‘Think Family’ Making a Positive Difference Gail Bennett Flintshire Parenting St

‘Think Family’ Making a Positive Difference Gail Bennett Flintshire Parenting St www.phwiki.com

‘Think Family’ Making a Positive Difference Gail Bennett Flintshire Parenting St

Manning, Terry, Multimedia Editor has reference to this Academic Journal, PHwiki organized this Journal ‘Think Family’ Making a Positive Difference Gail Bennett Flintshire Parenting Strategy Coordinator gail.bennett@flintshire.gov.uk 01244 551140 Making a Positive Difference Think Family Aim of the presentation: Discuss the development of the Flintshire Parenting Strategy in addition to Delivery Plan an addendum to the Flintshire Children in addition to Young People’s Plan with a focus on parenting programmes development within Education Flintshire Parenting Plan – 2011 – 2014: Making a positive difference – Think Family Our Vision 2011 – 2014 “All ‘parents’ in Flintshire will have access to in as long as mation, advice, guidance in addition to services to help them in their role as parents; recognising the importance of ‘parenting’ – raising in addition to nurturing children, at all ages, in addition to stages”

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‘Parenting is an activity undertaken by those who bring up children mothers in addition to fathers foster carers adoptive parents step-parents gr in addition to parents siblings may undertake a parenting role Services e.g. teachers; voluntary sector All of these play a crucial role in giving the children in their care a flying start in life, providing the best basis as long as children’s in addition to young people’s growth in addition to development. Local authorities also act as corporate parents as long as children in addition to young people in their care. Welsh Assembly Government – Parenting Action Plan, December 2005 (Ref: 1.8) Legislative framework – Crime in addition to Disorder Act 1998 Anti-Social Behaviour Act 2003 “ Parenting is a challenging job. Helping parents to develop good parenting skills is an effective way of ensuring that problems in a child or young person’s behaviour or development are not allowed to grow unchecked into major difficulties as long as the individual, their family in addition to the community.” Home Office (2000) Parenting Order Guidance Flintshire Parenting Strategy in addition to Delivery Plan 2011-2014 Key Areas: Raising the profile of parenting in addition to parent involvement In as long as mation in addition to Advice services Parenting skills in addition to family learning Parents, education in addition to the school setting Effective work as long as ce (work as long as ce development) Task Lists in addition to Action Review Sheets Outcomes in addition to Outputs / Results Based Accountability approach Project Management approach

Key Area 4: Parents, Education in addition to the School Setting Do parents know they matter Consultation / Work with School Consortia Working together as long as families Communication / Language / Ethos / Values School Plans Family focused not service focused Best practice, research in addition to evidence base In as long as mation in addition to support Quality delivery, training in addition to development Measuring impact: hard & soft outcomes Education Policy – Estyn Key Question 3.3. Inspectors should evaluate how strategically the school works with its partners to improve pupils’ st in addition to ards in addition to wellbeing. The main focus in this quality indicator should be on the impact of strategic partnerships on pupils’ st in addition to ards in addition to wellbeing in addition to not just on the number in addition to range of partners or the nature in addition to quality of the partnership arrangements. Partners include Parents / carers Estyn evaluation of the impact of Family Learning (May 2012) The most effective programmes use a facilitator from the school, who has credibility with the parents, who knows the family circumstances in addition to can build a good relationship. Teachers in addition to providers use a good range of teaching strategies to motivate learners in addition to help adults to underst in addition to how children learn. Improving Schools (implementation plan – publication date:10 Oct 2012) Building effective partnerships around schools One of five priorities: Empowering in addition to engaging with parents / carers – we will improve the flow of in as long as mation on school per as long as mance in addition to support schools to engage with in addition to develop strong partnerships with parents/carers Where parents/carers, teachers in addition to the wider community work together to improve learning, the gains in achievement are significant. Schools that offer bespoke as long as ms of support to parents/carers (i.e. literacy classes, parenting skills support) are more likely to engage them in their children’s learning. Schools that successfully engage parents/carers in learning, consistently rein as long as ce the fact that ‘parents/carers matter’. They develop a two way relationship with parents/carers based on mutual trust in addition to a commitment to improving learning outcomes

