Every survey, every question, before you sign up

65 surveys and 988 questions, published in full. Read exactly what your staff, parents and pupils would be asked. 42 questions use the national wording, so your result sits beside England's published figure.

Everyone can answer. Every survey can be read aloud, made larger or shown on buff paper, from an Accessibility button on every page. Four parent surveys can also be shown in 10 languages. Try the options

Showing all 65 surveys

Compared with England3 surveys

Start here. These three ask questions worded exactly as the Department for Education or Ofsted asks them, so each result sits beside England’s published figure.

Teacher and leader survey with national comparison
Asks teachers and leaders 19 questions from the Department for Education's Working lives of teachers and leaders survey, word for word, so each result sits beside the national figure for your phase.
20 questionsabout 5 minutesNational comparison
Parent questionnaire with national comparison
Asks parents the same ten questions as Ofsted Parent View, word for word, so each result sits beside the national figure and the figure for schools of your phase that Ofsted publishes.
13 questionsabout 3 minutesNational comparison
Secondary pupil survey with national comparison
Asks pupils in Years 7 to 11 thirteen questions from the Department for Education's national pupil panel, word for word, so each result sits beside the figure for pupils across England.
14 questionsabout 4 minutesNational comparison

Every survey below is free to run and has no national figure: you see your own results, and change since your last survey. Every full report is included in the Annual plan.

Staff17 surveys

After a change
A quick check 4 to 8 weeks after any new policy, structure or system, to help leaders decide whether to keep it, adjust it or reverse it.
15 questionsabout 4 minutesNo national figure
Behaviour consistency check
Shows where the behaviour system is applied unevenly, by place and by role, so leaders know where to put training and follow-up. Best run after a behaviour policy change or at autumn half term.
16 questionsabout 5 minutesNo national figure
CPD and coaching impact
Tests whether training and coaching time is changing what staff do in the classroom, and for whom, so leaders can decide what to keep in next year's CPD plan. Best run at the end of spring.
15 questionsabout 5 minutesNo national figure
Early career teachers and mentors
Checks whether the statutory induction entitlement is really being met, from protected time to mentor meetings, and whether ECTs want to stay in teaching. Best run in January. Results need 10 responses in each group, so it works best in larger schools or across a trust.
16 questionsabout 5 minutesNo national figure
Inclusion in the classroom
Asks teachers and support staff how confident they are adapting lessons, how good pupil information is, and how easy it is to get SENCo advice, so you can plan SEND training around real gaps.
16 questionsabout 5 minutesNo national figure
Joining the trust
For 6 to 12 months after a school converts or transfers: asks staff how clear the changes have been, whether the school's identity is respected, how useful trust networks are, and how the workload of the move has felt, so trust and school leaders can adjust the next stage.
18 questionsabout 5 minutesNo national figure
Leadership and governance visibility
Shows how visible, open and trusted senior leaders and governors are to staff, as evidence for the governing board's self-evaluation. Best run in the summer term.
16 questionsabout 5 minutesNo national figure
Leading several subjects in a small school
Asks teachers who lead more than one subject about time for monitoring, subject knowledge, access to trust or cluster networks and the effect on their wellbeing, so you can share the load more fairly. It works best run across a trust or cluster, because results are only shown once 10 people have answered.
15 questionsabout 4 minutesNo national figure
Middle leaders: capacity and support
Shows whether middle leaders have the clarity, time, line management and influence to lead well, and whether they are being developed for senior roles. Best run in the autumn term. Results need 10 responses in each group, so it works best in larger schools or across a trust.
15 questionsabout 5 minutesNo national figure
Speaking up: low-level concerns
Asks staff how well they understand low-level concerns and professional boundaries, and how confident they would feel speaking up, so you can strengthen a safe culture when you review the code of conduct.
17 questionsabout 5 minutesNo national figure
Staff exit and leavers
Why staff leave, where they go, and what might have kept them. Run it all year: the report covers a rolling 12 months so small numbers stay anonymous.
14 questionsabout 5 minutesNo national figure
Staff safeguarding confidence
Checks, two to four weeks after September training, whether staff feel confident recognising signs, recording and escalating concerns, using the low-level concerns policy, and responding to harmful sexual behaviour and online risk, so you can target follow-up training.
16 questionsabout 5 minutesNo national figure
Staff wellbeing and workload
How your staff feel about workload, wellbeing, leadership and development, with clear priorities for action. Around 6 minutes to complete.
19 questionsabout 6 minutesNo national figure
Support staff voice
Hears from office, site, catering, midday, pastoral and classroom support staff about role clarity, information, working with teachers, training, feeling valued and routes to progress, so you can see what to fix first for the people who keep the school running.
17 questionsabout 5 minutesNo national figure
Teaching assistant deployment
Asks teaching assistants about preparation, time with teachers, training, cover and their part in pupil plans, in line with the EEF guidance on making best use of teaching assistants, so you can plan next year's staffing on evidence.
18 questionsabout 5 minutesNo national figure
Trust central services
Asks staff across the trust how well HR, finance, IT, estates, school improvement and central communication serve them, so you can set the top-slice and service plans on evidence.
16 questionsabout 4 minutesNo national figure
Workload audit
Finds the tasks staff would stop, cut or simplify, in the spirit of the DfE school workload reduction toolkit, so leaders can act before next year's calendar is set. Best run in January.
16 questionsabout 5 minutesNo national figure

