PARTNERSHIPS WITH FAMILIES KEY POINTS WHEN ESTABLISHING HOW MIGHT THIS BE ACHIEVED? AN EFFECTIVE PARTNERSHIP WITH BY… PARENTS, CARERS AND FAMILIES Show how much you are prepared to Rewards to go home • support and encourage their child Informal and formal reports • Show how much you know about their child • Parents’ evenings Informal conversations at school gate • Informal and formal reports home • Let them know any concerns about their Phone calls • behaviour Meetings child’s • Involve the parents, carers or family in Informal meetings • assessing the needs of the pupil • Parents’ evenings Involve the parents, carers or family in Involve the parents, carers or family in • planning and reviewing the support the drawing up school provides for the child and reviewing pupil friendly IPPs, IEPs, IBPs • Parents’ evenings Use effective home-school liaison Books/notes sent home in which teacher or • methods to keep open, positive and LSA writes only positive comments about the supportive communication pupil Phone calls to inform parents of positive • behaviours Ensure parents know they are welcome in • school to discuss their child, explaining when teachers are available to do this Always discuss their needs in the Reference to work displayed child’s • context of his or her strengths and positive Redirection techniques to focus on more • qualities positive aspects of behaviour Adopt a see the Referring to a team approach ‘no blame approach’ – • home and school as the solution not the problem Make sure all actions you take are based Refer to section 2.6 of this toolkit • on the need to protect the self-esteem of the child and everyone directly concerned with his or her welfare Encourage their contribution to a Support parents, carers and families to keep • profile informal records of positive as well as negative behaviours at home and the triggers to those behaviours
PARTNERSHIPS WITH FAMILIES KEY POINTS WHEN ESTABLISHING AN EFFECTIVE PARTNERSHIP WITH PARENTS, CARERS AND FAMILIES HOW MIGHT THIS BE ACHIEVED? BY… Show how much you are prepared to support and encourage their child • Rewards to go home • Informal and formal reports Show how much you know about their child • Parents’ evenings • Informal conversations at school gate • Informal and formal reports home Let them know any concerns about their child’s behaviour • Phone calls • Meetings Involve the parents, carers or family in assessing the needs of the pupil • Informal meetings • Parents’ evenings Involve the parents, carers or family in planning and reviewing the support the school provides for the child • Involve the parents, carers or family in drawing up and reviewing pupil friendly IPPs, IEPs, IBPs • Parents’ evenings Use effective home-school liaison methods to keep open, positive and supportive communication • Books/notes sent home in which teacher or LSA writes only positive comments about the pupil • Phone calls to inform parents of positive behaviours • Ensure parents know they are welcome in school to discuss their child, explaining when teachers are available to do this Always discuss their child’s needs in the context of his or her strengths and positive qualities • Reference to work displayed • Redirection techniques to focus on more positive aspects of behaviour Adopt a ‘no blame approach’ – see the home and school as the solution not the problem • Referring to a team approach Make sure all actions you take are based on the need to protect the self-esteem of the child and everyone directly concerned with his or her welfare • Refer to section 2.6 of this toolkit Encourage their contribution to a profile • Support parents, carers and families to keep informal records of positive as well as negative behaviours at home and the triggers to those behaviours
positive_behaviour_management_guidance_2016_final-2.docx