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CHAPTER FOUR: WHAT PUPILS EAT

4.1 This chapter summarises findings from the baseline research on what pupils eat including:

• details of the menus offered by the school meals service
• findings on portions sizes
• the types of foods pupils appeared to choose
• teachers' and pupils' views on school meals

4.2 Relevant recommendations from Hungry for Success include:

Recommendation 2: Each education authority should develop a policy for delivering, in partnership with parents and carers, medically prescribed diets and appropriate provision for children with SENs

Recommendation 3: The Scottish Nutrient Standards for school lunches should be adopted and education authorities and schools should have them in place in all special schools and primary schools by December 2004 and in all secondary schools by December 2006

What does the school meals service offer?

4.3 The case study schools varied in the amount of food that was prepared on site and the amount of pre-prepared ingredients used in hot meals. Whether meals were prepared on-site generally depended on the size and location of the school. Some schools served as output kitchens and were preparing meals for other schools, nurseries and the meals on wheels service. This obviously affected the workload of the catering staff.

4.4 The level of involvement that local authorities had in the preparation of menus, and hence the amount of freedom that head cooks had to determine the menu varied between authority areas. In some cases local education authorities provided a four week menu, with specific recipes for each dish that had, on occasion, been nutritionally analysed. However, even when these menus and recipes were provided, it did not always appear to be the case that the catering staff followed these rigidly. In one school, the cook prepared menus for approval by the local authority.

4.5 One education authority provided a list of items that should be available daily, rather than provide menus. The head cook in a small secondary school within that area appeared to undertake no forward planning. Instead the decision on what hot meal to prepare was only taken the day before serving. This obviously would mean that pupils were unaware of specific menus in advance, and so could not make decisions on whether to go for school meals based on this knowledge.

4.6 Pupils were given a choice of a wide range of hot and cold foods. In broad terms, greater choice was available in secondary rather than primary schools, and in larger rather than smaller schools. In most cases, pupils had at least a choice of a hot meat and a vegetarian option which were usually served with potatoes and one or two portions of vegetables. Alternatives to potato were provided through pasta and rice dishes, though these were not available every day in all schools. Snack options such as burgers, pizzas and hot dogs were usually available in secondary schools, while healthier snack options such as baked potatoes were also available. Soup was served variously as a main course option (with sandwich); as an alternative to a pudding; as a starter; or as a stand-alone item. Salads were in evidence in a number of schools, either as an alternative to a vegetable portion or as a snack item. Basic sandwiches were on sale, with the choice being extended by offering variations. For example, in some schools, wraps, baguettes, paninis and toasties were available. Crisps were available in many schools.

4.7 The range of home baking and hot and cold desserts had been reduced in some primary schools, but was still available in most secondary schools where cakes and biscuits were often also served. The desserts sometimes, but not always, included fruit. Yogurt and fresh fruit were usually offered either as an alternative or an always available choice. The extent to which fizzy drinks were available varied. Generally, they were not available or at least discouraged in primary schools. In some secondary schools, they had not been restricted in any way and so were sold at the canteen and in vending machines. In other secondary schools, fizzy drinks had been removed from the dining room but were still sold through vending machines, and in others, they were not sold at all. Alternative drinks options included plain water, flavoured water, plain milk, flavoured milk, bottled fruit juices and sometimes diluted juice.

Menu planning by food group

4.8 The Hungry for Success report provides guidance on menu planning by food group. This guidance was included "as basic guidance for catering practice" and it was noted that "what is essential" is the achievement of the more detailed nutrient standards ¹. Table 7 (for primary and special Schools) ² and Table 8 (for secondary schools) in Annex 3 reproduce the table on menu planning by food group included in the Hungry for Success report. The tables compare provision at the time of the baseline research with the recommendations. This comparison is not intended to be a final 'critical assessment' of school meals in each sector, but to show how current provision relates to the Hungry for Success guidance so that future progress can easily be measured in the case study schools. We have commented on only those aspects of the guidance that could be easily assessed by reviewing the menus, by the researchers' observations or via comments from staff. Where the guidance relates to more detailed nutritional analysis of ingredients or products, we have not been able to comment.

