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Somewhere to Belong Somewhere to Belong: Early Intervention (0–3) Research Summary Zoë Wells – Specialist Early Years Researcher (2019) Whitefield Academy Trust / Lloyd Park Children’s Charity Overview This research, led by Zoë Wells, explores how early intervention services can better support babies and young children (0–3) with special educational needs and disabilities (SEND), alongside their families. Drawing on parent experiences, professional insight, and local service analysis, the study identifies what effective early intervention looks like and how services can be improved to better meet family needs. Key Learning A consistent theme throughout the research is the importance of relationships. Families value support that is compassionate, non-judgemental, and built on trust. Professionals who take time to listen and respond to the whole family, not just the child, are seen as making the greatest difference. The research also highlights the need for joined-up support. Many families described systems as fragmented and difficult to navigate. Services work best when professionals communicate effectively and families do not need to repeat their story multiple times. Central to the findings is the idea of providing families with“somewhere to belong.” Parents spoke about the importance of safe, welcoming spaces where they can access specialist support, connect with others, and begin to build confidence. These environments often act as a starting point, helping families feel ready to engage more widely.Early intervention was found to be most effective when it is timely, flexible, and tailored. Approaches that combine home-based support with centre-based provision, and respond to each family’s individual circumstances, are particularly valuable.Importantly, the research emphasises that early intervention must support the whole family. Strengthening parental confidence, wellbeing, and resilience is key to improving outcomes for children. Gaps in Provision Despite examples of effective practice, the research identifies ongoing challenges. Families often experience limited coordination between services, unclear pathways, and reduced access to early, home-based support. There are also fewer opportunities for peer support and specialist provision, particularly for children under two. Proposed Approach In response, the research proposes a 0–3 SEND Hub model based on relationship-led, family-centred practice. This includes multi-agency working, a keyworker approach, and access to play-based, strengths-focused support within a coordinated programme. Why This Matters The first three years of life are critical for development and long-term outcomes. Effective early intervention can improve children’s wellbeing, strengthen families, and reduce the need for later, more intensive support. Conclusion This research, led by Zoë Wells, highlights the importance of early, joined-up, and relationship-based support for children with SEND and their families.At its heart is a simple but powerful message: Families need somewhere to belong—a place where they feel supported, understood, and able to move forward with confidence. References Wells, Z. (2017) Early Years (0–3) SEND Research Project, Whitefield Academy Trust / Lloyd Park Children’s Charity Department for Education (2015) SEND Code of Practice (0–25) Blackburn, C. (2015) Relationship-based early intervention services [

Established in 2013 our Baby Bank continues to support thousands of local families in Waltham Forest Baby Bank We provide babies and children living in poverty with the essentials they need to thrive. We also connect their families to holistic support tailored to help create positive outcomes in health, parenting and reducing isolation. Get Help How to support our vital work Baby Bank Wishlist Give newborns and toddlers a better start by gifting brand new and quality pre-loved essentials to families needing help! Families choose personalised bundles for their children, maintaining their dignity and reducing stresses brought on by the cost of living crisis. Learn More Baby Bank Appeal We receive no funding for this lifeline service. Your generosity helps to keep our doors open! Donate now Other ways to help Volunteering We always have great volunteering opportunities for individuals and companies. Meet new people, learn new skills and give something back to the community. Our volunteers ensure Baby Bank's stay doors open! Join our team Donating Money If you’d prefer, you can help make our charity more sustainable by donating money to our general fund. This contributes to running costs across our charity, including for Baby Bank, and helps us purchase brand new essential items for children and families. Donate Money Meet Sarah, our amazing Baby Bank manager "I'm inpsired by the families I work with from day to day and their unwavering courage to keep going through challenging moments. I get great job satisfication from witnessing the transformation in children and families' lives - from just surviving to really blossoming". Sarah - Baby Bank Manager

