School Development Plan Review 2017-2018
|Objective||Lead and manage strategies to increase parental engagement in children’s learning, with particular impact on their involvement in supporting reading.|
|Rational||We know from national research that children do better at school, and achieve more in life when parents and schools work together. Only 15% of a child’s life is spent at school and so it is very clear that parents have the most influential role in a child’s education. It is important that we respect that each of us has our own role to play, but in working together we will aim to ensure that every child does the best they can at school and beyond. There is a variety of reasons why some parents have little or limited contact with a school. This can create barriers that stop them getting involved or supporting their child’s education and learning. Barriers may include previous personal experience; additional support needs; the isolation of lone parents; shift (or long) working hours; lack of child care facilities and language differences. In addition, we shall recognise and respect the various cultural, faith, ethnic and lifestyle choices within our communities, developing practical ways to support parents and pupils.|
|KS1 Reading outcomes at the expected standard above 70% Disadvantaged gap in Reading narrows at KS1 (currently 38.6%|
Reviewed in September by Ms Atherton
This objective has been met this year and the success criteria have been achieved.
We now communicate with our parents through various sources. We still do and always will encourage face to face engagement as this is the most productive and personal but we know is not always possible. The DfE have produced some Tool kits to be used in school and Communication is one of them. I am planning to share this with the staff.
To communicate general information to parents we are trying to be environmentally friendly and paperless so we use from the office Parent Mail. This sends messages straight to our parent’s SMART phones through the parent mail app. All parents are signed up to this. Mrs Carr and Mrs Bell support parents to set this up. Messages are sent through this as texts and emails. Letters are sent as emails and the shop is where we put anything that needs to be paid for such as clubs, dinners, and trips. We operate a cash less office so all payments are made via the parent mail app.
We communicate via email, parents are free to email the office and we reply as soon as we can within the working day.
We have a school Facebook page where messages are displayed.
Parents can phone the school during office hours.
We have some notice boards around the school fo9r paper notices.
The teachers can communicate with parents through a home school diary. At some points in a pupils time at Lord Blyton there may be the need for a communication book that is sent via home and school for both parents and school staff to write in.
The Early Years staffs use a communication book weekly to send key messages to parents.
The reception class teacher held a phonics event for parents in the Autumn term. They came in and listened to a phonics lesson from Ms Gibson and then joined their children and took part in fun activities that can be done at home linked to the teaching of phonics. This is a successful event and our phonics results in yr. 1 reflect good phonic teaching in the EYFS.
REAL/REAM The nursery teacher held a nursery rhyme parent workshop where the parents learnt how to use nursery rhymes with their children.
Key Stage 1 reading project was a real success. 4 families and their children were involved in the event which ran over the Summer term. Later this term we will attend the celebration event.
The children and their families produced a book of which they get a copy and the school gets 100 copies of.
Through Sunderland FC the FSW arranged some Family Learning. They provided a 10 week course and a celebration event for families in our school. The focus of the Family Learning was Getting Parents into the Workplace. Two parents went on to do a further course focusing on academic studies.This has now been extended into the academic year 18-19 with a focus on Mental Health and Well -being.
FSW has engaged with families to improve attendance. There have been 2 families which have been of significant success. One family resulted in the opening of an EHP, the other a referral to Social Services and the child registered with them and support for the family. The attendance of both families has improved significantly. Both children were persistently absents falling below 80%.
Transition between the academic year 17-18 and 18-19 has been as smooth as it could be for pupils. FSW arranged transition mentors for 10 of our year 6 pupils making the transition to secondary school.
We had 2 children through their EHCP move to Specialist education. Their moves were smooth with visits accompanied by the FSW.
In school there was a transition morning for all children and additional visits to their classrooms if pupils required them. For some of our SEND children transition booklets were made with photographs for them to take home over the summer months.
There is our weekly coffee morning on a Friday morning run by the FSW for parents. This provides a forum for them to meet together and informally.
Additionally to the above the school, through the FSW secured a 10 000.00 Lottery Grant to support the running of a Young Carers group in our school. They lost their sources of funding and without this additional funding the group would have had to stop.