‘Think Family’Making a Positive Difference

Gail BennettFlintshire Parenting Strategy Coordinator

gail.bennett@flintshire.gov.uk01244 551140

Making a Positive Difference Think Family

Aim of the presentation:

Discuss the development of the

Flintshire Parenting Strategy and Delivery Plan

an addendum to the

Flintshire Children and Young People’s Plan

with a focus on parenting programmes development within Education

Flintshire Parenting Plan - 2011 - 2014:Making a positive difference – Think Family

Our Vision 2011 – 2014

“All ‘parents’ in Flintshire will have access to information, advice, guidance and services to help them in their role as parents; recognising the importance of ‘parenting’ - raising and nurturing children, at all ages, and stages”

‘Parenting is… an activity undertaken by those who bring up children

• mothers and fathers• foster carers• adoptive parents• step-parents• grandparents• siblings may undertake a parenting role• Services e.g. teachers; voluntary sector…

All of these play a crucial role in giving the children in their care a flying start in life, providing the best basis for children’s and young people’s growth and development. Local authorities also act as corporate parents for children and young people in their care.Welsh Assembly Government – Parenting Action Plan, December 2005 (Ref: 1.8)

Legislative framework - Crime and Disorder Act 1998Anti-Social Behaviour Act 2003

“ Parenting is a challenging job. Helping parents to develop good parenting skills is an effective way of ensuring that problems in a child or young person’s behaviour or development are not allowed to grow unchecked into major difficulties for the individual, their family and the community.”

Home Office (2000) Parenting Order Guidance

Flintshire Parenting Strategy and Delivery Plan 2011-2014

Key Areas:

1. Raising the profile of parenting and parent involvement

2. Information and Advice services

3. Parenting skills and family learning

4. Parents, education and the school setting

5. Effective workforce (workforce development)

Task Lists and Action Review Sheets Outcomes and Outputs / Results Based Accountability approachProject Management approach

Key Area 4: Parents, Education and the School Setting

• Do parents know they matter?• Consultation / Work with School Consortia• Working together for families• Communication / Language / Ethos / Values• School Plans• Family focused not service focused • Best practice, research and evidence base• Information and support• Quality delivery, training and development• Measuring impact: hard & soft outcomes

Education Policy - EstynKey Question 3.3.

» Inspectors should evaluate how strategically the school works with its partners to improve pupils’ standards and wellbeing.

» The main focus in this quality indicator should be on the impact of strategic partnerships on pupils’ standards and wellbeing and not just on the number and range of partners or the nature and quality of the partnership arrangements.

» Partners include Parents / carers

Estyn evaluation of the impact of Family Learning (May 2012)

» The most effective programmes use a facilitator from the school, who has credibility with the parents, who knows the family circumstances and can build a good relationship.

» Teachers and providers use a good range of teaching strategies to motivate learners and help adults to understand how children learn.

Improving Schools (implementation plan – publication date:10 Oct 2012)

3. Building effective partnerships around schools

One of five priorities:Empowering and engaging with parents / carers – we will improve the flow of information on school performance and support schools to engage with and develop strong partnerships with parents/carers

Where parents/carers, teachers and the wider community work together to improve learning, the gains in achievement are significant. Schools that offer bespoke forms of support to parents/carers (i.e. literacy classes, parenting skills support) are more likely to engage them in their children’s learning. Schools that successfully engage parents/carers in learning, consistently reinforce the fact that ‘parents/carers matter’. They develop a two way relationship with parents/carers based on mutual trust and a commitment to improving learning outcomes

Improving Schools

RAISE - Raising Attainment and Individual Standards of Education

(Ref: Evaluation of the first three years of RAISE: Final Report. 2012)

In exploring why the attainment of children from different backgrounds differs so much, research has identified a range of factors that influence attainment.

Systems-thinking: thinking about the relationship between the parts

The family

Individual characteristics and capabilities

Schools

The child oryoung person

Attainment

Evaluations of interventions with parents and carers suggest that those that increase parents and carers “engagement” in education (as distinct from their involvement in their child’s education) can contribute to both increases in attainment and school effectiveness (Harris & Goodall, 2009)

Flintshire Integrated Services Model - Examplecontinuing to develop and integrate provision to meet the needs of parents, families and services.

Flintshire Integrated Services Model - Examplecontinuing to develop and integrate provision to meet the needs of parents, families and services.

FLINTSHIRE – Integrated Locality Based Service Network

(Example)

Prevention – Protection - Remedy

0 – 1year

1 – 5 years

5 – 11 years11 - 18 years

- 9 months

0 years

Examples of Provisions for;

Services For All FamiliesFamily Information Service Flintshire (FISF) www.fisflintshire.co.ukwww.parentscentre.gov.uk

Team Around the Family Art & CultureChild Care Countryside ServicesEmployment Health VisitorsHome – School LinksHousing LeisureLibrary ServicesMidwiferyParenting Book Scheme Parent Teacher Associations. PlayPlaygroupsPolicePrimary CareSchool NurseSchoolsTransportYouth Services

Families with Extra Needs: Children Integrated Disability ServiceCommunity PaediatricsCommunity ParentsEarly Intervention ServiceGenesis / Quest Project Home StartInclusion Services Social CareSpecialist CAMHSSpecial SchoolsSpeech & Language TherapistWelfare Benefits Youth Justice Service. For further information please contact FISF or see the Flintshire Parenting Services Toolkit.

