Evaluation of LPPA Programme Delivery: Process, Quality and Impact
The LPPA Team systematically collects and analyses evaluative data relating to all aspects of the LPPA Programme. Conclusions are drawn and findings are acted upon in order to improve the quality of our work. Data is gathered from:
- All schools* involved in the Leading Parent Partnership Award, at each stage of the process
- Delegates and course members involved in all LPPA conferences, workshops, briefings, LPPA Adviser training courses and other professional development
- LPPA Advisers and key contacts working with local authorities and other partner organisations
- External evaluations of LPPA contracts commissioned by client groups
*’School’ is used to cover all types of schools, early years settings and other organisations involved with the LPPA. ‘Parent’ includes parents, carers, grandparents and other family adults involved in children’s education and development.
The Leading Parent Partnership Award Programme
Supporting schools to improve the quality of their parental engagement through achieving the Leading Parent Partnership Award is at the heart of the LPPA Programme.
Basic information: 2010
| The Leading Parent Partnership Award | |
| Schools achieving the Leading Parent Partnership Award | 122 |
| Schools failing to achieve the Award at Final Verification | 0 |
| Types and numbers of schools achieving the Award: | |
| Nurseries and children’s centres | 2 |
| Infant Schools | 2 |
| First Schools | 15 |
| First and Middle Schools | 2 |
| Primary Schools | 63 |
| Junior Schools | 3 |
| Middle Schools | 4 |
| Secondary Schools | 26 |
| Special Schools | 4 |
| Pupil Referral Units | 1 |
| Training and professional development | |
| Number of training courses and workshops delivered | 12 |
| Number of delegates | 181 |
| Partnerships with local authorities to deliver the LPPA Programme | |
| Local authority partnerships during 2010 | 17 |
What the Heads said
“The growth in parent partnership through the LPPA has clearly had a direct impact on the positive learning climate across the school and in turn on the overall outcomes for all our children.”
(Manor Park Primary School, Birmingham)
“It is this approach (the LPPA process) to continuing to engage all parents and carers that has supported our students’ progress so exceptionally well.”
(Woodrush Community High School and Sixth Form Centre, Worcestershire)
“Through the LPPA we have improved parental involvement in their children’s learning and communication in both directions has improved…….we are much more proactive in seeking the views of parents on a range of issues and adapting our practice as a result.”
(St Barnabas CE First and Middle School, Worcestershire)
“The LPPA framework has given the school an identifiable and measurable focus for its work with parents and the community. It has enabled us to review systems and to think more broadly about the partnership between home and school and the benefits it can bring to children’s learning.”
(Avenue Primary School, Leicester)
“We intend to embed practice initiated through the Award so that it becomes part of our everyday working life.”
(Christ Church CE Primary School, Newcastle-upon-Tyne)
“We are delighted to have achieved this prestigious award.”
(The Hereford Academy, Hereford)
“We received much valued support for the LPPA Team and appreciated the guidance provided during the rigorous Final Verification process.”
(St Saviour’s CE Primary, Westminster)
Professional Support
In addition, all LPPA schools are asked how well their LPPA Advisers fulfil their support and development roles and responsibilities during the Initial Audit and Interim Assessment phases of the Award. Combined responses during 2010 were:
| Very well | 92% |
| Well | 8% |
| Satisfactorily | 0% |
| Unsatisfactorily | 0% |
Training and professional development
During 2010, the LPPA Team, with the support of a number of Advisers delivered twelve major professional development training courses and workshops including LPPA Adviser training, Workshops for LPPA School Coordinators and LPPA Toolkit training.
Each of the delegates was asked to provide evaluative feedback at the end of the activity indicating how well each of the agreed aims had been met. Responses were as follows:
| Excellent | 47% |
| Very good | 41% |
| Good | 11% |
| Satisfactory | 1% |
| Unsatisfactory | 0% |
Delegates are also asked to add any further positive comments, and to suggest areas for future improvement. Additional positive comments outnumbered suggestions for improvement by nine to one. Typical examples were:
“Really enjoyable and informative. Good examples of LPPA work. Great tutor and local coordinator.”
(LPPA School Coordinator, Doncaster LA LPPA Programme School Coordinators’ Workshop, June 2010)
“It’s great to share ideas and look at what is going on in other schools.”
(LPPA School Coordinator, Greater Manchester Challenge LPPA Coordinators’ Workshop, September 2010)
Partnerships with local authorities to deliver the LPPA
During 2010, the LPPA was working in partnership with 17 local authorities to deliver the LPPA to around 250 schools. In several cases contracts have been developed and extended over three or four year periods.
Feedback from Worcestershire schools during the LA’s LPPA evaluation process:
“Do you feel the LPPA will help the school achieve Ofsted recognistion in parental engagement?”
100% of the schools thought it would.
“Would you recommend the LPPA to other schools?”
100% of schools said they would.
Responding to evaluation feedback
As a result of feedback from schools and settings, evaluative comments from LPPA Advisers, and on-going monitoring by members of the LPPA Team, three major developments are now in progress:
- The LPPA Objectives and Key Performance Indicators have been reviewed, leading to the launch of an improved Award framework from September 2011.
- Review and development of the LPPA Toolkit, with the launch of a second edition in January 2012.
- Following analysis of the ‘areas for further development’ identified during the Final Verification of Award-achieving schools in 2010, an increased focus on providing further support to schools in: working with ‘harder to reach’ families; increasing the use of ICT in home-school communication and to support learning at home; whole school planning for parental involvement; impact evaluation and the development of parent groups, forums and handbooks.
