Schools Complaints procedure

Tudor Primary School Complaints Policy & Procedure

Adopted by Governing Body: 10.9.2026

Next Review Date: September meeting 2027

Who can make a complaint?

This complaints procedure is not limited to parents or carers of children that are registered at the school. Any person, including members of the public, may make a complaint to Tudor Primary School about any provision of facilities or services that we provide. Unless complaints are dealt with under separate statutory procedures (such as appeals relating to suspensions/exclusions or admissions), we will use this complaints procedure.

The difference between a concern and a complaint

• A concern may be defined as ‘an expression of worry or doubt over an issue considered to be important for which reassurances are sought’.

• A complaint may be defined as ‘an expression of dissatisfaction, about actions taken or a lack of action’.

It is in everyone’s interest that concerns and complaints are resolved at the earliest possible stage. Many issues can be resolved informally, without the need to use the formal stages of the complaints procedure. Tudor Primary School takes concerns seriously and will make every effort to resolve the matter as quickly as possible.

If you have difficulty discussing a concern with a particular member of staff, we will respect your views. In these cases, the Senior Leadership Team will refer you to another staff member. Similarly, if the member of staff directly involved feels unable to deal with a concern, the leadership team will refer you to another staff member. The member of staff may be more senior but does not have to be. The ability to consider the concern objectively and impartially is more important.

We understand, however, that there are occasions when people would like to raise their concerns formally. In this case, Tudor Primary School will attempt to resolve the issue internally, through the stages outlined within this complaints procedure.

How to raise a concern or make a complaint

A concern or complaint can be made in person, in writing, or by telephone. They may also be made by a third party acting on behalf of a complainant, as long as they have appropriate consent to do so.

Concerns should be raised with either the class teacher or headteacher. If the issue remains unresolved, the next step is to make a formal complaint.

Complainants should not approach individual governors to raise concerns or complaints. They have no power to act on an individual basis and it may also prevent them from considering complaints at Stage 2 of the procedure.

• Complaints against school staff (except the headteacher): Should be made in the first instance to Ms J Kalra (Headteacher) via the school office. Please mark them as Private and Confidential.

• Complaints that involve or are about the headteacher: Should be addressed to Mr Suresh Rao  (Chair of Governors) via the school office. Please mark them as Private and Confidential.

• Complaints about the Chair of Governors, any individual governor, or the whole governing body: Should be addressed to Ms D Maloney (Clerk to the Governing Body) via the school office. Please mark them as Private and Confidential.

For ease of use, a template complaint form is included at the end of this procedure. If you require help in completing the form, please contact the school office. You can also ask third-party organisations like Citizens Advice to help you.

In accordance with equality law, we will consider making reasonable adjustments if required to enable complainants to access and complete this complaints procedure. For instance, providing information in alternative formats, assisting complainants in raising a formal complaint, or holding meetings in accessible locations.

Anonymous complaints

We will not normally investigate anonymous complaints. However, the headteacher or Chair of Governors, if appropriate, will determine whether the complaint warrants an investigation.

Timescales

You must raise the complaint within three months of the incident or, where a series of associated incidents have occurred, within three months of the last of these incidents. We will consider complaints made outside of this timeframe if exceptional circumstances apply.

Complaints received outside of term time

We will consider complaints made outside of term time to have been received on the first school day after the holiday period.

Scope of this Complaints Procedure

This procedure covers all complaints about any provision of community facilities or services by Tudor Primary School, other than complaints that are dealt with under other statutory procedures, including those listed below:

If other bodies are investigating aspects of the complaint (e.g., the police, local authority safeguarding teams, or tribunals), this may impact our ability to adhere to published timescales or result in the procedure being suspended until those public bodies complete their investigations.

If a complainant commences legal action against Tudor Primary School in relation to their complaint, we will consider whether to suspend the complaints procedure until those legal proceedings have concluded.

Resolving complaints

At each stage in the procedure, Tudor Primary School wants to resolve the complaint. If appropriate, we will acknowledge that the complaint is upheld in whole or in part. In addition, we may offer one or more of the following:

• An explanation

• An admission that the situation could have been handled differently or better

• An assurance that we will try to ensure the event complained of will not recur

• An explanation of the steps taken or planned to help ensure it will not happen again, with clear timescales

• An undertaking to review school policies in light of the complaint

• An apology

Withdrawal of a Formal Complaint

If a complainant wants to withdraw their complaint, we will ask them to confirm this in writing.

Stage 1 (Formal Investigation)

Formal complaints must be made to the headteacher (unless they are about the headteacher) via the school office. This may be done in person, in writing (preferably on the Complaint Form), or by telephone.

1. Acknowledgement: The headteacher will record the date the complaint is received and acknowledge receipt of the complaint in writing (by letter or email) within 10 working school days.

1. Clarification: Within this response, the headteacher will seek to clarify the nature of the complaint, what remains unresolved, and what outcome the complainant would like to see. The headteacher may consider whether a face-to-face meeting is appropriate.

