Donnington Wood Infants School & Nursery & Junior School Wrap Around Care.

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Donnington Wood Infant School is delighted to announce the launch of our new Out‑of‑School Club, designed to provide high‑quality, nurturing childcare for our families after the school day. The club is open to pupils in full time school at Donnington Wood Infant School or Donnington Wood CE Junior School.

To deliver this service, we are partnering with The Embrace Group, an experienced and trusted provider. The Embrace Group will manage the day‑to‑day operation of the club, bringing their expertise in creating safe, engaging and inclusive environments where children can play, learn and thrive. Importantly, the Out‑of‑School Club will continue to operate under the governance and oversight of Donnington Wood Infant School. This ensures that the provision is fully aligned with our school values, safeguarding standards and commitment to the wellbeing of every child.

Together with The Embrace Group, we are proud to offer a seamless extension of the school day, providing families with flexible, reliable care and children with enriching opportunities within a familiar setting.

If you would like to know more, please follow the link below for full details, including timings, pricing and how to book:

Out-of-School Club Information

Donnington Wood Infants School & Nursery & Junior School Wrap Around Care.

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After School Club – Starting 23rd February

The Embrace Group is pleased to be delivering an After School Club starting on 23rd February for children attending Donnington Wood Infant School & Nursery and Donnington Wood Junior School.

The club will provide a safe, fun, and engaging environment for children at the end of the school day, with a variety of activities including sports, games, creative activities and team challenges.

If you would like your child to attend, please follow the link below for full details, including timings, pricing and how to book:

👉 After School Club Information

Places may be limited, so we recommend booking early to avoid disappointment.

If you have any questions, please do not hesitate to get in touch.

We look forward to welcoming your child to the club.

New Complaints Guidance for sharing

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We will be looking to adopt these documents as part of our complaints policy.

Two new national guides are now available to support parents, schools and governing boards in handling complaints constructively, consistently and in line with best practice. These guides focus on strengthening communication, reducing escalation, and promoting transparent, relationship‑centred approaches to resolving issues.

Parent Guide to School Complaints

This guide helps families understand how to raise feedback, concerns and formal complaints in clear, structured steps. It explains:

  • The difference between feedback, concerns and complaints.
  • Who parents should speak to first (teacher → leader → headteacher).
  • Tips for raising issues constructively: being factual, objective, solution‑focused and realistic.
  • Timescales and expectations based on the school’s published policy.
  • When and how complaints may escalate to governors, the DfE or Ofsted.

How schools and governors can use this guide:

  • Share it with parents on your school website, newsletters and parent meetings to set clear expectations from the outset.
  • Use it to support early resolution, reducing unnecessary escalation to senior leaders or governors.
  • Incorporate the guide into your induction for new governors, enabling them to understand the parent journey before complaints reach the governing body’s panel.
  • Signpost parents to the guide when acknowledging concerns or complaints to ensure transparency and alignment with procedure.

School Guide to Parent Complaints

This guide provides practical advice for school staff on handling parental issues using the CLEAR model (Categorise, Listen, Empathise, Ask, Respond). It includes:

  • How to distinguish between feedback, concerns and complaints from parents.
  • Common barriers for parents, including inaccessible policies or complex procedures.
  • Emotional dynamics behind complaints and how to respond with empathy and intention.
  • Step‑by‑step actions for agreeing next steps and maintaining trust.
  • Importance of documenting actions, timelines and closing the loop with parents.

How schools and governors can use this guide:

  • Use the CLEAR model as a whole‑school framework for responding to parental issues consistently across staff teams.
  • Provide training or briefing sessions for teachers, pastoral leads and admin teams who are often first contact for parents.
  • Align the school’s complaint policy and communication practices with the guide’s emphasis on accessibility, transparency and empathy.
  • Governors can use the guide to strengthen their oversight role, including monitoring how the school communicates with parents, how quickly issues are resolved, and how complaint themes inform school improvement.
  • Use the guide as a tool during governor complaint panel training, reinforcing fair, consistent and human‑centred practice.

Why these guides matter

  • Over 5 million formal complaints were made to UK schools last year, and 95% of teachers have never had training in complaint handling.
  • Clear processes improve relationships, reduce conflict, and support better outcomes for children.
  • Research highlights that strong parent‑school partnerships can lead to equivalent of four months’ additional academic progress per year.

These guides help schools and parents work together earlier, more constructively and with shared understanding.

school-guide-to-parent-complaints.pdf

parent-guide-to-school-complaints.pdf