Venue capacity 30 children

Grow Wild outdoor adevnture play space green space nature safe activity centre children parents Waltham Forest Walthamstow Grow Active healthy friendship Parties and Groups Visits Weekly Term-time Activities Our amazing green adventure space where children and families can learn about nature, take managed risks and have lots of fun! Parties and group visits A Grow Wild party is a fantastic experience for young adventurers! 2 hours of fun for up to 40 children hosted by a member of our team to help you make the most of the space. We also take bookings for schools, pre-schools and community groups. We work with you to plan sessions to meet the specific needs of the children attending. It's a great use of Pupil Premium! How to Book Weekly Term-time Activities We offer a range of daily outdoors activities in our imagination inspirating adventure play space. Most sessions are drop-ins Please arrive early to avoid disappointment. Calendar To view activity times, prices and whether to book please use our calendar Discretionary discounts for those on low income or benefits available. Email us for more information - lpc@tlpcc.org.uk Group activities for families Activities often evolve over time based on what families tell us they've enjoyed the most. This means our timetable can change from term to term depending on the needs of our community at the time. Check our calendar to see our current timetable of activities! Calendar Activities co-produced with families Family Grow Wild Whole families, including children up to the age of 9yrs, can enjoy ourdoors adventure play times together. Rainbow Group A safe,welcoming space where LGBTQ+ families enjoy outdoors adventure play time and socialise. Forever Families Our group for children up to 9yrs with adoptive families coming together to create peer networks and overcome trauma and adversity through using our safe outdoors play environment. Dad's Club Our group for all the men in our children's lives. Dad's brothers, uncles and grandads can build new peer networks whilst enjoying our safe, green outdoors space. Somewhere to Belong (Families) A group for children with SEND up to the age of 9yrs where they can be themselves and find confidence to explore the ourdoors in a safe nurturting space. Get out more! "If you love the sound of bees and birds and faraway planes over your head as you play and explore, and love the smell of the rain on wet stones, and the feel of sun on your back as you paint wood and examine bugs close up, Grow Wild is the place for you! We try to be a mirror to the community we have in Waltham Forest. Our goal is to increase children's physical abilities by getting them used to risks and challenges whilst also providing a safe space for all families to explore nature, ecology and outdoor arts & crafts. " Chris Rowley, Grow Wild Manager Grow Wild is for our community Our parents, volunteers and staff talk about the importance of Grow Wild in the community and how our adventure play space can help break down barriers.

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Grow Well: A Practice Informed Early Intervention Evidence Paper Prepared by Lloyd Park Children’s Charity Drawing on programme learning, research, and evaluation (2002–2025) Introduction This paper brings together learning from practice, evaluation and research to understand what works in early intervention for babies and families, particularly in communities experiencing disadvantage. It draws on longitudinal insight from services including Ready for School and wider early years delivery, alongside current research evidence. The intention is to set out key principles of effective early intervention, articulate a clear theory of change, describe the mechanisms through which change happens, and explore the implications for policy and practice. The paper reflects a practice-informed approach, where knowledge emerges through the interaction of research, data and lived experience. The Case for Early Intervention The First 1,001 Days Research consistently shows that the period from pregnancy to age two is critical for brain development, emotional regulation, attachment, relationships, and early language and cognitive development. Early experiences shape children’s developmental trajectories, with inequalities emerging early and widening over time. Children growing up in disadvantaged contexts are more likely to experience developmental delay, poorer health, reduced school readiness and longer-term inequality. These outcomes, however, are not inevitable. They are influenced by modifiable factors within the family, the community and the wider system. What We Have Learned from Practice Learning from Ready for School and related work highlights consistent themes about what enables positive outcomes. Relationships are central. The quality of the relationship between practitioner and parent is the strongest influence on engagement and impact. Support is most effective when it is non-judgemental, collaborative and grounded in trust. Parents are more likely to engage, reflect and make changes when they feel valued and understood rather than assessed or directed. Supporting parents is key to improving outcomes for children. Practice demonstrates that parental wellbeing and confidence directly shape child development. When parents are supported, improvements are seen across behaviour, emotional