Healthier Living & Learning Engaging Parents and Carers · Healthier Living & Learning ......

EngagingParents and

CarersGuidance for Schools

Healthier Living & Learning

Foreword Pg4Introduction Pg7Whyisitimportantforschoolstoengagewithparents/carersaspartoftheNationalHealthySchoolsProgramme? Pg8Whataresomeofthefactorsthatmightaffectparent/carerparticipationinschools? Pg1�Workingwithhardtoengageparents/carers Pg1�Waysofengagingwithgroupsofparents/carers Pg16Ladderofparental/carerparticipation Pg18LeadershipandManagement Pg�0Usingself-evaluationtoimproveparental/carerparticipation Pg�� Howhavewereachedourcurrentposition? Pg�� Wheredowewanttobeinthefuture? Pg�4Parental/carerparticipationandOfsted’sSelfEvaluationForm Pg�5 UsingtheNHSPNationalAudittoaddress issuesraisedintheOfstedSEF,Section� Pg�5ToolsandTechniques Pg�8Conclusion Pg�1UsefulWebsites Pg��References Pg��Appendix1-Self-reviewofparticipationwithparents/carers Pg�4Appendix�-Engagementsummary Pg�8

Contents

Healthier Living & Learning

ForewordThisdocumenthasbeenwrittenforschools,LocalProgrammeCo-ordinatorsandotherpartneragenciesinvolvedintheNationalHealthySchoolsProgramme.Itaimstosetoutarangeofgoodpracticeexamplesandstrategiesfortheeffectiveengagementofparents/carers,includingthosethataredifficulttoengage.

Inthisdocumenttheterm“parents/carers’”willbeusedtorefertoallcategoriesofparentwhichincludesteenageparents,singleparents,fosterparents,corporateparents(localauthority),fathers,samesexparents,parentsfromvulnerablefamilygroups(e.g.thoseaffectedbysubstancemisuse),asylumseekingparents,stepparents,recentlyseparatedparents,legalguardians,parentswithEnglishasasecondlanguageandparentswithadisability.

Essentiallyparents/carerswillbeusedtocoveranyadultororganisationoperatingwithinaparentingrole,includingmembersoftheextendedfamilyandlocalauthorities.

Parents/carersarenotahomogenousgroupandassuchtheyhavedifferentneedsandthereforemayrequiredifferentmethodsofengagement.

How should this document be used?Inthisdocumentwelookatwhyitisimportantforschoolstoengagewithparents/carersaspartoftheNationalHealthySchoolsProgramme,whatthecurrentlevelsofparticipationareinschools,aswellaswaysofworkingwithhardtoengageparents/carers.

WeincludeaSelfEvaluationTool,foundatAppendix1,toassesscurrentlevelsofparent/carerparticipation.TheEngagementSummary,foundatAppendix�,willhelpschoolsidentifythebenefitsofusingparticularmethodstoengageindividualparents/carers.Itwillalsoallowschoolstocomparecurrentpracticewiththeladderofparticipationfoundonpage18.

CentraltotheNationalHealthySchoolsProgrammeistheWholeSchoolApproach1andworkingwithparents/carersisasignificantaspectofthis.Ifparents/carersareeffectivelyengagedinschoollife,theyaremorelikelytoparticipateandplayanactiveroleinsupportingtheirchildrentoachieve,andtohelpschoolssuccessfullygainandmaintainNationalHealthySchoolStatus.

1NationalHealthySchoolsProgramme(�007)WholeSchoolApproachtotheNationalHealthySchoolsProgramme

IntroductionTheGovernmentiskeentopromotestrongpartnershipsinvolvingparents/carersandschools.TheDepartmentforChildren,SchoolsandFamilies(DCSF)WhitepaperHigherStandards,BetterSchoolsforAll–MoreChoiceforParentsandPupils(�005)�setsoutacommitmenttoincreasingtheinvolvementofparents/carersinschoolsandensuringthattheirvoiceisheard.

TheDepartmentforChildren,SchoolsandFamiliespublishedtheChildren’sPlan�whichsetsouttheGovernment’s10yearplanforchildren.Aswellaswhatitcallsa“rootandbranch”reviewofEnglishprimaryeducation,italsocontainsplansforparentrunschoolcouncilsandanationalpanelofparentstoadviseministersaspartofeffortstojoinupandimprovetheschoolandhomeexperienceofchildren.

TheGovernmentproposestoplaceafurthernewdutyongoverningbodiestoformallytakeintoaccounttheviewsofparents/carers.

�DCSF(�005)HigherStandards,BetterSchoolsforAll-MoreChoiceforParentsandPupils�DCSF(�007)Children’sPlan

Why is it important forschools to engagewith parents/carers as partof the NHSP?AHealthySchoolisawelcoming,openschool,whichactivelyincludesparents/carersaspartofthewholeschoolcommunity.Itencouragesparental/carerinvolvementandprovidestheinformationandguidanceaparent/carerneedstosupporttheirchild’shealth,wellbeing,happinessandoveralleducationalsuccess.Itachievesthisthroughregularcommunicationandbycreatingarangeofopportunitiesforparents/carerstobeinvolvedinschoolactivities.Itwillalsouseeffectiveproceduresforfeedback,consultation,participationandcomplaints.

TheDCSFdocumentEveryParentMatters(�007)4makescleartheGovernment’sviewthatparents/carersshouldbeempoweredtoinfluenceandshapepublicservices,suchasschools,andbeginthenationaldebateastohowparents/carerscanbebestsupportedandengaged.Itoutlinestheinfluentialrolethatparents/carersplayinthedevelopmentoftheirchild’slearningandconfirmsthat“parentalinvolvementina

child’sschoolingbetweentheagesof7-16isamorepowerfulforcethanfamilybackground,sizeoffamilyandlevelofparentaleducation”.

EveryParentMattersdrawsonresearchwhichfoundthatmostparents/carersbelievethattheresponsibilityfortheirchild’seducationissharedbetweenparents/carersandschools.

Italsohighlightsthat7�percentofparents/carerssaidtheywantedmoreinvolvement.EveryParentMattersoutlinesfurthernationaldevelopments,including:

•greateraccesstoparent/carersupportadviserswhowilllinkcloselywiththe

ExtendedSchoolsAgenda•health-ledparent/carerprojects•aNationalAcademyforParentingPractitioners•transitionalinformationsessions throughExtendedSchoolsServices.

