Talking with Parents & Carers
Practical reference notes and real conversation examples. Choose a situation below — no form to complete. Adapt the language to the family and follow your setting’s procedures.
Keep conversations factual, respectful and confidential. Follow safeguarding procedures and never disclose information about other children.
Playing time and selection
Key notes
Explain the club’s published approach, listen to concerns, and discuss development without promising minutes or selection.
Example opening
“I understand they were disappointed not to play as much. Can we talk about what they enjoy and the skills we are helping them develop?”
What to avoid
Avoid: criticising the child or making guarantees about selection.
Follow-up
Agree a development focus and a suitable review conversation.
Touchline behaviour
Key notes
Protect players from public criticism. Speak privately with adults, refer to club conduct expectations and escalate serious incidents appropriately.
Example opening
“We want all children to feel safe and supported. Could we agree that coaching instructions come from the coaches and encouragement from the touchline stays positive?”
What to avoid
Avoid: confronting an adult publicly in front of children.
Follow-up
Document agreed expectations and involve club welfare staff where necessary.
Player behaviour and teamwork
Key notes
Describe specific actions without labels, recognise strengths and offer an achievable practice focus.
Example opening
“They bring lots of energy to the game. We are working on finding teammates and moving into space after a pass. What helps motivate them?”
What to avoid
Avoid: “Your child is selfish or disruptive.”
Follow-up
Agree one measurable training target and check back.
Confidence and mistakes
Key notes
Consider fear of failure, public pressure and whether the training environment needs adapting.
Example opening
“They seem to lose confidence after mistakes. We want them to enjoy playing and feel safe trying again. What helps when they feel disappointed?”
What to avoid
Avoid: minimising emotions or comparing with teammates.
Follow-up
Try a low-pressure skill activity and share progress.
Additional needs and inclusion
Key notes
Ask about helpful adjustments without requiring disclosure of a diagnosis; follow inclusive coaching and safeguarding guidance.
Example opening
“We want them to enjoy and access every session. Are there changes to instructions, routines or the environment that would help?”
What to avoid
Avoid: assumptions about ability or discussing private information with other parents.
Follow-up
Agree an adjustment with the player and family and review it.
Safety or welfare concern
Key notes
Prioritise immediate safety, injury management and the club safeguarding/welfare procedures.
Example opening
“Our priority is everyone’s safety. We are following the club’s welfare procedures and will explain the appropriate next steps.”
What to avoid
Avoid: making unsupported allegations or promising secrecy.
Follow-up
Record facts and refer to the club welfare officer as required.