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Parent	
  Survey	
  –	
  Island	
  School	
  Decant	
  
	
  
	
  
	
  
	
  
	
  
10th	
  June	
  2014	
  
J3741:	
  Chris	...
2
Survey	
  Overview	
  	
  
Background	
  &	
  ObjecGves	
  
•  The	
  English	
  Schools	
  Founda:on	
  (ESF)	
  is	
  ...
Key	
  findings	
  
4
Execu:ve	
  Summary	
  
Level	
  of	
  Student	
  Movement	
  
•  The	
  majority	
  of	
  parents	
  	
  prefer	
  very...
5
Execu:ve	
  Summary	
  –	
  By	
  Student	
  Year	
  Level	
  	
  
Primary	
  School	
  Age	
  (Year	
  1-­‐6)	
  
•  Th...
6
Execu:ve	
  Summary	
  –	
  By	
  Residen:al	
  Area	
  
Mid	
  Levels	
  
•  The	
  most	
  important	
  factor	
  of	
...
Level	
  of	
  student	
  movement	
  
Assuming	
  a	
  5-­‐10	
  minute	
  travel	
  3me	
  between	
  school	
  sites	
  choose	
  what	
  you	
  think	
  is	
...
9
Acceptable	
  Level	
  of	
  Student	
  Movement	
  
Base:	
  All	
  respondents 	
  199	
  
	
  
	
  
•  ‘Limited	
  mo...
10
Acceptable	
  Level	
  of	
  Student	
  Movement	
  
Base:	
  All	
  respondents 	
  199	
  
•  For	
  those	
  with	
 ...
11
Acceptable	
  Level	
  of	
  Student	
  Movement	
  
Base:	
  All	
  respondents 	
  199	
  
	
  
	
  
•  In	
  terms	
...
Important	
  factors	
  for	
  school	
  decant	
  
13
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
1	
   0	
   3	
   1	
  
8	
   9	
  1	
  ...
14
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
1	
  1	
  
6	
  
30	
  
62	
  
Most	
  I...
15
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
•  For	
  those	
  with	
  primary	
  ch...
16
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
•  Those	
  residing	
  in	
  Lantau	
  ...
17
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
0	
  1	
  
10	
  
39	
  
51	
  
Most	
  ...
18
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
•  Earlier	
  levels	
  of	
  Primary	
 ...
19
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
•  Lantau	
  and	
  Kowloon	
  residents...
20
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
3	
  
6	
  
22	
  
50	
  
20	
  
Most	
 ...
21
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
•  By	
  overall	
  importance,	
  Peak	...
22
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
•  By	
  residen:al	
  area,	
  the	
  N...
23
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
1	
  3	
  
32	
  
44	
  
21	
  Most	
  I...
24
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
•  Few	
  parents	
  with	
  children	
 ...
25
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
•  More	
  New	
  Territories	
  residen...
26
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
8	
  
9	
  
25	
  
36	
  
22	
  Most	
  ...
27
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
8	
  
9	
  
25	
  
36	
  
22	
  Most	
  ...
28
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
8	
  
9	
  
25	
  
36	
  
22	
  Most	
  ...
29
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
9	
  
12	
  
31	
  
35	
  
14	
  
Most	
...
30
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
•  Parents	
  with	
  children	
  in	
  ...
31
How	
  to	
  split	
  the	
  School	
  Decant	
  –	
  Factor	
  Importance	
  
•  Residents	
  of	
  the	
  Mid	
  Leve...
Which	
  model	
  is	
  preferred	
  
33
Model	
  Preference	
  
Model	
  1:	
  School	
  is	
  split	
  by	
  years.	
  7,8,12	
  &	
  13	
  in	
  
one	
  camp...
34
Model	
  Preference	
  
7	
  
26	
   23	
  7	
  
27	
  
2	
  
9	
  
18	
  
58	
  
39	
  
19	
  
9	
  
38	
  
11	
   8	
...
35
Model	
  Preference	
  –	
  Model	
  1	
  
•  Model	
  1	
  was	
  met	
  by	
  slightly	
  more	
  discomfort	
  from	...
36
Model	
  Preference	
  –	
  Model	
  1	
  
•  Very	
  liZle	
  difference	
  across	
  Primary	
  School	
  age	
  group...
37
Model	
  Preference	
  –	
  Model	
  1	
  
•  Half	
  of	
  those	
  residing	
  in	
  the	
  New	
  Territories	
  and...
38
Model	
  Preference	
  –	
  Model	
  2	
  
•  Over	
  half	
  of	
  parents	
  were	
  either	
  not	
  comfortable	
  ...
39
Model	
  Preference	
  –	
  Model	
  2	
  
•  Primary	
  school	
  parents	
  were	
  also	
  not	
  in	
  favour	
  of...
40
Model	
  Preference	
  –	
  Model	
  2	
  
•  Kowloon	
  residents	
  were	
  slightly	
  more	
  in	
  favour	
  of	
 ...
41
Model	
  Preference	
  –	
  Another	
  Model	
  
23	
  
2	
  
58	
  
9	
  
8	
  
Totally	
  
comfortable	
  
Comfortabl...
42
Model	
  Preference	
  –	
  Other	
  Model	
  Ideas	
  
•  Many	
  of	
  the	
  sugges:ons	
  indicated	
  grouping	
  ...
Most	
  Important	
  Concerns	
  
44
Most	
  Important	
  Concerns	
  
1	
   1	
   4	
   3	
   7	
   2	
  1	
   5	
   6	
  
7	
   8	
  
14	
  
11	
  
4	
  
...
45
Most	
  Important	
  Concerns	
  
1	
  1	
  4	
  
25	
  
70	
  
Most	
  Important	
  
Factor	
  
Important	
  Factor	
 ...
46
Most	
  Important	
  Concerns	
  
1	
  1	
  4	
  
25	
  
70	
  
Most	
  Important	
  
Factor	
  
Important	
  Factor	
 ...
47
Most	
  Important	
  Concerns	
  
1	
  1	
  4	
  
25	
  
70	
  
Most	
  Important	
  
Factor	
  
Important	
  Factor	
 ...
48
Most	
  Important	
  Concerns	
  
1	
  5	
  
15	
  
37	
  
43	
  
Most	
  Important	
  
Factor	
  
Important	
  Factor	...
49
Most	
  Important	
  Concerns	
  
•  Beacon	
  Hill	
  primary	
  school	
  aZendees	
  felt	
  this	
  factor	
  was	
...
50
Most	
  Important	
  Concerns	
  
•  Those	
  residing	
  in	
  Kowloon	
  and	
  the	
  New	
  Territories	
  felt	
  ...
51
Most	
  Important	
  Concerns	
  
6	
  
21	
  
40	
  
34	
  
Most	
  Important	
  
Factor	
  
Important	
  Factor	
  
N...
52
Most	
  Important	
  Concerns	
  
•  Half	
  of	
  Beacon	
  Hill	
  Primary	
  parents	
  felt	
  that	
  staff	
  rete...
53
Most	
  Important	
  Concerns	
  
•  Those	
  residing	
  on	
  HK	
  Island	
  outside	
  of	
  the	
  Mid	
  Levels	
...
54
Most	
  Important	
  Concerns	
  
4	
  
7	
  
24	
  
41	
  
24	
  Most	
  Important	
  
Factor	
  
Important	
  Factor	...
55
Most	
  Important	
  Concerns	
  
•  Those	
  with	
  children	
  at	
  Primary	
  School	
  generally	
  showed	
  sim...
56
Most	
  Important	
  Concerns	
  
•  Those	
  residing	
  in	
  Kowloon	
  felt	
  the	
  length	
  of	
  the	
  school...
57
Most	
  Important	
  Concerns	
  
3	
  
8	
  
31	
  
35	
  
24	
  Most	
  Important	
  
Factor	
  
Important	
  Factor	...
58
Most	
  Important	
  Concerns	
  
•  Those	
  with	
  Primary	
  school	
  children	
  saw	
  school	
  ethos	
  as	
  ...
59
Most	
  Important	
  Concerns	
  
•  Over	
  a	
  third	
  of	
  Kowloon	
  residents	
  rated	
  ‘Con:nua:on	
  of	
  ...
60
Most	
  Important	
  Concerns	
  
7	
  
14	
  
21	
  
40	
  
19	
  
Most	
  Important	
  
Factor	
  
Important	
  Facto...
61
Most	
  Important	
  Concerns	
  
•  One-­‐in-­‐eight	
  parents	
  with	
  Year1-­‐3	
  Primary	
  school	
  children	...
62
Most	
  Important	
  Concerns	
  
