This has a number of advantages including engaging with parents at key points throughout the year and reducing the amount of information in, and time required to write, the annual report. We recognise and pay respect to Aboriginal and Torres Strait Islander Peoples, their ancestors, the elders past, present and future from the different First Nations across this country. This has a number of advantages including engaging with parents at key points throughout the year and reducing … This is important because the most useful information for parents will be the information that is relevant and appropriate to their child’s and family’s needs and circumstances. language considerations (i.e. • Give your child a voice in the data-sharing process. Viele übersetzte Beispielsätze mit "sharing with parents" – Deutsch-Englisch Wörterbuch und Suchmaschine für Millionen von Deutsch-Übersetzungen. Universal child and family services play a key role in this process because of the extent of their contact with parents – through routine periodic contact (e.g. The educator might then send some cards made with the children and labelled with the English words home to … It is important to assess the quality of the information and resources you provide to parents to ensure they are useful, effective and, at the very least, not harmful. , Rhoades, A. If you’re able to have a follow up conversation with a parent (see Step 9 below), it might be useful at this stage to: The principles of effective engagement are just as important during the follow-up phase as with all the other phases described in this paper. everyone involved with the child shares information to build up a complete picture of the child. These documents can allow healthcare providers to release and share medical information with parents and guardians in an emergency. Centre for Community Child Health. It’s important that parents know that you’re not criticizing their children, but looking to make a difference. Along with insurance and medical information, the OFW® information bank has sections for co-parents to share even more information including child care contact details, school schedules, clothing sizes, … Classroom Monitor schools also have access to a range of ‘assessment summaries’ which can work really well as reports. Some of the things you could consider with the parent at this stage include: Where a parent is asking for information about services, you could also explore any logistical barriers they face in accessing services: Do they have private transport? Most practitioners have limited time to personally review information and resources on a regular basis. ‘So, you’re going to look up the information about tantrums on that website? Why is it difficult for parents to talk to practitioners about their children’s mental health. information and resources they have used in the past that they have found useful, and why they were useful, the format of information that they are most comfortable with (e.g. They can find themselves caught up in disputes between a number of adults, each claiming to have parental responsibility for a particular child. Of course, a written report can never fully replace the information that is shared with parents through the face to face conversations that take place over the course of a year. Ask your child to describe his or her own strengths, challenges, and interests. For example, by putting aside your ‘work tools’ (e.g. Children can have active imaginations, which can lead to unnecessary anxiety in times of stress . Share examples of children’s work with parents and families and organise open days and exhibitions to display and celebrate these. Traditionally, the most common way of sharing information with them has been the written annual report; often a lengthy, printed document that is hand delivered by pupil to parent. where the parents speak a language other than English). Child mental health: A time for innovation (Policy Brief No. ‘The kids are alright’ – Changes in GP consultations with children 2000–15. Using your LMS, teachers can provide background information about what is being learned in class so parents can help their child with homework. well-child checks) as well as opportunistic interactions, (e.g. Principles of effective parent engagement. Do you feel like you have the information you need to address your concerns in a way that aligns with your family circumstances, values and beliefs. Share information with parents about the resources and equipment you provide for children to use, show parents your group photo albums and share information about your group planning. That way, we all have a better understanding of how to use that data. ‘So, just to summarise our plan: you’re going to look up the information about tantrums on that website, have a talk to your partner about what you want to do and get back to me about how you went?’, ‘When you get home you said you’re going to call that helpline and when I see you again we’ll talk through other options if we need to?’, ‘You’re going to drop in to the community hub next week, ask them about local playgroups and maybe go along to a playgroup session, then let me know how you and Dillon went? a bulletin board in the staff kitchen), putting aside time in regular staff meetings for practitioners to share new information and resources with each other. This may impact upon their capacity to take in what you are telling them. Community-based knowledge transfer and exchange: Helping community-based organisations link research to action. Making a Resource List Resources for Babies and Toddlers Resources for Pre-School Children After School Children Resourcing Multiculturalism and Diversity posts: “Five tips for setting up student-led parent-teacher conferences” and “How NOT to get overwhelmed by data: Teacher reports to use throughout the year.” National Workforce Centre for Child Mental Health, Emerging Minds. The seven golden rules to sharing information 1. Share your thoughts in person; this is not a conversation to have on the phone. They may just have a sense that something ‘isn’t quite right.’ To develop a clearer picture of what the parent is worried about, ask them if it’s okay for you to ask them some questions, and explain why. The documents can then be printed, emailed or shared from within Classroom Monitor via the online portal. Be conscious of the non-verbal cues you’re communicating. For more information about the principles of effective engagement see Engaging Parents: An Introduction course. It’s not only up to the school to have all of the relevant academic information ready to share with parents, but to make an effort to include them in discussions that revolve around student performance. Where parents express a concern about their child’s social and emotional wellbeing, it may be useful to point out firstly what you can and cannot do for them, based on your professional role and remit. Start with 2–3 resources that seem most appropriate and let the parent know that you have additional information and resources should they need them. leaflets, brochures, booklets and links to websites and apps that provide information about topics related to child mental health such as: general information about children’s social and emotional development, tips on how to enhance children’s mental health, supporting children’s social and emotional wellbeing during and after adversity (e.g. Learn. Being open and sharing information can reduce anxiety, confusion, and misconceptions. Published 26 March 2015 Last updated 4 July 2018 — see all updates Let parents finish what they’re saying before you speak. This is also a great time to encourage parents to become classroom volunteers, and share information about parent-teacher … The characteristics of high-quality information and resources. These resources can also be used by practitioners to determine the quality of the health information they provide to parents. Markbook assessments can be shared so parents can see what’s been achieved and what needs to be worked on, they can see any saved evidence, and resources can also be shared to support learning at home. episodic visits to a general practitioner) (Centre for Community Child Health, 2018; Australian Health Ministers’ Advisory Council, 2011). Remember that you don’t need to know the answers to all the questions that every parent asks. This course is the first in a suite of two courses. This Google Classroom tutorial will show you how to share information inside Google Classroom using Google Calendar with parents or anyone you would like. At its best, this one activity can promote strong parent-child attachment, nurture key early language and literacy skills, strengthen a child’s pride in their cultural and personal identity, expand their knowledge of the world, and help them process strong emotions and deal with life’s challenges. enhance parents’ understanding of children’s social and emotional development, reassure parents that their child’s behaviour is typical for their age and stage of development, help parents decide whether they or their child needs further support and/or. This resource is for practitioners in universal health, education and community services who interact with parents of children aged 0–12 years, including those who work only with parents and not with children. For more help sharing assessment data with families, take a look at our family guide to MAP Growth and the following Teach. services for children, parents and families. Parent Information Nights. You must do so by law 19 or in response to a court order. The Schools' Privacy Policy describes how schools collect and manage personal and health information, consistent with Victorian privacy law and Department policy. There are nine key steps that practitioners can follow to ensure the information they provide to parents is high-quality, useful and relevant to their family’s circumstances. As report writing season already seems to have started for a number of you, we thought the best place to start is in sharing progress with parents. Within the packet you can include: contact information, school or class website information, educational objectives for the year, classroom rules, etc. providing a dedicated space where practitioners can share information and resources with each other (e.g. For teachers who have diligently recorded formative assessment data, reporting could and should be really easy. repeat key points (Government of South Australia, 2013). Did the information or resource help you address your concerns? If you don’t have time to talk with them immediately, try and set up another time to speak with them and let them know that although you can’t speak with them in that moment, you still take their concerns seriously. Obviously, the child’s age and stage of development factors into their context and will determine what information will be most relevant and appropriate to a parent (e.g. To ensure that the information you provide to parents is relevant and appropriate, it is important to get an understanding of the background and current circumstances for the child, the parent(s), and their family – in other words, their context. Online reporting sessions can give parents a summary of their child’s attainment and progress over a period set by the school. For example, there is a medical section in which parents can record all of the vital medical details for each of their children. Here’s some information about how you can do that. This classroom based information also has the advantage of being rooted in what the children have actually been doing, making it more engaging for parents. posts: “Five tips for setting up student-led parent-teacher conferences” and “How NOT to get overwhelmed by data: Teacher reports to use throughout the year.” Using a respectful, non-judgmental approach with parents will help reassure them that the follow-up conversation is not a ‘test’. By submitting your email address you agree to receiving marketing emails from Prime Principle Ltd. For example, ‘Am I right in saying that you felt upset when the other parent told Taj to stop shouting?’ Now may be a good time to reflect on how well your process of sharing with parents is working. Many thanks to Dan Moss, Derek McCormack, Elly Robinson, Ruth Crooke, Stephen Graham and Steffany Woolford for their valuable input, feedback and suggestions for this paper. Universal service providers play a key role in helping to support children’s mental health because of the extent of their contact with a diverse range of families. Listening well is one way of showing parents that you’re available for them and that you value any opinions or concerns they raise (Raising Children Network, 2018). Strengths and hope: focusing on parents’ strengths and helping them identify and build upon their skills, resources and ‘know-how’. resources that help you, and the parents you work with, understand child mental health, resources that you can provide to parents to help them support their children’s social and emotional wellbeing. “When Parents and Practitioners work together in early years settings, the results have a positive impact on children’s development and learning.” EYFS 2.2 It’s very important to share observations with parents in an appropriate and professional way to develop and extend the child’s learning. In those circumstances, the following tips for clear communication are especially important: Whatever information or resources you provide to parents, link it back to the child’s social and emotional wellbeing. Sustained nurse home visiting for families and children: A literature review of effective processes and strategies. ) Giving your family and friends information about your care and treatment could make it easier for them to support you when you are in hospital and when you leave, but this is up to you. ) Our next few blogs will look at how this can be put into practice: how your formative and summative data can be shared usefully with different audiences. Children can have active imaginations, which can lead to unnecessary anxiety in times of stress . 