1. PARENTS AS PARTNERS 28 April 2012

2. Trial and Error Family Learning Education Action Zones (5 Lambeth Nurseries in pilot ‘97) Surestart Parenting Early Intervention Programme Think Family

3. Agenda Why bother working with parents? Barriers to working with parents What does partnership mean? Top tips for working with parents

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5. RESEARCH

6. Why engage with parents? It really really matters Not because parents come in to the setting more, but because you can affect the quality, strength and efficacy of the parenting and learning support that goes on in the home

7. The influence of the home is 'enduring, pervasive and direct' What parents do at home has a significant positive effect on children's achievement and adjustment even after all other factors shaping attainment have been taken out of the equation. Children gain skills at home, but also absorb a positive attitude to, and enthusiasm for, learning. Parental involvement has a positive impact across all ethnic groups and social classes. In the primary age range, parental involvement has a greater impact on achievement than the quality of the school. Desforges, 2003

8. SkillsAttitudesValues Desforges What makes the difference?

9. Positive home learning environment: Warmth, encouragement and an absence of hostility are key elements in a positive home environment. (O'Connor and Scott, 2007) 'At home good parenting' has been defined (Desforges, 2003) as providing: a secure and stable environment intellectual stimulation parent-child discussion high aspiration

12. Research: Parenting Ability Children from disadvantaged backgrounds show less ability as early as 22 months. The link between disadvantage and achievement is cumulative. Despite early indications of potential, more able children from disadvantaged backgrounds are predicted to fall behind less able children from less deprived backgrounds. The level of maternal education has a particularly marked effect on parental involvement in early learning and child development. However, in home environments where mothers provided more stimulation and teaching, child development on all measures was generally higher, regardless of maternal education level or economic circumstance. Feinstein 2003, 200420032004

14. What parents do is more important than who they are The quality of the home learning environment is more important for intellectual and social development than parental occupation, education or income for ALL children. Parents' involvement in their children's early learning at home has continued significant positive benefits on attainment and social behaviour at ages 7, 10 and 11. Children whose parents regularly engage in home learning activities are less likely to be assessed for special educational needs. Fewer boys than girls are engaged by their parents in play and early learning activities in the home. Effective Provision of Pre-School Education (EPPE) Project, Sylva et al 2004 and 2008 20042008

15. Think Fathers Fathers have an important role to play Children whose fathers are involved in their learning do better at school and have better mental health, even after controlling for fathers' socio-economic status and education. Fathers' lack of interest in schooling is a particularly strong predictor of lack of qualifications. Buchanan, 2001 and Hobcraft, 1998 Buchanan, 2001Hobcraft, 1998

16. IMPACT

17. It is possible to change the home learning environment through: building a positive relationship between parents and settings that increase access and willingness to engage with support services engaging parents in activities that will develop their understanding, skills and knowledge and have an impact on their own attitudes to learning and raise aspirations not just for their child but the family

18. Parents report improved ability to: organise activities for their own children take their children’s needs into account estimate their children’s capability better engage in activities to support their children’s learning better talk to strangers ask for help

19. Parents report improvements in mental health levels of isolation through making friends and being part of groups relationships with their child’s educators and professionals generally self-confidence in their broader role as parent improved self-esteem knowledge and understanding of children’s development knowledge of activities to help their child

20. What can change in the home? More active involvement with children More communicating with and listening to children Warmer, more positive relationships Broader understanding of parenting responsibilities More confidence in own parenting role and skills (a crucial indicator of children reaching their potential) Improved behaviour in children Improved enthusiasm of child to attending learning setting Changes to daily practice – more joint family activities, less television

21. Impact When parents have the knowledge and skills to play and engage in simple learning activities at home with their children as part of normal daily life, this can help their children overcome risk factors such as poverty and class that are linked to underachievement and a continued cycle of social exclusion. The quality of a child's relationships and learning experiences in the family has more influence on future achievement than innate ability, material circumstances or the quality of pre-school and school provision. Sylva et al, 2004

22. Early Intervention The earlier in a child's life that resources to support parenting and parent involvement in learning are focused, the more impact they will have in turning round cycles of disadvantage. ‘The government should shift child benefit funding to early years’ Frank Field report on child poverty: The Foundation Years: Preventing Poor Children Becoming Poor Adults

23. BARRIERS

24. Challenge for settings Many parents lack knowledge, information, confidence and resources in relation to early home learning and children's development, but not interest or a desire to be involved They don’t know what activities or strategies help They don’t know about children’s development And sometimes parents don’t know what they don’t know because what they do know is gained from their own experience being parented

25. ‘It’s not my job’ My job is to feed, clothe and discipline my child so they are a civilised member of society, and not dead I’m not remotely qualified to help my child’s learning I would have no idea what to do

26. Barriers at the service level Poor communication and relationship skills on the part of practitioners, such as using jargon, 'talking down' to parents and behaving like the expert. Lack of practitioner knowledge about the importance of parental involvement. Lack of practitioner confidence and skills to work with parents.

27. Barriers at service level (cont’d) Services not tailored to parents' needs, level of knowledge or circumstances. Practitioner resistance to parental involvement and negative attitudes towards parents. Location of settings, unwelcoming venues and inadequate transport. Staff unrepresentative of the parents they are trying to reach e.g. low numbers of male role models in the workforce is a barrier to engaging fathers. Lack of funding and capacity.

28. Barriers at Parent Level Experiences and beliefs Poor experiences of education or services, leading to negative attitudes and lack of trust on the part of parents Fear of being judged as a failing parent Past or ongoing experience of discrimination Low value placed on education Beliefs about keeping children at home until they are old enough to start school

29. Barriers continued.. Life factors Work pressures and working long hours or unpredictable work patterns Inflexible timing of services Lack of childcare Stressful lives and circumstances e.g. poverty, mental health, single parenthood, disability, illness, family transience Knowledge Lack of knowledge about brain development in the first three years

30. Barriers continued.. Not understanding the difference they can make to their child's development Lack of confidence and knowledge about how to be involved Inappropriate expectations of children's development Lack of knowledge about local services or opportunities Own literacy and numeracy levels poor Lack of confidence in English if it is not their first language

31. Tips for engaging parents Shift focus for invitations to helping their children learn, rather than on generic parenting skills, can lessen the feelings of inadequacy that may prevent parents seeking help Recognising parents' expertise in their own children and lives is crucial – dialogue should be 2 way. Parents are not ‘empty vessels’ any more than children. Show an interest in parents as people not parents, and in their lives (they have a name beyond ‘Aasha’s mum’).

32. What parents need from early yrs Clear information and advice about their children's needs and how they can meet them Practical guidance to build their confidence and skills in providing positive early learning experiences To join in activities with their child where they can meet other parents, have fun and share experiences.

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