4.9 The guidance covers the five food groups (Group 1: bread, cereals and potatoes; Group 2: fruits and vegetables; Group 3: milk and milk products; Group 4: meat, fish and alternatives; Group 5: foods containing fat and foods containing sugar). Progress within each group is summarised below.

Group 1: bread, cereal and potatoes

4.10 In general, primary case study schools were already following the guidance on foods in this group. Bread and pasta were served sufficiently often, and chips and other fried potato dishes were served the recommended maximum of twice a week. Different types of bread and different ways of cooking potatoes provided variety. However, in some primaries, there was not always a non-fried alternative when fried potato dishes were served. Similarly, while brown and wholemeal bread were available at times in most schools, they were rarely available at all times.

4.11 The main difference in the secondary schools was that chips were served more often. Several schools had introduced some 'chip free days' and had reduced the size of a portion of chips. Nonetheless, most schools served chips more than the recommended maximum of twice a week, and several served chips every day.

4.12 Secondary schools were serving bread daily (though wholemeal was not always available). Pasta and rice were offered a minimum of once a week, and more often in many cases.

Group 2: fruits and vegetables

4.13 Overall, case study schools were offering fruit and vegetables sufficiently often, although it might be possible to increase uptake by serving these in a more attractive way. Salad vegetables and cold vegetables were often served in an appealing and easy to eat way ( e.g. cut into sticks and packaged in little tubs or packets). In general, there was less evidence of hot vegetables being served in ways designed to appeal to pupils. Similarly, while most schools offered a choice of fresh fruit every day, whole fruit displayed in baskets tended to be much less popular than prepared fruit served in packets and tubs.

4.14 Soup is recommended as a means of increasing vegetable consumption. Schools that served soup did tend to offer vegetable based soups, but several (particularly secondary) schools did not offer soup very often.

Group 3: milk and milk products

4.15 As recommended, most schools were offering semi-skimmed milk every day and yogurt was also served daily in most schools. Where flavoured milk was offered alongside plain milk, this tended to be more popular. In light of the "desirability to gradually wean Scottish children away from a predilection for sweet flavours" ³, pupils could perhaps be given more encouragement to drink plain milk.

4.16 The guidelines state that "cheese should be served as the main protein item instead of meat or fish a maximum of twice a week" and all schools followed this guidance. However, in most schools, there was the option to have cheese as the main protein item ( e.g. in pasta, in a sandwich, or as a baked potato filling) more than three times a week. Indeed, in many schools it would be possible to choose a cheese item daily.

4.17 In several schools, vegetarian alternatives to cheese were offered less often than the recommended minimum of three times a week.

Group 4: meat, fish and alternatives

4.18 As recommended, all schools offered portions of food from this group every day and served red meat at least twice a week. However, some primaries served processed meat more often than the recommended maximum of once a week, and most secondary schools offered processed meat products every day.

4.19 Most primary schools did serve fish the minimum amount of once a week - but rarely more often. Many secondary schools also served fish once a week although a number served it less often. In both the primary and secondary sector, there was more difficulty in meeting the recommendation that oily fish should be served once a week. One primary school had tried to overcome this problem by serving salmon mayonnaise as a filling for baked potatoes or sandwiches, however, this option had not proved to be particularly popular. Catering staff felt that this option was more suited to an adult's than a child's palate, and felt frustrated at the waste involved in offering this filling:

"..the sandwich fillings are more for an adult than a child…today it is salmon mayonnaise. We have got 300 (pupils having a school meal) in here and I have made 7 because they will not take it…they won't touch the salmon. You stand and make that up and you know it is going to go in the bin - it seems a waste of money" (head cook, primary school) .

Several case study schools had tried other dishes, but found that they were unpopular and so most schools did not serve any oily fish.

