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Parental Engagement

Parental Engagement. Objectives for session. Colleagues will understand: why parental engagement is so important parent’s attitude to phonics how to get parents involved feedback from parents how to reach out to particular parents.

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Parental Engagement

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  1. Parental Engagement

  2. Objectives for session Colleagues will understand: why parental engagement is so important parent’s attitude to phonics how to get parents involved feedback from parents how to reach out to particular parents

  3. ‘Parental engagement has a large and positive impact on children’s learning.’ (Review of best practice in parental engagement, DfE 2010)

  4. Why parental engagement is important Children whose parents who are involved are: often more engaged in learning have a higher self-esteem more motivated more positive about their attitude towards school more likely to get better results

  5. Why parental engagement is important Parents who are involved in their childs’ education: have a better understanding of current educational policies have a better understanding of the curriculum feel more equipped to support at home have an understanding of the role of the teacher and the school setting

  6. Why parental engagement is important How educators benefit from parental engagement: establish a good communication and trust between all parties gain an understanding and knowledge of family culture and background better community support

  7. Parent’s attitudes towards phonics • Mixed • can be supportive (but teaching their children misconceptions) • can be sceptical • can feel embarrassed that they don’t understand it • want to know more about phonics • it is something their children do at school • are all knowledgeable (but not really)

  8. Ways to get parents engaged and onboard

  9. Workshops • Over a six week period (30 minute sessions) • Based on what the children are about to learn • Comfortable environment (if possible) • Hands-on • Videos of lessons or children learning • Resources, refreshments and creche provided • Led by SLE?

  10. Workshops • A one-off workshop delivered by the class teacher before each phase or beginning of each term (offering two different times) • based on what the children are about to learn • Hands-on • Videos of lessons or children learning • Resources, refreshment and creche provided

  11. Stay and Play sessions • First session of the day (6 times a year) • 30 minutes of parents playing phonics games with their children • Creche for siblings • Sneak in a short phonics session beforehand • Activities linked • Games to take home and be circulated

  12. Parent Portals • Phonemes being learnt that week • Key words • Recordings of the children saying the phonemes and how they segment and blend words correctly • Share children’s achievements • Offer ideas to support

  13. Phonics lessons • Parents visiting different classes to see a phonics lesson • Children to be phonics ambassadors • Free resources if attending

  14. Parent Questionnaires School context: • set in a large village • 189 pupil intake • a combination of single or mixed ages classes • a range of different families from professional to parents of disadvantaged learners

  15. Parent Feedback Key trends: • Majority of parents feel that their understanding of phonics is satisfactory or needs improving • Majority of parents would like to attend a one off phonics workshop (instead to a series of workshops) • The time of day is more important than a creche • Parents want free resources and a book list • After drop off was the most popular time • Most wanted a presentation and hands on workshop • Most parents would like to be part of phonics lesson with their child

  16. Parent Feedback Parents phonics knowledge • Ability to sound out phonemes – some of them • Understanding of phonics phases – some idea • Games to support at home – some idea • Confident to support with phonetically decodable books – not always • Understand the Phonics screener – not sure

  17. Parents who are difficult to engage There may be a range of reasons that parents don’t want to or can’t engage with school. • Own negative experience of school • Are not part of the parents community outside of school • Logistics • Work schedule • Feel that the school is their child’s only educator • Home life • Unmotivated • Mental Health

  18. Small changes: • Ensure that staff feel confident in engaging parents • Neutral locations for workshops such as community centre • Communicate regularly 1:1 • Offer (where possible) opportunities to work in a small group environment with a teaching assistant

  19. Getting parents engaged Ideas from SLEs

  20. Tips and hints • Make events such as phonics workshops compulsory • provide 2 dates for parents to sign up to and keep a record of it • Regular face to face contact especially less engaged parents • Provide online links e.g. Mr Thorne does phonics

  21. Tips and hints Next steps stickers in reading records Reading/teaching assistant to read with their child and model effective strategies to the parent Questions in front of reading records Opportunities for parents to see teaching in action and then discuss what they have seen and how they can support

  22. Tips and hints Whole school Phonics afternoon Offer a £5 voucher linked to a supermarket Term open morning Social media

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