1. Investigation: The headteacher may delegate the investigation to another member of the Senior Leadership Team, but not the decision to be taken. During the investigation, the investigator will:

• • Interview those involved and/or complained of (allowing them to be accompanied if wished).

• • Keep written records of all meetings and interviews.

1. Outcome Response: At the conclusion of the investigation, the headteacher will provide a formal written response within 14 working school days of receipt of the complaint. If unable to meet this deadline, an update and revised response date will be provided.

1. Details Provided: The response will detail actions taken to investigate, provide a full explanation of the decision made and reasons for it, and advise how to escalate to Stage 2.

Complaints about Governors / Headteacher:

• If the complaint is about the headteacher or a governor (including Chair/Vice-Chair), a suitably skilled governor will be appointed to complete Stage 1. Complaints must be made to the Clerk via the school office.

• If the complaint is jointly about the Chair and Vice-Chair, the entire governing body, or the majority of the governing body, Stage 1 will be considered by an independent investigator appointed by the governing body.

Stage 2 (Governing Body Panel Hearing)

If the complainant is dissatisfied with the outcome at Stage 1, they can escalate the complaint to Stage 2—a meeting with members of the governing body’s Complaints Committee. This is the final stage of the complaints procedure.

1. Escalation Request: A request to escalate to Stage 2 must be made to the Clerk via the school office within 10 working school days of receipt of the Stage 1 response. Requests received outside of this timeframe will only be considered under exceptional circumstances.

1. Acknowledgement: The Clerk will acknowledge receipt in writing within 10 working school days.

1. Convening the Hearing: The Clerk will aim to convene a meeting within 10 working school days of receipt of the Stage 2 request. If the complainant rejects three proposed dates without good reason, the Clerk will decide when to hold the meeting, which will then proceed in the complainant’s absence based on written submissions.

1. Panel Composition: The committee will consist of at least three independent governors with no prior knowledge of the complaint. If fewer than three governors from Tudor Primary School are available, the Clerk will source independent governors through another local school or the LA Governor Services team.

1. Hearing Submissions & Attendance:

• • Complainants may bring a supporter (friend or relative). Legal representation is generally not encouraged unless appropriate (e.g., a school employee called as a witness supported by union/legal counsel).

• • Media representatives are not permitted.

• • Copies of written material must be submitted to the Clerk at least 10 working school days before the meeting and circulated to all parties. Covert recordings are not accepted as evidence.

• • Meetings are held in private. Electronic recordings are not permitted unless prior consent is given due to disability or special needs.

1. Panel Decision: The committee can uphold or dismiss the complaint in whole or in part. The Chair of the Committee will provide a full written explanation of their decision and reasons within 10 working school days. The response will include details of how to contact the Department for Education if the complainant remains dissatisfied.

Equality Implications

• All complaints will be handled with sensitivity and confidentiality.

• If the complainant attempts to re-open a case after Stage 2, the Chair of Governors will write explaining that the procedure has been fully exhausted and the case is closed.

• Should the school receive serial or excessive complaints, advice will be taken from the Local Authority regarding management strategies.

Complaints Regarding SEN Support

In the first instance, parents of children with special educational needs are encouraged to speak with their child’s class teacher. If unresolved, parents can make an appointment with the SENCO, a senior staff member, or the Headteacher. If still unresolved, the formal complaints procedure applies. Further guidance is available via the Ealing SEND Local Offer (www.ealingfamiliesdirectory.org.uk).

Fluency Duty

Complaints under the Fluency Duty (Code of Practice on English language requirements for public sector workers) are covered under this policy. Complaints regarding an employee's accent, dialect, manner, origin, or nationality are not legitimate complaints under the fluency duty. Vexatious or abusive complaints will not be progressed, and affected staff will be fully supported. If a complaint is upheld, appropriate support, training, or redeployment will be considered.

Unreasonable & Serial Complainants

Tudor Primary School is committed to dealing with all complaints fairly and impartially. However, we do not expect staff to tolerate unacceptable, abusive, or threatening behaviour. Unreasonable complainants are defined as ‘those who, because of the frequency or nature of their contacts with the school, hinder our consideration of their or other people’s complaints’.

A complaint may be regarded as unreasonable when the complainant:

• Refuses to articulate their complaint or specify grounds/outcomes sought despite offers of assistance.

• Refuses to cooperate with the investigation process.

• Insists on the complaint being dealt with in ways incompatible with the adopted procedure.

• Introduces trivial, irrelevant, or falsified information, or changes the basis of the complaint as it proceeds.

• Makes unjustified complaints about staff handling the matter or demands their replacement.

• Makes excessive demands on school time via frequent, lengthy, or stressful communications.

• Uses abusive, offensive, discriminatory, or threatening language/behaviour.

• Publishes details on social media or in newspapers.

