3
Careers Officer/Youth Employment Officer
4
Voluntary Agency (please state which ... )
5
Police or Probation Department
6
Child Guidance Clinic
Generic text
30 a

Is this child handicapped in any way that makes desirable special provision after he/she has left school?

Please ring

1
Yes
2
No
If yes,
qc_30_a == 1
30 b

could you please indicate what kind(s) of provision you have in mind

Generic text
31 a

Please note in the boxes the number of possible half-day attendances during the Autumn term, 1973. (If your school has a 4-term year, please answer this and the next question for the first term of the academic year)

Enter numbers in boxes

How many
31 b

Number of half-days study child was absent during the Autumn term, 1973

Enter numbers in boxes

How many
32 a

Please note in the boxes the number of possible half-day attendances during the Autumn term, 1972

Enter numbers in boxes

How many
32 b

Number of half-days study child was absent during the Autumn term, 1972

Enter numbers in boxes

How many
33

How long has the child been at this school (to the nearest complete year)

Enter number

How many
34

To which one (if any) of the following kinds of full-time further or higher education do you think this child is most suited? (Please ring one number only)

Please ring

1
Degree course at a university or polytechnic
2
B.Ed. at a College of Education
3
Some other advanced (i.e. needing A-levels, or equivalent) full-time course at a polytechnic or college of further education
4
Certificate course at a College of Education
5
Other full-time further education
6
Part-time education in preparation for a professional qualification (e.g. law, accountancy, etc.)
7
Other part-time education
8
None of these
35 a

Do you think this child would benefit from staying at school after the minimum leaving age?

Please ring

1
Yes
2
No
3
Uncertain
If you do not expect him/her to stay on,
35 b

could you indicate briefly the reasons for this.

Generic text
36

What do you think is most likely to be this child's first job? If uncertain, what type of job do you expect this child to take up?

Generic text
37

Has this child ever been in trouble with the police?

Please ring

1
Yes
2
No
3
Don't know
If Yes:
qc_37 == 1
37 a

Was the Social Services Department also involved

Please ring

1
Yes
2
No
3
Don't know
37 b

Was the case

Please ring

1
Taken to court (or a Children's Hearing in Scotland)
2
Dealt with by a caution
3
Otherwise dealt with
4
Don't know
38 i-xxvi
Below is a series of descriptions of behaviour often shown by school children. Please ring the appropriate number in each case to show the degree to which the study child exhibits the behaviour described. Please complete on the basis of the child's behaviour in the past 12 months.
-

1 - Doesn't Apply

2 - Applies Somewhat

3 - Certainly Applies
Very restless, has difficulty staying seated for long
Truants from school
Squirmy, fidgety
Often destroys or damages own or others' property
Frequently fights or is extremely quarrelsome with other children
Not much liked by other children
Often worries, worries about many things
Tends to be on own-rather solitary
Irritable, touchy, is quick to 'fly off the handle'
Often appears miserable, unhappy, tearful or distressed
Has twitches, mannerisms or tics of the face or body
Frequently sucks thumb or finger
Frequently bites nails or fingers
Tends to be absent from school for trivial reasons
Is often disobedient
Cannot settle to anything for more than a few moments
Tends to be fearful or afraid of new situations and new things
Fussy or over particular
Often tells lies
Has stolen things on one or more occasions in the past 12 months
Unresponsive, inert or apathetic
Often complains of aches or pains
Has had tears on arrival at school or has refused to come into the building in the past 12 months
Has a stutter or stammer
Resentful or aggressive when corrected
Bullies other children
39 a

Since the beginning of the school year has either parent met with any member of the teaching staff to discuss the child?

Please ring

1
Yes, father (or father figure) only
2
Yes, mother (or mother figure) only
3
Yes, both
4
Neither
5
Don't know
39 b

Was this meeting at the instigation of the parent(s) or the school?

Please ring

1
Parent(s)
2
School
3
Don't know
4
Not applicable (no meetings)
40 i

With regard to the child's education, do the father (or father figure) and mother (or mother figure) appear: Father

1
Over concerned about the child's progress/expecting too high a standard
2
Very interested
3
To show some interest
4
To show little or no interest
5
Can't say
6
Inapplicable (e.g. no father/father figure or mother/mother figure)
40 ii

With regards to the child's education, do the father (or father figure) and mother (or mother figure) appear: Mother

1
Over concerned about the child's progress/expecting too high a standard
2
Very interested
3
To show some interest
4
To show little or no interest
5
Can't say
6
Inapplicable (e.g. no father/father figure or mother/mother figure)
41

At the ends of each line on the scale below are adjectives which could describe a child's personality or behaviour. Could you please rate the study child on each of these scales. For example, if you think that the word on the left clearly applies, please ring 1. If it is not completely true, but more appropriate than the word on the right, please ring 2. If the child is midway between the two descriptions, ring 3; and so on.