•  Those	
  residing	
  on	
  HK	
  Island	
  outside	
  Mid	
  Levels	
  and	
  on	
...
63
Most	
  Important	
  Concerns	
  
2	
  
11	
  
30	
  
40	
  
19	
  
Most	
  Important	
  
Factor	
  
Important	
  Facto...
64
Most	
  Important	
  Concerns	
  
•  The	
  younger	
  levels	
  of	
  Primary	
  School	
  were	
  split	
  in	
  opin...
65
Most	
  Important	
  Concerns	
  
•  New	
  Territories	
  residents	
  considered	
  the	
  transport	
  factor	
  to	...
Other	
  comments	
  
Other	
  Comments	
  
Do you have any creative ideas of how we can turn this temporary situation into something positive?
...
68
Other	
  Comments	
  
Any questions, concerns or comments that you have about the decant process
Most	
  worried	
  abo...
Esf island school decant report 100614
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Esf island school decant report 100614

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Esf island school decant report 100614

  1. 1. Parent  Survey  –  Island  School  Decant             10th  June  2014   J3741:  Chris  Farquhar,  Julia  Nowell  
  2. 2. 2 Survey  Overview     Background  &  ObjecGves   •  The  English  Schools  Founda:on  (ESF)  is  planning  the  complete  redevelopment  of  the  Island   School  on  the  same  site  with  the  aim  to  start  demoli:on  and  reconstruc:on  in  the  Summer  of   2017.    In  order  to  undertake  this  redevelopment,  students  need  to  be  decanted  to  other   school  loca:ons  in  Hong  Kong.    A  group  of  dedicated  parents  and  faculty  wished  to   understand    parent’s  views  of  the  decant  and  therefore  conducted  an  online  survey  to  gauge   opinion.   •  The  main  objec:ves  of  the  survey  included:   •  Raise  parent’s  awareness  of  all  the  main  issues  concerning  ESF  as  they  plan  to   temporarily  relocate  in  2017;   •  Collect  data  to  inform  the  decisions  ESF  needs  to  make  along  the  way  and  gauge  the   level  of  parent  concern  about  the  move;  and   •  Communicate  the  sense  that  ESF  wants  to  work  in  partnership  with  the  parent  body  to   secure  the  welfare  of  the  students  and  con:nuity  of  school  ethos  and  excellence  in   teaching  and  learning.     Data  CollecGon   •  Online  survey  amongst  parents  of  children  at  ESF  Senior  and  Primary  schools   •  N=199  responses  were  gathered.     Survey  Period   •  Fieldwork  undertaken  in  May  2014.  
  3. 3. Key  findings  
  4. 4. 4 Execu:ve  Summary   Level  of  Student  Movement   •  The  majority  of  parents    prefer  very  liZle  movement  for  students  throughout  the  day,  with  over   half  (57%)  recommending  zero  or  limited  movement.    Those  residing  in  the  Mid  Levels  are  the   most  resistant  to  student  movement.     Important  Factors  of  School  Decant   •  Again,  minimizing  student  movement  between  campuses  was  of  the  utmost  importance  (6-­‐in-­‐10     parents  considered  it  the  most  important  factor),  closely  followed  by  securing  breadth  of   curriculum  op:ons.   •  Minimizing  staff  movement  and  securing  House  ethos  was  felt  to  be  less  important  overall.     Which  Model  is  Preferred   •  Model  1  (splibng  the  school  by  Year  group  7,  8,  12,  13  and  9,  10,  11)  was  the  most  preferred  by  a   large  margin,  whereas  splibng  the  school  by  House  was  met  with  considerable  resistance.   •  However,  many  parents  commented  they  would  prefer  the  school  to  be  split  into  a  middle  and   high  school,  i.e.  Years  7-­‐9  and  10-­‐13  for  various  reasons  rela:ng  to  peer  group  and  maturity  level.       Most  Important  Concerns   •  Travel  :me  and  logis:cs  were  considered  to  be  the  most  important  factor  by  a  large  distance.     Alloca:on  of  resources  and  staff  reten:on  are  also  high  in  the  order  or  priority.   •  Travel  costs  and  transport  to/from  ac:vi:es  are  considered  to  be  less  important  overall.   Other  Comments   •  Parents  are  generally  concerned  about  the  unknown  transi:on,  par:cularly  the  :me  taken  and   travel  :me  for  children.    Some  have  offered  sugges:ons  and  messages  of  support  that  will  be    of  interest  to  the  ESF.      
  5. 5. 5 Execu:ve  Summary  –  By  Student  Year  Level     Primary  School  Age  (Year  1-­‐6)   •  The  most  important  factor  of  the  decant  for  parents  of  children  Years  1-­‐6  was  minimizing  student  movement  (the   majority  find  zero  to  limited  movement  acceptable)  and  securing  breadth  of  curriculum  op:ons.   •  Their  biggest  concerns  were  travel  :me  and  logis:cs,  alloca:on  of  resources,  staff  reten:on  and  transport  to  and   from  ac:vi:es.     Year  7-­‐8   •  Year  7-­‐8  parents  had  the  strongest  opinions  in  terms  of  important  factors  and  concerns.   •  Like  Years  1-­‐6,  minimizing  student  movement  between  campuses  was  of  the  utmost  importance  in  the  decant,   very  closely  followed  by  securing  breadth  of  curriculum  op:ons  (the  highest  of  all  parents).  Responding  to  parent   and  student  views  was  the  most  important  factor  to  a  quarter  of  these  parents  (also  the  highest  of  all  groups).   •  The  most  important  concern  was  also  length  of  travel  :me  and  logis:cs.    Alloca:on  of  resources,  staff  reten:on   and  con:nua:on  of  school  ethos  followed  (this  was  also  highest  of  all  Year  groups).     Year  9-­‐10   •  Year  9-­‐10  parents  were  the  biggest  advocates  of  Model  1  (splibng  school  by  Year  group  7,  8,  12,  13  &  9,  10,  11).   •  Like  the  other  groups,  minimizing  student  movement  was  the  most  important  factor  (although  a  quarter  would   find  1-­‐2  moves  per  week  for  those  Year  9+  acceptable).  Securing  breadth  of  curriculum  op:ons  was  considered   the  most  important  factor  by  half  (though  10%  lower  than  Year  7-­‐8).    Minimizing  staff  movement  was  the  next   most  important  factor  for  this  group.   •  Concerns  also  centred  around  length  of  travel  :me,  alloca:on  of  resources  and  staff  reten:on.     Year  11-­‐13   •  Strength  of  opinion  drops  for  this  group  (considering  their  children  may  not  be  affected  by  the  decant),  however   similar  themes  emerged  –  half  considered  minimizing  student  movement  and  securing  breadth  of  curriculum  as   the  most  important   •  Travel  :me  and  logis:cs  was  their  biggest  concern  (although  the  lowest  score  of  all  Year  groups).   •  4-­‐in-­‐10  were  advocates  of  Model  2  (School  split  by  House)  –  the  largest  propor:on  of  all  subgroups.  
  6. 6. 6 Execu:ve  Summary  –  By  Residen:al  Area   Mid  Levels   •  The  most  important  factor  of  the  decant  for  parents  in  the  Mid  Levels  was  minimizing  student  movement  (the   vast  majority  find  zero  to  limited  movement  acceptable),  followed  by  securing  breadth  of  curriculum  op:ons.   •  Three  quarters  of  this  group  rated  their  biggest  concern  as  travel  :me  and  logis:cs.  Alloca:on  of  resources,  staff   reten:on  and  the  length  of  school  day  also  rated  highly  (yet  a  distance  from  travel  :me).   •  Model  1  (splibng  school  by  year  group)  was  the  most  preferred  by  7-­‐in-­‐10.     Other  HK  Island   •  Like  those  in  the  Mid  Levels,  minimizing  student  movement  between  campuses  was  of  the  utmost  importance  in   the  decant,  followed  by  securing  breadth  of  curriculum  op:ons.  Minimizing  staff  movement  was  the  most   important  factor  to  a  third  of  these  parents  (one  of  the  highest  of  all  groups).   •  The  most  important  concern  was  also  length  of  travel  :me  and  logis:cs,  although  alloca:on  of  resources  and   staff  reten:on  were  also  very  important  to  almost  half  of  these  parents.     Kowloon  (low  base  size)   •  Securing  curriculum  was  the  most  important  factor  to  this  group,  followed  by  minimizing  student  movement.     •  Travel  :me  and  logis:cs  fell  behind  the  alloca:on  of  resources  as  the  biggest  concern.    A  third  were  also  highly   concerned  about  staff  reten:on,  length  of  school  day  and  con:nua:on  of  school  ethos.     New  Territories   •  Parents  in  the  New  Territories  were  more  open  to  student  movement,  with  4-­‐in-­‐10  accep:ng  limited  movement   during  the  decant  (and  only  1-­‐in-­‐10  finding  zero  movement  acceptable).  Nevertheless,  half  considered   minimizing  student  movement  and  securing  breadth  of  curriculum  as  the  most  important  factors.   •  The  alloca:on  of  resources  was  the  biggest  concern  to  this  group,  as  well  as  travel  :me  and  staff  reten:on.   Lantau   •  7-­‐in-­‐10  Lantau  parents  considered  minimizing  student  movement  and  securing  breadth  of  curriculum  as  the  most   important,  much  more  so  than  other  factors  (and  highest  of  all  areas).    Travel  :me  and  logis:cs  was  also  the   biggest  concern  for  almost  8-­‐in-­‐10,  followed  by  half  claiming  alloca:on  of  resources  as  the  most  important.  
