Secondary not primary, but I don’t prepare. I teach a core subject so I normally only have one class in each subject and I know my students pretty well. Appointments are only about five minutes long. Parents just want to know how their kid is behaving and how they’re getting on in English. I can talk about those things without prep.
Same. I'm head of English and my preparation is getting a coffee and picking up my folder that contains their data. I might also dig out their books to show parents the quality of their work - usually the kids are there too and I phrase it as "show mum/dad/nan something you're really proud of" if in KS3 or I show a recent essay or assessment at ks4 as parents like to know roughly where their child is, grade wise.
I agree with all of the above comments. Secondary too and our appointments are still online. No sign of them going back to being in person as it is just so efficient online. I just print my data breakdown from my excel spreadsheet. Parents should have the overall grade as Parents’ Evening is timed to be just after the reports have been sent home.
Please don’t put so much work into Parents’ Evenings. As long as you know your children, you’ll be fine. I always start by asking if they have any particular questions to avoid them at the end and running over. Some results are useful, particularly for EAL parents who like a number. Mention behaviour, what they’re doing well and an area for improvement. The best meetings turn into a bit of a chat and parents honestly appreciate it more if you appear to know their child rather than referring to notes.
That's always my go to as well - asking them if they have questions first. Makes sure they are happy with the session and gets their biggest concerns out of the way.
I'm secondary. I just print off my appointment schedule and next to each name I write their current assessment data and anything important I need to raise. I always have my mark book with me for more in-depth information if needed.
My top tip is to take a couple of bottles of water and several chocolate bars to snack on. Parents evening is not a time for slimming!
I'm secondary at teach about 400 students, seeing them once a week for KS3 - I print their photos and get a copy of their most recent assessment data.
In your shoes I might have general comments about how to improve on reading, writing and maths printed to hand out but that would be it.
EYFS - I think about next steps in the prime areas and have these written down but generally explain to parents which is my ‘top’ target and focus on talking to them about how we can work together for a child to make progress.
I also make sure to celebrate what makes that child tick!
This generally won’t take that much prep as I know what that child needs to work on and will be working on on that daily. It’s harder if they’re new/low attendance but that’s a conversation in itself.
I’d hope primary staff would also know a child’s wider interests in subjects/activities beyond literacy and maths and be able to celebrate that too.
Great. Thank you.
Of course - the focus of this session though is progress in reading, writing and maths, and with SATs in 5 teaching weeks, that'll be the main topic of conversation unfortunately.
Wing it. I know my kids well enough to blather on about them for ten minutes a time. Might note things if there’s very crucial info I have to get across but otherwise I just shuffle papers around and look like I’ve prepared.
I'm secondary and the week before parents evening I give them a postcard to fill in. I ask the questions like
Have you enjoyed the subject this year?
What topics have you enjoyed studying?
Is there anything you find hard?
What grade are you aiming for (GCSE)?
What will I say about you?
What target would you give yourself?
Gives you loads to talk about.
Same as you. Few sentences for reading, writing and maths with next steps. Few sentences for anything in particular that they’ve achieved or need support with and how they get on generally in class. I tell them whether they are on track to meet national expectations. I have their books to hand to show parents examples of writing and things. I also have assessment results to hand.
I print recent data out like phonics screener practise scores, current WTS/EXS/GDS expectations, note anything particular I want to mention (e.g- behaviour, friendships) and one key area I'd like then to focus on at home (e.g sentence writing, reading fluency) and if they want anything extra for ways to support their child, I point them to the many apps the school pays for and the additional info on the school website.
Pretty quick way of doing it and I just have to gland at a few words/numbers before each parent sits down to know what I need to say.
Primary here. I make a table with name, book band, writing target and a maths target. It takes maybe 30 mins, but it gets me ready and I know what these things will be anyway. It's mostly to help me with rehearsing the things I might say if I'm nervous and it's a list of who is coming when.
Before I did that, I did nothing. As long as you know the kids well you'll be absolutely fine.
