Before you join
Parent participation and group activities policy
What families and group leaders can expect when joining and taking part in CHILD SPARKS.
1. Purpose and who this policy is for
This policy sets out expectations for parents, carers, children, volunteers and group leaders taking part in CHILD SPARKS (also known as SPARKS UK). Read it alongside our safeguarding policy, privacy information and complaints procedure before applying. Participation in family activities is separate from legal membership of the charity’s Foundation CIO.
We support families through shared experience, learning, inclusive activities and community connections. Activities can support communication, confidence, wellbeing, movement, daily living skills, friendship and resilience. Each child’s strengths, choices, needs and pace matter. Progress varies; no assessment result, developmental outcome or treatment benefit is promised.
2. Applying and getting involved
Applicants should be referred or recommended by a known Sparks parent or professional. The application is reviewed and requires approval by the paediatrician involved in the Sparks application process. Contact CHILD SPARKS if you need help with a referral or application.
Complete the Parent/Guardian Application in Sparks Connect, provide accurate information and read the participation, safeguarding and privacy information. Ask about anything you do not understand before agreeing to take part. Approval of participation is not a medical diagnosis or a guarantee of particular services.
Parents and carers are encouraged to share learning and support their child together wherever possible. We recognise single-parent families, different caring arrangements, employment commitments, disability and other barriers. Discuss practical support with the leader; a child’s developmental differences must not be blamed on a parent’s gender, availability or parenting style.
3. Attendance, punctuality and leaving the group
Plan ahead, arrive on time and attend learning sessions and activities regularly where you can. Tell the leader at least 24 hours before an expected absence where possible; in an emergency, contact them as soon as you reasonably can.
After more than three consecutive missed sessions without an explanation, the leader will contact the family to understand the circumstances, discuss barriers and agree a plan. Continued unexplained absence may lead to a pause or removal from the group following the review process below. Families may leave voluntarily by telling the leader and may reapply when ready.
4. Supervision and safe behaviour
Parents and carers are solely responsible for the day-to-day care and supervision of their own child or children throughout activities, including online sessions and outings. Stay present and available; do not assume that a group leader, volunteer or another parent has taken over. Agree any additional support with the leader in advance. CHILD SPARKS, its leaders and volunteers retain their safeguarding responsibilities and duty to take reasonable steps to keep activities safe.
It is not acceptable for one child to hurt another child. Violence, aggression, bullying, harassment and damage to property are not acceptable. If an incident occurs, stop the activity safely, protect and support those affected, and inform the group leader immediately. Parents must help their child move to a calm, safe space where needed. Leaders must record and report concerns through the safeguarding procedure and agree appropriate support before participation resumes. Respond to individual needs without blame, humiliation or punishment.
Follow the activity risk assessment, venue rules and leader’s safety instructions. Tell the leader privately about relevant access, communication, sensory, health or support needs. A child may need a break or an adapted activity. Parents supporting another child must do so only through an agreed, supervised arrangement, with consent and clear boundaries; this does not automatically transfer responsibility for either child.
5. Respect, inclusion and participation
Treat everyone with acceptance, empathy, patience and respect. Do not bully, harass, discriminate, shame or discuss another family disrespectfully. Cooperate with leaders, including parents taking turns to lead.
Stay engaged with the activity and any child you have agreed to support. Avoid unrelated phone use or conversations that disrupt participation. Help with celebrations, performances and community events according to your family’s circumstances and the child’s willingness. Do not force eye contact, performance or participation when a child is distressed; discuss a suitable alternative or break.
6. Online meetings
Prepare in advance, check the meeting link and software, and use a notebook or another accessible way to keep useful notes. A computer or tablet may make shared materials easier to see, but a phone is acceptable where needed.
Join punctually and participate as fully as you can. Use your camera where comfortable and appropriate; discuss privacy, disability, caring or connectivity needs with the leader. Mute when not speaking and avoid distracting others. Questions and respectful contributions are welcome. Do not record, photograph or share a meeting without permission.
7. Goals and learning at home
Choose useful, child-centred goals with your child where possible and with appropriate guidance. SMART goals are specific, measurable, achievable, relevant and time-bound. For example, practise asking for a break using the child’s preferred communication method during a familiar activity, then review together after four weeks.
