Under the Ofsted Framework for the inspection of schools inspectors assess the contribution that parents and local communities make to a school and to a pupils' learning.

Investing in partnerships with newly arrived parents and their communities can be a key element in making a school more inclusive and can make a real difference for pupils who may be at risk of underachieving.

Good communication with parents and communities enables schools to identify the particular needs of new arrivals. Promoting effective home–school liaison plays an important role in establishing contact and building relationships with parents, carers and families of newly arrived pupils.
Newly arrived families may have their own learning needs. Providing family learning opportunities helps them support their child's integration and achievement in school.

Liaising and developing partnerships with community groups increases a school's understanding of the cultural and linguistic backgrounds of pupils in the school, their previous experiences and their current situations. This can also help schools plan more effectively to meet the educational needs of new arrivals and build a culturally inclusive curriculum.

Many minority ethnic community groups and organisations provide supplementary and mother-tongue schools for children and young people. Supporting and facilitating such initiatives can be an effective way of helping new arrivals rapidly access the school curriculum and achieve success.