Loading...
Parent/Carer partnership: Structured Conversations
Citations
Altmetric:
Authors
Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study is situated in the context of a mainstream primary school setting in the UK, exploring the development of Structured Conversations between parents/carers and educators, particularly focusing on children with special educational needs and disabilities (SEND). The action research aims to enhance partnerships as families engage with the school in the educational process.
Aims: The primary aim of the research is to create a sustainable framework that fosters action-focused and productive partnerships between teachers and parents/carers of children with SEND. By adapting their version of Structured Conversations, the research seeks to establish effective communication and collaboration to support children's learning and development.
Methods: The research employs an action research cycle approach, which includes planning, executing, and reviewing the structured conversation framework. Ethical consent was attained to ensure confidentiality and to publish the data anonymously. Throughout the cycles, literature on co-production and effective communication is reviewed to inform practices, and structured prompts and guidance for meetings are developed to enhance parent-teacher interactions.
Findings: The study identifies that Structured Conversations improve communication dynamics between families and educators, contributing to effectively establishing goals and reviewing children's progress. Feedback from parents indicates that open and honest communication fosters confidence, while challenges remain related to the ongoing reliance on educational professionals post-COVID-19. This reliance has sometimes disrupted direct communication between families and classroom teachers.
Implications: This study highlights the importance of co-production in supporting children with SEND, emphasising that effective collaboration requires educators to engage families meaningfully and recognise their insights. It may contribute to the development of practices where teachers actively seek feedback from parents, encourage two-way communication, and ensure that families are integral partners in decision-making processes. Other educators might consider implementing structured conversation frameworks to strengthen these partnerships and enhance educational outcomes for all children, particularly those with SEND.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), multi-academy trust, parent/carer partnerships, structured conversations