Cooperation between home and learning

•    We conduct everyday cooperation by appreciating and respecting one another.

Early childhood education:

•    We will cooperate with children’s guardians and with the essential parties functioning with the children, so that we can provide as good and comprehensive early childhood education as possible. 

•    We will ensure, together with the children's guardians, that the children's day will include a sufficient number of things supporting wellbeing such as togetherness, presence, play, and physical exercise. 

•    We will warmly meet with the guardians when they bring their children to and fetch them from early childhood education and tell them how the day went.

 Basic education and upper secondary education:

•    We mainly use electronic systems for interactive communication. 

•    The teachers will regularly communicate with homes on issues related to schoolchildren/students, on the learners’ successes, progress, and challenges. 

•    We will analyze the students’ needs for support in cooperation with homes.

•    The guardians will notify us of absences through an electronic system. 

•    When required, guardians will contact the school/educational institution's employees.

•    Older schoolchildren and students will adopt the electronic communication system themselves and are strongly involved in communication between home and school/educational institution, as well as utilize it in their studies.

•    The guardians can participate in once-per-term assessments in basic education and, when required, in planning support for learning.

•    The learners are entitled to student welfare’s support, in which case cooperation often takes place between different multiprofessional actors. The guardians participate, as agreed, in the operations of their own child’s multiprofessional group, which is of utmost importance.

•    Children/young persons’ wellbeing, learning, and involvement is supported by tight cooperation between the daycare center/school/educational institution.

•    We will cooperate with guardians to prevent bullying and on intervening in bullying.  We will also inform the guardians about the class/group’s operating models for preventing bullying and intervening in it, as well as about potential safer space principles.

Early childhood education:

•    We will support the child's new group by welcoming the new child and their family, so that they would feel welcome and part of the new community.

•    We will support children’s positive belonging in a group and their relationships with friends together with the guardians. This way, we are also building a sense of community and preventing bullying.

•    The teem agrees, together with the guardians, on how to communicate on the events of the group. The communications media will be entered into the group of children’s action plan.

Basic education and upper secondary education:

•    The teachers will regularly and purposefully communicate with homes on the class/group's everyday, phenomena, learning goals, as well as the instruction methods used.

•    In basic education, the teachers will arrange, once per school year, a PTA meeting to the guardians of their classes either as part of the entire school’s event or as an event of its own. Meeting the guardians is especially important when a child begins school, transfers from one grade to another, or when a teacher changes.

•    In the second grade, PTA meetings will be arranged on an annual basis.

•    In basic education, the guardians are encouraged to participate in activities as a class guardian or a class committee.

•    The daycare center/school/educational institution's operating models and structures for supporting children/young people’s learning and wellbeing are clearly communicated to the guardians.

•    The guardians will be given possibilities of influencing the development of activities, as well as have their say as regards repair or building processes and other changes. 

•    We will also inform the guardians about the operating models for preventing bullying and intervening in it, as well as about potential safer space principles.

Early childhood education:

•    Service units will arrange events for the guardians in the fall, when the operating period has begun. In addition, the units will arrange, as required, other events for guardians and joint celebrations. The contents of the events for guardians will be communicated retrospectively to those guardians who could not attend.



Basic education and upper secondary education: 

•    Elementary schools will, once per school year, compile a plan for cooperation between home and school together with a parents' association or another body representing the guardians. The plan will be entered into the school's action plan, and its realization with be jointly assessed at the end of the school year. 

•    In basic education, PTA meetings will regularly be arranged for the guardians, either as on-the-spot meetings or by remote access. These events will account for the guardians’ and learners’ involvement, dialog, and multilingualism.

•    In the second grade, an event will be arranged for guardians of beginning students. In addition, theme-specific PTA meetings will be arranged as required.

•    Schools and educational institutions can arrange a specific home and school cooperation day or other events during the school year. The guardians will participate in planning a typical day.

•    The guardians can choose a representative body for the school/educational institution's indoor-air team, if such a team has been set up.

•    We will support parents' associations’ activities. Parents' associations can give statements as well as submit initiatives to the principal.

• •    We will communicate on topical issues related to education and participation options in a clear-language and multilingual manner. We will arrange a resident event/survey on changes in the service network.
  
  •    The guardians can make an impact through Vanvary: Meetings between the management of the Education and Learning department and Vanvary will take place twice a year, and representatives of Vanvary will be invited to workgroups on the basis of need/subject/giving statements.
  
  •    The guardians can also act through the feedback channel and representative bodies, as well as submit initiatives.
  
  •    Basic education will arrange a local PTA meeting on a yearly basis, either as an on-the-spot meeting or by remote access. The guardians will be asked to submit subjects for discussion. These events will account for the guardians’ and learners’ involvement, dialog, and multilingualism.    District managers are responsible for arranging these meetings.
  
  •    The realization of the cooperation model will be monitored in meetings between the management of the Education and Learning department and Vanvary.

Area / Vantaa level (Swedish-language path)

•    A representative of the Swedish Services unit will always participate in Hem och skola organizations’ and parent’s associations’ meetings.

•    All the city's Hem och skola organizations will arrange meetings with representatives of educational institutions at least once a year, and more often, if required. These meetings can be on-the-spot meetings or remote meetings. The guardians will participate in deciding on the themes of the meetings. When required, an administrative representative of Swedish Services will be invited to the meetings.

•    Corrensponding meetings will also be arranged by parents' associations of Swedish-language daycare centers, at least once a year. Private daycare providers can also be invited to these meetings.

•    The Education and Learning committee's Swedish section can, when it so wishes, address matters that Hem och skola organizations and parents' associations of Swedish-language daycare centers propose to be handled on city level.

•    The chair of the Education and Learning committee's Swedish section, director of Swedish Services, and chairs of all Vantaa Hem och skola organizations, as well as chairs of all parents' associations of Swedish-language daycare centers will assemble at least once a year. When required, the deputy mayor will also be invited to the meeting. These meetings will monitor the realization of the cooperation model by focusing on the Swedish part of the home and learning cooperation model.

•    When required, representatives of Hem och skola organizations and representatives of parents' associations of Swedish-language daycare centers will be invited to participate in the department's workgroups.

•    The city will mail information —in easy-to-understand Swedish and Finnish—on topical education issues and on participation options. Moreover, resident events and surveys on changes in the service network will be arranged as required.