theme 1: leadership for a self-improving system · 10 theme 1: resource 2 – leaders and governors...
TRANSCRIPT
Theme 1: Leadership for a self-improving systemResources 1–7
Family and community engagement toolkit
1
FaCE the Challenge Together: Main guidance
2
Contents
Audience
Primary, secondary and special schools in Wales, nursery settings and pupil referral units.
Overview
This is the first of five themes contained within the Welsh Government’s FaCE the challenge together: Family and community engagement toolkit for schools in Wales. The toolkit is designed to provide practical support for schools in Wales to help them develop and strengthen their approach to family and community engagement (FaCE).
The resources within this theme are designed to encourage schools to consider and plan their own approach to family and community learning as part of a self-improving system. There is a particular focus on the need for FaCE to be embedded in the ethos of the school and for this to be set out in the school development plan.
Action required
For use in planning interventions to raise the attainment of learners living in poverty.
Further information
Enquiries about this document should be directed to:
Learner Wellbeing BranchEducation and Public Services GroupWelsh GovernmentCathays ParkCardiffCF10 3NQ
Tel: 029 2082 3630
e-mail: [email protected]
This document along with other relevant guidance can be accessed from the Learning Wales website at learning.gov.wales/deprivation
Related documents
Rewriting the future: Raising ambition and attainment in Welsh schools (2014)
www.gov.wales/topics/educationandskills/schoolshome/deprivation/rewriting-the-future-schools/?lang=en
Rewriting the Future 2015: A Year On (2015)
www.gov.wales/docs/dcells/publications/150630-rewriting-the-future-a-year-on-e.pdf
Digital ISBN 978 1 4734 6733 0 © Crown copyright 2016 WG28859
Mae’r ddogfen yma hefyd ar gael yn Gymraeg.This document is also available in Welsh.
FaCE the challenge together: Theme 1: Resources 1–7
Contents
Resource 1: School development plans 4
Resource 2: Leaders and governors 8
Resource 3: Simple first-steps audit 13
Resource 4: FaCE PowerPoint 19
Resource 5: Advanced audit tool 27
Resource 6: Evaluation 39
Resource 7: Estyn inspections and FaCE 42
FaCE the challenge together: Theme 1: Resource
5
Theme 1: Resource 1 – School development plans
This resource contains the following.
• Information on the school development plan (SDP) regulations in relation to FaCE.
• Incorporating FaCE into the SDP cycle.
• Co-production.
• Where you can get support for developing your SDP.
Information on the school development plan (SDP) regulations in relation to FaCE
By 1 September 2015 all maintained schools in Wales are required to have in place a school development plan (SDP) that complies with the Education (School Development Plans) (Wales) Regulations 2014. The SDP will be a rolling three-year plan that sets out how the school will achieve its targets in relation to its priorities and how it will use the resources it has available. It will also show how the school intends to develop its staff in order to meet the school’s priorities and targets.
School development plans – Welsh Government guidance1
Paragraph 4 of Regulation 4 of the Regulations (Contents of a school development plan: Working with the community), requires the SDP to set out:
Details of how the governing body will seek to meet the school improvement targets for the current school year by working with—
(a) pupils at the school and their families; and
(b) people who live and work in the locality in which the school is situated.
The guidance document says:
All school partners and stakeholders will be involved in identifying strengths and areas for improvement.
It is important that the whole school and wider community are aware of the school’s plans to bring about improvement.
The SDP is the school’s strategic plan for improvement. The school’s priorities will include how the school is addressing the national priorities of:
• raising the standards of education in relation to literacy
• raising the standards of education in relation to numeracy
• reducing the impact of poverty on educational attainment.
The SDP also needs to clearly indicate how FaCE will be used to help the school meet its improvement targets. The use of this toolkit, and in particular its audit tools, should help schools to identify how this can best be achieved.
1 gov.wales/topics/educationandskills/schoolshome/school-development-plans/?lang=en
learning.gov.wales/deprivation
FaCE the challenge together: Theme 1: Resource
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Theme 1: Resource 1 – School development plans
Incorporating FaCE within the SDP cycle
Schools might choose to incorporate FaCE within the SDP cycle in a number of ways such as by:
• setting out how they intend to take account of family and community views during the planning cycle (see the Parent/carer groups and the voices of parents/carers resource (Theme 3: Resource 7) in this toolkit)
• including FaCE as a short- or long-term priority for school improvement
• including SMART targets for FaCE activities
• having an action plan that includes FaCE activities clearly linked to the school priorities, for example through making clear links between family engagement and the national priority of tackling the impact of deprivation in education
• highlighting FaCE in the school’s self-evaluation (see the Estyn inspections and FaCE resource (Theme 1: Resource 7) in this toolkit)
• setting out how the Pupil Deprivation Grant (PDG) or other sources of funding are being used to fund actions in the SDP, including actions around FaCE
• including staff development activities which focus on developing the school’s capacity for FaCE (see the FaCE staff roles resource (Theme 2: Resource 2) and Development needs analysis for delivering FaCE resource (Theme 2: Resource 1) in this toolkit)
• including a short FaCE policy statement. An example of a FaCE policy statement (from Sheffield City Council) is shown in the box on page 7.
Co-production
You might also consider using co-production as a technique to involve families and communities more whole-heartedly in the development of your SDP. During co-production, all stakeholders are involved in the planning and development of services. It is becoming increasing popular as a means of engaging all parties in the school planning process.
As a starting point you could use the co-production checklist provided at the end of the Parent/carer groups and the voices of parents/carers resource (Theme 3: Resource 7) in this toolkit to identify the extent to which specific groups are already involved in decision-making in your school.
More information about co-production is available at www.coproductionnetwork.com/page/about-coproduction and www.timebanking.org/about/co-production-and-timebanking
Where you can get support for developing your SDP
The school’s governing body holds overall responsibility for preparing, monitoring, reviewing and revising the SDP. In practice the headteacher will work with the staff and governing body in producing the SDP and will be responsible for implementing the necessary actions and strategies to bring about improvement. Further guidance on the SDP cycle is available at www.wales.gov.uk/topics/educationandskills/schoolshome/school-development-plans/?lang=en
learning.gov.wales/deprivation
FaCE the Challenge Together: Theme 1: Resource 1Theme 1: Resource 1 – School development plans
As part of the national model for regional working the SDP will serve a key role in informing the engagement of challenge advisers in their role with schools. Challenge advisers and regional consortia should therefore act as a source of support for the ongoing development of SDPs.
In its self-evaluation manuals, Estyn identifies key characteristics of effective SDPs. Further information on this can be found on Estyn’s website at www.estyn.gov.uk/english/inspection/inspection-guidance
Schools may also find it helpful to refer to the ‘Professional learning’ pack on the Learning Wales website at which has a topic on ‘Teachers as researchers’ that provides useful advice and guidance on self-evaluation using data: www.learning.wales.gov.uk/resources/learningpacks/mep/professional-learning/?lang=en
Welsh Government’s Rewriting the future programme contains a ‘call to action’ for schools to help break down the barriers to learning for learners from deprived backgrounds. This includes a theme on FaCE. www.gov.wales/topics/educationandskills/schoolshome/raisingstandards/rewriting-the-future-schools/?lang=en
Policy for parental involvement (example from Sheffield City Council)
Aim
To promote parental partnership and involvement in children’s learning and the life of the school.
(‘Parent(s)’ is used throughout this document to mean those people who are the primary carers of children in our school and could include grandparents, foster carers and others.)
Objectives
• To foster an ethos and atmosphere where all parents feel welcome and valued.
• To maintain an ‘open door’ approach so that parents are able to communicate with staff on a regular basis, both formally and informally.
• To provide as much information as possible in timely, specific, targeted and accessible ways so that parents feel confident and knowledgeable in supporting their children’s learning.
• To seek parents’ views and opinions and act upon them.
• To provide support and encouragement for families suffering difficulties/crises, or barriers to involvement.
• To work with parents in promoting positive behaviour at home and at school.
• To seek to provide a range of activities, courses and workshops, to promote parental involvement in children’s learning, and also ‘lifelong learning’ for both children and adults.
7 learning.gov.wales/deprivation
FaCE the challenge together: Theme 1: Resource
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Theme 1: Resource 2 – Leaders and governors
This resource contains the following.
• Leadership to strengthen FaCE.
• Secrets of success.
• Pitfalls to avoid.
• Professional standards.
• Checklist – What tasks might this involve in practice?
Leadership to strengthen FaCE
There is strong evidence that when done well, FaCE can:
• improve attendance
• improve learner behaviour
• improve learner attainment
• enrich the curriculum
• bring valuable resources into the school
• strengthen the school.
However, the practicalities of effective family engagement often pose a real challenge to school leaders. True home–school partnership requires leaders and school governors to be sensitive and non-judgemental, to listen and take account of families views. They need to understand the reasons why parents/carers, from low-income families in particular, can be reluctant to become involved (or, in other cases, become involved inappropriately or aggressively) with the school. Indeed, research indicates that it is these disadvantaged children who have the most to gain from home–school partnerships.
Once school leaders and governors understand the potential power of FaCE to dramatically raise standards, they can then consider how schools can provide the capacity, climate and relationships to make both families and school staff feel secure in working in partnership together. To support the evolving relationship, school leaders will need to initiate activities that:
• help family members feel comfortable in interacting with school staff by creating a welcoming culture that clearly values the contributions that families make to children’s learning
• motivate staff to see the advantages and importance of working with family members and in redefining what ‘engagement with the school’ means
• support staff by making sure they have time to plan and implement involvement strategies, have the appropriate learning development opportunities and are supported in the role
• address barriers to family and community involvement.
“ Feedback from school leaders shows that one of the major concerns in running a modern school is trying to get parents to engage more.” Clare Campbell, Headteacher, Family 25 Greater Manchester Challenge
learning.gov.wales/deprivation
FaCE the challenge together: Theme 1: Resource
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Theme 1: Resource 2 – Leaders and governors
Secrets of success
Vision and leadership lie at the heart of working with families. Several studies have looked at what leaders do in schools that successfully engage families and communities.
• Valuing the potential rewards – leaders know that families matter and that parents/carers are crucial partners in their children’s learning, no matter how unpromising the parental starting point might seem. They believe strongly that efforts put into engagement activities, no matter how difficult initially, can pay dividends to the school in the long run, in terms of standards, behaviour and attendance. Such partnership working can thus maximise the capacity of schools for improvement and reap rewards that cannot be achieved in isolation.
• Ethos and vision – FaCE is embedded in every part of the school’s ethos – not just in the homework and uniform policies, but in the learning and teaching policy as well.
