Leadership

Families and Schools Together (FAST)

Families and Schools Together (FAST) is a parental engagement programme which aims to support parenting, enhance links between families, school and the community, and make a difference to children’s behaviour and learning. This report by the Education Endowment Foundation focused on pupils in Year 1 and measured the impact of FAST for the whole year group in terms of attainment and behavioural outcomes.

Groups of parents and their children (usually around 5–8 families in each group) attend eight weekly 2.5-hour group sessions after school, delivered by trained local partners. Families then continue to meet on a more informal basis for up to 22 months, a period known as FASTworks. Sessions are designed to encourage good home routines around mealtimes, bedtimes and homework with the intention that this will improve the behaviour of the attending pupils, freeing up the teacher to focus on learning to the benefit of the whole class.

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      string(400) "... study 2: The FAST programmeFAST programme Families and Schools Together (FAST) is an evidence-based parenting programme which was piloted bySave the in five primary schools in Ealing, Manchester, West Belfast, West Dunbartonshire and Caerphilly.The FAST programme has three aims:1. to help children succeed at school by improving ..."
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      string(4558) "engagement strategy must surely beat the top of their list of action.Case study 1: A whole school approachThe aim of the Manchester Transition project was to increase the capacity of nurseryand primary school staff in eight schools in Manchester to support parents, particularlyat the transition into foundation stage, and from foundation stage into year one.The project ran over two years. Nursery staff received 3½ days training and year onestaff received 2½ days training. All staff had access to coaching sessions, and they wereencouraged to share their learning with others in the school in staff meetings andmeetings with heads and governors.Parents with children at foundation stage were offered: a home visit or a one-on-oneinterview with staff; an opportunity to meet other staff and parents; booklets and otherday-to-day communications; a stay and play session; a parenting workshop and a focusgroup.Year One parents attended a class meeting to receive information about the project.They also received a pack of activities to use at home before the children arrived atschool, workshops on literacy and numeracy and a celebratory assembly.All participating schools said that new parental engagement practices emerged from theinitiative including homework projects, stay and play sessions and family learning events.These became embedded in the school.The impact of the programmes included:parents and teachers reported improvements in children’s phonological awareness,phonics, communication and language skills, self-esteemincreased dialogue and time spent between parents and childrenbuilding relationships between parents and schoolsincreased learning through play at homereaching a wide range of parentsFeatures common to the schools reporting the largest impact included:headteacher commitmentidentifying a member of staff member to be responsible for parental involvementand to make contact with disengaged familiestraining for the staff in schoolnetworking between schoolsformalisation of effective practice.Adpated from Best Practice in Parental Engagementnnnnnnnnnnhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/182508/DFE-RR156.pdfwww.teachingtimes.com n Vol 4.1Education Every Child Journal85Case study 2: The FAST programmeFAST programme Families and Schools Together (FAST) is an evidence-based parenting programme which was piloted bySave the in five primary schools in Ealing, Manchester, West Belfast, West Dunbartonshire and Caerphilly.The FAST programme has three aims:1. to help children succeed at school by improving their behaviour, supporting better home–school relationships, andimproving their educational achievement in reading, writing and maths2. to strengthen families by improving attachment between parents and their children, improving communication andbuilding parents’ confidence3. to strengthen communities by building trust between parents and reducing social isolation.The programme has three phases. During the first phase a multi-agency team delivers the programme and builds asupportive community around the school. The team includes FAST facilitators, parents with children at the school,members of staff from that school and community-based partners such as health and social workers, and other members ofthe community. The team then recruits families to participate voluntarily.The second phase includes an eight-week course designed to help build relationships between parents and their children,parents and the school, and parents and other parents. Each weekly session includes:a meal shared as a familycommunication games played between the familytime for parents to talk to other parentsa self-help peer-support session (without children present)one-to-one time between parent and childa fixed lottery, which each family wins once, in which they receive a hamper ofgoods to help them support their child’s learning at home, followed by aclosing game for the whole group.During the third phase parents meet every month for 22 months. Parents who have graduated from an eight-week FASTcourse plan and lead these meetings with support from the school. This ensures that relationships and networks developedduring the programme are sustained.Case studies adapted from Best Practice in Parental EngagementTim Linehan is editor of Every Child Journal.nnnnnnnnhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/182508/DFE-RR156.pdf"
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Special Needs

