Supporting Parents of Gifted and Talented Learners

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Supporting Parents of Gifted and Talented Learners

• Sue Mordecai
• President of NACE
• www.nace.co.uk

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Desforges research

• Parental involvement is strongly positively
  influenced by the childs level of attainment
  the higher the level of attainment, the more the
  parents get involved

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Factors shaping educational outcomes (Desforges)

• Childs characteristics
• Family characteristics
• Parental involvement
• School quality
• Community
• Peer group
• Family support services

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Barriers

• Extreme poverty and social chaos
• Alternative values
• Work commitments
• Lack of confidence / knowledge
• Lack of knowledge about the school system
• Language barriers
• Which ones can you influence?

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Supporting parentswhat can the school do? the LA?

• Communicate letters / guide for parents
  informing and explaining
• Get the views of parents
• Hold specific events
• Posters around the school and reception area
• Celebrate GT
• Parent Governors as advocates

• Guidance and policy available for parents
• Web based information
• LA contact advice line
• Attend parents evenings
• Celebrations
• Promote and support

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For parents from the school

• We value partnerships with parents
• Please communicate to your child positive
  feelings about the school
• Should you have any concerns about the school
  please do not involve your child we can work it
  out together
• Show us any examples or tell us of any particular
  abilities your child may have.
• Trust us!

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Advising parents on social and emotional needs

• All children need self esteem, confidence, praise
  and encouragement
• Children need to know that parents are most proud
  of who they are and not for what they achieve a
  childs ability should not become the centre of
  the child/parent relationship
• Children need to be allowed failures and mistakes
• Important to complement what the school does not
  replicate it
• The other siblings.

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Views from Y8A supportive parent

• Trusts our judgements
• Doesnt apply too much pressure
• Takes an interest
• Motivates, values, praises
• Helps when needed
• Has time to listen and talk
• Doesnt make comparisons with siblings/friends
• Doesnt expect us to be high achieving all the
  time

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Research by Dweck

• Studies show that children who are praised for
  their intelligence learn to value performance,
  while children praised for their effort and hard
  work value opportunities to learn
• Carol S. Dweck Professor of Psychology at
  Stanford University. Her most recent book is
  Mindset published by Random House 2006

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• I hope he grows up confident in his ability to
  articulate his feelings and will always be able
  to find the right words in the right situation.
  That would be a real gift
• Beverley Turner (Presenter)

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We (parents) forget the inestimable value of
spending 15 minutes a day reading with our child.
There is no better way to get to know your child
than to share their books with them. Anthony
Horowitz
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Resources

• www.ygt.dcsf.gov.uk
• www.nationalstrategiescpd.org.uk
• www.nagcbritain.org.uk
• Parents and Carers Guide for Able and Talented
  Children by Barry Teare (NetworkEducationalPress
  Ltd)
• Supporting the Child of Exceptional Ability at
  Home and at School by Susan Leyden (Nace/Fulton
  3rd edition)