Parents and carers18 surveys

Breakfast and after-school club
Helps you decide what breakfast and after-school childcare to offer, at what times and cost, and how well the clubs and handovers work now. Best run in spring.
16 questionsabout 4 minutesNo national figure
Care-experienced children: carers' view
Hears from foster carers, kinship carers, adoptive parents and special guardians about staff understanding, PEPs, the designated teacher, changes, sensitive tasks and Pupil Premium Plus. Cohorts are small, so it works best in the autumn across a trust or with your virtual school.
16 questionsabout 4 minutesNo national figure
Consultation: the school day
A formal consultation, sent alongside your letter describing the proposal, for a governing board deciding on start or finish times or term dates: support for the proposal, effects on childcare, travel, siblings and clubs, and the alternatives families prefer.
16 questionsabout 5 minutesNo national figure
Cost of the school day
Shows where the cost of uniform, kit, trips, equipment, food and clubs is a barrier for families, and how often children miss out, to inform your charging policy and Pupil Premium strategy. Best run in early spring.
18 questionsabout 5 minutesNo national figure
Home to school transport
Mainly for special schools: shows how long and reliable journeys are, how well drivers, escorts and the school keep families informed, and how settled children are when they arrive. Best run in the first half of the autumn term.
15 questionsabout 4 minutesNo national figure
Mixed-age classes
Shows whether families understand and trust your mixed-age classes, and whether older children are stretched and younger children supported, before you set next year's class lists. Best run in the summer term.
13 questionsabout 4 minutesNo national figure
Parent and carer survey
The annual survey for all parents and carers: communication, behaviour and safety, learning, wellbeing, belonging and leadership, with a clear headline measure.
18 questionsabout 5 minutesNo national figure10 languages
Phone policy: before and after
Run six weeks before a phone restriction starts and again one term after, to compare support, practical problems, enforcement and what families notice about sleep, mood and friendships.
16 questionsabout 5 minutesNo national figure
Reading and phonics at home
For Reception to Year 2 families in late autumn: how often children read at home, whether books match what they can read, how confident parents feel with phonics, and what gets in the way.
16 questionsabout 5 minutesNo national figure
Reduced timetables and alternative provision
Hears from families of children on a reduced timetable or in alternative provision about consent, the plan back to full time, work, contact and reviews. Cohorts are very small, so most schools will need to run it across a trust or over a whole year to reach 10 responses.
15 questionsabout 4 minutesNo national figure
Reports and parents' evenings
Run after your main reporting cycle to find out whether families understand reports and grades, leave parents' evening knowing how to help, and hear about worries early enough.
16 questionsabout 5 minutesNo national figure
RSE and PSHE: parent view
Run ahead of your statutory RSE policy consultation to learn what families know about what is taught and when, what they would like to see, and how confident they feel talking about these topics at home.
15 questionsabout 5 minutesNo national figure
SEND parent and carer voice
For families of children with special educational needs or disabilities: being listened to, support that works, reviews, EHCP annual reviews and moving on.
16 questionsabout 5 minutesNo national figure10 languages
Settling in survey for new families
For families new to the school this year, such as Reception and Year 7 in the autumn term or children who join during the year: settling in, friendships, information and feeling welcome.
15 questionsabout 4 minutesNo national figure10 languages
Welcoming families new to English
Shows whether families who are new to English understand school messages, get interpreters when they need them, know how to raise a worry and feel welcome. Run in the first half term after a family arrives, then once a year.
13 questionsabout 4 minutesNo national figure
What makes coming to school harder
A supportive survey to understand what gets in the way of children coming to school, from worry and health to travel and costs, and whether families feel able to ask for help.
16 questionsabout 4 minutesNo national figure10 languages
Year 9 options: parent view
Run straight after options are submitted to check how clear the subject information was, how fair the process and blocks felt, and how confident families and children are about the choices.
15 questionsabout 5 minutesNo national figure
You said, we did: did it land?
Run one term after you publish your actions from a parent survey, to check whether families noticed the changes, understood them and believe their views count.
11 questionsabout 3 minutesNo national figure

