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Impact of family learning on adult learners

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EAAL - Family Learning Literature Review

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Includes feedback from FL providers which noted that  Family learning is an effective vehicle for social mobility

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The Inquiry into Family Learning in England and Wales

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The future of family learning

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Leeds family learning survey report (2015)

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Leeds family learning survey report (2015)

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Family Learning Impact Infographic - Leeds City Council (2015

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Family Learning Impact Infographic - Leeds City Council (2015

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Scottish Government Review of Family Learning (2016)

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Scottish Government Review of Family Learning (2016)

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County Durham - Family Outcome Framework

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County Durham - Family Outcome Framework

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A guide for frontline practitioners and managers to help demonstrate improved outcomes for families

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The impact of family literacy programmes on children’s literacy skills and the home literacy environment

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The impact of family literacy programmes on children’s literacy skills and the home literacy environment

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Findings from a study of family literacy programmes in England carried out by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) at UCL Institute of Education (IOE)

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This report presents findings from a study of family literacy programmes in England carried out by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) at UCL Institute of Education (IOE) between July 2013 and May 2015. This mixed-methods study was funded by the Nuffield Foundation and explored: 1) the impact of school-based family literacy programmes on young children's progress in reading and writing; and 2) how parents translate and implement what they learn in these classes into the home literacy environment.This study provides evidence that after attending family literacy sessions children improve their literacy skills and there are positive changes in the home literacy environment.
J. Swain, O. Cara, J. Vorhaus, J. Litster (November 2015) Nuffield Family Literacy Executive Summary. NRDC, London. J. Swain, O. Cara, J. Vorhaus, J. Litster (November 2015) Nuffield Family Literacy Report. NRDC, London.

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The impact of family literacy programmes on children's literacy skills and the home literacy environment

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This report presents findings from a study of family literacy programmes in England carried out by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) at UCL Institute of Education (IOE) between July 2013 and May 2015.

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Agenda for NFLF meeting

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Agenda National Family Learning Forum Meeting March 2018.docx

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Notes and actions of NFLF meeting

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Filmed provider interviews on the use of the L&W Managing Money financial capability app

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Filmed provider interviews on the use of the L&W Managing Money financial capability app

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Managing Money App Interviews - September 2018

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Filmed training session on the Managing Money app to support adults' financial capability

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What's next - from family learning to the PTA

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What's next - from family learning to the PTA

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Many parents who take part in Family Learning courses run by local councils at schools later join their PTA as a way to stay involved at school and put their new skills into practice.

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What's Next? From Family Learning to the PTA with PTA UK

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Family Learning Future Leaders Programme

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Family Learning Future Leaders Programme

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Recorded presentation from Lancashire and Sheffield: Nicola Hill (mentor) and Georgina Bell (mentee)

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National Family Learning Forum 15/03/18  Georgina Bell

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Family Learning Future Leaders Programme

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Family Learning Future Leaders Programme

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Recorded presentation from Sheffield and Coventry: Karen Hanson (mentor) and Steve Withers (mentee)

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National Family Learning Forum 15/03/18  Sheffield and Coventry Presentation

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Recorded session at the NFLF workshop March 2018

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National Family Learning Forum - 15th March 2018 - Perin Sarosh

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Recorded session at the  NFLF workshop March 2018

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National Family Learning Forum - 15th March 2018  - Claire Arnold

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Recorded session on Reaching out to families at the NFLF workshop March 2018

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National Family Learning Forum - 15th March 2018 - Louise Severyn

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Mike Harrison, Greater London lead, reducing re-offending at HMPPS

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Family Learning Future Leaders Programme

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Family Learning Future Leaders Programme

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The purpose of the L&W Future Leaders programme is to identify possible future leaders and to enable them to develop their skills, knowledge and networks.
In 2017 - 2018, mentees were each matched to a mentor - an experienced leader in the sector who arranged face to face meetings with staff in the mentor organisation and gave ongoing support to their mentors via virtual meetings.

In March 2018, mentors and mentees reported to the National Family Learning Forum where they were askedL
“Did the Future Leaders Project make any difference to you and / or your organisation?
If so what were those differences?"

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Film launching the year-long Inquiry into Family Learning in England and Wales.

