Seal 4 Parents


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Seminar from Schools Network "Effective Parental Engagement" Conference @ BSCS on 16th Nov 2011. Seminar by Susie Davis, Director of Student Support.

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  • Welcome screen
  • Communication balls
  • It is often easier to give in, give up on what we want or get shouty, but, our students and your children need to be able to learn to communicate assertively.
  • It is often easier to give in, give up on what we want or get shouty, but, our students and your children need to be able to learn to communicate assertively.
  • Do balloon pop
  • Seal 4 Parents

    1. 1. SEAL 4 Parents Susie Davis Director of Student Support
    2. 2. <ul><li>Engaging Parents to Raise Achievement, Improve Behaviour and Improve Attendance </li></ul><ul><li>Pilot (DfES funded) </li></ul><ul><li>Targeted </li></ul><ul><li>Resource written to enhance parents understanding of happens in school, and for parents to explore their own SEAL </li></ul>SEAL 4 Parents
    3. 3. <ul><li>Family 1 </li></ul><ul><li>Twin Year 10 girls </li></ul><ul><li>History of exclusion, verbal abuse, rude, PSP </li></ul><ul><li>SEN </li></ul><ul><li>Poor parenting </li></ul><ul><li>One passive parent- one aggressive </li></ul><ul><li>Everything is our fault! </li></ul><ul><li>Picking and choosing which staff to talk to </li></ul><ul><li>Threatening to move schools frequently </li></ul>Parent and student profiles…
    4. 4. <ul><li>Family 2 </li></ul><ul><li>Single parent </li></ul><ul><li>Poor attendance for Year 10 daughter for 2 years </li></ul><ul><li>Mother colluded with absence, passed her own school issues on through her daughter </li></ul><ul><li>Blamed school- didn’t try to be part of a solution </li></ul>Parent and Student Profile…
    5. 5. <ul><li> Family 3 </li></ul><ul><li>Inconsistent parenting </li></ul><ul><li>Year 9 male- PSP, exclusions, PDB, managed move programme </li></ul>Parent and Student Profile…
    6. 6. <ul><li>Investment of time </li></ul><ul><li>Phone calls </li></ul><ul><li>Home visits </li></ul><ul><li>Informal invitations </li></ul><ul><li>Follow-up calls after sessions </li></ul><ul><li>Lots of persuasion! </li></ul><ul><li>Early evening sessions with a buffet provided </li></ul>Getting them to come…
    7. 7. <ul><li>Creating a safe learning environment for parents </li></ul><ul><li>Nice bright and comfortable space </li></ul><ul><li>Refreshments on arrival </li></ul><ul><li>Music playing on arrival </li></ul><ul><li>Positive engagement- lots of smiles! </li></ul><ul><li>No death by PowerPoint </li></ul><ul><li>Humorous, engaging, opportunities to talk and share experiences </li></ul>Getting the details right…
    8. 8. It’s not a traditional parenting programme! It is about parents understanding and developing their own emotional literacy skills, which in turn, help them to model and develop appropriate skills and attitudes in their child. It’s all about getting in touch with yourself- how do I feel? Why do I feel that way? What can I do about it? How does my behaviour impact on my child? Learn it, try it, practice it! What makes SEAL 4 Parents different?
    9. 9. <ul><li>8 Sessions : </li></ul><ul><li>What is SEAL and what does it have to do with me? </li></ul><ul><li>Understanding the teenage brain- an entertainment system that isn’t wired up right! </li></ul><ul><li>Developing self-awareness and high self-esteem </li></ul><ul><li>Talking to your teenager- good and bad communication </li></ul><ul><li>Assertive parenting- the effective way to parent </li></ul><ul><li>Emotions: recognising and managing them </li></ul><ul><li>Alcohol and Drugs- what, why and how? </li></ul><ul><li>Getting motivated, feeling optimistic and bouncing back- how do you motivate your teen? </li></ul>SEAL 4 Parents session guide
    10. 10. The challenge- Transferring learning and skills taught in school into the home context Session 1: Breaking down barriers Ice breaker games- “school bus stop” and &quot;what on earth does this mean?” What exactly is SEAL? What does it have to do with me? Rate my own SEAL- this has to be the starting point! Every session started with an “emotions check-in&quot; and every session has a parent homework task! SEAL 4 Parents programme detail…
    11. 11. <ul><li>Understanding the teenage brain </li></ul><ul><li>It’s like an entertainment system that isn’t wired up right ! </li></ul><ul><li>What are typical teenage behaviours and how do they make us feel? </li></ul><ul><li>Developing understanding about the changes in the brain and how they affect behaviour </li></ul><ul><li>Improving awareness of factors that affect behaviour- sleep, nutrition and relationships </li></ul>Programme session outline… Session 2
