The importance of working more closely with
parents in achieving successful outcomes for children is
now widely recognised. With this in mind, parental involvement
and support is a key strand in a number of Government initiatives,
including extended schools, Surestart and the respect agenda.
Schools can make a fundamental contribution to work with
parents but practice in schools is clearly mixed. School
staff often do not feel skilled or confident in working
with parents and there has been limited work to develop
whole school improvement in this area.
The Transition Project is a programme for
training and supporting primary school staff in working
with parents to build strong relationships, good two-way
communication, effective support, and involvement in their
children's education from the outset. The programme was
developed by the Parental Involvement Team and Primary consultants
from Manchester Education Partnership and has been funded
by Children's Fund and Surestart. It focuses on parental
involvement at two key transition points - the entry to
school at the Foundation Stage, and the Transition from
Foundation to Year 1.
Some of the key findings of this project include:
-
This project suggests that the role
of the 25 head teacher is crucial in embedding parental
involvement work in school policy and culture.
-
Any strategy for developing parental
involvement further at school, local or national level
cannot rest on the assumption that all staff in all
schools feel totally comfortable with the parental involvement
agenda. Indeed, any local or national initiatives to
enhance parental involvement will need to take into
account the existing relationships , barriers, and communication
needed which will affect how different schools are likely
to approach such initiatives.
-
The Project suggests that the local
authority may have a key role to play in promoting parental
involvement work, perhaps within a broader parenting
strategy.
Overall, the Project suggests that parental
involvement work can be developed in schools at low cost
and through simple measures. These involve creating a 'space'
within which staff can build their confidence, explore new
approaches, receive support and network with other schools.
This is best done in the context of whole school development.
Local and national government can contribute by keeping
the profile of parental involvement high and supporting
the development of this work, though schools have to be
free to respond to local circumstances.
Dyson, A. (2007). The Manchester Transition
Project: Implications for the Development of Parental Involvement
in Primary Schools. RW95. London: DfES.
Download the full report from: www.dfes.gov.uk/research/
This article describes a study that was carried
out in with 129 second-grade pupils in a working class community
the US. With three classes as a control group, three comparable
classes were given the Fluency-Oriented Reading Instruction
(FORI) programme. Part of this involved an emphasis in classroom
teaching on increasing pupils' reading fluency, through
repeatedly reading the same text, discussing the text and
how it related to their lives before and after reading,
and strategies for reading aloud such as echo reading (pupils
repeat a sentence or section after the teacher), choral
reading (the teacher and pupils all read together) and partner
reading (a pupil and partner take it in turns to read sentences
or pages).
Parents were also encouraged to follow the
programme at home, with three workshops held over the course
of the year to demonstrate the strategies and discuss progress.
The final meeting included a presentation of certificates
to the VIPs (Very Involved Parents). Parents were surveyed
and parents, children and teachers were interviewed to determine
the results of the programme.
Impact on parents'
involvement and reading
The evaluation suggested that the programme had led to increased
involvement by parents in their children's reading, as well
as increased reading fluency for the children. Of the parents
who completed surveys, for example, 78.8% of those in the
treatment group reported reading to or with their children
three or more times a week, with 45.5% reporting five times
a week. The figures for the control group were 59.4% and
9.4% respectively.
The researchers believe that the FORI programme
bears the following characteristics of successful home-school
programmes:
Quotes from participants:
"It is nice to read with your parents.
Sometimes you think they don't care about your schoolwork
or you, but when they read with you, you know they do."
(Child)
"I saw improvement in many of my struggling
readers as a result of the repeated readings at home. Their
de-coding and comprehension of repeated stories improved.
It also raised their self-esteem." (Teacher)
Mandel Morrow, L., Kuhn, M. and Schwanenflugel,
P. (2006). The Family Fluency Programme. The Reading Teacher,
vol. 60, no. 4, pp. 322-332.
This is a report of
a controlled trial of a parenting programme that was used
in four primary schools and formed the Primary Age Learning
Study (PALS). The programme ran over 16 sessions, six of
which had a literacy focus. These sessions were a shortened
version of a programme that combines the 'Pause, Prompt,
Praise' method of parental support for children's reading,
with discussion of the whole book and language-related play
(more on the programme).
The rest of the intervention comprised the Incredible Years
parenting programme developed by Webster-Stratton.
