MAKE THE CALL

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3 PARTS

MAKE THE CALL

THE 3 PARTS TO MAKING THE CALL TO PARENTS

Understanding the purpose and importance of calling home

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PREPARATION

Effective communication begins with thorough preparation.

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THE CALL

During the call, focus on clear, empathetic communication.

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FOLLOW UP

After the call, document the key points discussed and any agreed-upon actions.

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INTRO

MAKE THE CALL

WHY DO WE FEAR CALLING HOME?

Making phone calls to parents is an essential part of teaching, but it is also one of the most challenging tasks many educators face. It's not uncommon for teachers to feel anxious or apprehensive before making these calls, especially when they anticipate that the conversation might be difficult. Several factors contribute to this reluctance, including the fear of how parents will react, concerns about being blamed for the student's issues, and uncertainty about how to manage the conversation if it takes an unexpected turn. Why Teachers Often Hesitate to Make Calls to Parents Fear of Negative Reactions: Teachers often worry that parents might react negatively, especially when discussing sensitive topics such as behaviour or academic performance. The fear of being met with anger, denial, or blame can be daunting. Concerns About Being Blamed: When students face challenges, some parents may direct their frustration towards the teacher, questioning their methods, decisions, or even their competence. This potential for confrontation can make the idea of calling a parent stressful. Uncertainty About How to End the Call: If a conversation becomes tense or confrontational, teachers might find themselves struggling to bring the discussion to a respectful and constructive close. The fear of leaving the conversation unresolved or ending on a bad note can add to the anxiety. Lack of Preparation for Difficult Conversations: Without a clear plan or script, teachers may feel unprepared to handle unexpected responses or to steer the conversation back to a positive and productive direction.

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PURPOSE

MAKE THE CALL

The Purpose of This GuideThis guide is designed to support teachers in planning and preparing for conversations with parents, whether they are straightforward or challenging. By providing a structured approach, including key phrases, strategies, and a flowchart for navigating the conversation, this resource aims to:

Alleviate Anxiety: Equip teachers with the tools and confidence needed to approach each call with a clear plan. Promote Constructive Dialogue: Encourage positive communication that focuses on the student’s growth and development. Manage Difficult Situations: Offer strategies for de-escalating tensions, addressing blame, and ending conversations professionally.

With this guide, teachers can feel more confident in their ability to handle any situation that may arise during a parent-teacher call, ensuring that each conversation is as effective and supportive as possible for the student’s success.

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PREPARATION

MAKE THE CALL

STUDENT INFORMATION

OBJECTIVES

ANTICIPATION

KEY POINTS

DOCUMENTATION

TIME AND SETTING

Advice on what you need to do in preparation for the call home

STUDENT INFORMATION

MAKE THE CALL

1. Review Academic Records:

2. Analyse Behavioural Reports:

3. Review Previous Parent Communications:

4. Understand the Student’s Strengths and Challenges:

5. Gather Additional Context:

6. Prepare Documentation:

Aways seek advice about any call involving a student that has safeguarding concerns or is looked after. If you are not sure, ALWAYS ask.

OBJECTIVES

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1. Define the Purpose of the Call:

2. Prioritise Key Points:

3. Anticipate Parent Reactions and Prepare Responses:

4. Establish a Follow-Up Plan:

5. Frame the Conversation Positively:

6. Plan for a Professional Conclusion:

ANTICIPATION

MAKE THE CALL

1. Understand Possible Reactions:

2. Prepare Your Responses:

3. Develop Contingency Plans:

4. Reflect and Adjust:

PREPARATION

MAKE THE CALL

For Supportive Reactions:

Response Strategy: Reinforce the partnership and express appreciation for their willingness to collaborate. Build on their support by discussing concrete next steps.

For Defensive Reactions:

Response Strategy: Approach the situation with empathy and avoid arguing. Acknowledge their perspective and gently steer the conversation towards finding solutions.

BACK

For Upset or Emotional Reactions:

Response Strategy: Stay calm and provide reassurance. Allow the parent to express their feelings, and then guide the conversation back to the main objectives.We need to interact with each other. We learn collaboratively.

For Blaming or Critical Reactions:

Response Strategy: Maintain professionalism and avoid becoming defensive. Acknowledge their concerns, but refocus the conversation on the student and what can be done to help them.

PREPARATION

MAKE THE CALL

If the Conversation Becomes Heated:

Response Strategy: If the parent becomes angry or the conversation escalates, use de-escalation techniques, such as lowering your voice, pausing to let them speak, or suggesting a short break.

