Inclusion

Engaging Parents and Capturing Success

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.

Thorney Close Primary, Sunderland: Engaging parents and carers

Context

Thorney Close primary school has 263 pupils on roll, with a higher than average proportion of pupils on SEN Support (16%) and also those eligible for FSM in the last six years (46%). It was rated good at its last Ofsted inspection in 2018.

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      string(4067) "Thorney Close Primary, Sunderland: Engaging parents and carersContextThorney Close primary school has 263 pupils on roll, with a higher than average proportion of pupils on SEN Support (16%) and also those eligible for FSM in the last six years (46%).  It was rated good at its last Ofsted inspection in 2018.Two target groups of 11 pupils were identified within Key Stage 1 and Key Stage 2. Of these pupils, 73% were entitled to Pupil Premium and 32% were on SEN Support. The need to engage parents in supporting their children’s learning was a key factor. The school already worked hard to get parents to attend events such as summer parties or school productions, but when the focus was on learning, they were less successful. A core of parents did not turn up for parents’ evenings. ApproachThe school introduced structured conversations through their work with Achievement for All. The school focused the meetings on how well the child was doing and what the parents’ hopes were for their children. They identified a need for greater flexibility in offering times for appointments. A personal invitation from the class teacher was followed by phone calls, and catching them in the playground to arrange an appointment that would suit the family. In one case, a teacher had to make five different appointments with the parents before eventually succeeding in getting them there. The longer meeting time of at least twenty minutes meant that parents and carers felt their viewpoint was valued. It became clear that children needed more support to understand what they had to do to move forward in their learning.  Parents and carers were involved in short-term targets, and the school developed a visual tool using RAG ratings to demonstrate measures such as attendance, punctuality and progress by subject to show how much progress their child was making. Although parents and carers valued their child’s happiness and confidence, academic attainment was a low priority. The SLT decided to raise the profile of attainment and launched the ‘We Are Proud’ celebration. Using iPads, teachers captured the successes of each child, what they could do now that they couldn’t do before, from reading to running, and brought it together as a film. The children worked together to design a personal invitation to every parent, and other family members were encouraged to attend. Parents received a text, a phone call and a mention on the Thorney Close App (designed by the school as a communication tool via mobile technology) and in the school newsletter, The Thorney Times. The film was shown with popcorn and drinks, and parents, teachers and children talked together about their progress.ImpactParental engagement increased from 58% to 92% across three terms for the KS1 group and from 64% to 100% for the KS2 group; over 90% of parents and carers attended the We Are Proud celebration. The children are growing in confidence and some of the initiatives are used with other pupils across the school. Many teachers have adopted the ‘celebration’ initiative, capturing successes in photos on the walls of the classrooms and in home-school reports. (Source: Achievement for All) Implementing it in your classroom/ school Be flexible in meeting times for parents and carers. It is vital to work with them to agree on times.Parents and carers need help in understanding education terminology—present information in a format they can engage with.Develop and build on successful ways to communicate with parents and carers—in a way with which you are also familiar.Take time to reflect on improved practice and celebrate it with the school community.Reflect on practiceHow do you currently engage/ involve parents and carers in their child’s learning?How could you better engage parents and carers in their child’s learning?"
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Inclusion

Engaging Parents and Capturing Success

8 May 2019

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      string(5717) "Equality of opportunity starts with education. This means that no matter where one starts from, their ability to succeed is defined by their merit rather than their social status. As the leader of Kingsford Community School, a co-educational inner city Local Authority comprehensive, catering for 1500 pupils aged eleven to sixteen in Newham, an area of high social and economic deprivation, with high levels of linguistic, ethnic and cultural diversity, the issue of access and inclusion is an ever-present concern, challenge and obligatory duty to be addressed. Engagement with the Achievement for All, ‘Achieving Schools’ programme has made an important contribution to facilitating improved life chances and social mobility for my pupils, as well as ensuring positive engagement with the education process, for the young people entrusted to the teaching, guidance and leadership of our staff team. This includes pupils who have some of the most challenging circumstances imaginable. Equality of opportunity starts with education. This means that no matter where one starts from, their ability to succeed is defined by their merit rather than their social status. As the leader of Kingsford Community School, a co-educational inner city Local Authority comprehensive, catering for 1500 pupils aged eleven to sixteen in Newham, an area of high social and economic deprivation, with high levels of linguistic, ethnic and cultural diversity, the issue of access and inclusion is an ever-present concern, challenge and obligatory duty to be addressed. Engagement with the Achievement for All, ‘Achieving Schools’ programme has made an important contribution to facilitating improved life chances and social mobility for my pupils, as well as ensuring positive engagement with the education process, for the young people entrusted to the teaching, guidance and leadership of our staff team. This includes pupils who have some of the most challenging circumstances imaginable. A great source of pride for me is that the work the school has undertaken with Achievement for All has been influential in Kingsford gaining the Inclusion Quality Mark as a Centre of Excellence – a title that few mainstream schools in the country can boast, as most of the schools with this accreditation tend to be schools who cater entirely for pupils with special educational needs. With over 80 per cent of my students possessing English as an Additional Language (EAL), the delivery of teaching in a language that is not a pupil’s mother tongue presents several challenges, particularly in relation to engaging parents. An Achievement for All protocol has helped us to consider the frameworks we use for parent engagement and participation. Achievement for All’s ‘structured conversation’ approach has been transforming in this respect. Through this strategy, Kingsford has been able to establish a school-wide approach and philosophy of listening and receiving information from the parents of the twenty percent of our cohort whose progress is of greatest concern. This diverse cohort includes pupils with EAL needs, most able pupils, those with SEND needs, as well as middle-prior attainers. Given the high percentage of pupils entitled to the Pupil Premium at Kingsford, all those students targeted are entitled to the pupil premium. Through the structured conversation framework, we have been able to more effectively engage not only parents of these pupils, but indeed, all parents. It is well known that there is a direct correlation between increasing parental engagement and improved attendance, behaviour and student achievement, and the consequence of adopting the approaches of the ‘Achieving Schools’ framework, has meant that pupil progress outcomes are well above the national average despite their starting points being well below. Kingsford implemented ‘structured conversation’ training to prepare all of our staff in how to best to approach those hard to reach parents who may be working full time, may have social exclusion challenges, mental health problems or are suspicious of education due to their prior experiences. This training has increased confidence and effectiveness across teaching and support staff and made the school rethink how we welcome and receive parents, allowing us to address where we could do better. 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Executive Leadership