Whenever possible, the Headteacher or Chair of Governors will discuss concerns with the complainant informally before applying an ‘unreasonable’ marking. If behaviour continues, a formal communication plan may be issued (e.g., limiting contact methods and frequency), usually reviewed after 6 months.

In response to serious incidents of aggression or violence, the police will be informed immediately and the individual may be barred from school premises.

Barring from School Premises

The public has no automatic right of entry to school premises. If a parent’s behaviour is a cause for concern, the Headteacher or Local Authority may notify them in writing that their implied licence to be on school premises has been temporarily revoked, subject to written representations from the parent.

The decision to bar will be reviewed in light of any representations and either confirmed or lifted in writing. Anyone wishing to complain about being barred can do so by letter or email to the Headteacher or Chair of Governors. Barring decisions cannot be escalated to the DfE; legal advice must be sought if pursuing further appeal through the courts.

Next Steps / Escalation to DfE

If the complainant believes the school did not handle their complaint in accordance with the published policy or acted unlawfully or unreasonably under education law, they can contact the Department for Education after completing Stage 2. The DfE will not reinvestigate the substance of complaints or overturn school decisions, but will review whether statutory procedures were followed.

Contact Department for Education:

Online: www.education.gov.uk/contactus

Telephone: 0370 000 2288

By Post: Department for Education, Piccadilly Gate, Store Street, Manchester, M1 2WD

Template Complaint Form

Please complete and return to the clerk of Governors ( Denise Maloney ) via the school office.

Official Use Only:

• Date acknowledgement sent:

• By whom:

• Complaint referred to:

• Date referred:

Roles & Responsibilities

Complainant

The complainant will receive a more effective response if they:

• Explain the complaint in full as early as possible and cooperate with the school.

• Respond promptly to requests for information or meeting arrangements.

• Treat all parties with respect and refrain from publicising details on social media.

Investigator

The investigator’s role is to establish the facts relevant to the complaint by:

• Conducting sensitive, thorough interviews with the complainant, staff, pupils, and witnesses.

• Reviewing records and written evidence objectively.

• Preparing a comprehensive report for the headteacher or panel setting out facts, solutions, and recommendations.

Clerk to the Governing Body

Acts as the official contact point for Stage 2 by:

• Ensuring all parties are aware of legal rights and compliance (DPA 2018, GDPR, Equality Act 2010).

• Setting hearing dates, collating and circulating paperwork at least 10 working school days in advance.

• Recording proceedings, minuting the hearing, and circulating decision letters.

Committee Chair

Ensures the panel meeting is conducted informally and respectfully, puts all parties at ease, ensures key findings of fact are made, and liaises with the Clerk to issue formal outcome notices.

Committee Members

Must be impartial and independent with no prior knowledge of the complaint. Panel members must keep an open mind, aim to achieve reconciliation where possible, and base all findings strictly on the evidence presented.

Guidance on using AI tools to raise concerns or complaints

AI tools (such as ChatGPT, Microsoft Copilot, Google Gemini and similar large language model applications) can help you organise your thoughts, structure your concern or complaint clearly, and express yourself effectively. However, these tools have significant limitations and must be used with care. This provides practical guidance on how to use AI tools effectively when raising a concern or complaint under this procedure, and what to avoid.

How AI tools can help you

AI tools can be useful for:

a. Organising your thoughts and structuring your concern or complaint in a clear and logical way

b. Helping you express what happened in plain, clear language if you find writing difficult

c. Summarising a timeline of events based on information you provide

d. Suggesting what outcome you might want to ask for; and

e. Checking your draft for clarity, tone and spelling before you submit it.

Important limitations and risks

You should be aware of the following limitations and risks when using AI tools:

a. AI tools do not know what happened – they can only work with the information you give them, and they may fill gaps with invented details that sound convincing but are untrue (this is sometimes called 'hallucination');

b. AI tools may generate references to laws, regulations, policies or legal rights that do not exist, are out of date, or do not apply to your situation;

c. AI tools may produce language that is overly formal, legalistic or aggressive, which may not reflect your genuine concern and may make it harder for us to resolve the matter constructively;

d. Any personal data (including names, dates of birth, or other identifying information about your child, other children, staff or other individuals) that you enter into an AI tool may be stored, processed or used by the AI provider in ways that are outside your control and may breach data protection law;

e. AI-generated complaints that do not accurately reflect your experience may cause delays in resolving your concern, as we may need to spend time clarifying what actually happened; and

f. AI tools work by predicting the most likely answer based on the information they have been trained on. They do not check whether their output is accurate or relevant to your particular situation, and the most likely-sounding answer is not always the correct one. AI tools are also designed to make you feel helped and understood, which means they may agree with your point of view, use an overly sympathetic tone, or present your complaint in a one-sided way rather than giving a balanced account of what happened. This can wrongly reinforce your point of view and make you more fixed in your position, which may make it harder for us to work together to resolve the matter.

September 2026