This report is a follow up to the 2018 report Online Safety: A Pupil’s Perspective, surveyed 2000+ parents about their approach, and perception of, online safety in the home.
Supporting parents and carers to engage in their child’s learning is an important part of providing a rounded education for children. This Child File develops your thinking around parent engagement, and through the reflection at the end, it helps you to consider your current practice in this area and how you could do it better.
Michelle Doyle Wildman from Parentkind gives her take on achieving a successful transition by focusing on the parents, as well as the child.
A lifelong love of reading is important for so many areas of well being, yet many people lack literacy skills, contributing to some of the biggest societal problems. Sue Wilkinson shows how The Reading Agency is bridging the gap for vulnerable children and adults so they develop the skills to access the power, importance, life-changing and life-enhancing impact of reading.
The parents of disadvantaged children are the most difficult to engage but they must always be the priority! Caroline Kelly explains how the approach the issue in a large primary school in the Midlands.
The growing demand for children to get involved in organised activities outside of school is placing unprecedented strain upon families. This new study, published in Sport, Education and Society, reveals just how significant a role extracurricular activities, such as music lessons and sports clubs, play in family life.
Leadership Briefing (141)
Communicating with parents of disadvantaged children can be an ongoing challenge. Carolyn Kelly, Deputy Head Teacher shares ways to connect.
The strength of a child’s relationships with their parents is the bedrock upon which resilience is built. Research emerging Solihull is proving that a little help can go a long way.
We've covered many examples of and views about early intervention in ECU. In this article Dr. Ellie Lee explains why we should be very cautious about adopting this ‘prejudice against parents’ policy.
The Government has introduced a raft of legislation that will fundamentally change how we think about schools. It is often said that if someone arrived here in the present in a time machine from 150 years ago, the only recognisable thing would be the schools – both the buildings they use and the methods of teaching and learning going on inside. That could be about to change, as John Grainger describes.