Working Effectively with Parents and Carers

September 13, 2023 9:33 am

The need to work in partnership with parents and carers is embedded in the Early Years Foundation Stage (EYFS) (DfE,2021).  For example, it tells us that ‘children benefit from a strong partnership between practitioners and parents and/or carers’ (DfE, 2021, p.6).  Points made in this statutory document make it clear that engaging with parents and carers is not something settings can opt out of doing. Instead, it sets the expectations, ensuring settings are aware of their responsibilities in building and maintaining partnerships.

Why is it important?

When you establish strong, trusting relationships with parents and carers, they feel valued and involved.  It offers reassurance that their child is happy and safe in the setting as well as opening lines of communication.  If parents and carers feel they can approach you about the little things, they’re more likely to communicate the bigger things.  It also means that potential issues can be resolved at an early stage.

Involving parents and carers can help to build their confidence in engaging in play and learning activities in the home.  They can gain a knowledge of the EYFS and how best to support their child to succeed. This is especially likely if you offer events such as stay-and-play sessions and workshops.  These are great for inspiring families with activities to try at home, as well as enabling you to model communication and language and behaviour strategies.

Providing parents with information to take away with them is also a massive benefit, it allows the parents to take in the information during their own time if they are unable to attend any workshops you provide.

Finally, evidence tells us that when parents and carers are involved, it impacts positively on a child’s learning and development.

Getting started…

You will find that there are many aspects of your practice and provision that parents need to be informed of.  These include assessment arrangements, the administering of medication, the key person approach, meals and snacks, staff deployment, how you deliver the EYFS, how to contact Ofsted and your policies and procedures.  It’s a good idea to go through the Early Years Statutory Framework and Ofsted Inspection Handbook and highlight any aspects relating to parental engagement.

Establishing strong partnerships with parents and carers begins from the initial contact.  This is your chance to make a good impression and convey all of the appropriate information.  It’s always good practice to ensure families visit the setting before the child starting.  This is your chance to showcase what you offer and the standard of provision that can be expected.  Not only that, but it’s the first step in getting to know the child, both through observing them within the setting and chatting with their primary caregivers. You can use this alongside the information provided on the child’s registration form, ensuring you are prepared by knowing their likes and dislikes and an insight into their personality. As all children are unique, it’s vital to build an understanding of prior experiences and background, enabling you to plan a supportive environment for them in which they can see themselves represented.

However, it’s important to remember that you won’t be the right fit for all families. The culture and ethos of your setting might not align with what the family values – perhaps you spend a lot of time outdoors, whatever the weather, but the family only wants their child to be out when the weather is fine.  In this case, your values will conflict and this could lead to future issues about building a partnership.  It’s no one’s fault but it’s best to be honest so everyone is clear on expectations.

Arrangements for a child starting at a setting are likely to vary but at least one settling in session is advised, with parents and carers staying.  The benefit of this lies in the child seeing their primary carers engage with you and explore the provision, showing the child that it is a safe, fun place.  It also means that conversations can take place at home with the parent able to chat about the staff members, activities, toys etc.  This is valuable in helping to prepare the child for their first session.

Communication….

Regular communication is vital in developing and maintaining relationships with parents and carers.  It helps keep them involved in what is going on, and is valuable in building strong links.  Share what you have been enjoying with the children as this can act as a prompt for developing communication and language skills.  Parents and carers can chat about information and photographs you have shared, asking questions and encouraging children to respond.  This is a great way for children to relive their experiences.

There are many ways you can open up lines of communication with parents.  This can include:

• Newsletters
• Communication Diaries or E-learning journey updates
• Displaying children’s artwork and mark-making
• Chatting at drop off and pick up times
• Events such as sports days, parent’s evenings,
• Regular website updates
• A suggestion box
• Questionnaires
• Sharing book recommendations

One step further…

When you get it right, you will have developed a community feel within your setting, a sense of everyone coming together for the good of the children.  You can take the partnership beyond conversations between setting and home and work to build an ethos where families feel supported and involved.  Here are some idea…

• Setting up a lending library where parents and carers can borrow books for themselves – children benefit from seeing their primary carers reading.
• Creating ways for families to be involved in their child’s learning. This could be stay-and-play sessions,
• Social events –
• Bags or boxes of learning resources which families can borrow
• Workshops
• Coffee mornings – a great way for parents and carers to mix and make friends.

Things to consider…

Just as all children are unique, families will also be unique.  Some will relish the chance to be involved in their child’s early years care and education.  However, there are many circumstances which can influence the way families engage.  Consider caring commitments, working hours, social anxiety, language barriers, transport, lack of digital resources and past experiences of education.

Finally, when we build strong partnerships with families, it can be incredibly rewarding.  Not only does it impact a child’s learning and development but can be enriching for the setting, especially when parents and carers visit the setting to share their knowledge.  This could be talking to the children about their jobs, reading stories or volunteering for activities.  All interactions give us an insight in the lives of families and communities which can influence planning and the provision within the setting.  Partnerships are a vital resource.