1. Parental Engagement

2. Objectives for session
Colleagues will understand:
why parental engagement is so important
parent’s attitude to phonics
how to get parents involved
feedback from parents
how to reach out to particular parents

3. ‘Parental engagement has a large and positive impact on children’s learning.’
(Review of best practice in parental engagement, DfE 2010)

4. Why parental engagement is important
Children whose parents who are involved are:
often more engaged in learning
have a higher self-esteem
more motivated
more positive about their attitude towards school
more likely to get better results

5. Why parental engagement is important
Parents who are involved in their childs’ education:
have a better understanding of current educational policies
have a better understanding of the curriculum
feel more equipped to support at home
have an understanding of the role of the teacher and the school setting

6. Why parental engagement is important
How educators benefit from parental engagement:
establish a good communication and trust between all parties
gain an understanding and knowledge of family culture and background
better community support

7. Parent’s attitudes towards phonics
Mixed
can be supportive (but teaching their children misconceptions)
can be sceptical
can feel embarrassed that they don’t understand it
want to know more about phonics
it is something their children do at school
are all knowledgeable (but not really)

8. Ways to get parents engaged and onboard

9. Workshops Over a six week period (30 minute sessions)
Based on what the children are about to learn
Comfortable environment (if possible)
Hands-on
Videos of lessons or children learning
Resources, refreshments and creche provided
Led by SLE?

10. Workshops
A one-off workshop delivered by the class teacher before each phase or beginning of each term (offering two different times)
based on what the children are about to learn
Hands-on
Videos of lessons or children learning
Resources, refreshment and creche provided

11. Stay and Play sessions First session of the day (6 times a year)
30 minutes of parents playing phonics games with their children
Creche for siblings
Sneak in a short phonics session beforehand
Activities linked
Games to take home and be circulated

12. Parent Portals Phonemes being learnt that week Key words
Recordings of the children saying the phonemes and how they segment and blend words correctly
Share children’s achievements
Offer ideas to support

13. Phonics lessons
Parents visiting different classes to see a phonics lesson
Children to be phonics ambassadors
Free resources if attending

14. Parent Questionnaires
School context:
set in a large village
189 pupil intake
a combination of single or mixed ages classes
a range of different families from professional to parents of disadvantaged learners

15. Parent Feedback Key trends:
Majority of parents feel that their understanding of phonics is satisfactory or needs improving
Majority of parents would like to attend a one off phonics workshop (instead to a series of workshops)
The time of day is more important than a creche
Parents want free resources and a book list
After drop off was the most popular time
Most wanted a presentation and hands on workshop
Most parents would like to be part of phonics lesson with their child

16. Parent Feedback Parents phonics knowledge
Ability to sound out phonemes – some of them
Understanding of phonics phases – some idea
Games to support at home – some idea
Confident to support with phonetically decodable books – not always
Understand the Phonics screener – not sure

17. Parents who are difficult to engage
There may be a range of reasons that parents don’t want to or can’t engage with school.
Own negative experience of school
Are not part of the parents community outside of school
Logistics
Work schedule
Feel that the school is their child’s only educator
Home life
Unmotivated
Mental Health

18. Small changes: Ensure that staff feel confident in engaging parents
Neutral locations for workshops such as community centre
Communicate regularly 1:1
Offer (where possible) opportunities to work in a small group environment with a teaching assistant

19. Getting parents engaged
Ideas from SLEs

20. Tips and hints Make events such as phonics workshops compulsory
provide 2 dates for parents to sign up to and keep a record of it
Regular face to face contact especially less engaged parents
Provide online links e.g. Mr Thorne does phonics

21. Tips and hints Next steps stickers in reading records
Reading/teaching assistant to read with their child and model effective strategies to the parent
Questions in front of reading records
Opportunities for parents to see teaching in action and then discuss what they have seen and how they can support

22. Tips and hints Whole school Phonics afternoon
Offer a £5 voucher linked to a supermarket
Term open morning
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