Parents as partners

1. Parents as partners 28 April 2012

2. Trial and Error • Family Learning • Education Action Zones (5 Lambeth Nurseries in pilot ‘97) • Surestart • Parenting Early Intervention Programme • Think Family

3. Agenda • Why bother working with parents? • Barriers to working with parents • What does partnership mean? • Top tips for working with parents

4. research

5. The influence of the home is 'enduring, pervasive and direct' • What parents do at home has a significant positive effect on children's achievement and adjustment even after all other factors shaping attainment have been taken out of the equation. • Children gain skills at home, but also absorb a positive attitude to, and enthusiasm for, learning. • Parental involvement has a positive impact across all ethnic groups and social classes. • In the primary age range, parental involvement has a greater impact on achievement than the quality of the school. • Desforges, 2003

6. Skills What makes the difference? Attitudes Values Desforges

7. impact

8. It is possible to change thehome learning environment through: • building a positive relationship between parents and settings that increase access and willingness to engage with support services • engaging parents in activities that will develop their understanding, skills and knowledge and • have an impact on their own attitudes to learning and • raise aspirations not just for their child but the family

9. Parents report improvements in • mental health • levels of isolation through making friends and being part of groups • relationships with their child’s educators and professionals generally • self-confidence in their broader role as parent • improved self-esteem • knowledge and understanding of children’s development • knowledge of activities to help their child

10. What can change in the home? • More active involvement with children • More communicating with and listening to children • Warmer, more positive relationships • Broader understanding of parenting responsibilities • More confidence in own parenting role and skills (a crucial indicator of children reaching their potential) • Improved behaviour in children • Improved enthusiasm of child to attending learning setting • Changes to daily practice – more joint family activities, less television

11. barriers

12. Tips for engaging parents • Shift focus for invitations to helping their children learn, rather than on generic parenting skills, can lessen the feelings of inadequacy that may prevent parents seeking help • Recognising parents' expertise in their own children and lives is crucial – dialogue should be 2 way. Parents are not ‘empty vessels’ any more than children. • Show an interest in parents as people not parents, and in their lives (they have a name beyond ‘Aasha’s mum’).

15. Help? Toolbox offer: • Website will hold detailed presentation for you to take to others • Top tips sheets • Links to research • Contact for advice and guidance • Training opportunities • Newsletter

16. 5 pilot nurseries now

23. www.toolboxlondon.org contact@toolboxlondon.org