1. Parent
Survey
–
Island
School
Decant
10th
June
2014
J3741:
Chris
Farquhar,
Julia
Nowell

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. Key
findings

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
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
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. Level
of
student
movement

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
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
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
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. Important
factors
for
school
decant

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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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. Which
model
is
preferred

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
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
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
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
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
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
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
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
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
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. Most
Important
Concerns

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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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. Other
comments

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
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)