Honor Ronowicz and Gaynor TerrillThe Home School Partnership Numeracy facilitators will start the round table discussion by presenting the findings from three small studies: i) Two case studies investigating if schools change the way they communicate student achievement to parents as a result of participating in the Home School Partnership project. ii) A small research project involving all of the schools across the Waikato region that have been involved in Home School Partnership projects in the last three years. 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 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. Aspects that might be considered in this discussion include: Background information about home and school partnerships; successful learning communities involving facilitators, lead teacher and lead parents; and communication of student achievement to parents. Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington: Ministry of Education. Biddulph, F., Biddulph, J. & Biddulph, C. (2003). The complexity of community and family influences on children’s achievement in New Zealand: Best evidence synthesis. Wellington: Ministry of Education.