4DCSF(�007)EveryParentMatters

healthy eating

Theme Name

emotional health & wellbeing

personal, social & health education

Physical activity

Beyond National Healthy School Status

Pupil Identity

Personal, Social& Health Education

Emotional Health& WellBeing

HealthyEating

PhysicalActivity

Beyond NationalHealthy School Status

WholeSchool

Approach

healthy eating

Theme Name

Physical activity

Pupil Identity

HealthyEating

PhysicalActivity

healthy eating

Theme Name

Physical activity

Pupil Identity

HealthyEating

PhysicalActivity

healthy eating

Theme Name

Physical activity

Pupil Identity

HealthyEating

PhysicalActivity

1. setting up aHealthy Schoolstask group

2. conducting aneeds analysis andidentifying gaps

3. planning outcomesand actions

4. implementing change

5. monitoring

6. review

7. achievingNational Healthy School Status

HealthySchoolsareexpectedtoinvolveparents/carerswhensettinguptheirHealthySchoolsTaskGroup.ThistaskgroupisintegraltotheWholeSchoolApproach(seediagrambelow).

*PSHE=Personal,Social,HealthandEconomiceducationatKeystage�

TheOfstedreportHealthySchools,HealthyChildren?(�006)5foundthatconsultationwithparents/carerswasakeyfactorintheextenttowhichschoolswereabletosuccessfullypromotehealthierlifestyles.

Asuccessfulhome-schoolrelationshipcanbeakeyelementtomakingaschoolstrongerandmoreeffective.Itcanalsocontributetoachievingthefiveoutcomeswhicharemostimportanttochildrenandyoungpeople,includingstayinghealthy,assetoutinEveryChildMatters:ChangeforChildren.6

Ensuringfullengagementofparents/carersintheschoolisanactivitythatconstantlyneedstobereviewedandevaluated.Schoolsneedtomakesurethattheycontinuetoachievemaximumparticipationandengagement,includingwiththoseparents/carersthataredescribedashardtoreach/difficulttoengage.AmorerecentOfstedsurvey,Parents,CarersandSchools(�007)7looksintotherelationshipbetweenparent/carersupportandchildrenandyoungpeople’slearning.Itfoundthatalltheschoolsintheirsurveyvaluedtheviewsofparents/carersviews.Inadditiontothis,thebestschools:

•encourageparents/carersasactivepartners•demonstrateversatility,flexibilityand

determinationintheireffortstoengage withparents/carers•identifypreciselyhowparents/carers cancontribute•evaluatetheimpactofinitiativesand,ifthey

donotwork,thenchangethewayinwhichtheyarepromoted,untiltheydowork.

Agoodinductionarrangementforchildrenandyoungpeoplewasfoundtobeessentialinengagingparents/carerssuccessfullyandforestablishingaworkingpartnershipwithfamilies,rightfromthestart.Welcomingtheextendedfamilyintoschoolsisalsobecomingincreasinglyimportant,witharecommendationthatschoolsshouldactivelyinvolvegrandparentsintheirgrandchildren’slearning.

Moreandmoreschoolsarenowprovidingextendedactivities,includingparentingsupport.Thisincludesprovidingaccessto:

•parentingprogrammesusingstructured,evidencebasedprogrammes,aswell

asmoreinformationopportunitiesforparents/carerstoengagewiththeschoolandeachother

•familylearningsessionstoallowchildren tolearnwithparents/carers•informationsessionsforparent/carers•signpostingtonationalandlocallyavailable

sourcesofinformationadviceandsupport.

TheExtendedSchoolsServices8increasetheopportunitiesforjointactivitieswithchildrenandyoungpeopleandparents/carers.

5Ofsted(�006)HealthySchools,HealthyChildren?6DCSF(�004)EveryChildMatters:ChangeforChildren7Ofsted(�007)Parents,CarersandSchools8DCSF(�005)ExtendedSchools:BuildingonExperience

Marsden Community Primary School

MarsdenCommunityPrimaryschool,inLancashire,hasahighnumberofchildrenofPakistaniorigin.Itwasnoticedthatitwasmainlymothersratherthanfatherswhoparticipatedinmostoftheextendedservicesschoolactivities.

Inanefforttoencouragemorefatherstoparticipateinactivities,aFatherandKidsTogetherclub(FAKT)wassetup.Thisclubprovidedweeklyactivitiesforfathersandtheirchildrenincludinghealthy‘cookandeattogether’sessions,aswellasarangeofsportingactivities,suchascrowngreenbowling,basketballandindoor‘kwikcricket’.

FAKTgotofftoaveryslowstart,withrelativelysmallnumbersattending.Postersandflyerswereproducedaswellasstafftalkingtoparents/carersabouttheprojectattheschoolgate.MotherswerealsotargetedtoencouragethefatherstosupportFAKT.Themoresuccessfultheirefforts,thegreatertheamountoffreetimeFAKTwouldbeabletogenerateforthemothers!

Therangeofstrategiesusedbytheschoolandtheiroverallpersistencepaidoff,asFAKTisnowconsideredahugesuccess.Asaresultofthetimefathersspendwiththeirchildren,theyhavereportedanecdotally,thattheyenjoyanenhancedrelationshipwiththeirchildren.Fathersarealsomorewillingtocomeintoschoolto

Case Study

supporttheirchildren’slearning.MarsdenCommunityPrimarySchoolishopingtoextendtherangeofclubsthatithasonoffertoencourageevengreaterparticipation.

What are some ofthe factors thatmight affect parent/carer participationin schools?

Manyparents/carersalreadyacknowledgeawillingnesstobeinvolvedintheirchild’sschoolandlearning.Someparents/carersmayneedextrahelptosupporttheirchildren.Forexample,someparents/carersmay:

•havehadadifficulttimewhentheywereatschoolthemselvesandmaylackconfidence

•comefrombackgroundsandcultures whereinvolvementbyparentsineducation

ishighlydiscouraged•havedifficultiesinengagingwithschool

activitiesduetoworkinghoursand/orlocationofwork.

Someparents/carerswillfallintothehardtoreach/difficulttoengagecategoryandwillrequireanongoing,targetedapproach.Theseissuesareexploredinthenextsectionofthisguidance.

Working with hard to engage parents/carers

•familieswhereoneorbothparents/carersareinvolvedinthecriminaljusticesystem

•longtermsickparents/carers•parents/carerswithlittleinterestintheirchild

andtheireducation•familieswheredomesticviolenceisanissue•familieswhereachildisdoingwellatschool

andconsequentlytheirparents/carerssusequentlydonotthinktheyneedtobeinvolvedintheireducation.

TheaboveisnotanexhaustivelistanditisimportanttorememberthatnotattendingtheschoolplayisverydifferenttoneverattendingwhenaskedbytheHeadteacherattimesofcrisis.Inmanycasesengagementcanbeachieved,butitmaytakeconsiderabletimeandeffort.Itmayalsobebestachievedbystaffmembers,suchaskeyworkers,whoareattachedtobutnotpartoftheschool.

Astrategywhichsomeschoolsuse,istoidentifyaparent/carerco-ordinatorrolewithintheirstaffingstructure.Thisrolecanensuretheco-ordinationofallaspectsoftheschool’sliaisonswithallparents/carers,includingthosewhoarehardtoengage.Therolecanprovideacoherentapproachtoidentifyinggoodpracticeandareasforschooldevelopment.

Manyschoolswillbeabletoidentifyparents/carersthatarereluctanttobeinvolvedintheirchild’slearningorschoolcareer.Thesearetheso-called“hardtoengage”parents/carers.Therearemanyreasonswhyparents/carersfallwithinthiscategoryandinordertoprovidesupport,itisimportanttoknowwhythisisthecase.Someofthereasonsmayinclude:

•parents/carerswithchaoticlifestyles,includingthosewithmentalhealth/substancemisuseissues

•parents/carerswithlowconfidenceand self-esteemduetotheirowndifficulties atschool•languagebarriers•culturalperceptions(insomecountries

educationissolelytheschool’sresponsibility)•asylumseekingfamilies•familieslivinginout-of-boroughrefuges•familieslivinginbedandbreakfast

accomodation•singleparents/carers,sometimesworking alongwayfromtheirchild’sschool•familyworkpatterns,suchasdifficult

workinghours•familybreakdown

Theparent/carerco-ordinator(e.g.ahome-schoolliaisonworker)would,overtime,assessbarrierstoengagementandprovidethenecessaryassistance,suchasoutreachsupport.

Buildingagoodrelationshipwiththechild/youngpersonandtheirparents/carersisastepnearertoengagement.

Someofthemorevulnerablefamilies(e.g.thosewithsubstancemisuseissues)mayrequireadditionalsupport,includingco-ordinationandliaisonwithothervoluntaryandstatutoryservicestoaffectengagement.

Itisusefultorememberthatelicitingtheviewsofallparents/carers(includingthosereluctanttobeinvolved)isimportantifaschoolistotrulyrepresenttherangeofneedswithinitscommunity.ThisisevenmoresignificantwiththegrowthofExtendedSchoolsServices.Thewholeschoolapproach(seediagramp.�)providesausefulcontextforseekingtheviewsofallparents/carers.Forexample,itisbeneficialwhenaschoolisreviewingitsSexandRelationshipEducationPolicy(SRE)orDrugEducationPolicy(includingincidentmanagement)toknowhowthesepoliciesareperceivedandtheissuesthattheymayraise,particularlywithinthehardtoengagecommunities.

Ways of engaging with groups of parents/carers Schoolscanengagewithgroupsofparents/carersinseveralwaysincluding:

TransitionprojectsThesecanbeagoodopportunitytoreinforcetheschool’sinclusiveandwelcomingethos.Theycandemonstratethebenefitsofparent/carersupportandtherangeofservicesthatcanbeaccessed,suchashowtheschoolsupportstheemotionalhealthandwellbeingoftheirchildrenandyoungpeople,bothonsiteandinthecommunity.

LearntogetheropportunitiesTheschoolcantakeontheroleoffacilitatingjointchildren,youngpeopleandparent/carersessionsontopicssuchashealthycookingclasses,physicalactivityclasses,ordiscussingtheschool’sapproachtoanti-bullyingorSRE.

ThemeddiscussionSmallgroup,themeddiscussions,basedonneedand/orarisingfromoutreachwork,suchasonSREorhealthyeating,canpreparechildrenandyoungpeopleforpubertyormakinghealthiermealsathome.Parents/carerscanalsobegiventheopportunitytosupportaschoolbycontributingtotheirNHSPNationalAudit.

PersonalisedinvitationsThesecanbeusedtocelebratechildrenandyoungpeople’sachievements,rewardsuccess(nomatterhowsmall)andprovideparents/carerswithaverypositivereasontoengagewiththeschool.

LanguageacquisitionclassesTheschoolsitecanbeusedtohosttheseclasses,whichinturn,canhelptoidentifyparent/carerneeds.Theseclassescanencouragepeersupport,withthemoreconfidentspeakerssupportingortranslatingforothers.

SupportingvulnerablefamiliesatcoffeemorningsItmaybenecessarytoadopta“steppedapproach”withsomeparents/carers.Forexample,afterinitialhomevisitstherecouldbesupportedvisitsonsitetoincreaseconfidence.

ExtendedSchoolsServicesSchoolscanprovideaccesstoarangeofhealthcareprofessionals.Thesecouldincludedieticianstoadviseonhealthyeating/packedlunches,andotherprofessionalstoadviseonphysicalactivityoraccesstosmokingcessationclasses(whichwillsupportthecommitmentoftheNationalHealthySchoolsProgrammetosmoke-freesites).

Manyofthestrategieslistedheremayrequireasignificantamountofeffortonthepartoftheschoolandmaynotbringautomaticsuccessintheshortterm.Aswithallstrategies,theywillneedmonitoring,evaluatingandrefiningoveraperiodoftime.

Differentfactorsneedtobetakenintoconsiderationwhenseekingtoengageparents/carersfromanygroup.Also,lackofengagementofparents/carersinschoollifeshouldnotbeinterpretedasdisinterestontheirpart.

Schoolscan,anddo,engagewithparents/carersinmanyways.Themethodandapproachtakenisinfluencedbythetypeofengagementthataschoolisseeking.

TheNationalHealthySchoolsProgrammeprovidesschoolswitharangeofopportunitiesforparental/carerengagement,suchascontributingtotheNHSPNationalAudit,membershipoftheHealthySchoolstaskgroup,andpolicydevelopmentandreview.Schoolscanengagewithparents/carersasequalpartnersorasexperts.Forexample,parents/carersmayhaveaparticularskillthattheschoolwishestoinvestin,suchasexpertiseinhealthycooking,physicalactivityclasses,fundraising,curriculumsupportordevelopmentofpoliciesrelatedtoNationalHealthySchoolStatus.

