Working in partnership with parents/carers Classroom management and partnerships Working in partnership with parents/carers

MacBeath, J and others, The costs of inclusion, 2006 “Some parents were assertive and had learned painfully through dealing with bureaucracies to make demands and… not to take ‘no’ for an answer, but there were others who confessed to being too intimidated to approach the school and ask for help. Some who themselves had a bad experience at school, said they lacked confidence to deal with teachers and drew attention to the imbalance in the power relationship.” MacBeath, J and others, The costs of inclusion, 2006 2

Parents of disabled children Face higher costs More likely to be in/on the margins of poverty Lower levels of maternal employment Higher levels of marital breakdown. 3

Learning outcomes You will: understand the importance of effective communication with parents/carers and their knowledge of their child’s learning know how to involve parents/carers in their child’s education both in school and at home

Learning outcomes (continued …) You will: understand how to develop positive channels of communication between home and school, and be aware of the statutory responsibilities and rights of parents/ carers and teachers, and the boundaries of the two roles.

Learning outcome Activity 1 You will be aware of the range of activities that contribute to positive partnerships between parents/carers and schools.

Learning outcome Activity 2 You will understand how to build positive partnerships between parents/carers and schools.

Learning outcome Activity 3 You will understand the positive impact of parents/ carers being involved in their child’s education. 8

Parental involvement in their child’s education Positive impact in the early years Positive effects on reading at primary stage Impact at secondary school weaker, but still significant Some effects more significant for pupils performing below expected level for their age. 9

Home and home-school schemes Portage EarlyBird programme Spell 10

Learning outcomes Activity 4 You will understand: the impact of different ways of conducting meetings with parents/carers, and key elements in conducting successful meetings with parents/carers. 11

Structuring the meeting Allow enough time for discussion Prepare any materials needed Invite a parent/carer’s friend or the ‘named person’ if appropriate List action points Schedule a time for review. 12

Effective meetings Adopt a friendly and business-like approach – ready to do what needs to be done Value parent/carer/pupil’s contributions Choose language carefully, especially jargon Consider parent/carer’s access needs, eg. in terms of language, communication. 13

Learning outcomes Activity 5 You will: be aware of the role of schools and local authorities in parent partnership, and understand that statutory requirements and guidance are designed to inform, support and involve parents/carers. 14

Education Act 1996 Requires schools to: use their best endeavours to make appropriate provision for pupils with SEN publish and review SEN policy inform parents/carers of provision being made ‘have regard’ to the SEN code of practice. 15

Parents/carers and SEN procedures can request a statutory assessment must be consulted about statutory assessment can submit their views can ask for a school, and can appeal against the decision of the local authority. 16

Disability Discrimination Acts 1995 and 2005 Schools and local authorities must: promote disability equally not treat disabled pupils less favourably make reasonable adjustments for disabled pupils, and draw up and implement a disability equality scheme. 17

Disability Discrimination Acts 1995 and 2005 Parents can: take claims of discrimination to the SEN and Disability Tribunal (www.sendist.gov.uk), and seek mediation to resolve disputes. 18

Duties on local authorities To identify assess and provide, where necessary To provide and publicise a parent partnership service To have regard to the SEN code of practice. 19

Duties on local authorities (continued…) To publish the respective responsibilities of schools and the local authority for funding provision for SEN To provide education for pupils with SEN in mainstream schools, except under certain conditions. 20

Outside mainstream education A local authority need not place a child with a statement in a mainstream school if it is: Against their parents wishes, or Incompatible with the efficient education of other pupils (and there are no reasonable steps that could be taken to prevent this). 21

Outside mainstream education (continued…) Where a parent asks for a particular maintained school (mainstream or special) the local authority must name it in the pupil’s statement unless it would: Unsuitable for the pupil’s age, ability, aptitude or SEN Be incompatible with the efficient education of other pupils, or Be an inefficient use of their resources. 22

Learning outcome Activity 6 You will learn how to produce parent-friendly information. 23

Information for parents/carers Should include: key information parent-friendly language design and layout that makes it accessible how parents/carers will give feedback on the leaflet, and first contact point for further information. 24

Learning outcomes Activity 7 You will: reflect on your learning, and identify points for action. 25

The case for positive partnership with parents/carers Requirements Practical benefits 26

Practical benefits School draws on parent/carer’s knowledge of their child Earlier identification of pupils’ needs Better informed response to needs Joint approaches between home and school Improved teacher and parent/carer confidence Better outcomes. 27