1. Working with Parents in the EYFS at Grange Valley Primary School

2. Parents are children’s first and most enduring educators. When parents and practitioners work together in the early years settings the results have a positive impact on children's learning and development. Both parents and practitioners are key people in building children’s self-esteem and dispositions to learn although they bring different perspectives and expertise.

3. What do you think the statutory requirements for parental involvement are in the EYFS? Is it statutory for parents to be involved in their child’s education?

4. The word ‘parents’ is mentioned 52 times in the document.  Settings should develop a strong partnership between practitioners and parents/carers.  Practitioners should promote a two way flow of information with parents/carers to promote learning and development.  Practitioners are required to report progress with parents/carers regularly.  Parents/carers must be given access to children’s records.  Assessment records should incorporate parents/carers comments.  Practitioners should respond to observations shared by parents/carers.  Parents/carers should be fully informed about children’s next steps.  Practitioners must seek to engage parents/carers in guiding their child’s development at home. They should also help families engage in more specialist support if appropriate.  Practitioners must communicate effectively with EAL parents/carers.

5. Providers must demonstrate:  How they take account of the views of parents to drive improvement.  How they gather information from parents to inform assessment.  How effectively they inform parents how their child is doing in relation to their age and what they need to do to progress and how they can contribute to this.  How often they share a good quality summary of observations with parents.  How successful they engage parents ALL parents, including those from different groups.  How well providers work with parents to promote children’s good attendance, especially the attendance of children for whom the provider receives the early years pupil premium. Settings must inform parents an inspection is taking place. Parents are source of evidence and they can ask to speak to inspectors.

7.  First contact with parents.  Share expectations for the year ahead.  Share basic information e.g. uniform, PE day, etc.  Give parents time for parents to ask questions.

8.  First contact with children.  Children feel comfortable when parents are there.  Find out the children’s interests.  Opportunity to get more personal information from parents e.g. medical, SEN, etc.  Ask them to do a picture to display in their new classroom.  Children take home a goody bag.

9.  Open door policy.  Share messages e.g. illness, pick ups.  Answer any questions.  Share daily achievements.  Inform parents about behaviour or injuries.

10.  Staff names and photographs.  Days of the week reminders e.g. PE.  Important dates.  Parent policy.  Parent courses.  Star of the Week.

12.  Parents are emailed with observations each half term.

14.  Celebrate achievements.  Next weeks learning opportunities.  Important reminders and information.  Suggested activities to do at home.  Rhyme of the week.  Reply slip for parents.

16.  Informal.  Opportunity to look at Learning Journeys.  Opportunity to talk to parents about progress and next steps.  Give parents ideas of activities they could set up at home.  Feedback form.

17.  Formal.  Opportunity to look at Learning Journeys and adult-led work.  Discuss Characteristics of Learning.  Share friendships and interests.  Opportunity to share targets and discuss next steps.  Parent questionnaire.

18. Specific focus e.g. writing, reading, number, junk modelling, etc.

19. Opportunity to share recent learning.

21.  Attendance and Punctuality  Personal overview  Characteristics of Effective Learning  Overview of attainment and progress in each area of learning, in relation to age expectations.  Children’s voice  Parents reply slip

22.  Parent readers are always helpful.  Has a parent got a special talent e.g. sewing or cooking?

24.  Useful information e.g. family, pets, etc.  Personal skills.  Opportunity for children to write their name and draw a picture.  Store in Learning Journey file.

27. Feedback from questionnaire s Cards Parent photographs Reply slips

28.  Establish what language they speak.  Learn important key words and phrases to communicate daily.  Set up picture prompts or photographs to communicate.  Do they have a specific religion?  Use of apps and programmes to translate.  Involve parents in setting up provision for child in class e.g. labels.

29.  Share concerns early.  Be sensitive.  Keep well informed.  Involve parents in planning IEP.  Discuss outside services available.