Leadership

Involving And Engaging Parents In Education

This study by Parentkind into UK parents has revealed that only 56 per cent believe their child’s school is doing enough to provide pupils with opportunities to succeed in life. 48 per cent were also concerned about whether their child currently receives a better quality of education than they did.

The study of over 1,500 parents found that just 52 per cent believe their child’s career prospects are better than their own, and over a third (36 per cent) are concerned their child’s school is not preparing them for the modern-day job market.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#41680"
  ["title"]=>
  string(46) "Working positively with parents for SEN reform"
  ["categories"]=>
  array(1) {
    [0]=>
    string(13) "Special Needs"
  }
  ["url"]=>
  string(77) "https://www.teachingtimes.com/working-positively-with-parents-for-sen-reform/"
  ["post_date_timestamp"]=>
  int(1404298004)
  ["objectID"]=>
  string(12) "post-41680-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(218) "With so much uncertainty about what to expect from September, there is plenty of room for misunderstandings to occur. Tania Tirraoro explains how schools can be sure that partnerships with parents stay strong."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(450) "... students’ parents a little bit easier.  library.teachingtimes.com/articles/childfilesworkingwithparents2)  Engaging parents in education – Schools deliver the best resultsfor pupils when they actively involve parents in their children’seducation, but how do you do it?  library.teachingtimes.com/articles/engaging-parents-in-educationbudgets. I believe that the presence of ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(55) "Working positively with parents for SEN reform"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(7) "parents"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(218) "With so much uncertainty about what to expect from September, there is plenty of room for misunderstandings to occur. Tania Tirraoro explains how schools can be sure that partnerships with parents stay strong."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(7) "parents"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(2749) "child seems tobe making little progress.A changing cultureHowever, the biggest danger is that the law is changing faster thanculture change can take place. Without a change in attitudes, allthe money spent on the new system will have been wasted.As a former parent representative in a pathfinder authority,I know from experience that changing attitudes takes months.When we first sat round a table with LA staff, there was suspicionand mistrust. But over time, as we got to know each other andheard each other’s experiences, eyes were opened on both sides.The professionals began to understand the parentalperspective and the consequences of decisions made withoutconsidering the human collateral. As parents, we could also seehow much pressure the professionals were under to manageKnowledge trails1)  Child Files: Working with parents – Guidance and resourcesto make the sometimes stressful task of forming good, solidrelationships with your students’ parents a little bit easier.  library.teachingtimes.com/articles/childfilesworkingwithparents2)  Engaging parents in education – Schools deliver the best resultsfor pupils when they actively involve parents in their children’seducation, but how do you do it?  library.teachingtimes.com/articles/engaging-parents-in-educationbudgets. I believe that the presence of parents in the room madethe practitioners more aware that they were making decisionsabout real people.This transformation can be made up and down the country inboth meeting rooms and schools but it takes time – almost a yearin our case. It is hard to see how staff and teacher training cansucceed without involving parents in the process. Culture changeis an emotional as well as a mental process.It will only work when teachers stop trying to ‘manageparents’ expectations’ and start involving them in the decision-making. It won’t be easy but it is what these reforms aredemanding. The danger is with implementation under threemonths away, the practical needs will leave culture change out inthe cold.Tania Tirraoro is the founder of the award-winningSpecial Needs Jungle website and co-chair of parent/carerforum, Family Voice Surrey. For more information, visitwww.specialneedsjungle.com or email info@specialneedsjungle.com.›http://www.teachingtimes.comhttp://library.teachingtimes.com/articles/childfilesworkingwithparentslibrary.teachingtimes.com/articles/engaging-parents-in-educationlibrary.teachingtimes.com/articles/engaging-parents-in-educationhttp://www.specialneedsjungle.commailto:info@specialneedsjungle.commailto:info@specialneedsjungle.com"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(9) "involving"
        [1]=>
        string(8) "engaging"
        [2]=>
        string(7) "parents"
        [3]=>
        string(9) "education"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Special Needs

