1. 1 st May 2008 Home access and parental support Exploiting technologies to support parental engagement including online reporting Mike Briscoe – Director, Institutions, Leadership and Safeguarding

2. Seminar overview An understanding of what parents say they want The opportunities to improve parental engagement Information about – Home Access and Computers for Pupils programmes – Real-time Reporting for parents Becta’s support for parental engagement and how to find out more

3. I can share and contribute to my child’s learning when I’m away. Helps me support my children’s school work. Gives me information about which websites I can encourage my children to use 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 Helps me contact schools via email and receive training in using ICT

4. “Parents we consulted over the last six months all said they wanted to be more involved in their children’s education. And schools see the benefits of greater engagement with parents...We know from schools around the country that if families are going to be involved really effectively, they need a good two way flow of information - a channel which is more efficient and more frequent than a once a year written report, or a letter home when there is a problem or a cause for celebration. Jim Knight, Minister of State for Schools and Learners at the BETT Show January 2008 What is government saying?

5. The parent 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) AchievementParent effectSchool effect Age 70.290.05 Age 110.270.21 Age 160.140.51 Effect of parents / effect of school

6. 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, (2020 Vision: recommendations)

7. 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 Parental engagement

8. Learner ParentSchool 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

9. Learner ParentSchool Home Access Programme Real-time reporting Computers for Pupils

10. What do teachers think? What do heads think? Empowering Children and Families enabling home access to technology for all Videos available on rm.com

11. Access to technology at home can offer increased opportunities to access resources, support and interaction continuity of learning between school and home, but also to bring informal learning to school improved motivation and engage learners development ICT skills and competencies improved attainment provide a focus for dialogue between parents and learners that supports motivation and achievement help support a ‘culture of learning’ within the wider community.

12. What is the problem? The high growth in computers and connectivity is now slowing 39% of UK households still not online 1.5m school age children with no access to a home computer 2.5m school age children don’t have access to the internet at home Real imbalance between the have and have nots Increasing digital divide Impact in many schools on offering opportunities to all

13. What is being done? Minister’s Task Force – January 2007 – April 2008 – Report to Minister May 2008 Public consultation Testing ideas and exploring opportunities Focus on benefits for all – Not just learners, but the wider family – Focus on education, but does not ignore other benefits

14. Achieving Universal Home Access will provide everyday benefits for all Learner Family & Learner Family and Society Personal Cost Savings e.g. energy, holidays insurance Communications (potential for free phone calls) Social Networking (Opportunities for all) Skills and employability (e.g. 10 unique community users for every computer) Government Services (CLG savings – estimate at £80m) Health (NHS Direct) Parental Engagement Online Reporting Home ICT =+0.5 grade =+9% 5A-Cs Improved behaviour and lower truancy rates

15. Future activity Maximising benefit Convincing parents Removing barriers Advice and guidance for schools Training and support for parents Links between government schemes Support for learners Linking home access to other benefits The value of technology in supporting learning The type of access learners need How they can use technology for other benefits Making purchase easier Reducing cost for most disadvantaged Identifying suitable solutions Reducing admin burden

16. Learner ParentSchool Home Access Programme Online information Computers for Pupils

17. 2 year initiative to provide 100,000 pupils in the most deprived homes with computers and internet access Over 1000 schools Second year - 50,000+ homes benefiting already Becta mini-competitions and connectivity offer Additional funding so more learners can benefit (Now £90m) 10% of most deprived backgrounds will have benefited from chance to access technology and the internet from home Funding solely for the technology

18. Why now and what can you do? Currently, only certain groups have access and support Universality makes it worth making changes e.g. communicating with parents, engaging pupils What can be done How much do you take advantage of home access? How could home access assist you with your priorities? Have you reviewed your ICT strategic planning?

19. Learner ParentSchool Home Access Programme Real-time reporting Computers for Pupils

20. The principles: – Extending what is already good practice – Making best use of what is already in place and available – Efficient and effective practice (enter once, use many times) – Not a duplication or replacement of the annual report – Developing sustainable approaches and processes (including assessment and recording) The rationale To improve the quality of dialogue between schools, learners and parents to support the immediate, emerging and developing needs of learners. Learner Parent School

21. 20 What can we expect? The expectation is that by September 2010 all secondary schools will need to offer parents the opportunity for secure online access to learner information wherever they are and whenever they want and that primary schools must also meet the online requirement by 2012. Secondary schools should already be looking at how they can improve their practice and sharing that learning with others, they are encouraged to engage with this now and not to wait until the 2010 deadline arrives. Many primary schools are already active and developing good practice, they too need not wait until the target date – they can already be benefiting from the move towards online reporting and start supporting the improvement dialogue right away.

