Stakeholder Experience & Satisfaction Surveys

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Net Promoter Score (NPS)

Respondents score the question "How likely are you to recommend the school?" 0–10. Promoters (9–10) would actively recommend; Passives (7–8) are satisfied but unenthusiastic; Detractors (0–6) are unhappy. NPS = % Promoters − % Detractors, on a −100 to +100 scale.

Likert agreement

Each closed-ended statement uses a 5-point scale (Strongly Disagree → Strongly Agree). % agreement = share who picked Agree or Strongly Agree. The mini distribution under each tile shows the full breakdown.

Open-ended themes

Replies are pattern-matched against curated theme buckets. Each theme card shows mention volume, a one-sentence narrative of the top sub-aspects respondents named, the full sub-aspect breakdown, and a verbatim quote per top sub-aspect. A reply touching two themes is counted in both; a reply touching two sub-aspects within one theme is counted in both, so sub-aspect totals can exceed the theme total.

Kenya · satisfaction survey results

Staff NPS +13

169of 185 responded

91%

Avg agreement across statements: 76%
Top praise: Academic performance & teaching quality
Top concern: Communication

Parents NPS +32

798of 1,775 responded

45%

Avg agreement across statements: 84%
Top praise: Academic performance & teaching quality
Top concern: Fees & affordability

Download themes & quotes Full open-ended analysis: every theme and all supporting quotes for this school.

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Overview & key takeaways

NPS +13 · positive · 76% avg agreement across 10 statements · 52 promoters, 87 passives, 30 detractors · promoters praise care, safety & support, detractors flag job security, contracts & retention

Three to four sentence summary distilled from the closed and open-ended responses below.

Key takeaways

NPS sits at +13 (mean score 7.7 / 10) — positive but with room to grow.
Average 76% agreement across 10 statements, ranging from 42% on the weakest to 88% on the strongest.
Top theme in “what does the school do well?” — academic performance & teaching quality (56 mentions).
Top theme in “what should the school improve?” — communication (36 mentions).

Net Promoter Score & why

52 promoters, 87 passives, 30 detractors · promoters praise care, safety & support, detractors flag job security, contracts & retention

How the score sits on the 0–10 distribution, and what each segment (Promoters / Passives / Detractors) gave as their main reason.

Net Promoter Score

+13

Positive

Promoters 31% Passives 51% Detractors 18%

Mean 7.7 / 10 · n = 169

Score distribution — how many people picked each value 0–10

Why staff in each segment scored the way they did

Cards below show what staff wrote — not parents and staff combined. The companion sub-tab carries the other audience's reasons.

Promoters Scored 9 or 10

Good management, systems, structure and professionalism

14 mentions

Promoters cite clear systems, well-defined hierarchy, supportive leadership and professionalism as reasons to recommend.

“I gave this score because Pharo Schools provides a supportive and professional working environment that encourages teamwork, learning, and growth. The Institution is committed to maintaining high standards in education and operations, and I appreciate the opportunities to contribute meaningfully within my role.”Staff, Promoter (NPS 9)

“Pharo School provides a professional teaching environment with strong academic standards, supportive leadership, and opportunities to positively impact learners through both classroom and extracurricular development.””Staff, Promoter (NPS 9)

“We work through well-established systems, and the hierarchy of work is clearly defined and professionally structured to ensure smooth coordination, accountability, and efficiency in all our operations”Staff, Promoter (NPS 10)

Quality education and strong academics

12 mentions

Promoters most often recommend Pharo for the quality and affordability of the education it delivers — strong academics, good results and a focus on the whole child. Several stress the school's broader mission of accessible, high-quality African education.

“Coz they provide high-quality and affordable education, pharo has focused heavily on job creation, education ,safe water and strengthening health across African”Staff, Promoter (NPS 9)

“I would highly recommend Pharo Schools because of the quality of education, supportive learning environment, disciplined culture, and commitment to students’ overall growth and development.”Staff, Promoter (NPS 9)

“The school provides a strong learning environment with supportive teachers and good academic standards. Students are encouraged to grow both academically and personally, which makes it a place I would confidently recommend.”Staff, Promoter (NPS 10)

Supportive, conducive working environment

10 mentions

Promoters frequently cite a welcoming, supportive and conducive environment for both staff and learners as their reason to recommend.

“Good environment for working, digital classes and smooth lesson delivery”Staff, Promoter (NPS 9)

“It offers the best services to both teachers and learners. And also the environment is accomodative for everyone”Staff, Promoter (NPS 9)

“I've been supported in the best ways possible since arrival and its been a conducive environment.”Staff, Promoter (NPS 9)

Professional growth and staff development culture

9 mentions

Many promoters recommend Pharo because it invests in staff careers — trainings, CPDs and a culture that values growth. Several describe it as more than a workplace: a community that invests in its people.

“It is a place to grow and advance my career. Professional growth for staffs”Staff, Promoter (NPS 9)

“Pharo school believes that each child has potential and is capable to unlock it through different activities teaching methodologies and practices that help each learner.”Staff, Promoter (NPS 9)

“This is due to team work ,Support from the leaders, Many workshops and training for professional growth.”Staff, Promoter (NPS 10)

Impact, mission, values and purpose

6 mentions

Some promoters recommend Pharo for its mission and impact — on children, the economy and the community — and a sense of purpose and legacy in the work.

“Because of it's impact to child growth, economic productivity”Staff, Promoter (NPS 10)

“Because in pharoschool we don't just fill roles in the we shape movement, it's an investment in legacy”Staff, Promoter (NPS 9)

“In pharo we give the best”Staff, Promoter (NPS 10)

Good service and responsiveness to concerns

2 mentions

A few promoters cite good service and the school's openness to complaints and compliments.

“Good service”Staff, Promoter (NPS 10)

“Is a good place where your complain or compliment are taken care of.7”Staff, Promoter (NPS 10)

Passives Scored 7 or 8

Professional growth, but not yet a 10

25 mentions

The largest passive cluster credits Pharo for professional growth opportunities while signalling the school stops short of a wholehearted recommendation. These respondents value trainings, CPDs and career advancement but hold back the top score.

“pharo schools helps the teachers grow professionally through different professional development programs”Staff, Passive (NPS 7)

“Employees are treated with respect and given the support they need to grow proffesionally.”Staff, Passive (NPS 7)

“Pharo school offers a professional growth advantage to teachers and opportunity to grow and become better.”Staff, Passive (NPS 7)

Conducive working environment and welfare benefits

25 mentions

Passives cite a supportive, conducive environment and welfare benefits (transport, meals, teamwork) as the basis for a solid-but-not-top score.

“I recommend my working institution to others because it provides a somehow conducive and supportive working environment. The institution values the welfare of its staff by offering free transport and meals, which help reduce daily expenses and make work more convenient. It also promotes teamwork, professionalism, and personal growth, creating a positive atmosphere for both teachers and learners. These benefits make it a good place to work and grow professionally.”Staff, Passive (NPS 8)

“The clarity of expectations and organization structure makes working easy. The work environment is friendly.”Staff, Passive (NPS 8)

“Despite few challenges I think pharo school is a friendly working place”Staff, Passive (NPS 7)

Quality education and learner growth

19 mentions

Passives also point to quality education and learner development as reasons for a favourable-but-reserved score.

“My experience with Pharo Schools has been very positive. The school has dedicated staff, good discipline, and strong academic support, which makes it easy to recommend to others.”Staff, Promoter (NPS 9)

“It is an organized school with high quality learnkng activities.We have competent staff and learners receive maxmum protection.”Staff, Promoter (NPS 9)

“Because it has been really helped my children to achieve the best grades and it has really helped to teach them good morals.”Staff, Promoter (NPS 9)

Good but with reservations / room for improvement

12 mentions

A cluster of passives explicitly frame their score as "good but needs improvement," naming communication, consistency, processes and staff-parent engagement as the gap to a higher number.

“I rated Pharo Schools 8 out of 10 because they provide a strong balance of quality academics, modern learning facilities, and holistic student development. I also appreciate their focus on discipline, technology, and extracurricular activities, which creates a well-rounded learning environment. The reason I didn’t give a full 10 is that I believe there is still room for improvement in areas such as consistency and long-term track record under the current management”Staff, Passive (NPS 8)

“I’d give Pharo School an 8/10. The teachers are supportive, the learning environment is good, and there are plenty of opportunities to grow academically and socially. There are a few areas that could improve, but overall it’s a school I’d confidently recommend to a friend”Staff, Passive (NPS 8)

“rated Pharo Schools 8 out of 10 because overall the environment is positive and supportive, and there are clear strengths in how the school runs its programmes and supports learners. However, there is still room for improvement in areas like communication and consistency in some processes, which would make the experience even better”Staff, Passive (NPS 8)

Pay, rest and security concerns tempering the score

8 mentions

Some passives anchor their reservation in pay, lack of rest, workload or job-security worries — the same issues that push others into the detractor band.

“The school has a strong policy framework However, lately there have been setbacks as evidenced by irregularities of staff dismissals and ill treatment of those leaving on their own accord”Staff, Passive (NPS 7)

“Its a good school to nurture your talents and help learners but the problem is salaries and keeping staff to much at work were by lacking time to redt since being a teacher is tiresome”Staff, Passive (NPS 7)

“Maybe the person I'll recommend the school to will not be comfortable coming to school on Saturday and during the holidays.”Staff, Passive (NPS 7)

Detractors Scored 0 to 6

Qualified positives despite a low score

8 mentions

Several detractors still acknowledge genuine positives — fairness, growth, flexible policies, talent development — even as they withhold a recommendation, suggesting their low scores stem from specific grievances rather than wholesale dissatisfaction.

“Its a fair ground institution.”Staff, Detractor (NPS 5)

“To a certain extent they have some positivities that are really good”Staff, Detractor (NPS 3)

“Their policies are flexible and favours staffs”Staff, Detractor (NPS 6)

Job insecurity, contracts and fear of the unknown

7 mentions

The defining detractor theme is contractual insecurity — the one-year contract, no guarantee of renewal, and a recurring "fear of the unknown." These respondents often value the school otherwise but cannot give a high score while their employment feels precarious.

“Job security is not guaranteed and the contract is highly limited.”Staff, Detractor (NPS 4)

“Job security is not guaranteed and again the contract is highly limited.”Staff, Detractor (NPS 6)

“The fear of the unknown, the staff are not sure whether their contracts would be renewed at the end of the year. There is limited time with family.”Staff, Detractor (NPS 5)

Pay, workload and the pay-workload mismatch

6 mentions

Detractors cite low remuneration, heavy workload and the mismatch between the two, often paired with insecurity and pressure.

“Job insecurity and low remuniration with overwhelming workload.”Staff, Detractor (NPS 2)

“The work load does not match the pay.”Staff, Detractor (NPS 5)

“You get to learn new skills but the workload is way too high”Staff, Detractor (NPS 6)

Working-environment toxicity and disregard for staff wellbeing

3 mentions

A small but sharp detractor strand describes toxicity, abuse of working hours, and a sense that staff mental and psychological wellbeing — and even religious freedom — are not valued.

“The mental and psychological health of the teacher is not valued. The working policies; hours that one signs for are abused as you are expected to take extra responsibilities: meetings past the stipulated working hours which are not paid.. Lack of embrace for Adventists who are expected to come to work on Saturday limiting their freedom of association to any religious group of their choice.”Staff, Detractor (NPS 5)

“Toxicity in the working environment”Staff, Detractor (NPS 2)

“The institution is a good one but i highly feel it doesn't have the best interest of employees at heart.”Staff, Detractor (NPS 6)

Lack of rest and family time

2 mentions

Detractors point to the absence of rest and limited family time — Saturdays, holidays and long hours — as a reason they would hesitate to recommend.