Group 5: foods containing fat and foods containing sugar

4.20 In general, most primary schools were adhering to the guidelines on this food group: they were not serving fizzy drinks or manufactured confectionery; they had reduced the fat and sugar content of home baking and had provided fruit and/or milk-based desserts. Many had also stopped offering crisps or offered them less often.

4.21 Secondary case study schools were not as far forward in terms of implementing this recommendation. In some cases, manufactured confectionery was still sold in tuck shops or vending machines and occasionally in the dining room itself. Several were still serving fizzy drinks, confectionery and crisps. It should be noted that selling these items in tuck shops often generate income for schools to fund school trips etc, and so many schools were wary of removing them.

4.22 In both primary and secondary sectors, flavoured versions of milk and water were often very popular and there was little evidence of pupils being encouraged to choose the plain version (perhaps because staff felt that flavoured milk or water was a better option than a fizzy drink).

Portion size

4.23 Portion sizes of sample school meals were weighed during the fieldwork period and the results are shown in the individual school reports. Where possible, these were compared with the portion sizes recommended in Hungry for Success. However, for many of the main dishes, accurate comparison with recommended weights was not possible since the recommendations relate to recommended meat, vegetable or sauce content, rather than the whole dish, and it was not possible to separate out the ingredients for weighing in this way.

4.24 Although cooks were given guidelines on portion sizes, in reality portions varied for a number of reasons, often linked to custom and practice. In some schools for example, cooks tended to give older pupils larger and younger ones smaller portions:

"I find is the bigger ones are more hungrier and the portion size is maybe not just, you're talking about 17 and 18 year olds. If they could maybe be more flexible in their portion size" (head cook, secondary school).

4.25 Occasionally, if a pupil was insistent that they did not want all the constituents of a meal, they might be given a larger portion of what they would eat ( e.g. if the main meal was chicken curry, rice and peas and a pupil refused rice and peas, they might be given a larger portion of curry). It was often commented that giving pupils the recommended portion size of vegetables would discourage them from eating any vegetables, and so staff provided smaller portions so not to "scare pupils away". In some schools, varying portions was seen in a positive light as it meant that those who, in catering staff's opinion, were not eating enough at home could be discreetly given more.

4.26 When portions of individual items were weighed and compared to the recommendations in Hungry for Success, there was variation across schools in how closely they matched recommendations. Rather than consistently giving portion of all foods higher or lower than recommended portion size, this varied within schools. In very broad terms, portions of vegetables were lower than recommended and portions of meat based dishes were higher. However this was by no means universal.

Special diets

4.27 In the questionnaires, pupils in the case study schools were asked if they had any special dietary requirements and the reasons why they did not eat particular foods. Just over a tenth (11%, n = 9) of special school pupils reported having special dietary requirements. However, due to the small number involved, these requirements will not be discussed in any more detail.

4.28 The results for primary and secondary school pupils in the case study schools are displayed in Figure 4.1. Around a fifth of pupils in primary and secondary schools said they had special dietary requirements (21% and 23% respectively). However, as can be seen from Figure 4.1, 24% of secondary and 16% of primary pupils defined having a dietary requirement as simply not liking some particular foods. This would suggest that the actual proportion of pupils who have dietary requirements is lower than the claimed figure, a finding borne out by the information provided by the individual schools. Just under a third of pupils who said they had special dietary requirements reported having allergies (31% of primary and 28% of secondary pupils) and around a fifth were vegetarians (17% of primary and 20% of secondary pupils).

Figure 4.1: Reasons why pupils do not eat some foods? (% pupils)

Base: Primary - 134; Secondary - 367

Percentages do not all add up to 100 - no reasons not shown
Source: case study school pupils' attitudinal questionnaires

4.29 There were some gender differences among secondary school pupils, with 27% of females compared with 17% of males reporting that they had special dietary requirements. In terms of specific reasons, more females than males were vegetarian (25% compared with 12%) although more males than females did not eat particular foods for religious reasons (12% compared with 3%). In primary schools, although there was no overall gender difference, more males than females had allergies to particular foods (35% compared with 27%).

