The purpose of this research was to evaluate a parent intervention programme, open to parents of children in Year 7, aimed at assisting parents to help their children achieve their full potential. The benefit for parents themselves was also examined. Unlike many existing evaluations of parent intervention programmes, it drew upon statistically rigorous methodology. The evaluation was based on an examination of five hypotheses and used both qualitative and quantitative methodology. It was recognised that general learning difficulty could have an impact on children's achievement and this was covered in the research design. Empirical tests were used to gather pre and post intervention scores on a range of children's skills. These were: Mathematics; Reading; Spelling; Social Skills; and Self-esteem. Statistical analysis was used to compare changes in the Experimental Group with those in the Control Group, as a measure of the effectiveness of the programme. Comments from respondents gave additional qualitative information. Evidence in school files gave the evaluation a longer-term longitudinal perspective. Further assessments were carried out at the end of the research, by a senior member of staff, on the extent to which behaviour was contained. Case-study information contributed to the discussion of results. Findings showed that there was no statistically significant quantitative evidence for improvement in cognitive/behavioural skills or self-esteem, but qualitative data gave a different impression. There were positive trends, across hypotheses, for the better containment of behaviour of children in the Experimental Group which, for some, may have helped to prevent exclusion. Children with low scores for non-verbal reasoning could have gained particular benefit. The small size of the Experimental Group has reduced the likelihood of finding quantitative results that are statistically significant. Findings provided a clear confirmation of existing qualitative research on the benefits with regard to improved relationships at home and parent confidence. They pointed to the need for the curriculum of the parenting programme to give greater prominence to the topic of children's social competence with peers. Recruitment issues were raised, particularly with regard to the potential of the programme for parents of children with behavioural problems identified at primary school. The evaluation suggested that open access, group programmes, carried out at secondary level, could have the capacity to help contain serious behavioural problems at school. (Contains 4 tables.)