Parents as Partners in Learning

What can schools do?

Timetable of after school activities

Developing out-of-school learning

The guidance for practitioners suggests that out-of-school learning is most effective where managers, staff and pupils see it as an integral part of the school’s provision. This is particularly the case when provision is developed jointly with other providers. This means that out-of-school learning should:
  • feature in the school development plan, school handbook and annual report
  • be supported by senior management
  • be the responsibility of a designated member of the senior management team.         
Guidance further highlights several key elements of good practice:
  • finding out what’s needed and having a purpose
  • involving young people and getting the ethos right
  • developing partnerships
  • learning together
  • linking to national and local priorities.         

Please note: Guidance on out-of-school learning can be found in the Out of School Hours Learning Handbook.

What schools can do to involve parents in out-of-school learning

  • Make sure parents are informed of the full range of out-of-school learning clubs which are on offer.
  • Invite parents to attend to see what takes place.
  • Consult with parents on what they think are the learning needs of their children. This could be by survey or focus group.
  • Make use of parents’ skills and talents by seeking volunteers to run clubs and offer workshops (subject to Disclosure Scotland requirements).
  • Organise clubs which include parents and provide opportunities where parents and children can take part together in social activities and learning activities.         

Supporting school learning at home

Schools can encourage parents to support their child’s learning out of school through providing relevant materials. They can support school learning at home in the following ways:

  • Give clear advice on how parents can help with homework. See the Homework support package.
  • Offer special materials which parents use at home to help their children’s learning.
  • For younger children materials can include: story sacks or bookbags, science boxes, curiosity kits, and activities to help with writing and maths.
  • For older children materials can include help with mathematics or helping with reading.  

Supporting anytime learning

The school can suggest how parents might make use of ordinary, everyday activities as a source of learning.

For young children this can include:
  • making use of store cupboard items to help with reading and counting
  • encouraging children to help with the shopping and adding up the costs, or making comparisons between sizes and weights
  • allowing them to help with cooking
  • reading notices and signs when you are out walking
  • making use of visits to libraries and museums
  • allowing them to use websites suitable for younger children
  • watching children’s TV with them and talking about it.         
For older children this can include:
  • finding out about travel and costs for the holidays or days out – either by using the internet or by more traditional means such as telephone enquiries, requesting information leaflets and searching newspapers
  • discussing what is happening on the news
  • discussing the TV programmes they watch
  • asking about the magazines and books they are reading or the latest video they have watched
  • helping plan decorating, measuring rooms and windows
  • helping work out the costs of purchasing household items.