Last updated: 15 Apr 2009

Parents are a child's first teachers. When parents and early years practitioners work together, the results have a positive impact on a child’s development and learning. In order to secure this partnership a welcoming ethos is needed. This can be achieved by:

• recognising and respecting the role that parents play in children’s development and education
• making all parents feel that they are wanted and have a positive role to play in their child’s education
• showing parents that they can always make their feelings and opinions known to staff, and that these will be dealt with respectfully and seriously
• demonstrating that parents’ linguistic, cultural and religious backgrounds are valued
• showing that the early years setting is part of the community it serves.

Barriers to parental partnership

A successful partnership needs a two-way flow of information, knowledge and expertise. However, some families newly arrived in the UK might find it difficult to develop a relationship with early years practitioners.  This may be due to:

• being unable to communicate in English
• having come from a culture where there is no tradition or expectation of parental involvement
• dealing with the stress of change, dislocation and coping with life in a new country
• not trusting those in authority and being worried about disclosing information about the family background.

Admission and induction

Evaluate your admission and induction procedures to see if they provide a genuine welcome to all parents. The admission process should aim to establish good communication and provide opportunities for parental expectations to be discussed. This can also be a time to identify the best arrangements for ongoing contact between the school and home. The Admission procedures area of this site offers guidance on this.

The admission and induction process is a time in which early learning can be discussed with parents.

Some early years settings have worked in partnership with others in their local area to produce translated material about their particular setting or about the foundation stage. Sure Start distributes translated parental information about helping children in the Early Years Foundation Stage.

Most early years settings have a key-worker system. This approach means that parents can access a link member of staff who they know and trust. Early years practitioners with particular linguistic skills should be paired with the key worker. 

Settling in

Parental partnership can also be developed during the settling-in period. Arrangements for settling in need to be flexible enough to give time for children to feel secure and give parents further time to discuss their child’s circumstances.

Supporting early learning

Language learning at home needs to support language development in early years settings. It is helpful to discuss with parents the importance of speaking and reading to children in their home language.

Parents can support their child’s learning in other areas of the curriculum. A number of nurseries and LAs  have run meetings or courses to explain how parents can support their child’s mathematical development. Some of these events have been targeted at specific communities, with interpreters being employed.

The courses have familiarised parents with number songs, games and mathematical activities that can be carried out in the home. Other early years settings have organised meetings about promoting children’s learning through play for particular groups of parents, providing interpreters if they are needed.

Social events

Many early years settings organise social events such as coffee mornings for parents who are new to the locality. This is a time to develop links with children’s homes.

Community support

Parents support each other and long-lasting family friendships are often made in early years settings and primary schools. Early years workers should introduce parents to each other, whilst respecting that some families may not wish to pursue social contacts.  

Ongoing written contact

It is important to ensure that material sent to parents – letters, newsletters and other items – is accessible, easy to read and in appropriate languages.

Home visits

Home visiting, before a child is admitted or later, is a way of developing partnership.

Drop-in sessions

Informal approaches such as drop-in sessions on set days of the week are another opportunity for developing parental partnership and for parents to discuss concerns.

Parents as helpers

Parents can be invited to help and may have skills that can be used. Early years settings could make labels and signs in relevant languages. Parents could help make these items. Parents might also read stories or teach songs in children’s home languages.

Parents can provide a diversity of insight into faiths, cultures, history and places, for example when cooking in the home corner or when visiting places such as a market. Their ongoing involvement ensures that all children learn from the breadth of parents’ experiences.

Parents’ rooms

Some early years settings have access to parents’ rooms. Groups such as asylum seekers may have particular social needs. When working with these groups, parents’ rooms might stock advice material for refugees and items such as nearly new warm clothing. 

Informing new parents about community opportunities

Early years workers might consider informing parents of local facilities for outdoor play and recreation. These might include playgrounds, parks, free soft play and other activities, as well as holiday play schemes. Many local authorities run free activities during the school holidays.

Supporting parents

Some newly arrived families find their early days in the UK difficult or stressful. When parents are experiencing difficulties, it is important to ensure that they receive social support. Further information is given in the Parents and community area of this site.

A number of early years settings keep contact details of advice agencies and English language classes, offering this information to parents where needed.