Policies General Information 1. Achieving Positive Behaviour 2. Admissions Policy 3. Arrival and Departure Policy 4. CCTV 5. Code of Conduct and Behaviour 6. Complaints Data Protection 7.0 Data Protection & Information Sharing 7.1 Photography and Filming 7.2 Job Application Privacy Notice 7.2a Privacy Notice - Parent and Child 7.2b Privacy Notice - Community Services 7.2c Privacy Notice - Staff 7.2d Privacy Notice - Volunteer 7.2e Privacy Notice (Child Friendly Version) 7.2f DP Job Applicant Privacy Notice 7.3 Privacy Notice (General) 7.4 DP Website and Social Media Policy and Privacy Notice 8.0 e-safety and ICT Finance 9.0 Finance 9.1 Finance - Fees Policy 9.2 Finance - Reserves Health and Safety 10. Safer Eating Policy 10.1 Parent Provision of Food 11.0 Health & Safety Policy 2026 11.1 H&S Accident Sickness and Medicine Procedure and Code of conduct 11.2 Fire Emergency Evacuation Procedure 11.3 HS-Lockdown 11.4 Pest Control 11.5 Risk Assessment Childcare, Learning & Development 12. Infant Feeding 13. Missing Child 14. Safeguarding 14.1 Whistleblowing 15. Student Placement 16. Supporting Children with SEND 17. Uncollected Child 21. Safe Sleeping 22. Intimate Care 23. Attendance Policy Miscellaneous 18. Diversity, Promoting Inclusion and Equality 19. Volunteer 20. Green Purchasing Our policies are for children, families, staff, trustees and visitors. They are reviewed regularly by employees and our Governance and Accountability Subgroup and then adopted by our trustees. For more information: info@tlpcc.org.uk

See available post from across our charity. We regularlty recruit to positions in childcare, early years learning and developement, family support, and a variety of support roles. Experienced Outreach and Family Support Practitioner Location: Across the London Borough of Waltham Forest Salary: £31,430 Hours: Full Time 36 hour per week Contract: Fixed-term for 12 months, with the possibility of extension until June 2027 Closing date: Thursday, 9th October 2025 Interviews: Week commencing 13th October 2025 Overview At Lloyd Park Children’s Charity, we’re proud to be at the heart of our community, supporting children and families to thrive. We believe every child deserves the best start in life, and we work together to create safe, inclusive, and nurturing environments where children can grow, learn, and flourish. We’re looking for a passionate and committed individual to join our team in a fixed-term role. If you’re someone who shares our values and is ready to make a real difference, we’d love to hear from you. We’re seeking someone who: Has qualifications relevant to early years and experience in working with families. Is enthusiastic, caring, and committed to inclusive practice. Enjoys working as part of a supportive team and engaging with the local community. This role is exempt from the Rehabilitation of Offenders Act 1974 and therefore subject to an enhanced DBS certificate; this is a requirement of the DBS code of practice. Job Description Apply Now

See available post from across our charity. We regularlty recruit to positions in childcare, early years learning and developement, family support, and a variety of support roles. Applying online PLEASE NOTE: We receive a high number of speculative applications weekly. Unfortunately, we do not have the resources to respond to these applications. We can only respond to applications for positions advertised on our 'Current Vacancies ' page. All candidates must complete our employee application form. Use the job description as a guide to structure your application. Tell us how your knowledge and experiences help you meet the skills, competencies, talents and behaviours we are looking for. If you are new to the role you're applying for, tell us what you know about the role. Please read our Privacy Notice for Job Applicants on our policy page for information on how we handle your data. Back to Jobs

Multi Agency Action Planning Working Together for Families November 2025 We regularly bring together partners from across the voluntary sector, health, early help, and local leadership to review data and agree actions that improve outcomes for children and families. Using a collaborative, data-informed approach, partners identify priorities and develop shared, practical actions, supported by tools such as our Blossoming Trees model. Working together, we identified key priorities across several areas: SEND families: improving early access to support, raising awareness of development, and strengthening joined-up pathways Child development: targeted outreach to children not reaching expected milestones and improving access to health and early support services Gender differences: adapting provision to better engage boys and support communication through play Demographics and access: improving data sharing, strengthening co-production, and making services more accessible to diverse communities Health: improving oral health through better access to services, education, and early support Financial resilience and poverty: strengthening links with community support, including food banks, budgeting support, adult education, and volunteering opportunities to reduce the impact of poverty on families. We are grateful to all partners who contribute to this work. Together, we are able to turn insight into coordinated action and strengthen support for our community.

