Plowden (1967)

Notes on the text

Volume 2

Preliminary pages Foreword and Contents
Appendix 1 Teachers' questionnaire
Appendix 2 Health of school children

The 1964 National Survey:

Appendix 3 1964 National Survey
Appendix 4 Regression analyses
Appendix 5 Data from the schools
Appendix 6 Infant starters
Appendix 7 Standards of reading of 11 year olds
Annexes to the National Survey

Appendix 8 Social services and primary education
Appendix 9 The Manchester Survey
Appendix 10 National Child Development Study
Appendix 11 School organisation and effects of streaming
Appendix 12 Gypsies and education
Appendix 13 Management of primary schools
Appendix 14 Variation in LEA provision

Volume 1

Report (full text)

Articles

about Plowden

The Plowden Report (1967)
Children and their Primary Schools

A Report of the Central Advisory Council for Education (England)

London: Her Majesty's Stationery Office 1967
© Crown copyright material is reproduced with the permission of the Controller of HMSO and the Queen's Printer for Scotland.

Volume 2 Appendix 1
A questionnaire to some teachers, and tables of replies
[pages 1 - 50]

1. We decided to send a questionnaire to a random sample of some 3,000 primary and secondary school teachers in order to canvass their views on some of the major issues in our enquiry, and to supplement our evidence from other sources. Many of their replies proved illuminating and have been referred to in different chapters of our Report.

2. We reproduce here the questionnaire sent to the teachers and the tables of replies that have proved to be of interest. Detailed analyses (between men and women and head and assistant teachers, teachers in infant, junior and junior and infant schools) have been omitted except where the groups diverged substantially in the opinions offered.

3. Because of the smallness of the sample detailed breakdowns were not made of secondary teachers' opinions according to their type of school. For the same reason the separate analyses of opinion are of no value in the case of men in infant schools, women heads of junior schools and untrained graduates (shown in the tables by *), and of doubtful value in the case of unqualified teachers (shown in the tables by +). Percentages in the tables are rounded to one decimal place and consequently do not always total exactly 100.

4. The identifying numbers of the tables reproduced in this Appendix are those of the questions in the questionnaire to which the tables show the answers.

5. We are grateful to the large number of teachers who replied to our questionnaire. Their replies supplement, although they in no way replace, the considered views of their professional associations which were all carefully argued and documented statements reinforced by discussion with the full Council.

Letter sent to teachers in sample

Curzon Street House,
LONDON W1

Replies to the
Secretary of the Central Advisory Council
HYDe Park 7070 ext.

CAC letter No. 18

16 November 1964

IN CONFIDENCE

Dear Sir/Madam,

As you probably know, the Central Advisory Council for Education (England) are considering, under the Chairmanship of Lady Plowden, the following terms of reference:

'To consider primary education in all its aspects and the transition to secondary education'.

The Council are very anxious to consult fully the opinions of teachers, and they have decided that this might be done in two ways. First, they have sought evidence from the principal teachers' associations as well as from other organisations and individual witnesses, including many teachers from various types of school, who may be able to help them in their task and this will be the main source from which evidence will be received. But, secondly, they feel that they ought to supplement this evidence by seeking the views of a much larger number of teachers throughout the country, and for this purpose they have selected on a sample basis 2,500 teachers in primary and secondary schools who have been chosen to constitute as complete a range as possible of serving teachers. The sample has been drawn in such a way that the final analysis should represent the views of all teachers employed by local education authorities in all types and sizes of maintained primary and secondary schools. The sample includes teachers from schools in both urban and rural areas.

The Council would be most grateful if you would send your views on the questions to be found in the attached questionnaire; these have been selected as being the main issues upon which teachers' opinions ought to be sought in this way. They are not intended, of course, to represent all of the main issues with which the Council are concerned or on which they expect that teachers will have views; the questionnaire is restricted to issues to which a comparatively unambiguous answer can be given. It is important that the views expressed should be your own and that you should not consult your colleagues on them; otherwise the sample may become unrepresentative. The Council would emphasise, however, that the replies received will be used to provide a national analysis only: no analyses are to be prepared about individual teachers, schools or local education authorities. Your views will be treated as confidential, and the Council hope that you will feel able to make a full and free reply.

