Listen to this story Members can listen to an AI-generated audio version of this article. 1.0x Audio narration uses an AI-generated voice. 0:00 0:00 Become a member to listen to this article Subscribe Ministers are hoping to strengthen the home-school relationship as abuse and complaints from parents and pupil absences continue to rise. The schools white paper laid out plans to set 鈥渕inimum expectations鈥 on parental engagement. But what does strong parental engagement look like in practice? Answers may be found at Bantock Primary School in Wolverhampton, which has become the first school in England to be named a gold standard 鈥減arent-friendly school鈥 by the charity Parentkind. Knowing the community The school has been on a long journey since Harvey Sarai 鈥 now chief executive of its sponsor The Wulfruna Partnership 鈥 joined as headteacher in 2013. 鈥淲e had really aggressive parents,鈥 she said. 鈥淲e had one parent who we did bar from the premises.鈥 There was no whole-school 鈥渜uick fix鈥, and relationships had to be built 鈥減arent by parent鈥. Leaders began by standing at the school gates every afternoon. Harvey Sarai and Jez Thomas 鈥淭hat one little action had a major impact, because we built relationships with our families,鈥 she said. Bantock鈥檚 headteacher and deputy have kept up this practice for 13 years. Racheal Smith, the head of (PFS), which visited last month, said parents valued the time with leaders as it made them feel 鈥渃ared-for鈥. Sarai said Bantock was in 鈥渢he most deprived area of Wolverhampton鈥, with more than 60 per cent of its 440 pupils eligible for free school meals. Many pupils speak English as an additional language. Breaking through barriers For Bantock, building relationships with parents has meant being 鈥渟avvy鈥 on finding ways to communicate. Many families have recently arrived in England, but parent ambassadors who are employed part-time help to translate for them. The school also uses technology to provide live translations at parents鈥 evenings and inductions, offers ESOL classes for parents and includes different languages on signage. 鈥淧arent chatter sessions鈥, supported by the ambassadors, cover everything from what a SATs paper looks like to online safety. Jez Thomas, Bantock鈥檚 current head, said understanding the school鈥檚 different ethnic communities and having 鈥済ood advocates鈥 in each of them has been key to building successful relationships with parents. For example, one of its governors is a member of the Gypsy, Roma and Traveller (GRT) community, helping the school better understand and support that group. Attendance had improved as a result. Consistency above everything Bantock also has a highly mobile population, with 鈥渉alf of the school鈥 changing each year. In response, it runs three parents鈥 evenings a year, while every new family receives an induction presentation and tour from leaders. At parents鈥 evenings, experts such as nurses and financial experts are also brought in so parents can access help. 鈥淎 lot of our families will not talk to these services on their own because they don鈥檛 feel safe,鈥 said Sarai. 鈥淏ut if we say it鈥檚 OK 鈥 they will take that on board.鈥 鈥楥onsistently showing up鈥 Smith said much of the school鈥檚 success with parents 鈥渃omes from consistently showing up鈥, and that listening to parents and involving them in decisions has been central to building trust. Parents were consulted, for example, when Bantock mooted finishing at 1.30pm on Fridays so staff could focus on PPA. Childcare was provided where needed. Sarai said the school observed and addressed parents鈥 individual needs, much as it did with pupils. Some needed a few minutes of daily contact with leaders, others more, others less. Crucially, by meeting these needs, pupils benefited as they 鈥渃an see a relationship between us and their parents鈥. Impact on resources? The approach may sound resource intensive, but Sarai described it as 鈥減reventative鈥. 鈥淏ecause we鈥檝e spent that time to earn [parents鈥橾 respect, when an issue does crop up, we鈥檙e at a better starting point.鈥 Practical approaches also helped to free up time and resources for parental engagement. A small leadership team meant more funding could be directed into the wider school, while technology helped to streamline processes. Sarai also stressed the importance of consistency and incremental changes. External agencies provide advice at parents evenings 鈥淪ometimes 鈥 schools throw everything out and start again. That鈥檚 going to cost more money.鈥 Instead, she said: 鈥淜eep what works and tweak it.鈥 Smith said Bantock could 鈥渧ery much have their time taken up with complaining parents鈥 but by investing in parent relationships, 鈥渢he reward is that their parents are their advocates鈥. Parental engagement ‘not an initiative鈥 PFS was launched by Parentkind a year ago as a way of acknowledging schools that meet its blueprint for parent participation. The charity also offers advice, training, and resources. Almost 500 schools have gained accreditation, around 450 at 鈥渟tandard鈥 level and 22 silver. Bantock is the only one to have achieved gold, an accreditation reserved for 鈥渆xceptional鈥 practice. Bantock submitted lengthy video evidence that showed it fulfilled 97 per cent of PFS鈥檚 blueprint. Smith also interviewed parents and staff. 鈥淎 lot of schools start from the premise that the parents are an extra burden鈥ather than recognising that parents are gatekeepers for attendance, of the child’s attitude to learning,鈥 she said. But if schools 鈥渨in the parents, they win the hearts and minds of the child, and you win their bums on seats鈥. At Bantock, parental engagement 鈥渋s not an initiative 鈥 it鈥檚 embedded and integral to everything that they do鈥.