theme 1: leadership for a self-improving system · 10 theme 1: resource 2 – leaders and governors...

Theme 1: Leadership for a self-improving systemResources 1–7

Family and community engagement toolkit

1

FaCE the Challenge Together: Main guidance

2

Contents

Audience

Primary, secondary and special schools in Wales, nursery settings and pupil referral units.

Overview

This is the first of five themes contained within the Welsh Government’s FaCE the challenge together: Family and community engagement toolkit for schools in Wales. The toolkit is designed to provide practical support for schools in Wales to help them develop and strengthen their approach to family and community engagement (FaCE).

The resources within this theme are designed to encourage schools to consider and plan their own approach to family and community learning as part of a self-improving system. There is a particular focus on the need for FaCE to be embedded in the ethos of the school and for this to be set out in the school development plan.

Action required

For use in planning interventions to raise the attainment of learners living in poverty.

Further information

Enquiries about this document should be directed to:

Learner Wellbeing BranchEducation and Public Services GroupWelsh GovernmentCathays ParkCardiffCF10 3NQ

Tel: 029 2082 3630

e-mail: [email protected]

This document along with other relevant guidance can be accessed from the Learning Wales website at learning.gov.wales/deprivation

Related documents

Rewriting the future: Raising ambition and attainment in Welsh schools (2014)

www.gov.wales/topics/educationandskills/schoolshome/deprivation/rewriting-the-future-schools/?lang=en

Rewriting the Future 2015: A Year On (2015)

www.gov.wales/docs/dcells/publications/150630-rewriting-the-future-a-year-on-e.pdf

Digital ISBN 978 1 4734 6733 0 © Crown copyright 2016 WG28859

Mae’r ddogfen yma hefyd ar gael yn Gymraeg.This document is also available in Welsh.

mailto:wellbeingshare%40wales.gsi.gov.uk?subject=

http://learning.gov.wales/deprivation

http://www.gov.wales/topics/educationandskills/schoolshome/deprivation/rewriting-the-future-schools/?lang=en



http://www.gov.wales/docs/dcells/publications/150630-rewriting-the-future-a-year-on-e.pdf

http://www.gov.wales/docs/dcells/publications/150630-rewriting-the-future-a-year-on-e.pdf

FaCE the challenge together: Theme 1: Resources 1–7

Contents

Resource 1: School development plans 4

Resource 2: Leaders and governors 8

Resource 3: Simple first-steps audit 13

Resource 4: FaCE PowerPoint 19

Resource 5: Advanced audit tool 27

Resource 6: Evaluation 39

Resource 7: Estyn inspections and FaCE 42

1Family and community engagement toolkitTheme 1: Resource 1School development plans

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FaCE the challenge together: Theme 1: Resource

5

Theme 1: Resource 1 – School development plans

This resource contains the following.

• Information on the school development plan (SDP) regulations in relation to FaCE.

• Incorporating FaCE into the SDP cycle.

• Co-production.

• Where you can get support for developing your SDP.

Information on the school development plan (SDP) regulations in relation to FaCE

By 1 September 2015 all maintained schools in Wales are required to have in place a school development plan (SDP) that complies with the Education (School Development Plans) (Wales) Regulations 2014. The SDP will be a rolling three-year plan that sets out how the school will achieve its targets in relation to its priorities and how it will use the resources it has available. It will also show how the school intends to develop its staff in order to meet the school’s priorities and targets.

School development plans – Welsh Government guidance1

Paragraph 4 of Regulation 4 of the Regulations (Contents of a school development plan: Working with the community), requires the SDP to set out:

Details of how the governing body will seek to meet the school improvement targets for the current school year by working with—

(a) pupils at the school and their families; and

(b) people who live and work in the locality in which the school is situated.

The guidance document says:

All school partners and stakeholders will be involved in identifying strengths and areas for improvement.

It is important that the whole school and wider community are aware of the school’s plans to bring about improvement.

The SDP is the school’s strategic plan for improvement. The school’s priorities will include how the school is addressing the national priorities of:

• raising the standards of education in relation to literacy

• raising the standards of education in relation to numeracy

• reducing the impact of poverty on educational attainment.

The SDP also needs to clearly indicate how FaCE will be used to help the school meet its improvement targets. The use of this toolkit, and in particular its audit tools, should help schools to identify how this can best be achieved.

1 gov.wales/topics/educationandskills/schoolshome/school-development-plans/?lang=en

learning.gov.wales/deprivation

http://gov.wales/topics/educationandskills/schoolshome/school-development-plans/?lang=en



6

Theme 1: Resource 1 – School development plans

Incorporating FaCE within the SDP cycle

Schools might choose to incorporate FaCE within the SDP cycle in a number of ways such as by:

• setting out how they intend to take account of family and community views during the planning cycle (see the Parent/carer groups and the voices of parents/carers resource (Theme 3: Resource 7) in this toolkit)

• including FaCE as a short- or long-term priority for school improvement

• including SMART targets for FaCE activities

• having an action plan that includes FaCE activities clearly linked to the school priorities, for example through making clear links between family engagement and the national priority of tackling the impact of deprivation in education

• highlighting FaCE in the school’s self-evaluation (see the Estyn inspections and FaCE resource (Theme 1: Resource 7) in this toolkit)

• setting out how the Pupil Deprivation Grant (PDG) or other sources of funding are being used to fund actions in the SDP, including actions around FaCE

• including staff development activities which focus on developing the school’s capacity for FaCE (see the FaCE staff roles resource (Theme 2: Resource 2) and Development needs analysis for delivering FaCE resource (Theme 2: Resource 1) in this toolkit)

• including a short FaCE policy statement. An example of a FaCE policy statement (from Sheffield City Council) is shown in the box on page 7.

Co-production

You might also consider using co-production as a technique to involve families and communities more whole-heartedly in the development of your SDP. During co-production, all stakeholders are involved in the planning and development of services. It is becoming increasing popular as a means of engaging all parties in the school planning process.

As a starting point you could use the co-production checklist provided at the end of the Parent/carer groups and the voices of parents/carers resource (Theme 3: Resource 7) in this toolkit to identify the extent to which specific groups are already involved in decision-making in your school.

More information about co-production is available at www.coproductionnetwork.com/page/about-coproduction and www.timebanking.org/about/co-production-and-timebanking

Where you can get support for developing your SDP

The school’s governing body holds overall responsibility for preparing, monitoring, reviewing and revising the SDP. In practice the headteacher will work with the staff and governing body in producing the SDP and will be responsible for implementing the necessary actions and strategies to bring about improvement. Further guidance on the SDP cycle is available at www.wales.gov.uk/topics/educationandskills/schoolshome/school-development-plans/?lang=en


http://www.coproductionnetwork.com/page/about-coproduction

http://www.coproductionnetwork.com/page/about-coproduction

http://www.timebanking.org/about/co-production-and-timebanking

http://www.wales.gov.uk/topics/educationandskills/schoolshome/school-development-plans/?lang=en


FaCE the Challenge Together: Theme 1: Resource 1Theme 1: Resource 1 – School development plans

As part of the national model for regional working the SDP will serve a key role in informing the engagement of challenge advisers in their role with schools. Challenge advisers and regional consortia should therefore act as a source of support for the ongoing development of SDPs.

In its self-evaluation manuals, Estyn identifies key characteristics of effective SDPs. Further information on this can be found on Estyn’s website at www.estyn.gov.uk/english/inspection/inspection-guidance

Schools may also find it helpful to refer to the ‘Professional learning’ pack on the Learning Wales website at which has a topic on ‘Teachers as researchers’ that provides useful advice and guidance on self-evaluation using data: www.learning.wales.gov.uk/resources/learningpacks/mep/professional-learning/?lang=en

Welsh Government’s Rewriting the future programme contains a ‘call to action’ for schools to help break down the barriers to learning for learners from deprived backgrounds. This includes a theme on FaCE. www.gov.wales/topics/educationandskills/schoolshome/raisingstandards/rewriting-the-future-schools/?lang=en

Policy for parental involvement (example from Sheffield City Council)

Aim

To promote parental partnership and involvement in children’s learning and the life of the school.

(‘Parent(s)’ is used throughout this document to mean those people who are the primary carers of children in our school and could include grandparents, foster carers and others.)

Objectives

• To foster an ethos and atmosphere where all parents feel welcome and valued.

• To maintain an ‘open door’ approach so that parents are able to communicate with staff on a regular basis, both formally and informally.

• To provide as much information as possible in timely, specific, targeted and accessible ways so that parents feel confident and knowledgeable in supporting their children’s learning.

• To seek parents’ views and opinions and act upon them.

• To provide support and encouragement for families suffering difficulties/crises, or barriers to involvement.

• To work with parents in promoting positive behaviour at home and at school.

• To seek to provide a range of activities, courses and workshops, to promote parental involvement in children’s learning, and also ‘lifelong learning’ for both children and adults.

7 learning.gov.wales/deprivation

http://www.estyn.gov.uk/english/inspection/inspection-guidance

http://www.estyn.gov.uk/english/inspection/inspection-guidance

http://www.learning.wales.gov.uk/resources/learningpacks/mep/professional-learning/?lang=en

http://www.learning.wales.gov.uk/resources/learningpacks/mep/professional-learning/?lang=en

http://www.gov.wales/topics/educationandskills/schoolshome/raisingstandards/rewriting-the-future-schools/?lang=en

http://www.gov.wales/topics/educationandskills/schoolshome/raisingstandards/rewriting-the-future-schools/?lang=en


Family and community engagement toolkit Theme 1: Resource 2Leaders and governors

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8


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Theme 1: Resource 2 – Leaders and governors


• Leadership to strengthen FaCE.

• Secrets of success.

• Pitfalls to avoid.

• Professional standards.

• Checklist – What tasks might this involve in practice?

