Engaging with parents

Denise Yates, Chief Executive NAGC

Objectives of the workshop

1. To introduce NAGC and the work we have been doing on parental engagement

2. To look at some of the success – and failure – factors in effective parental engagement

3. To explore practical ideas for whole school strategies for parental engagement

Questionnaire: Children’s success in schoolsQ1: Do=100% Do Not=0%Q1: Do=100% Do Not=0%

Q2 teacher salariesteacher salaries teacher curriculum teacher curriculum participationparticipation

hiring good teachershiring good teachers

pre-school educational pre-school educational experiencesexperiences family backgroundfamily background

Q3: Intensive involvement of parents in their children’s schoolingQ3: Intensive involvement of parents in their children’s schooling

Q4: Whether parents dropped outQ4: Whether parents dropped out

Q5: No time; Don’t know what to doQ5: No time; Don’t know what to do

Q6: From birthQ6: From birth

Q7: Ages 3 to 8 yearsQ7: Ages 3 to 8 years

Q8: 3/4 yearsQ8: 3/4 years

Q9: Parental participation in education

Q10: 30%

NAGC’s Perspective on Partnership with Parents

NAGC• Is a membership charity with 40 years in the G&T field• Exists to provide help, support and encouragement to @

10,000 gifted children, their parents and professionals a year• Takes an holistic perspective with concern for the intellectual,

social and emotional development of gifted children

Services provided include:Services provided include: Information and Advice Service including a HelplineInformation and Advice Service including a Helpline Parent-School Partnership (PSP) Scheme which exists to Parent-School Partnership (PSP) Scheme which exists to develop a genuine understanding of the needs of gifted children develop a genuine understanding of the needs of gifted children between schools and parentsbetween schools and parentsMagazines for families, professionals and childrenMagazines for families, professionals and children Website ( Website ( www.nagcbritain.org.uk)) Local Explorer Clubs Local Explorer Clubs Training and supportTraining and support

INVOLVEMENT OR ENGAGEMENT?INVOLVEMENT ENGAGEMENT

Often initiated by the teacher Initiated by parents

Parents see teachers as the primary educators of their children

Parents see their role as co-educators of their children

Schools/teachers provide the primary schooling experience

Parents provide significant experiences outside formal schooling

Parents are encouraged to interact with the school to improve the child’s education

Parents believe their direct interaction with their child’s education improves the school

Schools set the academic standards

Parents work with the school to set the standards

Teachers are seen as professionals who provide education

Teachers are seen as professionals who facilitate education

Why engage parents? The main Reasons

REASON 1 – PUPILS BENEFIT• Pupils with engaged parents are more likely

to: - Achieve higher grades and test scores - Attend school more regularly

- Do more homework - Have increased motivation & higher self

esteem - Have more positive attitudes and behaviour - Have better social skills and adapt well to school

- Go on to post secondary education Henderson & Mapp 2002 A New Wave of Evidence: The Impact of

School, Family and Community Connections on Student Achievement

Why engage parents?

REASON 2 – SCHOOLS BENEFIT• Schools with more parental engagement are

more likely to have:

- More confident teachers

- Higher teacher morale

- Higher pupil achievement in all ages

- Higher ratings of teachers by parents

- More support from families

- More positive teachers with higher opinions of parents

Why engage parents?

REASON 3 – PARENTS BENEFIT• Parents who are more engaged in school are

likely to have - More confidence in the school

- Higher opinions of their own children and their teachers

- Greater confidence in themselves as parents and in the help they can provide at home

- Greater likelehood that they will enrol in continuing education

Why engage parents?

REASON 4 – SOCIETY BENEFITS• Communities where there is more parental

engagement are more likely to have: - Greater experiences of academic success - A better reputation of education in the community - More cohesiveness

Henderson & Berla 1996 A New Generation of Evidence: The Family is critical to Student Achievement

The DCSF Perspective on Partnership with Parents

“Engaging and working with parents is one of the most vital parts of providing children with an excellent education”

From: www.standards.dcsf.gov.uk/parentinvolvement

NAGC ResearchObjectives of the research – to examine what is happening within schools as they engage with the parents of gifted and talented children

Research methodology

-Questionnaires to different individuals within schools – Head Teacher, G+T Coordinator, class teacher, parent.