4.30 Particularly in smaller schools, where less choice could be provided than in the larger schools, cooks were flexible in offering alternatives to menu items to accommodate special dietary needs. In one school, the cook had noticed that her local butcher was now offering gluten-free sausages. She planned to ask the catering manager whether the butcher could be added to the list of approved suppliers so that she could purchase sausages for a particular pupil with gluten intolerance. In one special school that prepared its own meals, where intolerance to particular foods and special dietary needs were relatively common, dining room staff showed great flexibility in providing food tailored to individual needs.

Pupils' lunchtime choices

4.31 Given the choice, pupils more often chose snack items and cold options rather than hot cooked meals. The qualitative interviews suggested that this was because pupils found these options to be tastier and quicker (to purchase and to eat):

"The only problem with it is the tills cause if you actually want to get hot food there's only one till so there's a massive queue. A lot of the time you just go and get pizza and chips cause it's quicker. Trying to get healthy food is not working" (pupil, secondary school).

4.32 Pupils also said that they wanted a light meal and they knew exactly what was included in the snack or cold options. Some popular cooked meals included tuna pasta, some chicken dishes such as chicken curry, and macaroni cheese. However, in primary schools, many of these dishes were more popular before the changes to the recipes, with many pupils preferring the previous recipes which may have included salt and artificial flavourings:

"..one thing that's changed…the spaghetti bolognese. It's minging now…they put this herb stuff on it and see when you eat it, you can nearly be sick!" (pupil, primary school).

"I would like the curry to go back to its old way…I want the spaghetti to go back to its old way as well" (pupil, primary school) .

4.33 Catering staff reported difficulties with encouraging children to eat vegetables. Not many vegetables were popular, although sweet corn was mentioned as one popular vegetable. An additional problem was strong peer pressure preventing children from taking vegetables. Often salad portions, such as beetroot and coleslaw, were eaten in preference to hot vegetables. Soup was popular in primary schools, but as mentioned previously, not so popular in secondary schools.

4.34 In the questionnaire, pupils in case study schools were asked if the school meals service provided enough choice on a daily basis (see Figure 4.2). Only around a quarter of pupils in primary (25%) and secondary (28%) schools felt that this was the case, whereas around a fifth of primary and secondary pupils felt there was not enough choice (22% and 21% respectively). Although 45% of pupils in special schools felt there was enough choice, a similar proportion to pupils in other schools felt there was not enough choice (21%). Additionally, 38% of primary pupils, 27% of secondary pupils, and 31% of special pupils felt there was sometimes enough choice.

4.35 It might have been expected that primary school pupils would have felt there was enough of a choice, given the fact that the menus have been have changed in most primary schools to meet the Hungry for Success recommendations and should therefore offer more choice. However, it is important to note that this result refers to pupils' perceptions of the choice available. The qualitative research suggested that the introduction of new menus in primary schools may have restricted pupils' ability to choose the range of options and particular dishes they used to which could be a reason for this perception. One Head Teacher told us:

"In some ways I feel that previously when we had the cafeteria system the children had what I would consider a healthy option every day" (Head Teacher, primary school).

4.36 The perceived lack of choice could also be linked to the level of choice available at the end of lunchtime in some schools, when the most popular options have run out, as this was identified as an issue in some schools in the qualitative research. A number of ways in which choice was restricted are discussed below.

Figure 4.2: Are there enough different food for people who eat school meals to choose from each day? (% pupils)

Base: Primary - 648; Secondary - 1623; Special - 82

Percentages do not all add up to 100 due to rounding
Source: case study school pupils' attitudinal questionnaires

4.37 In primary case study schools 26% of primary 5 pupils felt there was enough choice compared with 20% of primary 7 pupils. However, the greatest difference is in the proportion of pupils who felt there was not enough choice: 30% of primary 7 children compared with 19% of primary 5 pupils. Primary 6 pupils were most content with the range of choices, as 30% felt there was enough choice and 15% felt there was not.