Leadership to strengthen FaCE

There is strong evidence that when done well, FaCE can:

• improve attendance

• improve learner behaviour

• improve learner attainment

• enrich the curriculum

• bring valuable resources into the school

• strengthen the school.

However, the practicalities of effective family engagement often pose a real challenge to school leaders. True home–school partnership requires leaders and school governors to be sensitive and non-judgemental, to listen and take account of families views. They need to understand the reasons why parents/carers, from low-income families in particular, can be reluctant to become involved (or, in other cases, become involved inappropriately or aggressively) with the school. Indeed, research indicates that it is these disadvantaged children who have the most to gain from home–school partnerships.

Once school leaders and governors understand the potential power of FaCE to dramatically raise standards, they can then consider how schools can provide the capacity, climate and relationships to make both families and school staff feel secure in working in partnership together. To support the evolving relationship, school leaders will need to initiate activities that:

• help family members feel comfortable in interacting with school staff by creating a welcoming culture that clearly values the contributions that families make to children’s learning

• motivate staff to see the advantages and importance of working with family members and in redefining what ‘engagement with the school’ means

• support staff by making sure they have time to plan and implement involvement strategies, have the appropriate learning development opportunities and are supported in the role

• address barriers to family and community involvement.

“ Feedback from school leaders shows that one of the major concerns in running a modern school is trying to get parents to engage more.” Clare Campbell, Headteacher, Family 25 Greater Manchester Challenge




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Secrets of success

Vision and leadership lie at the heart of working with families. Several studies have looked at what leaders do in schools that successfully engage families and communities.

• Valuing the potential rewards – leaders know that families matter and that parents/carers are crucial partners in their children’s learning, no matter how unpromising the parental starting point might seem. They believe strongly that efforts put into engagement activities, no matter how difficult initially, can pay dividends to the school in the long run, in terms of standards, behaviour and attendance. Such partnership working can thus maximise the capacity of schools for improvement and reap rewards that cannot be achieved in isolation.

• Ethos and vision – FaCE is embedded in every part of the school’s ethos – not just in the homework and uniform policies, but in the learning and teaching policy as well.

• Relentless focus on outcomes for children – all engagement activity has the prime purpose of helping families to support their child’s learning.

• Inclusivity – school leaders foster an ethos of communication with all their families but focus particularly on the need to engage those groups that are underrepresented in school life. They know who their target groups are, understand their barriers to engagement and their needs and wants, and put in place strategies for monitoring and enhancing their engagement.

• Commitment – school leaders are committed to persisting in trying to engage target groups of families, for the benefit of their children, the school and the community as a whole. If target groups resist, the message from successful school leaders is clear – don’t give up, keep trying to canvass opinion and keep inviting them, even if they turn you down. The key is to plan ahead and to involve all staff, so that everyone is delivering the same message: that family involvement is highly valued.

• Principles of engagement – in schools with successful FaCE, leaders display openness, an ability to value the richness of children’s home lives, and a striving to embed community cohesion within everything that is done within their schools by working in partnership with families and community groups. Partnerships must be based on trust, commitment and determination, complemented by skills and knowledge on both sides, and capable of bonding the work of families, community groups and the school together through a sense of belonging.

Pitfalls to avoid

• Resourcing – to reap real dividends in terms of raised standards, FaCE efforts require planning, investment and a structured, manageable programme of work. There is a need for staff support and training. School teachers are highly trained and skilled professionals, but most of their training, particularly in the primary sector, is aimed at working with young children, rather than working with adults: these are new skills and require support and training. Leaders also ensure that there is time, space and opportunities for engagement.




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• Trying to solve all parenting issues single-handedly – the differences in parenting behaviours that underlie differences in student achievement can result from a wide array of factors such as cultural values, self-confidence, difficult circumstances due to poverty, health, poor housing, relationship issues, and more. When attempting to engage with families around learning, and to encourage less supportive parents/carers to be more so, it will inevitably become apparent that are wider issues that need to be addressed.

This is where community partnerships, and in particular, multi-agency working is essential (see Theme 5 of this toolkit). Schools do not, and should not, shoulder the burden alone. Through the use of a Team Around the Family approach, schools can signpost families towards professional support that will meet their needs, and the school can maintain its focus on its core mission of promoting learner achievement and avoid getting too caught up in the in the broader matter of supporting parents/carers more generally.

Professional standards

Professional standards (www.learning.wales.gov.uk/yourcareer/professionalstandards/?lang=en) include several standards for school leaders relating specifically to FaCE.

Leadership standards

Leading learning and teaching

22. Maintains a high visibility around the school and devotes considerable time to interaction with learners, staff and parents.

57. Builds a school climate and learning culture which takes account of the richness and diversity of the school’s community including Welsh Language and culture.

58. Ensures that the school plays a productive role as a member of its local, national and global communities.

59. Creates and promotes positive strategies for developing good race relations and dealing with racial harassment.

61. Ensures that the school plays a central role in the community.

Strengthening the community focus

62. Develops citizenship in learners so that they make a positive contribution to local and wider communities.

63. Collaborates with other agencies, including the LA, in providing for wellbeing of learners and their families.

64. Creates and maintains an effective partnership with parents, guardians and carers to support and improve learners’ achievement and personal development.

65. Works collaboratively within and outside the school to achieve school goals and objectives.

66. Works co-operatively and collaboratively with teachers and colleagues, including those from external agencies, to enhance the learning and wellbeing of those they teach.


http://www.learning.wales.gov.uk/yourcareer/professionalstandards/?lang=en



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Checklist – What tasks might this involve in practice?

Actions to take

Ensuring that there is a named member of the senior leadership team with responsibility for the FaCE agenda. The governing body may wish to consider identifying a named governor to link in and support the member of the senior leadership team.

Communicating FaCE as a priority for the school to governors, school staff, families and other stakeholders (see the FaCE PowerPoint resource (Theme 1: Resource 4) in this toolkit).

Embedding FaCE in learning and teaching as well as policies for homework, uniform or social activities.

Reflecting this in SDP and associated targets (see the School development plans resource (Theme 1: Resource 1) in this toolkit), and in staff performance measures.

Ensuring that FaCE is considered during the school’s self-evaluation process (see the Estyn inspections and FaCE resource (Theme 1: Resource 7) in this toolkit).

Periodically auditing and evaluating progress, to stimulate reflection and plan further work (see the Simple first-steps audit resource (Theme 1: Resource 3), Advanced audit tool resource (Theme 1: Resource 5) and Evaluation resource (Theme 1: Resource 6) in this toolkit), and work on this audit with challenge advisors.

Leading on embedding whole-school approach and developing staff capacity through professional development (Theme 2 of this toolkit).

Overseeing steps to help families to actively support their child’s learning, focusing on families of learners from deprived backgrounds, of learners currently underperforming, and families who currently appear to be offering little support for learning (Theme 4 of this toolkit).

Overseeing steps to develop community partnerships and multi-agency working (Theme 5 of this toolkit).



Family and community engagement toolkit Theme 1: Resource 3Simple first-steps audit

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Theme 1: Resource 3 – Simple first-steps audit


• Instructions for conducting a simple audit and planning exercise around FaCE.

• Audit tool.

• Planning tool.

Instructions for conducting a simple audit and planning exercise around FaCE

Purpose: to evaluate how successful you are in terms of FaCE, and to reflect on where you would like to get to next. This should be incorporated into the school’s self-evaluation processes and development of the school development plan (SDP).

Who should be involved: governor(s), school leaders, teaching staff, non-teaching staff, and representatives from the PTA or other parent/carer group.

Possibly learners: it would be beneficial to involve learners meaningfully in some aspects of developing your FaCE strategy, and it is a requirement that learners are consulted in the school improvement planning process.

Step 1

In small groups, use the template overleaf (or a variation of it) to consider where you are now in relation to the five themes of the FaCE framework described in the FaCE the challenge together main guidance document. Identify and note down existing activities. Rate the current situation 0–10:

• 0 = little/no activity

• 5 = meeting the ‘All schools should …’ description

• 10 = meeting the ‘In successful schools …’ description, with the situation exactly how you and your families want it to be.

Note down why you have decided on this rating, making a list of existing activities.

Step 2

Thinking about your current activity for each theme, consider the evidence you have on whether your activities are having an impact/making a difference. Score each indicator as either ‘?’ (impact unknown) or on a scale of -3 (highly negative impact) to +3 (high positive impact).

Step 3

Consider the following for each theme.

• Where on the 0–10 scale you would like to get to?

• What needs to change to move up to where you want to be?

• What difference will this make to learners, parents/carers and the school?

• Could it help the school to deliver on its other priorities?




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Step 4

After working in small groups, share your scores with others on a blank 0–10 scale to get an overall picture.

Share views on why you think you are where you are on the scale and what you could do to improve.

Consider the picture that is developing – what are the areas of strength? What are the gaps?

Discuss priorities for action to reach where you want to be – keep this realistic and achievable, and keep it tied in with other school priorities.

Step 5

You may wish to record the priorities for action in the planning tool provided, which includes spaces for notes on the activity, intended audience, resourcing and plans for evaluation.

Repeat!

As part of the planning cycle (shown below), carry out this exercise again 6 to 12 months later to assess the progress achieved and evaluate whether the strategy you put in place worked.

Planning cycle

Note: there is also an Advanced audit tool resource (Theme 1: Resource 5) available in this toolkit, which is designed to be used with your challenge advisor.

This toolkit also contains an Evaluation resource (Theme 1: Resource 6).

1. Identify the issue you would like to address

2. Consider possible solutions

3. Select intervention

4. Implement intervention

5. Evaluate how it is working

6. Decide what to do next




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Theme 1: Resource 3 – Simple first-steps auditPl

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t w

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e in

volv

ed?

Who

will

im

plem

ent?