Engaging parents in education

11 Dec 2013

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      string(360) "... behaviour, better work at school, and happierfamilies – are dramatic. But could it hold the key to unlockingchildren from cycles of underachievement and poverty?Around 400 Families and Schools Together (FAST) groupsare due to be started in the UK in the next five years as Savethe Children starts the programme for ..."
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      string(5852) "Vol 2.1 n www.teachingtimes.comFamiliesEvery Child Journal36A scheme which puts parents at the centre of improving the outcomes for their children:Lynn McDonald and Gemma Bull report.Save theChildren – FAST!The idea is a simple one: eight weekly sessions whereparents and their children get together to share ameal, play games and have the chance to talk to otherfamilies. The parents are the ones in charge; theyrepeat instructions to their children up to 300 times. The results– in improved behaviour, better work at school, and happierfamilies – are dramatic. But could it hold the key to unlockingchildren from cycles of underachievement and poverty?Around 400 Families and Schools Together (FAST) groupsare due to be started in the UK in the next five years as Savethe Children starts the programme for three to five year-olds in the UK for the first time. It comes as the governmentannounces an independent review into early intervention,chaired by Labour MP Graham Allen, due to report in Januarynext year, that aims to look at best practice both here in theUK and abroad, and in the words of Iain Duncan Smith, Workand Pensions Secretary, will focus on ‘tackling the root causesof social problems rather than spending years afterwardsineffectively treating the symptoms’. Meanwhile, Clare Tickell,Chief Executive of Action for Children, is leading a review intothe Early Years Foundation Stage, which is also expected tolook at, among other things, early intervention and meetingthe needs of children and families from hard-to-reachcommunities.Save the Children believes schemes like FAST do just this.FAST first took off in the US in 1988 and was developed by DrLynn McDonald, Professor of Social Work, now at MiddlesexUniversity, London. But such has been its success that theindependent ex-National Academy of Parenting Practitionershas recommended it, as has the Children’s WorkforceDevelopment Council and The Centre for Excellence andOutcomes here in the UK.Photo of a FAST graduation night from the first ever FAST programme in Belfast, established by Save the Childrenwww.teachingtimes.com n Vol 2.1Families Every Child Journal37The revolutionary aspect of FAST is that it targetshard-to-reach parents by aiming to work directly withparents rather than just the children – giving the parentsthe power to head up their family, whilst building strongfamily relationships. Parent empowerment is a term that’soften bandied about, but to really empower parents isdifficult. Child-centred approaches have been the normfor professionals and what’s more, there is no sure-firesingle approach to parent empowerment because everyindividual, family and community is unique.Parents at the centreSo the FAST programme was formulated to overcomethis dilemma. It is a balance between core activities, suchas Special Play (15 minutes of one-to-one parent-childtime) and non-core activities, such as, how parents areencouraged to join the programme.But parents are put at the centre right from thebeginning. Teams, including local people from the localauthority, school, mental health, social care and healthpromotion team,s are trained up over two days to run eightweekly FAST sessions. But at least a quarter of this teammust be made up of local parents who have older childrenat the school where FAST will take place – otherwise theproject cannot go ahead.Having parents on the team is one of the mainreasons why any other parents decide to come and helpto distinguish FAST as different from other parentingprogrammes. FAST is open to any family who wants totake part, but groups have often been hosted in schools indeprived communities, where there can be high levels ofsocial exclusion and isolation, child abuse and neglect.Having local parents on the team means the programmeis trusted, and typically parents will lead on organising theface to face visits as they will already know some of the localparents, and their presence helps to separate FAST fromother initiatives, which are perceived as ‘top-down’.FAST’s training also consists of teaching the team ‘table-based coaching’ – so-called because families sit around theirfamily table and are coached by team members there. Thisis seen the lynchpin of the FAST model. It means FAST teammembers only give information to the parent taking part (byspeaking quietly) rather than focusing on the child.It is a radical idea – moving away from the child-centred methods of the past – and concentrates on helpingparents make decisions and instruct as well as praise theirchildren. It is an approach which has proved to strengthenthe parent’s role as head of the family – and its successhas been borne out by consistently low drop-out rates forFAST programmes across eleven countries and over 2,000schools.Through table-based coaching, parents are helped togive their children an instruction up to three hundred times– for example “Please can you go and collect a paper andpen” or “please will you go to the food table and get mesome dinner” – over the eight weeks. Research shows that300 is the number of times you have to do something thathas been proved to change behaviour.This approach creates a culture of respect for parentsand consistently means that FAST team members empowerparents as the head of their household. In another example,every week parents are coached to introduce themselvesand then their children to the FAST group – instead ofsitting there while the FAST team take over and giveinstructions from the front of the room like a school class.A FAST sessionSo how does a FAST"
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Special Needs

Save the Children – FAST!

