Parents’ interest and involvement in their children’s learning is consistently associated with positive outcomes for children of all age groups, but it can be challenging for schools to influence this effectively.
Forming positive relationships with parents is a key priority for many schools. Leaders are seeking the most effective ways to engage with families in their own context.
“As a school we recognise how important it is to develop positive relationships with our parents and families. We want the best outcomes for our children. By working together, we believe we can improve children’s learning. We know there are challenges, and it does require sustained effort, but as a school we are actively trying to keep improving how we work with our children’s families – as we know how beneficial it is.”
Gemma Robertson, Headteacher at Greenfields Community Primary School, located in North Tyneside.
What does the evidence recommend?
Recommendation 2 of our “Working with Parents to Support Children’s Learning” guidance report says that schools can support parents with practical advice and encouragement about what they can do at home to improve learning outcomes.
For younger children, there should be a greater focus on activities that parents and children can do together. Providing tips, support and resources can make home activities more effective. The skills that can be practised and developed at home should be targeted, such as developing oral language and learning numbers or learning the count sequence. Schools sharing example playful tasks and games can encourage parent/child interactions.
Greenfield’s approach
Ashley Wilson – Lower School Leader – explains how the Early Years staff at Greenfields Community Primary School work with their parents to support learning at home and the impact they believe it is having.
“It is especially important to form these positive relationships as children enter Greenfields Community Primary School. We hold half termly sessions where we invite the families of our Preschool, Nursery and Reception children into school. We set up activities in the learning environment – both indoors and outdoors – that the children and adults can enjoy doing together.”
“Mathematical learning activities might include playing games, singing songs, sharing a storybook, or completing puzzles. The school staff share the activity, modelling interactions and language. Staff explain the importance of reinforcing vocabulary and give ideas for how they can do a similar activity at home – with no specific equipment needed.”
“It is a great chance for parents to see how mathematics can be integrated throughout the day. For example: counting characters in a story book, spotting and recognising numbers on doors on the way to school or collecting fallen leaves and recognising who has the most.”
“Holding these regular sessions has helped to build positive relationships and break down barriers between school and parents. These sessions are a non-threatening way to engage with parents, share what their children are learning and provide opportunities for educators to model practice. It is a way that we can work together to embed the common vision – the shared priority to deliver the best outcomes for our children.”
“For the children, it is also a great way to build mathematical motivation. They can share their learning with their parents in school, and they are motivated to continue this learning at home. Repetition can strengthen children’s learning and understanding.”
Two can play at this game when simple purposeful and practical support is offered.
Further reading:
Working with Parents to Support Children’s Learning.
This EEF guidance report reviews the best available research to offer schools and teachers four recommendations to support parental engagement.