ERO+Research+Report+-+Partners+in+Learning

What did parents expect of schools?
Māori parents and whānau told ERO that their children and mokopuna were their priority and involvement in their education was critical. They expected teachers to have a range of skills and strategies to engage their children in learning. Māori parents expected schools to give them honest, accurate and useful information about their child’s progress and achievement. They wanted their children to become confident learners who accepted challenges and maintained their personal mana. Māori parents said they wanted to be involved in their child’s school, be invited to come to school and be part of their child’s learning. They wanted their culture and values acknowledged through the use of Māori protocols, for example mihi and karakia at meetings. They also expected schools to provide programmes in te reo Māori and tikanga that supported their children’s learning.

What did they think schools expected of them?
Māori parents and whānau believed that schools expected them to support systems, expectations and procedures for attendance and behaviour management, and to follow protocols for visiting classrooms and teachers. They also thought schools expected them to attend school hui and support their children with homework.

What worked well?
Māori parents wanted their children to have good learning relationships with their teacher(s). They thought that this was more likely to happen when teachers related well to their students, respecting and acknowledging their cultural identity. Māori parents and whānau appreciated opportunities to celebrate their child’s success and to have discussions about what and how well they were learning. Seeing their child progress over time was very important to them. Engagement worked well when, as parents, they were listened to and their ideas were valued. These parents said having Māori trustees on the board helped them to engage with their child’s school. They also noted that it was often easier for the Māori perspective to be heard if there was more than one Māori trustee. Whānau groups for support, and opportunities for discussion about their child’s learning and well-being were also seen as very important.

What made engagement difficult?
Certain factors hindered successful engagement with Māori parents. Teachers who held negative or deficit views and attitudes about their children were of particular concern to parents. Some parents believed that their children would have to battle these views and attitudes throughout their schooling. Māori parents said that it was difficult to work in partnership when report interviews were rushed and teachers were not always well prepared. Some had concerns about not being well informed when their child had difficulties with learning. Māori parents noted that it was not easy to work in partnership with their child’s school when policies and procedures were not made available to them or the information was not clearly stated. In particular, they said it was difficult when schools did not have processes for parents to raise concerns about their child if these occurred. Some parents gave examples of schools not responding to concerns or complaints in an appropriate and timely manner, leading to frustration and a breakdown of relationships. Other factors that made engagement difficult related to Māori parents’ own experience of school. Where parents had had negative experiences in their own schooling they found it more difficult to get involved with their child’s learning. Additional barriers cited by these parents included not having time to go on trips, and not having money to support additional activities such as camps.

What would help?
Māori parents thought that schools could do a variety of things to improve engagement with them. Having a receptive principal (and senior management team) who actively listened to what they had to say was of prime importance. They felt that schools that were genuinely welcoming to Māori made it easier for them to have contact with their child’s teacher. Hui and consultation activities offering different ways for parents to express their views and give feedback were seen as likely to increase levels of engagement. Māori parents told ERO that they wanted teachers to encourage and take a lead in involving them, through actions and not just words. They appreciated getting reports about their child’s progress and achievements that were honest and gave them a lead as to what should be learnt next. They liked being involved in helping their child set learning goals. Many Māori parents saw homework as a way of strengthening home-school partnerships. Parents thought that clearer expectations about what was expected of their child’s homework would help them to understand its purpose and the level of involvement they should have. Māori parents said that the use of different ways to communicate, such as text messaging and email, would help the flow of information between home and school. Having a Māori support group in the school and the backing of kaumatua could also help strengthen engagement. Parents noted that partnerships could be strengthened if all schools offered dual language learning opportunities.

Expectations
The findings show overwhelmingly that all parents, regardless of their background or where they choose to have their children educated, expect the best education for their children. Parents have high expectations of schools. They particularly expect teachers to engage and support children to achieve success, not just academically, but in other ways as well. //I expect our mokopuna to achieve in everything they do…to achieve well across the board. The school helps them with this. I want both mokopuna to have learnt how to be honest and come out to be successful and have a career pathway. I want them to be good role models and maybe come back here one day and show others how they have done.//  Māori parent Some parents talked about their frustrations when expectations were not being met. My son is very musical and there is a music room that he could work in but they won’t let him use it. It is not one of his subjects and so he can’t be involved. A visiting drummer came to school and he couldn’t go because music was not a specialist subject of his.  Māori parent  Burmese refugee parents want to know how their children are learning and achieving and what they need to do to help their child. Most schools are not meeting this expectation. Some Burmese refugee parents want to be involved in school activities such as camps, day trips and helping in the library. They believe that generally schools are not meeting these expectations.   Refugee parents Some parents do not know what schools expect of them, particularly in relation to how they can engage as partners in their child’s learning. Other parents view schools’ expectations of them as largely driven by systems and as documented in policies and procedures. //Schools expect us to support school systems, expectations and procedures for attendance, behaviour management and follow school protocols when wanting to visit teachers to discuss your child’s progress. //  Māori parent