Impact
on reading
There was no evidence that the intervention was associated
with an increase in the number of words that were read in
a single word reading test. However, change over time in
single word reading was greater in the black African group
than in the white British group. Supplementary analyses
using the number of sessions variable also indicated no
effect of intervention for those who attended nought to
four as opposed to five or more sessions.
The researchers point
out that the same reading intervention given over a longer
time in a previous trial did lead to major changes in child
functioning. This is a major implication of the study: that
the shortened course was enough to change parenting and
a measure of child behaviour that can show change when starting
in the normal range, ie attention (see below), but was not
long enough to change reading ability.
Other findings
- A remarkably high proportion of parents, two-thirds
of those eligible, enrolled. The rate was equal for
African, African-Caribbean and white parents. The researchers
conclude that such engagement is achieved with active
strategies, and when the programme is attractive, well
planned and well supported; adding a reading component
helps universal appeal.
- Assessing the needs of all children in the school
year using a brief questionnaire was well accepted.
This enabled early identification of children with difficulties,
whose parents were then actively encouraged to attend.
- The intervention improved several aspects of parenting,
such as increasing sensitive responding to children,
improving the use of effective discipline approaches,
and decreasing criticism.
- Despite the considerable cultural differences in
beliefs about how children should be disciplined and
brought up, parents from all ethnic groups improved
equally after attending the programme. This is a finding
of major importance for those planning to offer parenting
programmes in areas with minority ethnic populations.
- Parents attended on average half of the sessions offered
– many were busy lone parents, and most were not
seeking help. Better attendance led to more change,
with eight to 10 sessions usually needed to get substantial
improvements. To achieve this may require individual
home visits in some cases.
- Child concentration improved, measured by direct observation.
However, child behaviour problems as measured by parents'
reports did not. Future studies may need to include
more observational measures.
- The majority of families in this highly disadvantaged
area were thriving, and lived in cohesive communities,
without depression or child difficulties. Targeting
interventions solely by area may therefore waste resources.
It may be more effective to use a simple questionnaire
assessment and then select only those in need.
- Intervention projects should routinely gather simple
outcomes data such as attendance, satisfaction and,
crucially, child outcomes. Only this way will less effective
practice be uncovered, which then allows for improvement.
Download the full report from: www.jrf.org.uk
Scott, S., O'Connor, T. and Futh, A. (2006).
What makes parenting programmes work in disadvantaged areas?
The PALS trial. York: Joseph Rowntree Foundation.
This paper is based on data from qualitative interviews
with 25 mothers and 11 fathers from 27 households. The households
were approximately evenly divided between working class
and middle class. The report argues that distilling 'good
parenting' into a series of universally applicable skills
ignores the fact that views on successful childrearing are
specific to class and culture.
The report focuses on three practices for which working
class parents are commonly criticised: disinvestment from
their children's school; defence and protection of their
children's behaviour; and provision of treats and comforts
that are deemed inappropriate.
In the discussion
of schooling, the paper reports that for most working class
parents, education was associated with disappointment and
failure, in terms of their experiences both as children
and parents. Education was viewed from a distant position
characterised by wanting their children to do well, but
feeling resigned to having little control in a situation
where the odds were stacked against them. The school was
often viewed as a hostile, dangerous world, in which children
were successful if they avoided attention from the teachers,
and from which home was a sanctuary where alternative values
could be promoted to affirm the self-worth of children.
While middle class
parents sought to present their children as being bright,
working class mothers prioritised values such as kindness
and good behaviour. Thus, while for middle class parents,
helping children with their homework or discussing their
latest reading book may represent a cosy and intimate point
of connection, for working class parents such a scenario
is more likely to represent a site of conflict, uncertainty
and vulnerability. The report implies that even when working
class parents are actively developing their children's literacy
and other skills at home, their involvement may be largely
hidden from teachers in the context of their disengagement
from the school, and the fact that they and their children
may be labelled as problematic.
The report concludes
that professionals giving advice to parents must have detailed
knowledge of, and be careful to respect, the particular
demands associated with disadvantage, in order to avoid
cutting across the personal expertise of parents, and take
a flexible and constructive approach.
Gillies, V. (2006) Parenting, class and culture: exploring
the context of childrearing. Community Practitioner, vol.
79, no. 4, pp. 114-117.
