Web Content Disclaimer While care has been taken in assembling this website, the statements contained herein are believed to be accurate. However, The Lloyd Park Children’s Charity assumes no liability for any loss, damage, or inconvenience arising from inaccuracies. We make no express or implied warranties regarding the quality, accuracy, or completeness of the information provided. To the extent permitted by law, we exclude all liability for loss or damage—whether direct, indirect, or consequential—resulting from your use of this website or any information or omissions therein. Additionally, we cannot control the content of external pages maintained by other providers or organisations accessible through our site. Please note that the listing of external products and services does not necessarily imply endorsement by The Lloyd Park Children’s Charity. Shortened URL's; URL shortening is a technique used on the web to shorten URL's (Uniform Resource Locators) to something substantially shorter. This technique is especially used in social media and looks similar to this (example: http://bit.ly/zyVUBo). Users should take caution before clicking on shortened URL links and verify their authenticity before proceeding. If you identify any errors or outdated information, please contact our team via email to lpc@tlpcc.org.uk

Gift Aid What is Gift Aid and how can it mean more money for our charity? If you pay UK tax and you would like to Gift Aid your donation, we can 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 reach even further Please note that the money that The Lloyd Park Children's Charity claims back from HMRC as part of the Gift Aid scheme will be treated as unrestricted funds and used to support our general work, even if the original donation was made towards a specific appeal If you make a personal donation to The Lloyd Park Children's Charity, you will be asked to declare whether you would like us to claim Gift Aid This will be either by: Ticking the Gift Aid box on the donation page online Saying ‘yes' to the Gift Aid question whilst donating via the phone Asking your sponsors to tick the Gift Aid box on your sponsorship form If you’re making a personal donation please give your full name and home address and tick the box or we can’t claim Gift Aid To say ‘Yes’ to Gift Aid, you must be a UK taxpayer and understand that if you pay less Income Tax and/or Capital Gains tax in the current tax year than the amount of Gift Aid claimed on all of your donations it is your responsibility to pay any difference What if I am a higher rate tax payer? The charity reclaims the tax on your donation only at the basic rate, even if you are a higher rate taxpayer. If you are a higher rate taxpayer, you can claim the difference between the higher rate of tax and the current basic rate of tax of 20% on your Self-Assessment return Can I withdraw a declaration? You can cancel the declaration at any time by notifying us either via phone on 020 8527 1737, by email to info@tlpcc.org.uk, or in writing to: Finance Dept, Higham Hill Centre, 313 Billet Road, London, E17 5PX Please note that the cancellation of your Gift Aid will come into place from the date of the update, any donations made before this may still be Gift Aided Where can I can further infromation on Gift Aid? For further information about Gift Aid, please see the  HM Revenue & Customs website (opens in new window)  or the  Chartered Institute of Fundraising (opens in new window) Alternatively, contact your local Tax Office. 

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

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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. Children eligible for Pupil Premium achieve slightly higher GLD rates (61%) than those not eligible (54%), indicating that the programme is effectively supporting children experiencing economic disadvantage. Children with English as an Additional Language achieve particularly strong outcomes (69%), outperforming non-EAL peers. This suggests that the programme has a positive effect on communication and language development, likely linked to its emphasis on home learning and parental engagement. Outcomes for children with SEND are significantly lower, reflecting the higher level of need within this group. This is consistent with national trends and highlights an area for further development, particularly in terms of tailored support and alternative measures of progress. 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).

Share your 'living experiences' and help make life better for local children! We hear you! We strive to create services that local children actually need through really listening to families! Funding these services relies on us making strong grant applications that clearly demostrate families leading on developing new ideas. By sharing your ideas and working with us to design more relevant services you'll also help us make more successful bids for funding! Here's where you come in! Share your 'living experiences' and your thoughts on ways to improve life for children in Waltham Forest To make this easy we created a snappy feedback page for you. Just click on the green button below to share your views. Your feedback really does help us to raise more money for vulnerable children! Share Your Thoughts

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 Teatime Club: P rimary age childre n, 8am-5.50pm, pick-up from Hillyfield On The Hill and Whittingham Primary Schools - 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"

