Leadership

Involving Parents – Communication Between Schools And Parents Of School-Aged Children

This Estyn report is a short study which reviews how effectively schools communicate and engage with parents of school-aged children and explore parents’ views of the approaches taken by schools.

It is generally recognised that parents who have the confidence to support their children’s learning have a significant impact on pupils’ achievement. Research, suggests that their involvement can have more influence over a child’s education than the quality of the school that they attend.

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      string(5920) "not understand.Without labouring the point, their experiences were a world apart from the majority of parents and their lack of ability to engage inevitably had an impact on their daughter’s education. This “neglect by omission” went beyond the educational experiences and affected social and emotional aspects as well. Katie’s mother is very nervous in groups and had been on the receiving end of unpleasant comments and bullying by strangers and this made her reluctant to take the children anywhere other than to family, so Katie missed out on trips to the park and such like. Her mother did not know how to take an interest in Katie or how to show affection to her, with the resultant poor attachment having consequences. Katie’s memory is that “I had to bring myself up.”“Parents need…”Over a period of several years my involvement took me from friend to advocate and much of my support was focussed on helping Katie’s secondary school understand how vital their being “loco parentis” was, when parents had learning difficulties. I began researching the subject of parents with special needs and their children’s experiences and the support service of “Parents need…” was established this year, offering tailored training to schools and children’s services, policy reviews and advice.There are issues for policy making in education, local authorities and children’s services and there are others that schools can address themselves, as part of any on-going work on parental engagement, raising achievement and student support.I am suggesting that a first step should be for schools to have an honest discussion amongst themselves about what stops them talking about the issue. Schools are kind and inclusive establishments, not deliberately neglectful, but I have observed reluctance, almost embarrassment, to talk about the parents’ own special needs with them. We have to find a language to use, which may differ from school to school, according to who is responsible, that enables us to acknowledge that a learning disability is an important part of who a parent is, but without defining them by it. Nursery and reception teachers have a more personal relationship with parents, often having one-to-one conversations and visiting homes, so are ideally placed for asking whether the parent will need any support in understanding what is sent home or accessed through the computer and in responding to it. They will also be able to establish whether the child is being nurtured appropriately, which may link to support through nurture groups at school.As the child gets older they will need to have conversations with school staff about their understanding of their parents’ learning difficulties and staff will need to be equipped to answer questions. I found the support of a local special school to be invaluable in helping Katie understand her parents’ and her brother’s learning disabilities.If, as a result of this, accurate records can be kept, to be passed on to junior and secondary schools, the child will benefit greatly from the consistency of support and understanding. A key worker would inevitablybe the best idea. .The information obtained would provide important guidance for when a school reviews its communications systems, knowing at least which parents cannot read or write and would also potentially improve communications with parents, who do not have special needs, but for whom English is a second language.As part of my research I interviewed a health visitor, looking to find an information trail from school to adult life about special needs, but was told that she is generally not given details of learning difficulties when she visits a newly-pregnant woman. She says that if she feels this may be the case, and the person is young, she will ask her what school she attended and, if it is a special school, she can have conversations around that. But this is one person’s way of working and is not national policy.My other main recommendation to schools is to develop and support an advocate’s role, from within the family or the community. This does not have to be one person, but can be shared and as a result someone may attend a parental consultation with the parents with special needs and another person may read a school letter to them, another may invite the parent to join them for a coffee or ask the child to play.The Bigger Picture What we do know from the limited research is that parents with a learning disability are often affected by poverty, social isolation, stress, mental health problems, low literacy and communication difficulties. 57% of parents with special needs have difficulty in three or more areas of the following: basic care, ensuring safety, emotional warmth, stimulation, guidance and boundaries and stability. (Cleaver and Nicholson 2007) (10) Children of parents with special needs are the most likely group to be taken into care.If we keep the above in mind when we think about progress, achievement and enjoyment of school we can see the massive impact parental learning needs can have on their children’s outcomes in school and in life.There may only be one child in our school that has parents with learning difficulties, invisible and vulnerable, but that child must be “seen”. There are many children with special needs in our schools and they are the parents with special needs of the future.Linda Gough is founder of Parents Need, an organisation which supports parents with SEN/Learning Disabilities.Information NotesI have used ‘learning-disabled"
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Family

