Pakistani parents and their children’s school: parent and school staff perspectives on parental involvement at the foundation stage

Abstract

ABSTRACTThe article reports the results of a case study of Pakistani parents’ involvement with their children’s school in a Foundation Stage setting in Southern England. The context includes the difficulties some children and families from ethnic minorities can experience within the English education system and a growing awareness of the importance of parental involvement. Detailed interviews were conducted with parents from twelve families (most in the parents’ mother tongue) and relevant staff. Most parents and school staff were very positive about parental involvement but levels of involvement were mostly low. Many parents did not feel welcomed and got little information and guidance. They did not understand teaching methods in relation to play and mathematics. The school staff attributed low levels of involvement to parents not valuing such involvement and their lack of education. The study shows a significant level of misunderstanding and lack of communication between school and parents.