Children's Centres: an English intervention for families living in disadvantaged communities

The role of the parent has been clearly defined in the literature as having a positive influence on children's emotional, behavioural and educational development, more so than other factors such as maternal education, poverty, peers socio-economic status and schooling (DfES in Every child matters (Green Paper). DfES, London, 2003; Desforges and Abouchaar in The impact of parental involvement, parental support and family education on pupil achievement and adjustment. A literature review. DfES, London, 2003). Supporting the capacity to parent is of prime interest when considering how to improve opportunities for the most disadvantaged families and their children. This chapter focuses on one particular English intervention entitled the 'children's centre'. Drawing on international literature and definitions of parenting support, this chapter will explore some of the research evidence collected by the Evaluation of Children's Centres in England (ECCE) study which focuses on how children's centres conceptualise, choose and deliver parenting and family support services to families. A number of characteristics of effective interventions have been identified within the literature as having the greatest impact on improving child outcomes (Glass in Child Soc 13(4): 257-264 1999; Sure Start in The aim of sure start. http://www.surestart.gov.uk, 2001; Johnson in Impact of social science on policy. http://www.esrc.ac.uk/_images/Sure_Start_final_report_tcm8-20116.pdf, 2011). These include the following: a two-generational focus that targets both the parent and child together; multifaceted approaches that include amongst others, enhancing family relationships; services which are non-stigmatising, lasting long enough to make a difference, locally driven, culturally appropriate, sensitive to user needs and centre-based. This chapter will explore these findings in order to address three research questions: (1) Who are children's centres serving? (2) What are children's centres doing? and (3) How are children's centres approaching their work? The chapter will conclude with policy implications and future directions for programmes that share similar characteristics to English children's centres.