Stakeholder Experience & Satisfaction Surveys

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Choose a school tab at the top; within each school, switch between Staff and Parents. The sidebar on the left jumps to any section; sections collapse and expand so you can scan or drill in. Expand all / Collapse all sits at the top of each pane.

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.

Somaliland overall, then drill into any of its 3 schools

Staff NPS +29

70of 121 responded

58%

Avg agreement across statements: 66%
Top praise: Care, safety & support
Top concern: Communication

Parents NPS +35

131of 1,098 responded

12%

Avg agreement across statements: 73%
Top praise: Discipline, values & character
Top concern: Language & bilingual learning

! 1 thing to keep in mind for Somaliland click to see all

Staff responses came in via two language versions: 58 EN + 12 SO. Likert categories were normalised; unrecognised Somali wording would show as missing.

Schools in Somaliland

How each school in this country contributes to the country aggregate above.

School	Staff resp.	Staff NPS	Parent resp.	Parent NPS
KG, Hargeisa	9	+0	11	+27
Primary, Hargeisa	39	+32	87	+38
Secondary, Sheikh	22	+38	33	+30

All sections below are collapsible — click a header to expand. Snapshot is open by default.

Overview & key takeaways

NPS +29 · positive · 66% avg agreement across 10 statements · 37 promoters, 14 passives, 17 detractors · promoters praise quality & holistic education, detractors flag workload & operations

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

Key takeaways

NPS sits at +29 (mean score 7.9 / 10) — positive but with room to grow.
Average 66% agreement across 10 statements, ranging from 51% on the weakest to 77% on the strongest.
Top theme in “what does the school do well?” — care, safety & support (21 mentions).
Top theme in “what should the school improve?” — communication (17 mentions).

Net Promoter Score

37 promoters, 14 passives, 17 detractors · promoters praise quality & holistic education, detractors flag workload & operations

How the score sits on the 0–10 distribution across Promoters / Passives / Detractors.

Net Promoter Score

+29

Positive

Promoters 54% Passives 21% Detractors 25%

Mean 7.9 / 10 · n = 68

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

Agreement by statement

Strongest: I understand the strategic direction of the school. (77%) · Weakest: I feel comfortable raising concerns without fear. (51%) · Biggest divider: My immediate leadership supports me to perform at my best. (68 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.

77%

I understand the strategic direction of the school.

Waxa aan fahansanahay jihada istaraajiyadeed ee dugsiga

17%

47%

30%

n=70 · 6% disagree

76%

The school culture supports collaboration.

Dhaqabka dugsigu waxa uu caawiyaa wadashaqaynta

14%

36%

40%

n=70 · 10% disagree

71%

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

Waxa aan haystaa qalabka iyo agabka aan ubaahnahay si aan shaqadayda sifiican ugu qabsado

17%

37%

34%

n=70 · 11% disagree

69%

My immediate leadership supports me to perform at my best.

Qofka sida tooska ah ii maamulaa waxa uu iga taageeraa inaan shaqadayda uqabto sida ugu fiica

20%

26%

43%

n=70 · 11% disagree

66%

I feel valued for the contribution I make.

Waxaan dareensanahay in la qiimeeyo waxqabadka aan sameeyo

10%

19%

39%

27%

n=70 · 16% disagree

66%

School operations support me to do my job effectively.

Hanaanka hawlqadbadka dugsigu waxa uu iga taageeraa inaan shaqadayda siwanaagsan uqabsado

24%

34%

31%

n=70 · 10% disagree

64%

I receive useful feedback on my performance.

Waxa aan ka helaa falcelin wanaagsan shaqadayda

27%

31%

33%

n=70 · 9% disagree

63%

Leadership decisions are clear and well-communicated.

Go'aanada maamulku waa kuwo cad oo si hufan loo gaadhsiiyo shaqaalaha

21%

31%

n=70 · 16% disagree

57%

I have meaningful opportunities to grow professionally.

Waxa aan haystaa fursado mihiim ah oo aan xirfad ahaan ugu horumaro

19%

30%

27%

n=70 · 24% disagree

51%

I feel comfortable raising concerns without fear.

Waxaan gudbin karaa dareenada/walaaca aan qabo aniga oo aan dhib dareemayn ama cidna ka cabsanayn

11%

31%

24%

27%

n=70 · 17% 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%.

I understand the strategic direction of the school.

77%

0% 100%

Detractors 41% Promoters 95%

53 pp gap

The school culture supports collaboration.

76%

0% 100%

Detractors 35% Promoters 92%

57 pp gap

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

71%

0% 100%

Detractors 47% Promoters 86%

39 pp gap

My immediate leadership supports me to perform at my best.

69%

0% 100%

Detractors 24% Promoters 92%

68 pp gap

I feel valued for the contribution I make.

66%

0% 100%

Detractors 24% Promoters 84%

60 pp gap

School operations support me to do my job effectively.

66%

0% 100%

Detractors 29% Promoters 89%

60 pp gap

I receive useful feedback on my performance.

64%

0% 100%

Detractors 18% Promoters 81%

63 pp gap

Leadership decisions are clear and well-communicated.

63%

0% 100%

Detractors 18% Promoters 84%

66 pp gap

I have meaningful opportunities to grow professionally.

57%

0% 100%

Detractors 35% Promoters 73%

38 pp gap

I feel comfortable raising concerns without fear.

51%

0% 100%

Detractors 29% Promoters 65%

35 pp gap

Schools in Somaliland

How each school in this country contributes to the country aggregate above.

School	Staff resp.	Staff NPS	Parent resp.	Parent NPS
KG, Hargeisa	9	+0	11	+27
Primary, Hargeisa	39	+32	87	+38
Secondary, Sheikh	22	+38	33	+30

All sections below are collapsible — click a header to expand. Snapshot is open by default.

Overview & key takeaways

NPS +35 · solidly positive · 73% avg agreement across 7 statements · 77 promoters, 22 passives, 31 detractors · promoters praise quality & holistic education, detractors flag teacher quality & consistency

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

Key takeaways

NPS sits at +35 (mean score 7.8 / 10) — solidly positive.
Average 73% agreement across 7 statements, ranging from 50% on the weakest to 88% on the strongest.
Top theme in “what does the school do well?” — discipline, values & character (25 mentions).
Top theme in “what should the school improve?” — language & bilingual learning (32 mentions).

Net Promoter Score

77 promoters, 22 passives, 31 detractors · promoters praise quality & holistic education, detractors flag teacher quality & consistency

How the score sits on the 0–10 distribution across Promoters / Passives / Detractors.

Net Promoter Score

+35

Solidly positive

Promoters 59% Passives 17% Detractors 24%

Mean 7.8 / 10 · n = 130

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

Agreement by statement

Strongest: School promotes strong values and discipline. (88%) · Weakest: The quality of education and experience justifies the fees paid. (50%) · Biggest divider: My child is learning and progressing well. (68 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%

School promotes strong values and discipline.

33%

55%

n=131 · 6% disagree

82%

My child feels safe at school.

11%

31%

52%

n=131 · 6% disagree

79%

My child is learning and progressing well.

14%

30%

49%

n=131 · 8% disagree

78%

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

12%

33%

45%

n=131 · 10% disagree

73%

Teachers support my child to understand and improve their learning.

18%

31%

43%

n=131 · 8% disagree

63%

When I raise concerns, they are handled well.

20%

31%

32%

n=131 · 17% disagree

50%

The quality of education and experience justifies the fees paid.

10%

31%

24%

27%

n=131 · 18% 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%.

School promotes strong values and discipline.

88%

0% 100%

Detractors 74% Promoters 96%

22 pp gap

My child feels safe at school.

82%

0% 100%

Detractors 68% Promoters 92%

24 pp gap

My child is learning and progressing well.

79%

0% 100%

Detractors 29% Promoters 97%

68 pp gap

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

78%

0% 100%

Detractors 61% Promoters 90%

28 pp gap

Teachers support my child to understand and improve their learning.

73%

0% 100%

Detractors 45% Promoters 88%

43 pp gap

When I raise concerns, they are handled well.

63%

0% 100%

Detractors 42% Promoters 78%

36 pp gap

The quality of education and experience justifies the fees paid.

50%

0% 100%

Detractors 26% Promoters 65%

39 pp gap

Staff NPS +0

9of 21 responded

43%

Avg agreement across statements: 68%
Top praise: Care, safety & support
Top concern: Communication

Parents NPS +27

11of 202 responded

Avg agreement across statements: 87%
Top praise: Discipline, values & character
Top concern: Transport

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

All sections below are collapsible — click a header to expand. Snapshot is open by default.

Overview & key takeaways

NPS +0 · positive · 68% avg agreement across 10 statements · 4 promoters, 1 passive, 4 detractors · promoters praise care, safety & support, detractors flag communication

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

Key takeaways

NPS sits at +0 (mean score 7.1 / 10) — positive but with room to grow.
Average 68% agreement across 10 statements, ranging from 44% on the weakest to 89% on the strongest.
Top theme in “what does the school do well?” — care, safety & support (3 mentions).
Top theme in “what should the school improve?” — communication (4 mentions).

Net Promoter Score & why

4 promoters, 1 passive, 4 detractors · promoters praise care, safety & support, detractors flag communication

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

Net Promoter Score

Positive

Promoters 44% Passives 11% Detractors 44%

Mean 7.1 / 10 · n = 9

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

Positive environment and support to do the job

3 mentions

Promoters recommend the school primarily because of its healthy, positive atmosphere and the full support they receive to carry out their duties. The strand combines emotional warmth ("healthy environment") with practical enablement ("full support given to run my duties"). One Promoter qualifies their enthusiasm by noting room for improvement, showing recommendation is warm but not uncritical.

“because of the healthy environment”Staff, Promoter (NPS 10)

“Full support given to run my duties appropriately”Staff, Promoter (NPS 10)

“It’s a good school with a positive environment, but there is still some room for improvement.”Staff, Promoter (NPS 9)

Dedicated teachers

1 mention

One Promoter grounds their recommendation specifically in the dedication of the teaching staff — pointing to the people as the reason to recommend the school.

“The dedication of the teachers.”Staff, Promoter (NPS 9)

Passives Scored 7 or 8

Detractors Scored 0 to 6

Positive environment undercut by management, security and growth concerns

4 mentions

Detractors' reasons are notably ambivalent: each acknowledges genuine positives — a positive environment, useful training, supportive colleagues, teamwork, and a nurturing setting for young children — before naming the concerns that pull their score down. Those concerns cluster around workload and communication, subjective performance evaluation and appraisals, limited job security, weak academic follow-up and classroom support, and few professional growth opportunities. The pattern shows these are not disengaged critics but invested staff whose lower scores stem from management practice rather than dislike of the school.

“My rating is mainly based on my day-to-day experience with workload and communication within the school. The expectations at times go beyond what was initially explained, which affects how manageable the role feels. There is also inconsistency between what is communicated verbally and what is reflected in formal feedback, including appraisal forms, which can be confusing. I believe more clarity in communication, realistic workload expectations, and a more supportive approach to staff concerns would make a big difference”Staff, Detractor (NPS 5)

“The school has a positive environment and provides useful training opportunities that help teachers become more experienced, open-minded, and professionally developed. However, there appears to be limited consistent academic follow-up and classroom support. Performance evaluation and management decisions can sometimes feel subjective rather than based on clear, measurable observations and fair professional assessment, which can also create concerns about job security”Staff, Detractor (NPS 5)

“I would recommend Pharo Schools for the positive school environment, supportive colleagues, and teamwork culture. However, I believe friends or colleagues should also be aware of challenges related to management systems, limited job security, and few professional growth opportunities. From an educational perspective, the school provides a stable learning environment, but I feel there is limited progress in educational development, innovation, and regular constructive feedback for continuous improvement.”Staff, Detractor (NPS 3)

Agreement by statement

Strongest: I understand the strategic direction of the school. (89%) · Weakest: I feel comfortable raising concerns without fear. (44%) · Biggest divider: My immediate leadership supports me to perform at my best. (75 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.

89%

I understand the strategic direction of the school.

Waxa aan fahansanahay jihada istaraajiyadeed ee dugsiga

11%

67%

22%

n=9 · 0% disagree

89%

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

Waxa aan haystaa qalabka iyo agabka aan ubaahnahay si aan shaqadayda sifiican ugu qabsado

11%

33%

56%

n=9 · 0% disagree

78%

The school culture supports collaboration.

Dhaqabka dugsigu waxa uu caawiyaa wadashaqaynta

22%

56%

n=9 · 0% disagree

78%

School operations support me to do my job effectively.

Hanaanka hawlqadbadka dugsigu waxa uu iga taageeraa inaan shaqadayda siwanaagsan uqabsado

11%

22%

56%

n=9 · 11% disagree

67%

I feel valued for the contribution I make.

Waxaan dareensanahay in la qiimeeyo waxqabadka aan sameeyo

22%

11%

44%

22%

n=9 · 22% disagree

67%

I have meaningful opportunities to grow professionally.

Waxa aan haystaa fursado mihiim ah oo aan xirfad ahaan ugu horumaro

11%

33%

n=9 · 22% disagree

56%

Leadership decisions are clear and well-communicated.

Go'aanada maamulku waa kuwo cad oo si hufan loo gaadhsiiyo shaqaalaha

22%

44%

11%

n=9 · 22% disagree

56%

I receive useful feedback on my performance.

Waxa aan ka helaa falcelin wanaagsan shaqadayda

44%

22%

33%

n=9 · 0% disagree

56%

My immediate leadership supports me to perform at my best.

Qofka sida tooska ah ii maamulaa waxa uu iga taageeraa inaan shaqadayda uqabto sida ugu fiica

11%

22%

33%

n=9 · 22% disagree

44%

I feel comfortable raising concerns without fear.

