Constantino (2008) states that family-school relationships are the foundation for real or meaningful family engagement, however, Hoover-Dempsey et al (2005) found that programs and strategies progressed when welcoming factors were considered which influenced family engagement. The practitioner notes the setting implements welcoming strategies to engage with parents ranging from having staff greet families at the door, to hanging signs on the school walls so that families can navigate the building more easily, to establishing a parent room where parents can find information on child development or the educational program. Constantino (2008) suggests that these strategies result in family members feeling welcome, with intangible benefits such as feelings of acceptance and appreciation which are also important for promoting partnerships with families (Halgunseth et al, 2009, pg. 9). Gratz (2006) suggests a child’s attitude towards education is very dependent on the experience their parents received when they were children; indicating that a negative experience by the parent at school may influence how their children interpret learning and education.

Cultural differences and language barriers may lead to misconceptions about families’ participation in their children’s education. Strategies in the setting can limit these barriers by being involved in the community and striving to learn about the different cultural backgrounds of the children they educate and by hiring staff with similar cultural and language backgrounds as the children in the setting to promote diversity and acceptance. Ferguson et al, (2008) suggests biases, even unconscious biases, by practitioners can harm the partnerships between families and discourage families from participating. Therefore Ginsberg (2007) suggests expanding knowledge of cultural backgrounds creates a connection with parents, Meyer and Mann (2006) state improved communication with parents enhances understanding of the child and a greater insight on how the home environment influences school performance. Communication is the basis for any strong relationship and especially important with respect to family engagement in early childhood education programs (Baker and Manfredi-Petitt, 2004). Practitioners can communicate with parents through a variety of different means to further expand integration and understating including newsletters, translated materials, telephone calls, home visits (Carlisle et al, 2005) cited in (Halgunseth et al, 2009, pg. 10).

Conclusion

The connection between poor professional working and child tragedies has been made apparent by numerous inquiries into child deaths. UK policy makers have responded by promoting multi-agency partnerships working together to clarify aims and objectives under the umbrella of safeguarding. Strategically there have been some gains from integrated approaches such as the SAFER referral which supports early intervention of abuse and harm thus increasing the chances of positive outcomes. However, the terminology within the field of integration is unclear specifically regarding inclusion of parents within the setting. Strategies to promote parental empowerment through inclusive practices have shown to strengthen relationships and promote a better quality of provision for the child. However, there is a growing body of evidence that identifies barriers for different groups of parents in accessing services. Additional research on parents own behaviours and attitudes should be explored, so that services can become more s