Noting the importance of procedures for welcoming and admitting children younger than 5 years of age into English Infant schools, this paper presents the results of a survey which compared the ways three schools work with parents before and after children's school entry. Personnel from the three schools were asked questions concerning the nature of contact between school and parents, areas of parental concern, and difficulties encountered with parents. Results indicated that most parents: (1) found the informal initial contact acceptable; (2) asked the same questions regarding starting date, uniforms, and beginning reading; (3) liked the short discussion and information session linked with an informal social visit; (4) did not receive home visits from school representatives; and (5) were invited to schools in a variety of ways, after their children had enrolled, to discuss curriculum and child progress. Overall, parents appeared to have good opportunities for visiting schools and for acquiring information in a welcoming environment. The schools recognized that parental cooperation, understanding, and interest were essential for a satisfactory transition of children from home to school; and that devoting time to contact with parents was a crucial factor in promoting good relationships between parents and schools. (HTH)