Strengthening Family Engagement to Close the Gap: Godstone Primary's Inclusive Approach
Context and Challenge
At Godstone Primary and Nursery School, a growing number of children eligible for Pupil Premium and an increase in pupil mobility have highlighted the importance of tackling disparities in attainment—particularly for disadvantaged pupils and those with SEND. In response, the school has taken a proactive, inclusive approach to improving outcomes by strengthening relationships with families.
Identifying the Issue
Although parental surveys showed high satisfaction, participation was low—especially among families of disadvantaged and pupils with SEND. This led school leaders to hypothesise that lower outcomes may be linked to challenges in family engagement.
Using the Surrey Inclusion Framework
To address this, the school turned to Domain 9 of the Surrey Inclusion Framework—"Working with Learners' Families"—to assess current practice and identify areas for improvement. Recognising the importance of accessibility, students, parents, and staff collaboratively adapted the framework's language to make it more user-friendly and inclusive for all families.
Engaging a Wide Range of Stakeholders
A broad group of stakeholders participated in the review, including senior leaders, teaching staff, and parents from a wide range of backgrounds. While this resulted in a more complex data set, it provided rich insights that are now shaping school priorities.
Early Impact and Ongoing Work
The key outcome? The process itself helped engage previously underrepresented families and has sparked school-wide conversations about how to do more. Emerging strengths and areas for development are being shared with the school community—including the school council—and collaborative planning is underway to build even stronger partnerships with parents and carers.
Next Steps
Godstone Primary plans to revisit the Surrey Inclusion Framework in the next phase, using it to track progress and continue their journey toward better outcomes for all children—rooted in equity, connection, and inclusive practice.
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