Ready for School: Outcomes and Impact Overview The Ready for School (RFS) programme is a relationship-based early intervention designed to support children and families as they transition into Reception. The programme is delivered to a cohort of children living in a community ranked in the top 20% most deprived nationally according to the Index of Multiple Deprivation (IMD), meaning that all participating children experience socioeconomic disadvantage. Led by an experienced early years teacher, the programme combines small group work, home-based and school-based support, and community activities to strengthen communication, social skills, and independence in line with the Early Years Foundation Stage and help for children to develop the skills and confidence needed for a successful start at school. Alongside this, the programme provides wider family support, working with parents on a range of practical and emotional issues that may affect children’s development. This includes helping families to build routines, access support, and create positive home learning environments. By strengthening parental confidence and engagement, the programme supports families to embed learning into everyday life. Context and Data Considerations Outcomes from 2019 to 2021 reflect a period of significant disruption due to the COVID-19 pandemic. During this time, access to early education, childcare, and support services was limited, and opportunities for in-person delivery were reduced. As a result, data from this period is presented for completeness but is not directly comparable to later cohorts. The analysis therefore focuses on outcomes from 2021 onwards, when programme delivery stabilised and families experienced more consistent support. Outcomes and Progress Over Time Good Level of Development (GLD) is the national measure used at the end of the Early Years Foundation Stage (EYFS) to assess school readiness. A child is considered to have achieved a GLD when they meet the expected level of development in the key areas of learning, including communication and language, personal, social and emotional development, physical development, literacy and mathematics. Achieving a GLD indicates that a child has developed the foundational skills, knowledge and behaviours needed to make a successful transition into primary school. The Good Level of Development (GLD) rate across the programme shows a clear trajectory of improvement. From 2019 to 2021, outcomes were significantly below national expectations, with GLD rates of 40% and 30% respectively. From 2021 onwards, there is a marked and sustained improvement, with outcomes ranging between 75% and 100%. This upward trend demonstrates both programme maturity and increasing effectiveness over time, particularly given the high level of disadvantage within the cohort. Benchmarking and Comparative Performance The programme’s post-pandemic performance compares favourably with local and national benchmarks. GLD Benchmark Comparison (2021–2025) The most recent national data shows that approximately 68% of children in England achieve a Good Level of Development. Against this benchmark, the Ready for School programme achieves an average of 79%, placing it above national performance and broadly in line with or exceeding both London and local authority averages. This comparison is particularly significant given that all participating children are drawn from communities experiencing high levels of deprivation. While national and regional benchmarks include children from a wide range of socioeconomic backgrounds, the Ready for School cohort represents a consistently disadvantaged group. Outcomes at this level therefore indicate strong programme impact and suggest that children are being supported to reach levels of development comparable with, or exceeding, their peers. Current Cohort and Emerging Outcomes The most recent data, based on teacher assessment, indicates that outcomes remain strong. In the current class cohort, 62% of children are predicted to achieve GLD, while children participating in the Ready for School programme are predicted to achieve 71% GLD. This difference suggests that children engaged in the programme are continuing to outperform their peers, providing evidence of ongoing added value. The previous cohort achieved 69% GLD, which aligns with the sustained improvement seen in recent years. Outcomes Across Groups Analysis by key groups highlights important patterns in programme impact. Interpreting Impact The programme's outcomes provide strong evidence that children are making progress towards key developmental milestones. Improvements in school readiness are not only reflected in overall Good Level of Development (GLD) outcomes but also demonstrate progress in the fundamental areas of communication and language, personal, social and emotional development, and learning behaviours that underpin later educational success. Children eligible for Pupil Premium achieve slightly higher GLD rates (61%) than those not eligible (54%), indicating that the programme is successfully supporting children facing economic disadvantage to reach important developmental milestones and narrow gaps in attainment. Children with English as an Additional Language achieve particularly strong outcomes (69%), outperforming their non-EAL peers. This suggests that the programme is having a positive impact on communication and language development. The programme's emphasis on home learning, parent-child interaction and parental engagement appears to be effectively supporting children's language acquisition, confidence and readiness for school. Outcomes for children with SEND remain lower, reflecting the higher level of need within this group. While this is consistent with national trends, it also highlights an important area for continued development. Future work will focus on strengthening tailored support and identifying additional measures that capture the significant developmental progress made by children whose achievements may not be fully reflected through GLD outcomes alone. The strength of these outcomes is particularly significant when considered in context. All participating children live in an area of high deprivation, and many experience multiple and overlapping risk factors known to impact early childhood development. Despite these challenges, the programme consistently supports children to make progress towards age-related developmental expectations and key milestones associated with school readiness. Since 2021, outcomes have improved steadily and now meet or exceed national expectations. This suggests that the programme is effectively addressing barriers to development through its focus on parental confidence, relationship-based practice and high-quality support for learning in the home environment. These are all recognised protective factors that contribute to positive developmental outcomes. The stronger outcomes achieved by participating children when compared with the wider cohort provide further evidence that the intervention is making a measurable and meaningful difference. The programme is not only contributing to improved educational outcomes but is also supporting the developmental foundations that enable children to thrive beyond the early years. Conclusion The Ready for School programme demonstrates a clear pattern of improvement in outcomes over time, with particularly strong performance in the post-pandemic period. Results show that children supported through the programme achieve levels of school readiness that compare favourably with local and national benchmarks, despite living in significantly disadvantaged circumstances. Evidence suggests that the programme is successfully supporting children to achieve the key developmental milestones, particularly in relation to communication and language development, parental engagement, learning behaviours and overall school readiness. Continued development, particularly in relation to SEND outcomes, will further strengthen the evidence base and support ongoing improvement. Ready for School has also been recognised within independent research exploring effective early years practice, where it is included as an example of delivery contributing to strong outcomes within the local system (www.funding-futures.org/home).

