Schools and families working together
Building trusting relationships between families, the school and pupils is critical to creating positive outcomes for all pupils. Collaboration between schools and parents provides a comprehensive understanding of the pupil’s needs. Parents often hear views of their child, see behaviours and witness distress that the child may not present at school. Sometimes pupils ‘hide’ their distress at school, which leads to heightened emotions and, sometimes behaviour, at home. It is key that we understand the pupil’s behaviours both in and out of school to get a ‘full picture’ or holistic view of the situation.
When parents and schools work together this can ensure that the pupil receives consistent support both at home and at school. A strong partnership also ensures that the child feels understood by both their family and school. This emotional support is vital in reducing anxiety and building the pupil’s confidence to attend school. Over time, a collaborative approach builds trust between the school, parents, and the pupil. When pupils see that their parents and teachers are working together, it can enhance their sense of security and belonging.
Working in partnership with families
To support families to feel heard and build trust, schools can support by doing the following:
Regular communication
- Maintain regular and open communication with parents about their child’s progress and any concerns. This can be through emails, phone calls, or meetings.
- Be transparent about the steps the school is taking to support the pupil and involve parents in the planning process.
Active listening
- Listen to and validate the parents’ and pupil’s concerns. Show empathy and understanding towards their experiences and feelings.
- Work together with parents to identify issues and develop strategies to address them.
Personalised support
- Develop personalised support plans that cater to the specific needs of the pupil. Include input from both the pupil and their parents.
- Be willing to adapt strategies based on feedback and changing needs.
- This may include developing a stepped support plan.
Involvement in decision-making
- Involve parents in meetings and decision-making processes regarding their child’s education and support plans.
- Empower parents by providing them with information and resources to support their child at home.
Building relationships
- Ensure that there is a designated staff member who the family can consistently communicate with and trust.
- Foster positive interactions between school staff and families through regular check-ins and supportive conversations.
- Facilitate support groups where parents can share experiences and strategies with each other. This could be through approaches such as regular coffee mornings.