“Few things needs improvement to make it the best school, example work life balance,there is no time to rest.”Staff, Detractor (NPS 6)

“Limited family time.”Staff, Detractor (NPS 5)

Noted, not themed: Unclear or noncommittal reasons (4).

Agreement by statement

Strongest: The school culture supports collaboration. (88%) · Weakest: I feel comfortable raising concerns without fear. (42%) · Biggest divider: I feel comfortable raising concerns without fear. (46 pp gap)

All closed-ended statements: how respondents agree overall, where the experience is strongest and weakest, where promoters and detractors diverge, and which statements most move the NPS score.

Per-statement agreement

One tile per statement, sorted by % agreement. The mini chart shows the full distribution from Strongly Disagree to Strongly Agree.

88%

The school culture supports collaboration.

10%

60%

28%

n=169 · 2% disagree

87%

I understand the strategic direction of the school.

12%

67%

20%

n=169 · 1% disagree

86%

I receive useful feedback on my performance.

10%

60%

26%

n=169 · 4% disagree

86%

I have meaningful opportunities to grow professionally.

11%

51%

34%

n=169 · 3% disagree

83%

School operations support me to do my job effectively.

15%

60%

22%

n=169 · 2% disagree

82%

I have the tools and resources I need to do my job well.

14%

57%

25%

n=169 · 5% disagree

80%

My immediate leadership supports me to perform at my best.

16%

54%

25%

n=169 · 4% disagree

64%

Leadership decisions are clear and well-communicated.

26%

53%

11%

n=169 · 10% disagree

60%

I feel valued for the contribution I make.

11%

27%

49%

11%

n=169 · 13% disagree

42%

I feel comfortable raising concerns without fear.

16%

33%

32%

10%

n=169 · 25% disagree

Strongly disagreeDisagreeNeutralAgreeStrongly agree

Strongest to weakest, with promoter vs detractor split

All 10 statements ranked by overall % agreement. Under each statement: how promoters (NPS 9–10) and detractors (NPS 0–6) compared, and the gap between them. Bar colour: green ≥ 70%, amber 50–70%, red < 50%.

The school culture supports collaboration.

88%

0% 100%

Detractors 73% Promoters 94%

21 pp gap

I understand the strategic direction of the school.

87%

0% 100%

Detractors 60% Promoters 96%

36 pp gap

I receive useful feedback on my performance.

86%

0% 100%

Detractors 67% Promoters 94%

28 pp gap

I have meaningful opportunities to grow professionally.

86%

0% 100%

Detractors 73% Promoters 88%

15 pp gap

School operations support me to do my job effectively.

83%

0% 100%

Detractors 67% Promoters 92%

26 pp gap

I have the tools and resources I need to do my job well.

82%

0% 100%

Detractors 77% Promoters 90%

14 pp gap

My immediate leadership supports me to perform at my best.

80%

0% 100%

Detractors 70% Promoters 85%

15 pp gap

Leadership decisions are clear and well-communicated.

64%

0% 100%

Detractors 57% Promoters 83%

26 pp gap

I feel valued for the contribution I make.

60%

0% 100%

Detractors 37% Promoters 75%

38 pp gap

I feel comfortable raising concerns without fear.

42%

0% 100%

Detractors 23% Promoters 69%

46 pp gap

What’s working

Top theme: Academic performance & teaching quality (56) · top sub-aspect: Academic standards & curriculum delivery

Themes pulled from the open-ended “What does the school do well?” replies.

What’s working From: “What does the school do well?”

164

164 staff wrote a substantive reply to this question.

Quality education, academics and a strong learning environment

37 mentions

Staff repeatedly cite the school's core academic delivery — quality teaching, strong standards, good results and a supportive, structured learning environment — as something Pharo does well. Many responses bundle academic excellence with character development and a "well-rounded" or "holistic" approach, framing the school as shaping confident, disciplined individuals rather than just passing exams. This strand is voiced across all segments and is the second most common after professional development.

“One of the most important things Pharo Schools does well is creating a balanced learning environment that focuses not only on academic excellence but also on character development, creativity, and practical skills. The school encourages students to grow into confident, disciplined, and well-rounded individuals through strong teaching, technology integration, and extracurricular activities.”Staff, Passive (NPS 8)

“Pharo Schools excel at providing quality teaching and personalized support. The teachers are dedicated to nurturing both academic excellence and character development, creating a strong learning environment where students feel encouraged to grow in confidence, creativity, and values”Staff, Passive (NPS 7)

“The school does well in providing a structured learning environment that prioritizes academic excellence, discipline, and holistic student development. It creates opportunities for learners to grow not only academically but also through co-curricular activities, while maintaining clear systems that support both teaching and learning effectively.”Staff, Promoter (NPS 9)

Professional development, training and CPD for teachers

25 mentions

By far the most prominent staff strength is Pharo's sustained investment in teacher growth — continuous professional development, workshops, refresher courses, seminars, study leave and university sponsorship. Staff describe this as the school "having teachers' professional growth at heart," and the strand spans promoters and passives almost equally, with even some detractors crediting it. It is voiced as both a structural commitment (CPD programmes, curriculum workshops) and a personal benefit (being enriched with skills, growing into a better version of oneself). This is the single most repeated word-cluster in the does-well responses.

“it has the teachers professional growth at heart. the school management provides the required resources needed to teach.”Staff, Passive (NPS 7)

“The school does well in providing a conducive working environment, continuous professional development opportunities, and teacher enhancement programmes that support growth, collaboration, and improved teaching practices.”Staff, Passive (NPS 8)

“providing workshop for teachers to ensure they are up to date with the new curriculum.”Staff, Passive (NPS 7)

Timely salary payment and remuneration

22 mentions

A large cluster of staff name on-time, every-month salary payment as a concrete thing the school does well — frequently phrased simply as "payment on time." Tellingly, several detractors and passives who criticise the salary level elsewhere still credit the school for paying punctually, which marks this as a reliable operational strength even among the less satisfied. It is one of the most frequently repeated single points in the does-well question.

“it pays on time and every month, gives staff a subsidy on their children tuition, supports staff development.”Staff, Passive (NPS 7)

“Pay salary on time Provide scholarship to the needy children in the community.”Staff, Detractor (NPS 5)

“Offering personal development opportunities for growth, timely pay and respect of staff.”Staff, Detractor (NPS 6)

Strong management, structure, leadership and organisation

16 mentions

Staff credit the school with clear leadership structures, defined reporting protocols, organised systems and professional, supportive management. Several note that leadership is placed at each level of learning and that the school runs in an orderly, well-coordinated way. This is voiced mostly by promoters and passives.

“The school has placed leadership at each level of learning which helps with consultation where necessary.”Staff, Passive (NPS 8)

“The management is good in all campers, all lanners and all staff are happy for the saveces..”Staff, Passive (NPS 8)

“The school performs well in maintaining high educational standards while fostering a supportive and collaborative working environment. It also demonstrates strong commitment to student welfare, continuous improvement, teamwork, and operational efficiency, which contributes positively to both staff and learners.”Staff, Promoter (NPS 9)

Care for the wellbeing of learners and staff

15 mentions

Staff consistently praise the school for prioritising the welfare and wellbeing of both learners and teachers, often naming child protection and safeguarding alongside a caring, valuing culture. The strand ranges from broad statements that the school "cares about workers and students" to specific safeguarding and individual-attention practices. It is voiced across all segments.

“Takes care of the well being of both teachers and learners. Teachers are exposed to different trainings that make them to continue growing and becoming better.”Staff, Passive (NPS 7)

“The most important thing my school does well is fostering a strong sense of community and support among students, encouraging collaboration and friendships.”Staff, Passive (NPS 8)

“Helps learners discover their talents. Creates a safe and caring environment. Also the school supports teamwork and problem solving.”Staff, Promoter (NPS 9)

ICT integration, digital tools and teaching resources

15 mentions

A distinct strand praises the school's digital-first approach — ICT integration in lessons, the CBC app, provision of laptops and learning materials, and the move away from manual paperwork. This is named by both promoters and passives, with a couple of detractors also acknowledging it, and it is one of the clearer operational strengths.

“The modes of teaching like has made everything easier by offering teaching and learning resources such as laptops and books”Staff, Promoter (NPS 9)

“The ICT integration in the lower and upper primary that is very effective.”Staff, Passive (NPS 7)

“Providing apps that enables me to perform my work for example the CBC”Staff, Passive (NPS 8)

Staff welfare: meals, transport, subsidies and benefits

10 mentions

Staff value the tangible welfare package — free or subsidised daily meals, reliable transport, tuition subsidies for their own children, scholarships and pension. Several responses frame these as evidence that "the school values its people" rather than as mere perks. This strand is voiced mainly by passives and promoters and overlaps with the broader "cares about staff and learners" sentiment.

“I believe the school supports students’ wellbeing by ensuring they receive nutritious food, good service, and a positive dining experience every day.””Staff, Passive (NPS 8)

“Helping those in need by offering scholarships.”Staff, Promoter (NPS 9)

“Provides meals for both learners and staff as well ensuring the place is safe always.”Staff, Passive (NPS 8)

Teamwork, collaboration and staff involvement

8 mentions

Staff value a collaborative culture — teamwork among colleagues, cross-campus collaborative meetings, and being involved in decisions. The strand is voiced mostly by passives and promoters and conveys a sense of belonging and shared effort.

“Involvement of all the staff.”Staff, Passive (NPS 8)

“Working together as a team”Staff, Passive (NPS 8)

“Collaborative meetings to ensure equity in all the Campuses.”Staff, Promoter (NPS 9)

Communication and feedback

7 mentions

A set of staff name communication and feedback as something the school does well, though the same word recurs in the improvement question — signalling this is an area of mixed experience. Here it is cited positively, mostly by passives.

“Giving feedback”Staff, Promoter (NPS 10)

“Communication”Staff, Passive (NPS 8)

“They communicate well”Staff, Passive (NPS 7)

Marketing, branding, transport operations and fleet

6 mentions

A smaller strand singles out the school's marketing, branding and transport/fleet operations as professionally run, with one respondent calling these "exceptional." Voiced by a mix of promoters, passives and detractors.

“Marketing and Transport Operations are handled at a highly professional and exceptional level in our school, with clear coordination, efficiency, and dedication that truly reflect the institution’s high standards and commitment to excellence.”Staff, Promoter (NPS 10)

“Standard of education Branding and marketing”Staff, Detractor (NPS 5)

“The school do well academicaly and marketing of our schoool.Fleet of of our school are upto the most,cleaness standards are up to the notch.”Staff, Passive (NPS 8)

Affordable, quality service to clients

4 mentions

A few staff frame the school's strength as delivering quality education affordably and serving its clients (parents) well. Voiced by promoters and passives.

“The services which the school offers to their client.”Staff, Promoter (NPS 10)

“Quality and affordable learning to the kids”Staff, Promoter (NPS 9)

“Customer satisfaction”Staff, Promoter (NPS 9)

Coordination across departments and campuses

1 mention

A small strand names cross-departmental and cross-campus coordination as a strength, voiced by a detractor and a passive (and overlapping with the management theme).