• Relentless focus on outcomes for children – all engagement activity has the prime purpose of helping families to support their child’s learning.
• Inclusivity – school leaders foster an ethos of communication with all their families but focus particularly on the need to engage those groups that are underrepresented in school life. They know who their target groups are, understand their barriers to engagement and their needs and wants, and put in place strategies for monitoring and enhancing their engagement.
• Commitment – school leaders are committed to persisting in trying to engage target groups of families, for the benefit of their children, the school and the community as a whole. If target groups resist, the message from successful school leaders is clear – don’t give up, keep trying to canvass opinion and keep inviting them, even if they turn you down. The key is to plan ahead and to involve all staff, so that everyone is delivering the same message: that family involvement is highly valued.
• Principles of engagement – in schools with successful FaCE, leaders display openness, an ability to value the richness of children’s home lives, and a striving to embed community cohesion within everything that is done within their schools by working in partnership with families and community groups. Partnerships must be based on trust, commitment and determination, complemented by skills and knowledge on both sides, and capable of bonding the work of families, community groups and the school together through a sense of belonging.
Pitfalls to avoid
• Resourcing – to reap real dividends in terms of raised standards, FaCE efforts require planning, investment and a structured, manageable programme of work. There is a need for staff support and training. School teachers are highly trained and skilled professionals, but most of their training, particularly in the primary sector, is aimed at working with young children, rather than working with adults: these are new skills and require support and training. Leaders also ensure that there is time, space and opportunities for engagement.
learning.gov.wales/deprivation
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Theme 1: Resource 2 – Leaders and governors
• Trying to solve all parenting issues single-handedly – the differences in parenting behaviours that underlie differences in student achievement can result from a wide array of factors such as cultural values, self-confidence, difficult circumstances due to poverty, health, poor housing, relationship issues, and more. When attempting to engage with families around learning, and to encourage less supportive parents/carers to be more so, it will inevitably become apparent that are wider issues that need to be addressed.
This is where community partnerships, and in particular, multi-agency working is essential (see Theme 5 of this toolkit). Schools do not, and should not, shoulder the burden alone. Through the use of a Team Around the Family approach, schools can signpost families towards professional support that will meet their needs, and the school can maintain its focus on its core mission of promoting learner achievement and avoid getting too caught up in the in the broader matter of supporting parents/carers more generally.
Professional standards
Professional standards (www.learning.wales.gov.uk/yourcareer/professionalstandards/?lang=en) include several standards for school leaders relating specifically to FaCE.
Leadership standards
Leading learning and teaching
22. Maintains a high visibility around the school and devotes considerable time to interaction with learners, staff and parents.
57. Builds a school climate and learning culture which takes account of the richness and diversity of the school’s community including Welsh Language and culture.
58. Ensures that the school plays a productive role as a member of its local, national and global communities.
59. Creates and promotes positive strategies for developing good race relations and dealing with racial harassment.
61. Ensures that the school plays a central role in the community.
Strengthening the community focus
62. Develops citizenship in learners so that they make a positive contribution to local and wider communities.
63. Collaborates with other agencies, including the LA, in providing for wellbeing of learners and their families.
64. Creates and maintains an effective partnership with parents, guardians and carers to support and improve learners’ achievement and personal development.
65. Works collaboratively within and outside the school to achieve school goals and objectives.
66. Works co-operatively and collaboratively with teachers and colleagues, including those from external agencies, to enhance the learning and wellbeing of those they teach.
learning.gov.wales/deprivation
FaCE the challenge together: Theme 1: Resource
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Theme 1: Resource 2 – Leaders and governors
Checklist – What tasks might this involve in practice?
Actions to take
Ensuring that there is a named member of the senior leadership team with responsibility for the FaCE agenda. The governing body may wish to consider identifying a named governor to link in and support the member of the senior leadership team.
Communicating FaCE as a priority for the school to governors, school staff, families and other stakeholders (see the FaCE PowerPoint resource (Theme 1: Resource 4) in this toolkit).
Embedding FaCE in learning and teaching as well as policies for homework, uniform or social activities.
Reflecting this in SDP and associated targets (see the School development plans resource (Theme 1: Resource 1) in this toolkit), and in staff performance measures.
Ensuring that FaCE is considered during the school’s self-evaluation process (see the Estyn inspections and FaCE resource (Theme 1: Resource 7) in this toolkit).
Periodically auditing and evaluating progress, to stimulate reflection and plan further work (see the Simple first-steps audit resource (Theme 1: Resource 3), Advanced audit tool resource (Theme 1: Resource 5) and Evaluation resource (Theme 1: Resource 6) in this toolkit), and work on this audit with challenge advisors.
Leading on embedding whole-school approach and developing staff capacity through professional development (Theme 2 of this toolkit).
Overseeing steps to help families to actively support their child’s learning, focusing on families of learners from deprived backgrounds, of learners currently underperforming, and families who currently appear to be offering little support for learning (Theme 4 of this toolkit).
Overseeing steps to develop community partnerships and multi-agency working (Theme 5 of this toolkit).
learning.gov.wales/deprivation
FaCE the challenge together: Theme 1: Resource
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Theme 1: Resource 3 – Simple first-steps audit
This resource contains the following.
• Instructions for conducting a simple audit and planning exercise around FaCE.
• Audit tool.
• Planning tool.
Instructions for conducting a simple audit and planning exercise around FaCE
Purpose: to evaluate how successful you are in terms of FaCE, and to reflect on where you would like to get to next. This should be incorporated into the school’s self-evaluation processes and development of the school development plan (SDP).
Who should be involved: governor(s), school leaders, teaching staff, non-teaching staff, and representatives from the PTA or other parent/carer group.
Possibly learners: it would be beneficial to involve learners meaningfully in some aspects of developing your FaCE strategy, and it is a requirement that learners are consulted in the school improvement planning process.
Step 1
In small groups, use the template overleaf (or a variation of it) to consider where you are now in relation to the five themes of the FaCE framework described in the FaCE the challenge together main guidance document. Identify and note down existing activities. Rate the current situation 0–10:
• 0 = little/no activity
• 5 = meeting the ‘All schools should …’ description
• 10 = meeting the ‘In successful schools …’ description, with the situation exactly how you and your families want it to be.
Note down why you have decided on this rating, making a list of existing activities.
Step 2
Thinking about your current activity for each theme, consider the evidence you have on whether your activities are having an impact/making a difference. Score each indicator as either ‘?’ (impact unknown) or on a scale of -3 (highly negative impact) to +3 (high positive impact).
Step 3
Consider the following for each theme.
• Where on the 0–10 scale you would like to get to?
• What needs to change to move up to where you want to be?
• What difference will this make to learners, parents/carers and the school?
• Could it help the school to deliver on its other priorities?
learning.gov.wales/deprivation
FaCE the challenge together: Theme 1: Resource
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Theme 1: Resource 3 – Simple first-steps audit
Step 4
After working in small groups, share your scores with others on a blank 0–10 scale to get an overall picture.
Share views on why you think you are where you are on the scale and what you could do to improve.
Consider the picture that is developing – what are the areas of strength? What are the gaps?
Discuss priorities for action to reach where you want to be – keep this realistic and achievable, and keep it tied in with other school priorities.
Step 5
You may wish to record the priorities for action in the planning tool provided, which includes spaces for notes on the activity, intended audience, resourcing and plans for evaluation.
Repeat!
As part of the planning cycle (shown below), carry out this exercise again 6 to 12 months later to assess the progress achieved and evaluate whether the strategy you put in place worked.
Planning cycle
Note: there is also an Advanced audit tool resource (Theme 1: Resource 5) available in this toolkit, which is designed to be used with your challenge advisor.
This toolkit also contains an Evaluation resource (Theme 1: Resource 6).
1. Identify the issue you would like to address
2. Consider possible solutions
3. Select intervention
4. Implement intervention
5. Evaluate how it is working
6. Decide what to do next
learning.gov.wales/deprivation
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Theme 1: Resource 3 – Simple first-steps audit
Au
dit
to
ol
Them
eCu
rren
t ac
tivi
ties
Whe
re a
re
we
now
? (0
–10)
Wha
t is
the
im
pact
?
(-3
to +
3)
Whe
re d
o w
e w
ant
to
get
to?
(0
–10)
Wha
t ne
eds
to c
hang
e?
Wha
t re
sour
ces
wou
ld w
e ne
ed?
Wha
t sc
hool
pr
iori
ties
co
uld
this
he
lp t
o de
liver
?
1. L
eade
rshi
p fo
r a
self-
impr
ovin
g sy
stem
For e
xam
ple:
nam
ed g
over
nor?
N
amed
SLT
mem
ber?
FaC
E se
t out
in
SDP?
Cle
arly
und
erst
ood
to b
e pa
rt
of th
e sc
hool
eth
os?
Any
part
icul
ar
activ
ities
to c
omm
unic
ate
this
to
stak
ehol
ders
?
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desc
riptio
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tool
kit
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ance
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ent
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ance
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ance
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kit
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kit
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ance
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ent
2. E
mbe
ddin
g a
who
le-s
choo
l ap
proa
ch to
Fa
CE
For e
xam
ple:
dis
cuss
ed re
gula
rly a
t st
aff/g
over
nor m
eetin
gs?
Activ
ities
to
dev
elop
the
scho
ol’s
ca
paci
ty/c
apab
ility
for F
aCE?
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riptio
n in
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kit
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ance
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ent
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riptio
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kit
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ance
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ent
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kit
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ance
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kit
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ance
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ent
3. W
elco
min
g fa
mili
es to
en
gage
with
the
scho
ol
For e
xam
ple:
wel
com
ing
activ
ities
, ‘g
et to
kno
w’ a
ctiv
ities
, act
iviti
es
targ
eted
at u
nder
-rep
rese
nted
gr
oups
of f
amili
es, h
ome
visi
ts,
com
mun
icat
ion
met
hods
use
d,
oppo
rtun
ities
for i
nfor
mal
con
tact
, se
t up
for p
aren
ts/c
arer
s to
exp
ress
th
eir v
iew
s.
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riptio
n in
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kit
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ance
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ent
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ance
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ent
learning.gov.wales/deprivation
FaCE the challenge together: Theme 1: Resource
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Theme 1: Resource 3 – Simple first-steps audit
Them
eCu
rren
t ac
tivi
ties
Whe
re a
re
we
now
? (0
–10)
Wha
t is
the
im
pact
?
(-3
to +
3)
Whe
re d
o w
e w
ant
to
get
to?
