Encouraging parental engagement

scameron — Tue, 10 Aug 2010 11:03:31 +0100

About the local area

Reaching SEN parents to raise achievement

scameron — Mon, 10 May 2010 10:59:50 +0100

Support for SENCOs

The Pupil and Parent Guarantees – what are the implications for G&T?

scameron — Thu, 11 Mar 2010 16:36:11 +0000

One of the new elements of national policy for gifted and talented education concerns the pupil and parent guarantees. These have been framed by the Secretary of State as key elements of ‘an education which combines universal entitlements for all – designed to lead to a broad curriculum and the best possible teaching – with personalised and targeted support which meets the particular needs of individual learners.’ (The Pupil and Parent Guarantees, Foreword, p3). This issue summarises the provision which schools will be expected to make.

Making the most of your relationship with parents

scameron — Fri, 19 Feb 2010 16:32:02 +0000

How do you view the parents at your school? Friend or foe?

Transform your work with families

scameron — Mon, 30 Nov 2009 15:12:06 +0000

This week I attended a book award ceremony. What an absolute joy! A hall packed with children, headteachers, teachers and teaching assistants. The children saw themselves as readers and writers and they were beside themselves with excitement at meeting real-life authors and illustrators. As I looked around the auditorium at different children all sharing the same excitement, I thought about the wide range of different schools that all share a common goal – to do their best for the children in their care.

Improving school-home contact

scameron — Mon, 13 Jul 2009 11:42:13 +0100

When two ships of the Royal Navy need to set up a physical link at sea, they first get a line across. Having put it there for a particular reason, it’s clearly sensible to make the most of it and all kinds of stuff travels to and fro along a swaying wire, including the captain’s gin supply, and in at least one case, according to a TV documentary, a young sailor who wanted to see her dad, serving on the other ship.

Supporting parents support their children

scameron — Fri, 10 Jul 2009 12:13:38 +0100

I am sure we all recognise that parents, carers and families are probably the most important influences on children’s lives and that parents who are able to play a supportive role in their children’s learning can make a huge difference to their achievement, behaviour and attitudes. When home and school work together, children do well, and the more relevant the information that we provide and the more support we give parents and carers the better.

Sustaining a home-school partnership with primary parents

scameron — Thu, 26 Mar 2009 09:10:28 +0000

So many schools establish partnerships with parents in the early years, only to see them founder as children progress through the school. I have seen schools where relationships at the Foundation Stage are an enabler to learning, and yet by Year 5 parents are regarded as blockers. How can this be allowed to happen?

Talking to parents about child protection

scameron — Fri, 13 Mar 2009 16:49:09 +0000

I have just finished running the first of this term’s two-day named persons’ course and on reflection I realised just how much concern there was about talking to parents about concerns of possible abuse. Some of the questions that came up are listed in the box below, right. The majority of participants on this course were brand-new named persons so it was important to address these very real concerns in detail and the debate that followed was really very useful and interesting in terms of the different views shared.

Developing a home-school partnership with primary parents: why and how

scameron — Thu, 12 Mar 2009 10:05:02 +0000

I was on a train to London this week and, glancing through a Saturday newspaper supplement, my eyes were drawn to an advertisement promotion for the charity Action for Children. ‘Resilience and self-esteem are key to coping with life chances,’ said the caption to the accompanying photograph. The feature showed all too starkly that for a variety of reasons, many children in the UK don’t enjoy emotional wellbeing.

How primary schools can work with parents

scameron — Wed, 11 Mar 2009 09:35:31 +0000

Anyone involved in caring for and working with children will know the necessity for maintaining positive relationships with parents; but to what extent should practitioners be responsible for the well-being and education of the parents themselves?

Engaging with parents of children with SEN

scameron — Tue, 03 Feb 2009 12:24:00 +0000

The commitment to giving parents more say about provision for their children was reflected in the Children’s Plan published in December 2007, which promised to introduce measures such as :

Involving parents with SEN policy decision-making

scameron — Fri, 30 Jan 2009 15:27:48 +0000

Ever since the 1981 Education Act introduced the concept of ‘inclusive’ schooling, the question of how to best educate children with learning disabilities has been fiercely debated. Some see inclusion – the education of children with learning difficulties in mainstream, rather than in segregated ‘special’ schools – as the root of all problems. Others regard a mainstream education as every child’s right and vigorously campaign for the closure of all special schools.

