Parent Partnership Award
Welcome to our parent partnership page....
At Haslam Park, we highly value the relationships we have with our parents and carers.
We truly believe that our pupils benefit most from their educational experience and care here when we work in partnership with parents. Children have two main educators in their lives - their parents and their teachers.
Both have crucial roles to play and the impact of learning is greater if we work together with shared aims. We want to make our school a welcoming place for parents with an ethos based on mutual trust and respect.
Parental involvement in our school can be divided into three broad strands:
- Parental involvement in the life of the school;
- Parental support for the individual child at home and in school and
- School's support for parents with the intent of improving the experiences of both parents and children.
BREAKING NEWS ...
In November, Mrs Griffin and Mrs Roughley spent one full day with a verification officer from Optimus Education, talking through all the work we have done with our parents and families and we are overjoyed to announce that we have ACHIEVED THE LPPA AWARD!
We are truly, truly proud of achieving this award as it shows, without doubt, that we value the relationships we have with our parents. We will continue to work closely with our parents on the projects and targets set out in the report.
Please take the time to read the report. It is filled with lots to be proud of- together, as a community, we can make the future of our pupils very bright!
Leading Parent Partnership Award (LPPA)
Verification Report
School name: Haslam Park Primary School
School address and postcode: Wigan Road Bolton BL3 5QL
School telephone: 01204 333393
School website: www.haslam-park.bolton.sch.uk
Head teacher: Kati-Anne Roughley
Head teacher’s email: roughleyk@ haslam-park.bolton.sch.uk
LPPA coordinator: Emily Griffin
LPPA coordinator’s email: griffine@haslam-park.bolton.sch.uk
Award verifier: Kathryn Kirby
Award adviser (if applicable): School led
Date of verification: 9th November 2020
Commentary on the evidence provided:
The co-ordinator provided a detailed e-portfolio of evidence on Award Place illustrating how the
school have developed work with parents and how parents were supported to continue their
children’s learning since the covid lockdown in March 2020
Objectives 1&2
A working group was established which included the Headteacher, staff and parents. Roles were
clearly defined and one parent was an Urdu speaker enabling her to effectively communicate with
other parents in their own language.
Initial and ongoing information about the LPPA for parents, staff, and governors was provided
through a range of methods: - an LPPA web page linked to the parent area of the website was set up,
parents were consulted at parent meetings, meetings with staff were held to ensure staff were
aware of their responsibilities to communicate with parents.
Parental partnership is included in the School Improvement Plan.
The LPPA Action Plan was RAG rated, regularly reviewed and updated, it was used as a working
document by the co-ordinator to monitor and record progress.
© Copyright Optimus Education 2018 1
Verification Report
School name: Haslam Park Primary School
School address and postcode: Wigan Road Bolton BL3 5QL
School telephone: 01204 333393
School website: www.haslam-park.bolton.sch.uk
Head teacher: Kati-Anne Roughley
Head teacher’s email: roughleyk@ haslam-park.bolton.sch.uk
LPPA coordinator: Emily Griffin
LPPA coordinator’s email: griffine@haslam-park.bolton.sch.uk
Award verifier: Kathryn Kirby
Award adviser (if applicable): School led
Date of verification: 9th November 2020
Commentary on the evidence provided:
The co-ordinator provided a detailed e-portfolio of evidence on Award Place illustrating how the
school have developed work with parents and how parents were supported to continue their
children’s learning since the covid lockdown in March 2020
Objectives 1&2
A working group was established which included the Headteacher, staff and parents. Roles were
clearly defined and one parent was an Urdu speaker enabling her to effectively communicate with
other parents in their own language.
Initial and ongoing information about the LPPA for parents, staff, and governors was provided
through a range of methods: - an LPPA web page linked to the parent area of the website was set up,
parents were consulted at parent meetings, meetings with staff were held to ensure staff were
aware of their responsibilities to communicate with parents.
Parental partnership is included in the School Improvement Plan.
The LPPA Action Plan was RAG rated, regularly reviewed and updated, it was used as a working
document by the co-ordinator to monitor and record progress.