22. 21 What can we expect? The expectation is that by September 2010 all secondary schools will need to offer parents the opportunity for secure online access to learner information wherever they are and whenever they want and that primary schools must also meet the online requirement by 2012. Secondary schools should already be looking at how they can improve their practice and sharing that learning with others, they are encouraged to engage with this now and not to wait until the 2010 deadline arrives. Many primary schools are already active and developing good practice, they too need not wait until the target date – they can already be benefiting from the move towards online reporting and start supporting the improvement dialogue right away. Move to online access for all parents 2010 for Secondary schools 2012 for Primary schools

23. 22 Exploiting technology affords an opportunity for information to be provided and/or accessed at appropriate frequencies, when it is relevant, at a time that best suits schools, learners and parents and to a level of confidence and quality that enables a richer dialogue between all parties (school, learners and parents). From letter to Partners 6 March 2008: Clarification of expectations: information Ministers are pleased, in the light of the positive discussions, that schools and partners also wish to see a discernible difference in the quality and frequency of information between parents, learners and schools.

24. 23 Exploiting technology affords an opportunity for information to be provided and/or accessed at appropriate frequencies, when it is relevant, at a time that best suits schools, learners and parents and to a level of confidence and quality that enables a richer dialogue between all parties (school, learners and parents). From letter to Partners 6 March 2008: Clarification of expectations: information Ministers are pleased, in the light of the positive discussions, that schools and partners also wish to see a discernible difference in the quality and frequency of information between parents, learners and schools. What works in your school -For learners -For parents -For you …it must be getting better

25. 24 The good practice that already exists clearly shows that termly engagement is highly effective, however Ministers are content at this stage not to specify termly reporting provided that both current best practice is shared and adopted and there is discernible improvement against the current baseline. Clearly we all wish to see best practice become universally adopted and for technology to be exploited to show improvements in [for] parent/school/learner directly. From letter to Partners 6 March 2008: Clarification on expectations: frequency

26. 25 The good practice that already exists clearly shows that termly engagement is highly effective, however Ministers are content at this stage not to specify termly reporting provided that both current best practice is shared and adopted and there is discernible improvement against the current baseline. Clearly we all wish to see best practice become universally adopted and for technology to be exploited to show improvements in [for] parent/school/learner directly. From letter to Partners 6 March 2008: Clarification on expectations: frequency NOT requiring Thrice-yearly reports if we demonstrate improvement

27. 26 Managing system change Information management systems deliver a core - to share the important and appropriate data the school already collects to deliver annual reporting Learning platforms and other technologies offer added-value - including secure parental access Exploiting what’s already available Better use of existing systems for reporting – no new data demands Reviewing current practice Review of demands and expectations for data use and management Review of capability and capacity of existing systems Review of existing practice … helping schools build on current basis of annual reporting –Attendance –Behaviour –Special Educational Needs –Achievement –Progress reporting … and develop improved practice A range of approaches to improve systems, processes and practice in schools

28. Learner ParentSchool Timely Meaningful Manageable Mentoring Dialogue Partnership Exploiting technologies to support parental engagement including online reporting

29. Learner ParentSchool 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

30. Real-time access, reporting and dialogue Recording and reporting Parental engagement Workforce involvement Exploiting technology 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 20122010 MIS ???

31. Support for schools to do more….. ALL schools More consistently In all circumstances Focus on key areas – Leadership and Management – Engaging Parents – Workforce Involvement – Exploiting technology

32. A range of resource and advice Framework, guidance and actions Video case studies School experiences Presentations Advocates Hothousing

33. 32 Supporting schools Evidence and research papers Introduction to the agenda Examples of existing practice Video examples and experiences Guide to making a start and developing a strategy Framework for review and planning Guide to using the framework Whole-school review School experiences (case studies) On-line diary / blog EPRA toolkit and support Regional workshops Supplier and technical information Local peer advice

34. 33 Introduction to the agenda Clear introductory guide to the agenda with links and advice on how to get started Online version with links, updates and further material

35. 34 Framework for review Practical guidance on how to consider what is right for your school, to determine benefits and priorities Review material designed to support peer review and assist with action planning – content developed by school practitioners

36. 35 School experience and online diaries Online, searchable and scalable school experiences (case studies) and diaries showing experiences, tips, ideas, support and links to resources

37. Home access engaging families Video available on rm.com

38. Learner ParentSchool Timely Meaningful Manageable Mentoring Dialogue Partnership

39. Questions? An understanding of what parents say they want The opportunities to improve parental engagement Information about – Home Access and Computers for Pupils programmes – Real-time Reporting for parents Becta’s support for parental engagement and how to find out more Visit us online at www.becta.org.ukwww.becta.org.uk Contact: engagingparents@becta.org.ukengagingparents@becta.org.uk mike.briscoe@becta.org.uk