Background:
This paper examines the outcomes of two programmes to support parental engagement among families with children in Early Years Provision, the REAL programme and the Parental Engagement Network (PEN), in the north of England
The projects:
The REAL programme aimed to support early literacy, based around the ORIM framework; the programme included events in the setting and home visits by practitioners. The PEN project included a number of programmes, all aimed to support children’s achievements in early years. Both projects received funding from the Sutton Trust, with an emphasis on supporting evaluation of outcomes within the projects. Both projects operated on the basis of “train the trainer”, in that school/setting staff were trained to deliver projects directly, rather than having project staff deliver the input for parents.
The research:
This qualitative research was carried out over the course of an academic year. Data included documentary sources, such as staff and parent questionnaires, staff reports on projects, and programme reports. These data were supplemented by interviews with school and setting staff, parents and project staff.
Results:
The main findings of the project revolve around the importance of relationships. The importance of relationships manifested in several ways: relationships between staff and parents were improved, relationships between staff and children improved, and relationships between parents and children also benefitted from the projects.
These improved relationships led to increased self confidence for parents and children, and, importantly, increased the motivation, skills and confidence of staff in working with families.
In this way, the projects contributed to building capacity in these settings, and led to sustainable practice, as staff reported that their increased skills and knowledge would be put to use in coming years.
Staff reported that the cost of these projects was outweighed by the outcomes, and either planned to continue with the projects as they are or to find other ways to continue the practices they had learned.
Participants particularly valued the chance to share training and ideas with staff from other settings.
Implications:
The “train the trainer” format in these projects has been successful in building capacity within settings and has led to sustainable practices. The improvement in relationships among groups has led to increased self confidence for all involved in the projects. These ideas are not unconnected, as the training for staff included building relationships with other practitioners, and was pivotal in creating sustainable practice.
