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Evaluation article: Know your strengths Evaluation article: Developing an ethos of high expectation Achieving an ‘Outstanding’ Grade: Focused on Excellence Evaluation article: HR and the successful school: A case study Evaluation article: Leading the way to outstanding learner progress Evaluation article: Attainment and progress: The Rochford Review Evaluation article: How to create a leadership team that drives school improvement Evaluation article: Prioritising the budget for school improvement Evaluation article: Transforming a failing school Evaluation article: Evaluating alternative and specially resourced provision Evaluation article: Taking a school-wide approach to mental health and wellbeing Evaluation article: The latest developments in education - January 2016 Evaluation article: Managing uncertainty Evaluation article: Pupil voice as an evaluation technique Evaluation article: The latest developments in education - September 2016 Evaluation article: Deconstructing Ofsted: Reflection after inspection Evaluation article: MAT expansion: Don’t let school improvement become a casualty Evaluation article: Ten rules for outstanding leaders Evaluation article: The governing body as a critical friend Evaluation article: Developing an ethos of high expectations Evaluation article: The exam post-mortem Evaluation article: Safeguarding: Everyone’s responsibility Evaluation article: How do inspectors make the judgement about overall effectiveness? The Ofsted model Evaluation article: Effective leadership builds effective teams Evaluation article: Baseline assessment and SEND Evaluation article: Making performance management count in school improvement Evaluation article: Joining or setting up a multi-academy trust Evaluation article: Case study from Carlton Bolling College: Ensuring high-quality governance Evaluation article: Using pupil voice to support school evaluation Evaluation article: What are the signs of a good school improvement service adviser? Evaluation article: Headteachers’ appraisal Evaluation article: Making CPD work harder Evaluation article: Using the Framework for governance Evaluation article: Interpreting the inspection dashboard Evaluation article: The government's Prevent guidance Evaluation article: Improving provision for the most able Evaluation article: Personal development, behaviour and welfare Evaluation article: Is there a mental health crisis in our schools? Evaluation article: Evaluating the effectiveness of assessment Evaluation article: Raising boys’ achievement Evaluation article: National standards of excellence for headteachers Evaluation article: Governors and the inspection interview Evaluation article: Monitoring and coaching through lesson observation Evaluation article: CPD: Less measurement and more development Evaluation article: Challenging 
the most able Evaluation article: Using the teachers’ standards as a framework for CPD and accountability Evaluation article: Managing behaviour outside the classroom Evaluation article: Managing pupils’ behaviour in lessons Evaluation article: Keeping Children Safe Statutory Guidance Evaluation article: Four steps to school improvement Evaluation article: Finding a way through the jungle: The essence of leadership Evaluation article: How to audit your whole-school literacy provision Evaluation article: Professional development: the growing case for evidence Evaluation article: Getting personal  with CPD Evaluation article: Making performance appraisal an objective and helpful process Evaluation article: Parent View — an update Evaluation article: Raising pupil achievement through parental engagement: a practical approach Evaluation article: Effective parental engagement

Evaluation article: Know your strengths

Can you make inspection an enriching learning process that is actually good for your school? Heather Clements of Best Practice Network offers some advice. 

Evaluation article: Developing an ethos of high expectation

In this article, Steve Burnage shares some practical strategies to enable school leaders to develop an ethos of high expectation in their schools. 

Achieving an ‘Outstanding’ Grade: Focused on Excellence

Tony Powell outlines a step-by-step approach to support schools in achieving the accolade of ‘outstanding’ as defined by Ofsted.

Evaluation article: HR and the successful school: A case study

Adrian Kneeshaw, Headteacher of Carlton Bolling College, gives a personal viewpoint of the benefits of bringing in the experts.

Evaluation article: Leading the way to outstanding learner progress

Steve Burnage discusses engaging with good practice in the leadership of teaching and learning.

Evaluation article: Attainment and progress: The Rochford Review

Tony Powell reports on the findings of the final Rochford Review.

Evaluation article: How to create a leadership team that drives school improvement

A high-performing leadership team is at the centre of any school improvement mission. But how do you go about creating an excellent SLT? Colin McLean of Best Practice Network asks…

Evaluation article: Prioritising the budget for school improvement

Adrian Kneeshaw of Carlton Bolling school gives advice on how to focus school spending on improvement planning.

Evaluation article: Transforming a failing school

Matt Bromley offers some advice on turning around an underperforming school in a short space of time while laying down the foundations for sustainable improvement.

Evaluation article: Evaluating alternative and specially resourced provision

Tony Powell explains how inspectors gather evidence and make judgements on the quality of alternative and specially resourced provision.

