them as individuals (Woods, 2005, pg107). However Smith (2014) identifies that family engagement from different cultures and low incomes have shown barriers to a child’s progress due to a lack of shared values indicating that the setting may impact on home life creating more of a divide to partnerships. To address this potential disconnect, Molland (2004) suggests teachers need to seek out information to understand and bridge the cultural and linguistic diversity reflected in the families of their students; creating an approach to develop relationships. Noel et al (2013) notes that evidence for poor or negative engagement regarding sharing of information creates a barrier to parent teacher engagement. The importance of clear family engagement is identified in Montessori schools that practice a family centred, community based approach which openly communicates and collaborates ideas within the setting (Morrison, 2006). Morrison (2006) also exemplifies the ideology of partnerships with families to create effective teaching and learning (pg. 7); parents who interact with school values discuss issues within the setting (pg.25) potentially this discussion can strengthen reciprocal values and understanding of practice.

Section 3

To support children and families, roles within the setting can be explored to analyse internal and external professionals that help develop relationships. Within the setting issues of concern surrounding health and development of the child will be listened too, the practitioner notes that behavioural needs of the child are often referred to the settings Special Educational Needs Coordinator (SENCO) for further discussion. Wheeler (2015) identifies the role of the SENCO as strategic overviewing the school’s Special Educational Needs policy and responsibility of day to day practical implementation and specific provisions made to support pupils with Special Educational Needs and Disabilities (SEND) including those with Education Health Care Plans (EHCP).

Birdsall et al (2014) describe EHCP as putting more emphasis on the child’s personal and holistic goals supporting the child across different services (pg.14). Wheeler (2015) also states the SENCO works closely with and is a key point of contact for parents and other educational establishments such as educational psychologists, health and social care professionals and independent and voluntary bodies. Mackenzie (2012) states, parents respected and connected with the SENCO because feelings regarding their child where understood creating a deeper advocacy, noting that this