4.38 In the secondary schools, the results indicate that perceptions of a lack of choice generally increased with age. Younger pupils were more content with the choice of food available. A third of S1 pupils said there was enough choice, compared with 15% of S5 pupils (although this figure did rise to 28% of S6 pupils). Similarly, 16% of S1 pupils said there was not enough choice compared with 30% of S6 pupils. One fourth year male pupil said that if the choice was increased, more pupils might consider using the school meals service:

"..the variety could be better, the choices at break and lunchtime, then maybe we'd consider using it" (pupil, secondary school).

Restriction of choice

4.39 Choice was limited in a number of ways. Set meal options were used as a way of ensuring pupils were choosing a balanced meal and to encourage pupils to try new options. However, on occasions, pupils said they would like more flexibility in the choice. For example, to be able to choose two items from the salad bar although the set option only allows one. In one or two schools, the catering staff said they used their discretion in such cases and allowed some variation in the set options.

4.40 Choice was also restricted by attempts to encourage healthier eating. Pupils in one primary school were aware of such attempts and said they preferred a previous points system which rewarded pupils for healthy choices made, rather than more directed choice such as set meals or restrictions on serving particular, less healthy foods. In another small primary, no set meals were offered. The Head Teacher reported they had tried set meals in the past and that uptake had decreased.

4.41 Reductions on the number of days on which chips were are served are one example of the way in which less healthy options were being restricted. Some pupils had complained about this, although others said they could get chips elsewhere if they wanted them so were unconcerned. This view was echoed in a school where 'chip serving days' had not been reduced, when pupils were asked to consider whether reducing the serving of chips would be a good idea or not:

"If they didn't have chips what would happen is the day they didn't have chips folk would go down the street to the chippy" (pupil, secondary school).

4.42 Another way in which choice was limited was by availability. In some schools, the most popular choices ran out quickly. These often included the snack items such as hot dogs or pizza. Some pupils did say that by the time they were served, there were no options left that they liked and so they ate some confectionery instead of a meal. Catering staff attempted to reduce limited choice, by making what they believe to be the required number of portions of different items for that day. This could mean that they are making for example, 350 snack options and 10 main meal options.

4.43 Some pupils felt that the healthy option choices were also restricted. For example in one special school, pupils and teaching staff said they would like more choice in the vegetables served. In another small secondary school, pupils indicated that they would like more fruit and salads to be sold, as there were only two plates of salads made up daily. Pupils in a third school suggested more fruit could be available and also that dips could be provided with options such as raw carrots and cucumber slices to make them more attractive.

Factors affecting choice

4.44 While many pupils exhibited 'expected' unhealthy eating habits, as mentioned previously, a number of pupils (particularly older and female pupils) demonstrated an understanding of the need for healthier eating and suggested they would like more opportunities to eat healthily. There was some evidence in a few schools that pupils found the healthy options limited. Pupils in one large secondary school believed their choice was limited according to payment methods (as different methods and different foods were served in different dining halls). Although catering staff said this was not the case, pupils felt they were restricted to the less healthy snack choices offered in the dining hall that they used when paying cash. However, in another large secondary school, pupils reported more healthy choices had recently been introduced and were satisfied with the options available.

4.45 Although there was clearly a demand from some pupils for healthier eating, for others 'value for money' was more important. Often this was given as a reason why pupils chose to eat out of school, using local chip shops, cafes or bakers' shops. In some cases the food was cheaper, while in others larger portions were provided at a similar cost. Quality was another criterion that pupils considered in making their choice of what to eat. Pupils in some secondary schools mentioned the poor quality of food in general, of sandwiches in particular and of foods not being warm enough and not being cooked properly.

4.46 Both primary and secondary pupils were asked in the questionnaires whether anyone helped them to decide what to have for lunch, such as dinner ladies or their parents. Just under a third of primary pupils (30%) said that this was the case, with 12% of pupils receiving help from parents, 10% from friends, and 5% from a dinner lady. In secondary schools, only 15% of pupils received help deciding what to eat for lunch, with 7% being helped by friends and 7% being helped by parents. However the qualitative research showed that, in most cases, parents were not using menus sent out in advance to assist pupils making choices.