    12. 12. <ul><li>What are the conditions that children need to grow and flourish? </li></ul><ul><li>What is self-esteem and how can I positively affect it? </li></ul><ul><li>Multiple Intelligence profiling for parents and students </li></ul><ul><li>What every child wants their parent to know </li></ul>Session 3 …Self- aware and high- esteem
    13. 13. <ul><li>Talking to your teenager </li></ul><ul><li>The art of good communication </li></ul><ul><li>The power of being listened to </li></ul><ul><li>What gets in the way of good communication? </li></ul>Session 4…
    14. 14. <ul><li>Exploring passive, aggressive and assertive responses. </li></ul><ul><li>What affects their ability to be assertive? </li></ul>Session 5…. Assertive parenting
    15. 15. <ul><li>“ The truth is that saying no to a child is a lot harder than saying yes. Like politicians in the run-up to an election, most parents can’t face the dip in the polls that enforcing a bedtime or denying a Nintendo Wii will bring. We have stopped seeing ourselves as the arbiter of our children’s moral development and just want to be their friend, as being a friend is a whole lot easier than being a parent” </li></ul><ul><li>“ The idea that some parents think of themselves as a friend to their child more than their parent is insidious,” he said. “I’ve got a 14-year-old and what he needs is for me to be his father, not his mate. When we confuse those roles, parents lose their authority” </li></ul><ul><li>What affects the way that they parent? </li></ul><ul><li>Their own experiences of being parented? </li></ul>No Means no! The Times article
    16. 16. <ul><li>Emotions: recognising and managing them! </li></ul><ul><li>What makes us mad and how do we behave when we are? </li></ul><ul><li>Recognising our triggers, understanding physiological changes and chilling out </li></ul>Session 6…
    17. 17. Alcohol and Drugs True and false drugs and alcohol quiz Short and long term affects of drinking and using drugs Signs and symptoms Why do they do it? Session 7….
    18. 18. <ul><li>Getting motivated, feeling optimistic and bouncing back! </li></ul><ul><li>What motivates your teen? </li></ul><ul><li>Intrinsic and extrinsic motivators </li></ul><ul><li>Programme review </li></ul>Session 8….
    19. 19. <ul><li>100% positive feedback from parents </li></ul><ul><li>Every parent strongly recommended the programme </li></ul><ul><li>Every parent felt they benefited from attending the programme </li></ul><ul><li>Every parent rated the programme as engaging </li></ul>“ I’ve learnt not to react in a negative way” “ To talk more and understand better” “ A conscious effort to manage my own feelings” Outcomes for the parents and students….
    20. 20. <ul><li>Being more of a parent than a friend </li></ul><ul><li>Not to keep reacting in a negative way </li></ul><ul><li>A conscious effort to manage my own feelings and avoid conflict </li></ul><ul><li>To talk more and understand better </li></ul><ul><li>Being more assertive and establishing consequence </li></ul>“ I have liked getting to know the school staff better” “ It’s so helpful to hear how valued my child is” “ More courses like this should be held” One change I have made is…
    21. 21. End of session celebration <ul><li>Pictures here </li></ul>
    22. 22. <ul><li>Baseline data </li></ul><ul><li>Attendance </li></ul><ul><li>Behaviour data </li></ul><ul><li>Attainment data </li></ul><ul><li>Parent session and full programme evaluations </li></ul><ul><li>PASS data </li></ul>Evaluating the programme….
    23. 23. One student improved from 60% to 88% ( School Attendance Procedures halted) Two students increased attendance to 100% One student with attendance difficulties improved his attendance from 76% to 86% One student improved from 94% to 97.5% Student outcomes: Attendance
    24. 24. The twins Both off PSP, down Inclusion Phases, no further exclusions- maintained improvement Year 9 boy Off managed move programme- settled well into KS4 Other successes Inclusion phases reduced for other students Student outcomes: Behaviour
    25. 25. PASS Increased scores in many areas Pupil A Attitudes to Attendance 13.6 increased to 26.6 General work ethic 52 increased to 86.1 Pupil B Learner Confidence 19.8 increased to 73.1 Response to curriculum 11.5 increased to 35.6 Pupil C Learner Confidence 18.4 increased to 78.8 Attitude to attendance 6.7 increased to 61.9 Student outcomes
    26. 26. Attainment Pupil A Science fail to pass Music grade D to B Citizenship grade D to B Pupil E Maths 5b to 6C Science 4b to 5C Student H Maths 5a to 6C Student outcomes
    27. 27. Remembered how scary Secondary School was for some parents Recognised how the language of education can be a negative factor when trying to engage parents Established very positive relationships with key parents Students realised that we were working in partnership- it really did make a difference! What did we get out of this?
    28. 28. Any questions?