Parent & Family Engagement
6 weeks · 0 milestones
Design and implement a real parent or family engagement strategy in an early years setting. Proof requires: (a) a written engagement plan with rationale, intended outcomes, and method of measuring whether engagement occurred, (b) documented evidence of the strategy implemented — a newsletter, a stay-and-play session plan with attendance record, a family meeting agenda with notes, or an equivalent real engagement artifact, (c) anonymised documentation of family response or participation (number of families engaged, not identifiable individuals), and (d) setting manager or lead practitioner written attestation that the engagement strategy was genuinely implemented and describing the student's role in planning and delivery. No family names or identifying information in submission. Requires current DBS/background check clearance.
Milestone map
Milestone map
3 milestones
Review the evidence on effective family engagement in early childhood settings, focusing on the EEF Working with Families guidance and the Early Years Foundation Stage (EYFS) Statutory Framework requirements for parent partnership. Then, using structured observation or document review in your placement setting, audit the current family engagement practices against the evidence base: identify two strengths and two gaps in how the setting currently communicates with and involves families. You do not need direct contact with families at this stage.
Proof required
Submit a structured audit document (400–600 words) with the headings: (1) Evidence summary — three key findings from the EEF Working with Families guidance or EYFS statutory requirements relevant to early childhood settings; (2) Setting strengths — two current practices that align with the evidence; (3) Setting gaps — two areas where evidence suggests stronger engagement would benefit children's outcomes.
What gets checked
- Evidence summary cites specific EEF findings or EYFS requirements — not general statements about 'why family engagement matters' that any student could write without reading the evidence
- Strengths and gaps are grounded in observed or documented practice, not assumptions about what the setting might do — cite what you actually observed or reviewed
- Gap analysis connects to child outcomes — explains why each gap matters for children's learning, not just for professional relationships with parents