Developing Partnerships between schools, students’ families, and the wider community

Citation

Hennessy A, Ramjan C, Priestley A, Bradfield K & Schuler B (2021) Developing Partnerships between schools, students’ families, and the wider community [THE IMPACT OF SUPPORTING SCHOOLS USING CONNECT’S PARTNERSHIP SCHOOLS SCOTLAND (PSS) PROGRAMME TO DEVELOP RELATIONSHIPS WITH PARENTS/CARERS]. Connect (Scottish Parent Teacher Council). Edinburgh. https://connect.scot/application/files/3316/1668/7995/Developing_partnerships_between_schools_students_and_the_wider_community_2021__1.pdf

Abstract
This research report, funded by Connect in 2019, aimed to evaluate the impact of Connect’s Partnership Scotland Schools (PSS) programme in schools. PSS is described as an evidence-based, practical and flexible model for school, family and community partnerships. It is based on the work of Joyce Epstein and her colleagues (2009) at John Hopkins University; Epstein’s model is lauded for having a ‘strong record in involving more and different families and community partners in the life and learning in its member schools’ (Connect, 2019; 14/15). The PSS programme is Connect’s adaptation of the Epstein model for the Scottish context. This research addressed the question: In what ways, and to what extent, is parent/carer engagement an influencing factor in schools which exceed expectations? The research included primary and secondary schools which had links to Connect’s PSS programme and schools which had no contact. A mixture of desk research including a systematic literature review, questionnaires, interviews and focus groups generated the findings for the research. The research followed University of Stirling ethical guidelines. Initial desk research identified schools that exceeded expectations and gained higher attainment than would be expected compared to their identified ‘comparator schools’ in both Partnership (PSS) and non-Partnership (non-PSS) schools. Scottish Curriculum for Excellence achievement level data from 2017/18 were used alongside SIMD levels for schools, to identify the schools that were exceeding expectations. The case study schools were selected from this list of forty schools, after agreement from Local Authorities and the voluntary participation by the schools themselves. Due to COVID 19, the questionnaires, originally to be sent to the forty identified schools before the case study schools were selected, were sent to all schools and remained was open for the duration of the research. The four case study schools included one Primary school and one Secondary school involved with the Partnership Schools Scotland programme (PSS) and a Primary school and a Secondary school with no links to the programme (non-PSS). One PSS secondary and a non-PSS primary were in the same local authority. To differing degrees, children, parents, and school staff participated in online semi-structured interviews and focus groups. COVID 19 impacted the research timeline and the methods of research. Participants were very generous with their time in what has been very uncertain times, and which have called for flexibility by all involved. The rich findings that have been generated are testament to their generosity.