Health Visitors: Parents FirstSTEP’s

Parental links to the Foundation Phase

Sure Start / Flying Start (area specific)

Communities First (area specific)

Chatterbox Playtimes

IY Toddler

Transition – Home School Links

IY School Readiness

Family Learning / School Clubs

Family Links Parenting Puzzle

Forest SchoolsPSE & primary SEAL – social & emotional aspects of learning for all primary children & their parents

Note: Each school consortia should review, specific to their community.

Challenging Years / Take 3

Pre-parenting skills Secondary SEAL - social & emotional aspects of learning for all secondary children & their parents

IY BabiesFSA Parents Guide to Money

LIFE READY

CH

ILD

RE

AD

Y SC

HO

OL

RE

AD

Y

School Counselling PASS age 7+

IY Basic: Early Childhood age 3 - 6

IY Basic: School Age 6 - 12

IY Classroom Management *

Allen, G. and Smith, I. D. (2009) Ref: Early Intervention: Good Parents; Great Kids, Better Citizens London: The Smith Institute

Respecting Others (Anti-bullying)

KEY;Parenting Programmes Whole School Approach

IY = Incredible Years* Links with I.Y Dina Programme

Building upon what we know:

1. Develop a strategy for engaging parents/carers and the wider community in learning and work closely to support learning

2. Know what outcomes/change/results are required

3. Select evidence-based practice, programme / resources for the target population, with a consistent approach

4. Develop a strategy for recruiting the target population

5. Address relevant service access issues

6. Enable and invest in staff training and ongoing support

7. Create a reference/stakeholder groups/steering committee

8. Ensure implementation fidelity (process & delivery)

9. Evaluate programme delivery, costs, and outcomes (to be embedded within services)

13

Increase and improves the quality time that families spend together

Improve attitudes by parents/carers to reading and books (for themselves and their child)

Builds positive communication skills, including numbers (mathematical development)

Supports personal and social development

Increases parental confidence around sharing books, stories and rhymes

Increase parental confidence in being a partner in their child’s learning

Provides opportunity for lifelong learning

Provided by: ValeofGlamorgan Putting Families 1st

Supporting Literacy and Numeracy

Helping your child with speaking and

listening.

Conversation with parents has been found to be one of the most important factors influencing children’s achievement.

‘Last term I took part in the Chatterbox programme. They enjoyed all the activities and also enjoyed the experience of being able to share their learning with their children. For many of the parents, it was an opportunity for them to socialise and share their experiences of child development.’(Trelogan Primary School)

‘I have enjoyed the course and it would be a valuable experience for any parents’

‘I feel I have benefited from these sessions and had some surprises, a learning experience.’

Supporting Literacy and Numeracy

Helping your child with speaking and

listening.

Conversation with parents has been found to be one of the most important factors influencing children’s achievement.

Incredible Years School Readiness

Addresses risk factors associated with children’s lack of readiness and poor home-school connections

4 sessions, 2 hours per week Universal, delivered to parents through schools

Aims:

1. Improve children’s school readiness

2. Prevent conduct problems

3. Prevent children’s academic underachievement

4. Enhance home-school links(Ref: Centre for Early Intervention, Bangor University: Wales research 2010-12)

Play and Reading Observation Tool (PAROT)

» Direct Observation – 30 minutes» Part 1 – Child-directed play

15 minutes of observing the unstructured play between the primary caregiver and child.

» Part 2 – Interactive Reading

15 minutes of observing the primary caregiver and child reading together.

» One of three bilingual books used at each time pointParents Emotion Coaching

Play - Parents Emotion coaching Play - Parents Critical Statements

Feedback from Participants – parenting programme leaders who completed their Work with Parents 3599

I understand more about the value of working with parents, particularly working in partnership, for the

best for the family. Doing this qualification has really made me think.

I have learnt about other services available to families, and can speak to parents about these

services. I feel better informed. (Resource: Toolkit for Working with Families)

Good Practice: Campbell, C. Head teacher

http://www.staugustinesprimary.comSchool leaders who are already overloaded with the day to day running of a school, may find it difficult to plan for a more personalised agenda for parents. The findings and research give a clear message that efforts put into working with parents pay dividends to the school in the long run. Parents who are supportive can have such a positive impact on their children’s learning, behaviour and attendance.

School leaders need to be committed to identifying their hard to reach parents and try to persist in including them in their child’s education for the benefit of their children, the school and the school community as a whole. If hard to reach groups resist, the message is clear don’t give up, keep trying to canvas opinion and keep inviting them, even if they turn you down. The key is to plan ahead well, involve all staff, so that everyone is delivering the same message: that parent involvement is valued highly.