Download the full report from: www.ingentaconnect.com
In August 2002 the Scottish Executive launched
the Home Reading Initiative 'Read Together', a three year
campaign which aimed to raise awareness of and encourage
home reading amongst families. It also aimed to highlight
the particular needs of boys and those experiencing poverty
and social injustice.
The principal aim of the research undertaken
by mruk research was to evaluate the recent Home Reading
campaign, measuring levels of parental awareness, attitudes
and understanding of the campaign. The research was also
intended to allow for comparison with the previous research
exercise undertaken in 2003 where appropriate. 2.2 The specific
objectives of this wave of research were: (1) to identify
awareness levels amongst parents following the latest burst
of advertising (October 2003 - January 2004), (2) to examine
understanding of the key messages communicated, (3) to investigate
overall attitudes held towards campaign, and (4) to assess
whether the campaign has encouraged home reading amongst
those parents who recalled seeing / hearing advertising.
Some of the main findings of this study are:
- Around a quarter of all parents were spontaneously
aware of recent advertising which encouraged parents
to read with their children. Although lower than that
reported in March 2003 (36%) variations in the weight
of the campaign over time may have contributed to this.
- Key elements and messages recalled by those who remembered
advertising clearly indicated that core aims of the
campaign are being successfully and clearly communicated.
In particular, messages concerning encouraging children
to read, and what this can entail ( e.g. not necessarily
child's book) are being understood.
- there was strong positive agreement with a series
of statements regarding the advertising. The majority
(80% or over) of respondents agreed that: Messages in
the advertising were clear, It makes them think more
about reading with their child, It makes them realise
how important reading is, It makes them realise reading
isn't just about books, and The advertising was relevant
to them. Interestingly, respondents were less likely
to agree with the statement that it has made me change
what I read with my children, indicating that the campaign
had increased awareness of the issues but had not necessarily
resulted in changes in behaviour.
- They also agreed that the advertising demonstrated
that reading can be fun, can help children learn and
was clever in its approach.
Overall, amongst those respondents who recalled
the advertising the majority agreed that the campaign had
made them consider the reading they currently do with their
children. In the latest research, 56% of those recalling
the advertising claimed it had encouraged them to read more
often with their children, with a similar proportion (52%)
agreeing that the campaign had encouraged them to read magazines
/ newspapers with their children. Positively, a high proportion
(85%) agreed that the campaign had made them think more
about the value of reading with their children.
Scottish Executive Social Research (2005).
Home Reading - 2004: Read Together Post-Campaign Evaluation.
Edinburgh: Scottish Executive.
Download the full report from: www.scotland.gov.uk/Publications/2005/06/
This report details findings from qualitative
research addressing the issue of parental involvement in
the education of their children. The need for the research
derived from a growing recognition of the importance of
the role of parents and home-school partnerships in improving
levels of achievement and attainment in schools and the
overall quality of the educational experience.
This study yielded numerous findings, some
of which are detailed below:
Regarding current perceptions and expectations
of involvement
- There are a variety of perceptions and expectations
about what parental involvement means, and the range
of roles and responsibilities that parents expect the
school to offer.
- Most parents recognise that they are required to offer
some fundamental support and input into their children's
learning, for example to help them be punctual, behave
well and respect others. These are generally regarded
as basic expectations that schools can reasonably expect
of any parent.
- Parents have expectations for how the school interacts
with them and their children, for example through the
welcoming ethos, communications and responses to issues
raised.
- The majority of parents currently have relatively
low levels of involvement whilst perceiving that what
they already do is all that is needed. Some parents
are not satisfied with current levels of active participation
and wish to change this.
- Many parents hold fixed assumptions about the division
of labour between home and school and it may be challenging
to overcome these.
Forms and patterns of parental involvement
- Parents are involved in many different ways. Parents
are most likely to be involved in informal activities
requiring a lesser amount of commitment and time. Few
parents participate in active, formal and school based
activities, such as membership of the PTA and the School
Board1.
- Pressure of time, due to work or family commitments
was the most quoted reason for any lack of involvement.
- There are a number of key factors affecting variable
degrees of involvement. The age and stage of the children
is one such factor with parents being more involved
when their children are younger.
- Parents are also primarily concerned for the welfare
of their own child. The concern to keep track of their
own child's educational experience is what motivates
parents to participate in school events or formal bodies.