Raising aspirations through empowerment and leadership

4 Dec 2018

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      string(435) "... success. All children accessing thelast CHOICE programme successfully graduated and celebrations were held at the local79Vol 6.3School Leadership Todaywww.teachingtimes.comPrimaryFileLeadershipResourcesCommunity Centre. Over 150 parents, grandparents and other family members attendedthe celebrations which highlighted their commitment to the programme and their children.All children rose in attainment by at ..."
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      string(5689) "‘In the short term, this work will undoubtedly give students a realitycheck of the pitfalls of crime, while also giving students an appreciation of whypartnership working is so important – and to see how that works in a practical way.‘In the long term, we are developing and nurturing a generation who will becomeuseful contributors to our society in the future.’Opening young minds to the possibilitiesThe aim of the project is to encourage children to see that education and training canand should continue after school, and to show them the appropriate training routes totake post-16. To that end, a key part of the programme involves Wakefield College as atraining provider, giving sample experiences in a cross-section of skills-based courses.The course starts at the college, with the presentation of a ‘vision’ – what we aimto achieve during the project. Children are then presented with their uniform whichmakes them unique in becoming ‘Wakefield College Cadets’.Parents and carers attend Wakefield College in support of their children at thebeginning of the course and thereafter, attend with them every other visit. In their firstsession, children and their parents are given a tour of the college and experience a newpurpose-built inclusive building and what can be offered. All children are able to accesstaster sessions at Wakefield College in the vocational areas of construction, mechanics,bricklaying, hair and beauty, and catering. In addition, there are two further sessions insporting activities.This essentially inspires children, giving them an insight into what college maybe like, and the courses that are available to them. Throughout the time that is spentat college during the course, a record of achievement is created and the importanceof further education is promoted. The programme concludes with a celebratorygraduation ceremony.Jane Fitzpatrick, Schools Liaison Officer at Wakefield College, says: ‘It is a pleasureand a privilege to have been a part of the CHOICE programme… right from the verybeginning. To see it grow and impact on children’s lives has been a real pleasure. To seethe children come into college and their eyes widen at the magnitude of building, andtheir minds open to the possibilities.’All children involved in the CHOICE programme are automatically eligible forthe Children’s University passport to success. This is further supported by staff at theprimary school, where learning destinations are arranged for the activities to be carriedout. This year’s cohort achieved the silver award, which means all children gained 30plus stamps in their passports for attending extra curricula activities.Jane adds: ‘One little boy sticks out in my mind, one of the present cohort. He criedin the first few sessions, and was disturbingly withdrawn and distressed … last month,he was dancing around our dance studio, enjoyment written on his face, taking part inLet’s Dance, one of Children’s University activities. The programme goes hand in glovewith Wakefield’s Children’s University, in raising achievement and aspiration throughoutthe Wakefield District.’Where now?Since the first article last year, there has been much success. All children accessing thelast CHOICE programme successfully graduated and celebrations were held at the local79Vol 6.3School Leadership Todaywww.teachingtimes.comPrimaryFileLeadershipResourcesCommunity Centre. Over 150 parents, grandparents and other family members attendedthe celebrations which highlighted their commitment to the programme and their children.All children rose in attainment by at least two sub-levels, all improved in attendance sincetransferring to secondary school and behaviour was reported to have improved.The programme was an amazing experience for all participants. New friendshipswere formed, team work has been encouraged and relationships with agenciesare evident. A key factor has been the parental engagement where parents haveattended various sessions of the programme in support of their children and have alsocontributed to class sessions.Think Family and Wakefield District HousingFollowing this success, partners Think Family and Wakefield District Housing (WDH),who both initially offered a small amount of funding in June 2013 as a pilot interest,have decided to support the continuation of the CHOICE project, contributing a moresubstantial sum and allowing us to begin to select the next cohort of cadets from atarget group of Think Family and WDH families.Think Family and WDH match their families with the schools which confirm thatthe correct children and their families are targeted. A Common Assessment Framework(CAF) is completed for all families involved which highlight any social aspects requiringsupport. Parents are engaging with this process and as a consequence, access servicesensuring all needs are met.The Pontefract Education Trust has also contributed, and the course has now beenoffered to all Pontefract primary schools – 12 schools in total now have the opportunityto take part, compared to the original three in 2011. Fifty-two families have beenidentified from the Pontefract area. All will be allocated a place on the programme andwill receive a bespoke support package as a result of this.CHOICE abroadIn January 2014, the CHOICEprogramme coordinator visitedIndia following an invitationfrom a local charity, FioreDe Loto, based in Pushkar,Rajasthan. The aim was toshare ideas and guide localschools in creating a bespokeprogramme assessable for girlsin the local village.Certain aspects of the contentof the"
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Leadership

