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Plowden (1967) Notes on the text Volume 2 Preliminary pages Foreword and Contents
The 1964 National Survey: Appendix 3 1964 National Survey
Appendix 8 Social services and primary education
Report (full text) about Plowden |
The Plowden Report (1967)
A Report of the Central Advisory Council for Education (England) London: Her Majesty's Stationery Office 1967
Annexes to the National Survey
[Note To see how these forms were set out in the printed version click here for an image of the first page (page 267).] These Annexes contain copies of the forms completed by head teachers, class teachers, HMIs and medical officers concerned with the schools in the Survey.
Serial No. In Confidence (To be filled in by Heads of Schools drawn in sample. Wherever possible, alternative answers have been provided in order to reduce the amount of clerical work and simplify analysis. In these cases, please ring the number opposite the appropriate answer as has already been done for question 2.) 1. School 2. Type of school:
3. Name of head 4. Has the school been zoned by the LEA at any time in past three years?
5. Please show on following table the approximate numbers of fathers in each occupation (see note 1):
6. Parent/teacher relations (all questions apply whether or not there is a parent/teacher association).
(e) Please show on the following table approximately how many occasions are arranged, by school or parent/teacher association, for parents to visit the school during the school year. Any one occasion should appear only once in the columns a, b and c. It should appear on the same line in d or e and in total (see Note 2).  *Refers to occasions such as sports days, carol concerts, exhibitions open to all parents. (f) Please estimate the number of families where parents seek, at their own initiative, without arrangement by school, at least one interview in a year. (g) Please supply on separate sheet any additional information you think relevant if there is a parent/teacher association, a leaflet or programme would be useful. 7. Organisation (a) Number of children on roll (b) Number of classes (c) How are children usually placed in classes?
8. Arrangements for secondary education (to be filled in only by junior mixed and infant schools, and by junior schools). How many children from your school were transferred 1961-63 to comprehensive schools, selective schools or courses, modern schools with and without extended courses? Please complete following table: (See note 3)  *By over-age pupils is meant those whose transfer to secondary education was delayed because they were thought to be immature; by under-age pupils is meant those who were promoted early on grounds of special ability. 9. Provision of books: (a) Total number of school and class library books (including books on semi-permanent loan from public library but excluding text books) available to pupils. (b) Average annual expenditure per head on school and class library books (excluding text books) September 1961-June 1964 inclusive (c) Are children allowed to take library books home?
10. Please enter on the tables below the names of the .... pupils in each age group whose parents are being interviewed by the Social Survey. The name of the pupil who is first in overall achievement should be entered first, then the second and so on. 'Ties' are allowed but should be avoided whenever possible. The test scores and rank should correspond with those entered by class teacher on Schedule B, Questions 9 and 10. (a) Top Infants:
(b) First Year Juniors:
(c) Fourth Year Juniors
11. The whole of the top junior age group is being assessed on the Watts-Vernon test. Please fill in the following tables: (a) Number of pupils in top junior age group: Boys; Girls; Total (b) Number of top junior age group (Boys; Girls) whose test scores were as follows: 0-5; 6-11; 12-17; 18-23; 24-29; 30-35; Total 12. Please show turnover of full-time qualified men and women staff from 1 September 1961 to present time on following tables, including yourself: do not include part-time staff. (See note 4.) Men staff:
Women staff:
13. State present number of unfilled vacancies (short of establishment) Signature: Date:
Note 1. In filling in Schedule A, question 5, you may be helped by the following examples of occupations: (a) Professional or managerial Lawyers, clergymen, doctors, pharmacists, engineers, surveyors, architects, civil servants (executive and administrative grades), actuaries, accountants, teachers, managers of industrial or commercial concerns, officers of local authorities, army, navy and air force officers, inspectors and other senior police officers. (b) Clerical Clerks (including Civil Service and Local Government clerical grades). Shorthand-typists, secretaries (not company secretaries), other office machine operators. (c) Skilled Market gardeners, fitters, electricians, instrument makers, foremen, overlookers, viewers, weavers, furriers, boot and shoe makers, tailors, upholsterers, carpenters, joiners, engine-drivers, compositors, bookbinders, postmen, shop assistants, police constables, hewers, getters, and machinemen in (mining), bus drivers. (d) Semi-skilled and unskilled Agricultural workers, miners (other than those in (c)), kilnmen, foundry labourers, metal enamellers, solderers and brazers, garment machinists and pressers, maltsters, plate-layers, ticket-collectors, bus conductors, bargemen, barmen, laundry workers, packers, oilers and greasers. Unskilled labourers generally, navvies, porters, dock labourers, lift attendants, costermongers, hawkers, newspaper sellers, watchmen, rag, bone, bottlesorters, kitchen hands. Note 2. The