1. Gifted and talented education: Working with parents and carers Lyn Bull National Strategies, Regional Adviser

2. 2 Objectives To identify the benefits of working closely with the parents of gifted and talented pupils To explore issues around working with parents To present a self-evaluation framework and models for development To consider examples of effective practice 2

3. 3 ‘Parental engagement is a powerful lever for raising achievement in schools. Where parents and teachers work together to improve learning, the gains in achievement are significant.’ Do Parents Know They Matter?

4. 4 What works? Parents helping with homework unguided Having a computer at home Teachers design interactive homework with parents Parents develop skills and knowledge in supporting their children Teacher-parent relationship Time spent on homework

5. 5 What works Parents helping with homework unguided - 0.24 Having a computer at home 0.27 Teachers design interactive homework with parents 1.38 Parents develop skills and knowledge in supporting their children 1.81 Teacher-parent relationship -0.26 Time spent on homework 0.23 Robinson et al, 2007

6. 6 Parents Letters home Specific events Induction evening Information and booklets Engaging parents of G&T pupils 49% of class teachers interviewed said that they suggested enrichment activities for parents to do at home with their children 75% of parents said that they received no such information NAGC report Neglected Voices

7. 7 ‘I got a postcard addressed to me. It was telling me that my eldest got an A star. It wasn’t a proper exam, just a test. It’s nice he got the recognition but I thought it was a bit odd.’ GTCE: Research of the Month

8. 8 ‘We feel that academically his needs should be met within the school day and on a regular basis, not as and when we can afford it.’ NAGTY occasional paper

9. 9 ‘We got a letter from the school telling us that our daughter was gifted. I’m not sure what that means but I’ve heard nothing from the school since.’ Sheffield parent

10. 10 What I would like to know is what will be provided, how often, how progress will be monitored, regular feedback, what I can access as a parent to support my child, what extension opportunities there are both in school and out of school that are accessible, what is being done for the child to meet and surpass targets set, what subjects have been identified. National G&T discussion forum

11. 11 So how do you know what to do? Ask parents ! Research Action research Quality Standards Other schools Ask the pupils!

12. 12 IQS 13.1 ENTRYDEVELOPINGEXEMPLARY CQS 7.2 (7.1) ENTRYDEVELOPINGEXEMPLARY The G&T Quality Standards

13. 13 Classroom Quality Standards 7.2 (D) There is an induction programme for the parents/carers of G&T learners

14. 14 Some examples Questioning techniques. Bloom? 8-way thinking tool Memory and recall techniques Research skills Mind mapping Problem solving Joint activity days – Joint IT workshops Parent/child homework or project Additional support booklet? Web- based?

15. 15 PARTNER ENGAGE & SUPPORT INFORM Working at different levels

16. 16 Sittingbourne Community College website/VLE Fluent in French students at SCC Students at the Sittingbourne Community College proved their excellence in languages this year after two pupils passed their AS Level French in just six months. All homework tasks are recorded for parents and students to access. In the near future, parents will be able to access students’ academic grades, improvement targets, attendance, punctuality and rewards and sanctions details. Yr 11 early entry GCSE English 85% pass, with many B grades.

17. 17 Doncaster school Survey of parents and pupils Focus on partnerships with parents to address underachievement Specific action to engage parents, e.g. launch evening, workshops, Impact

18. 18 Home study pack Flip chart paper Bluetac Coloured felt pens Small index cards Revision planning grid Useful web addresses and on-line support The school’s out of hours revision programme

19. 19 We have a 'soft start' at the beginning of everyday where children can arrive ten minutes earlier to school. An activity is set out for the children to complete with their parents. It gives them a chance to see what is being taught and how a child is doing and gets the parent involved in their child’s education. It also allows the parent to have a chat informally about any issues they are concerned about and vice versa if the teacher wishes to discuss issues or celebrate achievements.

20. 20 We already send out termly 'Challenge Plans' for children on the G+T register for maths, Literacy and Enterprise. These give details of additional provision and resources. We also add details of any competitions or websites that might be useful. Now we've developed a bank of these, it's not too time consuming to adapt plans for individual children. We send these on to secondary schools and parents seem pleased that something 'official' is going up with their children.

21. 21 The Six Keys to successful partnerships 1.Parenting 2.Communicating 3.Volunteering 4.Learning at home 5.Decision making 6.Collaborating with the community The National Network of Partnership Schools Johns Hopkins University http://www.csos.jhu.edu/P2000/nnps_model/school/sixtypes.htm

22. 22 High impact High effort High impact Low effort Low impact High effort Low impact Low effort

23. 23 http://nationalstra tegies.standards. dcsf.gov.uk http://nationalstra tegies.standards. dcsf.gov.uk /

24. 24 http://nationalstrategies.standards.dcsf.g ov.uk/node/175114

25. 25

26. 26 Discussion group Register and Log inRegister Go to Groups (top right) My Groups will appear (left-hand column) Click on G&T national discussion group Locate the discussion thread

27. 27 Lyn Bull National Strategies Regional Adviser for Gifted and Talented Education Email: lyn.bull@nationalstrategies.co.uk http://nationalstrategies.standards.dcsf.gov.uk /

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