Waxaan gudbin karaa dareenada/walaaca aan qabo aniga oo aan dhib dareemayn ama cidna ka cabsanayn

11%

22%

n=9 · 33% disagree

Strongly disagreeDisagreeNeutralAgreeStrongly agree

Strongest to weakest, with promoter vs detractor split

I understand the strategic direction of the school.

89%

0% 100%

Detractors 75% Promoters 100%

25 pp gap

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

89%

0% 100%

Detractors 75% Promoters 100%

25 pp gap

The school culture supports collaboration.

78%

0% 100%

Detractors 50% Promoters 100%

50 pp gap

School operations support me to do my job effectively.

78%

0% 100%

Detractors 50% Promoters 100%

50 pp gap

I feel valued for the contribution I make.

67%

0% 100%

Detractors 50% Promoters 75%

25 pp gap

I have meaningful opportunities to grow professionally.

67%

0% 100%

Detractors 50% Promoters 100%

50 pp gap

Leadership decisions are clear and well-communicated.

56%

0% 100%

Detractors 25% Promoters 75%

50 pp gap

I receive useful feedback on my performance.

56%

0% 100%

Detractors 25% Promoters 75%

50 pp gap

My immediate leadership supports me to perform at my best.

56%

0% 100%

Detractors 25% Promoters 100%

75 pp gap

I feel comfortable raising concerns without fear.

44%

0% 100%

Detractors 25% Promoters 50%

25 pp gap

What’s working

Top theme: Care, safety & support (3) · top sub-aspect: Safe & secure environment

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

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

9 staff wrote a substantive reply to this question.

Safe, supportive and caring environment

4 mentions

This is the most prominent strength, voiced across the segment by Promoters and Detractors alike. Staff describe a school that prioritises child safeguarding and well-being, protects privacy, and offers a nurturing atmosphere for both children and teachers. The strand cuts across NPS lines — it is named by Detractors as a genuine positive even where they have other complaints, which gives it real weight.

“The school maintains a strong focus on students’ learning and has staff who are committed to doing their best despite challenges. There is a clear drive for results and continuous improvement in academics.”Staff, Detractor (NPS 5)

“creating a supportive learning environment focusing on essential skills”Staff, Promoter (NPS 10)

“My school does many things well. It provides a safe and supportive environment for both students and teachers, respects and protects privacy, and ensures that important school resources are available when needed. The school also promotes strong teamwork and collaboration among staff members, which creates a positive working and learning atmosphere.”Staff, Detractor (NPS 3)

Teamwork and collaboration

2 mentions

A distinct strength is the culture of collaboration among staff and students. Several respondents single out teamwork as something the school does well, and it is voiced by both a Promoter and a Detractor. It overlaps with the supportive-environment theme but is named specifically often enough to stand on its own.

“The school does well in promoting collaboration and teamwork among students”Staff, Promoter (NPS 9)

“Works well togather.”Staff, Promoter (NPS 9)

Engaging teaching, activities and reading

1 mention

Staff value the quality and enjoyment of the learning experience: engaging activities, a focus on essential and reading skills, and welcoming classroom environments that make learning fun. This is voiced by a Passive and a Promoter, pointing to pedagogy as a recognised bright spot.

“The most important thing our school does well is providing engaging activities, encouraging strong reading skills, and creating welcoming classroom decorations that make learning enjoyable for students.”Staff, Passive (NPS 8)

Training, professional development and events

1 mention

One Detractor highlights the school's provision of teacher training and professional development, alongside its strong organisation of school events such as Culture Day, Independence Day and Graduation Day. Notably this same respondent flags inconsistent academic follow-up elsewhere, so the praise is for the existence of development opportunities and the visible event calendar.

“The school does well in providing training and professional development for teachers, and it is also strong in organizing events such as Culture Day, Independence Day, and Graduation Day”Staff, Detractor (NPS 5)

Resources provided on time

1 mention

A Promoter credits the school with making learning and operational resources available when needed so that things run smoothly. This is a practical, logistics-focused strength tied directly to staff being able to do their jobs.

“They provide learning or needed resources in time to make everything run smoothly”Staff, Promoter (NPS 10)

What to improve

Top theme: Communication (4) · 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?”

8 staff wrote a substantive reply to this question.

Leadership, management and communication

3 mentions

This is the most prominent improvement theme and the dominant complaint among Detractors. The strands within it include inconsistent communication between what is said verbally and what appears in formal feedback, subjective or unclear performance evaluation and appraisals, weak academic follow-up and policy implementation, and a call for management to be more open-minded, emotionally intelligent and professional rather than taking issues personally. It is voiced almost entirely by Detractors and represents the core driver of their lower scores.

“There is a need to improve how staff are supported on a practical level, especially in managing workload and daily responsibilities. Clearer communication from leadership, more consistent feedback processes, including transparency in appraisal forms, and better recognition of staff effort would help improve morale. Creating a more balanced and supportive working environment would benefit both staff and overall school performance.”Staff, Detractor (NPS 5)

“Improving consistent academic follow-up and clearer implementation of school policies at leadership level, with stronger focus on key priorities and more supportive, open-minded leadership. Leadership goals should be better defined to ensure continuous improvement. In addition, frequent staff turnover and annual replacement of teachers affect continuity and teaching quality, so more stable retention of experienced teachers is needed for better long-term student progress and school development.”Staff, Detractor (NPS 5)

“One of the most important areas the school should improve is the management approach. Management teams should be more open-minded, emotionally intelligent, patient, and understanding in the way they deal with teachers and daily challenges. Leaders in educational positions should avoid taking issues personally and instead focus on professional communication and problem-solving. When teachers struggle in certain areas, the school should provide guidance, mentoring, and professional training opportunities rather than quickly replacing staff. Supporting teachers to grow and improve will strengthen the school in the long term, reduce high staff turnover, and help build a more experienced and stable teaching team.”Staff, Detractor (NPS 3)

Staff retention, job security and mentoring

2 mentions

Closely tied to the leadership theme but distinct in focus, this strand concerns the human cost of turnover. Detractors link frequent staff turnover and annual teacher replacement to weaker continuity and teaching quality, and argue for mentoring, guidance and professional training instead of quickly replacing struggling teachers. The underlying driver is job insecurity and a desire for the school to invest in developing existing staff. (The two verbatims below also appear under the leadership theme, where they were originally written as part of the same answers; they are repeated here because the turnover strand is substantive in its own right.)

“In addition, frequent staff turnover and annual replacement of teachers affect continuity and teaching quality, so more stable retention of experienced teachers is needed for better long-term student progress and school development.”Staff, Detractor (NPS 5)

“When teachers struggle in certain areas, the school should provide guidance, mentoring, and professional training opportunities rather than quickly replacing staff. Supporting teachers to grow and improve will strengthen the school in the long term, reduce high staff turnover, and help build a more experienced and stable teaching team.”Staff, Detractor (NPS 3)

Feedback on student work

1 mention

A Promoter, who is broadly positive, asks for more consistent and detailed feedback on students' work — a constructive, quality-of-teaching improvement rather than a grievance. It echoes the wider call for stronger academic follow-up but is specifically about feedback to students.

“The school could improve by providing more consistent and detailed feedback on students work.”Staff, Promoter (NPS 9)

Facilities and hygiene

1 mention

A Passive respondent flags practical, day-to-day environmental needs: keeping toilets clean, supporting students better, and teaching young children good hygiene habits. Given the kindergarten context, this is a concrete operational ask around cleanliness and child self-care.

“The most important thing our school should improve is keeping the toilets clean, providing better support and help for students, and teaching young students how to keep themselves clean and practice good hygiene habits.”Staff, Passive (NPS 8)

Curriculum and timetabling

1 mention

A Detractor raises a specific curriculum and scheduling concern: prioritising English language and avoiding timetable clashes between English and Arabic, particularly in the primary section. This is a targeted, actionable structural fix rather than a cultural complaint.

“English language should be the priority, and lessons should not be scheduled at the same time as Arabic, especially in the primary section.”Staff, Detractor (NPS 5)

Pay and salaries

1 mention

One Promoter names salaries as the area to improve — a short but clear compensation signal that, despite their high recommendation score, pay is the standout gap for them.

“in salaries”Staff, Promoter (NPS 10)

All sections below are collapsible — click a header to expand. Snapshot is open by default.

Overview & key takeaways

NPS +27 · positive · 87% avg agreement across 7 statements · 7 promoters, 0 passives, 4 detractors · promoters praise care, safety & support, detractors flag communication

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

Key takeaways

NPS sits at +27 (mean score 8.0 / 10) — positive but with room to grow.
Average 87% agreement across 7 statements, ranging from 55% on the weakest to 100% on the strongest.
Top theme in “what does the school do well?” — discipline, values & character (3 mentions).
Top theme in “what should the school improve?” — transport (3 mentions).

Net Promoter Score & why

7 promoters, 0 passives, 4 detractors · promoters praise care, safety & support, detractors flag communication

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

Net Promoter Score

+27

Positive

Promoters 64% Passives 0% Detractors 36%

Mean 8.0 / 10 · n = 11

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

Safety and security of young children

3 mentions

The strongest and most detailed promoter reasons centre on physical safety — fenced grounds, secure supervision, and staff trained specifically in caring for very young children. For KG parents handing over the youngest pupils, this reassurance about safety is what earns the top score, not academics alone.

“The safety of the children — the school grounds are fenced with strong security, so it is not possible for a child to leave; the school bus takes them and accepts full responsibility for returning the child home safely to the parents. The teachers are trained in raising and caring for young children. Finally, I am very grateful to all the Pharo School staff.”Aaminada ilmaha deeganka schoolka o xayndaaban ilaale adagna leh aanay surta galna ahayn inu ilmuhu ka baxo gaadhiga schoolka geeya o masuuliyad aada iska saraya in u ilmihi isago bad qaba gurigooda ku noqdo waalidkina farta ka sarayo Macalimiinta o u tababar barbaarinta iyo xanananaynta caruurta yar yar Ugu danbayn aad ban ugu mahad celinaya pharo school staff o dhanParent, Promoter (NPS 10)

“The school is in a place suited to raising children, and it has teachers and management trained in how to bring children up.”Dugsigu wuxuu ku yaalaa Goob ku haboon barbaarinta caruurta, macalimiin iyo maamul u carbisan sida caruurta loo barbaariyo wey joogan schoolka.Parent, Promoter (NPS 9)

“The education and the safety”Waxbarashada iyo seftigaParent, Promoter (NPS 10)

Trust in the quality and standard of education

2 mentions

A second, smaller group of promoters point simply to academic quality and confidence that their child is being taught well.

“It is the quality and standard of the education my child has been given, which satisfied me too”Waa wanaga iyo tayada heerka wax barsho ee ilamahayga lasiiyey tason anuba kuqancayParent, Promoter (NPS 9)

“The children are taught well”Si fiican aya waxloobaraa ilmahaParent, Promoter (NPS 10)

Passives Scored 7 or 8

Detractors Scored 0 to 6

Good academics and safety, with reservations

2 mentions

Even detractors credit the school's academics and safety — their lower score reflects a specific reservation (usually English-language teaching) rather than dissatisfaction with the basics.

“The school has all the educational resources and a good environment. I held back the remaining points because the school needs to build up the children's English much more, with more courses.”School ku waxaa u dhamaystiran dhaman agabkii waxbarasho iyo enviroment wanagsan. Qiimaynta hadhay waxaan uga reebay school ku wuxu u baahan yahay in caruurta aad looga dhiso luuqada english ka oo ay ku baxaan courses ka badanku.Parent, Detractor (NPS 6)

“Good education and safe environment”Parent, Detractor (NPS 6)

Communication and transport gaps

1 mention

One detractor's lower score is driven by day-to-day operational friction — teacher-parent communication and bus coverage — rather than the school's core offer.

“Communication between teacher and student is a little lacking. The school buses do not reach some neighbourhoods.”Iska warhaynta macalinka iyo ardayga oo yar hoosaysa . Busaska schoolka oon xaafadaha qaar gaadhin.Parent, Detractor (NPS 4)

Agreement by statement

Strongest: My child is learning and progressing well. (100%) · Weakest: The quality of education and experience justifies the fees paid. (55%) · Biggest divider: The quality of education and experience justifies the fees paid. (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.

100%

My child is learning and progressing well.

18%

82%

n=11 · 0% disagree

100%

Teachers support my child to understand and improve their learning.

36%

64%

n=11 · 0% disagree

100%

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

36%

64%

n=11 · 0% disagree

91%

My child feels safe at school.

18%

73%

n=11 · 0% disagree

91%

School promotes strong values and discipline.

45%

n=11 · 0% disagree

73%

When I raise concerns, they are handled well.

18%

55%

n=11 · 18% disagree

55%

The quality of education and experience justifies the fees paid.

27%

18%

36%

n=11 · 27% disagree

Strongly disagreeDisagreeNeutralAgreeStrongly agree

Strongest to weakest, with promoter vs detractor split

My child is learning and progressing well.

100%

0% 100%

Detractors 100% Promoters 100%

0 pp gap

Teachers support my child to understand and improve their learning.

100%

0% 100%

Detractors 100% Promoters 100%

0 pp gap

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

100%

0% 100%

Detractors 100% Promoters 100%

0 pp gap

My child feels safe at school.

91%

0% 100%

Detractors 75% Promoters 100%

25 pp gap

School promotes strong values and discipline.

91%

0% 100%

Detractors 75% Promoters 100%

25 pp gap

When I raise concerns, they are handled well.

73%

0% 100%

Detractors 50% Promoters 86%

36 pp gap

The quality of education and experience justifies the fees paid.

55%

0% 100%

Detractors 25% Promoters 71%

46 pp gap

What’s working

Top theme: Discipline, values & character (3) · top sub-aspect: Strong moral values

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

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

10 parents wrote a substantive reply to this question.

Building children's knowledge, confidence and character

6 mentions

The largest cluster of praise is about the KG's core job: teaching young children well and building them up as whole, confident students — several parents describe visible growth, not just contentment.