following example shows how the table in question 6(e) might be filled in for one school and its interpretation:  This school arranges an open evening for each year group in February when parents have staggered interviews with class teachers and can also see head teacher 1*). It also has a termly evening meeting at which educational matters are discussed (3+). There is usually a carol service and a sports day (both in the afternoon (2x)), and an exhibition of work one evening in July (1o). Note 3. The following example shows how the table in Schedule A, question 8, might be filled in:  This is a two stream primary school with an age group of about 80 children of whom about 25 per cent go to selective schools and remainder to two secondary modern schools (of which one has no extended course). There are no comprehensive schools in the neighbourhood. In certain conditions children of 10.6 can be transferred to selective education. One boy who had spent a long period in hospital spent an extra year in the primary school. Note 4. The following example shows how the table in question 12 might be filled in:  This table shows the staffing of an infant school with six classes in 1961 and eight classes in 1964. In 1961 the staff consisted of seven teachers including the head (7+++). Of these three (3+) have stayed till present time and four (4++) have left. At the present time there are nine teachers (9o), comprising the three original members (3+) and six newcomers (6x). Ten others (10xx) joined the staff after September 1961 but have already left. Twenty-three full-time teachers (23ooo) have been on the staff at some time in the period specified.
Serial No. (a) School (b) Child Top infants: Blue Form
In Confidence (To be filled in by class teachers of children whose parents are drawn in the sample and returned by 16 July 1964. Wherever possible, alternative answers have been provided in order to reduce the amount of clerical work and simplify analysis. In these cases, please ring the number opposite the appropriate answer.) 1. School 2. Name of class teacher 3. Name of class 4. Size of class 5. How has this class been formed?
6. Name of child Sex:
7. Date of birth 8. Height in inches without shoes 9. (a) Number of half-days absent 1 September 1963 - 31 March 1964 (b) Are you satisfied that absence is almost always due to child's illness?
(c) If not, is absence due to:
10. Child's test score Name of test; Score 11. Four, eight or 12 children in this group age are being studied in this school. Please give this child's rank in order of overall achievement. 'Ties' are allowed but are to be avoided if possible. This rank should correspond with that on Schedule A, Question 10. Rank: 12. Most children are probably 'all-rounders' but if this child is markedly better or worse in any of the following abilities than in his general achievement, please ring the number in the appropriate space.
13. This question alone is to be answered for fourth year junior children only. It would be helpful to know of children whose achievement has markedly improved or deteriorated in past three years. Please ring the appropriate number:
14. Please estimate on a three point scale this child's attitude to school:
15. Please estimate on a three point scale this child's cooperation with other children:
16. Please estimate on a three point scale this child's cooperation with his class teacher:
School Serial No. In Confidence Assessment by HMI of schools included in national sample of primary schools On all occasions on which assessment on a five point scale is asked for, please allow for a national distribution of 5%; 20%; 50%; 20%; 5% 1. How do you assess the all-round quality of this school on a five point scale? Please ring the appropriate rating.
2. How do you assess the head's leadership, taking into account the particular needs of this school?
3. How do you assess the average teaching competence of the staff?
4. How do you rate the extent to which this school is in line with modern educational trends, taking into consideration: (i) Permissive discipline?
5. Please assess, on a three point scale, the quality of the books provided.
6. Please assess, on a three point scale, the backwash of selection procedures on the curriculum.
7. Please assess, on a three point scale, LEA public relations, as shown, for example, by the information provided for parents on secondary provision.
8. Please assess, as A, B or C, the teaching competence of the members of staff responsible for classes in which there are pupils whose individual achievement is being studied; - and + may be used with B but not with A or C. It is important that B rather than B+ should be taken as the average mark. 9. Assessment of Continuity from Home to School.
10. Assessment of Continuity from Infant to Junior School.
11. Assessment of Continuity - within Junior Mixed and Infant School.
Serial No. (a) School (b) Child Reception class: Pink Form In Confidence (To be filled in by class teachers of admission class pupils included in the sample. Wherever possible, alternative answers have been provided. In these cases please ring the number opposite the appropriate answer.) 1. School 2. Name of class teacher 3. Non-teaching help available in school (please express as decimal of full-time teacher). 4. Size of class 5. Age range of class 6. Name of child Sex:
7. Date of birth 8. Height in inches without shoes 9. (a) Number of half-days absent - from beginning of term to 15 June 1964 (b) Are you satisfied that absence is almost always due to child's illness? Yes; No
(c) If not, is absence due to
10. Did this child visit (a) The school before he was admitted?
(b) His class before he was admitted?