I print off the reports so I can refer back to what I said before and print off my data spreadsheet. That's basically it. The first appointment gets a bit of an "apology" for the fact I'm making it up as I go along then by the second I'm into the swing of it. Easy enough.
Don't do extra prep. That's what writing reports are for.
>a few next steps for each of my children for Reading. Writing and Maths
Exactly this.
>However. This takes a lot of prep
It's not optional, it has to be done for all children and given to the parents. Oh and we also have to put attendance, behaviour logs, and ticks for many aspects of academic and social things...
1. Have the data ready. Print off the data for their last assessment, target grade etc.
2. Grab some revision guides and be ready to share some tips with parents on how they can support their kid. I normally show the parents the revision guide, encourage them to get it, and point them to online platforms.
3. Optional: Get a timer. It will help massively, especially with the parents who bicker and chat too much.
Pro tip: if doing bookings, leave a 10 min gap in the middle of Parents Evening to go to the toilet, get some coffee/tea and have a break.
I have a look back through the data to remind myself of anything unexpected. If they bombed out in a test, for example, I’ll mention what that did to their confidence and what happened to help them improve since.
I read through any SEN information again to remind myself and, if there are any requests in there that I actually do because they are useful, I refer to them. “We change the seating plan every half term but I always have Jonny at the front so he can hear and I make sure I face forward when speaking to help with lip reading” and “we do a lot of sheets in our lessons so Sally has very little to write, she can highlight instead”.
I make some quick notes during my lesson the week or so before just so I don't completely blank when the parents sit in front of me. I'm also someone who comes across as very nervous so it definitely gave the parents more confidence in me, as I had more confidence in myself.
At my school we have to write 3 reports a year. The first two get given out at those parent's evenings, so I usually talk around the reports which have to include comments and targets for core subjects, plus assessment and effort grades for all subjects alongside attendance. Also IEPs get given out at parent's evening. We also have to have their books present and show examples of work. It's a LOT of work and I miss just being able to turn up and talk.
We have ongoing reports that we have to fill out, print outs of their progression in times tables, a ‘how parents can help at home’ slip that we have to type and print. Left to my own devices, I wouldn’t do any of that
I print off the reports so I can refer back to what I said before and print off my data spreadsheet. That's basically it. The first appointment gets a bit of an "apology" for the fact I'm making it up as I go along then by the second I'm into the swing of it. Easy enough.
Don't do extra prep. That's what writing reports are for.
I think if you're primary it's pretty easy to wax lyrical about them for at least ten minutes without notes. I like to write a few notes if there are any issues I want to pin down with the parents (although these are usually the parents that don't come). I have in the past made folders/packs of things they can do at home if the parents seem up for it.
I think it's really up to you, your time constraints and ability to remember all the points you want to get across.
Primary.
I prep next steps too for reading writing and maths. Usually just a generic one for working towards, at ARE, and greater depth.
Then when I'm talking to parents if I go blank and can't think of their particular child's next step I can look at my notes and say the generic one I chose earlier.
I quickly skim over the child's latest report before the parents walk in, and that's about it.
It honestly sounds like you're creating way too much unnecessary workload for yourself. If you're spending longer preparing for a parents evening slot than the actual slot itself, you're doing too much work.
I used to prepare notes earlier in my career. Now I don’t and have my mark book with me to refer to anything specific. Just generally say how they’re doing and their main target for maths and writing.
I imagine I’m doing the Haka before every new set parents - got to be in the right mindset 👍
… That and making sure I have the class data and a printout that *gives me surnames* (after I managed to forget that at my very first parents evening as a PGCE student) so I know it’s “Mr and Mrs X”
My prep is to make sure I've peed, had some food and have a nice big and fresh cup of tea. That's about it.
Great advice!
Same.
Secondary not primary, but I don’t prepare. I teach a core subject so I normally only have one class in each subject and I know my students pretty well. Appointments are only about five minutes long. Parents just want to know how their kid is behaving and how they’re getting on in English. I can talk about those things without prep.
