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Transcript of Parental engagement and the impact on the education system Mike Briscoe, Director, Institutions,...
Parental engagement and the impact on the education system
Mike Briscoe, Director, Institutions, Becta
Janice Bernard, Headteacher, Perins School, Alresford, Hampshire
BETT 08Wednesday, 9 January 2008
This seminar will introduce:
• The importance of parental engagement
• Indications of impact - and what parents say
• Recent developments including the Children’s Plan
• What it means in school
• Improving what we already do in school
• Moving to real-time reporting
• What needs to happen and when
• What is available to assist and how to find out more
The Parents’ Premium
• Parental involvement in a child’s schooling between ages 7 and 16 is a more powerful force than family background, size of family and level of parental education (Feinstein, L & Symons, J. Oxford Economic papers, 51 (1999))
Achievement Parent effect School effect
Age 7 0.29 0.05
Age 11 0.27 0.21
Age 16 0.14 0.51
Effects of parents/Effects of schools:
A father’s interest in a child’s schooling is strongly
linked to educational outcomes for the child; (Hobcraft. CASE briefing Nov 1998)
It is the ‘at-home’ relationships and
modelling of aspirations which play the major part in impact on school outcomes.
(Desforges 2003)
Very high parental interest is associated
with better exam results than for children whose parents show no
interest (NCDS 1999)
Pupils’ achievement in the schools where the impact of parental involvement
was [judged to be] outstanding had clearly
improved. (Ofsted 2007)
They [parents] should be supported… providing the
results of periodic assessments for parents in
an easy to understand format, such as using ‘traffic lights’ to indicate children’s
understanding of key concepts
(2020 Vision: recommendations)
What is it that makes a difference?
What is it that makes a difference?A father’s interest in a
child’s schooling is strongly linked to educational
outcomes for the child; (Hobcraft. CASE briefing Nov 1998)
It is the ‘at-home’ relationships and
modelling of aspirations which play the major part in impact on school outcomes.
(Desforges 2003)
Very high parental interest is associated
with better exam results than for children whose parents show no
interest (NCDS 1999)
…It’s what parents do rather than who they
are that counts
Pupils’ achievement in the schools where the impact of parental involvement
was [judged to be] outstanding had clearly
improved. (Ofsted 2007)
They [parents] should be supported… providing the
results of periodic assessments for parents in
an easy to understand format, such as using ‘traffic lights’ to indicate children’s
understanding of key concepts
(2020 Vision: recommendations)
What parents say (Parents’ Involvement in Children’s Education survey 2007)
•57% would like to be updated termly or more often
•79% would find web access to reports on their child very or quite appealing
Using technology in schools (Harnessing Technology review 2007)
“Technology enables the achievement of productive time efficiencies most where it is embedded effectively across the institution. Teachers report time savings using technology in lesson planning and lesson delivery. However, overall, evidence suggests that efficiencies from technology relate mainly to quality improvement for the same resource input and improved use of practitioner time, rather than significant time savings.”
Parents will be contacted by a staff member at secondary school before their child starts at the school;
Parents will be able to attend information sessions at the new school;
Every child will have a personal tutor who knows them in the round, and acts as a main contact for parents;
Parents will have regular, up-to-date information on their child’s attendance, behaviour and progress in learning;
Parents Councils will ensure that parents’ voices are heard within the school;
Parents’ complaints will be managed in a straightforward and open way.
Department for Children,
Schools and Families
The Children’s Plan
Building brighter futures
Presented to Parliament
by the Secretary of State for Children, Schools and
Families
by Command of Her Majesty
December 2007
Parents will be contacted by a staff member at secondary school before their child starts at the school;
Parents will be able to attend information sessions at the new school;
Every child will have a personal tutor who knows them in the round, and acts as a main contact for parents;
Parents will have regular, up to date information on their child’s attendance, behaviour and progress in learning;
Parents Councils will ensure that parents’ voices are heard within the school;
Parents’ complaints will be managed in a straightforward and open way.
Department for Children,
Schools and Families
The Children’s Plan
Building brighter futures
Presented to Parliament
by the Secretary of State for Children, Schools and
Families
by Command of Her Majesty
December 2007
“Parents will have regular, up to date information on their child’s attendance, behaviour and progress in learning;”
• By September 2008 all secondary schools will be expected to provide information to parents covering achievement, progress, attendance, behaviour and special needs, on a timely and frequent basis – this should be at least once per term.
• By September 2010 all secondary schools will need to offer parents real-time access to this information (including the opportunity for secure online access) wherever they are and whenever they want.
• Primary schools must also meet the basic requirement by September 2010 and the real time requirement by 2012.
Janice Bernard, Perins school
• Every learner wants to do well
• I want all my children to do well
• We need all our parents involved
• All of us want to talk about what matters – when it matters
Learner
Parent School
Parents – improving engagement
Exploit the development of new technologies so that a better shared understanding of children’s progress contributes to improved outcomes
All parents should have the confidence and knowledge to engage with their child’s school as an equal partner
Parental engagement – serious improvement in reporting to parents to raise the quality of dialogue between learners, parents and teachers (real-time reporting)
Learner
Parent School
Community information
Access from home
Parents resources
Access to resources
Home and course work
Access to materials
Online reporting
Parent and learner days
Electronic reports
Email exchanges
Mobile ‘phone alerts
SMS
texting
Community information
Access from home
Parents resources
Access to resources
Home and course work
Access to materials
Online reporting
Parent and learner days
Electronic reports
Email exchanges
Mobile ‘phone alerts
SMS
texting
Real-time access, reporting and dialogue
Real-time access, reporting and dialogue
Learning Platforms
MIS Absolute basis of reporting supported by ICT (MIS)
Aspirational and
innovating
Coherent and embedded
Moving in a number of
areas
Developing new
approaches
Little in place
Learning Platforms
MIS
20122010
Real-time access, reporting and dialogue
Absolute basis of reporting supported by ICT (MIS)
Aspirational and
innovating
Coherent and embedded
Moving in a number of
areas
Developing new
approaches
Little in place
A range of support to help schools including:• influential research papers and education reports on the subject
• a growing and categorised resource base - experiences of a wide range of schools
• online, real-time experiences of others through blogs written by teachers
• set reporting in the wider context of school development
• self audit support - assess your school’s readiness for real time reporting and determine priority areas for attention
• access to tips, ideas and resources to help
For more information:
Visit us on Stand J40 – National Hall
Visit us online at http://www.becta.org.uk