BACK

If the Parent Refuses to Cooperate:

Response Strategy: If a parent is completely uncooperative, remain polite and professional. Document the interaction and consider escalating the issue to a HOY OR SLT if necessary.

KEY POINTS

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1. Identify the Core Issue(s):

2. Prepare Supporting Evidence:

3. Rank Your Points by Importance:

4. Prepare for Potential Questions or Concerns:

5. Be Ready to Offer Solutions:

6. Flexibility and Prioritisation:

DOCUMENTATION

MAKE THE CALL

Proper documentation is crucial when preparing for a call with a parent. It provides a solid foundation for your discussion, supports your key points with evidence, and helps you stay organised during the conversation. Here’s how to effectively gather and use documentation in your preparation

1. Collect Relevant Academic Records

2. Prepare Examples of Work

3. Review Behaviour Logs

4. Compile Attendance Records

6. Include Relevant Support Plans

5. Gather Notes from Previous Communications

8. Organise Your Documentation

7. Prepare Additional Contextual Information

TIME AND SETTING

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1. Schedule the Call at a Convenient Time

2. Ensure a Quiet, Private Setting

3. Prepare Your Workspace

4. Test Your Equipment

5. Inform Relevant Parties

6. Set the Right Tone for the Conversation

THE CALL

MAKE THE CALL

Here you will find a selection of responses and advice to suit where you are in The Call.

OPENING LINES

DELIVERING BAD NEWS

SHARING GOOD NEWS

ADRESSING CONCERNS AND COMPLAINTS

MANAGING A CONVERSATION THAT'S GOING WRONG

RESPONDING TO BLAME OR CRITICISM

HANDLING EMOTIONAL ABUSE OR ABUSIVE BEHAVIOUR

EMPHASISING PERSONAL DISCIPLINE OVER BEHAVIOUR

TURNING THE CONVERSATION TOWARDS SOLUTIONS

ENDING THE CALL

FOLLOW UP

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FOLLOW UP

The Follow-Up is crucial for ensuring that the conversation’s outcomes are implemented and that there’s ongoing communication between the teacher and the parent. This section helps reinforce the actions agreed upon during the call, monitors the student’s progress, and keeps the lines of communication open for continued collaboration. Here’s how to structure the Follow-Up.

1. Document the Call

2. Send a Summary Email

3. Monitor the Student’s Progress

4. Follow Up with the Parent

5. Reflect and Adjust

6. Maintain Ongoing Communication

By following these steps, you ensure that the conversation doesn’t end when the call does. The follow-up process reinforces the actions discussed, tracks the student’s progress, and fosters a collaborative relationship between the teacher and parent, ultimately supporting the student’s long-term success.

Summarise Key Points: Plan to summarise the main points discussed during the call at the end. This reinforces the key messages and ensures both you and the parent are on the same page. Agree on Actions: Make sure to agree on any actions or next steps with the parent before ending the call. This could be an immediate action plan or a follow-up date to check on progress.

Key Phrases:

“I hear what you are saying, I think we can find a solution if we talk it through and focus on [Student’s Name] and their education.” “Perhaps it would be best if we take a moment and revisit this conversation when we’re both had time to think about things. I want to try to find a soultuion that will help [Student’s Name] to achieve their best.”

Start with the Most Critical Issue: Begin the conversation with the most important topic, whether it’s academic performance, behaviour, or another concern. This ensures that if time runs short, the most pressing issue has been addressed. Address Supporting Issues Next: After discussing the main concern, move on to related issues that may be contributing factors or secondary concerns. For example, if the main issue is academic performance, you might also discuss related behaviour or attendance issues. Include Positive Feedback: Even in difficult conversations, it’s important to acknowledge the student’s strengths. Plan to include positive feedback, such as improvements in a particular subject or good behaviour in certain contexts. This helps balance the conversation and keeps it constructive.

Purpose: Celebrate the student’s achievements and reinforce positive behaviours or progress. Be Specific: Mention specific examples of the student’s achievements or improvements. This makes the praise more meaningful and provides the parent with concrete information. Encourage Continuation: Suggest ways the student can continue their success and how the parent can support this at home. Reinforce the behaviours or actions that led to the positive outcome. Key Phrases: “I’m pleased to share some great news about [Student’s Name]. They’ve been doing particularly well in [specific area].” “I wanted to take a moment to highlight the progress [Student’s Name] has made in [specific area], and how proud we are of their efforts.” "I’m excited to let you know that [Student’s Name] has shown remarkable improvement in [specific area]. Their hard work is really paying off!" "I wanted to share how impressed we’ve been with [Student’s Name]’s achievements in [specific area]. They’ve truly excelled." "I wanted to acknowledge the tremendous effort [Student’s Name] has been putting into [specific area]. It’s clear they’ve been working very hard." "It’s been wonderful to see how much dedication [Student’s Name] has shown in [specific area]. Their commitment is really shining through."

