Scottish Schools (Parental Involvement) Act 2006: updated statutory guidance consultation

Foreword

Improving the education and life chances of our children and young people is the defining mission of the Scottish Government.

In achieving this it is vital that we recognise that it is parents who are the primary educators of their children. This is why we place a strong emphasis on engaging parents in their children’s learning and involving parents in our education settings.

We have come a long way since the Scottish Schools (Parental Involvement) Act 2006 (“the Act”) was passed; setting out the rights of parents to be involved and engaged with their children’s education. We have worked together to improve practice and approach, developed additional guidance and support and introduced new policies and national strategies.

This revised statutory guidance builds on this work and the solid foundations provided by the Act. It explains the purpose of the legislation and the duties placed upon Education Authorities, schools and headteachers to involve and engage parents in their children’s learning and the life and work of our schools.

The guidance provides the information and tools needed to ensure our schools offer a warm, welcoming environment to all parents, taking account of their differing needs and circumstances and involving them in all decisions affecting their child’s education. It builds on an existing framework giving all parents the opportunity to get the information they need to support their child and enabling them to express their views. It describes how best to build a flexible, inclusive and empowered system so that parents and schools can decide what works best locally.

The theme that lies at the heart of this guidance is relationships - relationships based on trust, mutual respect and collaboration.

I am delighted to endorse this revised guidance, and the activity that will be taken forward at a national and local level to ensure that parents are recognised in our empowered education system.

John Swinney MSP

Deputy First Minister and Cabinet Secretary for Education and Skills

Key principles which underpin good practice in parental involvement and engagement

The day to day experience of parents, headteachers, teachers and children and young people depends as much on culture, values and principles as on legal duties and responsibilities. There are a number of key principles which have guided the work to update the following statutory guidance document. While the principles are not a formal part of the statutory guidance, they are provided in this preliminary section of the document by way of introduction.

• Empowerment –

  Empowerment is about providing the necessary advice and support as well as the necessary space and time – i.e. stepping back and giving “permission” for people to make a positive contribution.

  It means that parents are recognised as the primary educators of their children and that their knowledge and contribution is recognised and supported.

• Partnership –

  Excellence and equity cannot be achieved by one part of the system alone. All partners need to work together in a collaborative, collegiate and respectful way, keeping the interests of children and young people front and centre.

  We know that there have been important improvements in communication to and from parents, but we also know we need to make progress in supporting collaborative, two way relationships.

  Partnership rests on strong relationships between parents and carers and school staff. It relies on trust, honesty, collaboration, expertise, good conversations, clear roles and, in some cases, emotional bonds.

• Openness and Accessibility –

  Government, public bodies, schools and Parent Councils are accountable for the decisions that they make and the ways in which they work. This is why it is important that key decisions should be taken in consultation with the wider Parent Forum, families and communities.

  It also means that parents and school staff share information with each other in an open, honest and accessible way.

• Flexibility –

  All families are different and all children and young people will have individual needs.

  Flexibility means adapting approaches to take account of different family circumstances and to meet the individual needs of all of Scotland’s children and young people.