Parental Engagement Strategy Action Plan Timescale 2013/16 Appendix 2 Aim: Strengthen all parents and carers engagement in their child’s learning Outcome Tasks Success Criteria Staff, Parents Timescale A minimum of 75% of Early Years provision in Edinburgh will have Parents’ Early Education Partnership (PEEP) groups 70 members of staff to support PEEP groups Up to 100 new PEEP groups will be operational (QI 3.1 The Engagement of Staff, CATC) Amanda Godsell, Early Year’s Team and parents June 2015 PEEP trained staff will work across establishments to increase access to and develop the quality of, existing PEEP groups All Early Years provision have access to at least 1 member of staff trained to support PEEP groups (QI 3.1 The Engagement of Staff, CATC) Amanda Godsell, Early Year’s Team and parents June 2015 A pilot PEEP study will be carried out in Liberton and Gilmerton The majority of parents/carers in the pilot schools with be positively engaged in their child’s learning (QI 5.7 Partnerships with parents and children, CATC) Amanda Godsell, Early Year’s Team and parents June 2013 Family learning is available in 90% of schools meet the agreed criteria Staff will work across a wide range of establishments delivering family literacy activities and will target the transition between nursery and primary 1 The impact of family learning on parents’/carers’ literacy will increase parents/carers’ ability to support and be engaged with their children’s learning (QI 5.7 Partnerships with parents and children, CATC, HGIOCLD) Maria Gray, CLD and parents Ongoing June 2015 Communication with parents/carers is effective and parent/carers receive good quality, practical advice regarding their children’s learning in school and good information at main transition points Schools will ensure that all reports clearly identify strengths and learning The majority of schools will have more than 85% of parents/carers satisfied with the quality of the advice in their child’s reports (QI 5.7 Partnerships with parents and children, CATC/HGIOS) Head Teachers Joyce Rochford June 2014
A range of school and cluster based parental involvement activities take place which inform parents/carers about important events concerning their child. 85% of parents/carers in the majority of schools report that they are confident that they know what the next step in the learning journey for their child. (QI 5.7 Partnerships with parents and children, CATC/HGIOS) Head Teachers, staff in schools, parents February 2015 An increased number and wider range of parents/carers participate in school events and activities relating to their child’s learning Parents’/carers’ events will be widely publicised and highlighted by schools to parents/carers, including those from harder to reach groups and those with English as an additional language 90% of parents/carers are more confident in supporting their children in meeting their learning targets (QI 2.2 Success in involving parents, carers and families CATC/HGIOS) Head Teachers, Staff, EAL service February 2014 An increased number and wider range of parents/carers are confident about how to raise concerns about their child’s learning Schools will provide information about the systems available, to parents/carers wishing to raise concerns. Schools will publicise contact information. 80% of parents/carers in the majority of schools will report that they are satisfied that they know who to contact to discuss concerns about their child’s learning (QI 5.7 Partnerships with parents and children, CATC/HGIOS) Head Teachers June 2014 An increased number and wider range of parents/carers regularly have their views sought and taken into account CEC will draw up a survey to regularly gather views from parent/carers on parental engagement in their school. The survey will be available in different languages. 80% of parents/carers in the majority of schools report that they are satisfied that their views on parental engagement are taken into account (QI 5.7 Partnerships with parents and children, CATC/HGIOS) D Maguire Parents February 2014
Aim: Develop parent/carer and pupil voice Outcome Tasks Success Criteria Lead Officer Timescale Parent/carer and pupil views are sought, heard and taken into account in all aspects of school life, including teaching and learning We will involve parents/carers and pupils in annual school improvement planning (SQIPs). This will include feedback from the wider parent/carer and pupil communities (e.g. through annual surveys) and not just from parent and pupil councils More parents/carers and pupils year on year that their views are sought and taken into account on relevant school matters (source: school surveys) (QI 6.2 Participation in Policy and Planning CATC, HGIOS, HGIOCLD) All head teachers Annually We will explore the benefits of and opportunities for facilitating interaction between parent and pupil councils. We will share examples of good practice from Edinburgh and elsewhere and, if appropriate, develop and deliver CPD opportunities for staff on linking pupil and parent voice Once implemented, parent and pupil councils consider that they have opportunities to discuss and put forward joint views on school matters, including teaching and learning (QI 6.2 Participation in Policy and Planning CATC, HGIOCLD) David Maguire; school staff; parents/carers and young people Working group report completed by Dec 2014 Implemented from August 2015 onwards We will involve parents/carers and pupils in the design of any new or updated school handbooks. Parents/carers and pupils involved in producing or updating handbooks agree that their views have been taken into account. Handbooks comply with legislation (QI 6.2 Participation in Policy and Planning CATC, HGIOS, HGIOCLD) All headteachers SEM Inclusion, Pupil & Parent Support Annual update of school handbook