Engaging parents: tools for starting conversations

scameron — Tue, 27 Jan 2009 15:20:56 +0000

These tools are taken from Section 2 in the Engaging Parents Toolkit, which concentrates on the educational benefits of parental involvement, and doesn't underestimate the importance of 'soft skills' communication between adults and children.

Written by Julie McGrane

Understanding parents' and schools' responsibilities towards excluded pupils

scameron — Fri, 12 Dec 2008 11:31:12 +0000

From September 2007 new law and revised statutory guidance on exclusions came into force. The new law, Improving Behaviour and Attendance: Guidance on Exclusion from Schools and Pupil Referral Units:

Early Years PiP Cards: 2.2 Parents as partners

scameron — Thu, 11 Dec 2008 10:18:54 +0000

Theme: Positive Relationships
‘Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.’

Commitment 2.2 Parents as Partners
‘Parents are children’s first and most enduring educators. When parents and practitioners work together in early years settings, the results have a positive impact on children’s development and learning.’

Areas of knowledge covered:

Effective partnerships with parents

scameron — Tue, 28 Oct 2008 13:48:59 +0000

How can schools already struggling with over-crowded timetables find time to build productive partnerships with parents and carers? How can schools engage parents to raise pupil attainment and improve behaviour?

The EPPa strategy was designed to explore these questions and the potential of closer partnerships between schools, families and communities.

Self-evaluation with parents

scameron — Fri, 12 Sep 2008 15:38:21 +0100

Self-evaluation is, for many school leaders, just another necessary demand on time and resources, which can become little more than an exercise in ticking the right boxes on the SEF form. If, however, it is carried out with a school-wide commitment to improvement, the process can become an invaluable tool in successful school management.

The Children's Plan: the primary curriculum

scameron — Thu, 11 Sep 2008 14:06:34 +0100

The new Children’s Plan sets in motion a complete review of the primary level curriculum, with the aim of easing the transition from early years learning into school. The aim is to create an even sharper focus on maths and English yet give teachers more flexibility within the school day. More time for reading, writing and mathematics is to be allotted along with greater flexibility for other subjects. The ‘Every Child a Writer’ programme will provide intensive one-to-one coaching in areas of writing children find hard to master.

Developing whole-school policy towards parents

scameron — Sat, 30 Aug 2008 12:28:27 +0100

Developing a whole-school approach can be key to improving partnerships with parents.

This CPD resource looks at formal and informal methods of engaging with parents, and includes a spreadsheet of ideas teachers should consider when producing a written policy.

Written by Angela Phillips

Communicating with parents

scameron — Sat, 30 Aug 2008 12:28:27 +0100

Achieving quality dialogue with parents can make all the difference when trying to involve them in their children's education.

This free teachers' aid covers a range of traditional and newer methods with which to communicate with parents, including a number of case studies and an evaluation form for you to print out and use.

Written by Kirstie Andrew-Power and Andy Fowler

How to involve parents

scameron — Sat, 30 Aug 2008 12:28:27 +0100

There is a huge amount of capacity for parents to become involved in their children's school, either as helpers or support staff.

This resource explores how teachers can tap into parents' knowledge and enthusiasm, and includes a self-assessment spreadsheet on seeking parents' views.

Written by Mike Walton

Home-school partnerships as focus

scameron — Sat, 30 Aug 2008 12:28:27 +0100

Acknowledging and promoting the fact that parents are central to a pupil's life and learning teachers can vastly improve a student's development; or so The Woodlands School in Basildon, Essex, believes.

This resource includes advice on nurturing this partnership, as well as an example survey seeking feedback from year 11 parents on the school's strengths and weaknesses.

Written by Deputy Headteacher Jayne Dear

Starting school: An anxious time for pupils and parents

sara — Sat, 30 Aug 2008 12:28:25 +0100

This resource provides school leaders and Home-School Coordinators with useful articles on how to support pupils and parents during the transition process.

The first article is a reminder of the things that can become worries for young children, so that you can deal with them before this happens and help your child to make a confident and enjoyable start to school.

The second article will help you support parents and emphasises the key to a successful start to a child’s schooling is communication.

Written by Mike Walton

Planning parent workshops

scameron — Sat, 30 Aug 2008 12:21:43 +0100

With the summer break fast approaching, it’s worth considering bringing parents together and giving them some ideas for activities to think about during the holidays. You may also be planning workshops for the autumn term and getting ahead with organising these.