“Coordination in different department”Staff, Detractor (NPS 3)

Noted, not themed: No specific feedback / not yet able to comment (3).

What to improve

Top theme: Communication (36) · top sub-aspect: Feedback on child's progress

Themes pulled from the open-ended “What should the school improve?” replies.

What to improve From: “What should the school improve?”

164

164 staff wrote a substantive reply to this question.

Salary, remuneration and pay increments

30 mentions

The loudest improvement ask from staff is pay — higher salaries, annual increments to match the cost of living and workload, and fewer deductions. The strand is voiced strongly across every segment, including promoters who otherwise rate the school highly, which signals it is a genuine pain point rather than a detractor-only grievance. Several tie pay directly to their ability to survive, concentrate and stay (retention), and a few raise fairness — equal starting pay for equal qualifications and workload.

“The most important thing to improve is in part of salary. We're really struggling to survive and that gives us hard time to concentrate and deliver to our best, though we are truly trying but let the school look in to our home take.”Staff, Promoter (NPS 9)

“Review the staff salaries due to the high cost of living. Providing for basic needs only and paying school fees is now a great challenge for me.”Staff, Promoter (NPS 10)

“1. Salary increase at least yearly 2.Give off days occasionally especially on Saturdays 3.Give more than a week during school holidays in April and august”Staff, Detractor (NPS 5)

Communication, transparency and timely information flow

26 mentions

A very large cluster asks the school to improve communication — clearer, more timely information from leadership to staff, better cascade across departments, and more transparency around decisions. Many connect poor communication to confusion, planning problems and collisions when answering parents. Voiced heavily by passives and promoters, with several detractors too.

“The school could improve communication and internal coordination, especially around updates that affect staff and scheduling. Strengthening this area would reduce confusion, improve planning, and help everyone maintain a better work-life balance”Staff, Passive (NPS 8)

“The school could further improve internal communication, coordination between departments, and timely follow-up on operational matters to enhance overall efficiency and effectiveness. Continued investment in staff development, planning, and preventive maintenance processes would also help strengthen service delivery and the working environment.”Staff, Promoter (NPS 9)

“The most important area the school should improve is communication and consistency across all programs and activities. Strengthening communication between school leadership, staff, parents, and students can help ensure that expectations, policies, and support systems are clearly understood by everyone. Improving access to learning resources and opportunities for feedback could also enhance the overall student and staff experience.”Staff, Passive (NPS 7)

Staff welfare, benefits and medical cover

15 mentions

Closely linked to pay, staff ask for a stronger welfare package — comprehensive medical cover beyond SHA, annual leave, allowances, and general improvement of workers' welfare and morale. Respondents frame welfare as the lever for motivation, productivity and long-term commitment. Voiced across all segments.

“Staff welfare and proper and timely planning on school events and trainings to avoid overwhelming staff which leads to turn overs.”Staff, Passive (NPS 8)

“introduce medical cover scheme for the staff salary review increase school closure holiday to have”Staff, Detractor (NPS 5)

“Introduce a medical scheme, ensure yearly salary review, school closure holidays to be increased so that the staff can have more time with their families.”Staff, Detractor (NPS 5)

Work-life balance, rest, Saturdays and holidays

14 mentions

A strong, emotionally charged cluster asks for more rest — relief from Saturday duties and holiday duty rosters, longer mid-term and closure holidays, fewer late evening meetings, and respect for personal and family time. Respondents tie this directly to motivation, mental wellbeing and performance. Voiced across all segments, with detractors especially pointed.

“The rigidity when it comes to policying especially on Saturday activities . I believe that some of these policies should be flexible to factor in the mental well-being of a teacher. A demotivated teacher will always underperform.”Staff, Detractor (NPS 5)

“The most important thing our school should improve is respecting employees’ personal time . Employees should be given enough time to rest and be with their families during weekends and school holidays instead of being required to stay in school . This would help improve their motivation, well-being, and overall performance.”Staff, Detractor (NPS 5)

“We would like to request extending the mid-term vacation for teachers from one week to two weeks for the following reasons: To give teachers enough time to rest after the busy academic term. To help reduce stress and improve teachers’ well-being. To allow teachers to return with more energy and motivation. To provide additional time for lesson preparation and academic planning. To improve teaching performance and productivity for the next term. To support teachers in balancing their professional and personal responsibilities.”Staff, Promoter (NPS 10)

Job security, contracts and teacher retention

12 mentions

A pointed strand asks the school to move away from one-year contracts toward longer, open-ended or permanent terms, citing the anxiety and turnover that contract uncertainty causes. Several explicitly link retention of good teachers to job security, and one promoter argues that greater security would let teachers fully commit to the school's vision. Voiced by passives and promoters.

“give staff full sponsorship for their children review salary for the staff at least twice a year. give staff a job security by allowing them to sign a long-term. contract”Staff, Passive (NPS 7)

“Kindly consider extending the current one-year fixed-term contract to an open-ended contract or to permanent and pensionable terms.”Staff, Passive (NPS 8)

“Staff retention should be prioritized through staff motivation mechanisms such as competitive salary,long term contracts,100 percent fee benefit for staff learners and medical cover”Staff, Passive (NPS 8)

Leadership approachability, respect and listening to staff voice

12 mentions

A related strand asks leaders to listen — to be approachable, accord a listening ear, respect junior staff, keep confidences, and consult before imposing decisions. Respondents want their views genuinely heard rather than overridden. Voiced across all segments.

“The people in leadership ( some line manager) should be flexible and considerate to make the working environment friendly and productive.”Staff, Promoter (NPS 9)

“the immediate supervisors should work on keeping the employees sensitive information or should i say secrets - secrets and not share it other colleagues. The supervisors should also listen to the contributions/ thoughts shared by the minors and not see them as 'opposers'.”Staff, Passive (NPS 7)

“Appreciation of teacher from all the levels. Communication channels. Setting tight deadlines that can not be met.”Staff, Passive (NPS 7)

Facilities, classrooms, equipment and learning resources

10 mentions

Staff request better facilities and equipment — modern classrooms, photocopiers per branch, laptops for class managers and learners, renovation of unsafe/flooded playground areas, and adequate teaching tools and network. Voiced across all segments.

“There should be improvement in supply of tools needed to perform different tasks like lap tops and even the availability of reliable network.”Staff, Passive (NPS 8)

“While the school performs very well overall, there is still room to improve facilities and expand support services for students.”Staff, Promoter (NPS 9)

“Enhancing both teaching methods and school facilities would make learning more engaging and effective for students. By offering more trainings for teachers”Staff, Promoter (NPS 9)

Fairness, favouritism, nepotism and merit-based opportunity

8 mentions

A strongly-felt strand asks the school to root out bias, favouritism, tribalism and nepotism, and to award leadership positions and opportunities on merit. Respondents call for mutual respect between seniors and juniors and consistent, fair leadership practices. Voiced by detractors and passives most intensely.

“One of the most important areas the school should improve on is promoting open communication where staff members can freely share their ideas, concerns, and opinions without fear. Creating an environment where everyone feels heard and treated fairly would help reduce the feeling of bias and strengthen teamwork among staff. The school should also review its salary structure to ensure balance and fairness, so that pay is more aligned with workload and responsibility rather than some staff receiving significantly more or less without clear justification. This would improve motivation, equity, and overall job satisfaction among staff.”Staff, Passive (NPS 8)

“The school should improve on ensuring fairness and consistency in leadership practices by addressing instances of bias and favourism, while also strengthening open communication and staff support across all levels of management.”Staff, Passive (NPS 8)

“To discourage favourism among ourselves (staff members), to be more vigilant as some leaders are so tribal, they favours and recognise only staff members from their community and discriminate those not from their community.”Staff, Detractor (NPS 4)

Workload, planning and timely approvals

8 mentions

Staff ask for more manageable workloads, better and earlier planning of events and trainings, and faster approvals — especially for finance-related decisions, where delays cause frustration. Voiced across all segments.

“The time taken for approvals involving finances”Staff, Promoter (NPS 9)

“Approval of things that have to be executed. Takes too long causing frustrations or even creating other negative concerns.”Staff, Passive (NPS 8)

“Reduce workers workload”Staff, Detractor (NPS 6)

Student support services and individualised learning

7 mentions

A strand asks for stronger student support — guidance and counselling, academic help for struggling learners, career guidance, mentorship and leadership platforms for students, plus more individualised attention. Voiced mostly by passives and promoters.

“The most important thing the school should improve is providing more individualized support for students through stronger engagement from both teaching and non-teaching staff. While the school offers a good learning environment, students have different academic and personal needs that require consistent support. Greater involvement from non-teaching staff in areas such as student welfare, administration, communication, and daily support services would help create a more caring, responsive, and well-coordinated environment. This would improve students’ overall experience, well-being, and confidence in the school community.”Staff, Passive (NPS 8)

“The most important thing Pharo Schools should improve is strengthening leadership opportunities for students. While the academic program is strong, creating more platforms for student leadership such as clubs, councils, and community projects would empower learners to build confidence, responsibility, and teamwork skills that prepare them for the future”Staff, Passive (NPS 7)

“The school should improve student support systems, including guidance, counseling, and academic help for struggling students.”Staff, Promoter (NPS 10)

Teamwork and departmental collaboration

6 mentions

Staff ask for stronger collaboration and teamwork between departments and more frequent departmental meetings. Voiced by promoters, passives and detractors.

“teamwork and collaboration between the departments”Staff, Promoter (NPS 9)

“organising departmental meetings oftenly”Staff, Promoter (NPS 9)

“They should improve in collaboration”Staff, Passive (NPS 8)

Execution, consistency and operational excellence

6 mentions

A reflective strand urges the school to close the gap between intention and execution — consistent service delivery and operational excellence experienced daily. Voiced by promoters.

“To truly operate at a world of class standard, the focus must shift from intention to execution driving uncompromised consistency in service delivery, operational excellence, and staff empowerment, so that the school’s vision is experienced daily, not occasionally.”Staff, Promoter (NPS 9)

“Continued motivation and training for leaders”Staff, Promoter (NPS 9)

“Training for the leaders Continue motivation of staff”Staff, Promoter (NPS 9)

Learner discipline management

3 mentions

A focused strand asks the school for clearer strategies to manage and improve learner discipline. Voiced mostly by passives and promoters.

“Learners discipline management.”Staff, Promoter (NPS 10)

“On learners discipline”Staff, Passive (NPS 8)

“There should be a strategy concerning learner's displine.”Staff, Promoter (NPS 9)

Scholarships and fee benefits for staff children

2 mentions

A small strand asks the school to offer internal scholarships or full fee benefits for employees' children. Voiced by detractors and a promoter.

“Give internal scholarship.”Staff, Detractor (NPS 5)

“Offer scholarships for internal employees”Staff, Promoter (NPS 9)

Trainings valued; minor enhancements only

2 mentions

A few responses use the improvement question to affirm that trainings are helpful, while suggesting only minor enhancements. Voiced by passives.

“Trainings are so much helpful.”Staff, Passive (NPS 7)

“Holiday trainings”Staff, Passive (NPS 7)

Noted, not themed: Nothing to improve / fully satisfied (5); No specific feedback given (5).

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Overview & key takeaways

NPS +32 · solidly positive · 84% avg agreement across 7 statements · 406 promoters, 245 passives, 147 detractors · promoters praise academic performance & teaching quality, detractors flag fees & affordability

Three to four sentence summary distilled from the closed and open-ended responses below.