(0
–10)
Wha
t ne
eds
to c
hang
e?
Wha
t re
sour
ces
wou
ld w
e ne
ed?
Wha
t sc
hool
pr
iori
ties
co
uld
this
he
lp t
o de
liver
?
4. H
elpi
ng fa
mili
es
to a
ctiv
ely
supp
ort t
heir
child
’s le
arni
ng
For e
xam
ple:
par
ents
’/car
ers’
ev
enin
gs, f
amily
lear
ning
op
port
uniti
es, h
omew
ork
desi
gned
to
eng
age
fam
ilies
, eva
luat
ion
of
inte
rven
tions
, tar
gete
d ac
tiviti
es fo
r le
arne
rs re
ceiv
ing
less
sup
port
at
hom
e, s
uppo
rt fo
r fam
ilies
of A
LN
lear
ners
.
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riptio
n in
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kit
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ance
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ent
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riptio
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ance
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ent
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riptio
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ance
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kit
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ance
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riptio
n in
tool
kit
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ance
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ent
5. D
evel
opin
g co
mm
unity
pa
rtne
rshi
ps a
nd
mul
ti-ag
ency
w
orki
ng
For e
xam
ple:
saf
egua
rdin
g tr
aini
ng,
mul
ti-ag
ency
wor
king
/Tea
m
Arou
nd th
e Fa
mily
, act
iviti
es
to s
moo
th s
choo
l tra
nsiti
ons,
com
mun
ity p
artn
ersh
ips
to h
elp
fam
ily e
ngag
emen
t wor
k, a
ctiv
ities
in
volv
ing
com
mun
ity p
artn
ers.
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riptio
n in
tool
kit
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ance
do
cum
ent
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desc
riptio
n in
tool
kit
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ance
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ent
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riptio
n in
tool
kit
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ance
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ent
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riptio
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kit
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ance
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ent
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riptio
n in
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kit
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ance
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ent
learning.gov.wales/deprivation
FaCE the challenge together: Theme 1: Resource
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Theme 1: Resource 3 – Simple first-steps auditPl
ann
ing
to
ol
Act
ivit
yTh
eme
Whi
ch g
roup
(s)
does
thi
s en
gage
men
t ac
tivi
ty t
arge
t?
Wha
t w
ill b
e in
volv
ed?
Who
will
im
plem
ent?
Reso
urce
s re
quir
edH
ow w
ill
impa
ct b
e m
easu
red?
e.g.
re-d
rafti
ng
SDP
to e
mbe
d Fa
CE
1. L
eade
rshi
p fo
r a
self-
impr
ovin
g sy
stem
e.g.
all
fam
ilies
, but
w
ith a
n ex
tra fo
cus
on fa
mili
es o
f lea
rner
s el
igib
le fo
r fre
e sc
hool
m
eals
(eFS
M)/l
earn
ers
with
add
ition
al
lear
ning
nee
ds (A
LN)/
Gyp
sy a
nd Tr
avel
ler
fam
ilies
…
e.g.
one
mee
ting
to d
iscu
ss p
ossi
ble
chan
ges
and
cons
ulta
tion
proc
ess,
cons
ulta
tion
even
t w
ith fa
mili
es, e
ditin
g of
doc
umen
t to
mak
e ch
ange
s, on
e m
eetin
g to
agr
ee c
hang
es.
e.g.
hea
dtea
cher
, go
vern
ors,
SLT.
e.g.
four
day
s st
aff
time
(to o
rgan
ise
mee
tings
and
co
nsul
tatio
n ev
ent),
te
a an
d co
ffee
at
cons
ulta
tion
even
t.
e.g.
feed
back
from
fa
mili
es/c
halle
nge
advi
sor/E
styn
on
the
SDP.
e.g.
refre
shin
g sc
hool
ent
ranc
e to
mak
e it
mor
e w
elco
min
g
3. W
elco
min
g fa
mili
es to
en
gage
with
th
e sc
hool
e.g.
all
fam
ilies
, but
w
ith a
n ex
tra
focu
s on
fam
ilies
who
do
not s
peak
Eng
lish/
Wel
sh a
t hom
e/G
ypsy
an
d Tr
avel
ler f
amili
es/
fam
ilies
with
low
lit
erac
y le
vels
…
e.g.
mul
tilin
gual
ar
twor
k de
sign
ed b
y le
arne
rs, i
mpr
oved
en
try
syst
em …
e.g.
lear
ners
, vo
lunt
eers
, nam
ed
of s
taff
mem
ber.
e.g.
art
mat
eria
ls,
new
not
ice
boar
d,
new
ent
ry b
uzze
r.
e.g.
feed
back
vi
a in
form
al
disc
ussi
ons
with
pa
rent
s/ca
rers
, or
via
PTA
or
via
pare
nt/c
arer
qu
estio
nnai
re.
e.g.
fam
ily
lear
ning
pr
ogra
mm
e (F
LP) f
or
lear
ners
falli
ng
behi
nd in
nu
mer
acy
4. H
elpi
ng
fam
ilies
to
activ
ely
supp
ort
thei
r chi
ld’s
lear
ning
e.g.
chi
ldre
n in
Yea
rs 3
an
d 4
who
are
falli
ng
behi
nd in
num
erac
y, an
d th
eir f
amili
es.
e.g.
fam
ily le
arni
ng
prog
ram
me
(FLP
) run
w
ith h
elp
and
supp
ort
of lo
cal a
utho
rity.
Enga
ge fa
mili
es, a
nd
recr
uit t
hem
to th
e pr
ogra
mm
e, w
hich
ru
ns fo
r eig
ht
two-
hour
ses
sion
s.
e.g.
fam
ily li
aiso
n of
ficer
plu
s lo
cal
auth
ority
fam
ily
lear
ning
sta
ff.
e.g.
sch
ool
staf
f tim
e pl
us
cont
ribut
ion
to
loca
l aut
horit
y pr
ojec
t. U
se P
DG
for t
hose
lear
ners
el
igib
le fo
r fre
e sc
hool
mea
ls
(eFS
M).
e.g.
feed
back
fro
m fa
mili
es,
asse
ssm
ent o
f le
arne
r’s n
umer
acy
skill
s.
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FaCE the challenge together: Theme 1: Resource
20
Theme 1: Resource 4 – FaCE PowerPoint
This resource is also available as a standalone PowerPoint for schools to adapt and use for their own purposes.
Slide 1: FaCE the challenge together: Family and community engagement
FaCE the challenge together toolkit. Family and community engagement (FaCE).
Slide 2: Why work with families?
“Parental engagement in children’s learning makes a difference – it is the most powerful school improvement lever we have.” (Harris and Goodall (2007) Do Parents Know They Matter? (p.70))
“Family and parent support activities should have the improvement of children’s learning as a clear and consistent goal.” (Goodall and Vorhaus (2011) Review of Best Practice in Parental Engagement Practitioners Summary)
Why work with families?
• Powerful lever for raising attainment.
• Positive impact on behaviour and well-being.
• Powerful lever for tackling impacts of poverty.
• Build on the ‘Education begins at home’ campaign.
Slide 3: Ways that families can support learning
Foundation Phase Primary school age 7–11 Secondary school age
• Conversations.
• Role play.
• Reading stories.
• Teaching songs.
• Playing with letters and numbers.
• Painting and drawing.
• Visiting the library, museums and galleries.
• Outdoor trips.
• Interest in their school activities.
• Helping them feel they belong in the school.
• Regular bedtime, breakfast and school attendance.
• 10 minutes a day reading.
• Talking about ‘how big/much/many’.
• Outings to the library, museums and art galleries.
• Communicating value of education.
• Taking an interest in their studies.
• Modelling respectful relationships.
• Keeping them focused on learning while also supporting autonomy.
• Regular bedtime, breakfast and school attendance.
• Communicating aspirations, celebrating achievements.
• Providing a quiet study area.
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Theme 1: Resource 4 – FaCE PowerPoint
Foundation Phase Primary school age 7–11 Secondary school age
• Supporting social and emotional learning.
• Helping their child to be ‘school ready’.
• Working with the school to support the child with any particular issues.
• Supporting social and emotional learning.
• Encouraging reading and general discussions.
• Outings to cultural venues, extra-curricular activities.
• Working with the school to support the child to work through any particular issues.
• Supporting course/post-16 selection.
Slide 4: Why work with community partners?
“Extended schools … strengthen the ability of families and communities to attend to young people’s physical, emotional, cognitive and psychological needs.” (Coleman (2006) Lessons from Extended Schools)
“It takes a whole village to raise a child.” (African proverb)
Why work with community partners?
• Strengthen family engagement, leading to gains in attendance, behaviour and achievement.
• Learner well-being and standards.
• Strengthen the school (support, resources, networks).
• Make a positive contribution to the community.
• Assessed by Estyn.
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Slide 5: Ways that community partners can support learning
Remove barriers to family engagement
Provide support for learners
Increase community involvement
• Networking – links to target groups.
• Improve engagement offer.
• Arms-length agency forming link to school.
• Professional support for learners.
• Professional support for families.
• Improve learner well-being.
• Improve learner standards.
• Learners participating in the community.
• Extra-curricular activities.
• Help tackle impacts of poverty.
• Enriched curriculum.
• Community consultation (school development plan).
• Contribute to community cohesion.
• Contribute to social capital.
Slide 6: What could it do for our school?
Literacy
Extensive evidence of the positive impact of parental engagement programmes on children’s literacy.
Teaching parents/carers to teach their children readings skills can be twice as effective as asking them to listen to their child read. For example:
• family learning programme (FLP) to develop early reading skills
• auction of promises where Dads promise time reading to child
• family reading club.
Slide 7: What could it do for our school?
Numeracy
There is robust evidence of the positive and lasting impact of family numeracy programmes on children’s academic outcomes. For example:
• parent/carer prompts for home activities
• learning logs
• family learning programmes (FLPs)
• ‘Teach your child to learn’ workshops.
learning.gov.wales/deprivation
Slide 8: What could it do for our school?
Metacognition/visible learning
Involving families in goal setting with their child and teacher will help engage them in their child’s learning, which should:
• help families support learning at home
• lead to raised attainment.
Slide 9: What could it do for our school?
Tackling the impact of poverty
“The achievement of working class pupils could be significantly enhanced if we systematically apply all that is known about parental involvement.” (Desforges and Abouchaar (2003) The impact of parental involvement, parental support and family education on pupil achievement and adjustment)
Slide 10: What could it do for our school?
