Extended Schools - schools, families & communities working together

1. Extended Schools - schools, families & communities working together Julie HigsonExtended Services Director of Parental Support & Family Learning extended.schools@continyou.org.uk www.continyou.org.uk

2. extended.schools@continyou.org.uk www.continyou.org.uk

3. Child at the heart… extended.schools@continyou.org.uk www.continyou.org.uk

4. Today… • To determine why we need to involve parents • To investigate different types of parental involvement • To identify potential strategies to engage parents in each type of involvement • To be clear about the purpose & intended outcome of each strategy • To gain support from colleagues • To begin research into different successful programmes extended.schools@continyou.org.uk www.continyou.org.uk

5. Who is at your table? • Work in pairs with someone you don’t know and share the following information: • Who are you? What is your role? What has been your most pleasing success story to date in engaging parents? • Introduce your partner to the whole group extended.schools@continyou.org.uk www.continyou.org.uk

6. Why involve parents?Parents Practitioners Children Work in pairs with someone on your table. One of you needs to record your discussion. What reasons have you identified? extended.schools@continyou.org.uk www.continyou.org.uk

7. Dr. Joyce Epstein –6 types of involvement • Parenting:- parenting skills- backgrounds- culture • Communicating:- home school agreements- school reports- newsletters extended.schools@continyou.org.uk www.continyou.org.uk

8. Dr. Joyce Epstein –6 types of involvement 3. Volunteering:- hearing readers- classroom support- skills- translation- office/admin- fairs/fundraising/social- mentoring 4. Learning at home:- curriculum links at home but not homework- homework- male/female role models- family literacy/numeracy extended.schools@continyou.org.uk www.continyou.org.uk

9. Dr. Joyce Epstein –6 types of involvement 5. Decision making:- governance- school councils- committees 6. Collaborating with the community:- co-ordinating services with family needs extended.schools@continyou.org.uk www.continyou.org.uk

10. Coffee extended.schools@continyou.org.uk www.continyou.org.uk

11. Children & YP Outcome Framework • “Living in a society which respects their rights” • Being Healthy • Enjoying, Learning and Achieving • Living in Safety and with Stability • Experiencing Economic and Environmental Well Being • Contributing Positively to Community and Society extended.schools@continyou.org.uk www.continyou.org.uk

12. Share… Family Learning ICT & Share extended.schools@continyou.org.uk www.continyou.org.uk

13. Share aims • Raising children’s achievement & attainment • Engaging with parents/carers to support their children’s learning & development • Parents/carers who will reflect on their own learning needs • A catalyst to help schools/settings manage the involvement of parents/carers in the life of their settings extended.schools@continyou.org.uk www.continyou.org.uk

14. Weighing up the odds? Current Potential extended.schools@continyou.org.uk www.continyou.org.uk

15. Weighing up the odds? Benefits Barriers extended.schools@continyou.org.uk www.continyou.org.uk

16. Lunch extended.schools@continyou.org.uk www.continyou.org.uk

17. 5 Whys (Root Cause Analysis) : Root cause analysis can be undertaken to further establish the high priority blockers and enablers of success – in this case a child frequently arriving at school too tired to learn Why? Why? Why? Why? Poor parenting skills Poor parenting by own parents Parents can’t control children Parents don’t know what good looks like Long term indiscipline Parents don’t enforce bed time Overtired Stays up late Parents’ bad experiences at school Parents don’t value school Parents don’t think it matters Parents don’t understand impact on child Parents low skilled - no benefit from learning Siblings stay up late Pupils do not see the value in learning Lack of role models Pupils do not see the benefits Pupils do not think it matters Peers do not see the value in learning Do not experience success – poor skills Siblings do not think it matters Their parents don’t think it matters Siblings do not see the value in learning extended.schools@continyou.org.uk www.continyou.org.uk

18. Why aren’t parents involved? Root cause analysis: Parents are reluctant to become involved in their children’s learning Parents do not support their children’s learning Parents do not become involved in the life of the school Continue to ask ‘Why’ for approx 5 levels to reach some of the key ‘root causes’. Be bold and honest (many of you are parents) Feedback the key root causes by table/group extended.schools@continyou.org.uk www.continyou.org.uk

19. extended.schools@continyou.org.uk www.continyou.org.uk

20. What can we do now? Potential solutions to the challenges Write your ideas for things you could do & that would make a difference on Post-Its We will record all potential solutions & share them. extended.schools@continyou.org.uk www.continyou.org.uk

21. What needs to change? We think we know some of the causes … So what are you [or whoever] going to do and by when? What Who When Write your own action plan to include what you are going to do, with whom and by when Share with others on your table and see if anyone else has good ideas extended.schools@continyou.org.uk www.continyou.org.uk

22. Don’t do it on your own! Gain support from senior leaders. Enable others to become active partners in the programme Ten hints Build it in don’t bolt it on! Link your objectives to other plans i.e. SDP, school, partnerships/cluster development plans Make sure there is something for everyone! Provide a quality programme that is accessible to, and provides opportunities for ALL (including staff and governors) Know why you are providing it! Be sure about what you are trying to achieve and that this is in the best interests of the young person, the school and the community Talk to others! Consultation needs to be ongoing and widespread, students, staff and community all need to have a say extended.schools@continyou.org.uk www.continyou.org.uk … with thanks to Youth Sports Trust

23. Ten hints Value the staff! Make sure staff are appropriately recruited, rewarded, and supported Actively involve young people! - with planning and reviewing, helping out in delivering, writing articles for newsletters etc. Find ways of giving them ownership Shout it from the tree tops! Make sure the wider community is aware of the success of your whole programme, via newsletters, posters, media coverage etc Ensure you know you are making a difference! Evaluate your outcomes in terms of individuals and the whole school and monitor the quality of delivery Celebrate success! Recognise and reward contributions made by pupils, staff and other leaders extended.schools@continyou.org.uk www.continyou.org.uk … with thanks to Youth Sports Trust

24. Feedback on the event What went well Even better if extended.schools@continyou.org.uk www.continyou.org.uk

25. Here is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment and think of it. Stories of Winnie-The-Pooh, AA Milne 1989 With thanks to extended.schools@continyou.org.uk www.continyou.org.uk

26. Extended Schools - schools, families & communities working together Julie HigsonExtended Services Director of Parental Support & Family Learning extended.schools@continyou.org.uk www.continyou.org.uk