Discuss Potential Interventions: For each key point, think about what interventions or strategies could help address the issue. This might include tutoring, changes to classroom strategies, or behavioural contracts. Be ready to discuss these with the parent and get their input. Set Clear Next Steps: After discussing each key point, be clear about what the next steps should be. This might involve monitoring the student’s progress, implementing new strategies, or scheduling a follow-up meeting.

Strengths: Identify the student’s strengths, whether academic, behavioural, or social. Highlighting these areas can help you frame the conversation positively, even when discussing challenges. Challenges: Be clear on the student’s specific challenges. Whether it’s a particular subject, behaviour, or social issue, understanding these challenges will help you discuss them in a constructive manner with the parent.

Key Phrases:

“I respect your opinion, but I really do think it’s the best thing to support [Student’s Name] in their education.” “I understand that we might have differences of opinion, but please believe that I have [Student’s Name]'s best interests at heart and feel that this is the right thing to do to support their education. ”

Individual Education Plans (IEPs): If the student has an IEP, ensure you have the most recent version available to reference during the call. Be ready to discuss how the student is progressing according to the plan’s goals. Behavioural Contracts: If the student is on a behavioural contract, have this document ready to review with the parent. Discuss how well the student is adhering to the contract and any necessary adjustments.

Purpose: Conclude the conversation on a clear and professional note, summarising the key points and agreeing on next steps. Summarise the Discussion: Recap the main points discussed during the call, including any agreements made or actions to be taken. This ensures that both you and the parent are clear on the next steps. Express Appreciation: Thank the parent for their time and willingness to discuss the issue. Positive reinforcement can help maintain a good relationship, even after a challenging conversation. Set Up Follow-Up: If necessary, agree on a date or time for a follow-up conversation or meeting. This helps keep the momentum going and shows your commitment to the student’s progress. Key Phrases: “Thank you for your time today. I’m glad we could discuss [key issue], and I’m confident that we can work together to support [Student’s Name].” “Let’s keep in touch and follow up on [agreed action]. Please feel free to reach out if you have any more questions or concerns.” "Thank you for your input today. I’m looking forward to seeing the positive changes we can achieve for [Student’s Name]." "I’m glad we could discuss [key issue]. Let’s continue to communicate regularly to ensure [Student’s Name] stays on track." "Thanks again for your time today. I’m looking forward to our continued partnership in supporting [Student’s Name]." If the Call Is Going Wrong: "I appreciate your concerns, and I think it might be best if we take some time to reflect and revisit this conversation. I’ll follow up with you soon to continue our discussion." "It seems like we’re both feeling strongly about this issue. Let’s pause here and reconvene at a later time when we can discuss the best way forward." "I know this discussion has been challenging, but I’m here to help, and I want to ensure we’re both on the same page moving forward."

Choose a Distraction-Free Environment: Make the call from a quiet place where you won’t be interrupted by colleagues, students, or other noises. This helps you stay focused and ensures that the conversation remains private. Maintain Confidentiality: Privacy is key when discussing student-related issues. Ensure that your setting allows for a confidential conversation, where sensitive information won’t be overheard by others. Consider the Parent’s Environment: While you can’t control the parent’s setting, encourage them to take the call in a quiet place where they can focus. You might say, “Please feel free to let me know if you need a moment to find a quiet place to talk.”

Incident Reports: If the conversation will address behavioural issues, ensure you have detailed logs of any incidents, including dates, descriptions of what happened, and any actions taken. This documentation helps provide a clear and factual account of the student’s behaviour. Positive Behaviour Records: Don’t forget to include any records of positive behaviour, such as praise from teachers or rewards the student has earned. This helps to balance the conversation and shows that you recognise the student’s good behaviour as well.

Purpose: Record the details of the conversation to ensure clarity and accountability. Steps: Write Detailed Notes: Immediately after the call, document the key points discussed, including any concerns raised, solutions proposed, and actions agreed upon. Include any specific commitments made by you or the parent. Include Dates and Deadlines: Record any deadlines for actions or follow-up conversations. This helps ensure that both you and the parent are aware of when to expect progress or next steps.

