Talk of the national curriculum seems never-ending, but teachers know that there is also a “hidden curriculum”, which is vital to a child’s learning and development. It’s important in the early years, but the same goes for all key stages.

Part of the hidden curriculum involves homeschool links, and parents have a vital role to play to make a successful partnership. Indeed, this is essential to maximise a child’s full potential.

You can involve parents before their children start school, and this will give a clear message that parents need a good working partnership with their school rather than taking a passive role in their child’s education.

To set the scene we have an “open” morning each week for prospective parents and other visitors to see the school in action. The visitors are usually given the tour by Year 6 children. Visitors can look around, chat informally to staff and see the children engaged in a range of activities.

Once a place at the school is accepted, parents and children can attend a meeting with the head and the staff team that will be working with the newcomers.

Initially, it is a “welcome” meeting to discuss the formal aspects of school life: the school’s ethos, expectations of teaching and learning; behaviour; attendance and punctuality and the role of parents as partners.

Next, the parents and children visit the early years centre. This gives them a chance to explore the environment that their children will be experiencing. Informality is best - it’s easier for parents and staff to exchange information.

Starting blocks A staggered admission procedure is a must! The headteacher completes a lengthy and detailed admission form with the parents. This can be a daunting experience for everyone, but the information gathered is of vital importance - it gives an overall picture of the early development of every child and an insight into their needs.

Homeschool partnership agreements are standard in every school, and every parent should sign one. Parents who are anxious about form-filling are encouraged to bring a family friend or interpreter for support.

The first day at school It is easy to forget how significant starting school is for children and their parents. For some children, it can be an overwhelming experience as it could be these children’s first formal parting from their parents.

A key worker should be ready to welcome parents and children. Give them some exclusive time to make them feel at ease.

Parents need to know the daily routine of the classroom. A general tour of the classroom should include a special place to put personal belongings, bathroom facilities, focus board with early learning goals, weekly and daily plans, curriculum framework for the year, parents board, notice board of current and future events in the community, weeklydaily timetable (PE, book shop, cooking, visits and so on). After the initial introduction, most children will choose an activity to explore. You should use this opportunity to discuss with the parent the range of activities available in the nursery and how play is important in developing all areas of learning.

Parents aren’t always aware of the need for simple and comfortable clothing - Velcro fastenings on shoes, for instance, or pull-on trousers or skirts, so let them know.

Reassure them that children are individuals and that if children are unsettled, a range of strategies can be used to overcome any anxieties. A parent will be contacted if a child remains unhappy, and a different approach will be adopted to meet that child’s needs.

Keep it going Regular communication with parents is essential. Parents and staff can share achievements and express concerns. For example, changes that can occur in a child’s life - moving house, new baby, medical conditions - can affect their behaviour and attitude to learning. If these changes are shared with the staff, strategies can be devised to support the child through this difficult episode. Alternatively, feedback can be given on the child’s significant achievement as it occurs. Encourage children who bring in work from home. These children can share their experiences from outside school at circle time, too.

Parents can help at school Helping out can involve working and non-working parents in a variety of ways - from sharing specialist skills to fund-raising, from making resources to offering support in the classroom or helping on school outings.

Give plenty of advance notice for big events and trips so that you can involve as many parents as possible. This is a great way for parents to contribute. You need all the hands you can get and it’s good for the children and you to have new adults around in school.

Monitoring progress Parents should be invited into school every term. This year, our school had two open evenings for all parents.

The first meeting was informal and was used to inform parents on how the curriculum is implemented in their children’s year group. The second was used for individual appointments with teaching staff.

We are currently piloting the early learning goals draft on entry assessment and record of progress. This values both summative and formative assessment. At the end of the year, a report is sent out in advance and a follow-up appointment is offered to allow for further discussion with parents. This term, we have been holding a series of numeracy and literacy workshops for parents to help them to discover how we teach these subjects. These events were consistently oversubscribed.

Working successfully with parents is a skill that needs constant nurturing and re-evaluation by teachers.

Fran Byrne is head of early years at Bessemer Grange primary school in Dulwich, south London. Mary Callard is a nursery nurse at the same school