[On a multicoloured screen, the NCCD logo features a circle made of four stylised human bodies. Text:  "Nationally Consistent Collection of Data on School Students with Disability." 
A white map of Australia contains the title 'Working with parents'. A marker appears in south-eastern South Australia.
On a school roof a sign reads "Horizon Christian School. A Transforming Christian Education for All." School pathways weave between leafy trees. 
A bearded man is interviewed in an office. Text: "Michael Clisby, Principal, Horizon Christian School, Balaklava."]

MICHAEL CLISBY:	Horizon's a midsize Christian school in rural south Australia, about an hour north of Adelaide. Nurturing relationships with our parents in the school is a really important aspect of us. In fact, one of three main anchors is that we nurture partnerships in the community. That's one of the governing principals for the actions that staff members take. What we'll do with parents is work very carefully and make sure that our communication lines are strong and open and we start that strong early as we're enrolling and that part of looking after students with parent knowledge and parent engagement is a really important part of what we do.

[Small uniformed children play in the school grounds. A brown-haired woman is interviewed in a school room. Text: "Julie Lawson, Special Learning Needs Coordinator, Horizon Christian School, Balaklava." In a classroom, Julie Lawson looks on as a teacher works with three students.]

JULIE LAWSON: So consulting with our parents throughout the year with all our parents, so term one, we have interviews, and term three is reports, term four is interviews, and term four is reports. Always within those reports and interviews are the personalised adjustments that we make for the students in our school. If a student needs individualised, more individualised, often they are recommended by allied health workers, then we will meet with parents and often the allied health worker too, and work through the adjustments that we will put in place.

[Teenage students work around a long row of desks. A classroom support officer sits with a blond boy. A dark-haired woman is interviewed in front of a bookcase. Text: "Eleanor Burford, Teacher, Horizon Christian School, Balaklava." Students work with laptops.]

ELEANOR BURFORD: It's really important to make parents part of the process, they're a vital part of the process. There are different ways we go about incorporating their knowledge and their understanding of their own child into their learning plan. At secondary, for a lot of us, it's about direct contact with a parent, so it might be emailing about something. It might be information via our parent student interview that we have. It could be a phone call to a parent.

[Julie Lawson is interviewed. The classroom support officer talks with the blond boy. other students type on laptops.] 

JULIE LAWSON: Sometimes parents have requests of what they would like, There's always a discussion because parents aren't inside our classroom or inside our school, and the same thing. We're not at their home, so they know what's at home that works for their children. We know what works at school, so we try and negotiate it and work together for what's best with their children, but also we can't have a one on one ESO with our students all the time. We just can't do that, so it's a negotiation process.

[A dark-haired teacher discusses a picture with two teenage students. In a school room  a brunette woman sitting with a teenage girl is interviewed. Text: "Ali Owen, Parent, Horizon Christian School, Balaklava."]

ALI OWEN: I think the teacher interviews are always really handy and helpful to come along and just find out how Emma's doing in her classes and if there's any issues. Well, there's no point hiding anything. I think you need to be honest and honest to yourself about your child, that they have their side of their story, there's always two sides of a story and lot of it is to do with perception. I think being honest with that and realising that it's not always black and white is one thing that's really important and being open and making sure that, you know, say, if Emma's had a really rough trot at home or something's happened at home to then inform the teachers and the staff at the school that something might've happened and she might have a rough day today. You've got to communicate and to get it both ways and support, teachers support the parent and the student, and vice versa as well because it's got to be a two-sided relationship.

[The NCCD logo appears onscreen. Text: "Nationally Consistent Collection of Data on School Students with Disability." 
Text: "Supported by the Australian Government Department of Education and Training. 
© 2019 Education Services Australia Ltd, unless otherwise indicated. Creative Commons BY 4.0, unless otherwise indicated." 
The logos for Creative Commons BY 4.0, Education Services Australia and Australian Government Department of Education and Training.]