Working positively with parents for SEN reform

2 Jul 2014

array(8) {
  ["distinct_key"]=>
  string(10) "post#40133"
  ["title"]=>
  string(28) "Narrowing the attainment gap"
  ["categories"]=>
  array(1) {
    [0]=>
    string(13) "Special Needs"
  }
  ["url"]=>
  string(65) "https://www.teachingtimes.com/educationnarrowingtheattainmentgap/"
  ["post_date_timestamp"]=>
  int(1353415029)
  ["objectID"]=>
  string(12) "post-40133-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(237) "A lot of ideology
and well-intentioned
thinking has gone into
trying to reduce the
attainment gap between
richer and poorer
children. But what the
evidence actually tells
us is often neglected.
Grahame Whitfield
puts the record straight."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(389) "... over time and in different circumstances.Four broad areas of intervention in this area can be identified:improving at-home parenting;involving parents in school;engaging parents in their children’s learning and in their own learning; andaligning school-home expectations.nnnnhttp://www.jrf.org.uk/publications/influence-parents-places ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(28) "Narrowing the attainment gap"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(237) "A lot of ideology
and well-intentioned
thinking has gone into
trying to reduce the
attainment gap between
richer and poorer
children. But what the
evidence actually tells
us is often neglected.
Grahame Whitfield
puts the record straight."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5756) "http://bit.ly/JHNVathttp://www.jrf.org.uk/publications/educational-attainment-poor-childrenVol 3.2 n www.teachingtimes.comEducationEvery Child Journal52Research undertaken as part of this programme found that most poorer young people (andtheir parents) attach great importance to education and that they have realistic hopes for thefuture, including wanting to go to University or to attain professional, managerial and skilledjobs. Indeed, the study stressed that the real difficulty for many children was in knowing howto fulfil their ambitions. It also noted that where parents appeared to be ‘disengaged’ withor ‘uninterested’ in school, it was often the result of them not having the knowledge, skills orconfidence they needed to help their children achieve their goalsThe review concluded that the widespread assumption that poorer parents were notinterested in their childrens’ education was particularly damaging as it has supported a vastproliferation of initiatives – and organisations keen to deliver them – which have sought toraise aspirations but which have then failed to provide an ongoing focus on ensuring childrenachieve their goals. Addressing this needs a shift in focus. Rather than seeking to raiseaspirations in order to raise attainment, there is a real need for: (i) a concerted effort to moveaway from the stereotypical and widely held assumptions about poorer families’ attitude toeducation, and (ii) children and parents being offered on-going support to learn more abouteducational and career options so they can make more informed decisions about their future.Attitude, aspiration, behaviour and attainment?So, if raising aspirations are not where our energies ought to be focussed, what should bedone? Perhaps the most striking finding of our review of international evidence was thatit was unable to establish a clear causal relationship between the attitudes, aspirations andbehaviours (AABs) of young people and their educational outcomes. Moreover, it found thatthe evidence available was very limited and that many claims made in this area are withoutfoundation. And yet, such interventions (particularly around raising aspirations as a route todelivering improved outcomes) are widespread and claimed to be effective.Indeed, only a very small amount of high quality evidence available offers support forthe impact of interventions aimed at AABs on attainment or participation, and even this issomewhat limited.In combination, the findings from this programme of work call into question ‘receivedwisdom’ and the resulting routine support for intervening in this area to ‘drive up standards’and ‘narrow the gap’. This doesn’t mean nothing can be done. Far from it. But it offers asobering context which policy makers, educational researchers and educational practitionersshould think about.What the evidence saysThe evidence that is currently available falls into three main areas. It provides a strong steer forfuture policy making, practice and evaluation. It also provides a strong caution in the context ofthe likely way in which assessment of the extent to which schools spend Pupil Premium fundsin an evidence-led way will be made.Firstly, the evidence is only compelling in one area. It strongly supports the immediaterolling out of initiatives focussed in involving parents in their childrens’ education as these havebeen conclusively shown to improve outcomes. If our education system is to give children andyoung people the best chance of achieving their goals, the evidence is clear that they and theirparents should be helped to succeed and not simply encouraged to have higher aspirations.Developing a cost-effective model to support parents should be a policy and practicepriority, and any intervention introduced should be monitored closely to ensure thatinterventions put in place continue to be effective over time and in different circumstances.Four broad areas of intervention in this area can be identified:improving at-home parenting;involving parents in school;engaging parents in their children’s learning and in their own learning; andaligning school-home expectations.nnnnhttp://www.jrf.org.uk/publications/influence-parents-places-and-poverty-educationalwww.teachingtimes.com n Vol 3.2Education Every Child Journal53Clearly interventions work differently depending on location, the numbers involved, and who isresponsible for delivery. Some of the interventions highlighted as effective are US models andensuring they are adapted (rather than simply ‘cut and pasted’) to the UK context appropriately isimportant. Similarly, most interventions demonstrating the effectiveness of parental involvementwere concerned with pre-school children or children transferring to primary schools and weremore noticeably focused on the mother as the parent. Also, few interventions have broken downimpact by ethnic groups or other sub-groups. Therefore, care needs to be taken to ensure thatinterventions are introduced appropriately and care taken to assess their success – rather thansimply assuming that because their evidence it worked with one group that it will necessarilywork with another.It is also not simply the case of rolling out an intervention that has been shown to work.There are a range of contributing factors which are easy to miss and which are key to the successof many interventions. These include: supporting parents to enable them to be able and willingto put in the necessary time and effort and to enable parents and facilitators to have a genuinecollaboration; ensuring models of"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(9) "involving"
        [1]=>
        string(8) "engaging"
        [2]=>
        string(7) "parents"
        [3]=>
        string(9) "education"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Special Needs