1
Cautious
2
2
3
3
4
4
5
Impulsive
1
Moody
2
2
3
3
4
4
5
Even-tempered
1
Timid
2
2
3
3
4
4
5
Aggressive
1
Flexible
2
2
3
3
4
4
5
Rigid
1
Sociable
2
2
3
3
4
4
5
Withdrawn
1
Lazy
2
2
3
3
4
4
5
Hard-working
42 a-g
Below are some further descriptions of children. Please ring the number appropriate to the study child against each one
-

1 - Not at all

2 - Somewhat

3 - Certainly

4 - Don't know
Poor hearing
Difficult to understand because of poor speech
Bad eyesight
Clumsy
Poor control of hands (e.g. in writing, drawing, handwork)
Poor physical co-ordination (e.g. in jumping, running or throwing)
Obese or overweight
43

Are there any other particular comments you would like to add about the personality, behaviour, emotional development or personal background of this child?

Generic text
Thank you
End

ncds_74_eq

s_intro_i
Strictly confidential
intro i
Local Authority Code Number
Local Authority Code Number
intro ii
Child's Code Number
Child's Code Number
s_intro_ii
NATIONAL CHILDREN'S BUREAU
s_intro_iii
Educational Questionnaire
s_intro_iv
NATIONAL CHILD DEVELOPMENT STUDY
s_intro_v
(1958 Cohort)
s_intro_vi
Sponsors: Institute of Child Health, University of London National Birthday Trust Fund National Foundation for Educational Research in England and Wales
s_intro_vii
In Collaboration with: Society of Education Officers Society of Community Medicine Association of Directors of Education (Scotland)
s_intro_viii
Chairman of Consultative Committee: Professor D. V. Donnison BA
s_intro_ix
Chairman of Steering Committee: W. D. Wall BA, Ph.D
s_intro_x
Executive Co-Directors: Professor N. R. Butler MD, FRCP, DCH Professor R Davie BA, Ph.D, DIP.ED.Psych Mrs. Mia Kellmer Pringle BA, Ph.D, D.Sc
s_intro_xi
Co-Directors: M. J. R. Healy BA J. M. Tanner MD, D.Sc, FRCP, FRC.Psych W. D. Wall BA, Ph.D
s_intro_xii
Senior Research Officer: K. R. Fogleman BA
I a(i)
Child's Surname
Generic text
I a(ii)
First names
Generic text
I b
Sex
1
Boy
2
Girl
II a
Child's Date of Birth
Date of birth
II b
Today's Date
Generic date
III a(i)
Name and Address of present school
Generic text
III a(ii)
Postal code
Generic text
III b
Telephone number of school
Generic text
III c
Name of head or principal
Generic text
IV a
Child's previous secondary school (if any)
Generic text
IV b
Child's primary school. If known, please give name and address of school attended by child at eleven.
Generic text

Notes on completion of the questionnaire

s_notes_i
The questionnaire is in two sections. Section A is concerned with background information about the school and can probably most easily be completed by the headteacher. Section B consists of questions about the study child. Most of these can probably be answered by a form or class teacher, but in some cases it may be necessary to consult a subject teacher.
s_notes_ii
Questions are designed so that, as far as possible, they can be completed with the minimum of difficulty whilst allowing the processing and analyses of the answers to be carried out conveniontly. You will find that they fall into three categories:
s_notes_iii
Firstly, there are those that require a written answer and space is provided to write a few words.
s_notes_iv
Secondly, there are questions where you are offered a number of alternative answers, each with a number by it. In this case please ring the number corresponding to your answer. You will also often find that there is a space provided to be used when your answer does not fall into any of the categories offered.
s_notes_v
For the third kind of question the answer is a number. For these the number should be written in the box or boxes provided.
s_notes_vi
If you feel that any answer needs some qualification or amplification, please add comments at that point in the questionnaire.

