Cluster+Survey+End



Data Results:



This graph is slightly misleading. The largest percentage of the graph refers to those people who have been at the school 12 or more terms- over 40%- showing that staff turnover is not intensly high, and meaning that a large proportion of the staff have had significant amount of time in the contract.

This data obviously reflects the large percentage of staff in the junior school, meaning about half the responses will be significant for a junior perspective- often an area tradfitionally light in ICT inclusion.

This is indicative that over 80% of staff have attended at least one ICT conference, interesting as a large proportion of staff have not been with the school for more than a year.

ICT Professional Development has been ongoing, with 100% achieving at least 1 day of PD, and 55% having more than 6 days each year.

Obviously the vast majority of staff feel confident in the use and implementation of ICT in the classroom. None feel anxious or unconfident, and more than 15% feel very confident in this area. This indicates confidence within the staff across the board ibn most areas. Interestingly, the areas of low confidence are those involving the sharing of information or participating in online communities, which has traditionally been an area of struggle for our school, with few participatring in online sharing.

This data demonstrates that the traditional uses of software in the classroom, such as word processing and email, staff are quite competent. However, more specialized software can be lacking, such as movie making and spreadsheets.

It is gratifying that all areas have a daily or almost daily component somewhere in the school, a large percentage using ICT at least once a week. It is somewhat worrying to see a significant amount of areas where some teachers never implement these things into their classrooms. Once again, an area we are struggling with is that of online interactions and collaborative learning.



The use of different tools in the school is evident to be high. It is almost directly related to the date of inclusion / P.D. of these tools- i.e. the earlier they were introduced, the more frequently they are being used, with obvious gaps where the technology has not been available easily to staff (such as skype).

ICT is being integrated into school units, with no teachers ignoring its usefulness in their units. 65% use for most or all of their learning units in the classroom. Considering the power ICT can add to learning, it is a percentage that will hopefully increase with time.

This is indicative that teachers very much value ICT within the classroom. 95% recognise the necessity of this technology to support their teaching.

Again, the use of ICT is widespread in many areas. Parent engagement is the outlier in this data, though school policy on reporting and contacting parents is well recognised and will be an influencing factor here. Planning for and using resources in lessons with ICT is an indispensible resource for many of the staff.

Teachers were also asked to comment on the contract and its value to them. Below is a collection of these comments.