© Copyright Optimus Education 2018 1
During lockdown parents were kept informed of progress via the school website, class DOJO and
twitter.
Objective 3
The school motto ‘Together we explore, learn and grow’ is stencilled on the main entrance door to
the school, the school logo and motto are on all documents and posters and displayed on the
website. The school aims are shared in the school Welcome Pack. There is clear external and internal
signage to help parents and visitors find their way around school.
There are customised welcome posters EYFS, KS1 and KS2 in community languages. There are
beautifully presented displays of children’s work throughout the school. The school is decorated in
neutral colours, natural materials used to back displays, wooden equipment and desks in EYFS
contribute to providing a calm, focus learning environment with minimum distractions.
The school has a wide range of communication mechanisms for parents e.g. a comprehensive easy
to use website which has a translation facility, twitter, Class DOJO which is extensively used,
especially during lockdown, phone calls from staff again very important for parents during lockdown,
the school Family Support Worker provides customised support for parents. Letters are translated
into parents’ home languages and parents can reply to school in their home language. Currently
parents are not able to come into school so are supported by phone and virtually.
All contacts with parents are logged, ‘hits’ on Twitter, use of the website and DOJO are monitored,
the school can see when the translation facility has been used. Parents have fed back to school on
the translation facility enabling school to make translations more accurate and easier to understand.
Parent feedback indicates that parents feel supported by staff, find it easy to contact staff,
appreciate class DOJO and feel welcomed in their interactions with school
Parents’ survey results have been collated stating: - positive comments, actions taken and actions
planned. This information has been shared with parents and posted on the website.
Objective 4
The school had a plan of parents’ learning opportunities for 2019-2020, activities went ahead in the
Autumn and Spring terms but stopped during lockdown and face to face workshops are still unable
to be offered due to covid.
Events that took place included: - Family Maths Lessons, Calculation Workshop, Family First Aid, Stay
and Read and Family Healthy Cooking. All events were evaluated and parent feedback was gathered,
collated and acted upon. Parents were consulted about the timing of activities. Events were
promoted and celebrated on DOJO and on the school website to enable parents who did not attend
to share in the celebrations.
This Autumn term a Triple P parenting programme was delivered by phone to a parent struggling
with behaviour management at home. She reported that this had helped her and her children.
During lockdown parents were supported with home learning, through class DOJO, daily ZOOM
lessons, weekly home learning timetables were provided and families were sent links to on line
learning resources, staff telephoned families and kept in touch via DOJO. Learning packs were hand
delivered to families’ unable to access the internet.
The school are currently consulting parents around delivering ZOOM drop-in sessions for parents in
response to parent feedback.
Parent feedback indicates that families enjoyed the workshops provided by school and ‘loved seeing
what children are learning’ and appreciated the support with home learning during lockdown.
Objective 5
The EYFS provided comprehensive evidence of how induction was conducted this year during the
covid pandemic, indicating how hard staff worked to ensure a smooth transition into school for
© Copyright Optimus Education 2018 2
twitter.
Objective 3
The school motto ‘Together we explore, learn and grow’ is stencilled on the main entrance door to
the school, the school logo and motto are on all documents and posters and displayed on the
website. The school aims are shared in the school Welcome Pack. There is clear external and internal
signage to help parents and visitors find their way around school.
There are customised welcome posters EYFS, KS1 and KS2 in community languages. There are
beautifully presented displays of children’s work throughout the school. The school is decorated in
neutral colours, natural materials used to back displays, wooden equipment and desks in EYFS
contribute to providing a calm, focus learning environment with minimum distractions.
The school has a wide range of communication mechanisms for parents e.g. a comprehensive easy
to use website which has a translation facility, twitter, Class DOJO which is extensively used,
especially during lockdown, phone calls from staff again very important for parents during lockdown,
the school Family Support Worker provides customised support for parents. Letters are translated
into parents’ home languages and parents can reply to school in their home language. Currently
parents are not able to come into school so are supported by phone and virtually.
