LPPA Assessment Evidence

LEADING PARENT PARTNERSHIP AWARD OBJECTIVE 10 EVIDENCE RECORD Objective 10: The school summarises its achievements against the LPPA Objectives and KPIs and outlines its future plans

Objectives 1 and 2: Leadership and management How will the school ensure the effective leadership and management of parent partnership beyond the achievement of the LPPA?

Objective and KPIs

St Anne’s RC primary has strong links with their parents and completing the award has highlighted exactly what we do well and has further developed our own practice through feedback from parents in order to streamline the opportunities we offer.

The LPPA co-ordinator will continue to take overall responsibility for the leadership and management of parent partnership. The LPPA co-ordinator will continue to work with the Senior Management Team, as a working party, to lead on parent partnership development, delivery, monitoring and evaluation.

The LPPA co-ordinator will ensure that all new staff and governors understand the school’s approach to parent partnership, the contribution they will need to make and why is important. We will do this through sharing the school’s parent partnership policy and providing them with regular updates. New staff and governors will be made aware of their own responsibility to contribute to our vision.

Parent partnership will continue to be included in the school’s development plan.

The LPPA co-ordinator will continue to attend governors meetings, host staff meetings to update all key partners and continue to use and evaluate the effectiveness of existing communication when feeding back to parents.

The level of commitment we have provided over the course of the LPPA will continue beyond the achievement to support both our parents and pupils through their education, here at St Anne’s.

Summary of key findings and outcomes during the LPPA period

Summary of next steps to be taken to further develop parent partnership (in order of priority)

Objective 3: The school is a welcoming, communicative and friendly place for parents 7. Parents are asked regularly about the quality of: two-way home-school

St Anne’s adopts an open door policy; parents are welcome into school at any time and can arrange to

Continue to provide the same level of communication to parents regarding their child’s learning.

communication; the general information they receive from the school and the welcome they receive when visiting the school. This should include reference to linguistic diversity where appropriate.

speak with the SMT or class teachers at a time suitable for them. The office staff are welcoming and friendly and go out of their way to assist parents.

A vast amount of information is sent home regarding their child’s behaviour at very point in the year. This includes details regarding the curriculum (what the children will learn and upcoming enrichment opportunities) and written and verbal reports, showing the progress their child has made and their next steps. The website is updated to include termly curriculum forecasts and long term plans. 91% of parents agree that they receive valuable information about their child’s progress.

Continue to gain feedback from parents on ways to further improve two-way communication within school.

Look at ways we can provide translating services to parents during workshops and for information being sent home.

Send a specific questionnaire out regarding the general welcome parents receive in school.

Parents attend two formal parents meetings and at the end of the year receive an in depth formal progress report. The percentage of parents attending our parent evenings could be better as currently it is 50%. However, many parents arrange appointments on days which are suitable for them and we arrange telephone consultations if that is requested.

Parents have commented on the welcome they receive when they come into school and this is evident on feedback questionnaires from workshops and general feedback from visitors.

8. Parents’ responses are analysed, feedback is provided through a range of media, and appropriate follow up action is taken.

Parental questionnaires continue to be analysed and feedback acted upon. For example, some parents expressed concern with the amount of homework their child received. We are now looking into purchasing workbooks the children can work if their parents would like them to. We are also currently looking at the changes we could make to the website so that it is easier to find material and looking into how we can keep the website up to date.

All feedback and future actions are shared on newsletters. We also send via text and email for convenience.

All workshop feedback is analysed and the

Continue to analyse parental feedback and act upon suggestions.

Continue to feedback results from parental surveys and inform parents of actions and next steps.

Look at ways we can provide translating services to parents attending workshops.

Assign a member of staff with the responsibility to update the website to ensure it is always up to date.

Work with the website designers to ensure it is simple and easy to find specific documents/information – continue to receive parental feedback on the changes.

Develop the use of Twitter.

Develop ‘My Story’ on Class Dojo.

Allow parents an opportunity to take homework

organisation of future workshops is determined from these.

books home.

Objective 4: The school promotes the awareness and participation of all groups of parents in supporting their children’s learning and developing their own learning 6. The school gathers evaluative feedback from parents in relation to the quality of the courses and/or activities provided and the extent to which they have supported their own and their children’s learning and development.

7. Parents’ responses to KPI 6 are analysed, feedback is provided through a range of media, and appropriate follow up action is taken.