Work, training & further education Throughout our five decade history as a grassroots organisation we've always worked alongside and recruited members of our community, bringing their invaluable lived-experience to our work whilst they learn new skills themselves. Some of our longest serving managers started out that way! Creating much needed training and employment offers is incredibly important to us, so we strive to find ways to generate opportunities that both support our mission and give local people a chance. Can you support local people find their place? Whilst we continue to create opportunities flocallly, we are always looking for ways to support our community to find the skills and employment prospects that are right for them. Through our family-centred approach we build trusting relationships with parents meaning we are well placed to introduce them to trusted partners who can offer work experience, training and mentoring opportunties. If your organisation has social impact schemes centred on raising skills in the community we'd love to hear from you to explore possibilities! Email our team We can support your team or students gain experience We've developed a strong culture of continuous professional development, accredited training programmes and work experience opportunities making us experienced in creating opportunities to help people gain experieince and enhance their professional developement. Get in touch with us if you'd like to explore ways that we could support your team or your students to gain new experience, whether that be through direct training, work placements or research projects. Email our team

SEND Special Educational Needs and Disability Our welcoming and inclusive settings support children as unique individuals to follow their interests and celebrate achievements SEND Community Services We work in close partnership with children, parent/carers and a wide range of SEND services to help find support that's right for families. Building trusting relationships with parent/carers allows us to work together to develop and implement support packages for their children's individual needs. Learn More Childcare and SEND Our childcare settings strive to be inclusive and responsive to a child's individul learning needs through professional observation and working closely with parents. Learn More Services we can connect you with (SENCOs) Special Educational Needs Coordinators (SALT) Speech & Language Therapy (OT) Occupational Therapy Local council services

Donate to Lloyd Park Children's Charity. Help fund our vital work to support children and families under extreme pressure brought on by poverty. Donate to help us fight poverty! Record numbers of families are under extreme pressure brought on by the cost of living crisis Current Campaign: Baby Bank Appeal We receive no funding for this lifeline service. Your generosity helps to keep our doors open for families in crisis! Please donate to our GoFundMe fundraiser Donate Here Make a donation Make a one-off donations, or Set-up weekly and monthly donations Pay in your fundrasing Held a bake-sale, run a marathon, climbed a mountain or thrown a party? Pay in your fundraising here Gift Aid Gift Aid allows us to claim an additional 25% of the value of your donation from the HMRC. It won't cost you a penny but means your donation can go even further! Find out more here Please note: Unless otherwise stated your donations contribute to our unrestricted funds which we use to make all of our charitable activities more sustainable. Where we specify that your donations will support a particular campaign or cause they would become restricted funding that can only be used for that purpose. Your donations support children needing help We fight to overcome poverty using your donations to create the support services that families tell us they want, delivered when they need them most! Baby Bank is just one great example of our lifeline services that your donations make sustainable. Some of Baby Bank's day-to-day costs include: Cost-of-Living Support We work with families to link them to services that can help them with the costs of clothing, food and energy. Safer Sleeping Environments Cots Cot matresses Bedding Running Costs Rent Cleaning and m aintenance Salaries Resources and e quipment Refreshments for families Home from Hospital Bundles All the essentials needed for parents to bring newborn babies home from hopsital safely Amazon Wishlist Help us give newborns a good start in life by donating items from our wishlist to families in need. Donate now

