‘Schools have specific duties to promote race equality and ensure that they monitor the impact of their policies on different groups of children and parents’ (Race Relations (Amendment) Act 2000).

To achieve this, schools will want to communicate effectively with all groups of parents and pupils, including those who are newly arrived. The 'Race equality and inclusion guidance' section of this site provides guidance on this.

Schools can make use of translation and interpreting services and resources to provide accessible information in a range of languages, support good communication and promote parental involvement.

For pupils with English as an additional language some access arrangements, involving translation of test materials into the home language, are possible at the discretion of the school and others are only possible after prior permission has been applied for and granted. 

The Assessment and reporting arrangements (ARA) website sets out statutory arrangements and provides information and guidance on the national curriculum assessments arrangements. Specific guidance is given for pupils with EAL in KS2 and KS3. (see  Related links)

Educational inclusion

Ofsted’s Framework for the inspection of schools requires inspections to evaluate the effectiveness of a school’s links with all groups of parents, including those from different linguistic and cultural backgrounds. Ofsted’s Guidance on evaluating educational inclusion (2000) has a specific focus on whether schools ‘provide translations of school letters and documents’ and ‘draw in parents who may find it difficult to approach school’.

Barriers to communication and involvement

Schools might focus on the particular needs of newly arrived parents and pupils when they arrive at a school. These may include:

• being unable to communicate in English
• being unfamiliar with the education system in England
• being unfamiliar with a school’s routines and procedures
• being isolated from family and community resources
• not knowing how to apply for benefits and entitlements such as free school meals and school clothing.

Using interpreters: some suggestions

DCSF and Ofsted guidance recommends that schools develop effective admission and induction procedures that ensure newly arrived parents and pupils are properly welcomed to a school. Using interpreters in admission interviews can assist schools in understanding pupils' diverse backgrounds and educational experiences, and help value the knowledge and skills they bring. Schools will also be able to develop a fuller picture of family circumstances and any potential barriers to learning and progress.

Schools can also improve communication and partnership with newly arrived parents by:

• maintaining up-to-date records of pupils’ first languages to track changes and trends
• building up contacts and resources for interpreting and translation, including local professional interpreting services and volunteers in the school and community
• organising interpreters for parents’ evenings and parent conferences. Letting parents know in advance that an interpreter has been booked can boost attendance
• providing translated information about the school
• providing translations of important letters.

Advice when using interpreters

Newly arrived parents might bring their own interpreter to a meeting because they feel more comfortable talking with someone they know rather than a stranger. However, the disadvantages of this are that the interpreting may not be as accurate, and that some issues, such as family relationships or child protection concerns, may be difficult to discuss.

Schools have a duty of confidentiality in respect of parents and the information that they might provide. It might be inappropriate to discuss some issues with other family members or friends of parents. Professional interpreters are usually bound by confidentiality agreements and codes of conduct.

Schools sometimes ask children to act as interpreters for their parents. However, this might place inappropriate responsibilities on them, particularly where an issue being discussed is not something they would normally be expected to know about. Schools might therefore prefer to offer parents the opportunity to have a professional interpreter present.

When working with an interpreter:

• allow more time for the meeting
• arrange seating appropriately in a triangle, so that everyone can see each other
• both teacher and interpreter should introduce themselves
• maintain eye contact with the parent or child rather than the interpreter
• address a parent or pupil directly as ‘you’ rather than speaking to the interpreter and referring to the person as ’she’ or ’he’
• speak slowly and clearly, using straightforward language and avoiding jargon, one or two sentences at a time
• ensure that everything you say to the interpreter in front of a parent or pupil is interpreted. If you and the interpreter have a private conversation, this may make a parent or pupil feel uncomfortable.

Adapted from Meeting the health needs of refugees and asylum seekers in the UK.

• families feeling more welcome when they enrol in schools
• improved communication with parents
• schools able to deal effectively with issues of concern