Teacher Voice Omnibus Survey

NFER's regular, fast turnaround survey service enables professional organisations to cost-effectively access up to the minute views from current teachers on topical issues

Publications from the NFER Teacher Voice Omnibus Survey

Each survey that goes out to teachers is comprised of groups of questions on various different topics. These are dependent on which clients are using space in any one survey and which topics they’d like to ask teachers about. Below are the findings from some topics we have asked teachers about.

  

NFER Teacher voice omnibus: May to July 2016 survey - DfE questions
Robert Smith, Jack Tattersall, Adam Rabiasz and David Sims
February 2017
The DfE submitted questions to Teacher Voice and the Senior Leader Booster Survey conducted in the summer of 2016 on subjects including mental health, aspiration to headship, flexible working and performance-related pay.


  

Teacher Voice Omnibus Results November 2015: Representative views of teachers on a range of education policy areas
Suzanne Straw, Jack Tattersall and David Sims
July 2016
The DfE submitted questions to Teacher Voice that covered subjects including statutory assessment, curriculum reform, careers and apprenticeships and vocational programmes.


  

Wellcome Trust Teacher Voice Questions - February 2016
Jack Tattersall, Wellcome Trust
June 2016
The Wellcome Trust commissioned seven questions on science teaching to be included as part of the Teacher Voice Omnibus Survey.


  

Questions for the DfE - June 2015
Jennie Harland, Anneka Dawson, Adam Rabiasz and David Sims
December 2015
The DfE submitted questions to Teacher Voice that covered subjects including the new national curriculum, mental health support and provision, pupil behaviour and bullying and school leadership.


  

Questions for the DfE - November 2014
Suzanne Straw, Anneka Dawson & David Sims
November 2014
The DfE submitted questions to Teacher Voice that covered subjects including the new national curriculum, initial teacher training (ITT) routes, teacher pensions, careers guidance and the pupil premium.


  

Questions for the DfE - March to June 2014
Kelly Kettlewell, Sarah Lynch, David Sims et al
November 2014
The DfE submitted questions to Teacher Voice that covered subjects including the new national curriculum; changes to accountability indicators; free school meals and the raising of the participation age.


  

Teachers' standards, appraisals and pay reform
Clare O'Byrne and Katie Pyle
April 2014
The DfE submitted questions to the November 2013 survey asking teachers about their awareness of the new Teachers' Standards and capability arrangements and their views on appraisals and pay reform.


  

Pupil Behaviour
Harriet Weaving and Helen Aston
July 2013
The DfE submitted questions to the May 2013 survey asking teachers about their perceptions of pupil behaviour; training and support in behaviour management; teacher powers and school policies on behaviour and on pupils’ use of mobile phones; and perceptions around the causes of poor pupil behaviour and parents’ respect for a teacher’s authority to discipline pupils.


  

Mathematics teaching in schools
Rose Cook and Katie Pyle
June 2013
The DfE submitted six questions to the March 2013 survey, covering: teachers’ A-level subject qualifications; hours of time spent teaching in front of a class, overall and for mathematics specifically; teachers’ main teaching subject and experience of, and interest in, teaching mathematics.


  

Support for pupils with cancer
Katie Pyle
July 2013
CLIC Sargent, the UK’s leading cancer charity for children and young people and their families, submitted a question to the March 2013 survey asking teachers about the extent to which they agree that enough information resources and guidance are available to teachers to support pupils with cancer in school.


  

Spending Priorities for the Pupil Premium
Rob Ager and Katie Pyle
May 2013
The Sutton Trust submitted two questions to the March 2013 Survey. This report provides an analysis of the responses to the questions, along with supporting information about the survey.


  

New Teachers’ Standards and Appraisal Regulations
Emily Lamont and Katie Pyle
March 2013
The DfE submitted two questions to the November 2012 survey, covering: awareness of the new Teachers’ Standards and the new appraisal regulations; whether schools had changed their performance management/appraisal policy since the new regulations were introduced; and whether teachers had been told that their performance in the coming year would be assessed against the new Teachers’ Standards.


  

Understanding union membership and activity
Rob Ager and Katie Pyle
January 2013
The DfE submitted eight questions to the November 2012 survey, covering: whether responding teachers were members of a teaching union, and the reasons they were or were not; The number of the teachers at respondents’ schools employed full- or part-time as teaching union representatives; and whether the current ‘work to rule’ by teachers was having an impact in respondents’ schools.


