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Developing each project Most leaders provided a consistent steer for their project. Many project leaders were cautious about the project spiralling out of control as good ideas were collected. Having realistic expectations was essential and projects that started small and built on achievable goals were the most successful. Many recognised that building effective partners in learning requires good relationships and sensitivity. Success was more immediately apparent where relationships between partners already existed and trust was established. Some project leaders were surprised at the wealth of expertise and willingness of both parents and staff to become involved. Others found motivating people a challenge. Success was experienced when a named person took responsibility, became known and trusted and was then able to move the projects forward to more ambitious ventures. Providing crèche facilities, personal reminders or transport all had a beneficial impact. Encouragement to attend sessions and group and peer support were often key to success. Some adult learners had poor experiences with schooling and came with negative views. Acknowledging this and allowing time and space to work through this was important to ensure thatall partners felt comfortable and able to contribute. Most projects were part of school improvement planning and had appropriate status. Some participants will act as advocates when working with future groups. Several projects were linked to other parental or community ventures. Not all projects were given realistic timescales or ongoing reviews and this meant some projects slipped and achieved less than planned.
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