Evaluation article: Taking a school-wide approach to mental health and wellbeing

With concerns about mental health rising, what can schools do to help their pupils? Suzanne O’Connell outlines the advice available from the National Children’s Bureau and how it might be…

Evaluation article: The latest developments in education - January 2016

Suzanne O’Connell provides a look at what’s currently being discussed, debated and determined in the world of education.

Evaluation article: Managing uncertainty

If you are struggling with a sense of uncertainty, be reassured: you are not alone. 2016 has been a year of upheaval, with the promise of big changes on the…

Evaluation article: Pupil voice as an evaluation technique

Tony Powell provides guidance on how to use discussion with pupils as a tool for self-evaluation.

Evaluation article: The latest developments in education - September 2016

Suzanne O’Connell provides a look at what’s currently being discussed, debated and determined in the world of education.

Evaluation article: Deconstructing Ofsted: Reflection after inspection

Tony Powell looks at how to use the feedback from your inspection in school improvement planning.

Evaluation article: MAT expansion: Don’t let school improvement become a casualty

How can an expanding multi-academy trust ensure that school improvement doesn’t become a casualty of change? Colin McLean of Best Practice Network looks at the issue and offers some guidance.

Evaluation article: Ten rules for outstanding leaders

Adrian Kneeshaw looks at how leadership is important to the success of the school, and how to lead effectively.

Evaluation article: The governing body as a critical friend

In his second article on the headteacher and governor relationship, Tony Powell defines what is meant by a ‘critical friend’.

Evaluation article: Developing an ethos of high expectations

Steve Burnage shares some practical strategies to enable school leaders to develop an ethos of high expectations in their schools.

Evaluation article: The exam post-mortem

Matt Bromley considers how schools can learn from exam performance data and build this into school improvement.

Evaluation article: Safeguarding: Everyone’s responsibility

With new safeguarding guidance released, it’s time to check your arrangements and update your staff.

Evaluation article: How do inspectors make the judgement about overall effectiveness? The Ofsted model

This article outlines the Ofsted methodology for determining whether a school is ‘outstanding’, ‘good’, ‘requires improvement’ or ‘inadequate’.

Evaluation article: Effective leadership builds effective teams

Steve Burnage offers advice on motivating staff, getting the best from them and building effective teams.

Evaluation article: Baseline assessment and SEND

Suzanne O’Connell looks at a report on baseline assessment in primary schools and it’s affect on identifying children with SEND.

Evaluation article: Making performance management count in school improvement

What do you need to do to make performance management a watertight process that makes a real contribution to school improvement? Keith Wright has some suggestions.

Evaluation article: Joining or setting up a multi-academy trust

Tony Stephens, of the Co-operative Academies Trust, looks at what is the best type of multi-academy trust for a school to join or establish.

Evaluation article: Case study from Carlton Bolling College: Ensuring high-quality governance

Adrian Kneeshaw, Headteacher of Carlton Bolling, gives a personal take on renewing a failing governing body having designed and built one from scratch.

Evaluation article: Using pupil voice to support school evaluation

David Birch explains how capturing the views of students can sharpen school self-evaluation and have a positive impact on your school improvement strategies.

Evaluation article: What are the signs of a good school improvement service adviser?

Frank Norris offers advice on how to choose the most appropriate school improvement partner to work with your school.

Evaluation article: Headteachers’ appraisal

David Birch outlines best practice in the management of the headteacher appraisal process and offers advice for headteachers on how to make the most of appraisal in their own professional development.

Evaluation article: Making CPD work harder

Professional development is a crucial factor in school improvement and improving pupil outcomes, but it could work harder, says Keith Wright.

Evaluation article: Using the Framework for governance

Tony Powell looks at how the Framework for governance can be used to clarify the strategic direction of your school.

Evaluation article: Interpreting the inspection dashboard

There is a new inspection dashboard to go with Ofsted's new Common inspection framework. Tony Powell explains how it can be used.

Evaluation article: The government's Prevent guidance

Suzanne O'Connell considers the guidance available regarding Prevent and school leaders' responsibilities.

Evaluation article: Improving provision for the most able

Ofsted reports are making it clear. The DfE wants to see secondary schools challenging their most able students. In this article, Suzanne O’Connell summarises the criticisms and recommendations from ‘The…

Evaluation article: Personal development, behaviour and welfare

Tony Powell looks at the new key area ‘personal development, behaviour and welfare’ under the new Ofsted inspection framework.

Evaluation article: Is there a mental health crisis in our schools?