  7. 7. Level  of  student  movement  
  8. 8. Assuming  a  5-­‐10  minute  travel  3me  between  school  sites  choose  what  you  think  is  an  acceptable  level  of   student  movement  during  the  day   Acceptable  Level  of  Student  Movement   Zero   movement   for  all  age   groups,  26   Limited   movement   for  students,   31   No  more  than   1-­‐2  moves   between  sites   p/wk,  15  1-­‐2  moves  p/ wk  for   students  in   Year  9  and   above,  20   One  move     a  day  for   students  in     Yr  9+,  9   Base:  All  respondents    199    Unit  =  %   •  The  majority  of  parents    prefer  very  lible  movement  for  students  throughout  the  day,  with   over  half  (57%)  recommending  zero  or  limited  movement.   We  wish  to  have  a  model  to  be   able  to  house  the  students  and   teachers  together  to  minimize   travel  3me  or  running  between   campus,  efficiency  will  be  lost  if   they  are  split.    Kids  are  also   carrying  very  heavy  bags  and   books,  difficult  for  them  to  travel   between  places.   (New  Territories,  Year  8&10   Island  School)   [We  want]  siblings  to  be   together  and  zero  movement   between  campus.   (Mid  Levels,  Year  8&11  Island   School,  Year  1&5  Primary)   The  shortest  distance  between   the  two  schools  sites  to  shorten   the  travelling  3me  of  the  students   and  teachers  when  moving   between  sites.  Max  one   movement  between  sites  for   the  teacher/student  per  week   is  appreciated.     (New  Territories,  Year  8&10   Island  School)  
  9. 9. 9 Acceptable  Level  of  Student  Movement   Base:  All  respondents  199       •  ‘Limited  movement’  increases  as  year  level  increases,  with  closer  to  a  third  of  Year  11-­‐13  parents   preferring  this  op:on.   31   26   20   15   9   %   Child  Year  Level  at  Island  School   Year  7-­‐8   (n=95)   Year  9-­‐10   (n=68)   Year  11-­‐13   (n=42)   27   29   31   25   26   26   21   24   14   18   12   14   8   9   14   Limited  movement  for  students   Zero  movement  for  all  age  groups   1-­‐2  moves  p/wk  for  students  in  Year  9   and  above   No  more  than  1-­‐2  moves  between   sites  p/wk   One  move  a  day  for  students  in  Year  9   and  above   Assuming  a  5-­‐10  minute  travel  3me  between  school  sites  choose  what  you  think  is  an  acceptable  level  of   student  movement  during  the  day  
  10. 10. 10 Acceptable  Level  of  Student  Movement   Base:  All  respondents  199   •  For  those  with  Primary  School  children,  limited  movement  was  also  desired,  par:cularly  by  those   aZending  Beacon  Hill.   / Significantly higher/ lower than the total at 95% confidence level %   Child  Year  Level  at   Primary  School   Primary  School  Abending   Year  1-­‐3   (n=40)   Year  4-­‐6   (n=58)   Beacon     Hill   (n=14*)   Glenealy   (n=48)   Peak   (n=16*)   Other   (n=23)   33   38   64   38   25   30   25   22   21   23   25   17   18   17   21   19   26   23   21   14   17   31   17   3   2   2   9   Assuming  a  5-­‐10  minute  travel  3me  between  school  sites  choose  what  you  think  is  an  acceptable  level  of   student  movement  during  the  day   31   26   20   15   9   Limited  movement  for  students   Zero  movement  for  all  age  groups   1-­‐2  moves  p/wk  for  students  in   Year  9  and  above   No  more  than  1-­‐2  moves  between   sites  p/wk   One  move  a  day  for  students  in   Year  9  and  above   *Cau3on:  Low  Base  
  11. 11. 11 Acceptable  Level  of  Student  Movement   Base:  All  respondents  199       •  In  terms  of  residen:al  area,  those  residing  in  the  Mid-­‐Levels  are  the  most  resistant  to  student   movement.   %   ResidenGal  Area   Mid  Levels   (n=97)   Other  HK   Island   (n=33)   Kowloon   (n=17*)   New   Territories   (n=29)   Lantau   (n=23)   32   30   29   41   17   30   21   29   10   30   16   24   24   24   22   14   12   12   17   17   7   12   6   7   13   Assuming  a  5-­‐10  minute  travel  3me  between  school  sites  choose  what  you  think  is  an  acceptable  level  of   student  movement  during  the  day   31   26   20   15   9   Limited  movement  for  students   Zero  movement  for  all  age  groups   1-­‐2  moves  p/wk  for  students  in   Year  9  and  above   No  more  than  1-­‐2  moves  between   sites  p/wk   One  move  a  day  for  students  in   Year  9  and  above   *Cau3on:  Low  Base  
  12. 12. Important  factors  for  school  decant  
  13. 13. 13 How  to  split  the  School  Decant  –  Factor  Importance   1   0   3   1   8   9  1   1   6   3   9   12   6   10   22   32   25   31   30   39   50   44   36   35  62   51   20   21   22   14   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  Minimizing  student  movement  between  campuses  was  of  the  utmost  importance,  closely   followed  by  securing  breadth  of  curriculum  op:ons.   •  Minimizing  staff  movement  and  securing  House  ethos  was  felt  to  be  less  important  overall.   Minimizing staff movement between campuses % Minimizing student movement between campuses % Securing breadth of curriculum options % Guidance and Pastoral Care % Responding to parent and student views % Securing House ethos % Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   Top  2  Box  92%  90%  69%  65%  58%  48%  
  14. 14. 14 How  to  split  the  School  Decant  –  Factor  Importance   1  1   6   30   62   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  Minimizing  student  movement  was  the  most  important  factor  for  the  majority.    Those  with   children  in  Years  11-­‐13  had  less  strength  of  opinion,  perhaps  due  to  their  children  being  out  of   the  school  by  :me  of  decant.   Minimizing student movement between campuses % Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   Top  2  Box  92%     Child  Year  Level  at  Island  School   Year  7-­‐8   (n=95)   Year  9-­‐10   (n=68)   Year  11-­‐13   (n=42)   63   63   50   29   31   38   4   3   10   2   1   1   1   2   Minimizing student movement between campuses
  15. 15. 15 How  to  split  the  School  Decant  –  Factor  Importance   •  For  those  with  primary  children  at  Beacon  Hill,  minimizing  student  movement  was  par:cularly   important.   Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   Top  2  Box  92%     Child  Year  Level  at   Primary  School   Primary  School  Abending   Year  1-­‐3   (n=40)   Year  4-­‐6   (n=58)   Beacon     Hill   (n=14*)   Glenealy   (n=48)   Peak   (n=16*)   Other   (n=23)   65   64   79   63   69   65   28   29   21   31   19   30   5   3   6   6   3   2   6   2   4  Minimizing student movement between campuses % 1  1   6   30   62   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Minimizing student movement between campuses *Cau3on:  Low  Base  
  16. 16. 16 How  to  split  the  School  Decant  –  Factor  Importance   •  Those  residing  in  Lantau  found  minimizing  student  movement  par:cularly  important  (7-­‐in-­‐10   said  it  was  the  most  important  factor).   Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   Top  2  Box  92%     ResidenGal  Area   Mid  Levels   (n=97)   Other  HK   Island   (n=33)   Kowloon   (n=17*)   New   Territories   (n=29)   Lantau   (n=23)   64   61   53   55   70   30   24   41   38   22   4   15   3   9   2   6   3   Minimizing student movement between campuses % 1  1   6   30   62   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Minimizing student movement between campuses *Cau3on:  Low  Base  
  17. 17. 17 How  to  split  the  School  Decant  –  Factor  Importance   0  1   10   39   51   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  Securing  breadth  of  curriculum  op:ons  was  most  important  for  those  in  the  earlier  year  levels.   It  was  the  second  most  important  factor  overall.   Securing breadth of curriculum options % Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   Top  2  Box  90%     Child  Year  Level  at  Island  School   Year  7-­‐8   (n=95)   Year  9-­‐10   (n=68)   Year  11-­‐13   (n=42)   61   51   48   32   38   40   6   10   12   1   Securing breadth of curriculum options
