Parents & Carers

As with all pupils, it is vital that schools work hard to ensure they establish and maintain good relationships with the parents or carers of pupils with English as an additional language (EAL). It can be an anxious time for any parent when their child starts a new school, and all the more so for parents of pupils with EAL, who will probably be concerned about how their child will cope in school with their additional language needs. If a parent is anxious, then the child may well become anxious too, so schools have a very important part to play in ensuring that parents feel that their children will be welcomed and looked after.

Parents from minority ethnic groups often feel they have little to contribute because their school experiences were different or because they do not have English as their first language. If their linguistic, cultural and religious traditions are not acknowledged and respected explicitly, they may feel discouraged from playing an active role in their children’s learning at school. Developing partnerships with bilingual families and communities has to be a process of learning to listen, share information and concerns, consult, negotiate and trust each other. The way in which a school responds to diversity will determine to a large degree how far partnerships with bilingual families and communities become a reality.

  • Create a friendly, welcoming atmosphere for families in the whole school environment and ensure that they feel safe and valued.
  • Make information about the structure and organisation of the school, roles, rules, routines, expectations, behaviour and so on easily available and accessible, e.g. use photographs, dual-language captions, CD-ROMs.
  • Devise and implement strategies to address potential barriers to effective partnerships in children’s learning. Potential barriers may include language, culture, ethnicity and religion; experiences in the wider society; perceived negative attitudes of staff or other parents; and their own very different or negative school experiences.
  • Reassure parents that limited or no English language, limited or no literacy skills in English or in their first language, or lack of formal education do not mean they cannot play a useful and key role in their child’s education.
  • Address fears some parents may have about coming into school and meeting teachers.
  • Recognise and celebrate the communities’ cultural and religious events.

Strategies for communicating with parents

Parents of pupils with EAL can often have very good English language skills but for some they may be still developing their own skills. The following are suggested strategies for communicating with parents who are developing their English language skills, focussing particularly on communication for admitting a pupil:

  • Take time to welcome parents and show them round the school
  • If parents do not seem to understand what you have said, do not be embarrassed! Try to find alternatives ways of communicating, for example with a visual aid or gesture
  • Be sensitive to the fact that parents may not have English Literacy skills, and offer appropriate support for completing forms
  • Try to find out as much information as possible about the new pupil from their parents – they will probably appreciate your interest and be pleased to know that you understand the needs of their child
  • Encourage parents to keep using the language most natural to them with their child. It is vital that pupils continue with their home language
  • Where possible invite parents personally to school events, remembering that they may not have understood letters that have been sent home, or may need extra encouragement to attend
  • Make sure that parents know who they should contact if they have any concernsabout their child – class teacher, form teacher, Head of Year etc. and introduce them to this person
  • Remember that parents may have experienced a very different school system – be as clear as possible with them about practical arrangements such as school holidays, lunchtimes, when they should collect their child etc.

Communicating with parents or carers