| Summary: | The role of parents and carers in developing children's literacy, numeracy and language skills is well established. There are some specific barriers though which militate against families of Asian heritage being involved in their children's learning and schooling and which puts their children at a real disadvantage. In later life this impacts on the poor examination achievements of the children from this ethnic group (Gillborn & Safia Mirza 2000). It is therefore important to break this cycle of disadvantage by enabling Pakistani and Bangladeshi parents and carers to become involved and more active, especially in supporting language and literacy activities. Engagement is often problematic. But Rochdale, Derby and Croydon have effective approaches worth sharing. Each case study clearly demonstrates the importance of developing responsive, culturally sensitive learning opportunities in consultation with the local community.
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