Reso

urce

s re

quir

edH

ow w

ill

impa

ct b

e m

easu

red?

e.g.

re-d

rafti

ng

SDP

to e

mbe

d Fa

CE

1. L

eade

rshi

p fo

r a

self-

impr

ovin

g sy

stem

e.g.

all

fam

ilies

, but

w

ith a

n ex

tra fo

cus

on fa

mili

es o

f lea

rner

s el

igib

le fo

r fre

e sc

hool

m

eals

(eFS

M)/l

earn

ers

with

add

ition

al

lear

ning

nee

ds (A

LN)/

Gyp

sy a

nd Tr

avel

ler

fam

ilies

…

e.g.

one

mee

ting

to d

iscu

ss p

ossi

ble

chan

ges

and

cons

ulta

tion

proc

ess,

cons

ulta

tion

even

t w

ith fa

mili

es, e

ditin

g of

doc

umen

t to

mak

e ch

ange

s, on

e m

eetin

g to

agr

ee c

hang

es.

e.g.

hea

dtea

cher

, go

vern

ors,

SLT.

e.g.

four

day

s st

aff

time

(to o

rgan

ise

mee

tings

and

co

nsul

tatio

n ev

ent),

te

a an

d co

ffee

at

cons

ulta

tion

even

t.

e.g.

feed

back

from

fa

mili

es/c

halle

nge

advi

sor/E

styn

on

the

SDP.

e.g.

refre

shin

g sc

hool

ent

ranc

e to

mak

e it

mor

e w

elco

min

g

3. W

elco

min

g fa

mili

es to

en

gage

with

th

e sc

hool

e.g.

all

fam

ilies

, but

w

ith a

n ex

tra

focu

s on

fam

ilies

who

do

not s

peak

Eng

lish/

Wel

sh a

t hom

e/G

ypsy

an

d Tr

avel

ler f

amili

es/

fam

ilies

with

low

lit

erac

y le

vels

…

e.g.

mul

tilin

gual

ar

twor

k de

sign

ed b

y le

arne

rs, i

mpr

oved

en

try

syst

em …

e.g.

lear

ners

, vo

lunt

eers

, nam

ed

of s

taff

mem

ber.

e.g.

art

mat

eria

ls,

new

not

ice

boar

d,

new

ent

ry b

uzze

r.

e.g.

feed

back

vi

a in

form

al

disc

ussi

ons

with

pa

rent

s/ca

rers

, or

via

PTA

or

via

pare

nt/c

arer

qu

estio

nnai

re.

e.g.

fam

ily

lear

ning

pr

ogra

mm

e (F

LP) f

or

lear

ners

falli

ng

behi

nd in

nu

mer

acy

4. H

elpi

ng

fam

ilies

to

activ

ely

supp

ort

thei

r chi

ld’s

lear

ning

e.g.

chi

ldre

n in

Yea

rs 3

an

d 4

who

are

falli

ng

behi

nd in

num

erac

y, an

d th

eir f

amili

es.

e.g.

fam

ily le

arni

ng

prog

ram

me

(FLP

) run

w

ith h

elp

and

supp

ort

of lo

cal a

utho

rity.

Enga

ge fa

mili

es, a

nd

recr

uit t

hem

to th

e pr

ogra

mm

e, w

hich

ru

ns fo

r eig

ht

two-

hour

ses

sion

s.

e.g.

fam

ily li

aiso

n of

ficer

plu

s lo

cal

auth

ority

fam

ily

lear

ning

sta

ff.

e.g.

sch

ool

staf

f tim

e pl

us

cont

ribut

ion

to

loca

l aut

horit

y pr

ojec

t. U

se P

DG

for t

hose

lear

ners

el

igib

le fo

r fre

e sc

hool

mea

ls

(eFS

M).

e.g.

feed

back

fro

m fa

mili

es,

asse

ssm

ent o

f le

arne

r’s n

umer

acy

skill

s.



Family and community engagement toolkit Theme 1: Resource 4 FaCE PowerPoint

1

19


20

Theme 1: Resource 4 – FaCE PowerPoint

This resource is also available as a standalone PowerPoint for schools to adapt and use for their own purposes.

Slide 1: FaCE the challenge together: Family and community engagement

FaCE the challenge together toolkit. Family and community engagement (FaCE).

Slide 2: Why work with families?

“Parental engagement in children’s learning makes a difference – it is the most powerful school improvement lever we have.” (Harris and Goodall (2007) Do Parents Know They Matter? (p.70))

“Family and parent support activities should have the improvement of children’s learning as a clear and consistent goal.” (Goodall and Vorhaus (2011) Review of Best Practice in Parental Engagement Practitioners Summary)

Why work with families?

• Powerful lever for raising attainment.

• Positive impact on behaviour and well-being.

• Powerful lever for tackling impacts of poverty.

• Build on the ‘Education begins at home’ campaign.

Slide 3: Ways that families can support learning

Foundation Phase Primary school age 7–11 Secondary school age

• Conversations.

• Role play.

• Reading stories.

• Teaching songs.

• Playing with letters and numbers.

• Painting and drawing.

• Visiting the library, museums and galleries.

• Outdoor trips.

• Interest in their school activities.

• Helping them feel they belong in the school.

• Regular bedtime, breakfast and school attendance.

• 10 minutes a day reading.

• Talking about ‘how big/much/many’.

• Outings to the library, museums and art galleries.

• Communicating value of education.

• Taking an interest in their studies.

• Modelling respectful relationships.

• Keeping them focused on learning while also supporting autonomy.

• Regular bedtime, breakfast and school attendance.

• Communicating aspirations, celebrating achievements.

• Providing a quiet study area.




21


Foundation Phase Primary school age 7–11 Secondary school age

• Supporting social and emotional learning.

• Helping their child to be ‘school ready’.

• Working with the school to support the child with any particular issues.

• Supporting social and emotional learning.

• Encouraging reading and general discussions.

• Outings to cultural venues, extra-curricular activities.

• Working with the school to support the child to work through any particular issues.

• Supporting course/post-16 selection.

Slide 4: Why work with community partners?

“Extended schools … strengthen the ability of families and communities to attend to young people’s physical, emotional, cognitive and psychological needs.” (Coleman (2006) Lessons from Extended Schools)

“It takes a whole village to raise a child.” (African proverb)

Why work with community partners?

• Strengthen family engagement, leading to gains in attendance, behaviour and achievement.

• Learner well-being and standards.

• Strengthen the school (support, resources, networks).

• Make a positive contribution to the community.

• Assessed by Estyn.




22

Slide 5: Ways that community partners can support learning

Remove barriers to family engagement

Provide support for learners

Increase community involvement

• Networking – links to target groups.

• Improve engagement offer.

• Arms-length agency forming link to school.

• Professional support for learners.

• Professional support for families.

• Improve learner well-being.

• Improve learner standards.

• Learners participating in the community.

• Extra-curricular activities.

• Help tackle impacts of poverty.

• Enriched curriculum.

• Community consultation (school development plan).

• Contribute to community cohesion.

• Contribute to social capital.

Slide 6: What could it do for our school?

Literacy

Extensive evidence of the positive impact of parental engagement programmes on children’s literacy.

Teaching parents/carers to teach their children readings skills can be twice as effective as asking them to listen to their child read. For example:

• family learning programme (FLP) to develop early reading skills

• auction of promises where Dads promise time reading to child

• family reading club.


Numeracy

There is robust evidence of the positive and lasting impact of family numeracy programmes on children’s academic outcomes. For example:

• parent/carer prompts for home activities

• learning logs

• family learning programmes (FLPs)

• ‘Teach your child to learn’ workshops.



What could it do for our school?

Metacognition/visible learning

Involving families in goal setting with their child and teacher will help engage them in their child’s learning, which should:

• help families support learning at home

• lead to raised attainment.


Tackling the impact of poverty

“The achievement of working class pupils could be significantly enhanced if we systematically apply all that is known about parental involvement.” (Desforges and Abouchaar (2003) The impact of parental involvement, parental support and family education on pupil achievement and adjustment)


Prevent dip in attainment at transition

Family involvement in learning is a protective factor – attainment is more likely to dip if families aren’t involved. We can prevent dips by:

• engagement over transition in how best to support transition/learning in the next phase

• multi-agency working for early identification of families needing extra support.


Well-being

• Children’s concerns can be sorted out more quickly when their families have a positive relationship with school staff.

• The Team Around the Family (TAF) approach supports learners and families facing multiple problems.


learning.gov.wales/deprivation 23 learning.gov.wales/deprivation




24



Attendance and behaviour

Family engagement can have a significant positive impact, through developing a clear mutual understanding of expectations.

• Mutual respect and trust are key factors.

• Working as partners to support a child working through particular issues.

• Strategies for engaging with families of disengaged learners.

Ofsted (2008) found that a close partnership with parents/carers was fundamental to re-engaging with disaffected learners in secondary school.


Bullying

• Important role of families in developing a strategy to tackle bullying.

• Greater ability to resolve issues when families are on board.


Additional learning needs

Support families to support learners, for example, through:

• family workshops to develop parent/carer skills, e.g. signing, PECS (Picture Exchange Communication System)

• family workshops to develop independent living skills

• informal support to families, e.g. networking at coffee morning.


Team Around the Family

Support learner and family well-being and help overcome barriers to learning, as well as:

• improve attendance

• improve behaviour

• reducing exclusions

• reducing risk of being a NEET (not in education, employment or training).




25



Community cohesion

• Ensure all our families are welcomed.

• Community partners help us to celebrate diversity.


Community involvement

• Deliver community involvement priorities.

• Enrich the curriculum.

• Develop curriculum-based projects with external partners to help re-engage disengaged learners.


Social capital in our community

Help adults/parents/carers in our community develop their skills, confidence and networks, for example, through:

• family learning programmes (FLPs) to develop parents’/carers’ literacy, numeracy and digital skills

• adult community learning classes on site

• participation in community events.


