Children who succeed do so because they grow in understanding both at school and at home and are able to build a learning bridge between them. (How can parents help their children’s learning?)
The boxes on these pages contain snapshots from schools.
Two partnership officers are based in the school’s community offices. They run well-attended workshops for new parents. They also visit homes to support parents and carers. This year, staff held a family learning week in October for parents of children from P7 to S2. It focused on the numeracy and literacy skills of both parents and children. Partnership officers also meet weekly with guidance staff. They discuss short-term targets in individualised educational programmes with learning support staff and parents. |
Regular newsletters let parents and carers know the interests of children in the nursery and how they could help their children learn at home. |
The school produces leaflets to help parents engage with their children’s learning. These cover health education, reading and writing, support for learning, national assessments and homework. The homework leaflet details the amount, type and frequency of homework at the various stages. Each class teacher sends home a letter indicating the type of homework being given. Parents are encouraged to ask their children about homework tasks and to establish a routine time and place to complete it. They sign homework jotters and comment where necessary. At parents’ evenings, teachers share targets for learning and for personal and social development. |
Key features
Dimension 6: Works together with parents to improve learning
Many schools are good at involving parents in school activities. Many parents provide invaluable support for the school. Helping parents to contribute to their children’s learning, and involving harder-to-reach parents, are greater challenges.
Home-school visits are helping to break down barriers, particularly where parents have a medical, physical or communication difficulty. Parents now feel part of the school family. (special school)
We engage closely in a supportive and non-threatening way with a small number of disengaged parents. We try to be positive and appreciative and build their self-esteem. (depute headteacher)
Open door — staff need to be available for informal chats with parents at the beginning and end of the day, offering help if difficulties arise. (nursery teacher)
The library is managed and operated by parental volunteers. Parents plan and deliver storytelling sessions and support pupils in independent study and research. They organise book fairs and carry out research into popular fictional texts. They find non-fiction texts to support social subject and science project work and advise pupils accordingly. Parents have held workshops for other parents to promote storytelling skills and raise awareness of key ideas in early literacy. Parental volunteers have also developed materials to support library skills. |
One residential special school9 provided additional learning experiences on three nights per week to allow students to pursue practical craft activities and gardening. Pupils attended these classes enthusiastically. This enhanced the school’s daytime curriculum, increased opportunities for accreditation and also developed specific interests and strengths in some pupils. |
Parents should feel able to speak to the school about their concerns. (education liaison officer)
Good communication is the key. I let them know what is happening. (class teacher)
Developing parents’ support for their children’s learning
Developing parents’ support for their children’s learning; sharing information.
A school is good to the extent that… |
A school is excellent to the extent that… |
Staff invite parents to events in school and ask them for information on their children’s care and welfare needs at transition stages. Parents receive a settling-in report and can contact the school to make an appointment to discuss their children’s attainment, achievement and progress. They listen to parents’ views about their children’s learning and progress. |
Staff take active steps to encourage parents to engage with the school and, in particular, to reach out to those who may need help to overcome barriers of various kinds. They discuss a range of issues with parents, for example, arrangements for learning, individual aspirations and expectations, learning targets and approaches to learning. Staff maintain particularly close contact during settling—in and vulnerable periods. |
Where necessary, staff from the school or partner agencies engage in a less formal way with parents, holding workshops, delivering handbooks and visiting homes. Staff make themselves available, where this is possible, at other times beyond planned parents’ evenings. Regular newsletters detail school and community events, classwork, teaching approaches, learning activities and curriculum developments, and celebrate successes. |
Workshops and resource packs illustrate work in curriculum areas and teaching approaches. Staff encourage parents to take active roles in contributing to their children’s learning and to discuss approaches to learning and teaching. As far as possible, staff meet parents at times which are most convenient for parents. |
Parents receive regular and up-to-date information on aspects of their children’s attainment, achievement and pastoral needs, the progress they are making, and their strengths and next steps. A school handbook provides information on all the school’s policies and procedures. |
Staff help parents to understand assessment procedures. Parents have easy access to their children’s current levels of performance. They understand options and progression routes and staff check that their aspirations are being met. |
The children know the school and parents are working together. We can turn a child round because they know their parents trust and support the school. (headteacher) |
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A school is good to the extent that… |
A school is excellent to the extent that… |
It provides information to parents about their role in helping their children to learn. |
As a result of strong partnership with the school, and, in particular, the quality of support and information they receive, most parents help their children to engage with learning, sustain their attention and develop their confidence. |
Most parents feel included and involved in the school, and are confident that they could approach it if they had any problems. Staff make efforts to tackle disaffection. |
Staff establish a culture of inclusion, acceptance and positive discipline. They particularly reach out to enable disaffected young people and their families enabling them to experience success and acceptance. They maintain a particular focus on learners for whom there is little consistent support at home. |
In residential learning environments, key workers show interest in what young people have been doing during the school day. |
In residential learning environments, key workers are knowledgeable about young people’s learning needs and are committed to supporting them in the residence and in the classroom as appropriate. |
Like an extended family. From the minute they walk in we’re all on the same side. (depute headteacher) |
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Active involvement of parents in school activities
Parents’ contribution to school activities; support for parents whose children have individual needs; support for parents in the development of their own skills and knowledge.
A school is good to the extent that… |
A school is excellent to the extent that… |
It invites parents into the school to attend social activities, school shows and prize giving. |
Parents participate in debates and discussions about education, and use their skills to contribute to school improvements. Parent representatives are involved in school development groups, working parties and committees. They also represent the school’s views in wider educational debates. |
Parents work with staff and pupils to raise funds for the school. A wide range of parents is involved in social and educational activities, in supporting trips and activities and in assisting the school in sharing its achievements at special events and concerts. |
It takes active steps to involve adult helpers in contributing to the life of the school. Some parents help the school promote effective partnerships with other parents and with employers. For example, they provide career/vocational role models for young people. Parents talk about their work, culture or lifestyle as part of the curriculum, and contribute to careers guidance. |
It offers some support to parents in developing their own skills and knowledge, particularly in relation to parenting and supporting their children’s learning. Staff find out what parents want to know and co-ordinate information, events, classes and support groups for parents. The school enables groups of parents who have particular needs to support each other and their children. |
It brings together parents with specific needs and interests, working with partner agencies. They form support groups and forums which benefit both parents and their children, focusing on education as well as common interests. |
Our parents are really involved — if we’ve got stuff on out of school they’re always invited. (pupil) |
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Collaboration and representation
Awareness of parents’ views; involvement of parents in implementing the school’s plans for improvement.
A school is good to the extent that… |
A school is excellent to the extent that… |
It consults parents on key issues relating to school life and provision. |
What parents think is important for the school and for their own children has a significant influence on the school’s vision. They help to formulate the school’s priorities for improvement. |
It actively seeks out the views of parents and the wider community on its strengths and areas for development. |
It consults effectively with parents on the improvements and changes it is planning. It asks them for formal feedback on specific events, the quality of education, school leadership and on the way the school is run. |
It ensures that parents are fully involved as it implements its plans for improvement. |
It involves parent representatives alongside pupils and staff in identifying improvements. Parents are confident in contributing ideas, expressing concerns and making suggestions. Parent representatives communicate regularly with the rest of the parent body, systematically canvassing opinions and views. |
Keep them updated. Parents should be asked for feedback through questionnaires and letters. (classroom assistant) |
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