• Build formal and informal structures to respectfully consult with all parents/carers and the community.
• Use the Family School Partnerships Framework School Assessment Tool – Reflection Matrix for planning.
• Embed the importance of developing relationships with the community into the school’s Strategic Improvement Plan.
• Adopt a 'strength based' approach towards all parents, with staff to adopt the attitude that parents and carers are doing the best they can on any given day.
• Seek to understand issues that are important to the community.
• Employ community liaison officers (CLOs) to communicate formally and informally with parents.
• Provide professional learning for staff around a 'strength based' approach to reporting.
• Share technology across partner schools so parents can engage with the whole K-12 community in their local area.

‘In some cultures, parents only get involved with the school if their child is in trouble. Here, it is different. Parents are encouraged to participate.’

Community information officer, Islington Public School

‘Parents, especially our Aboriginal parents, trust the school now and feel welcome, like part of the family … honesty is the biggest thing with our parents and now they trust us. Parents feel comfortable calling in and feel that they will be listened to.’

Aboriginal education officer, Maitland High School

‘There is a sense of trust in the community. Parents are articulating that they are pleased with the progress that children are making with their learning. They can see the links between the classrooms, the learning conversations, the parent workshops and the talk between the principal and the Parents & Citizens Association.’

Principal, Condell Park Public School

Lightning Ridge Central School used the school planning process to obtain the opinions of parents/carers, students and teachers using a variety of means including:

• consultation with the Parents & Citizens Association and the local Aboriginal Education Consultative Group (AECG)
• parent/carer and teacher interviews
• informal ‘yarns’ with parents/carers
• surveys.

The outcome of this process led to the introduction of a variety of new community events, such as local blokes’ day, grandparents’ day, and after school activities.

Maitland High School employed an Aboriginal education officer who was well respected by the school community. As a result, the Maitland High School Aboriginal Heritage Centre and the Minimbah outdoor teaching area were established.