The following excerpt is from Initiatives that have been effective:

Home–school partnerships take many different forms, depending on the context and their purpose. Some successful initiatives to promote student learning include:
» Reading Together

The following excerpt is from Whanau and schools unite to improve literacy (28 August 2009):

A large-scale, grass-roots education campaign to raise literacy and education achievement levels in Manurewa is being launched this morning by Associate Education Minister Dr Pita Sharples. ...  "Home has a powerful influence on what a child learns inside and outside of school. A special feature of this programme is the role parents take on with guidance on how to help their children at home. When productive partnerships between Maori learners, their whanau and expert educators are made, everyone enjoys better outcomes," he said.  "These programmes have both teachers and whanau in mind. It is important to support teachers to improve their literacy teaching practices, but families, whanau and communities must not be overlooked," said Dr Sharples.

The Manurewa Literacy Project consists of five programmes:
»  Programme 4 will see the Reading Together programme rolled out across all 20 primary school communities over two years.

The following excerpt is from the MOE's School Leadership and Student Outcomes: Identifying What Works and Why Best Evidence Synthesis [Case 5, pp 236-241]:

A senior management team creates educational connections between school and home
This case explores how one school developed educational connections with its families in a way that had a payoff in terms of impact on student outcomes. ... The case involves the implementation by a senior management team (SMT) of a parent tutoring programme known as Reading Together. Through this programme, schools work with parents to help them develop tutoring skills that have been demonstrated to improve reading comprehension and foster positive parent-child-teacher relationships. The SMT became interested in the programme because it was research-based, the evidence indicated substantially improved outcomes for students, and its demands on resources seemed reasonable in light of the potential gains.

Note: The Reading Together programme is also cited in Chapter 7 (pp 162-164) and Chapter 8 (p 188) of the Best Evidence Synthesis.