Prevent dip in attainment at transition
Family involvement in learning is a protective factor – attainment is more likely to dip if families aren’t involved. We can prevent dips by:
• engagement over transition in how best to support transition/learning in the next phase
• multi-agency working for early identification of families needing extra support.
Slide 11: What could it do for our school?
Well-being
• Children’s concerns can be sorted out more quickly when their families have a positive relationship with school staff.
• The Team Around the Family (TAF) approach supports learners and families facing multiple problems.
Theme 1: Resource 4 – FaCE PowerPoint
learning.gov.wales/deprivation 23 learning.gov.wales/deprivation
FaCE the challenge together: Theme 1: Resource
24
Theme 1: Resource 4 – FaCE PowerPoint
Slide 12: What could it do for our school?
Attendance and behaviour
Family engagement can have a significant positive impact, through developing a clear mutual understanding of expectations.
• Mutual respect and trust are key factors.
• Working as partners to support a child working through particular issues.
• Strategies for engaging with families of disengaged learners.
Ofsted (2008) found that a close partnership with parents/carers was fundamental to re-engaging with disaffected learners in secondary school.
Slide 13: What could it do for our school?
Bullying
• Important role of families in developing a strategy to tackle bullying.
• Greater ability to resolve issues when families are on board.
Slide 14: What could it do for our school?
Additional learning needs
Support families to support learners, for example, through:
• family workshops to develop parent/carer skills, e.g. signing, PECS (Picture Exchange Communication System)
• family workshops to develop independent living skills
• informal support to families, e.g. networking at coffee morning.
Slide 15: What could it do for our school?
Team Around the Family
Support learner and family well-being and help overcome barriers to learning, as well as:
• improve attendance
• improve behaviour
• reducing exclusions
• reducing risk of being a NEET (not in education, employment or training).
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Theme 1: Resource 4 – FaCE PowerPoint
Slide 16: What could it do for our school?
Community cohesion
• Ensure all our families are welcomed.
• Community partners help us to celebrate diversity.
Slide 17: What could it do for our school?
Community involvement
• Deliver community involvement priorities.
• Enrich the curriculum.
• Develop curriculum-based projects with external partners to help re-engage disengaged learners.
Slide 18: What could it do for our school?
Social capital in our community
Help adults/parents/carers in our community develop their skills, confidence and networks, for example, through:
• family learning programmes (FLPs) to develop parents’/carers’ literacy, numeracy and digital skills
• adult community learning classes on site
• participation in community events.
Slide 19: What could it do for our school?
Staff well-being
A whole-school approach to family and community engagement (FaCE) should allow us to:
• handle conflict and complaints more effectively, and reduce incidents of abusive behaviour towards staff
• make parents’/carers’ evenings more rewarding
• create a greater sense of cohesion and belonging between the school, families and the community
• improve learners’ attendance, behaviour and achievement
• find external professional support to meet the needs of families and learners.
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Theme 1: Resource 4 – FaCE PowerPoint
Slide 20: Summary
Good engagement strategies:
• value the contribution that families and community partners can bring
• involve the whole school
• start from, and build on, cultural values of families/communities
• are based on the understanding of barriers
• stress personal contact, foster communication, mutual respect and trust.
FaCE the challenge together toolkit
A framework with five themes.
1. Leadership for a self-improving system.
2. Embedding a whole-school approach to FaCE.
3. Welcoming families to engage with the school.
4. Helping families to actively support their child’s learning.
5. Developing community partnerships and multi-agency working.
Slide 21: Next steps
• Senior leadership team (SLT) member.
• Governor.
• Work through FaCE toolkit.
• Priorities → school development plan (SDP).
• Roles/professional development.
• Use of Pupil Deprivation Grant (PDG).
• School-to-school working.
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Theme 1: Resource 5 – Advanced audit tool
This resource contains the following.
• Instructions for conducting an audit and planning exercise around FaCE. (It has been designed for use with your challenge advisor, although you may alternatively want to use it with your senior leadership team, governors, and/or parent/carer representatives.)
• Audit tool.
• Planning tool.
Instructions for conducting an audit and planning exercise around FaCE
Purpose: to evaluate how successful you are in terms of FaCE, and to reflect on where you would like to get to next. This should be incorporated into the school’s self-evaluation processes and development of the school development plan.
Who should be involved: school leader(s), governors, challenge advisors, perhaps parents/carers and other stakeholders.
Step 1
Working through the template (or a variation of it) consider where you are now in relation to the FaCE framework. For each indicator, identify the place on the 0–4 scale that best reflects your current position (or alternatively mark as not applicable).
• 0 = No activity: This intervention is not being considered by the school.
• 1 = Initiation phase: The school is aware of this intervention but has not started planning for implementation.
• 2 = Planning phase: The school is engaged in a planning process to agree upon the steps necessary to move forward.
• 3 = Implementation phase: The school has completed planning and is in the process of implementing strategies.
• 4 = Maintenance phase: Strategies have been fully implemented. The school is managing for sustainability and further enhancement of this indicator.
Step 2
Thinking about your current activity for each indicator, consider the evidence you have on whether the activity is having an impact/making a difference. Score each indicator as either ‘?’ (impact unknown) or on a scale of -3 (highly negative impact) to +3 (high positive impact).
Step 3
Come to agreement on whether new/different activity is a priority for action for the school for the next planning period (high, medium, low).
You may want to consider the following.
• Is this issue currently presenting a barrier to engagement with the school/engagement with learning?
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Theme 1: Resource 5 – Advanced audit tool
• What difference would taking action on this indicator make to learners, parents/carers and the school?
• Could taking action in this area help the school to deliver on its other priorities?
• Where would action sit on the school’s spectrum of competing priorities?
• What resources/capacity building would be required in order to take action? Are these realistically available?
Step 4
Reflect more generally on the picture that is developing – what are the areas of strength? What are the gaps?
Are there more strategic activities that are needed in order to develop weak areas, for instance through school-to-school continuous professional development (CPD)? Staff capacity building?
Step 5
You may wish to record the priorities for action in the planning tool provided, which includes spaces for notes on the activity, intended audience, resourcing and plans for evaluation.
Repeat!
As part of the planning cycle, carry out this exercise again 6 to 12 months later to assess the progress achieved and evaluate whether the strategy you put in place worked.
Planning cycle
Note: there is also an Simple first-steps audit resource (Theme 1: Resource 3) available in this toolkit, which is designed to be used during an exercise with staff, governors and the PTA.
This toolkit also contains an Evaluation resource (Theme 1: Resource 6).
1. Identify the issue you would like to address
2. Consider possible solutions
3. Select intervention
4. Implement intervention
5. Evaluate how it is working
6. Decide what to do next
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Theme 1: Resource 5 – Advanced audit tool
Audit tool
Indicators in orange are those identified under the ‘All schools should …’ description in the main guidance document. Those in green are identified under the ‘In successful schools …’ description. The toolkit contains practical resources designed to support schools develop the areas under each indicator.
Theme IndicatorCurrent progress (0–4)
Current impact (-3 to +3)
Priority
H M L
1. L
eade
rshi
p fo
r a
self-
impr
ovin
g sy
stem
A named member of the SLT has responsibility for FaCE, and perhaps a named governor for this agenda.
There is clear reference to FaCE in the SDP.
FaCE is championed in every aspect of school life.
There is consultation with families/community groups over the SDP.
There are FaCE targets in the SDP.
A planning cycle is in place to support a self-improving system with respect to FaCE.
2. E
mbe
ddin
g a
who
le-s
choo
l app
roac
h to
FaC
E
Staff awareness of importance of FaCE raised via INSET days and/or standing agenda items and/or bespoke FaCE team.
Essential CPD for FaCE has been completed (e.g. on safeguarding and handling one-to-one interactions with difficult parents/carers).
There is a development needs analysis for all staff in relation to FaCE activities.
The professional learning opportunities identified by the development needs analysis are in place/completed.
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Theme 1: Resource 5 – Advanced audit tool
Theme IndicatorCurrent progress (0–4)
Current impact (-3 to +3)
Priority
H M L
2. E
mbe
ddin
g a
who
le-s
choo
l app
roac
h to
FaC
E
Training is offered to governors and members of PTA/parent/carer group.
School-to-school learning is used to increase capacity for FaCE (via School Improvement Groups (SIGs), clusters, families of schools, etc.).
Non-teaching member of staff in post to support the whole-school approach and lead on some particular aspects (e.g. attendance, working with particular groups of families) (aka family engagement/liaison officer/pastoral support worker).
A FaCE team leads whole-school approach, with representatives from governors, teaching and non-teaching staff, parents/carers and possibly student body.
A key worker has been identified for each learner/family – particularly for families that the school has previously struggled to engage with.
3. W
elco
min
g fa
mili
es t
o en
gage
wit
h
the
scho
ol
The school entrance is welcoming to families.
There is a space in school that can be used always/sometimes by parents/carers (perhaps a place for tea and coffee in hall or an IT suite).
Staff are available to engage with families around school gate/drop off/pick up times at school.
A range of communications methods are used (including and going beyond letters, parents’/carers’ evenings, social events).
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Theme 1: Resource 5 – Advanced audit tool
Theme IndicatorCurrent progress (0–4)
Current impact (-3 to +3)
Priority
H M L
3. W
elco
min
g fa
mili
es t
o en
gage
wit
h
the
scho
ol
The communication methods used are matched to parent/carer preferences.
Virtual learning environments (e.g. Hwb, Moodle, etc.) are used to promote family engagement with learning.
Teachers are available to engage with parents/carers in a variety of informal ways on a day-to-day basis.
Efforts are made to get to know families around transition points (e.g. meet the teacher sessions, data sharing between school settings or class teachers, home visits for some families).
The school has a detailed knowledge of their families, their needs, their degree of engagement with learning, and what they could contribute to the school.
The engagement approach is tailored to overcome barriers to engagement and to the needs of particular families (e.g. by providing translation, transport, alternative times of parents/carers evenings).
Particular efforts are made to engage some groups, e.g. families of eFSM learners, learners who are currently underperforming/receiving little support for learning at home, ALN learners.
Wider members of the families are welcomed (grandparents, older siblings).
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Theme 1: Resource 5 – Advanced audit tool
Theme IndicatorCurrent progress (0–4)
Current impact (-3 to +3)
Priority
H M L
3. W
elco
min
g fa
mili
es t
o en
gage
wit
h
the
scho
ol
A range of inclusive social events are put on, where costs are not prohibitive.
Families able to be involved through a range of ways/at different levels, including volunteering opportunities and opportunities for adults to develop their own skills.
The school invites parents/carers in to share their interests and skills and builds on these topics in class time.