8. The school records and analyses take-up of opportunities, reflecting the groups present in the community, e.g. by the age of their children, the parents’ genders, family ethnicity, home location.

9. The school acts upon its KPI 8 findings in order to make its work more inclusive of all groups of parents.

For all courses and workshops we gather feedback formally through questionnaires and informally through smiley faces and through verbal feedback.

We value all feedback and act accordingly.

Continue to analyse feedback and act upon suggestions for future workshops.

Continue to ask parents about the courses they would like us to offer.

We acknowledge the parents who have supported workshops and courses in the newsletters and some specific feedback from these for how useful parent’s found the workshop. For example, parents asked for opportunities to look at their children’s work – we are now organising ‘showcase’ assemblies and afternoons where parents can spend time with their child looking at their books. We plan to hold these events during Spring 2. We informed parents through feedback letters.

We use a range of feedback forms and adapt these according to the group of parents we are working with. For example, with some of our parents being EAL we have incorporated visuals and created less ‘wordy’ questions. We also purchased Survey Monkey as the results are analysed for you, so you can focus on follow up action straight away.

Sign in sheets are used so we can monitor numbers and specifics such as the gender of parents and ethnicity groups.

Sign in sheets are analysed so we can monitor numbers and specifics such as the gender of parents and ethnicity groups. From this we can discuss ways of targeting all groups. For example – we had noticed many of our workshops were mainly attended by mums. In an attempt to get our dads into school we ran workshops such as ‘CSI Forensics’ and ‘Animation’, as result we did have more dads attending to support their children.

Continue to analyse feedback and act upon suggestions from parents for future workshops.

Continue to develop future workshops alongside the needs of our parents and children.

Organise ‘showcase assemblies’ and offer opportunities for parents to come into school to see children’s work and also work alongside them in a lesson.

Develop a sign in sheet pro-forma to gather valuable information. Create a system that can be easily updated and analysed (look at how technology can provide this).

Analyse the uptake of workshops and of the ages of children, gender of attendees and ethnicity through these by LPPA co-ordinator.

Analyse the uptake of workshops and of the ages of children, gender of attendees and ethnicity through these by LPPA co-ordinator.

Through analysis, ensure that the needs of all groups of parents are met.

Look into ways a translator can be present at workshops or a translated written summary provided.

Objective 5: The school holds and actively promotes enrichment opportunities and events for joint parent and child participation 6. The school gathers evaluative feedback from parents and pupils/students in relation to the quality of the enrichment opportunities and events provided and the extent to which they have supported pupils’/students’ learning and development.

For all courses and workshops we gather feedback formally through questionnaires and informally through smiley faces and through verbal feedback.

We value all feedback and act accordingly.

7. Parents’ and pupils’/students’ responses to KPI 6 are analysed, feedback is provided through a range of media, and appropriate follow up action is taken.

Parents and pupils are asked their opinions about a variety of matters through the means of questionnaires and pupil voice. These responses are analysed and follow up action is taken when needed.

8. The school records and analyses take-up of opportunities, reflecting the groups present in the community, e.g. by the age of their children, the parents’ genders, family ethnicity, home location.

We use a range of feedback forms and adapt these according to the group of parents we are working with. For example, with some of our parents being EAL we have incorporated visuals and created less ‘wordy’ questions. We also purchased Survey Monkey as the results are analysed for you, so you can focus on follow up action straight away.

Sign in sheets are used so we can monitor numbers and specifics such as the gender of parents and ethnicity groups.

Sign in sheets are analysed so we can monitor numbers and specifics such as the gender of parents and ethnicity groups. From this we can discuss ways of targeting all groups.

9. The school acts upon the findings in KPI 8 in order to make its work more inclusive of all groups of parents and pupils/students.

Continue to gather feedback and act upon suggestions from parents for future joint events/activities. Speak with parents regarding future events – hold informal coffee morning for parents to ‘chat’ with SMT. Continue to develop future events alongside the needs/wishes of the parents.

Send out a questionnaire asking parents what they like to see next at St. Anne’s.

Continue to analyse feedback and act upon suggestions from parents for future joint events/activities.

Continue to develop future events alongside the needs/wishes of the parents.

Begin to compare response to previous years.

Develop a sign in sheet pro-forma to gather valuable information. Create a system that can be easily updated and analysed (look at how technology can provide this).

Analyse the uptake of workshops and of the ages of children, gender of attendees and ethnicity through these by LPPA co-ordinator.