Tackling NEETs in primary school - An update

13 Nov 2014

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      string(4627) "challenges and reachambitious goals (Robinson, Lloyd, and Rowe, 2008).An interesting question is whether current modelsof leadership development are sufficient in helpingrising professionals in early or middle leadership faceever changing and demanding educational challengesof the future. This has led to calls for the educationsystem as a whole to think more laterally aboutleadership development which “gives practitioners in36make a difference through leadership……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………➜How to…early leadership positions more exposure to school-to-school networking, both locally and internationallyLeadership skills and qualities most needed over next 18 months (Earley, 2013)Head SL/ML% %Strategies for closing attainment gaps 49 52Leading curriculum change and innovation 46 46Modelling excellence in the leadership of teaching and learning 37 41Forming partnerships with schools and agencies to improve outcomes 37 33Implementing change and improvement successfully 33 38Strategic thinking and scanning to anticipate trends and political agendas 29 36Marketing your school 28 23Developing an entrepreneurial ethos within your school leadership 28 21Analysing and interpreting student data and information 26 40Developing personal resilience 25 24Knowing your legal responsibilities as a school leader 24 34Developing a learning culture and organisation community 22 13Using learning theories and pedagogies to influence teaching 22 22Engaging and building effective relations with parents and the community 19 20Strategies for leading professional development 13 21Adapting your leadership style to the school’s culture and needs 12 17Developing effective project management skills 9 13Professional learning task: Leadership skills and qualitiesIn a major review of the leadership landscape in England, Earley et al (2012) asked headteachers, and senior/middle leaders to reflect on the leadership skills and qualities they most needed over the next 18 months.These are listed in the following table. Look at these and, in reflecting on your own experience and needs,consider which ones you would prioritise. Are there skills and qualities you find surprising or disagree withand why? Similarly, are there others that you would add? To what extent do you think this list relates toschool leadership skills and qualities needed in any alliance or grouping of schools of which you are a part;are there distinctive features in your local context that would highlight different needs?and more opportunity to investigate ‘big picture’issues and possibilities” (Wilkins, 2013).37make a difference throughleadership……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………➜ How to…References: Barber M.; Whelan F.; and Clark M (2010) Capturing the Leadership Premium: How the world’s top school systems are buildingleadership capacity for the future. McKinsey & Company. ■ Bryant D. A., Walker A. and Lee M. (2013) The Impact of International and LocalForces on the Enactment of Quality Leadership Preparation Programmes in Educational Leadership in Brundrett M. (ed.) Principles of SchoolLeadership. Sage. ■ Cranston, N. (2013) School leaders leading: professional responsibility not accountability as the key focus, EducationalManagement, Administration & Leadership, 41(2): 129-142 ■ Day, C. (2005) Principals who sustain success: Making a difference in schools inchallenging circumstances. International Journal of Leadership in Education. October-December, 2005. Vol8. No. 4, Pages 273-290. ■ Day, C.and Johansson, O. (2008) Leadership with a Difference in Schools Serving Disadvantaged Communities: Arenas for Success. In Tirri, K (ed.),Educating Moral Sensibilities in Urban Schools, 3–18. Sense Publishers. ■ Day C., Sammons P., Hopkins D., Harris A., Leithwood K., Gu Q., andBrown E (2010) 10 strong claims about successful school leadership. National College for"
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Professional Development

How to... make a difference through leadership

24 Oct 2014

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Thorney Close Primary, Sunderland: Engaging parents and carers

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