5. Students can also create digital portfolios. It’s a statutory duty for schools to share various things with parents in the period since their last report was sent. inform parents about what supports are available and how to access those supports. Consider how you share information with parents. When you’re seeking to share information with parents about children’s social and emotional wellbeing, it is important to work with them to ensure any information or resources you provide are relevant and appropriate to their family’s needs and circumstances. I’m really hoping it will be useful.’, ‘Just to recap, the plan is for you to call that helpline within the next few days? For example, ‘What did you mean when you said he was “mucking up”?’, significant relationships (apart from parents) in the child’s life (e.g. All information held in the platform is stored securely, and can be downloaded and shared as required. This is especially important when a parent has a specific concern about their child’s social and emotional wellbeing because it will help parents plan the next steps and reinforce to them your interest in the outcome of the process (see Text Box 7 for examples of how you might say this). Start a blog. (2017). As part of our ‘Changing the Conversation’ white paper series earlier this academic year, we gave a detailed review of the types of information that can be usefully shared with parents. 2. Once again, you may not have the time to personally assess the quality of all the information and resources you provide to parents, however you can adapt some of the tips listed above to assist you with this process. If they’re worried about their child, parents are likely to feel stressed and anxious. Share how it went with the addition of photos for the parent to talk about with their child later. ClassDojo can be used on the web and via apps for iPhone and Android. What follows is offered as guidance and is not a substitute for legal advice. Turns out it is equally engaging for parents! Braun, D., Davis, H., & Mansfield, P. (2006). The Building Blocks course explores the foundations of children’s social and emotional wellbeing as a starting point to working collaboratively with parents to identify issues and concerns they may have about their child or children. Australian Family Physician, 44(12), 877–879. This information helps teachers individualize action plans to help your child achieve success. Planners: Another great option for your LMS is using it to share a weekly calendar with parents and students. Share Information With Parents and Others ... is a federal law that protects the privacy of student records and prohibits university staff from disclosing certain information to parents or other individuals without the permission of the student. These can be unsubscribed from at any time. This can be a fantastic tool to share classroom updates and involve parents you throughout the year. Stop what you’re doing and look at parents when they’re talking to you. But wouldn’t parents benefit from learning about students ... Any time you share information from assessments with families, it is critical to clarify the purpose of that assessment: What, precisely, is this data telling us about our students? For example, ask your colleagues about the sources they trust for information and resources for parents and subscribe to newsletters produced by reputable organisations in your field. Your surgeon may tell your spouse about your condition, either in person or by phone, while you are unconscious. Some schools are also moving away from sending a printed report and instead send reports via email or through online portals. McDonald, M. (2018). If you feel better about yourself, that will be good for Aroha as well.’, ‘I can see that Percy and Delilah love being with you – that means you’re doing a really good job. All school staff can, and must, share information about a student with other staff who ‘need to know’ that information to enable the school to: ... even if the student or parent asks that information not be shared. Some useful resources for evaluating the quality of health information include: When you’re seeking to share information with parents about children’s social and emotional wellbeing, it is important to work with them to ensure any information or resources you provide are relevant and appropriate to their family’s needs and circumstances. As part of a strengths-based approach, you could also praise the parent for taking the time to review the information you gave them. How do schools make sure that parents are actively working with students to help them excel in their studies? In just 30 minutes, we’ll show you how to save time, raise standards and simplify pupil tracking and data management with a free consultation. providing practitioners with opportunities to participate in relevant professional development opportunities. Some tools to assess the quality of information and resources you provide to parents is also provided in Text Box 2. The types of information that you share may vary at different times of the year and may fulfil different purposes. This creates a report which updates automatically when the teacher updates the markbooks, so the parent always has an up to date view. Learn. Here are some suggestions for talking to parents about your concerns for a child’s development: Choose a time and place where you can talk alone. In its recently published action plan on teacher workload, the DfE recommends that any assessment data you collect should follow the principle of ‘collect once and use many times’. To ensure you provide parents with comprehensive and high-quality resources and information about child mental health, it is important to regularly familiarise yourself with the information and resources available. Being able to concentrate completely on the person seeking help is crucial (Braun et al, 2006). Simply uploading assignments and grades into the system will provide parents with the opportunity to check them when they choose. Not only do universal child and family service providers interact regularly with parents, they reach a significant proportion of families. Now an app where teachers can share class stories and contact parents directly. Parents are given guidance about how to support their child to improve.’