Digital Learning

Bridging the gap between parents, pupils and schools

It’s widely recognised that the more involved parents are in their child’s education, the better the pupil performs at school. Here, David Burgess discusses how to bridge the gap between parents, pupils and schools.

It’s widely recognised that the more involved parents are in their child’s education, the better the pupil performs at school. Over the years, many papers have been written about the way a child’s classroom performance and academic achievements are significantly influenced by the extent to which its parents become involved in school life, and the interest they take in their child’s education.

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      string(467) "... a White Paperpublished in 1997, entitled‘Excellence in Schools’. ThePaper suggested that there werethree key points to improvingthe school-home partnership:providing parents withinformation; giving parents avoice; and encouraging parentalpartnerships with schools.Since then, there have beena number of strategies, policiesand programmes designed tobridge the gap between schoolsand pupils’ families ..."
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      string(5841) "FEATURESOver the years, many papers havebeen written about the way achild’s classroom performanceand academic achievementsare significantly influenced bythe extent to which its parentsbecome involved in school life,and the interest they take in theirchild’s education.Students respond very wellto parents participating in theirschooling – whether that’s justbeing aware of their progress andunderstanding their achievements,or whether its when parentsdecide to take a more active roleand become involved in the schoolitself. Either way, greater parentalengagement often motivates thechild to do well.But in order to establishand maintain this interest, thereneeds to be regular and reliablecommunication and sharing ofinformation between the schooland pupils’ families. Schools mustcreate an effective partnershipby providing an open andcommunicative environment withits wider community, forming alink between the classroom andthe home, and the school and thefamily.Full visibility of a child’sinterests, strengths andcommitments – as well asinformation about school eventsand developments – will putparents in a stronger position tohelp their child’s learning, and willensure children get the most outof the education system.Establishing an effectivepartnershipThe Government first set out itsstrategy for securing parentalengagement in a White Paperpublished in 1997, entitled‘Excellence in Schools’. ThePaper suggested that there werethree key points to improvingthe school-home partnership:providing parents withinformation; giving parents avoice; and encouraging parentalpartnerships with schools.Since then, there have beena number of strategies, policiesand programmes designed tobridge the gap between schoolsand pupils’ families, creatingan inclusive community whereinformation is communicatedand exchanged regularly,and personally. Home-SchoolAgreements were introduced toformalise the partnership, but thereal success of the relationship isdown to regular communicationand updates.However, it’s not just a caseof sending out leaflets advertisingschool initiatives and events;parents want to know that theirchild matters and is thereforemore interested in news relating tospecific individuals.The benefits of this approachare wide-ranging. Communicatingon matters relating to homeworkand passing on details ofachievements and rewards cangenerate positive relationshipsOpening communicationbetween parents, pupilsand schoolsFEATURESIt’s widely recognised that the more involved parents are in their child’s education,the better the pupil performs at school…between home and school andhelps combat the negative imageof schools contacting parentsonly when things go wrong.Sharing information about a child’sprogress can also mean parentsdevelop a clearer appreciationof their children’s true strengthsand weaknesses, while an opencommunication channel will meanparents can be notified early onshould their child be experiencingdifficulties or problems.Ultimately, allowing parentsto monitor and take part in theirchild’s education means they canreinforce the standards set by theschool, helping raise standards ofoverall attainment.The evidenceThis thinking is not just basedon theory alone. In March, Bectawarned that a communicationbreakdown between schools,parents and pupils could have adamaging impact on students’educational performance.Becta surveyed 1,000schoolchildren aged seven to14 and 1,000 parents to findout the level of communicationthat existed between adults andchildren when it comes to talkingabout school. It found more thana third of pupils had difficultyspeaking to their parents abouttheir education, while 43 per centof parents questioned admittedthey struggled to get informationfrom their child about their schoolday.Three in ten parents admittedthey felt ‘excluded’ from theirchildren’s day-to-day education,pointing to the fact parentsbecome concerned when theyfeel they have not been giventhe information they need. Infact, the report revealed 82 percent of parents want schoolsto do more when it comes tokeeping them informed abouttheir children’s progress, showingthat there is a real appetite foractive participation and greaterengagement.Tapping into technologyIn the past, messages from theschool to the home relied heavilyupon ‘pupil post.’ But this wasoften frustrating to both schoolsand parents as letters rarely arrivedhome in one piece, with many notshowing up at all. This methodof communication provided anatural barrier to developing anysort of relationship between theschool and the home, while thealternative face-to-face meetingswere a logistical nightmare toarrange, and as such, were onlyheld to mark important events.In recent years, technologyhas played an increasingly keyrole in bridging the gap. Parentsneed to be able to both receiveinformation from and passinformation to the school in FEATURESa range of ways convenient totheir circumstances. Schools andcolleges have been harnessingthe power of technology to openup a simple, effective channel ofcommunication. Through varioustechnology-enabled initiatives,contact can be established withparents, irrespective of location– so parents living apart, or evenparents living abroad, can bekept up to date with their child’sprogress or achievements.One example of the waytechnology is being used toestablish a better school-homepartnership is at Lodge PrimarySchool in West Bromwich.The school has been usingSchoolcomms, an automatedelectronic messaging system, toimprove communication withparents. Schoolcomms uses textsand"
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Digital Learning