  18. 18. 18 How  to  split  the  School  Decant  –  Factor  Importance   •  Earlier  levels  of  Primary  school  also  found  the  breadth  of  curriculum  op:ons  important  (98%   overall).    There  was  less  strength  of  opinion  amongst  those  aZending  Peak  School.   Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   Child  Year  Level  at   Primary  School   Primary  School  Abending   Year  1-­‐3   (n=40)   Year  4-­‐6   (n=58)   Beacon     Hill   (n=14*)   Glenealy   (n=48)   Peak   (n=16*)   Other   (n=23)   50   53   36   52   25   65   48   36   57   38   75   30   3   10   7   10   4   Securing breadth of curriculum options % Top  2  Box  90%     0  1   10   39   51   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Securing breadth of curriculum options / Significantly higher/ lower than the total at 95% confidence level*Cau3on:  Low  Base  
  19. 19. 19 How  to  split  the  School  Decant  –  Factor  Importance   •  Lantau  and  Kowloon  residents  felt  securing  the  breadth  of  curriculum  par:cularly  important,   more  so  than  other  areas.   Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   ResidenGal  Area   Mid  Levels   (n=97)   Other  HK   Island   (n=33)   Kowloon   (n=17*)   New   Territories   (n=29)   Lantau   (n=23)   48   42   65   48   70   38   42   35   48   26   12   15   3   4   1   1   Securing breadth of curriculum options % Top  2  Box  90%     0  1   10   39   51   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Securing breadth of curriculum options *Cau3on:  Low  Base  
  20. 20. 20 How  to  split  the  School  Decant  –  Factor  Importance   3   6   22   50   20   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  Seven-­‐in-­‐ten  parents  believed  the  Guidance  and  Pastoral  care  important  overall.    There  was   liZle  difference  by  Year  level.   Guidance and Pastoral Care % Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   Top  2  Box  69%     Child  Year  Level  at  Island  School   Year  7-­‐8   (n=95)   Year  9-­‐10   (n=68)   Year  11-­‐13   (n=42)   19   16   19   49   49   45   23   24   29   6   6   7   3   2   6   Guidance and Pastoral Care
  21. 21. 21 How  to  split  the  School  Decant  –  Factor  Importance   •  By  overall  importance,  Peak  primary  was  slightly  higher  than  average  (82%)   Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   Top  2  Box  69%     Child  Year  Level  at   Primary  School   Primary  School  Abending   Year  1-­‐3   (n=40)   Year  4-­‐6   (n=58)   Beacon     Hill   (n=14*)   Glenealy   (n=48)   Peak   (n=16*)   Other   (n=23)   23   16   14   19   19   22   48   57   50   52   63   48   18   19   36   24   6   22   5   3   4   6   4   8   5   4   6   4   3   6   22   50   20   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Guidance and Pastoral Care % Guidance and Pastoral Care *Cau3on:  Low  Base  
  22. 22. 22 How  to  split  the  School  Decant  –  Factor  Importance   •  By  residen:al  area,  the  New  Territories  residents  felt  Guidance  and  Pastoral  care  more   important  overall.   Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   Top  2  Box  69%     ResidenGal  Area   Mid  Levels   (n=97)   Other  HK   Island   (n=33)   Kowloon   (n=17*)   New   Territories   (n=29)   Lantau   (n=23)   22   12   18   24   17   48   52   53   52   48   21   30   24   17   22   6   3   3   13   3   3   6   3   3   6   22   50   20   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Guidance and Pastoral Care % Guidance and Pastoral Care *Cau3on:  Low  Base  
  23. 23. 23 How  to  split  the  School  Decant  –  Factor  Importance   1  3   32   44   21  Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  Responding  to  parent  and  student  views  was  the  4th  most  important  factor  overall.  Those  with   children  in  Year  7-­‐8    felt  it  slightly  more  important  than  others  (70%).   Responding to parent and student views % Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   Top  2  Box  65%     Child  Year  Level  at  Island  School   Year  7-­‐8   (n=95)   Year  9-­‐10   (n=68)   Year  11-­‐13   (n=42)   25   16   19   45   44   48   26   35   33   2   4   1   Responding to parent and student views
  24. 24. 24 How  to  split  the  School  Decant  –  Factor  Importance   •  Few  parents  with  children  in  Years  1-­‐3  found  responding  to  parent  and  student  views  the  most   important  factor,  nevertheless,  they  s:ll  rated  it  strongly  overall  (76%)  –  significantly  higher   than  the  total.   Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   Child  Year  Level  at   Primary  School   Primary  School  Abending   Year  1-­‐3   (n=40)   Year  4-­‐6   (n=58)   Beacon     Hill   (n=14*)   Glenealy   (n=48)   Peak   (n=16*)   Other   (n=23)   13   28   36   15   31   26   63   40   36   48   56   43   23   31   29   35   13   30   3   2   2   3   2   2   1  3   32   44   21  Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Responding to parent and student views % Top  2  Box  65%     Responding to parent and student views / Significantly higher/ lower than the total at 95% confidence level*Cau3on:  Low  Base  
  25. 25. 25 How  to  split  the  School  Decant  –  Factor  Importance   •  More  New  Territories  residents  considered  responding  to  parent  and  student  views  most   important,  much  more  so  than  those  residing  in  Kowloon   Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   ResidenGal  Area   Mid  Levels   (n=97)   Other  HK   Island   (n=33)   Kowloon   (n=17*)   New   Territories   (n=29)   Lantau   (n=23)   22   21   12   31   13   42   55   41   38   48   33   21   41   31   35   2   3   6   4   1   1  3   32   44   21  Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Responding to parent and student views % Top  2  Box  65%     Responding to parent and student views *Cau3on:  Low  Base  
  26. 26. 26 How  to  split  the  School  Decant  –  Factor  Importance   8   9   25   36   22  Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  The  importance  of  minimizing  staff  movement  increased  slightly  with  Year  Groups.   Minimizing staff movement between campuses %Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   Top  2  Box  58%     Child  Year  Level  at  Island  School   Year  7-­‐8   (n=95)   Year  9-­‐10   (n=68)   Year  11-­‐13   (n=42)   22   25   29   38   37   36   24   22   21   8   9   7   7   7   7   Minimizing staff movement between campuses
  27. 27. 27 How  to  split  the  School  Decant  –  Factor  Importance   8   9   25   36   22  Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  Minimizing  staff  movements  was  found  to  be  less  important  for  those  with  Primary  school   children,  par:cularly  by  those  aZending  Glenealy  school.   Minimizing staff movement between campuses %Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   Top  2  Box  58%     Child  Year  Level  at   Primary  School   Primary  School  Abending   Year  1-­‐3   (n=40)   Year  4-­‐6   (n=58)   Beacon     Hill   (n=14*)   Glenealy   (n=48)   Peak   (n=16*)   Other   (n=23)   23   22   36   15   31   30   35   33   36   38   31   26   25   28   29   23   19   35   15   10   19   13   9   3   7   6   6   Minimizing staff movement between campuses / Significantly higher/ lower than the total at 95% confidence level*Cau3on:  Low  Base  
  28. 28. 28 How  to  split  the  School  Decant  –  Factor  Importance   8   9   25   36   22  Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  Those  residing  in  the  Mid-­‐Levels  considered  minimizing  staff  movement  between  campuses   less  important  than  those  residing  in  other  areas.   Minimizing staff movement between campuses %Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   Top  2  Box  58%     ResidenGal  Area   Mid  Levels   (n=97)   Other  HK   Island   (n=33)   Kowloon   (n=17*)   New   Territories   (n=29)   Lantau   (n=23)   14   33   24   34   22   42   30   29   28   35   21   27   35   24   35   14   12   3   4   8   9   10   4   Minimizing staff movement between campuses *Cau3on:  Low  Base  
  29. 29. 29 How  to  split  the  School  Decant  –  Factor  Importance   9   12   31   35   14   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  Securing  House  ethos  was  the  least  important  factor  overall,  par:cularly  to  those  with  children   in  Years  7-­‐10.   Securing House ethos % Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   Top  2  Box  48%     Child  Year  Level  at  Island  School   Year  7-­‐8   (n=95)   Year  9-­‐10   (n=68)   Year  11-­‐13   (n=42)   14   12   19   37   43   36   31   26   33   12   13   2   7   6   10   Securing House ethos
