Parental Engagement Support for Learning
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Spotlight on:
Learning Culture Relationships
Parental Engagement
Support for Learning
May 2020
Key Sources of
Further Reading: Introduction
This paper has been written by the staff of Tulliallan and Blairhall Primary Schools to sup-
UNCRC: The Foundation for
port Parental Engagement in Support for Learning.
Getting it Right for Every
Child (2013) Scottish Gov-
We all want our learners to access all of the curriculum. We understand that some may
ernment
need different supports to be put in place to achieve this. We have written this paper to
signpost parents/carers to some of the many supports available to ensure your child can
achieve their full potential.
This paper is not a complete description of every condition for every child nor is it a com-
plete list of the resources/approaches used in school, however, it provides you with key
resources where you will be able to get more information in order to support your child
as fully as possible, from home.
We hope you find this useful. We are trying to provide as many different supports for fam-
ilies, especially at this most challenging of times. This links with our previous paper Paren-
Current National tal Engagement in Maths, available at: https://sway.office.com/cz9FAC1iWSE975j4?ref=Link
& Local Policy
National and Local Policy Context
Children and Young
People Act 2014
Education (additional sup- Parental Engagement is central to the Scottish Government’s
port for learning) Scotland
Act 2009
National Improvement Framework which sets out how all
partners should work together to improve outcomes for all
Curriculum for Excellence:
Building the Curriculum learners in Scotland
series (2008) Scot Gov
Fife Education and Children’s Services has a collective vision
Equality Act 2010
to improve life chances for all, using the values of compas-
sion, ambition, respect and equity which shape the relation-
Journey to Excellence. An
introduction to inclusion —
ships, partnerships and collaborations we have with our col-
Achieving success for all leagues, partners, children and families.
learners
National Improvement A Journey to Excellence (2015) states that: What is certain is that every child can learn. It is
Framework up to the people who support them through the learning process to strive to ensure that each and
every one of them learns at the pace that is most appropriate for them, and to meet their needs
in the best possible way.
The whole team and community around a learner have to take responsibility in ensuring
the child or young person is included.
Contents Page 1. Dyslexia This is a condition where the learner has difficulty with reading, writing and/or spelling. 2. Dysgraphia This condition is similar to dyslexia, however, the learner only has difficulties with spelling and writ- ing . 3. Dyspraxia (Developmental Co-Ordination Difficulty) This is a difficulty with co-ordination. Learners can be mislabelled as “clumsy.” 4. Dyscalculia Learners with this condition have a difficulty with identifying number patterns and performing calcula- tions 5. Developmental Language Delay (DLD) This condition means the learner has significant difficulties with processing language, whether spoken or written. 6. Autistic Spectrum Disorder (ASD) This condition includes a number of symptoms i.e. communication & language, social interactions and thinking processes and affects how the learner interacts with the world around them 7. Pathological Demand Avoidance (PDA) This is part of the Autistic Spectrum where extreme anxiety can lead the leaner to find following in- structions very challenging 8. Attention Hyperactivity Disorder (ADHD) The symptoms of this condition include inattention, impulsiveness and hyperactivity, this makes sit- ting still during lessons difficult for the learner 9. English as an Additional Language This is any learner whose first language is not English or who are learning two languages at the same time
Contents Page Continued 10. Speech & Language Therapy Support for learners who have difficulty with communication 11. Supporting Health & Wellbeing During this time, looking after the health & wellbeing of all learners is particularly important 12. Attachment Difficulties Some learners find forming positive attachments to care givers challenging, often due to trauma in early life 13. Sensory Difficulties The brain has some difficulty processing the signals coming from the senses, resulting in learners be- ing overly or under sensitive to the environment 14. Bereavement/Loss The learner is experiencing a period or mourning following a bereavement or loss due to e.g. paren- tal separation
1. Dyslexia
1. Hundred Square
2. Multiplica- tion Square
3. Reduced Text
Simply use white card/paper to cover up any other text so the child can focus on what they are reading.
