2. Schools deemed to be ‘good’ = 5% on average
Parents who are involved and informed
= 30% on average
Professor Charles Desforges of Exeter University carried out the most influencial research in this field in He was requested by the DCFS to review all the technically excellent research in the English language on the effects of parental engagement on pupil achievement.
The outcomes of his work were staggering. Common sense tells us that when parents are interested and engaged in what their children are doing in school, this will assist children in doing well and achieving more.
It is also obvious that some children do very well in school and some children do not so well and we know what lots of the reasons are for this variance in achievement. In the point at issue, CDF discovered that differences in schools accounts for only 5% in the variance in achievement at the age of 7. But differences in parenting accounts for nearly 30%. These finding are really important for schools. CDF concluded that what parents do to support learning in the home is the key driver for pupil attainment. He is noted for saying, if you’re doing well in school, don’t change your school, better to change your parents!

3. 69% of parents do not help children with their homework because
Everything has changed since they were at school at they are not confident in the new methods.

4. Encourage partnership
In this workshop we aim to:
Encourage partnership
Demonstrate
Share tools
Offer tools for use at home
Support
Improve writing (5 week programme)

5. Writing - vocabulary, grammar and punctuation YEAR 1
Pupils should be taught to:
leaving spaces between words
joining words and joining clauses using ‘and’
beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
Writing – composition
write sentences by:
saying out loud what they are going to write about
composing a sentence orally before writing it
sequencing sentences to form short narratives
re-reading what they have written to check that it makes sense
discuss what they have written with the teacher or other pupils

6. saying out loud what they are going to write about
©Impact in Learning 2006

7. composing a sentence orally before writing it.
leaving spaces between words
re-reading what they have written to check that it makes sense.

8. Sentence Openers – Begin sentences in an interesting way.
I went on the slide. Then I went on the swings. Then I went on the see-saw. Then I went on the climbing frame. Then I went home.
First I went on the slide. Next I went on the swings. After that I went on the see-saw. Then I went on the climbing frame. Finally I went home.

11. beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark

13. I went with my mum and Sarah.
using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
joining words and joining clauses using ‘and’
sequencing sentences to form short narratives
I went with my mum and Sarah.
We went to the shops and then we went to the park.
We went to beach and I was allowed to swim in the sea.

15. Child one week one

16. Child one week six

17. Child two week one

18. Child two week six