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Engaging Parents in Raising Achievement Do Parents …

Engaging Parents inRaising AchievementDo Parents Know They Matter?Research Report DCSF-RW004A research project commissioned by the Specialist Schools andAcademies TrustProfessor Alma Harris and Dr Janet GoodallUniversity of Warwick Engaging Parents in Raising AchievementDo Parents Know They Matter?A research project commissioned by theSpecialist Schools and Academies TrustProfessor Alma Harris and Dr Janet GoodallUniversity of WarwickThe views expressed in this report are the authors and do not necessarily reflect those of the Department for Children, Schoolsand Families University of Warwick 2007 Research ReportDCSF-RW0042 Contents1. Executive The Case Literature Research Instruments Semi-structured Data Literature Definitions and Effects of Parental Barriers to Qualitative Findings Supporting Parents to help their children Personalising provision for Parents as Enhancing pastoral Qualitative Findings Engagement with student Parental Practicalities and Value of Parental of and Barriers to Parent

students, it is also acknowledged, that we need to know much most about effective means of engaging parents in learning, particularly those parents who are ‘hard to reach’. The research evidence is consistent, in demonstrating that families have a major influence on their children’s achievement in …

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1 Engaging Parents inRaising AchievementDo Parents Know They Matter?Research Report DCSF-RW004A research project commissioned by the Specialist Schools andAcademies TrustProfessor Alma Harris and Dr Janet GoodallUniversity of Warwick Engaging Parents in Raising AchievementDo Parents Know They Matter?A research project commissioned by theSpecialist Schools and Academies TrustProfessor Alma Harris and Dr Janet GoodallUniversity of WarwickThe views expressed in this report are the authors and do not necessarily reflect those of the Department for Children, Schoolsand Families University of Warwick 2007 Research ReportDCSF-RW0042 Contents1. Executive The Case Literature Research Instruments Semi-structured Data Literature Definitions and Effects of Parental Barriers to Qualitative Findings Supporting Parents to help their children Personalising provision for Parents as Enhancing pastoral Qualitative Findings Engagement with student Parental Practicalities and Value of Parental of and Barriers to Parental experience of lack of teacher of the not Specific - Teleological for for for for for policy for Case value of Parental to Parental Executive summary Parental engagement is a powerful lever for Raising Achievement in schools.

2 Whereparents and teachers work together to improve learning, the gains in achievementare significant. Parents have the greatest influence on the Achievement of young people throughsupporting their learning in the home rather than supporting activities in the school. Itis their support of learning within the home environment that makes the maximumdifference to Achievement . Many schools involve Parents in school-based or school related activities. Thisconstitutes parental involvement rather than parental engagement. Parentalinvolvement can encompass a whole range of activities with or within the these activities are not directly connected to learning they have little impacton pupil Achievement . Parental engagement is heavily linked to socio-economic status, as well as parentalexperience of education.

3 Parents of certain ethnic and social groups are less likely toengage with the school. Schools that offer bespoke forms of support to theseparents ( literacy classes, parenting skill support) are more likely to engage themin their children s learning. Parental engagement is positively influenced by the child s level of attainment: thehigher the level of attainment, the more Parents get involved. Parental engagement is viewed as a good thing by teachers, Parents and studentsalthough interpretations of the term vary. Parents view parental engagement asoffering support to students while teachers tend to view it as a means to improvedbehaviour Students view parental engagement as being primarily about moralsupport and interest in their progress.

4 Schools that successfully engage Parents in learning, consistently reinforce the factthat Parents matter . They develop a two way relationship with Parents based onmutual trust, respect and a commitment to improving learning outcomes. Parents who are viewed as hard to reach often see the school a hard to reach .Where schools have made concerted efforts to engage the hard to reach Parents 6evidence shows that the effect on pupil learning and behaviour is positive. Theresearch shows a consistent relationship between increasing parental engagement(particularly of hard to reach Parents ) and improved attendance, behaviour andstudent Achievement . Schools face certain barriers in Engaging Parents . These include practical issuessuch as lack of time, language barriers, child care issues and practical skills such asliteracy issues and the ability to understand and negotiate the school system.