4. ICT Support
Word Talk
This will read your child’s work so they can check what they have written is correct.
This works in Word in Windows 9 and earlier versions. It is in the settings and appears as a “speech
bubble” which will read out loud any highlighted text.
Immersive Reader
In Word in Windows 10, Immersive Reader can be found in the “View” tab. It reads aloud what is on
the screen.
Coloured Screen
In Word, go to “Design” and “Page Colour” to find the ideal background for your learner
Spell Checker Function
In Word, choose “File,” “Options,” “Check Spelling”1. Dyslexia — Useful Websites https://www.dyslexiascotland.org.uk/ https://education.gov.scot/parentzone/additional-support/specific-support-needs/learning-environ https://www.google.com/search?safe=active&rlz=1C1GCEB_enGB893GB894&sxsrf=ALeKk012FXzLQVeGM- MB8EFpjU81HXEmrQ:1590425064497&q=dyslexia+scotland+toolkit&sa=X&ved=2ahUKEwixj4uIu8_pAhXaWxUIHfeOB AQQ1QIoAXoECB4QAg&cshid=1590425110249616&biw=667&bih=608 https://www.callscotland.org.uk/information/dyslexia/ https://www.bdadyslexia.org.uk/ https://www.nessy.com/uk/parents/dyslexia-information/ http://www.dyslexia-help.org/
2. Dysgraphia 1. Word Talk This will read your child’s work so they can check what they have written is correct. This works in Word in Windows 9 and earlier versions. It is in the settings and appears as a “speech bub- ble” which will read out loud any highlighted text. 2. Immersive Reader In Word in Windows 10, Immersive Reader can be found in the “view” tab. It reads aloud what is on the screen. 3. Coloured Screen In Word, go to “Design” and “Page Colour” to find the ideal background for your learner 4. Spell Checker Function In Word, choose “File,” “Options,” “Check Spelling” 5. Brain Breaks Short, chunked information and regular breaks
2. Dysgraphia — Useful Websites https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dysgraphia/understanding-dysgraphia http://www.ldonline.org/article/12770/ https://www.additudemag.com/what-is-dysgraphia-understanding-common-symptoms/ https://dyslexiaida.org/understanding-dysgraphia/ https://dsf.net.au/what-is-dysgraphia/
3. Dyspraxia (Developmental Co-Ordination Difficulty) 1. Brain Breaks Additional time to complete tasks and short, chunked information. 2. Visual Supports for Organisation Pictures/signs to break tasks into small steps. 3. Finger Strengthening Exercises Use play dough, threading, colouring books etc to develop strength in fingers and co-ordination. 4. Exercise Outdoor activities to run off energy and support concentration. Exercise is useful before giving a child a task that involves concentration. 5. Bed Time Routine To support sleep, follow the same bedtime routines each night to support sleep patterns. 6. Hundred Square 7. Multiplication Square
3. Dyspraxia (Developmental Co-Ordination Difficulty) - Useful Websites https://www.nhs.uk/conditions/developmental-coordination-disorder-dyspraxia/ https://dyspraxiafoundation.org.uk/ https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyspraxia/understanding-dyspraxia https://www.dyspraxiauk.com/ https://dyspraxiascotland.org.uk/ https://www.parentingacrossscotland.org/info-for-families/resources/dyspraxia-foundation/