Schoolsneedtobeclearaboutwhytheywishtoengagewithparents/carers,therolethattheywantparents/carerstoplayandthestructuresthatareinplacetosupporttheengagementofparents/carers.Themoreeffectivelyandovertlyschoolscanconveythattheyareinclusiveplaces,whichvaluetherangeofcontributionsfromparents/carers,themorelikelytheywillengageeffectivelywiththem.Itisgenerallyusefultoestablishacultureofthankingparents/carersfortheirsupportandcontributiontotheirchildren’soverallachievements.

Ladder of parental/carer participation Differentlevelsofparticipationcanberepresentedasa"ladder"(seethediagramopposite)inwhicheachrungrepresentsincreasedempowermentandsharedresponsibility.Schoolsshould:

•considerthepurposeofparticipation•considerthediversityofthoseinvolved•ensureitisrepresentative•selectmethodscarefully•providetimelyfeedback•makeparticipationinterestingandrewarding.

Higherlevelsofparticipationandengagementfromparents/carerscanalsoincludechallengeandcriticism.Theschoolneedstobepreparedforthisandtodealwithitinaconstructiveandtransparentmanner.

School

Parents/carersareinformed

Parents/carersareconsultedandtheirviews

aretakenintoaccount

Parents/carersareinvolvedinsomeaspectsofschoollifeanddecision-making.

Thiscouldbeviaparent/carerevents,surveysthatdevelopoptions,action-

planningandmakingchangestogether

Parents/carersarefullyengagedintheschoolandparticipateinmostaspectsofschoollife.Parents/carersandtheschoolacttogetherinacollaborativepartnership

Increasing parental/carer participation

Leadership and Management Theschool’sLeadershipTeamhasasignificantroletoplayintheongoingengagementofparents/carers.Engagingwithparents/carersisawholeschoolmatter,whichshouldbewellco-ordinated.ItshouldinvolveallstaffbutitshouldalsofeatureasakeytaskfortheSeniorLeadershipTeam.

Thereshouldbeasharedresponsibilityforallofthosewhoworkontheschoolsiteinconveyingwelcomingmessages.Itisespeciallyimportantthatanyreviewofpractice,policiesandprotocolsinvolvesallstaff,especiallythesitemanagerandofficestaff,asthesearethepeoplewhoparents/carersaremostlikelytomeetonarrival.

TheWholeSchoolApproach,advocatedbytheNationalHealthySchoolsProgrammeprovidesamodeltosupportchangeinyourschoolthatinvolveschildren,youngpeople,staff,parents/carersandgovernors.TheHealthySchoolstaskgroup,whichrepresentsacross-sectionoftheschoolcommunity,couldbeausefulgrouptodrivethisworkforward.Asuggestedactionforthetaskgroupistoanalysetrends,evaluateprogressandaddressissuesarisingfromtheschool’seffortstoengageparents/carers.

Thisshouldalsoincludeclearreviewprocessesagainstactionsthathavetakenplace.ParentingSupport,GuidanceforLocalAuthorities(�006)�requiresalllocalauthoritiestodevelopastrategicandjoined-updesignanddeliveryofparentingsupportservicesandasinglepointforcommissioningservicesacrossthelocalauthority.Theschoolleadershipteam,aspartofitsworkwithintheNationalHealthySchoolsProgramme,wouldbenefitfrombeingawareoftheparentingstrategyofitsownlocalauthorityandhowtoaccessservicesforparents/carersandinfluencethecommissioningprocess.

Theschoolleadershipteammightconsiderhavingparental/carerengagementaspartofanongoingprogrammeandtoidentifythisclearlyintheirSchoolImprovementPlan.Ahelpfulpublication,MaterialsforSchools,Involvingparents,Raisingachievement(�00�),10

combinesclearmessagesabouttheneedtoplanstrategicallytoimproveparental/carerengagement,withpracticalexamplesforbothprimaryandsecondaryschoolstohelpthemachievethis.

SomeschoolshavebenefitedfromidentifyingaspecificleadwithintheSeniorLeadershipTeamforparental/carerengagement,aswell

�DCSF(�006)ParentingSupport,GuidanceforAuthorities10IPRA(�00�)MaterialsforSchools,Involvingparents,RaisingAchievement

astheroleofaparent/carerco-ordinator.Theleadershiprolewouldincludeanoverviewoftheeffectivenessofparental/carerengagementwithintheschoolandwouldinvolvereviewingschoolactivitiesandsettingnewpriorities.Theparent/carerco-ordinator’sroleallowsparents/carerstoraiseissuesthatarenotdirectlyrelatedtotheirchild,especiallywhereparents/carersmaywishtogivemoregeneralfeedbackandwouldnotnormallyapproachtheclassteacherortutor.Anexamplemightbeaparent/carerwhoisdissatisfiedwiththecurrentschoolmealmenuortheapproachadoptedtominimisebullying.Someschoolshavearangeofstaffwhocanofferthisparent/carerco-ordinatorrole,suchasahome-schoolliaisonworker,learningmentororparent/carersupportadviser.

Hinde House Secondary School, Sheffield

AtHindeHouse,aninnercityschoolinSheffield,itwasfeltthatmoreshouldbedonetoencouragehigh-qualityphysicalactivityamongchildrenandyoungpeople.Adancetutorwasemployedandco-ordinateddancelessonsthroughouttheday.Parents/carersweretheninvitedtotakepartandfamilydancewasintroducedasanafter-schoolactivity,sharedbychildren,youngpeopleandparents/carers.

Case Study

Theactivityisfun,beneficialtotheirrelationshipsandalsohelpstoencourageahealthierlifestyle.Theschoolusedaneffectivestrategytoenticeparents/carers.Thedancingthemewaspromotedamongthechildrenandyoungpeople,lettersweresenthomeinvitingtheirparents/carersandtheywerethenremindedofthedancelessonswhenpickinguptheirchildrenfromschool.Itwasmarketedasafamilydancesessionthatwouldbefree,funandlight-hearted.Parents/carersweretoldthatitwouldinclude“abitofeverything”includinglinedancingandimprovisation.

Thefirstafter-schoolclubranforsixweeksandwasagreatsuccess,andthesecondcoursewasoversubscribed.Parents/carersandtheirchildrenhavefoundahealthyactivitywhichhasallowedthemtodevelopaskillandspendtimetogether.

