QI 2.5 p34 – Family learning

Features of highly effective practice
Creative approaches, which are well matched to the needs of families, are used to engage families throughout their contact with the setting.

Family learning promotes equality and diversity. Approaches seek to include all, especially those who may face barriers to their involvement.

Almost all those engaged in family learning programmes are highly motivated and actively involved in their own learning and development.

Family learning approaches take account of the developmental stages of children in the family.

Family learning opportunities help parents to understand the significant impact of the home learning environment at all stages of their children’s education. They recognise and make the most of everyday learning opportunities.

Family learning approaches seek to address parents’ own learning needs in areas such as literacy and numeracy, and equip them with the skills and knowledge they need to support their children throughout their education.

We work with others to show that the life chances of families experiencing particular challenges are being improved as a result of their engagement in family learning.

There is evidence that almost all learners have improvement in their health and wellbeing.

Families are involved in evaluating the impact of their involvement in programmes and in planning next steps.

We have effective partnerships with a range of agencies to support family learning within our setting.

Challenge questions
What do we do to meaningfully engage with families taking account of their individual circumstances?

What approaches do we use and to what extent do we involve families in planning opportunities to meet their learning needs?

What do we do to involve families in evaluating the impact of programmes taking account of the developmental stages of children?

How do we know if outcomes for children are improving as a result of their participation in family learning?

How can we demonstrate that families are feeling included and that they are participating, achieving and progressing?

How is our family learning supporting families’ progress in relation to the GIRFEC wellbeing indicators? How do we know?

What evidence do we have that our partnerships with others are strong and support family learning?

What do we do to actively promote equality and diversity?

What do we do to identify and overcome barriers to participation in our family learning programmes?

What do we do to address parents/carers own learning needs in areas such literacy, numeracy and health and wellbeing?