Building positive communication and relationships with parents in EYFS: from newsletters to face to face chats. A blog post by MrsG_EYFS.
Behind every successful early years classroom is a strong partnership between parents and teachers. This relationship is built on trust, consistency, shared goals and good communication.
Starting Strong
So where to start in building these positive relationships? Relationship building starts right back at those stay and play sessions that you put on in the autumn term. At this point in the year parents are still making decisions on which school they want to put as their first choice and often parents tell me that first impressions really count. Giving parents honest answers to questions and explaining the way the school works is a great way to show off the culture and ethos of your setting. (My best friend is currently looking at schools for her child and the positive experiences for them have been when adults have been able to confidently offer the ‘whys’ behind their choices and been open and honest about what the school has to offer.)
Your next step in building those positive relationships comes once parents have received their offer for school places. Parents want to know that you are thinking of them at this time and even a small Facebook post on the school page can make parents feel seen. At our school, we send a welcome letter on offer day from the head of school and myself welcoming families to our school and let them know that a comprehensive transition plan will be heading their way soon. For many parents this next stage is quite daunting, especially if this is their first child attending school. We aim to send transition plans out to parents within the first few weeks after they find out about school places. This gives parents time to plan and make arrangements if necessary. Within this transition period we not only hold sessions for children, but we also hold an open evening for parents and organise meetings for parents who may wish to have more detailed conversations with us about their child’s needs.
The First Few Weeks
What about when children start in your setting? Now each school has their own communication tools and procedures, but keeping these consistent is key. There is nothing worse for parents when they feel like you were available at the start of term, but seem to have disappeared over the course of the year. In our setting we have three main forms of communication: class dojo, Tapestry and being on the door every morning. Every day we welcome the children in through the door, say hello, and parents have the opportunity to speak to us if needed. By being present you can show parents that you are taking the time to welcome the children in, support with handover if necessary and that you hold their child’s wellbeing at heart. For some parents a quick good morning could be the first adult interaction they have had since the day before. For some a pleasantry that lets them know that their child is safe with you.
Different Systems
Next we use Class Dojo (other systems are available, this just works for our school!). I always describe this to parents as a more formal version of Facebook! The main page shows you information that is for everyone. Communication for the whole school. The class page is like a group and is just for us and the chat function is like messenger that can relay 1:1 messages. Parents are able to contact us directly (but know that staff may only answer in working hours) and have more informal communication when necessary. It also allows me as class teacher to post activities that relate specifically to our class, or allows me the opportunity to ask all parents for more bits for our junk modelling area for example. Now I know dojo doesn’t work for every school, but for us it is a winner!
Then there is Tapestry. This we use solely for learning. The parents receive a post at the end of the week. This is usually 2 or 3 photos of their child in different learning situations. Sometimes on their own, sometimes in groups. It shows parents what they have been up to throughout the week and allows parents to share exciting things that have been happening at home too. Two systems, two forms of communication, both serving a purpose and creating positive relationships, where parents can see that you are meeting the needs of their child.
What more can I add?
Finally, this year, I have decided to trial something new. An EYFS newsletter. This is added to the class page on dojo each week. It tells parents what we have learnt this week, what we will be learning next week and then the key vocabulary for our Drawing Club story for the following week. Parents then have the opportunity to share this with their children at home if they wish. I will be conducting a survey at the end of this year to see if this has had an impact, but so far the response has been positive.
Other things we do to build positive relationships: parents evenings, open afternoons, phonics workshops, The Nativity, harvest celebrations, sports days, asking for volunteers for school trips.
Communication with parents always needs to be handled carefully. Too little and relationships break down, too much and parents feel overwhelmed. It’s taken me 13 years of teaching to work on my approach and it is something that I still change every year. Every parent is different in the same way that every child is. Parents need to feel listened to. You are teaching their most precious thing and all they want is for their child to be safe and happy in your care. Remember that and you will already be two steps ahead.
MrsG has been teaching in Primary Schools, specialising in EYFS and KS1 for the last 13 years. She has taught across both key stages working as an Assistant Head, before heading back into the classroom full time after having her children. MrsG is now Senior Teacher in a small school, where she teaches in EYFS. She also works with ECTs supporting them with planning, workload, job applications and interview technique through her Instagram account instagram.com/mrsg_eyfs