Key takeaways

NPS sits at +32 (mean score 8.0 / 10) — solidly positive.
Average 84% agreement across 7 statements, ranging from 69% on the weakest to 90% on the strongest.
Top theme in “what does the school do well?” — academic performance & teaching quality (276 mentions).
Top theme in “what should the school improve?” — fees & affordability (141 mentions).

Net Promoter Score & why

406 promoters, 245 passives, 147 detractors · promoters praise academic performance & teaching quality, detractors flag fees & affordability

How the score sits on the 0–10 distribution, and what each segment (Promoters / Passives / Detractors) gave as their main reason.

Net Promoter Score

+32

Solidly positive

Promoters 51% Passives 31% Detractors 18%

Mean 8.0 / 10 · n = 798

Score distribution — how many people picked each value 0–10

Why parents in each segment scored the way they did

Cards below show what parents wrote — not parents and staff combined. The companion sub-tab carries the other audience's reasons.

Promoters Scored 9 or 10

406

Visible progress and growth in my child

84 mentions

The most common reason promoters give is the visible progress and growth they see in their own child — improved reading, handwriting, confidence, behaviour and academic results, often contrasted favourably with a previous school. Many trace the journey from playgroup or Tender Care days and credit the school with transforming a shy or struggling child. This personal, evidence-based satisfaction is what most strongly drives the highest scores.

“Teachers are doing a great job is ensuring that our children learn and excel in both school work and extra curriculum activities. Additionally, the discipline levels are good and ensure that our children have good manners both at school and at home. The parents also attend parents teacher meetings where they are taken through the progress of the children which is very encouraging. We thank you for the excellent work. We appreciate.”Parent, Promoter (NPS 10)

“My child improved in expressing courage. He can now say I dont know when he doesnt. Previously he would why away completely. The office also engages in me, its a relationship I have with Pharo that counts to me”Parent, Promoter (NPS 10)

“Pharo school really focus on the individual growth of each child, not just the grades. It feels like a community where students are encouraged to think critically and lead, which is exactly what most families are looking for.”Parent, Promoter (NPS 10)

Quality education and academic performance

82 mentions

A near-equal cluster of promoters cite the quality of education and academic performance outright — strong results, high standards, excellence in academics and co-curriculars, and value for the fees. Many answers are brief ("Quality education", "Performance", "Academic excellence") and reflect confidence in the school's core academic offer as the reason they would recommend it.

“The school is among the best in performance and extra curricular activities around the area.”Parent, Promoter (NPS 10), Grade 8, Phase 4 campus

“Though it's slightly expensive I like the personalized learning they give to the students.”Parent, Promoter (NPS 9)

“I like the interactive learning and I cannot wait for their sibling to join the school in 2027”Parent, Promoter (NPS 10)

Simply a good school

55 mentions

A large group of promoters simply say it is "a good school", "the best", or words to that effect without elaborating. These short blanket endorsements reflect broad satisfaction and trust even where no single reason is specified.

“Good school but the lost mark is due to ever increasing school fees.”Parent, Promoter (NPS 9), PP2, Phase 4 campus

“as per concern as a parent with two boys in pharo school they don't disappoint us”Parent, Promoter (NPS 10)

“The school is very attentive and consired to the children and child care can't loose track under their care”Parent, Promoter (NPS 9)

Good, committed, caring teachers

49 mentions

Promoters frequently recommend the school because of its teachers — dedicated, committed, qualified, patient, friendly and caring, with several naming individual teachers who made a difference. Strong teacher-learner and teacher-parent relationships recur. This is one of the warmest threads behind the promoter scores.

“The proffesionalism of the staff,the quality of education offered is unmatched and the overall school environment”Parent, Promoter (NPS 10)

“The environment is condusive for learning, Teacher child ratio is commendable. Learner centered method of teaching and learning.”Parent, Promoter (NPS 10), Grade 7, Main campus

“convinient location wonderful teaching staff with great attitude. teachers pay attention to the children and know how to assist them to improve”Parent, Promoter (NPS 10)

Discipline and strong values

31 mentions

Many promoters point to discipline and the strong values instilled in learners — good manners, well-behaved children and a values-driven culture — frequently paired with performance. It reflects a reputation parents actively want to be associated with.

“Pharos Schools can be a good choice if you’re looking for a structured, disciplined learning environment with a focus on academic performance, but I’d only recommend it if the fees fit comfortably within your budget”Parent, Promoter (NPS 10)

“Commited administration and self driven ,caring, responsible and well trained teachers besides high level displine”Parent, Promoter (NPS 10)

“I have been in this school since 2015 when it was Tender care . Its near my home and i like the quality of displine and education offered.”Parent, Promoter (NPS 9)

Well organised, professional and responsive

25 mentions

Promoters also cite how well-run, organised and professional the school is — strong management, structure, responsiveness, service delivery and smooth execution. This operational confidence underpins their willingness to recommend.

“standards are high, seem high. but we are judging by comparing to ourselves.”Parent, Promoter (NPS 9)

“Because of how organized you are and also most especially in the activities you have good learning facilities.”Parent, Promoter (NPS 10)

“Because of their good services to our kids,but am just requesting them to reduce school kidogo tu”Parent, Promoter (NPS 10)

Good communication and parent engagement

24 mentions

A group of promoters specifically credit good communication, feedback, responsiveness and parent engagement — the school listening, partnering with parents and keeping them informed — as their reason to recommend.

“Good relationship from the teachers and Good performances 👏 Our eldest son joint Alliance High last year from Pharo school.”Parent, Promoter (NPS 9)

“The school is well organized , the kids are taught well and the management is on top in terms of communication.”Parent, Promoter (NPS 10)

“I scored the school highly because they listen to both learners and parents and take concerns seriously, something many schools lack.”Parent, Promoter (NPS 10)

Good care, meals and hospitality

20 mentions

Some promoters recommend the school for the care, meals, hygiene and hospitality — attentive handling of children, a clean and motivating environment and good food — especially parents of younger children.

“The relationship between the teacher and the learners, the school does well on studies and also the meals is well balanced.”Parent, Promoter (NPS 10)

“The best in terms of studies, teacher to student interaction,the food provided to the students is of high standards”Parent, Promoter (NPS 9)

“Coz it's a place where by am satisfied with my child learning wise displinary wise and commitment to my child wellbeing”Parent, Promoter (NPS 9)

Strong foundation and all-round development

13 mentions

A set of promoters frame their recommendation around the strong foundation and holistic, all-round development the school gives — nurturing the whole child mentally, spiritually and physically, often referencing a long journey from the early years.

“Because I trust Pharo school for a child's foundation”Parent, Promoter (NPS 10)

“All round teaching that enhance learner development &edification.”Parent, Promoter (NPS 10)

“Academic excellence Holistic development Culture”Parent, Promoter (NPS 9)

A good, conducive, safe learning environment

8 mentions

Some promoters cite the overall environment — conducive, safe, enabling, friendly and welcoming — as the reason they would recommend, a sense of the school simply being a good place to be.

“The school has an enabling environment for the learners to attain their goals”Parent, Promoter (NPS 9)

“You offer good learning environment but with a little a hitches”Parent, Promoter (NPS 9)

“It is a good environment and it really comes into play in the well development of children.”Parent, Promoter (NPS 10), Grade 3, Phase 4 campus

Reliable transport and services

8 mentions

A small group of promoters single out reliable transport and services — a dependable transport system and good service delivery — as their reason to recommend.

“Their services are amazing,[ academic excellent,sports and clubs amazing,above all well discplned,pharo fraternity. Transport sector congratulations keeping time always].”Parent, Promoter (NPS 9)

“1. Excellent teachers and the teaching offered 2. Installation of discipline to learners 3. Effective transportation system 4. Good extracurriculum activities”Parent, Promoter (NPS 10)

“The School Transport service is truly exceptional, and the Transport Manager is remarkably kind, attentive, and always willing to go the extra mile to support both me and my husband. His name is Erick, and he is consistently available to assist parents, not only with transport-related matters but also with other school-related inquiries. Whenever you need information about Pharo Schools, you can confidently reach out to the Transport Manager, and he will always be ready to help. Even when he may not have the information immediately, he politely says, “Kindly give me a few minutes as I inquire,” and without fail, he calls back shortly afterward with the necessary assistance. Such dedication, professionalism, and genuine care for parents are truly commendable. Kudos to the Transport Manager for the outstanding service and commitment.”Parent, Promoter (NPS 10)

Technology and digital learning

7 mentions

A few promoters specifically credit the school's technology and digital learning — digital literacy, modern systems and digitised results — as what sets Pharo apart and earns their recommendation.

“It has anabled my child to achieve and explore more especially in digital platforms and they are able to study without difficulties.”Parent, Promoter (NPS 9)

“I would have given 10/10 but the use of computer or digital literacy i feel there is a lot thats needs to be done or make learners utilise the resources Conputer Lab.”Parent, Promoter (NPS 9)

“I like the fact that the school has improved right from the time of tender care to now especially the technology investment and also the fact that the school follows up with parents to ensure total satisfaction with everything that takes place at school. Well done.”Parent, Promoter (NPS 9)

Passives Scored 7 or 8

245

Good academics and education, with room to grow

84 mentions

The largest passive group recommends the school in principle for its good academics, education quality, organisation and foundation, but stops short of a top score — many phrase it as "a good school" with the implicit or explicit sense that it is solid rather than exceptional. The tone is positive but measured, which is exactly what keeps these parents in the 7–8 band.

“Fairly stable academic setup, decent discipline, reliable, steady performance and very good foundation”Parent, Passive (NPS 8)

“You take good care of children's welfare matters. On the academic front and procedures work on it a bit more.”Parent, Passive (NPS 8), Grade 4, Main campus

“The education standards are good and learners are exposed to both curricular and co-curricular activities. Also digital learning is well integrated. The only down side is the playing ground for learners is too small and the timetable according to the learner's description and explanation should have a break between every two lessons just like the government one. The timetable seems to be overloaded.”Parent, Passive (NPS 8)

Good school, but the fees temper the score

41 mentions

For a large share of passives, the thing pulling their score down is fees — the school is good but expensive, with frequent increases and additional charges they find hard to justify against the value received. Many explicitly say they would score higher if the fees were lower or more transparent. This fee-tempered satisfaction is the clearest single driver of passive scores.

“Well the school is doing well especially the teachers. I however feel that more should be done in terms of communication to parents especially where the safety of the children is concerned. Hygiene is also wanting especially the fumes of waste products and the school needs better toilets and sanitation.”Parent, Passive (NPS 7)

“Consistent increases in school fees which most average Kenyan households may not afford. The School is very expensive REDUNDANT RESOURCE FUNDING:The school continues to charge for a book fund yet parents are still required to purchase textbooks independently. This double charging for the same resource is a heavy and unjustified financial burden on parents . There's also a stationery fund which is constant every term lacking clear accountability for how these additional funds are being utilized.”Parent, Passive (NPS 7)

“Positives are listed below. While I appreciate the learning so far, I feel that the teachers should embrace how CB Curriculum should actually be taught via group work activities, outdoor activities rather than too much theory. It feels like they teach in the 8-4-4 style which all of them went through and it's a bit frustrating!”Parent, Passive (NPS 7)

Good teachers and relationships, with reservations

33 mentions

A group of passives praise the teachers and relationships but attach reservations — good, friendly, supportive staff, yet concerns about teacher changes, communication or consistency that hold the score below promoter level.