4. Dyscalculia 1. Hundred Square 2. Multiplication Square 3. Brain Breaks Short, chunked information and a longer time to complete tasks. 4. Use of Calculator Find the correct answer then go back to see how that answer was achieved. 5. Concrete Supports Use cubes, counters etc to help your child “see” the problem. 6. Mental Maths Questions Around the Home Ask your child to set the table, ask how many more plates etc if a relative comes over. Give your child opportunities to use money regularly. Use everyday opportunities to count, add, subtract etc. 7. Pictorial Representation Encourage your child to draw out maths problems, use strategies the teachers have taught them. Go to https://sway.office.com/cz9FAC1iWSE975j4?ref=Link for more support for you and your child
4. Dyscalculia — Useful Websites https://www.bdadyslexia.org.uk/dyslexia/neurodiversity-and-co-occurring-differences/dyscalculia-and-maths-difficulties https://www.understood.org/en/learning-thinking-differences/signs-symptoms/could-your-child-have/signs-of-dyscalculia-in- children https://childmind.org/article/how-to-spot-dyscalculia/
5. Developmental Language Delay (DLD) 1. Reduced Text Simply use white card/paper to cover up any other text so the child can focus on what they are reading. 2. Word Talk This will read your child’s work so they can check what they have written is correct. This works in Windows 9 and earlier versions. It is in the settings and appears as a “speech bubble” which will read out loud any highlighted text. 3. Immersive Reader In Word in Windows 10, Immersive Reader can be found in the “View” tab. It reads aloud what is on the screen. 4. Coloured Screen In Word, go to “Design” and “Page Colour” to find the ideal background for your learner. 5. Spell Checker Function In Word, choose “File,” “Options,” “Check Spelling” 6. Brain Breaks Short, chunked information and regular breaks. Keep instructions short and simple. Use drawings, lists, pictures to help short term memory.
5. Developmental Language Delay (DLD) - Useful Websites https://radld.org/about/dld/ https://www.afasic.org.uk/about-talking/types-of-slcn/what-is-sli/ https://www.bdadyslexia.org.uk/dyslexia/neurodiversity-and-co-occurring-differences/developmental-language-disorder-dld https://www.acamh.org/topic/developmental-language-disorder/
6. Autistic Spectrum Disorder (ASD) 1. Visual Supports Use pictures/photos/signs to support your child with routines. 2. Routines Routines may be very important, if a change is happening. Use pictures/signs to prepare them, if possi- ble. 3. Scripted Language & Social Stories Use the same word for e.g. tasks, don’t use jobs, activities etc. as they may think these are different things. Ensure everyone in your family is using the same scripts as you. Social Stories are little stories (usually 5 sentences long) which explain a difficulty e.g. why do I need to get my hair cut? 4. Social Interaction This can be very challenging, especially when in places with less obvious rules e.g. parties, soft play etc. Allow your child to move away if things are too tricky, talk to them in a calm, reassuring voice. You know your child best in these situations and you can see the things that may “trigger” them. 5. Brain Breaks Give your child time away to do the things they like to do. 6. Siblings If they have any, encourage siblings to play together, activities like board games are particularly useful as they have clear rules and structures to follow. 7. IT Supports Your child may prefer to use IT to complete more formal tasks: Word Talk This will read your child’s work so they can check what they have written is correct. This works in Windows 9 and earlier versions. It is in the settings and appears as a “speech bubble” which will read out loud any highlighted text. Immersive Reader In Word in Windows 10, Immersive Reader can be found in the “View” tab. It reads aloud what is on the screen.