Section A The school

1
Please indicate, by ringing the appropriate number, the category to which your school belongs:
1
Comprehensive (incl. bilateral and multilateral)
2
Grammar (selective senior secondary in Scotland)
3
Secondary modern (junior secondary in Scotland)
4
Technical
5
All-age
6
Residential special (please specify types of handicap ... )
7
Day special (type(s) of handicap ... )
8
Immigrant centre
9
Other (please specify ... )
Generic text
For schools wholly maintained by an LEA and for voluntary schools
2
Please indicate, by ringing the appropriate number, the category to which your school belongs:
1
Independent school (not one catering wholly or mainly for children who are handicapped)
2
Direct-grant school (grant-aided in Scotland)
3
Non-maintained special school (please specify type(s) of handicap ... )
4
Independent school catering wholly or mainly for handicapped pupils (please specify type(s) of handicap ... )
5
Other (please specify ... )
Generic text
For schools not wholly maintained by a LEA
s_q3
For all schools
3
Total number of pupils at present on school roll: (Please enter number in boxes)
How many
4
Number of above who are boarders
How many
5
Are the pupils in your school:
1
all boys
2
all girls
3
of both sexes
6 i
What age in years are the youngest pupils in your school? (ignore isolated unusual cases)
Age
6 ii
and the oldest?
Age
7
Approximately what percentage of children in your school aged less than 16 have fathers in non-manual occupations ?
1
0- 9%
2
10-19%
3
20-29%
4
30-39%
5
40-49%
6
50-59%
7
60-69%
8
70-79%
9
80% or more
8
was it:
1
Purpose built
2
Formed by amalgamating two or more existing schools
3
Formed by introducing an unselective entry into a modern or junior secondary school
4
Formed by introducing an unselective entry into grammar or senior secondary school
5
Other (please specify ... )
Other
If your school is a comprehensive,
9

What percentages of boys and of girls in your school aged 15 (as at 1st of Jan. 1973) are studying for: (Please write the percentages in the boxes. If a single-sex school leave blank whichever does not apply)

Boys ... % Girls ... %
PercentagePercentagePercentagePercentage PercentagePercentagePercentagePercentage
GCE 'O' level (or SCE O grade) only
CSE only
both GCE and CSE
10

Please give the numbers of boys and girls from your school who in the last complete academic year left school:

Boys Girls
How manyHow manyHow manyHow many How manyHow manyHow manyHow many
having obtained at least 2 A-level (or in Scotland 3 H-grade) passes
to take up a place on a full-time degree-level course
11 i
In the last year before the raising of the school leaving age (i.e. year ending June/July 1972), what percentage of the relevant year-group remained at school after the earliest time when they could have left ? Boys ... %
Percentage
11 ii
In the last year before the raising of the school leaving age (i.e. year ending June/July 1972), what percentage of the relevant year-group remained at school after the earliest time when they could have left ? Girls ... %
Percentage
12 a
How many full-time teachers are there currently in your school ?
How many
12 b
what full-time equivalent number of teachers do they represent (to the nearest whole number)?
How many
If you have part-time staff,
13
How many full-time teachers left the school at the end of or during the last academic year?
How many
14 a
Do any members of your staff have particular responsibility for careers guidance? If so, how many teachers have this responsibility? Please write the number in the box. If none enter 0.
How many
14 b
by how much time, if any (to the nearest hour), is the teaching load reduced to allow for this work? (If more than one member of staff, please give an average figure)
How many
If yes,
14 c
Is any teacher paid a special salary in respect of this work ?
1
Yes
2
No
If yes,
14 d
How much training in careers work has this teacher recieved ? (If more than one please complete for teacher who has recieved most training) :
1
None
2
Less than 7 days
3
7 to 15 days
4
More than 15 days
5
Some, but duration unknown
If yes,
15 a-d

Will children of the study child's age in your school have had lessons specifically concerned with:

-

1 - Yes

2 - No
Physiological aspects of human reproduction?
Emotional and personal aspects of sexual relationships?
Information regarding contraception?
Information on venereal diseases?
16
Which one of the following best describes how pupils in the 12-13 year group of your school are allocated to classes?
1
Permanent classes are formed on the basis of ability. Children take all or most of their lessons with the same class, which contains children of a restricted range of ability ('streaming', 'banding')
2
Permanent classes are of mixed ability but for some subjects classes are formed on the basis of ability in that subject ('setting')
3
All classes are of mixed ability
4
Some other arrangement (please specify ... )
5
Not applicable-no children of this age group in this school
Other
17 a-c