 Parents are unsure what schools expect – ‘there’s a big gap’. It’s often very difficult for parents to know who the right person is for them to talk to at a school. It’s especially confusing for parents if they have children of different ages and at different schools as each school has different procedures and expectations.   Refugee parents // Overall, parents felt schools had either few, or no, expectations of them as parents in terms of their engagement with their child’s school. //  Remote families This evaluation highlights the importance of schools having a shared understanding about what each party can expect of the other. Developing ideas about respective roles and responsibilities and clarity about what constitutes effective engagement for both the school and parents is critical for successful engagement.

Relationships
Developing and maintaining good relationships with school personnel matters for parents and their children. Although this is important for all parents, ERO found this was critical for those from minority groups where the potential to feel marginalised was more apparent. Relationships that worked best were those that involved a two-way sharing of information. When teachers understood and valued the cultural backgrounds of students and their families, partnerships were strengthened. Parents said that being understood and valued encouraged them to become involved because staff knew them and parents were more confident to approach them. They felt there was always someone they could talk with at the school.  Learning relationships develop when there is an understanding of tikanga, where Māori knowledge is recognised and understood. Currently this is not the experience of all whānau.   Māori parent <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%;"> We have only just begun our involvement with kura. My wife is building those relationships with the kura – our twins have been there only two months. Establishing early relationships to build the rapport. At the moment the relationship is being built with the class teacher. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; text-align: right;">  Māori parent <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%;">Parents feel that opportunities to help in their child’s class helps them to build better relationships with their child’s teacher and to know and understand more about what is happening at school for their child. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; text-align: right;"> Parents of children with special needs

<span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%;">Parents are keen to be more involved in school activities and would like to learn about ways to encourage all Pacific parents to have strong relationships with schools. Presently, at this school there is not enough being done to encourage strong partnerships, especially in learning. Parents want to understand how they could better help their children but are dependent on schools to let them know their children’s progress and achievement. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; text-align: right;"> Pacific parents Parents want schools to create an environment in which, together with school staff, they can work in ways that are beneficial for them and their children.

Communication
All parents talked about how important good levels of communication were for keeping them informed about their child and helping them understand more about the school. Some of the strategies that worked particularly well were regular contact with school staff, one-to-one discussions, oral as well as written reporting, and multilingual newsletters. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 36pt;">//I need to know exactly what is happening, which initiatives are available and the information that supports my child. When this happens there is a positive impact on my engagement with the school and with my child’s learning.// <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 36pt; text-align: right;"> Māori parent <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%;">The parents voiced that they expect schools to have good communication with parents. Parents need to know how well children are doing and what they as parents can do to help their child. They did not want schools to make contact only when something bad happened. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; text-align: right;"> Meeting with Pacific parents Good communication connects parents with their child’s school and keeps them up-to-date with what is happening in the school and with their child’s learning.

Learning partnerships
Celebrating progress and success was seen by many of the parents and families as a good way to recognise achievement. Some schools made a point of inviting families to assemblies and other occasions, so that the celebration was shared. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%;">When my child comes home and says ‘did you know this?’ That tells me they are learning. The school sent home a portfolio of work and you can compare all the work from the previous term and see how much the children have learnt. They let me as a parent comment and set goals with the children – I think that is great. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; text-align: right;"> Māori parent <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%;">College teachers don’t involve the whānau so much. You get tick charts for a report. If you want to know any more you have to make an effort to find out. If kids come home with a good attitude I know they are learning. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; text-align: right;"> Māori parent <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%;">One parent felt that it wasn’t enough for parents to see the snapshot of children’s progress and achievement in one or two meetings with teachers. This parent thought that it would be useful for schools to have open days when parents can come in and see their children learning numeracy, on another occasion observe their child learning how to read, and provide opportunities for parents to observe their child learning in the different curriculum areas. The parent said that in this way parents would have a better understanding of the scope of the learning that happens and at the interview talk with the teacher about the child’s learning and together identify where parent and teacher could best support the child. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; text-align: right;"> Pacific parents Parents and families found it helpful when teachers provided guidance so that they could help their children with homework tasks. Homework was regarded as very important by many parents, and where homework or study centres were available these were seen as essential for their children’s learning and progress. Having computers at some of these sites provided resources and opportunities sometimes not available in their homes, thereby addressing what some parents perceived as a disadvantage for their children. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%;"> Parents enjoy helping with homework when they know what is expected of them and their child. They have a better idea of what their child is learning and ‘where they are at’. It also provides opportunity for other family members to help, creating closer relationships between family members. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; text-align: right;">  Transient families <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin: 0cm 0cm 0.0001pt 36pt;">Parents were also very keen for their children to receive regular homework as helping their children with homework gave them an indication of how well their children were doing at school. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin: 0cm 0cm 0.0001pt 36pt; text-align: right;"> Pacific parents <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin: 0cm 0cm 0.0001pt 36pt;">Parents said they appreciate reporting that gives a clear indication of where the child is and next steps for improving. It helps parents to affirm their children and give them peace of mind. They want to know that their child is progressing and meeting expectations. Accurate reporting helps parents to have realistic expectations for their children’s future. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin: 0cm 0cm 0.0001pt 36pt; text-align: right;"> Transient families Home-school partnership programmes such as those for literacy and numeracy increased parents’ engagement by raising their knowledge and skills in what they saw as critical learning areas. This in turn enabled them to support the learning of their children more confidently. Family literacy projects built parent capability. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 36pt;">//Parents found home-school partnership initiatives in literacy and numeracy useful. They taught them how to work with their children in maths and taught parents maths too.// Pacific parents

