A LA strategy for supporting engagement and involvement of

parents in children’s learning

Beverley Richards 2011

Aims

• Background and context• Context• Multi agency approaches• Mapping and materials• Planning a strategy- Task

Raising Standards Agenda• Improving early learning outcomes and reducing inequalities through:• Supporting, and where possible improving the quality of home learning

environments• Raising the status of early language development • Planning and delivering early intervention strategies to raise standards, improve

early learning and narrow the gap at Foundation Stage.• Support effective transitions between settings.• Improving the quality of early learning and childcare provision through: • Challenging and supporting childcare providers to continuously improve their

services.• Developing and implementing a childcare workforce strategy which is linked to

wider children’s services workforce strategies• Implementation of a training strategy for all childcare practitioners• Support the effective delivery of the EYFS including support for effective

pedagogy, welfare and safeguarding requirements in every setting.

Delivery Model for the Development of Early Learning and Childcare Strategies

‘Evidence shows that the positive impact comes from families in terms of improved outcomes for children, This is followed by access to good early years provision which has the largest impact on children’

The Early Years foundations for, life health and learning

Childcare Inspections – Trend over time

EYFSP Data 2011

Mapping a LA strategy for supporting parents in children’s learning

Effective Parenting Strategies

• Vision values culture and strategic direction• Leadership of parental engagement• Identification of local need focused on

solutions• Collaborative work• Sustainability(Enquiry Project -National College of School leadership 2010)

Multi Agency Approach

NHS

Early Intervention Funding

• Competing demands on resources• Duplication of activity • Effectiveness of work streams• Using expertise across agencies• Measuring impact

The ‘ORIM’ Process

Opportunities~ Giving parents the opportunity to interact and engage with practitioners and children and then the opportunity to do things at home with their children.

Recognition~ talking to parents helping them ‘recognise’ what their children could do and to talk about what they can do next.

Interaction~ interacting with the parents alongside their children and learning from them about their children’s behaviours at home as well as their concerns.

Modelling~ practitioners modelling speaking, listening and interacting, noticing what the children say and do.

Task