This working paper considers ways to tackle the critical issue of early drop-out and under-achievement of children at school. It draws on evidence of the benefits of early childhood programmes to children's learning and success in school. It particularly examines how well-designed early childhood programmes can effectively address poverty and exclusion. The paper also looks at how to aid the transition to school from either home or an early childhood programme. The connection between the first goal of UNESCO's Education for All initiative (early childhood care and education) and the attainment of other goals has not received adequate attention at any level. This paper seeks to redress that. The paper's concern goes beyond what happens to children before they enter school. It also asks why, despite the internationally accepted definition of early years as ages 0-8, do early childhood professionals and policy-makers almost always ignore 6-8-year-olds and consider early childhood development as pertaining only to the pre-school years? And what basics are needed in large-scale school improvement programmes to ensure a welcoming and nurturing environment and to sustain good practices and learning during those vital early years of formal school? Finally, it explores how we can conceptualise and implement work differently to better integrate early childhood development and early primary education. (Contains 1 table.) [This paper is based on a background paper prepared by the authors for UNESCO's "Education for All Global Monitoring Report 2007. Strong Foundations: Early Childhood Care and Education." ISBN-978-92-3-104041-2.]