Parent/School Partnership



This policy was developed for the School Self Evaluation Process in the 2017-2018 school Year.  It was reviewed by the Parent Association and ratified by the Board of Management.


Its purpose is to provide information and guidelines to parents and staff on parent/staff meetings and communication in Laragh 2 Muff. The family and home are central to the social and intellectual development of the child and the nurturing of good, moral values. Parents are the primary educators of the child.  The school and the family strive to be mutually supportive and respectful of each other, so that the child’s education can be effective. All the stakeholders aim to work for the benefit of the child and their learning.




  • Develop close links with the school.
  • Participate in meetings in a positive and respectful manner, affirming the professional role of the staff and all staff members in the school.
  • Collaborate with the school in developing the full potential of their children.
  • Share the responsibility of seeing that the school remains true to its ethos, values and distinctive character.
  • Become actively involved in the school/parent association.
  • Participate in policy and decision-making processes affecting them.





  • Establish good communication with parents/guardians of pupils in their class.
  • Keep parents/guardians informed of their child’s progress and behaviour both positive and negative.
  • Listen to what parents/guardians have to say and encourage them to bring any concerns to you at an early stage to avoid situations escalating.
  • Be aware of the role of parents/guardians as prime educators and emphasise that all parties are working together for the child’s benefit to help her reach her potential.
  • Value and respect the input of parents as they know their child best.




  • Meeting for parents of new Junior Infants – mid May.
  • Parent/teacher meetings one-to-one in November.
  • Parents receive school report of each pupil at the end of each school year.
  • Meetings with parents whose children have special needs with support teachers.
  • Consultation throughout the year.
  • Written communication through notes and phone calls.
  • Through the parents’ association, parents are invited to discuss and contribute to the drafting and review of school policies. Decisions taken to change current policies and procedures or to introduce new ones will be made known to all parents in written format via the school website and newsletters.
  • Regular notifications and the school website keep parents up-to-date with school events, holidays and school concerns.
  • Home work diary 1st – 6th class, used to relay messages which are signed between parents and teachers. Parents requested to sign diary each night to certify that homework has been completed.
  • Parents are invited to events throughout the year e.g. sports day, school masses and school plays.


Parents of pupils can make an appointment any time throughout the year.

Parents can communicate with the school through the school office or by a note to the teacher. If a parent wishes to consult with a teacher, they can contact the school secretary to arrange a suitable time.


It is vital that the school is immediately informed if family events/situations occur

that cause anxiety to the child and therefore may adversely affect her education.

In all matters pertaining to the wellbeing and education of pupils, only the parents/legal

guardians named on the enrolment form will be consulted by staff.



Formal Parent/Teacher meetings will be held once a year for all classes (Circular 14/04).

They will be held in the first term, towards the end of November for all classes.  They will be initiated by the school staff and details regarding time, etc will be worked out by the class teacher, in consultation with parents. The school will attempt to co-ordinate times where siblings are concerned.  Meetings may take place in classrooms and resource rooms.  The teachers use prepared guidelines for the meetings and collaborate in advance about the progress of individual children.




  • To establish and maintain good communication between the school and parents
  • To let parents know how their children are progressing in school
  • To help teachers/parents get to know the children better as individuals
  • To help children realise that home and school are working together
  • To meet demands for accountability
  • To share all positives about the child
  • To share with the parent the problems and difficulties the child may have in school
  • To review with the parent the child’s experience of schooling
  • To learn more about the child from the parent’s perspective
  • To learn more about parental opinions on what the school is doing
  • To identify areas of tension and disagreement
  • To identify ways in which parents can help their children
  • To negotiate jointly decisions about the child’s education
  • To inform the parents of standardised test results according to school policy


Circular 56/2011 Initial Steps in the implementation of the national literacy and numeracy Strategy has been adopted by the Board of Management. References to parent/school communication are:



Parents have the primary responsibility for their children’s learning and development. Schools can strengthen the capacity of parents to support their children in this way by sharing meaningful information about the progress that their children are achieving in the education system. This information needs to draw on the different sources of evidence that staff use, such as conversations with the learner, data-collection and documented progress on objectives and milestones reached in their short and long-term planning, examination of students own self-assessment data, documented observations of the learners engagement with tasks, outcomes of other assessment tasks and tests, and examples of students work. In turn, parents will often be able to enrich staffs knowledge of their students’ progress through providing further information about the students learning at home.