Improving Schools RAISE – Raising Attainment in addition to Individual St in addition to ards of Education (Ref: Evaluation of the first three years of RAISE: Final Report. 2012) In exploring why the attainment of children from different backgrounds differs so much, research has identified a range of factors that influence attainment. Systems-thinking: thinking about the relationship between the parts The family Individual characteristics in addition to capabilities Schools The child or young person Attainment Evaluations of interventions with parents in addition to carers suggest that those that increase parents in addition to carers “engagement” in education (as distinct from their involvement in their child’s education) can contribute to both increases in attainment in addition to school effectiveness (Harris & Goodall, 2009) Flintshire Integrated Services Model – Example continuing to develop in addition to integrate provision to meet the needs of parents, families in addition to services. Flintshire Integrated Services Model – Example continuing to develop in addition to integrate provision to meet the needs of parents, families in addition to services.

Building upon what we know: Develop a strategy as long as engaging parents/carers in addition to the wider community in learning in addition to work closely to support learning Know what outcomes/change/results are required Select evidence-based practice, programme / resources as long as the target population, with a consistent approach Develop a strategy as long as recruiting the target population Address relevant service access issues Enable in addition to invest in staff training in addition to ongoing support Create a reference/stakeholder groups/steering committee Ensure implementation fidelity (process & delivery) Evaluate programme delivery, costs, in addition to outcomes (to be embedded within services) Increase in addition to improves the quality time that families spend together Improve attitudes by parents/carers to reading in addition to books ( as long as themselves in addition to their child) Builds positive communication skills, including numbers (mathematical development) Supports personal in addition to social development Increases parental confidence around sharing books, stories in addition to rhymes Increase parental confidence in being a partner in their child’s learning Provides opportunity as long as lifelong learning Provided by: ValeofGlamorgan Putting Families 1st Supporting Literacy in addition to Numeracy Helping your child with speaking in addition to listening. Conversation with parents has been found to be one of the most important factors influencing children’s achievement. ‘Last term I took part in the Chatterbox programme. They enjoyed all the activities in addition to also enjoyed the experience of being able to share their learning with their children. For many of the parents, it was an opportunity as long as them to socialise in addition to share their experiences of child development.’ (Trelogan Primary School) ‘I have enjoyed the course in addition to it would be a valuable experience as long as any parents’ ‘I feel I have benefited from these sessions in addition to had some surprises, a learning experience.’ Supporting Literacy in addition to Numeracy Helping your child with speaking in addition to listening. Conversation with parents has been found to be one of the most important factors influencing children’s achievement.

Incredible Years School Readiness Addresses risk factors associated with children’s lack of readiness in addition to poor home-school connections 4 sessions, 2 hours per week Universal, delivered to parents through schools Aims: Improve children’s school readiness Prevent conduct problems Prevent children’s academic underachievement Enhance home-school links (Ref: Centre as long as Early Intervention, Bangor University: Wales research 2010-12) Play in addition to Reading Observation Tool (PAROT) Direct Observation – 30 minutes Part 1 – Child-directed play 15 minutes of observing the unstructured play between the primary caregiver in addition to child. Part 2 – Interactive Reading 15 minutes of observing the primary caregiver in addition to child reading together. One of three bilingual books used at each time point Parents Emotion Coaching Play – Parents Emotion coaching Play – Parents Critical Statements Feedback from Participants – parenting programme leaders who completed their Work with Parents 3599 I underst in addition to more about the value of working with parents, particularly working in partnership, as long as the best as long as the family. Doing this qualification has really made me think. I have learnt about other services available to families, in addition to can speak to parents about these services. I feel better in as long as med. (Resource: Toolkit as long as Working with Families)

