Home / School Communication Policy

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1 Home / School Communication Policy Introduction This policy has been developed in response to parent questionnaires, discussion with parents, parents evenings and parents group meetings. Feedback from parents has enabled us to identify the effective communication processes present within the school and the areas where home/school communication and links needed development. Why is effective communication so important? Positive lines of communication between home and school is an essential element of the work of all schools. Effective communication enables pupils to receive continuity of education, care, support and management within home and school settings. For the majority of primary schools this communication takes place mainly through the frequent verbal interactions between parents and staff as children are brought to and from school. In mainstream primary schools pupils are entrusted to pass on information between school and home. Our school has needed to adopt and foster additional forms of communication, as many of our children travel by bus and that regular daily contact can be difficult. As a result we have developed the Home School Contact Book. Personal Contact details: Home Address, Telephone Numbers, The school holds emergency contact details for all pupils, and parents are contacted on an annual basis to ensure that these are updated. Families are encouraged to alert the school immediately in the event that contact information needs to be revised. Depending on the nature of the communication, the school will use the most practicable means to contact a parent/carer. Forms of communication used at Ringshall School to provide effective communication 1. Reading Record and Home/School Contact Book This provides a focused link between home/school for all classes. It contains the answers to some frequently asked questions and at the back of the book there is a copy of the home school agreement which all parents are asked to sign. The school also signs this agreement. The main body of the book provides a diary in which the school and parents can record comments questions and reminders. On the left hand page there are spaces for parents and children to fill in when they have read at home. At the bottom of the page there are spaces for the school to fill in so parents can see when their child has taken part in guided reading. On the right hand side there is a box for parents to make comments. These may be about anything relating to their child s progress and well being in school. There is also a box for staff to use to keep parents informed about their child s progress. Staff will write in the book when they work with the children or hear them read individually, these comments maybe very short or, if necessary, much longer. Class teachers will write a comment at least weekly- more frequently if the need arises.

2 2. Termly Curriculum Overview Each term a curriculum overview will be placed on the school website and further details are contained in the monthly newsletter. The overview clearly identifies the focus of the work taking place with the class during the term/half term, and identifies how parents can support their child s work at home. Staff are available to discuss this further with parents if needed. 3. VLE The children are developing their blogs on the VLE and staff are beginning to use this as a way to communicate with the children and set challenges. Ask your child to show you how the VLE works. 4. Meeting: Parents Evenings All parents are invited to twice yearly Parents Evenings and our Summer Term Open Afternoon. The meetings give parents and class staff the opportunity to talk through each child s progress, and time to look at work completed by the child during the term. Parents are allocated a 10 minute time slot; if more time is necessary, staff will be happy to arrange another meeting. 5. Meeting: IEP Reviews For children on the Special Educational Needs Register: During each child s review meeting, staff and parents have an extended period of time (30-45 minutes) to focus on a pupil s progress and to plan together for future needs. Parents receive a copy of their child s IEP which highlights progress made towards the targets that have been set. 6. Open Door Policy Parents are welcome to visit the school to discuss their child s progress, ask questions and gain support. They may also request the opportunity to talk about their child/home issues with either the child s class staff the Head teacher. Parents are asked to phone the school to make an appointment. This allows the school time to organise cover to make staff available to speak to the parents. Our aim is to see the parents as quickly as possible; we try to arrange a meeting on the same or next day. 7. Drop-in The Head Teacher, or in her absence the Deputy Head Teacher, is available without appointment every Thursday at 2.30pm. 8. Letters The school subscribes to Teacher to Parents service. This allows us to letters to parents. Not only is it more environmentally friendly as it decreases paper usage, but reduces photocopying and other costs in the school. We urge parents to provide us with a valid address. Where it is not possible to use , most written correspondence is passed on to families by the children; it is important that the school bags are checked on a daily basis. Any other correspondence will be forwarded through the Royal Mail postage service.

3 9. Telephone Calls Telephone calls will be made where immediate contact with a family member is required i.e. for pupil injury or pupil incident. A member of staff will call the first named emergency contact as listed. Where no contact is made, a call will then be made to the second named contact. In the event that no live contact can be made, the member of staff will either leave an answer phone message (ascending order as before) or ensure that repeat calls continue to be made to the contact numbers, where possible. 10. Termly written reports Each term you will receive a written report on your child s progress so far. It will include a summary of their learning as well as some suggestions for targets for future learning. Other ways of building relationships Parent and Friends Association Attending school functions e.g. Class Assemblies, School Productions and Concerts; fundraising events; learning together afternoons held each half term; Stay and Read every Tuesday morning. Monthly newsletter Parent volunteering, e.g. reading

4

5 Dear Parents, Ringshall School Reading Record and Home-School Contact Book For some time now we have been looking into ways of combining the children s reading record with a contact book to improve communication between home and school. We have looked at the way a number of schools do this and have come up with a number of drafts, some more costly than others. We wanted to have somewhere where you or your child could record comments about their reading at home; where teachers could keep you informed about your child s reading and progress in school and provide a manageable means of communication between home and school. Every child in the school will be given a copy of the book on Monday next week. From then it will be the main focus of communication between home and school. The books have been especially produced for the school and, I hope you will agree, look smart. This is deliberate as we want to foster positive attitudes in the children towards their school books and equipment. If the book gets lost we may have to charge 1.20 to replace it. Monica Gibbs Head teacher

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