Record the starting point and date, the activity to practise, who will help, and a realistic review date. Practise in short, manageable steps at home or in familiar settings. Give the child time, choices and encouragement.
Keep a private journal of observations, achievements, difficulties and next steps. Informal parent ratings are observations, not clinical assessments or validated developmental scores. Review goals when circumstances change. Share questions with the group without revealing another child’s private information; discuss sensitive matters privately with the leader or appropriate professional.
Peer experience complements professional advice. There is no quick fix or guaranteed progress. Ask a qualified professional about treatments or interventions, especially those making strong claims or requiring significant expense.
8. How group activities run
Begin with a welcome, introductions, safety reminders and an explanation of the activity. Maintain a predictable routine and adapt it to individual needs. Activities should be enjoyable, accessible and linked to agreed goals and interests.
Follow the agreed activity plan. Give children enough time and support; discuss changes with the leader rather than rushing a child or changing activities unexpectedly. Families may support one another through agreed arrangements.
Allow time at the end, normally around 15 minutes, for feedback and planning. Discuss individual difficulties or sensitive progress information privately. Celebrate effort and achievements without comparing children. Model kindness, appreciation and gratitude without requiring a child to perform them.
9. Confidentiality, photographs and concerns
Keep other families’ personal information and group discussions confidential. Do not share names, photographs, recordings, screenshots or messages outside the group or on social media without the required permission. Leaders must follow the charity’s consent, privacy and safeguarding procedures for any records or photographs; being a leader does not itself authorise photography or sharing with a doctor.
Confidentiality must never prevent reporting a safeguarding concern, seeking professional advice or making a complaint. Raise routine concerns with the leader; use the safeguarding route for safety concerns and the complaints procedure if an issue is unresolved or involves the leader. Do not discuss private concerns with the whole group without an appropriate reason and permission.
10. Costs and respect for volunteer time
Regular Sparks learning and activities are provided free by volunteers. Where an activity involves additional costs, such as venue hire or a celebration, organisers must explain the cost and proposed contribution in advance and obtain agreement before booking or collecting payment. Pay agreed contributions promptly, or contact the organiser privately if you need to discuss affordability.
Respect the time and care volunteers contribute. Use the support that is relevant to your family, follow agreed arrangements and give constructive feedback.
11. Responsibilities of group leaders
Explain and apply this policy consistently. Plan enjoyable activities around children’s strengths, interests and agreed needs, with appropriate risk assessments, supervision and adjustments. Clarify the roles of every supporting adult.
Explain any food, drink and allergy arrangements in advance. Water is encouraged; follow individual medical or dietary requirements and venue guidance. Do not share food without checking the relevant arrangements.
Keep proportionate attendance, activity and incident records securely. Provide regular reports to the designated regional or country lead and committee as agreed. Share information with a paediatrician only where authorised, necessary and consistent with privacy and safeguarding procedures. Report safeguarding concerns promptly rather than waiting for a weekly or monthly report. Support committee events and seek help when an activity cannot be delivered safely.
12. Concerns, suspension and review
For disruption or a breach of the rules, the leader should explain the concern, listen to the family and consider communication needs, disability, circumstances and reasonable adjustments. Agree support and clear expectations wherever possible.
Where there is an immediate safety risk, participation may be paused while the incident is addressed. Serious or repeated breaches may lead to suspension or removal following a review with the committee. Explain the reasons, any return conditions and how the family can raise a complaint or request a review. Decisions must be proportionate and recorded; a diagnosis, disability or request for support alone is not a reason for exclusion. Safeguarding concerns follow the safeguarding procedure separately.
13. Parent or carer acknowledgement
Before joining, please read this policy, the safeguarding policy and the application privacy information. Ask for clarification or an accessible format if needed.
Suggested signup acknowledgement: I have read and understood the Parent participation and group activities policy and the safeguarding information. I understand my responsibility to supervise my child or children, help maintain a safe and respectful environment, and report concerns. I will discuss any support or adjustments my family needs with the leader.
Reading this page does not submit an application or record agreement. Complete the application and any required acknowledgements in Sparks Connect.
A next step, together