“A good learning institution that is academic friendly and the pharo school community has the proper values and morals”Parent, Passive (NPS 8)

“Because learning is taking place Some teachers are really good with children and really attend to them and help alot I.e tr Mercy and tr Mambo tr Simiyu,”Parent, Passive (NPS 8), Grade 8, Phase 4 campus

“#The competitive environment. # The engagement between all the parties learners, teachers and parents and the potential of making meaningful contributions. # The extra cirricular acctivities that engage talents and abilities of learners. # The learners are exposed to different attributes # The school values are aligned to our values and beliefs.”Parent, Passive (NPS 8)

My child is progressing, but not yet a 10

32 mentions

Some passives cite genuine progress in their child but remain measured — the child is improving and happy, but the parent is not yet ready to give a perfect score, sometimes because they are still new or want to see more.

“I rated it an 8 because the school provides a good learning environment, supportive teachers, and quality education, though there are still a few areas that could be improved.”Parent, Passive (NPS 8)

“The school sets out to improve on its outlook in improving the standards, education, extracurricular.”Parent, Passive (NPS 8)

“I would recommend Pharo Schools because of the supportive learning environment, committed teachers, and the school’s focus on both academic and personal development of the learners. My child has had a positive learning experience, and I appreciate the discipline and care provided by the school.”Parent, Passive (NPS 8)

Specific concerns holding back a higher score

26 mentions

A distinct passive group anchors a middling score to a specific concern — transport timing, crowded classes, infrastructure, teacher turnover, clubs, hairstyle rules, early mornings, or a missing facility — while otherwise rating the school positively. These are targeted, fixable issues rather than broad dissatisfaction.

“It's within my expectations.. although school need to improve on staff turnover especially in teachers section and also frequency academic evaluation of the child and their capabilities.”Parent, Passive (NPS 7)

“Averagely a good school but with unexplained actions. e.g we pay for stationary but still we are asked to buy them, sometimes required to facilitate learners with some materials on short notice which we are unable to because we arrive home late. Activities that teachers are supposed to undertake with learners are not done shifting the role to parents. In other schools teachers are supervising the learners as the do the activities”Parent, Passive (NPS 7), Grade 5, Umoja campus

“Please don't be too strict with them shaving their hair.especially the kindergartens ones,and then,atleast once a week let them have meals like chips for lunch..I think they take alot of rice(kindergartens) And their track suits should be won atleast twice a week.”Parent, Passive (NPS 7)

A generally good, standard school

22 mentions

Several passives give a brief, neutral-positive verdict — "a good school", "standard", "relatively good", "well coordinated" — without strong enthusiasm or a specific complaint, the hallmark of the passive middle.

“Professionalism and complete attention to the kids”Parent, Passive (NPS 8)

“The school is doing agreat job and it also have extra curricular activities.”Parent, Passive (NPS 7)

“Reduce the number of students per class. 40 kids are a bit too much”Parent, Passive (NPS 7)

Communication, feedback and engagement gaps

6 mentions

A small passive group ties their score to communication, feedback and engagement gaps — wanting more or clearer updates and follow-up — which keeps an otherwise good experience from rating higher.

“Transport for the kids is poor and no followup on complains”Parent, Passive (NPS 8)

“Your adoption of technology in reporting. You communicate effectively. Students Performance is also satisfactory.”Parent, Passive (NPS 8)

“A good transport system Proper communication Proper learning”Parent, Passive (NPS 8)

Good overall, but there is room for improvement

1 mention

A few passives explicitly say the school is good but has room for improvement, declining a top score on that general basis.

“Because the performance is good but still it can do more better”Parent, Passive (NPS 8)

Detractors Scored 0 to 6

147

High and rising fees relative to value

58 mentions

The dominant reason detractors give is fees — the cost is seen as too high and rising, often by large margins, with extra and seemingly duplicated charges (book fund, stationery, digital and club fees) that feel unjustified against the value delivered. A sharp sub-strand objects to harassment over fees, children being sent home and the school feeling "like a business". For many detractors the school is acknowledged as good but simply unaffordable or poor value.

“The fee is extremely on the higher side compared to other schools within the vicinity with superior infrastructure and relevant amenities. I also understand the same higher fee does not translate to superior terms of service for teachers and other support staff.”Parent, Detractor (NPS 5)

“Need to work on support stuff they are very rude and unkind to children. Next time you have an academic day let it be known to parents in advance for planning purposes then do it in a well structured manner. If a parent have a small balance don’t deny them the file because the end game is the fees will be cleared, be lenient to the parents”Parent, Detractor (NPS 5)

“The discipline in school manners I feel is still very much wanting. I feel sex education/awareness should be a matter of concern/priority within the facility. Even if it means calling parents and having this discussions together with the teachers and students. It is urgently important.”Parent, Detractor (NPS 5), PP2, Main campus

Declining or questionable education quality

41 mentions

A large detractor cluster centres on declining or questionable education quality and provision — standards seen as slipping, inexperienced or "green" teachers, weak follow-up, under-used facilities, crowded classes, poor infrastructure (iron-sheet rooms, the Umoja access road) and gaps in clubs or co-curriculars. Some compare unfavourably with the former Tender Care era. This is the second-largest detractor theme and the broadest in scope.

“Great overall learning strategy. Teachers understand there role and are very good at what they do.On the other hand, the infrastructure needs a quick facelift. Learning should be delivered in a good environment.Umoja campus classrooms have holes in the iron sheets and leak.My children have complained and am wondering which campus i will move them to perhaps phase 4.The school bus has some defects around the window panes and the water accumulates for learners near the window seat.The iron sheet structures are not conducive for extreme weather especially when it rains or it gets too hot.”Parent, Detractor (NPS 6), PP1, Umoja campus

“Just about 1year, too early to give a concrete reference. However, l would say pharo is on track, and l love the digitalization aspect for grades and assignment.”Parent, Detractor (NPS 6)

“Communication ;in transport if child is left by the bus to go home. They don't check if all kids are in the bus before heading out. Improve on transport side. Communication that they didnt have certain teachers in first term. Timely communication in general.”Parent, Detractor (NPS 6)

Teacher conduct, harshness and treatment of children

10 mentions

A pointed detractor theme concerns teacher conduct and the treatment of children — teachers described as unfriendly, harsh, demeaning, or physically punishing (pinching, bruising), and children made fearful or anxious about going to school. These are some of the most serious individual complaints in the dataset and weigh heavily on the lowest scores.

“The rate of teacher retention is really wanting. They keep leaving and this is having a negative effect on students. Also there is a lot of toxicity from teachers towards the students Mentorship is lacking”Parent, Detractor (NPS 4), Grade 9, Phase 4 campus

“The quality of education currently is questionable , the teachers recruited are so green pharo stands as a training school for teaching practice”Parent, Detractor (NPS 2)

“The learning environment has created fear and anxiety. I've observed my child is anxious,avoids food because is worried about the next day.Also afraid of going to school the next day.”Parent, Detractor (NPS 4)

Discipline, bullying and accountability concerns

9 mentions

Some detractors cite discipline and accountability concerns — declining discipline, persistent bullying despite complaints, and a perceived lack of accountability among teachers and administration.

“The displine has gone down in the last few days and there are incompetence among a few teachers”Parent, Detractor (NPS 5)

“The dedicate teaching and discipline of pupils by institution”Parent, Detractor (NPS 5)

“Lack of discipline Lack of accountability by teachers and administration”Parent, Detractor (NPS 1)

Administration, management and not listening to parents

7 mentions

A set of detractors point to administration and management — not listening to parents, no parental involvement in decisions (including fees), poor responsiveness to concerns, and a preference for the former Tender Care management.

“I prefer Tender care management as compared to the pharo management. The treatment lately is pathetic”Parent, Detractor (NPS 1)

“The school doesn't allow or encourage two way communications.”Parent, Detractor (NPS 4)

“Poor response to administrative queries. The school administration seems not in tune with the parent's concerns.”Parent, Detractor (NPS 5)

Poor communication and responsiveness

2 mentions

A couple of detractors cite poor communication and responsiveness — unanswered queries, slow reconciliation and not being informed of incidents — as the basis for their low score.

“No proper communication from teachers. The classes are over populated.”Parent, Detractor (NPS 5)

“Poor Communication channels for parents to air the concerns to the school or even the class teacher as a group”Parent, Detractor (NPS 6)

High teacher turnover and instability

2 mentions

A small detractor group anchors their score to high teacher turnover and instability — teachers leaving or transferring frequently, which they say undermines learning.

“Education quality declined after hyping of what will be provided with many teachers transferring.”Parent, Detractor (NPS 2)

“Schools is drastically increasing Teachers moving every now and then”Parent, Detractor (NPS 5)

Noted, not themed: No clear or noncommittal reason (18).

Agreement by statement

Strongest: My child feels safe at school. (90%) · Weakest: The quality of education and experience justifies the fees paid. (69%) · Biggest divider: The quality of education and experience justifies the fees paid. (65 pp gap)

All closed-ended statements: how respondents agree overall, where the experience is strongest and weakest, where promoters and detractors diverge, and which statements most move the NPS score.

Per-statement agreement

One tile per statement, sorted by % agreement. The mini chart shows the full distribution from Strongly Disagree to Strongly Agree.

90%

My child feels safe at school.

48%

42%

n=798 · 3% disagree

90%

School promotes strong values and discipline.

47%

42%

n=798 · 3% disagree

90%

My child is learning and progressing well.

49%

41%

n=798 · 2% disagree

89%

Teachers support my child to understand and improve their learning.

48%

41%

n=798 · 2% disagree

83%

The school communicates clearly about my child's learning and school activities.

11%

44%

38%

n=798 · 6% disagree

77%

When I raise concerns, they are handled well.

15%

50%

27%

n=798 · 9% disagree

69%

The quality of education and experience justifies the fees paid.

20%

43%

25%

n=798 · 11% disagree

Strongly disagreeDisagreeNeutralAgreeStrongly agree

Strongest to weakest, with promoter vs detractor split

All 7 statements ranked by overall % agreement. Under each statement: how promoters (NPS 9–10) and detractors (NPS 0–6) compared, and the gap between them. Bar colour: green ≥ 70%, amber 50–70%, red < 50%.

My child feels safe at school.

90%

0% 100%

Detractors 73% Promoters 97%

24 pp gap

School promotes strong values and discipline.

90%

0% 100%

Detractors 69% Promoters 97%

28 pp gap

My child is learning and progressing well.

90%

0% 100%

Detractors 65% Promoters 97%

32 pp gap

Teachers support my child to understand and improve their learning.

89%

0% 100%

Detractors 65% Promoters 96%

32 pp gap

The school communicates clearly about my child's learning and school activities.

83%

0% 100%

Detractors 57% Promoters 93%

36 pp gap

When I raise concerns, they are handled well.

77%

0% 100%

Detractors 43% Promoters 91%

48 pp gap

The quality of education and experience justifies the fees paid.

69%

0% 100%

Detractors 23% Promoters 88%

65 pp gap

What’s working

Top theme: Academic performance & teaching quality (276) · top sub-aspect: Strong teaching & qualified teachers

Themes pulled from the open-ended “What does the school do well?” replies.

What’s working From: “What does the school do well?”

776

776 parents wrote a substantive reply to this question.