Opening communication

11 Feb 2010

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      string(5700) "Vol 3.6 n www.teachingtimes.comSafeguarding: Daniel PelkaEvery Child Journal14The murder of Daniel Pelka in March 2012was a horrific and tragic affair. One of threechildren, he was singled out for cruelty. Thequestions remains – why wasn’t his deathidentified earlier?In Every Child Journal, we have covered a rangeof safeguarding issues, particularly in regard toschools. We have identified best and worst practice,celebrating good practice and learning from wherethings have gone wrong. We have even highlightedbest practice in carrying out serious case reviews.There is undoubtedly greater awareness thesedays of safeguarding in schools, which makes Daniel’scase even more shocking.Daniel: a brief lifeDaniel Pelka’s short life ended in March 2012when he was murdered by his parents. In Augustthis year, they were each sentenced to life inprison. Last month, a serious case review waspublished, uncovering a series of alarmingfailures across education, health, police andsocial care. In the first of two articles, TimLinehan examines the findings of the review.www.teachingtimes.com n Vol 3.6Safeguarding: Daniel Pelka Every Child Journal15“In the case ofDaniel Pelka ontwo occasionsthe police, whohad been calledbecause of violencebetween the adults,left childrenwith intoxicatedparents. Altogetherthe police werecalled 26 timesbetween 2007 and2010.”Police involvementUnravelling the long, slow journey a short life can take towards a cruel death at fourleads us to ask how such things can happen. Perhaps it’s because a busy inexperiencedpoliceman doesn’t know the history of a family, or is so used to outbreaks of domesticviolence that he or she is inured to its risks. Perhaps he or she doesn’t realise that children,even when they are not the physical victims in domestic violence (which they often are)are nevertheless the emotional victims.Yet we know so much from research about the links between domestic violence,child neglect and abuse that you wonder why this isn’t a larger part of police training. Ifdomestic violence, one of the most private forms of violence, takes up 20 per cent of allreported crimes, as statistics in some inner city boroughs suggest, what are the real figures?In the case of Daniel Pelka, on two occasions the police, who had been called becauseof violence between the adults, left children with intoxicated parents. Altogether, thepolice were called 26 times between 2007 and 2010. The police reports conclude almost‘off-handedly’ that the children were ‘none the wiser’ about the violence. Research quotedin the special case review (SCR) tells us that ‘living with domestic abuse is an incrediblyfrightening experience for children which communicates that violence in normal,acceptable and an effective way of expressing emotions or resolving conflict.’1If there is any mitigation, the special case review shows that the joint screeningprocesses were under severe pressure. The police had a backlog of 600 cases in Coventryand there were between 3,500 and 4,000 referrals a year between 2008 and 2010. Yeteven given these pressures, it seems that there is a serious need to review police policieson domestic violence. As the 4Children report, The enemy within, pointed out, up to 75per cent of children in some areas are on the child protection register partly as a result ofissues relating to domestic violence.The findings reflect the common experiences that children have of investigations intotheir experiences of domestic violence, namely that their experiences of the police arenegative while those of social workers and school workers are variable.School involvementIn this magazine, we have also profiled innovative initiatives that focus on raising the issueof domestic violence in schools. The programmes help identify children who may be at riskand to help them speak out and manage their own experiences.As a result of an earlier SCR in Coventry in 2008, a Domestic Abuse Pilot had been setup in local schools in December 2011 and was seen as a way forward to start bridging thegap between schools’ awareness of domestic abuse for individual pupils in schools andto consider how schools work with this information. Progress was reported to Coventrylocal children’s safeguarding board in July 2012 and noted that it had achieved positiveoutcomes for children in the schools included in the pilot.The school was not aware of the history of domestic violence in his family. The onlysignals that the schools observed were of Daniel’s emaciation, his scavenging for food(he ate from bins, stole from children, so much so that the teachers had to lock up theother children’s lunch bags), his bruising and cuts in what was, admittedly, a tragicallyshort stay at the school. Daniel’s class teacher confirmed concerns about Daniel saying hewas ‘eating and crying like a baby’. These too should have signalled reasons for a moredetermined investigation.However, this small close-knit school had inadequate safeguarding processes in place,resulting in such poor information sharing that no-one was even sure whether the injuriesthat were reported were the same injuries. By the time of his death, there were 40 of themmarking his skeletal body. On one occasion, the headteacher even asked Anna, Daniel’ssister he was so close to, to explain a particular injury of Daniel’s but she, caught betweenthe fear of disclosing family crimes and her concern for her brother, answered simply thathe had been pushed over by a child.Vol 3.6 n www.teachingtimes.comSafeguarding: Daniel PelkaEvery Child"
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Special Needs