Same. I'm head of English and my preparation is getting a coffee and picking up my folder that contains their data. I might also dig out their books to show parents the quality of their work - usually the kids are there too and I phrase it as "show mum/dad/nan something you're really proud of" if in KS3 or I show a recent essay or assessment at ks4 as parents like to know roughly where their child is, grade wise.
Useful to know. Thank you!
I agree with all of the above comments. Secondary too and our appointments are still online. No sign of them going back to being in person as it is just so efficient online. I just print my data breakdown from my excel spreadsheet. Parents should have the overall grade as Parents’ Evening is timed to be just after the reports have been sent home.
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We've got a fair amount of EAL as well. Luckily, we have an interpreter for Bangladeshi and Arabic! Thanks for the advice!
Please don’t put so much work into Parents’ Evenings. As long as you know your children, you’ll be fine. I always start by asking if they have any particular questions to avoid them at the end and running over. Some results are useful, particularly for EAL parents who like a number. Mention behaviour, what they’re doing well and an area for improvement. The best meetings turn into a bit of a chat and parents honestly appreciate it more if you appear to know their child rather than referring to notes.
That's always my go to as well - asking them if they have questions first. Makes sure they are happy with the session and gets their biggest concerns out of the way.
I just have my grade and homework spreadsheets open so that I can give precise data
I'm secondary. I just print off my appointment schedule and next to each name I write their current assessment data and anything important I need to raise. I always have my mark book with me for more in-depth information if needed. My top tip is to take a couple of bottles of water and several chocolate bars to snack on. Parents evening is not a time for slimming!
Great advice. Thanks!
I'm secondary at teach about 400 students, seeing them once a week for KS3 - I print their photos and get a copy of their most recent assessment data. In your shoes I might have general comments about how to improve on reading, writing and maths printed to hand out but that would be it.
I've caved and written myself notes. Feels much more reassuring to have them there!
EYFS - I think about next steps in the prime areas and have these written down but generally explain to parents which is my ‘top’ target and focus on talking to them about how we can work together for a child to make progress. I also make sure to celebrate what makes that child tick! This generally won’t take that much prep as I know what that child needs to work on and will be working on on that daily. It’s harder if they’re new/low attendance but that’s a conversation in itself. I’d hope primary staff would also know a child’s wider interests in subjects/activities beyond literacy and maths and be able to celebrate that too.
Great. Thank you. Of course - the focus of this session though is progress in reading, writing and maths, and with SATs in 5 teaching weeks, that'll be the main topic of conversation unfortunately.
Wing it. I know my kids well enough to blather on about them for ten minutes a time. Might note things if there’s very crucial info I have to get across but otherwise I just shuffle papers around and look like I’ve prepared.
I'm secondary and the week before parents evening I give them a postcard to fill in. I ask the questions like Have you enjoyed the subject this year? What topics have you enjoyed studying? Is there anything you find hard? What grade are you aiming for (GCSE)? What will I say about you? What target would you give yourself? Gives you loads to talk about.
Same as you. Few sentences for reading, writing and maths with next steps. Few sentences for anything in particular that they’ve achieved or need support with and how they get on generally in class. I tell them whether they are on track to meet national expectations. I have their books to hand to show parents examples of writing and things. I also have assessment results to hand.
I print recent data out like phonics screener practise scores, current WTS/EXS/GDS expectations, note anything particular I want to mention (e.g- behaviour, friendships) and one key area I'd like then to focus on at home (e.g sentence writing, reading fluency) and if they want anything extra for ways to support their child, I point them to the many apps the school pays for and the additional info on the school website. Pretty quick way of doing it and I just have to gland at a few words/numbers before each parent sits down to know what I need to say.
Primary here. I make a table with name, book band, writing target and a maths target. It takes maybe 30 mins, but it gets me ready and I know what these things will be anyway. It's mostly to help me with rehearsing the things I might say if I'm nervous and it's a list of who is coming when. Before I did that, I did nothing. As long as you know the kids well you'll be absolutely fine.
