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Research Findings: Engaging Parents in Raising Achievement Do Parents Know They Matter?

Research Findings: Engaging Parents in Raising Achievement Do Parents Know They Matter?. Janet Goodall, University of Warwick. Exercise. Describe one useful activity to engage parents Describe some of the barriers to parental engagement Give one example of information you give to parents.

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Research Findings: Engaging Parents in Raising Achievement Do Parents Know They Matter?

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  1. Research Findings: Engaging Parents in RaisingAchievement Do Parents Know They Matter? Janet Goodall, University of Warwick

  2. Exercise.... • Describe one useful activity to engage parents • Describe some of the barriers to parental engagement • Give one example of information you give to parents

  3. EPRA Project – Research

  4. Respondents • 314 respondents overall • 95 members of school staff • 81 parents • 124 students • 14 others • 79 hours of interviews

  5. Report • http://www.schoolsnetwork.org.uk/uploads/documents/DCFS%20research%20EPRA%20report_127139.pdf • Can be accessed from the SSAT Parental Engagement site: http://www.schoolsnetwork.org.uk/raisingachievement/engagingparents/default.aspa

  6. Research Findings…

  7. Parental engagement in ‘supporting learning in the home’ is the single most important factor in student achievement.

  8. Parents’ influence on student learning outcomes is greater than the school influence “Your parents are your main influence, really – if they don’t care about it, you don’t take as much of an interest in it” Student

  9. Parental engagement positively affects student behaviour. “If your parents had nothing to do with school you could skip your lessons and nobody will be bothered…” Student

  10. Why is parental engagement important? “I don’t know – it just is! And I’m not going to give up!” Deputy Head

  11. What is Parental Engagement?

  12. Independence • Theme for many older pupils • Different “profiles” at home and at school • But still insist that parental support is vital

  13. “You need your independence at this age but you also need your parents’ guidance.” Student

  14. Parental engagement means supporting students’ learning, in the home

  15. Points for schools, from the research

  16. 1. Need for coherence • Clear message for parents • Unified policy on parental voice and engagement

  17. 2. Parental presence ≠ Parental engagement • What makes the difference is what happens in the home

  18. Activities • What was your Parental Engagement Activity? • How will that activity increase parental engagement in learning in the home?

  19. 3. Parental information ≠ Parental Engagement • Parents need information they can use and understand • But information can be a one way street • And may not lead to changes in the home

  20. “I’m not sure we engage parents when we send letters... If I give information – I may only know I engage you when I get something back” Deputy Head

  21. Information for parents • What is it for? • What do you want parents to do with the information?

  22. Types of interactions with parents Examples of each?

  23. Parental Involvement ≠ Parental Engagement To sum up:

  24. Activities What was your information for parents? Was it closed or open? What did you want it to change?

  25. 4. What prevents parents from engaging with the learning of their children? Barriers to Parental Engagement

  26. Overall Responses

  27. Activities • What were the barriers your parents faced? • Were they barriers to coming into school or to engaging in learning in the home?

  28. Exercise Need a multiple of three groups – each with separate task

  29. Groups at each table… • Flip chart: what you want Parental Engagement to do • Sticky notes, group one: Barriers to Parental Engagement • Sticky notes, group two: Parental Engagement Activities

  30. “Only connect…” • Connect the barriers with any changes that they impede • Connect the activities with any changes they facilitate

  31. Gaps…? • Are there changes that are not addressed on either side? Any side? • Are there barriers that are not addressed? • Are there activities that are not connected to changes?

  32. Future planning, one… • How will you address changes without connections? Or without enough connections? • How will you address barriers? • What will you do about events that don’t connect to change?

  33. Future planning, two • Make a list of all the information you give to parents • Decide: • What do you want parents to do • Is the information effective for that • If not, what needs to change?

  34. Closing thoughts...

  35. Proportion of influence on achievement

  36. Holistic view of influence – joined up thinking Full possibilities for achievement.....

  37. Consequently, schools need to place parental engagement at the centre rather than the periphery of all that they do. Parental engagement in children’s learning makes a difference- it is the most powerful school improvement lever that we have. Do Parents Know They Matter? p. 70

  38. Engaging with.... The learning of the pupil Dr Janet Goodall janet.goodall@warwick.ac.uk

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