Staff well-being

A whole-school approach to family and community engagement (FaCE) should allow us to:

• handle conflict and complaints more effectively, and reduce incidents of abusive behaviour towards staff

• make parents’/carers’ evenings more rewarding

• create a greater sense of cohesion and belonging between the school, families and the community

• improve learners’ attendance, behaviour and achievement

• find external professional support to meet the needs of families and learners.



FaCE the Challenge Together: Theme 1: Resource

26


Slide 20: Summary

Good engagement strategies:

• value the contribution that families and community partners can bring

• involve the whole school

• start from, and build on, cultural values of families/communities

• are based on the understanding of barriers

• stress personal contact, foster communication, mutual respect and trust.

FaCE the challenge together toolkit

A framework with five themes.

1. Leadership for a self-improving system.

2. Embedding a whole-school approach to FaCE.

3. Welcoming families to engage with the school.

4. Helping families to actively support their child’s learning.

5. Developing community partnerships and multi-agency working.

Slide 21: Next steps

• Senior leadership team (SLT) member.

• Governor.

• Work through FaCE toolkit.

• Priorities → school development plan (SDP).

• Roles/professional development.

• Use of Pupil Deprivation Grant (PDG).

• School-to-school working.



27

Family and community engagement toolkit Theme 1: Resource 5Advanced audit tool

1

27


28

Theme 1: Resource 5 – Advanced audit tool


• Instructions for conducting an audit and planning exercise around FaCE. (It has been designed for use with your challenge advisor, although you may alternatively want to use it with your senior leadership team, governors, and/or parent/carer representatives.)

• Audit tool.

• Planning tool.

Instructions for conducting an audit and planning exercise around FaCE

Purpose: to evaluate how successful you are in terms of FaCE, and to reflect on where you would like to get to next. This should be incorporated into the school’s self-evaluation processes and development of the school development plan.

Who should be involved: school leader(s), governors, challenge advisors, perhaps parents/carers and other stakeholders.

Step 1

Working through the template (or a variation of it) consider where you are now in relation to the FaCE framework. For each indicator, identify the place on the 0–4 scale that best reflects your current position (or alternatively mark as not applicable).

• 0 = No activity: This intervention is not being considered by the school.

• 1 = Initiation phase: The school is aware of this intervention but has not started planning for implementation.

• 2 = Planning phase: The school is engaged in a planning process to agree upon the steps necessary to move forward.

• 3 = Implementation phase: The school has completed planning and is in the process of implementing strategies.

• 4 = Maintenance phase: Strategies have been fully implemented. The school is managing for sustainability and further enhancement of this indicator.

Step 2

Thinking about your current activity for each indicator, consider the evidence you have on whether the activity is having an impact/making a difference. Score each indicator as either ‘?’ (impact unknown) or on a scale of -3 (highly negative impact) to +3 (high positive impact).

Step 3

Come to agreement on whether new/different activity is a priority for action for the school for the next planning period (high, medium, low).

You may want to consider the following.

• Is this issue currently presenting a barrier to engagement with the school/engagement with learning?




29


• What difference would taking action on this indicator make to learners, parents/carers and the school?

• Could taking action in this area help the school to deliver on its other priorities?

• Where would action sit on the school’s spectrum of competing priorities?

• What resources/capacity building would be required in order to take action? Are these realistically available?

Step 4

Reflect more generally on the picture that is developing – what are the areas of strength? What are the gaps?

Are there more strategic activities that are needed in order to develop weak areas, for instance through school-to-school continuous professional development (CPD)? Staff capacity building?

Step 5

You may wish to record the priorities for action in the planning tool provided, which includes spaces for notes on the activity, intended audience, resourcing and plans for evaluation.

Repeat!

As part of the planning cycle, carry out this exercise again 6 to 12 months later to assess the progress achieved and evaluate whether the strategy you put in place worked.

Planning cycle

Note: there is also an Simple first-steps audit resource (Theme 1: Resource 3) available in this toolkit, which is designed to be used during an exercise with staff, governors and the PTA.

This toolkit also contains an Evaluation resource (Theme 1: Resource 6).

1. Identify the issue you would like to address

2. Consider possible solutions

3. Select intervention

4. Implement intervention

5. Evaluate how it is working

6. Decide what to do next




30


Audit tool

Indicators in orange are those identified under the ‘All schools should …’ description in the main guidance document. Those in green are identified under the ‘In successful schools …’ description. The toolkit contains practical resources designed to support schools develop the areas under each indicator.

Theme IndicatorCurrent progress (0–4)

Current impact (-3 to +3)

Priority

H M L

1. L

eade

rshi

p fo

r a

self-

impr

ovin

g sy

stem

A named member of the SLT has responsibility for FaCE, and perhaps a named governor for this agenda.

There is clear reference to FaCE in the SDP.

FaCE is championed in every aspect of school life.

There is consultation with families/community groups over the SDP.

There are FaCE targets in the SDP.

A planning cycle is in place to support a self-improving system with respect to FaCE.

2. E

mbe

ddin

g a

who

le-s

choo

l app

roac

h to

FaC

E

Staff awareness of importance of FaCE raised via INSET days and/or standing agenda items and/or bespoke FaCE team.

Essential CPD for FaCE has been completed (e.g. on safeguarding and handling one-to-one interactions with difficult parents/carers).

There is a development needs analysis for all staff in relation to FaCE activities.

The professional learning opportunities identified by the development needs analysis are in place/completed.




31




Priority

H M L

2. E

mbe

ddin

g a

who

le-s

choo

l app

roac

h to

FaC

E

Training is offered to governors and members of PTA/parent/carer group.

School-to-school learning is used to increase capacity for FaCE (via School Improvement Groups (SIGs), clusters, families of schools, etc.).

Non-teaching member of staff in post to support the whole-school approach and lead on some particular aspects (e.g. attendance, working with particular groups of families) (aka family engagement/liaison officer/pastoral support worker).

A FaCE team leads whole-school approach, with representatives from governors, teaching and non-teaching staff, parents/carers and possibly student body.

A key worker has been identified for each learner/family – particularly for families that the school has previously struggled to engage with.

3. W

elco

min

g fa

mili

es t

o en

gage

wit

h

the

scho

ol

The school entrance is welcoming to families.

There is a space in school that can be used always/sometimes by parents/carers (perhaps a place for tea and coffee in hall or an IT suite).

Staff are available to engage with families around school gate/drop off/pick up times at school.

A range of communications methods are used (including and going beyond letters, parents’/carers’ evenings, social events).




32




Priority

H M L

3. W

elco

min

g fa

mili

es t

o en

gage

wit

h

the

scho

ol

The communication methods used are matched to parent/carer preferences.

Virtual learning environments (e.g. Hwb, Moodle, etc.) are used to promote family engagement with learning.

Teachers are available to engage with parents/carers in a variety of informal ways on a day-to-day basis.

Efforts are made to get to know families around transition points (e.g. meet the teacher sessions, data sharing between school settings or class teachers, home visits for some families).

The school has a detailed knowledge of their families, their needs, their degree of engagement with learning, and what they could contribute to the school.

The engagement approach is tailored to overcome barriers to engagement and to the needs of particular families (e.g. by providing translation, transport, alternative times of parents/carers evenings).

Particular efforts are made to engage some groups, e.g. families of eFSM learners, learners who are currently underperforming/receiving little support for learning at home, ALN learners.

Wider members of the families are welcomed (grandparents, older siblings).




33




Priority

H M L

3. W

elco

min

g fa

mili

es t

o en

gage

wit

h

the

scho

ol

A range of inclusive social events are put on, where costs are not prohibitive.

Families able to be involved through a range of ways/at different levels, including volunteering opportunities and opportunities for adults to develop their own skills.

The school invites parents/carers in to share their interests and skills and builds on these topics in class time.

Learners are encouraged to play a role in getting their parents/carers to get involved.

There is an accessible route through which parents and carers can express their views and be consulted on specific issues.

The PTA or other parent/carer group has been empowered and supported to expand its remit beyond fundraising to include FaCE or providing a channel through which families can be consulted.

A clear school policy is in place around handling complaints so that staff and parents/carers can resolve issues together, with support if necessary.



FaCE the Challenge Together: Theme 1: Resource

34




Priority

H M L

4. H

elpi

ng fa

mili

es t

o ac

tive

ly s

uppo

rt t

he c

hild

’s le

arni

ng

At parents’/carers’ evenings staff provide quality feedback on the learner’s progress in a way that parents/carers can understand.

Parents/carers not living with their children (e.g. due to separation) get regular updates on what is happening for their child.

Parents’/carers’ evenings are used to encourage family support for learning.

The school runs ‘goal setting evenings’ for learners and their families.

The format of one-to-one discussions with parents/carers is based on a needs assessment of families.

Family support for learning is encouraged via additional methods (e.g. website, homework, story sacks).

The school makes links to the ‘Education begins at home’ campaign, including directs parents/carers to the Welsh Government’s information for parents/carers website.

There is good home–school communication on what the child is learning at school.

Any particular learning concerns/issues are tackled together by staff and families.




35



Priority

H M L

4. H

elpi

ng fa

mili

es t

o ac

tive

ly s

uppo

rt t

he c

hild

’s le

arni

ng

Family learning interventions are in place (and evaluated) especially for learners whose parents/carers are not providing much support, or who have low literacy/numeracy levels themselves, or who particularly need their family’s support to overcome issues with or barriers to their learning.

Family learning interventions facilitate adult learning (especially basic literacy, numeracy and digital skills) and motivate adults to continue their learning.

Extra support is provided for learners who do not appear to be receiving much support for learning from their family (e.g. homework clubs, a lead worker).

