Partnership with Parents Policy
Partnership with Parents Policy
Policy statement
We believe that children benefit most from early years’ education and care when parents and settings work together in partnership.
Our aim is to support parents as their children's first and most important educators by involving them in their children's education and in the full life of our setting. We also aim to support parents in their own continuing education and personal development.
Some parents are less well represented in early years’ settings; these include fathers, parents who live apart from their children, but who still play a part in their lives, as well as working parents. In carrying out the following procedures, we will ensure that all parents are included.
When we refer to ‘parents’, we mean both mothers and fathers; these include both natural or birth parents, as well as stepparents and parents who do not live with their children but have contact with them and play a part in their lives. ‘Parents’ also includes same sex parents, as well as foster parents.
The Children Act (1989) defines parental responsibility as 'all the rights, duties, powers, responsibilities and authority which by law a parent of a child has in relation to the child and his property’.
Procedures
§ Parents are made to feel welcome in our setting; they are greeted appropriately, there is adult seating and provision for refreshment.
§ We have a means to ensure all parents are included - that may mean that we have different strategies for involving fathers, or parents who work or live apart from their children.
§ We make every effort to accommodate parents who have a disability or impairment.
§ We consult with all parents to find out what works best for them.
§ We ensure on-going dialogue with parents to improve our knowledge of the needs of their children and to support their families.
§ We inform all parents about how the setting is run and its policies, through access to written information and through regular informal communication. We check to ensure parents understand the information that is given to them.
§ Information about a child and his or her family is kept confidential within our setting. The exception to this is where there is caused to believe that a child may be suffering, or is likely to suffer, significant harm, or where there are concerns regarding child’s development that need to
§ be shared with another agency. We will seek parental permission unless there are reasons not to protect the safety of the child.
Reference to our Information Sharing Policy on seeking consent for disclosure.
§ We seek parental consent to administer medication, take a child for emergency treatment, take a child on an outing, and take photographs for the purposes of record keeping.
§ The expectations that we make on parents are made clear at the point of registration.
§ We make clear our expectation that parents will participate in settling their child at the commencement of a place according to an agreed plan.
§ We seek parents’/committees’ views regarding changes in the delivery of our service.
§ Parents/Committee members are actively encouraged to participate in decision making processes according to the structure in place within our setting.
§ We encourage parents to become involved in the social and cultural life of the setting and actively contribute to it.
§ As far as possible our service is provided in a flexible way to meet the needs of parents without compromising the needs of children.
§ We provide enough opportunity for parents to share necessary information with staff and this is recorded and stored to protect confidentiality.
§ Our key persons meet regularly with parents to discuss their child’s progress and to share concerns if they arise.
§ Where applicable, our key persons work with parents to carry out an agreed plan to support special educational needs.
§ Where applicable, our key persons work with parents to carry out any agreed tasks where a Protection Plan is in place for a child.
§ We involve parents in the shared record keeping about their children - either formally or informally – and ensure parents have access to their children's written developmental records.
§ We provide opportunities for parents to contribute their own skills, knowledge, and interests to the activities of the setting.
§ We support families to be involved in activities that promote their own learning and well-being, informing parents about relevant conferences, workshops, and training.
§ We consult with parents about the times of meetings to avoid excluding anyone.
§ We provide information about opportunities to be involved in the setting in ways that are accessible to parents with basic skills needs, or those for whom English is an additional language; making every effort to provide an interpreter for parents who speak a language other than English and to provide translated written materials.
§ We hold meetings in venues that are accessible and appropriate for all.
§ We welcome the contributions of parents; in whatever form these may take.
§ We inform all parents of the systems for registering queries, complaints or suggestions and we check to ensure these are understood. All parents have access to our written complaint’s procedure.
§ We provide opportunities for parents to learn about the curriculum offered in the setting and about young children's learning, in the setting and at home. There are opportunities for parents to take active roles in supporting their child’s learning in the setting: informally through helping or taking part in activities with their child, or through structured projects engaging parents and staff in learning about children’s learning.
