Our Friends>Wincle PTA

Registered Charity No. 1122751

We have a lot of fun supporting the School and Twincle Nursery! As a friend and supporter of the school you are automatically a member of the PTA.

Parental involvement in the School life is a win-win for everyone. With parental involvement children achieve more and do better, parents further value the school, strengthen their own social networks and even desire to continue their own education! (see the attached reference for more positives).

Wincle has a proud tradition of parental and community involvement, most latterly through Friends of Wincle who ran marketing campaigns to boost enrolment, raised thousands and thousands of pounds for all sorts of projects and organised and encouraged dozens and dozens of activities.

PTA activity includes:

Ø     Raising funds to help the school provide extra resources for the pupils.

Ø     Running social events.

Ø     Providing support for school trips and outings and other special events.

Ø     Organising information meetings for parents about education issues, especially when changes are taking place.

Examples of our activities:

Ø     Sponsoring the annual whole school trip to Buxton Theatre Christmas pantomimes.

Ø     Fundraising: towards the cost of a classroom block (2007-8), new toilets (2005-6) and updating the IT suite (2009), sports equipment eg rugby training kit.

Ø     Running Stalls at annual Wildboarclough Fayre and Wincle Fete.

Ø     Supporting the Barn Dance.

Ø     Coordinating visits to County Council meeting on Small Schools.

The PTA holds one meeting each term promulgated by newsletter and email, and the adjournment is very nearby! We look forward to seeing you.

Parents and Schools: partnerships in early years' education.

Lyn Tett, Dorothy Caddell, Jim Crowther and Paul O'Hara

University of Edinburgh¹

Paper presented at the British Educational Research Association Conference, Cardiff University, 7-10 September 2000

Many researchers, practitioners, and policymakers have documented the importance of parental involvement. A significant body of research (Fraser, 1996; Henderson & Berla, 1994; McMillan and Leslie, 1998; Olmstead & Rubin, 1983) indicates that when parents participate in their children's education, the result is an increase in student achievement and an improvement of students' attitudes. Increased attendance, fewer disciplinary problems, and higher aspirations have also been correlated with an increase in parent involvement even after socio-economic status and student ability have been taken into account (Epstein, 1987; Eagle, 1989). Furthermore, if increased parental involvement creates the perception that the school is more effective, it is likely that student achievement will increase (Caplan, Choy, & Whitmore, 1992).

More recent understandings of the ways in which young children learn recognise the child as an 'active learner' relying on and learning from a wide range of experiences beyond the school boundary. Viewing children as 'active learners' highlights that not all learning takes place in school. The importance of home and family as environments for learning and the role of parents as educators are now recognised. There is a consensus of opinion that much of children's early literacy and numeracy development happens outside the school (see Hannon, 1998; Henderson & Berla, 1994; Weinberger, 1996). It occurs within the social context of home and family (see Merttens, Newland & Webb, 1996). This new understanding demonstrates that parents play a crucial role as educators of their own children.

Parents benefit as well as their children if they are seen as having a role in their children's education. They develop a greater appreciation of their role, an improved sense of self worth, stronger social networks, and even the desire to continue their own education (Cairney, 1996). They also come to understand more about their schools and teaching and learning activities in general (Davies 1988; Liontos 1994). Teachers report that they are encouraged by strong support from involved parents to raise their expectations for both children and parents (SOED, 1996).