��

Using self-evaluation to improve parental/carer participation Aself-evaluationprocesscanhelpdeterminewheretheschoolisplacedintermsofengagingparents/carersandcanprovidethebasisforimprovingparental/carerparticipationintheschool.Whendevelopingmechanismsforlisteningandactingonfeedbackfromparents/carersitisimportanttoseektheviewsandcontributionsofallparents/carersandnotonlyrelyonthosewhoregularlycontributeorwhoaremostvocal.Itisparticularlyimportanttotryandensurethatthehardertoengagefamiliesarealsoabletoparticipateandexpresstheirviewsandideas.

Self-evaluationcananddoestakemanydifferentforms.Onesimpletechniqueistoaskthequestion“howwellhastheschoolcommunicatedandengagedwithparents/carersinthelastyear?”inconjunctionwithcompletinganaudittrailofthepreviousyear.Thiswillenableyoutomeasurethequalityandquantityofmaterialandopportunitiesthatparents/carershavebeenoffered,andwillprovidevaluableinformationthatcanbeworkedontoimproveparticipationandengagement.

��

Consider: How well are we working with parents/carers?

How effective are our methods?

Where are we now?

Areparents/carersalreadyhelpinginactivities?Ifsowhichones?

Whatisworkingwell?

Howcanwebuildonthepositiveexamples?Haveweengagedparents/carersinalloftheactivitiesinachievingNationalHealthySchoolStatus?

Areourmethodsversatile,flexibleanddetermined?WhichNationalHealthySchoolsProgrammeactivitieshadahighparental/carertakeuprate?

Ifparents/carersarenotengaging,doweknowwhy?

Whereisourevidence?

Howaccessibleistheschooltoparents/carers?

Howisthissituationmonitored?Whatdatadowecollect?Howisitanalysed?Howdoweknow?Howoftendoweevaluateoureffortstoengagewithparents/carers?

Howareparents/carersmadewelcome?Isthereanopportunityforparents/carerstocommentontheiroverallwelcome?

Whatdoestheirfeedbacktellus?

Haveweactedonit?

Doweknowifanygroupsofparents/carersareunder-representedatschoolactivities?Ifyes,doweknowwhichgroupsandwhy?

Whatstrategiesareinplacetodealwiththis?

Hastherebeenanyimprovementofengagementwithunder-representedgroups?

Havewefocusedonconsultationandinformationsharingratherthanparticipationinvolvingdecision-making?

Dowemonitorthis?Canweimprovethelevelofparticipation?

How have we reached the current position?

Consider: What do we need to consider? What methods could we use?Where do we want to be?

Howeffectivecanourcommunicationssystemswithparents/carersbe?

Howbestcanwecommunicatewithhardtoengageparents/carers?

Howcanweencourageparents/carerstobecomeinvolvedintheschool?

Couldourparents/carersbemoreinvolvedintheactivitieslinkedtoourparticipationintheNationalHealthySchoolsProgramme?

Canweinvolveourparents/carersthroughextendedactivities?

HowcanwemoveuptheLadderofParticipation?(SeePg.18).

Whatmonitoringandevaluationcanweusetoensurewekeepimprovingthese?

Howdoweasktheviewsofhardtoengageparents/carers?

Whatisworkingwell?Howcanwebuildonthis?

HaveweinvolvedtheLocalProgrammeCo-ordinatorfortheNationalHealthySchoolsProgrammetoidentifyexamplesofbestpractice?

HaveweinvolvedthesupportoftheLocalAuthority’sExtendedSchoolsAdviser?

Arethereanyotherpartnersororganisationsthatweshouldbeworkingwith?

How will we know we have got there?

Howcanwemeasurethelevelofparticipationasabaseline?

Whatlevelofsuccessarewelookingforandhowwillwemeasureit?

Haveweincluded…SpecificMeasurableAchievableRealisticTimescaled…targets/objectives?

When will we have achieved this?

Dowehavecleardeadlines?

Haveweprioritisedouractions?

Dowehaveagoodmonitoringsysteminplacetoensureweareinlinetomeetdeadlines?

Doeseveryoneknowourprioritiesandwhytheyarepriorities?

Where do we want to be in the future?

Parental/carer participationand Ofsted’s Self-Evaluation FormUsing the NHSP National Audit to address issues raised in Section 2 of Ofsted SEF

SinceSeptember�005,theschoolSelfEvaluationForm(SEF)requiredaspartofanOfstedschoolinspection,hasaskedschoolstocapturehowtheygathertheviewsexpressedbyparents/carersandtogiveexamplesofactiontaken,basedontheviewsofparents/carers.

TheSEFshouldconveyaclearpictureofhowwelltheschoolisdoingandshowwhatisbeingdonetobuildonsuccessesandremedyweaknesses.TheSEFcommentariesareexpectedtobeevaluativeandnotdescriptive,withinspectorslookingforclearjudgementsthataresupportedbyevidencelinkedtooutcomesforchildrenandyoungpeople.TheSEFshouldprovideproofof“howyouknowwhatyouknow”.

Tohelpensuretheactiveparticipationofparents/carersinthelearninganddevelopmentoftheirchildren,theSchoolLeadershipTeam,staffandgovernorsshould

knowhowwelltheirschoolinvolvesparents/carersindecision-makingandpolicydevelopment,implementationandreview.

ThetableonthenextpageprovidesanillustrationofhowtheNHSPNationalAuditcouldhelpschoolself-evaluationandprovideevidencetosupportjudgementsmadebytheschoolrelatingtoitsperformance.Section�oftheSEFposesaseriesofquestionsrelatingtotheviewsofparents/carersandhowtheschoolrespondstothese.Theseare:

•2aHowdoyougathertheviewsofparents/carers,howoftendoyoudothisandhow

doyouensureimpartiality?•2bWhatdotheviewsofparents/carerstell

youaboutlearners’personaldevelopmentandwellbeing?

•2cHowdoyousharewithparents/carersthecollatedfindingsabouttheirviews?

ItisinSection�oftheSEFthatmuchoftheschool’sworkininvolvingparents/carersinthepromotionofhealthylifestylescanbereported.

NHSP Criteria Minimum Evidence (relevant to this guidance)

Questions for parents/carers

Links to other sections of the SEF

Personal, Social, Health and Economic Education (PSHE)*1.5Hasup-to-datepoliciesinplacedevelopedthroughwideconsultation,implemented,monitoredandevaluatedforimpact–coveringSexandRelationshipEducation,DrugEducationandIncidents,Safeguarding,andConfidentiality

•Children,youngpeople,staffandparents/carershavebeenconsultedaboutthesepolicies.