Does the school arrange regular meetings of the following kinds? (Please ring the appropriate numbers)

-

1 - Yes, regular meetings held at least once a term

2 - Yes, at least once a year

3 - No regular meetings. Ad hoc when need arises

4 - Not at all
Meeting at which parents discuss child's progress with teachers
Occasions at which parents see pupils at work
Meetings at which teachers demonstrate teaching methods or content to parents
18
Does the school have a parents' or parent-teacher association ?
1
Yes
2
No
19
Does the school have a uniform?
1
No
2
Yes, but not compulsory
3
Yes, full uniform compulsory throughout the school
4
Yes, specific items only compulsory throughout the school
5
Yes, compulsory only for certain age groups
6
Other (please specify ... )
Other
20
Do you feel that the work of your school is limited by the lack or inadequacy of any of the following facilities? (Please ring all that apply)
1
a) Library
2
b) Sports facilities
3
c) Science laboratories
4
d) Domestic Science/Home Economics facilities
5
e) Metalwork/Woodwork facilities
6
f) Equipment for commercial subjects
7
g) Audio-visual equipment
21
How many pupils were expelled from your school in the last academic year? Please enter number in box in the margin. If none, please write 0. If 9 or more, please write 9.
Expelled pupils
22 a-i

Below is a list of some disciplinary methods commonly used in schools. For each one please indicate by ringing the appropriate number, whether this method is used in your school.

-

1 - Used regularly or occasionally

2 - Used very rarely

3 - Never used
Suspension
Corporal punishment (cane or any other means)
Physical exercise or manual work (e.g. running or gardening)
Extra classwork/homework or written lines
Attending school outside normal hours (e.g. 'detention')
Loss of special status (e.g. prefect or monitor)
Exclusion from popular activities or from use of special equipment or rooms (e.g. sports/games, club-rooms, etc.)
Report to parents (by conversation or letter)
Special behaviour/work reports

Section B The Child in School

English (If no longer studying this subject please give details for last class attended. If language and literature are studied separately, please complete for English language lessons)

23 a
Is the class in which this child takes most of his/her English lessons:
1
Restricted in ability range ('streamed' or 'setted'), but not a remedial class
2
Of mixed ability
3
A remedial class
4
Not applicable-as school is a special school
5
Other (please specify ... )
Other
23 b
please describe the ability range of this class.
Generic text
If restricted in ability range (i.e. you have ringed 1 above),
23 c
How many children are there in this class? Please write the number in the boxes
How many
23 d
To the nearest hour, how many hours per week do this child's English lessons occupy? If 9 or more, please write 9
Hours
23 e
Can this child read well enough to cope with everyday needs (e.g. newspapers, notices, etc.)?
1
Yes
2
No

Mathematics/Arithmetic (If no longer studying this subject please give details for last class attended)

24 a
Is this child's Mathematics class:
1
'Streamed' or 'setted' (but not a remedial class)
2
Of mixed ability
3
A remedial class
4
Not applicable-a special school
6
Other (please specify ... )
Other
24 b
please describe the ability range of this class
Generic text
If a 'streamed' or 'setted' class,
24 c
How many children in this class? Please write the number in the boxes
How many
24 d
To the nearest hour, how many hours per week do this child's Mathematics lessons occupy ? If 9 or more, please write 9
Hours
24 e
Can this child do all calculations normally required by an everyday shopper ?
1
Yes
2
No
25
Is the child:
1
A full-time boarder (i.e. including weekends)
2
A part-time boarder (e.g. weekdays only)
3
A day pupil
4
Other (please specify ... )
Other
26

Please list below all subjects now being studied in school by the child. Please include in this list any subjects in which a GCE or CSE or SCE pass has already been obtained and which is not now being studied. Exclude games, PT and Religious Knowledge, unless being studied for an examination.

