Toggle navigation
Home
About
Partners
Questionnaire
ESL Database
ESL Results
ESL Prevention Mechanism
Training Curricula
Outputs
IO1-Analysis of resources
IO 4 School based ESL prevention
IO5-Training curricula for Improved cooperation
IO6-Training curricula and the associated Instruments
IO7-Interactive database
IO9-Community based prevention mechanism
IO11-Case studies
News
Contact
Language:
English
Italiano
Română
български
Follow us on
Questionnaire
Home
  /  
Questionnaire
Company
Details
Teacher Name
*
Teacher Surname
*
Name of School
*
Country
*
Afghanistan
Åland Islands
Albania
Algeria
American Samoa
Andorra
Angola
Anguilla
Antarctica
Antigua and Barbuda
Argentina
Armenia
Aruba
Australia
Austria
Azerbaijan
Bahamas
Bahrain
Bangladesh
Barbados
Belarus
Belgium
Belize
Benin
Bermuda
Bhutan
Bolivia, Plurinational State of
Bonaire, Sint Eustatius and Saba
Bosnia and Herzegovina
Botswana
Bouvet Island
Brazil
British Indian Ocean Territory
Brunei Darussalam
Bulgaria
Burkina Faso
Burundi
Cambodia
Cameroon
Canada
Cape Verde
Cayman Islands
Central African Republic
Chad
Chile
China
Christmas Island
Cocos (Keeling) Islands
Colombia
Comoros
Congo
Congo, the Democratic Republic of the
Cook Islands
Costa Rica
Côte d'Ivoire
Croatia
Cuba
Curaçao
Cyprus
Czech Republic
Denmark
Djibouti
Dominica
Dominican Republic
Ecuador
Egypt
El Salvador
Equatorial Guinea
Eritrea
Estonia
Ethiopia
Falkland Islands (Malvinas)
Faroe Islands
Fiji
Finland
France
French Guiana
French Polynesia
French Southern Territories
Gabon
Gambia
Georgia
Germany
Ghana
Gibraltar
Greece
Greenland
Grenada
Guadeloupe
Guam
Guatemala
Guernsey
Guinea
Guinea-Bissau
Guyana
Haiti
Heard Island and McDonald Islands
Holy See (Vatican City State)
Honduras
Hong Kong
Hungary
Iceland
India
Indonesia
Iran, Islamic Republic of
Iraq
Ireland
Isle of Man
Israel
Italy
Jamaica
Japan
Jersey
Jordan
Kazakhstan
Kenya
Kiribati
Korea, Democratic People's Republic of
Korea, Republic of
Kuwait
Kyrgyzstan
Lao People's Democratic Republic
Latvia
Lebanon
Lesotho
Liberia
Libya
Liechtenstein
Lithuania
Luxembourg
Macao
Macedonia, the former Yugoslav Republic of
Madagascar
Malawi
Malaysia
Maldives
Mali
Malta
Marshall Islands
Martinique
Mauritania
Mauritius
Mayotte
Mexico
Micronesia, Federated States of
Moldova, Republic of
Monaco
Mongolia
Montenegro
Montserrat
Morocco
Mozambique
Myanmar
Namibia
Nauru
Nepal
Netherlands
New Caledonia
New Zealand
Nicaragua
Niger
Nigeria
Niue
Norfolk Island
Northern Mariana Islands
Norway
Oman
Pakistan
Palau
Palestinian Territory, Occupied
Panama
Papua New Guinea
Paraguay
Peru
Philippines
Pitcairn
Poland
Portugal
Puerto Rico
Qatar
Réunion
Romania
Russian Federation
Rwanda
Saint Barthélemy
Saint Helena, Ascension and Tristan da Cunha
Saint Kitts and Nevis
Saint Lucia
Saint Martin (French part)
Saint Pierre and Miquelon
Saint Vincent and the Grenadines
Samoa
San Marino
Sao Tome and Principe
Saudi Arabia
Senegal
Serbia
Seychelles
Sierra Leone
Singapore
Sint Maarten (Dutch part)
Slovakia
Slovenia
Solomon Islands
Somalia
South Africa
South Georgia and the South Sandwich Islands
South Sudan
Spain
Sri Lanka
Sudan
Suriname
Svalbard and Jan Mayen
Swaziland
Sweden
Switzerland
Syrian Arab Republic
Taiwan, Province of China
Tajikistan
Tanzania, United Republic of
Thailand
Timor-Leste
Togo
Tokelau
Tonga
Trinidad and Tobago
Tunisia
Turkey
Turkmenistan
Turks and Caicos Islands
Tuvalu
Uganda
Ukraine
United Arab Emirates
United Kingdom
United States
United States Minor Outlying Islands
Uruguay
Uzbekistan
Vanuatu
Venezuela, Bolivarian Republic of
Viet Nam
Virgin Islands, British
Virgin Islands, U.S.