•Children,youngpeople,staffandotherrelevantstakeholderscanoutlinetheirroleinthereviewofthesepolicies.

•Doyouknowwhototalktoifyouhavecommentsorquestionsrelatingtothefollowingpolicies:

- SexandRelationshipEducation

- Drugeducationandincidents

- Safeguarding- Confidentiality?

Ofstedself-evaluation�a,�b,�c,4a,4b,4d,4f,6a,7c

1.6 HasanimplementedNon-SmokingPolicyinlinewithsmoke-freelegislation

•Children,youngpeople,staff, parents/carersandgovernorshave

beeninvolvedinthe developmentandimplementation ofasmoke-freesite.• Theschoolisproactiveinproviding

informationandsupportforsmokerstoquite.g.promotingaccesstosmokingcessationclasses.

• Didyouknowthattheschoolisasmoke-freesite?

• Doesyourchildreceiveinformationaboutthedangersofsmoking?

•Canyourchildaccesssupporttoquitsmoking?

Ofstedself-evaluation�a,�b,�c,4a,4e,4f,6a,7c

Healthy Eating2.3HasaWholeSchoolFoodPolicy–developedthroughwideconsultation,implemented,monitoredandevaluatedforimpact

•Children,youngpeople,staff,parents/carers,governorsandcaterersare/havebeeninvolvedinpolicydevelopmentandcandescribetheirinvolvement.

•Apolicyisavailablecoveringallaspectsoffoodanddrinkatschool,includingappropriatecurriculumlinks,referencetopolicyregardingpackedlunches/foodbroughtintoschoolandchildrenoryoungpeoplegoingoff-sitetopurchasefood.

•Thepolicyisreferredtointheschoolprospectus/profile.

• Thepolicyisregularlycommunicatedtotheentireschoolcommunity.

•ThepolicyanditsimpactisreviewedtoreflectcurrentDCSFstandards.

•Doesyourchildenjoyeatingatschool?

•Areyouawareoftheschool’sFood/HealthyEatingPolicy?

•Whatdoesyourchildsayaboutlunchtimes?

Ofstedself-evaluation�a,�b,�c,4d,4e,6a,7c

Using the NHSP National Audit to address issuesraised in Section 2 of Ofsted SEF

*PSHE=Personal,Social,HealthEducationatKeystages1+�

2.4Involveschildren,youngpeopleandparents/carersinguidingfoodpolicyandpracticewithintheschool,enablesthemtocontributetohealthyeatingandactsontheirfeedback

•Children,youngpeopleandparents/carersare/havebeeninvolvedinguidingtheschool’sFoodPolicyandcandescribetheirinvolvement.

•Children,youngpeopleandparents/carersagreethattheirfeedbackrelatingtopolicyhasbeenappropriatelyconsidered.

• Howhaveyoubeeninvolvedinyourchild’sschoolfoodpolicy?

• Hasinvolvementinyourchild’sschoolfoodpolicyhadanyimpactonhealthyeatingathome?

Ofstedself-evaluation�a,�b,�c,4a,4d,4e

Physical Activity3.7Encourageschildren,youngpeople,staffandparents/carerstowalkorcycletoschoolundersaferconditions,utilisingtheSchoolTravelPlan

•Parents/carershavereceivedinformationregardingtheSchoolTravelPlanvianewsletterarticles/lettersetc.

•Areyouawareoftheschool’sphysicalactivityprogramme?

•Hasitmadeadifferencetoyourownphysicalactivitylevelsathomeandthatofyourchildren?

•Areyouawareofhowphysicalactivityisimplementedintheschoolandwhatstandardsareset?

Ofstedself-evaluation�a,�b,�c,4a,4b,4e,6a,7c

3.8Givesparents/carerstheopportunitytobeinvolvedintheplanninganddeliveryofphysicalactivityopportunitiesandhelpsthemtounderstandthebenefitsofphysicalactivityforthemselvesandtheirchildren

• Parents/carersareawareoftheopportunitiestolearnaboutthebenefitsofphysicalactivity.

•Parents/carerssaytheyareactivelyencouragedtotakepartintheplanninganddeliveryofphysicalactivity.

• Mostparents/carersreportthattheyknowwhyphysicalactivityisgoodforthemandtheirchildren.

•Hastheschoolhelpedtoenhanceyourunderstandingofthebenefitsofphysicalactivity?

Ofstedself-evaluation�a,�b,�c,5c

Emotional Health and Wellbeing4.6Hasaclearpolicyonbullying,whichisowned,understoodandimplementedbythewholeschoolcommunity

•Children,youngpeopleandparents/carersknowandunderstandthepolicyonbullyingandfeelthattheyhavetheopportunitytoregularlydiscussitsimplementation.

•Theschoolhasasystemthatensurespromptreportingbacktoparents/carersonanyconcernsraised.

•HaveyoubeeninvolvedinthedevelopmentoftheAnti-BullyingPolicy?

•Doyouknowhowtoreportifyourchildisbeingbullied?

• Ifyoumakeacomplaintaboutbullying,areyoukeptfullyinformedoftheprogressofyourcomplaint?

Ofstedself-evaluation�a,�b,�c,4b,4d,4e,6a,7c

4.9HasaclearConfidentialityPolicy

• Children,youngpeopleandstaffareconsultedonthedevelopmentandtherenewaloftheConfidentialityPolicy.

•Children,youngpeopleandparents/carersareawareoftheConfidentialityPolicyandunderstandwhatitmeansforthem.

• Doesyourchildunderstandtheschool’sconfidentialitypolicy?

• Doyouknowwhatwillhappenwithinformationthatyousharewiththeschool?

Ofstedself-evaluation�a,�b,�c,4b,4d,4e,6a,7c

*PSHE=Personal,Social,HealthEducationatKeystages1+�

Tools and TechniquesItisrecognisedthateveryschoolisuniqueandeachschoolwillhaveitsownprioritiesintermsofparental/carerengagementandparticipation.Somestrategiesareuniversalandsuitableforallschools,whileotherswillbemoreappropriateforspecifickeystages,ruralorurbansettings,specialormainstreamschools.Someofthefactorsthataffectlevelsofparental/carerparticipationmightinclude:

•parents/carerslivingsomedistancefrom theschoolinruralareas•parents/carersthathavechildren

transportedonbusesorintaxis•parents/carerswithmedicaland/orspecial

educationalneedswhothemselvesmayfinditdifficulttoengagewiththeirchild’sschool

•workingparents/carersincludingthosewithshiftpatterns.