5. D

evel

opin

g co

mm

unit

y pa

rtne

rshi

ps a

nd

mul

ti-a

genc

y w

orki

ng

Staff are well-trained on safeguarding issues.

The school uses multi-agency working to support families facing multiple problems, using effectively the referral processes under the Team Around the Family approach.

Parents/carers get information from the school about a range of services and activities available in the community, including adult learning opportunities (including via links on school website to the family information service).

learning.gov.wales/deprivation learning.gov.wales/deprivation




36




Priority

H M L

5. D

evel

opin

g co

mm

unit

y pa

rtne

rshi

ps a

nd m

ulti

-age

ncy

wor

king

The school accesses additional help for families that need it from a range of other services, including social services, speech and language therapy, health, educational psychologists.

There are effective relationships with feeder and onward settings to smooth transitions and identify and plan for any issues facing individual learners in the new intake. Families are asked for feedback on what they found useful.

Information is shared between educational settings using appropriate data protection protocols.

Some community partnerships have been developed.

The school takes a strategic approach to community partnerships (planning, agreeing outcomes, pooling resources, evaluating the impact).

Community partners help the school with its family engagement work, improving the ‘offer’ at family engagement events, or by helping schools engage with families that they are struggling to engage with.

The school has a directory of key community engagement partners.

Local shops and businesses support fundraising events.

Local shops and businesses offer visits or work placements.




37




Priority

H M L

5. D

evel

opin

g co

mm

unit

y pa

rtne

rshi

ps a

nd m

ulti

-age

ncy

wor

king

The school participates in major community events.

The school has established relationships with the main community groups in the area, including faith groups.

The school uses other community venues (leisure centres, theatres and museums, etc.) for some of its activities and for some family engagement activities.

School facilities are used (in or out of hours) by local groups, such as adult community learning classes.

Where possible, some community services are located on the school site to improve service access and create the school as a hub of the community (e.g. crèche, Flying Start, Credit Unions, Citizens Advice or Communities First).



38

Plan

nin

g t

oo

l

Act

ivit

yTh

eme

Whi

ch g

roup

(s)

does

thi

s en

gage

men

t ac

tivi

ty t

arge

t?

Wha

t w

ill b

e in

volv

ed?

Who

will

im

plem

ent?

Reso

urce

s re

quir

edH

ow w

ill

impa

ct b

e m

easu

red?

e.g.

re-d

rafti

ng

SDP

to e

mbe

d Fa

CE

1. L

eade

rshi

p fo

r a

self-

impr

ovin

g sy

stem

e.g.

all

fam

ilies

, but

with

an

ext

ra fo

cus

on fa

mili

es

of e

FSM

lear

ners

/lear

ners

w

ith a

dditi

onal

lear

ning

ne

eds

(ALN

)/Gyp

sy a

nd

Trav

elle

r fa

mili

es …

e.g.

one

mee

ting

to d

iscu

ss p

ossi

bly

chan

ges

and

cons

ulta

tion

proc

ess,

cons

ulta

tion

even

t w

ith fa

mili

es.

e.g.

hea

dtea

cher

, go

vern

ors,

SLT.

e.g.

four

day

s st

aff

time

(to o

rgan

ise

mee

tings

and

co

nsul

tatio

n ev

ent),

te

a an

d co

ffee

at

cons

ulta

tion

even

t.

e.g.

Fee

dbac

k fro

m

fam

ilies

/cha

lleng

e ad

viso

r/Est

yn o

n th

e SD

P.

e.g.

refre

shin

g sc

hool

ent

ranc

e to

mak

e it

mor

e w

elco

min

g

3. W

elco

min

g fa

mili

es to

en

gage

with

th

e sc

hool

e.g.

all

fam

ilies

, but

with

an

ext

ra fo

cus

on fa

mili

es

who

do

not s

peak

En

glis

h/W

elsh

at

hom

e/G

ypsy

and

Trav

elle

r fa

mili

es/fa

mili

es w

ith lo

w

liter

acy

leve

l …

e.g.

mul

tilin

gual

ar

twor

k de

sign

ed b

y le

arne

rs, i

mpr

oved

en

try

syst

em …

e.g.

lear

ners

, vo

lunt

eers

, nam

ed

staf

f mem

ber.

e.g.

art

mat

eria

ls,

new

not

ice

boar

d,

new

ent

ry b

uzze

r.

e.g.

feed

back

vi

a in

form

al

disc

ussi

ons

with

pa

rent

s/ca

rers

, or

via

PTA

or

via

pare

nt/c

arer

qu

estio

nnai

re.

e.g.

fam

ily

lear

ning

pr

ogra

mm

e (F

LP) f

or

lear

ners

falli

ng

behi

nd in

nu

mer

acy

4. H

elpi

ng

fam

ilies

to

act

ivel

y su

ppor

t the

ir ch

ild’s

lear

ning

e.g.

chi

ldre

n in

Yea

rs 3

an

d 4

who

are

falli

ng

behi

nd in

num

erac

y, an

d th

eir f

amili

es.

e.g.

fam

ily le

arni

ng

prog

ram

me

(FLP

) run

w

ith h

elp

and

supp

ort

of lo

cal a

utho

rity.

Enga

ge fa

mili

es, a

nd

recr

uit t

hem

to th

e pr

ogra

mm

e, w

hich

ru

ns fo

r eig

ht

two-

hour

ses

sion

s.

e.g.

fam

ily li

aiso

n of

ficer

plu

s lo

cal

auth

ority

fam

ily

lear

ning

sta

ff.

e.g.

sch

ool

staf

f tim

e pl

us

cont

ribut

ion

to

loca

l aut

horit

y pr

ojec

t. U

se P

DG

for t

hose

chi

ldre

n el

igib

le fo

r fre

e sc

hool

mea

ls.

e.g.

feed

back

fro

m fa

mili

es,

asse

ssm

ent o

f le

arne

r’s n

umer

acy

skill

s.




39

Family and community engagement toolkit Theme 1: Resource 6Evaluation

1

39


40

Theme 1: Resource 6 – Evaluation


• Evaluation.

Evaluation

Evaluation helps schools to continually learn and improve, adjusting their interventions according to what is or is not demonstrably working for their learners within their own school context.

This toolkit prompts schools to evaluate the engagement activities that they put in place in order to assess whether they are having the desired impact.

Data collection and monitoring could include the following features of interventions2.

• Children’s attainment and learning related outcomes.

• Children’s behavioural and well-being outcomes.

• Parents’/carers’ demographic profile.

• Parental attitudes to education and parental attendance.

• Barriers to parental engagement.

The Education Endowment Foundation DIY Evaluation Guide www.educationendowmentfoundation.org.uk/evaluation/diy-evaluation-guide is a resource for teachers and schools which introduces the key principles of educational evaluation and provides practical advice on designing and carrying out small-scale evaluations in schools.

It provides straightforward advice on how to complete the eight steps necessary for a DIY evaluation.

Stage 1: Preparation

Step Description

1. Frame your evaluation question

This is the question that your evaluation will set out to answer.

2. Decide your measure This is what you will use to assess whether an approach has been successful. For example, standardised reading, writing, mathematics or science tests.

3. Decide your comparison group This is to understand what would have happened to learners if you did not implement the new approach. For example, you could compare with learners in the same or a different class.

2 Goodall and Vorhaus (2011) Review of Best Practice in Parental Engagement Practitioners Summary, Department for Education (England).


http://www.educationendowmentfoundation.org.uk/evaluation/diy-evaluation-guide



41

Theme 1: Resource 6 – Evaluation

Stage 2: Implementation

4. Conduct a pre-test This is to understand learners’ starting point on the outcome measure or form the groups in matched designs. Learners in your intervention and comparison groups should be starting from the same point.

5. Deliver the intervention Deliver the intervention as planned and record exactly what happened. You should ensure that your comparison group does not receive the intervention.

6. Conduct a post-test This is to understand the impact of the intervention on the outcome measure. The post-test should be implemented at the same time with both the intervention and comparison groups.

Stage 3: Analysis and reporting

7. Analysis and interpretation Record the results in a spreadsheet and then calculate the effect on attainment.

8. Report the results It is important to report the results clearly, e.g. using a PowerPoint presentation.



42

Family and community engagement toolkit Theme 1: Resource 7Estyn inspections and FaCE

1

42


43

Theme 1: Resource 7 – Estyn inspections and FaCE


• Introduction.

• Table 1: Where FaCE is highlighted in the Common Inspection Framework (CIF) and self-evaluation manuals.

• Table 2: How the different themes of this toolkit are picked up on during Estyn inspections.

Introduction

Estyn’s inspections guidance can be found via the following links.

www.estyn.gov.uk/english/inspection/inspection-guidance/primary-schools

www.estyn.gov.uk/english/inspection/inspection-guidance/secondary-schools

www.estyn.gov.uk/english/inspection/inspection-guidance/special-schools

www.estyn.gov.uk/english/inspection/inspection-guidance/pupil-referral-units

Section 3.3 of the 2010 Common Inspection Framework (Partnership Working) is the main area under which schools are inspected on their family and community engagement. However, FaCE is also highlighted in several other places in the 2010 Common Inspection Framework (CIF) and also in the 2014 self-evaluation manuals for schools.

Schools should not approach this activity as a tick box exercise but should evaluate the quality of their engagements and how well their engagements bring about improved provision and learning outcomes for learners and their families.

The two tables that follow highlight these areas in order to help schools make an accurate evaluation of how well they engage with families and the community. Both tables supply similar information, but the first table is structured according the sections in the CIF while the second is structured according to the five themes of this FaCE toolkit.

