KEY POINTS:
Parent-teacher interviews are too short and can be held in a "public setting" not conducive to open and honest discussion, according to some respondents to a major study.
A new Education Review Office national report on schools' engagement with parents, whanau and communities found parents wanted to know immediately if a school had a concern about their child. Positives about their child's time at school should also get a mention.
When it came to fundraising, the study noted parents tended to be willing to lend a hand but faced time problems getting involved with schools because of commitments with work and looking after younger children.
The report found that the parents interviewed valued most highly those relationships that focused on children's learning and achievement.
Parent Ray Newport told the Herald he went to a parent-teacher interview last week held in a school's assembly hall.
"Maybe it's not ideal but schools have to make do with what they've got," said Mr Newport, who works as the School Trustees Association general manager.
"I think the key is that you can actually have a free, frank exchange of views with the teacher - the idea being that you walk out actually assured everything's on track."
But some parents who spoke to the Herald had the opposite experience, talking to teachers in their classrooms - at times balancing on small chairs. Mr Newport said he wanted to get detailed information in the interviews, including his child's academic standing within their school year.
"I wanted to be satisfied that I wasn't just being told 'such-and-such is a nice kid' - that's fine, but I actually wanted to know how they were doing."
Education Minister Chris Carter said the report found parents' expectations of their level of involvement with their child's school was higher than in the past.
He said schools were actively working to meet those expectations.
"Parents who become more involved in schools have a sense of pride in children's achievements, which in turn helps them to achieve," said Mr Carter.
The report details the development of home and school links from the first formal association - formed in 1906 - to a range of groups now existing under the umbrella of the New Zealand Parent Teacher Association.
The groups are active in fundraising, uniform sales, information evenings and working bees and provide an "advocacy role", such as informing families about developments in the sector.
Parent volunteers help out with class trips, school camps and support teachers.
"Schools would not be able to offer the depth and variety of sporting, cultural and club activities without the long-term commitment of many parents and community volunteers."