- Enter number
Generic text

1 - If an O-level or SCE O-grade pass already obtained

2 - If a CSE grade 1 pass already obtained

3 - If a CSE pass, grade 2-5 already obtained

4 - If GCE O-level or SCE O-grade will be taken this year

5 - If this pupil has already started or will be proceeding to an A-level or H-grade course without taking O-level or O-grade

6 - If CSE will be taken this year

7 - If some other external examination will be taken this year

8 - No external examination intended or taken

Generic text

1 - If an O-level or SCE O-grade pass already obtained

2 - If a CSE grade 1 pass already obtained

3 - If a CSE pass, grade 2-5 already obtained

4 - If GCE O-level or SCE O-grade will be taken this year

5 - If this pupil has already started or will be proceeding to an A-level or H-grade course without taking O-level or O-grade

6 - If CSE will be taken this year

7 - If some other external examination will be taken this year

8 - No external examination intended or taken

 Generic text

1 - If an O-level or SCE O-grade pass already obtained

2 - If a CSE grade 1 pass already obtained

3 - If a CSE pass, grade 2-5 already obtained

4 - If GCE O-level or SCE O-grade will be taken this year

5 - If this pupil has already started or will be proceeding to an A-level or H-grade course without taking O-level or O-grade

6 - If CSE will be taken this year

7 - If some other external examination will be taken this year

8 - No external examination intended or taken

Generic text

1 - If an O-level or SCE O-grade pass already obtained

2 - If a CSE grade 1 pass already obtained

3 - If a CSE pass, grade 2-5 already obtained

4 - If GCE O-level or SCE O-grade will be taken this year

5 - If this pupil has already started or will be proceeding to an A-level or H-grade course without taking O-level or O-grade

6 - If CSE will be taken this year

7 - If some other external examination will be taken this year

8 - No external examination intended or taken
1
2
3
4
5
6
7
8
9
10
11
12
27 a-f

Please give ratings of the child's ability in each of the subjects listed below. If more than one subject in a area is being studied (e.g. in languages or science), please enter an average rating. Please code the ratings according to the following approximate scale and enter the number in the box against each subject.

-

1 - Capable of obtaining an A-level or Higher-grade pass in this subject.

2 - Above average. Capable of obtaining O-level or O-grade or CSE grade one, but not of taking it to A-level or Higher-grade.

3 - Of average ability in this subject. Capable of obtaining a CSE* pass grades 2-4

4 - Below average. A possible CSE* entrant.

5 - Little, if any, ability in this subject.

6 - Don't know.
Mathematics
English
Modern languages
Science
Practical subjects (e.g. metal-work, domestic science, etc.)
Social studies (e.g. history, geography, economics, etc.)
s_q27
* It is hoped that those teachers in areas where CSE is not taken can nevertheless assign the child to one of these approximate groups.
28 a
Is the child receiving any special help within the school, for any of the following reasons: because of any educational or mental backwardness
1
Yes
2
Yes, but not as much as needed
3
No, but such provision is desirable for this child
4
No, and not necessary
28 b
Is the child receiving any special help within the school, for any of the following reasons: because of any educational or mental superiority
1
Yes
2
Yes, but not as much as needed
3
No, but such provision is desirable for this child
4
No, and not necessary
28 c
Is the child receiving any special help within the school, for any of the following reasons: because of any behavior difficulties
1
Yes
2
Yes, but not as much as needed
3
No, but desirable
4
No, and not necessary
28 d
Is the child receiving any special help within the school, for any of the following reasons: because of any physical or sensory disability
1
Yes
2
Yes, but not as much as needed
3
No, but desirable
4
No, and not necessary
29
Has this child, to your knowledge, and since he/she has been at a secondary school, had any contact with any of the services listed below? (Please ring all that apply.)
1
Social Services or Social Work Department (including former Children's Department)
2
Education Welfare Department
3
Careers Officer/Youth Employment Officer
4
Voluntary Agency (please state which ... )
5
Police or Probation Department
6
Child Guidance Clinic
Generic text
30 a
Is this child handicapped in any way that makes desirable special provision after he/she has left school?
1
Yes
2
No
30 b
could you please indicate what kind(s) of provision you have in mind
Generic text
If yes,
31 a
Please note in the boxes the number of possible half-day attendances during the Autumn term, 1973. (If your school has a 4-term year, please answer this and the next question for the first term of the academic year)
How many
31 b
Number of half-days study child was absent during the Autumn term, 1973
How many
32 a
Please note in the boxes the number of possible half-day attendances during the Autumn term, 1972
How many
32 b
Number of half-days study child was absent during the Autumn term, 1972
How many
33
How long has the child been at this school (to the nearest complete year)
How many
34
To which one (if any) of the following kinds of full-time further or higher education do you think this child is most suited? (Please ring one number only)
1
Degree course at a university or polytechnic
2
B.Ed. at a College of Education
3
Some other advanced (i.e. needing A-levels, or equivalent) full-time course at a polytechnic or college of further education
4
Certificate course at a College of Education
5
Other full-time further education
6
Part-time education in preparation for a professional qualification (e.g. law, accountancy, etc.)
7
Other part-time education
8
None of these
35 a
Do you think this child would benefit from staying at school after the minimum leaving age?
1
Yes
2
No
3
Uncertain
35 b
could you indicate briefly the reasons for this.
Generic text
If you do not expect him/her to stay on,
36
What do you think is most likely to be this child's first job? If uncertain, what type of job do you expect this child to take up?
Generic text
37
Has this child ever been in trouble with the police?
1
Yes
2
No
3
Don't know
37 a
Was the Social Services Department also involved
1
Yes
2
No
3
Don't know
If Yes:
37 b
Was the case
1
Taken to court (or a Children's Hearing in Scotland)
2
Dealt with by a caution
3
Otherwise dealt with
4
Don't know
If Yes:
38 i-xxvi