5 The ERPA project has been an important catalyst for innovation and change inschools. It has encouraged schools to prioritise parental engagement and hasprovided them with the impetus to trial innovative approaches to working withparents. Schools in the EPRA project are now more aware of the importance of sustainingparental engagement and they recognise that linking parental engagement tolearning is the key to securing improved pupil Achievement . In EPRA schools located in more challenging areas, the engagement of Parents wasa central influence upon positive learning and behavioural outcomes. The EPRA network of schools is a powerful platform for enhancing and extendingthe work on parental engagement and Raising Introduction It s time to start thinking about Parents as tools for learning Deputy HeadTeacher, School V We ve placed learning and teaching at the centre of what we do in increase parental engagement and Parents in the life of the school I feltwas one of the key strands that would impact on that Head Teacher, SchoolCOn 25th October 2005, the Department for Education and Skills (DfES) published theSchools White Paper "Higher Standards, Better Schools for All - More Choice for Parentsand Students.

6 This White Paper placed Parents firmly at the centre of the drive to raisestandards by putting an increasing emphasis upon their involvement in the educationsystem. Underpinning this policy is the central tennet that parental engagement makes asignificant difference to the educational outcomes of young people and that Parents have akey role to play in Raising educational standards. It also reinforces that the more involvedand engaged Parents are in the education of their children the more likely their children areto position was reiterated in the publication Every Parent Matters (Department forEducation and Skills 2007). This document emphasises the importance of parentalengagement in securing higher standards and improved educational performance.

7 Schoolsare increasingly conscious of the role which can be played by Parents in raisingachievement, not least because of the emphasis placed on parental report in parental engagement is widely understood to be vital for the Achievement ofstudents, it is also acknowledged, that we need to know much most about effective meansof Engaging Parents in learning, particularly those Parents who are hard to reach . Theresearch evidence is consistent, in demonstrating that families have a major influence ontheir children s Achievement in school and through life. When schools, families andcommunity work together to support learning, children tend to do better in school, stay inschool longer and like school research project focused on the relationship between parental engagement andraising Achievement .

8 The research was part of a larger developmental project, led by the Specialist Schools and Academies Trust in conjunction with the Association of School andCollege Leaders . The developmental project was focused on Engaging Parents in learningThe Engaging Parents to Raise Achievement (EPRA)1 project was funded by the Department for Education and Skills and was intended to trial new ways of engagingparents in schools, particularly those Parents seen as hard to reach . The EPRA projectfunded innovative work in more than a hundred secondary schools, across England. All ofthe projects focused on one or more of the following strands: Supporting Parents to help their children learn Personalising provision for Parents themselves as learners, Intelligent reporting ( ireporting ), Enhancing pastoral particular focus of the research project was the issue of Engaging hard to reach project explored the extent to which Engaging hard to reach Parents had a positiveaffect on pupil Achievement and Institute of Education at the University of Warwick was commissioned to carry out anindependent research project with a subset of EPRA schools.

9 The aim of this project was toexplore the relationship between different forms of parental engagement and research focused on the ways in which the different types of interventions andinnovations with Parents , resulting from the EPRA project, were beginning to influencestudent , as a one year research project it was not possible to correlate student achievementto the various activities undertaken by the schools. However the research team did haveaccess to performance data and value added data on all of the schools within the researchsample and those schools in the wider ERPA project. This data allowed us to identify and 1 More information can be found at: any changes in patterns of performance, behaviour and attendance across morethan 100 schools.

10 Using this data the research team were able to plot trends and changesin performance and to superimpose these on the qualitative case study data. This meantthat we could identify differences in performance, behaviour and attendance and seekexplanations for these differences within the qualitative addition, there were a range of qualitative and quantitative measures and indicators usedwithin the project that mapped the different type of activity undertaken by schools againstchanges attitude, behaviour and orientation to learning. The research team scrutinised thequantitative and qualitative data to look for patterns to either confirm or dismiss any positiverelationship between parental engagement and raised Achievement .


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