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PARENTS AS PARTNERS 28 April 2012 Trial and Error • Family Learning • Education Action Zones (5 Lambeth Nurseries in pilot ‘97) • Surestart • Parenting Early Intervention Programme • Think Family Agenda • Why bother working with parents? • Barriers to working with parents • What does partnership mean? • Top tips for working with parents RESEARCH 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 What makes the difference? Skills Attitudes Values Desforges IMPACT It is possible to change the home 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 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 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 BARRIERS 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’). 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 5 PILOT NURSERIES NOW www.toolboxlondon.org [email protected]