Parent – Teacher Partnership for Children’s Transition to School.

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Presentation transcript:

Parent – Teacher Partnership for Children’s Transition to School

Introduction Background to the Consultation Methodology Results and Key Findings Conclusions Next Steps

Background to consultation Local Transitions work International Transitions Group Pilot work Links with Department of Education

Methodology Three schools ( with nursery school attached) and one voluntary playgroup selected Three sets of questions developed “Voice of the Child” approach Small groups of 2-3 children Resources - The Box of Feelings, puppets and drawing

Table of Responses GroupNumber of Responses Nursery/pre school children (age 3-4) 32 Primary 1 children (age 4-5) 29 Parents 16 Teachers 11 Support Staff 7 Total number of responses 95

Pre School Children General observations Age Amendments to questions Quality of answers

Pre School Children Summary of responses References to practical activities Main differences: - Homework - Big boys and girls - reading books - different classroom - “Big School is bigger” Support available

Primary 1 Children General observations Age difference Timing of consultation Amendments to questions

Primary 1 Children Summary of responses Change in curriculum New surroundings Main differences: - desks - “more work” - Outside play - snack time “I love homework – you get to colour in” Support networks – friends, parents, support staff, teachers

Parents General observations Importance of smooth transition Personal experience Experience v first time Significance of age Experience and views of the transition process Major role for parents No remit for change

Parents Suggestions for improvements: - support network - Information booklet - Curriculum based information - Reporting structure - Summer scheme

Teachers General observations: Description of current process Supporting good relationships Willingness to build on partnerships with parents Awareness of issues Constraints to addressing issues

Teachers Issues highlighted: - Restrictions on outdoor play - Resources - Large numbers - Toilets and dinner hall - Play time - Priority within school

Support Staff Highlighted issues Important role in supporting and comforting Parents role Priority within school policies Awareness of budget constraints

Conclusions For children: - Age - Curriculum - Physical environment For Parents: - Information - Involvement

Conclusions For Teachers / Support Staff - Support - Resources - Meaningful Partnership

Next Steps 6 session training programme completed with practitioners Focus on Partnership with Parents Findings: Support Additional Training Clarity of roles Commitment to process from all stakeholders