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Diary Dates 2026 Important dates such as planned closures, holidays and training days Spring/Summer 2026 January 5th Training Day - All Services Closed February 16th - 20th Half-Term Week Holiday Clubs open Term-time activities closed See Holiday Activity Timetable March - April March 30th - April 10th Half-Term Holiday Clubs open Term-time activities closed See Holiday Activity Timetable April 3rd Bank Holiday - All Services Closed April 6th Bank Holiday - All Services Closed May 4th Bank Holiday - All Services Closed 7th Parents Evening Lloyd Park Centre - 6-8pm Higham Hill Centre - 6-8pm 25th Bank Holiday - All Services Closed 26th-29th Half-Term Week Holiday Clubs open Term-time activities closed See Holiday Activity Timetable June 1st Training Day - All Services Closed June 27th Lloyd Park Summer Fair - 11am-2pm July 4th Higham Hill Summer Fair - 11am-2pm 20th Summer Holiday Club open Term-time activities closed See Holiday Activity Timetable August 28th Summer Holiday Club ends 31st Bank Holiday - All Services Closed Autumn/Winter 2026 September 2nd Training Day - All Services Closed October 16th Parents Evening Lloyd Park Centre - 6-8pm Higham Hill Centre - 6-8pm 26th - 30th Half-Term Week Holiday Clubs open Term-time activities closed See Holiday Activity Timetable 30th Halloween Discos Lloyd Park Centre - 6:30-8:30pm December 3rd Winter Wonderland Party Higham Hill Centre, 3-6pm Lloyd Park Centre, 3-6pm 18th Last Day of Term 21st - 31st Christmas Break - All Services Closed Follow us on our socials for updates on scheduled activities and sessions Related Links: Interactive Calendar School Holidays Activity Timetable RolePlay Magazine More Information 020 8527 1737 info@tlpcc.org.uk