Secondary pupils20 surveys

Belonging and attendance survey (secondary)
For pupils in Years 7 to 13: what makes it easier or harder to come to school, from friends, belonging and a trusted adult to worry, tiredness and being welcomed back.
15 questionsabout 4 minutesNo national figure
Careers guidance check
Checks careers advice, employer encounters, awareness of apprenticeships and technical routes, careers in lessons and confidence about next steps, so you can see where to focus before your Gatsby benchmark self-assessment.
16 questionsabout 4 minutesNo national figure
Does pupil voice change anything?
Tests whether pupils know their student leaders, how they raise issues, whether issues are acted on and reported back, and who wants to lead next year, so you can decide how to run pupil voice and student leadership.
14 questionsabout 4 minutesNo national figure
Enrichment and clubs
For pupils in Years 7 to 13: which clubs pupils attend, what stops them, whether they feel welcome, trips and visits, and what they would like the school to offer. Helps you decide what to run and who to reach.
13 questionsabout 4 minutesNo national figure
First term in sixth form
Asks Year 12 students in late autumn how they are coping with the step up from GCSE, managing independent study, feeling about their courses, supported by tutors and settling in, so you can act before students drop or change courses.
14 questionsabout 4 minutesNo national figure
Getting help: mental health support
For pupils in Years 7 to 13: whether pupils know who to talk to, trust how information is handled, think help comes quickly, and what stops them asking. It never asks about diagnoses or personal difficulties.
14 questionsabout 4 minutesNo national figure
Homework that works
For pupils in Years 7 to 13, ahead of a homework policy review: whether tasks are clear, useful and the right level, time spent, feedback, access to devices and a quiet space, and clashing deadlines.
14 questionsabout 4 minutesNo national figure
Phones and online life
For pupils in Years 7 to 13: whether the phone rules are understood and followed, social time, late-night phone use and sleep, group chat pressure, and whether pupils know how to block, report and tell someone. Use it six weeks after a phone policy starts or before reviewing one.
14 questionsabout 4 minutesNo national figure
Pupil voice survey (secondary)
The annual survey for secondary pupils in Years 7 to 13: safety, belonging, behaviour, bullying, learning and teaching, relationships with staff, wellbeing and pupil voice, with a clear headline measure.
18 questionsabout 5 minutesNo national figure
Revision and exam readiness
Checks after mocks whether exam-year pupils know what to revise, use methods that work, can get past papers, used their mock feedback and value intervention sessions, and how they are coping, so you can adjust the run-up to summer exams.
15 questionsabout 4 minutesNo national figure
RSE and health education
For pupils in Years 7 to 13 after the RSE and health unit: whether topics feel relevant and well timed, confidence in teaching, feeling safe to ask questions, what is missing and where pupils go for information instead.
14 questionsabout 4 minutesNo national figure
Safety and bullying survey (secondary)
For pupils in Years 7 to 13: where pupils feel safe and less safe, how bullying and unkind language are dealt with, staying safe online and knowing who to tell. Pupils are never asked about anything that has happened to them.
15 questionsabout 4 minutesNo national figure
School culture: respect and sexism
For pupils in Years 7 to 13: how often sexist language is heard, whether staff and pupils challenge it, whether reports are taken seriously and how comfortable pupils feel in shared spaces. It asks about school culture only, never about anything that has happened to a pupil.
15 questionsabout 4 minutesNo national figure
Settling in survey for Year 7
For new Year 7 pupils in the autumn term, and pupils who join during the year: settling in, finding their way, friendships, belonging and having an adult they trust.
13 questionsabout 4 minutesNo national figure
Sixth form experience
Asks Year 12 and 13 students about teaching, study space and resources, tutor and wellbeing support, help with university and apprenticeship applications, and whether they are treated as young adults, so you can decide where to invest in the sixth form.
16 questionsabout 4 minutesNo national figure
When school feels hard
For all pupils in Years 7 to 13, to help plan support for anxious pupils and those who find it hard to come in: mornings, busy corridors and noise, changes, a calm place, a trusted adult and what would make coming in easier.
13 questionsabout 4 minutesNo national figure
Work experience reflection
Asks pupils straight after work experience week how well they were prepared, what the work involved, what they gained and whether they felt safe and well treated, so you can decide which placements and preparation to keep.
15 questionsabout 4 minutesNo national figure
Year 11 post-16 decisions
Shows which routes Year 11 pupils are considering, who is shaping their choices, how good the information on each route is and how confident they feel, so you can target support before applications close.
14 questionsabout 4 minutesNo national figure
Year 13 leavers' destinations
Asks Year 13 leavers where they are heading, how well prepared they feel, which support helped most and what to change, so you can strengthen sixth form guidance and build an alumni network.
13 questionsabout 4 minutesNo national figure
Young carers check-in
For pupils in Years 7 to 13, best run in March around Young Carers Action Day: time spent helping at home, tiredness and punctuality, time and space for homework, knowing who to tell and interest in a support group. It asks only in general terms.
12 questionsabout 4 minutesNo national figure