Determine Next Steps: Think about what should happen after the call. Will you need to arrange a follow-up meeting, send additional resources, or monitor the student’s progress more closely? Knowing the next steps will help you outline them clearly to the parent during the call. Set a Follow-Up Date: If appropriate, plan a date for following up with the parent to review progress or address ongoing issues. This shows commitment to the student’s improvement and keeps the lines of communication open.

Purpose: Regain control of the conversation if it becomes unproductive, emotional, or confrontational. De-Escalate Tension: If the conversation becomes heated, lower your voice, slow down the pace, and speak calmly. Avoid escalating the situation by arguing or interrupting. Pause if Necessary: If the conversation is becoming too confrontational, suggest taking a short break or rescheduling the call. This can help both parties cool down and approach the issue more calmly. Stay Focused on the Student: Continuously steer the conversation back to the student’s needs and what actions can be taken to support their success. Key Phrases: “I can see this is a difficult conversation, but I believe we can find a way to support [Student’s Name] together.” “Let’s take a step back and refocus on what we can do to help [Student’s Name] moving forward.” "I recognise that this is a tough discussion, but I’m confident that by working together, we can find the best path forward for [Student’s Name]." "I understand this situation is challenging, but our shared goal is to support [Student’s Name], and I believe we can do that together." "I know this isn’t easy, but I believe our shared goal is to ensure [Student’s Name] has the support they need to succeed." "I think it’s important to concentrate on the next steps we can take together to help [Student’s Name] move forward positively."

Supportive and Cooperative: Some parents will be receptive and eager to work with you. They may express gratitude for your efforts and be willing to collaborate on solutions.Defensive or In Denial: A parent might react defensively, downplaying the issue or denying that there’s a problem. This can happen if they feel their child is being unfairly criticised. Upset or Emotional: If the topic is sensitive or involves bad news, the parent may become upset or emotional. They might express frustration, sadness, or even anger. Blaming or Critical: In some cases, a parent may direct their frustration towards you, blaming you or the school for their child’s difficulties. This can be challenging to manage without taking it personally.

Examples of Work: Gather examples of the student’s recent work that illustrate both strengths and areas for improvement. Having tangible examples can make the conversation more concrete and provide evidence to support your observations. Behaviour Logs: If applicable, bring detailed behaviour logs or reports. These can help you discuss specific incidents with clarity and show patterns that might need addressing.

Classroom Behaviour: Review any behavioural reports, including notes on classroom participation, interactions with peers, and any incidents of misconduct. Understanding the student's behaviour in class will provide context for discussing any related concerns or improvements. Attendance and Punctuality: Look at the student’s attendance records. Frequent absences or tardiness can be a significant factor in both academic and behavioural issues. Be ready to discuss how these patterns might be affecting the student’s performance.

Notify Your Line Manager: If the call is likely to involve a difficult conversation or sensitive issues, consider informing your line manager beforehand. This way, they can be on standby if you need support or advice during or after the call. Ensure Classroom Coverage (if during school hours): If you need to make the call during school hours, make sure you leave enough time to get to your next lesson, or be prepared to end the call by explaining at the start that you will be teaching in ten minutes. Never initiate a call, especially if it is likely to be a difficult conversation, if you don't have enough time.

Create a Summary Sheet: Prepare a summary sheet that outlines the key information and data points you plan to discuss. This can serve as a quick reference during the call, helping you stay organised and on track. Arrange Documents in Order of Discussion: Organise your documentation in the order you plan to discuss it. This helps ensure that you can easily access the right information at the right time during the call.

Purpose: Shift the focus from problems to solutions, fostering a constructive dialogue that prioritises the student’s development. Collaborative Problem-Solving: Encourage the parent to participate in finding solutions. Ask for their input on what strategies might work best at home and in the classroom. Focus on Actionable Steps: Discuss specific actions that can be taken to address the issues. This could include setting up a behaviour plan, adjusting study habits, or scheduling regular check-ins to monitor progress. Encourage Partnership: Emphasise that you and the parent are a team working towards the same goal: the student’s success. Reinforce the idea that consistent communication and joint efforts will lead to the best outcomes. Key Phrases: “Let’s explore some strategies that could help [Student’s Name] improve in this area.” “What can we do together to ensure [Student’s Name] is on the right path moving forward?” "How can we work together to create a plan that helps [Student’s Name] overcome these challenges?" "What steps can we take together to help [Student’s Name] stay on track?" "What can we put in place to make sure [Student’s Name] is well-supported as they work on improving in this area?" "How can we combine our efforts to help [Student’s Name] make the progress they need?" "What can we agree on as the best approach to help [Student’s Name] move in the right direction?"

