As with so many aspects of school life, headteachers were forced to move parents’ evenings online during the coronavirus pandemic. But while teaching and learning is now back to in-person delivery, many schools are weighing up whether to return to in-person parents’ evenings or keep them virtual.
Here, two teachers discuss the pros and cons of each approach, and look at what leaders need to consider when making the decision.
A hybrid model allows flexibility
Tom Shrimpling, a Year 3 teacher and assistant headteacher, says:
At my school, there was much trepidation about entering the world of online parents’ meetings during the pandemic. Staff had concerns around internet connection, cut-off times and managing difficult conversations when not face to face.
The success for us was finding an online parents’ portal that managed our meetings. Staff could log in, set their availability for the parents to choose from and add breaks in, while the in-school administrator could set time limits for the meetings so that each one only lasted for the allotted time. The whole system, besides the odd moment of buffering, was a resounding success and it alleviated much of the initial apprehension that staff had.
Even though face-to-face meetings can happen now, as a school, we’ve decided to keep working through the portal. To keep the conversations succinct and focused, parents receive a short, written outline of the pupil’s strengths and areas for development: this helps to frame the conversation. These happen biannually, with the initial meeting relatively early in the school year, which allows us to discuss how the child has settled in their new class.
These meetings are supplemented by two further, more informal, open evenings, where parents can come into the classroom and look at their children’s work while chatting with the class teacher.
For teachers and parents, this hybrid model allows for more flexibility and, so far, it’s been really successful.
The wellbeing of staff in our school is of paramount importance, and any measure that lessens workload and time is seen as a step in the right direction. Parents like that the regular meetings take just 10 minutes of their time and teachers are still accessible if they need them beyond this.
More teaching and learning:
Ensure staff are consulted
Tessa McLaughlin, a head of history, says:
There are several positives to virtual parents evenings: the timed nature of online meetings reduces any pressure associated with over-running appointments; working from home enables parent-teachers to be present without booking alternative childcare; and in-person contact is lessened for staff who are still conscious of the ongoing risks of the pandemic.
However, in-person meetings, too, have their advantages: parents have the chance to physically visit their child’s school, see their classroom and meet other parents. For some parents, online appointments simply may not be possible if they don’t have access to a smart device at home.
The decision requires balanced leadership and clear consultation with staff. Moving back to in-person meetings will impact some more than others: those who have children, or care for elderly parents or dependents, are all likely to have strong preferences, as will those who rely on public transport or have second jobs.
There are several steps that the school leadership can incorporate as part of the decision-making process.
The first is around consultation. Leaders need to plan far ahead and utilise line managers to engage all staff in the process. Conversations need to happen in person and staff should explicitly be asked their preference.
Next, leaders need to reflect on the feedback and ask a range of questions, such as:
- Have parents been asked what their preference is?
- Could you operate a blended approach?
- If parents’ evenings do happen virtually, could you invite parents into the school at other points in the year?
- Could a school minibus drop staff home at the end of the evening to reduce concerns surrounding safety and public transport?
- Should schools offer a playscheme or wrap-around care for teachers’ children on parents’ evenings?
- Could the school day finish earlier and parents’ evening happen throughout the afternoon instead?
Finally, leaders need to propose the options that look likely and engage directly with any concerns in one-to-one conversations. There is no perfect answer to this but a solution-focused, empathetic approach is the best way forward.
