Working in Partnership

Home-school collaboration

There can be significant variation in the way a child experiences and responds to the home and Early Years setting due to the different demands of the environments. Children may therefore communicate, interact, and express their emotional state differently between settings. Being aware of and acknowledging these differences is important for both parents and staff in order to effectively support the child.

Practitioners should always start with the information a parent is able to offer about their child. Respecting parents’ knowledge about their own child and what they currently do at home is vital to support their children’s learning. Parents’ early observations of their child are crucial and will help practitioners get to know each child, celebrating who they are and what they are able to do. Establishing mutually trusting relationships where there is effective two-way communication helps to promote home-school collaboration, and providing accurate feedback is good starting point for this.

When there is a reciprocal exchange of information from home to the EYFS setting and vice-versa, children will experience continuity and a more consistent approach to their learning and development. Ongoing sharing of information through effective home-school communication enables parents to notify schools of any significant events that might have an impact on their child at school, while sharing of information about school-based activities enables parents to embed and reinforce skills in the home context.

The benefits of parents and practitioners working together (Source: Aistear)

Opportunities for home-school communication include:

• Keeping a home-school diary
• Regularly scheduled meetings
• Face to face conversations
• Online dialogue with parents using virtual platforms
• Phone calls / texting
• Parent sessions / open days within the setting
• Celebration of achievements files

Home-school relationships are greatly enhanced when settings focus on strengths and positively report and celebrate children’s progress on a regular basis.

It is also important for practitioners to appreciate that while parenting a child with a developmental difference can be positive and life-affirming, some families may also experience higher levels of stress. Being aware and sensitive to such needs, and signposting educational and community resources, including local support groups, especially around times of transition, is hugely supportive for parents. Support offered should be family-centred, and should consider the individual family’s needs and the best ways to support them.

A multidisciplinary approach

Adopting a multidisciplinary approach can enhance the quality of educational planning and help to maximise positive outcomes for children in early years settings. Many young learners benefit from engagement with a range of health and educational professionals to support their communication, to manage sensory issues, and support wellbeing and social-emotional development. It is helpful for Early Years settings to establish effective procedures and protocols for liaising with local services, and develop collaborative partnerships and joint working where feasible in order to signpost parents/carers to relevant supports.