Thetable,Self-reviewofparticipationwithparents/carersAppendix1,providesasummaryandanalysisoftheactivitiesthatschoolscouldusetoinform,consultandengagewithparents/carers.Foreachneworrevisedactivitythereislikelytobebothabenefitandacostattachedtotheactivity.Theseneedtobeweighedupinordertodecidewhetheritisaneffectiveactivityforaspecificschool.Ifschoolsareintroducing

newactivities,itisworthnotingthattheymaytaketimebeforeyieldingsatisfactoryorbetterresults.Perseverance,effectivecommunicationandasteppedapproachshouldallbeconsideredandarelikelytoproveinvaluable.Successcriteriashouldbeconsideredpriortoimplementinganewactivitytoengageparents/carersinschoollife.Comparingtheschool’scurrentpracticetotheactivitieslistedontheself-reviewtablecanprovideusefulanalysis.Herearesomepointstoconsider:

•areanyoftheexamplessimilartothoseyouarealreadyusing?Cantheybeimproved?

Ifsohow?•whatexampleshaveyounotyetconsidered?

Howwouldyouimplementthem?•canyouextendyourcurrentgoodpractice

further?•howcanyouensurethatyouachievethe

highestlevelofparticipationandengagement?•howcanyoumovetheschoolbeyondthe

informationlevelanduptheparticipationladder?

��

Phoenix High School, London

PhoenixHighSchoolinWestLondonhasintroducedseveralschemestoengageparents/carersaspartofitsapplicationforNationalHealthySchoolStatus.InMarch�007ithostedahealthylivingweekwhichincludedahealthylivingevening.Specificallyaimedatparents/carers,theeventconsistedofanumberofstandsprovidinghealthrelatedinformation.Bloodpressureandcholesterolcheckswereofferedandparents/carersalsohadthechancetotastetheschool’shealthydinners.Toengageparents/carersinthisevent,flyersandlettersweresenthomeandsomewerealsoinvitedbytelephone.

Toovercomeanticipatedreluctancefromparents/carerswhospokeEnglishasasecondlanguage,theschoolinformedthemthatbilingualassistantswouldbeonhandtohelpifneeded.Morethan1�0parents/carersandtheirchildrenattendedtheeventandthefeedbackwaspositive.Theysaidtheyappreciatedthehealthchecksandinformation,aswellasthehealthyfoodandgoodybagsprovided.

Aspartofitsdrivetosupportlearningoutsidetheclassroomandthewidercommunity

Case Study

health,theschoolhascreateda‘farm’andlearningzoneonitssite.Thisdevelopmentallowsittogrowfruitandvegetablesonthesite.Someproduceisgivenbacktotheschoolandusedinschoolmeals,whichfurtherengagesparents/carersinhealthyeating.

Westhaven School, North Somerset

WesthavenSchoolisapurposebuiltschoolforchildrenandyoungpeopleagedbetween7and16,withcomplexbarrierstotheirlearning.Ithassuccessfullyengagedparents/carersthroughaParentSupportGroup,whichtheparentsthemselvesnamed“TimeOut”.TimeOutisheldonamonthlybasis.Parents/carersattendtheworkshopsduringschoolhourstoalleviatetheneedforchildcare.

Thetwohour-longsessionsarerunbytheschoolnurseandtheparentsupportadvisor.Topicssuchasemotionalsupportandangermanagementarecoveredandexperiencedparents/carerscomeintodiscussrelevantissues.TheworkshopshavebeencrucialinsecuringWesthavenSchool’sNationalHealthySchoolStatus.

Theschooladmitschildrenandyoungpeoplewithawiderangeofcomplexneedsandhaslongunderstoodthatemotionalhealthmustbepromotedamongstparents/carerssothattheirchildremainsconfidentandpositive,andtheparents/carersfeelvalued.Theparents/carersareinitiallyinformedabouttheTime

Case Study

OutworkshopsduringthepersonalmeetingwiththeHeadteacher,priortotheirchildjoiningtheschool.ThisisfollowedupwithaletterandthenfurtherpromotedthroughaParentTeacherAssociation(PTA)stallandtheschoolwebsite.

Thefeedbackfromparents/carersontheTimeOutinitiativeispositive,withfrequentrequestsformoreworkshopsandfamilylearningevents.Theschoolsaysthatestablishingastrongrelationshipwithparents/carersisagreatachievementbecausemanyoftheirpupilsliveoverthirtymilesawayandaretakentoandfromschoolinminibuses,minimisingcontactwiththeparents/carers.

TheliteraturereviewbyProfessorCharlesDesforges,TheImpactofParentalInvolvement,ParentalSupportandFamilyEducationonPupilAchievementandAdjustment11DCSF(�00�)found:

•parental/carerinvolvementdiminishesasthechildgetsolder

•parental/carerinvolvementisinfluencedbythechild’sattitude

•thehigherthelevelofattainmentofachildthegreatertheparental/carerinvolvement.

11Desforges(�00�)TheImpactofParentalInvolvement,ParentalSupportandFamilyEducationonPupilAchievementandAdjustment,DCSF

ConclusionWorkingwithparents/carersisnotanewideaforschoolsandallschoolswillexperiencevarieddegreesofsuccess.Itishopedthatthisguidancewillencourageschoolstoself-evaluateandco-ordinatetheirworkastheytrytoengageallparents/carers.

Regularfeedbackfromparents/carerswillhelptoinformschoolstrategy.Insomecasessuccessmaybelimitedtotheknowledgethattheschoolhasbuiltapositiverelationshipwiththemajorityofitsparent/carercommunity,butstillneedstofindwaystoeffectivelyengagewithitshardtoreach/reluctanttoengageparents/carers.

Bestpracticeasks:Whatiscurrentlyworking?Nextpracticeasks:Whatcouldworkmorepowerfully?Thelatterresultsfrompursuingadifferentapproachtothesituation.

ThecasestudiesinthisguidanceservetoillustratetheworkthathastakenplaceinschoolswhichhaveachievedorareworkingtowardsachievingNationalHealthySchoolStatus.Asnewandrelevantcasestudiesemerge,theywillbeaddedtotheNationalHealthySchoolsProgrammewebsiteforalltoshareandbeinspiredby.

