he more stressors that are inflicted onto a child where they cohabitate compromises their learning (Science Daily,2017). For a child to feel safe and partake in their own learning they need to live in a stress free and comfortable environment. Four million children live in poverty in the United Kingdom (The Children’s Society, 2017a). The Early Years Foundation Stage allows for early intervention, and to reach out to those hard to reach families including families with teenage parents, families from minority ethnic communities, families where the parents or children are disabled with support (NSPCC, 2015). Support is necessary to ensure children do not live in poverty and everything is being done to support the family by way of introducing help. An illustration of help is free school meals. Department for Education (2017b) state 14.1% of primary school children receive free school meals (FSM). The Children’s Society (2017b) suggest that FSM are a crucial entitlement and having a healthy, hot meal each day enables the child to concentrate and can have a positive impact on classroom behaviour supporting the DfE and the need for FSM to continue.

The coalition government have pledged to end child poverty by 2020 (Poverty and Social Exclusion, 2014), however, one in five children are still going to school hungry (Pells, 2016). Breakfast clubs and after school clubs are an essential part of educating and providing a meal to children who need it. Specifically, looking at breakfast clubs, improved attendance, learning, healthy eating and social development are shown and exemplifies the importance of each educational setting providing one (Yardley, n.d.). Furthermore, breakfast clubs provide an essential role for children who struggle with social development (Children’s Food Trust, 2016). They can form new friendships and develop trusting relationships with staff.

Based on the findings of Yardley (n.d.) it can be argued that breakfast clubs are primarily taken up by families who are receiving universal credits (Low income families) however, those hard to reach families will only use the clubs if trusting relationships are formed with key members of staff.

Parental engagement benefits both the child and the school in turn the child shou