Professional primary education requires strong collaboration from everyone.

Professional and good primary education requires strong collaboration from all involved.

Evaluation of school work is an active part of the work of primary schools and an important contribution to the development of school work and the identification of improvement projects within each school.

A report from Skólavogur is now available, based on the results of surveys conducted among pupils and staff of all primary schools in the City of Hafnarfjörður during the 2019-2020 school year. The student survey was carried out between August 2019 and June 2020, and the staff survey in March and April 2020. This year, a survey was not administered to younger pupils due to Covid-19. The results provide both clear indications of what is being done well and of the challenges and tasks that need to be addressed to strengthen school operations and work towards further school development. At this point in time, there were 8 primary schools in Hafnarfjörður. (9 today with the independence of Engidalsskóli). Children of primary school age with their legal residence in the town numbered 4,317 in the 2019 to 2020 school year. Of these, 4,062 are in the municipality's primary schools, or approximately 94.11%.

The Skólavogur report was presented at Meeting of the Hafnarfjörður Education Committee Yesterday. See the results for the primary schools of Hafnarfjörður for the 2019-2020 school year.. On pages 44-48, there is a summary of the results from both surveys.

Students have a good appreciation of their own work methods, learning ability and perseverance in their studies.

The results of the student survey for years 6-10 are at the average for all areas. Thus, students in Hafnarfjörður rate their own perseverance in their studies highly, which results in 7th place out of 40, and the municipality of Hafnarfjörður is among the 25% municipalities with the most favourable results in this area. Confidence in one's own study methods and one's own academic ability is also among the 25% municipalities with the most favourable results. Students rate their well-being as average. When looking at how students rate their enjoyment of reading, this enjoyment decreases with age. Pupils also rate the frequency of bullying as high – from 7% where the rating is lowest and 18.2% where it is highest. It can therefore be inferred that pupils in years 6–10 feel quite well and have good self-confidence and belief in their own abilities. There is every reason to pay close attention to and work specifically on the results concerning decreasing enjoyment of reading and bullying.

Increased student success in standardised tests

Pupils in Hafnarfjörður's primary schools achieved better results in the standardised tests during the 2019-2020 school year. This is shown both as an improvement for the group compared to their own previous results (from the last standardised test) and compared to their peers nationwide over the same period. This is particularly true for pupils in Year 7, who show significant progress compared to their own previous results in Year 4 and to their peers nationwide. In Year 4, progress is seen (compared to previous year groups in Hafnarfjörður), and in Year 9, the results are similar to previous ones. The results reflect what has been observed in Hafnarfjörður's primary schools, i.e., there is added value in the school's work, such that pupils in Hafnarfjörður improve their position compared to their peers nationwide from when they start primary school until they finish. 

Opportunities for improvement require strong cooperation from all parties involved.

The 2020 staff survey is significantly different from previous years, so year-on-year comparisons are not possible, except for certain questions. The results are at average for 26 of the 28 comparison areas. Hafnarfjörður ranks among the top 25% of municipalities in two areas: consultation on teaching, and the proportion of teachers who attended professional development for more than ten days in the past year. Two factors are well below average: the usefulness of staff interviews and collaboration on teaching, and Hafnarfjörður is also among the 25% municipalities with the most unfavourable results in factors relating to workload, positive job challenges, work-life balance, support from the line manager, support for teachers regarding pupils with learning and behavioural difficulties, professional support from the headteacher for teachers, and collaboration on teaching. According to these results, there are considerable opportunities for improvement among staff in Hafnarfjörður's primary schools. Such improvements require strong and good cooperation from all parties involved: the local authority, the school and its staff, parents, and pupils. School life is complex and often has to tackle multifaceted social issues and challenges, where the school's environment is also a significant influence. This report is a good guide to the areas that need to be specifically addressed.

Key findings from the student survey in Years 6 to 10

• Activity: Pupils' performance is at the average of the School Voucher, placing them 7th out of 40 municipalities for academic perseverance, 5th out of 40 for confidence in their own work, and 7th out of 41 for confidence in their own academic ability. In all these areas, Hafnarfjörður is among the 251 municipalities with the most favourable outcomes. Students rate their enjoyment of reading as placing the town 21st out of 41. Other factors include an interest in mathematics and science.
• Feeling: Pupils express their well-being in relation to the School Wellbeing Index average. The frequency of bullying is rated very differently by pupils between schools, ranging from 71% to 18.21%. Other factors include self-esteem, control over one's own life, well-being, frequency of exercise and diet.
• School and classroom organiser: Pupils rate the school and class atmosphere at the 24th percentile of the School Climate Index. Identification with the pupil body is ranked 21st out of 40. Pupils rate their relationship with teachers as corresponding to the 24th percentile out of 41 local authorities. They rate their own effectiveness in lessons as 24th out of 41. They rate discipline in lessons as 15th out of 41 local authorities.

Key findings of the staff survey

• The job: All factors are included in the average for Skólavogar, but the town is among the 251 municipalities with the most unfavourable outcomes in terms of workload. Other factors include clarity of role, role conflict and job challenges.
• Staff: All factors are included in the average for Skólavogar, with no exceptions. There is some variation in the proportion of satisfied staff between schools with regard to commitment to the workplace and proficiency in their role. The town is among the 25% local authorities with the most unfavourable outcome regarding work-life balance.
• The workplace: All factors are included in the School Vagga average. Many factors vary between schools. These factors include, among other things, work atmosphere, support from colleagues, support for innovation, discrimination and bullying.
• Management: All but one of the factors are below average. The proportion of staff who find staff interviews useful is well below the Skólavogar average, and the town is among the 251 municipalities with the worst results in this factor.
• Teachers – the teaching profession: Job satisfaction with teaching and teachers' confidence in their own ability are measured slightly above the average of the School Barometer.
• Teachers' working environment: In four out of five indicators in this category, the town ranks among the 251 municipalities with the lowest performance.
• Teacher professional development: Above the national average. The town ranks 5th out of 24 local authorities with the most favourable results in terms of the proportion of people who attended further education for more than 10 days in the past 12 months.

Situation overview and assistance with the scoping of improvement projects

This report is primarily intended to inform the managers and staff of primary schools, and also to provide the education authorities with necessary information about certain aspects of the town's school activities. The School Pulse, as part of the internal evaluation, is well-suited to gathering the views of those involved in the school's work, and it is important to consider the perspectives and attitudes expressed. The purpose is for schools to be able to use the results and comparisons to see what is working well and to identify opportunities for further progress and areas for improvement. Furthermore, other stakeholders in the school's work, such as parents and education authorities, gain an overview of the situation and can make their legally mandated contributions to assist the schools based on data.

See the results of the School Voucher for Hafnarfjörður's primary schools for the 2019-2020 school year.