ABSTRACT
This chapter describes working with families, and develops a shared setting philosophy and active culture to influence vision of working with families. It explores how parents might act when agencies present values different from their own. The chapter shows the ideas to support good practice based on individual setting's needs. It discovers ways to share good practice, and evaluates next steps for individual setting. The chapter also explores what parents do with their children, is of greater significance than any other factor open to educational influence. Many schools have meetings across the year to discuss 'progress' with a parent sitting on a child-sized chair and a teacher sitting on an adult-sized seat, looking down and talking from a position of power. Development between family and setting should be ongoing, as families have sensitive periods during which they are particularly responsive to different types of interventions.
