The EYFS 2008 clearly stated: 'Parents are children's first and most enduring educators. When parents and practitioners work together in early years settings, the results have a positive impact on children's learning and development'. The revised EYFS 2012 continues to strengthen this, mentioning parents more than 50 times in the statutory framework alone. Furthermore, it requires that practitioners discuss with parents how they can support learning at home (para 2.5) and that parents must know how the setting delivers the EYFS and how it can access additional information (para 3.72).
So, how can settings work in full partnership with parents in a way that supports their child's learning and can be demonstrated during an inspection?
As a starting point, Ofsted's evaluation schedule for inspections of registered early years provision gives the outstanding descriptors for:
- how well the early years provision meets the needs of the range of children who attend as 'Highly successful strategies engage all parents in their children's learning in the setting and at home'; and
- the effectiveness of leadership and management of the early years provision as 'Children's needs are quickly identified and exceptionally well met through highly effective partnerships between the setting, parents, external agencies and other providers'.
I have only referred to the outstanding descriptors because I feel that if we plant the seeds for outstanding and use this language with practitioners, they will internalise the language used and mirror this in their practice.
I believe that we should view parents as equal professionals; they are experts on their children and we should respect their knowledge regarding them.
BUILDING A RELATIONSHIP
The starting point for the relationship with parents is when they visit for the 'show around'. Settings need to be clear about how they project that they truly work in partnership and can show how this is celebrated throughout the setting. This should be the case regardless of whether the parents are paying fees or not. All parents should be shown the same respect and courtesy.
Parents should be encouraged at every juncture to share information about their child's learning and development and the setting should celebrate their family as unique individuals.
If parents are able to visually see that the provision reflects different cultures, religious and philosophical life styles then they are more likely to share their own celebrations and home life with the setting.
This relationship with parents must continue and strengthen once the child attends. The key person's role to work in partnership with parents should be given the utmost importance. For instance, do they know all of their parents' names and are they aware of how their parents prefer to be addressed? One thing that really irritates me is when practitioners call parents 'mum' or 'Fatima's dad'! I then chip in and say, 'How would you feel if the parents called you "practitioner"?'
The key person should also reflect on whether the environment celebrates every one of their families and whether they can honestly say that they have embraced every family? How does the setting feel from a parent's perspective?
The Fatherhood Institute has designed a 'dad's test' for settings to use to evaluate how inclusive their environment is for dads. The end of the session feedback is important to parents to know how their child has been performing and the activities their child has taken part in.
As well as sharing the EYFS guide with parents, think about producing your own resources to support learning in the home; for example, cooking and visiting local places of interest such as the library and park. In addition, organising events that promote socialising between parents and sharing teaching and learning tips all help to foster and deepen this crucial partnership with parents.
To further strengthen the home to setting links, there needs to be clear evidence, especially within the observation, assessment and planning systems, demonstrating how parents share what they know about their child. More important is how the key person uses this information to plan for their key child's next steps in their learning.
GAUGING THEIR VIEWS
How do we gather parents' views on the provision? There are many ways, including surveys/questionnaires carried out at different points, which give parents the opportunity to comment on how they felt the settling-in period went, or the transition from room to room, or after an event and annually. Another key time to ask parents about their views is when their child has left the setting. This will help parents to give an honest judgement on the care of their child and the provision.
In terms of parents coming together, think about a parents' association but not just for fundraising or collecting the supermarket vouchers! The association can be for parents to collectively contribute to the development of the setting. In addition, it adds a two-way flow of communication on ideas and information.
If parents are present during the inspection, the inspector may ask the following questions:
- Who is your child's key person and how does the key person system work?
- How does the setting help you to continue to support your child's learning at home?
- How do staff seek information from you about what your child enjoys and what they are capable of?
- How are you kept informed about your child's progress?
- How does the setting consider your views on the service they provide?
- Do you know how to access the policies and procedures if necessary?
- Would you feel comfortable to raise a concern?
- Does the setting offer you information about how to make a formal complaint?
- In your opinion what else could the setting do to strengthen the partnerships with parents?
- What aspect of the provision do you value most?
CASE STUDY: JOANNA SMITH, AN OUTSTANDING CHILDMINDER IN CROYDON, SURREY
'I have been a registered childminder for more than 14 years. In my setting, I have always emphasised to parents that communication and working in partnership is very important as this helps the partnership to work and flourish.
'As well as daily verbal conversations, I use the All About Me book (developed by the Croydon Childminding Association) which enables a two-way flow of communication between the childminder and the parents. I enter daily, significant information on the child's activities, words, feelings, efforts made towards, and reaching, their milestones. The book is then sent home every Friday for parents to read and make comments and to complete weekend activities. I also take photographs and make observations which are assessed and used towards my planning.
'I updated parents regarding the revised EYFS and provided them with a copy of the Parents' Guide to the EYFS. Parents were encouraged to read and ask any questions that arose. I informed them that we would continue using the All About Me book as the information provided also enabled me to plan activities around the children's interests. For example, when the oldest of the children returned to the setting after the holidays, he informed me that his mother had taken the family to the farm and zoo. I asked his mother for details of their visit. I was then able to include this in the routine weekly planning and focused activities around the theme of farm and zoo animals. The activity provided the child with hours of playing, active learning and thinking critically. I informed their mother that his next steps under communication and language were to increase his vocabulary by introducing a variety of animal names.
'The parents and I are currently working to complete the two-year progress check.'
Further reading:
- Parents, Early Years and Learning, Parents as Partners in the Early Years Foundation Stage: Principles into Practice By Helen Wheeler (NCB, £16)
- Positive Relationships: Parents as Partners (Positive Relationships in the Early Years) By Jennie Lindon (Practical Pre-School Books, £12.50)
- Parents and Professionals in Early Childhood Settings By Glenda MacNaughton and Patrick Hughes (Open University Press, £21.99)
- Parents as partners: Case studies - http://www.foundationyears.org.uk/ wp-content/uploads/2011/10/ Parents_asPartners_case_study_blackburn.pdf
- www.ofsted.gov.uk - Evaluation schedule for inspections of registered early years provision and using the early years evaluation schedule
- www.foundationyears.org.uk - Parents' Guide to the EYFS and EYFS 2012
