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Promoting Family Learning at Borestone Primary

Promoting Family Learning at Borestone Primary. How do we ensure we engage with ALL our parents?. Context. School Roll – 265 11 classes Demographic -  41% of children live in deciles 1 to 3 and 15% in deciles 8-10 PEF £115,200 . What does research tell us?.

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Promoting Family Learning at Borestone Primary

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  1. Promoting Family Learning at Borestone Primary How do we ensure we engage with ALL our parents?

  2. Context • School Roll – 265 • 11 classes • Demographic - 41% of children live in deciles 1 to 3 and 15% in deciles 8-10 • PEF £115,200 

  3. What does research tell us? • ‘For school aged children, two kinds of parental behaviour were shown to have positive associations with children’s school outcomes: home-school partnership and parental interest in children’s academic activities.’ (See and Gorard 2015)  • ‘It's well proven that children do better when parents and schools work together. However, not all parents find it easy to be involved in their child's learning. We want to help parents lay strong foundations for the loving, nurturing relationships that we know are integral to children's emotional, physical, socio-economic and educational wellbeing.’ (National Parenting Strategy 2012)

  4. What did we know? • Good attendance at Parents’ Evenings - 92% across school • Good attendance at Sharing Learning Events - around 85% of children with at least one adult attending • When children are involved, parents are more likely to attend • Food always helps!

  5. Raising Attainment in Numeracy • Barriers Identified: • Mindset  • Limited range of strategies  • Reliance on written algorithms and count-by-one approach

  6. Universal approach I know some new ways I can help my child learn about numeracy • Feedback: • 100% Agree/Strongly Agree I know where I can access additional resources to help me support my child.

  7. What else can we do to help you support your child with numeracy ​at home?  Ways I can support my child's attitude towards maths.

  8. GIRFEP

  9. Parents and Maths – Jo Boaler • "We now know that the messages we give students can change their performance dramatically, and that students need to know that the adults in their lives believe in them. Researchers are learning that students’ ideas about their ability and potential are extremely important, much more than previously understood. As well as the messages we give students about their potential, brain research is now showing that messages students pick up from their parents about math and their parents’ relationships with math can also change students’ math learning and achievement." • "The parents’ math knowledge did not turn out to have any impact, only their level of math anxiety."

  10. Maths and a Munch • 5 sessions • Introduction of concept and resources to parents • Lunch (made by children) • All work with children Can we improve mathematical mindsets through increased parental engagement?

  11. Impact on Attainment • Focus Group – Children moving away from using formal written process and can explain a range of strategies. • Oral/written assessment – All children using phase 4 counting on/back strategies have moved onto phase 5 or 6 strategies. (2 children still using count by one strategy when left to own devices or under pressure). • Holistic Assessment – Children applying better number sense when attempting word problems and two step number problems, although some still need support.

  12. (after being asked what we could do to improve the sessions so that more people attend) I thought it was really good but I just wasn't in the right place to attend all the sessions. What did parents say? The packs make it really easy to understand and the kids enjoy it. I know I should ask him to explain his strategies rather than counting in his head like he used to do. I’ve said before I’m terrible at maths but I joke less about that now, and know I need to be positive.

  13. I liked that your parents can see the way you are learning maths at school and when you're at home they can help you when you are struggling. What did children say... We can learn from our mistakes and I always thought I couldn't. It was lots of fun and good that she (Mum) took time to listen to your strategies. I learned new things and it was fun.  My mum can help me better now. I learned new strategies.  It taught me to keep practising strategies instead of doing a chimney sum.

  14. Families Connect • An 8 week programme developed by Save the Children. • The aim is to encourage and cultivate a positive home learning environment through play. • The programme is aimed at families with a child between the age of 4-6yrs old. (P1 & P2 first cohort) • Parents are invited to attend 8 informal workshops covering 3 key areas: • Emotional Development • Literacy & Language Development • Numeracy

  15. Families Connect – The Workshop

  16. Impact – Families Connect Good retention rate -  12 families initially interested however, dropped to a consistent 10 families each week. Use of BPVS pre FC and 3 months following end of programme. Built in pre and post questionnaires We had very positive feedback from parents and children....

  17. I thought it would give me a better understanding of what my child did at school. I pay more attention to what they’re saying and really listen. I don't check my phone so much. We talk a lot more, asking open questions and looking for numbers and words to talk about or make into a game. The feelings card has had an effect on all the family.  When I'm using praise the kids now know what it's for. I listen more and we talk together.  We interact more and my child will do more at home now.

  18. What did children say? The photographs were the best, I liked telling Mummy my stories.  I still like telling Mummy my stories! I loved book week, I liked choosing the different books to read. The best bit was having snack with my friend and Mummy.

  19. The parents attending the group have been more confident approaching me in the playground. What did teachers say? The group of children attending the group have increased their confidence approaching different classroom tasks. The children were excited about going to Families Connect and liked to talk about what they were doing.

  20. Attendance monitoring • Attendance Group • Check ins, follow up calls, home visits • Improving picture 

  21. Case study • Child in P6 • Attendance P4 -  86% • Attendance P5 - 83%

  22. Further home visit, concerns shared by mum Review TAC TAC meeting held Contacted family re. Maths & Munch. Home visit Unwell, call to explain Attended MnM, contact more open Home visit, difficult  discussions Unexplained absence

  23. Next steps • Tailored programmes • Make and Taste sessions – transition project • Parent cooking sessions • GIRFEP

  24. Questions • Gillian Robertson • Robertsong15s@stirling.gov.uk

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