Pupils' and teachers' views on school meals

Taste and health

4.47 Pupils in case study schools were asked about the tastiness of the school meals served in their school (Figure 4.3). The majority of pupils in both primary and secondary case study schools said that the school meals were very or quite tasty, although significantly more primary than secondary pupils said this was the case (66% compared with 53%). This suggests that opinions of meals held by primary school pupils are higher than those of secondary school pupils. It is not possible to determine whether this difference is due to changes to primary school menus, or to other factors such as the age of pupils. Around a quarter (26%) of secondary pupils were unsure if the meals were tasty or not.

4.48 Within primary schools, there was a difference between year groups, with 14% of primary five, 9% of primary six, and 27% of primary seven pupils saying the meals were not tasty. This reveals a particular problem among primary seven pupils. In secondary schools, opinions of school meals worsened with age with 13% of S1 pupil saying the meals were not tasty compared with 28% of S6 pupils.

Figure 4.3: How tasty are the school meals at your school? (% pupils)

Base: Primary - 648; Secondary - 1623; Special - 82

Percentages do not all add up to 100 due to rounding
Source: case study school pupils' attitudinal questionnaires

4.49 Pupils in secondary schools who had said they thought school meals were either not very or not at all tasty were asked (unprompted) why they thought this way (see Figure 4.4). The most common complaint was that the food was bland, boring or lacking in flavour (27%) or that the menu choices did not change often enough (15%). Pupils also complained that the food was too greasy (14%); a problem which should be reduced when the new menus are introduced in secondary schools.

Figure 4.4: Why do you think the school meals at your school are not very tasty or not at all tasty? (% secondary pupils)

Base: Secondary school pupils who think school meals are not very or not at all tasty - 302

Percentages do not all add up to 100 - no reason not shown
Source: case study school pupils' attitudinal questionnaires - secondary schools

4.50 Pupils were also asked how healthy they thought the school meals were at their school (see Figure 4.5). Around a quarter of pupils said they did not know or were unsure. Significantly more primary than secondary pupils thought the school meals were either very or quite healthy (59% compared with 44%). Again, as primary schools have only began to introduce new menus that comply with the nutritional standards and comprise healthy dishes, it is not possible at the moment to attribute these difference in opinion to the Hungry for Success recommendations, as the results may more generally reflect an age difference or other factor.

4.51 Around 13% of primary pupils considered their school meals to be unhealthy. This opinion was also revealed in the qualitative interviews, even among pupils from a large primary school which was fairly well ahead in terms of implementing the recommendations:

"The school's got a football team and an athletic team and if they keep doing fattening stuff the athletics team will get fat" (pupil, primary school) .

This suggests that the new healthy menus could perhaps benefit from more promotion to make all pupils aware that the meals are nutritionally balanced and healthy.

4.52 As just under three in ten secondary school pupils (29%) consider school meals to be not very or not at all healthy, this suggests that the perception of secondary school meals could be improved. However, 44% of secondary pupils do think the school meals are healthy. Some schools have made recent changes to the menus which seem to have impressed some pupils:

"..they've got quite a lot of fruit. Yesterday there was a big bowl of fruit salad and you can buy separate fruit as well. It is quite healthy and then they've got water as well instead of juice - so it's better" (pupil, secondary school) .

This will be an interesting result to revisit, once the changes to the secondary school menus have been introduced.

Figure 4.5: How healthy do you think the school meals at your school usually are? (% pupils)

Base: Primary - 648; Secondary - 1623; Special - 82

Percentages do not all add up to 100 due to rounding
Source: Case study school pupils' attitudinal questionnaires

4.53 In terms of age differences within secondary schools, there was no consistent pattern. However, 39% of S1 pupils considered the meals to be not very or not at all healthy, which was a higher proportion than any other age group. It may be that this group was more used to primary school meals, and so the secondary school meals may have seemed unhealthy in comparison.