-In-depth face to face interviews with teachers in a number of schools

-Information from NAGC’s Helpline

Summary of Findings

•59% of parents did not know that their child was on the G+T Register

•Only 8% parents said they had meetings with the 8% parents said they had meetings with the school G&T co-ordinatorschool G&T co-ordinator

•55% of G&T co-ordinators provided IEP but only 6% of 55% of G&T co-ordinators provided IEP but only 6% of parents had seen a copyparents had seen a copy

•Only 3 % of parents had been offered additional Only 3 % of parents had been offered additional support with homeworksupport with homework

•12% of parents had been offered information about 12% of parents had been offered information about enrichment resources out of schoolenrichment resources out of school

Findings from NAGC continued:•82% of Heads surveyed parents but only 18% of G&T 82% of Heads surveyed parents but only 18% of G&T co-ordinators and 10% of teachers in co-ordinators and 10% of teachers in the same the same schoolsschools agreed that to be the case agreed that to be the case

•10% of parents had been offered courses on G&T in 10% of parents had been offered courses on G&T in their schoolstheir schools

•79% of parents were unaware of an LA Parent Support 79% of parents were unaware of an LA Parent Support Service and only 1% of parents had made use of the Service and only 1% of parents had made use of the serviceservice

•27% of Heads said they shared information about 27% of Heads said they shared information about local support groups with parents but only 6% of local support groups with parents but only 6% of parents agreed they had been given thisparents agreed they had been given this

The Barriers to Parental Engagement

Parents’ Viewpoint• “I don’t know what schools can/should do

for gifted children”

• “I’m not sure if my child is “gifted””

• “The school doesn’t understand the particular needs of my child”

• “I don’t want to be seen as a pushy parent”

• “I’ve spoken to the teacher to no effect and I don’t know what else I can do”

Parent-Viewed Barriers:* No recognised route for communication with * No recognised route for communication with schoolschool

* Teachers not available to talk with* Teachers not available to talk with

* Parents usually not available during school * Parents usually not available during school hourshours

* Parents not made to feel welcome or * Parents not made to feel welcome or opinions valued; parents lack confidenceopinions valued; parents lack confidence

* School does not identify and make * School does not identify and make opportunities for parental engagementopportunities for parental engagement

“ If the parent cannot make the effort to see the Head Teacher

during the school day it shows how much they care

about their child” School Governor

The Barriers to Parental Engagement

Schools’ Viewpoint• “We haven’t the time to deal with a small minority of

children”• “We need more resources to properly provide for G&T

pupils as with SEN”• “All children are gifted. We don’t believe in labelling

children”• “We have our G&T register but it is our policy not to tell

parents”• “If X’s behaviour was better we would feel more inclined

to help with her academic progress”• “We’re the professionals; parents should let us get on

and teach”

School-Viewed Barriers: * Parents do not read school communications* Parents do not read school communications

* Parents are not available during school * Parents are not available during school hourshours

* Parents do not attend events such as * Parents do not attend events such as parents’ eveningsparents’ evenings

* Parents do not respond to requests for * Parents do not respond to requests for engagementengagement

4 main barriers to parental engagement

1. I don’t have time

2. I don’t know what to do

3. I don’t know why it is important

4. I don’t speak the language

10 things to do

1. Help parents understand why they are important to their children’s school success

2. Give parents specific things they can do with their children

3. Work to win support for the school

4. Give parents the specific information they want

5. Know how to get parents to read what you send out

Source: The Parent Institute

10 things to do (cont)6. Train staff and provide support for parental

engagement

7. Provide training and support for parents

8. Reward good practice

9. Plan!

10. Adapt ideas used by others

And 5 things not to do!1. DON’T think of yourself as the main parental

engagement person in your school

2. DON’T think of parental engagement as something that happens only in school

3. DON’T just use mass media eg newsletters to encourage parental engagement

4. DON’T keep thinking that children from hard to reach families have no parental engagement

5. DON’T write off parents – start with mutual respect

Quality Standards for Parental Engagement

• Research led to development of set of quality standards for gifted parental engagement

• Based on 5 generic elements and 3 levels

• Now incorporated into Institutional Quality Standards

The Key Standards of Parental Engagement

• Communication • Pupil Learning – inside and out of school• Parenting • Volunteering • School Decision-Making• Community Collaboration

After Epstein J 1995 School-Family-Community Partnerships

Levels

• Entry level

• Developing level

• Exemplary

SUMMARYParental engagement is a key mechanism to Parental engagement is a key mechanism to raising standards in schoolsraising standards in schools

Parental engagement recognises the needs of Parental engagement recognises the needs of individual children leading to genuinely individual children leading to genuinely personalised educationpersonalised education

Schools and parents realise the needs of Schools and parents realise the needs of gifted children gifted children

G&T parental engagement templates lead G&T parental engagement templates lead the way for ALL pupils – inclusive not elitist!the way for ALL pupils – inclusive not elitist!

What lies in the Future?

NAGC is currently working on:

• Collating practical examples of what schools are doing to engage with parents

• Developing a training/consultancy programme to support schools in their work with parents

• Launching an “IS YOUR SCHOOL A GIFTED SCHOOL?” initiative

Thank you for taking part