Would you please complete the questionnaire carefully and return it in the enclosed envelope not later than 1 December 1964. The Council hope that all of the teachers invited will fill in and return the questionnaire.

Yours faithfully,
M KOGAN
Secretary.

1. Please read each question carefully.

2. Each question should be answered by placing a tick in the appropriate box. Some questions are 'multiple' and require more than one answer; these can be identified by the col. number against each box. 'Single' questions which require only one answer are those with the boxes bracketed and one col. number. An example of each type of question is given below.

The questions which follow have to be put in simple terms in order to permit accurate statistical analysis of the very large number of replies that will be received. If you feel that none of the answers available for a particular question represents your views, please add a further note in Section H at the end of the questionnaire.

[Note The questionnaire was set out as shown in the examples above. To save space in this web version, only the text is given below.]

SECTION A. PERSONAL DETAILS

(i) In which type of school are you at present employed?

Infant 1
Infant/Junior 2
Junior 3
Secondary modern 4
Other Secondary 5
(Col. 12)

(ii) By which LEA are you at present employed?

(Cols. 13/14/15)

Man 1
Woman 2
(Col. 16)

(Cols 17/18)

(v) What is your present Grade?

Head Teacher 1
Assistant Teacher 2
(Col. 19)

Teacher's Certificate 1
Trained Graduate 2
Untrained Graduate 3
Unqualified 4
(Col. 20)

1. Should all children enter school at the beginning of the school year?

YES 1, NO 2, UND 3 (Col. 21)

(a) be available only for those with special needs? 1
(b) be available for all children whose parents wish it? 2
(c) not be available? 3
Undecided 4
(Col. 22)

YES 1, NO 2, UND 3 (Col. 23)

age 2? 2
age 3? 3
age 4? 4
Undecided 5
(Col. 24)

age 2? 2
age 3? 3
age 4? 4
age 5? 5
age 6? 6
Undecided 7
(Col. 25)

age 4? 4
age 5? 5
age 6? 6
age 7? 7
Undecided 8
(Col. 26)

YES 1, NO 2, UND 3 (Col. 27)

YES 1, NO 2, UND 3 (Col. 28)

(a) separate infant and junior schools? 1
(b) combined infant/junior schools? 2
(c) some of each according to circumstances? 3
Undecided 4
(Col. 29)

age 7? 7
age 8? 8
age 9? 9
Undecided 10
(Col. 30)

11. Should the transition to secondary school be at

age 11? 1
age 12? 2
age 13? 3
Undecided 4
(Col. 31)

3 years? 3
4 years? 4
5 years? 5
Undecided 6
(Col. 32)

YES 1, NO 2, UND 3 (Col. 33)

YES 1, NO 2, UND 3 (Col. 34)

15. Please show by ranking 1, 2, 3, (1 scores highest) the relative importance which you place on

(a) factual instruction (Col. 35)
(b) training in skills of reading, writing and computation (Col. 36)
(c) creative work in English, art, etc. in the primary school (Col. 37)
(Ties can be allowed but are to be avoided if possible. If there are two '1s', last figure should be 3.)

(a) class instruction (Col. 38)
(b) group teaching (Col. 39)
(c) individual work (Col. 40)
(Ties can be allowed but are to be avoided if possible. If there are two '1s', last figure should be 3.)

