High Quality Partnership with parents Features of effective practice

Why do we need to address this area? Harris & Goodall “Parents: Do They Matter?” (2007) found parental engagement is critical to the child’s achievement. Brian Lamb’s Inquiry (2009) reported: “What has struck us quite forcibly is that it seems no one has had a discussion with parents about the outcomes they aspire to for their child.”

Which type of parenting programme best improves child behaviour and reading? The Helping Children Achieve trial Underachievement and exclusion Three factors that reliably predispose children to underachieve and become socially excluded in childhood with enduring effects into adulthood are: (1) experiencing suboptimal parenting (2) behaving disruptively (3) being a poor reader DfE, 2012

The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review Professor Charles Desforges with Alberto Abouchaar (2003)

Key Findings Parental involvement is strongly positively influenced by the child’s level of attainment: the higher the level of attainment, the more parents get involved.

Key Findings The extent and form of parental involvement is strongly influenced by family social class, maternal level of education, material deprivation, maternal psycho-social health and single parent status and, to a lesser degree, by family ethnicity.

Key Findings Differences between parents in their level of involvement are associated with social class, poverty, health, and also with parental perception of their role and their levels of confidence in fulfilling it. Some parents are put off by feeling put down by schools and teachers.

Key Findings Nechyba et al (1999) summarised three possible mechanisms through which social class might operate. a ‘culture of poverty’ in which working class families place less value on education than middle class parents and hence are less disposed to participate.

Nechyba et al (1999) ‘social capital’ that working class families have less ‘social capital’ in terms of social networks and skills. They do not know the ‘right sort of people’. In consequence, regardless of disposition, working class parents either are, or feel they are, less well equipped to negotiate and deliver on the demands of schooling.

Nechyba et al (1999) ‘institutional barriers - schools are, in this view, taken to be middle class institutions with their own values. Schools accept involvement only on their own terms which are non-negotiable. Those parents not conforming to these values are quickly ‘put in their place’.

Key Findings Williams et al (2002) reported that 16% of parents were wary of overstepping some unwritten mark in their relations with teachers. Parents’ evenings are a particularly well documented site for creating parental frustration and confusion (Power and Clark, 2000; Cullingford and Morrison, 1999).

Cullingford and Morrison, 1999 there was not so much marked antipathy (between parents and teachers) as mutual fear

Crozier (1999) Crozier (1999) interviewed in depth a sample of parents (71% working class) on the experience of home-school relations and found : many working class parents have perceptions of teachers as superior and distant these perceptions are reinforced by the teachers’ stance teachers engage with parents only on their own terms this does not encourage parents to be proactive in partnership, rather it encourages parental fatalism in regard to their children’s schooling.

Ofsted Ofsted inspectors identify the component parts of good practice schools: Commit a great deal of sustained energy and resource to this work Some schools create posts of special responsibility dedicated to parental involvement Extensive programmes of meetings with parents are arranged, to explain the curriculum, to report progress, to consider individual pupils and to celebrate success Some schools provide courses for parents on curriculum relevant topics Some arrange transport to schools to meet particular parents’ needs

Ofsted Above all, good schools in this respect are on the one hand dedicated to constructive listening and on the other to the forthright pursuit of increased educational standards.

Reflection Time Have you ever had any specific training in how best to build a partnership with parents of pupils with SENDs? Have you ever had any specific training as to how to have an effective meeting with parents of pupils with SENDs?

Aims of the structured conversation The structured conversation is intended to facilitate a relationship that develops around the shared purpose of improving the educational achievement of young people with SEND; this will allow the free exchange of information and views; the evolution of supportive teaching and learning strategies and clarity of learning objectives.

Benefits of the structured conversation Establishes an effective relationship. Parents can express their aspirations. Teacher and parent can share concerns. They can set clear targets and decide on how to achieve them. Clarifies responsibilities of all parties.

Outcomes Outcomes of the initial structured conversations have shown improvements in provision and in ensuring aspirational targets are set. Overwhelming evidence already from schools prioritising the structured conversations of significant impact on improving the engagement of parents with the education of their children

Evaluation The most powerful part of the project The structured conversations have offered school staff something new and unique that has enabled them to get to know about their pupils’ needs, aspirations and lives beyond school..., contributing to a more ‘holistic’ view. It has provided schools with ‘a really valuable way of thinking about children’s progress.

Parents report they value the experience of the structured conversation and feel they are being listened to; they feel that this is the best opportunity they have had to really talk to the school about their child; they are sharing ideas with the teacher about the most effective ways of supporting their child.

Pupils report they talk to their parents more about what they are learning at school; their parents are helping them with their learning at home; they feel more confident to contribute in lessons; they are happier in school because they are becoming successful in areas where they have previously struggled.

Teachers report the training has effectively equipped them with the core skills they need to hold a more open and listening dialogue with parents; they are feeling more confident to have ‘open conversations’ with parents; they are gaining more information than ever before about their pupils; they are starting to use the increased knowledge and information they have about their pupils to improve provision to meet their needs more effectively

Process Prior to meeting key teacher gathers information on progress and gaps in learning including information from staff. Key teacher gathers the pupil’s views (this may be part of the structured conversation). The key teacher holds the initial structured conversation with the parent as early as possible in Autumn term (see following framework for details) The pupil may also be part of this conversation, dependent on age, maturity and level of understanding. The key teacher informs the subject teacher and any other school staff of the outcome of the conversation and agreed curriculum targets. Through the communications arrangements agreed the key teacher confirms the targets, actions and support with the parent and pupil.

Negotiating a contract The contract is a concise verbal statement about the purpose of the conversation and a request for the other person’s view of that purpose or for what they want from the meeting. For example, ‘I’d like to find out as much as possible about Hannah and what you think we can do to help improve her maths. We have about thirty minutes. Is that ok with you?’

Framework