In recent years schools have embraced the use of social media platforms including Facebook and Instagram as a means to connect with children’s families and the broader community (Rosenberg, et al., 2022). The use of such platforms by schools typically involves the curation and sharing of daily school activity in the form of digital images, videos, organisational information and records. This curation and sharing practice, undertaken by schools on behalf of children and their families, contributes to the datafication of children. This occurs through outward flows of data shared with school communities, inward flows of data shared with the social media platform, and onward flows in digital data economies. Thus, the utilisation of such platforms in school contexts raises critical questions about the datafication of children, the agency of children and their families in this practice and the role of the school in protecting children’s digital rights. Research exploring this phenomenon is limited. A small number of studies have examined school leader’s uptake of digital platforms documenting the benefits and challenges (Cox & Mcleod, 2014; Bowman, Giles, Orange & Wiles. 2018). However, there is a paucity of research that employs a critical lens to understand school’s social media practice including the impacts on home and school relations and the rights of children and their families within this complex entanglement. The study described in this paper aims to understand the datafication of children through schools’ practice of sharing on official school social media sites together with parents understanding and engagement with their school social media practices. We share findings that present a detailed depiction of the data types generated through school social media practice along with parents perceptions of school social media use including the coercive nature of the practice, increased digital labour and impacts on familial agency.