Learners are encouraged to play a role in getting their parents/carers to get involved.
There is an accessible route through which parents and carers can express their views and be consulted on specific issues.
The PTA or other parent/carer group has been empowered and supported to expand its remit beyond fundraising to include FaCE or providing a channel through which families can be consulted.
A clear school policy is in place around handling complaints so that staff and parents/carers can resolve issues together, with support if necessary.
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Theme 1: Resource 5 – Advanced audit tool
Theme IndicatorCurrent progress (0–4)
Current impact (-3 to +3)
Priority
H M L
4. H
elpi
ng fa
mili
es t
o ac
tive
ly s
uppo
rt t
he c
hild
’s le
arni
ng
At parents’/carers’ evenings staff provide quality feedback on the learner’s progress in a way that parents/carers can understand.
Parents/carers not living with their children (e.g. due to separation) get regular updates on what is happening for their child.
Parents’/carers’ evenings are used to encourage family support for learning.
The school runs ‘goal setting evenings’ for learners and their families.
The format of one-to-one discussions with parents/carers is based on a needs assessment of families.
Family support for learning is encouraged via additional methods (e.g. website, homework, story sacks).
The school makes links to the ‘Education begins at home’ campaign, including directs parents/carers to the Welsh Government’s information for parents/carers website.
There is good home–school communication on what the child is learning at school.
Any particular learning concerns/issues are tackled together by staff and families.
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Theme IndicatorCurrent progress (0–4)
Current impact (-3 to +3)
Priority
H M L
4. H
elpi
ng fa
mili
es t
o ac
tive
ly s
uppo
rt t
he c
hild
’s le
arni
ng
Family learning interventions are in place (and evaluated) especially for learners whose parents/carers are not providing much support, or who have low literacy/numeracy levels themselves, or who particularly need their family’s support to overcome issues with or barriers to their learning.
Family learning interventions facilitate adult learning (especially basic literacy, numeracy and digital skills) and motivate adults to continue their learning.
Extra support is provided for learners who do not appear to be receiving much support for learning from their family (e.g. homework clubs, a lead worker).
5. D
evel
opin
g co
mm
unit
y pa
rtne
rshi
ps a
nd
mul
ti-a
genc
y w
orki
ng
Staff are well-trained on safeguarding issues.
The school uses multi-agency working to support families facing multiple problems, using effectively the referral processes under the Team Around the Family approach.
Parents/carers get information from the school about a range of services and activities available in the community, including adult learning opportunities (including via links on school website to the family information service).
learning.gov.wales/deprivation learning.gov.wales/deprivation
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Theme 1: Resource 5 – Advanced audit tool
Theme IndicatorCurrent progress (0–4)
Current impact (-3 to +3)
Priority
H M L
5. D
evel
opin
g co
mm
unit
y pa
rtne
rshi
ps a
nd m
ulti
-age
ncy
wor
king
The school accesses additional help for families that need it from a range of other services, including social services, speech and language therapy, health, educational psychologists.
There are effective relationships with feeder and onward settings to smooth transitions and identify and plan for any issues facing individual learners in the new intake. Families are asked for feedback on what they found useful.
Information is shared between educational settings using appropriate data protection protocols.
Some community partnerships have been developed.
The school takes a strategic approach to community partnerships (planning, agreeing outcomes, pooling resources, evaluating the impact).
Community partners help the school with its family engagement work, improving the ‘offer’ at family engagement events, or by helping schools engage with families that they are struggling to engage with.
The school has a directory of key community engagement partners.
Local shops and businesses support fundraising events.
Local shops and businesses offer visits or work placements.
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Theme 1: Resource 5 – Advanced audit tool
Theme IndicatorCurrent progress (0–4)
Current impact (-3 to +3)
Priority
H M L
5. D
evel
opin
g co
mm
unit
y pa
rtne
rshi
ps a
nd m
ulti
-age
ncy
wor
king
The school participates in major community events.
The school has established relationships with the main community groups in the area, including faith groups.
The school uses other community venues (leisure centres, theatres and museums, etc.) for some of its activities and for some family engagement activities.
School facilities are used (in or out of hours) by local groups, such as adult community learning classes.
Where possible, some community services are located on the school site to improve service access and create the school as a hub of the community (e.g. crèche, Flying Start, Credit Unions, Citizens Advice or Communities First).
learning.gov.wales/deprivation
38
Plan
nin
g t
oo
l
Act
ivit
yTh
eme
Whi
ch g
roup
(s)
does
thi
s en
gage
men
t ac
tivi
ty t
arge
t?
Wha
t w
ill b
e in
volv
ed?
Who
will
im
plem
ent?
Reso
urce
s re
quir
edH
ow w
ill
impa
ct b
e m
easu
red?
e.g.
re-d
rafti
ng
SDP
to e
mbe
d Fa
CE
1. L
eade
rshi
p fo
r a
self-
impr
ovin
g sy
stem
e.g.
all
fam
ilies
, but
with
an
ext
ra fo
cus
on fa
mili
es
of e
FSM
lear
ners
/lear
ners
w
ith a
dditi
onal
lear
ning
ne
eds
(ALN
)/Gyp
sy a
nd
Trav
elle
r fa
mili
es …
e.g.
one
mee
ting
to d
iscu
ss p
ossi
bly
chan
ges
and
cons
ulta
tion
proc
ess,
cons
ulta
tion
even
t w
ith fa
mili
es.
e.g.
hea
dtea
cher
, go
vern
ors,
SLT.
e.g.
four
day
s st
aff
time
(to o
rgan
ise
mee
tings
and
co
nsul
tatio
n ev
ent),
te
a an
d co
ffee
at
cons
ulta
tion
even
t.
e.g.
Fee
dbac
k fro
m
fam
ilies
/cha
lleng
e ad
viso
r/Est
yn o
n th
e SD
P.
e.g.
refre
shin
g sc
hool
ent
ranc
e to
mak
e it
mor
e w
elco
min
g
3. W
elco
min
g fa
mili
es to
en
gage
with
th
e sc
hool
e.g.
all
fam
ilies
, but
with
an
ext
ra fo
cus
on fa
mili
es
who
do
not s
peak
En
glis
h/W
elsh
at
hom
e/G
ypsy
and
Trav
elle
r fa
mili
es/fa
mili
es w
ith lo
w
liter
acy
leve
l …
e.g.
mul
tilin
gual
ar
twor
k de
sign
ed b
y le
arne
rs, i
mpr
oved
en
try
syst
em …
e.g.
lear
ners
, vo
lunt
eers
, nam
ed
staf
f mem
ber.
e.g.
art
mat
eria
ls,
new
not
ice
boar
d,
new
ent
ry b
uzze
r.
e.g.
feed
back
vi
a in
form
al
disc
ussi
ons
with
pa
rent
s/ca
rers
, or
via
PTA
or
via
pare
nt/c
arer
qu
estio
nnai
re.
e.g.
fam
ily
lear
ning
pr
ogra
mm
e (F
LP) f
or
lear
ners
falli
ng
behi
nd in
nu
mer
acy
4. H
elpi
ng
fam
ilies
to
act
ivel
y su
ppor
t the
ir ch
ild’s
lear
ning
e.g.
chi
ldre
n in
Yea
rs 3
an
d 4
who
are
falli
ng
behi
nd in
num
erac
y, an
d th
eir f
amili
es.
e.g.
fam
ily le
arni
ng
prog
ram
me
(FLP
) run
w
ith h
elp
and
supp
ort
of lo
cal a
utho
rity.
Enga
ge fa
mili
es, a
nd
recr
uit t
hem
to th
e pr
ogra
mm
e, w
hich
ru
ns fo
r eig
ht
two-
hour
ses
sion
s.
e.g.
fam
ily li
aiso
n of
ficer
plu
s lo
cal
auth
ority
fam
ily
lear
ning
sta
ff.
e.g.
sch
ool
staf
f tim
e pl
us
cont
ribut
ion
to
loca
l aut
horit
y pr
ojec
t. U
se P
DG
for t
hose
chi
ldre
n el
igib
le fo
r fre
e sc
hool
mea
ls.
e.g.
feed
back
fro
m fa
mili
es,
asse
ssm
ent o
f le
arne
r’s n
umer
acy
skill
s.
Theme 1: Resource 5 – Advanced audit tool
learning.gov.wales/deprivation
FaCE the challenge together: Theme 1: Resource
40
Theme 1: Resource 6 – Evaluation
This resource contains the following.
• Evaluation.
Evaluation
Evaluation helps schools to continually learn and improve, adjusting their interventions according to what is or is not demonstrably working for their learners within their own school context.
This toolkit prompts schools to evaluate the engagement activities that they put in place in order to assess whether they are having the desired impact.
Data collection and monitoring could include the following features of interventions2.
• Children’s attainment and learning related outcomes.
• Children’s behavioural and well-being outcomes.
• Parents’/carers’ demographic profile.
• Parental attitudes to education and parental attendance.
• Barriers to parental engagement.
The Education Endowment Foundation DIY Evaluation Guide www.educationendowmentfoundation.org.uk/evaluation/diy-evaluation-guide is a resource for teachers and schools which introduces the key principles of educational evaluation and provides practical advice on designing and carrying out small-scale evaluations in schools.
It provides straightforward advice on how to complete the eight steps necessary for a DIY evaluation.
Stage 1: Preparation
Step Description
1. Frame your evaluation question
This is the question that your evaluation will set out to answer.
2. Decide your measure This is what you will use to assess whether an approach has been successful. For example, standardised reading, writing, mathematics or science tests.
3. Decide your comparison group This is to understand what would have happened to learners if you did not implement the new approach. For example, you could compare with learners in the same or a different class.
2 Goodall and Vorhaus (2011) Review of Best Practice in Parental Engagement Practitioners Summary, Department for Education (England).
learning.gov.wales/deprivation
FaCE the challenge together: Theme 1: Resource
41
Theme 1: Resource 6 – Evaluation
Stage 2: Implementation
4. Conduct a pre-test This is to understand learners’ starting point on the outcome measure or form the groups in matched designs. Learners in your intervention and comparison groups should be starting from the same point.
5. Deliver the intervention Deliver the intervention as planned and record exactly what happened. You should ensure that your comparison group does not receive the intervention.
6. Conduct a post-test This is to understand the impact of the intervention on the outcome measure. The post-test should be implemented at the same time with both the intervention and comparison groups.
