In recent months I’ve been thinking about what really makes a difference at school. Inspired by a post by @leadinglearner, I wrote this post In January on ‘brass tacks’. At the same time I have also been trying to improve my organisation and time management. My recent posts on this include getting to grips with email and achieving a better work-life balance.
One of my ‘brass tacks’ was about parental engagement. I believe that supportive and engaged parents and carers are key to children being successful and happy. Through tracking the goals that I had completed each day and those which were unresolved (originally as part of a technique to detach from work at the end of the day), I came to realise that the thing most likely to derail my carefully scheduled plans was an interaction with a parent. The meeting about a behaviour issue that overruns, the referral from a Head of Year, or the unexpected phone call or email that reveals an important issue, can all suddenly take precedence. This is, of course quite right, but it got me thinking why I wasn’t building more interaction with parents and carers into my schedule in the first place?
I took a look at my calendar and decided Thursdays would be a good day. We already calendar most parents’ afternoons / evenings on a Thursday. It’s also the day for Governors’ meetings so when there isn’t one the time already feels like a bit of a gift. For me it’s a good day too because I’m not teaching first or last thing and have no regular morning meetings. This means I am likely to be free at the times most parents are too – before and after the school day.
So, I have reserved these times (but clearly not just these times) for parents. Where I can, I am arranging meetings then. So far I’ve scheduled discussions about attendance, a behaviour concern, and a matter referred to be by a colleague. When I’m not doing this, I use the time to contact parents about their children’s achievements, either by phone or email. I use this as an extension to ‘Feelgood Friday’ when each week we encourage each teacher to make at least one positive call home. I contact parents about things I’ve seen that have impressed me. This is also something I can include in our school ‘pupil premium first approach. I edit the newsletter which goes out on a Friday, so I can also alert parents to look out for it when their child gets a mention. For example, this week I called home with news of students who had produced impressive ‘six word stories’ in tutor time for World Book Day. Sometimes these calls lead to wider conversations. It’s good to have a talk with a parent when the initial cause hasn’t been something that has gone wrong.
I have recently read Sir Tim Brighouse’s ‘Five time expenditures’*, the first being ‘sit on the wall, not on the fence’ – heads who make sure they are around at the start and end of the school day to be available to parents. Far fewer parents come into our secondary phase regularly, compared with the primary, but I think I might just try being around in reception at the start of the day when I can.
Comments are always welcome and I’d value any suggestions for working with parents & carers, particularly those who find it more difficult to engage with us.
*In How Successful Head Teachers Survive and Thrive by Professor Tim Brighouse, RM Education, 2007.