In response to Lost for Words' questions about what say parents can have in the way their child is taught how to read, the Department for Children, Families and Schools provided us with the following response. The DCFS has also provided answers to FAQS

Parents rights

1) How best can parents influence what reading/ phonics programmes are used in their schools and how they are used?

A: Parents should talk first to the class teacher about what is already being used in the school, and whether it is working successfully. If they have concerns about standards of literacy in the school they should speak to the school's Parent Governor who can act as their spokesperson. The school's board of governors will then work with the Headteacher to make sure the school provides a good quality education with high standards of achievement.

2) What is the best way for a parent to approach this subject with teachers and head teachers in a non-combative, co-facilitator way?

A: Make arrangements to have a chat with the class teacher and share your concerns. The vast majority of teachers will be very happy to work with you on ensuring your child makes good progress. However Parent Governors can always act as your spokesperson if you want to pursue things further.

3) How are local education authorities made up? Breakdown of staffing and roles? (Speaking generally here not specifically).

A: All local authorities employ primary consultants who work with teachers on early reading and literacy. In every Local authority there will also be school improvement partners who work with schools to improve children's achievement. They may also be known as school improvement advisers or link advisers. For children with special educational needs there will be an Access and Inclusion team which supports provision for individual children's learning.

4) Who can parents approach in local authorities to discuss changes that they would like to see?

A: A good starting point is your local authority's 'Parentline' (a hotline for parents) or Children's Information Service. These telephone numbers should be available from your school, your local authority or on the Local Authority's website. The national parent number you can call in the first instance is 0808 800 2222.

5) Where can they go for clear advice on what intervention programmes are used to help children with reading difficulties and how they fit in with the best practice, quality first teaching of synthetic phonics as recommended by the Rose Review?

A: Your child's school will be able to provide a full explanation of their approach to intervention or 'catch up' programmes and the type of phonics programme they are using. Also find out who the special educational needs coordinator (SENCO) is in the school and what they can offer. For a broader perspective contact the local authority learning support service (Access and Inclusion) who will give you the local policy and practices relating to children with particular special educational needs.

Parent's responsibilities

7) What is expected of me as a parent in terms of my primary school child's education?

A: Parents play a crucial role in helping children do well at school. The most important thing is speaking to your child about their learning, what interests them and their friends. Try to take time every day to read with your child and take advantage of any opportunity the school gives you to go into the classroom and see what's happening. Ask to go along to a school governor's meetings to get a good overview of what's happening in the school.

8) How will that help him/her to learn to read and write?

A: Speaking and listening to your child are vitally important to the development of reading and writing. The more words a child knows and uses in their spoken vocabulary the better their chances of becoming a successful reader and writer.

9) Why is it important to get my child to school on time? Five minutes won't make much of a difference.

A: Making a punctual start at the beginning of the day with all children contributes to good behaviour in the classroom and gets the day off to a good start. Teachers need to make a positive start to learning each day when children are fresh. Also make sure they have breakfast! Children can't concentrate with low blood sugar levels.

Reading and phonics is often one of the first activities of the day and your child could miss out on some vital teaching. Five minutes late every day quickly adds up to a substantial loss of learning time and ultimately could mean that your child could fall behind.

10) Why should I help my child to learn to read? Isn't that what teachers and schools are for?

A: Research has shown repeatedly that parents' engagement in their child's early reading development makes a big difference to a child's success and achievement. Children need to see parents reading too and to recognise that it is an enjoyable and worthwhile activity.

11) Reading isn't going to help my child into a job, not where we live – why should he/she bother?

A: There are strong links between achievement in literacy and success in later life but whatever the job there will be a requirement for good reading and writing skills. You can't take a driving test today without a written examination.

12) My child is causing problems at school. It's not my fault, s/he's no bother at home, what do you expect me to do?

A: Both you and your son's teacher will want the best for him. Only by talking about the difficulties will you find a way to help your son. Have a discussion with his teacher to find out what the problems are. Try to understand what's being expected of him at school and find ways of working together to overcome any difficulties. As a parent you can reinforce the school's expectations and standards of behaviour at home.

Reading with Synthetic Phonics | Back to School | Reading – How to Make it Fun | Why You Should Bother | What To Do if Your Child Has Reading Difficulties | Parents Rights and Responsibilities

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