Grades and Report Cards: Have the student’s recent grades and report cards ready to discuss. These documents provide a clear picture of the student’s academic performance over time and can help illustrate any patterns of improvement or decline. Test Scores and Assessments: Bring along any relevant test scores, quizzes, or assessments. These can provide specific examples of the student’s strengths and weaknesses in particular subjects, helping to make your points more concrete.

Have All Materials Ready: Ensure that all necessary documents, notes, and resources are within easy reach. This will help you respond to questions quickly and keep the conversation flowing smoothly. Organise Your Notes: Arrange your key points and documentation in front of you in the order you plan to discuss them. This keeps you organised and prevents you from fumbling for information during the call. Minimise Distractions: Close any unnecessary tabs on your computer, put your phone on silent if you’re not using it for the call, and ensure you won’t be disturbed by other notifications.

Post-Call Reflection: After the call, reflect on how the parent reacted and how well you managed the conversation. Consider what worked well and what you might do differently next time. Adjustment of Strategy: Use this reflection to adjust your approach for future calls, particularly with the same parent, to improve communication and outcomes.

Purpose: Highlight the importance of developing personal discipline as a long-term goal, rather than just addressing immediate behavioural issues. Discuss Long-Term Benefits: Explain how personal discipline, such as time management, responsibility, and self-control, are essential skills that will serve the student well beyond the classroom. Reframe Behaviour as Learning Opportunities: Encourage the parent to view behaviour not just as something to be corrected, but as an opportunity to teach valuable life skills. Set Goals for Personal Growth: Work with the parent to set realistic goals for the student’s personal discipline. This could include goals for homework completion, classroom participation, or managing emotions. Key Phrases: “We want [Student’s Name] to not only follow rules but also to develop self-discipline that will benefit them throughout their life.” “It’s important that [Student’s Name] understands how their choices impact their learning and future success.” "Our goal is for [Student’s Name] to develop the skills and habits that will help them succeed not just in school, but in life." "It’s crucial that [Student’s Name] learns to take responsibility for their actions, as this will help them grow into a responsible adult." "By understanding the consequences of their actions, [Student’s Name] can learn to make better choices that contribute to their success." "Our focus is on helping [Student’s Name] develop life skills like self-control and perseverance, which are essential for their long-term success."

Academic Performance: If the primary reason for the call is related to the student’s grades or learning progress, ensure this is the first topic you address. Be ready to discuss specific subjects, assignments, or tests where the student is excelling or struggling. Behavioural Concerns: If the call is to discuss behaviour, focus on the specific actions or patterns that need attention. Describe how the behaviour is affecting the student’s learning or the classroom environment. Attendance and Punctuality: If attendance is the main concern, be prepared to talk about how absences or lateness are impacting the student’s performance and participation in class.

Purpose: Ensure the conversation remains respectful, even when emotions run high, and know how to end the call if necessary. Set Boundaries: If the parent becomes emotional or begins to use inappropriate language, calmly but firmly ask for respect and remind them of the purpose of the conversation. End the Call if Necessary: If the parent becomes abusive or the conversation cannot be de-escalated, politely but firmly end the call. Inform the parent that you will follow up later when the conversation can proceed more constructively. Document the Incident: After the call, document what happened and inform your line manager or safeguarding lead if the situation was particularly difficult or abusive. You should not be abused by any parent and it is NOT acceptable. Key Phrases: “I understand this is a difficult situation, and I’m here to help. However, we need to keep our conversation respectful.” “If we can’t continue this conversation calmly, we may need to pause and reschedule for another time.” "I think it’s important that we both take a moment to regroup so we can continue this another time." "I’m here to help, but I can only do so if our conversation remains respectful." "I want to make sure this conversation is productive, so let’s try to keep our focus on finding a positive solution." "To make sure we’re both heard and understood, it’s important that we speak to each other with respect."

Examples of Work: Gather examples of the student’s work that illustrate both strengths and areas for improvement. These examples will help make your points more concrete and provide clear evidence of the student’s progress or challenges. Behaviour Logs: If discussing behaviour, have specific incidents or patterns documented and ready to reference. This will help you communicate the seriousness of the issue and provide a factual basis for the discussion. Attendance Records: Have the student’s attendance records available if this is a point of discussion. Highlight any patterns of absenteeism or tardiness and discuss how they correlate with the student’s academic performance or behaviour.

Mentally Prepare: Take a few moments before the call to mentally prepare yourself. Remind yourself of the key objectives, anticipate possible reactions, and focus on maintaining a calm and professional demeanour throughout the conversation. Initiate the Call Positively: When you begin the call, do so with a calm and welcoming tone. This helps set the stage for a constructive conversation, even if challenging topics need to be discussed.