Stage 3: Analysis and reporting
7. Analysis and interpretation Record the results in a spreadsheet and then calculate the effect on attainment.
8. Report the results It is important to report the results clearly, e.g. using a PowerPoint presentation.
learning.gov.wales/deprivation
FaCE the challenge together: Theme 1: Resource
43
Theme 1: Resource 7 – Estyn inspections and FaCE
This resource contains the following.
• Introduction.
• Table 1: Where FaCE is highlighted in the Common Inspection Framework (CIF) and self-evaluation manuals.
• Table 2: How the different themes of this toolkit are picked up on during Estyn inspections.
Introduction
Estyn’s inspections guidance can be found via the following links.
www.estyn.gov.uk/english/inspection/inspection-guidance/primary-schools
www.estyn.gov.uk/english/inspection/inspection-guidance/secondary-schools
www.estyn.gov.uk/english/inspection/inspection-guidance/special-schools
www.estyn.gov.uk/english/inspection/inspection-guidance/pupil-referral-units
Section 3.3 of the 2010 Common Inspection Framework (Partnership Working) is the main area under which schools are inspected on their family and community engagement. However, FaCE is also highlighted in several other places in the 2010 Common Inspection Framework (CIF) and also in the 2014 self-evaluation manuals for schools.
Schools should not approach this activity as a tick box exercise but should evaluate the quality of their engagements and how well their engagements bring about improved provision and learning outcomes for learners and their families.
The two tables that follow highlight these areas in order to help schools make an accurate evaluation of how well they engage with families and the community. Both tables supply similar information, but the first table is structured according the sections in the CIF while the second is structured according to the five themes of this FaCE toolkit.
“ As a reflective professional process, self-evaluation enables schools to get to know themselves better, identify their agenda for improvement and promote innovation and sector-leading practice.” Estyn Self Evaluation Manuals for Schools 2014
learning.gov.wales/deprivation
FaCE the challenge together: Theme 1: Resource
44
Theme 1: Resource 7 – Estyn inspections and FaCE
Tab
le 1
: Wh
ere
FaC
E is
hig
hlig
hte
d in
th
e C
IF a
nd
sel
f-ev
alu
atio
n m
anu
als
CIF
sect
ion
Wha
t th
e Es
tyn
self-
eval
uati
on m
anua
ls s
ay a
bout
FaC
ELi
nks
to t
he F
aCE
tool
kit
1.2.
3 Co
mm
unit
y in
volv
emen
t an
d
deci
sion
-mak
ing
‘We
shou
ld e
valu
ate
the
exte
nt to
whi
ch p
upils
, inc
ludi
ng th
ose
from
diff
eren
t gro
ups,
take
on
resp
onsi
bilit
ies
and
play
a p
art i
n th
e sc
hool
and
wid
er c
omm
unity
.’
Q: H
ow o
ften
do p
upils
take
par
t in
activ
ities
in th
e co
mm
unity
out
side
the
scho
ol, o
r pa
rtic
ipat
e in
fund
-rai
sing
for c
harit
ies?
Them
e 5:
Dev
elop
ing
com
mun
ity
part
ners
hips
and
mul
ti-ag
ency
wor
king
2.1.
1 M
eeti
ng
the
need
s of
lear
ners
/ em
ploy
ers/
com
mun
ity
‘We
shou
ld a
lso
look
at t
he n
atur
e an
d ex
tent
of o
ut-o
f-sch
ool l
earn
ing,
incl
udin
g sp
orts
, cl
ubs,
visi
ts, s
peci
al e
vent
s, lin
ks w
ith th
e co
mm
unity
and
oth
er e
xtra
-cur
ricul
ar a
ctiv
ities
. It
is im
port
ant t
o co
nsid
er th
e ef
fect
iven
ess
of a
rran
gem
ents
for d
eliv
erin
g th
ese
and
how
they
co
here
with
mai
nstr
eam
cur
ricul
um p
lann
ing.
’
Q: P
rimar
y sc
hool
s: Is
com
mun
ity p
artic
ipat
ion
part
of t
he le
arni
ng in
our
cur
ricul
um?
Q: O
ther
set
tings
: Are
wor
k-fo
cuse
d ex
perie
nce
and
com
mun
ity p
artic
ipat
ion
part
s of
the
lear
ning
cor
e in
our
cur
ricul
um?
Them
e 5:
Dev
elop
ing
com
mun
ity
part
ners
hips
and
mul
ti-ag
ency
wor
king
2.2.
2 A
sses
smen
t of
an
d fo
r le
arni
ng
Q: D
o pa
rent
s/ca
rers
und
erst
and
asse
ssm
ent p
roce
dure
s an
d ha
ve a
cces
s to
reco
rds
and
repo
rts
rela
ting
to th
eir c
hild
ren?
Q: D
o w
e en
cour
age
pare
nts/
care
rs to
resp
ond
to re
port
s on
pro
gres
s?
Them
e 4:
Hel
ping
fam
ilies
to a
ctiv
ely
supp
ort t
heir
child
’s le
arni
ng
2.3.
1 Pr
ovis
ion
for
heal
th a
nd
wel
l-bei
ng
incl
udin
g sp
irit
ual,
mor
al, s
ocia
l an
d cu
ltur
al
deve
lopm
ent
Q: D
o w
e co
nsid
er th
e vi
ews
of p
upils
and
par
ents
/car
ers
ofte
n en
ough
?
Q: H
ow w
ell d
o w
e im
plem
ent o
ur a
nti-b
ully
ing
polic
y an
d ho
w a
war
e ar
e al
l of o
ur s
taff,
pu
pils
and
par
ents
of t
his
polic
y?
Q: H
ow w
ell a
re p
olic
ies
to p
rom
ote
good
beh
avio
ur a
nd p
reve
nt e
xclu
sion
s cl
early
und
erst
ood
by a
ll pu
pils,
par
ents
/car
ers
and
teac
hers
, and
how
con
sist
ently
are
they
app
lied?
Q: D
o w
e en
cour
age
lear
ners
to ta
ke re
spon
sibi
lity,
show
initi
ativ
e an
d de
velo
p an
un
ders
tand
ing
of li
ving
in a
com
mun
ity?
Q: D
o w
e co
ntrib
ute
wel
l to
the
loca
l com
mun
ity, i
nclu
ding
thro
ugh
regu
lar e
xtra
-cur
ricul
ar
activ
ities
?
Them
e 3:
Wel
com
ing
fam
ilies
to
enga
ge w
ith th
e sc
hool
Them
e 5:
Dev
elop
ing
com
mun
ity
part
ners
hips
and
mul
ti-ag
ency
wor
king
learning.gov.wales/deprivation
FaCE the challenge together: Theme 1: Resource
45
Theme 1: Resource 7 – Estyn inspections and FaCE
CIF
sect
ion
Wha
t th
e Es
tyn
self-
eval
uati
on m
anua
ls s
ay a
bout
FaC
ELi
nks
to t
he F
aCE
tool
kit
2.3.
2 Sp
ecia
list
serv
ices
, in
form
atio
n an
d gu
idan
ce
Q: D
o w
e en
able
pup
ils to
mak
e us
e of
pro
fess
iona
l sup
port
bot
h fro
m w
ithin
the
[sch
ool]
and
from
spe
cial
ist s
ervi
ces?
Q: D
o w
e lia
ise
effe
ctiv
ely
with
spe
cial
ist a
genc
ies
such
as
the
polic
e, h
ealth
, psy
chol
ogic
al,
coun
selli
ng a
nd s
ocia
l ser
vice
s?
Q: (
Exce
pt fo
r prim
ary
scho
ols)
Doe
s th
e qu
ality
of g
uida
nce
and
advi
ce h
elp
pupi
ls, s
tude
nts
and
pare
nts/
care
rs m
ake
choi
ces
abou
t cou
rses
in k
ey s
tage
4 a
nd s
ixth
form
and
, whe
re th
ere
are
choi
ces
avai
labl
e, in
key
sta
ge 3
?
Q: D
oes
the
qual
ity o
f inf
orm
atio
n pr
ovid
ed to
pup
ils a
nd p
aren
ts/c
arer
s in
cou
rse
hand
book
s an
d ot
her m
ater
ials
pro
vide
app
ropr
iate
gui
danc
e?
Them
e 5:
Dev
elop
ing
com
mun
ity
part
ners
hips
and
mul
ti-ag
ency
wor
king
Them
e 4:
Hel
ping
fam
ilies
to a
ctiv
ely
supp
ort t
heir
child
’s le
arni
ng
2.3.
4 A
ddit
iona
l le
arni
ng n
eeds
Q: D
o w
e co
nsul
t par
ents
/car
ers
regu
larly
?
Q:
Do w
e ev
alua
te th
e ad
equa
cy a
nd u
sefu
lnes
s of
con
trib
utio
ns fr
om le
arni
ng s
uppo
rt
assi
stan
ts, s
uppo
rt te
ache
rs, e
duca
tiona
l psy
chol
ogis
ts, m
edic
al, p
aram
edic
al a
nd n
ursi
ng
spec
ialis
ts, a
nd o
ther
ext
erna
l age
ncie
s?
Them
e 3:
Wel
com
ing
fam
ilies
to
enga
ge w
ith th
e sc
hool
Them
e 5:
Dev
elop
ing
com
mun
ity
part
ners
hips
and
m
ulti-
agen
cy w
orki
ng
2.4.
1 Et
hos,
equa
lity
and
dive
rsit
y
Q: H
ave
we
esta
blis
hed
an e
thos
that
is in
clus
ive
and
cont
ribut
es to
war
ds c
omm
unity
co
hesi
on?
Them
e 5:
Dev
elop
ing
com
mun
ity
part
ners
hips
and
mul
ti-ag
ency
wor
king
3.2.
1 Se
lf-ev
alua
tion
in
clud
ing
liste
ning
to
lear
ners
and
ot
hers
Q: D
o w
e ta
ke a
ccou
nt o
f the
vie
ws
of o
ur s
taff,
par
ents
/car
ers
and
othe
r sta
keho
lder
s?Th
eme
3: W
elco
min
g fa
mili
es to
en
gage
with
the
scho
ol
learning.gov.wales/deprivation
FaCE the challenge together: Theme 1: Resource
46
Theme 1: Resource 7 – Estyn inspections and FaCE
CIF
sect
ion
Wha
t th
e Es
tyn
self-
eval
uati
on m
anua
ls s
ay a
bout
FaC
ELi
nks
to t
he F
aCE
tool
kit
3.3
Part
ners
hip
wor
king
‘We
all s
hare
the
aim
of w
orki
ng in
par
tner
ship
to im
prov
e pr
ovis
ion,
sta
ndar
ds a
nd w
ellb
eing
. To
be
effe
ctiv
e at
wor
king
with
oth
ers,
scho
ols
need
to:
• be
rele
vant
to o
ur lo
cal c
omm
unity
and
to th
e liv
es o
f chi
ldre
n an
d yo
ung
peop
le o
utsi
de
scho
ol a
nd s
choo
l hou
rs;
• en
gage
with
fam
ilies
and
the
broa
der c
omm
unity
, inc
ludi
ng b
usin
esse
s, ex
tern
al a
genc
ies
and
the
volu
ntar
y se
ctor
; and
• w
ork
in a
join
ed-u
p w
ay w
ith o
ther
pro
vide
rs a
nd a
genc
ies
to im
prov
e th
e st
anda
rds
and
wel
lbei
ng o
f ind
ivid
ual p
upils
.