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A year-long Inquiry into Family Learning in England and Wales, led by NIACE, has launched its final report today http://bit.ly/1bYEm7Z Join the conversation with @NIACEhq on Twitter by using #niacefl For more information about NIACE visit http://www.niace.org.uk/

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Interviews with members of the National Family Learning Forum on family learning and the digital entitlement

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Interviews with members of the National Family Learning Forum on family learning and the digital entitlement

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Uploaded by Dragon Fruit Films on 2018-02-08.

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Discussion with members of the National Family Learning Forum September 2017

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Mental Health and Family Learning - Q&A with Sue Bennett

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Presentation  from Karen Hanson, Sheffield City Council  on the digital entitlement to the National Family Learning Forum December 2017 

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Presentation  from Karen Hanson, Sheffield City Council  on the digital entitlement to the National Family Learning Forum December 2017 

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Uploaded by Dragon Fruit Films on 2018-02-08.

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Family Learning at Monkton Priory School Wales

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Family Learning at Monkton Priory School Wales

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Welsh Refugee Council / University of South Wales TESOL

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Uploaded by Learning and Work Institute on 2016-04-27.

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Family Learning in York - One intervention, multiple impacts.

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Family Learning in York - One intervention, multiple impacts.

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How Family Learning programmes in York are affecting the lives of learners

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Family Learning in York - One intervention, multiple impacts.

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A video showing how the Family Learning programme in York is affecting the lives of those on its courses.

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learner views including discussion of impact of CLMH on other family members

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dfe community learning mental health research (2015/17)

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Bury Adult Learning Positive Steps Project

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In this film, research volunteers to the Positive Steps project share their experiences and feedback on the difference their community learning course made to them. Positive Steps is the name of the Bury Adult Learning DfE Community Learning | Mental Health Research site (2015-17). NB. this recording is subtitled.

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Family Learning and Pupil Premium Robin Hood Primary (2014) 

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Family Learning and Pupil Premium Robin Hood Primary (2014) 

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Robin Hood Primary School - 2014 Adult Learners' Week Award Winner

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Uploaded by Learning and Work Institute on 2014-06-16.

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Vale Parent Homework Club – Treorchy Primary School (Family Learning Room)

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Vale Parent Homework Club – Treorchy Primary School (Family Learning Room)

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Treorchy Primary School (Family Learning Room) Inspire! Family Learning Award Winner

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Uploaded by Learning and Work Institute on 2017-06-16.

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Film montage of members of the National Family Learning Forum  September 2017 e

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Family Learning and Mental Health - Mental health Conference London September 2017

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learner views including discussion of impact of CLMH on other family members

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dfe community learning mental health research (2015/17)

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Bury Adult Learning Positive Steps Project

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In this film, research volunteers to the Positive Steps project share their experiences and feedback on the difference their community learning course made to them. Positive Steps is the name of the Bury Adult Learning DfE Community Learning | Mental Health Research site (2015-17). NB. this recording is subtitled.

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Should mental health be a family affair? 

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Should mental health be a family affair? 

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Sue Bennett from Northamptonshire Adult Learning Service, presentation described how family learning can be an effective way to build resilient families.

This film combines the webinar Sue presented on 23 October 2017 and the recording of her presentation to the Family Learning Network on 21 September 17.

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Mental Health Awareness Day Webinar 2017 - Mental Health and Young People Sue Bennett ED3

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Inspire! Awards 2015 - Claire Arnold Learning Progression Award

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Dragon Fruit Films are the official filmmakers for Inspire! Awards 2015.

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Film from NLCAC

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Nominet funded project from Maker Club and Learning and Work Institute

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Uploaded by Learning and Work Institute on 2016-07-26.

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Family Learning in prisons - evaluation toolkit

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Family learning in prisons - digital resource with entry forms

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Presentation from Susan Easton, Learning and Work Institute 

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Presentation from Susan Easton, Learning and Work Institute 

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An animation made with fathers and children at HMP Parc.

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"Learning in Prison. Family matters." An animation made with fathers and children at HMP Parc.

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Children at HMP Parc in Bridgend, Wales have helped produce a film sharing how prison education is changing their fathers' lives. The film, produced by Prisoners' Education Trust, involved nine children, two mums, six dads, and one grandfather. It includes the drawings and voices of the family members, and was produced and recorded in the prison's pioneering Families Wing.

