Engaging with parents Denise Yates, Chief Executive NAGC

1. Engaging with parents Denise Yates, Chief Executive NAGC

2. 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

3. Questionnaire: Children’s success in schools Q1: Do=100% Do Not=0% Q2 teacher salaries teacher curriculum participation hiring good teachers pre-school educational experiences family background Q3: Intensive involvement of parents in their children’s schooling Q4: Whether parents dropped out Q5: No time; Don’t know what to do Q6: From birth Q7: Ages 3 to 8 years Q8: 3/4 years Q9: Parental participation in education Q10: 30%

4. 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: • Information and Advice Service including a Helpline • Parent-School Partnership (PSP) Scheme which exists to develop a genuine understanding of the needs of gifted children between schools and parents • Magazines for families, professionals and children • Website ( www.nagcbritain.org.uk) • Local Explorer Clubs • Training and support

5. 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 Parents provide significant experiences outside formal schooling Schools/teachers provide the primary schooling experience 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. NAGC Research Objectives 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

12. 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 school G&T co-ordinator • 55% of G&T co-ordinators provided IEP but only 6% of parents had seen a copy • Only 3 % of parents had been offered additional support with homework • 12% of parents had been offered information about enrichment resources out of school

13. Findings from NAGC continued: • 82% of Heads surveyed parents but only 18% of G&T co-ordinators and 10% of teachers in the same schools agreed that to be the case • 10% of parents had been offered courses on G&T in their schools • 79% of parents were unaware of an LA Parent Support Service and only 1% of parents had made use of the service • 27% of Heads said they shared information about local support groups with parents but only 6% of parents agreed they had been given this

14. 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”

15. Parent-Viewed Barriers: * No recognised route for communication with school * Teachers not available to talk with * Parents usually not available during school hours * Parents not made to feel welcome or opinions valued; parents lack confidence * School does not identify and make opportunities for parental engagement

16. “ 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

17. 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”

18. School-Viewed Barriers: * Parents do not read school communications * Parents are not available during school hours * Parents do not attend events such as parents’ evenings * Parents do not respond to requests for engagement

19. 4 main barriers to parental engagement • 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

20. 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

21. 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

22. 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’Tjust use mass media eg newsletters to encourage parental engagement 4. DON’Tkeep thinking that children from hard to reach families have no parental engagement 5. DON’T write off parents – start with mutual respect

23. 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

24. 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

25. Levels • Entry level • Developing level • Exemplary

26. SUMMARY Parental engagement is a key mechanism to raising standards in schools Parental engagement recognises the needs of individual children leading to genuinely personalised education Schools and parents realise the needs of gifted children G&T parental engagement templates lead the way for ALL pupils – inclusive not elitist!

27. 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

28. Thank you for taking part