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.