<span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%;"> Parents felt that the primary school offered good support for parent education. Parents were involved in numeracy and literacy home-school partnership programmes. Parents spoke favourably about the home-school partnerships as it helped them to understand how children learn numeracy and literacy and how they can better support their children continue with their learning at home. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; text-align: right;">  Pacific parents

Getting involved
Many parents indicated to ERO that they enjoyed being involved with their child’s school and with their learning. Varied opportunities for involvement were beneficial for parents, teachers and students. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%;"> Parents commented that their involvement with their children’s school had a useful impact on the children’s learning. Children enjoy seeing their parents at school and this provides a good incentive for them to do better at school. Positive connections between parents and teachers are also developed. This results in better communication between teachers and parents, and between the school and community as a whole. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; text-align: right;">  Pacific parents <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%;"> I enjoyed attending school trips with my son. It was great to get to know and meet his friends as they are all from different cultural and ethnic backgrounds. Overall it has been very educational for me and fun and since I now know how the school operates (its policies and community involvement). I can use this to inform myself in my second child’s schooling. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; text-align: right;">  Parent (Chinese) of Year 6 student <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 35.45pt;">// Parents indicated that what works best for them is their involvement in transporting and supervising students on trips and sports, and helping in such tasks as supervising the school patrol. They see the benefits in such involvement as: // <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 35.45pt;"> · // spending more time with their children; // <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 35.45pt;"> · // encouraging their children in their recreational activities; // <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 35.45pt;"> · // getting to know more about what happens at school; and // <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 35.45pt;"> · //getting to know other parents.// <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 35.45pt;"> Such involvement appears to be a good non-threatening way of supporting their children, getting to know other people and learning about kiwi culture. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 35.45pt; text-align: right;">  Migrant parents Some parents noted that having a representative on the school’s board of trustees helped them to feel more engaged with their child’s school. In addition, having whānau or family members involved in stand-downs and suspension processes was seen as a good way of increasing understanding and giving these people a voice in decision-making. Waiata and reo classes were mentioned by Māori whānau as an effective way of attracting parents and whānau to the school. A group of Pacific parents had attended a parenting skills course at their children’s school, and another group said that their school had held a ‘Lavalava Day’. Events and activities such as these demonstrated schools’ commitment to their multicultural communities and their respect for them. <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 35.45pt;">//Parents talked of a local school being proactive in attracting Pacific trustees on to the board of trustees, and promoting culture awareness practices, for example the Lavalava Day that students and teachers enjoy. This resulted in better understanding of Pacific cultures, and strengthening relationships between the school and Pacific communities. One parent talked of the principal of one local primary school who went through a dramatic change when the school’s Pacific community showed up in full support for a family bereavement.// <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 35.45pt; text-align: right;"> Pacific parents Other effective means of encouraging engagement included organising social events at which parents and teachers could mingle and get to know each other, and parents could meet each other. The refugee group found this particularly helpful to them. In some school communities, parent groups met to support each other and to increase their involvement so they could better meet the specific needs of their children. Some parents said that it helped when the school held meetings at community venues, as they were more likely to attend.

