Example of a personalised parent interview

In document Performing against the odds: developmental trajectories of children in the EPPSE 3 to 16 study (Page 99-102)

SEMI STRUCTURED PARENT INTERVIEWS

Name parent: Ms S.

Student ID: xxxx

Interview date: 14-1-2009

Name interviewer: A.M. INTRODUCTION

I‟m really happy that we are going to have this interview. I just want to tell you a few things before we get started. First of all, I want you to know that the information you or your child give in these interviews will be reported using different names, so nobody will have to know it was you.

As we discussed before, the reason we are having this interview is because I want to learn more about what parents such as you, feel is important for their children‟s school success or any difficulties and for their learning opportunities. Therefore I‟ll be asking you to tell me about things that you personally feel are, or have been, important for your son‟s learning experiences. The questions will start with what happened before they started primary school and go up to learning in secondary school and the future. As a reminder I have a paper here with information that I got from the questionnaires that you and your child filled out since he was three years old. It has information about how he was doing in school and names of the schools he went to. We‟ll keep that in front of us, as it might help you to remember things. Furthermore, as I am not a native speaker I might at times use words and phrases that are unclear to you. Please feel free to ask me to clarify these. Similarly, I might at times ask you to explain a word that I‟m not familiar with.

PRE-SCHOOL

1. Can you tell me what Steven was like when he was little? very short attention span; hearing difficulties; didn‟t speak until after 1st birthday, developmentally delayed;

grommet and speech therapy.

2. Can you give me some examples of things you did at home with Steven before age 5? How do you think this has helped with later learning? HLE=2; no bedtime; no tv watching; not played with friends; no family meals; book=every day (no library), looking at books, pointing at letters, play writing, singing abc-songs; counting games during daily grinds; singing songs together.

3. What made you decide that Steven would attend Pre-school? Did you have any particular reasons for choosing Happy Park EYC? close, older sibling attended

4. Were there any staff at Happy Park EYC that you feel helped Steven‟s learning most at

that time? Can you give me examples of what they did? nursery teacher recognised hearing difficulties , helped to sign and monitor how he played with other children.

5. In what ways you were involved with Happy Park EYC? Why did you feel this was important?

PRIMARY SCHOOL

6. Was there anything you said to Steven about starting Primary school? Why was that?

7. How well did Steven settle into Prior Preston? Why? unhappy going to Prior Weston; Switched to Tutton Primary in last year, why?

8. Was there any information passed on to Prior Preston by the Pre-school? How do you think this affected Steven settling in to Primary School?

9. What do you feel Steven‟s Primary school offered that helped him to learn? What about at Tutton? reading difficulties?

10. How did you stay informed about Steven progress in Primary school? What about at

Tutton? newsletters, homework, teacher meetings.

11. How do you feel about the way Prior Preston communicated with you about Steven‟s

progress? What about at Tutton? very satisfied

12. Is there any way in which Prior Preston could have done more for Steven‟s learning at

this time? Why do you think this did not happen? What about at Tutton?

13. Can you give me some examples of things you did at home with Steven during the primary school years that you feel have been important for his learning? often: play computer games, listen to read, read to, shopping; 3-4 hrs TV; occasionally: games, educational computer, educational visits outside the home; hardly ever: sports, library. Plays pretend games and computer games.

14. Did Steven have any particular jobs around the house during his Primary school

years? Why did you believe it was important for him to do/not do such jobs?

15. What rules were important for Steven to have at home and how do you think these rules helped with school? no bedtime in weekends; shout, tell off and talk to.

16. Can you tell me how you discussed these rules with Steven? Could you give me an example?

17. When Steven was in Primary school what kind of things did he do in his free time that you feel were important for his school success? Why do you think that is? dance class & sports

SECONDARY SCHOOL

18. How did Steven adjust to the change from Primary to Secondary school? nearest school; Y9: settled in well: “I like my school and am happy here”.

19. Can you tell me how you think Steven has been doing in Secondary school? Why? What about in English, Maths and Science? happy; good progress; no worries about his behaviour.

20. Which of Steven‟s current teachers do you think is/are helping him most in school?

Can you give examples of the way they help?

21. How does Steven deal with things that he finds difficult in school or in learning at home? Why do you think he does that?

SECONDARY SCHOOL continued

22. Is there any way in which Raynes School Language College could do more for

Steven‟s learning? Why do you think this hasn‟t happened?

23. How do you feel about the way Raynes School Language College communicates with you about Steven‟s progress? discussed work 1-3 times with teachers

24. Can you tell me about the talks you have with Steven about how he is doing in school? Can you give me an example of how this might help his education? talks about school, friends, GCSE‟s, school work, behaviour, checked homework

25. What can you do as a parent to help Steven develop as a person and to do well in school? Why do you feel these things are so important?

26. Are there any other adults, perhaps in your family or in your community or at school who have or have had an important influence on how Steven is doing in school? Could you give me an example?

PARENT

27. Where do you feel that your own ideas about learning, school and how children develop come from?

28. What was your school and education like? How do you feel your own experience influenced Steven‟s learning? no qualifications

29. How has your family‟s financial and job situation influenced the kind of support you can

provide for Steven‟s learning? Could you give me an example? separation

30. How have other people (e.g. friends, extended family, community, religious group) supported you with bringing up Steven? Has this helped Steven‟s education and

learning now and when he was younger?

31. Do you think there are things that happened in your life that have influenced how well

Steven has done in school, that we haven‟t talked about? Can you tell me about some

of these things? separation FUTURE

32. What kind of qualifications would you like Steven to have? Do you think he will achieve that? Why? University

33. What kind of job would you like Steven to have? Do you think he will achieve that? Why?

In document Performing against the odds: developmental trajectories of children in the EPPSE 3 to 16 study (Page 99-102)