For [
scho
ols]
in th
e m
ost d
isad
vant
aged
com
mun
ities
, the
com
mun
ity fo
cus
is e
spec
ially
im
port
ant.
It is
her
e th
at [s
choo
ls] c
an p
lay
a m
ajor
role
in p
rovi
ding
the
expe
rienc
es a
nd
oppo
rtun
ities
that
are
ava
ilabl
e to
pup
ils in
mor
e pr
ospe
rous
are
as. [
Scho
ols]
alo
ne c
anno
t br
eak
the
link
betw
een
pove
rty
and
unde
rach
ieve
men
t. Re
sear
ch s
tres
ses
the
need
for
inte
grat
ed a
nd b
road
-bas
ed a
ppro
ache
s th
at in
volv
e a
num
ber o
f age
ncie
s w
orki
ng to
geth
er.
We
shou
ld n
ot lo
se s
ight
of t
he a
im o
f par
tner
ship
wor
king
. It i
s no
t don
e fo
r its
ow
n sa
ke o
r to
resp
ond
to e
xter
nal d
eman
ds. I
t sho
uld
lead
to b
ette
r pro
visi
on a
nd im
prov
ed s
tand
ards
an
d w
ellb
eing
. The
test
of a
ny a
spec
t of p
artn
ersh
ip w
orki
ng is
whe
ther
it c
an h
ave
a cl
ear,
dem
onst
rabl
e an
d be
nefic
ial e
ffect
on
pupi
ls.
We
need
to c
onsi
der h
ow w
ell o
ur [s
choo
l] co
llabo
rate
s w
ith p
artn
ers
to d
eliv
er c
oher
ent
prog
ram
mes
and
cho
ices
. To
do th
is, th
e [s
choo
l] ne
eds
to h
ave
effe
ctiv
e st
ruct
ures
and
pr
oces
ses
whi
ch c
ontr
ibut
e w
ell t
o jo
int w
orki
ng p
ract
ices
. We
shou
ld c
onsi
der h
ow o
ur s
taff
wor
k w
ith p
artn
ers
to p
lan,
man
age,
and
qua
lity
assu
re p
rovi
sion
, for
exa
mpl
e th
roug
h po
olin
g ou
r fun
ding
and
reso
urce
s.’
(Not
prim
ary
scho
ols)
‘Whe
n co
nsid
erin
g th
e pl
anni
ng a
nd p
rovi
sion
of 1
4–19
edu
catio
n, w
e ne
ed to
con
side
r the
effe
ctiv
enes
s of
our
par
tner
ship
with
oth
er s
choo
ls, fu
rthe
r edu
catio
n in
stitu
tions
and
wor
k-ba
sed
lear
ning
pro
vide
rs. T
hese
par
tner
ship
s sh
ould
pro
vide
acc
ess
to a
ra
nge
of s
uita
ble
voca
tiona
l and
gen
eral
edu
catio
n co
urse
s.’
All t
hem
es
learning.gov.wales/deprivation
FaCE the challenge together: Theme 1: Resource
47
Theme 1: Resource 7 – Estyn inspections and FaCE
CIF
sect
ion
Wha
t th
e Es
tyn
self-
eval
uati
on m
anua
ls s
ay a
bout
FaC
ELi
nks
to t
he F
aCE
tool
kit
3.3.
1 St
rate
gic
part
ners
hips
‘We
need
to c
onsi
der h
ow s
trat
egic
ally
our
sch
ool w
orks
with
its
part
ners
to im
prov
e pu
pils
’ st
anda
rds
and
wel
l-bei
ng. P
artn
ers
incl
ude:
• pa
rent
s/ca
rers
;
• pa
rtne
r prim
ary/
seco
ndar
y sc
hool
s;
• ot
her s
choo
ls a
nd p
ost-
16 p
rovi
ders
in th
e ar
ea n
etw
ork;
• th
e lo
cal a
utho
rity
educ
atio
n se
rvic
es fo
r chi
ldre
n an
d yo
ung
peop
le;
• th
e co
mm
unity
;
• lo
cal e
mpl
oyer
s;
• a
rang
e of
mul
ti-di
scip
linar
y ag
enci
es a
nd v
olun
tary
org
anis
atio
ns; a
nd
• in
itial
teac
her t
rain
ing
inst
itutio
ns.
Our
[sch
ool]
shou
ld b
e cl
ear a
bout
its
role
and
resp
onsi
bilit
ies
with
in a
ny fo
rmal
par
tner
ship
s. Th
e ke
y m
atte
r is
how
wel
l our
[sch
ool]
uses
str
ateg
ic p
artn
ersh
ips
to h
elp
to b
uild
our
cap
acity
fo
r con
tinuo
us im
prov
emen
t.
Part
ners
hips
will
dep
end
on g
ood
liais
on, t
rust
and
cle
ar c
omm
unic
atio
n be
twee
n pa
rtne
rs.’
Q: D
o w
e pl
ay a
key
role
in re
leva
nt a
nd e
ffect
ive
part
ners
hips
that
ben
efit o
ur p
upils
?
Q: D
o w
e w
ork
in a
join
ed-u
p w
ay w
ith o
ther
age
ncie
s to
impr
ove
the
stan
dard
s an
d
wel
lbei
ng o
f ind
ivid
ual p
upils
?
Q: A
re w
e cl
ear a
bout
our
role
and
resp
onsi
bilit
ies
with
in o
ur p
artn
ersh
ips?
Q: D
o w
e us
e st
rate
gic
part
ners
hips
to h
elp
us b
uild
our
cap
acity
for c
ontin
uous
impr
ovem
ent?
Q: D
o w
e en
sure
that
ther
e is
goo
d lia
ison
, tru
st a
nd c
lear
com
mun
icat
ion
betw
een
our s
choo
l an
d ou
r par
tner
s?
Q: D
o w
e en
gage
with
fam
ilies
and
the
broa
der c
omm
unity
, inc
ludi
ng b
usin
esse
s, ex
tern
al
agen
cies
and
the
volu
ntar
y se
ctor
, to
bene
fit o
ur p
upils
?
Them
e 3:
Wel
com
ing
fam
ilies
to
enga
ge w
ith th
e sc
hool
Them
e 4:
Hel
ping
fam
ilies
to a
ctiv
ely
supp
ort t
heir
child
’s le
arni
ng
Them
e 5:
Dev
elop
ing
com
mun
ity
part
ners
hips
and
mul
ti-ag
ency
wor
king
learning.gov.wales/deprivation
Theme 1: Resource 7 – Estyn inspections and FaCE
48
CIF
sect
ion
Wha
t th
e Es
tyn
self-
eval
uati
on m
anua
ls s
ay a
bout
FaC
ELi
nks
to t
he F
aCE
tool
kit
3.3.
2 Jo
int
plan
ning
, re
sour
cing
an
d qu
alit
y as
sura
nce
Q: D
o w
e ha
ve e
ffect
ive
stru
ctur
es a
nd p
roce
sses
whi
ch c
ontr
ibut
e w
ell t
o jo
int w
orki
ng
prac
tices
?
Q: H
ow w
ell d
o w
e w
ork
with
par
tner
s to
pla
n, m
anag
e an
d as
sure
the
qual
ity o
f pro
visi
on?
Q: H
ow w
ell d
o w
e w
ork
with
our
par
tner
sch
ools
to d
evel
op c
ontin
uity
in le
arni
ng a
nd
wel
lbei
ng?
Q: H
ow w
ell d
o w
e w
ork
with
our
par
tner
sch
ools
to m
oder
ate
and
assu
re th
e qu
ality
of t
he
asse
ssm
ent o
f pup
ils w
ork
and
cour
ses?
Q: H
ow w
ell d
o w
e w
ork
with
our
par
tner
sch
ools
to u
se a
nd s
hare
reso
urce
s ef
fect
ivel
y?
Q: H
ow w
ell d
o w
e w
ork
with
our
par
tner
sch
ools
to s
uppo
rt s
moo
th tr
ansi
tions
?
Q: H
ow w
ell d
o w
e w
ork
with
our
par
tner
s to
ens
ure
our p
upils
hav
e ac
cess
to a
rang
e of
su
itabl
e vo
catio
nal a
nd g
ener
al e
duca
tion
cour
ses?
Q: D
o w
e en
sure
that
par
tner
ship
wor
king
impr
oves
out
com
es, p
artic
ular
ly a
chie
vem
ent?
Them
e 5:
Dev
elop
ing
com
mun
ity
part
ners
hips
and
mul
ti-ag
ency
wor
king
learning.gov.wales/deprivation
Theme 1: Resource 7 – Estyn inspections and FaCE
49
Tab
le 2
: Ho
w t
he
dif
fere
nt
them
es o
f th
is t
oo
lkit
are
pic
ked
up
on
du
rin
g E
styn
insp
ecti
on
s
Them
e in
Fa
CE t
oolk
itSu
mm
ary
of ‘A
ll sc
hool
s
shou
ld …
’ des
crip
tion
Sum
mar
y of
‘In
succ
essf
ul
scho
ols
…’ d
escr
ipti
onLi
nks
to t
he C
IF a
nd E
styn
se
lf-ev
alua
tion
man
uals
1. L
eade
rshi
p fo
r a
self-
impr
ovin
g sy
stem
The
scho
ol’s
appr
oach
to F
aCE
is c
lear
ly
set o
ut in
the
scho
ol d
evel
opm
ent p
lan
and
ther
e ar
e na
med
sen
ior l
eade
rs
who
take
this
age
nda
forw
ard.
The
sc
hool
refle
cts
on c
urre
nt p
ract
ice
and
is
plan
ning
futu
re w
ork.
FaCE
is e
mbe
dded
in th
e sc
hool
eth
os
and
fam
ilies
are
see
n as
par
tner
s in
th
eir c
hild
’s ed
ucat
ion.
