Ipsos | Uni Connect Phase 3 : Attainment-raising Activity – Final Report
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5 How have schools responded to the Uni Connect attainment-raising activity ?
5.1 Introduction This chapter outlines the findings relating to satisfaction with delivery of attainment-raising activities based on data from the school survey . It covers teacher satisfaction , perceived learner satisfaction and perceived outcomes for learners .
5.2 School satisfaction with attainment-raising activities
Summary : The majority of schools surveyed were satisfied with the delivery of Uni Connect attainment-raising activities and would continue to engage with attainment-raising activities in the long term .
Overall attainment-raising activities were well received , with all activities receiving a high percentage of very satisfied or satisfied ratings from survey respondents ( see Figure 5.1 ). Study skills , non-academic barriers and metacognition ranked the highest , with 94 %, 93 % and 96 % respectively of respondents reporting that they were satisfied or very satisfied with delivery . In addition , staff who also received feedback from learners suggested a good level of satisfaction in activities , specifically metacognition , study skills and literacy / oracy based activities .
“ I think they delivered it fantastically . They adapted to changing circumstances if it was the case . They ’ ve adapted to working with a high-quality group of learners . They ’ re across both years , Years 10 and 11 . I wouldn ’ t change anything , really . I think it has been 100 % worthwhile doing this .” ( School staff )
“ For example even students who are going into higher education , yes , they have the specifically the qualifications on the face of it , but actually often they don ’ t have the underlying literacy skills .” ( Stakeholder )
School staff in case studies highlighted that metacognition was particularly well received as it was viewed as an area of learning that schools themselves could not deliver due to lack of expertise and experience . Metacognition ( and to a certain extent study skills ) were viewed as particularly beneficial activities because they were seen as value-adding as they were something that most teachers did not have the skills to teach themselves . In addition , school staff felt that these activities taught young people how to think and how to approach work and challenges in a new way . For example , school staff described how they gave young people transferable skills that can be used across multiple subjects , enabling them to improve attainment in a range of subjects , not just one specific subject .
20-048464 | FINAL | Public | This work was carried out in accordance with the requirements of the international quality standard for Market Research , ISO 20252 , and with the Ipsos MORI Terms and Conditions which can be found at http :// www . ipsos-mori . com / terms .