Accessible family communication
Help families understand school decisions and contribute their knowledge of the learner.
Find out preferences
Ask which language and communication format the family prefers, who should receive messages and how they can contact school. Explain how interpreting or translated information can be requested.
Make essential information usable
Use clear wording, headings, dates and explicit actions. Check that translated notices preserve the meaning of deadlines and requirements. Keep a consistent place for key information, rather than spreading it across several channels.
Make meetings reciprocal
Share the purpose and questions in advance. Where interpreting is needed, arrange it appropriately and allow time. Ask families about strengths, schooling and what they notice at home; check the agreed next steps before the meeting ends.
Create low-pressure entry points
Offer orientation sessions, library visits or small group conversations with a clear purpose. Provide an alternative route for families unable to attend. Make participation voluntary and avoid judging engagement by attendance alone.
What this can look like
Before a progress meeting, the school sends a short agenda and asks about communication needs. Staff bring a sample of the learner’s work, explain the language and subject goals, listen to the family’s observations and finish with two specific actions and a review date.
Responsibilities and review
Pastoral and admissions teams own contact information; the meeting organiser arranges access support. Review whether families can explain the agreed action and know whom to contact when something is unclear.
Plan one action
Choose a manageable action, give it an owner and decide how you will hear from learners before reviewing it.