Empowering Your Child Through Reading: A Short Guide for Parents

Dee Patel is currently the English Lead Practitioner at the Westfield Academy. She is an experienced English teacher and leader with a particular interest in supporting pupils with reading.

As a parent, you hold the key to unlocking your child’s potential through the

transformative power of reading. In a world filled with distractions and screens vying for your child's attention, instilling a love for reading can be one of the most valuable gifts you give them. Here, we explore the importance of reading for adolescents and offer practical strategies to support and nurture this habit at home.

Why Reading Matters for Your Child:

1. Academic Success:

● Reading is the cornerstone of academic achievement. It enhances your child's

comprehension skills, vocabulary, and critical thinking abilities, giving them an

edge in all subjects.

● Encouraging your child to read widely exposes them to diverse ideas, cultures,

and perspectives, enriching their understanding of the world and fostering

intellectual curiosity.

2. Emotional Intelligence:

● Literature provides a safe space for your child to explore complex emotions and

navigate the challenges of adolescence. Through characters' experiences, they

learn empathy, resilience, and self-awareness.

● Reading fosters a sense of connection and belonging as your child discovers

characters they can relate to and stories that resonate with their own

experiences, helping them feel less alone in their journey.

3. Lifelong Learning:

● Cultivating a habit of reading sets your child on a path of lifelong learning and

personal growth. It equips them with the skills and knowledge they need to thrive

in an ever-changing world.

● By fostering a love for reading now, you're empowering your child to become a

curious, informed, and engaged citizen who can make a positive impact on

society.

Practical Strategies to Support Your Child’s Reading Journey:

1. Lead by Example:

● Let your child see you reading for pleasure and share your own reading

experiences with them. Your enthusiasm for books will inspire and motivate them

to explore the world of literature themselves.

2. Create a Reading-Friendly Environment:

● Designate a cozy reading nook in your home stocked with a variety of books that

cater to your child's interests and preferences. Make it an inviting space where

they can escape into the pages of a book.

3. Encourage Choice and Autonomy:

● Respect your child's reading choices, even if they differ from your own

preferences. Allow them the freedom to explore genres and topics that capture

their imagination and curiosity.

4. Foster Discussion and Connection:

● Engage your child in conversations about the books they're reading. Ask open-

ended questions that encourage them to share their thoughts, opinions, and

insights.

● Consider starting a parent-child book club or reading together as a family.

Sharing reading experiences can deepen your bond and create lasting

memories.

5. Embrace Technology:

● Leverage digital resources such as e-books, audiobooks, and online reading

platforms to cater to your child's tech-savvy preferences. Explore interactive

reading apps that gamify the reading experience and make it more engaging.

6. Set Realistic Expectations:

● Encourage consistency rather than perfection. Celebrate your child's efforts and

progress, regardless of the pace. Reading should be a joyous journey, not a

source of pressure or stress.

As a parent, you have the power to shape your child's future by nurturing their love for

reading. By providing them with the tools, support, and encouragement they need,

you're opening doors to endless possibilities and empowering them to thrive in school

and beyond. Together, let's embark on this literary adventure and watch as your child

discovers the magic of reading one page at a time.

Dee Patel

Changing the language of career discussion in the home

Jilna Virani is the Green School Trust Careers Leader, Geography teacher and parent.

Too many times do I come across students wanting to pursue a career in ‘medicine’ or ‘law’ or ‘engineering’ (to name a few), and their reasons for doing so are not always thought-through. In careers meetings with students, I begin by breaking down the justification for such choices. I am often given reasons such as ‘my dad suggested it,’ or ‘my parents are also in that field.’ I am equally surprised and unsurprised when hearing their reasons, as many of my own peer group had similar responses to this at that age. When further questioning the student in a careers meeting, we get to the conclusion that they do not really know what the study, preparation and work that this career path entails. They have an almost whimsical idea of these career paths, imagining the title of being a doctor or lawyer, rather than appreciating and acknowledging the journey it takes to become one. Whilst it is admirable and very respectful to follow the footsteps of family members, it is not always the right choice for that student.

Whilst every home is different in its context, circumstances, culture and relationships, where possible, parents/carers need to arm themselves with the correct tools and support offered to them by schools to help their children make informed decisions on their future. Changing the language from, ‘have you thought about being an occupational therapist’ (one I had recently in a meeting), to ‘where do you think Science can take you, let’s search together on the UCAS website,’ is so much more powerful. The ownership is on the child, but with the undeniable support from the parent/carer. The parent/carer is armed with the knowledge that the UCAS website is a good place to start, and is suggesting doing something together. This develops a stronger bond of support at home.

Parents and carers are undoubtedly coming from a place of love and care when suggesting career paths to their children. There is a strong emphasis on certain careers that signify status within a social hierarchy. But times have changed. Needs of students are more transparent and should be at the forefront of discussions and decision making. Going to university to get a degree is not the only road to success. Apprenticeships, traineeships, employment and all the other technical and vocational pathways are giving people choice. Let’s not turn those options into a hierarchy themselves and let us see them all on one uniform line.

The government has also changed their legislations to ensure that these pathways are represented in schools and allows technical and vocational providers access to schools and colleges. The new provider access legislation has set a minimum number of times these providers of pathways meet (or ‘encounter’) pupils. And I think that this is a big win, if adhered to by schools. The language the government uses is ‘meaningful encounters’, stressing how important these interactions are. This also starts in younger years, which I believe to be a greater benefit so that stereotypes/stigmas attached to certain professions can be reduced and better career conversations can be had.