Musical Climbers & Creators A year of exploring music with some wonderful SEND children In 2023/24 we were delighted to bring this wonderful project to life in our Grow Wild adventure play space with the support of Youth Music. This fun and uplifiting session was co-produced by the Lloyd Park Children's Charity's SEND and outdoors play practitioners, parent/carers, children and the amazing music-making charity, Soundcastle. The project delivered unique music-based outdoor learning and sensory experiences for children living with SEND who are often excluded from music-making and outdoors adventure play. Sounds from the Forest Stomp in the Forest 00:00 / 09:06 These beautiful tracks were composed by Soundcastle using vocals, sounds, beats and music made by the children, recorded as they explored the space and made music together. Meditation in the Green Space 00:00 / 09:22 Magical Memories Outdoors music-making in our inspiring 'Grow Wild' adventure playspace Real musical instruments to play led by musicians Freedom for children to play and join in at their own pace Music-making combined with creative play Inclusive music-making for SEND children and their siblings Breakthroughs for SEND children in socialising and personal confidence Building more confidence to jump and tumble with drum beats Children discovered a passion for music-making Parents saw leaps in their children's development Feedback from parents and carers I cannot enthuse about this playgroup/adventure playground and staff more. It is SUCH a supportive environment for not only my son but my daughter too aswell as myself. Staff have gone above and beyond for both my children as they often run in opposite directions and I physically can't keep an eye on both of them! The staff are unfaltering in their care for both the children, this is so important to me as often siblings can sometimes not be so welcomed in my experience which is very difficult for me. The musical element to the session is genuinely magical. At first the musicians would play musical instruments as my children played and slowly but surely my children have actively taken part in playing the musical instruments themselves which they both adore. I feel like my children get so much out of this sen session, they both have gained so much confidence in the setting since coming and both get so excited when they realise we are going to Grow Wild I myself, as their parent, really enjoy coming too! I can never usually relax in other settings as my son can be unpredictable with his behaviour at times, but here I can just breathe and let my children have fun with staff who are always enthusiastic to see them. Thank you so much! We have truly enjoyed our sessions on a Tuesday. My son loves to be outside and to be able to enjoy all the instruments in this free way has been so enriching for him. The musicians are wonderful with the little ones completely working at their pace and direction! Tirelessly playing “train” and offering different instruments and sounds occasionally so he gets a varied experience. All done in a respectful way so he hasn’t felt overwhelmed or too directed. If I had to think of something I’m tempted to say it would be nice to have some more performance group playing from the musicians with flute etc but perhaps that’s more my wanting as the simpler instruments have been generously shared and given access to and the children lead the way!! Thank you all and hope you can keep going …. We will keep coming!! Since we started attending in May my son has made huge progress in his speech, language and communication and these sessions have been a huge part of that. He finds communication challenging and this usually prevents him from interacting with other people. He became very comfortable very quickly at Grow Wild and very quickly started to interact with the musicians and it has been an absolute joy to see. He then repeatedly talks about Grow Wild at home throughout the week so not only is the session beneficial when he's there, but he loves it so much that he wants to talk about it all week, so it's been fantastic for his development at home as well. My daughter has also just started to come out of her shell. She usually only speaks to me but this week she spoke to three different adults at the session too and was much more confident and independent. I also love how safe these sessions are. Being able to run around outside in a safe space with other children and parents who understand his differences is priceless. These sessions are by far the best SEND sessions I have been to in Waltham Forest as they tick so many boxes. A safe outdoor space, access to a wide range of activities like climbing, water play, painting etc. all alongside the musical elements and an energetic, kind and enthusiastic team of adults running the sessions. ....So many of my son's sensory needs are met in one session which helps him to feel calm and regulated throughout the rest of the day. There is something available and beneficial for every child and it's fabulous to see every child enjoying themselves week after week. So thank you so much for everything. I hope that you can secure funding for September as it'll be a huge loss to the SEND community if these sessions were to stop. Both my children have both asked me if they can go to Grow Wild three times today already and this will happen every day until next week 😅 We have a home education journal and at the end of every day, we write down what we've done and my son often likes looking back at the photos of him at Grow Wild and asks for his own musical instruments. Just wanted to say how fantastic the musical element to the play has been and how much both my 19month old and I have enjoyed coming to those special sessions. It has given my son great exposure to music and to different and unique instruments we would not normally come across in our own play. The musicians are all so very talented, professional yet friendly and have a natural ability to connect with the young ones. I feel very fortunate to have attended the sessions we have with you, which have really enhanced my son's learning through song, tune and creativity. This group has been a lifeline to us from the start until now. We attend whatever the weather and my ASD child has thrived and grown from being in such an accepting and accomodating environment. He has gone from a child who was extremely uncomfortable around people, particularly adults, to somebody who seeks out interactions from the Grow Wild and Soundcastle teams. He's changed from being crying and anxious on arrival to shouting "go to see Zoe!" the minute he sees the tree. He has developed a tolerance for other children, for group singing and for music. He has developed so many social skills and even shown a keen interest in making music himself. He gets all of his sensory seeking needs met, has the freedom to explore without any pressure and we are truly fortunate to be able to attend this group. My child has developed and grown into somebody who can be in public without severe discomfort and who actually enjoys the company of other people, and I believe Grow wild has played a massive part in that.....

See available post from across our charity. We regularlty recruit to positions in childcare, early years learning and developement, family support, and a variety of support roles. Safer Recruitment Overview We follow a 'Safer Recruitment' process and are committed to safeguarding that promotes children’s welfare and wellbeing. We expect all applicants to demonstrate this commitment. Our team receive 'Safe Recruitment' training regularly to ensure that we recruit the most appropriate candidates. All roles within the Lloyd Park Children's Charity are exempt from the Rehabilitation of Offenders Act 1974 and therefore subject to an enhanced DBS certificate; this is a requirement of the DBS code of practice. Shortlisted applicants invited for interview are required to complete a written self-disclosure. (This does not affect your statutory rights). Disclosure Information (Required at point of interview) Candidates with be asked to disclose whether or not they have ever: o been known to any Children's Services Department or the Police as being as risk to children? o have ever been the subject of any investigation and/or sanction by any organisation or body due to concerns about your behaviour towards children? o have ever been the subject of disciplinary sanctions or been asked to leave employment or voluntary activity due to inappropriate behaviour towards children? o have any unspent convictions or conditional cautions? o have ever been convicted of an offence overseas? o have been "barred" from working with children? o have any spent adult cautions (simple or conditional) or convictions that are not 'protected' as defined by either: o The Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (amended in England, Scotland and Wales Order 2020) o Or the Rehabilitation of Offenders (Northern Ireland) Order 1978 as amended in Northern Ireland? We will treat all information with confidentiality and delete information for unsuccessful candidates. Back to Jobs