Quality education and academic performance

181 mentions

Academic quality is the single loudest note in what parents praise: the standard of education, exam performance, strong results, and a rigorous, competitive learning culture. The strand runs from one-word answers like "Academics", "Performance" and "Quality education" to fuller statements about syllabus coverage, value for fees, and producing high scorers. It is voiced overwhelmingly by promoters but is well represented among passives and even some detractors who still concede the school is academically strong. Phrasing recurs across all campuses and grades, making this the clearest shared perception of the school's core strength.

“Regular updates on the student's progress,offering good quality education all round . Having a reliable transport system and very proffesional staff ,both the drivers and assistants are doing a commendable job. Transport manager is very supportive.keep up.”Parent, Promoter (NPS 10)

“One of the most important things the school does well is providing a supportive and nurturing learning environment for the pupils. The teachers are dedicated, approachable, and committed to the academic and personal growth of the learners. The school also promotes discipline, confidence, and holistic development, which positively impacts the children’s learning experience.”Parent, Passive (NPS 8)

“The School Transport service is truly on another level. It is conducted with a very high level of professionalism, efficiency, and care. The Transport Manager is exceptionally kind, humble, attentive, and always willing to go an extra mile to assist parents whenever needed. His dedication, professionalism, and positive attitude make parents feel supported and valued at all times. Such commitment and excellent service are highly appreciated. Kudos to the entire Transport Department for the outstanding work.”Parent, Promoter (NPS 10)

Teaching and how the kids are taught

138 mentions

Closely tied to academics is praise for the act of teaching itself — how lessons are delivered, how children are made to understand, and the relationship between teacher and learner. Parents cite teaching methodology, personalised and learner-centred approaches, helping weaker areas improve, covering the syllabus with understanding, and the visible skill of the teachers. Many answers are simply "Teaching" or "Teach well", while longer ones describe individual attention and learners being challenged to think. This theme spans every segment and grade band and overlaps heavily with the academic-quality theme above.

“Education,there is no day my kids have come back without having learnt or someone attended to them.”Parent, Detractor (NPS 5)

“The advisements,event's at school, teaching and embracing our children. Especially lower primary”Parent, Promoter (NPS 10), Grade 6, Main campus

“The school emphasises on covering the curriculum while ensuring the learner understands the concepts fully.”Parent, Passive (NPS 8), Grade 4, Main campus

Communication with parents

70 mentions

Parent-facing communication is a strong and frequently named strength: timely updates on events, results posted promptly after assessments, school-to-parent messaging, and consistent feedback channels. Parents value being kept informed about their child's progress and school programmes, and several single out the digital reporting of results. It is praised across segments, including detractors who still rate communication highly even while criticising other areas, signalling this is a genuine operational strength rather than a halo effect.

“The school staff are so co-operative, effective communication and most importantly take care of the learner..”Parent, Promoter (NPS 10), Grade 6, Phase 4 campus

“Proper communication which is very important for a parent who is having his/her first child in school”Parent, Promoter (NPS 10)

“Communication around school fees arrears but never give parents receipts whenever fees are paid.”Parent, Detractor (NPS 4)

Co-curricular activities, clubs and sports

65 mentions

Co-curricular life — clubs, sports, games, trips, cultural days, scouting and martial arts — is widely credited, often as the counterweight that makes the education feel "all-round" rather than purely academic. Parents praise the balance between classwork and activities and specific events such as cultural day. The strand is mostly promoter-voiced but appears across segments, and several detractors still name activities as a bright spot.

“Students being challenged to think critically rather than just memorize emphasizing in leadership, creativity, critical thinking and extracurricular activities.”Parent, Passive (NPS 8)

“Mostly when there is activity in the school we the parents feel the warm welcome and that's how we define that our children are in a safe place”Parent, Promoter (NPS 10)

“Social media markerting and Advertising. Keeping the children safe in school and in the school buses. Encouraging the learners to work hard. The teachers are doing a good job.”Parent, Detractor (NPS 5)

Discipline and values instilled in learners

60 mentions

Discipline and the instilling of good values, manners and respect form a major pillar of what parents appreciate. Many one-word "Discipline"/"Displine" answers sit alongside comments on good morals, respect for elders, cleanliness, uniform standards and well-behaved children. The theme is voiced strongly by promoters and passives and is often paired with performance in the same breath ("discipline and performance"). It reflects a values-driven reputation that parents across grades clearly buy into.

“Improving the childhood levels by mentoring them and narturing there behavior”Parent, Promoter (NPS 10)

“There teaching is on top and even the children are very disciplined.”Parent, Passive (NPS 8), PP2, Phase 4 campus

“It used to do well on discipline and teacher -student-parent relationship. Right now it's no longer an assurance any more”Parent, Detractor (NPS 4), Grade 9, Phase 4 campus

Care, nurturing and wellbeing of the children

35 mentions

A warm, caring and nurturing environment is something many parents single out: the school handling children well, attending to wellbeing, warm morning welcomes, and treating each child with love. Some of the most heartfelt comments come from parents of young or special-needs children (including a parent of an autistic child) who feel their child is safe and seen. This care theme is voiced across all segments and is especially associated with lower-primary and playgroup parents.

“Giving good foundation to the student's enabling them to achieve their career goals for the future”Parent, Promoter (NPS 9)

“One of the most important things the school is doing well is nurturing students’ talents and confidence.”Parent, Passive (NPS 8)

“The teaching aspect with a balance of nurturing their talents. The attention to the children . Very warm welcomes in the morning which sets the tone right”Parent, Promoter (NPS 10)

Transport, pick-up and drop-off

34 mentions

Transport — reliable pick-up and drop-off, professional drivers and a supportive transport team — is repeatedly named as a standout, sometimes in glowing detail naming the transport manager and individual drivers. Notably, several detractors who are unhappy overall still say transport is the one thing working well. The theme cuts across campuses and is one of the clearest operational strengths parents recognise.

“Termily communication, transport, classwork and cleanliness and digital literacy.”Parent, Passive (NPS 7)

“Communication on school events, teacher-learner -parent through the school diary. Good attempt at organizing the sports events but it can get better Amazing transport team especially driver Abraham and Caleb very professional,Admin Michael handles school fees matters well and follows up on agreed upon payment plans”Parent, Detractor (NPS 6), PP1, Umoja campus

“1.You can tell the child is growing both educationally and lifewise. 2. I'm able to raise concerns with the teacher without feeling some type of way. 3. The staff is generally polite from drivers, bus attendants, front office and the tr. 3. I'm comfortable knowing my child is in safe hands.”Parent, Detractor (NPS 6)

Other strengths parents highlighted

29 mentions

This theme gathers other genuine strengths parents named that don't cluster into the larger themes — equal treatment of children, guidance, making school enjoyable, pupil-centredness, comfort and a friendly environment, plus a few homework-related positives. They are short, scattered and mostly warm, and span all segments.

“Taking into consideration the needs of an individual student”Parent, Passive (NPS 7)

“It makes schooling exciting for the kids.They always look forward to attending school.”Parent, Passive (NPS 8)

“hard to pin point one but all I can say is they go above n beyond”Parent, Promoter (NPS 10)

Meals, snacks and feeding

28 mentions

Meals, snacks and feeding are a recurring strength: balanced diet, the snack programme, cleanliness around food, and the convenience of not packing food from home. Most mentions are brief ("Food", "Meals", "Feeding") and appear across segments; it is a smaller but consistent thread, and it is mirrored as an improvement area where portions and menu come up.

“Food and co curriculum activities. Digital learning has really helped parents to be involved especially with helping in homework”Parent, Promoter (NPS 9)

“Discipline and smooth uninterrupted school operations e.g. consistency in clubs, safety of all pupils, consistent discipline, cleanliness, good facilities, balanced lunch and snack, adequate teachers.”Parent, Passive (NPS 7)

“Keeping the babies clean i.e they don't even spill food on their uniforms And good learning environment with the teachers as well”Parent, Passive (NPS 7)

Quality, committed and friendly staff

26 mentions

Parents praise the calibre and attitude of the staff themselves — qualified, experienced, dedicated, friendly and approachable teachers, and courteous support staff including drivers, cooks and reception. Several name the professionalism of the teaching staff specifically. This staff-quality theme is largely promoter- and passive-voiced and underpins the academic and care themes.

“The relationship between teaching and non teaching staff is so good”Parent, Promoter (NPS 10)

“The Most Understanding and professional school, the learning system is good, the whole school operation is good”Parent, Detractor (NPS 6)

“Amazing support system from teachers and the student development is top notch”Parent, Promoter (NPS 9)

Organisation, management and leadership

21 mentions

Organisation, leadership and overall management are praised by parents who value the school running in an orderly, well-planned, professional way — good leadership, structure, time-keeping and smooth operations. Several mention strong customer service and good management style. The theme is voiced across segments and reflects confidence in how the institution is run.

“Keeping parents off in direct engagement with school management .no consultation on decision making to hear parents views.”Parent, Detractor (NPS 5)

“Concerns raised with my child's teacher Tr.Margaret are usually responded to on time. My child has greatly improved and I am impressed.”Parent, Promoter (NPS 10)

“I would say that they are doing the best they can for the time being”Parent, Promoter (NPS 10)

Flexible fees, book fund and stationery provision

16 mentions

A distinct group of parents credit the school's handling of money matters as a strength: flexible, understanding fee payment and installment arrangements, not chasing children away over arrears, the book fund, and bundling stationery into fees. A few ambivalent or critical entries about fee charging also land here. It is voiced mostly by passives and promoters and contrasts with the strong fee-related criticism in the improvement section.

“Flexibility and understanding whhen paying fees.They dont chase away the student so long as you make effort to pay fees.Its very understanding”Parent, Passive (NPS 7)

“Including everything in the school fees I don't have to go look for anything it makes life easier.”Parent, Promoter (NPS 9)

“Providing learners with books and school essentials, not leaving kids behind cause of fee arrears”Parent, Passive (NPS 8)

Strong values and character building

15 mentions

Beyond classroom discipline, parents praise the school for building character, confidence and strong values — nurturing talent and potential, instilling confidence, mentoring children toward the future and grounding them in good morals and faith. This theme overlaps with discipline but is distinct in its emphasis on the child's inner growth and future readiness, and is largely promoter-voiced.

“Teaching and moulding the kids to be better Citizens in future”Parent, Promoter (NPS 10)

“Apart from just learning, they are well mentored for future aspects in life”Parent, Promoter (NPS 9)

“Giving value for fee paid. Service delivery is satisfactory”Parent, Promoter (NPS 10)

Tracking and reporting learner progress

12 mentions

Parents value how the school tracks and reports learner progress — frequent assessments, academic clinics, follow-ups, digital results and proactive updates when a child improves. Several describe being reached out to about results and progress, and appreciate the most-improved recognition. This is a focused, mostly promoter-voiced theme that overlaps with communication but centres specifically on academic monitoring.

“Communicates on time and posts the learners results after the assessments on time.”Parent, Promoter (NPS 10), Grade 7, Main campus

“-Good communication on school activities -Teaching-Children showing good progress”Parent, Promoter (NPS 10)

“Teachers support towards my children learning progress”Parent, Promoter (NPS 9), Grade 1, Main campus

Doing well across the board / everything

12 mentions

A handful of parents simply answer that the school does well "in everything" or across all areas, declining to single out one strength. These blanket-positive answers are almost entirely from promoters and reflect broad, unqualified satisfaction.

