{"id":3520,"date":"2021-10-06T16:45:21","date_gmt":"2021-10-06T15:45:21","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/?page_id=121"},"modified":"2026-03-31T12:09:56","modified_gmt":"2026-03-31T11:09:56","slug":"family-partnerships-reflecting-on-practice","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/family-partnerships-reflecting-on-practice\/","title":{"rendered":"Family Partnerships – reflecting on practice"},"content":{"rendered":"
\n
\n
\n
\n
\n

Family Partnerships<\/a><\/h1>\n
\u00a0– Supporting your Self-Evaluation<\/h5>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n
\n
\n
\n
\n
\n

\"\"<\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

\n
\n

Theme – Connections with Families \u2013 p49<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Leadership and Management of Staff and Resources – p4 Vision, Values and Aims <\/strong><\/p>\n

Children and families are actively included in the design and review of our vision, values and aims. These reflect the high aspirations of our children and families.<\/p>\n

\u00a0<\/p>\n

Leadership and Management of Staff and Resources – p5 Self-Evaluation, Quality Assurance and Implementing Change<\/strong><\/p>\n

We ensure the views of children, families and partners inform improvement and are central to our self-evaluation process.<\/p>\n

\u00a0<\/p>\n

Leadership and Management of Staff and Resources p8<\/strong><\/p>\n

How do we engage our families and children to ensure they have a role in our improvement journey?<\/p>\n

\u00a0<\/p>\n

Playing, Learning and Developing – p27 Children\u2019s Engagement <\/strong><\/p>\n

We work effectively with families to support their understanding of the benefits to children of play-based learning experiences which challenge and delight them. This collaborative approach fosters the development of trust and cooperation, which supports children\u2019s wellbeing and development and gives them opportunities to flourish.<\/p>\n

\u00a0<\/p>\n

Curriculum – p35 Partnerships<\/strong><\/p>\n

We value and respect the essential contributions of families to children\u2019s learning. \u00a0Parents\/carers understand the role they play and are empowered to contribute to our curriculum. We engage very effectively with parents\/carers and support a range of parental engagement activities.<\/p>\n

We actively involve stakeholders in meaningful ways to plan and deliver exciting and engaging opportunities across the curriculum.<\/p>\n

p37<\/strong><\/p>\n

How do our partnerships enhance and positively impact the design and implementation of the curriculum?<\/p>\n

\u00a0<\/strong><\/p>\n

Wellbeing, Inclusion & Equality – p54 Universal Support<\/strong><\/p>\n

There are strong collaborative partnerships with all those supporting children, including during key points of transition.<\/p>\n

\u00a0<\/p>\n

Nurturing Care and Support p44<\/strong><\/p>\n

The indicator highlights the need to involve children and their families in making decisions about their care and support.<\/p>\n

This indicator highlights the importance of connecting with children and their families. Staff should create a welcoming environment and consider each child’s unique circumstances to ensure smooth transitions and positive experiences. Fostering strong connections with children’s families can have a significantly positive impact on a child\u2019s wellbeing.<\/p>\n

\u00a0<\/p>\n

Nurturing Care and Support – p47 Personal Planning <\/strong><\/p>\n

We work proactively with children, families and other professionals to identify support needs and have clear strategies in place to ensure that children\u2019s wellbeing is sustained.<\/p>\n

We place children and families at the heart of any decision-making process<\/p>\n

\u00a0<\/strong><\/p>\n

Nurturing Care and Support p51<\/strong><\/p>\n

In what ways do we communicate with children, families and\/or partner professionals to jointly plan children\u2019s care and support?<\/p>\n

When children and their families arrive at our setting, how do we know they feel welcomed?<\/p>\n

\u00a0<\/p>\n

Wellbeing, inclusion and equality p52<\/strong><\/p>\n

This quality indicator recognises that strong, collaborative partnership working between those supporting children is essential. It highlights the importance of meaningful engagement with children and families to inform decisions about how children\u2019s needs should be met.<\/p>\n

\u00a0<\/p>\n

Wellbeing, inclusion and equality – p55 Identifying and Assessing Learning Needs and Targeted Support<\/strong><\/p>\n

Children, families and partners are fully involved in reviewing children\u2019s progress and making decisions about future learning and support.<\/p>\n

\u00a0<\/p>\n

Children\u2019s progress – p60 Overall Quality of Children\u2019s Achievements<\/strong><\/p>\n