Analyse the uptake of workshops and of the ages of children, gender of attendees and ethnicity through these by LPPA co-ordinator.

Through analysis, ensure that the needs of all groups of parents are met.

Look into ways a translator can be present at workshops or a translated written summary provided.

Objective 6: The school provides a good induction for all new parents 7. The school gathers evaluative feedback from parents in relation to the quality of the induction meetings and/or events, in-year procedures and information provided.

Currently, we don’t have formal questionnaires to gather feedback on the induction process. However, a wide range of home visits, visits to settings, workshops and meetings. Here there are many opportunities to speak with the EYFS team and

Gather feedback on transition into school – EYFS begin to gather formal feedback as of Sept 17 – to further develop the school’s practice.

8. Parents’ responses are analysed, feedback is provided through a range of media, and appropriate follow up action is taken.

feedback to the staff regarding the process. Staff value all feedback and act on it, making subsequent changes where necessary. The majority of parents either attend the meetings at school or the EYFS team visit them at home – times are flexible and meet the needs of the individual parents. Workshops are always well attended.

Feedback is given individually to parents and changes are communicated to all parents through newsletters and class dojo.

Gather feedback on transition into school and feedback actions to parents via newsletters and specific feedback forms.

Objective 7: The school provides parents with relevant and user-friendly guidance and information to help them support their children’s learning 7. The school gathers evaluative feedback from parents in relation to the quality and relevance of the information and guidance they receive.

A large amount of information, about their child’s learning, is sent home throughout the year. This details long term plans, what the children are learning at certain points in the year and information regarding how they can further support their child.

This is also mirrored on the website, where information is available in electronic form and is updated each term to reflect the learning in each classroom.

Continue to provide the same level of communication to parents regarding their child’s learning.

Continue to gain feedback form parents on ways to further improve two-way communication within school. Look into the ways we can use translators to support parents.

With so many languages in our school community, we find it difficult to translate – however, we now have a translate function on the school website, covering most languages present in school.

8. Parents’ responses are analysed, feedback is provided through a range of media, and appropriate follow up action is taken.

Parents receive a yearly progress report, alongside two formal parent’s evenings. The percentage of parents attending our parent evenings could be better as currently it is 50%. However, many parents arrange appointments on days which are suitable for them and we arrange telephone consultations if that is requested.

Parental questionnaires continue to be analysed and feedback acted upon.

All feedback and future actions are shared with the parents through newsletters and through the school website.

Extend the length of parents evening to accommodate working parents.

Continue to analyse parental feedback and act upon suggestions.

Continue to feedback results to parents, including next steps.

Objective 8: The school produces and implements parent-friendly policies to establish effective home-school links and improve children’s attendance, behaviour, punctuality, progress and positive participation in school 8. The school gathers evaluative feedback from parents in relation to the quality and relevance of its policies, procedures and developments, and its strategies for consulting with parents.

9. Parents’ responses are analysed, feedback is provided through a range of media and appropriate follow up action is taken.

Evaluative feedback is gathered through the use of parental surveys. Parents are also invited to parent forums alongside SLT. Survey Monkey has proved popular amongst parents, when feeding back on policies and we have notice a rise in those who complete the questionnaires since this introduction of the online system. Traditionally we’d have collected around 30 paper questionnaires, however, recently we received 127 responses on Survey Monkey.

Parental questionnaires continue to be analysed and feedback acted upon.

All feedback and future actions are shared with the parents through newsletters and through the school website.

Continue to offer parent forums and analyse results from parental surveys.

Develop a working group when creating new school policies and gather feedback from parents before sending to governors.

Continue to analyse parental feedback and act upon suggestions.

Continue to feedback results to parents, including next steps.

Objective 9: The school provides good support for all parents as their children leave the school 8. The school gathers evaluative feedback from parents in relation to the quality of transition meetings and/or events, procedures and information provided (including provision for parents whose children leave the school during the school year).

In previous years we have gathered feedback regarding the transition process to high school verbally when meeting with all parents and when speaking to individual parents.

Our transition process, through the year and when children move to high school, is smooth and parents are happy with the level of support we provide.

Provide parents with an opportunity to feedback formally on the transition process – July 17.

9. Parents’ responses are analysed, feedback is provided through a range of media, and appropriate follow up action is taken.

We value all feedback, whatever the format, and we act on feedback as necessary making changes accordingly.

Analyse parental feedback and act upon suggestions.

Feedback results to parents, including next steps.