  30. 30. 30 How  to  split  the  School  Decant  –  Factor  Importance   •  Parents  with  children  in  the  earliest  years  of  Primary  school  rated  the  importance  of  House   ethos  par:cularly  low.   Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   Child  Year  Level  at   Primary  School   Primary  School  Abending   Year  1-­‐3   (n=40)   Year  4-­‐6   (n=58)   Beacon     Hill   (n=14*)   Glenealy   (n=48)   Peak   (n=16*)   Other   (n=23)   8   16   14   10   6   26   30   36   43   29   50   22   33   26   29   35   31   30   13   14   14   13   6   13   18   9   13   6   9   9   12   31   35   14   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Securing House ethos % Top  2  Box  48%     Securing House ethos *Cau3on:  Low  Base  
  31. 31. 31 How  to  split  the  School  Decant  –  Factor  Importance   •  Residents  of  the  Mid  Levels  felt  House  ethos  the  least  important  factor  overall.   Base:  All  respondents  199      Please  rank  the  following  factors  on  deciding  how  to  split  the  school  during  decant  according  to  their  importance   ResidenGal  Area   Mid  Levels   (n=97)   Other  HK   Island   (n=33)   Kowloon   (n=17*)   New   Territories   (n=29)   Lantau   (n=23)   8   21   18   17   17   34   33   24   45   35   31   24   41   31   30   15   12   12   3   9   11   9   6   3   9  9   12   31   35   14   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Securing House ethos % Top  2  Box  48%     Securing House ethos *Cau3on:  Low  Base  
  32. 32. Which  model  is  preferred  
  33. 33. 33 Model  Preference   Model  1:  School  is  split  by  years.  7,8,12  &  13  in   one  campus,  Years  9,10  &  11  in  the  other   Model  2:  School  is  split  by  House.   Da  Vinci,  Einstein  and  Fleming  in   one  campus;  Nansen,  Rutherford  &   Wilberforce  in  the  other   Another  model:  
  34. 34. 34 Model  Preference   7   26   23  7   27   2   9   18   58   39   19   9   38   11   8   Totally   comfortable   Comfortable   Neutral   Not  comfortable   Do  not  like   •  Model  1  was  the  most  preferred  by  a  large  margin,  whereas  splibng  the  school  by  House  was   met  with  considerable  resistance.   Model 1: School is split by years. 7,8,12 & 13 in one campus, Years 9,10 & 11 in the other % Model 2: School is split by House. Da Vinci, Einstein and Fleming in one campus; Nansen, Rutherford & Wilberforce in the other % Another model % Base:  All  respondents  199      If  you  could  personally  decide  the  way  to  split  the  school  during  decant  which  model  would  you  choose?   Top  2  Box    77%    30%    17%     Inc this the pic
  35. 35. 35 Model  Preference  –  Model  1   •  Model  1  was  met  by  slightly  more  discomfort  from  those  with  children  in  Year  11-­‐13,  perhaps   as  this  model  splits  those  two  year  groups  apart.   Base:  All  respondents  199       Child  Year  Level  at  Island  School   Year  7-­‐8   (n=95)   Year  9-­‐10   (n=68)   Year  11-­‐13   (n=42)   35   41   38   42   40   38   12   7   5   6   7   10   5   4   10   7   7   9   39   38   Totally   comfortable   Comfortable   Neutral   Not   comfortable   Do  not  like   Model 1: School is split by years. 7,8,12 & 13 in one campus, Years 9,10 & 11 in the other % Top  2  Box  77%     Model 1: School is split by years If  you  could  personally  decide  the  way  to  split  the  school  during  decant  which  model  would  you  choose?  
  36. 36. 36 Model  Preference  –  Model  1   •  Very  liZle  difference  across  Primary  School  age  groups.   •  Peak  Primary  school  aZendees  liked  this  model  the  least  out  of  all  groups   Base:  All  respondents  199       Child  Year  Level  at   Primary  School   Primary  School  Abending   Year  1-­‐3   (n=40)   Year  4-­‐6   (n=58)   Beacon     Hill   (n=14*)   Glenealy   (n=48)   Peak   (n=16*)   Other   (n=23)   38   31   50   40   25   26   35   40   36   40   38   48   8   10   7   10   6   9   13   9   7   6   13   4   8   10   4   19   13   7   7   9   39   38   Totally   comfortable   Comfortable   Neutral   Not   comfortable   Do  not  like   Model 1: School is split by years. 7,8,12 & 13 in one campus, Years 9,10 & 11 in the other % Top  2  Box  77%     Model 1: School is split by years If  you  could  personally  decide  the  way  to  split  the  school  during  decant  which  model  would  you  choose?   *Cau3on:  Low  Base  
  37. 37. 37 Model  Preference  –  Model  1   •  Half  of  those  residing  in  the  New  Territories  and  Lantau  were  totally  comfortable  with  splibng   the  school  by  year  group   Base:  All  respondents  199       ResidenGal  Area   Mid  Levels   (n=97)   Other  HK   Island   (n=33)   Kowloon   (n=17*)   New   Territories   (n=29)   Lantau   (n=23)   31   42   35   52   48   41   24   53   38   43   10   12   6   7   4   10   9   6   7   12   3   4   7   7   9   39   38   Totally   comfortable   Comfortable   Neutral   Not   comfortable   Do  not  like   Model 1: School is split by years. 7,8,12 & 13 in one campus, Years 9,10 & 11 in the other % Top  2  Box  77%     Model 1: School is split by years If  you  could  personally  decide  the  way  to  split  the  school  during  decant  which  model  would  you  choose?   *Cau3on:  Low  Base  
  38. 38. 38 Model  Preference  –  Model  2   •  Over  half  of  parents  were  either  not  comfortable  or  did  not  like  Model  2.    Slightly  more  Year   11-­‐13  parents  were  more  agreeable  to  this  model,  although  overall  this  model  was  not   advised.   Base:  All  respondents  199       Child  Year  Level  at  Island  School   Year  7-­‐8   (n=95)   Year  9-­‐10   (n=68)   Year  11-­‐13   (n=42)   12   12   19   24   16   21   17   19   12   31   25   19   17   28   29   26   27   18   19   11   Totally   comfortable   Comfortable   Neutral   Not   comfortable   Do  not  like   Model 2: School is split by House. Da Vinci, Einstein and Fleming in one campus; Nansen, Rutherford & Wilberforce in the other % Top  2  Box  30%     Model 2: School is split by House If  you  could  personally  decide  the  way  to  split  the  school  during  decant  which  model  would  you  choose?  
  39. 39. 39 Model  Preference  –  Model  2   •  Primary  school  parents  were  also  not  in  favour  of  Model  2,  par:cularly  those  with  children   aZending  Peak  school.   Base:  All  respondents  199       Child  Year  Level  at   Primary  School   Primary  School  Abending   Year  1-­‐3   (n=40)   Year  4-­‐6   (n=58)   Beacon     Hill   (n=14*)   Glenealy   (n=48)   Peak   (n=16*)   Other   (n=23)   3   12   14   13   9   20   19   14   21   19   22   23   17   29   15   13   35   20   28   21   23   38   22   35   24   21   29   31   22   26   27   18   19   11   Totally   comfortable   Comfortable   Neutral   Not   comfortable   Do  not  like   Model 2: School is split by House. Da Vinci, Einstein and Fleming in one campus; Nansen, Rutherford & Wilberforce in the other % Top  2  Box  30%     Model 2: School is split by House If  you  could  personally  decide  the  way  to  split  the  school  during  decant  which  model  would  you  choose?   *Cau3on:  Low  Base  
  40. 40. 40 Model  Preference  –  Model  2   •  Kowloon  residents  were  slightly  more  in  favour  of  Model  2  than  other  areas.   Base:  All  respondents  199       ResidenGal  Area   Mid  Levels   (n=97)   Other  HK   Island   (n=33)   Kowloon   (n=17*)   New   Territories   (n=29)   Lantau   (n=23)   10   6   18   14   9   19   13   22   12   18   12   24   29   24   13   28   27   18   24   35   28   30   18   21   22  26   27   18   19   11   Totally   comfortable   Comfortable   Neutral   Not   comfortable   Do  not  like   Model 2: School is split by House. Da Vinci, Einstein and Fleming in one campus; Nansen, Rutherford & Wilberforce in the other % Top  2  Box  30%     Model 2: School is split by House If  you  could  personally  decide  the  way  to  split  the  school  during  decant  which  model  would  you  choose?   *Cau3on:  Low  Base  