This report further details findings regarding
patterns of communication, language and information requirements,
barriers to parental involvement and some interview findings
regarding improving parental involvement. The report then
sets out conclusions and offers key points for further consideration.
Russel, K. & Granville, S. (2005). Parents' views on
improving parental involvement in children's education.
Edinburgh: Scottish Executive.
Download the executive summary from: www.scotland.gov.uk
This report by the Los Angeles County Department
of Health Services shows that opportunities for parents
to develop their young child's language development and
eventual reading success are missed. Parents reported that
on average only 43% of children were read to daily by a
parent or family member. More specifically, they found that
parents reported that 36% of infants 6 to 11 months old
were read to daily, and 54% of 5 year olds were read to
every day. The likelihood of daily reading to their children
increased as parents' education increased. This study also
found that 73% went to bed and 75% had meals the same time
every day, and 57% of households ate at least one meal together
as a family every day. Among children aged 2 to 5 years,
73% watched less than three hours of television each day.
Los Angeles County Department of Health Services
(2005). Parenting practices that shape the lives of young
children. Los Angeles: LA Health.
Download the full research results from: www.lapublichealth.org
For many Education Action Zones (EAZs), establishing
family learning and working with family centres has been
an important part of their strategy to develop the 'social
capital' of support in disadvantaged communities. This study
focused on family centres located in EAZs and on the work
they do to encourage learning in the family as well as in
the wider community. Following a survey of family policy
development in EAZs nationally, the researchers selected
three family centres as case studies. These were located
in very different communities: a southern rural town (Meadowbrook),
a Midlands multi-ethnic inner city (Norton), and a northern
former mining community (Breezefield). The centres also
came under the control of different local government departments.
Nevertheless, each was working in an area with a long history
of disadvantage and each was oriented to work more widely
with their communities. The research showed that:
- While the centres would like to be working with families,
typically they worked with an individual family member,
usually the mother.
- The three centres differed in the forms of provision.
However, they had a common aim of improving communication
and reflective dialogue between parents/carers and children,
between partners, and between families and public services.
- The centres were also seeking to expand the capabilities
of family members through counselling, guidance and
experience of volunteering. This helped family members
develop the confidence and qualities to participate
in and change their families and the direction of their
own lives.
- Centres also played a key role in transforming people
who had been dependent upon the community into the emerging
leaders of the community. A number of parents were looking
to pursue public service careers to help generate more
socially just communities.
- Mothers were learning to foster different kinds of
family values from the traditions in which they themselves
had been brought up. These included basing relationships
on respect and dialogue. This was sometimes a struggle.
The centres supported mothers by exposing them to different
forms of learning: how to talk, to persuade and negotiate
with their children and partners. Mothers were not only
working with professional counsellors but also acted
as mentors for each other.
- Centres provided care and respite for 'crisis management'.
The centre became a place of stability and support,
valuing the families; respecting what they had to say;
working to strengthen their self-esteem; and mediating
where necessary.
- The researchers conclude that centres have not transformed
every family, but they have influenced significant change
for a number.
The researchers conclude that centres have
not transformed every family, but they have influenced significant
change in three key areas: individuals, families and communities.
For example, a number of family members have learned to:
pursue ends which are valuable because internal to their
own developing needs rather than driven by external and
practical factors; develop the capacity for acting reflectively
and responsibly rather than complying passively; grow from
being dependent on the community, disabled by their experience,
to emerging as participants in, and potential leaders of
the community; become lifelong learners. Similarly, a number
of mothers have begun to challenge tradition and form very
different types of family: where authority is achieved rather
than ascribed, where roles are shared rather than divided;
and where identity is attached to the person rather than
their place in a hierarchy; where individuals (particularly
children and mothers) are accorded rights rather than being
passive subjects; in which family members are expected to
discuss wishes and choices with each other. Lastly, the
centres have mediated between families and services such
as schools, helping both to challenge tradition and transform
the culture and social justice of public services: from
professional power/ public deference to partnership; from
knowledge transmission to knowledge exchange; from distance
to communicative and collective action.
Ranson, S. & Rutledge, H. (2005). Including
families in the learning community: Family centres and the
expansion of learning. The Joseph Rowntree Foundation.
