从20世纪80年代左右开始，关于父母参与有许多不同的政策和立法。这些立法和政策大多有利于家长作为教育的消费者和家长作为教育的伙伴，这些政策和政策是;1980年教育法案,这个法案给了“父母有权选择他们想让他们的孩子去学校,尽管LEA可以拒绝理由的资源利用效率低(和父母可以上诉),父母有权代表学校管理机构,父母在录取标准等问题上,考试成绩,课程,纪律和组织。(Mackinnon et al, 1995:59)。玛格丽特·撒切尔首相时,她创造了这些标签,因为学校是生产者和父母是消费者,因为父母你看看学校最适合孩子或区域联盟中最好的表,和父母搬到一个地区的学校,他们想让他们的孩子去为了学校内边界。这就像你去买衣服一样，当你在购物时，你倾向于寻找最好的质量、价格等，而你从商店购买的是生产商，因为他们提供你的产品。与学校一样，他们试图通过招募说明书、公开晚会、排行榜和英国教育标准局(Ofsted)把学校“卖”给家长。1988年的教育改革法赋予了家长更多的权力，“家长可以把孩子送到任何有空间的学校，只要学校能满足他们的年龄和才能。”(Mackinnon et al .， 1995:62)最后，1991年的《家长宪章》为家长提供了更多的选择，在这一宪章中，家长得到了五个关键文件的承诺。这些文件是关于他们的孩子一年至少一次的进展情况的报告，是独立检查员关于他们孩子学校的定期报告，是当地学校的成绩表，最后是学校主管的年度报告。
There are many different policies and legislations on parental involvement, which start from around the 1980’s. Most of these legislation and policies are mainly in favour of parents as consumers of education and parents as partners in education, these policies and legislation are; The 1980 Education Act, this Act gave the “Parents the right to choose the school they wanted their child to go to, although the LEA could refuse on the grounds of inefficient use of resources (and parents could appeal), parents were given the right to be represented on school governing bodies, parents on such matters as criteria for admission, exam results, curriculum, discipline and organisation.” (Mackinnon et al, 1995:59). When Margaret Thatcher was Prime Minster, she created these labels as schools are producers and parents are consumers, because as parents you look at what school is best for your child or best in the league table is that area, and something parents actually move to an area of a school that they want their child to go to in order to be inside the school boundaries. This is the same as if you were going shopping clothes, etc when you’re shopping you tend to look for the best quality, price, etc and the shops that you buy from are the producers as they are providing that item you. Same with school, they try to ‘sell’ their schools to parents by prospectuses, open evenings, league tables and Ofsted. The 1988 Education Reform Act gave the parents more power, “Parents may send their children to any school that has room for them, provided that it caters for their age and aptitude. Parents could vote in a secret ballot to opt out of the school from the LEA finance and control and be given ‘grant maintained’ status” (Mackinnon et al, 1995:62) and finally the 1991 Parents Charter give even more choice for parents, in this charter parents were promised five key documents. These documents were a report on their child’s progress at least once a year, regular reports on their child’s school from independent inspectors, performances tables for local schools and finally an annual report from the school governors.