This page is designed to provide those schools that are subject to Ofsted inspections, with examples of Parental Engagement activity we’ve taken from recent Ofsted reports. We’ve also provided examples of Parental Involvement and Stakeholder Engagement activity to show the contrast.
How do I know if what we’re doing is right?
In the new Ofsted inspection framework, Parental Engagement should be judged as successful only to the degree that it has clear and positive impact on children's outcomes.
Within the School Inspection Handbook, the grade descriptors found in the ‘Good’ category in “Quality of leadership in, and management of the school”, give us a strong indication of what is required:
" The school works well with parents, including those who might find working with the school difficult, to achieve positive benefits for pupils. "
What are Ofsted looking for?
1. “The school has a good partnership with parents and carers and keeps them informed of pupils’ progress, including through learning journals, reading diaries and regular reports.”
2. “The school is, rightly, strongly encouraging the habit of reading. Right across the school pupils said they liked to read and the majority were keen to show their reading diary, which confirmed that many read at home with their parents and carers. Questionnaire responses strongly agreed with the view that the school helps children to develop communication skills and that they are well supported to assist their learning.”
3. “The learning journals in the Early Years Foundation Stage are particularly effective in showing parents and carers how well their children are doing.”
4. “The school runs a helpful programme of events to support parents and carers in helping their children to learn.”
5. “Workshops have taken place so parents and carers can more effectively support their children’s learning.”
6. “The school has highly successful strategies for engaging with parents and carers to benefit pupils, for example, family learning workshops are regularly organised to help parents and carers to become even more effectively involved in their children’s learning.”
7. “The improvement in links with parents and carers has not only improved pupils’ attendance, which had been below average, but has also galvanised parents’ and carers’ involvement in their children’s learning.”
8. School initiatives such as 'mothers and daughters reading together' cement the bond with parents and carers and enrich learning.”
9. “Good links with parents and carers include their participation in school trips, classes to support learning at home.”
10. “The school works well with parents and carers, with a parent support adviser successfully engaging with those who are hard to reach.”
11. “Parents consider that they are well supported to help their children learn, through reading guidance, other homework and a wealth of other helpful information that teachers share with them.”
1. “Parents and carers acknowledge improved communication. In particular, they speak highly of recent changes to the reporting processes including the introduction of quarterly interim reports, and the structure of consultation meetings with teachers.”
2. “Many parents and carers contribute to out-of-school activities and help in classrooms.”
1. “Attendance is above average and levels of punctuality have improved in the past year. This is as a result of the school’s evolving partnership with parents and carers which includes the breakfast and after school club.”
2. “Governors have been instrumental in forming enhanced communication links with parents and carers.”
3. “The school has been systematic in tackling issues relating to attendance, which is now average and is showing convincing improvement. It has made explicit its expectations to parents, carers and pupils and focuses on rewarding pupils who attend school all of the time and offering effective support to those pupils and families for whom absence from school or lateness is of concern.”