Support for SENCOs

Using biometric data in schools

admin — Sat, 30 Aug 2008 12:21:41 +0100

What is biometric technology?

Biometric technology describes the range of technologies used to measure, analyse and record one or more of a person's unique characteristics, such as fingerprints, iris patterns or voice. This technology is generally used to support business processes that require confirmation of identity.

How can this technology be used in schools and what are the potential benefits?

Advice on admission policy

sara — Sat, 30 Aug 2008 12:21:37 +0100

1. What does it mean for a school to be 'its own admissions authority'?

This term applies to all schools that have elected to take responsibility for handling their school admission procedure. This includes all foundation, trust, academy and voluntary aided schools. The consequence is that the school is responsible for setting its own policy including the oversubscription criteria, as well as having an independent appeals panel.

SENCO's role in reading part 3: the parents' role + Help Sheet 7

sara — Sat, 30 Aug 2008 12:21:35 +0100

Support for SENCOs

Reading 3: The parents' role in developing reading skills

Specific and planned intervention

sara — Sat, 30 Aug 2008 12:21:29 +0100

Last week and the week before, we looked at inclusive practice and how children's diverse needs can be met in 'ordinary' classrooms. This week, we acknowledge that for some pupils, this will not be enough. There will be a small but often significant, minority of learners for whom specific and carefully planned intervention can be extremely valuable.

Support for SENCOs

Meeting the community's needs

scameron — Sat, 30 Aug 2008 10:20:58 +0100

Background

Parents of G&T children: friend or foe?

scameron — Sat, 30 Aug 2008 10:20:56 +0100

‘What’s the local authority policy on gifted and talented?’ This question used to see me reaching for the caffeine when I worked as a local authority adviser. It would be the opening shot in an unexpected telephone call but I knew immediately that I had a parent on the line and it would be a long conversation. I also had a pretty good idea of the scenario behind the question as the same features came up time and time again:

Parent approaches school about a particular issue.
School goes some way towards addressing issue.

Bridging the home-school divide

scameron — Sat, 30 Aug 2008 10:20:54 +0100

The five outcomes of the Every Child Matters agenda are now a mantra for everyone working with young people. For schools the challenge is how to support those not currently achieving these aims. As the heart of many communities, we are well placed to put in place support, but ‘how’ and ‘what’ are questions that many schools have yet to answer.

Supporting parents and carers of children who have been sexually abused

scameron — Sat, 30 Aug 2008 10:20:53 +0100

Child sexual abuse: The family’s story

The Children's Plan: key points for early years

scameron — Sat, 30 Aug 2008 10:20:52 +0100

The Children’s Plan sets out the government’s strategy for improving the wellbeing, health and opportunities available to children and young people in England.

How to use ICT to support young children's learning

scameron — Sat, 30 Aug 2008 10:20:52 +0100

In 2005-06 the DfES funded 20 local authorities to research good practice in the use of ICT in the Foundation Stage, the results of which have been published on the DCSF website. This article summaries some of the good practice highlighted in this study to serve as an introduction to the vibrant and exciting full accounts available on the website.

Reviewing your school complaints procedure

scameron — Sat, 30 Aug 2008 10:20:52 +0100

QUESTION:

How often should we review our complaints procedure and associated staff training?

ANSWER:

Working with parents to raise additional funds for your school

scameron — Sat, 30 Aug 2008 10:20:52 +0100

As the role of bursar increasingly changes to become the school business manager (SBM) the list of tasks and roles a school may wish you to undertake becomes ever more varied. One task that a headteacher may be very keen to pass on to you is leading the school’s fundraising activities. These could be for a capital project, a specialist schools bid or in some cases providing much needed revenue to employ additional staff to deliver school improvement initiatives.

Supporting parents of teenagers

scameron — Sat, 30 Aug 2008 10:20:51 +0100

Background

Making transitions easier

jlee — Sat, 30 Aug 2008 10:20:50 +0100

There are transitions that occur in a child’s personal life and there are transitions that form part and parcel of the child’s life as a pupil in your school. What do we mean by transition? How do transitions affect children and how can you support the children in your school through these potentially difficult times?

What do we mean by transition?

Elective home education: parental rights and constraints

admin — Sat, 30 Aug 2008 10:20:49 +0100

Human beings are often characterised by seeking perfect solutions to intractable problems. This is manifested in many forms according to the situation. It can range from looking for the crock of gold at the end of the rainbow to a Valhalla which will satisfy all needs and wants.

