Whole School Plan for Special Needs Provision


9. Liaising with Parents

Effective communication with parents is critically important to the success of a learning-support programme


9.1 Communication with Parents

  • Teachers will take every opportunity to make parents familiar with the purpose and procedures of the school’s learning-support team.
  • Activities may be organised in our school, from time to time, to increase the involvement of parents in their children’s learning.Parents will be encouraged to support their child’s learning through:
    • Developing children’s oral language through discussion
    • Motivating children to read more
    • Creating a home environment where literacy can thrive
    • Selecting books that interest children
    • Counting, measuring and other activities involving number.


9.2 Principal Teacher Liasing with Parents

While the learning-support teacher will consult with parents and outside agencies on an on-going basis, the principal teacher can facilitate the involvement of parents in the learning-support process by:

  • Establishing school policies and procedures, which enable parents to become involved effectively in the provision of learning-support.
  • Encouraging the organisation of information sessions for all parents on issues relating to the school’s learning-support service.
  • Overseeing the development of links between teachers and the providers of assessments and other services.


9.3 Class Teacher Liaising with Parents

  • Once a pupil has come to the attention of the school because of low achievement it will be possible for the class teacher in the context of ongoing contact with the parents to make them aware of the situation and to ascertain the parent’s views about the child’s performance at school.
  • Seek the parent’s approval to proceed with diagnostic assessment, which may lead to supplementary teaching. Permission for diagnostic testing by the learning-support teacher must be given by parents in writing. When a child is selected for learning-support the parents must accept or decline the place in writing (Draft letter for this purpose, Appendix 2).
  • Indicate that a meeting with the learning-support teacher and the parents will take place following diagnostic assessment and prior to the commencement of supplementary teaching.
  • Seek the parent’s permission for their child to attend supplementary teaching with the learning-support teacher (Draft letter for this purpose, Appendix 1).


9.4 The Learning-Support Teacher Liaising with Parents

In addition to providing general information to parents about the learning-support services that are available in the school, the learning-support teacher should:

  • After the initial diagnostic assessment has been completed, meet with each pupil’s parents to discuss the outcomes of the assessment.
  • Discuss the learning targets in the child’s Individual Profile and Learning Programme with the parents, the actions to be taken by the school to meet those targets and the ways in which attainment of the targets can be supported at home (if it is decided that supplementary teaching will be provided by the learning-support teacher).
  • Communicate on an on-going basis with the parents of each pupil who is in receipt of supplementary teaching so that progress can be positively affirmed and any difficulties in implementing the pupil’s learning programme at school or at home can either be anticipated and avoided or addressed without delay.
  • Consult with the parents of each pupil who is in receipt of supplementary teaching at the end of the instructional term to review the pupil’s attainment of agreed learning targets, to discuss the level of supplementary teaching (if any) that will be provided in the next instructional term and to revise the pupil’s Individual Profile and Learning Programme as necessary.
  • Consult with parents when supplementary teaching is to be discontinued and identify ways in which the pupil’s learning can continue to be supported at school and at home
  • Demonstrate techniques and strategies to parents that will enable them to help with their child’s development in such areas as oral language, reading, writing, spelling and mathematics
  • Where relevant, collaborate with other teachers to advise parents on ways in which they can support their children’s learning at home.