6. Autistic Spectrum Disorder (ASD) - Useful Websites https://www.nhs.uk/conditions/autism/ https://www.autism.org.uk/about/what-is/asd.aspx https://www.childautism.org.uk/ https://www.autismeducationtrust.org.uk/for-parents/ https://www.autismspeaks.org/
7. Pathological Demand Avoidance (PDA) 1. Use lists, computers, posters etc to give instructions Children will feel less stress if any instructions are given by inanimate objects. If something is a rule ra- ther than an instruction, children with PDA will feel more able to cope. 2. Routines Routines are very important and change can be difficult. It may be a good idea to tell your child of a change just before it happens so they do not have a long time to become anxious about it 3. Scripted Language & Social Stories Use the same word for e.g. tasks, don’t use jobs, activities etc. as they may think these are different things. Ensure everyone in your family is using the same scripts as you. Social Stories are little stories (usually 5 sentences long) which explain a difficulty e.g. why do I need to get my hair cut? 4. Social Interaction This can be very challenging, especially when in places with less obvious rules e.g. parties, soft play etc. You know your child and when they are becoming anxious, provide alternatives to take them away from tricky situations 5. Brain Breaks Give your child time away to do the things they like to do 6. Now/Next This is a good strategy for a child on the autistic spectrum but works particularly well for children with PDA. There is an element of control over what they do as you are saying do this now, next you can do something they like. It makes things more predictable and so less stressful. 7. Pause Tray If things are becoming stressful for you or your child, stop and put the job in the pause tray. This is a tray/box etc. that has activities you know your child finds calming e.g. colouring in. They put the tricky job in the tray, do the calming activity then go back to the job when they are more ready for that chal- lenge.
7. Pathological Demand Avoidance (PDA) - Useful Websites https://www.autism.org.uk/about/what-is/pda.aspx https://www.pdasociety.org.uk/ https://www.priorychildrensservices.co.uk/news-blogs/understanding-pathological-demand-avoidance-pda/ https://autismawarenesscentre.com/an-introduction-to-pathological-demand-avoidance-pda/
8. Attention Hyperactivity Disorder (ADHD) 1. Hundred Square 2. Multiplication Square 3. Reduced Text Simply use white card/paper to cover up any other text so the child can focus on what they are reading. 4. Brain Breaks Short, chunked information and regular breaks. 5. Bed Time Routine To support sleep, follow the same bedtime routines each night to support sleep patterns. 6. Exercise Outdoor activities to run off energy and support concentration. Exercise is useful before giving a child a task that involves concentration. 7. IT Supports Word Talk — This will read your child’s work so they can check what they have written is correct. This works in Windows 9 and earlier versions. It is in the settings and appears as a “speech bubble” which will read out loud any highlighted text. Immersive Reader — In Word in Windows 10, Immersive Reader can be found in the “View” tab. It reads aloud what is on the screen.
8. Attention Hyperactivity Disorder (ADHD) - Useful Websites https://www.nhs.uk/conditions/attention-deficit-hyperactivity-disorder-adhd/ https://www.helpguide.org/articles/add-adhd/attention-deficit-disorder-adhd-in-children.htm https://chadd.org/about-adhd/overview/ https://chadd.org/about-adhd/overview/ https://www.gosh.nhs.uk/conditions-and-treatments/conditions-we-treat/attention-deficit-hyperactivity-disorder-adhd
9. English as an Additional Language 1. Home Language We really value your home language and it is important that you continue to develop your child’s un- derstanding and level of skill in their home language, English will develop alongside this. 2. Brain Breaks Short, chunked information and regular breaks are helpful as translating English into your child’s home language takes a lot of effort 3. Play Opportunities to play with siblings/children nearby is a great way of learning language skills in a casual way. This is how toddlers learn their first language and is a great approach to learning English also. IT Supports: 4. Word Talk This will read your child’s work so they can check what they have written is correct. This works in Windows 9 and earlier versions. It is in the settings and appears as a “speech bubble” which will read out loud any highlighted text. 5. Immersive Reader In Word in Windows 10, Immersive Reader can be found in the “View” tab. It reads aloud what is on the screen. 7. Spell Checker Function In Word, choose “File,” “Options,” “Check Spelling”
9. English as an Additional Language — Useful Websites https://naldic.org.uk/the-eal-learner/eal-learners-uk/ https://www.ealhub.co.uk/ https://thehub.naht.org.uk/resources/free-home-learning-resources-to-support-eal-pupils/ https://education.gov.scot/parentzone/additional-support/specific-support-needs/learning-environment/english-as-an- additional-language https://scilt.org.uk/Parents/EALandBilingualism/tabid/5881/Default.aspx https://enquire.org.uk/for-professionals/tips-supporting-children-english-additional-language-eal/ https://blogs.glowscotland.org.uk/glowblogs/sealcc/
10. Speech & Language Therapy 1. Fix It Up This is the phrase therapists recommend we say to the children if their speech is not clear. We never tell them that we do not know what they are saying, either model the word and use it in a sentence e.g. child says, “I go out in cat,” you reply with, “The car, you would like to go out in the car.” This shows your child how the say the word correctly without damaging their confidence. 2. Scripted Language It is important that family and friends know what to say to your child also. You know your child really well and we know you often know what they are saying when others don’t. It is important that others do not, accidently, affect the confidence of your child to talk openly for fear of not being understood. 3. Extra Processing Time Please give your child longer to ask /answer questions as they have to think about how to say words correctly, in addition to answering the question. 4. Visuals Supports Pictures/signs/symbols etc. can be used by your child to support them with communication. 5. Follow Therapist’s Advice This might sound obvious but we know this can be really challenging when you are at home, making meals, doing housework etc. Take small chunks of time e.g. 15 minutes per day where you and your child can focus on the activities/advice given, in a quiet location with no distractions.