“All areas they give the best”Parent, Promoter (NPS 10), Grade 5, Main campus

“Almost everything is well.”Parent, Promoter (NPS 10)

“Almost 90% in most areas”Parent, Promoter (NPS 10)

Digital learning and ICT integration

10 mentions

Parents credit the school's adoption of technology — digital learning, ICT integration, computer exposure and digital reporting of results and homework. Several note that digital communication has helped them stay involved, especially with homework. It is a smaller, mostly promoter- and passive-voiced theme that signals the school is seen as modern and progressive.

“Engagement of every child✅, passionate teachers✅ Technology integration, extracurriculars... , parents involvement✅ character building ✅”Parent, Promoter (NPS 9)

“Communication on child's progress. Exposing kids to computers.”Parent, Passive (NPS 8)

“Good communication channels are available. Adopts ICT”Parent, Promoter (NPS 9)

Provision of books, stationery and learning materials

10 mentions

Some parents specifically praise the provision of books, stationery and learning materials — the book fund, textbooks supplied to pupils, and investment in learning resources that make studying easier. It is a small, cross-segment theme that overlaps with the fee-flexibility strength.

“The fact that as a parent I have the peace of mind as far as stationery and books are concerned”Parent, Passive (NPS 8)

“Teaching well and providing text books to pupils.”Parent, Passive (NPS 8)

“-Communicating the School programme -Book fund -Games -School trips”Parent, Passive (NPS 8)

A strong foundation and all-round growth

9 mentions

A number of parents frame the strength as a strong foundation and holistic, all-round development — wholesome upbringing, grooming, shaping and a good start, especially in the lower grades. The language of "foundation" and "all-round" recurs across segments and ties together academics, values and co-curricular life into a single sense of well-rounded growth.

“Good foundation for lower primary”Parent, Passive (NPS 7)

“Teaching all our children well and shaping them through education for better tomorrow.”Parent, Promoter (NPS 10)

“Good foundation for pupils there .”Parent, Passive (NPS 8)

Safety and a secure environment

8 mentions

Safety and a secure environment are named by a small but clear group of parents, covering child safety from pick-up to drop-off and a safe space for the child at school. It is mostly promoter-voiced and links closely to the care and transport themes.

“Safe environment for learning”Parent, Detractor (NPS 2)

“I will go with safety.”Parent, Promoter (NPS 10)

“It's a safe space for my child”Parent, Promoter (NPS 9)

Noted, not themed: No specific feedback / not yet able to comment (19).

What to improve

Top theme: Fees & affordability (141) · top sub-aspect: Fees too high

Themes pulled from the open-ended “What should the school improve?” replies.

What to improve From: “What should the school improve?”

742

742 parents wrote a substantive reply to this question.

School fees: high cost, increases and payment flexibility

146 mentions

By a clear margin, the loudest improvement ask from parents is about fees — the level is seen as too high, increases are frequent and sometimes unexplained, and parents want reductions, sibling discounts, installment options and transparency before any hike. A strong sub-strand objects to children being sent home or denied results over arrears, and to perceived double-charging (book fund plus buying books, stationery and digital fees). It is voiced across all segments — including many promoters who love the school but find it expensive — and is the dominant single concern in the whole parent dataset.

“Clarity , sports day programmes should be organized well planned and good due to the numbers .scholarships forums, PTC( the new teacher subject meetings are wonderful but please can we have privacy during the meetings, don't mix us all together in one tent, Invest more in sports ( we want to know umoja is recognized for what eg * kapsabet boys is recognized with great sports* Don't compare all the branches allow all the schools to shine differently. Variety of fruits during snack time. Good healthy bananas. At times it feels like you guys and the teachers favor main school more. * Even during events they are the ones who always carry the day ,it's not fair to other students in other branches..”Parent, Promoter (NPS 10)

“Scholarships should be awarded to the students attending the school. Sourcing students outside the institution to award scholarship when there are students with fee arrears beats the logic. Additionally, getting a good public C1 school when your kid attended private school is impossible. The school should find a way to address this. Finally, find a way to reduce the school fees. Parents are considering transfers.”Parent, Detractor (NPS 3)

“Fees should be affordable. Manangement should consider why teacher are leaving in the midfle of term creating fear and distraction of learning. Transport should be available all the time children required to attend school wheather is weekend or not. Water should be available in all campus due to sanitation. Kids should be given enough foods and snacks.”Parent, Passive (NPS 7)

Teaching quality, curriculum and academics

81 mentions

The second-largest improvement cluster concerns teaching, curriculum and academics: parents want stronger, more qualified subject teachers, better alignment to CBC/CBE (less rote 8-4-4 style), more practical and hands-on learning, counselling and mentorship, and a sharper academic edge. Several worry about specific transition points such as Grade 4. The theme spans all segments and overlaps with the individual-support and retention themes.

“The teachers should make sure the kids understand the topics before proceeding to the next topic..am worried am considering changing her if nothing happens.”Parent, Detractor (NPS 6)

“Mentorship, invite professionals like Lawyers, Doctors, Engineers, IT gurus etc. Musicians, journalist and actors too.”Parent, Promoter (NPS 9)

“Continue improving their skills. We higly thank the school for value they put in children and we pray they continue and improve those values to the fullest”Parent, Promoter (NPS 10)

Transport: timing, safety and reliability

71 mentions

Transport is a heavy improvement theme: pick-up times seen as far too early for young learners, late evening drop-offs, long routes, communication when transport is disrupted, old vehicles, and safety on the bus (drivers moving off before children are seated). Parents also raise the clocking-in/out SMS alerts they want reinstated. It is voiced across segments and campuses and is one of the most operationally specific asks.

“Bringing back the student clocking in system, sending a message once the student arrives in school and after leaving school. For the safety of the leaners. Offer a variety of accompaniments for the leaners to take with their tea at break time. Also maybe making tea with milk as opposed to cocoa.”Parent, Promoter (NPS 10)

“Transport. My child in playgroup is picked up at 6:30am which in my opinion is too early. There is no direct route from Kwa maji where I live and Main school. He is dropped off in Umoja campus, waits for hours for another vehicle and finally gets to class at 8:30. Please help me out here.”Parent, Promoter (NPS 10)

“Transport and hygiene especially better toilets/ sanitation. Pungent fumes are felt around the school compound especially near the toilets and being an enclosed area, there is need for better quality of air in the school.”Parent, Passive (NPS 7)

Meals, food quantity and diet

64 mentions

Food and diet are a prominent improvement request: parents want larger portions, better quality and variety, healthier choices (milk instead of cocoa, fewer fast foods on trips), special-diet provision, and meal-plan transparency. Many entries are a single word ("Food", "Diet", "Meals"). The theme appears across all segments and mirrors the smaller does-well meals praise.

“Meals for those on special diet . children who don't eat meat should not eat plain rice alone,find other alternatives to meat.”Parent, Promoter (NPS 9)

“Meals quantity both breaktime snack and lunch time for growing early teens especially boys grade seven and above.”Parent, Promoter (NPS 9)

“1. We need parent teacher meetings to allow we parents to understand the education system. 2. Meals shld be enough and heathly choices shld be given during trips unlike soda. 3. Clubs are an important part of school work so why do we pay? OK we have paid why are we not getting proper guidance on which to choose just a vague letter? Also age shld be indicated. Results shld be seen. 4. Professionalism 5. Small small mistakes often bring doubt in us and shld be avoided. 6. Pronunciation shld be taught correctly. 7. Extra curricular activities shld be given more attention you never know a child's abilities beyond the classroom 8 .”Parent, Detractor (NPS 6)

Parent meetings and engagement

58 mentions

Many parents want more and better engagement — regular parent-teacher meetings, a PTA, suggestion or complaint boxes, consultation before decisions (especially on fees), and meetings held on Saturdays to fit work schedules. The strand is about voice and partnership as much as information. It is voiced across all segments and overlaps with the communication theme.

“Communication there is a lot of miss communication and also late communication of requirements needed but the message is passed to late that the parents have no time to purchase the items, the text book system is also a problem the pupils don't have all the txt books and some are forced to share even when doing homework which is very inconvenient”Parent, Detractor (NPS 6)

“The school should improve the distribution of textbooks by making prior arrangements to ensure all learners have access to the required materials. In cases where the textbooks are not sufficient and pupils are expected to complete homework from them, teachers should provide alternative access or options for students who do not have the books. Additionally, when homework requires printing, kindly consider giving at least one day before submission to accommodate logistical challenges, especially for parents who leave work late and may not be able to facilitate printing on the same day the assignment is given.”Parent, Passive (NPS 8)

“1. Improve the process of getting progress reports in academic day, so that it does not take one parent with multiple children more than 6 hours. That's too much time. Last term's was a disaster. And no response has been given so far. And no other opportunity offered to parents who did not manage. What happens to those parents? I remember raising this in the administration office. No response so far. 2. Try to communicate with parents in good time. Especially about homework and required things. Why do I get a less that 12 hour notice that certain things are needed? Can't there be a proper planning to ensure parents get a 1 week notice? Shuwally, does the school imagine that all parents are also teachers who work in the neighborhood and as such get home in good time, to start getting instructions about things needed tomorrow that very evening? This should definitely change.”Parent, Detractor (NPS 5)

Clubs and co-curricular value

51 mentions

Clubs and co-curricular value draw a distinct set of complaints: clubs that are paid for but dormant or poorly run (swimming, ballet, coding, robotics, music), a wish for competitions and visible results, easier club switching, and treating sport as part of learning rather than a paid add-on. Parents across segments — notably passives and detractors — question whether the club fees deliver value.

“A more structured academic clinic that is not rushed so parents can understand how best to support learners at home. Motivate students to prioritize school work Allow students to participate in multiple clubs or change to a different club within the year if not interested Give more practical assignments for Coding and robotics club to enable students develop interest early, my daughter has been in the club for more than an year but nothing to show yet”Parent, Passive (NPS 8)

“The communication is very poor . I live out of the country last year sports day was canceled with bad communication.This year it’s supposed to be on the 16th the school have not communicated if it’s cancelled.”Parent, Promoter (NPS 10)

“Timely communication. Clubs improvements especially ballet. Paid and my child barely attended and there was no communication that there wasn't a ballet teacher. Why not ask a parent to switch the club for a child if there is no instructor.”Parent, Detractor (NPS 6)

Facilities, infrastructure, playground and hygiene

45 mentions

Infrastructure and facilities are a clear ask: bigger and safer playgrounds and fields, replacing iron-sheet classrooms with permanent structures, decongesting crowded lower-primary classes, better toilets and hygiene, a library, dining hall, projectors and improved access roads (Umoja campus is named repeatedly). The theme spans segments and is concentrated where physical conditions are weakest.

“The Access road is a menace especially when it rains. Improve this. Should consider getting a bigger compound so that it can compete with peer schools like thormas burke, happyland etc. when it comes to available facilities within the school.”Parent, Passive (NPS 7)

“1. Consider having a school library for the students 2. Avoid arranging for school activities on Saturdays because it affects those who observe this day as their day of worshipping God”Parent, Passive (NPS 7)

“Infrasturucture, the iron sheet classrooms are not commensurate with Pharo stature and are quite a challenge for learning especially in seasons of extreme weather conditions. In future hope the school gets ability to have land that will enable a play field other than the outsourced ones often dusty during the dry season with no well maintained grass .”Parent, Detractor (NPS 6), PP1, Umoja campus

Discipline, bullying and corporal punishment

37 mentions

A serious improvement theme covers discipline, bullying and staff harshness: parents report bullying that persists despite complaints, and a number describe teachers shouting, pinching, beating or instilling fear — including explicit references to corporal punishment that should have ended. Some ask for stronger discipline of learners; others ask the school to protect children from harsh treatment. The strand is emotionally intense and, while spread across segments, is voiced sharply by several detractors.