Good Practice: Campbell, C. Head teacher http://www.staugustinesprimary.com School leaders who are already overloaded with the day to day running of a school, may find it difficult to plan as long as a more personalised agenda as long as parents. The findings in addition to research give a clear message that ef as long as ts put into working with parents pay dividends to the school in the long run. Parents who are supportive can have such a positive impact on their children’s learning, behaviour in addition to attendance. School leaders need to be committed to identifying their hard to reach parents in addition to try to persist in including them in their child’s education as long as the benefit of their children, the school in addition to the school community as a whole. If hard to reach groups resist, the message is clear don’t give up, keep trying to canvas opinion in addition to keep inviting them, even if they turn you down. The key is to plan ahead well, involve all staff, so that everyone is delivering the same message: that parent involvement is valued highly. Impact – leadership strategy Why work together – Flintshire perspective It makes a positive difference CYPP Plan 2011-14 – committed to effective partnership working Action Area 1: Children in addition to Young People are cared as long as Action Area 2: Children in addition to Young People are ready, able in addition to encouraged to learn Action Area 3: Children in addition to Young People have a healthy lifestyle Action Area 4: Children in addition to Young People have time in addition to space to play, in addition to to participate in activities Action Area 5: Children in addition to Young People are respected in all areas of their lives Action Area 6: Children in addition to Young People are safe Action Area 7: Children, Young People in addition to Families have the resources they need to maximise their opportunities Families First National outcomes Outcome 1: Working age people in low income families gain, in addition to progress within employment Outcome 2: Children, young people in addition to families in or at risk of poverty, achieve their potential Outcome 3: Children, young people in addition to families are healthy, safe in addition to enjoy well-being Outcome 4: Families are confident, nurturing in addition to resilient Families First Local Work streams Vulnerable Young People Family Wellbeing Family Support Family, Home Learning in addition to Money Note: North Wales Families First Parenting Learning Set

Working Together to improve outcomes as long as children, young people in addition to their families. Example of Flintshire initiatives – parent focus: Supported by in as long as med, qualified, skilled in addition to experienced staff & data intelligence Flintshire Families First is an approach Continuum of Services – Strengthening what we were doing Building on foundations Universal Services Playgroups Schools Youth Services Health Visitors/GPs Targeted Services Flying Start Inclusion Service Play clubs CAMHS Referred Services Childrens Social Care.Youth Justice .Disability Service Specialist Services CAMHS Integrated Family Support Areas as long as development Tend to be child focused rather than family focused Integration between service areas including services as long as adults Why work together – family perspective Shared responsibility of services in addition to families Earlier, more coherent support Tailor-made support – more efficient Ownership of support Reduced need as long as more specialist services Complex needs of families Families are not static – needs change over time Children in addition to adults have different needs in addition to different perspectives on the same challenges

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REFERENCES Bateson, B. (2000), ‘Chapter 4: INSPIRE’, in S. Wolfendale in addition to J. Bastiani (eds) (2000) The Contribution of Parents to School Effectiveness. London. David Fulton Carnie, F. (2011), The Parent Participation H in addition to book. Optimus-Education. www.optimus-education.com Chidren in Wales. (2006), Parents in addition to Schools – Making the Connection: An exploration of the relationship between parents in addition to schools in Wales. Cardiff. DCSF. (2008), The Impact of Parental Involvement on Children’s Education. Nottingham. Crown Copyright. Estyn. (2012), The impact of family learning programmes on raising the literacy in addition to numeracy levels of children in addition to adults. www.estyn.gov.uk/english/docViewer/247010.4/the-impact-of-family-learning-programmes-on-raising-the-literacy- in addition to -numeracy-levels-of-children- in addition to -adults-may-2012/navmap=30,163, Feiler, A., Andrews, J., Greenhough, P., Hughes, M., Johnson, D., Scanlan, M. in addition to Ching Yee, W. (2007), Improving Primary Literacy: Linking Home in addition to School. RoutledgeFalmer Harris, A. in addition to Goodall, J. (2007), Engaging Parents in Raising Achievement. Do Parents Know They Matter Department as long as Children, Schools in addition to Families Research Report. RW 004. Illsley, P. in addition to Red as long as d, M. (2005), ‘Drop in as long as coffee’: working with parents in the north Perth New Community Schools. Support as long as Learning, 20, 4: 162-166 Pathways to Child Friendly Schools: A Guide as long as Parents www.parentcouncils.co.uk Peters, M., Seeds, K., Goldstein, A. in addition to Coleman, N. (2008), Parental Involvement in Children’s Education 2007. Research Report. DCSF RR034.NCSL. (2010-11), How to involve ‘hard to engage’ parents. Prof. Des as long as ges, C. in addition to Abouchaar, A. (2003), The Impact of Parental Involvement, Parental Support in addition to Family Education on Pupil Achievement in addition to Adjustment: A Literature Review. Welsh Government. (2006), Parent Participation In as long as mation Document. Cardiff. Welsh Government.

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