Adjust Based on the Conversation: Be prepared to adjust your priorities during the call if new information comes to light or if the parent raises an urgent concern. However, ensure that the most critical issues are still addressed. Keep the Conversation Focused: If the conversation starts to veer off-topic, gently guide it back to your key points. This helps ensure that the call remains productive and that all important topics are covered.

Identify the Main Issue: Clearly determine the primary reason for the call. Is it to discuss academic performance, behaviour, attendance, or a specific incident? Knowing the main issue helps you stay focused on the key points that need to be addressed. Determine the Desired Outcome: Consider what you hope to achieve from the call. Are you looking for the parent’s support in addressing a behavioural issue, discussing strategies to improve academic performance, or simply keeping the parent informed? Having a clear outcome in mind guides the conversation towards a constructive end.

List the Most Important Topics: Write down the key points you need to cover during the call. Prioritise them in order of importance, so you ensure that the most critical issues are addressed first, even if the conversation takes an unexpected turn. Be Prepared to Discuss Solutions: Think about potential solutions or actions that could be taken. Whether it’s implementing a new strategy in the classroom, adjusting homework expectations, or providing additional support, having solutions ready will help the conversation stay positive and forward-looking.

Purpose: Provide a written summary of the call to reinforce the discussion and ensure everyone is on the same page. Steps: Summarise Key Points: In your email, briefly recap the main topics discussed during the call. This should include any issues addressed, the solutions proposed, and the actions agreed upon. Outline Next Steps: Clearly state what actions will be taken and by whom, and include any deadlines or dates for follow-up. This ensures there’s no confusion about what happens next. Invite Further Communication: End the email by inviting the parent to reach out if they have any further questions or concerns. This helps keep the communication line open.

Grades and Performance: Examine the student's grades, test scores, and overall academic performance. Identify any trends, such as improvements, consistent struggles, or sudden changes. This will help you discuss the student’s academic progress with clear, concrete examples. Assignments and Homework: Check the student’s record of completed assignments and homework. Are there patterns of missing work or incomplete tasks? This can highlight areas where the student may need additional support.

Key Phrases:

“I can see that this is upsetting for you, and I want to assure you that we’re here to support [Student’s Name].”“Let’s talk about what we can do together to help [Student’s Name] through this.”

Purpose: Continuously improve the communication process based on the outcomes of each call and follow-up Steps: Reflect on the Process: After the follow-up, take some time to reflect on the effectiveness of the initial call and the actions taken. Consider what worked well and what could be improved in future communications. Adjust Future Plans: Use the insights gained from this reflection to adjust your approach for future calls and follow-ups. This might include refining your preparation process, altering how you structure the conversation, or finding new ways to engage the parent in the student’s development.

Purpose: Convey difficult information in a way that is clear, compassionate, and constructive. Be Direct but Compassionate: Clearly state the issue, but do so with empathy. Avoid blame and focus on how you and the parent can work together to address the concern. Offer Solutions: Follow the bad news with potential solutions or actions that can be taken to improve the situation. This helps keep the conversation constructive and forward-looking. Acknowledge Emotions: Understand that parents may be upset or disappointed. Acknowledge their feelings and express your commitment to helping their child succeed. Key Phrases: “I want to discuss a concern we’ve noticed with [Student’s Name], specifically regarding [issue].” “While this may be difficult to hear, I believe it’s important we address [issue] together to support [Student’s Name] effectively.” "I wanted to bring to your attention something we’ve observed with [Student’s Name], particularly related to [issue]." "There’s a situation with [Student’s Name] that I think it’s important for us to talk about, specifically [issue]." "This may be a challenging topic, but I believe it’s crucial that we discuss [issue] to ensure [Student’s Name] receives the support they need." "I know this might be concerning, but addressing [issue] now will help us better support [Student’s Name] in the long run."

Consider Parent Availability: Try to choose a time when the parent is most likely to be available and focused. This might be in the late afternoon or early evening, outside of typical work hours. If possible, offer the parent a few options to find a time that suits them best. Avoid Rushed Conversations: Ensure that you have enough time set aside for the call. Avoid scheduling it between other meetings or classes where you might feel rushed. Aim for a time when you can give the conversation your full attention. Consider the Urgency: If the matter is urgent, it’s important to communicate that to the parent and arrange a time to speak as soon as possible. For less urgent issues, you might have more flexibility in scheduling.

