Over time, schools have developed systems that include the families of children. Families often sign a home school agreement and attend parent forums or more formal meetings designed to plan provision for children with special educational needs. These endeavours, however, are arguably inadequate when the full influence of the family is properly acknowledged. Research makes clear that the main influencer on the child?s self-efficacy and therefore learning behaviours, is the family. This article reports findings from literature and a case study looking at making the most of the partnership between families and schools in order to meet the learning needs of individual children. It also addresses many barriers that families face in approaching schools and three ways schools in Cornwall, a rural county in South West England, are 'opening out? their practice. The case study provides evidence of the progress children made in learning as a response to the new school and family partnership.

中文翻译：

---

鸡肉俱乐部：学校及其与家庭的关系

随着时间的推移，学校已经开发了包括儿童家庭在内的系统。家庭通常会签署家庭学校协议并参加家长论坛或更正式的会议，旨在为有特殊教育需求的儿童制定计划。然而，当家庭的全部影响得到适当承认时，这些努力可以说是不够的。研究表明，影响儿童自我效能感和学习行为的主要影响因素是家庭。本文报告了文献和案例研究的结果，旨在充分利用家庭和学校之间的伙伴关系以满足个别儿童的学习需求。它还解决了家庭在接近学校时面临的许多障碍，以及英格兰西南部农村县康沃尔的三种学校是“ 对外开放？他们的做法。案例研究提供了儿童在学习方面取得进步的证据，作为对新学校和家庭伙伴关系的回应。