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Partnership Working

We strongly believe parents are the most important people in their children’s early lives. Being their first educators, children learn about the world and their place in it through their conversations, play activities, and routines with parents/carers and families.
We encourage Parent to support their children’s learning at home. By working together parents and practitioners can enhance children’s learning and development.

Partnership involves parents, families and practitioners working together to benefit children. Each recognizes, respects and values what the other does and says. Partnership involves responsibility on both sides.

An effective parent partnership is beneficial for both parents and practitioners and most importantly children.


  • ●  feel valued and respected
  • ●  are more involved in their children’s learning and development
  • ●  can share information about their children
  • ●  feel their family’s values, practices, traditions, and beliefs are understood and taken into account
  • ●  feel comfortable visiting the setting, talking to, and planning with practitioners
  • ●  know more about their children’s experiences outside the home and use this information to support their learning and development more  effectively
  • ●  understand why early childhood care and education is important
  • ●  Have increased confidence in their own parenting skills.

Early Years Practitioners

  • ●  understand better the children and families in their settings and use this information to make learning more enjoyable and rewarding for all children
  • ●  can help children develop a sense of identity and belonging in the setting by actively engaging with and finding out about family values, traditions and beliefs, and building on these where appropriate
  • ●  benefit from parents’ skills and expertise
  • ●  Can provide a more emotionally secure environment for children.


  • ●  feel more secure and benefit more from the educational opportunities given to them
  • ●  move from one setting to another with greater confidence
  • ●  see learning as more enjoyable when their home life is ‘visible’ in the setting
  • ●  enjoy being supported in the setting when their home language is not English
  • ●  Experience more connections between the different services that support them.