Consider Different Scenarios: Reflect on how the parent might react to the information you’re going to share. Will they be supportive, defensive, or possibly upset? Preparing for different reactions will help you stay calm and professional, regardless of the response. Plan Your Responses: Prepare responses to potential questions or concerns the parent might raise. This includes being ready to address blame or criticism, providing reassurances, and guiding the conversation back to the main objectives if it strays off course.

Support Services: If the student is receiving any additional support, such as tutoring, counselling, special education services or safeguarding. Ask about these records or seek advice from those who are responsisble. This information is crucial for discussing the student's overall progress. Knowing the childs background can help to avoid difficult situations. Always check with your Head of year/Pastoral Care. Extracurricular Activities: Consider the student’s involvement in extracurricular activities. Participation in sports, clubs, or other activities can impact their academic and behavioural performance, providing valuable context for the discussion.

Purpose: Handle any concerns or complaints the parent might raise during the call with professionalism and empathy. Respond with Empathy: Address the concern with understanding, even if you don’t fully agree. Focus on finding a solution that benefits the student and reassures the parent. Avoid Defensiveness: If the parent criticises or questions your actions, remain calm and professional. Redirect the conversation towards constructive problem-solving. Listen Actively: Allow the parent to fully express their concerns without interruption. Acknowledge their feelings and show that you understand their perspective. Key Phrases: “I understand your concern, and I want to ensure we address it appropriately.” “I appreciate you bringing this to my attention. Let’s discuss how we can work together to resolve this issue.” "I hear what you’re saying, and I want to make sure we find the best way to address this together." "Your concerns are important to me, and I’m committed to working through this with you." "Thank you for sharing your thoughts. I believe we can find a solution that works well for [Student’s Name]." "I’m glad you brought this up, and I’m here to work with you to find a way forward." "I want you to know that we take this seriously, and we’ll work together to ensure [Student’s Name] is supported." "I understand how you feel, and I’m committed to addressing this concern with care and attention."

Key Phrases:

“I understand this might be hard to hear, but I believe we both want what’s best for [Student’s Name].” “Let’s focus on how we can address this together moving forward.”

Assignments and Homework: Gather recent assignments, projects, or homework that reflect the student’s efforts and outcomes. Choose examples that highlight both areas where the student excels and areas needing improvement. In-Class Activities: If possible, bring examples of work completed during class, such as worksheets, essays, or group projects. This can help demonstrate the student’s engagement and participation in the classroom.

Purpose: Track the student’s development in the areas discussed to assess the effectiveness of the actions taken. Steps: Regular Check-Ins: Keep an eye on the student’s performance and behaviour in the areas discussed during the call. Make note of any significant improvements or ongoing challenges. Update Records: Continuously update the student’s records with notes on their progress. This documentation will be valuable for future conversations and any necessary adjustments to the action plan.

Key Phrases:

“I appreciate your support. Working together, I’m confident we can help [Student’s Name] succeed.” “Thank you for your understanding. Let’s discuss how we can continue to support [Student’s Name].”

Check Phone or Video Call Quality: If you’re making a phone call, ensure that your phone has a good signal and sufficient battery life. If using a video call platform, test your internet connection, microphone, and camera beforehand to avoid technical issues during the call. Consider a Backup Plan: Have a backup communication method ready in case of technical difficulties. For example, if a video call fails, you might switch to a phone call.

Purpose: Maintain professionalism when the parent directs blame or criticism towards you or the school. Stay Professional: Do not take the criticism personally. Respond calmly and try to understand the parent’s perspective. Redirect the Focus: Gently guide the conversation back to the student’s needs and what can be done to improve the situation. Avoid getting drawn into arguments or defensive positions. Offer Solutions: Emphasise your commitment to finding solutions and working together to support the student. Key Phrases: “I understand that you’re frustrated, and I’m here to work with you to address these concerns.” “Let’s focus on how we can move forward from here and ensure [Student’s Name] receives the support they need.” "I hear your frustration, and I’m here to collaborate with you to address these concerns and support [Student’s Name]." "I understand your concerns, and I believe that by working together, we can come up with a plan that helps [Student’s Name] move forward." "I’m on your side, and I want to ensure we take the right steps to support [Student’s Name] from here on out." "Let’s focus on the next steps we can take to ensure [Student’s Name] gets the support they need moving forward." "I understand where you’re coming from, and I’m focused on what we can do next to help [Student’s Name] succeed."

Emails and Letters: Review any previous emails, letters, or messages exchanged with the parent. This helps you maintain continuity in the conversation and ensures that you build on past discussions rather than repeating information. Meeting Summaries: If you’ve had prior meetings or phone calls with the parent, review any notes or summaries from those interactions. This will help you reference past agreements or plans and discuss progress or ongoing concerns.