“The most important thing is that my child has become a complete student, well built in every respect”Shayga ugu muhiimsani waa in ilmahaygii noqday arday buuxa oodhan walba kadhisanParent, Promoter (NPS 9)

“The children's knowledge”Aqoonta ilmahaParent, Promoter (NPS 10)

“Building the children's morale”Niyad dhiska caruurtaParent, Detractor (NPS 4)

Safety and a caring, protective environment

3 mentions

Safety is named directly and repeatedly as something the school does well, not just as a reason to enrol in the first place.

“Safety”BadbaadaParent, Promoter (NPS 10)

“The safety and the quality of education are good”Badqabka iyo tayada waxbarashada way fiican tahayParent, Detractor (NPS 6)

“Education Positive behaviour engagement Safe environment Different activities of learning”Parent, Detractor (NPS 6)

Keeping parents informed and involved

2 mentions

A distinctive KG-specific strength: parents feel proactively kept in the loop about their young child's day, health and progress, rather than having to chase updates themselves.

“Keeping in touch with parents and informing them of whatever condition the child is in. Letting them know when the child is ill or an emergency arises.”Xidhiidhinta waalidka, iyo la socodsiinta xaaladkasta oo ilmuhu ku sugan yahay. Ka war haynta ilmuhu marka uu xanuunsanayo ama xaalad degdeg ahi la soo kulanto.Parent, Promoter (NPS 9)

“That parents are kept up to date with the child's academic level and called to the school at least every 2 months”In uu walidka heerka mustawaha aqooned e ilmaha u la socdo o dugsiga loga yeedho ugu yaran every 2 monthsParent, Promoter (NPS 10)

What to improve

Top theme: Transport (3) · top sub-aspect: Route coverage / access

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

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

11 parents wrote a substantive reply to this question.

Bus transport — routes, timing and safety

3 mentions

Transport logistics is the most concrete, repeated operational ask: buses not reaching some neighbourhoods, pick-up times drifting later than the school start, and a specific safety concern about how KG children cross the road to reach the cars.

“I would like the bus pick-up time to be changed — it is not fixed and is often later than the time the child needs to reach school. The drivers have good manners, but they do not keep to time well.”Waxan jeclaan lahaa in wax laga bedelo saacada bus-ku qaadayo ilmaha oo aan ahayn mid sugan oo inta badan ka danbeysa xiliga ilmaha la rabo inuu dugsiga aado. Darawalada gawaadhidu way akhlaaq fiican yihiin laakin waqtiga aad uma ilaaliyaa.Parent, Promoter (NPS 9)

“The school must do something about the road the students cross when the KG children go to the cars”Waa inuu dugsigu kasameeyaa ardayda wadada aysiimaran markay gawadhida utagayan kg yadaParent, Promoter (NPS 9)

“The buses are overfull”Basaska, overfullParent, Detractor (NPS 4)

How discipline, mistakes and complaints are handled

3 mentions

A smaller but pointed set of asks concerns the school's response when things go wrong — how a child's own mistakes are handled, and, more critically, one parent's experience that management defended teachers being complained about rather than acting on the complaint.

“Acting on the complaints that are submitted, and the way management defends the very teachers you are complaining about”Wax ka qabashada cabashada loo gudbiyo iyo difaaca macalimiinta aat ka cabanayso ee uu maamulku ku kacayoParent, Promoter (NPS 10)

“How the child is treated when they make a mistake”Sida ilmaha Lola dhaqmo hadu qalad galoParent, Promoter (NPS 10)

“Discipline Behaviour”Parent, Detractor (NPS 6)

Toilet hygiene and trained care for young children

2 mentions

Two parents raise the same specific, age-appropriate concern: the adults helping KG children with the toilet should be properly trained, and the facilities themselves kept clean, so children's hygiene and health are protected.

“The women who help the children with the toilet should be well trained so the child's hygiene improves and they are protected from illness — may God keep them safe”Hablaha caruurta toilet ka caawiya in aad lo trian gareeyo si ilmahu nadafadiisu kor ugu kacdo xanunadana uga badbaado ilahay ba badbaadada hayeParent, Promoter (NPS 10)

“That the child be listened to when they complain about something. That the toilets be cleaned and good water provided. That the buses reach the distant neighbourhoods.”In ilmaha la dhagysto marku wax ka cawdo . In suuliyada laga nadiifiyo biyo fiiicana la dhigo. In busasku xafadaha fog gadhaan.Parent, Detractor (NPS 4)

Fees and English readiness

2 mentions

Two individually distinct asks: lowering fees, and making sure children leaving KG are solid enough in English for lower school.

“A student coming up from KG should be solid in English; likewise in the lower school the student should be able to read and write English and understand what they read.”Luuqada english ka ardayga ka imanay Kg waa in uu dhisan yahay sidoo kale dugisa hoose waa in ardaygu akhrisan karo, qori karo luuqada english ta sidoo kale fahmi karo wuxuu akhrinayo.Parent, Detractor (NPS 6)

“That the price be lowered”Qimaha o hoose lo dhigoParent, Promoter (NPS 10)

A non-boarding secondary option in Hargeisa

1 mention

One parent asks for the option to keep their child at Pharo beyond primary without boarding, by opening a non-boarding secondary school in Hargeisa.

“A secondary school that is not boarding should be opened in Hargeisa”Hargeisa dugsi sare ha laga furo oo aan boarding ahaynParent, Promoter (NPS 10)

Staff NPS +32

39of 42 responded

93%

Avg agreement across statements: 64%
Top praise: Care, safety & support
Top concern: Facilities & infrastructure

Parents NPS +38

87of 641 responded

14%

Avg agreement across statements: 75%
Top praise: Discipline, values & character
Top concern: Language & bilingual learning

! 1 thing to keep in mind for this school click to see all

Staff responses came in via two language versions: 31 EN + 8 SO. Likert categories were normalised; unrecognised wording would show as missing.

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

All sections below are collapsible — click a header to expand. Snapshot is open by default.

Overview & key takeaways

NPS +32 · solidly positive · 64% avg agreement across 10 statements · 21 promoters, 8 passives, 9 detractors · promoters praise quality & holistic education, detractors flag workload & operations

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 64% agreement across 10 statements, ranging from 49% on the weakest to 74% on the strongest.
Top theme in “what does the school do well?” — care, safety & support (13 mentions).
Top theme in “what should the school improve?” — facilities & infrastructure (9 mentions).

Net Promoter Score & why

21 promoters, 8 passives, 9 detractors · promoters praise quality & holistic education, detractors flag workload & operations

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 55% Passives 21% Detractors 24%

Mean 8.0 / 10 · n = 38

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

Quality of education and proven academic results

7 mentions

Promoters most often cite the high quality of education — and, for several, its proven results — as the reason they recommend the school. The strongest versions point to exam outcomes, with pupils reportedly earning top marks compared with other schools in Somaliland, and to Pharo's standing as one of the country's leading schools. This is the clearest rational driver of advocacy among promoters, often expressed with real pride.

“Because of the school has the best quality of education in Somaliland, and it is proven by the exams that our pupils do, they usually gets the top marks compared to other pupils from the other schools in Somaliland.”Staff, Promoter (NPS 10)

“I appreciate the commitment of Pharo Schools to providing quality education and supporting student development.”Staff, Promoter (NPS 9)

“Consistent improvement of quality education.”Staff, Promoter (NPS 10)

Supportive environment and capable, caring teachers

6 mentions

Many promoters root their recommendation in the school's positive, supportive environment and the capacity, dedication, and care of its teachers. They describe witnessing first-hand the hard work that goes into supporting every student, and a culture that encourages students to grow and succeed. This theme is the emotional core of promoter advocacy, complementing the more results-focused quality theme.

“The environment and the capacity of the teachers”Staff, Promoter (NPS 9)

“The school has a positive impact on children and supports their academic growth.”Staff, Promoter (NPS 9)

“The school environment is suitable for education, and it is also safe for students. In addition, the quality of education is very high, and the teachers are highly qualified and experienced. This creates a positive learning atmosphere that helps students achieve academic success and develop good character.”Staff, Promoter (NPS 10)

Reputation and being among the best schools

4 mentions

Several promoters recommend the school primarily because of its strong reputation and standing as one of the best in Somaliland. For these respondents, Pharo's name and leading position are reason enough; this theme is concise and confident, often stated as established fact.

“Pharo schools have a good reputation in Somaliland.”Staff, Promoter (NPS 9)

“What I gave Pharo Schools — it is truly an excellent achievement and a leader/pioneer among the schools of the country.”Waxan ku bixiyay pharo schools waa isguul aad ufiica run ahaantii hormoodna u ah schools dalkaStaff, Promoter (NPS 10)

“What I gave to Pharo school — it is a very, very good school; truly there is no school like it in the country, it is the pioneer of education, and it is also a suitable place for teaching.”Waxan u siyay school pharo wa school aad iyo aad u fiican,run ahanti ma jiro school sidasa ah wadanka waa hormoodka waxbarashada,sidoo Kale waa goob ku haboon wax dhigista.Staff, Promoter (NPS 10)

Leadership, strategic direction, and good governance

2 mentions

A subset of promoters credit clear strategic direction, understandable leadership decisions, transparent communication, good management, and order/governance as the basis for their recommendation. Notably, these respondents experience leadership and communication positively — a direct contrast to the detractors — underscoring how varied staff perceptions of management are within the same school.

“the school provides clear strategic direction and leadership decisions that are easy to understand. Communication is transparent, the learning environment is inclusive, and staff are supportive. I feel confident recommending Pharo Schools to others because of the professionalism, positive culture, and commitment to student success.”Staff, Promoter (NPS 10)

“What I gave Pharo school — it is among the best schools in the country, it has good management and good order/governance.”Waxaan usiiyay pharo school waxa uu ku jira school da ugu fiican dalka waxa uu leyahy maamul fiican iyo kala danbeynStaff, Promoter (NPS 10)

Teamwork and the Pharo community

2 mentions

Some promoters anchor their recommendation in the experience of working together as one Pharo team and being part of a collaborative community, sometimes alongside a focus on the school's continual improvement. This theme links advocacy to belonging and shared effort rather than to outcomes alone.

“Anytime we work together as the whole Pharo team”Staff, Promoter (NPS 10)

“improvement of the school.”Staff, Promoter (NPS 10)

Passives Scored 7 or 8

Good system, brand, and longstanding trust

6 mentions

Passives tend to express qualified approval — they like the Pharo system, brand, and structure, and some cite long tenure or the school's standing as one of the best primaries in Somaliland. Their recommendations are positive but comparatively reserved, lacking the superlatives of the promoters; they value the institution without the same intensity of advocacy.

“i like pharo system”Staff, Passive (NPS 8)

“because i am working here many years”Staff, Passive (NPS 8)

“I like the system of the organization”Staff, Passive (NPS 8)

Good but with reservations and culture strengths

2 mentions

Other passives explicitly frame their score as "good but with areas to improve," naming communication, management support, and staff relations as the qualifiers, while still praising school culture, infrastructure, discipline, and hygiene. This theme captures the defining passive posture: genuine appreciation tempered by unresolved concerns that hold the score back from promoter territory.

“Our school has positive aspects there are also areas that need to be improved such as communication, management support and staff relations”Staff, Passive (NPS 7)

“The school culture, infrastructure, students discipline, school hygiene and the quality of education of the learners when they graduate the school. I would recommend to put more English teachers to the lower primary section so that it will be easy for the learners to go with the curriculum.”Staff, Passive (NPS 7)

Detractors Scored 0 to 6

Average / mixed experience and uneven services

3 mentions

A further detractor theme frames the experience as merely average — good in parts, but uneven, with some services strong and others still needing improvement. These responses are less angry than measured, describing a school that is acceptable but not yet excellent, and signaling room to convert these staff with targeted improvements.

“its good but not great”Staff, Detractor (NPS 6)

“My experience was average because some services are good while others still need improvement.””Staff, Detractor (NPS 5)

“It is average it's operations.”Staff, Detractor (NPS 5)

Leadership, management, and unfair practices

2 mentions

The dominant detractor theme is dissatisfaction with leadership and management. Strands include a call for a change in leadership and a more collaborative approach, unclear and misassigned duties, ignored staff suggestions, one-sided supervision and feedback, poor communication, little recognition of effort, and an overall stressful, unfair working environment. The most extensive response names lower-primary leadership, the principal, and the admin directly. This is the core driver of low scores and the sharpest staff-experience grievance in the entire dataset.

“Honestly, I believe the school would benefit from a change in leadership and a more collaborative management approach.”Staff, Detractor (NPS 4)

“I am experiencing serious challenges due to ineffective leadership, unclear duties, and unfair management practices. My responsibilities are not clearly defined, and in many cases, the duties assigned to me are different from what is stated in my job description. This has placed me under unnecessary pressure to handle tasks that are not related to my role and are not part of my actual responsibilities. Another major concern is the lack of fairness and support from management. I have made several suggestions that I genuinely believe could improve students’ performance, strengthen lesson delivery, and support better learning outcomes. However, these suggestions are often ignored or not taken seriously. This makes it difficult for me to contribute meaningfully, even when my intention is to improve the quality of education and support the students. I am also concerned about the supervision and feedback process. Whenever I am supervised, I am called for feedback, but the discussion is usually one-sided. I am not given enough opportunity to explain my perspective, raise concerns, or discuss the challenges I face during teaching. Feedback should be a constructive professional discussion, but it often feels like criticism without proper listening or fair dialogue. There is also poor communication between management and staff, which creates confusion and unnecessary pressure. Expectations are not always communicated clearly, and decisions are sometimes made without proper explanation. This affects planning, teaching quality, and overall performance. In addition, there is little recognition of the effort and extra work being done. When staff members try to improve systems, teaching methods, or student outcomes, their efforts should be listened to, encouraged, and supported. A more respectful and supportive environment would help both teachers and students perform better. Overall, these issues have created a stressful and unfair working environment. I believe there needs to be clearer duties, fairer leadership, better communication, a more respectful supervision process, and genuine consideration of staff suggestions in order to improve both staff performance and student learning outcomes. N.B: By management i am referring to lower primary (grade 1 - 4) head teacher and the principle and also the Admin.”Staff, Detractor (NPS 2)

Pressure and demanding working conditions

2 mentions

A focused detractor theme attributes the low score to pressure and demanding conditions — long hours in a highly pressured, competitive environment. These respondents do not necessarily condemn the school's mission; rather, they flag the workload and intensity as the reason they would hesitate to recommend it as a workplace.

