Success in engaging learners defined as "hard to reach" always relies on developing a tailor-made approach; and working with parents through their children's schools has proved a successful model. Moving on from offering primarily craft-based activities as a first step into learning for Bangladeshi mothers, a joint project in schools across two London boroughs sought to take the next step. The Parents Advanced Learning and Support project (PALS) explored how to raise levels of engagement and provide opportunities for progression onto accredited courses. The PALS project targeted Sylehti speaking Bangladeshi women. Project manager Jill McGinley says their experience of working with this group highlighted that many learners faced a substantial number of barriers restricting them from taking part in traditional adult learning and engaging with their child's school-based learning. Barriers include limited spoken English; lack of confidence; lack of understanding about the British education system; anxieties linked to travel from their local area; family commitments and family resistance to participation in activities which take women away from their local area and home. To counteract these barriers, the curriculum was developed in close partnership with parents and schools. Research commissioned to determine the main findings from the PALS project indicated that all parties, including the parents, the children and the schools involved, benefited from the project. Working in partnership with schools was key to the success of the project. For classes to be successful, schools needed to be actively involved in their promotion and take responsibility for supporting the project.