Working Together with Children and Families

Working together with children, young people and their families is central to inclusive practice. Schools build relationships rooted in trust, respect and shared understanding so that decisions are made with children and families rather than delivered to them. Children and families are listened to, their expertise is valued equally, and their experiences inform planning, review and delivery. When genuine partnership is embedded in everyday practice, decision-making becomes more open and honest, support is more personalised, and children & families feel included and empowered to participate.

A black triangle with, PCG in the middle. This is clickable, and will open a parent carer guide on the corresponding area within section one of the OAG

View the ‘Working Together with Children and Families’ Parent Carer Guide

Expectations

Leaders promote a culture where children, young people and families are treated as equal partners, and relationships are built on trust, empathy and shared goals.

Communication with families is clear, timely and accessible, using plain English and approaches that are culturally responsive and inclusive.

Children and families have regular, meaningful opportunities to share their views in ways that feel safe and appropriate to their age and communication preferences.

The school or setting works in partnership with families to understand strengths and needs, anticipate barriers and agree next steps in support and planning.

Co-production is embedded in everyday practice so that children’s and families’ views inform plans, reviews and decision-making, not only formal meetings.

Leaders review and strengthen partnerships by gathering feedback from children and families and acting on what they hear.

Staff know how to signpost families to the right local information and support, including the Local Offer, and do so consistently.

School Age

OAG Parent Carer Guides – One-page summaries co-produced with parents explaining each OAG principle in clear, accessible language.
Children and Young People’s Views Guidance – Guidance on gathering, understanding and using pupil views to inform planning and review.
Capturing the Views of Children and Young People – A person-centred toolkit offering practical tools and strategic approaches for embedding views.
Person-Centred Thinking Tools – Tools such as One-Page Profiles and What’s Working/Not Working to help CYP express what matters to them.
Parental Partnership Guide – Practical guidance on building open, respectful and solution-focused relationships with families.
Person-Centred Review Facilitator Training – 2-day training enabling staff to lead reviews and meetings centred around the child or young person.
Be Empowered Workshops – Parent-carer-led workshops supporting families to understand processes, rights and how to work in partnership with settings.
Working Together to Improve Engagement and Participation – Co-produced guidance outlining what effective, meaningful engagement with families looks like.
SEND Co-production Award Scheme, and Training – City-wide framework & charter, training and recognition scheme for strengthening co-production practice.
Birmingham Parent Carer Forum City-wide parent-carer network offering support, information and partnership opportunities.
School-based Parent Carer Forums – Local opportunities for parents to shape school and setting decisions and strengthen communication.
Best Start Family Hubs & community networks – Local spaces offering support, information and activities for families.

Early Years

The four guiding principles of Early Years Foundation Stage (EYFS).
Capturing Children and Young People voice, through observation, communication and interaction, their effective engagement with their key person and through practitioners’ relationships with the parent carers as child’s first educator, using person centred approaches.
Two-way communication is effective and using a range of methods to ensure they are maintaining ongoing communication between the setting and the parent carers.
Parent friendly, clear and accessible guidance reflecting the culture and needs of the children’s local communities is available, reflecting an understanding of the culture and needs of the community that the family is living in.
Be Empowered workshops.

Positive Relationships for EYFS

There is flexibility within ratios to focus adult support where needed. Additional adult support may be required, and the adult is available to join the child for some activities (group and individual), toileting and self-help.
Children have time to pursue their own (safe) play and to leave and return to this play, without interruption as well as being supported to move on within routines/daily transitions.
Talk to parents/carers about any changes in the home or wider context, for example, new sibling, siblings, change in housing situation etc.
The consistency of a named key person working with the child is crucial.