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Extended Schools - schools, families
communities working together
Julie Higson Extended Services Director of
Parental Support Family Learning
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Child at the heart
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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

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Who is at your table?
Work in pairs with someone you dont 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
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Why involve parents?Parents Practitioners Chil
dren
Work in pairs with someone on your table. One of
you needs to record your discussion. What reasons
have you identified?
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Dr. Joyce Epstein 6 types of involvement

1. Parenting- parenting skills- backgrounds-
   culture
2. Communicating- home school agreements- school
   reports- newsletters

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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
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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
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Coffee
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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

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Share Family Learning

• ICT Share

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Share aims

• Raising childrens achievement attainment
• Engaging with parents/carers to support their
  childrens 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

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Weighing up the odds?
Potential
Current
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Weighing up the odds?
Barriers
Benefits
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Lunch
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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 cant control children
Parents dont know what good looks like
Long term indiscipline
Parents dont enforce bed time
Stays up late
Overtired
Parents bad experiences at school
Parents dont value school
Parents dont think it matters
Parents dont 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 dont think it matters
Siblings do not see the value in learning
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Why arent parents involved?
Root cause analysis Parents are reluctant to
become involved in their childrens
learning Parents do not support their childrens
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
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Thinking Feeling
Saying Doing
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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.
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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
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Ten hints
Dont do it on your own! Gain support from
senior leaders. Enable others to become active
partners in the programme
Build it in dont 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
with thanks to Youth Sports Trust
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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
with thanks to Youth Sports Trust
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Feedback on the event
Even better if
What went well
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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
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Extended Schools - schools, families
communities working together
Julie Higson Extended Services Director of
Parental Support Family Learning