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Details

Teacher Name *

Teacher Surname *

Name of School *

Country *

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

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