“There are a lot of pressure”Staff, Detractor (NPS 3)

“Working long hours in a highly pressured and very competitive environment is part of the experience at Pharo. Based on this, I would rate it 5 out of 10 when recommending it as a workplace to others.”Staff, Detractor (NPS 5)

Operational and logistical gaps

1 mention

One detractor grounds the low score in concrete operational shortfalls — transport not yet reaching some areas, no staff accompanying students on buses besides the driver, and the absence of subject tuition across all classes owing to afternoon-shift duties. This is the most logistically specific reason for a low score and points to fixable service gaps rather than cultural problems.

“1- Transportation still can reach some areas yet. 2- We don’t have accompany with students in the buses except the buses drivers. 3- We don’t have a subject Tuition for all classes because of the afternoon shift duties for son of the teachers.”Staff, Detractor (NPS 6)

Collaboration valued despite a low score

1 mention

One Somali detractor, despite a critical score, frames their reasoning around the good cooperation and mutual sharing of advice among staff and teachers — a reminder that even some detractors recognize collegial strengths and that low scores are not uniformly negative in their content.

“As far as I can tell, there is good cooperation between us staff and teachers, and we share advice with one another.”Sidaan iskugu fcnahay shaqaalaha io macalimiinta wada shaqaybtu naga dhaxayso wixi talo ahna wan isasiinaStaff, Detractor (NPS 5)

Agreement by statement

Strongest: I understand the strategic direction of the school. (74%) · Weakest: I feel comfortable raising concerns without fear. (49%) · Biggest divider: Leadership decisions are clear and well-communicated. (75 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.

74%

I understand the strategic direction of the school.

Waxa aan fahansanahay jihada istaraajiyadeed ee dugsiga

18%

41%

33%

n=39 · 8% disagree

74%

The school culture supports collaboration.

Dhaqabka dugsigu waxa uu caawiyaa wadashaqaynta

10%

13%

36%

38%

n=39 · 13% disagree

69%

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

Waxa aan haystaa qalabka iyo agabka aan ubaahnahay si aan shaqadayda sifiican ugu qabsado

18%

38%

31%

n=39 · 13% disagree

69%

My immediate leadership supports me to perform at my best.

Qofka sida tooska ah ii maamulaa waxa uu iga taageeraa inaan shaqadayda uqabto sida ugu fiica

10%

21%

49%

n=39 · 10% disagree

64%

School operations support me to do my job effectively.

Hanaanka hawlqadbadka dugsigu waxa uu iga taageeraa inaan shaqadayda siwanaagsan uqabsado

26%

38%

26%

n=39 · 10% disagree

62%

Leadership decisions are clear and well-communicated.

Go'aanada maamulku waa kuwo cad oo si hufan loo gaadhsiiyo shaqaalaha

13%

21%

41%

n=39 · 18% disagree

62%

I receive useful feedback on my performance.

Waxa aan ka helaa falcelin wanaagsan shaqadayda

31%

23%

38%

n=39 · 8% disagree

59%

I feel valued for the contribution I make.

Waxaan dareensanahay in la qiimeeyo waxqabadka aan sameeyo

10%

23%

31%

28%

n=39 · 18% disagree

54%

I have meaningful opportunities to grow professionally.

Waxa aan haystaa fursado mihiim ah oo aan xirfad ahaan ugu horumaro

26%

15%

23%

31%

n=39 · 31% disagree

49%

I feel comfortable raising concerns without fear.

Waxaan gudbin karaa dareenada/walaaca aan qabo aniga oo aan dhib dareemayn ama cidna ka cabsanayn

10%

36%

23%

26%

n=39 · 15% disagree

Strongly disagreeDisagreeNeutralAgreeStrongly agree

Strongest to weakest, with promoter vs detractor split

I understand the strategic direction of the school.

74%

0% 100%

Detractors 33% Promoters 95%

62 pp gap

The school culture supports collaboration.

74%

0% 100%

Detractors 33% Promoters 90%

57 pp gap

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

69%

0% 100%

Detractors 44% Promoters 81%

37 pp gap

My immediate leadership supports me to perform at my best.

69%

0% 100%

Detractors 22% Promoters 90%

68 pp gap

School operations support me to do my job effectively.

64%

0% 100%

Detractors 22% Promoters 90%

68 pp gap

Leadership decisions are clear and well-communicated.

62%

0% 100%

Detractors 11% Promoters 86%

75 pp gap

I receive useful feedback on my performance.

62%

0% 100%

Detractors 11% Promoters 76%

65 pp gap

I feel valued for the contribution I make.

59%

0% 100%

Detractors 11% Promoters 81%

70 pp gap

I have meaningful opportunities to grow professionally.

54%

0% 100%

Detractors 33% Promoters 67%

33 pp gap

I feel comfortable raising concerns without fear.

49%

0% 100%

Detractors 22% Promoters 62%

40 pp gap

What’s working

Top theme: Care, safety & support (13) · top sub-aspect: Safe & secure environment

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

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

38 staff wrote a substantive reply to this question.

Safe, supportive, child-centered learning environment

13 mentions

The most prominent strength staff name is the school's ability to create a safe, supportive, inclusive environment in which students feel respected, motivated, and cared for. Respondents describe a place that nurtures not just academics but confidence, discipline, creativity, and good character, and that treats holistic child development as central. This theme is voiced overwhelmingly by promoters, who describe it in rich, affirming detail, but passives echo it too through phrases like "child friendly" and "conducive environment." It is the broadest and most emotionally positive strand in the "does well" responses, cutting across nearly every NPS segment.

“Our school excels in creating a safe, supportive, and student-centered environment that promotes academic, social, and emotional growth. We focus on academic excellence, strong values, discipline, confidence, and creativity, while maintaining strong communication and collaboration with parents and staff to support continuous student development.”Staff, Detractor (NPS 6)

“conducive environment child friendly quality education”Staff, Passive (NPS 8)

“My school provides a supportive and inclusive environment where students feel safe, respected, and motivated to learn. Teaching is structured, feedback is timely, and learners are encouraged to collaborate and celebrate diversity.”Staff, Promoter (NPS 10)

Academic quality, standards, and engaged teaching

6 mentions

A second strong theme highlights the school's academic standards, quality of education, and active, engaging teaching. Staff point to high standards, strong reputation, structured learning, and an approach that involves students rather than relying on memorization. Promoters carry most of this theme, framing academic quality as a defining strength, though passives and one detractor also acknowledge teaching and organization as areas of strength. It reflects pride in the educational product the school delivers.

“structured learning environment., clear communication and growing professionally”Staff, Promoter (NPS 9)

“the school excels in cleanliness, student supervision , and academic standards.”Staff, Passive (NPS 8)

“Strategic direction of the school.”Staff, Promoter (NPS 10)

Safeguarding and student wellbeing

4 mentions

Several staff single out safeguarding, child safety, and student supervision as something the school does well — often as the first thing they mention. This theme appears across the NPS spectrum, including from detractors who, despite their criticisms of management, still credit the school's commitment to keeping children safe. Its presence among critics gives it particular weight: even staff unhappy with leadership recognize safeguarding as a genuine institutional strength.

“safegourding for the students”Staff, Promoter (NPS 10)

“The important thing the school does is safeguarding and child safety and the overall wellbeing of the students.”Staff, Detractor (NPS 4)

“Children’s safeguarding”Staff, Detractor (NPS 3)

Cleanliness and hygiene

4 mentions

A distinct and striking theme — voiced almost entirely by the Somali-speaking promoters — is the school's cleanliness and hygiene. For these respondents, "nadaafada" (cleanliness) is the single thing the school most clearly does well, named bluntly and repeatedly. This theme is concentrated among the Somali respondents and is uniformly positive.

“Cleanliness”NadafdaStaff, Promoter (NPS 10)

“Cleanliness”NadaafadaStaff, Promoter (NPS 10)

“What it is very good at is cleanliness”Waxa uu aad ugu ficanyahay xaga nadaafadaStaff, Promoter (NPS 10)

Teamwork, collaboration, and relationships

4 mentions

Some staff identify collaboration, teamwork, and the building of strong relationships across the Pharo team as a key strength. Voiced by both promoters and passives, this theme frames the school as a place where people work together well — a counterpoint to the communication and fairness concerns that surface in the improvement responses, and a sign that collaboration is felt as real by a meaningful share of staff.

“Communication and collaboration”Staff, Passive (NPS 8)

“Team work and collaboration.”Staff, Promoter (NPS 9)

“Together We Build Strong Relationships”Staff, Promoter (NPS 10)

Discipline and student conduct

3 mentions

A focused theme names student discipline and behaviour as a clear strength. These are short, confident statements, appearing across promoters, passives, and detractors alike — even detractors who otherwise rate the school low still credit it with instilling discipline. The cross-segment consistency makes discipline one of the school's most universally acknowledged outcomes.

“Improves student discipline.”Staff, Passive (NPS 7)

“Student's Discipline”Staff, Promoter (NPS 10)

“Discipline of students is good.”Staff, Detractor (NPS 5)

Time management and shared progress

3 mentions

A focused theme from Somali promoters credits the school with strong attention to working time and with achieving progress together. These respondents value the school's discipline around time and scheduling, and its collective forward momentum, as signs of an organized institution.

“They pay great attention to / safeguard working time”Waxay aad u ilaliyan xaga wakhtiga shaqadaStaff, Promoter (NPS 9)

“That progress is achieved together”In horumar la wada gaadhoStaff, Promoter (NPS 10)

“-improving good routines.”Staff, Promoter (NPS 9)

Respectful treatment of staff and students

2 mentions

A small but clear theme, voiced by Somali respondents, frames mutual respect — treating people well, respecting and protecting students, encouraging learning — as a thing the school does well. It positions a culture of respect as a foundational strength, and overlaps with the respect-related concerns that detractors raise on the improvement side.

“That a person is treated in the best possible way”In qofkas loola dhaqmo habka ugu wanaagsanStaff (no score)

“That there is mutual respect, that students are protected and encouraged in their learning, and that everything good is promoted while bad things are discouraged.”Inaan la is ixtiraamo ardaydana la ilaaliyo laguna dhiri galiyo waxbarashad io wax kaste oo wanaagsan lagana dhigo wixii xunStaff, Detractor (NPS 5)

System and overall excellence

1 mention

A short theme captures unreserved, general praise — a staff member who simply describes the school's system as excellent without naming a specific aspect. It conveys broad, diffuse satisfaction with how the school is run.

“MashaAllah, its system is very good indeed”Mash allah nidamkisu wa mid. Ad u ficnStaff, Promoter (NPS 10)

What to improve

Top theme: Facilities & infrastructure (9) · top sub-aspect: Classroom size / overcrowding

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

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

39 staff wrote a substantive reply to this question.

Resources, facilities, and infrastructure

9 mentions

A large, practical theme asks for better tools, learning resources, and facilities. The most frequently named specific item is printing and photocopying capacity, with staff noting that reliance on a single printer delays teaching preparation. Other strands include classroom devices and tactile tools, general learning resources, playground and storage improvements, and a set of concrete building and sanitation fixes raised by Somali respondents — broken window glass, soap and water-supply issues, drainage, and replacing damaged desks and chairs. This theme spans every NPS segment and is notably constructive in tone, framed as enabling staff to do their jobs well.

“It would be wonderful to see more classroom devices and tactile tools to help our younger students build essential 21st-century skills.”Staff, Promoter (NPS 9)

“Quality of teaching Better learning resources More practical learning opportunities”Staff, Promoter (NPS 10)

“Tools and resources I need to do my job well.”Staff, Promoter (NPS 10)

Curriculum, academic support, and teaching quality

9 mentions

A substantive theme groups requests to improve the academic offering itself: curriculum improvement and stability (including frustration at constantly changing school applications and a wish for one consistent curriculum), extra tuition, more English teachers in lower primary, better student handwriting, consistent support for struggling learners, and raising the quality of teaching. Voiced across promoters, passives, and detractors, this theme reflects staff investment in the school's instructional core and a desire to strengthen it rather than overhaul it.

“focus on islamic resources,curriculum improvement and languages.”Staff, Promoter (NPS 10)

“stop the continues change of school applications like the lesson plan one (dugsify”Staff, Promoter (NPS 10)

“The most important thing my school should improve is more consistent academic support for students who are struggling.”Staff, Promoter (NPS 9)

Communication, consultation, and management support

8 mentions

The single most prominent improvement theme is communication — staff want clearer, more respectful, two-way communication and to be consulted and supported by management. The distinct strands within it include being included in decisions before they are made, being able to share concerns without fear of judgment, receiving constructive rather than one-sided feedback, and being engaged on classroom matters they understand best. While the strongest, most pointed versions come from detractors and lower passives, the theme also surfaces among promoters who otherwise praise the school. It is the central staff-experience grievance running through the data.