Impact – leadership strategy

Why work together? – Flintshire perspectiveIt makes a positive difference…

CYPP Plan 2011-14 – committed to effective partnership working

•Action Area 1: Children and Young People are cared for •Action Area 2: Children and Young People are ready, ableand encouraged to learn•Action Area 3: Children and Young People have a healthylifestyle•Action Area 4: Children and Young People have time andspace to play, and to participate in activities•Action Area 5: Children and Young People are respectedin all areas of their lives•Action Area 6: Children and Young People are safe •Action Area 7: Children, Young People and Families havethe resources they need to maximise their opportunities

Families First National outcomes

•Outcome 1: Working age people in low income families gain, and progress within employment

•Outcome 2: Children, young people and families in or at risk of poverty, achieve their potential

•Outcome 3: Children, young people and families are healthy, safe and enjoy well-being

•Outcome 4: Families are confident, nurturing and resilient

Families First Local Work streams

•Vulnerable Young People

•Family Wellbeing

•Family Support

•Family, Home Learning and Money

Note: North Wales Families First Parenting Learning Set

Working Together… to improve outcomes for children, young people and their families.Example of Flintshire initiatives – parent focus:Transition / Early Years Incredible Years Baby – Toddler - School Readiness- BASIC

Family Links Nurturing / Parenting PuzzleChatterbox Playtimes and Parental Links to the Foundation Phase

Transition / Adolescence Programmes Challenging YearsTake 3Workforce Modular Training

Wellbeing Incredible Years Classroom ManagementPASS – children, education staff, parents/carersSTEPS to ConfidenceFriends (all ages); PATHSRespecting Others – Anti-BullyingForest SchoolSEAL and SEAL for parents (under consideration)

Family Family Learning groups/ workshops (Family Time - Learning Together‘)Integrated Services Training – Signposting / Essential SkillsVolunteer programmes, Reading schemesParent Councils; Forums; Class Meetings; Action Groups; Focus groups; Parent Representatives; PTAs (registered ?)

Supported by informed, qualified, skilled and experienced staff & data intelligence

Flintshire Families First… is an approachFlintshire Families First… is an approachContinuum of Services –

Strengthening what we were doingBuilding on foundations

Universal Services

• Playgroups

• Schools

• Youth Services

• Health Visitors/GPs

Targeted Services

• Flying Start

• Inclusion Service

• Play clubs

• CAMHS

Referred Services

•Childrens Social Care.

•.Youth Justice

•.Disability Service

Specialist Services

•CAMHS

• Integrated Family Support

Areas for development

• Tend to be child focused rather than family focused

•Integration between service areas including services for adults

Why work together – family perspective?

» Shared responsibility of services and families» Earlier, more coherent support» Tailor-made support – more efficient» Ownership of support» Reduced need for more specialist services » Complex needs of families» Families are not static – needs change over time» Children and adults have different needs and different

perspectives on the same challenges

REFERENCES» Bateson, B. (2000), ‘Chapter 4: INSPIRE’, in S. Wolfendale and J. Bastiani (eds) (2000) The Contribution of Parents to

School Effectiveness. London. David Fulton

» Carnie, F. (2011), The Parent Participation Handbook. Optimus-Education.

www.optimus-education.com

» Chidren in Wales. (2006), Parents and Schools – Making the Connection: An exploration of the relationship between parents and schools in Wales. Cardiff.

» DCSF. (2008), The Impact of Parental Involvement on Children’s Education. Nottingham. Crown Copyright.

» Estyn. (2012), The impact of family learning programmes on raising the literacy and numeracy levels of children and adults.

www.estyn.gov.uk/english/docViewer/247010.4/the-impact-of-family-learning-programmes-on-raising-the-literacy-and-numeracy-levels-of-children-and-adults-may-2012/?navmap=30,163,

» Feiler, A., Andrews, J., Greenhough, P., Hughes, M., Johnson, D., Scanlan, M. and Ching Yee, W. (2007), Improving Primary Literacy: Linking Home and School. RoutledgeFalmer

» Harris, A. and Goodall, J. (2007), Engaging Parents in Raising Achievement. Do Parents Know They Matter? Department for Children, Schools and Families Research Report. RW 004.

» Illsley, P. and Redford, M. (2005), ‘Drop in for coffee’: working with parents in the north Perth New Community Schools. Support for Learning, 20, 4: 162-166

» Pathways to Child Friendly Schools: A Guide for Parents

www.parentcouncils.co.uk

» Peters, M., Seeds, K., Goldstein, A. and Coleman, N. (2008), Parental Involvement in Children’s Education 2007. Research Report. DCSF RR034.NCSL. (2010-11), How to involve ‘hard to engage’ parents.

» Prof. Desforges, C. and Abouchaar, A. (2003), The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: A Literature Review.

» Welsh Government. (2006), Parent Participation Information Document. Cardiff. Welsh Government.