PDM: Partnership with Parents, Carers and the Community

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• PDM Partnership with Parents, Carers and the
  Community
• Monica Deb
• Stephanie Bowgett

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This workshops aims

• To share with you some ideas to support the PDM
  on Developing learning partnerships with
  parents, carers, families and communities
• understanding the potential barriers to working
  in partnership and being familiar with some
  strategies for overcoming them
• considering strategies for effective
  communication and joint problem solving with
  parents and carers of minority ethnic pupils.

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PDM - Aims

• To ensure a welcome for all families and the
  wider community so that they feel safe, secure
  and valued
• To consider strategies which involve
  parents/carers, and the wider community as key
  partners in our childrens learning

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ACTVITY

• Work in pairs.
• Think of a time when working with a parent /
  carer made a difference.
• What happened?
• What helped in that situation?
• What difference do you think it made to the
• child(ren)?
• What was the outcome for you?

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Feedback
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Effective partnerships recognise

• parents are a childs first educators
• 72 of parents want more involvement (DfES
  research report 332
• families and communities can help develop a
  confident sense of identity and self esteem
• parents understand their own children best
• the importance of listening to parents concerns.
  
• recognising childrens achievement beyond school

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A powerful force.

• Between ages between 7-16 parental involvement is
  a more powerful force than family background,
  size of family or level or parental education

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An inclusive school

• Times of parents evenings
• Interpreters available at workshops
• Recognise cultural factors which might influence
  participation
• Translation oral / written
• - formal / informal
• Sharing school practice with parents
• Drawing upon parents expertise
• Support during extended visits
• Liaison with complementary schools/activities

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Assessing barriers to healthy parent partnerships

• Refer to handout 1 (page 186)
• Identify barriers and write each one on a post
  it. Link it to a number from handout 1
• Paste your post it on the relevant flip chart
• Look at the display

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Analysing barriers

• Why is your barrier on the flip chart?
• Any patterns emerging?......

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Barriers to partnerships

• Refer to handout 2 page 192
• Parents experiences refer to handouts
  Floella Benjamin

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Power and interest
Hard to reach parents- dont get involved in
school activities/requests

• Parent helper
• Reading friend
• Parent governor
• Engaged parents

High Power
-Parents with personal problems -Parents with
negative school experiences -Parents new to the
country
-Parents new to the country -Non resident
parent -Parent lacking in confidence - Parents
new to English
Low Power
High Interest
Low Interest
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Building up the power / interest

• Divide into groups
• Work in school groups to complete the analysis
  for a barrier relevant to your school
• Consider strategies to overcome this barrier
  (refer to matrix model).

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An example from Westborough High Kate Tunstall

• Strategies used to sustain and develop
  family/community Madressah links through their
  NEO and EMA funded posts.

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Some ideas from Kirklees

• Reporting to parents ( ISP tracker)
• Parent speakers/ volunteers in classrooms
• Parent Governor for each year group
• School book of role models
• External agencies supplementary schools
• Parents group e.g. homework club
• Achievement cards going home
• Find out what the parents/ carers are interested
  in you providing provide it! E.g. I.T. skills
  classes
• Homework activities which engage families
• Handout parent/grandparent
• Bilingual support
• Inclusive environments

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10 effective strategies from BCAP

• Refer to handout 3 page 193

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This workshops aims

• To share with you some ideas to support the PDM
  on Developing learning partnerships with
  parents, carers, families and communities
• understanding the potential barriers to working
  in partnership and being familiar with some
  strategies for overcoming them
• considering strategies for effective
  communication and joint problem solving with
  parents and carers of minority ethnic pupils.

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Evaluation