“communication among stuff”Staff, Detractor (NPS 6)

“there must be a proper standard of measurement when some one is being rewarded when decisions are being made, we should be consulted and included in the upcoming matters the resources that help us to prepare should be returned to support the school. collaporation”Staff, Passive (NPS 8)

“The school could improve communication with staff by using a more respectful and supportive approach. Better teamwork, collaboration, and clearer communication would help reduce unnecessary pressure and create a healthier working environment. It would also be helpful to hold meetings and discussions with staff before making decisions that may place pressure on them”Staff, Promoter (NPS 9)

Fairness, equal treatment, and reducing favoritism

5 mentions

A closely related and intense theme calls for fairness and the elimination of favoritism. Staff want all teachers treated equally, leadership to be balanced and unbiased, and an end to perceived special relationships between certain staff and management. This theme is voiced by both promoters and detractors, but its sharpest expressions — naming the principal directly and describing favoritism as a problem needing to be addressed — come from detractors.

“My school should improve by treating all teachers equally, ensuring fairness and avoiding favoritism to strengthen collaboration and professionalism.”Staff, Promoter (NPS 10)

“fairness collabaration to create a clear policy for evaluating and ranking employees based on their performance. teacher safety plan to refun 50% of eid bonus to return the school printers and copy mechines”Staff, Passive (NPS 8)

“Principal should respect and support all teachers fairly, also should remain balanced and unbiased rather than favoring only certain staff members or head teachers.”Staff, Detractor (NPS 4)

Staff wellbeing, workload, and recognition

5 mentions

A distinct theme concerns the staff experience as employees: reducing pressure and short deadlines, a longer mid-term break, fair reward for good work, professional development, job-description clarity, and the return of withheld benefits. The Somali respondents add a clear call to reward staff who do good work so they do not become discouraged. Voiced by detractors, passives, and even a promoter requesting a longer vacation, the theme reflects a workforce that feels stretched and wants its effort recognized and protected.

“We would like to kindly request extending the mid-term vacation for teachers from one week to two weeks. Teachers dedicate a great amount of time, effort, and energy throughout the academic term to ensure students receive the best education and support. After such a busy and demanding period, an extended break would give teachers enough time to properly rest and recover both mentally and physically. This additional time would also help reduce stress, improve teachers’ well-being, and allow them to return to school with renewed energy, stronger motivation, and a more positive mindset. Furthermore, it would provide teachers with valuable time for lesson preparation, academic planning, and organizing for the upcoming term. Extending the vacation would also support teachers in balancing their professional duties with their personal and family responsibilities, which is essential for maintaining a healthy and productive work environment. We sincerely believe that supporting teachers’ well-being ultimately benefits the entire school community and positively impacts the quality of education.”Staff, Promoter (NPS 9)

“safety and students wellbeing”Staff, Passive (NPS 8)

“That a person should be encouraged — when someone does good work, they should be rewarded so they do not become discouraged.”In lagu dhiirado qofku marka uu shaqo wanaagsan uu qabto in la abaal mariyo si aanu uga caajisinStaff (no score)

All sections below are collapsible — click a header to expand. Snapshot is open by default.

Overview & key takeaways

NPS +38 · solidly positive · 75% avg agreement across 7 statements · 52 promoters, 15 passives, 19 detractors · promoters praise discipline, values & character, detractors flag fees & affordability

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

Key takeaways

NPS sits at +38 (mean score 7.9 / 10) — solidly positive.
Average 75% agreement across 7 statements, ranging from 47% on the weakest to 92% on the strongest.
Top theme in “what does the school do well?” — discipline, values & character (20 mentions).
Top theme in “what should the school improve?” — language & bilingual learning (29 mentions).

Net Promoter Score & why

52 promoters, 15 passives, 19 detractors · promoters praise discipline, values & character, 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

+38

Solidly positive

Promoters 60% Passives 17% Detractors 22%

Mean 7.9 / 10 · n = 86

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

Quality and standard of the academic education

22 mentions

By far the most common reason promoters give is straightforward confidence in the academic quality itself — described repeatedly as high standard, thorough, and reflected in what their children are visibly learning.

“The quality of education is very high”Tayada wax barashada oo aad u heer sareysaParent, Promoter (NPS 10)

“I know the education this school has, and it is very thorough”Waxan ogahay wax_barshada taal school oo waliba aad ugu dhuun daloolParent, Promoter (NPS 10)

“I am very satisfied with my daughter's academic level and the confidence she is gaining”Waxaa aad ugu qanahsanahay inantayda heerka wax barasho iyo kalsooni say maraysoParent, Promoter (NPS 10)

Character, values and discipline building (akhlaaq)

16 mentions

Almost as often as academics, promoters credit the school with building their children's character and moral values — for many this is inseparable from the education itself, not a separate benefit.

“Because it produces quality children of good character, and the quality of their education is very high”Sababta oo ah soo saarista caruur tayo leh akhlaaq ka dhisan tayayada wax barashadooduna aad usaraysoParent, Promoter (NPS 10)

“The good character, and most importantly, teachers who are Somali and trained.”Akhlaaqda fiican iyo ta u mihiimsan oo ah macalimiinta oo ah Soomaaliya oo tababaran.Parent, Promoter (NPS 10)

“Good education and strong building of the student's character”Waxbarasho fiican iyo akhlaaqda ardayga oo aad loo dhisayoParent, Promoter (NPS 10)

Safety and protection of children

8 mentions

A smaller but distinct group of promoters name safety and protection specifically, sometimes ranking it above teaching itself as the reason for their trust.

“It is the respect shown by the management and the protection of the children, which matters more than the teaching — because caring about a child's safety and character makes it easier to deal confidently with the school's other matters”Waxa weeyaan ixtiraamka maamulka iyo xafidaada ilmaha oo ka muhiimsen waxbarasha because ka warwaro ilmaa safety Giisa iyo akhlaaqiyaadkiisa taasina waxay sahlaysa inaad si kalsooni leh u xaliso arimaha kale ee digsigaParent, Promoter (NPS 9)

“They focus on protecting the children — in discipline, safety, cleanliness and knowledge”Waxay xooga saaran ilaalinta ilmaha , anshax ahaan, badqab ahaan, nadaafad ahaan, aqoon ahaanParent, Promoter (NPS 10)

Communication, respect and being kept informed

6 mentions

A recurring, quieter theme is the relationship itself — parents feel respected and consulted by the school, not just informed after the fact.

“The education, the cleanliness, the student's character, and the consultation between parents and the school administration.”Waxbarashada, nadafada akhlaqda ardayga , wadatashiga walidka iyo mamulka isguulka.Parent, Promoter (NPS 10)

“I receive information about my children, and advice as well”Waan helaa xogta caruuetayda iyo la talin baParent, Promoter (NPS 10)

“It is a good school in terms of the children's character, and the teachers greatly respect parents. May God bless it.”WAA SCHOOLK FICAN DHANKA AKHLAAQDA CIYALKA IYO MACALIMIN AAD U TIXGALIYA WALIDKA ALLHUMA BARIKParent, Promoter (NPS 10)

Holistic development and growing confidence

5 mentions

A handful of promoters emphasise development beyond the syllabus — how their children's thinking, self-belief and character have visibly matured.

“That it is a school whose education is of a very high standard and that produces well-rounded students”Inu school yahay mid wax barashadiisu aad u sarayso arday dhisana so saaraanParent, Promoter (NPS 10)

“Above all, the knowledge that shows in most of them and how well developed they are mentally”Waxkastaba haday tahay aqoonta u badkayga ka muuqata iyo siday maskax ahaan uga dhisan yihiinParent, Promoter (NPS 10)

Passives Scored 7 or 8

Quality of education and character, without elaboration

5 mentions

Passives most often affirm the same academics-plus-character combination as promoters, but more briefly — enough to be positive, not enough to push the score to 9 or 10.

“Because it is a school where children's character is built”Wayo waa school akhlaqda ilmaha lagu dhisoParent, Passive (NPS 8)

“The school's system is very good”Nidaamka schoolku aad u wacanyahayParent, Passive (NPS 7)

“Because Pharo Schools' education is good — I have been at the school a long time”Waayo pharo schools waxbarashadoodu waay fiicantahay muda dheer oo aan joogay iskuulkaParent, Passive (NPS 7)

Teaching, assessment and curriculum reservations

2 mentions

A couple of passives temper their score with a specific, constructive reservation — teacher training, exam format, or curriculum content they see as less useful.

“The school environment is good, but the teachers need further training. For English and Arabic, split the exam into two parts — an oral exam and a written exam”Environment schoolka ayaa ficaan ...lkn macalimiintu tabar dheerada ayay u bahanyihiin ...luqada englishka iyo carabiga imitixaanka 2 qaybood ka dhiga qayb oral exam iyo writen examParent, Passive (NPS 7)

“I am satisfied with the school and its curriculum, except for the Social subject, which adds nothing to a student's future.”Wan ku qancay school ka iyo curriculum ka school ka marka laga reebo subject Social ka oo aan arday mustaqbalka waxba usoo kordhinayn.Parent, Passive (NPS 8)

Detractors Scored 0 to 6

Fees and affordability

4 mentions

Cost is the clearest driver of low scores: several detractors explicitly link the fee to their rating, sometimes alongside a specific complaint about English teaching.

“Because the fee is expensive and the language teaching is not good”Wayo lacagtino waa qali oo af kino ma fiicnaParent, Detractor (NPS 0)

“The fee has been raised”Lacgta u la kur lo qaadayParent, Detractor (NPS 1)

“It is expensive, people cannot afford it, and the education is not what it used to be”Waa qaali dadku ma awoodaan waxbarashaduna sidii hore maahaParent, Detractor (NPS 1)

Perceived decline, or falling short of other schools

3 mentions

A smaller group of detractors compare the school unfavourably with competitors or with its own past, including one sharp accusation that it now prioritises profit over education.

“It has become like the other schools and focuses only on profit”Schooladii kale uunbu la mid noqday oo profitka uunbu awooda saaraParent, Detractor (NPS 0)

“It is the quality of education compared with other schools”waa tayada wabarasho marka schools kale loo eegoParent, Detractor (NPS 1)

Teacher quality

2 mentions

A small number of detractors point directly at teaching staff, either asking for more qualified hires or noting that teaching quality visibly varies by subject.

“The school needs to bring qualified teachers”Parent, Detractor (NPS 2)

“The quality of teaching, which shows in the student's understanding of some subjects”Tayada cashar bixinya taas oo ka muuqata fahamka ardayga ee maadooyinka qaarkoodParent, Detractor (NPS 6)

The lower school specifically needs attention

1 mention

One detractor draws a sharp distinction between the two halves of the school.

“The upper school is very good, but do something about the lower school”Schoolka upper aad buu u fiican yahay lkn lower ka wax ka qabtaParent, Detractor (NPS 3)

Agreement by statement

Strongest: School promotes strong values and discipline. (92%) · Weakest: The quality of education and experience justifies the fees paid. (47%) · Biggest divider: My child is learning and progressing well. (75 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.

92%

School promotes strong values and discipline.

33%

59%

n=87 · 3% disagree

85%

My child feels safe at school.

11%

32%

53%

n=87 · 3% disagree

82%

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

37%

45%

n=87 · 9% disagree

77%

My child is learning and progressing well.

16%

33%

44%

n=87 · 7% disagree

71%

Teachers support my child to understand and improve their learning.

21%

32%

39%

n=87 · 8% disagree

69%

When I raise concerns, they are handled well.

18%

38%

31%

n=87 · 13% disagree

47%

The quality of education and experience justifies the fees paid.

37%

25%

22%

n=87 · 16% disagree

Strongly disagreeDisagreeNeutralAgreeStrongly agree

Strongest to weakest, with promoter vs detractor split

School promotes strong values and discipline.

92%

0% 100%

Detractors 79% Promoters 98%

19 pp gap

My child feels safe at school.

85%

0% 100%

Detractors 68% Promoters 94%

26 pp gap

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

82%

0% 100%

Detractors 58% Promoters 92%

34 pp gap

My child is learning and progressing well.

77%

0% 100%

Detractors 21% Promoters 96%

75 pp gap

Teachers support my child to understand and improve their learning.

71%

0% 100%

Detractors 37% Promoters 88%

52 pp gap

When I raise concerns, they are handled well.

69%

0% 100%

Detractors 47% Promoters 81%

33 pp gap

The quality of education and experience justifies the fees paid.

47%

0% 100%

Detractors 26% Promoters 60%

33 pp gap

What’s working

Top theme: Discipline, values & character (20) · top sub-aspect: Character & confidence

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

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

82 parents wrote a substantive reply to this question.

Character, discipline and upbringing (akhlaaq)

26 mentions

This is the single most repeated strength parents name for what the school actually does well day to day — building children's character, values and self-discipline, described in almost identical language across dozens of replies.

“Setting the children straight, both in character and in knowledge”Toosinta ubadka akhlaaq ahaan iyo aqoon ahaanbaParent, Promoter (NPS 10)

“Good upbringing, cleanliness, the relationship between management and parents, and knowledge”Bar baarinta suuban, nadaafada, xidhiidhka maamulka iyo waalidka u dhexeeya, aqoontaParent, Promoter (NPS 10)

“In character above all, no one matches Pharo — masha Allah”Akhlaqda u badka cid ku gadha ma jirto Pharo masha allahParent, Detractor (NPS 6)

Safety and protection of children

18 mentions

Safety is named as a concrete strength almost as often as character, frequently paired with it as the two things parents most trust the school to deliver.

“Protecting the children, sound education, and keeping track of students' health”Ilaalinta ubadka waxbarasho human iyo ka warhaynta caaafimaadka ardaydaParent, Promoter (NPS 10)

“Following up the student, checking they have done their homework, and keeping the student safe”La socodka ardayga hubinta in uu ka shaqeeyay home workiisa iyo ilaalinta badqabka ardaygaParent, Promoter (NPS 10)

“That it protects the students' safety and character”Inu arday badqabkooda iyo akhlaqdooda ilaliyoParent, Passive (NPS 8)

Academic education and teaching quality

15 mentions

A large group credit the teaching itself — the academic content, how it develops children's minds, and consistent effort from teachers.