  

School exclusions
Robert Smith, Helen Aston and Katie Pyle
December 2012
Teacher Voice investigated teachers’ understanding of exclusions policy and practice in schools in England for the Office of the Children's Commissioner (OCC) as part of their Inquiry into School Exclusions.


  

Volunteering in schools
Karen Lewis and Bernadetta Brzyska
August 2012
NFER asked teachers a question on volunteering in schools to find out who currently volunteers in schools and in what capacity the volunteers are utilised. The report contains comparisons between school phases as well as highlighting the contrast between the use of parental and community volunteering. Further analyses on whether volunteering is reaching those most in need was also carried out.


  

The use of the Pupil Premium
Rachel Cunningham and Karen Lewis
July 2012
The Sutton Trust submitted 13 questions in the February 2012 survey, asking teachers (both primary and secondary) about the Pupil Premium and the top three priorities for extra spending at their school.


  

Pupil behaviour
NFER
June 2012
The DfE submitted seven questions to the February 2012 survey, examining teachers’ perceptions of pupil behaviour and their experience of using behaviour management strategies. The survey also explored teachers' perceptions of the training and support received in behaviour management.


  

Protecting Children Online: teachers' perspectives on eSafety
Helen Aston and Bernadetta Brzyska
February 2012
This report provides an analysis of the responses to questions from a bespoke NFER online teacher survey, using NFER's Teacher Voice Panel, for the DfE's Vital Programme (delivered by the Open University). It covers the topics of e-safety, cyberbullying, pupil use of mobile phones and social networking.


  

Identifying and reducing bureaucratic burdens
Claire Easton and Bernadetta Brzyska
March 2012
The DfE submitted five questions to the November 2011 survey, covering the following topics: bureaucratic burdens that have prevented teachers from raising attainment and achievement of children and standards in school; and health and safety requirements that have got in the way of teaching or managing at school and/or taking pupils on school trips.


  

A-level subject choices
Clare Southcott and Katie Pyle
July 2011
Six questions were submitted by the Assessment and Qualifications Alliance (AQA), including some which examined teachers' views on careers education, information, advice and guidance (IAG) and A-level subject choices.


  

Networks between schools and supporting staff with pupil behaviour
Gill Featherstone and Katie Pyle
June 2011
Two questions were submitted by the Training and Development Agency for Schools (TDA) which asked for teachers' views about how networks between schools might best support them and teachers' views about staff support for pupil behaviour.


  

The English Baccalaureate
Gill Featherstone and Katie Pyle
June 2011
Two questions were submitted by the Training and Development Agency for Schools. The questions focused on schools' response to the inclusion of the English Baccalaureate in school performance tables.


  

International Engagement
Claire Southcott and Katie Pyle
February 2011
Five questions were submitted by the British Council in April 2010 and four of these were repeated for this report. The questions asked about school involvement in international engagement schemes and the extent to which such involvement impacts on schools and learners.


  

Teachers' professional standards and continuing professional development
Emily Lamont and Katie Pyle
February 2011
Six questions were submitted by the Training and Development Agency for Schools (TDA). Questions which were asked were related to issues such as school involvement in international engagement schemes and the extent to which such involvement impacts on schools and learners.


  

Teacher training on Autistic spectrum disorders
Liz Phillips and Katie Pyle
February 2011
Two questions were submitted by Ambitious about Autism. These asked the extent to which teachers felt they had received the training they needed for teaching pupils on the autistic spectrum and how recently they had received formal training to teach such pupils.


  

Learning outside the classroom
Katie Pyle
November 2010
Eight questions were submitted by the Council for Learning Outside the Classroom. The questions covered amongst other things teachers' awareness of the term ‘learning outside the classroom' (LOtC) and what would influence teachers to do more LOtC.


  

The Government's Education Reforms
Karen Lewis and Katie Pyle
November 2010
Seven questions were submitted by the Sutton Trust. The questions were on the theme of the Coalition Government's education reforms and asked teachers for their views on the new freedoms resulting from the expansion of the academies programme and the introduction of free schools.


