EYC

In the Early Years Centre, we recognise the benefits of involving parents and families in their child’s learning journeys, and we actively encourage parental and family involvement in a range of ways –

• Engaging with online Learning Journal profiles and communications.
• Engaging in the Care Plan process and contributing their views in relation to their child’s learning.
• Engaging in the STINT and TwF meeting process and contributing their views in relation to their child’s progress and specific needs.
• Attending EYC events in school, and in the local community. These have included Garden Party, EYC and Church Stay and Play sessions, and local trips.

Sharing and contributing resources and expertise to allow us to constantly improve the service we provide.

 

Our parents and carers say:

• Their child is happy and settled in the setting.
• Their child’s individual needs are understood and respected
• Their child is happy coming to the setting
• Children are well supported on a daily basis
• Children are challenged within their learning.
• Their child is making good progress with their learning and development.
• That experiences are engaging and challenging
• Experiences are appropriate for their child’s age and stage
• Feel parents’ views are listened too and acted upon
• Parents have opportunities to be involved in children’s learning journey.
• Learning journals allows parents to see what their child is learning about
• There are regular stay and play sessions and staff are always available if anything needs asked.
• The environment is welcoming and inclusive.
• Parents feel confident raising any concerns.
• Their child feels safe in nursery, and they feel at home at nursery.

 

Next steps from parents:

• One way system at pick up, it can be overwhelming to many 40 plus parents and carers plus their children trying to enter and exit one door.
• A visual schedule for each group may be useful to be posted on app or on display for example library on a Thursday, gym on a Friday, useful to know from get go.

School

We are always keen to involve parents and carers, understanding that parental involvement enriches the work and life of the school. This session we have, however, benefitted from parents and carers:

• Reading class/stage learning journeys, newsletters, focus weeks, school website, Learning Journals app leading to them sharing expertise and contributing resources where possible.
• Supporting homework
• Encouraging the use of online resources – e.g. Sumdog and Nessy
• Supporting and reinforcing the school’s Relationship & Positive Behaviour Policy.
• Engaging with shared targets and examples of learning posted on Learning Journals. Providing comments and/or providing feedback to further encourage their child’s learning.
• Engaging in parents’ nights and Staged Intervention and Team Around the Family reviews
• Supporting the work of the Parent Council.
• Attending EYC and school events both in school and in the local community

 

We have surveyed parents on their views of the school, our improvement priorities, use of Pupil Equity Fund, organisation of the school show and Titanic visit. The parental survey for 2025–26 indicates a generally very positive view of the school, with most parents agreeing or strongly agreeing that their children feel happy, safe and well supported, and that staff treat pupils with fairness, respect and understanding as individuals. Parents recognise strengths in teaching quality, leadership and the promotion of respectful relationships, with the majority reporting satisfaction overall and a willingness to recommend the school. Feedback also highlights effective support for wellbeing, confidence and progress, alongside appreciation for communication such as written feedback and learning updates. Areas for development include consistency in challenge within learning, clearer communication about assessment and progress, and increased opportunities for parental involvement and consultation. Suggestions for improvement focus on literacy approaches (including handwriting, spelling and phonics), more tailored home learning resources, and continued investment in support staff, wellbeing initiatives and targeted interventions through PEF. Overall, the evidence reflects a strong, nurturing school community with clear strengths and well-identified next steps for improvement.