We’ve come a long way from the Philip Larkin approach to parenting. I’m paraphrasing his famous poem when I say that he – less than politely – assumed that parents were good for nothing but passing on their flaws, and guaranteeing their children years on the counsellor’s couch.
Nothing could be further from the truth. Research consistently shows that parents have the greatest influence over their child’s achievement – more than any other factor – including gender, ethnicity or class. An active, enthusiastic parent can help their child overcome disadvantage and maximise the benefits of education; breaking the link between a child’s past and their prospects.
But until recently, the contribution of parents to the education system has been an untapped goldmine. We in government can’t continue to squander one of the most powerful latent forces available to us.
We have begun responding by giving parents a stronger stake and louder voice within the system. Our objective is to ensure that parents have a genuine choice, between equally good, but different schools, so they can choose the education that is right for their child. We’ve introduced choice advisers to help some parents tiptoe through the complex minefield of school admissions. And we have changed the admissions system, so that it is clear and fair to all.
Greater choice is a powerful incentive for all schools to raise their game. Coasting schools can no longer feel complacent. Instead, all schools should be striving for continual improvement in order to attract parents. We in government are – I hope – loosening the iron grip of the past, so that schools have the breathing space they need. But with greater freedom comes greater responsibility to reach out to the local community and respond to their needs.
We must now take this further by building new bridges between schools and families. Our task – and I mean both government and schools – is to ensure that all parents have the information and support they need to become active and constructive participants in their child’s learning.
Of course, every family is unique – some with a constellation of relatives, others getting by on their own. The best schools know modern families aren’t Janet in the kitchen and John in the office, and they respond appropriately: making a concerted effort to involve fathers as well as mothers, and bringing in grandparents and other relations.
Many schools now carry out regular, professionally validated surveys of parents’ views about their child’s experience at school. By responding to those concerns, schools build a positive relationship with parents from all backgrounds, who can see their views are listened to, respected and acted upon.
But what is the next stage? Beyond the quantitative surveys, how do we build a personal relationship between parents and schools alongside personalised learning within schools? One approach that is already working extremely well is thinking about how technology can power a more direct and personal relationship between a parent and school.
While not every parent has time for a two-hour conference, many will have five minutes to log on at lunchtime and check how their child is doing. So Sale Grammar School doesn’t just give parents raw assessment data, but helps them understand how they can use it to help their child progress. Teachers at Millthorpe School in York are producing podcasts of mini-lessons and revision, so that parents and children can learn together at home.
Of course, support for parents isn’t limited to getting them more involved in education. We have all been familiar with the concept that ‘every child matters’ – but every parent matters too.
From children’s centres to extended schools we are building a network of welcoming places which benefit parents, as well as pupils, with advice, support and company. Moreover, we now have parent support advisers helping out in over 600 schools around the country.
But we know there is more to do to fill the gaps in provision. Too many parents still feel that they don’t have anywhere to turn. So we recently published a DfES document which sets out what we are currently doing for parents of children of every age – and our plans to do more.
Engaging parents in the education system will be crucial to further raising standards and narrowing the attainment gap. This way we can prove Larkin wrong once and for all.