��

Useful Websiteswww.dcsf.gov.uk

www.dh.gov.uk

www.everychildmatters.gov.uk

www.healthpromotingschools.co.uk

www.healthyschools.gov.uk

www.ofsted.gov.uk

www.teachernet.gov.uk

www.familyandparenting.org

www.oneparentfamilies.org.uk

www.parentlineplus.org.uk

��

References1. NationalHealthySchoolsProgramme(�007)WholeSchoolApproachtotheNationalHealthy SchoolsProgramme

�. DepartmentforChildren,SchoolsandFamilies(�005)HigherStandards, BetterSchoolsforAll-MoreChoiceforParentsandPupils

�. DepartmentforChildren,SchoolsandFamilies(�007)Children’sPlan

4. DepartmentforChildren,SchoolsandFamilies(�007)EveryParentMatters

5. Ofsted(�006)HealthySchools,HealthyChildren?

6. DepartmentforChildren,SchoolsandFamilies(�004)EveryChildMatters:ChangeforChildren

7. Ofsted(�007)Parents,CarersandSchools

8. DepartmentforChildren,SchoolsandFamiliesCSF(�005)ExtendedSchools:BuildingonExperience

�. DepartmentforChildren,SchoolsandFamilies(�006)ParentingSupport,GuidanceforAuthorities

10.IPRA(�00�)MaterialsforSchools,Involvingparents,RaisingAchievement

11. Desforges(�00�)TheImpactofParentalInvolvement,ParentalSupportandFamilyEducation onPupilAchievementandAdjustment,DepartmentforChildren,SchoolsandFamilies

Level of Participation

Audience Activity Benefit Some examples of good practice

Level1Information Allparents/carers Letters,newsletters,booklets Quick,lowcostmethodthatcanreachalarge numberofparents/carers.

• wellpresented• eyecatchingdesign• clearkeymessagesinrelationtotheNationalHealthySchoolsProgramme• availableinotherlanguages• plainEnglish• parents/carersinvolvedinthecontent.

Level1Information Allparents/carers Ensuringawelcomingapproachtoparents/carers Highparental/carerinvolvementinallschoolactivities. • parents/carersfeelwelcomeattheschool• allstaffactivelywelcomeparents/carers• receptionareaisopenandwelcoming• NationalHealthySchoolsProgrammeinformationonnoticeboards• parents/carersunderstandallthedifferentstaffroles• parent/carerco-ordinatoravailableforall• schoolsusefeedbackfromparents/carerstomakeschoolmoreaccessible.

Level1Information Accessibletothosewiththeinternet.Audiencecouldbeincreasedbymakingtheinternetavailabletoparents/carersinalibraryordesignatedroomforparents/carers

Schoolwebsite Oncesetup,thisisaneffectivemethodof communicationwithparents/carersaslong asthefamilyhasaccesstotheinternet.

• appealing,up-to-datewebsitewitharangeofinformation• websitedesignedbychildren,youngpeopleandparents/carersinconjunctionwith

schoolstaff• dedicatedsectionforNationalHealthySchoolsProgrammeinformation• NationalHealthySchoolsProgrammeinformationplacedonthewebsitewith regularupdates• activitiesadvertisedtoencouragehealthyeatingandphysicalactivities• adviceavailableonissueslikebullyingandschoolmenus.

Level1Information Allparents/carers Noticeboardsandotherinformationavailableattheschoolsite Quickandeffectivemethodofpassingon informationtothosethatvisittheschoolsite.

• noticeboardsinaccessiblepositions• includesaNationalHealthySchoolsProgrammesection• signpostingtomoredetailedNationalHealthySchoolsProgrammeinformationand

contactdetailse.g.SchoolFoodTrust,NHS.

Level1Information Allparents/carers,butespeciallytargetthehardtoreachparents/carers

Remindersincludingtext,emailandletters Remindersencourageahigherlevelofattendance atschooleventsandparticipationinschoolactivities. Theyareaneffectivewayofreducingnon- attendanceandthereforetimewastedwhenstaff putonactivitieswithalowturnoutofparents/carers.

• textandemailalertsusedtoremindparents/carers• remindersusedtopromptparents/carerstoattendNationalHealthySchools

Programmeevents,e.g.healthycookingsessionsandphysicalactivities• theschoolhasassessedwhichtypeofreminderismosteffectivefortheircommunity• followupreminderssentoutaboutNationalHealthySchoolsProgrammeevents.

Level1Information Allparents/carers Invitingparents/carersintoschool:

• personalisedinvitationstoevents• piggybackingonothersuccessfulwell-attendedevents• eventsrequestedbyparents/carerse.g.meetingsorworkshops onSexandRelationshipEducation• workshopsinitiatedbytheschoole.g.runningaworkshopfor

parents/carersonhealthyeating• attendingschoolcelebrationeventsorsportsactivities.

Face-to-facemeetingsallowmoredetailedpersonal contactwithparents/carers.

• allstaffareskilledinmeetingandwelcomingparents/carersincludingthoselesslikelytocomeintoschool

• theschoolenvironmentisopenandwelcomingincludingtheprovisionofrefreshmentsandcrèchefacilities

• acomprehensiverangeofactivitiesareavailableatdifferenttimesoftheday/week/yeartoaccommodateparents/carers

• parents/carerscanattendHealthySchoolsworkshopse.g.cookinghealthymeals• neweventsareaddedeachyearandlesspopulareventstakenoutofthe schoolcalendar• informationsessionsareprovidede.g.DrugEducationandanti-bullying• eventsforparents/carerstogetherwiththeirchildrenareprovidede.g.cookery

sessionsandsportsactivities.

Level1Information

Allparents/carersandtargetedparent/carergroups

Marketingevents Effectivemarketingwillresultinahigherlevel ofparental/carerparticipation.

• viewsaresoughtfromparents/carersonafullrangeofmarketingactivities• parents/carersareinvolvedintheschool’smarketingandcommunicationsstrategy

e.g.forthedevelopmentandimplementationoftheSchoolTravelPlan• marketingatparent/carereveningsforHealthySchoolsevents.

Level1Information

Allparents/carersandselectedhardtoreachgroups

Developinglinkswithparent/carerswithintheirownlocalcommunitiese.g.attendingandhostingcommunityevents

Theschoolwillbetterunderstandtheneedsand viewsofparents/carerswhodon’tusuallyengage inschoolactivities.

• specificfamiliesaretargetedtosupporttheirengagementinschoolactivities e.g.visittotravellersitebytheparentliaisonofficertoraisehealthissues.

Appendix 1Self-review of participation with parents/carersThistoolwillhelpschoolsassesstheircurrentlevelofparent/carerparticipation.