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Resource for prison governors, FL commissioners, staff and providers in prisons

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Mike Harrison, Greater London lead, reducing re-offending at HMPPS

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lron man

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Strengthening Families - Blackburn and Derwent

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Strengthening Families - Blackburn and Derwent

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Strengthening families is a nationally recognised evidence based parenting programme for parents/caregivers and young people aged 10 to 14 years.

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Confident Parent Confident Child- Hitherfield Children’s Centre

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Confident Parent Confident Child- Hitherfield Children’s Centre

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"My 3 year old daughter was becoming increasingly “bossy” with me and I was having difficulty in managing her in an effective way.  I would often end up shouting which upset us both but I really didn't have any other tools at my fingertips."

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Cheshire West and Chester Council

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https://mhfe.org.uk/content/impact-harrow-active-minds-learners
S, a single mum of 3 from a BAME community, had lost her job and was feeling anxious about finances, concerned about the deteriorating behaviour of her teenage son at school, had a feeling that she had no sense of purpose anymore and could only focus on the negative aspects of her life. She felt her age and the fact that she had children would be a barrier to her seeking further employment. S became a research volunteer for the Active Minds CLMH project as a result of attending a Job Fair at Harrow Council where Active Minds had a stand. She signed up to do Paediatric First Aid as she felt this may be useful if she was to pursue a career with children and a job where she could work school hours and term time only. After completing the First Aid course and passing the exam S had a new found confidence and sense of purpose and signed up to a community learning Parenting programme as she felt she needed to tackle the issues she was having with her son’s challenging behaviour. She found the course both inspiring and helpful and the strategies and new found skills were being used at home to good effect. Within a short space of time her relationship with her son had improved, he was doing better at school and she felt as if a huge weight had been lifted form her shoulders. She felt she had more energy and vitality to cope with life pressures and to look for a job. S applied to become a Volunteer Parent Mentor and successfully gained a place on the training course starting mentoring parents in September. She gained an NVQ Level 3 ‘Working with Parents’ qualification. She is now excited to be able to support other parents in a similar situation struggling with the challenges of life and children.

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S, a single mum of 3 from a BAME community, had lost her job and was feeling anxious about finances, concerned about the deteriorating behaviour of her teenage son at school, had a feeling that she had no sense of purpose anymore and could only focus on the negative aspects of her life. She felt her age and the fact that she had children would be a barrier to her seeking further employment. S became a research volunteer for the Active Minds CLMH project as a result of attending a Job Fair at Harrow Council where Active Minds had a stand. She signed up to do Paediatric First Aid as she felt this may be useful if she was to pursue a career with children and a job where she could work school hours and term time only. After completing the First Aid course and passing the exam S had a new found confidence and sense of purpose and signed up to a community learning Parenting programme as she felt she needed to tackle the issues she was having with her son’s challenging behaviour. She found the course both inspiring and helpful and the strategies and new found skills were being used at home to good effect. Within a short space of time her relationship with her son had improved, he was doing better at school and she felt as if a huge weight had been lifted form her shoulders. She felt she had more energy and vitality to cope with life pressures and to look for a job. S applied to become a Volunteer Parent Mentor and successfully gained a place on the training course starting mentoring parents in September. She gained an NVQ Level 3 ‘Working with Parents’ qualification. She is now excited to be able to support other parents in a similar situation struggling with the challenges of life and children.
https://mhfe.org.uk/content/impact-harrow-active-minds-learners

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Highlands Primary School - Using digital tools for family learning

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Highlands Primary School - Using digital tools for family learning

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"Year 4 were struggling to get support at home and were not completing Maths homework accurately or timely. "

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"Dads  and granddads felt that the sessions strengthened bonds between themselves and their (grand)children."

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is a programme developed by The Reading agency and delivered by public libraries, adult learning organisations, workplaces, prisons and colleges across the UK. Participants are challenged to pick six reads and record, rate and review these reads in a diary.

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Dundee family learning - Family Fresh Air Club

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Dundee family learning - Family Fresh Air Club

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An exemplar describing  an approach to engaging families in health and wellbeing using outdoor activities.