  41. 41. 41 Model  Preference  –  Another  Model   23   2   58   9   8   Totally   comfortable   Comfortable   Neutral   Not   comfortable   Do  not  like   •  The  majority  of  parents  were  neutral  towards  ‘another  model’,  however,  there  seemed  to  be   some  interest  in  keeping  par:cular  Year  groups  together.   Another model % Base:  All  respondents  199       Top  2  Box  17%     Model 3: Another Model “Please give more details in the space provided at Q11” We  wish  to  have  a  model  to  be  able  to  house  the  students  and   teachers  together  to  minimize  3me  travel  or  running  between   campus,  efficiency  will  be  lost  if  they  are  split.    Kids  are  also  carrying   very  heavy  bags  and  books,  difficult  for  them  to  travel  between  places.   (New  Territories,  Year  8&10  Island  School)   Is  it  possible  to  have  the  two  campuses  divided  by  faculty?  One  for   Sciences,  one  for  the  rest  for  example?  Or  to  divide  the  younger  years  7   and  8  by  house,  then  senior  years  by  faculty.  Pupils  are  used  to  moving   from  class  to  class  for  lessons,  so  is  it  really  too  much  to  ask  senior  students   to  transi3on  from  3me  to  3me?    (Lantau,  Year  7&10  Island  School)   Think  it  should  be  split  between  junior  and  senior  high.  Years  7-­‐9  in  one   campus  and  10-­‐13  in  the  other.  The  split  is  based  on  maturity  level.   (Wan  Chai,  Year  7&11  Island  School)   I  would  personally  have  chosen  years  7  to  10  in  1  campus  and  Years  11   to  13  in  another,  but  assume  you  have  reasons  why  this  is  not  feasible.   (Lantau,  No  Children  at  Island  School)     The  Upper  Years  are  almost  a  separate  school.  And  the  Middle   Years  Programme  are  a  unique  school  as  well.  Keeping  the  Years   9,10,11  together  is  best.      (Mid  Levels,  No  Children  at  Island  School)   House  split  is  random.  Kids  want  to  be  in  same  year.  It  may  have  some  unexpected   benefits  of  reducing  'subtle'  bullying  because  of  the  smaller  numbers  in  each  loca3on.     (Mid  Levels,  No  Children  at  Island  School)   If  you  could  personally  decide  the  way   to  split  the  school  during  decant   which  model  would  you  choose?  
  42. 42. 42 Model  Preference  –  Other  Model  Ideas   •  Many  of  the  sugges:ons  indicated  grouping  consecu:ve  year  groups  together  (Years  7-­‐9  and   10-­‐13).   “Please give more details in the space provided at Q11” A  split  of  years  7,  8,  9  and  10,  11,  12,  13   so  you  have  a  middle  and  upper  school.     (Wan  Chai,  Year  10  Island  School)   I  think  the  best  split  should  be  by  age  group:   Middle  school:  Year  7,  8,  9  and  High  School:   Years  10,  11,  12,  13.  One  may  argue  that  Year  10  may   s3ll  be  under  middle  school  but  I  s3ll  think  that  due  to   GCSE  program  it  is  beaer  to  be  under  the  High  School.   (Mid-­‐Levels,  Year  10  Island  School)   We  think  the  older  age  group  should  be  grouped  together  since   between  years  7,  8  children  will  not  communicate  much  with  the   older  year  12-­‐13  children.  There  is  just  too  big  of  an  age  gap.     Group  by  house  is  not  ideal  since  most  older  children  will  have  classes   that  are  mostly  mixed  with  students  from  other  houses.  And  it  will   feel  as  there  are  two  "schools“.  Hence,  our  third  choice  which  we   think  is  the  best,  to  group  year  7-­‐9  in  one  campus  and  years  10-­‐13   in  another  campus.      (Kowloon,  Year  11  Island  School)   Hybrid  proposal,  Years  7,  8  in  Campus  A  and  Years  12,  13   in  Campus  B;  Years  9,10,  11  split  by  House,  with  possible   plans  to  rotate  Houses  semi-­‐annually  or  yearly.   (Mid-­‐Levels,  Year  9  Island  School)   If  the  site  can't  allocated  all  years  groups,  at  least   Y7,  8  and  9  have  to  be  in  the  same  campus,  and   older  year  groups  in  another  campus.   (Lantau,  Year  10  Island  School)   The  most  acceptable  plan  I  suggest  would  be  sending  students   of  Island  school  to  ESF  secondary  schools  either  in  Hong  Kong   Island  or  in  Kowloon  side.  Island  school  students  should  have   the  highest  priority  to  get  into  these  ESF  secondary  schools.   (Mid-­‐Levels,  Year  7  Island  School)   The  best  would  be  to  relocate  the  children  who  live  in  Mid-­‐levels   in  other  ESF  schools  on  the  Island  (West  Island  and/or  South   Island).  For  families  who  currently  live  in  Kowloon  or  the  NT   or  Discovery  Bay,  Tai  Wai  may  be  acceptable.  But  not  when   you  live  close  to  Island  School.      (Mid-­‐Levels)  
  43. 43. Most  Important  Concerns  
  44. 44. 44 Most  Important  Concerns   1   1   4   3   7   2  1   5   6   7   8   14   11   4   15   21   24   31   21   30   25   37   40   41   35   40   40  70   43   34   24   24   19   19   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  Travel  :me  and  logis:cs  were  considered  to  be  the  most  important  factor  by  a  large  margin.     Alloca:on  of  resources  and  staff  reten:on  were  also  high  in  the  order  or  priority.   •  Travel  costs  and  transport  to/from  ac:vi:es  were  felt  to  be  less  important  overall.   Length of travel time and logistics % Transport Costs % Transport to and from activities % Length of school day etc. % Continuation of school ethos % Teachers staying at Island School/staff retention %Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   Top  2  Box  94%  79%  74%  65%  59%  58%  58%   Allocation of resources (including teachers) %
  45. 45. 45 Most  Important  Concerns   1  1  4   25   70   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  Travel  :me  and  logis:cs  was  regarded  as  the  most  important  factor  by  7-­‐in-­‐10  parents  with   children  in  Year  7-­‐8.  It  wasn’t  as  strongly  considered  by  those  in  Year  11-­‐13,  however,  it  was   s:ll  important  overall  (95%).   Length of travel time and logistics % Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   Top  2  Box  94%   Child  Year  Level  at  Island  School   Year  7-­‐8   (n=95)   Year  9-­‐10   (n=68)   Year  11-­‐13   (n=42)   69   66   57   21   31   38   7   5   1   1   1   1   Length of travel time and logistics
  46. 46. 46 Most  Important  Concerns   1  1  4   25   70   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  Those  with  children  at  Primary  school  considered  travel  :me  and  logis:cs  as  very  important  –   more  strongly  than  those  with  children  at  Island  school.   •  100%  of  parents  with  children  in  Years  1-­‐3  felt  it  was  an  important  factor.   Length of travel time and logistics % Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   Top  2  Box  94%   Child  Year  Level  at   Primary  School   Primary  School  Abending   Year  1-­‐3   (n=40)   Year  4-­‐6   (n=58)   Beacon     Hill   (n=14*)   Glenealy   (n=48)   Peak   (n=16*)   Other   (n=23)   78   76   57   79   81   87   23   22   36   21   19   4   2   7   9   Length of travel time and logistics / Significantly higher/ lower than the total at 95% confidence level*Cau3on:  Low  Base  
  47. 47. 47 Most  Important  Concerns   1  1  4   25   70   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  Those  residing  in  Kowloon  and  the  New  Territories  were  less  likely  to  rate  ‘Length  of  travel   :me  and  logis:cs’  as  the  most  important  factor  (instead  ranking  ‘Alloca:on  of  resources’   higher).   Length of travel time and logistics % Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   Top  2  Box  94%   ResidenGal  Area   Mid  Levels   (n=97)   Other  HK   Island   (n=33)   Kowloon   (n=17*)   New   Territories   (n=29)   Lantau   (n=23)   76   70   59   48   78   21   27   29   34   22   1   3   12   14   1   3   1   Length of travel time and logistics / Significantly higher/ lower than the total at 95% confidence level*Cau3on:  Low  Base  
  48. 48. 48 Most  Important  Concerns   1  5   15   37   43   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  Alloca:on  of  resources  was  highly  considered  overall,  with  4-­‐in-­‐10  ra:ng  it  as  the  most   important  factor.   Allocation of resources (including teachers) % Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   Top  2  Box  79%   Child  Year  Level  at  Island  School   Year  7-­‐8   (n=95)   Year  9-­‐10   (n=68)   Year  11-­‐13   (n=42)   45   43   40   34   41   33   18   10   17   3   4   10   1   Allocation of resources (including teachers)