The Lloyd Park Centre Inspiring Surroundings Nestled in a leafy corner of Lloyd park, our centre is a vibrant, purpose built, childcare and activity centre. We enjoy free-flow play both indoor and outdoor, with open-plan rooms and magical outside adventure spaces, designed to engage and inspire young minds. Nature and risk-taking play The Lloyd Park Centre is a fantastic place to learn about our natural environment, take managed risks and have fun too. This connection with nature can foster a sense of respect and care for the environment . The range of sensory experiences help children gain greater physical control of their bodies, and builds resilience, confidence and independence. Our Community The Lloyd Park Centre was developed by local families over 40 years ago and we're proud to be rooted in our community. The centre offers a range of additional services for children and families including a BSL interpretor for deaf children, a community living room, community events and parent SEND support sessions. Community Services Childcare Services Monday - Friday Childcare: 6 months - 4 years, 8am-5.50pm (full and part-time available) Sessional Provision: 3 - 4 years and eligible 2 year olds, 9am-12pm - Term-time only Teatime Club: P rimary age childre n, 8am-5.50pm, pick-up from Wi nns Primary School - Term-time only Holiday Club: P rimary age children, 8am-5.50pm, during school holidays Apply Now Meet the Team Find us Lloyd Park Centre Winns Ave Entrance, Lloyd Park, Walthamstow, E17 5JW 020 8531 9522 lpc@tlpcc.org.uk Open 8am – 5.50pm Monday-Friday Ofsted Ofsted rating - Good We have been rated Good by Ofsted on our last inspection (16th September 2022 ). Read the report here .

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

Fees and Charges Private children's parties and functions Standard Rate £175 per hour (£150 for community room/inside space) Bookings enquiry Optional charitable donations: £50, £75, £100 or other. 100% of this optional donation is invested back into making Grow Wild sustainable for the community. School and nursery hire Minimum hire: 1.5 hour session - 25 children £150 Addtional children charged at £8 per head Maximum capacity - 30 children Additional hours: Each additional hour £150 Addtional children charged at £8 per head per hour Bookings enquiry

Donating equipment and supplies What's needed? 1. Baby Bank essentials Our Baby Bank is always in need of essential emergency suppiles to support families in crisis struggling with the cost-of-living. Find out more on our dedicated Baby Bank page: Baby Bank 2. Technology Software, laptops and tablets enhance the efficiency of our adminsistration and free up more of our time to suppport children and familes. Phones, tablets and SIM cards help us to bridge the ever widening digital divide for some the most vulnerable families in our community. Being connected improves every aspect of their lives allowing them to stay in touch with family and friends as well as accessing local support services. If you or your organisation would like donate techology that you think would support our mission of building brighter futures for chidlren we'd love to hear from you! Email us 3. Educational toys and learning resources Across our wide range of support services for children and families we embed opportunities to learn through play and often start with play-based actiivities as a first step in engaging and building trust. We're always seeking to renew our stock of toys and resources with sutainable, high quality items that have a lower environmental impact and that will inspire young minds for longer. Email us

Bookable Activities Book direct with us Baby Massage Children's Yoga (1-4yrs) View View Book on EventBrite Mindful Medley Initital Sleep Consultations Mellow Bumps Mellow Courses - Online Triple P Babies Parent Carer Voices Painting Together Single Parents Coaching View

Find out why the Lloyd Park Chidlren's Charity is a great place to work. See our benefits packages and our ethos surrounding recruiting a diverse and reprensentative workforce. Why work for us? Make a real difference to the lives of local children! What we do Lloyd Park Children's Charity was founded over 40yrs ago to support equity and justice for children and families in Waltham Forest and beyond. We strive to understand childrens' individuality, working with their parents to help them reach their full potential. Benefits package Up to 30 days holiday Excellent pension scheme Benenden Health Care membership 24/7 GP advice and psychological wellbeing helplines Diagnostic services, treatment and surgery Access to rewards and voucher schemes 50% discount on childcare - for eligbile staff, subject to availability Outstanding training & development opportunities Subsidised hot lunch I n c l u s i v e H i r i n g We were founded by local people who wanted to make a real difference, so we greatly value the diverse perspectives and living experience that local people can bring to our teams. We actively encourage candidates to apply for positions who reflect our local community's diverse range of cultures, backgrounds and demographics. Our Values Our values guide us as we support social change and justice for children, informing how we communicate within communities and with each other. Each value is a challenge that we seek to live and work to every day. Read More A fair, healthy and rewarding workplace Our colleagues are valued for being themselves and are treated as equals A culture of collaboration and respect is the norm You'll always be listened to in a safe and nurturing space Professional and personal development will help you to flourish and do your best work Share our values? Want to make a difference? Apply Now ! View Jobs

