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Achievement for All: raising aspirations of parents and pupils

Case study

Tredworth Junior School used structured conversations to raise the aspirations of parents and pupils with special educational needs (SEN), and encourage collaborative relationships.

Key learning

• Parents now understand the targets and progress related measures, and feel that they can make a positive contribution.
• Structured conversations were held with 81 per cent of parents/carers across the school, where as previous take up of parent consultation evenings was only 65 per cent. Flexibility is seen to be key in maximising attendance.
• In order to reach all parents, all avenues of communication were explored.
• Parents and children now share ownership of targets.
• Aspiration has improved for both children and parents.
• Staff feel that the additional time spent exploring pupils’ learning and sharing objectives has been extremely positive.

Background

Tredworth Junior School is a larger than average junior school, with 269 on roll, based in an area of high social and economic deprivation. 41 per cent of pupils have been identified with SEN, 42 per cent have free school meals and 20 per cent of pupils have English as an additional language. The school was finding it hard to engage hard-to-reach parents in meaningful conversations about progress and attainment.

Key challenges

Availability

Previously take-up of parent consultation evenings was only approximately 65 per cent.

Low aspirations

Both parents and children had low aspirations that needed to be addressed.

Solutions

Organised activities

A range of additional activities were provided for parents to encourage their initial engagement with the school, eg adult learning, parenting skills and cooking.

Sharing skills

A cascade model for training and support was established, ensuring that all key teachers developed the appropriate skills. Each teacher was given time to have a ‘structured conversation day’ to hold conversations with each parent.

Developing the provision map

Pastoral support team meetings were put in place prior to the conversations. The meetings involved the class teacher, special educational needs co-ordinator, child action worker, pastoral support manager and teaching assistant.

Outcomes of this meeting were used to inform development of the provision map, which is shared at the structured conversation and enables parents to hold the school accountable over the agreed provision.

Key processes

Organisational processes were put in place for setting up the structured conversations and encouraging parents to attend, eg providing crèche facilities. Processes were also set in place to record the outcomes of the conversations, including setting targets for the pupil, parents and school. Notes were taken throughout the conversation, and a summary of the conversation which was shared with parents and used to gain agreement and buy-in.

Pupil-owned learning plans were used to record targets and evidence showing progress towards targets.

Focused conversations

Structured conversations were focused on pupil learning plans and formulating social and personal targets, as well as academic partnerships with parents and children to encourage shared ownership.

Next steps

Following positive feedback from parents, the senior management team now plan to introduce structured conversation across the whole school, replacing some of the current processes for parent consultation.

As a result of the structured conversations, parental training has been scheduled to include literacy, numeracy and listening skills provided by school partners. The school is also considering extending opportunities for parents and children to learn together.

Further information

For further information please contact Tredworth Junior School.