At Blundeston Pre-school Parental involvement is very important, we believe children benefit most from the education and care when parents and staff work together, giving a positive impact on a child’s learning and development.
AIM
To ensure that each child is supported fully within their development, through working cohesively with families to maximise outcomes for all children.
METHODS:
• Parents are informed of how the setting is run in an information pack which is given to them before their child starts the Pre-school. This information also includes an overview of the EYFS and the ways in which Blundeston Pre-school encompasses this framework. See child information pack.
• Our Confidentiality and Speaking up Policy details how Blundeston Pre-school ensures that the privacy of children and their families is always respected. Anybody working within the setting in either a paid or voluntary role signs a confidentiality agreement and any breaches of confidentiality result in the necessary action being taken. See Confidentiality and Speaking Up Policy.
• The Operational Plan is displayed within the entrance each day for families to access. In addition, a separate folder is available in the entrance to the hall which contains all the Policies and Procedures of the Pre-school. This folder is clearly labelled with a notice that informs parents that copies are available on request for them to take home.
• Parents are informed with termly newsletters and displays within the entrance of the systems for registering any queries, views, concerns, suggestions, or complaints. A copy of our complaint’s procedure is pinned to our notice board and the Ofsted poster including the complaints phone number is always displayed.
• Following each AGM, a parental questionnaire is forwarded to all families as a means through which they can confidentially share their views and opinions regarding the quality of care available at Blundeston Pre-school. Answers to the questionnaire are collated by the chairperson and acted upon appropriately.
• A suggestion box placed daily in the entrance to provide a further opportunity for parents to input ideas into the daily provision.
• When the child starts the Pre-school, they will be allocated a Key person who will work closely with the family and observe their child’s development and record progress throughout their time at the Pre-school. The Learning Journey is through tapestry. We also encourage parents to add certain things like events, child’s interests, or observations at home. The Learning Journey is available anytime to view upon request. Furthermore, the Key person will meet once per term with the parent during our designated ‘Learning Journey Week’ to discuss the content and purpose of their child’s ‘Learning Journey’. This also gives parents the opportunity to talk with the Key person and to raise any questions or concerns they may have. When the child leaves the Pre-school the ‘Learning Journey’ will then be forwarded onto the primary school or alternative childcare provider. Children are also allocated a second Key person.
• We also carry out a 2-Year-old progress check.
• Parents are encouraged to be a parent helper, and a rota is placed in the entrance each day for the parents to sign up to. Working within a voluntary capacity within the setting provides an opportunity for families to become practically involved in assisting with general activities, along with giving an opportunity to see how their child interacts within the setting.
• Parents are also encouraged to join the Pre-school Management Committee where they can play an active role in the management and strategic development of the setting, details can be obtained for the chairperson, committee members or staff.
• Regular newsletters are sent out to parents advising of events taking place and giving information regarding the Pre-school. A resource sheet is included once per term which provides families with ideas across the six areas of learning for ways in which they can support their child’s development.
Children Act 2004 - https://www.legislation.gov.uk/ukpga/2004/31/pdfs/ukpga_20040031_en.pdf
Data Protection Act 1998 –
https://www.legislation.gov.uk/ukpga/1998/29/contents
Every Child Matters Change for Children 2004 –
Freedom of Information Act 2000 –
https://www.legislation.gov.uk/ukpga/2000/36/contents
Race Relations Act 1977 –
https://www.legislation.gov.uk/uksi/1977/842/made
Race Relations Amendment Act 2000 –
https://www.legislation.gov.uk/ukpga/2000/34/resources
Early Years Foundation Stage (EYFS) -
In compliance with the Safeguarding and Welfare Requirements, the following documentation is also in place at our setting:
§ Admissions Policy.
§ Complaints procedure.
§ Children’s records policy.
§ Safeguarding policy
This Policy was reviewed January 2023.
Signed on behalf of the preschool, Chairperson.
To be reviewed annually