Communicating with Whanau

What: 

Running the New Entrant transition program requires a large component of communicating with Whanau, both to liaise and arrange the visits and then to ensure they feel informed and included as their child starts their school journey. I have numerous ways of doing this but it is predominantly by email and face to face contact. I understand that a parent leaving their child with me is like leaving part of themselves and sometimes this may be one of the first occasions that they've done this, thus making it a big transition for parent and child. 

I welcome both child and parent each time they come and explain the routines and expectations each week as building these routines comes through practise and continued exposure and gives everyone a chance to discuss anything that may have arisen during the week or at the previous visit. Again when the children are collected I try to have a quick chat about how the program has gone for that child and so the parents feel connected to what they're doing while at school and can ask any questions they may have. 

I frequently receive emails rom Parents with queries about different aspects of the school visits which I answer promptly. Further to this I take and email pictures of various activities throughout the morning to continue the connections between home and school and encourage the children to talk about what we do and share their experiences with their parents.

So What

The reason for moving from a standard, limited number of school visits to starting a transition to school program was to endeavour to provide the smoothest start for our tamariki and their families. Ensuring that there is clear communication and strong channels for feedback between home and school mean that we are all working together and clear in our expectations of our roles in these relationships. I ask parents, particularly when their child is leaving the transition program about their thoughts and ideas for future development and find this verbal feedback very helpful in developing and informing my practise. 

Now What

Perhaps I could formalise the feedback I get from the parents and provide feedback opportunities, by way of written evaluation forms, for all parents. This would ensure that everyone was given equal opportunity to have a voice in a non threatening way. Further to this I could seek more feedback from the learners themselves about their highs and lows and areas they feel could be further explored while they transitioned to school.

STP 2:5

STP 3:1