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Dundee family learning - Family Fresh Air Club

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Evolve Success Story  from Luton adult leaarning

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Evolve Success Story  from Luton adult leaarning

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I joined the Evolve family learning project to help me socialise more, I found I spent most of my time at home with my youngest child, whilst the eldest was at school. When a crèche was offered this helped with child care. I have been out of learning for a long time so, the fact that the course was not too long a commitment really appealed. In the past I had been concerned about the length of courses available and I didn’t want to take on something and fail.  The fact this course fitted in school hours and offered crèche made it a perfect opportunity to go back to learning, something I really wanted to do but always seemed to be lacking options.

My barriers have always been based around child care, I do not have the luxury of having a family support network close by. I also have had quite a gap since leaving school and getting back into the education system.

As a result of joining the project I feel I have gained in confidence, I have met people and made friends. I have gained knowledge from attending the course, in how to improve my own wellbeing and in turn support my children’s wellbeing.  It has encouraged me to sign up to do other courses around parenting and this has helped me talk to my children about delicate and difficult subjects especially where there are and have been traditionally cultural background differences, it has given me the confidence to talk about subjects that my parents did not.

I have started volunteering in the school and have signed up to do “The learning through play course” with a view to doing the Childcare Level One in September.

As a result of joining the project I feel stronger the little steps it has enabled me to make mean I can see what I have accomplished, it has helped me improve my self-worth, I am so grateful for the course it has helped get me on to the path to where I want to be.

Sana T.

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A 6 week course from Luton Adult Learning to help manage stress and anxiety, and to help improve mental health and well-being which was delivered in the context of Family Learning.

Anna
Anna joined the course because she wanted to change herself. She has been diagnosed with depression and often felt very negative, which in turn made her feel miserable. After one week on the course her counsellor didn’t recognise her and asked her what had changed in her life. Anna told her that she had been on a new course and it was really helping her.

At the end of the course she felt like a different person and said she hadn’t felt like this for 8 years. She felt like she could make her dreams come true and was able to achieve her goals. She said that her teacher Michelle had helped her to find things buried deep inside her and was now able to move on and develop her life.

“I think it's perfect.  I wish somebody could see through my eyes now and realise how much my life has changed. This course showed me what was holding me back, it makes me stronger and more passionate person. I feel capable of anything of everything now, before I didn’t believe that I can achieve something. I thought that my life after 8 years of being stay in home mum was finished. But, no no no. This course brought out my best self. This was a great opportunity for me. This is a start of something wonderful. Thank u for give us this chance.”
Shugufta
Shugufta joined the class because she wanted to learn ways to help her deal with her anxiety and the negative feelings she experienced. She hoped to discover ways to improve her general wellbeing.  The main barriers she faced was the responsibility of being not only a full time carer for her children but also for wider family members, she did not want to neglect them and her responsibilities to them.

Taking part in the course has boosted Shuguftas confidence and self-esteem, she said “I feel much more positive and have a better outlook on life, this is all down to taking part in this course .  She told us she has even had the courage to apply for a part time job at the school. Shugufta also said “I have met new people who I would not have perhaps even spoken to and have made new friends, it has bought us together as a group. We even have our own WhatsApp group” Shugufta says she now wants to share what she has learnt with others as it has empowered her to try new things.

As well as applying for the job she is also looking at doing some volunteering, and she has signed up to our next volunteer training session. Shugufta said I would tell anyone to do the course and Michelle is such a positive person and this spreads through all the group. It was a pleasure to do the course.

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Family learning and mental health in Harrow

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Family learning and mental health in Harrow

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" In Phase 2 of our CLMH pilot courses were primarily marketed to groups and communities where there is a high correlation between the need for additional support and poor mental health.

Examples included groups of parents of children diagnosed with ADHD, support groups for carers and new mothers. "
Future plans

We believe family learning has huge potential to support the mental health agenda. We believe that family learning offers a very powerful approach to mental health and wellbeing – not only for adults but in terms of promoting discussion within the family, supporting adults to support their children and in encouraging adults to act as positive role models for young people. Going forward we will incorporate CLMH outputs and findings in the context of family learning by running 6 / 7 courses per term on mental health and wellbeing for families e.g. Yoga for families, yoga for wellbeing etc.

