Meeting with parents and carers

Suggested structure for a meeting with parents/carers where there is a concern about a child’s development:

This should be part of the graduated approach to the way that the setting shares information about children’s learning and development.

Preparation:

Gather information about the child including:

• • The views of other staff.
  • Observations (planned, focussed and spontaneous).
  • Assessments against the Early Years Outcome statements
  • Learning Journey/children’s records.
  • Information about activities that the child enjoys and participates well in.
  • Plan practical ideas to support the child’s ‘next steps’ that parents could easily carry out at home as well as at the setting. Make these targets SMART to aid review and success.
  • Identify if the SENCo or other staff member should support the conversation o Ensure you have somewhere to make notes and a record of the outcome and actions from the meeting.
  • Arrange a time and place for the meeting that is comfortable and as private as possible. The key person could invite the SENCO or Manager or another experienced member of staff to support these meetings.

Initially:

• Start by talking generally about the child, always finding something positive to say
• Allow parents to talk about the child and listen to their views.
• This could be supported by asking parents/carers o If the child enjoys coming to the setting.
  • What the child tells them about their time in the setting (age/stage appropriate).
  • What the child is like at home.
  • What the child particularly enjoys doing at home.
  • How they think their child is developing.

Then:

• Talk with parents/carers about the child’s strengths and any areas for further development.
• Share observations and ask if the parents/carers have noticed similarities at home.
  • If they have – explore the issue with them e.g. when they have noticed it, what they think may be causing it, how concerned are they?.
  • If they have not – give specific examples/situations that illustrate your concerns. Stick to the facts and avoid labelling in any way.

Finally:

• Decide together on the next steps (e.g. observe and monitor, get a second opinion, seek outside advice). Key person to have some suggestions prepared.
• Refer to your Inclusion policy. Targets and strategies should be agreed at the meeting if relevant. These should be informed by what the child can do, in the setting and at home.
• Give the parent time to respond. Listen and take into account their views. Consider how best to work in partnership together for the benefit of the child.
• Agree with parents/carers when you will next meet with them/discuss the child’s progress.
• Consider activities that could be done at home to support child’s learning and development linked to the areas identified as causing concern.
• Read the notes back to the parents and agree this is a true record of the conversation.
• Suggest that parents could access other support if appropriate, e.g. Devon Information Advice and support on 01392 383080 or email devonias@devon.gov.uk further leaflets and information online at www.devonias.org.uk also on Facebook.

If the parents/carers do not accept that their child may have additional needs:

• The setting must still provide for the needs of the child through differentiation.
• Maintain on going dialogue with parents/carers to foster trusting relationships.
• Arrange future meeting to review progress.
• Staff to be aware that is often happens and parents may need some time to understand the settings perspective.

Other relevant information:

• Keep conversations going informally, daily if possible, to support parents with small step targets at home.
• Find each families preferred method of contact (or maybe more than one) may include email, text, book to write in etc.
• Refer to the Graduated Approach and contact EYC if progress is not catching up with typical development with a short period.
• Refer to advice sheet: Working with Parents and Carers