Invisible and Vulnerable: Learning-disabled Parents and their Children

16 Oct 2017

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      string(5735) "England is facing a serious literacy crisis. Last year, one child in three left primary school unable to read and write to the level expected for their age; rising to one child in two from disadvantaged backgrounds. Young people in England aged 16 to 24 have among the lowest literacy levels internationally and, what’s more, 5.1 million adults in England don’t have the reading and writing skills expected of an 11-year-old. Not being able to read and write well can hold someone back at every stage of their life: as a child they won’t be able to do well at school, as a young adult they will be locked out of the job market, and on becoming a parent they won’t be able to support their child’s learning. England’s literacy gap undermines the country’s economic competitiveness and sustainability. KPMG estimates that failure to master basic literacy skills costs the taxpayer £2.5 billion every year, and the CBI reports that almost a quarter of UK businesses have to provide remedial literacy training to school and college leavers who they employ because they don’t have the reading and writing skills they need to be effective at their job. Low literacy levels also create barriers to social mobility. The attainment gap between pupils from low income families and their wealthier peers is unacceptably wide. Children in the most disadvantaged communities are half as likely to attend an outstanding school and children from the most deprived areas start primary school 19 months behind their more affluent peers.  Research shows that parental involvement during a child’s earliest years is the single biggest influence on their development. However, parents of children in the poorest communities often don’t have the literacy skills needed to support their child’s learning; indeed, 35% of adults in the UK’s most disadvantaged wards lack the literacy skills expected of an 11-year-old. If this intergenerational cycle isn’t broken, we risk cutting the futures of our next generation of children short before they’ve even started.For the past 20 years, the government has looked to address England’s widening literacy gap through national strategies, but these strategies have failed to raise literacy levels in the most deprived areas of the country. So how do we reach the children and families who are most in need of support? The answer – one community at a time. The National Literacy Trust has worked with data experts Experian to identify the areas in England which are most at risk of literacy problems. Our analysis found that England’s literacy crisis is intensely local and deeply entrenched, highlighting that we must now move away from national strategies to more targeted, local solutions. By bringing together Experian’s expertise around data analysis with the National Literacy Trust’s knowledge of the social and economic characteristics most associated with low literacy, we created a new measure of literacy vulnerability for every electoral ward and parliamentary constituency in England. Our literacy vulnerability score combines metrics from the 2011 Census and Experian’s socio-demographic classification system, Mosaic, which are most closely associated with literacy need; including levels of education, unemployment and income. We were then able to rank every parliamentary constituency in England according to their vulnerability to literacy problems and identify the areas in greatest need of support. We found that 86% of constituencies in England have at least one ward with serious literacy problems, showing that England’s literacy crisis is far more localised and entrenched than previously thought. Our analysis shows that low literacy is not limited to regions with blanket levels of low income, high unemployment and social deprivation, but is something that is present in almost every community in the country.  We also found that the constituency most at risk of serious literacy issues is Middlesbrough, followed by Barking, Hackney South and Shoreditch, Liverpool (Walton) and Sheffield (Brightside and Hillsborough) Inner cities and their surrounding areas dominate the list of locations with a need for the greatest literacy support, with all 50 places suffering the greatest challenges coming from cities, towns or districts surrounding urban areas. This local pattern of need requires a radically local solution that addresses the specific literacy needs of each community and draws on its strengths. By identifying the areas with the most acute literacy problems, we hope to be able to help schools, MPs, local authorities, commissioners and community organisations pinpoint where the greatest level of support is required. The National Literacy Trust has a strong track record of helping local communities tackle their unique literacy challenges. We have developed a robust model of National Literacy Trust Hubs which help to raise literacy levels in some of the most deprived areas of the UK, where literacy problems are entrenched, intergenerational and seriously impacting on people’s lives. We currently run Hubs in Middlesbrough, Bradford, Peterborough, Manchester and Stoke-on-Trent. We identify each community’s specific literacy need by going beyond attainment data. Our analysis with Experian allows us to understand the sociodemographic makeup and behaviours of local communities and target tailored support where it’s needed most.We know that local solutions work. In our Hub areas, we bring together resources from community,"
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Reading