Download the full summary (pdf) from: www.jrf.org.uk/knowledge/findings/socialpolicy/0205.asp
Download the full report from: www.jrf.org.uk/bookshop/eBooks/1859353029.pdf
This report draws a picture of UK families
and of attitudes to families and family life in the UK between
1994 and 2004. The first chapter considers the nature of
demographic changes in the UK population and focuses on
the nature of population growth and change, the impact of
immigration and changes in access to global information
network. Chapter two looks at the role of mothers and considers
who work-life balance issues may have affected their relationships
with their children, with other family members and with
themselves. Chapter three considers the role of the fathers
and the extent to which the quality of fathers' involvement
in family life may have been influenced by evolving family
formations as well as by tendencies towards democratisation
of relationships. In chapter four, the parent-child relationships
are examined and it is asked whether qualitative changes
may be observed in these or in attitudes towards socialisation,
parental care and supervision. Chapter five considers the
wider social context and explores whether family networks
and support needs might have changed throughout the diverse
communities that constitute UK society in 2004. This report
then concludes with a summing-up the major trends and considers
what implications they might have for future research and
policy.
Barrett, H. (2004). UK Family Trends 1994-2004.
London: National Family and Parenting Institute
To order this publication please go to the NFPI website:
www.nfpi.org
Much emphasis has recently been put on the
role that parents can play in improving the attendance and
behaviour of their children. An initial survey of Local
Education Authorities (LEAs) and parenting programme providers
was carried out (Phase 1) followed by a second phase of
case studies of 23 parenting programmes. The initial survey
established that there was a relative lack of education
focused programmes. Phase 2 therefore explored the issues
in relation to the more general parenting programmes that
were available and their impact on parenting skills and
subsequently children's behaviour in a range of contexts.
Amongst the key findings are:
- There was wide variability in the number and type
of parenting programmes available in LEAs
- The systems in place for co-ordinating and providing
parenting programmes in LEAs were fragile. Provision
was generally inadequate to meet need and often operated
in an un-co-ordinated way
- In more cases, providers allocated parents from different
referral routes to the same programmes, i.e. parents
who had self-referred, been referred by others voluntarily
or compulsory
- Staff working on the programmes were recruited from
a wide range of backgrounds. Many were hourly aid. Training
was a requirement for all facilitators. There is no
nationally recognised qualification framework for working
with parents through parenting programmes
- The programmes, overall, were reported by parents
to have a very positive impact on their relationships
with their children and their children's behaviour
- Where provision was school-based it was welcomed by
school staff and provided an important link between
home and school.
Overall, the authors conclude that there is
a need to adopt common standards for parenting education.
Hallam, S., Rogers, L. & Shaw, J. (2004).
Improving children's behaviour and attendance through the
use of parenting programmes: An examination of good practice.
London: Dfes.
Download the research brief (pdf) from: www.dfes.gov.uk/research/data/uploadfiles/RB585.pdf.
This DfES report provides a review of the
international evidence regarding the effectiveness of parenting
support programmes. Based on research evidence from recent
decades that link various aspects of parenting with outcomes
for children, many programmes have sprung up aimed at helping
parents to enhance their ability to parent, in the hope
that outcomes for children may improve. At the same time,
a body of literature documenting the scientific evaluation
of parent support programmes has also accumulated, assessing
its effectiveness. This report reviews this growing body
of the research literature in an attempt to delineate what
is known about "what works" both in the UK and
elsewhere, and to outline key messages for policy makers
in terms of practice, research and national policy.
Some of the conclusions for policy about "what
works" in practice are summarised below:
- Both early and later intervention: Early interventions
report better and more durable outcomes for children;
but late interventions are better than none and may
help parents deal with parenting under stress
- Interventions that have measurable, concrete objectives
as well as overarching aims
- Interventions that pay close attention to implementation
factors for getting, keeping and engaging parents
- Interventions using more than one method of delivery
- Interventions delivered by appropriately trained and
skilled staff, backed up by good management and support
- Interventions that work in parallel with parents,
families and children
Some of the conclusions for policy with regard
to what is still not known about "what works"
on the basis of current research:
- How effective UK parenting interventions are, which
cannot be determined without more robustly scientific
research methods than are currently the norm
- The extent to which interventions developed and shown
to be effective in other countries can be translated
to a British context
- The specific characteristics of participants and programmes
that contribute to success for programmes that show
promise or are effective
- What aspects of resilience and which protective factors
in parenting moderate the outcomes of parenting support
for both parents and children.
