An opportunity should also be provided for pupils to comment on the draft agreement. This is yet another means of giving them ownership of the document.
- The agreement could be discussed through the School Council, in class/form tutor time, or in PSHE lessons. In primary schools, circle time or an equivalent could be used.
- Pupils could also take home a number of questions to discuss with parents.
The outcome of discussions in school and at home can be fed back to the agreement co-ordinator or working group.
Re-draft the agreement
Once the feedback on the draft agreement has been received from pupils, teachers and staff, the co-ordinator or working party can consider what amendments are necessary.
At this stage, ask again:
- Are all of the issues identified in the Department's guidance contained in the agreement?
- Is it a clear and practical working document that will generate positive working partnerships?
- Is it balanced and fair in its demands?
- Is it easily read by all pupils and parents?
- Will it look good?
- Does it meet, as far as possible, with the approval of all concerned?
Seek final approval from the governing body
Once all of the procedures outlined earlier have been followed, it will be necessary for the governing body to consider whether:
- the agreement meets with their approval
- they feel that their responsibilities have been fulfilled
- the agreement addresses all of the issues identified in the Department's 'Guidance for Schools'
- a policy has been developed to ensure that the agreement is used consistently and effectively to support home-school partnerships (see the section on managing your home-school agreement)
- a system is in place to ensure that the agreement is monitored, evaluated and reviewed effectively:
- should one or more governors have a specific responsibility for monitoring the impact of the agreement and partnership with parents in general?
Launching the final agreement can then be discussed.
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