​This project was set up in partnership between West Dunbartonshire Council and Education Scotland to identify current practice in family learning within the West Dunbartonshire area. We also looked at how partner agencies worked together and how GIRFEC is being embedded into practice across all sectors.

The impact of a family learning approach is threefold. It shows that it can have an impact on both the child and the significant parent/carer as well as staff and services with the sharing of skills, knowledge and resources. Parents reported that family learning has had an impact on the relationship that they and their child have with learning. Some parents have used it as a progressive tool for accessing courses within the local College or local community classes like literacy and numeracy or felt ready to apply for employment or training courses.

About this research

During November 2013, 11 schools and centres were visited by a team from Education Scotland. The project team met with families, school/centre staff, local authority staff, and partners such as health professionals and voluntary organisations. The discussions were firmly focused on whole family engagement and learning opportunities, partnership working and the ‘Getting It Right for Every Child’ agenda.

How was the research carried out?

The project team aimed to explore how the coordination of programmes reduced duplication and supported referral routes and progression for families across the authority. In order to do this, three main case studies were used: Auchnacraig Early Education and Childcare Centre, Y Sort-It and Bonhill Primary School.

What are the strengths of the research methodology?

Qualitative methods, such as face-to-face interviews, allow for issues to be explored in-depth and also for researchers to explore any unexpected areas which may emerge on the day. Interviews also allow for researchers to develop rapport with respondents.

What is the context for this research?

Family learning is reflected in the West Dunbartonshire Parenting Strategy (2011). Whole family approaches to engagement and learning are apparent throughout this document.

Parenting support in West Dunbartonshire sets out to reflect the varied needs of families for help in raising their children from short-term universal support to more intensive services. To be successful in this requires appropriate and proportionate support for parents and children when they need it from across professional disciplines, services and organisations that are both evidence-based, and outcome focused.

West Dunbartonshire is committed to delivering a staged model of parenting intervention that reflects the age and needs of the child, young person and parent/carer.

Improvement questions

• How confident are you that the approaches taken in your setting to engaging with families are meaningful and relevant to their needs?
• What evidence do we have that family learning is improving the life chances of the families involved?
• Are outcomes for children improving as a result of their participation in family learning?
• How do you know? How is family learning improving the capacity of parents and children to learn together and learn better?

About the author(s)

Education Scotland

Disclaimer

The findings and recommendations from the research and development project are those of the authors and not necessarily those of Education Scotland.

Full reference

Scotland Family Learning in West Dunbartonshire: A Local Authority Case Study (2014)

Link to full research article

Family learning in West Dunbartonshire: A local authority case study