Photography and filming in school: when the Data Protection Act applies

jlee — Sat, 30 Aug 2008 10:20:48 +0100

End of term productions, certificate presentations, nativity plays...these are some of the occasions when a school has to decide whether or not to let parents take photos or videos of the event. In Christmas 2007, the Information Commissioner’s Office (ICO) decided to make a statement about the Data Protection Act and parents’ rights in respect of recording their child’s involvement in productions.

Can parents smack their children?

jlee — Sat, 30 Aug 2008 10:20:48 +0100

The report, Review of Section 58 of the Children Act 2004, brings together findings on the effects of the legislation which limited the availability of the ‘reasonable punishment’ defence in cases involving alleged assaults by parents on their children. Consultations were held with parents, children and young people and other groups including, children’s charities, police and the crown prosecution service.

Parent governor representatives

jlee — Sat, 30 Aug 2008 10:20:47 +0100

A research study into the work of Parent Governor Representatives has concluded that the role is ‘both necessary and worth doing’, but the researchers warn that, ‘at present it is hard to avoid concluding other than that PGRs are being sent into battle with one arm strapped behind their backs’.

The report was commissioned by the charity Research and Information on State Education (RISE) and carried out by the Centre for Successful Schools at Keele University, and Create Consultants.

Transitions in the Early Years Foundation Stage (EYFS)

jlee — Sat, 30 Aug 2008 10:20:47 +0100

By the time they reach school age many children will already have experienced several transition periods, particularly if they have attended a full daycare setting, including:

the transition from home to the setting
the transition between room bases
the transition from a childcare provider to school
and possibly the transition from one provider to another during the working week.

Parents as partners in children's early learning and development

jlee — Sat, 30 Aug 2008 10:20:47 +0100

Overview of the PEAL programme
The Parents, Early Years and Learning (PEAL) project was funded by the Department for Education and Skills (DfES) for two years from April 2005 to April 2007 to gather and assess existing knowledge and best practice in working with parents to involve them in young children’s learning. A training programme was then designed to support and inspire practitioners working in children’s centres to increase parent partnership work.

Primary homework

jlee — Sat, 30 Aug 2008 10:20:43 +0100

If you want to liven up a tedious governors’ meeting, introduce the subject of homework! It could change the most placid members of the governing body – especially parent governors – into a baying mob. It was on our agenda as an innocuous item about a questionnaire asking parents for their views on specific issues such as types of homework, how much children should have each week, how important they thought it was and so on.

Parental Involvement

Working in partnership with parents to support SEN children's education

Engaging hard-to-reach parents

Involving fathers in their children's education

Developing partnerships with parents

Encouraging parental engagement

Reaching SEN parents to raise achievement

The Pupil and Parent Guarantees – what are the implications for G&T?

Making the most of your relationship with parents

Transform your work with families

Improving school-home contact

Supporting parents support their children

Sustaining a home-school partnership with primary parents

Talking to parents about child protection

Developing a home-school partnership with primary parents: why and how

How primary schools can work with parents

Engaging with parents of children with SEN

Involving parents with SEN policy decision-making

Engaging parents: tools for starting conversations

Understanding parents' and schools' responsibilities towards excluded pupils

Early Years PiP Cards: 2.2 Parents as partners

Effective partnerships with parents

Self-evaluation with parents

The Children's Plan: the primary curriculum

Developing whole-school policy towards parents

Communicating with parents

How to involve parents

Home-school partnerships as focus

Starting school: An anxious time for pupils and parents

Planning parent workshops

Using biometric data in schools

Advice on admission policy

SENCO's role in reading part 3: the parents' role + Help Sheet 7

Specific and planned intervention

Meeting the community's needs

Parents of G&T children: friend or foe?

Bridging the home-school divide

Supporting parents and carers of children who have been sexually abused

The Children's Plan: key points for early years

How to use ICT to support young children's learning

Reviewing your school complaints procedure

Working with parents to raise additional funds for your school

Supporting parents of teenagers

Making transitions easier

Elective home education: parental rights and constraints

Photography and filming in school: when the Data Protection Act applies

Can parents smack their children?

Parent governor representatives

Transitions in the Early Years Foundation Stage (EYFS)

Parents as partners in children's early learning and development

Primary homework