What can schools do to better engage their communities
This evaluation highlights what parents told ERO about their engagement with their child’s school. Schools may wish to think about some of the comments that apply to them and consider how they can improve the nature and quality of engagement with parents, whānau and the wider community. The resource handbook for a home-school literacy programme cited ideas for schools to think about when setting up a home-school partnership. Based on a parent’s point of view, the handbook reminds teachers that: <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 1cm;">//We are true partners when:// <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 49.65pt;"> · //you listen to what I have to say;// <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 49.65pt;"> · //you acknowledge my intelligence;// <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 49.65pt;"> · //you want to learn more about my ways;// <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 49.65pt;"> · //you don’t judge me;// <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 49.65pt;"> · //you engage me in genuine dialogue;// <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 49.65pt;"> · //we make decisions together;// <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 49.65pt;"> · //you show that my child matters to you; and// <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin-left: 49.65pt;"> · //you include my experience, knowledge and viewpoints with yours. (p123)// [|[1]] //.// These challenges resonate strongly with ERO’s findings in this report and in the report //Partners in Learning: Schools’ Engagement with Parents, Whānau and Communities//, June 2008. This section of the report includes strategies and practices that can strengthen engagement. Each of the points listed above is expanded on in terms of what schools can do to strengthen their engagement with all groups in their community.

You listen to what I have to say
Schools can help by: · being open and welcoming to parents and their child/children; · creating opportunities and time for parents and whānau to talk to teachers about their children’s learning and well-being; · having interpreters available to support parents and overcome language barriers; and · identifying appropriate staff as key contact people for specific groups of parents.

You acknowledge my intelligence
Schools can help by: · promoting two-way sharing of information as part of the school’s transition processes for new students and their parents and whānau; · inviting parents and whānau to contribute the knowledge they have about their children to discussions about learning and goal setting; and · offering more opportunities for sharing information about children.

You want to learn more about my ways
Schools can help by: · getting to know and working with the different groups of parents that make up their school community; · exploring ways to build teachers’ knowledge of, and sensitivity to, different cultural values and practices; · incorporating elements of working with diverse communities in school-wide professional development programmes; and · actively supporting and fostering cultural groups in the school and the wider community.

You don’t judge me
Schools can help by: · showing respect for and acknowledging the cultural diversity of their community; · challenging deficit views held by teachers about students and their families; and · accepting and accommodating diversity, even when differences are not fully understood.

You engage me in genuine dialogue
Schools can help by: · providing opportunities for regular informal and personalised dialogue with all parents; · sharing information regularly and in a timely and appropriate way; and · making opportunities to discuss parents’ expectations for homework, and the schools’ approach to it.

We make decisions together
Schools can help by: · using a variety of ways to seek parents’ perspectives when planning programmes and responding to the perceived needs of children; · seeking and valuing the views and beliefs of parents and whānau when planning for children’s learning and well-being; and · including the views of all parents and whānau when establishing and reviewing school directions and priorities.

You show that my child matters to you
Schools can help by: · being sensitive to the particular backgrounds and values of diverse groups, and reflecting this in the relationships with parents and whānau; · asking parents for information about their children’s interests, likes and dislikes, strengths and weaknesses, and other pertinent information; · providing resources for cultural performance groups, such as funding, employing instructors from the community, or allocating time for the involvement of appropriate staff members; and · showing parents and whānau that their input and initiative is not taken for granted, and that diverse cultures are valued in the school.

You include my experience, knowledge and viewpoints with yours
Schools can help by: · giving priority to acquiring and using resources that reflect the diverse backgrounds of all children who attend each school; · incorporating practices inclusive of their diverse community in school activities and events; and · seeking, whenever possible, to have different groups in the school community represented on the staff and in the composition of the board of trustees. These strategies and practices support an approach to engagement that embraces the principle of inclusion. When schools value and reflect the diversity in their community, the barriers to engaging parents and whānau are reduced or minimised.

=Conclusion= This report complements ERO’s evaluation reports: · //Partners in Learning: Schools’ Engagement with Parents, Whānau and Communities,// June 2008//,// and · //Partners in Learning: Good Practice,// September 2008.

The report highlights what parents and whānau from many different groups told ERO about their engagement with their child’s school. Whatever the parents’ backgrounds, or the needs of their child, clear and consistent messages emerge in relation to parents’ expectations of education. Most of the parents involved in this evaluation said they appreciated being asked by ERO for their views and liked the opportunity to meet with other parents or to give their feedback through a questionnaire. This enthusiastic response, and the issues raised by these parents, indicate that some New Zealand schools are not yet providing sufficient opportunities for parents to be consulted and involved, thus missing opportunities to promote parents’ engagement in their children’s learning. A parent who attended one of the discussion groups noted: <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: #d9d9d9 none repeat scroll 0% 50%; margin: 0cm 0cm 0.0001pt 36pt;">We expect that schools will involve us so we can work together to ‘push things’ in the same direction. ERO invites schools to consider the opinions expressed by the parents in this report and reflect on the effectiveness of their own engagement with parents, whānau and families.

[|[1]] Ministry of Education. //The home-school partnership programme.// Wellington, Learning Media, 2003.