Leaders have taken careful note of areas for development identified at the previous reassessment.  Parent engagement is now a key element of the SDP.  There has been an increase in the number of coffee mornings, information evenings and other events which have included inputs from external providers such as Step 2 Skills and the local MH team covering diverse topics from SEN to Zones of Regulation and different aspects of the curriculum.  The school also signposts parents to a range of external courses.

There is a strong team in place, with responsibility for parental engagement shared between the inclusion lead and deputy head.  There is also a full time family support worker and 2 SENDCos.  The school accesses a range of external support, in particular around SEN (notably Herts SEN Advice Line for Inclusion) and transition.  An additional School Family Worker works with individual families one day a week.

The school’s EAL community is supported via dedicated coffee mornings, translated information etc and has also planned and delivered a very successful international day for parents and pupils. 

Parents have been consulted about the timings of meetings which are offered at various points in the day to maximise attendance.  Parental consultations have included one on homework which led to the reintroduction of written materials as some families were struggling to access online resources.  The school works hard to encourage attendance at events.  Parents can bring toddlers and family members (e.g. as translators) to meetings, children write invitations to their parents for celebration assemblies and refreshments are also available.  Regular feedback on consultations and other events also serves to encourage engagement.

Staff make particular efforts to support parents via everything from home visits (including one for every new-starter) to help with purchasing equipment and uniform.  A breakfast and after school club is staffed by HLTAs and the school has subsidised the costs of this for some families – as they have for some externally run sports clubs.

Leaders make great efforts to be visible and available and parents attest to their open doors and regular presence at the gate.  The school also makes effective use of Twitter to share information and sends out regular, attractive newsletters.

Induction and transition support is impressive, as borne out by feedback from parents.  In addition to the general offer - which includes class passports for all children, new-to-nursery meetings and stay and play sessions - individualised support includes additional home visits, a teddy bears’ picnic transition day and pen portraits of children who need more help around in-school transition.  An external agency runs a 6 week transition workshop for key Year 6 children and there are numerous examples of how the school has followed up and offered tailored assistance to families who are unable to attend key induction and transition meetings.

Curriculum information for parents is comprehensive and includes half term and other activities that families can take part in together.  Parents also receive helpful, straightforward guidance on key areas such as behaviour and attendance.  In addition to parents’ evenings and reports, nursery parents receive weekly updates and children share their learning at regular assemblies and other events.  Parents also contribute to Dreamcatcher assemblies when they share life and career stories with pupils.