Narrowing the attainment gap

20 Nov 2012

array(8) {
  ["distinct_key"]=>
  string(10) "post#42000"
  ["title"]=>
  string(48) "Integrated Review At Age 2: Implementation Study"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(55) "https://www.teachingtimes.com/integrated-review_011214/"
  ["post_date_timestamp"]=>
  int(1417098718)
  ["objectID"]=>
  string(12) "post-42000-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(334) "The EYFS Progress Check became a statutory requirement for all providers delivering childcare to two year olds within the EYFS Framework in September 20121. This DfE report explores the effect of integrating the early years foundation stage (EYFS) progress check with the healthy child programme (HCP) check.
Leadership Briefing 9 ..."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(486) "... using_innovative_approaches.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.cost savings.Engaging parents ■ Pilot areas achieved considerable success in identifying, inviting, engaging and involving parentsin the Integrated Review ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(48) "Integrated Review At Age 2: Implementation Study"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(338) "The EYFS Progress Check became a statutory requirement for all providers delivering childcare to two year olds within the EYFS Framework in September 20121. This DfE report explores the effect of integrating the early years foundation stage (EYFS) progress check with the healthy child programme (HCP) check.
Leadership Briefing 9.05(101)"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5706) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.INTEGRATED REVIEW AT AGE 2:IMPLEMENTATION STUDYKeywordsIntegratedreview, age2, EYFS,progress check,integratedapproaches,informationsharing,practitioners,engage parentsSummaryThe EYFS Progress Check became a statutory requirement for all providers deliveringchildcare to two year olds within the EYFS Framework in September 20121. This DfE reportexplores the effect of integrating the early years foundation stage (EYFS) progress check withthe healthy child programme (HCP) check.The report presents the findings of a study of the Integrated Review for 2-2½ year olds pilot, the aimsof which were to trial the bringing together of the Early Years Foundation Stage (EYFS) ProgressCheck at age two with the Healthy Child Programme (HCP) 2-2½ year health and developmentreview into an integrated process.Main Outcomes: ■ It was too early to form conclusive judgements about whether or not the integrated approachespiloted were more effective in achieving early identification of need, compared with the separateearly years and health reviews; the numbers of reviews completed were still too small andoutcome data collection was undeveloped. ■ Nevertheless, in most areas practitioners perceived the Integrated Review to have improved jointworking, mutual understanding, working relationships, and to some extent information sharingbetween health and early years staff. To a greater or lesser degree, practitioners and parentsalso reported reduced duplication and greater consistency compared with previous separatereviews. ■ It was not possible to report if the Integrated Review had led to better quality assessments orearlier identification of need due to a lack of comparable data and it was also too soon to haveevidence of the impact (positive or otherwise) on child outcomes. However, many intervieweesperceived that reviews usually provided a strong understanding of children’s development andhad facilitated early preventative support in the form of information, advice or guidance duringthe meeting, and/or via referral on for follow up. However, this was not universal; there wereinstances where judgements were not felt to be accurate. ■ In terms of costs, most models were seen to be associated with increased costs to varyingdegrees (especially those involving joint meetings with both health and early years staff presentthroughout) but this was usually regarded as necessary to ensure quality. However, many felt thatthe Integrated Review process could potentially support early intervention and deliver longer-termWeek Commencing 1st December 2014RR350_Integrated_review_at_age_two_implementation_study.pdfRR350_Integrated_review_at_age_two_implementation_study.