“ As a reflective professional process, self-evaluation enables schools to get to know themselves better, identify their agenda for improvement and promote innovation and sector-leading practice.” Estyn Self Evaluation Manuals for Schools 2014


http://www.estyn.gov.uk/english/inspection/inspection-guidance/primary-schools

http://www.estyn.gov.uk/english/inspection/inspection-guidance/secondary-schools

http://www.estyn.gov.uk/english/inspection/inspection-guidance/special-schools

http://www.estyn.gov.uk/english/inspection/inspection-guidance/pupil-referral-units



44


Tab

le 1

: Wh

ere

FaC

E is

hig

hlig

hte

d in

th

e C

IF a

nd

sel

f-ev

alu

atio

n m

anu

als

CIF

sect

ion

Wha

t th

e Es

tyn

self-

eval

uati

on m

anua

ls s

ay a

bout

FaC

ELi

nks

to t

he F

aCE

tool

kit

1.2.

3 Co

mm

unit

y in

volv

emen

t an

d

deci

sion

-mak

ing

‘We

shou

ld e

valu

ate

the

exte

nt to

whi

ch p

upils

, inc

ludi

ng th

ose

from

diff

eren

t gro

ups,

take

on

resp

onsi

bilit

ies

and

play

a p

art i

n th

e sc

hool

and

wid

er c

omm

unity

.’

Q: H

ow o

ften

do p

upils

take

par

t in

activ

ities

in th

e co

mm

unity

out

side

the

scho

ol, o

r pa

rtic

ipat

e in

fund

-rai

sing

for c

harit

ies?

Them

e 5:

Dev

elop

ing

com

mun

ity

part

ners

hips

and

mul

ti-ag

ency

wor

king

2.1.

1 M

eeti

ng

the

need

s of

lear

ners

/ em

ploy

ers/

com

mun

ity

‘We

shou

ld a

lso

look

at t

he n

atur

e an

d ex

tent

of o

ut-o

f-sch

ool l

earn

ing,

incl

udin

g sp

orts

, cl

ubs,

visi

ts, s

peci

al e

vent

s, lin

ks w

ith th

e co

mm

unity

and

oth

er e

xtra

-cur

ricul

ar a

ctiv

ities

. It

is im

port

ant t

o co

nsid

er th

e ef

fect

iven

ess

of a

rran

gem

ents

for d

eliv

erin

g th

ese

and

how

they

co

here

with

mai

nstr

eam

cur

ricul

um p

lann

ing.

’

Q: P

rimar

y sc

hool

s: Is

com

mun

ity p

artic

ipat

ion

part

of t

he le

arni

ng in

our

cur

ricul

um?

Q: O

ther

set

tings

: Are

wor

k-fo

cuse

d ex

perie

nce

and

com

mun

ity p

artic

ipat

ion

part

s of

the

lear

ning

cor

e in

our

cur

ricul

um?

Them

e 5:

Dev

elop

ing

com

mun

ity

part

ners

hips

and

mul

ti-ag

ency

wor

king

2.2.

2 A

sses

smen

t of

an

d fo

r le

arni

ng

Q: D

o pa

rent

s/ca

rers

und

erst

and

asse

ssm

ent p

roce

dure

s an

d ha

ve a

cces

s to

reco

rds

and

repo

rts

rela

ting

to th

eir c

hild

ren?

Q: D

o w

e en

cour

age

pare

nts/

care

rs to

resp

ond

to re

port

s on

pro

gres

s?

Them

e 4:

Hel

ping

fam

ilies

to a

ctiv

ely

supp

ort t

heir

child

’s le

arni

ng

2.3.

1 Pr

ovis

ion

for

heal

th a

nd

wel

l-bei

ng

incl

udin

g sp

irit

ual,

mor

al, s

ocia

l an

d cu

ltur

al

deve

lopm

ent

Q: D

o w

e co

nsid

er th

e vi

ews

of p

upils

and

par

ents

/car

ers

ofte

n en

ough

?

Q: H

ow w

ell d

o w

e im

plem

ent o

ur a

nti-b

ully

ing

polic

y an

d ho

w a

war

e ar

e al

l of o

ur s

taff,

pu

pils

and

par

ents

of t

his

polic

y?

Q: H

ow w

ell a

re p

olic

ies

to p

rom

ote

good

beh

avio

ur a

nd p

reve

nt e

xclu

sion

s cl

early

und

erst

ood

by a

ll pu

pils,

par

ents

/car

ers

and

teac

hers

, and

how

con

sist

ently

are

they

app

lied?

Q: D

o w

e en

cour

age

lear

ners

to ta

ke re

spon

sibi

lity,

show

initi

ativ

e an

d de

velo

p an

un

ders

tand

ing

of li

ving

in a

com

mun

ity?

Q: D

o w

e co

ntrib

ute

wel

l to

the

loca

l com

mun

ity, i

nclu

ding

thro

ugh

regu

lar e

xtra

-cur

ricul

ar

activ

ities

?

Them

e 3:

Wel

com

ing

fam

ilies

to

enga

ge w

ith th

e sc

hool

Them

e 5:

Dev

elop

ing

com

mun

ity

part

ners

hips

and

mul

ti-ag

ency

wor

king




45


CIF

sect

ion

Wha

t th

e Es

tyn

self-

eval

uati

on m

anua

ls s

ay a

bout

FaC

ELi

nks

to t

he F

aCE

tool

kit

2.3.

2 Sp

ecia

list

serv

ices

, in

form

atio

n an

d gu

idan

ce

Q: D

o w

e en

able

pup

ils to

mak

e us

e of

pro

fess

iona

l sup

port

bot

h fro

m w

ithin

the

[sch

ool]

and

from

spe

cial

ist s

ervi

ces?

Q: D

o w

e lia

ise

effe

ctiv

ely

with

spe

cial

ist a

genc

ies

such

as

the

polic

e, h

ealth

, psy

chol

ogic

al,

coun

selli

ng a

nd s

ocia

l ser

vice

s?

Q: (

Exce

pt fo

r prim

ary

scho

ols)

Doe

s th

e qu

ality

of g

uida

nce

and

advi

ce h

elp

pupi

ls, s

tude

nts

and

pare

nts/

care

rs m

ake

choi

ces

abou

t cou

rses

in k

ey s

tage

4 a

nd s

ixth

form

and

, whe

re th

ere

are

choi

ces

avai

labl

e, in

key

sta

ge 3

?

Q: D

oes

the

qual

ity o

f inf

orm

atio

n pr

ovid

ed to

pup

ils a

nd p

aren

ts/c

arer

s in

cou

rse

hand

book

s an

d ot

her m

ater

ials

pro

vide

app

ropr

iate

gui

danc

e?

Them

e 5:

Dev

elop

ing

com

mun

ity

part

ners

hips

and

mul

ti-ag

ency

wor

king

Them

e 4:

Hel

ping

fam

ilies

to a

ctiv

ely

supp

ort t

heir

child

’s le

arni

ng

2.3.

4 A

ddit

iona

l le

arni

ng n

eeds

Q: D

o w

e co

nsul

t par

ents

/car

ers

regu

larly

?

Q:

Do w

e ev

alua

te th

e ad

equa

cy a

nd u

sefu

lnes

s of

con

trib

utio

ns fr

om le

arni

ng s

uppo

rt

assi

stan

ts, s

uppo

rt te

ache

rs, e

duca

tiona

l psy

chol

ogis

ts, m

edic

al, p

aram

edic

al a

nd n

ursi

ng

spec

ialis

ts, a

nd o

ther

ext

erna

l age

ncie

s?

Them

e 3:

Wel

com

ing

fam

ilies

to

enga

ge w

ith th

e sc

hool

Them

e 5:

Dev

elop

ing

com

mun

ity

part

ners

hips

and

m

ulti-

agen

cy w

orki

ng

2.4.

1 Et

hos,

equa

lity

and

dive

rsit

y

Q: H

ave

we

esta

blis

hed

an e

thos

that

is in

clus

ive

and

cont

ribut

es to

war

ds c

omm

unity

co

hesi

on?

Them

e 5:

Dev

elop

ing

com

mun

ity

part

ners

hips

and

mul

ti-ag

ency

wor

king

3.2.

1 Se

lf-ev

alua

tion

in

clud

ing

liste

ning

to

lear

ners

and

ot

hers

Q: D

o w

e ta

ke a

ccou

nt o

f the

vie

ws

of o

ur s

taff,

par

ents

/car

ers

and

othe

r sta

keho

lder

s?Th

eme

3: W

elco

min

g fa

mili

es to

en

gage

with

the

scho

ol




46


CIF

sect

ion

Wha

t th

e Es

tyn

self-

eval

uati

on m

anua

ls s

ay a

bout

FaC

ELi

nks

to t

he F

aCE

tool

kit

3.3

Part

ners

hip

wor

king

‘We

all s

hare

the

aim

of w

orki

ng in

par

tner

ship

to im

prov

e pr

ovis

ion,

sta

ndar

ds a

nd w

ellb

eing

. To

be

effe

ctiv

e at

wor

king

with

oth

ers,

scho

ols

need

to:

• be

rele

vant

to o

ur lo

cal c

omm

unity

and

to th

e liv

es o

f chi

ldre

n an

d yo

ung

peop

le o

utsi

de

scho

ol a

nd s

choo

l hou

rs;

• en

gage

with

fam

ilies

and

the

broa

der c

omm

unity

, inc

ludi

ng b

usin

esse

s, ex

tern

al a

genc

ies

and

the

volu

ntar

y se

ctor

; and

• w

ork

in a

join

ed-u

p w

ay w

ith o

ther

pro

vide

rs a

nd a

genc

ies

to im

prov

e th

e st

anda

rds

and

wel

lbei

ng o

f ind

ivid

ual p

upils

.

For [

scho

ols]

in th

e m

ost d

isad

vant

aged

com

mun

ities

, the

com

mun

ity fo

cus

is e

spec

ially

im

port

ant.