  

Managing assessment processes: the views of teachers in England on aspects of the English assessment system.
Katie Pyle
4-6 November 2010
This paper highlights some recent research which has looked at teachers’ views on a range of changes to educational assessment that have occurred in England over the past two to three years. It is a snapshot of teachers’ views on the issues and in particular focuses on reactions to the removal of some of the statutory testing, the introduction of a new ‘Assessing Pupils’ Progress’ initiative and the planned introduction of a School Report Card.


  

Equality and human rights in schools - Teacher Voice report | EHRC Review
Katie Pyle and Peter Rudd
February 2010
This paper highlights some recent research which has looked at teachers’ views on a range of changes to educational assessment that have occurred in England over the past two to three years. It is a snapshot of teachers’ views on the issues and in particular focuses on reactions to the removal of some of the statutory testing, the introduction of a new ‘Assessing Pupils’ Progress’ initiative and the planned introduction of a School Report Card.


  

Information, Advice and Guidance (IAG)
Gill Featherstone and Katie Pyle
February 2010
For this report, three questions were submitted by the Training and Development Agency for Schools (TDA). The questions asked about, amongst other things, the extent to which respondents are being asked by students for information, advice and guidance (IAG) on learning pathways and career pathways and their perceptions on the status of careers education in their school.


  

Preparing Young People for the Future
Claire Southcott and Katie Pyle
February 2010
NESTA submitted one question to the omnibus survey and were interested in seeking information about teachers’ perceptions of the current assessment regime.


  

What makes teachers want to participate in research?
Maria Charles and Katie Pyle
November 2009
NFER included questions in the Teacher Voice omnibus survey to find out what kinds of incentives would encourage teachers to take part in educational research.


  

Gardening as an Activity in Schools
Karen White and Katie Pyle
November 2009
Five questions about gardening in schools were submitted by the RHS. The questions sought information from teachers about whether or not they and their school were involved in gardening with pupils and, if their school was, which members of the school community had been the key influences in engaging their school in this.


  

School report cards
November 2009
Two questions were included by the NFER to investigate teachers’ views on the proposed introduction of School Report Cards, and on what measures are to be included.


  

Continuing professional development - February 2009 (PDF) | June 2009 (PDF) | November 2009 (PDF)
Questions were included over three consecutive Teacher Voice omnibus surveys on a range of issues surrounding continuing professional development (CPD). Topics covered included the extent to which the new revised professional standards for teachers introduced by the TDA were being used for career planning, performance management and identifying continuing professional development (CPD) needs.


  

The Countryside and the National Curriculum
Claire Southcott and Katie Pyle
June 2009
Four questions were submitted to the omnibus about the importance placed on pupils learning about the countryside, the role of the countryside in cross-curricular learning, advice and resources for teachers for outdoor educational trips and barriers in taking pupils to the countryside.


  

Using computer games in the classroom
February 2009
Six questions were included in this Omnibus survey by FutureLab, to seek information about teachers’ uses of computer games, and to consider the attitudes of teachers towards games and the barriers they perceived in using games in the classroom.


  

Classroom-based support staff and cover for unplanned absence
February 2009
Three questions submitted by the Training and Development Agency (TDA) asked about classroom based support staff and cover for unplanned absence. Overall, the findings suggest that many schools were making best use of their support staff and promoting greater integrated working between teachers and support staff to some extent. However, the results also suggest there is room for further progress.


  

Information, Advice and Guidance
February 2009
The questions submitted by the Training and Development Agency (TDA) asked respondents to consider the extent to which they’re being asked by students for IAG on learning pathways and career pathways, teachers’ confidence in providing responses to IAG queries, careers education in the school and teacher’s perceptions on the efficacy of careers education in their school.


  

Qualifications and University admissions - Overview of this report | Full report
October 2008
There has been considerable debate about the influence of qualification types and pupils’ backgrounds upon decisions by universities to offer places to young people, and about whether universities should change their admissions processes in order to encourage more pupils from state schools and less advantaged backgrounds to attend university. In order to find out about perceptions of these issues a number of questions were included in the October 2008 omnibus by the Sutton Trust.


  

Standards of pupil behaviour
June 2008
90% of teachers think pupil behaviour is good or acceptable. Over 80% of teachers see themselves as well equipped to manage pupil behaviour.


  

enquiry: questions submitted by NESTA
February 2008
Over two-thirds of science teachers who responded felt that science enquiry was very important in science learning.