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TRANSCRIPT
Extended Schools - schools, families & communities working together
Julie Higson Extended ServicesDirector of Parental Support & Family Learning
Today…
• To determine why we need to involve parents
• To investigate different types of parental involvement
• To identify potential strategies to engage parents in each type of involvement
• To be clear about the purpose & intended outcome of each strategy
• To gain support from colleagues
• To begin research into different successful programmes
Who is at your table?
Work in pairs with someone you don’t know and share the following information:
Who are you? What is your role? What has been your most pleasing success story to date in engaging
parents?
Introduce your partner to the whole group
Why involve parents?
Parents PractitionersChildren
Work in pairs with someone on your table.
One of you needs to record your discussion.
What reasons have you identified?
Dr. Joyce Epstein –6 types of involvement
1. Parenting:- parenting skills- backgrounds- culture
2. Communicating:- home school agreements- school reports- newsletters
Dr. Joyce Epstein –6 types of involvement
3. Volunteering:- hearing readers- classroom support- skills- translation- office/admin- fairs/fundraising/social- mentoring
4. Learning at home:- curriculum links at home but not homework- homework- male/female role models- family literacy/numeracy
Dr. Joyce Epstein –6 types of involvement
5. Decision making:- governance- school councils- committees
6. Collaborating with the community:- co-ordinating services with family needs
Children & YP Outcome Framework
“Living in a society which respects their rights”
1. Being Healthy
2. Enjoying, Learning and Achieving
3. Living in Safety and with Stability
4. Experiencing Economic and Environmental Well Being
5. Contributing Positively to Community and Society
Share aims
Raising children’s achievement & attainment
Engaging with parents/carers to support their children’s learning & development
Parents/carers who will reflect on their own learning needs
A catalyst to help schools/settings manage the involvement of parents/carers in the life of their settings
5 Whys (Root Cause Analysis) :
Parents’ bad experiences at
school
Parents low skilled - no benefit from
learning
Why?
Stays up late
Parents don’t think it matters
Overtired
Parents don’t enforce bed time
Peers do not see the value in
learning
Siblings stay up late
Pupils do not think it matters
Parents don’t value school
Parents can’t control children
Poor parenting skills
Long term indiscipline
Parents don’t understand impact
on child
Pupils do not see the value in
learning
Poor parenting by own parents
Parents don’t know what
good looks like
Pupils do not see the benefits
Their parents don’t think it
matters
Siblings do not think it matters
Siblings do not see the value in
learning
Why? Why? Why?
Lack of role models
Do not experience success – poor
skills
Root cause analysis can be undertaken to further establish the high priority blockers and enablers of success – in this case a child frequently arriving at school too tired to learn
Why aren’t parents involved?
Root cause analysis:
Parents are reluctant to become involved in their children’s learning
Parents do not support their children’s learning
Parents do not become involved in the life of the school
Continue to ask ‘Why’ for approx 5 levels to reach some of the key ‘root causes’. Be bold and honest (many of you are
parents)
Feedback the key root causes by table/group
What can we do now?
Potential solutions to the challenges
Write your ideas for things you could do & that would make a difference on Post-Its
We will record all potential solutions & share them.
What needs to change?
We think we know some of the causes …
So what are you [or whoever] going to do and by when?
What Who When
Write your own action plan to include what you are going to do, with whom and by when
Share with others on your table and see if anyone else has good ideas
Ten hints
Talk to others!
Consultation needs to be ongoing and widespread, students, staff and community all need to have a say
Don’t do it on your own! Gain support from senior leaders. Enable others to become active partners in the programme
Build it in don’t bolt it on!
Link your objectives to other plans i.e. SDP, school, partnerships/cluster development plans
… with thanks to Youth Sports Trust
Know why you are providing it!
Be sure about what you are trying to achieve and that this is in the best interests of the young person, the school and the community
Make sure there is something for everyone! Provide a quality programme that is accessible to, and provides opportunities for ALL (including staff and governors)
Ten hints
Ensure you know you are making a difference!
Evaluate your outcomes in terms of individuals and the whole school and monitor the quality of delivery
Value the staff! Make sure staff are appropriately recruited, rewarded, and supported
Actively involve young people!
- with planning and reviewing, helping out in delivering, writing articles for newsletters etc. Find ways of giving them ownership
… with thanks to Youth Sports Trust
Celebrate success!
Recognise and reward contributions made by pupils, staff and other leaders
Shout it from the tree tops!
Make sure the wider community is aware of the success of your whole programme, via newsletters, posters, media coverage etc
Here is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment and think of it.
Stories of Winnie-The-Pooh, AA Milne 1989With thanks to
Extended Schools - schools, families & communities working together
Julie Higson Extended ServicesDirector of Parental Support & Family Learning