20 Dec 2010

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      string(2618) "she felt able to askfor support and to detail issues she and her family were facing. Shetalked about wanting to remove herself from a particular group,who she felt were a negative influence in her life, and told us that,as a result of her involvement with this group, they had all beenarrested and charged. At the same time, Yolande’s father wasalso seriously injured, meaning significant involvement from thepolice and other agencies with her family. The team supportedher in managing all of this both practically and emotionally, evenas she went through the court process. The Dawes Unit also actedas a link between the family and the police and other services,ensuring that they were able to navigate complex processes. Wehave also mediated between Yolande, her brother (who is an ex-gang member) and her family who have seen real changes in theirrelationships.Yolande was encouraged to enrol at college and not to let theseevents derail her ambitions and also now in employment. Shehas done a lot of work on her peer relationships and the potentialimpact that these can have on her present and future, and she hasworked hard to develop new friendships that she regards as morepositive. As a result of the trusting relationship Yolande has builtwith her worker and others in the team, she has begun to open upand explore other issues that have impacted on her. We have seena very clear change in her perspective since we first engaged withher, with a significantly increased level of maturity.Tom Sackville is the Assistant Director of the Dawes Unitand West Midlands Catch22.The Catch22 Dawes Unit works with individuals, families,schools and communities, bringing together research, policyand practice to fill the gaps in our understanding of how toreduce the harm caused by gangs and gang-related crime.For more information, visit their website: www.catch-22.org.uk/DawesUnit.Research for The role of the family in facilitating gangmembership, criminality and exit was carried out by TaraYoung, Wendy Fitzgibbon and Daniel Silverstone at LondonMetropolitan University for Catch 22.References1. Hallsworth, S., and Young, T., (2004) ‘Getting Real About Gangs,’ Criminal Justice Matters 55: 68. ‘On road’ was seen as having fewer negative connotations.2. Aldridge, J., Shute, J., Ralphs, R., and Medina, J., (2009) ‘Blame the Parents? Challenges for Parent-Focused Programmes for Families of Gang-Involved Young People’,Children & Society. National Children’s Bureau and Blackwell Publishing Limited.www.catch-22.org.uk/DawesUnitwww.catch-22.org.uk/DawesUnit"
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Special Needs

Blood ties: exploring the relationship between gangs and families

11 Dec 2013

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      string(5573) "Bobby Seagull, secondary school teacher and maths media star‘Teaching online is problematic,’ said Seagull. ‘ We assume childrenhave access to devices and broadband but up to a million children in  the UK either don’t have access to a deviceor to broadband, or if they do, their broadband speed may not be fast enough tostream lessons live.’Bobby Seagull is one of a growing number of commentators who would liketo see the government do more to help children get access to the technologythey need to do their schoolwork. Increasingly children are set online tasks for homework and while somemanage to do these on a mobile phone or use school facilities at a homeworkclub, the move to online delivery of lessons during the pandemic has throwninto stark relief the discrepancies between the haves and have-nots. A survey  forthe University College London (UCL) Institute of Education estimated that twomillion – 20% of pupils in the UK – had done no schoolwork or managed less thanan hour a day while a report for the National Foundation forEducational Research (NFER) found that fewer than half (42%) had bothered toreturn their work, and pupils in the most disadvantaged schools were the leastlikely to be engaged with remote learning.Digital Learning magazine recently published two key articles. One focused on the legal challenges mounted by four families against the government claiming that there is unequal access to technology for education.The second looked atthe future of examinations and from comments made by experts in the field itwas clear that the UK is lagging behind other countries when it comes todigital exams, remote assessment and developing new forms of accreditation.Bridging the class divide in educationBobby Seagull is an ideal spokesperson to comment on the digital divide. Brought up on a council estate in East Ham, he went to the local comprehensive school. On Saturdays, he and his three brothers would go with their dad to the local library where he would encourage them to take down books and grade them. If they thought it was a 7 out of 10, he would encourage them to go looking on the shelves still they found one worth a higher score. ‘The trouble is that sometimes this led to a very theoretical approach to life,’ said Bobby. ‘When I wanted to learn how to play tennis, I probably would have done better to join a tennis club.’He and his brothers were all highfliers and Bobby went from a mainstream secondary school in East Ham to study A levels at Eton before a maths and economics degree at Royal Holloway. After a high-profile career in merchant banking and at PricewaterhouseCoopers. he turned his back on the corporate world to train as a teacher.A city trader, Bobby Seagull trained as a maths teacherHis appearance on University Challenge in 2017 brought him to the attention of a wider public and he has now become something of a maths media star. These days he is an author and podcaster but also teaches maths at Little Ilford School, a state school in East Ham and provides in-service training for teachers in the borough. He is well placed to know exactly how lockdown has affected teachers and students across Newham.Learners’ access to technology in lockdownLike all teachers, Bobby has had to adapt to changing circumstances. Inthe beginning Little Ilford, like many other schools, put together banks ofmaterials so that pupils could carry on with their schoolwork. They were usingPDFs online documents and resources from a learning platform.Some comments on social media suggest that teachers were not using technology prior to lockdown. Not true says Bobby: ‘Most teachers were already using technology. PowerPoint, websites, online quizzes and apps are used in class by many teachers to deliver lessons online.’ However, as the weeks went by and teachers moved on to deliver live lessons via Zoom or Microsoft Teams day after day it became clear that more training was needed.Ironically, Bobby famous for his lively delivery and his ability to hold an audience, has found online teaching draining because it is hard to read what is going on when the class is not in the same room as him. ‘I am very confident teaching students, monitoring engagement, taking the temperature in the room, making minute adjustments to pace and delivery. It is very different when you have 15 faces on the screen and in some cases perhaps 50 to 80 faces on the screen. 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