Eng
agem
ent i
s co
nsid
ered
a p
riorit
y ar
ea in
ord
er to
ra
ise
stan
dard
s, es
peci
ally
for l
earn
ers
from
dep
rived
bac
kgro
unds
. The
sch
ool
has
map
ped
out i
ts s
elf-i
mpr
ovem
ent
jour
ney.
This
them
e is
refle
cted
in C
IF 3
.1.1
(Str
ateg
ic
dire
ctio
n an
d th
e im
pact
of l
eade
rshi
p), 3
.1.2
(G
over
nors
or o
ther
sup
ervi
sory
boa
rds)
, 3.2
.1
(Sel
f-eva
luat
ion,
incl
udin
g lis
teni
ng to
lear
ners
an
d ot
hers
) and
3.2
.2 (P
lann
ing
and
secu
ring
impr
ovem
ent),
alth
ough
lead
ersh
ip o
f fam
ily
and
com
mun
ity e
ngag
emen
t is
not s
peci
fical
ly
sing
led
out.
2. E
mbe
ddin
g a
who
le-s
choo
l ap
proa
ch to
Fa
CE
The
scho
ol h
as ta
ken
step
s to
rais
e th
e aw
aren
ess
of th
e ag
enda
am
ong
staf
f and
to b
uild
the
scho
ol’s
capa
city
fo
r eng
agem
ent.
One
or m
ore
seni
or
mem
bers
of s
taff
lead
the
scho
ol’s
who
le-s
choo
l app
roac
h.
Man
y st
aff h
ave
enga
gem
ent a
ctiv
ities
cl
early
defi
ned
as p
art o
f the
ir ro
le, a
nd
are
prov
ided
with
app
ropr
iate
sup
port
an
d tr
aini
ng. O
ne o
r mor
e st
aff h
ave
spec
ific
role
s th
at s
uppo
rt th
e
who
le-s
choo
l app
roac
h, e
.g. a
roun
d at
tend
ance
or e
ngag
ing
with
par
ticul
ar
grou
ps o
f fam
ilies
.
This
them
e is
refle
cted
in C
IF 3
.1.1
(Str
ateg
ic
dire
ctio
n an
d th
e im
pact
of l
eade
rshi
p),
and
3.1.
2 (G
over
nors
or o
ther
sup
ervi
sory
bo
ards
), al
thou
gh fa
mily
and
com
mun
ity
enga
gem
ent i
s no
t spe
cific
ally
sin
gled
out
.
learning.gov.wales/deprivation
Theme 1: Resource 7 – Estyn inspections and FaCE
50
Them
e in
Fa
CE t
oolk
itSu
mm
ary
of ‘A
ll sc
hool
s
shou
ld …
’ des
crip
tion
Sum
mar
y of
‘In
succ
essf
ul
scho
ols
…’ d
escr
ipti
onLi
nks
to t
he C
IF a
nd E
styn
se
lf-ev
alua
tion
man
uals
3. W
elco
min
g fa
mili
es to
en
gage
with
th
e sc
hool
The
scho
ol is
a w
elco
min
g pl
ace
for
fam
ilies
, use
s a
rang
e of
com
mun
icat
ions
m
etho
ds a
nd p
rovi
des
a cl
ear r
oute
th
roug
h w
hich
fam
ilies
can
exp
ress
thei
r vi
ews.
The
scho
ol m
akes
ext
ra e
ngag
emen
t ef
fort
s ar
ound
tran
sitio
n ph
ases
and
to
eng
age
with
fam
ilies
that
it h
as
prev
ious
ly s
trug
gled
to re
ach.
The
scho
ol ta
ilors
its
com
mun
icat
ions
an
d en
gage
men
t act
iviti
es to
the
need
s of
par
ents
/car
ers
base
d on
an
und
erst
andi
ng o
f bar
riers
to
enga
gem
ent.
Ther
e ar
e re
gula
r, in
clus
ive
‘get
to k
now
’ eve
nts,
othe
r soc
ial
activ
ity a
nd o
ppor
tuni
ties
for f
amili
es
to v
olun
teer
to c
ontr
ibut
e to
the
scho
ol.
Pare
nts/
care
rs a
re re
gula
rly c
onsu
lted,
th
eir v
oice
s ar
e he
ard,
and
they
trus
t the
sc
hool
to h
andl
e co
mpl
aint
s w
ell.
2.3.
1 Pr
ovis
ion
for
heal
th a
nd w
ell b
eing
in
clud
ing
spir
itua
l, m
oral
, soc
ial a
nd
cult
ural
dev
elop
men
t (co
nsul
ting
and
info
rmin
g pa
rent
s/ca
rers
).
2.3.
4 A
ddit
iona
l lea
rnin
g ne
eds
(con
sulti
ng
pare
nts/
care
rs o
f ALN
lear
ners
).
3.2.
1 Se
lf-ev
alua
tion
, inc
ludi
ng li
sten
ing
to le
arne
rs a
nd o
ther
s (ta
king
acc
ount
of
pare
nt/c
arer
vie
ws)
.
3.3.
1 St
rate
gic
part
ners
hips
(wor
king
with
fa
mili
es to
impr
ove
pupi
ls’ s
tand
ards
and
w
ellb
eing
).
4. H
elpi
ng
fam
ilies
to
act
ivel
y su
ppor
t the
ir ch
ild’s
lear
ning
The
scho
ol u
ses
pare
nts’
/car
ers’
eve
ning
s an
d so
me
othe
r act
iviti
es to
hel
p an
d en
cour
age
fam
ilies
to e
ffect
ivel
y su
ppor
t the
ir ch
ild’s
lear
ning
, foc
usin
g on
fam
ilies
who
app
ear t
o be
pro
vidi
ng
less
sup
port
for l
earn
ing,
and
thos
e of
le
arne
rs fr
om d
epriv
ed b
ackg
roun
ds o
r w
ho a
re c
urre
ntly
und
erpe
rform
ing.
Fam
ilies
are
invo
lved
as
part
ners
in
child
ren’
s le
arni
ng a
nd ta
ke p
art i
n a
rang
e of
fam
ily le
arni
ng a
ctiv
ities
th
at d
evel
op th
eir s
kills
. Eng
agem
ent
inte
rven
tions
are
des
igne
d ar
ound
an
unde
rsta
ndin
g of
fam
ilies
’ circ
umst
ance
s, w
ants
and
nee
ds. S
peci
fic tr
aini
ng
oppo
rtun
ities
are
pro
vide
d to
sup
port
pa
rent
s/ca
rers
of A
LN le
arne
rs.
2.2.
2 A
sses
smen
t of
and
for
lear
ning
(e
ngag
emen
t with
par
ents
/car
ers
over
pro
gres
s re
port
s).
2.3.
2 Sp
ecia
list
serv
ices
, inf
orm
atio
n an
d gu
idan
ce (s
uppo
rtin
g pu
pils
and
fam
ilies
).
3.3.
1 St
rate
gic
part
ners
hips
(wor
king
with
fa
mili
es to
impr
ove
pupi
ls’ s
tand
ards
and
w
ellb
eing
).
learning.gov.wales/deprivation
Theme 1: Resource 7 – Estyn inspections and FaCE
51
Them
e in
Fa
CE t
oolk
itSu
mm
ary
of ‘A
ll sc
hool
s
shou
ld …
’ des
crip
tion
Sum
mar
y of
‘In
succ
essf
ul
scho
ols
…’ d
escr
ipti
onLi
nks
to t
he C
IF a
nd E
styn
se
lf-ev
alua
tion
man
uals
5. D
evel
opin
g co
mm
unity
pa
rtne
rshi
ps
and
m
ulti-
agen
cy
wor
king
The
scho
ol h
as e
ffect
ive
rela
tions
hips
w
ith it
s fe
eder
set
tings
to s
moo
th
tran
sitio
ns. S
taff
are
wel
l-tra
ined
on
safe
guar
ding
issu
es a
nd u
se
mul
ti-ag
ency
wor
king
to s
uppo
rt fa
mili
es
faci
ng m
ultip
le p
robl
ems.
Scho
ol tr
ansi
tions
are
pla
nned
and
se
amle
ss. T
he s
choo
l, w
orki
ng w
ith
pare
nts/
care
rs, t
akes
a s
trat
egic
ap
proa
ch to
dev
elop
ing
com
mun
ity
part
ners
hips
and
mul
ti-ag
ency
w
orki
ng in
ord
er to
str
engt
hen
fam
ily
enga
gem
ent,
stre
ngth
en th
e sc
hool
, and
dr
ive
up s
tand
ards
.
1.2.
3 Co
mm
unit
y in
volv
emen
t an
d
deci
sion
-mak
ing
(pup
ils ta
king
par
t in
com
mun
ity a
ctiv
ities
).
2.1.
1 M
eeti
ng t
he n
eeds
of l
earn
ers,
empl
oyer
s/co
mm
unit
y
(wor
k-fo
cuse
d ex
perie
nce
and
com
mun
ity
part
icip
atio
n in
the
curr
icul
um).
2.3.
1 Pr
ovis
ion
for
heal
th a
nd w
ellb
eing
in
clud
ing
spir
itua
l, m
oral
, soc
ial a
nd
cult
ural
dev
elop
men
t (de
velo
ping
pup
il’s
unde
rsta
ndin
g of
and
con
trib
utio
n to
thei
r co
mm
unity
).
2.3.
2 Sp
ecia
list
serv
ices
, inf
orm
atio
n an
d gu
idan
ce (g
ettin
g sp
ecia
list s
uppo
rt fo
r le
arne
rs/fa
mili
es fr
om o
ther
age
ncie
s).
2.3.
4 A
ddit
iona
l lea
rnin
g ne
eds
(spe
cial
ist
supp
ort f
or A
LN le
arne
rs v
ia m
ulti-
agen
cy
wor
king
).
2.4.
1 Et
hos,
equa
lity
and
dive
rsit
y (in
clus
ive
etho
s co
ntrib
utin
g to
com
mun
ity c
ohes
ion)
3.3.
1 St
rate
gic
part
ners
hips
(wor
king
with
pa
rtne
rs to
impr
ove
prov
isio
n an
d pu
pils
’ st
anda
rds
and
wel
lbei
ng).
3.3.
2 Jo
int
plan
ning
, res
ourc
ing
and
qual
ity
assu
ranc
e (p
artn
ersh
ip w
orki
ng p
ract
ices
in
clud
ing
with
oth
er s
choo
ls).
learning.gov.wales/deprivation