“Some teachers are not student friendly.about 2 teachers are demoralising students.They threaten students with beatings n tell them not to tell the parents.They instill fear.Children fear them alot that they cant even concentrate.They dread them.Teachers should earn respect not instil FEAR n threats.They demean the children alot when one fails atask in class.its like bullying.Some students also like to misbehave when left alone”Parent, Passive (NPS 7)

“discipline among the learners..and other teachers sees our children like they are big enough to handle things by themselves.. kindly let our children see the teachers as their friends, parents and not enemies , some teachers stop frustrating our kids and let the learners be self driven, open minded and free atmosphere freely without intimended”Parent, Promoter (NPS 10)

“My child has struggled with a classmate who bullies her in class and this is affecting her . As she now doesnt want to come to school because of fear of the classmate. The child has on occasion kicked her amongst other things and if this can be addressed and curbed to avoid others from having a profound hatred towards learning due to fear of being mistreated. Please help on this as my daughter loves reading and learning new things and I would like her to be confident and not cower away due to external pressures. Possibly speak also to parents to mimic what you do in school to ensure good behaviour of children all round and the importance of being kind, accommodating and ameable”Parent, Promoter (NPS 10)

Communication with parents

32 mentions

Distinct from broad engagement, parents want communication itself improved — earlier notice on requirements and homework, alerts on transport and fees in good time, two-way channels rather than admin-only WhatsApp groups, and not relying on children to relay messages. It is voiced across segments and overlaps with the transport and parent-engagement asks.

“Helping the junior understand how to understand and tackle the current system on how to make summary group discussion etc”Parent, Promoter (NPS 10)

“Communication is key, anything that happens to a student within the school premises should be communicated in due time.”Parent, Detractor (NPS 4)

“Communication,the quality of teachers especialy lower and preschool,act like a private school not public school”Parent, Detractor (NPS 0), Grade 1, Phase 4 campus

Hairstyle, grooming and dress-code flexibility

25 mentions

A recurring, specific request concerns grooming and dress code — allowing girls neat black braids, more hairstyle freedom, not sending children home over hair, and revisiting uniform and tracksuit/sporting-shoe rules. Parents frame this as the school feeling too rigid or "public-school" on grooming. It is voiced across segments, often as an aside in otherwise positive feedback.

“Please why can you allow girls to braids black hairpiece short,then we fold them together at the center Bora zikuwe smart ,lines ni stress zinabomoka very fast .i wish you can improve that it will helpful sana(2)some learners wanaogopa teachers wanasema some teachers ni wakali,when you go through the subjects they teach Wana fail Sana,like,grade 5red teacher wa maths learners fears him wanasemanga ako harsh ed he shout,,ed for sure Wana fail maths I think fear imeingia kwa watoto.( 3) We have a whasap group bt you can comment or say anything?”Parent, Promoter (NPS 10)

“The kids playground at the phase 4 branch( carpet it with the artificial grass) Menu for Pre school going kids, instead of cocoa give them nutritious porridge Instead of plaited lines, kids can do black braids bunned at the center across all grades. School fees for Junior Secondary is a bit on higher side,”Parent, Passive (NPS 8)

“The teachers should improve and align their teaching methodology with the CB Curriculum to meet my expectations. They should avoid leaning towards the rigid 8-4-4 teaching methodology and excessive theory. Instead, let them focus on practical, group work, outdoor activities and hands-on structure. Teachers should also be more concerned about individual children's school life and learning abilities rather than ignore the slow learners leaving them to parents to sort private tuition which is, an extra expense for the parent. Another example of concern is when a child misses a day or days from school due to illness, there is absolutely no way or support that that child will ever catch up on missed lessons making it very very challenging for slower learners to ever excel in their studies and challenging for busy parents. To resolve this, I suggest that Pharo can hire or assign a few additional teachers per grade who can support the slower learners by tutoring them in different classrooms or in the phase 4 hall to upscale those with challenges or missed lessons during breaks or club time/hours (like how other academies do). Lastly, and as a by the way, why would learners not have to style their hair, especially boys, as the parents desire as I don't see a correlation between learning and a neatly styled hair.”Parent, Passive (NPS 7)

Individual attention and support for weaker learners

23 mentions

Parents ask for more individual attention and support for weaker, slower or absent learners — catch-up help, smaller class sizes, enough teachers, support for learning disabilities, and not leaving struggling children to private tuition. Several want each child's weak areas identified and addressed. The theme spans segments and connects to the teaching-quality and facilities (class size) asks.

“Teachers should be flexible and supportive in helping learners better understand the subjects taught in school. The institution should also consider engaging more specialized and professional teachers, instead of assigning one teacher to handle multiple subjects they may not be fully conversant with.”Parent, Passive (NPS 7)

“Let learners have a break after every two lessons. It will help improve there concentration in class especially for learners with a short concentration span.”Parent, Passive (NPS 8)

“They should take their time to leasen to slow learner and give them chance to understand what there being touhgt”Parent, Promoter (NPS 10), Grade 6, Main campus

Teacher retention and turnover

20 mentions

Teacher turnover is a focused concern: parents report teachers leaving or being changed mid-term, which they say disrupts continuity, syllabus flow and learner morale. Many explicitly ask the school to retain and value experienced teachers. It is voiced across segments and links to the quality and decline concerns raised by detractors.

“The school should retain the teachers. When teachers leave the school because they are sacked, it sends a bad image of the school to the entire community. Kindly check on that”Parent, Passive (NPS 7)

“The school needs to retain good teachers.It is very confusing to learners when teachers are changed every other day. This leads to lack of stability.”Parent, Detractor (NPS 5)

“Teacher retention The way teachers communicate to students. Use of negative energy is really rising and discouraging students. Many students complain of use of bad language from teachers”Parent, Detractor (NPS 4), Grade 9, Phase 4 campus

Language: English, Kiswahili and other languages

15 mentions

Language is a smaller but distinct ask — stronger English (and public-speaking), better Kiswahili teaching, requests for French/German, and for some Muslim parents the introduction of IRE. Parents worry about children mixing in Sheng or not speaking fluent English. The theme appears across segments.

“To put some English in the Kiswahili lesson because my son does not understand Kiswahili very well”Parent, Promoter (NPS 10), Grade 6, Main campus

“There are many Muslims. So I hope they can start teaching IRE.I hope my request comes into consideration”Parent, Passive (NPS 8)

“The score structure and other language like French and German are not strongly taught”Parent, Passive (NPS 7)

ICT, computers and online learning

12 mentions

A small group wants ICT and digital learning strengthened — fuller use of the computer lab, more computers, coding integration, and a balanced pilot of Google Workspace alongside handwriting. It is mostly promoter- and passive-voiced and mirrors the digital strength some parents already praise.

“Invest more on teaching technics and long-term teaching staffs and avoid too much online homework that my lead either overrating or underrating the learning of the child because most of the they seel google assistance in answering questions”Parent, Passive (NPS 7)

“The school recently tested out using Google workspace. I would encourage the school to pilot its usage while still maintaining the proven method of hand writing for muscle memory.”Parent, Passive (NPS 8)

“ICT Digital Literacy, use of computer laboratory has not been fully utilised at some point I question whether its operational.”Parent, Promoter (NPS 9)

Academic days and event organisation

11 mentions

Parents specifically flag the organisation of academic/open days and events as needing work — last term's academic day is repeatedly called disorganised and time-consuming, with requests to split it by grade or stretch it into a week, and to plan sports days and other events better. It is voiced across segments.

“obvious bias in rewards to best student/s and in collective events like recent cultural day”Parent, Promoter (NPS 9)

“Consistency as the school grows in making sure quality teaching and individual student attention stay strong as enrollment increases. And students get to have close guidance rather than being left to struggle.”Parent, Passive (NPS 8)

“School programes which are mandatory should only be conducted durring weekdays and NOT on Saturday since some of us Saturday is our day of worship”Parent, Promoter (NPS 9)

Homework, assignments and reporting times

8 mentions

A focused set of comments concerns homework and timetabling — too much homework on weekdays, homework given as punishment, requests for textbook-based rather than online homework, breaks between lessons, and better-timed assignments. It overlaps with the teaching theme but centres on workload and scheduling.

“Quality of assignments esp the drawing in the exercise books. Note: It's not all the learning areas”Parent, Promoter (NPS 9)

“Too much homework during weekdays, Homework given as a punishment”Parent, Passive (NPS 7)

“A child to be allowed full break time for rest and play Missed work to be handled in a supportive and age-appropriate way No pressure or punishment related to absence due to sickness”Parent, Detractor (NPS 4)

Safety, child safeguarding and lost items

8 mentions

A small group raises safety and safeguarding gaps — lost or stolen items, monitoring children on buses and at play, first-aid and supervision. It overlaps with transport and discipline but is distinct in its focus on physical safety and lost property.

“Safety of children's items they at times get lost”Parent, Promoter (NPS 10)

“The school should improve on storage of learner's documents. I didn't find my daughter's file for the end of third term last year.”Parent, Promoter (NPS 10), Grade 6, Phase 4 campus

“Making sure incase a leaner loose something he/she get it back”Parent, Passive (NPS 7)

Snacks-from-home and provisioning rules

4 mentions

A few parents object specifically to the rule against carrying snacks from home and want more flexibility on what children may bring or be allowed healthy snacks. It is a small, pointed provisioning ask voiced across segments.

“Students should not share any foodstuffs with other kids. For health concern and safety issues For kids who plays football and other extra curriculum activities should be extra cautious on kids to avoid injuries. However, I understand that football is a game of contact but kids should be highly protected. They keep complaining that so and so injured me. But I truly understand that these injuries are bound to happen but I would value extra care. But all in all, the school is perfect”Parent, Passive (NPS 8)

“Allow interactive communication on groups/WhatsApp..not restricted ones. Allow kids to have healthy snacks from home Change the school diet for God's sake. Equality among all the children.”Parent, Detractor (NPS 1)

“Allow snacks generally and stockings for girls”Parent, Passive (NPS 8)

Staff conduct and professionalism

1 mention

A lone comment singles out support staff for improvement, distinct from the broader discipline/harshness theme.

“Support staff”Parent, Detractor (NPS 5)

Noted, not themed: No specific feedback / satisfied for now (48); Nothing to improve / keep it up (38).

Parent demographics

3 campuses · 13 grade bands represented

Composition of the responding parent body — campus split and grade distribution.

Parent demographics

Campus

Grade / phase

Campus × Grade NPS

NPS by campus-grade cell

Net Promoter Score broken down by campus and grade band — surfaces pockets where sentiment runs ahead of or behind the school average.

Where parents are happiest (and unhappiest) NPS by campus × grade · darker green = better, red = negative

	Playgroup	Pre-Primary	Lower Pri (1-3)	Upper Pri (4-6)	Junior Sec (7-8)	Senior Sec (9-10)
Main campus	+80 n=5	-17 n=6	+100 n=1	+35 n=26	+0 n=6	·
Phase 4 campus	+75 n=4	+8 n=13	+42 n=12	+0 n=13	+40 n=10	+43 n=7
Umoja campus	+0 n=1	+55 n=11	+17 n=6	+45 n=11	+100 n=1	·

< 0 0–19 20–39 40–59 60+ n < 5