“It develops children's minds”Wuxuu kobciyaa maskaxda caruurtaParent, Promoter (NPS 10)

“Quality education, which I have truly felt in how my children have learned”Waxbarasho tayaysan oo runti aan ka dareemay caruurtayda sida ay wax uga barteenParent, Promoter (NPS 10)

“They have covered every area where education could be improved”Meel kasta oo tacliin ay ka tayoobi lahayd waay dabooleenParent, Promoter (NPS 10)

Keeping parents informed and following up on progress

10 mentions

A distinct and well-liked strength: parents feel actively kept in the loop about their child's academic level, not left to ask.

“Reporting on the level your child is at, with clear answers and no delay”War bixinta ilmaaga heerka uu marayo jawwbo hufan oo aanhagar dib udhac midna lahaynParent, Promoter (NPS 9)

“Keeping the student and the parent informed”La socodshada Ardayga iyo WalidkaParent, Promoter (NPS 10)

“My oversight of my child's academic level”Korjoogtayda heerka waxbarsho ee ilmahaygaParent, Passive (NPS 8)

An organised system — tracking homework, attendance and progress

6 mentions

Several parents point to the school's operational discipline itself as a strength — a real, followed plan rather than good intentions.

“It is the system, or the plan set for the school year — they really do carry it out in an organised way”Waa nidamka ama qorshaynta sanad dugsiyeedka loogu talagalay runtii si nidaamsan bay ufuliyaanParent, Passive (NPS 7)

“An organised approach to teaching and keeping track of homework.”Habraac nidaamsan oo waxbarashada ah iyo ka warhaynta shaqada guriga (homework).Parent, Passive (NPS 7)

Cleanliness

5 mentions

A smaller, consistent strand names cleanliness specifically, separate from safety or academics.

“In terms of cleanliness”Xaga nadaafadaParent, Promoter (NPS 10)

“Cleaning”NadiifintaParent, Promoter (NPS 10)

What to improve

Top theme: Language & bilingual learning (29) · top sub-aspect: English & public speaking

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

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

84 parents wrote a substantive reply to this question.

English language teaching — spoken and written proficiency

26 mentions

This is overwhelmingly the most-repeated single ask across all parents at this school — spoken English in particular is described as weak, and parents want teachers to speak English with the children more, not only teach it as a subject.

“The students' spoken English is very weak”Xaga ku hadalka luuqada english ardayda oo aad u liitataParent, Promoter (NPS 10)

“The teachers do not speak to the children in English”Luuqada ingiliiishka oo aanay macalimiitu ubadka kula hadlinParent, Passive (NPS 8)

“The most important thing the school needs to improve is English — spoken English is very weak at present, and I would advise the teachers to raise it”Shayga ugu muhiimsan ee loo baahanyahy inuu dugsugu hagaajiyaa waa xaga luuqada englishka uu aad uhoosayso imika ku hadalkeedu macalimiintana an kula talinlahaa inay kor usoo qaadaan luuqadaaParent, Promoter (NPS 10)

Fees and affordability

10 mentions

Cost is the second most common ask, with several parents specifically requesting discounts for families with multiple children or hardship, and one proposing quarterly rather than six-month payments.

“That it reduce the fee, because there are parents who cannot afford it; it should be looked at for students who want to learn but are held back by financial circumstances”In lacagata la dhimo, waayo waxaa jir waalid aan wooden, lacagata sidaa daraadeed wa in hoos loo eega ardayda jacel in ay wax bartaan balse duruuf dhaqaale hakinaysoParent, Promoter (NPS 10)

“That the six-month fee be split so we pay every 3 months — $400 in one payment is a little heavy, especially for a parent with several students at the school”Fee ga in lixda bilood naloo kala qaybiyo 3 biloodba mar bixino way yara culustahay $400 mar la bixiyo siiba waalidka arday badani u dhigatoParent, Promoter (NPS 10)

“A parent with 5 children at the school should have one child's fee waived”Waalidka ay u dhigtaan 5 waa in ilmo laga daayaa lacagta feedaParent, Promoter (NPS 10)

Curriculum and religious content — Qur'an, Arabic and moral education

6 mentions

A recurring, specific set of requests asks for more Islamic and Somali cultural content — Qur'an added to the afternoon session, and stronger Arabic and moral-education teaching.

“That Qur'an be added in the afternoon session”In galinka danbe quraan lagu soo daro 👏🫶Parent, Promoter (NPS 9)

“Raising students' awareness of the Islamic religion and our Somali culture, and building their self-confidence and their ability to cope with the life ahead of them”Wacyigelinta ardayda dhinaca diinta Islaamka iyo dhaqankeena Somaliga ah iyo dhisida ama kobcinta ardayda dhinaca kalsoonida nafta iyo la qabsiga nolosha kusoo wajahan mustaqbalkaParent, Promoter (NPS 10)

“The books, and the fees charged to students — money was added for teaching Qur'an, yet no real Qur'an teaching is given”Buugaagta iyo feega ardayda laga qaado lacagaha lagu daray in qur aan loo dhigayo iyadoo quraan la taabankaro aan loodhiginParent, Detractor (NPS 0)

Teacher quality, monitoring and academic rigour

5 mentions

A smaller set of asks focuses on holding teaching itself to a higher, better-monitored standard — from checking lesson preparation to the school owning its own curriculum and printing its own books.

“The teachers' lesson preparation should be checked day by day, and the parent should know the date and the day the lesson was taught”Cashar diyaarinta macalinmiinta ee maalin laha halal fiirsado tariida iyo malinta la dhigay casharka ha ogaado walidkuParent, Passive (NPS 7)

“That the teacher's level be monitored and the student's quality looked at, to be sure of the results that come out”Level ka Maclinka in lala socodo iyo ardayga tayadiisa in la eego si loo hubiyo result ka so baxayaaParent, Promoter (NPS 10)

“The school should have its own curriculum, and print the books itself rather than bringing them in from outside”Dugsigu waa in uu yesha manhajkiisa gaarka ah iyo kutubta in dygsigu daabaco oo aan dibeda laga keeninParent, Promoter (NPS 10)

Peer relationships, discipline and preventing bullying

4 mentions

Several parents raise how conflicts between children are handled — asking that teachers actively watch for and prevent bullying, and stop shouting at children, since not every child is raised the same way at home.

“The relationship between students and teacher — the teacher should respect the student's feelings, and the way the children treat one another should be watched so that some children are not bullied, because children do not all have the same upbringing”Xiriirka ardayda iyo macalinka inuu ilaaliyo macalinka shucuurta ardayga iyo caruurta in laga warhayo qaabka dhexdooda iskula dhaqmayaan si aan caruurta qaar loogu tanamurin waayo caruurta isku tarbiyad maahaParent, Promoter (NPS 10)

“Mutual understanding between child and teacher; the fighting among the children and the names they call each other and insult each other with”Is fahanka ilmaha iyo macalinka Dagalka caruurta dhedoda iyo magacyada iskubixinayan iskucaayayaanParent, Promoter (NPS 10)

“That the children not be shouted at”Parent, Promoter (NPS 10)

Bus transport — accompaniment and timing

4 mentions

A small but consistent set of asks concerns the school bus: an adult accompanying the children, and a workable timetable for the youngest lower-school children who struggle with heavy bags.

“That someone accompany the bus”Buska in cid laraaciyoParent, Promoter (NPS 10)

“That the timetable for the young lower-school children be fixed, because they carry books they cannot carry — they are small children; even I struggle to lift their bags”In ardayda yar yar ee dugsiga hoose jadwalka lo hagajiyo wayo waxaay qadan buugaag ayna qadi karay wayo waa caruur aniga ayaa dirqi ku qaada borsadoodoParent, Detractor (NPS 6)

Staff NPS +38

22of 58 responded

38%

Avg agreement across statements: 70%
Top praise: Academic performance & teaching quality
Top concern: Communication

Parents NPS +30

33of 255 responded

13%

Avg agreement across statements: 65%
Top praise: Academic performance & teaching quality
Top concern: Food & catering

! 1 thing to keep in mind for this school click to see all

Staff responses came in via two language versions: 18 EN + 4 SO. Likert categories were normalised; unrecognised wording would show as missing.

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

All sections below are collapsible — click a header to expand. Snapshot is open by default.

Overview & key takeaways

NPS +38 · solidly positive · 70% avg agreement across 10 statements · 12 promoters, 5 passives, 4 detractors · promoters praise care, safety & support, detractors flag leadership & decision-making

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

Key takeaways

NPS sits at +38 (mean score 8.0 / 10) — solidly positive.
Average 70% agreement across 10 statements, ranging from 59% on the weakest to 77% on the strongest.
Top theme in “what does the school do well?” — academic performance & teaching quality (7 mentions).
Top theme in “what should the school improve?” — communication (5 mentions).

Net Promoter Score & why

12 promoters, 5 passives, 4 detractors · promoters praise care, safety & support, detractors flag leadership & decision-making

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

Net Promoter Score

+38

Solidly positive

Promoters 57% Passives 24% Detractors 19%

Mean 8.0 / 10 · n = 21

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

Education quality and excellence

7 mentions

Promoters most often justify their high scores by pointing to the school's reputation for educational excellence, professionalism, and well-rounded student development. Several frame Pharo Schools as the best in the country, combining local and international curricula and a strong commitment to academic, social, and moral growth. This is the dominant promoter rationale and reinforces the strengths named elsewhere.

“Because I know that pharo school is so qualified and the best in the country”Staff, Promoter (NPS 10)

“Because Pharo schools they are the best in education excellence, culture and has a good environment for studying and improve the life of the student by nurturing them in different activities. such as games and excellence performance.”Staff, Promoter (NPS 10)

“I gave this score because of Pharo Schools’ strong commitment to academic excellence, student discipline, and holistic education. The school provides a supportive learning environment where students are encouraged to develop academically, socially, and morally. I also appreciate the professionalism of the staff, the focus on quality teaching and learning, and the school’s dedication to nurturing students’ talents and future potential. These qualities make Pharo Schools a place I would confidently recommend to friends and colleagues seeking a high-quality education environment.”Staff, Promoter (NPS 10)

Positive culture, collaboration and supportive leadership

4 mentions

A strong promoter strand credits the work culture: collaborative, mutually supportive teams; leadership that discusses and recommends rather than dictates; and a conducive working environment. The longest response details how kitchen, cleaning, maintenance, and security teams keep the school running, making teamwork the explicit basis for the score.

“I like the work culture at Pharo Schools and the collaboration among the boarding school teams, who work together as one team and always do their best for the students. Every morning, the kitchen team arrives at 5:00 AM to prepare breakfast for both the students and staff. The cleaning team comes at 6:00 AM to ensure that the school offices and staff rooms are clean before staff arrive at 7:00 AM. The maintenance team works hard to make sure that everything in the school, from electricity and water to lights and other facilities, is functioning properly for both students and staff. In addition, the security team works day and night to ensure the safety of the students, teachers, and the entire school community. This strong teamwork and dedication are the main reasons for my high score above.”Staff, Promoter (NPS 9)

“The management team, teachers, and staff maintain a strong connection built on mutual support rather than dictation. Their dynamic is defined by open discussion and helpful recommendations”Staff, Promoter (NPS 9)

“The school provides a conducive working environment equipped with adequate facilities.”Staff, Promoter (NPS 9)

Transparency and staff support

1 mention

One promoter grounds their score in fair, transparent recruitment, tangible staff support such as picnics, and a vibrant student life — a rationale linking institutional integrity to staff wellbeing.

“Transparency in recruitment Support for the stuff, including picnics Vibrant student life through various learning activities and organisations”Staff, Promoter (NPS 9)

Passives Scored 7 or 8

A good place to teach and grow

3 mentions

Passives describe the school in measured, positive terms: a decent, good environment suitable for teaching and for building one's career. Their satisfaction is real but qualified — they affirm the basics without the superlatives of promoters.

“It is the best to teach”Staff, Passive (NPS 8)

“a decent school”Staff, Passive (NPS 8)

“Good environment. Suitable to teach. Building your capacity of careers.”Staff, Passive (NPS 7)

Good environment, but unresolved issues

2 mentions

A distinct passive rationale praises the work environment while flagging that some concerns persist no matter how often they are raised — the qualifier that keeps these respondents from promoting. One passive simply offered "Talo" (advice/recommendation), a minimal cue to give feedback.

“Work environment is good however, there are other issues that will remain unaddressed no matter how much you raise a concern”Staff, Passive (NPS 8)

“Advice”TaloStaff, Passive (NPS 7)

Detractors Scored 0 to 6

Suitable for learning

1 mention

The mildest detractor rationale acknowledges the school is suitable for learning, placing this respondent close to the passive boundary despite the lower score.

“Because it suitable for learning”Staff, Detractor (NPS 6)

Governance, accountability and decision-making

1 mention

The core detractor grievance concerns leadership and accountability: unilateral decisions made against team advice, blame shifted to staff when outcomes go wrong, and no accountability or prevention of repeat incidents. This is the most substantive criticism in the survey and explains the lowest scores.

“School leadership often makes unilateral decisions even after receiving advice from team against it. Later, when the outcome is negative and harmful to students, school management then comes looking for the team to support. There is also almost no accountability for how these major incidents occur and no effort to try and ensure they don’t repeat themselves.”Staff, Detractor (NPS 5)

Workplace culture, fairness and discipline

1 mention

A second detractor strand cites interpersonal and cultural problems: gossip and bullying, favouritism among nationalities, work overload, lack of privacy, and rising student indiscipline — a cluster of climate concerns driving the lowest score in the sample.

“1. Employee gossip and bully. 2. Favouritism among nationalities. 3.Management (some) work overload. 4.Lack of privacy. 5. Rise in sudent indecipline.”Staff, Detractor (NPS 2)

Lack of staff support and engagement

1 mention

A further detractor reason is the sense that the workplace is hectic and that staff needs and struggles are not discussed or helped — a direct counterpart to the staff-support improvement theme.

