How Should Schools Handle Parent Complaints?

Schools should handle parent complaints through a clear, published procedure, usually an informal stage, a formal written investigation and a panel hearing. Each stage should be timely, fair and properly recorded. Where the headteacher is involved, the complaint is complex, or relationships have broken down, an independent investigator or independent panel member gives everyone confidence that the outcome is fair.

That's the process. The reality of living through it is often much harder.

A serious complaint usually arrives at the busiest point in the term. It can be emotional, detailed and deeply personal. Sometimes it concerns a colleague you trust. Sometimes it concerns you. And almost always, there is a child at the centre of it whose experience matters enormously.

Many leaders tell us it isn't the complaint itself that keeps them awake at night. It's the worry about getting the process wrong.

The good news is that a well handled complaint can strengthen trust rather than erode it. This article answers the questions leaders ask us most often.

Parent complaints in schools: the facts and figures

Complaints are rising sharply across England, they are becoming more complex, and the government has now committed to reforming the system.

Here is what the latest national data tells us:

• Parents made more than 5 million complaints to schools last year, according to the charity Parentkind.
• 87% of parents want complaint handling improved, and teachers rarely receive formal guidance in this area.
• 82% of governors and trustees say complaints have increased in their setting over the past three to five years, with half reporting significant increases.
• In an NAHT survey of 1,144 school leaders, 94% reported an increase in complaints over the last three years.
• Sixty percent of school leaders rate the burden that complaints management places on schools at seven or higher out of 10.
• Ofsted received 16,700 complaints about schools in the 2024/25 financial year, up from 15,900 the year before. That is more than 45 a day.
• Yet only a small fraction lead to action. The proportion qualifying for investigation fell from 12% to 9%, and just 25 immediate inspections were triggered by complaints, compared with 35 the previous year.
• Seventy per cent of all complaints Ofsted considered contained safeguarding concerns.

The nature of complaints is changing too. Leaders most commonly describe personal attacks or aggressive behaviour towards staff, excessive or overly complex emails, multiple complaints about the same issue, insistence on unrealistic outcomes, and complaints being discussed on social media. There has also been a rapid rise in AI generated complaints, which are often long, heavily referenced and time consuming to respond to.

The government has responded. In January 2026, the DfE published new complaints guidance in partnership with Parentkind, Ofsted and 13 education organisations, and the schools white paper committed to a digital, accessible solution for handling complaints, with new expectations aimed at improving relationships between parents and school leaders.

What these numbers tell us is simple. Complaint handling is no longer an occasional task for leaders. It is a core part of leadership and governance, and doing it well matters more than ever.

Why do schools need a clear complaints procedure?

Every school in England is legally required to have one, and a clear procedure protects children, families and staff.

Maintained schools must have and publish a procedure under the Education Act 2002. Academies and independent schools, including independent special schools, must meet Part 7 of the Independent School Standards.

But the requirement exists for reasons beyond compliance. A clear procedure gives families confidence they will be heard, gives staff confidence they will be treated fairly, and gives leaders a structure when emotions are running high. Most importantly, it helps schools find out when something has gone wrong for a child and put it right.

The January 2026 guidance makes an important point here. Schools are encouraged to make their complaints policy easy to find and easy to understand, rather than hidden away on the website, and to respond in ways that acknowledge parents' feelings as well as the facts.

What are the stages of a school complaints procedure?

Most procedures have three stages: informal resolution, a formal written investigation, and a panel hearing.

Informal stage. Most concerns are raised with a teacher or member of staff and resolved through conversation. This is where the vast majority should be settled.

Formal stage. If the parent remains dissatisfied, they put their complaint in writing. It is investigated, usually by the headteacher or a senior leader, and a written response is provided.

Panel stage. If the complaint is still unresolved, it goes to a panel. In academies and independent schools, the panel must include at least three people not directly involved in the matters complained about, at least one of whom is independent of the management and running of the school.

One of the most common sources of confusion is numbering. In some policies, "stage 2" is the formal investigation. In others, particularly maintained schools following the DfE's two stage model, stage 2 is the governor panel. Being clear about which stage is which avoids a great deal of misunderstanding.

It also helps to separate feedback, concerns and formal complaints early on. Identifying which one you are dealing with is often the key to resolving it quickly.

What happens at stage 2 of a complaint?

In most procedures, stage 2 is where the complaint becomes formal and is properly investigated, leading to a written outcome.

A good stage 2 investigation usually involves:

• acknowledging the complaint in writing within the policy's timescale
• agreeing with the parent exactly what is being complained about and what outcome they want
• gathering evidence such as records, emails, incident logs and policies
• speaking to the people involved, including staff, the parent and, where appropriate, the child
• reaching reasoned conclusions on each point
• providing a clear written outcome explaining what was found and what happens next

The quality of stage 2 shapes everything that follows. A thorough, fair outcome often resolves the matter completely. A rushed or unclear one almost guarantees escalation.

When should a school use an independent complaint investigator?

When the headteacher or a senior leader is involved, when the complaint is complex or long running, when trust has broken down, or when the school lacks the capacity to investigate objectively.

From our experience, independent investigation is particularly valuable when:

The complaint is about the headteacher or a senior leader. The headteacher cannot investigate a complaint about themselves. The chair of governors often steps in, but many chairs are volunteers who understandably feel uncertain about leading a formal investigation.

The complaint is complex. Some complaints involve months of correspondence, multiple issues and lengthy AI drafted letters. Untangling these takes time, skill and objectivity.

