Teach Secondary Issue 14.3

A s a school leader leading a group of schools based in London, I know first-hand how vital it is to forge strong relationships with parents. One of my schools is in central London, where attendance is a significant challenge. Many families in this area experience generational poverty, which often leads to a deep-rooted suspicion of leadership and institutions. These factors make engagement evenmore complex, requiring tailored approaches that acknowledge and address these concerns. Engaging parents is crucial – not just for their child’s success, but for fostering a more inclusive and supportive school community. The challenge lies in finding the right approach for bringing them in, and then building a trusting, productive partnership. Bridging the gap Before attempting to come up with a solution, I’ll always try to first consider why some parents might be reluctant to engage with the school. Some will be working long or inflexible hours, making it hard for them to attend meetings or events. Others may feel somewhat overwhelmed by the school environment – particularly if they’ve previously had negative experiences from their own education. Families from diverse backgrounds might be struggling with language differences, or a lack of familiarity with England’s education system. There can also be some families who have previously had negative interactions with their schools, and who nowworry about being judged. Some might simply lack confidence in their ability to support their child’s learning. Recognising these challenges is the first step towards developing the kind of meaningful strategies that can help bridge the gap. Non-judgemental spaces Rather than expecting our parents to engage with their school in formal, high-stakes situations, I’ve found that fostering low-pressure opportunities tends to be far more effective. Offering a range of ways for parents to connect can help you start to overcome those practical barriers. Virtual meetings or video calls work well for those with demanding schedules, while quick phone check-ins can sometimes prove more effective than repeated invitations to in-person meetings. Informal coffee mornings and drop-in sessions help to create a more relaxed, non-judgmental space in which parents can feel more comfortable interacting with staff. In some cases, a home visit can build stronger connections between a family and their school, simply through meeting parents in an environment where they feel comfortable. A good illustration of this was when we asked some of our parents to help out with a gardening project (though it could have been any kind of project, to be honest). We laid on coffees, teas and snacks and provided tools. Three parents in particular, who had hitherto been very much on the periphery in their contact with the school, are now visibly muchmore confident when on the school site. Low-risk engagement I’ve also witnessed howmuch of a difference community- led initiatives canmake. Hosting cultural or thematic events that celebrate diversity and shared interests can provide an accessible entry point for parents who might otherwise be hesitant to visit the school, making for a relatively low-risk way of encouraging better engagement. Working with local community groups, such as places of worship or cultural organisations, can be another powerful way of connecting with families via social networks that they already trust. As a church school, we have an immediate ‘in’, but have equally reached out to our local nurseries in order to get to know our parents before they join us. One of the most important aspects of engagement is communication. Parents need to feel that their voices are heard and valued. I always aim for communication that’s clear, accessible and positive. Avoiding educational jargon, and ensuring translations are available when needed, can go a long way. Yet while there are more ways of communicating digitally with parents than ever, what we’ve found is that the ‘old school’ methods actually work best. Personalised approaches Last term, one member of staff was tasked with gathering together every key date across the year in order “Is anybody there?” Anthony David sets out his advice for helping reticent parents play a bigger role in your school community “Therearemoreways of communicatingdigitallywith parents thanever,butwe’ve found the‘old school’methods actuallyworkbest” 50 teachwire.net/secondary