“Hectic, not discussing the need for the staff, helping where we struggle, etc”Staff, Detractor (NPS 4)

Agreement by statement

Strongest: I understand the strategic direction of the school. (77%) · Weakest: I feel comfortable raising concerns without fear. (59%) · Biggest divider: I understand the strategic direction of the school. (67 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.

77%

I understand the strategic direction of the school.

Waxa aan fahansanahay jihada istaraajiyadeed ee dugsiga

18%

50%

27%

n=22 · 5% disagree

77%

I feel valued for the contribution I make.

Waxaan dareensanahay in la qiimeeyo waxqabadka aan sameeyo

14%

50%

27%

n=22 · 9% disagree

77%

The school culture supports collaboration.

Dhaqabka dugsigu waxa uu caawiyaa wadashaqaynta

14%

41%

36%

n=22 · 9% disagree

73%

I receive useful feedback on my performance.

Waxa aan ka helaa falcelin wanaagsan shaqadayda

14%

50%

23%

n=22 · 14% disagree

73%

My immediate leadership supports me to perform at my best.

Qofka sida tooska ah ii maamulaa waxa uu iga taageeraa inaan shaqadayda uqabto sida ugu fiica

18%

36%

n=22 · 9% disagree

68%

Leadership decisions are clear and well-communicated.

Go'aanada maamulku waa kuwo cad oo si hufan loo gaadhsiiyo shaqaalaha

23%

45%

23%

n=22 · 9% disagree

68%

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

Waxa aan haystaa qalabka iyo agabka aan ubaahnahay si aan shaqadayda sifiican ugu qabsado

18%

36%

32%

n=22 · 14% disagree

64%

School operations support me to do my job effectively.

Hanaanka hawlqadbadka dugsigu waxa uu iga taageeraa inaan shaqadayda siwanaagsan uqabsado

27%

32%

n=22 · 9% disagree

59%

I feel comfortable raising concerns without fear.

Waxaan gudbin karaa dareenada/walaaca aan qabo aniga oo aan dhib dareemayn ama cidna ka cabsanayn

27%

32%

n=22 · 14% disagree

59%

I have meaningful opportunities to grow professionally.

Waxa aan haystaa fursado mihiim ah oo aan xirfad ahaan ugu horumaro

27%

41%

18%

n=22 · 14% disagree

Strongly disagreeDisagreeNeutralAgreeStrongly agree

Strongest to weakest, with promoter vs detractor split

I understand the strategic direction of the school.

77%

0% 100%

Detractors 25% Promoters 92%

67 pp gap

I feel valued for the contribution I make.

77%

0% 100%

Detractors 25% Promoters 92%

67 pp gap

The school culture supports collaboration.

77%

0% 100%

Detractors 25% Promoters 92%

67 pp gap

I receive useful feedback on my performance.

73%

0% 100%

Detractors 25% Promoters 92%

67 pp gap

My immediate leadership supports me to perform at my best.

73%

0% 100%

Detractors 25% Promoters 92%

67 pp gap

Leadership decisions are clear and well-communicated.

68%

0% 100%

Detractors 25% Promoters 83%

58 pp gap

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

68%

0% 100%

Detractors 25% Promoters 92%

67 pp gap

School operations support me to do my job effectively.

64%

0% 100%

Detractors 25% Promoters 83%

58 pp gap

I feel comfortable raising concerns without fear.

59%

0% 100%

Detractors 50% Promoters 75%

25 pp gap

I have meaningful opportunities to grow professionally.

59%

0% 100%

Detractors 25% Promoters 75%

50 pp gap

What’s working

Top theme: Academic performance & teaching quality (7) · 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?”

21 staff wrote a substantive reply to this question.

Quality education and academic excellence

7 mentions

This is the most frequently named strength, cited by staff across every segment. Respondents describe Sheikh Secondary as delivering high-quality, focused teaching with dedicated teachers who ensure students genuinely understand their work, often blending local and international curricula and building critical-thinking skills. The theme is voiced most strongly by promoters, who frame academic quality as the school's defining culture, but passives and detractors also affirm it. It functions as the bedrock reason many staff respect and recommend the school.

“Quality education”Staff, Detractor (NPS 6)

“Strengthening the quality of the education”Staff, Promoter (NPS 10)

“Academics and focused: The most important thing my school does well is providing quality education. The teachers are dedicated and make sure students really understand what they learn. Discipline and values: My school does very well in shaping students discipline and character which help them become responsible and focused individuals.”Staff, Promoter (NPS 10)

Supportive, safe and disciplined environment

4 mentions

Staff value the school's nurturing, safeguarding-oriented environment and its consistent prioritisation of student welfare. This strand spans a formal safeguarding policy with zero tolerance for harm, a daily prioritisation of student welfare, and a sense that students feel valued, heard, and encouraged. It is voiced by promoters and one detractor.

“The school's policy regarding the creation of a safeguarding environment for all, with zero tolerance for any harm or abuse.”Staff, Promoter (NPS 9)

“Student welfare is taken as the first priority all times”Staff, Passive (NPS 8)

“make students feel they valued, heard and encouraged”Staff, Detractor (NPS 4)

Whole-school teamwork and cooperation

2 mentions

A distinctive and emotionally resonant strength is the way the entire school — teaching staff, office staff, maintenance, cleaning, security, and kitchen teams — is seen to function as a single coordinated team for student safety and wellbeing. This theme is voiced almost exclusively by promoters, one of whom describes it at length and with evident admiration. It overlaps with a related note of cooperation among students. The intensity here is notable: for at least one respondent, teamwork is the single most important thing the school does.

“They work as one team, and that amazes me sometimes, especially when the whole school from teachers to office staff, maintenance, cleaning, security, and the kitchen team works together as one team for the safety and wellbeing of the students.”Staff, Promoter (NPS 9)

“Cooperation Among The Students”Staff, Promoter (NPS 9)

Equity, fairness and justice

2 mentions

Several staff single out the school's commitment to fairness — bridging the gender-equality gap between male and female students, and a broader sense of justice within the school community. The theme is voiced by a detractor and by a Somali promoter.

“Aims to bridge the equality gap between male and female students”Staff, Detractor (NPS 5)

“Justice in the village living at the school”Cadaalada Buldhana ku nool dugsigaStaff, Promoter (NPS 10)

Staff welfare and conditions

2 mentions

A practical strand of appreciation concerns how the school looks after staff, including food and travel tickets home, and a sense that staff conduct their work without being blamed. It is voiced by a passive respondent and by the unscored Somali respondent.

“the school provides us with food and tickets to travel to our home countries”Staff, Passive (NPS 8)

“The work we do for the school, the work we do, that we are not blamed”Wxn dugsig uqabta shaqo shaqda aan u qabta in aaney dhalili yelnStaff (no score)

Exam preparation (IGCSE / AS / IAL)

1 mention

A focused strand within academic strength is the school's preparation of students for international examinations. It is named specifically by a passive respondent for IGCSE and AS exams, and echoed in the nurturing-environment quote above; here it stands as a recognised, concrete deliverable.

“The IGCSE and AS exams”Staff, Passive (NPS 8)

Transparent processes

1 mention

One promoter highlights the school's transparency in resolving issues as a specific strength, distinct from the broader culture themes and aligned with their NPS praise for transparent recruitment.

“Transparency processes in resolving issues”Staff, Promoter (NPS 9)

Service operations (catering)

1 mention

A focused operational strength named by a Somali passive respondent is the school's bread-baking/catering work, reflecting appreciation of the day-to-day services that keep the boarding school running.

“It is the bread-baking work”Waa shaqada roodhi soosaarisStaff, Passive (NPS 7)

Student learning and care

1 mention

A brief but on-point affirmation from a Somali promoter that the school does well by its students' learning.

“The students' education”Wax barashada ardaydaStaff, Promoter (NPS 10)

What to improve

Top theme: Communication (5) · top sub-aspect: Timely notice & updates

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

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

21 staff wrote a substantive reply to this question.

Communication — clarity, timeliness and consistency

5 mentions

The single most common improvement request is for communication that is clearer, more timely, and more uniform. Staff describe things being done without prior notice or consistency, and ask for regular updates and feedback that keep staff, parents, and students aligned. The theme cuts across all segments — promoters, a passive, and others — making it the most broadly shared ask in the survey and pointing to an organisational rather than an academic gap.

“Timely communication.”Staff, Promoter (NPS 9)

“Effective Communication.”Staff, Promoter (NPS 10)

“Improving communication and greater support for staff development.”Staff, Promoter (NPS 9)

Staff support, development, morale and recognition

5 mentions

The second most prominent improvement theme calls for the school to invest in its people: building teachers' capacity, raising staff morale, discussing strengths and weaknesses, holding regular check-ins, and — strikingly — better recognising the non-teaching staff who work overtime to keep the school running. It is voiced by passives, a detractor, and promoters, blending professional-development requests with a clear emotional appeal for appreciation and support.

“Capacity building of teachers”Staff, Passive (NPS 8)

“Improving communication and greater support for staff development.”Staff, Promoter (NPS 9)

“Staff morale and help. discuss weakness and strength, have more local/group meetings. every 3 or 4 weeks have some small checking what we achieved and what we need help to achieve, what is stopping us to do our job effectively. etc.”Staff, Detractor (NPS 4)

Student selection, enrolment and stretch

3 mentions

A strand focused on raising the academic bar: a more competitive enrolment process, fostering innovative students, and broadening reading beyond the syllabus through the library. These come from a detractor and promoters who want the school to push its already-strong academics further.

“Enrolment procedure. To choose most competitive student”Staff, Detractor (NPS 6)

“I hope it should improve the innovative students”Staff, Promoter (NPS 10)

“Identify books of interest beyond the standard syllabus and add them to the library to broaden students' general knowledge.”Staff, Promoter (NPS 9)

Accountability, governance and fair process (HR/hiring)

2 mentions

A pointed cluster of detractor concerns centres on governance: a desire for accountability and responsibility, hiring through proper HR channels, and clearer priorities in how resources are allocated. These come from the lowest-scoring respondents and connect directly to their NPS reasons about unilateral decisions and recruitment, signalling that for a minority of staff the core issue is institutional process rather than teaching quality.

“Hiring people through the proper HR channels.”Staff, Detractor (NPS 5)

“1. Accountability. 2. Responsibility 3. Priority in resource allocation.”Staff, Detractor (NPS 2)

Facilities, resources and equipment

2 mentions

Staff ask for tangible upgrades: modern projectors in classrooms, better facilities generally, and student support such as counselling. This theme is voiced by a passive and a promoter and overlaps with the resource strand inside the communication quote above; it reflects day-to-day operational friction rather than dissatisfaction with the mission.

“Installing modern projectors in all classes”Staff, Passive (NPS 8)

“We should improve facilities and always stay focused. Also we should improve student support such as counseling and academic guidance to better them.”Staff, Promoter (NPS 10)

Cleanliness and environment

2 mentions

Two Somali respondents — a promoter and the unscored respondent — name cleanliness (alongside education for one) as the priority for improvement, a concrete environmental concern voiced succinctly.

“Cleanliness and education”Nadaafada iyo waxbarashadaStaff, Promoter (NPS 10)

“Cleanliness”NadaafadaStaff (no score)

Alignment to school purpose

1 mention

One promoter asks for a modest improvement in helping staff understand the school's purpose and consistently connect their daily work to it — an organisational-clarity ask distinct from communication logistics.

“A slight improvement is needed in ensuring that staff member understand the school's purpose and consistently links their daily work to it.”Staff, Promoter (NPS 9)

Sustaining academic quality

1 mention

One promoter names continued high-quality education itself as the improvement priority — effectively a request to protect and maintain the school's core strength.

“high-quality education”Staff, Promoter (NPS 9)

Accountability and fairness for support staff

1 mention

A Somali passive respondent asks that responsibility be lifted from the support staff and that their grievances be resolved — a fair-treatment concern for the support workforce that complements the broader recognition theme.

“That responsibility be lifted from us, the support staff, and that our grievances be resolved”Shaqaydayada inaan kasoo baxo masuuliyada OO shaqaydayada wax cilada kasoo bixinStaff, Passive (NPS 7)

All sections below are collapsible — click a header to expand. Snapshot is open by default.

Overview & key takeaways

NPS +30 · solidly positive · 65% avg agreement across 7 statements · 18 promoters, 7 passives, 8 detractors · promoters praise quality & holistic education, detractors flag leadership & decision-making

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

Key takeaways

NPS sits at +30 (mean score 7.6 / 10) — solidly positive.
Average 65% agreement across 7 statements, ranging from 45% on the weakest to 76% on the strongest.
Top theme in “what does the school do well?” — academic performance & teaching quality (4 mentions).
Top theme in “what should the school improve?” — food & catering (4 mentions).

Net Promoter Score & why

18 promoters, 7 passives, 8 detractors · promoters praise quality & holistic education, detractors flag leadership & decision-making

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

Net Promoter Score

+30

Solidly positive

Promoters 55% Passives 21% Detractors 24%

Mean 7.6 / 10 · n = 33

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

Quality of education and academic credentials (IGCSE, university pathway)

7 mentions

The most common reason is confidence in the academic offer itself, several promoters specifically naming the IGCSE curriculum and the university opportunities it opens up.

“The quality of education and the student's opportunities for quality university education”Tayada waxbarashada iyo fursadaha Ardayga ee Waxbarasho jaamacadeed oo tayolehParent, Promoter (NPS 10)

“It is the education and the great importance of the IGCSE”Waa waxbarashada iyo mihimada adga uu Weyne ay tahey IGCSEParent, Promoter (NPS 10)

“Teachers, curriculum and the place of learning, which keep pace with international schools.”Macalimiin,manhaj iyo goobtii lagu barayay oo la jaan qaadaya Dugsiyadda caalamka.Parent, Promoter (NPS 10)

Trust and confidence in the school overall

5 mentions

A second group express general trust and satisfaction in how the school is run, rather than pointing to a specific feature.

