Parental participation and pupil outcomes

This article introduces and discusses some of the findings from the research and systems that Earl Primary School (the school’s name has been changed to protect anonymity) put in place to challenge prejudice and to engage parents to participate in school life.

Earl Primary is an averaged sized primary school with a catchment area serving a broad mix of socio-economic backgrounds. Ninety seven per cent of pupils are of White British heritage. This school has actively worked to improve parental partnership, with interventions in place to support families with often complex needs.

Working as the headteacher of Earl Primary, an invitation was received to participate with colleagues from other disciplines in the Early Intervention Team. It was evident that the only children who could benefit and be supported in times of crisis were those children whose parents agreed to this support taking place. The restrictions this produced with regard to the help that could be offered to those children whose parents refused to engage in the early intervention process gave cause for concern. Parental support, partnership and equality of opportunity were core values of the school. As a result, questions emerged as to what degree parents were not “signing up” within the school setting.