This study questions whether there is an impact on pupil standards when parents become involved in their child's education. It tracks a cohort of pupils and their families from when they begin nursery at age three years to the end of key stage one at seven years. The outcome of the study indicated that families tend to fall into one of three categories depending upon their level of involvement and that these categories link with the progress made by the pupils. The programme is a successful model for school improvement particularly for those schools in deprived areas who are finding it difficult to engage families in the education process.

Autorentext

Margaret Ellams was a primary school headteacher in the North West of England for eighteen years and during that time she was committed to involving parents in the education process. She has also undertaken school advisory work and now works as an education consultant.