“I trust the education at Pharo School”Waxan ku kalsoonahay waxbarsshada school ka pharoParent, Promoter (NPS 10)

“That I am fully satisfied with the school's teaching and upbringing of the children in every respect”In aan si buuxda ugu qancay hab dhigista iyo barbaarinta ubadka ee dugsiga dhanwlbaParent, Promoter (NPS 10)

“Pharo secondary school has truly met all the conditions I set when choosing the school my child would attend”Dugsiga sare ee pharo oo runtii ah dugsi buuxiyey inta band shuuridihii aan ilmahayga ugu doorayey iskuulka uu dhiganayoParent, Promoter (NPS 10)

Safety, security and values

4 mentions

A smaller group cite safety and discipline directly, including one parent who welcomes the school's ban on smartphones during school hours as evidence it takes children's wellbeing seriously.

“Quality education and assured security”Wax barasho tayo leh iyo abni suganParent, Promoter (NPS 10)

“As we know, smartphones have had a negative effect, and Pharo has banned them for students during school hours.”Sidaynu ogsoonahay waxaa saamayn hoos u dhac ah keenay smart phoneska, kaas oo pharo ardayda ka mamnoocday mudada schoolka.Parent, Promoter (NPS 10)

“It is the quality of the knowledge and the safeguarding of values”Waa Tayada aqoonta iyo ilaalinta qiyamksParent, Promoter (NPS 10)

Passives Scored 7 or 8

Academic and personal development

3 mentions

Passives most often point to broader development — academic and otherwise — rather than a single standout feature.

“It is a school that raises students' knowledge and can later give them educational opportunities”Waa school aqoonta ardyda kor u qaadya hadhowna fursad wx barasho siin karaParent, Passive (NPS 8)

“In terms of education and the child's self-discipline, since the child is in boarding”Dhinaca waxbaradhada iyo carbiska nafta ee ilmaha maadaama uu ilmuhu ku jirayo BordingParent, Passive (NPS 7)

“That the child develops both academically and in life”In ilmuhu both academically iyo nolol ahan ba dhismayoParent, Passive (NPS 7)

Good in some areas, room to improve in others

1 mention

One passive explains their middle-of-the-road score directly: a genuinely mixed assessment rather than indifference.

“Because I cannot take it to the highest point. I chose the middle: there are areas where the school is good, but there are other areas that need changing.”Waayo ma gaadhsiin karo halka u saraysa. Waxaan u doortay meel dhexe waxaa jirta uu meelo ku fiicanyahay iskuulku laakiin meelo kale oo u bahaan wax ka bedel ay jiraa.Parent, Passive (NPS 7)

Detractors Scored 0 to 6

Management concerns, including comparison with previous management

2 mentions

The clearest driver of low scores among detractors is management — one names a lax approach that leaves struggling students without extra support, another draws an unfavourable comparison with an earlier era under different management.

“There is lax management at the school, and in teaching, a student who needs extra support is not held back or given it”Maamul jileec ka jira schoolka iyo waliba bal wado lagu istic maalo xaga waxbarashada ardayga kabka u baahan loo joojin maayoParent, Detractor (NPS 1)

“A comparison I made between the period since this new management took over the school and the time when it was SOS.”Isbarbar dhig aan ku sameeyay intan uu maamulkan cusub uu iskuulka qabsaday iyo berigii uu ahaa SOS.Parent, Detractor (NPS 0)

Positive on the school overall despite the low score

2 mentions

Notably, some detractors still voice real confidence in the school's academics — their low score appears to reflect a specific unstated reservation rather than overall dissatisfaction.

“We greatly trust Pharo School”Aad ayaan u aaaminsanay pharo schoolParent, Detractor (NPS 5)

“Quality students come out of it”Adray tayo leh ayaa kasoo baxaParent, Detractor (NPS 5)

Agreement by statement

Strongest: My child is learning and progressing well. (76%) · Weakest: When I raise concerns, they are handled well. (45%) · Biggest divider: My child is learning and progressing well. (88 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.

76%

My child is learning and progressing well.

12%

24%

52%

n=33 · 12% disagree

76%

School promotes strong values and discipline.

27%

48%

n=33 · 15% disagree

73%

My child feels safe at school.

15%

12%

30%

42%

n=33 · 15% disagree

70%

Teachers support my child to understand and improve their learning.

18%

24%

45%

n=33 · 12% disagree

61%

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

24%

21%

39%

n=33 · 15% disagree

58%

The quality of education and experience justifies the fees paid.

15%

21%

36%

n=33 · 21% disagree

45%

When I raise concerns, they are handled well.

21%

27%

18%

27%

n=33 · 27% disagree

Strongly disagreeDisagreeNeutralAgreeStrongly agree

Strongest to weakest, with promoter vs detractor split

My child is learning and progressing well.

76%

0% 100%

Detractors 12% Promoters 100%

88 pp gap

School promotes strong values and discipline.

76%

0% 100%

Detractors 62% Promoters 89%

26 pp gap

My child feels safe at school.

73%

0% 100%

Detractors 62% Promoters 83%

21 pp gap

Teachers support my child to understand and improve their learning.

70%

0% 100%

Detractors 38% Promoters 83%

46 pp gap

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

61%

0% 100%

Detractors 50% Promoters 78%

28 pp gap

The quality of education and experience justifies the fees paid.

58%

0% 100%

Detractors 25% Promoters 78%

53 pp gap

When I raise concerns, they are handled well.

45%

0% 100%

Detractors 25% Promoters 67%

42 pp gap

What’s working

Top theme: Academic performance & teaching quality (4) · top sub-aspect: Exam results & performance

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

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

32 parents wrote a substantive reply to this question.

Academic education and teaching quality

14 mentions

As at the other Somaliland schools, the academic offer itself is the most repeated strength — plainly stated as 'the education' or 'quality education' far more often than any other single answer.

“It provides quality education.”Waxbarasho tayo leh ayuu bixiyaa.Parent, Promoter (NPS 10)

“Good education and good conduct”waxbarsho fiican iyo la dhaqan ficanParent, Promoter (NPS 10)

“The school builds in students the knowledge they were meant to learn, and helps them with employable skills such as communication and ICT skills”Dugsigu waxuu ardayda ka dhisaa aqoontii ay ahayd in ay bartaan iyo in xirfado lugu shaqo tagi karo ka caawiyo sida communication and ICT skills kaParent, Promoter (NPS 10)

Character, conduct and self-confidence

4 mentions

Several parents point to non-academic development — conduct, worship, and the confidence to speak up, for example in debate.

“It does very well at making the student self-confident — as in debating, the student puts ideas forward; the important thing is that the student shows their ability to speak”Waxaa aad u qabtaaa xaga ardaygu inuu isku kalsoonaan karo uu sida kalabka oo kale ardaygiii waxa buu soo jeedinayaaa mihiimadun waa inuu ardaygu awoodiisa hadal muujiyaaParent, Detractor (NPS 5)

“Education and good conduct”Waxbarashada iyo dhaqan wanaagaParent, Promoter (NPS 10)

Safety and protection, with attention to girls specifically

4 mentions

Safety is named directly by several parents, with one detractor specifically noting the protection given to girls as something the boarding school gets right.

“Protecting the students, especially the girls”Ilaalinta Ardayda gaar ahaan HablaaParent, Detractor (NPS 5)

“The students' safety. The education.”Bedqabka ardayda. Waxbarshada.Parent, Passive (NPS 7)

“Education and the children's security”Wax barasho iyo abniga caruurtaParent, Promoter (NPS 10)

Religious observance upheld

4 mentions

A distinctive strength for this boarding school specifically: parents note that daily prayers are consistently observed.

“Regular reporting and the observance of prayers”Warbixin joogta ah iyo ilaalinta salaadaParent, Promoter (NPS 10)

“Observing the morning prayer and following up the lessons”Ku illaalinta salaada subax iyo la socodka xiisadahaParent, Promoter (NPS 10)

“Character and worship”Akhlaaqda iyo cibaadadaParent, Detractor (NPS 5)

Communication and organisation

4 mentions

A smaller group value the school's operational discipline — exams held and reported on time, class schedules kept — and the relationship with parents this supports.

“That I receive the exam report quickly.”Repost ka examka oo si degdeg ah aan u helo.Parent, Promoter (NPS 10)

“Keeping to class times”Ilaalinta Wakhtiyada Class kaParent, Promoter (NPS 10)

“The relationship between the parent and the school”Xidhiidhka waalidka iyo dugaigaParent, Passive (NPS 7)

What to improve

Top theme: Food & catering (4) · top sub-aspect: Quality / freshness / taste

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

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

33 parents wrote a substantive reply to this question.

Fees and reductions for hardship

4 mentions

Cost is the most repeated concrete ask — parents want reductions for those in difficult circumstances rather than a specific complaint about value.

“That parents in difficult circumstances be given a reduction”in hoos la loo eego walidka dariuufaysanParent, Promoter (NPS 10)

“That they reduce the fee for us”Inay lacgta naga dhimanParent, Promoter (NPS 10)

Boarding supervision and logistics

4 mentions

Several parents raise practical aspects of the boarding arrangement — supervision at night, monitoring smartphone use after hours, and help for students (especially girls) getting belongings to their rooms given the distance between the gate and the hostel.

“Cleanliness, safety, the toilets, the food, and supervision at night.”Nadaafadda, amaanka, suuliyaasha, cuntada iyo ka warqabka habeenkii.Parent, Passive (NPS 7)

“Control of the students, and discreetly monitoring students who do not follow the school's rules and use smartphones for long periods at night.”Controlka ardeyda iyo in si hoose loola socdo ardeyda aan marin nidaamka schoolka si inay isticmaalaan smart phone wakhti badan habeenkii.Parent, Promoter (NPS 10)

“That students, especially the girls, be helped to get their belongings to their rooms when they return, because the gate and the hostel are some distance apart”In ardayda siiba hablaha markay soo laabtaan ee ay alaabtooda gaysanayaan qolaalkay degen yihiin loo fududeeyo siday ku gayn lahaayeen. Sababtoo ah waxaa kala yara durugsan Gaydhka iyo hostel ka......Parent, Promoter (NPS 9)

Food quality

3 mentions

Food is raised as a specific, recurring concern distinct from general boarding logistics — parents want to see it improved and kept clean.

“The children's food, in terms of cleanliness”Cunada caruutu cunto xaga nadaafadaParent, Promoter (NPS 10)

“Sports, and that teaching time be shortened; also the dinner should be improved”Sportska iyo in waxbarashada laga gaabiyo wakhtiga sido kle cashada halaga hagaajiyoParent, Passive (NPS 8)

“The students' character, the stealing, the food”Alhlaaqda ardayda, tuugada, cuntadaParent, Passive (NPS 7)

Management oversight and property security

3 mentions

A recurring, specific complaint is theft among students, alongside a broader call for stronger management oversight.

“It should put a stop to the stealing”tuuganimada ha xaliyoParent, Promoter (NPS 10)

“The management and its deputies”Maamulka iyo ku xigeenadiisaParent, Detractor (NPS 4)

“Managing the students and safeguarding the students' equipment and property”Maamulka Ardayda iyo ilaalinta Agabka ama hantida ArdaydaParent, Promoter (NPS 10)

English writing, speaking and scholarship preparation

3 mentions

As at the other two schools, English proficiency is a recurring ask — here specifically framed around university and scholarship readiness.

“That students be taught how to apply for scholarships, and that their English writing and speaking be improved”In Ardayda laga dhiso sidii ay u apply garayn lahaayeen scholarships ka english writting ka iyo speakingg ka ka hagaajiyaParent, Detractor (NPS 5)

“The education and the English language”Waxbarashada iyo luqada English taParent, Detractor (NPS 5)

Academic pathway clarity and technical/extracurricular options

3 mentions

A smaller set of parents want clearer information or broader options — which exam pathway (O/A Level vs. the Somaliland Form 4 curriculum) their child is on, and additional technical and sporting programmes.

“They should make clear whether students will take O Level and A Level. For my part, I want my child to sit the Somaliland secondary curriculum exam and take the Form 4 certificate.”Ha kala cadeeyaan in ardaydu qaadanayaan O Level iyo A level. Waayo aniga ardaygaygu waxaan rabaa inuu galo examka manhajka dugsiyada sare ee Somaliland. Qaatana shahaadada form 4 ka.Parent, Detractor (NPS 3)

“That basic technical courses be added, like basic electrician and carpentry.”In lagu soo kordhiyo basic technical courses,like basic electrician and campentary.Parent, Promoter (NPS 10)

“That they set up a football academy for boys and girls, with particular emphasis on the girls”Iney academy football ah ay sameyaan wilal iyo gabdho anoo ku xoojinaya waliba gabdhahaParent, Promoter (NPS 10)

Communication channels for parents

2 mentions

Two parents raise the same specific, structural gap: there is no parents' committee and no group channel for raising concerns, so complaints only travel one way.

“The relationship with parents, and responding to complaints. There is no parents' committee. There is no WhatsApp group where we can raise something when we have a complaint. We can only be told things. The WhatsApp is closed to us.”Xidhiidhka waalidka. Iyo ka jawaabista cabashada. Ma jiraan gudi waalidiin ah. Ma jiraan WhatsApp aan wax ku sheegi karno sida markaan wax tabnahno. Anaga ayaa wax naloo sheegi karaa oo keliya. WhatsApp waa naga xidhanyahayParent, Passive (NPS 7)

“Parents do not feel valued. Our complaints are not listened to.”Waalidka ma dareemayo in la qadarinayo. Cabashadayada maaha mid dhag loo dhigayo.Parent, Detractor (NPS 0)