Purpose: Ensure that communication with the parent remains open and that the partnership continues to support the student’s success. Steps: Regular Updates: Keep the parent informed of any significant developments, whether positive or negative. Regular communication builds trust and keeps the parent engaged in their child’s education. Encourage Parent Involvement: Continually encourage the parent to stay involved in their child’s learning process. Whether through regular check-ins, attending school events, or supporting homework at home, ongoing involvement is key to the student’s success.

If you want to provide additional information or develop the content in more detail, you can do so through your oral presentation. We recommend that you train your voice and rehearse: the best improvisation is always the most worked!

Purpose: Set the tone for the conversation and ensure it begins on a positive and professional note. Establish Rapport: Start with a friendly greeting and, if appropriate, mention something positive about the student or thank the parent for their ongoing support. Confirm Availability: Ensure the parent has time to talk and is not distracted. If the timing isn’t right, ask when it would be more convenient to call back. Key Phrases: “Good [morning/afternoon], this is [Your Name], [Student’s Name]’s teacher. I hope you’re doing well today.” “I’m calling today to discuss [specific issue or topic], and I appreciate you taking the time to speak with me.” "Thank you for taking the time to speak with me today. I know you're busy." " Hello, I appreciate your support at home. It’s clear that [Student’s Name] benefits from the encouragement they receive from you." "I’d could do with your help as well as your perspective in helping [Student’s Name] navigate this challenge." "I want to be mindful of your time, so I’ll get straight to the point, but please let me know if there’s anything you’d like to add or discuss further." "If now isn’t a good time, I’m happy to arrange a call at a time that’s more convenient for you." "I’m reaching out because I see a lot of potential in [Student’s Name], and I think with some adjustments, they can do even better." "This conversation is really about ensuring that [Student’s Name] is set up for success, and I value your input on how we can make that happen." "I’ve noticed [specific behaviour or issue], and I’m curious to hear if you’ve seen something similar at home or if there are strategies that have worked well for you."

Attendance Sheets: If attendance is a concern, have the student’s attendance records at hand. Highlight patterns of absenteeism or tardiness and be ready to discuss how these might be affecting the student’s academic performance or behaviour. Notes on Absences: If there have been any absences, such as for illness or family emergencies, be prepared to discuss these and how they may have impacted the student’s progress

Extracurricular Activities: If relevant, include notes on the student’s involvement in extracurricular activities. Discussing how these activities impact their school performance can provide valuable context. Support Services: If the student receives any special support services (e.g., tutoring, counselling), gather documentation on these services. Be ready to discuss how these supports are being utilised and their impact on the student’s progress.

Anticipate Parent Questions: Think about questions the parent might ask regarding your key points. Be prepared to answer questions about what has been done so far to support the student, what interventions have been tried, and what additional steps might be necessary. Address Possible Concerns: Consider any concerns the parent might have, such as feeling that their child is being unfairly targeted or that the school isn’t doing enough. Plan how to respond to these concerns in a way that acknowledges the parent’s perspective while steering the conversation back to solutions.

Key Phrases:

“I hear your concerns, and I want to work together to find the best path forward for [Student’s Name].” “Let’s look at how we can address these challenges together.”

Past Conversations: Check any notes from previous communications with the parent. What issues were discussed? Were any specific agreements or action plans made? Understanding the history of your interactions can help you build on previous discussions and maintain consistency. Parent Concerns: Be aware of any concerns the parent has raised in the past. Whether related to academic progress, behaviour, or other issues, being prepared to address these concerns shows that you are attentive and committed to the student’s success.

Purpose: Maintain ongoing communication to review progress, make adjustments, and continue supporting the student’s development. Steps: Schedule a Follow-Up Call or Meeting: If necessary, set a date for a follow-up call or meeting to review the student’s progress. This helps ensure that the actions taken are effective and allows for adjustments if needed. Share Progress Reports: If the student is making significant progress, share this with the parent in a timely manner. Positive updates reinforce the parent-teacher partnership and keep motivation high. Address Any New Concerns: If new issues arise or if progress is not as expected, reach out to the parent to discuss the next steps. This proactive approach helps address problems before they escalate.

Start with a Positive Note: Even if the call is about a challenging issue, think about how you can start the conversation on a positive note. Highlighting the student’s strengths or recent improvements can set a constructive tone for the discussion. Focus on Collaboration: Your objective should include framing the conversation as a partnership between you and the parent. Emphasise that you are both working towards the same goal: the student’s success.