4.54 Significantly more males than females in both primary and secondary schools said they were unsure as to whether the school meals were healthy or not (31% compared with 21%, and 34% compared with 20% respectively). This may suggest that females have more awareness or interest in what items are considered healthy, a finding borne out in our qualitative discussions.

4.55 Secondary school pupils who thought that the school meals were either not very healthy or not at all healthy were asked why they thought this way (see Figure 4.6). Many of the reasons were linked to specific foods that were on sale in the school canteen, such as chips (41%), burgers (32%), pizza (19%) and cakes (5%). Just over a quarter of pupils (26%) felt that school meals were unhealthy as many fried or high fat foods were on sale, and a further 8% said that the canteen served too much junk food.

Figure 4.6: Why do you think the school meals at your school are not very healthy or not at all healthy? (% secondary pupils)

Base: Pupils who said school meals were not very healthy or not healthy at all - 464

Source: case study school pupils' attitudinal questionnaires - secondary schools

4.56 In the qualitative research, pupils in primary case study schools generally reported they could find something tasty on the menu. The introduction of new menus was seen in some primary schools as having a positive effect on both the taste and the healthiness of food. In one school, the new menus were encouraging more pupils to eat hot school meals. However, staff in a few primary schools felt that they were struggling with the new menus, as they felt that the recipes were too adult-oriented and that this had discouraged some pupils from eating school meals.

4.57 Catering staff said they tried to use the best ingredients they could. In some cases they expressed concern about the quality of produce, such as meat, provided by preferred suppliers. Complaints by pupils about whole fruit were common: that it was brown, bashed or unripe or that it had been sitting in the fruit bowl for days. Snacks using processed meat were criticised as being unhealthy by catering staff and by some pupils.

4.58 Cooks in some secondary schools were beginning to make changes to the way they cooked food. Changes included reducing salt and sugar, not using cream in custard, using a mixture of wholemeal and refined flour, and using 'light mayo' (a mix of low fat yogurt and low fat mayonnaise) in sandwiches, coleslaw, tuna mayonnaise and coronation chicken.

Good and bad aspects of school meals

4.59 Pupils were asked in the questionnaires (unprompted) to state what they thought was good and bad about the school meals in their school. The results for the good aspects of school meals mentioned by primary schools are displayed in Table 4.1. Just under a fifth of pupils (18%) did not answer, and 4% said they did not know.

Table 4.1: What do you think is good about school meals in your school (% primary pupils)

Base: 648

Source: case study school pupils' attitudinal questionnaires - primary schools

4.60 Over a third (36%) said that the food was good, fresh or tasty, and 13% said the food was healthy or of good quality. Thirteen per cent (13%) liked the menus and the choices available, and 12% liked the canteen.

4.61 As well as mentioning aspects of the school meal service, pupils also mentioned some of the food on offer. For example, pizza and fruit were mentioned by 7% of pupils. The following food items were mentioned by 5% of pupils or fewer: chips, hot dogs/sausages, salads, milk, chicken/turkey, curry, pasta/spaghetti, soup, desserts/pudding; burgers, baked and mashed potatoes, yogurt and vegetables.

4.62 Pupils were also asked what they thought was bad about the school meals in their school. The results for primary schools are displayed in Table 4.2. A tenth thought nothing was bad about the school meals, 5% did not know, and 22% did not reply to the question.

4.63 Over a tenth (12%) of primary pupils said the food was not very nice or not tasty, 10% said there was little choice left towards the end of lunchtime, and 10% said that the menus did not provide enough choice. The results on choice confirm the earlier ones discussed in the previous section on 'pupils' lunchtime choices'. As well as the food, pupils also reported disliking some other aspects of the school meals service such as queuing and the lack of cleanliness.