  49. 49. 49 Most  Important  Concerns   •  Beacon  Hill  primary  school  aZendees  felt  this  factor  was  par:cularly  important.     Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   Child  Year  Level  at   Primary  School   Primary  School  Abending   Year  1-­‐3   (n=40)   Year  4-­‐6   (n=58)   Beacon     Hill   (n=14*)   Glenealy   (n=48)   Peak   (n=16*)   Other   (n=23)   43   40   71   29   44   61   30   38   14   38   50   30   23   16   14   23   6   9   5   7   10   1  5   15   37   43   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Allocation of resources (including teachers) % Top  2  Box  79%   Allocation of resources (including teachers) / Significantly higher/ lower than the total at 95% confidence level*Cau3on:  Low  Base  
  50. 50. 50 Most  Important  Concerns   •  Those  residing  in  Kowloon  and  the  New  Territories  felt  the  alloca:on  of  resources  was  their   most  important  factor  overall,  however,  this  was  significantly  less  important  to  those  residing   in  the  Mid  Levels.   Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   ResidenGal  Area   Mid  Levels   (n=97)   Other  HK   Island   (n=33)   Kowloon   (n=17*)   New   Territories   (n=29)   Lantau   (n=23)   30   48   65   59   52   42   36   24   24   39   19   9   12   17   9   8   6   1   1  5   15   37   43   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Allocation of resources (including teachers) % Top  2  Box  79%   Allocation of resources (including teachers) / Significantly higher/ lower than the total at 95% confidence level*Cau3on:  Low  Base  
  51. 51. 51 Most  Important  Concerns   6   21   40   34   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  Staff  reten:on  was  considered  an  important  factor  by  three  quarters  of  parents,  with  all  Year   levels  recording  similar  levels  of  agreement.   Teachers staying at Island School/ staff retention % Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   Top  2  Box  74%   Child  Year  Level  at  Island  School   Year  7-­‐8   (n=95)   Year  9-­‐10   (n=68)   Year  11-­‐13   (n=42)   34   35   36   38   40   26   23   21   31   5   4   7   Teachers staying at Island School/staff retention
  52. 52. 52 Most  Important  Concerns   •  Half  of  Beacon  Hill  Primary  parents  felt  that  staff  reten:on  was  the  most  important  factor,   whereas  1-­‐in-­‐8  aZending  the  Peak  or  Other  primary  schools  believed  it  was  not  as  important.   Base:  All  respondents  199       Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   Child  Year  Level  at   Primary  School   Primary  School  Abending   Year  1-­‐3   (n=40)   Year  4-­‐6   (n=58)   Beacon     Hill   (n=14*)   Glenealy   (n=48)   Peak   (n=16*)   Other   (n=23)   38   38   50   33   38   43   38   41   21   44   44   35   20   16   29   21   6   9   5   5   2   13   13   6   21   40   34   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Teachers staying at Island School/staff retention % Top  2  Box  74%   Teachers staying at Island School/staff retention *Cau3on:  Low  Base  
  53. 53. 53 Most  Important  Concerns   •  Those  residing  on  HK  Island  outside  of  the  Mid  Levels  were  split  in  their  views  about  staff   reten:on  –  6-­‐in-­‐10  considered  it  important,  however,  close  to  4-­‐in-­‐10  were  less  concerned.   Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   ResidenGal  Area   Mid  Levels   (n=97)   Other  HK   Island   (n=33)   Kowloon   (n=17*)   New   Territories   (n=29)   Lantau   (n=23)   27   45   35   45   30   48   18   35   38   43   21   18   29   17   22   4   18   4   6   21   40   34   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Teachers staying at Island School/ staff retention % Top  2  Box  74%   Teachers staying at Island School/staff retention / Significantly higher/ lower than the total at 95% confidence level*Cau3on:  Low  Base  
  54. 54. 54 Most  Important  Concerns   4   7   24   41   24  Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  A  quarter  of  parents  rated  ‘Length  of  the  school  day’  as  the  most  important  factor  when  it   comes  to  the  decant.    Although  Years  11-­‐13  were  less  strongly  opinionated,  7-­‐in-­‐10  s:ll   considered  it  as  important  overall.   Length of school day etc. % Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   Top  2  Box  65%   Child  Year  Level  at  Island  School   Year  7-­‐8   (n=95)   Year  9-­‐10   (n=68)   Year  11-­‐13   (n=42)   26   28   21   42   34   48   25   24   19   5   10   7   1   4   5   Length of school day, etc.
  55. 55. 55 Most  Important  Concerns   •  Those  with  children  at  Primary  School  generally  showed  similar  levels  of  opinion.   Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   Child  Year  Level  at   Primary  School   Primary  School  Abending   Year  1-­‐3   (n=40)   Year  4-­‐6   (n=58)   Beacon     Hill   (n=14*)   Glenealy   (n=48)   Peak   (n=16*)   Other   (n=23)   20   22   21   19   25   26   53   45   50   52   50   35   20   24   21   23   19   26   5   7   7   4   6   9   3   2   2   4   4   7   24   41   24  Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Length of school day etc. % Top  2  Box  65%   Length of school day, etc. *Cau3on:  Low  Base  
  56. 56. 56 Most  Important  Concerns   •  Those  residing  in  Kowloon  felt  the  length  of  the  school  day  was  slightly  more  important  than   those  in  other  areas.  Those  in  New  Territories  were  significantly  more  likely  to  rate  it  as  the   least  important  factor.   Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   ResidenGal  Area   Mid  Levels   (n=97)   Other  HK   Island   (n=33)   Kowloon   (n=17*)   New   Territories   (n=29)   Lantau   (n=23)   23   24   35   24   22   43   39   41   34   43   26   21   18   21   30   7   12   6   7   1   3   14   4  4   7   24   41   24  Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Length of school day etc. % Top  2  Box  65%   Length of school day, etc. / Significantly higher/ lower than the total at 95% confidence level*Cau3on:  Low  Base  
  57. 57. 57 Most  Important  Concerns   3   8   31   35   24  Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  Similar  to  the  length  of  school  day,  con:nua:on  of  school  ethos  was  considered  the  most   important  factor  by  a  quarter  of  parents,  and  closer  to  a  third  of  those  with  children  in  Year   7-­‐8.   Continuation of School Ethos % Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   Top  2  Box  59%   Child  Year  Level  at  Island  School   Year  7-­‐8   (n=95)   Year  9-­‐10   (n=68)   Year  11-­‐13   (n=42)   32   25   26   38   37   31   24   29   29   4   6   7   2   3   7   Continuation of School Ethos
  58. 58. 58 Most  Important  Concerns   •  Those  with  Primary  school  children  saw  school  ethos  as  less  important  at  the  top  box  level.       Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   Child  Year  Level  at   Primary  School   Primary  School  Abending   Year  1-­‐3   (n=40)   Year  4-­‐6   (n=58)   Beacon     Hill   (n=14*)   Glenealy   (n=48)   Peak   (n=16*)   Other   (n=23)   13   21   21   23   6   22   40   45   50   27   63   39   35   17   21   38   25   13   10   14   7   13   17   3   3   6   9   3   8   31   35   24  Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Continuation of School Ethos % Top  2  Box  59%   Continuation of School Ethos / Significantly higher/ lower than the total at 95% confidence level*Cau3on:  Low  Base  
  59. 59. 59 Most  Important  Concerns   •  Over  a  third  of  Kowloon  residents  rated  ‘Con:nua:on  of  School  Ethos’  as  the  most  important   factor   Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   ResidenGal  Area   Mid  Levels   (n=97)   Other  HK   Island   (n=33)   Kowloon   (n=17*)   New   Territories   (n=29)   Lantau   (n=23)   22   21   35   31   17   34   27   29   41   48   33   36   24   21   30   10   6   6   3   4   1   9   6   3  3   8   31   35   24  Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Continuation of School Ethos % Top  2  Box  59%   Continuation of School Ethos *Cau3on:  Low  Base  
  60. 60. 60 Most  Important  Concerns   7   14   21   40   19   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  Four-­‐in-­‐ten  scored  ‘Transport  Costs’  as  an  important  factor  in  the  decant,  with  the  different   Year  groups  ra:ng  this  factor  similarly  overall.   Transport Costs % Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   Top  2  Box  58%   Child  Year  Level  at  Island  School   Year  7-­‐8   (n=95)   Year  9-­‐10   (n=68)   Year  11-­‐13   (n=42)   21   16   21   44   46   45   19   25   14   11   9   17   5   4   2   Transport Costs
