2017 Learning Support Client Satisfaction Survey
This report presents the results from the Ministry of Education’s 2017 Learning Support Client Satisfaction Survey. The Ministry carries out this survey every year to learn from parents and educators what aspects of service delivery are doing well, and areas for improvement.
Author(s): SE&S Manager Performance Quality and Capability
Date Published: December 2018
This covers the Ministry’s four Learning Support core services:
- Early Intervention
- Ongoing Resourcing Scheme (ORS)
Fifteen percent (377) of parents and 46% (1,173) of educators surveyed responded to the survey. The findings presented in this report should therefore be interpreted with some caution as they may not be representative of all parents and educators as they are only a small sample of those who engage with Learning Support services each year.
Changes to the methodology
The 2017 survey uses a different methodology for calculating satisfaction than surveys from previous years. Previously, satisfaction was calculated by calculating the proportion of respondents who indicated satisfaction. The results for 2017 utilise the Service Quality Score (SQS) method which is representative of all responses, including those who were neither satisfied nor dissatisfied.
The survey asks respondents to rate their satisfaction with services or agreement with service related statements using a scale from 1 to 5. Each five point rating scale is converted to a service quality score (SQS) ranging from 0 to 100. This is the first year that the SQS approach has been used with the Learning Support Client Satisfaction Survey, so these figures provide a baseline measure.
Overall Service Quality Score
The overall SQS for satisfaction with Learning Support service delivery is 73. Overall satisfaction was higher for parents (77) than for educators (71).
Aspects of service delivery that parents and educators rated most highly
Parents and educators rated the following aspects of service delivery most highly:
Service Quality Score
I was treated fairly
I was included in developing the plan and goals
Staff were competent
Staff did what they said they would do
Our cultural needs were well considered
Aspects of service delivery that parents and educators were least satisfied with
Parents and educators reported the lowest levels of satisfaction with the following aspects of service delivery:
|Service Quality Score|
Satisfied with my child's progress after the service
The amount of time it took to get the service
Satisfaction of parents and educators of Māori and Pasifika learners
Parents of Pasifika children gave a significantly higher SQS to the overall quality of services than parents of children in other ethnic groups. There was no significant difference in the satisfaction levels of parents of Māori children compared to other ethnic groups in addition to this.
Parents of Māori and Pasifika children reported on average higher levels of satisfaction with the overall service delivery than educators of these children. On a whole, the parents of Māori and Pasifika children were satisfied that their cultural needs had been considered while receiving Learning Support services.
Attendance at school
Ninety five percent of parents said that their children attended school all day (unless justifiably absent). This is an increase from 2016, when 87% of parents reported that their children attended school all day. However, the proportion of educators reporting this was the same as in 2016 at 93%.
Both parents and educators reported significantly fewer students receiving Behaviour services attended all day, compared to students receiving Communication and ORS services.
Parents and educators who provided a reason for a child not attending all day gave broadly similar reasons, largely related to funding for support hours at school.
Participation in out of classroom activities
Compared to 2016, there was an increase in the proportion of parents and educators saying students have opportunities to participate in out of classroom activities. Overall, the proportion of respondents saying students always have the opportunity to participate in out of classroom activities increased from 72% in 2016 to 78% in 2017.
Both parents and educators reported that students receiving Behaviour services were less likely to have such opportunities. In addition to this, students who did not attend school for full days were less likely to have the opportunity to participate in out of classroom activities.
Welcome at school and early learning services
Parents’ SQS for ‘Welcome at school and early learning services’ was 91. Parents of children receiving a Behaviour service provided a SQS significantly lower (82) for this aspect of service than parents of all other services.
Ways Learning Support could improve the service to increase parents’ and educators’ satisfaction
Parents and educators who were less than ‘very satisfied’ with the overall quality of service delivery were asked how Learning Support could improve services to get a rating of ‘very satisfied’.
Key areas for improvement that both parents and educators reported related to:
- increasing resources, including funding for support staff
- having more services, including taking a more holistic approach by providing mutiple services to children with wide-ranging needs
- improving communciation between all parties, parents/whānau, educators and Learning Support staff, including increasing the amount and the quality of communication
- improving the reliability and regualirty of services
- having more direct and practical support specifically to develop the skills and strategies of parents/whānau and educators.
- For each question using the 5 point scale, a service quality score (SQS) is calculated by rescaling the result from each respondent's five point scale (1,2,3,4,5) to a 101 point scale (0,25,50,75,100) then calculating an average of these scores for each aspect of service asked in the survey.
- The overall SQS is calculated from all the aspects of service asked about in the survey.
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