PASS Reports

Pupil Attitudes to Self and School (PASS) is an all-age attitudinal survey that helps schools gain an insight into the mindsets of students and remove any obstacles that are impacting negatively on their attainment.

The interpretation of PASS results is made easy with the PASS report. This collates results to reveal individual, whole class and whole school attitudinal profiles, and can be broken down further to show how each group compares nationally by gender, ethnicity and year group.

View some sample PASS reports or download the PASS Report Workbook which is designed to help you work through your PASS report using the questions provided.

For each group (Level 1 and 2 analysis), two types of information are presented:

  1. Non-standardised, or percentage, scores

    These are the results of the survey from the school alone and do not include any comparisons with other schools. They are useful for the senior leadership team within the school to obtain an overall view of how students feel about the school as a whole, what they are satisfied with, and where they feel there is room for improvement. Percentage scores are shown in the bar charts. The non-standardised score is particularly useful when comparing two consecutive surveys to measure changes across time.

  2. Standardised percentile scores

    These provide a measure of how the whole school, its cohorts (by year groups, gender and ethnicity) and its individual pupils are doing compared against a national standardisation.

Example images, graphs, charts and narratives from PASS reports can be found in our sample reports brochure.


PASS report Level 1 analysis
This level shows a whole cohort profile. Using the simple colour-coding system, schools can see immediately where support is most needed.

PASS report Level 2 analysis
This reports allows analysis of different groups – gender, year group, SEN status etc

PASS report Level 3 analysis
This allows analysis of individual profiles at item level. Re-assessing will show clearly how well intervention strategies have worked. The simple colour-coding system allows at-a-glance identification of students with the highest and lowest attitudinal factor scores.