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Parental Engagement in the Early Years

Our journey in EYFS has taken us from 5% GLD in 2013 to 67% this year. We also continued to focus on closing the gap between disadvantaged and non-disadvantaged pupils: 2017 data showed 65% of disadvantaged pupils achieved the GLD and 67% of non-disadvantaged pupils achieved the GLD.

In 2016, this was 16% is advantaged v51% non-disadvantaged. A number of factors have been key to this, including highly effective leadership and management, staff-training and improvements to the outdoor area.

Furthermore, we also looked at how we were involving parents, or (more importantly) engaging them. Involving parents being more of a ‘doing to’ approach and engaging them, more of a ‘doing with’ approach.

Of course, we had a number of initiatives in place with parents’ evenings, open afternoons, newsletters, transition meetings, the Whale Hill app etc. We have always had fantastic relationships with parents, but we felt that we should be giving parents more opportunities to participate in the educational process positively at home and at school.

We looked at this as a whole school as we were aware of how parental engagement often declines as students age, but for this case-study we will focus on EYFS. Initiatives included:

It is often difficult to quantify the success of improved parental engagement as there were so many other factors
that improved in Early Years. However, there can be no doubt that it boosts achievement and has contributed to
our much-improved GLD. It has also strengthened our relationships with parents even further. Feedback has been
overwhelmingly positive and reinforcing the connection between home and school really has made us a great
community of learners

Download our EYFS Case StudyDownload

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