The mental health of children and young people is at the top of the agenda at the moment. Increased anxiety, self-harm and eating disorders are bringing some schools to crisis…

Evaluation article: Evaluating the effectiveness of assessment

Tony Powell interprets government guidance on assessment to help schools support self-evaluation.

Evaluation article: Raising boys’ achievement

John Viner looks at research into boys’ underachievement and reviews some successful strategies.

Evaluation article: National standards of excellence for headteachers

Tony Powell looks at the revised national standards for headteachers and how they should be used by schools.

Evaluation article: Governors and the inspection interview

Tony Powell discusses how to prepare governors in advance for an inspection interview.

Evaluation article: Monitoring and coaching through lesson observation

John Viner explores ways to develop a culture of continual improvement in teaching through lesson observation.

Evaluation article: CPD: Less measurement and more development

How can schools translate CPD into genuine improvement for staff? Keith Wright asked leaders to share their views, and discovered an emerging consensus about which approaches work best.

Evaluation article: Challenging 
the most able

Tony Powell looks at how to identify the most able pupils, and the key factors that enable the brightest pupils to achieve.

Evaluation article: Using the teachers’ standards as a framework for CPD and accountability

Tony Powell looks at how the teachers’ standards can be used to evaluate performance and support improvement.

Evaluation article: Managing behaviour outside the classroom

Since January 2014 there has been increased emphasis on the behaviour of pupils. In this article, Jim Donnelly offers advice on managing behaviour around the school.

Evaluation article: Managing pupils’ behaviour in lessons

David Birch offers advice on effective classroom management and argues that effective practice relies on a combination of the consistent application of agreed policy and the development of awareness and…

Evaluation article: Keeping Children Safe Statutory Guidance

This is statutory guidance, which means that schools and colleges (including academies and free schools) must have regard to it. It contains what schools should do and what they must…

Evaluation article: Four steps to school improvement

School improvement is a complex recipe that takes time to perfect. Keith Wright looks at some of the key barriers to school improvement and suggests strategies and systems to overcome…

Evaluation article: Finding a way through the jungle: The essence of leadership

Louise Wingrove gives practical advice on how to become a leader your team will want to follow.

Evaluation article: How to audit your whole-school literacy provision

Given that whole-school literacy is central to raising standards of achievement in schools and that it is a key focus for Ofsted, David Birch outlines some of the actions schools…

Evaluation article: Professional development: the growing case for evidence

Teachers are good at gathering evidence of pupil progress, but many find it difficult to do the same with regard to their own professional development.  Keith Wright looks at the…

Evaluation article: Getting personal with CPD

Less than a fifth of teachers in England’s schools think their continuing profession development (CPD) is any good, according to a recent survey. One of the keys to unlocking the…

Evaluation article: Making performance appraisal an objective and helpful process

Performance appraisal is crucial to school improvement, but many schools are still without a rigorous and transparent way of carrying it out, says Keith Wright. Here, he analyses the challenges…

Evaluation article: Parent View — an update

Jenny Townsend looks at the importance of Parent View in achieving an outstanding rating in inspection, and how comments from parents are used by Ofsted.

Evaluation article: Raising pupil achievement through parental engagement: a practical approach

Jenny Townsend explores how parental engagement can contribute to school improvement and in particular the role this can play in raising pupil achievement levels.

Evaluation article: Effective parental engagement

Ofsted’s Parent View means that parents have a direct influence on the decision to inspect. Jenny Townsend examines why this matters to schools.

Evaluation article: Raising pupil achievement through parental engagement: a practical approach

Published: Wednesday, 04 December 2013

Jenny Townsend explores how parental engagement can contribute to school improvement and in particular the role this can play in raising pupil achievement levels.

Summary

School staff and parents will have their own opinions about the importance and level of parental engagement and these views may not necessarily coincide. Sometimes schools find that there is a world of difference between the views of their staff and those of the parents when it comes down to the detail. For example, how much should parents be expected, or encouraged, to be involved in the life of the school? Should parents become involved in the decision-making processes of the school? If so, to what extent? How should or could schools approach and progress this work? How will success be measured?

Finding out the views of parents and staff

A useful starting point for schools can be to survey the views of a cross-section of school staff and parents. All those who are surveyed must be encouraged to give their views as openly and freely as possible in order for the survey to be really meaningful. The aim of the survey will be to compare and contrast the views of the two groups in order to set aims and objectives for future work on parental engagement in the school. There can be differences in perception between these groups in terms of what they consider the role of parents should be in the support of children’s learning. Should parents be expected to provide support with homework tasks, and to what extent? What do parents think they could/should be doing to improve their child’s achievement? What do teachers think about the involvement of parents in their children’s learning?

