By Stephanie Shimmin
This source for starting lecturers of teenagers offers sensible, delicate, and various suggestion on getting young children settled, mealtimes, toileting, and starting and finishing of classes.
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Parent helpers: explain how parents can support the setting – for example, helping with cooking or musical activities; getting involved with fundraising/parents’ groups. ■ Staff: describe your staff and management structure, including the ‘key worker’ system. Bear in mind that you may need to make this information accessible to parents in a variety of different ways; for example, in Braille, in different languages, as an audio tape or through an interpreter. INFORMATION LINKS For more on: ■ ■ keeping records see pages 3–5.
Bear in mind that you may need to make this information accessible to parents in a variety of different ways; for example, in Braille, in different languages, as an audio tape or through an interpreter. INFORMATION LINKS For more on: ■ ■ keeping records see pages 3–5. parents’ meetings see pages 36–42. TRY THIS Repeating information Aim to deliver an important piece of information in at least three different ways. For example, for a forthcoming trip: 1 send a letter home 2 put up an eye-catching notice on your notice board 3 ask staff to mention the trip to parents when they collect their children.
Try to avoid taking on the parent’s anxiety and aim to keep things in perspective. ■ Accept that you may have to respond to all a parent’s concerns, particularly in the early days. At the same time, do consider setting some limits. If dropping-off time is not a good moment to address a long list of worries, arrange an appointment later in the day so that you can have a proper chat. ■ Be sensitive to the fact that a parent’s general anxiety may be increased by difficulties in their personal or working life.