Costello Technology College and Bradley Stoke Community School Presentation

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Here is Dominic Tester’s and Iain Williams presentation from The National Learning Platforms Conference.

Dominic and Iain spoke in the Transform session ‘Parent involvement – the benefit of harnessing an unpaid workforce’.

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  • A school’s work with parents makes a difference to how it responds to pupils’needs and supports their learning and progress. Most schools recognise theneed to engage parents. Schools that are outstanding in this respect exploitmany different forms of communication, invite constructive feedback and raiseaspirations by giving parents useful and frequent information about how theirchild is progressing. Importantly, they also show parents how they can supportlearning in the home. We propose to consider the quality of a school’s workwith parents in the judgement on leadership and management.Inspection 2012 – March 2011
  • http://toolkit.ssatrust.org.uk/DataToolkit/Parentstoolkit/EPRAtutorial/EPRA%20tutorial.htm
  • Use either screen shots or live demoEmphasis IMPACT
  • Learning in the home was a route into staff buy inIL project ensured every team had to engage to deliver homeworkAll staff are becoming increasingly used to using the quick issue tool to set work to their classes.This was the starting point to engaging staff. Now they have started to develop a department presence with FROG - slowly
  • Costello Technology College and Bradley Stoke Community School Presentation

    1. 1. Parent Involvement<br />The benefit of harnessing an unpaid workforce<br />Dominic Tester<br />Costello Technology College<br />Iain Williams<br />Bradley Stoke Community School<br />
    2. 2. Contextual Information<br />Costello Technology College<br /><ul><li>3rd Phase Specialist Technology College
    3. 3. 1030 students
    4. 4. An improving school with many good features (OfSTED 2008)
    5. 5. Strong vision and leadership
    6. 6. Culture of innovation and transformational change
    7. 7. Well developed E-Strategy
    8. 8. Large investment in ICT infrastructure
    9. 9. Supportive CPD programme for staff
    10. 10. Won SSAT ICT Register Secondary Showcase Award 2010 for our parent portal
    11. 11. Shortlisted for TES Schools Award 2011</li></li></ul><li>Contextual Information<br />Bradley Stoke Community School (BSCS)<br /><ul><li>New secondary school in Sept 2005 – now 986 students
    12. 12. Community school – a key driver
    13. 13. Oldest students now in Y12
    14. 14. Judged as outstanding by OfSTED in 2009
    15. 15. Culture of innovation
    16. 16. SSAT Consultant School
    17. 17. PEQS Gold Award – first school nationally
    18. 18. ‘Young’ staff
    19. 19. Ethos crucial and often commented upon
    20. 20. Stakeholder voice central to development
    21. 21. Inclusive: low exclusions, high attendance
    22. 22. Comprehensive intake – full age and ability
    23. 23. CVA - 1020– high attaining</li></li></ul><li>Auditing Parental Engagement<br />For what it’s worth…<br />“A school’s work with parents makes a difference to how it responds to pupils’ needs and supports their learning and progress. Most schools recognise the need to engage parents. Schools that are outstanding in this respect exploit many different forms of communication, invite constructive feedback and raise<br />aspirations by giving parentsuseful and frequent information about how their child is progressing. Importantly, they also show parents how they cansupport learning in the home. We propose to consider the quality of a school’s work with parents in the judgement on leadership and management”<br />Inspection 2012 – March 2011<br />
    24. 24. Auditing Parental Engagement<br />A useful starting point…<br /><ul><li> Parental Engagement Quality Standard (PEQS)
    25. 25. You need to register on the SSAT website
    26. 26. Excellent online (and free) toolkit to work through in school
    27. 27. Pulls together all of your best practice
    28. 28. Provides useful action planning tool and is useful for SEF/Ofsted</li></ul> Section A4.4 - The effectiveness of the school’s engagement with parents and carers<br />
    29. 29. Auditing Parental Engagement<br />PEQS…<br /><ul><li>Overarching Ethos (includes useful audit)
    30. 30. Parental Engagement and Learning (vital for learning in the home)
    31. 31. Information, Communication & Dialogue
    32. 32. Each strand has benchmark statements within it
    33. 33. Signposting: beginning, developing, extending, transforming/leading</li></li></ul><li>Auditing Parental Engagement<br />PEQS – a quick way in…<br /><ul><li>Information, Communication & Dialogue
    34. 34. How logical is our reporting?
    35. 35. What general information do we provide about the school?
    36. 36. What information do we provide for parents about their children?
    37. 37. What mechanisms for information exchange are in place?
    38. 38. What information do we glean from parents?</li></li></ul><li>Auditing Parental Engagement<br />PEQS screenshots<br />
    39. 39. Auditing Parental Engagement<br />PEQS – selecting an area<br />
    40. 40. Auditing Parental Engagement<br />PEQS – choosing a category<br />
    41. 41. Auditing Parental Engagement<br />PEQS - uploading evidence<br />
    42. 42. Auditing Parental Engagement<br />PEQS – summarising evidence<br />
    43. 43. Effective Use of Data by Parents<br />Getting it RIGHT<br /><ul><li>Right information, right format, right time</li></ul>Effective use of data should enable:<br /><ul><li>focused conversations between children and parents
    44. 44. positive learning opportunities between children and parents
    45. 45. change the dialogue at parent evenings to an AfL focus
    46. 46. improved attendance
    47. 47. parents to become more pro-active and less re-active with school</li></li></ul><li>Explore the Portals<br />Data<br /><ul><li>Assessment data
    48. 48. Attendance data