10. Speech & Language Therapy — Useful Websites https://www.nhsfife.org/nhs/index.cfm?fuseaction=nhs.subjectdisplay&subjectid=C5106557-5056-8C6F- C09DE7056A362808 https://girfec.fife.scot/services/speech-and-language-therapy/ https://www.theschoolrun.com/what-to-expect-from-speech-therapy https://kidshealth.org/en/parents/speech-therapy.html https://www.afasic.org.uk/help-for-your-child/not-talking/speech-and-language-therapy/
11. Supporting Health & Wellbeing 1. Our Minds Matter Fife wide project developing better mental health for all through: (i) Noticing Things Around Us - go for a walk and look out for trees, flowers, birds etc. (ii) Learning Something New — help your child learn a new skill e.g. musical instrument, keep fit etc. (iii) Connect With Others — call, message, write an email to someone to let them know you are think- ing of them (iv) Stay Active — exercise more, this has been shown to boost mental health and self-confidence (v) Give to Others — showing you can help makes everyone feel better. Giving something to others, this can be as simple as visiting an elderly person, sending a letter to the local care home, doing some- thing for a charity etc. 2. Educational Psychology/CAHMS Support/Mental Health Your child may require some specialist support if they have been through a particularly difficult time. If you are accessing these services, please follow any advice given. We know following particular plans can be very challenging so try to find 15 minutes per day when you will not be interrupted to talk to your child and let them share any worries they may have. 3. Diet & Nutrition/Physical Health Your child may be accessing specialist support for diet and nutrition for example from the BEST Team. Please follow all guidelines and support offered from these specialist services.