We are planning to expand our support for mental health and wellbeing through schools and children’s centres, with whom we already have strong links. We will continue to run courses to support children’s “school readiness”, especially for new arrivals to the country and for families suffering from post- traumatic stress and will include approaches from the CLMH pilot in these courses.

There is also potential to support families with older children, for example “Living with a teenager”

Family learning could have huge impact on the cost of support across the generations e.g. on support for dementia

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The CLMH delivery model has been so successful that we received regular referrals from the Targeted families programme

Referral case study
Mum was not parenting effectively, she didn’t know where her eldest son was a lot of the time and the children were out of control at home. Dad was working nights and sleeping through the day and was often loud and aggressive because of the children’s behaviour, which often led to violence.

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The family

Mum and dad have 4 children together, 3 sons and 1 daughter. They were also caring for their 3 year old niece.

The situation

Two of the boys were involved in anti-social behaviour. The eldest son was smoking cannabis, staying out all night and was well known to police and as a result the family was being threatened with eviction. Mum was not parenting effectively, she didn't know where her eldest son was a lot of the time and the children were out of control at home. Dad was working nights and sleeping through the day and was often loud and aggressive because of the children's behaviour, which often led to violence.

All the children had attendance problems and one of the boys was falling badly behind academically. Mum was struggling with housework and gambling heavily which meant that money wasn't getting spent on the household bills. The children were missing their health appointments and were not registered with any dentist.

Work with the family and results

When the family intervention worker first met with mum, they discussed how they could work together to tackle the problems within the family. As she was due to be fined because her youngest boy's poor school attendance, mum's immediate priority was getting her son into school.

The intervention worker negotiated a plan with the school to show that mum was committed to improving his attendance. This initial support helped mum to trust the worker and from there it was easier to address some of the other problems. Mum's gambling problems were the reason the family was struggling financially, so the family worker confronted mum about this and helped her to access an addiction support service. This helped her to address her addiction and she has now put herself on a voluntary ban at the local betting shops.

Together they made an agreement with the landlord to repay the arrears and tackle her children's anti-social behaviour. The eldest boy had by now left school so the family intervention worker helped him to think about his future. She helped him create a CV and got him onto a local apprenticeship programme. Over the next few months his behaviour changed drastically. He comes home regularly, has not committed any crime or anti-social behaviour, is earning his own money and is getting on better with his family. The eviction notice is no longer in place and the school attendance for all the children has improved significantly. The household chores are now being done, mum is managing money better and has enrolled on a course at her local college as a first step back to employment.

Progress turning troubled families' lives around in Stockton-on-Tees

The chart below shows progress made in Stockton-on-Tees as of March 2014.

Total number of families

455

Number of families identified as at end of March 2014

417

Number of families worked with as at end of March 2014

417

Families turned around as at end of February 2014

186

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Troubled families: Stockton-on-Tees - Case study

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Mum and dad have 4 children together, 3 sons and 1 daughter. They were also caring for their 3 year old niece. Two of the boys were involved in anti-social behaviour. The eldest son was smoking cannabis, staying out all night and was well known to police and as a result the family was being threatened with eviction.

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As part of the C;MH project, Wirral Lifelong and Family Learning Service  worked with Tranmere overs football club and with Home-Start Wirral to deliver mental health family support programmes.
This included the "Positive Minds" programme from Home-Start which was designed to support parents experiencing postnatal depression, low mood and anxiety after the birth of a child.

To target parents with young babies Home- start marketed this course to Health Visitors, Midwives and the Home-Start Wirral Breastfeeding Peer Support team as it can be difficult getting new parents to commit and step out of their comfort zone into a new environment.
With this in mind, Home Start  purposely approached mums attending a Breastfeeding Peer Support group; these mums were already familiar with the Home Start centre and had built a trusting relationship with other workers and volunteers at Home-Start Wirral.

The programme recruited 7 parents, one of which was a dad. He had been feeling low since the birth of his son due to past experiences and the loss of another child.

The parents appreciated the initial home visit which helped them to overcome the stress of attending a group were there weren’t any familiar faces.

In the days leading up to the start of the course we did make contact via text message numerous times, to each parent to ensure that they had support throughout the whole process.