. Where appropriate, provide the parents with a few options – a brochure, a list of services and information about a website, for example. This requires no extra effort from the teacher over and above what they are recording for teaching and learning purposes. Many schools have begun to explore and use different methods of communicating with parents. Most practitioners have limited time to personally review information and resources on a regular basis. (2013). Using a strengths-based, non-judgmental approach – and acknowledging the parents’ expert knowledge about their child – will help the parent engage with you. This will ensure parents do not misinterpret your interest in the outcome as a directive. Where there is an opportunity to follow up with the parents, or to meet with them again in person, you could agree on a few more steps (see Text Box 8). hard-copy documents, online information, apps). The steps are divided into two key stages: It is important to note that the steps outlined in the paper are not designed for the purposes of diagnosing a child. Canberra, ACT: Department of Health. (2018). Obviously there’s many other reasons to share information with parents rather than just to meet a statutory duty! How Helping Works: towards a shared model of process. Traditionally, the most common way of sharing information with them has been the written annual report; often a lengthy, printed document that is hand delivered by pupil to parent. When this information is well organized, it makes it easier to locate in the moment that you need it. Provide parents with an opportunity to ask questions about the resources you provide. But Maureen Holt, Humboldt's Title I teacher and reading specialist, wanted to share student progress more often and let parents in on the data that teachers were seeing. Emerging Minds recognises and pays respect to Aboriginal and Torres Strait Islander peoples, their ancestors and the Elders past, present and future from the different First Nations across this country. Check on the feeling as well as the content of what’s said. Some of the things that might make the process easier for you to familiarise yourself with available information and resources include: Team leaders and organisations can also support practitioners with this process by: It is impossible for one practitioner to know all the information and resources available to parents. SA Health, Department for Health and Ageing, Government of South Australia. This paper draws upon evidence-based knowledge translation and exchange strategies designed for community-based organisations (Wilson et al, 2010). Resources for assessing the quality of health information. Would they benefit from services that use interpreters? Parents want information about their child because they care about them and want to check that they’re doing OK. Assessing the quality of information and resources requires attention to five key areas (see Text Box 1). Poor listening skills are a barrier to parents’ engagement with professionals (Moore et al, 2012). Serious Case Reviews often record that a failure to share information has been a key factor. Learn. Curiosity: remaining curious about parents’ hopes for their children and seeing parents as more than just the sum of the challenges they face. She … Keep a list of your favourite resources for reference or try some of our courses. Ofsted also emphasises the sharing of ‘clear and timely information on how well their child is progressing and how well their child is doing in relation to the standards expected. Knowing that your center has thoroughly planned for a safe reopening will help put parents’ minds at ease. They are aimed at helping practitioners locate and share information to: This paper is intended for practitioners working with parents of children aged 0–12 years, including practitioners in the health, community services and early childhood education and care sectors. young people, parents and carers who have to make decisions about sharing personal information on a case-by-case basis. Bayram, C., Harrison, C., Charles, J., & Britt, H. (2015). Could you access the information or the resource easily? some services will only be eligible for children within a certain age range). Sharing information with parents where possible, talk informally to parents on a regular basis as well as at parent/practitioner meetings. Anti-discrimination law. It’s great that you and Finn have started talking, and it’ll be really good for him to be able to talk more about how he’s feeling with everything that’s happening at home.’, ‘It’s great that you’ve developed some strategies for dealing with Aroha’s behaviour, but you need to look after yourself as well. (2012). Don’t forget to share good news, too. Let the parent know that you want to ask them some questions about their child and their family to get a better sense of what information might be useful to them. Shared storybook reading is one of the greatest gifts a parent can give a child. Parkville, Victoria: The Royal Melbourne Children’s Hospital. grandparents). Australian Health Ministers’ Advisory Council. Not every parent likes to receive email updates every week. asking your colleagues and peers regularly about new information and resources they have come across, adding yourself to interagency circular emails, subscribing to newsletters that offer information about new resources for children, parents and families, following relevant organisations and services on social media to keep up to date with new information and resources. 9 You can share confidential information about a person if any of the following apply. Let parents know you’re listening and interested by nodding or saying ‘Uh huh’ occasionally. Available at: . Classroom Monitor users have a number of tools at their disposal to help share information with parents: When creating traditional written reports, any formative assessment that has been recorded for an individual during the school year can be sent through to their report. We acknowledge the importance of connection to land, culture, spirituality, ancestry, family and community for the wellbeing of all Aboriginal and Torres Strait Islander children and their families. Share this information with teachers when you meet with them. For more information on how we process your personal data, visit our, Company registered in England and Wales no. This provides personalised sentences based on the pupil’s actual learning which can be shared as they are or edited by the teacher to create a written comment. Government of South Australia. Information sharing is an important aspect of safeguarding children and vulnerable people.

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