International child protection alerts Reporting child protection concerns to child welfare organisations abroad within 24 hours.Our position in the ISS network gives us unrivalled access to expert, on-the-ground support, allowing us to assess whether a child’s return to their heritage country is realistic and in their best interests. We specialise in understanding UK local authority processes, international legislation and placements. Establishing a strong foundation through home visits is only a first step-nurturing these relationships through consistent communication is critical to maintaining them.We are experts in social work in an international context, cross-border child protection cases, care proceeding requiring cross-border cooperation and overseas placements.ĬFAB carries out case services in the UK and abroad referred to us by local authorities, statutory agencies, charities and individual members of the public, as well as our partners in the International Social Service network. Home visits are a great beginning to positive communication and relationships between teachers and their students’ families. Finding out from parents which method of correspondence is most effective and then checking in regularly with them about mutually established goals for the child provides both teachers and parents an open, ongoing platform through which to communicate and interact. One way to remain accountable to students’ families is to maintain, revisit, and keep current the plan of action generated jointly by the teacher and family. These notes may build on other school-centered meetings and provide a plan of action upon which the teachers and parents can build. Rather, the teacher can ask parents if they have questions and take mental notes, and then, at a later time, create a voice memo or write out notes of what was discussed.īefore subsequent home visits, teachers can inform parents that they will take notes about concerns or ideas that arise from the discussion. On a first home visit, teachers should not take notes since the act of collecting information may arouse parents’ distrust or suspicion. Create an Action PlanĪctively listening to parents’ insights, concerns, and ideas for their child demonstrates authentic interest and respect. And if the teacher has concerns about the student, they can use the sandwich feedback technique to voice concerns sandwiched between strengths-based praise that is concrete and genuine. A culturally responsive approach and appropriate, equity-minded language convey trust and respect. Focus on StrengthsĪ teacher who enters the home with a nonjudgmental attitude views the home through the eyes of the family living there and sees the family’s strengths. Home visits planned in advance allow teachers to pair up strategically to coordinate visits when they have students who are siblings or who live in the same neighborhood. Being flexible may also mean meeting on weekends, before schools begins, or at the end of the school day. Alternative locations such as a local library, a quiet café, or even a fast-food restaurant may be appropriate venues for family-centered visits. Parents may not always feel comfortable meeting in the home. For transparency and safety, the home visit schedule (including location, time, and date) should be provided to school staff. The first visit should focus on building a relationship, extending support, and actively listening to parents’ concerns and insights. Some home visit models emphasize the benefits of teachers pairing up, traveling together to students’ homes, and introducing themselves to parents during the summer. Teachers who regularly conduct home visits advise establishing contact with parents before the school year begins. Investigating how others have conducted home visits is important if you want to create a process that is doable, realistic, and beneficial to students and their families. Being culturally responsive when conducting home visits communicates respect while demonstrating genuine interest in families’ rich heritages. One consideration is learning about students’ families, their communities and neighborhoods, languages and/or cultural differences, and work schedules. Once teachers commit to making home visits, they can take steps to research, plan for, implement, and document the process. There are many testimonials from teachers and families about successful home visits, but without systemic school and district support, a teacher’s ability to carve out time during the school day to conduct home visits is limited.įor those who are determined, being well-informed about the benefits and rewards as well as the challenges of home visits is important. Teachers may be reticent to implement home visits because of the time commitment and effort involved. For teachers interested in conducting home visits, here is some guidance for getting stated.
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