What is PASS?
The success of young people’s educational experience is heavily determined by the attitudes that they bring to their learning, their sense of aspiration and the feelings they have about their place in the broader social context of the school. The PASS diagnostic is a powerful, multi-factorial measure of students’ attitudes to school, learning and success. Its robust nature enables the data it yields to be used as a means of establishing baselines and to support effective planning, implementation and evaluation of interventions at individual, group and whole school levels.
PASS Survey at Cansfield
During this term students at Cansfield completed a whole school survey where valuable feedback was gathered as to students’ perceptions of their school experience.
In total 900 students completed the survey and listed are the ‘headline’ results. As a school we will be using the student feedback to ensure we respond effectively to any concerns/issues raised. We are proud to receive such positive feedback but remain focused on improving all experiences and outcomes for students at Cansfield.
The whole school survey as displayed in the graphic clearly shows that here at Cansfield our students feel supported in their learning journey. The key strengths to arise from the survey include;
- Preparedness for learning
- Attitudes to Staff
- Work ethic
- Feelings about school
- Perceived learning capability
Please contact Mr Taylor (Assistant Headteacher) for further information or Mrs J.Vickers (PASS Coordinator)
The PASS factors are:
|1||Feelings about school||Explores whether a pupil feels secure, confident and included in their learning community.|
|2||Perceived learning capability||Offers an insight into a pupil’s level of self-respect, determination and openness to learning.|
|3||Self – regard, as a learner||Equivalent to self-worth, this measure is focused specifically on self-awareness as a learner, highlighting levels of motivation and determination.|
|4||Preparedness for learning||This measure covers areas such as study skills, attentiveness and concentration, looking at the pupil’s determination and openness to learning.|
|5||Attitudes to teachers||This measures a young person’s perceptions of the relationships they have with the adults in school. A low score can flag a lack of respect.|
|6||General work ethic||Highlights the pupil’s aspirations and motivation to succeed in life, this measure focuses on purpose and direction, not just at school, but beyond.|
|7||Confidence in learning||Identifies a pupil’s ability to think independently and to persevere when faced with a challenge.|
|8||Attitudes to attendance||Correlating very highly with actual attendance 12 months later, this measure enables teachers to intercede earlier with strategies to reduce the likelihood of truancy.|
|9||Response to curriculum demands||This measure focuses more narrowly on school-based motivation to undertake and complete curriculum based tasks, highlighting the pupil’s approach to communication and collaboration.|