Below is a series of descriptions of behaviour often shown by school children. Please ring the appropriate number in each case to show the degree to which the study child exhibits the behaviour described. Please complete on the basis of the child's behaviour in the past 12 months.

-

1 - Doesn't Apply

2 - Applies Somewhat

3 - Certainly Applies
Very restless, has difficulty staying seated for long
Truants from school
Squirmy, fidgety
Often destroys or damages own or others' property
Frequently fights or is extremely quarrelsome with other children
Not much liked by other children
Often worries, worries about many things
Tends to be on own-rather solitary
Irritable, touchy, is quick to 'fly off the handle'
Often appears miserable, unhappy, tearful or distressed
Has twitches, mannerisms or tics of the face or body
Frequently sucks thumb or finger
Frequently bites nails or fingers
Tends to be absent from school for trivial reasons
Is often disobedient
Cannot settle to anything for more than a few moments
Tends to be fearful or afraid of new situations and new things
Fussy or over particular
Often tells lies
Has stolen things on one or more occasions in the past 12 months
Unresponsive, inert or apathetic
Often complains of aches or pains
Has had tears on arrival at school or has refused to come into the building in the past 12 months
Has a stutter or stammer
Resentful or aggressive when corrected
Bullies other children
39 a
Since the beginning of the school year has either parent met with any member of the teaching staff to discuss the child?
1
Yes, father (or father figure) only
2
Yes, mother (or mother figure) only
3
Yes, both
4
Neither
5
Don't know
39 b
Was this meeting at the instigation of the parent(s) or the school?
1
Parent(s)
2
School
3
Don't know
4
Not applicable (no meetings)
40 i
With regard to the child's education, do the father (or father figure) and mother (or mother figure) appear: Father
1
Over concerned about the child's progress/expecting too high a standard
2
Very interested
3
To show some interest
4
To show little or no interest
5
Can't say
6
Inapplicable (e.g. no father/father figure or mother/mother figure)
40 ii
With regards to the child's education, do the father (or father figure) and mother (or mother figure) appear: Mother
1
Over concerned about the child's progress/expecting too high a standard
2
Very interested
3
To show some interest
4
To show little or no interest
5
Can't say
6
Inapplicable (e.g. no father/father figure or mother/mother figure)
41
At the ends of each line on the scale below are adjectives which could describe a child's personality or behaviour. Could you please rate the study child on each of these scales. For example, if you think that the word on the left clearly applies, please ring 1. If it is not completely true, but more appropriate than the word on the right, please ring 2. If the child is midway between the two descriptions, ring 3; and so on.
1
Cautious
2
2
3
3
4
4
5
Impulsive
1
Moody
2
2
3
3
4
4
5
Even-tempered
1
Timid
2
2
3
3
4
4
5
Aggressive
1
Flexible
2
2
3
3
4
4
5
Rigid
1
Sociable
2
2
3
3
4
4
5
Withdrawn
1
Lazy
2
2
3
3
4
4
5
Hard-working
42 a-g

Below are some further descriptions of children. Please ring the number appropriate to the study child against each one

-

1 - Not at all

2 - Somewhat

3 - Certainly

4 - Don't know
Poor hearing
Difficult to understand because of poor speech
Bad eyesight
Clumsy
Poor control of hands (e.g. in writing, drawing, handwork)
Poor physical co-ordination (e.g. in jumping, running or throwing)
Obese or overweight
43
Are there any other particular comments you would like to add about the personality, behaviour, emotional development or personal background of this child?
Generic text
s_outro_i
Thank you
Name

NCDS Age 16 Educational Questionnaire