Teach Primary Issue 19.6

remain positive. Whilst it is important to be honest and realistic, all parents want to hear something positive about their child. As part of your preparation, it is worth making sure that you have at least a few positives noted for each pupil. For example, I can think of dyslexic learners who may have struggled with some written work but excelled with creative and aesthetic tasks. Similarly, I have worked with children who may have struggled to regulate their own feelings and emotions but could provide a calm, supportive, presence when working with younger children. Secondly, just as all children have different communication styles, needs and previous experiences, so do parents. For some families, coming to speak to you in school is not an easy thing to do; it may even be scary or overwhelming. 10-minute appointment is not going to cut the mustard, and everything else will get squeezed out. In a situation like this, planning a separate meeting in the week running up to parents’ night may be much more appropriate. Sometimes, when in the midst of an appointment, it becomes clear that there is not enough time to unpack a particular issue. When this happens, I’d suggest that it is best to offer a longer slot at a more appropriate time. One of the first lessons I learned as a young teacher was to get, and stay, on the right side of the cleaners and the caretaker. Never was this truer than on parents’ night. You absolutely must stay on schedule and keep to the allotted time slots. It’s worth remembering that, depending on the arrangements in your school, parents may well have other teachers to see, too. After the fact Like most teachers, I was always delighted when parents’ night was over; but some of the most important actions come afterwards. It’s crucial that you follow through with the change to homework tasks, the rearrangement of seating, the check on reading fluency; whatever you offered or agreed to on parents’ night. Not only is it the right thing to do, but it will help to build your credibility with the families. If any appointments have been especially challenging, or if parents raised particular concerns, be sure to speak to someone within your school’s leadership team. It’s important, also, to follow your school’s processes for recording outcomes and actions from your discussions. I hope you are less worried about parents’ night than I was. If you are well prepared, empathetic and stick to your schedule, you’ll do well. TP Alan Shields is a local authority inclusion officer and former primary head with almost 30 years’ experience in the state and independent sectors. Before Take time to prepare Speak to previous teachers Try and anticipate issues During Give the parent the chance to raise issues Be as positive as possible Stick to time! After Follow through with agreed actions Record things appropriately Talk through any difficult situations with the leadership team THE BREAKDOWN In other words, you may not be the only one who is nervous or apprehensive. In some cases, I have arranged for a translator to be present where English is not the parents’ first language. Similarly, some people may benefit from being able to take your written notes home with them as a record of the main points of the meeting. For others, the formality of a whole-school parents’ evening is overwhelming. Organising a separate catch-up in the classroom at the end of a day may ultimately be more productive. Finally, it’s important to acknowledge that some conversations are just too ‘big’ for parents’ night. For example, if there needs to be an in-depth discussion about a child’s additional needs, a “All parents want to hear something positive” 28 | www.teachwire.net