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.cost savings.Engaging parents ■ Pilot areas achieved considerable success in identifying, inviting, engaging and involving parentsin the Integrated Review process. They often achieved higher take-up rates than achievedpreviously for the HCP health and development reviews alone. ■ Successful identification of families, including transient families, depended on strongadministrative procedures, regular checking of addresses and sharing of information betweenhealth and early years. ■ Success factors identified as helpful for engaging parents, especially vulnerable parents, included:ensuring all practitioners that families come into contact with take every opportunity to engageparents face to face; using communication materials designed in consultation with parents andwhich incorporate clear messages about the benefits of reviews and reassurance about likelyconcerns; and pitching the review as an “entitlement” so that it is seen as a positive opportunity.Recommendations ■ The study has identified that a number of different models are possible for the Integrated Reviewand that variation is possible regarding many features. Some features seem to have strongeradvantages than others, and there is often a corresponding cost-benefit to be weighed up indeciding between them. In particular, it seems important for Integrated Reviews to incorporateboth health and early years practitioners in meetings with families, but considerable variationseems viable in terms of the nature of integration and of the specific tools, processes andformats used. The government will need to be clear about its priorities for the Integrated Review,and realistic about the costs and capacity requirements at a practice level associated with theapproaches it aspires to promote. ■ The study has highlighted that the most viable and appropriate approaches are significantlyrestrained by context, for example, issues of geography, demographic make-up, and historicalpatterns of service capacity and multi-agency working. The most viable and appropriateapproaches may vary between areas, and also across different parts of a single local authority. ■ The study has also highlighted the benefit of local areas considering the wider service systemin which a potential Integrated Review approach"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(9) "involving"
        [1]=>
        string(8) "engaging"
        [2]=>
        string(7) "parents"
        [3]=>
        string(9) "education"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Integrated Review At Age 2: Implementation Study

27 Nov 2014

array(8) {
  ["distinct_key"]=>
  string(10) "post#36010"
  ["title"]=>
  string(60) "Raising The Aspirations & Attainment of Black Boys & Young B"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(89) "https://www.teachingtimes.com/raising-the-aspirations-attainment-of-black-boys-young-bla/"
  ["post_date_timestamp"]=>
  int(1189176120)
  ["objectID"]=>
  string(12) "post-36010-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(331) "This is an independent report by the REACH group to Government on raising the aspirations and attainment of Black boys and young Black men. Its recommendations are aimed at creating a strategy to change the structures and practices that hold back successful boys, organisations and schools. 

Folder: Leadership Briefings Issue ..."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(407) "... and locally, and a move away from negative stereotyping.· A best practice document for disseminating good practice in family-school partnerships, looking in particular at involving Black parents and families.· A national framework for family-school partnerships, with a particular focus on engaging and involving Black parents and families, implemented ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(60) "Raising The Aspirations & Attainment of Black Boys & Young B"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(337) "This is an independent report by the REACH group to Government on raising the aspirations and attainment of Black boys and young Black men. Its recommendations are aimed at creating a strategy to change the structures and practices that hold back successful boys, organisations and schools. 

