Communicating with Parents

#ts8: Communicate effectively with parents with regard to pupils’ achievements and well-being.

Communicating with parents is an important matter. Having parents who support their children learning at home is important, Despite this, some parents may not be able to do this, as they may not have an understanding of what is being taught,. This is why booklets such as this Math’s one i created is important.

My Maths Booklet


The Math’s booklet for year 3, allows parents to become aware what their child is learning in school.


The booklet features advice for working out areas in Mathematics such as calculations and fractions.















“Through completing this piece of assessment, i learnt that there are many ways of effectively communicating with parents, besides just talking to parents on the playground, Such booklets are ones that can be used in each year group and for a wide range of subjects in order to allow parents to be involved in the learning processes. Having parents who are confident, o at least have an understanding on how math’s s carried out in the school, allows parents to support their children at home with homework, and allows them to make further progression in their learning. “





I have never been an arty person. EVER! When I decided that I wanted to become a teacher- displays were the one thing that scared me a little. I would be the one in charge of making those amazing displays in the classroom that I used to love seeing in my own classroom when I was a child. Some of the displays I remember being amazing- I had a tough job keeping up with them.


After a little bit of planning, the idea came to me. We created our own Brownie display. My first ever display!


But… then came Brownies. One big notice board.. and the creativeness. Little did I know, I am actually quite good at making displays and what more, it is something that I really enjoy doing.


What was important to me when making the display was that… it would not be filled with my work, but filled with space that would mean we could add things to it; work that the brownies had done at home, team points, pictures from trips, postcards, things that they have made at home as part of badge work.

Don’t get me wrong, there should still be things you as a teacher put up on a display board- our Brownie board for example had a badge sheet on, showing where Brownies were up to in their adventure journey. It was a work in progress. Sadly, we now no longer have this board as we have moved premises. I am so excited to make our new board come September.. this time, with no fear.

Displays in School

So what should a good display look like?IMG_2518

So Brownies meant that I was confident putting a display up, backing boards, using a staple gun- but what does a good display look like in a school setting?

TS2 is about allowing children to make progress. This can be done not only though effective teaching, but also through the resources around them in the classroom.

c) Guide pupils to reflect on the progress they have made and their emerging needs

An effective and well planned and structured display can do this. Not only can it reinforce pupils learning, but it can also aid to the learning of others- i.e displays in the corridors mean that other children can learn about other topics or ideas.




Communicating With Parents

One of the elements of Teacher’s Standards 8 involves effective communication with parents.

“Communicate effectively with parents with regard to pupils’ achievements and well-being.”


A few years ago, this was a thought that terrified me, but my voluntary experience outside of the school setting is something that enabled me to be confident in doing this when I began my university degree and began placements in schools.

During my free time I work as a Brownie leader- I find this to be a truly wonderful and rewarding experience. Not only is it great for me, as I myself grew up in Girl-guiding, but it also allows me to continuously develop strategies of working with children, planning and of course communicating effectively with parents.

As a main leader, this is something that I do regularly.

Writing– In writing I often send out newsletters to parents detailing events that are happening within the unit. I will send out letters of trips that we are running such as our latest trip to Cadbury World.

Talking– Parents drop off their children at the meeting each week, and it is here were I will communicate verbally with parents. Such discussions may involve, talking about the child’s welfare, discussing picking up arrangements, and continuously answering any questions that the parents may have.

Having this weekly experience of speaking with parents has allowed me to grow in confidence. When on placement this year, I was able to apply these skills to effectively communicate with parents of children in my class.

Communicating effectively

Whilst I was on placement- my visiting tutor gave me a tip on how to communicate effectively when speaking to parents. She called it the sandwich!

sandwichBread 1- Talk to the parents- introduce with something good, a smile, a positive thing that has happened.

Filling– now talk to them about the issue/problem/concern/point you have. I.e. Flossie forgot her PE kit again today. Can you please send it in with her when she comes to school tomorrow.

Bread 2– Now it is time to close the sandwich. Finish on a good and positive note. “Flossie had a great today, especially her super work in Math’s. See you tomorrow.” This means that the parent is leaving not only with the message you intended to give, but with a smile.

Reflection: I especially love this idea that my visiting tutor suggested, and when I spoke to one of the parents after school a few weeks later, this is a strategy that I implemented. I will therefor use this in the future when communicating with parents and will also be able to apply it when communicating with Brownie parents when I return to the unit next week. 


So much TS8!

Before I began my second year placement, my main target was to become actively involved within the school – as opposed to last year where I mainly worked with my own class.

Reflection– Now home from placement, reflecting on my target-this is something that I definitely achieved. Becoming involved in the school was something that I greatly enjoyed, and as a result of this my confidence was increased and I was able to obtain a whole range of wonderful experiences

Staff Meetings

Staff meetings ran every Tuesday night, and would be something that I attended. Whilst on placement a wide range of topics were covered.

  • Forest Schools
  • Learning Outside the Classroom (and how we can link such learning experiences with the curriculum)..
  • MyMaths
  • Networks
  • Assessment and Data Tracking

I found all of the staff meetings to be greatly beneficial. Not only did they secure knowledge and learning that I had gained at University, but it enabled me to gain a greater understanding of the school and of the wider areas outside of the class in which I was in.

Netball Club

netballMyself and  a fellow trainee whom I was on placement with, both sought out the opportunity to attend and help support a School Netball club for year 3 and year 4 pupils. This was something I found particularly enjoyable and beneficial- as up to here I had little experience of Physical Education and sport withing the school setting.  In week 7 of placement, along with the other trainee, we planned and taught our own Netball session using the structure of a typical PE lesson.

School Trips

Whilst on Placement- we were fortunate to attend some class trips not only with our won class, but also with other year groups.

  • Yr 4 trip to an elderly persons home– During the week before Easter, my class visited the local residential home where they performed a number of songs for the residents.
  • Year 3 trip to the infants-
  • Year 3 trip to the outdoor learning classroom- 
  • Swimming- 
  • Easter Service-


FAST (Families and School’s Together) 

The second Wednesday of placement we attended a FAST session after school. This session happened to be the FAST graduation.

“Families and Schools Together is an award-winning early-intervention programme which brings parents, children, teachers and the wider community together, to make sure children get the support they need to fulfil their potential at school – and in life. ” (FAST 2016). 

TS81FAST means that parents can be supported and helps children to make progress in their learning whilst developing that positive view of learning. Following on from attending the session, this was something that I was particularly interested in – especially the ideas and theory behind it, so I had a look on their website.


FAST is something that interests me, and relfecting on this, I think that it would be good
to visit session in the future and see bow it works. The session we attended was graduation and a celebration of the past 8 weeks. My aim is to see this in more schools over the next few years.

School Fayre

Week 2 of placement was the school’s Easter Fayre. This was run at the infants straight after school. I took this opportunity to 1 glittervolunteer and help out at one of the stalls. I spent the time working on the glitter tattoo stall. By doing so allowed me to meet many pupils across the school as well as staff in the infants school.


Communicating with parents

During placement, I communicated with parents on two occasions, informing them about the well-being of the child. i.e) clip-art-family-talkingFlossie fell over today in school. 

Communicating with parents is something that I feel confident in doing. Check out my separate blog post all about effective communication and what I have learnt over the past few months.