Relationships have broken down. An independent person helps both the family and the school feel the process is fair.

The school lacks capacity. Leaders in smaller schools, independent special schools and alternative provision often tell us they simply don't have enough senior colleagues who haven't already been involved.

External escalation is likely. Where a parent has indicated they may go to the DfE, Ofsted, their MP or a solicitor, a robust independent investigation gives everyone confidence.

The complaint involves SEND provision. Complaints about how a child's needs are being met can be technical and emotionally charged. An investigator with SEND expertise understands both the provision and the family's experience.

Commissioning an independent investigation is not an admission that something has gone wrong. It shows the school wants the answer to be fair.

Can the headteacher investigate a complaint about their own school?

Yes, in most cases, but not when they were directly involved, made the decision being complained about, or are the subject of the complaint.

In those situations someone else must lead, and fairness is best served by someone with no involvement at all.

What does a complaints panel do?

The panel reviews the complaint afresh, hears from the parent and the school, and decides whether the complaint is upheld, partially upheld or not upheld.

A panel will usually:

• receive the complaint, investigation report and evidence in advance
• invite the parent to attend, with someone accompanying them if they wish
• hear from the school, usually the headteacher or investigating officer
• ask questions of both parties
• make findings and, where appropriate, recommendations

In academies and independent schools, findings and recommendations must be provided in writing to the parent, the proprietor and, where relevant, the person complained about, and be available for inspection on the school premises.

Panels are under growing pressure. Many leaders tell us they are now convening more panel hearings than ever before. From our experience, many panel members have never sat on a hearing before, and producing a clear, balanced written outcome is harder than it sounds.

What does an independent panel member bring?

Genuine objectivity, experience of complaints and governance, and confidence that the hearing is fair and defensible.

For academies and independent schools, an independent panel member is a requirement, and many schools struggle to find someone suitable at short notice. A good independent member asks searching questions respectfully, keeps the hearing focused and helps shape written findings that stand up to scrutiny.

What happens if a parent is still unhappy after the panel?

They can take the complaint to the Department for Education, which generally checks whether the school followed its procedure and acted reasonably rather than reinvestigating the complaint.

For independent schools, the DfE can consider whether the Independent School Standards have been met. Parents can also contact Ofsted, but Ofsted will usually only investigate once a parent has followed all local complaint routes, and the complaint must raise a serious issue affecting the whole school.

Some matters sit outside the complaints procedure altogether, such as admissions appeals, exclusions, EHC plan disputes and allegations against staff that meet the threshold for LADO referral.

This is why a well documented process matters. When an external body looks at a complaint, the first thing they check is whether the school followed its own procedure.

How long should a school take to respond to a complaint?

As long as your policy says, and no longer. If you can't meet a timescale, tell the parent why and give a revised date.

Delays are one of the most common reasons complaints escalate. Parents who wait weeks without an update often assume they are being ignored, even when the school is working hard behind the scenes.

Do schools have to keep a record of complaints?

Yes. Academies and independent schools must record written complaints, the stage they reached and the action taken, and tell parents on request how many formal complaints were registered in the previous school year.

Beyond compliance, a complaints log is one of the most valuable improvement tools a school has. Patterns often reveal issues with communication, SEND provision, transport or transition long before they show up anywhere else.

From Our Experience

We often see the same pattern when complaints escalate. The original concern was usually small: a missed phone call, a misunderstanding about a child's support, a letter that felt cold or defensive. As the parent felt unheard, the complaint grew.

Most complaints don't begin as complaints at all. They begin as confusion, worry or a feeling of not being listened to.

Schools that handle complaints well usually do a few simple things consistently. They respond quickly. They pick up the phone. They acknowledge the parent's feelings, even when they disagree with the substance. And they stay focused on what is best for the child rather than who is right.

Common Misconception

"Bringing in an independent investigator makes it look like we've done something wrong."

It's an understandable worry, but the opposite is usually true. Families, staff, the DfE and inspectors tend to see independent investigation as a sign of openness and strong governance. Many parents tell schools that knowing an independent person looked at their complaint made them more confident in the outcome, even when it wasn't upheld.

Questions for Leaders

• Is our complaints policy easy to find, easy to understand and right for our type of school?
• Does it make clear which stage is which?
• Who would investigate a complaint about the headteacher?
• Could we find a suitable independent panel member quickly?
• Have our governors or proprietors been trained to run a panel?
• Are we meeting our own timescales?
• How do we handle lengthy, AI generated or multi agency complaints?
• Do we review our complaints log to spot patterns and improve?
• What has our most recent complaint taught us about the experience of our children and families?

How Can Jarvis Education Help?

At Jarvis Education, we support maintained schools, academies, MATs, independent schools, independent special schools and alternative provision with fair, proportionate and independent complaint handling.

Independent complaint investigation. Experienced, impartial investigators who look into complaints thoroughly and sensitively, particularly where senior leaders are involved, complaints are complex, or relationships have become strained.

Stage 2 complaint investigator. We can lead your formal investigation from start to finish: clarifying the complaint, gathering evidence, interviewing those involved and producing a clear, well reasoned report.

Complaints panel support. Independent panel members for academies and independent schools, support for chairs before and during hearings, and help producing clear, balanced written findings.

Our associates are senior education professionals, including former headteachers and inspectors, who understand the realities of leading a school. Every school's circumstances are different, so we always start with a conversation.

Our aim is simple: every family feels heard, every member of staff feels treated fairly, and every school comes out of the process stronger for the children and young people it serves.