11. Will this child remain with (a) The same class teacher after the holiday?
(b) Largely the same pupils after the holiday?
12. Did the child show signs of distress at leaving his mother when he came to school?
13. If distress was shown for how long did it persist?
14. What is the child's power of expressing himself in words?
15. Please estimate, on a three point scale, this child's cooperation with other children.
16. Please estimate, on a three point scale, this child's need for the support of an adult.
17. Does the child attend school?
18. If full-time, to what extent is he overtired, fretful or difficult at the end of the afternoon?
The examining doctor is asked to complete this form with the help of the parent by circling the appropriate figure or letter, or specifying as necessary. Name: Date of birth: Address: School: LEA: Serial No.: Pre- and peri-natal history 1. Was pregnancy normal?
If not, was there:
2. Was delivery full term?
If not, how early or late? 3. Was delivery normal?
If not, was it:
Duration of labour: 4. Birth weight: 5. At birth, did the child have:
6. During the first week, did the child have:
7. Was the child quite normal to handle during the first week?
If not, was he:
8. Was there any other cause for alarm during the first 10 days?
If yes, specify: 9. Had the child been discharged home by the 10th day?
If not, by what day was he discharged? 10. Where was the child born? Developmental history 11. At what age did the child: Sit without support on a hard surface?
Past history 12. Has the child had any of the following immunisations or infections? (Put tick in appropriate column.)
13. Has the child had bronchitis? (An illness with cough as the major symptom and moderate or severe constitutional upset.)
If more than once, how often? When was the last time? 14. Does the child have more than four colds a year?
If so, how many as a rule? 15. Has the child had earache?
If more than once, how often? When was the last time? 16. Has the child had a convulsion since the age of two weeks?
If yes: At what age? Did it recur? No/Yes; how often? Has the child had an EEG? No/Yes. Is he on anti-convulsant drugs? No/Yes 17. Has the child had any other serious illness or accident?
If yes: What and when? 18. Has the child attended his own doctor during the last six months?
If yes: Why? 19. Has the child ever been admitted to hospital?
If yes: Which hospital? When? Why? 20. Has the child ever been in a residential nursery?
If yes: When? For how long? Why? 21. Is the child in the care of the local authority now?
Present health and behaviour 22. Below are a number of health problems which most children have at some time. According to how often the child has each, please put a tick in the appropriate column (1. At least once per week; 2. At least once per month; 3. Less than once per month; 4. Never):
23. Does the child have any feeding difficulty? No; Yes, mild; Yes, severe
If yes, specify 24. Does the child have any sleeping difficulty?
If yes, specify 25. Below are a series of descriptions of behaviour often shown by children. If the child definitely shows the behaviour described, put a circle round 'A' (Certainly applies). If the child is inclined to show the behaviour or does so only occasionally, put a circle round 'S' (Somewhat applies). If, as far as you understand from the parent, the child does not show the behaviour, circle 'D' (Does not apply):
Medical examination 26. Height (without shoes) Weight (in underpants or knickers only) 27. Visual acuity: Right eye unaided; Left eye unaided If spectacles worn: Both eyes; Why are they worn? 28. Squint (Cover Test)
29. Hearing:
How assessed?
30. Ears: A. Discharge:
If present, is infection:
B. Drum Left/Right:
31. Nose: Is nasal catarrh: Absent?; Present?
If present, is it:
32. Skin and scalp: Has the child a condition requiring treatment?
If so, specify 33. Lungs: Is there any evidence of respiratory disease?
If so, specify 34. Heart: Is there any evidence of cardiac abnormality?
If so, specify 35. Locomotor system: Has the child any defect of this?
If yes, specify 36. Has the child any other defect or disease (including a congenital abnormality)
If so, specify Height of parents 37. Height of mother (without shoes): 38. If the mother knows the height of her husband, what is it? Developmental examination 39. Speech: Has the child normal articulation?
If not, does he show: Stammer:
Dyslalia:
Any other defect (specify) Is speech:
40. Manipulation: A. Can the child pick up a pin?
B. Can the child do up buttons?
C. Can the child dress him/herself?
D. Can the child do up shoe laces?
Ask the child to copy this square. (You may show him by outlining the square with your finger.) Ask the child to draw a picture of a man. (You may repeat the request and say once: 'What else does he have?')
[There followed, on pages 288-9, a form for schools to complete, giving information about the teachers. It can be seen as an image here] 
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