(a) children of exceptional ability? YES 1, NO 2, UND 3 (Col. 41)
(b) children of average ability? YES 1, NO 2, UND 3 (Col. 42)
(c) children of low ability? YES 1, NO 2, UND 3 (Col. 43)

40? 1
35? 2
30? 3
25? 4
below 25? 5
Undecided 6
(Col. 44)

YES 1, NO 2, UND 3 (Col. 45)

(a) at all or most ages? 1
(b) for older pupils only? 2
Undecided 3
(Col. 46)

(a) a regular means of discipline? 1
(b) a last resort only? 2
(c) forbidden? 3
Undecided 4
(Col. 47)

(a) entirely? 1
(b) mainly? 2
(c) partially? 3
Undecided 4
(Col. 48)

(a) a general class teacher? 1
(b) a gradual introduction to specialisation? 2
(c) full specialist teaching from the first? 3
Undecided 4
(Col. 49)

24. Do you think that students in training are or were prepared adequately for work in primary schools by

(a) 3-year (or until recently 2-year) training college courses? YES 1, NO 2, UND 3 (Col. 50)
(b) combination of graduate and professional courses? YES 1, NO 2, UND 3 (Col. 51)

YES 1, NO 2, UND 3 (Col. 52)

YES 1, NO 2, UND 3 (Col. 53)

YES 1, NO 2, UND 3 (Col. 54)

YES 1, NO 2, UND 3 (Col. 55)

(a) more posts of responsibility in primary schools? YES 1, NO 2, UND 3 (Col. 56)
(b) a higher basic scale? YES 1, NO 2, UND 3 (Col. 57)
(c) financial reward for long service in the profession? YES 1, NO 2, UND 3 (Col. 58)

(a) temporary measure? YES 1, NO 2, UND 3 (Col. 59)
(b) permanent measure? YES 1, NO 2, UND 3 (Col. 60)

(a) for activities outside the classroom? YES 1, NO 2, UND 3 (Col. 61)
(b) for helping in the classroom under the general supervision of a qualified teacher? YES 1, NO 2, UND 3 (Col. 62)

32. Please show by ranking 1, 2, 3, 4, 5, 6 (1 is first in order of importance) which of the following methods of contact with parents you think are most important:

(a) opportunities for individual interview of head with parents (Col. 63)
(b) opportunities for individual interview of class teacher with parents (Col. 64)
(c) written reports (Col. 65)
(d) circular letter to parents (Col. 66)
(e) meetings to explain educational policy (Col. 67)
(f) special occasions, sports day, carol concert, harvest festival, etc. (Col. 68)

(a) by an established organisation such as a Parent/Teacher Association? 1
(b) by the initiative of the head teacher? 2
(c) by a combination of (a) and (b)? 3
Undecided 4
(Col. 69)

(a) Primary school? YES 1, NO 2, UND 3 (Col. 70)
(b) Secondary school? YES 1, NO 2, UND 3 (Col. 71)

YES 1, NO 2, UND 3 (Col. 72)

YES 1
NO 2
UND 3
(Col. 73)

37. Do heads

(a) consult assistant teachers about the running of the school? YES 1, NO 2, UND 3 (Col. 74)
(b) allow assistant teachers sufficient freedom to organise the work within their own classes? YES 1, NO 2, UND 3 (Col. 75)

YES 1
NO 2
UND 3
(Col. 76)

(a) higher? 1
(b) equal? 2
(c) lower? 3
Undecided 4
(Col. 77)

(a) to heads? YES 1, NO 2, UND 3 (Col. 78)
(b) to assistant teachers? YES 1, NO 2, UND 3 (Col. 79)

YES 1
NO 2
UND 3
(Col. 80)

SECTION H

Please enter here any additional points you wish to bring to the notice of the Council or any clarification that you wish to make of your answers given in Sections B to G above. (Please answer as briefly as possible.)

(Table numbers throughout this Appendix refer to the section and question in the questionnaire).

Notes on interpretation

Tables B6 and B7

1. Opinion expressed on one question would have been influenced by opinion on the other, but because of the form in which the questions were phrased, a viable cross-analysis could not be made.

Tables D15, D16 and F32

2. In questions D15, D16 and F32 teachers were invited to show their order of preference on three or six point scales. The counting of replies has been undertaken as follows:

Main preference
The alternative shown as the main preference is that which attracted the highest number of first votes.