  • The child’s learning and achievement across the curriculum
  • The child’s learning dispositions
  • The child’s social and personal development
  • Ways in which parents can support their child’s learning




  • The School encourages communication between parents and staffs
  • Meetings with the class teacher at the classroom door to discuss concern is discouraged on a number of grounds:


  1. Staff cannot adequately supervise a class while at the same time speaking to a parent
  2. It is difficult to be discreet when so many children are standing close by
  3. It can be embarrassing for a child when his/her parent is talking to staff at a classroom door


Occasions occur where a parent needs to speak to a staff member urgently. Sometimes these meetings need to take place without prior notice. The Principal will aim to facilitate such meetings making every effort to ensure that the children in the class do not lose out on any of the teaching/learning time.



Complaints are infrequent, but the school would wish that these would be dealt with informally, fairly and quickly.  The following is the agreed complaints procedure to be followed in primary schools.



  • A parent/guardian who wishes to make a complaint should, firstly approach the class teacher with a view to resolving the complaint.
  • Where the parent/guardian is unable to resolve the complaint with the class staff he/she should approach the Principal with a view to resolving it
  • If the complaint is still unresolved, the parent/guardian should raise the matter with the Chairperson of the Board of Management with a view to resolving it.



  • If the complaint is still unresolved and the parent/guardian wishes to pursue the matter further, he/she should lodge the complaint in writing with the Chairperson of the Board of Management
  • The Chairperson will bring the precise nature of the written complaint to the notice of the staff member and seek to resolve the matter between the parties within 5 days of receipt of the written complaint.


  • If the complaint is not resolved informally, the Chairperson should, subject to the authorisation of the Board:
    1. Supply the staff member with a copy of the written complaint and
    2. Arrange a meeting with the staff member, and where applicable, the Principal with a view to resolving the complaint. Such a meeting should take place within 10 days of receipt of the written complaint.


  • If the complaint is still not resolved, the Chairperson should make a formal report to the board within 10 days of the meeting
  • If the Board considers that the complaint is not substantiated, the staff member and the complainant should be so informed within 3 days of the Board meeting
  • If the Board considers that the complaint is substantiated or that it warrants further investigation, the following steps should be followed:
  1. The staff member should be supplied with copies of any written evidence in support of the complaint
  2. He/she should be requested to supply a written response to the complaint to the Board and should be afforded an opportunity to make a presentation to the Board and to be accompanied by another person to that meeting
  3. The Board may arrange a meeting with the complainant, who may be accompanied by another person to this meeting.



Following the Boards investigations, the Chairperson shall convey the decision of the Board in writing to the staff member and the complainant within 5 days of the meeting of the Board. The decision of the Board shall be final.



Positive and respectful communication is of high importance to our school. This not only extends to the children but to all of the stakeholders e.g. the staff, parents and the wider community.  Anyone entering our building should feel safe to do so. While the behaviour of children in our school is of vital importance, adults in the school community also have a responsibility to ensure their own behaviour models the types of behaviour expected of children.


It is important that all stakeholders are responsible for their own behaviours in the school.  Examples include:


  • All stakeholders are expected to speak to each other with respect.  Shouting or other aggressive tones are not acceptable.   If a stakeholder displays anger or aggression to another member of the school community, they may be asked to remove themselves from the building.  In certain cases, the Gardaí must be called
  • All stakeholders will treat our children with the utmost respect while on the premises
  • Staff should not be asked to speak about another parent’s child. The staff of the school will respect your child’s right to privacy so it is asked that parents respect other children’s rights to privacy
  • When stakeholders meet, it is important to respect that the time of meetings should be kept to a reasonable amount of time. Times of meetings should be agreed beforehand and these should be respected
  • Staff are generally available to listen to a quick issue in the morning and after school. However, should a parent need to have a discussion or meeting, an appointment should be made at a convenient time for both parties. Teachers will often take or make a phone call to facilitate the parent.  This ensures that issues can be resolved.  Classes begin at 9:20 am and finish at 3:00pm and this time should not be interrupted.



Ratified by the Board of Management



Chairperson: ______________________________



Date:              _____________________________________