parents and teachers working together to foster children’s learning

Focus on building parents’ efficacy: that they are equal partners and can make a difference. Here, parents and teachers come together to make sure students are progressing and colllaborate to determine ways they can both help them continue to succeed. This edition of the Research Digest focuses primarily on parent-teacher collaboration, considering what research can tell us about: Some examples of activities undertaken as part of whole-school programs are also included. 11-2014. Evidence from our Teaching and Learning Toolkit suggests that effective parental engagement can lead to learning … However, evidence on effective strategies that schools can use to engage parents in their children’s learning is mixed. EEF Partnerships is our new regional initiative to ensure all schools have access to the resources, training and support they need. Communication should be two-way: consulting with parents about how they can be involved is likely to be valuable, and increase the effectiveness of home-school relationships. A selection of relevant websites is listed and a full reference list provided. Kate Perkins, Australian Council for Educational Research (ACER) Follow Pat Knight, Australian Council for Educational Research (ACER) Marion Meiers, Australian Council for Educational Research (ACER) Publication Date. Perkins, K. & Knight, P. (2014). These illustrate the kind of scaffolding that helps teachers, parents and children establish the foundations for effective interactions. Support parents to create a regular routine and encourage good homework habits, but be cautious about promoting direct parental assistance with homework (particularly for older children). Together, as a team, parents and teachers can work to create the best possible environments to foster physical, emotional and intellectual well-being for students. School’s Guide to Implementation online course, Supporting schools with evidence – EEF timeline, Associate Research School: The Research School Network in Lancashire, Support resources for schools and parents, Best evidence on supporting students to learn remotely, Best evidence on impact of school closures on the attainment gap, Early Years and Key Stage 1 Mathematics Teaching, School Closures Rapid Evidence Assessment, Special Educational Needs and Disabilities (SEND), Social and Emotional Learning Evidence Reviews, Teachers' Continuing Professional Development, Improving Mathematics in Key Stages 2 and 3, Review of attainment measures in literacy, mathematics and science, Foreign language learning and its impact on wider academic outcomes: a rapid evidence assessment, Cognitive science approaches in the classroom, Metacognition and Self-regulated Learning, Putting Evidence to Work - A School’s Guide to Implementation, Working with Parents to Support Children's Learning, Using Digital Technology to Improve Learning, Improving Social and Emotional Learning in Primary Schools, Improving Mathematics in the Early Years and Key Stage 1, Special Educational Needs in Mainstream Schools, Foundations for implementation - structured process, Foundations for implementation - implementation climate, Measuring essential skills & non-academic outcomes, Tameside Metropolitan Council and Oldham Research School, Cornwall Teaching Schools Together – a Partnership with EEF and the Research School network, Nuffield Early Language Intervention FAQs. Clear and actionable recommendations for teachers on a range of high-priority issues, based on the best available evidence, EEF-funded projects which have shown promising results when trialled, Find out how your school compares to other, similar schools. When working together as partners, it’s been found that parents and teachers communicate more effectively, develop stronger relationships with one another and develop skills to support children’s behaviors and learning. Parents play a crucial role in supporting their children’s learning, and levels of parental engagement are consistently associated with better academic outcomes. The Research Digest, QCT, 2014 (10). Home It offers four clear and actionable recommendations which we hope will support an evidence-informed approach. Report examining the gap - including 15 key lessons informing our practical work with teachers and senior leaders. 10, Research Digest Number 10: Parents and teachers: Working together to foster children’s learning, Kate Perkins, Australian Council for Educational Research (ACER)Follow EEF’s team of Regional Leads provide local support to develop Partnerships with our network of 40 Research Schools. DIGEST Offering more structured, evidence-based programmes can help to develop positive behaviour and consistency where needs area greater. FAQ | Eight recommendations to support the literacy of 5-7 year-olds, Five recommendations on special education needs in mainstream schools, Five recommendations to support practitioners in developing the maths skills of 3-7 year-olds, A guide to implementation applicable to any school improvement decision, Six recommendations for improving social and emotional learning in primary schools. This EEF guidance report reviews the best available research to offer schools and teachers four recommendations to support parental engagement in children’s learning. The Digest draws on searches of data bases and bibliographic resources including the Australian Education Index, Education Resources Information Center (ERIC), Education Research Complete, British Education Index and Scopus. Messages are likely to be more effective if they are personalised, linked to learning and promote positive interactions, eg, celebrate success. I wish you an awesome school year. Accessibility Statement, critical challenges and issues that teachers and parents may face, strategies that have helped teachers and parents build effective relationships. If the aim is solely to improve academic outcomes, classroom interventions working directly with children currently have more evidence of effectiveness at improving learning than parenting interventions with the same aim. Tips, support, and resources can make home activities more effective, for example, where they prompt longer and more frequent conversations during book reading. Teachers can send an email or make a call to the student’s parents so that together they can determine whether the student needs extra support. Supporting schools to address the impact of Covid-19 closures on pupils’ learning. Evidence from our Teaching and Learning Toolkit suggests that effective parental engagement can lead to learning gains of +3 months over the course of a year. An accessible summary of educational research for early years teaching. Six recommendations for improving behaviour in schools, Four recommendations on using digital technology to improve children's learning, Guidance to help primary and secondary schools make the best use of TAs, Seven recommendations for improving science in secondary schools. Consider offering regular home visits for younger children with greater needs. When parents work together with the child's teacher, they can support the child's learning in a better way as both parents and teachers have the common goal to provide the best learning experience to the child. Latest news, blogs and features from the Education Endowment Foundation (EEF), Four recommendations on working with parents to support their child’s learning, How Can Schools Support Parents’ Engagement in their Children’s Learning? Parents can support their children by encouraging them to set goals, plan and manage their time and emotions. There is an established link between the home learning environment at all ages and children’s performance at school. Authors. The Education Endowment Foundation was established in 2011 by The Sutton Trust, as a lead charity in partnership with Impetus Trust (now part of Impetus - The Private Equity Foundation) with a £125m founding grant from the Department for Education. EEF is engaged in a wide variety of partnership work with Local Authorities, multi-academy trusts, teaching schools and new informal alliances of schools. Published September, 2019. For young children, promoting shared book reading should be a central component of any parental engagement approach. Educators need to identify and communicate concerns early and sensitivity is needed when communicating assessment data. The EEF and Sutton Trust are, together, the government-designated What Works Centre for Education. Well-designed school communications can be effective for improving attainment and a range of other outcomes, such as attendance - Examples include weekly texts sent from school to parents, and short termly letters. Impacts from such approaches may appear small, but they are generally low cost, straight-forward to introduce, and can prompt wider engagement. Use the resources in this section to be fully prepared for the big day! Practical, evidence-based guidance to support schools in the busy and unpredictable year ahead. Encourage a consistent approach to behaviour between parents and the school, for example, by sharing expectations with parents.

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