    49. 49. Behaviour data</li></li></ul><li>Using Data with Parents<br />Assessment Data<br /><ul><li>Review current reporting format/cycles – do processes fit?
    50. 50. Crucial that MIS is set up correctly
    51. 51. Graphing requires historical data rather than different ‘aspects’ being used
    52. 52. Only sync reporting data when we want to publish new data
    53. 53. Keep it simple
    54. 54. Data made available to parents and students</li></li></ul><li>Using Data with Parents<br />Behaviour Data<br /><ul><li>Crucial that MIS is set up correctly
    55. 55. Cleansing data is essential
    56. 56. Don’t share specifics – some things are best kept for 1:1 discussion
    57. 57. Routine checks (as a parent) are worthwhile!
    58. 58. Keep it simple
    59. 59. Data made available to parents and students</li></li></ul><li>Using Data with Parents<br />Attendance Data<br /><ul><li>Crucial that MIS is set up correctly
    60. 60. Cleansing data is essential
    61. 61. Watch out for missing registers!
    62. 62. Routine checks (as a parent) are worthwhile!
    63. 63. Keep it simple
    64. 64. Use routinely with all stakeholders</li></li></ul><li>Assessment data<br />Homework Diary<br />
    65. 65. Fostering Partnerships<br />Using Social Media<br />
    66. 66. Fostering Partnerships<br />Networking<br /><ul><li>De-sensitise the educational environment
    67. 67. Remove barriers and make more accessible
    68. 68. Provide opportunities for lower level ‘buy-in’
    69. 69. Promote +ve relationships by celebrating work and achievements
    70. 70. Use technologies to create ‘on-demand’ parental resources for their child
    71. 71. Signpost events and services; promote activities
    72. 72. Remove reliance on parents logging in  push technologies
    73. 73. Create online communities
    74. 74. Facilitate parents engaging with each other
    75. 75. Access the PTA
    76. 76. Must have guidance notes on Facebook presence</li></li></ul><li>Fostering Partnerships<br />Create a specific school email account to link to Twitter<br />Register new account with Twitter, keep name short!<br />Link twitter account to other social networking presence<br />Have a clear vision of how service is to be used - train staff<br />Start delivering content<br />Schedule Tweets using cloud solutions such as Hootsuite<br />
    77. 77. Fostering Partnerships<br />Create a specific school email account to link to YouTube / Google Account<br />Register new account with YouTube – think about your channel name<br />Set up your YouTube channel as a ‘reporter’<br />Make sure that comment moderation is on<br />Start delivering content<br />
    78. 78. Fostering Partnerships<br />Create a specific school email account to link to Facebook<br />Create new Facebook account and create page<br />Set up page – adjust permissions<br />Add additional admins<br />Start delivering content<br />
    79. 79. Fostering Partnerships<br />Launching FROG with Parents<br />Review and amend your AUP<br />Cleanse your MIS data and decide what’s comfortable (or safe) to share<br />Decide how you’re going to allocate /process usernames and passwords<br />Involve parents in the specification, design and operation<br />Launch with one year group at a time (KS3 first?)<br />
    80. 80. Changing Learning in the Home<br />Warwick University<br />80% of factors affecting children happen in the home, only 20% in school<br />SO…<br />Why do schools put 100% effort into addressing 20% of the problem?<br />
    81. 81. Changing Learning in the Home<br />A Subtle Shift<br />Involving parents<br />Engaging parents<br />Focus on the ‘Learning Agenda’<br />
    82. 82. Changing Learning in the Home<br />1<br />FROG Focus – IL aspiration<br />Homework<br />2<br />4<br />Developing independence in students<br />Parents supporting learning<br />Learning at the centre<br />3<br />Parents as co-learners<br />
    83. 83. Changing Learning in the Home<br />Transitioning to Learning in School<br /><ul><li>Innovations Team established as vehicle for all school development work
    84. 84. IL pilot (1 year) using FROG is one of five Innovations groups
    85. 85. Representation from all subject teams
    86. 86. Focused on the pedagogy and practice first before using FROG
    87. 87. Gradually introduced FROG to test how well it works
    88. 88. Staff gaining in confidence to set work for their classes in school</li></li></ul><li>Useful Resources<br />Dominic Tester – Educator’s Blog<br />http://blog.digeratidom.com<br />Costello Technology College @costellotech<br />http://www.youtube.com/costellotechcollege<br />http://www.facebook.com/costellotechnologycollege<br />http://www.yudu.com/item/details/339097/ - Newsletter May 2011<br />http://www.ict-register.net/docs/lp/costello-case-study.pdf <br />Many downloadable resources and links for parental engagement from BSCS<br />http://www.bradleystokecs.org.uk/consultantschool/<br />http://toolkit.ssatrust.org.uk/DataToolkit/Parentstoolkit/EPRAtutorial/EPRA%20tutorial.htm<br />
    89. 89. Useful Resources<br />General resources<br />http://www.nextgenerationlearning.org.uk/ohnothingmuch/Executive-Summary/<br />http://schools.becta.org.uk/index.php?section=oe&catcode=ss_es_fam_02<br />http://www.specialistschools.org.uk/article.aspa?PageId=1320<br />http://www.ict-register.net/pe.php<br />Engaging Parents in Raising Achievement: Do Parents Know They Matter?<br />Exploiting ICT to improve parental engagement, moving towards online reporting: An introduction for schools<br />Exploiting ICT to improve parental engagement, moving towards online reporting: Framework guide<br />http://www.yudu.com – fantastic online publishing for your school from only £99 p/a<br />http://www.eventelephant.com/ - Great way of managing schools events, whether they be free or paid activities<br />http://www.iamlearning.co.uk – excellent games based learning/revision for students<br />IainWilliams – Bradley Stoke Community School  iain.williams@bradleystokecs.org.uk<br />Dominic Tester – Costello Technology College  d.tester@costello.hants.sch.uk<br />

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