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Working with Parents to Impact on Students Learning

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Title: Working with Parents to Impact on Students Learning


1
King Edward VI School
Bury St Edmunds
  • Working with Parents to Impact on Students
    Learning

Geoff Barton Headteacher, King Edward VI
School PowerPoint available from
www.geoffbarton.co.uk
www.king-ed.suffolk.sch.uk
2
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3
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4
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5
  • About us

King Edward VI School
Bury St Edmunds
  • 13-18 upper school
  • Mixed town / rural catchment
  • 61 5A-C (with English Maths)
  • Sports College focus on participation, health,
    leadership development
  • Training School focus on micro-skills of
    teaching, leadership development, workforce
    remodelling
  • 3-session day and Active Citizenship.

6
  • Some starting-points

King Edward VI School
Bury St Edmunds
  • Parents will have far more influence over their
    childrens development than we ever will
  • No parent wants to see their child fail
  • Some parents are unsure how to support their
    child, especially after Year 7
  • Many problems in school are a result of parents
    and school giving out mixed messages
  • Some success is better than no success.

7
1 Parents Evenings
  • Less Stalinist
  • Always involve student
  • Always refreshments team
  • Always 2 key messages
  • Always evaluated and published.

8
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9
2Target-setting/Review days
  • 1 day of review and targets per year
  • Customised timings from tutor
  • Data-rich
  • Embrace learning in its widest sense (eg
    out-of-hours, leadership)
  • Models good practice pre- and post-interview
    tasks.

10
3 Parent Network
  • Interventionist pastoral team
  • Parents being invited into school is one of our
    main approaches
  • Frequent contact through letters and calls
  • Target our most elusive parents
  • Sessions on Coping with adolescence, Family
    Quiz, Supporting your childs learning.

11
4 Parent Learning
  • Coordinated approach to engaging parents across
    27 partner schools
  • Funded through Extended Schools
  • Map out ways that parents can support their
    children - make good practice explicit
  • Share via booklet (8000 per year)
  • and website.

12
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13
5 What if
data could tell us to the nearest 6 houses
which children are most at risk of
under-achievement and exclusion? we could plan
systematic interventions through primary, middle
and upper school? we could engage parents
through ICT and face-to-face support? we could
find sensitive ways of modelling good parenting
practice in homework support, literacy, eating,
etc?
14
ACORN What is it?
  • Geodemographic tool
  • Central to business intelligence
  • Used at population and individual level.

15
ACORN Categories
  • Wealthy Achievers
  • Wealthy Executives
  • Affluent Greys
  • Flourishing Families
  • Urban Prosperity
  • Prosperous Professionals
  • Educated Urbanites
  • Aspiring Singles
  • Comfortably off
  • Starting Out
  • Secure families
  • Settled Suburbia
  • Prudent Pensioners
  • Moderate Means
  • Asian Communities
  • Post Industrial Families
  • Blue Collar Roots
  • Hard Pressed
  • Struggling Families
  • Burdened Singles
  • High Rise Hardship
  • Inner City Adversity

16
NEXT STEPS
  • Sharing knowledge across the cluster
  • Intervening at earlier stage
  • Showing continuity across transitions
  • Investigating funding for getting target parents
    actively involved
  • Wanting to develop a research project
  • Wanting to break the link between wealth and
    achievement.

17
King Edward VI School
Bury St Edmunds
  • Working with Parents to Impact on Students
    Learning

www.geoffbarton.co.uk
www.king-ed.suffolk.sch.uk
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