All contacts with parents are logged, ‘hits’ on Twitter, use of the website and DOJO are monitored,
the school can see when the translation facility has been used. Parents have fed back to school on
the translation facility enabling school to make translations more accurate and easier to understand.
Parent feedback indicates that parents feel supported by staff, find it easy to contact staff,
appreciate class DOJO and feel welcomed in their interactions with school
Parents’ survey results have been collated stating: - positive comments, actions taken and actions
planned. This information has been shared with parents and posted on the website.
Objective 4
The school had a plan of parents’ learning opportunities for 2019-2020, activities went ahead in the
Autumn and Spring terms but stopped during lockdown and face to face workshops are still unable
to be offered due to covid.
Events that took place included: - Family Maths Lessons, Calculation Workshop, Family First Aid, Stay
and Read and Family Healthy Cooking. All events were evaluated and parent feedback was gathered,
collated and acted upon. Parents were consulted about the timing of activities. Events were
promoted and celebrated on DOJO and on the school website to enable parents who did not attend
to share in the celebrations.
This Autumn term a Triple P parenting programme was delivered by phone to a parent struggling
with behaviour management at home. She reported that this had helped her and her children.
During lockdown parents were supported with home learning, through class DOJO, daily ZOOM
lessons, weekly home learning timetables were provided and families were sent links to on line
learning resources, staff telephoned families and kept in touch via DOJO. Learning packs were hand
delivered to families’ unable to access the internet.
The school are currently consulting parents around delivering ZOOM drop-in sessions for parents in
response to parent feedback.
Parent feedback indicates that families enjoyed the workshops provided by school and ‘loved seeing
what children are learning’ and appreciated the support with home learning during lockdown.
Objective 5
The EYFS provided comprehensive evidence of how induction was conducted this year during the
covid pandemic, indicating how hard staff worked to ensure a smooth transition into school for
© Copyright Optimus Education 2018 2
Following the achievement of our 'Leading Parent Partnership Award' ,this academic year, we will be offering parents and carers a range of exciting, collaborative experiences.
We offer...
- A more accessible school website with the addition of 'google translate';
- Stay and read sessions for parents following class assemblies;
- An invitation for all parents to become involved in our new and improved PTA and all of their incredible events
- Opportunities to share their opinions on parents' evening via parent questionnaires
- Academic workshops across years 1-6 in which parents will have the opportunity to engage in their child's learning;
- Invite parents to 'stay and play' in EYFS;
- Design and deliver several exciting opportunities for parents to become involved in whole-school projects based on topical events;
- Improve our in-year admissions process by offering further transition meetings and drop ins for new parents and children;
- improving our in- year admissions process by designing a 'new parent' leaflet which will be translated into several languages and
- Inviting parents into several of our 6 transition afternoons during the summer term.
We hope to see as many of our parents engaging in our much-improved offer over the coming months. Please keep visiting this page for updates and photographs.
Should you have any suggestions for ways in which we can further involve parents in our school community, please do not hesitate to contact Mrs Roughley (headteacher) or Mrs Griffin/Mrs Haslam (the Leading Parent Partnership team).
Examples of feedback from parents/ carers
In Lockdown I was able to spend time with my child on Zoom helping them with their learning.
It was so useful to see how the teachers teach.
I felt that it really helped my understand what they do in school.
I didn't realise how hard the work was!
Stay and Read September 2022
Following Mr Hoodless' fantastic assembly , lots of our lovely parents stayed to read and engage in their child's learning.
Here are some of the comments left on the feedback forms provided:
'The classroom setting was comfortable. Spending time with my daughter and talking about what she was reading ie discussions was a positive experience for both me and my daughter."
'I got to see what my child was reading and we had a bit of a chat!"
" I enjoyed having time with my daughter in school, learning.
Stay and Read - September 2022
We were so pleased to see lots of lovely parents attending our 'stay and read' session following our year 6 assembly.
Here are some of the comments left on the feedback forms provided:
"I enjoyed reading with my granddaughter"
"It was nice to sit in the classroom with my child."
"Can we have more chances to stay and see what the children are learning?"
.