Folder: Leadership Briefings Issue 2.09 (21)"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5695) "ResourceRAISING THE ASPIRATIONS AND ATTAINMENT OF BLACK BOYS AND YOUNG BLACK MENOriginal DocumentRaising the aspirations and attainment of Black boys and young Black men This is an independent report by the REACH group to Government on raising the aspirations and attainment of Black boys and young Black men. Its recommendations are aimed at creating a strategy to change the structures and practices that hold back successful boys, organisations and schools. KeywordsBlack boys and young men, equality, diversity, achievement, aspirations, role models.SummaryBlack boys and young men face serious challenges in every sector of society. They are less likely to do well at school, more likely to be unemployed and much more likely to become involved in the criminal justice system than their peers. Although there are many examples of Black boys and young men who excel at school, university and in all areas of life, they often succeed despite, rather than because of the system. The report’s recommendations are aimed at creating a nationwide, cohesive strategy to change the structures and practices that hold back successful boys, organisations and schools.Main Findings:· The image of Black boys and young Black men in the media is not positive. Research suggests that if children lack positive role models, they look for them in the world of fantasy and the media. Therefore, the report recommends a structured national role model programme for Black boys and young Black men to raise their self-image and aspirations and challenge negative media stereotypes, There should be a well-resourced network of positive Black male role models both nationally and locally. There should be positive images and stories of Black male role models in the media and in work, home and school environments.· Many organisations working to tackle underachievement amongst young Black men are small. Many do not have the experience, time or expertise to apply for government funding. There is no network where organisations can share best practice with each other. In many cases, smaller organisations are not recognised by key stakeholders such as schools. Therefore, the report recommends a government-supported Black-led Consortia of Voluntary and Community Sector organisations. By sharing resources, expertise and good practice, the consortia should make sure that voluntary and community sector groups are better placed to deliver their aims and complement each other’s work.· The most important factor in a child’s educational attainment is their parents. They play a critical role in supporting their children to get the most out of their education. Most successful schools work hard to involve parents and work in partnership with them but some parents find it hard to engage with teachers and schools. Black parents often feel that they face additional barriers, including teacher perceptions and stereotyping of Black boys and Black families. As a result, they feel disempowered and disengaged. Therefore, the report recommends a national framework of family-school partnerships. There should be stronger parent-teacher relationships, parent-centred learning workshops and the encouragement of more Black parents to become school governors, teaching assistants and teachers.· Schools should be the starting point for transforming achievement and aspirations. However, many people believe that the system is stacked against Black boys, through low teacher expectations, an exclusive curriculum and poor exclusion policies. This should be identified in inspections but often is not. Therefore, the report recommends that OfSTED, DCSF and field forces, such as school improvement partners, should strengthen existing systems to make sure that OfSTED effectively and consistently reports on schools’ delivery of their race equality duties and that field forces challenge and support schools in their delivery of those duties.· If these recommendations are to be taken seriously by Black communities, there must be evidence of buy-in at the top political level. Therefore, the report proposes that DCLG should appoint a taskforce, with a time-limited remit, to monitor and drive forward the delivery of these recommendations. It should report to a Minister for Race who will be a figurehead and make sure that the agenda stays a high priority.Action· By 2010, the report anticipates:· Strong well-resourced networks of positive Black male role models, nationally and locally to proactively engage and work with Black boys and young Black men.· Resources that showcase positive Black male role models, in the work and home environments.· Positive images, portrayals and stories about Black boys and young Black men in the media, nationally and locally, and a move away from negative stereotyping.· A best practice document for disseminating good practice in family-school partnerships, looking in particular at involving Black parents and families.· A national framework for family-school partnerships, with a particular focus on engaging and involving Black parents and families, implemented by most schools.· More Black boys and young Black men helped by third sector organisations.· Better funding for the Black voluntary and community sector.· Local consortia to share good practice.· A consistent approach to addressing race equality issues in OfSTED inspections.· Analysis of progress in achieving race equality of outcomes in OfSTED’s annual reports and the Commission for Equality and Human Rights (CEHR) assessing and monitoring OfSTED’s progress in reporting on race"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(9) "involving"
        [1]=>
        string(8) "engaging"
        [2]=>
        string(7) "parents"
        [3]=>
        string(9) "education"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Raising The Aspirations & Attainment of Black Boys & Young B

7 Sep 2007