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Published byRoss Clark Modified over 9 years ago
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Parent – Teacher Partnership for Children’s Transition to School
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Introduction Background to the Consultation Methodology Results and Key Findings Conclusions Next Steps
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Background to consultation Local Transitions work International Transitions Group Pilot work Links with Department of Education
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Methodology Three schools ( with nursery school attached) and one voluntary playgroup selected Three sets of questions developed “Voice of the Child” approach Small groups of 2-3 children Resources - The Box of Feelings, puppets and drawing
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Table of Responses GroupNumber of Responses Nursery/pre school children (age 3-4) 32 Primary 1 children (age 4-5) 29 Parents 16 Teachers 11 Support Staff 7 Total number of responses 95
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Pre School Children General observations Age Amendments to questions Quality of answers
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Pre School Children Summary of responses References to practical activities Main differences: - Homework - Big boys and girls - reading books - different classroom - “Big School is bigger” Support available
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Primary 1 Children General observations Age difference Timing of consultation Amendments to questions
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Primary 1 Children Summary of responses Change in curriculum New surroundings Main differences: - desks - “more work” - Outside play - snack time “I love homework – you get to colour in” Support networks – friends, parents, support staff, teachers
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Parents General observations Importance of smooth transition Personal experience Experience v first time Significance of age Experience and views of the transition process Major role for parents No remit for change
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Parents Suggestions for improvements: - support network - Information booklet - Curriculum based information - Reporting structure - Summer scheme
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Teachers General observations: Description of current process Supporting good relationships Willingness to build on partnerships with parents Awareness of issues Constraints to addressing issues
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Teachers Issues highlighted: - Restrictions on outdoor play - Resources - Large numbers - Toilets and dinner hall - Play time - Priority within school
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Support Staff Highlighted issues Important role in supporting and comforting Parents role Priority within school policies Awareness of budget constraints
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Conclusions For children: - Age - Curriculum - Physical environment For Parents: - Information - Involvement
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Conclusions For Teachers / Support Staff - Support - Resources - Meaningful Partnership
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Next Steps 6 session training programme completed with practitioners Focus on Partnership with Parents Findings: Support Additional Training Clarity of roles Commitment to process from all stakeholders
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