Students With An Inclusive Setting

The school will thrive with the goodwill of the parents and it is therefore vital that the home-school relationship remains positive at all times.

Parental involvement is essential for the school’s effectiveness. We see ourselves as partners of the family, reinforcing parents' efforts to guide the intellectual, emotional and spiritual development of their children. We offer seminars and classes for personal enrichment of parents as they strive to become even more the kind of person they want their children to

Communication between teachers and the parents of students is essential for the growth and success of the student both inside and outside of the classroom. This communication is best achieved through parent conference opportunities. One way that this is achieved is through regular open house nights. This is where parents, and other members of the community, are invited to come to the school and talk to the teachers and other faculty at the school. Another conference opportunity presents itself in a scheduled appointment between the teacher and the parent. This will enable the parent to meet face-to-face with their child’s teacher during a time that is more convenient to them, as these appointments can occur before, during, and after school. Additionally, conferences can take place over the phone. This is a convenient way for both parties to communicate effectively in a way that works best for them.

As a result of the location of the school in a suburban community, the parents are very actively involved in the school. As a result of the active of the supportive parents in the community, the students arrived every day with a smile on their faces and generally prepared for learning. However, as with

The ethos, mission, aims and values of a school is normally based on the beliefs and feelings of a school and can be felt in the school’s atmosphere, They should be recognizable when entering the school environment as it should be part of the school’s everyday activities and part of the daily practice of both staff and pupils. School policies are in place to ensure that children are at the centre of everything, reward systems to celebrate achievement in both academic and non-academic areas. There is a school council where pupils’ voices are heard and they can make positive changes to the school, this gives them a sense of pride in the school and enhances the positive atmosphere. Assemblies are led in a way and the school works together .The school has strong links with the local vicar and church family. Through the church, the

Lower-level questioning involves use of repetition or restatement of information that was previously covered. It is what is used for basic skills instruction in the early stages of learning. An example of a questions asked in this type of questioning are; (what is? and what are?) (Mastropieri and Scruggs 2014).

During the placement I was able to spend time observing interactions between parents, children and staff. I witnessed many positive aspects in the schools approach to engaging parents and was particularly impressed by their open door policy for parents and the support provided to families in times of need by the learning mentors. As part of the admission process to the school, staff visit the parents and child at home and discuss the implementation of the home-school agreement (appendix 1.b). This agreement sets out the expectations of each of the parent, school and child in regard to their actions and attitude towards their time in school. This is often one of the first interactions teacher and parents have and Grayson (2011) suggests most teachers report these home visits to have a lasting positive effect on the child and parent-teacher relationship. During the school’s inspection in 2014 Ofsted identified relationships across the school and with parents as a key strength.

We all learn in diverse ways, inclined by the combination of our past educational experiences, study practices and personal approach to particular tasks. This can be designated as our learning style, defined as ‘particular ways of gathering, processing and storing information and experiences’ (Cuthbert, P.F., 2005).

In the world of Early Elementary Education, it is important to collaborate with not only the students but also the families of students, and keep them informed about the everyday routines of school life. In 1st grade, the students and families are excited, but also scared, to be acclimated to new school hours. This is necessary to the overall academic performance, and outcomes of all students, as well as helping families and students come together. When educators and families develop good collaboration skills, many positive factors can happen. This includes academic achievement increasing, disciplinary problems decreasing, and attendance increasing. In the article “8 Tips for a Great Parent Communication Plan,” by Nikkie

Parents are the child's first teachers, their active involvement helps the children to overcome confusion and challenges of starting school. Therefore, getting them involved through partnership with school, working together and supporting each other as a team is the key to a successful transition programme. Besides parents, other resources such as the police centres, libraries, health care and community centres also plays an important role in these programmes. To achieve this goal, we need to have muutal trust and respect for each other.

The school is “committed to doing all that we can to ensure that the children in our care are healthy, safe and enjoy emotional well-being. We also have a fundamental duty of care to the adults who work in and visit our school”.

“We are open to all parents coming to the school but due to safety reasons there is a high level of security that can deter parents from being more involved. We view parents as a valuable part of a child’s early learning however in our title environment we often see a lack of involvement that hinders their child’s early learning.”

Although it is important for families to be involved with their child’s school, school personnel should also strive to create a positive interaction with families of students. Carl Dunst (2002) states that school and parent collaboration is necessary, and if schools take on a more family-centered approach, it will help create a supportive environment and help to strengthen a family’s capacity to enhance and promote a child’s development and learning.

Due to a diverse population of students, the school/family relationship can become difficulty to handle due to language barriers. Trying to communicate with a family member is challenging; not knowing if they have understood what they have been told. The quality of the relationship between school and community is positive. Support of the community is valued by the school for the success of the students. the connectedness to the school from the students is strong. The school exhibited connectedness among the students by awarding them for going through a week with positive attitudes. That being that the week passed without student conflicts and less

Parent and Community involvement does not occur overnight. I feel that schools must make parent and community involvement a priority, valuing and accepting each other’s differences. Schools, families and communities must work together to support all students in a learning environment to ensure every student is a successful learner. Positive family and school involvement fosters a partnership among my school encouraging students to reach their highest potential academically and in life. Parent and community involvement does not mean stay-at-home mothers coming to school to help as needed, or a businessman stopping by to see events occurring on campus. The role of school, family and community involvement is a partnership incorporating goal-oriented activities for all grade levels linked to academic success and student growth.