The first session of the course was  daunting for some parents. One mum arrived very early and this gave an opportunnity  to chat and discuss her fears of coming to a new group. She explained that just stepping out of the front door had become a massive issue and it had taken a lot of courage for her to get to group on this day.

Between sessions, all parents kept in regular contact with the tutor via text message. Some parents kept in touch with and supported each other.

As the course progressed, learners discussed the impact which physical activity and a healthy diet can have on our mood. The group took a walk up to the local park and sat on the grass to discuss how it felt to be outside, in an open environment.

All of the learners have taken positive steps towards managing their depression and achieved the outcomes set at the beginning of the course.

One of the  mums has started a blog all about honest parenting and the highs and lows she has experienced.

Two parents have now formed a strong friendship after meeting at the group and meet regularly to discuss coping strategies, give each other support and encourage each other to stay positive.

The dad who attended has signed up to a sponsored sky dive to raise funds for a charity close to his heart. He has a fear of flying but he believes that by facing it head on he can overcome it.

One of the learners signed up for a Mindful Taster course to help improve concentration and control of her emotions.

It was evident throughout that each person progressed and that the course made a positive impact and long lasting influence on each learner.

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Massage doing more than heads and hands 

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Massage doing more than heads and hands 

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Kent's CLMH pilot provided courses tailored to the interests of different groups. One that proved popular with mums within schools and Children Centres was Massage and related relaxation techniques.

Classes were taught in a very informal, flexible way so that groups could evolve and direct their own learning within the subject.

Kent Adult Learning Service liaised with the centre so that small children could be accommodated in the crèche, taking away the stress of childcare.

The course gathered great feedback from the group. The additional, stand-out result, however, was the tutor feedback on the bond and support that this course generated amongst the group. Without direction, they were supporting each other and buddying up on attendance and other issues.
In her paper for the Open University, Joyce Cavaye addresses the question, ‘Does Therapeutic Massage Support Mental Well-Being?’ http://www.medicalsociologyonline.org/resources/Vol6Iss2/MSo_600x_Theraputic_Massage_Cavaye.pdf    While there is much anecdotal and accepted opinion that positively supports this question, sadly, there is not enough scientific research to back it up. The popular ‘Lifehack’ lifestyle blog covers this well in their piece on massage therapy:  http://www.lifehack.org/389662/6-ways-massage-therapy-can-benefit-your-overall-health-and-well-being  This supports our beliefs and feedback from learners that massage not only aids physical wellbeing and pain management but also supports wellbeing and helps to build strong relationships.

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Interview with Patricia Dillon-Russell -  Kent Adult Education 14.6.17 

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Interview with Patricia Dillon-Russell -  Kent Adult Education 14.6.17 

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Based on your experience of the CLMH project, do you feel that there is potential for working with families. If so, how and why?

Absolutely. We already have a family learning project, and we have identified through the learning well that there are several families, young mums, young dads, young carers that have MH issues, that has made them feel isolated and by bringing them into community learning they have really blossomed with learning new skills, being more confident with their children. Fantastic example, we have just done introductory teaching assistant courses for young mums and they have said things like, you know, it’s given me the confidence to go out it’s given them the confidence to start learning again, so it has been really fantastic on their learning journey, so if we could do more of that it would be amazing.

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We have already introduced family wellbeing courses into our Community delivery and have had discussions with schools who are very interested in sessions for their Family Learning programs.

Be a Better Me - is a course we have designed to be delivered in schools through our Family Learning provision and is designed to help support parents, who maybe experiencing mild to moderate health issues such as anxiety, stress, low self esteem or low mood.

Be a Better Me is a five week program, which aims to enhance the inner you, by using positive affirmations, creating a vision using crafts and elements of tactful parenting. The program is designed to be positive and stimulating, whilst allowing you to enjoy timeout for yourself outside of your everyday routine.

Our future work will support local priorities in Luton which include giving children a healthy start

• To enable children to grow up to be well rounded adults they need good role models, support and guidance we know this. We want to focus on those individuals who have the biggest influence on our Boroughs children

• We aim to provide sessions for staff who support the education of our children – Teachers, LSAs, mid-day supervisors –and after school club supervisors
• Through family learning – we aim to give parents tools and strategies to identify their own coping mechanisms, in doing so thus enabling them to recognise how to support issues faced by their children
• Luton is one of the most ethnically diverse populations in the country so we intend to continue to work closely with our Asian community Mothers and Grandmothers to build on their extended support network, ensuring the wider family can provide strength and resilience.