Wallis and Futuna
Western Sahara
Yemen
Zambia
Zimbabwe
Class Name
*
Class Level
*
Number of students in class
*
Background
Father's Education Level
*
Primary or lower secondary school
Upper secondary school or further
Mother's Education Level
*
Primary or lower secondary school
Upper secondary school or further
Economic Conditions
*
20% (or more) of families are below the poverty threshold
More than 80% of families are above the poverty threshold
Family Employment
*
20% (or more) of parents are looking for an employment
More than 80% of parents are employed
Transport
*
20% (or more) of families live 1 hour (or more) far from school
More than 80% of families lives less than 1 hour far from school
Community
*
Most families have poor connection with the local community
Most families have strong connection with the local community
Family
Custody
*
20% (or more) of children live with relatives, as parents are elsewhere
More than 80% of children live with parents
Emigration
*
20% (or more) of children are spending time abroad with parents
More than 80% of children continuously live in the school area
Immigration
*
20% (or more) of children moved in from another country
More than 80% of children are born in the country
Migration Background
*
20% (or more) of children’ parents moved in from another country
More than 80% of children’ parents are born in the country
Ethnic Minority
*
20% (or more) of children belong to an ethnic minority
Less than 20% of children belong to an ethnic minority
Family Structure
*
10% (or more) of children live in a single-parent family
More than 90% of children live in a two parents family
Family Size
*
10% (or more) of children have more than 3 siblings
More than 90% of children have 3 siblings or less
Work
*
10% (or more) of children are working or in charge for family care
More than 90% of children not working nor in charge for family care
Social/Mental Care
*
10% (or more) of children’ families are looked after by social/mental services
More than 90% of children’ families are not looked after by social/mental services
Early Marriage/Pregnancy
*
Early marriage/pregnancy is common in 10% (or more) of children’ families
Early marriage/pregnancy is common in less than 10% of children’ families
Violence
*
10% (or more) of children’ families have been affected by domestic violence
Less than 10% of children’ families have been affected by domestic violence
Children
Gender
*
Most children in school are boys
Most children in school are girls
Health
*
10% (or more) of children are suffering from prolonged illness
More than 90% of children are healthy
School Transfer
*
10% (or more) of children transferred from another school
More than 90% of children attend the same school from the beginning
School Attendance
*
Truancy level is 20% (or more)
Truancy level is less than 20%
Grade Repetition
*
10% (or more) of the children repeated 1 or more grades
Less than 10% of children’ repeated a grade
Language
*
National language is the second language for 20% of children (or more)
National language is the first language for more than 80% of children
Physical Impairments
*
5% (or more) of the children have a permanent physical impairment
Less than 5% of the children have a permanent physical impairment
Cognitive Impairments
*
5% (or more) of the children have a mild/severe cognitive impairment
Less than 5% of the children have a mild/severe cognitive impairment
Learning Difficulties
*
10% (or more) of the children suffer from learning difficulties (e.g. dyslexia)
Less than 10% of children suffer from learning difficulties
Behaviour
*
2 (or more) disciplinary sanctions (e.g. written reprimand, suspension) per week in school
Less than 2 disciplinary sanctions every week in school
School
Expectations
*
Expectations for some children are limited
Expectations are high for all children
School Enrolment
*
The school doesn’t have family outreach policies
The school seeks to admit all children from its locality
Stakeholders
*
Stakeholder involvement is low
Stakeholder involvement is high
Barriers
*
Barriers to attendance remain unchanged or increase
Barriers to attendance are reduced
Physical Environment
*
The buildings and grounds are excluding some learners from some activities
The buildings and grounds are developed to support the participation of all
Staff/Children
*
Staff and children relationships are often careless or tense
Staff and children respect one another
Staff/Parents/Carers
*
Staff and parents/carers relationships are often careless or tense
Staff and parents/carers collaborate
Staff/Governors
*
Staff and governors are often careless or tense
Staff and governors work well together
Staff/Communities
*
School and local communities overlook each other
The school and local communities develop each other
Resources
*
Staff develop individual plans to support learning and prevent ESL
Staff develop shared resources to support learning and prevent ESL
Participation
*
Learning activities encourage the participation of some children more than others
Learning activities encourage the participation of all children
Planning
*
Learning activities are planned having a “typical child” in mind
Learning activities are planned with all children in mind
Assessment
*
Assessment primarily encourages competition and selection
Assessments encourage the achievements of all children
Support
*
The forms of support are scarcely connected to each other
All forms of support are co-ordinated
Professional Development
*
Professional development activities are rarely focused on ESL
Professional development activities help staff respond to ESL
Turnover
*
Yearly turnover of staff is more than 20%
Yearly turnover of staff is less than 20%
Cooperation
*
Children work mostly individually
Children learn from each other
Motivation
*
Classes are done prevalently through lectures
Children are actively involved in their own learning
SEND Policies
*
Policies about special educational needs and disability are based on diagnostic labels
The school ensures that policies about special educational needs and disability support inclusion
Language Support
*
School doesn’t value the multi-lingual skills of non-native speakers
Language support for non-native speakers is a resource for the whole school
Public Care
*
School doesn’t offer specific support to children in public care
The school supports continuity in the education of children in public care
Discrimination
*
Discrimination and prejudices are not seen as a school problem
The school counters all forms of discrimination
Behaviour Policies
*
The behaviour policy is administered by teachers and head-teachers on a case by case basis
The behaviour policy is linked to learning and curriculum development
Discipline
*
Disciplinary measures are seen as an unpleasant but unavoidable task
Pressures for disciplinary exclusion are decreased
School-Home Continuity
*
Children’s lives at home is deemed as a privacy matter separated from school
Staff link what happens in school to children’s lives at home
Health
*
Health is considered essentially the area of intervention of healthcare
The school contributes to the health of children and adults
Wellbeing
*
The school favours achievement through competition as a watchword
The school encourages children and adults to feel good about themselves
Score
score
Overall Risk Level
Submit Feedback