It is

her

e th

at [s

choo

ls] c

an p

lay

a m

ajor

role

in p

rovi

ding

the

expe

rienc

es a

nd

oppo

rtun

ities

that

are

ava

ilabl

e to

pup

ils in

mor

e pr

ospe

rous

are

as. [

Scho

ols]

alo

ne c

anno

t br

eak

the

link

betw

een

pove

rty

and

unde

rach

ieve

men

t. Re

sear

ch s

tres

ses

the

need

for

inte

grat

ed a

nd b

road

-bas

ed a

ppro

ache

s th

at in

volv

e a

num

ber o

f age

ncie

s w

orki

ng to

geth

er.

We

shou

ld n

ot lo

se s

ight

of t

he a

im o

f par

tner

ship

wor

king

. It i

s no

t don

e fo

r its

ow

n sa

ke o

r to

resp

ond

to e

xter

nal d

eman

ds. I

t sho

uld

lead

to b

ette

r pro

visi

on a

nd im

prov

ed s

tand

ards

an

d w

ellb

eing

. The

test

of a

ny a

spec

t of p

artn

ersh

ip w

orki

ng is

whe

ther

it c

an h

ave

a cl

ear,

dem

onst

rabl

e an

d be

nefic

ial e

ffect

on

pupi

ls.

We

need

to c

onsi

der h

ow w

ell o

ur [s

choo

l] co

llabo

rate

s w

ith p

artn

ers

to d

eliv

er c

oher

ent

prog

ram

mes

and

cho

ices

. To

do th

is, th

e [s

choo

l] ne

eds

to h

ave

effe

ctiv

e st

ruct

ures

and

pr

oces

ses

whi

ch c

ontr

ibut

e w

ell t

o jo

int w

orki

ng p

ract

ices

. We

shou

ld c

onsi

der h

ow o

ur s

taff

wor

k w

ith p

artn

ers

to p

lan,

man

age,

and

qua

lity

assu

re p

rovi

sion

, for

exa

mpl

e th

roug

h po

olin

g ou

r fun

ding

and

reso

urce

s.’

(Not

prim

ary

scho

ols)

‘Whe

n co

nsid

erin

g th

e pl

anni

ng a

nd p

rovi

sion

of 1

4–19

edu

catio

n, w

e ne

ed to

con

side

r the

effe

ctiv

enes

s of

our

par

tner

ship

with

oth

er s

choo

ls, fu

rthe

r edu

catio

n in

stitu

tions

and

wor

k-ba

sed

lear

ning

pro

vide

rs. T

hese

par

tner

ship

s sh

ould

pro

vide

acc

ess

to a

ra

nge

of s

uita

ble

voca

tiona

l and

gen

eral

edu

catio

n co

urse

s.’

All t

hem

es




47


CIF

sect

ion

Wha

t th

e Es

tyn

self-

eval

uati

on m

anua

ls s

ay a

bout

FaC

ELi

nks

to t

he F

aCE

tool

kit

3.3.

1 St

rate

gic

part

ners

hips

‘We

need

to c

onsi

der h

ow s

trat

egic

ally

our

sch

ool w

orks

with

its

part

ners

to im

prov

e pu

pils

’ st

anda

rds

and

wel

l-bei

ng. P

artn

ers

incl

ude:

• pa

rent

s/ca

rers

;

• pa

rtne

r prim

ary/

seco

ndar

y sc

hool

s;

• ot

her s

choo

ls a

nd p

ost-

16 p

rovi

ders

in th

e ar

ea n

etw

ork;

• th

e lo

cal a

utho

rity

educ

atio

n se

rvic

es fo

r chi

ldre

n an

d yo

ung

peop

le;

• th

e co

mm

unity

;

• lo

cal e

mpl

oyer

s;

• a

rang

e of

mul

ti-di

scip

linar

y ag

enci

es a

nd v

olun

tary

org

anis

atio

ns; a

nd

• in

itial

teac

her t

rain

ing

inst

itutio

ns.

Our

[sch

ool]

shou

ld b

e cl

ear a

bout

its

role

and

resp

onsi

bilit

ies

with

in a

ny fo

rmal

par

tner

ship

s. Th

e ke

y m

atte

r is

how

wel

l our

[sch

ool]

uses

str

ateg

ic p

artn

ersh

ips

to h

elp

to b

uild

our

cap

acity

fo

r con

tinuo

us im

prov

emen

t.

Part

ners

hips

will

dep

end

on g

ood

liais

on, t

rust

and

cle

ar c

omm

unic

atio

n be

twee

n pa

rtne

rs.’

Q: D

o w

e pl

ay a

key

role

in re

leva

nt a

nd e

ffect

ive

part

ners

hips

that

ben

efit o

ur p

upils

?

Q: D

o w

e w

ork

in a

join

ed-u

p w

ay w

ith o

ther

age

ncie

s to

impr

ove

the

stan

dard

s an

d

wel

lbei

ng o

f ind

ivid

ual p

upils

?

Q: A

re w

e cl

ear a

bout

our

role

and

resp

onsi

bilit

ies

with

in o

ur p

artn

ersh

ips?

Q: D

o w

e us

e st

rate

gic

part

ners

hips

to h

elp

us b

uild

our

cap

acity

for c

ontin

uous

impr

ovem

ent?

Q: D

o w

e en

sure

that

ther

e is

goo

d lia

ison

, tru

st a

nd c

lear

com

mun

icat

ion

betw

een

our s

choo

l an

d ou

r par

tner

s?

Q: D

o w

e en

gage

with

fam

ilies

and

the

broa

der c

omm

unity

, inc

ludi

ng b

usin

esse

s, ex

tern

al

agen

cies

and

the

volu

ntar

y se

ctor

, to

bene

fit o

ur p

upils

?

Them

e 3:

Wel

com

ing

fam

ilies

to

enga

ge w

ith th

e sc

hool

Them

e 4:

Hel

ping

fam

ilies

to a

ctiv

ely

supp

ort t

heir

child

’s le

arni

ng

Them

e 5:

Dev

elop

ing

com

mun

ity

part

ners

hips

and

mul

ti-ag

ency

wor

king




48

CIF

sect

ion

Wha

t th

e Es

tyn

self-

eval

uati

on m

anua

ls s

ay a

bout

FaC

ELi

nks

to t

he F

aCE

tool

kit

3.3.

2 Jo

int

plan

ning

, re

sour

cing

an

d qu

alit

y as

sura

nce

Q: D

o w

e ha

ve e

ffect

ive

stru

ctur

es a

nd p

roce

sses

whi

ch c

ontr

ibut

e w

ell t

o jo

int w

orki

ng

prac

tices

?

Q: H

ow w

ell d

o w

e w

ork

with

par

tner

s to

pla

n, m

anag

e an

d as

sure

the

qual

ity o

f pro

visi

on?

Q: H

ow w

ell d

o w

e w

ork

with

our

par

tner

sch

ools

to d

evel

op c

ontin

uity

in le

arni

ng a

nd

wel

lbei

ng?

Q: H

ow w

ell d

o w

e w

ork

with

our

par

tner

sch

ools

to m

oder

ate

and

assu

re th

e qu

ality

of t

he

asse

ssm

ent o

f pup

ils w

ork

and

cour

ses?

Q: H

ow w

ell d

o w

e w

ork

with

our

par

tner

sch

ools

to u

se a

nd s

hare

reso

urce

s ef

fect

ivel

y?

Q: H

ow w

ell d

o w

e w

ork

with

our

par

tner

sch

ools

to s

uppo

rt s

moo

th tr

ansi

tions

?

Q: H

ow w

ell d

o w

e w

ork

with

our

par

tner

s to

ens

ure

our p

upils

hav

e ac

cess

to a

rang

e of

su

itabl

e vo

catio

nal a

nd g

ener

al e

duca

tion

cour

ses?

Q: D

o w

e en

sure

that

par

tner

ship

wor

king

impr

oves

out

com

es, p

artic

ular

ly a

chie

vem

ent?

Them

e 5:

Dev

elop

ing

com

mun

ity

part

ners

hips

and

mul

ti-ag

ency

wor

king




49

Tab

le 2

: Ho

w t

he

dif

fere

nt

them

es o

f th

is t

oo

lkit

are

pic

ked

up

on

du

rin

g E

styn

insp

ecti

on

s

Them

e in

Fa

CE t

oolk

itSu

mm

ary

of ‘A

ll sc

hool

s

shou

ld …

’ des

crip

tion

Sum

mar

y of

‘In

succ

essf

ul

scho

ols

…’ d

escr

ipti

onLi

nks

to t

he C

IF a

nd E

styn

se

lf-ev

alua

tion

man

uals

1. L

eade

rshi

p fo

r a

self-

impr

ovin

g sy

stem

The

scho

ol’s

appr

oach

to F

aCE

is c

lear

ly

set o

ut in

the

scho

ol d

evel

opm

ent p

lan

and

ther

e ar

e na

med

sen

ior l

eade

rs

who

take

this

age

nda

forw

ard.

The

sc

hool

refle

cts

on c

urre

nt p

ract

ice

and

is

plan

ning

futu

re w

ork.

FaCE

is e

mbe

dded

in th

e sc

hool

eth

os

and

fam

ilies

are

see

n as

par

tner

s in

th

eir c

hild

’s ed

ucat

ion.

Eng

agem

ent i

s co

nsid

ered

a p

riorit

y ar

ea in

ord

er to

ra

ise

stan

dard

s, es

peci

ally

for l

earn

ers

from

dep

rived

bac

kgro

unds

. The

sch

ool

has

map

ped

out i

ts s

elf-i

mpr

ovem

ent

jour

ney.