  61. 61. 61 Most  Important  Concerns   •  One-­‐in-­‐eight  parents  with  Year1-­‐3  Primary  school  children  felt  transporta:on  costs  to  be  the   least  important  factor.   Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   Child  Year  Level  at   Primary  School   Primary  School  Abending   Year  1-­‐3   (n=40)   Year  4-­‐6   (n=58)   Beacon     Hill   (n=14*)   Glenealy   (n=48)   Peak   (n=16*)   Other   (n=23)   15   21   21   17   25   35   45   36   57   38   38   30   18   21   7   21   25   17   10   14   14   15   6   9   13   9   10   6   9   7   14   21   40   19   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Transport Costs % Top  2  Box  58%   Transport Costs *Cau3on:  Low  Base  
  62. 62. 62 Most  Important  Concerns   •  Those  residing  on  HK  Island  outside  Mid  Levels  and  on  Lantau  rated  transport  with  higher   importance  than  other  areas.   Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   ResidenGal  Area   Mid  Levels   (n=97)   Other  HK   Island   (n=33)   Kowloon   (n=17*)   New   Territories   (n=29)   Lantau   (n=23)   14   27   12   21   26   35   42   59   41   39   27   15   18   17   13   15   9   6   14   22   8   6   6   7   7   14   21   40   19   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Transport Costs % Top  2  Box  58%   Transport Costs *Cau3on:  Low  Base  
  63. 63. 63 Most  Important  Concerns   2   11   30   40   19   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   •  Over  half  considered  transport  to/from  ac:vi:es  as  important,  although  parents  with  Year  9-­‐10   children  did  not  feel  it  was  strongly  important.   Transport to and from activities % Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   Top  2  Box  58%   Child  Year  Level  at  Island  School   Year  7-­‐8   (n=95)   Year  9-­‐10   (n=68)   Year  11-­‐13   (n=42)   21   13   17   39   43   40   26   32   31   12   12   7   2   5   Transport to and from activities
  64. 64. 64 Most  Important  Concerns   •  The  younger  levels  of  Primary  School  were  split  in  opinion  with  a  quarter  ra:ng  it  as  the  most   important  factor,  yet  a  number  of  this  group  scored  it  the  least  important  factor  -­‐  significantly   more  than  the  total.   Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   Child  Year  Level  at   Primary  School   Primary  School  Abending   Year  1-­‐3   (n=40)   Year  4-­‐6   (n=58)   Beacon     Hill   (n=14*)   Glenealy   (n=48)   Peak   (n=16*)   Other   (n=23)   25   17   14   19   25   26   45   41   57   35   50   26   23   36   21   35   13   39   8   5   7   10   13   8   5   7   10   13   9   2   11   30   40   19   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Transport to and from activities % Top  2  Box  58%   Transport to and from activities / Significantly higher/ lower than the total at 95% confidence level*Cau3on:  Low  Base  
  65. 65. 65 Most  Important  Concerns   •  New  Territories  residents  considered  the  transport  factor  to  be  important,  they  were   significantly  less  neutral  than  other  groups.   Base:  All  respondents  199      Please  rank  the  following  maaers  about  decant  according  to  your  level  of  concern   ResidenGal  Area   Mid  Levels   (n=97)   Other  HK   Island   (n=33)   Kowloon   (n=17*)   New   Territories   (n=29)   Lantau   (n=23)   20   12   18   28   13   37   45   47   48   26   33   30   24   10   43   9   9   6   14   17   1   3   6   2   11   30   40   19   Most  Important   Factor   Important  Factor   Neutral   Not  as  Important   Least  Important   Transport to and from activities % Top  2  Box  58%   Transport to and from activities / Significantly higher/ lower than the total at 95% confidence level*Cau3on:  Low  Base  
  66. 66. Other  comments  
  67. 67. Other  Comments   Do you have any creative ideas of how we can turn this temporary situation into something positive? Can  you   consider  doing   extensive  work   during  summer   holidays?   (Mid  Levels,   Year  10  Island   School)   Scrap  the  development  plan  as  the  current  site  is  fine.  It  would  be  difficult   to  find  a  site  to  accomodate  the  whole  school  and  site  close  to  our  zone.   Therefore,  spliing  the  school  into  different  years  in  different  sites  is   an  op3on.  School  starts  at  9:00am  or  9:30am  for  students  who  are   distant  from  the  school  site.      (Mid  Levels,  Year  8  Island  School)   Retain  concrete  slabs/pieces  of  the  original  building  that  would  be  decorated   (design  compe33ons)  by  the  students  for  inclusion  in  the  new  school.   Increase  the  number  of  athle3c  compe33ons  in  the  year  that  the  en3re   school  will  be  able  to  aaend.  Look  to  outside  venues  -­‐  like  the  Wan  Chai   theatre  -­‐  for  holding  drama  produc3ons/SITE  during  the  decant.  Use  media   to  keep  the  two  campuses  linked  -­‐  live  feeds,  shared  assemblies  (via  video),   a  student  paper/video  channel.    (Mid  Levels,  Year  7  Island  School)   Find  some  fantas3c  sports  and  arts  facili3es  in  the  region   near  the  decant  sites  and  make  extensive  use  of  these  in  the   period  of  the  decant.      (Lantau,  No  Children  at  Island  School)   I  heard  there  may  be  an  opportunity  for  educa3on  exchanges   with  other  schools  in  other  ci3es,  perhaps  this  transi3on  3me   is  a  good  opportunity  for  using  the  resources  of  other  schools.     (Mid  Levels,  No  Children  at  Island  School)   Since  this  decant  will  affect  the   students  directly,  why  not  ask   their  opinion.    I’ve  always  felt   that  gathering  informa3on  from   those  closest  to  a  situa3on  yields   the  most  crea3ve  solu3ons.     (Lantau,  Yr  8&11  Island  School)   Proper/frequent  communica3on  to  parent  and  students,   pre-­‐visit  to  those  sites  to  make  us  feel  comfortable.   (Kowloon,  Yr  7&11)   Could  school  buses  on  HK  Island   deliver  them  to  the  MTR  rather   than  going  all  the  way  to  the   school?    Or  could  the  school   buses  deliver  the  students  to   the  school  in  the  morning  (a   faster  3me  of  travel)  and  then   students  have  the  op3on  of   taking  the  MTR  home.  This   could  help  with  cost  and  3me   of  travel.    (Wan  Chai,  Year  8   &  11  Island  School)  
  68. 68. 68 Other  Comments   Any questions, concerns or comments that you have about the decant process Most  worried  about  transport  3me  to  new  school.  Lower  years   should  be  the  easiest  to  reach.  Reten3on  of  teachers  is  very   important  to  maintain  the  feel  and  ethos  of  the  school.     (Lantau,  Year  7  Island  School)   One  of  my  daughters  will  be  in  grade  12  when  IS  has   to  be  moved  out  to  the  temp  site,  we  are  very  worried   during  her  cri3cal  exam  years  if  teachers  and  schools   are  not  being  allocated  fairly  and  organized,  her   learning  and  grades  will  be  impacted;  hence,  not   having  a  smooth  transi3on  into  her  University.   (New  Territories,  Year  8&10  Island  School)   I  have  worked  at  a  split  campus  before  and  it  was  heartbreaking  to  see  how  it   affects  the  morale  of  the  teachers.  It’s  important  that  they  feel  supported  and   not  being  ignored  just  because  they  are  on  a  different  campus.  Every  teacher   needs  a  home  base  -­‐  switching  between  schools  can  make  them  feel  lonely  -­‐   like  they  are  visitors  on  both  sites.  For  students  changing  sites  increases  the   risk  of  feeling  insecure  and  requires  a  high  degree  of  organiza3on  which  they   struggle  with  anyway.  This  can  all  lead  to  iden3ty  issues.  The  con3nuity  of  the   island  school  spirit  must  be  guarded.  It  is  what  makes  it  special  to  the  children   and  teachers  alike.  The  ease  of  communica3on  between  the  students  across   the  year  groups  and  to  see  how  the  younger  students  look  up  to  the  older  ones   as  role  models  is  very  nice  to  see.  The  pastoral  care  and  the  house  system   are  working  perfectly  this  is  why  I  would  prefer  to  see  the  split  by  houses.     (New  Territories  Year  9  Island  School)   If  the  decant  op3on  does  not  bode  well,  I  along  with   a  number  we  network  with  have  already  begun  exploring   op3ons  to  transfer  to  other  schools.  You  may  want  to   consider  how  alloca3ons  of  the  school  placements  can   be  amended  for  the  3  year  period  to  allow  a  migra3on   op3on  for  parents  who  may  have  relocated  across   the  Island  catchment  or  Kowloon  territories  anyway.   (Mid  Levels,  Year  7  Island  School)  

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