- Whether and to what extent parenting support interventions
in the UK are cost-effective
Some of the key findings about national policy
based on the evaluation literature are:
- Parenting support benefits families, and this review
shows the potential benefits that may be realised through
continuing investment in this type of social intervention
- There needs to be a consistent message about supporting
parents delivered across the board, reflecting the wider
ecology of parenting, from the provision of individual
programmes to the implementation of national policies
- It will be vital for the future of this field that
government invests in building capacity and skills in
the social care workforce and related progessions that
provide parenting support.
Moran, P. Ghate, D. & van der Merwe, A.
(2004). What works in parenting support? A review of the
international evidence. No RR574. London: DfES.
Download the report from www.dfes.gov.uk.
Alternatively, the report is available from DfES Publications,
PO Box 5050, Sherwood Park, Annesley, Nottingham NG 15 0DJ,
priced £4.95.
This US report investigated parental involvement
in their child's early literacy skill development in settings
of child care centres and preschools. 67 children from five
child care centres participated in this intervention study.
Parent-child interactions were designed to promote dialogic
reading, vocabulary development, and print awareness. Analyses
indicated that early literacy interventions can have a positive
effect on children's print knowledge. The intervention also
significantly increased vocabulary knowledge but not knowledge
of basic concepts. Overall, the authors concluded that parents
can be effective in increasing young children's print awareness,
and call for more research on the effectiveness of assessment
tools in young children.
Mullis, R.L., Mullis, A.K., Cornille, T.A.,
Ritchson, A.D. & Sullender, N.L. (2004). Early literacy
outcomes and parent involvement. Tallahassee, FL: Florida
State University, Family Institute.
Download this report at www.chs.fsu.edu
This study reports a meta-analysis of the
impact of parental involvement on the reading achievement
of kindergarten through third graders (5-9-year-olds). For
the purpose of this study, parent involvement was defined
to include parent-child activities that focus on reading.
This analysis is based on experimental or quasi-experimental
studies that have been published in peer reviewed journals.
A total of 20 interventions involving 1,583 children were
selected for inclusion. Results indicated that parental
involvement had a positive effect on reading achievement.
However, interventions involving some training for parents
were more effective than those that merely asked parents
to listen to their children read without training. Shorter
interventions tended to be more effective than longer ones.
However, amount of training and socio-economic status of
families made no difference to outcomes.
For a summary of this study see: Darling,
S. & Westberg, L. (2004). Parent involvement in children's
acquisition of reading. The Reading Teacher, 57(8),
774-776.
More information about this study can also be found on the
National Center for Family Literacy website: www.famlit.org
The purpose of this research digest was to
contribute to an increased understanding of the relationship
between different practices of parent involvement and kindergarten
children's early literacy. This review focused on two questions:
(1) what types of parenting practices are related to children's
early literacy in reading, math and general knowledge performance
at the end of the kindergarten year, and (2) how does the
relationship between parent involvement and early literacy
vary for children from different racial/ethnic and income
backgrounds? One of the main findings was a strong relationship
between home and school that is important for all children's
early literacy development, but is particularly important
for children whose families are socially or economically
disadvantaged.
Lin, Q. (2003). Parent involvement and early
literacy. Cambridge, MA: Harvard Family Research Project.
This digest is available at http://gseweb.harvard.edu
Reaching parents:
Producing and delivering parent information resources -
A qualitative research study and practice guide
Using interviews and focus group data, this
qualitative study investigates in detail what the information
needs of parents are and how these needs could best be met
by parenting resources. In particular, the following four
areas are explored: (1) which parenting issues parents wish
to receive information about and why, (2) the means by which
parents wish to receive that information, including presentation
style, media sources and information networks; (3) how factors
such as age of parents, age of child and socio-economic
variables affect information needs issues, and (4) the extent
to which standard classifications in terms of socio-economic
status are cut across by other factors that parents have
in common. This study found that the information needs of
parents varied enormously, depending on the age of the child.
This booklet concludes with a brief guide to producing information
for parents that is derived from the findings of this research.
Cragg, A., Dickens, S., Taylor, C., Henricson,
C. & Keep, G. (2002). Reaching parents: Producing
and delivering parent information resources. London:
NFPI.
Order this publication from www.nfpi.org.uk
80px.gif)