11. Supporting Mental Health & Wellbeing — Useful Websites http://publications.fifedirect.org.uk/c64_OMM_Framework_online1.pdf https://www.moodcafe.co.uk/national-helplines/mental-health.aspx https://www.handsonscotland.co.uk/ https://www.nhs.uk/using-the-nhs/nhs-services/mental-health-services/child-and-adolescent-mental-health-services-camhs/ https://girfec.fife.scot/services/education-psychology/ https://www.samh.org.uk/ https://www.nhsfife.org/nhs/index.cfm?fuseaction=nhs.pagedisplay&p2sid=86116099-E135-15C8- 07CA78D4973FED84&themeid=3B984BF2-65BF-00F7-D42941481355468F https://www.nhsfife.org/nhs/index.cfm?fuseaction=nhs.servicedisplay&objectid=1533788D-5056-8C6F- C09A58883A8D8465&OrgID=60304279-A856-11D6-BF4D0002A5349AC9 https://enquire.org.uk/service/school-nurse-contact-nhs-fife/ https://www.nhsfife.org/nhs/index.cfm?fuseaction=nhs.servicedisplay&p2sid=9695A4A8-F022-828D- 681E6306FCECC7AC&themeid=3B984BF2-65BF-00F7-D42941481355468F&redirect=1
12. Attachment Difficulties 1. Routines Routines may be very important to your child, if any changes are going to happen support them to make their environment safe by letting your child know so they can plan for that change. 2. Sleeping Sleeping routines are also important to help your child feel safe, if possible, ensure your child follows the same pattern before bedtime each night. 3. Brain Breaks Give your child time away to do the things they like to do if/when you can see they are becoming stressed. 4. Pause Tray If things are becoming stressful for you or your child, stop and put job in pause tray. This is a tray/box etc. that has activities you know your child finds calming e.g. colouring in. They put the tricky job in the tray, do the calming activity then go back to the job when they are more ready for that challenge. 5. IT Supports Your child may prefer to use IT to complete more formal tasks: Word Talk This will read your child’s work so they can check what they have written is correct. This works in Windows 9 and earlier versions. It is in the settings and appears as a “speech bubble” which will read out loud any highlighted text Immersive Reader In Word in Windows 10, Immersive Reader can be found in the “View” tab. It reads aloud what is on the screen. 6. Educational Psychology/CAHMS Support/Mental Health Your child may require some specialist support if they have been through a particularly difficult time. If you are accessing these services, please follow any advice given. We know following particular plans can be very challenging so try to find 15 minutes per day when you will not be interrupted to talk to your child and let them share any worries they may have.
12. Attachment Difficulties — Useful Websites https://www.nfa.co.uk/story/blog-news/coping-with-attachment-disorder-in-children/ https://www.actionforchildren.org.uk/ https://www.children1st.org.uk/ https://www.moodcafe.co.uk/national-helplines/mental-health.aspx https://www.handsonscotland.co.uk/ https://www.nhs.uk/using-the-nhs/nhs-services/mental-health-services/child-and-adolescent-mental-health-services-camhs/ https://www.samh.org.uk/ https://www.fosterline.info/kinship-care-friends-and-family-care/
13. Sensory Processing Difficulties 1. Routines Following routines may be important to your child. Going to a new environment may be very stressful so preparing them is important 2. Brain Breaks Short, chunked information and regular breaks so they can enjoy activities that they like before having to face the challenge of doing things they may find particularly difficult e,g holding a pencil, using the computer, sitting on a chair etc. 3. Exercise Outdoor activities to run off energy and support concentration may be useful. Exercise can be helpful before giving a child a task that involves concentrating for extended periods 4. IT Supports Your child may find IT support easier to access than written tasks: Word Talk — This will read your child’s work so they can check what they have written is correct. This works in Windows 9 and earlier versions. It is in the settings and appears as a “speech bubble” which will read out loud any highlighted text Immersive Reader — In Word in Windows 10, Immersive Reader can be found in the “View” tab. It reads aloud what is on the screen. 5. OT/ Speech & Language Support You may have additional activities, as recommended by NHS staff. Please try to find 15 minutes a day when you will not be interrupted to complete these exercises that have been tailored to your child’s needs 6. Pause Tray If things are becoming stressful for you or your child, stop and put the job in the pause tray. This is a tray/box etc. that has activities you know your child finds calming e.g. colouring in. They put the tricky job in the tray, do the calming activity then go back to the job when they are more ready for that chal- lenge.
