Discuss students’ presence, participation, learning, and achievement
Suggestion for implementing the strategy ‘Partnering with parents and whānau to support students’ learning and wellbeing’
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Seek and value family knowledge
Seek and value family knowledge
Talk with parents and caregivers to build a learner profile that is underpinned by their knowledge. Find out what approaches and strategies have worked well for their children in their previous school.
Let students personalise learner profiles
Let students personalise learner profiles
A learner profile is created by students and whānau.
Students can choose to present information in any media.
![6357 [Learner-profile2.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Learner-profile2__ScaleMaxWidthWzEwODZd.png)
Be mindful of student safety
Be mindful of student safety
As schools engage in genuine dialogue with parents and whānau, the child's safety, ongoing learning, and well-being must be of paramount consideration.
As an example, schools must always consider what might happen to a child as a consequence of information they have shared with parents and whānau concerning a child's achievement or behaviour at school.
Establish reciprocal relationships
Establish reciprocal relationships
At the four-week transition meeting we share what we have found from assessments and other information, and ask parents and whānau if that sounds right, or is it what they would expect.
We usually say something like “I have noticed…., what do you think, does this match up with what you see at home or do you see something else?”
Primary school principal
Approaches to support home-school contact
Approaches to support home-school contact
Establish regular, two-way contact between home and school, focused on sharing students’ successes.
- improve the timeliness and regularity of feedback and information, especially in relation to children’s presence, participation, learning, and achievement
- provide regular opportunities for participation and involvement
- provide information about how to become involved in the school
- ensure that families and whānau feel they are heard, fully involved, and not rushed in meetings and interviews, or blamed for things that have happened
- report on children’s progress in language and formats that can be easily understood by the student and their family
- be open and listening to parents’ views
- find ways for parents and whānau to lead activities and events, especially for other parents and their children.
Useful resources
Useful resources
Connecting with families – Invercargill Middle School
In this video, Katie Pennicott, deputy principal, explains how they engage family and whānau in learning centred relationships.
Publisher: Education Review Office | Te Tari Arotake Matauranga
Day-to-day collaboration
Practical examples of meeting student’s specific needs through collaboration with parents are provided from this page on the Inclusive Practices website (NZ).
Next steps
More suggestions for implementing the strategy “Partner with whānau ”:
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Current page Discuss students' presence, participation, learning, and achievement
Return to the guide “Partnering with parents, whānau, and communities ”
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How to use this site
Guide to Index of the guide: Parents, whānau, and communities
Strategies for action:
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Model a commitment to inclusionShow suggestions for Model a commitment to inclusion
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Support reciprocal relationshipsShow suggestions for Support reciprocal relationships
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Partner with whānauShow suggestions for Partner with whānau
- Discuss students' presence, participation, learning, and achievement
- Value family knowledge
- Access support
- Support learning at home
- Develop shared aspirations and high expectations
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Build community networksShow suggestions for Build community networks