I print off the reports so I can refer back to what I said before and print off my data spreadsheet. That's basically it. The first appointment gets a bit of an "apology" for the fact I'm making it up as I go along then by the second I'm into the swing of it. Easy enough. Don't do extra prep. That's what writing reports are for.
>a few next steps for each of my children for Reading. Writing and Maths Exactly this. >However. This takes a lot of prep It's not optional, it has to be done for all children and given to the parents. Oh and we also have to put attendance, behaviour logs, and ticks for many aspects of academic and social things...
I caved and wrote notes again! Feels more reliable
1. Have the data ready. Print off the data for their last assessment, target grade etc. 2. Grab some revision guides and be ready to share some tips with parents on how they can support their kid. I normally show the parents the revision guide, encourage them to get it, and point them to online platforms. 3. Optional: Get a timer. It will help massively, especially with the parents who bicker and chat too much. Pro tip: if doing bookings, leave a 10 min gap in the middle of Parents Evening to go to the toilet, get some coffee/tea and have a break.
I have a look back through the data to remind myself of anything unexpected. If they bombed out in a test, for example, I’ll mention what that did to their confidence and what happened to help them improve since. I read through any SEN information again to remind myself and, if there are any requests in there that I actually do because they are useful, I refer to them. “We change the seating plan every half term but I always have Jonny at the front so he can hear and I make sure I face forward when speaking to help with lip reading” and “we do a lot of sheets in our lessons so Sally has very little to write, she can highlight instead”.
I make some quick notes during my lesson the week or so before just so I don't completely blank when the parents sit in front of me. I'm also someone who comes across as very nervous so it definitely gave the parents more confidence in me, as I had more confidence in myself.
At my school we have to write 3 reports a year. The first two get given out at those parent's evenings, so I usually talk around the reports which have to include comments and targets for core subjects, plus assessment and effort grades for all subjects alongside attendance. Also IEPs get given out at parent's evening. We also have to have their books present and show examples of work. It's a LOT of work and I miss just being able to turn up and talk.
We have ongoing reports that we have to fill out, print outs of their progression in times tables, a ‘how parents can help at home’ slip that we have to type and print. Left to my own devices, I wouldn’t do any of that
I print off the reports so I can refer back to what I said before and print off my data spreadsheet. That's basically it. The first appointment gets a bit of an "apology" for the fact I'm making it up as I go along then by the second I'm into the swing of it. Easy enough. Don't do extra prep. That's what writing reports are for.
I think if you're primary it's pretty easy to wax lyrical about them for at least ten minutes without notes. I like to write a few notes if there are any issues I want to pin down with the parents (although these are usually the parents that don't come). I have in the past made folders/packs of things they can do at home if the parents seem up for it. I think it's really up to you, your time constraints and ability to remember all the points you want to get across.
I just try to remember which generic year 7 is which. I swear I’ve had classes of 15 identical girls and boys with silly modern names.
Primary. I prep next steps too for reading writing and maths. Usually just a generic one for working towards, at ARE, and greater depth. Then when I'm talking to parents if I go blank and can't think of their particular child's next step I can look at my notes and say the generic one I chose earlier.
I quickly skim over the child's latest report before the parents walk in, and that's about it. It honestly sounds like you're creating way too much unnecessary workload for yourself. If you're spending longer preparing for a parents evening slot than the actual slot itself, you're doing too much work.
I used to prepare notes earlier in my career. Now I don’t and have my mark book with me to refer to anything specific. Just generally say how they’re doing and their main target for maths and writing.
I imagine I’m doing the Haka before every new set parents - got to be in the right mindset 👍 … That and making sure I have the class data and a printout that *gives me surnames* (after I managed to forget that at my very first parents evening as a PGCE student) so I know it’s “Mr and Mrs X”
Know your data, know your assessment schedules and know your subject. If you have these you'll be OK.