Primary pupils7 surveys

Feeling safe and happy
For children in Years 3 to 6, best run in the spring: trusted adults, worries and who to tell, falling out with friends, and staying safe online and on games. It shows you where your safeguarding and PSHE teaching is landing and where it is not.
18 questionsabout 4 minutesNo national figure
Moving up survey for Year 6
For Year 6 children in the summer term before they start secondary school: knowing what will happen, feeling ready, worries and excitement, and who to talk to.
9 questionsabout 3 minutesNo national figure
My support in school
For children in Years 3 to 6 who get extra help, best run in the summer before support plans are reviewed: help in lessons, break and lunch, a calm place, adults who understand them, and joining in trips and clubs. It brings the child's own view into each review.
16 questionsabout 4 minutesNo national figure
New to our school and country
For children in Years 3 to 6 who have recently arrived in the country, six to eight weeks after they start: understanding lessons, routines, friends, adults who help and their home language. New arrivals are usually a small group, so you may need to run it across a trust or over the year.
12 questionsabout 3 minutesNo national figure
Playtimes and lunchtimes
For children in Years 3 to 6, best run in the spring or after a change to lunchtime supervision: who they play with, what there is to do, feeling safe outside, the lunch hall and how adults help when things go wrong. It shows you what to change at break and lunch.
17 questionsabout 4 minutesNo national figure
Pupil voice survey (primary)
The annual survey for children in Years 3 to 6: feeling safe, kindness and bullying, learning, adults who help, playtime and lunch, wellbeing and pupil voice. Short yes, not sure or no questions,
16 questionsabout 5 minutesNo national figure
Reading for pleasure
For children in Years 3 to 6, in the autumn and again after a new reading initiative: whether they enjoy reading, choose their own books, are read to and see themselves as readers. It helps you decide where to put time and money for reading.
15 questionsabout 4 minutesNo national figure

Every survey is free to run. The full report is £149. Questions marked with a national comparison use the wording of the Department for Education or Ofsted survey they come from, so results can be set beside the published figure for England. Parents choose whether to answer Ofsted Parent View, so its figures are not from a random sample; treat small differences with care.

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