So, by changing the language at home first, it enables a dialogue of career empathy and empowerment, which I believe is a better place to start. Pair that with government legislation and better school career development work delivery, we may just shift the traditional narrative.

Further support to help you and your family:

1. Choosing your future with UCAS - useful for Year 12 and 13 students (perhaps even Year 11) - https://www.ucas.com/

2. NHS Careers quiz - to explore the 350+ healthcare careers, it is not just doctors and nurses! - https://www.healthcareers.nhs.uk/findyourcareer

3. Wheel of strengths, useful for all key stages, particularly Years 9-11 as it is more visual  https://barclayslifeskills.com/i-want-to-choose-my-next-step/school/wheel-of-strengths/

4. Success at school have lots of career advice for students and parents, including videos, webinars and alternative pathway information - https://www.successatschool.org/

5. Skills for careers at all stages - visit ‘Get the Jump’ - https://www.skillsforcareers.education.gov.uk/pages/skills-for-life

Jilna Virani

Why do we ‘sweat the small stuff’ (focus on the little things)?

Kirsty Ridgers is an experienced teacher, pastoral leader and parent.

After nearly 20 years of teaching and conducting many equipment, uniform, punctuality, and homework checks, I think the question I get asked the most from students is “why do you care so much about the little things?” No doubt, parents may also wonder the same thing, when I am making time to call home over a single pen or a student who regularly turns up two minutes late to a lesson.

As a parent myself and, more importantly a student who was not the most prepared (!), I can fully understand why this may seem annoying!

Every year at the start of term we, as teachers, lay out our classroom expectations. We may even have them up on our classroom wall, but it is crucial that we take time to explain the purpose to our pupils.

Indeed, this is a win-win. With purpose comes understanding and support. Both students and parents will understand the reasoning behind each decision that has been made and will see that they have been constructed with the best intention to support the student in question.

From a student’s point of view, it may be “just a pen”, “just two minutes late”, “just a pair of trainers”, “just a tie”,” just a ruler” and it may not feel like a big deal to them as they do not understand how it impacts upon their learning. In fact, if I had a pound for every student who asked, “how does this effect my learning?” I would be retiring early. Hence, it is important to take the time to explain the impact.

Most parents’ views are usually more in-line with the teacher, as “we had to do it/have it/dress like it when we were at school” so it is not new to them. The vast majority of parents will also see that we are preparing their children for a future life out in the wider world, where being late, not being prepared or not completing a task can cost you a job or a qualification.

However, this is not the only reason we ‘sweat the small stuff’, why schools focus on the little things. Teaching a broad and expansive curriculum takes time and unfortunately, this time is not infinite. In this time, not only do we have to develop knowledge, understanding and application across a myriad of subjects, we have to squeeze these into short blocks. In addition to teaching the more formal, academic curriculum, we want to develop our student more holistically, by providing wonderful and valuable experiences, everything from plays and sports fixtures to counselling support and literacy support takes time and impacts upon the school timetable.

When there are 30 students in front of you, each student deserves to get the most out of the lesson you teach. This means that from the moment they come into your room the focus needs to be solely on their learning and nothing more. When you have students who do not, for instance, have the right equipment, not only does it stop them from starting and accessing the task, but it also means that the teacher is spending time dealing with a missing pen, when they could be spending time with your child helping them to understand the task.

Perhaps the biggest timewaster is when students arrive late. Even 2 to 3 mins results in lost learning time, taking the focus away from students who have arrived promptly and who are ready to learn. Addressing latecomers, updating class registers (to ensure all students are accounted for), and going back over tasks detracts from the flow of the lesson and can be quite frustrating for students who are doing everything right. Doing the simply Maths for a student who is 5 minutes late, 5 times a day, shows that they have lost about 80 hours of learning time a year – the equivalent of just over 3 weeks of learning. This is why we take punctuality so seriously!

If we collectively get the small stuff right, we do not waste time dealing with the big things they can escalate into. Nipping it in the bud, by carefully explaining the rationale means that everyone knows where they stand and sanctions (e.g detentions) are more likely to be avoided. Put simply, it takes parents, teacher and students themselves to work together to ensure that students are utilising their learning time properly.

So, what can parents do to support their child?

-Please check that your child has everything they may need for school the night before. Most schools will have an equipment list posted on their website or in a planner or handbook; all schools will have a uniform policy. From experience, your child will not tell you that they do not have equipment, uniform or are turning up late. They may say they have everything because it is easier to move on from a ‘boring’ conversation about something they perceive to be ‘not important’!

-Please check their equipment, uniform, homework, and punctuality regularly. Some schools send reminders every evening via e-mail to make sure students have learning kit. Yes, it is annoying but if everyone turns up with what they need the e-mails will stop!

Speak to the school if you are having trouble supplying the equipment, uniform or getting in on time. All schools will want to help you, especially in the current climate where people are finding it harder and harder to get by.

-Speaking to the school if you do not have the time or the resources to support with homework will also relieve some of this pressure as schools have many ways in which they can support with this. We will not know the problems you are encountering unless you tell us. We honestly want to help where we can!

-Finally, keep an open, positive, constructive dialogue with both your child and the school! It genuinely is one of the most supportive things you can do for your child, even if the adolescent reaction to your support may not always be that welcoming!

Kirsty Ridgers