Families feel empowered to share children\u2019s achievements and successes from outwith the setting. This information is used meaningfully to inform planning, enabling children to build on prior learning and make sustained progress.<\/p>\n

p62<\/strong><\/p>\n

In what ways do we use contributions about children\u2019s achievements from families?<\/p>\n

How does this impact positively on children\u2019s progress?<\/p>\n

\u00a0<\/p>\n

Safeguarding and Child Protection p63<\/strong><\/p>\n

This indicator focuses on the significance of building positive relationships and effective partnerships to safeguard children.<\/p>\n

p64<\/strong><\/p>\n

We prioritise fostering partnerships within our community and with families to ensure that we work well together to keep children safe.<\/p>\n

\u00a0<\/p>\n

Safeguarding and Child Protection – p65 Legislation, Policy and Guidance in Practice<\/strong><\/p>\n

Children\u2019s and families’ views fully inform our well-judged decisions and actions.<\/p>\n

\u00a0<\/p>\n

Safeguarding and Child Protection – p67 empowering children and staff<\/strong><\/p>\n

We communicate respectfully with families and one another to develop a holistic knowledge of children and their wellbeing needs.<\/p>\n

p69<\/strong><\/p>\n

To what extent do our relationships with children, staff, families, partners and the local community promote children\u2019s welfare and safety?<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n

\n
\n
\n
\n
\n

\"\"<\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

\n
\n

\u00a0<\/p>\n

QI 2.7 p24 – Partnerships<\/strong><\/p>\n

Features of highly effective practice <\/strong><\/p>\n

Partnership work with stakeholders, including parents and carers, the local community, third sector, public sector and business organisations, is based on mutual trust and respect.<\/p>\n

The school consistently involves parents and carers in shaping policy and services to improve impacts.<\/p>\n

Staff support parents\/carers to actively engage in their children\u2019s learning, attainment and achievement.<\/p>\n

All parents\/carers are fairly represented by the Parent Council and any views or complaints are acted upon in an effective and timely manner.<\/p>\n

The school\u2019s learning pathways take account of key features of the local community.<\/p>\n

The school understands and plays a significant role in the life of the local community.<\/p>\n

Partnerships have clear agreements where the purpose, aims, roles and responsibilities are clear and understood by all involved.<\/p>\n

The school jointly plans and evaluates shared projects with partners.<\/p>\n

The school and partners share skills, knowledge and experience and take part in joint professional learning opportunities. They learn from effective partnership practice elsewhere.<\/p>\n

Feedback from partner organisations indicates strong and effective relationships with the school.<\/p>\n

The school engages effectively with partners to promote a coherent whole school approach to learning for sustainability.<\/p>\n

The school can demonstrate the impact of partnerships through improved outcomes for learners.<\/p>\n

Challenge questions<\/strong><\/p>\n

How do we ensure that relationships with parents, carers and families, the local community and partners are characterised by trust and respect?<\/p>\n

How well do we enable parents, carers and families and the local community to contribute to the life of the school and be involved in school improvement?<\/p>\n

How effectively do we support parents and carers to participate in, contribute to and understand their child\u2019s learning? How effectively do we communicate about progress, attainment and achievement?<\/p>\n

Is our Parent Council representative of all the parents and carers in the school and their social, economic and cultural backgrounds? If not, what are we doing to address this?<\/p>\n

How well do we understand our local community? Are the key features of the local community reflected in our learning pathways?<\/p>\n

How well do we seek out and respond positively to potential partnerships which will lead to better outcomes for the children and young people we work with?<\/p>\n

How clear are the partnership agreements we enter into? Do we involve partners at the earliest stages of planning?<\/p>\n

How well do we identify priorities, communicate, plan, monitor and evaluate our work with partners? Are we clear what added value each partnership brings?<\/p>\n

How well do we share skills, information, knowledge and experience across partners and partnerships? How well do we learn from successful partnerships? Do we engage in shared professional learning opportunities with partners?<\/p>\n

What opportunities do our learners and staff have to work with others to contribute effectively to their communities as active citizens?<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"

Family Partnerships \u00a0– Supporting your Self-Evaluation Theme – Connections with Families \u2013 p49 \u00a0 Leadership and Management of Staff and Resources – p4 Vision, Values and Aims Children and families are actively included in the design and review of our vision, values and aims. These reflect the high aspirations of our children and families. \u00a0 …<\/p>\n","protected":false},"author":7767,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-3520","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/3520","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/users\/7767"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/comments?post=3520"}],"version-history":[{"count":22,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/3520\/revisions"}],"predecessor-version":[{"id":21008,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/3520\/revisions\/21008"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/media?parent=3520"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}