Engaging and Supporting Families John Hardy Sally Robinson

The Child’s World Children spend at least five hours per day in school, five days a week, 38 weeks of the year. Schools are uniquely placed to have more insight into the child’s world and will know the child better than any other professionals.

What are children’s experiences?

The Child’s World Sleeps in shared bedroom with siblings on a stained mattress with a dirty cushion for a pillow and duvet, no bed linen. Gets himself up and ready for school, has responsibility to get his younger siblings ready as well, no breakfast. School is a place of safety, security, stimulation and emotional warmth, this is a place where he feels cared about. After school he goes home to find people he does not know in his home, perhaps drinking and smoking with his mum. No one is interested in him or asks about his day, he goes to his bedroom. This child has no out of school or home interests, his evenings are spent in his room. He has no set routines, he is responsible for managing his own care such as having a bath, going to bed, no-one tucks him in or reads him a bedtime story. At night he is frightened, there are still people in the house, they are making a noise and he is worried about his mum

In the same class… a child who: has been surrounded by love since birth; experiences a wide range of activities; never needs to fend for him/herself; has never known fear Whose parents may be working long days; relying upon grandparents for childcare; missing important moments in their child’s life; too busy to hear reading/help with homework; expecting the school to take over parenting; very demanding and have high expectations; But don’t know how best to help their child achieve.

Expectations of Schools Schools are a place of power and authority Expectation that parents will be available to respond when needed Parents will support their children’s education and work in partnership with the school Expect parents to support children’s learning and that they have the knowledge and skills to do this Expect that parents will prioritise their child’s education and ensure the child arrives at school ready to learn Expect parents to behave in a certain way

...and how the parent sees school intimidating, depending on own experience; doesn’t appreciate parents’ position; hierarchical, old-world, traditional – not how it is; oppositional and/or defensive; making unreasonable demands on parents; using language that they don’t understand; fearful about their child ‘fitting-in’; loss of control of own destiny; ‘decisions about me made without me’; ‘make me feel like a little child again’ Is it Hogwarts, Bash Street or St. Trinian’s?

Successful and sustained engagement with families is maintained when practitioners work alongside families in a valued working relationship;....involves practitioners and parents being willing to listen to and learn from each other;....happens when practitioners respect what families know and already do;....needs practitioners to find ways to actively engage those who do not traditionally access services;....happens when parents are decision-makers in organisations and services;....happens when families’ views, opinions and expectations of services are raised and their confidence increases as service users;....happens where there is support for the whole family;....is through universal services but with opportunities for more intensive support where most needed;....requires effective support and supervision for staff, encouraging evaluation and self-reflection....requires an understanding and honest sharing of issues around safeguarding

Discussion Questions Why is it important for schools to engage and support parents? In what ways do schools engage with parents? What works and how do we know? What is the difference between engagement, involvement and partnership? What are the key ingredients of a successful partnership with parents? What do schools need to know about a child’s world to strengthen their ability to engage and support families? How can schools engage hard to reach families? What different strategies need to be used? What will be the impact upon a child’s learning and achievement if a parent is successfully engaged? Recommendations for the Education Commission.

Three Recommendations