onal perspectives on family integration may provide progressive education that encourages families to socially interact within the setting creating discussion and involvement of child development. Regio Emilia schools in Italy focus on family inclusion to provide greater provision Henderswon et al (2007) state families that are involved in their children’s education have been shown to have better learning outcomes directly supporting holistic growth and shared values (Smith, 2014). During Smith (2014) study of Reggio Emilia schools teacher parent relationships where noted as open which strengthened working partnerships because parents felt they were listened too allowing for issues to be openly discussed establishing shared school ethos and involvement. Bushaw and Lopez (2011) state, when learners are asked about the most important priorities for improving achievement, they consistently cite increased parental support as a top priority (Kraft et al, 2014, pg.2).

Steiner ideology is also based on the commonality of social interaction and integration of school ethos and values compared with Regio Emilia. Community partnerships support Steiner schools, Woods et al (2005) suggest, parental participation such as volunteering or a parent teacher association create a commitment to higher standards of education contributing to the development of the philosophy of the school (pg. 7). One example of parental involvement in shaping the school community is a governing body. Woods et al (2005) state the benefits of parental engrossment to the anthroposophical ideology create an energetic community of parents and teachers working together for the benefit of the children (pg. 107). Ernst (2011) describes anthroposophical philosophy as ‘a school of thought or esoteric philosophy that expands the human mind through imagination, inspiration, and intuition’ (pg. 187). However an anthroposophical philosophy which Steiner schools adopt may create challenges to parents from traditional backgrounds weakening a connection to the education progress marginalising parental immersion to pedagogy. Evangelou et al (2008) suggest children should spend a couple of days at their future school; this is reported to be supportive for children and parents to transition into the schools ideology gradually (Crafter and Maunder, 2012, pg. 7).
Schools which are able to partner with families may create a higher consistency between school and home environments. Smith (2014) notes that such partnerships require that teachers and parents have shared understandings of classroom curriculum, pedagogy and behavioural expectations. Steiner claims that good practice for practitioners is to understand children’s home circumstances with intent to connect to Steiner philosophy (Woods, 2005, pg. 109). Steiner ethos stretches beyond school hours with many teachers expected to visit their pupils at home