Our future work will include developing opportunities to cascade support throughout the family. For example Working with Dads to show how sport can help reduce stress and anxiety,  providing good strong role models.

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Staffordshire Libraries worked with the Arts Council to create the “Growing Well” toolkit to address issues about childhood obesity.

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ASCEL - the Association of Senior Children's and Education Librarians

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Reading Outcomes Framework Toolkit Pilot November 2017

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Reading Outcomes Framework Toolkit Pilot November 2017

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Family and community engagement toolkit for schools

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A collection of resources to help schools engage families and communities in children's learning.

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Engaging parents and families: A toolkit for practitioners

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Engaging parents and families: A toolkit for practitioners

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Education Scotland toolkit providing practitioners with a practical resource to help support partnerships with parents and families in all aspects of their children’s learning.

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Engaging parents and families: A toolkit for practitioners

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“I had never read to my son until I attended the ‘Story Sacks’ and ‘Play & Language’ courses."

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Family learning has encouraged me to move on and learn new skills, making me realise what I want to do with my life.”

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“I felt it was really time for me to start doing something with
my life. I felt quite trapped at home and sometimes felt quite
low."

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"I now work in classroom support, working with small groups of children or providing one to one support"

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"Family learning helped to reignite my passion for teaching and helping others’.

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"My family learning course gave me a qualification at Level I in ‘Developing Confidence and Skills for working with Children." "

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Anne Marie -  From family learning to employment

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Anne Marie -  From family learning to employment

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"Becoming a Parent Champion at Jubilee Children’s Centre was the first step on my journey."

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RESOURCES FOR PARENTS, CARERS AND FAMILY LEARNING PROVIDERS

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Terrific Scientific Live broadcast from the National Space Centre, with the BBC and Learning and Work

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Terrific Scientific Live broadcast from the National Space Centre, with the BBC and Learning and Work

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Tornado in a bottle

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Hoop Glider

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Sticky Rice

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Lemon Volcano

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Bottle Rocket

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Bend water with static

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Make a rainbow

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Parachute

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Ice Cream

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Plastic Milk

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Hovercraft

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Lava Art

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RESOURCES FOR PARENTS, CARERS AND FAMILY LEARNING PROVIDERS

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Supporting Young People Online (Leaflets)

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Supporting Young People Online (Leaflets)

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From Childnet

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Guides to help parents and carers

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How to set up filters on your home internet to help prevent age inappropriate content being accessed on devices in your home.

The 4 big internet providers in the UK - BT, Sky, TalkTalk and Virgin Media - provide their customers with free parental controls which can be activated at any time. They have come together to produce these helpful video guides to help you to download and set-up the controls offered by your provider.

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Parental controls offered by your home internet provider

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The 4 big internet providers in the UK - BT, Sky, TalkTalk and Virgin Media - provide their customers with free parental controls which can be activated at any time. They have come together to produce these helpful video guides to help you to download and set-up the controls offered by your provider.

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From internet matters.org

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What age specific advice is available for my child?

Whatever their age, we can help you to find out more about what your children might be doing online and give you some simple, practical and easy advice on the steps you can take as a parent to keep them as safe as possible.

What issues could be affecting your children?

Get to grips with what they may come across on the internet and how to get help if you need it.

Find out what to do if you're worried about anything you or your child has seen online.

Report issue

Set controls and privacy settings on popular devices and platforms

Setting controls on YouTube App

Setting filters on BT Broadband

Adding controls on an iPhone

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Information, Advice and Support to Keep Children Safe Online

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Whatever their age, we can help you to find out more about what your children might be doing online and give you some simple, practical and easy advice on the steps you can take as a parent to keep them as safe as possible.

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SCHEME OF WORK, LESSON PLANS AND RESOURCES

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To raise awareness and understanding of everyday financial issues
To help children gain basic understanding of the concept of money, spending and saving
To develop numeracy skills of both parents and children. To gain basic understanding of finance through practical, real activities.

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Four rules of maths, and decimal notation.

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Working with fractions in day to day life.

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Understanding percentages, budgets and debts