The following data forms part of a survey that was conducted to inform Redcar and Cleveland Local Authority, who are providing financial incentives in order to facilitate countywide adoption of ffi.
The survey was conducted over one week in March 2018 in primary schools within the local authority. 25% of the parent population across all year groups in participating schools were randomly selected to complete the simple multiple-choice questionnaire. The results were collated for individual schools, all schools, year groups, and schools with average FSM (16% or below) and schools with high FSM (33% or above).
Some of the key findings were:
- 79% of all parents (71% in high FSM) found the ffi web platform ‘very easy’ to use, with the rest, 21% (29% in high FSM) = ‘fairly easy’.
- 77% of all parents (77% in high FSM) found it ‘very easy’ to use the information to have positive conversations with their children. 23% (23% in high FSM) found it ‘fairly easy’.
- 71% of all parents (76% in high FSM) said that they were now having a greater number of positive conversations with their children about school.
- Of those 71% of parents 29% (26% in high FSM) said that they were having between 2 to 3 times the number of conversations than before ffi and 18% (29% in high FSM) said they were having more than 3 times the number.
- 76% of all parents (75% in high FSM) said that they were enjoying talking to their children about school more since using ffi
- 79% of all parents (73% in high FSM) said that they understood more about their child’s learning since using ffi
- 76% of all parents (74% in high FSM) said that they liked the idea of being able to use ffi to support their children’s learning up to the age of 19 years of age.
- 79% of all parents (82% in high FSM) said ffi gave them a clearer idea about their child’s learning and progress than they had from conventional methods of reporting to parents.
The data is still being analysed but it will certainly prompt further research regarding the traditional views linked to aspiration across parents identified as being from advantaged and disadvantaged backgrounds.