Weighted scores
(a) Each weighted score has been calculated by adding together the first, second and subsequent votes recorded with weights of 3, 2 and 1 (6, 5, 4, 3, 2 and 1 in the case of Table F32) respectively. Weighted scores thus indicate the relative importance placed by the teachers on these propositions.

(b) For simplicity of processing, the answers were analysed in exactly the manner in which they had been recorded by the respondents; thus, for example, where two or three first choices had been given each of them has been so recorded.

(c) A subsequent revaluation of the answer totals on statistically more elaborate lines has produced results which for none of the propositions differ by more than three per cent (and in only one case by more than two per cent) from the answers as given in the analyses.

Table A Teachers who answered the questionnaire, analysed by sex, type of school, grade, age and qualification.

Table B1 Should all children enter school at the beginning of the school year?

Table B2 Should nursery education (a) be available only for those with special needs, (b) be available for all children whose parents wish it, (c) not be available?

Table B3 Should nursery education be part-time for most children?

Table B4 From what age should nursery education be available to most children?

Table B5 From what age should full time education (nursery and infant) be available, but not necessarily compulsory?

Table B6 (see Notes on interpretation above) From what age should education be compulsory and full time?

Table B7 (see Notes on interpretation above) Should there be provision for part-time attendance by children beginning school?

Table B8 Should there be four terms in the school year?

Table B9 How should infant and junior education be organised?

Table B10 At what age should children transfer from separate infant school to the junior stage?

Table C11 At what age should children transfer from the junior to the secondary school?

Table C12 What is the minimum length of time necessary for a secondary course, taking into account the raising of the school leaving age in 1971?

Table C13 Should secondary schools be common to all children other than those requiring special educational treatment?

Table C14 Should there be a national age of transfer to secondary education?

Table D15 What is the relative importance in the primary school of: (a) factual instruction (b) training in skills of reading, writing and computation (c) creative work in English, art, etc?

Table D16 In the primary school, what time should be given relatively to (a) class instruction (b) group teaching (c) individual work?

Table D17 Are satisfactory standards of performance and attainment being reached with: (a) children of exceptional ability (b) children of average ability (c) children of low ability?

Table D18 What is the maximum reasonable size of primary school class?

Tables D19, 20 Is any classification by ability desirable in junior schools?

Table D21 Should corporal punishment be used in primary schools?

Table D22 Should the organisation of the primary school be based on the class teacher?

Table D23 Should children in the first two years of the secondary school have (a) a general class teacher, (b) a gradual introduction to specialisation or (c) full specialist teaching from the first?

Table E24 Are or were students in training prepared adequately for work in primary schools by (a) 3-year (or until recently 2-year) training college courses (b) combination of graduate and professional training?

Table E25 Should there be more in-service courses for teachers?

Table E26 Does in-service training at present deal with the aspects of education in which teachers need most help?

Table E27 Is sufficient care taken in placing probationer teachers?

Table E30 Should part-time teachers be encouraged to teach in primary schools as a (a) temporary measure (b) permanent measure?

Table E31 Is there a place for non-qualified assistants in primary schools (a) for activities outside the classroom (b) helping in the classroom under the general supervision of a qualified teacher?

Table F32 What, in order of importance, are the schools' most important methods of contact with parents?

Table F33 How is collaboration between home and school best achieved?

Table F34 Should parents have more freedom in their choice of primary and secondary schools?

Table F35 Is information about local educational facilities easily available to parents?

Table F36 Do the social welfare services (such as children's officers, probation officers) work closely with the schools?

Table G37 Do head teachers (a) consult assistant teachers about running of the school (b) allow assistant teachers sufficient freedom to organise the work within their own classes?

Table G38 Has there been recent opportunity for teachers to see the work of other schools?

Table G39 What is the status of primary education compared with that of secondary education?

Table G40 Are LEA administrators and inspectors accessible to teachers?

Table G41 Are managing bodies helpful to primary schools?