School improvement and school effectiveness research consistently show that parental engagement is one of the key factors in securing higher student achievement. Schools that engage the community and build strong links with parents, improve and sustain improvement.
This day course for Senior Leadership Teams from all phases explores a model of the school, family and community partnership which locates the pupil at the centre.
The course draws on the research and typology of Dr Joyce Epstein to explore how to develop the six key areas in the school/ family/community partnership; support for parenting and learning at home, communication, volunteering, decision making and collaborating with the community.
Delegates are provided with a tool to review their own practice and enable them to prioritise actions in developing the partnership . Examples of effective practice are also shared.
Comments from delegates at previous training:
Today has provided me with the opportunity to clarify the importance of family engagement and the priorities for our setting”
Training was thought provoking and enabled us to move our practice and provision forward”
This half day course for class teachers at no matter which stage of their career, follows on from the full day for Senior and Middle leadership teams ‘Developing School, Family and Community Partnerships’ but attendance on the latter course is not a necessary requirement.
The course explores how to
Children and young people’s aspirations have been shown to influence educational attainment, carer choices and future earnings in later life. Having high aspirations is an important mechanism in achieving good educational and occupational goals. Conversely, having low aspirations negatively impacts on attendance, learning of the individual and outcomes in later life but also on the school, the engagement of families with the school, the school environment and on the community itself .
This training day for leadership teams explores the nature of aspirations, the barriers to realising aspirations, the factors to both facilitate the holding of high aspirations and to translate aspirations into realistic goals. It also provides strategies and ideas to shape aspirations, including early careers education
Reading can change your life, it can inform, motivate , inspire and elevate; but it must be reading that you do for yourself, at your own pace, in your own way, and that has a bearing on your own background, interest, values, beliefs and aspirations.”
National Centre for Family and Community Connections with Schools
Children deserve to participate in vibrant communities of readers within and beyond school and be encouraged, inspired and enabled to read for pleasure. A reading for pleasure agenda can positively impact upon children’s attainment, achievement and dispositions. This will influences the skills and vice versa.
In order to inspire and enable children to read for pleasure, teachers need to be reading teachers, ie teachers who read and readers who teach (Commeyras et al. 2003).
This half day course for class teachers provides practical ideas on how to create reading cultures in the classroom, inspire children to read for pleasure as well as develop children’s skills as readers.
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