Daniel: A brief life

10 Oct 2013

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      string(339) "1 in 7 (14.9%). Year 6 pupils at eight primary schools in Peterborough recently took part in an exciting writing competition launched by the National Literacy Trust Hub in Peterborough, Peterborough City Council and the Jack Hunt Learning Trust. Pupils were challenged to write an original story of less ..."
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      string(2152) "1 in 7 (14.9%). Year 6 pupils at eight primary schools in Peterborough recently took part in an exciting writing competition launched by the National Literacy Trust Hub in Peterborough, Peterborough City Council and the Jack Hunt Learning Trust. Pupils were challenged to write an original story of less than 500 words on a subject that they are passionate about. Author and comedian Miles Jupp presented the winners with certificates and books at a special ceremony at Jack Hunt secondary school. Councillor John Holdich, leader of the council and cabinet member for education, skills and university, said: “This is another great initiative delivered by the National Literacy Trust in Peterborough. Writing imaginative stories is a superb way for a child to develop ideas and creativity at a young age and puts them in good stead for secondary school studies. I am sure the pupils will have an enjoyable and entertaining afternoon as a reward for all their hard work.”Partnerships with local events, author visits, a programme to support primary school pupils’ transition into secondary school, a ‘pop-up literacy shop’ and competitions and campaigns to drive awareness of the importance of literacy skills has helped the number of KS2 pupils who enjoy reading in Peterborough increase by 23.4% between 2014 and 2015, rising from 59.8% in 2014 to 73.8% in 2015.About the National Literacy Trust: The National Literacy Trust is dedicated to raising literacy levels in the UK. We run projects in deprived communities, campaign to make literacy a priority for politicians and parents, and support schools and early years settings to deliver outstanding literacy provision. Our research and analysis make us the leading authority on literacy.www.literacytrust.org.uk Jonathan Douglas is Director of the National Literacy Trust.Knowledge trails1.	Removing Barriers to Literacyhttp://library.teachingtimes.com/articles/ecu-14-reports-22.	Bridging the Reading Gaphttp://library.teachingtimes.com/articles/bridging-the-reading-gap"
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Leadership

Breaking the Generational Cycle of Low Literacy

11 Dec 2017

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      string(395) "... support emotional wellbeing. How to bridge the empathy gap: reduce the pressure for academic achievement at all costs and prioritise emotional and social literacy in schools, giving staff and students the time and space to develop meaningful, supportive relationships. The Resources Gap: Schools are under financial pressure with resources stretched ..."
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      string(3946) "The report describes a school environment that is failing children and teachers and is affecting schools’ performance in league tables. It identifies significant gaps in understanding, empathy and resources that are preventing adopted children from having an equal chance to succeed at school. Adopted children are 20 times more likely to be permanently excluded from school than their classmates, and they are much more likely to leave school with no qualifications. Adoption UK is proposing 3 key changes: A specialist programme of continuing professional development to equip all educators to support traumatised children; more emphasis on emotional and social skills; and ensuring that all children can access the same level of specialist support in school no matter where they live in the UK. Key Findings: 79% of adopted children and young people agreed with the statement “I feel confused and worried at school” Almost three quarters of adopted children and young people agreed with the statement “Other children seem to enjoy school more than me” Two thirds of secondary-aged adopted young people told us that they had been teased or bullied at school because they are adopted. Almost 70% of parents feel that their adopted child’s progress in learning is affected by problems with their wellbeing in school. 60% of adoptive parents do not feel that their child has an equal chance at school. The research highlighted four gaps which must be bridged if adopted children are to have an equal chance in school: The Understanding Gap: A history of abuse, neglect and trauma impacts a child in myriad ways. A full understanding of this impact is the necessary starting point for meeting the needs of adopted and previously looked-after children in school. How to bridge the understanding gap: a programme of continuing professional development specifically tailored to supporting pupils who have experienced early childhood trauma, for all education professionals. The Empathy Gap: Traumatised children can react to everyday events in surprising ways, which impacts on their relationships with adults and peers. Approaching such children with empathy helps school staff to respond in a way that will support emotional wellbeing. How to bridge the empathy gap: reduce the pressure for academic achievement at all costs and prioritise emotional and social literacy in schools, giving staff and students the time and space to develop meaningful, supportive relationships. The Resources Gap: Schools are under financial pressure with resources stretched thinly in all areas, but investing in the social and emotional wellbeing of adopted and previously looked-after children will pay great dividends, both in enabling them to reach their potential academically, and in wider benefits to school life and society at large. How to bridge the resources gap: end the postcode lottery to ensure that there is parity of funding and provision of specialist support regardless of where in the UK previously looked-after children attend school. The Attainment Gap: We do not have enough government data to get a full picture of the attainment of adopted and previously looked-after children but, where data is collected, it shows that they lag significantly behind their peers. How to bridge the attainment gap: lay the foundations by collecting and analysing educational outcomes data for previously looked-after children and close the gaps in understanding, empathy and resources. WEB LINK Bridging The Gap: Giving Adopted Children An Equal Chance In SchoolKeywords Bridging gap, adopted children, equal chance, school, early years, coping emotionally, failing academically, school environment, teachers, permanently excluded "
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Leadership

Bridging The Gap: Giving Adopted Children An Equal Chance In School

3 Jul 2018