Aim: Assist Parents and carers through parenting support when required Outcome Tasks Success Criteria Staff, Parents/Carers Timescale An increased number and wider range of parent/carers have access to parenting support as required Two new Development Officers for Parent and Carer support will be appointed to give one per neighbourhood. Development Officers and schools have improved partnership working to ensure parents/carers have access to information and support. (QI 2.2 Impact on Families Evaluating CYP Services with QIs) Pat Southall Coordinator Parent and Carer Support.(P&CS) June 2013 All schools will appoint a link member of as the contact person for Development Officers P&CS, with specific regard to Support to Parents/carers within their school. There will be a clear, mutually agreed pathway for both Development officers and schools to develop information and support to parents/carers. (QI 2.2 Impact on Families Evaluating CYP Services with QIs) Pat Southall - Development Officers P&CS. 100% of Secondary schools by June 2014. 50% of Primary schools by Dec 2014 and 100% by June 2015. The Development Officers will support schools to make parent support information available at transition stages: Nursery to P.1 P.7 to S.1 Parent /carers report increased access to information at key transition stages and feel more connected to the school. (QI 5.8 Care, Welfare and Development CATC. HGIOS) Pat Southall – Parent and Carer support. Development Officers P&CS. 50% of. schools by Dec. 2014 100% of schools by June 2015 Each Nursery class/school will engage in a range of activities to ensure that there is contact prior to children starting Nursery. These could include transition groups, home visits or child planning meetings, depending on the needs of individual children and families. This will be tested and evaluated with a group of Nurseries in the James Gillespie cluster. Parents/carers, initially in test site, and subsequently in 60% of Nursery classes, report that both they and their child received the support they required during the transition into nursery. (QI 5.8 Care, Welfare and Development CATC. HGIOS) Pat Southall – Coordinator P&CS Jane Ramage – Years Manager. Development Officers. Test site – June 2014
Aim: To strengthen parent councils and Forums. Outcomes Tasks Success Criteria Lead Officer Timescale Parent Councils will receive support to increase their effectiveness We will improve information for parent councils using a variety of media Phone apps Twitter Facebook website Parent Councils report that they are involved in their schools in a meaningful and mutually supportive manner. (QI 6.2 Participation in Policy and Planning CATC, HGIOS, HGIOCLD) Moyra Wilson, Parent Representatives C+F Officers December 2014 Training packages are in place to support Parent Councils We will create online training in the following areas: effective chairing administration of Parent Councils engaging the wider parent forum Good practice examples are shared with and across Parent Councils. Engagement in online training increases by 70% in three years. Good Practice examples are regularly considered and inform and impact on the work of all Parent Councils (QI 5.7 Partnerships with parents and children, CATC/HGIOS) Moyra Wilson Parent Representatives C+F Officers Scottish Parent Teacher Council June 2016 Parent Councils will have their own websites or page on school site Guidance and templates will be created for Parent Council websites. The number of Parent Councils with their own website increases by 30% year on year, over a three year period (QI 6.2 Participation in Policy and Planning CATC, HGIOS, HGIOCLD) Parent Councils December 2016 Parent Councils engage more effectively with the wider Parent Forum Parent Council members will attend / at school meetings Parent Councils will create a Volunteer network of buddies An Increased number of parents are involved in parent councils and the wider parent forum All schools have a Parent Council (QI 5.7 Partnerships with parents and children, CATC/HGIOS) Parent Councils 2013 – 2016 2016
Parent Councils will review and evaluate their practice and impact A self-evaluation toolkit for Parent Councils will be developed. The toolkit will be piloted by one Parent Council in each cluster, reviewed and updated. The toolkit will be rolled out to all Parent Councils Parent Councils report that the toolkit has contributed to improvements in practice across the city (QI 5.9 Improvement through CATC, Ros Sutherland December 2013 June 2014 September 2015