Donating items to our Baby Bank Help give vulnerable newborns and toddlers a better start in life by donating new or pre-loved essentials Items on our wishlist and this page's 'What's needed?' section are urgently needed by the families we are currently helping. Donating these items is a great way to support a child in immediate need. Essentials are requested by parents and carers in a number of ways: Using the Baby Bank section of our Help Request Form Asking a member of team for assistance Attending Baby Bank to choose what they need from our available stock 1. Donating new items online The quickest way to gift essentials to the most in-need babies and families is to donate items from our Amazon wishlist directly to us. 2. Donating items in person You can also help by donating new or high quality pre-loved items that you no longer need. Please note: We'd love accept all pre-loved donations but sadly can’t always due to limited storage. We can only accept high quality new or unmarked items in good condition. We cannot accept used matresses, car seats or jumble. Email us to find out current drop-off locations Email Us Donate now What's needed? New items Nappies and baby wipes Single or double buggies Books for under 5’s Moses baskets New mattresses Quality pre-loved Single or double buggies Books for under 5’s Moses baskets

Wellbeing Support Our aim A parent's wellbeing and that of the wider family is the foundation for a child's healthy development. Parents' and carers' own wellbeing often comes lower down their list of priorities as they putting their children's needs first. Many aren't aware of their own wellbeing needs. With this in mind; we offer a range of services that have wellbeing support at their core. Early Years Social Prescribing Our early years social prescribing team works with families to connect them to community services that meet their practical, health and wellbeing needs. Learn More Flourish Post-natal Support Improving the maternal mental health in safe, group spaces where mothers can talk about how they feel, be less isolated and get support. Learn More How to access our wellbeing support? We accept both self-referrals and professional referrals Request Help or Refer Please note: To be accepted referrals to our Flourish sessions must be made by a health professional and include an EPDS score. For more info. contact our wellbeing coordinator Email Wellbeing Team Telephone: 0208 527 1737

Find out how to contact us and visit our settings here. Contact Us General Enquiries: 0208 5319522 or info@tlpcc.org.uk Lloyd Park Centre Winns Ave Entrance , Lloyd Park, Walthamstow E17 5JW 020 8531 9522 lpc@tlpcc.org.uk Grow Wild Lloyd Park, Walthamstow E17 5JW (access is via the secret door, opposite the cafe in Lloyd Park) 020 8531 9522 lpc@tlpcc.org.uk Higham Hill Centre 313 Billet Road, Walthamstow E17 5PX 020 8527 1737 hhdc@tlpcc.org.uk The Grow Well Centre 7 Saxon Close, Walthamstow E17 8LE info@tlpcc.org.uk Anchor 1

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The Higham Hill Centre Our Setting Our centre is a purpose built, inspiring space for young minds. The centre combines a space for under 2's, a sensory room, three connecting playspaces and a playground and courtyard for both outside and inside free-flow play. Our Community Located near Higham Hill Park, the Wetlands and local transport links, we explore our community through regular trips and adventures. Visitors, like the Police, Fire Fighters and musicians help celebrate our commuity in the setting allowing children to experience the wonder of their world. Learning through Play When children learn through play, they are like researchers, exploring and making sense of the world. At Higham Hill we work with parents to undersand children's interests and plan exciting and stimulating activities to inspire children on their learning journey. Our approach Childcare Services Monday - Friday Childcare: 6 months - 4 year s, 8am-5.50pm (full and part-time available) Sessional Provision: 3 - 4 years and eligible 2 year olds, 9am-12pm - Term-time only Holiday Club: P rimary age children, 8am-5.50pm, during school holidays Apply Now Meet the Team Find us Higham Hill Centre 313 Billet Road, Walthamstow. London E17 5PX 020 8527 1737 hhdc@tlpcc.org.uk Open 8am – 5.50pm Monday-Friday Ofsted Ofsted rating - Good We have been rated Good by Ofsted (January 2023 ) - Read the report here "At the Higham Hill Cen tre, Children are "happy, they develop good relationships with staff and demonstrate that they feel safe and secure"