The National Quality Framework for Early Childhood Education

Infant Classes

Standard 3. Parents and Families

Valuing and involving parents and families requires a proactive partnership approach evidenced by a range of clearly stated, accessible and implemented processes, policies and procedures.

Component 3.1 | Component 3.2 | Component 3.3 | Component 3.4

Component 3.1 - Staff and parents have both formal and informal opportunities for communication and information sharing about the child.

Signposts for Reflection


What kind of arrangements are in place to facilitate regular formal meetings between parents and staff?

Think about (e.g.)

  • Types of meetings organised for parents by the setting
  • Involving both parents (where appropriate)
  • Frequency of meetings
  • Responding to requests from parents for meetings
  • Space for/location of meetings


How do you disseminate information to parents? See 12.2

Think about (e.g.)

  • Notice Boards
  • Daily timetables
  • Photographs of staff/children's events and activities
  • Oral communication
  • Newsletter
  • E-mail
  • Texting


What kind of opportunities are in place for informal, regular conversations with parents?

Think about (e.g.)

  • Creating opportunities for informal interaction with parents
  • Making parents welcome within the school See 14.2


How do the formal and informal opportunities for communication with parents support the child's learning and development?

Think about (e.g.)

  • Accessing parents' expert knowledge of their child's development and learning
  • Communicating information to parents about their child's learning and development
  • Integrating parents' knowledge in the planning/assessment of children's learning
  • Supporting parents in understanding their child's learning and development

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Component 3.2 - There are a variety of opportunities for parents to be involved in activities within the setting, taking into account the range of parents' interests and time-constraints.

Signposts for Reflection


How is parental involvement supported and encouraged within your setting?

Think about (e.g.)

  • Opportunities for parents to be involved in the management of the school
  • Opportunities for parents to contribute their skills and resources to the school/classroom See 16.4
  • Facilitating parents to participate based on their interests, abilities and cultures See 14.2
  • Being proactive in encouraging parental participation

Component 3.3 - Staff are responsive and sensitive in the provision of information and support to parents in their key role in the learning and development of the child.

See 12.2

Signposts for Reflection


How do you provide information for parents? See 16.1

Think about (e.g.)

  • Range of information
  • Regular review of the information available to parents
  • Response to specific requests for information
  • Making parents aware of information relevant to their key role
  • Supporting parents in the use of this information in the home


Do you create opportunities for other professionals from the community to engage with parents within the school? See 16.3

Think about (e.g.)

  • Public Health Nurse
  • Garda
  • Fire Safety Officer
  • Other professionals

Component 3.4 - The setting has written records of all policies and procedures regarding parental involvement and makes them available to all stakeholders.

See 10.2 See 14.1

Signposts for Reflection


How does your setting use its policies and procedures in support of parental involvement?

Think about (e.g.)

  • Positive promotion of parental role
  • Involving parents in the management of the school
  • Ensuring that parents have read and understood policies and procedures
  • Involving parents in compiling policies for the school See 4.1
  • Processes for regular review and update of policies See 4.2
  • Putting your policy into practice
  • Documentation of procedures
  • Ensuring that everyone understands and follows these procedures

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