Selecting a sample of school staff for the survey

The survey of staff should mirror the suggestions made in the previous section. Ideally, those participating in the survey should include a wide range of teachers with varying levels of experience and responsibility, for example, newly qualified teachers, heads of departments and faculties, as well as members of the senior leadership team. A variety of support staff with wide-ranging experience, expertise and diverse backgrounds also need to be included. The purpose of this approach is to make it clear that parental engagement is the responsibility of all staff, so it must become fully embedded in school thinking.

Selecting a sample of parents for the survey

If the views of parents/carers are to be meaningful, then it is vitally important that the sample of parents includes those from as many different groups as possible. In some schools this will include some ‘who might traditionally find working with the school difficult’. In these cases the school may need to consider alternative approaches, such as surveying these parents by telephone or meeting with them at another venue nearby. There will also be parents who may have poor levels of literacy who will need to be interviewed more sensitively in order for their responses to be properly recorded.

What is most important is that the sample includes parents whose children have, for some reason, been identified as underachievers. They may be parents whose children fall into one or more of the following categories:

  • they are poor attenders
  • they display disruptive and/or aggressive behaviour in school
  • they lack motivation for learning
  • they lack self-esteem and/or confidence
  • they are vulnerable in some way, e.g. are bullied
  • they are living apart from one of their parents following divorce or separation
  • they are new to the school (this may include non-English speakers)
  • they have special needs
  • they have poor literacy, numeracy and/or other communication skills.

Once the surveys have been collated and analysed it will be possible to identify areas of agreement and disagreement between parents and staff regarding the role of parents in their child’s learning (both at school and at home). These differences will determine the areas of work which the school needs to focus on.

Raising achievement through the improvement of attendance

Although schools are very aware of the link between very good attendance and high achievement, persistently poor attendance continues to remain a huge challenge for some schools. Where parents have been consistently condoning absence from school, for example, there is much work to be done in establishing and building up positive relationships between the school and the parents.

The appointment of specialist staff, such as school–home liaison officers, has been a successful approach where schools have wanted to improve achievement in the longer term.

So, much depends on building up and sustaining positive relationships between parents and the school. The introduction of rewards and incentives (that are also seen as being attractive to pupils) can help to promote improved attendance. Parents will have their own views about such reward schemes.

Removing the barriers for parents who are newly arrived in the UK

For many parents and children who are newly arrived in the UK, the education system can feel very alien. Language and cultural differences can make parents feel intimidated by schools in the UK. Furthermore, if they have emigrated from a country where parental involvement with schools has been discouraged, this will be a significant barrier for them.

Schools have developed a range of solutions to overcome such barriers, for example, arranging for a mother-tongue speaker to meet with the parents, offering classes in English language and/or offering induction sessions to help the parents to become more familiar with and confident in their understanding of the British school system.

Conversely, some schools have benefited from organising information sessions, run by parents, to help staff gain a better understanding of the lifestyles, traditions and customs of local ethnic minority groups.

Improving achievement in a specific subject

There are, of course, pupils who achieve high grades across a majority of subjects but perform less well in one or two subjects such as mathematics and science. (The example that follows is about the underachievement of girls, but of course there are other equally valid examples about the underachievement of boys).

Girls, more often than boys, can have a built-in belief that they cannot do well in mathematics and/or science. Parents can unwittingly reinforce the commonly held view that boys find it easier to solve mathematical or number tasks than girls.

If the mothers of girls experienced difficulty in mathematics or science when they were at school, they may pass on this belief to their daughters. This is an area where the school can play a positive role in encouraging the parents of girls to develop higher expectations for their daughters. It can help parents to improve girls’ attitudes and develop greater levels of participation in maths and science. Some schools have introduced numeracy sessions for mothers and daughters to attend together.

Conclusions

Surveys of parents and school staff can be a useful starting point to kick-start the work on parental engagement.

When parents and schools have a united approach towards parental engagement then much good progress can be made towards the raising of pupil achievement.

It is essential for schools to engage with all groups of parents to make this work really inclusive.

Toolkit

Use the following item in the Toolkit to help you to put the ideas in this article into practice:

About the author

Jenny Townsend is a freelance education adviser to schools across the UK, supporting various aspects of school improvement.  She has extensive experience of supporting schools in the areas of continuing professional development, community engagement, inclusion, adult and family learning and parental engagement.

This article was first published in the August 2012 issue of School Inspection + Improvement Magazine.

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