Breaking the Generational Cycle of Low Literacy

16 Oct 2017

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      string(5960) "improve their parenting skills.Parental engagement with their child’s learningincluding working with parents in a school context,supporting them and building their engagement withtheir child’s learning.School attendance and exclusions to identify, withparents, reasons for their children’s non-attendance,and to work with parents and others to achieve regularattendance and reduce exclusionA PSW tells of one girl who was regularly missing schoolon Fridays and sometimes on Thursdays. “When the wemet with her mother we found that she was in debt, andby the end of the week she had run out of money to driveher daughter to school. She lived in a rural area wherethere was no bus route. So we helped her with her financialmanagement – for example, she wasn’t claiming for freeschool meals – and put her in touch with the CAB becauseshe wasn’t claiming all her benefits. “The previous system hadn’t caught her becauseattendance hadn’t dropped below the threshold that wouldhave triggered educational welfare service. But the schoolpicked up the regular patterns of non-attendance so thePSW was able to intervene and support.As in many cases underlying the presenting issue ofattendance were a range of issues that could be resolvedbefore the problem escalated.Working with schoolsAnother crucial role of Staffordshire’s parent support workersis to identify the most effective ways of delivering earlyintervention and preventative support to parents and pupilsfrom within schools, and how the school can help to deliverthis. The gathering of case studies and evidence-basedoutcomes provides effective tools for use both nationallyand locally to inform good practice.nnnnnnVol 2.5 n www.teachingtimes.comEducationEvery Child Journal30Strategies & Synergy with StakeholdersThere are a range of guidelines about working withparents and schoolsNational Service Framework“Parents or carers are enabled to receive theinformation, services and support which will help themto care for their children and equip them with the skillsthey need to ensure that their children have optimumlife chances and are healthy and safe.” Standard 2,National Service framework, Department of Health.Respect Action Plan (2006)Demonstrates that parents play a critical role inassisting the development of a child’s values andbehaviour and calls for an improvement in parentingprovision nationally, through Children’s Centres,Extended schools and measures to improve theworkforce capacity.Parenting and Family Support StrategyThe vision outlined in the strategy:“Universal information and education for parentsshould enable parents and carers to make informeddecisions about the care of their children. There will bea need to promote strong links between schools andparents to promote and foster school and communitysupport for pupils and parents and give them accessto and involvement in school based programmes forsocial and emotional well being.Implementation and induction programmeAll Staffordshire’s parent support workers attend a 7 dayinduction programme comprising of 5 generic modulesutilising CWDC materials plus Parent Support Worker rolespecific modules, Level 1 Child Protection Training, CAFAwareness Training, Artemis Induction Programme, PersonalSafety and Lone Working Training, Level 2 Child ProtectionTraining. In addition there is a Level 3 Diploma in SWiS(Support work in schools) which was been funded andfacilitated by the schools workforce development team.To ensure protocols for safeguarding were embeddedinto policy and practice, the integrated work with theEducation Welfare Service is delivered with seamless supportfrom universal to tier 3 interventions. The provision ofprofessional support from the EWS ensures that the ParentSupport Worker’s are supported and Child Protectionprocedures are implemented.OutcomesHistorically, the parent support worker project adds valueto Staffordshire’s desired outcomes for children and familieslinked into the Children’s Trust work streams, particularly theparenting strategy, family support and children’s workforcedevelopment, in particular;improved attendance rates and reduction in latenessimproved engagement of parents and carers with schools(including fathers new arrivals)increased multi agency family support workincreased supported learning at homeimprovement in settling into school routines andexpectations by new year groupsThe premise that parent support workers are on the firstlevel of support both for families and to schools fits withStaffordshire’s service delivery model. Their focus on earlyintervention, prevention and support is a crucial one andby linking the professional case management through theEducation Welfare Service enabled a more ‘joined up’ responseacross the services. As a service they have consistently seenfamilies crying out for help very early on, knowing full wellthat their crisis will not meet the thresholds of Social Care. Theparent support workers therefore play an intrinsic supportrole for families and schools and underpin the function theEducation Welfare Officer takes up with hard-to-reach families.Impact analysis was embedded into the development ofthese new roles from the outset. Through reflective working,outcomes are continually monitored and reviewed in order tomake sure the role of the PSW is fit for purpose within FamiliesFirst. 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Special Needs

