Denise Smith and Gaynor TerrillThe Home School Partnership Numeracy facilitators will start the round table discussion by presenting the findings from three small studies: i) New Zealand Council for Education Research (NZCER) National Exploratory Home School Partnership Research ii) A case study on increasing parents’ confidence in order to support their children’s learning in numeracy iii) A case study on the clarity of communication between home and school in relation to student achievement in numeracy. The international evidence cited in Alton-Lee (2003) positively supports the enhancement of student learning through home and school partnerships. In New Zealand, two Best Evidence Syntheses research studies also highlight the importance of establishing effective relationships between home and school (Alton-Lee, 2003; Biddulph, Biddulph, & Biddulph, 2003). The Home School Partnership project reflects the acknowledgement of parents as first teachers and the desire to continue to encourage parents to confidently interact and communicate with their children about mathematics. Effective relationships within the school community encourage parents to take an active role in the shared responsibility of their children?s education. Immigrants, refugees and parents who sometimes speak English as a second language are the focus of the community partnerships, especially Pasifika families. Pasifika students are identified through National Numeracy data as achieving well below National benchmarks. Aspects that might be considered in this discussion include: the establishment and sustainability of home and school partnerships; successful learning communities involving facilitators, lead teacher, and lead parents; mathematics as a ‘frightening focus’ for parents and community sessions in parents’ first language.