13. Sensory Processing Difficulties — Useful Websites https://www.nhsfife.org/nhs/index.cfm?fuseaction=nhs.servicedisplay&objectid=6F56D40D-07C3-3683-14FDCF03F09D3B96 https://www.nhsfife.org/nhs/index.cfm?fuseaction=nhs.subjectdisplay&subjectid=C5106557-5056-8C6F-C09DE7056A362808 https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/sensory-processing-issues/ understanding-sensory-processing-issues https://blog.brainbalancecenters.com/2012/04/signs-and-symptoms-of-sensory-processing-disorder https://www.autism.org.uk/about/behaviour/sensory-world.aspx https://www.autismspeaks.org/sensory-issues
14. Bereavement/Loss 1. Time Give your child time to share their feelings and ask any questions 2. Our Minds Matter Fife wide project developing better mental health for all through: (i) Noticing Things Around Us - go for a walk and look out for trees, flowers, birds etc. (ii) Learning Something New — help your child learn a new skill e.g. musical instrument, keep fit etc. (iii) Connect With Other — call, message, write an email to someone to let them know you are think- ing of them (iv) Stay Active — exercise more, this has been shown to boost mental health and self-confidence (v) Give to Others — showing you can help makes everyone feel better, giving something to others, this can be as simple as visiting an elderly person, sending a letter to the local care home, doing some- thing for a charity etc. 3. Counselling Your child may need more specialist support. Please follow any advice given, try to find a quiet time in the day, without interruptions, where you can work through your child’s plan
14. Bereavement/Loss — Useful Websites https://www.moodcafe.co.uk/national-helplines/mental-health.aspx https://www.handsonscotland.co.uk/ https://www.nhs.uk/using-the-nhs/nhs-services/mental-health-services/child-and-adolescent-mental-health-services-camhs/ https://www.samh.org.uk/ https://www.childbereavementuk.org/supporting-bereaved-children-and-young-people https://www.sueryder.org/how-we-can-help/someone-close-to-me-has-died/advice-and-support/how-do-i-support-a-bereaved -child https://www.nhs.uk/conditions/stress-anxiety-depression/mental-health-helplines/ https://www.winstonswish.org/ https://www.cruse.org.uk/get-help/for-parents/how-to-help-a-child-or-young-person http://www.childhoodbereavementnetwork.org.uk/help-around-a-death/find-help-near-you.aspx
Why is Parental Engagement so Important to Schools?
‘Parental involvement is about supporting pupils and their learning. It is about parents and teachers working together in partnership to
help children become more confident learners’.
(Scottish Schools (Parental Involvement) Act Guidance, 2006)
The Scottish Government has just released it’s policy on
empowerment. In it, it makes it clear that parents are:
• The primary educators of their children
• Should have access to resources and supports to help their
children on their learning journey
• Have ongoing dialogue with staff about their child’s progress
• Have access to tools to support learning at home
A Review of Parental Engagement identified that there was confusion between homework and home learning. A review was
carried out in 2016 and key issues were identified i.e. parents involvement in their children’s learning had positive outcomes
for the child, their family and the school as it helped raise the attainment of all learners. We are eager to promote parental
engagement in as many ways as possible. We hope you have found this document and links to the videos helpful as we all
work together to improve the outcomes for your child.
Further Information
The National Improvement Framework
https://www.gov.scot/publications/national-improvement-
framework-drivers-of-improvement/#parental%
20engagement
Empowering Parents and Carers
PDF file: Empowering Parents and Carers guidance (274 Support Available in Fife:
KB)
Staff at your child’s school are the initial point of
The National Parent Forum of Scotland contact for support and advise as to how to
https://www.npfs.org.uk/wp-content/uploads/2014/09/Report.pdf support your child's learning
Parental Engagement review
https://www..npfs.org.uk/wp-content/uploads/edd/2012/07/Final- Education Officers
Eversionpdf.pdf
https://www.npfs.org.uk/wp-content/uploads/edd/2017/07/ Supporting Learners’ Service
Learning Together: National Action Plan 2018-2021
https://www.gov.scot/publications/learning-together-scotlands-national-
Educational Psychological Service
action-plan-parental-involvement-parental-engagement/
ttpsttps://www.npfs.org.uk/wp-content/uploads/
edd/2017/07/Final-E-versionpdf.pdfttps://www.npfs.org.uk/p
-content/uploads/edd/2017/07/Final-E-.npfs.org.uk/content/You can also read