ecj2.5_p28-33_Education-dealing with disengaged parents

14 Dec 2011

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      string(5003) "repeated	incidents.	What	these	are	should	be	clearly	stated	in	the	school’s	behaviour/	anti-bullying	policy.	Pupilsand	parents	should	be	clear	about	the	hierarchy	of 	sanctions	and	what	to	expect	if 	the	bullying	behaviour	doesn’t	stop.	It	is	important	that	actions	taken	arecommunicated	clearly	to	both	pupils	and	parents.In	some	cases	it	might	be	appropriate	to	seek	further	advice	from	external agencies	and	support	services	such	as	the	educational	psychologist,	social	care	and	thehealth	service.	http://www.teachingtimes.comThis month’s Child FileResources and websites:Beatbullying:  www.beatbullying.orgR Time: www.rtime.infoKidscape: www.kidscape.org.ukCircle time: www.circle-time.co.ukCircles of  friends: www.inclusive-solutions.comBefriending: www.childline.org.ukPeer mediation: http://www.peermediationnetwork.org.uk/Children’s legal centre: www.childrenslegalcentre.comNSPCC: www.nspcc.org.ukAnti-bullying alliance:  www.anti-bullyingalliance.org.uk/BFZ: www.bullyfreezone.co.ukCybermentors: http://cybermentors.org.ukhttp://www.teachingtimes.comhttp://www.beatbullying.orghttp://www.rtime.infohttp://www.kidscape.org.ukhttp://www.circle-time.co.ukhttp://www.inclusive-solutions.comhttp://www.childline.org.ukhttp://www.nspcc.org.ukhttp://www.anti-bullyingalliance.org.uk/http://cybermentors.org.ukThe Teaching TimesNew on the ProfessionalLearning CommunitySchool Leadership Today is part of an extended online Professional Learning Community providingarticles and pedagogic strategies from our best practice library, to develop the knowledge and skillsnecessary for the continued professional development of all school staff.For further information, or to subscribe to the Professional Learning Community, please contact Imaginative Minds, 309 Scott House, Gibb Street, Birmingham B9 4AATel: 0121 224 7578     Fax: 0121 224 7598 Email: enquiries@imaginativeminds.co.uk    www.teachingtimes.comArticles recently published on the ProfessionalLearning Community:Creative Teaching and LearningThe power of questionsAsking the right type of questions unlocks the door to a deeperlevel of thinking.The 100 word challengeInspiring young creative writers to flourish in a safe onlineenvironment.Cross Curriculum Project Plan: Contemporary SlaveryUnearthing a modern day evil to develop global awareness in thiscomprehensive project plan.Every Child JournalOperation safer schoolsInvestigating the impact of increased police involvement in day-to-day school life.A city-wide visionOne school’s efforts to break out of special measures prompted acity-wide restorative practice revolution.New Kids on the blockExamining the psychological minefield of early years’ groups andthe risk of parental ‘group-phobia’.Every Child UpdateParental engagement – what works!An overview of the recent DfE report on interventions that aim tosupport and improve parental engagement in education.Don’t let children with Autism lose out!Guidance on improving the levels of support offered to childrenwith autism and their parents.Fitter or fatter? Schools falling behind in PE and sportA look at the major research prompting concerns over youngpeoples’ fitness levels.Professional Development TodayProfessionals take control! – A series of articles dedicated tocoaching and mentoring to help teachers take greater controlof their professional development.How to…embed coaching and mentoring into the everyday lifeof schoolHow to…use tools and resources to build skills and capacityCoaching options for changee-Learning UpdateHow secure is your school’s data?With tough new penalties in place for breaching data protection laws,ensure your school is compliant with the aid of the latest technologies.Coping with an emergencyInvestigating the best methods of alerting parents to an emergencyat school.The use of social media by teachersGetting to grips with the advantages of social media whilst raisingawareness of its potential risks.Learning SpacesSustainable cities, sustainable minds, sustainable schoolsSchools take the lead on urban renewal by evolving into pop-up farms!Good design can survive in a cold climateThe death of BSF does not mean that good design has to cost more,plus its societal value is priceless.The fire next timeGuidance on producing an efficient, tailored-to-suit-all evacuation plan.Leadership BriefingsSummaries of the following reports keeping you up-to-datewith the latest educational developments:Children’s Care Monitor 2011What Kids Are Reading 2012Choice cuts: How choice has declined in higher education■■■■■■Button 26: Page 1: OffPage 2: Page 3: Page 4: Page 5: Page 6: Page 7: Page 8: Page 9: Page 10: Button 27: Page 1: OffPage 2: Page 3: Page 4: Page 5: Page 6: Page 7: Page 8: Page 9: Page 10: Button 29: Page 1: OffPage 2: Page 3: Page 4: Page 5: Page 6: Page 7: Page 8: Page 9: Page 10:"
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Special Needs

Child Files Focus on bullying

15 Mar 2012

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