This

them

e is

refle

cted

in C

IF 3

.1.1

(Str

ateg

ic

dire

ctio

n an

d th

e im

pact

of l

eade

rshi

p), 3

.1.2

(G

over

nors

or o

ther

sup

ervi

sory

boa

rds)

, 3.2

.1

(Sel

f-eva

luat

ion,

incl

udin

g lis

teni

ng to

lear

ners

an

d ot

hers

) and

3.2

.2 (P

lann

ing

and

secu

ring

impr

ovem

ent),

alth

ough

lead

ersh

ip o

f fam

ily

and

com

mun

ity e

ngag

emen

t is

not s

peci

fical

ly

sing

led

out.

2. E

mbe

ddin

g a

who

le-s

choo

l ap

proa

ch to

Fa

CE

The

scho

ol h

as ta

ken

step

s to

rais

e th

e aw

aren

ess

of th

e ag

enda

am

ong

staf

f and

to b

uild

the

scho

ol’s

capa

city

fo

r eng

agem

ent.

One

or m

ore

seni

or

mem

bers

of s

taff

lead

the

scho

ol’s

who

le-s

choo

l app

roac

h.

Man

y st

aff h

ave

enga

gem

ent a

ctiv

ities

cl

early

defi

ned

as p

art o

f the

ir ro

le, a

nd

are

prov

ided

with

app

ropr

iate

sup

port

an

d tr

aini

ng. O

ne o

r mor

e st

aff h

ave

spec

ific

role

s th

at s

uppo

rt th

e

who

le-s

choo

l app

roac

h, e

.g. a

roun

d at

tend

ance

or e

ngag

ing

with

par

ticul

ar

grou

ps o

f fam

ilies

.

This

them

e is

refle

cted

in C

IF 3

.1.1

(Str

ateg

ic

dire

ctio

n an

d th

e im

pact

of l

eade

rshi

p),

and

3.1.

2 (G

over

nors

or o

ther

sup

ervi

sory

bo

ards

), al

thou

gh fa

mily

and

com

mun

ity

enga

gem

ent i

s no

t spe

cific

ally

sin

gled

out

.




50

Them

e in

Fa

CE t

oolk

itSu

mm

ary

of ‘A

ll sc

hool

s

shou

ld …

’ des

crip

tion

Sum

mar

y of

‘In

succ

essf

ul

scho

ols

…’ d

escr

ipti

onLi

nks

to t

he C

IF a

nd E

styn

se

lf-ev

alua

tion

man

uals

3. W

elco

min

g fa

mili

es to

en

gage

with

th

e sc

hool

The

scho

ol is

a w

elco

min

g pl

ace

for

fam

ilies

, use

s a

rang

e of

com

mun

icat

ions

m

etho

ds a

nd p

rovi

des

a cl

ear r

oute

th

roug

h w

hich

fam

ilies

can

exp

ress

thei

r vi

ews.

The

scho

ol m

akes

ext

ra e

ngag

emen

t ef

fort

s ar

ound

tran

sitio

n ph

ases

and

to

eng

age

with

fam

ilies

that

it h

as

prev

ious

ly s

trug

gled

to re

ach.

The

scho

ol ta

ilors

its

com

mun

icat

ions

an

d en

gage

men

t act

iviti

es to

the

need

s of

par

ents

/car

ers

base

d on

an

und

erst

andi

ng o

f bar

riers

to

enga

gem

ent.

Ther

e ar

e re

gula

r, in

clus

ive

‘get

to k

now

’ eve

nts,

othe

r soc

ial

activ

ity a

nd o

ppor

tuni

ties

for f

amili

es

to v

olun

teer

to c

ontr

ibut

e to

the

scho

ol.

Pare

nts/

care

rs a

re re

gula

rly c

onsu

lted,

th

eir v

oice

s ar

e he

ard,

and

they

trus

t the

sc

hool

to h

andl

e co

mpl

aint

s w

ell.

2.3.

1 Pr

ovis

ion

for

heal

th a

nd w

ell b

eing

in

clud

ing

spir

itua

l, m

oral

, soc

ial a

nd

cult

ural

dev

elop

men

t (co

nsul

ting

and

info

rmin

g pa

rent

s/ca

rers

).

2.3.

4 A

ddit

iona

l lea

rnin

g ne

eds

(con

sulti

ng

pare

nts/

care

rs o

f ALN

lear

ners

).

3.2.

1 Se

lf-ev

alua

tion

, inc

ludi

ng li

sten

ing

to le

arne

rs a

nd o

ther

s (ta

king

acc

ount

of

pare

nt/c

arer

vie

ws)

.

3.3.

1 St

rate

gic

part

ners

hips

(wor

king

with

fa

mili

es to

impr

ove

pupi

ls’ s

tand

ards

and

w

ellb

eing

).

4. H

elpi

ng

fam

ilies

to

act

ivel

y su

ppor

t the

ir ch

ild’s

lear

ning

The

scho

ol u

ses

pare

nts’

/car

ers’

eve

ning

s an

d so

me

othe

r act

iviti

es to

hel

p an

d en

cour

age

fam

ilies

to e

ffect

ivel

y su

ppor

t the

ir ch

ild’s

lear

ning

, foc

usin

g on

fam

ilies

who

app

ear t

o be

pro

vidi

ng

less

sup

port

for l

earn

ing,

and

thos

e of

le

arne

rs fr

om d

epriv

ed b

ackg

roun

ds o

r w

ho a

re c

urre

ntly

und

erpe

rform

ing.

Fam

ilies

are

invo

lved

as

part

ners

in

child

ren’

s le

arni

ng a

nd ta

ke p

art i

n a

rang

e of

fam

ily le

arni

ng a

ctiv

ities

th

at d

evel

op th

eir s

kills

. Eng

agem

ent

inte

rven

tions

are

des

igne

d ar

ound

an

unde

rsta

ndin

g of

fam

ilies

’ circ

umst

ance

s, w

ants

and

nee

ds. S

peci

fic tr

aini

ng

oppo

rtun

ities

are

pro

vide

d to

sup

port

pa

rent

s/ca

rers

of A

LN le

arne

rs.

2.2.

2 A

sses

smen

t of

and

for

lear

ning

(e

ngag

emen

t with

par

ents

/car

ers

over

pro

gres

s re

port

s).

2.3.

2 Sp

ecia

list

serv

ices

, inf

orm

atio

n an

d gu

idan

ce (s

uppo

rtin

g pu

pils

and

fam

ilies

).

3.3.

1 St

rate

gic

part

ners

hips

(wor

king

with

fa

mili

es to

impr

ove

pupi

ls’ s

tand

ards

and

w

ellb

eing

).




51

Them

e in

Fa

CE t

oolk

itSu

mm

ary

of ‘A

ll sc

hool

s

shou

ld …

’ des

crip

tion

Sum

mar

y of

‘In

succ

essf

ul

scho

ols

…’ d

escr

ipti

onLi

nks

to t

he C

IF a

nd E

styn

se

lf-ev

alua

tion

man

uals

5. D

evel

opin

g co

mm

unity

pa

rtne

rshi

ps

and

m

ulti-

agen

cy

wor

king

The

scho

ol h

as e

ffect

ive

rela

tions

hips

w

ith it

s fe

eder

set

tings

to s

moo

th

tran

sitio

ns. S

taff

are

wel

l-tra

ined

on

safe

guar

ding

issu

es a

nd u

se

mul

ti-ag

ency

wor

king

to s

uppo

rt fa

mili

es

faci

ng m

ultip

le p

robl

ems.

Scho

ol tr

ansi

tions

are

pla

nned

and

se

amle

ss. T

he s

choo

l, w

orki

ng w

ith

pare

nts/

care

rs, t

akes

a s

trat

egic

ap

proa

ch to

dev

elop

ing

com

mun

ity

part

ners

hips

and

mul

ti-ag

ency

w

orki

ng in

ord

er to

str

engt

hen

fam

ily

enga

gem

ent,

stre

ngth

en th

e sc

hool

, and

dr

ive

up s

tand

ards

.

1.2.

3 Co

mm

unit

y in

volv

emen

t an

d

deci

sion

-mak

ing

(pup

ils ta

king

par

t in

com

mun

ity a

ctiv

ities

).

2.1.

1 M

eeti

ng t

he n

eeds

of l

earn

ers,

empl

oyer

s/co

mm

unit

y

(wor

k-fo

cuse

d ex

perie

nce

and

com

mun

ity

part

icip

atio

n in

the

curr

icul

um).

2.3.

1 Pr

ovis

ion

for

heal

th a

nd w

ellb

eing

in

clud

ing

spir

itua

l, m

oral

, soc

ial a

nd

cult

ural

dev

elop

men

t (de

velo

ping

pup

il’s

unde

rsta

ndin

g of

and

con

trib

utio

n to

thei

r co

mm

unity

).

2.3.

2 Sp

ecia

list

serv

ices

, inf

orm

atio

n an

d gu

idan

ce (g

ettin

g sp

ecia

list s

uppo

rt fo

r le

arne

rs/fa

mili

es fr

om o

ther

age

ncie

s).

2.3.

4 A

ddit

iona

l lea

rnin

g ne

eds

(spe

cial

ist

supp

ort f

or A

LN le

arne

rs v

ia m

ulti-

agen

cy

wor

king

).

2.4.

1 Et

hos,

equa

lity

and

dive

rsit

y (in

clus

ive

etho

s co

ntrib

utin

g to

com

mun

ity c

ohes

ion)

3.3.

1 St

rate

gic

part

ners

hips

(wor

king

with

pa

rtne

rs to

impr

ove

prov

isio

n an

d pu

pils

’ st

anda

rds

and

wel

lbei

ng).

3.3.

2 Jo

int

plan

ning

, res

ourc

ing

and

qual

ity

assu

ranc

e (p

artn

ersh

ip w

orki

ng p

ract

ices

in

clud

ing

with

oth

er s

choo

ls).



theme 1: leadership for a self-improving system · 10 theme 1: resource 2 – leaders and governors...

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