development, communication and relationships. This reinforces the importance of focusing on the parent–child relationship, rather than the child alone. Disadvantage is rarely a single issue. Families often face a combination of poverty, mental health challenges, housing instability, social isolation and limited access to services. These factors interact and compound over time, underlining the need for holistic and flexible support that addresses both practical and emotional needs. Early engagement matters. Families who access support earlier are more likely to experience positive outcomes, while delayed engagement often leads to more complex needs. Reaching families during pregnancy and the first year of life creates opportunities to build trust, identify needs early and prevent escalation. Universal services play an essential role. Accessible, non-stigmatising provision helps reach families who might not otherwise seek support, builds trust, and enables emerging needs to be identified. This creates a progressive model in which all families can access help, with additional support introduced where needed. A consistent barrier is social isolation. Isolation both contributes to poorer outcomes and makes it harder for families to access support. Reducing isolation through group provision, peer networks and community connection leads to improvements in confidence, wellbeing and parenting capacity. Theory of Change Drawing on this learning, effective early intervention can be understood as a connected process. When families are engaged early in ways that feel supportive rather than stigmatising, practitioners build trusting relationships, and parents feel listened to, respected and empowered, meaningful change becomes possible. When practical and emotional needs are addressed together and families are connected to their communities, parents’ wellbeing and confidence improve. This, in turn, strengthens parent–infant relationships, reduces isolation and enables more responsive caregiving. Over time, these changes contribute to improved developmental outcomes, greater school readiness, reduced need for statutory intervention and stronger long-term life chances. Mechanisms of Change Early intervention works through a set of interconnected mechanisms. Increased parental confidence is central, enabling parents to respond more effectively to their child, establish routines and manage behaviour. Confidence acts as a key driver of change. Improved parent–child interaction, particularly in communication, responsiveness and emotional attunement, directly supports attachment, language development and emotional regulation. Strengthening social networks reduces isolation, builds informal support and increases resilience. Improving access to support also plays a critical role. When families are better able to navigate services, they access help earlier, receive more coordinated support and are less likely to reach crisis point. Reducing stress and adversity, including challenges related to poverty or housing, allows parents to focus more fully on their child and engage more positively in caregiving. Implications for Practice This learning points to several core principles for effective services. Relationship-based practice is fundamental, requiring time for trust-building, skilled and reflective practitioners, and consistently non-judgemental approaches. Support must be holistic and grounded in a whole-family perspective, addressing emotional wellbeing, practical needs and wider context. Engagement should begin early and be proactive, with systems designed to reach families from pregnancy, reduce barriers to access and prioritise prevention. Integrated working is essential, with strong partnerships across health, early years and community services, shared understanding of families’ needs and coordinated delivery. Community-based approaches are also critical. Services should be accessible and local, foster connection, and work alongside families as partners rather than providers acting on them. Contribution to the Evidence Base This paper adds to growing evidence that early intervention is most effective when it is relationship-based, holistic and focused on supporting parents as a key pathway to improving outcomes for children. It reinforces the importance of universal and targeted services working together as part of a connected system. It also highlights the need for stronger integration across services, further evidence on community-based and preventative approaches, and continued investment in practice-based evidence and action research. Conclusion Early intervention offers a powerful opportunity to improve outcomes for children and reduce inequality. Learning from practice confirms that relationships are the foundation of change, supporting parents is central, and early, holistic, community-based approaches are most effective. To maximise impact, early years systems need to move beyond fragmented provision towards integrated, evidence-informed approaches that work alongside families, building confidence, connection and resilience from the earliest stages of life. Evidence and Learning Sources This paper draws on longitudinal service delivery and evaluation, including Ready for School, alongside organisational data, practice-based learning, and wider research on early intervention, attachment, and the social determinants of health.