Table 4.2: What do you think is bad about school meals in your school (% primary pupils)

Base: 648

Source: case study school pupils' attitudinal questionnaires - primary schools

4.64 Fewer than 5% of primary school pupils mentioned the following specific foods as being a bad aspect of the school meals service: pasta, chips, puddings/desserts, fish/fish fingers, pizza, vegetables, curry, potatoes, sausages/hot dogs, and burgers.

4.65 Taken together, these results indicate that opinions towards school meals were more positive than negative. For example, a higher proportion of pupils mentioned the food being good and tasty than mentioned it being not very nice or not tasty. Similar proportions thought that there was/wasn't a good choice on the menus and similar proportions said various foods such as chips, vegetables, and pizza are good or bad aspects of the school meals service.

4.66 The results for secondary pupils are displayed in Table 4.3. Just over a fifth (22%) did not provide an answer to this question, 14% said they didn't know or they didn't eat school meals, and 2% said nothing.

Table 4.3: What do you think is good about school meals in your school (% secondary pupils)

Base: 1623

Source: case study school pupils' questionnaires - secondary schools

4.67 Just under a fifth (18%) of secondary pupils mentioned the food being good, tasty, or well cooked. A similar proportion (17%) thought there was a lot of choice and variety of foods available and 14% thought it was good that there were healthy options available.

4.68 Secondary pupils also mentioned specific foods as being a good aspect of the school meals service. These foods were mentioned by 5% of pupils or fewer chips, pizza, salads, burgers, pasta, rolls/bread and cakes.

4.69 Table 4.4 shows pupils' opinions of what was bad about school meals. The most common complaints were that the prices were too high (16%); that the canteen ran out of food and that pupils could not always buy the food they want (10%). Specific foods mentioned as being a bad aspect of the school meals service were: chips, burgers, carbonated drinks, pizza and chocolate. Again, these foods were mentioned by 5% of pupils or fewer.

Table 4.4: What do you think is bad about school meals in your school (% secondary pupils)

Base: 1623

Source: case study school pupils' questionnaires - secondary schools

4.70 As among primary pupils, there were more positive than negative comments towards school meals. A higher proportion felt there was lots of variety (17%) than said there was not enough choice. One in seven (14%) commented positively on the healthy options available, while fewer than one in ten (9%) felt there were not enough healthy choices. However, a greater number believed prices were too high (16%) than that they were cheap/good (9%).

4.71 The aspects of the school meals service liked by pupils in the two case study special schools are displayed in Table 4.5. Just under a fifth (17%) did not answer this question, 1% said they did not know, and 9% said they simply 'liked school meals'. Just under a tenth of pupils (9%) said there was a good menu and range of choices, and 7% said the food was good, tasty, or fresh. In contrast to the other schools, the most common responses were linked to specific foods. The foods most commonly mentioned as good aspects of the school meals service were: soup, fruit, milk, and chips.

Table 4.5: What do you think is good about school meals in your school (% special school pupils)

Base: 82

Source: case study school pupils' questionnaires -special schools

4.72 When asked what was bad about the school meals service, 24% of pupils in special schools did not answer this question, and 7% said 'nothing'. The remaining responses are displayed Table 4.6. Just under a fifth of pupils (18%) said the food was not very nice or not tasty. This is a higher proportion than the pupils giving any positive comments about school meals, perhaps suggesting that this is an area that could be improved. In terms of specific foods, vegetables were fairly unpopular with pupils in the special schools.

Table 4.6: What do you think is good about school meals in your school (% special school pupils)

Base: 82

Source: case study school pupils' questionnaires -special schools

Suggested improvements

4.73 Among the improvements suggested in the qualitative research to encourage healthier eating were better quality ingredients; more options of vegetables, salads and bread; limiting unhealthy choices; less fried food; and cheaper prices for healthier foods. In some cases the suggestions may reflect pupils' knowledge of what constitutes healthy eating rather than what they themselves would choose to eat. When asked to construct an ideal menu, pupils generally included a combination of healthy and less healthy choices. Other suggested improvements were made that might not necessarily lead to healthier eating. For example one suggestion was that pupils' favourite foods should be voted on and served.

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