At all GDST schools we seek to build a relationship of mutual trust and confidence with our parents in which we work together to support your child.

We consider effective communication between our schools and their parents is a key factor in ensuring a constructive and unified framework in which children can progress from both an academic and pastoral perspective. 

School/home relationship

Our schools seek to ensure this relationship in the following ways:-

·        Parents are encouraged to become involved in our schools, for example in social events and fundraising; career activities such as running mock interviews, providing work experience, and arranging visits in industry; and many of our schools have active Parent/Teacher Associations.  The range of activities from school to school, and parents are encouraged to obtain further information from the particular school.

·        All of our schools report regularly to parents in relation to their child’s progress at formal parents’ evenings and in written reports. 

·        It may be, however, that you have a concern which does not arise at a formal review time.  For example, difficulties at home may be affecting your child, such as a family bereavement.  In such circumstances, please let your child’s form teacher or tutor know where this is the case, so that extra support can be offered.

·        If you have a concern regarding a particular subject or topic area, again this should be raised with the school. 

·        In all cases where there are concerns relating to the child, we encourage parents to make contact with the school at the time when the concern arises.  In this regard, the first point of contact is likely to be your child’s form teacher or tutor.  There will be many occasions when a brief informal conversation can resolve any questions you have.  However, if you feel that your concern would require a more detailed conversation, we would urge parents to make an appointment with the relevant member of staff, so that they can ensure they are free from other teaching or supervisory duties at that time.  It is important to remember that when approaching staff (in particular teaching staff) without an appointment, their priority will be their responsibilities to the children, and they may therefore ask that you make a separate appointment, if they are unable to give the matter their full attention at that time.

·        It is our intention that where concerns are raised, that these be resolved as quickly as possible at school level.  However, where it has not been possible to resolve a particular issue to a parent’s satisfaction, our schools have a formal complaints procedure.

·        It is our hope that through collaboration between school and home such as outlined above, we can foster positive, mutually supportive, and therefore constructive relationships between our schools and parents.