Find out how our team can help you navigate SEND services available to you and your child. SEND Childcare 1:1 Individualised SEND Support We recognise all children are different and we aim to support all children individually to achieve the best possible outcomes for them as individuals through p roviding inclusive practice and removing barriers to learning. Childcare Pathways (2yrs+) All children entering our nursery (at 2 or 3 years) are assessed to establish their learning and developmental needs. This way we can work with parents at the earliest possible stage to meet thier child's needs. Parents for whose children need additional support, or are identified with SEND, create a support plan with us using SMART steps. This outlines agreed outcomes for them to achieve with their child. We use the 'Graduated Approach' of Assess-Plan-Do-Review to ensure children receive the right support as their needs change and develop. The Graduated Approach Assess Clear analysis of a child's needs, drawing on parents knowledge and practioner assessments. Plan Parents work with us to create a support plan for their child. All staff working with their child is made aware of their needs, any defined outcomes, the support received and any learning strategies. Do The support plan is put in place and started. Review Feedback on the implementation of the plan and the child’s outcomes is carried out with parents. Deaf support Our teams are always striving to make our nurseries more inclusive and accessible for local children. Through co-producing a weekly drop-in with parents, carers, 'Flourish Special Education Service' and our team, we began to get feedback that there was a concerning lack of early education and care services for local deaf children. We decided to address this and in September 2023, we employed a BSL practitioner and have introduced a BSL friendly childcare provision at The Lloyd Park Centre. Our team and children have worked hard to use BSL and learn about the deaf community and culture. Children that had not experienced nursery life before and have begun to really excel in personal, social and emotional, and physical development as well as have demonstring higher levels of confidence and resilience. Funding We work in partnership with parents and LBWF to request the appropriate funding, enabling us to provide support that works for your child. Examples of funding: SENIF - SEN Inclusion Fund EHCP - Education, Health & Care Plan DAF - Disability Access Fund Find information on Waltham Forest council's ' The Hub' website The Hub DLA - Disability Living Allowance Find information on the governement's website 'Gov.uk' GOV.UK Please be aware that these links will connect you to external websites. Our charity cannot be repsonsible for the content of these sites including any downloadable files. Please read our policy on links to external web pages here Signposting and onward referrals Where a child needs further support, we work in partnership with parents to navigate their options. This may be as simple as signposting them to either our own internal offers, or to external SEND services that can offer more information. We can also refer to appropriate professional services where we agree with parents that their child needs more specialist support. Transition to school support We work with local schools wherever possible to support as smooth and happy a transition to school for your child. Summer term schools allocation support School observations such as interests, learning needs and styles, friendhsips and behaviours School visits Working with school SENCOs and SENDIASS where appropriate Sharing of child information Useful Links Please be aware that these links will connect you to external websites. Our charity cannot be repsonsible for the content of these sites including any downloadable files. Please read our policy on links to external web pages here : Local support Waltham Forest Parent Forum - Support families with SEND chidlren in Waltham Forest Flourish Specialist Education Service (Flourish Learning Trust schools) London Borough of Waltham Forest resources Short Breaks LBWF Local Offer LBWF SEND team Short Breaks Government resources SEND Code of Practice Benefits (Gov.uk) General help General Autism Infromation Autism Education Trust Toilet training Guides https://eric.org.uk/ Autism.org.uk LBWF Guide for schools and early years settings (including childminders)

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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

Cloth Nappies Shining Nappy People As part of our ongoing commitment to sustainability and the well-being of the children in our care, we are transitioning to using mainly cloth nappies in both of our nurseries. We are also working on ways to support families to use cloth nappies at home through our community support groups and outreach work. Non-recylcable nappies 2.5 billion binned annually 90% end up in landfill 500yrs to break down 60%+ Plastic We believe that swapping non-recyclable nappies for resuable alternatives aligns perfectly with our mission to ‘build brighter futures’ and our core values, including ‘sustaining our planet, sustaining our community’. Why swap to cloth nappies? Cheaper over time Toilet training is often 6 months faster for babies when cloth nappies are used Switching could save you up to £1000 per child and have half the environmental impact! No harsh chemicals Non-recyclable nappies contain chemicals Well chosen c loth nappies can have fewer or even none This makes them healthier for a child’s delicate skin A better fit Cloth nappies provide an individualised fit, reducing the risk of leaks Plus, the soft fabric against the skin can be more comfortable Better for the planet Non-recyclable nappies take 500yrs to decompose in landfills Even eco-friendly alternatives take 50yrs Much of North London's nappy waste is also burned at the incinerator £70 Voucher Visit www.realnappiesforlondon.org.uk for helpful info. including explanations of different nappy types and info. on a voucher scheme worth up to £70 toward purchasing cloth nappies. Our local partners For over a year we've been lucky enough to be supported in our cloth nappy transition by three local organisations working tirelessly to promote cloth nappy use in Waltham Forest. Our heart-felt thanks go out to the 'Women's Environemental Network', 'Waltham Forest Cloth Nappy Library' and 'Nappy Ever After'! Check out their web and social media pages to find a wide range of cloth nappy resources and useful information. Women's Environmental Network Nappy Ever After Waltham Forest Cloth Nappy Library Please note: The links on this page will open external websites. The 'Lloyd Park Children's Charity' accepts no responsbility for content or downloads on any external pages. Any downloads that you choose to make should be verified with your own threat detection software.

Early Years Social Prescribing Early Years Social Prescribing: Our Evidence Base Our Commitment to Evidence-Based Practice At Lloyd Park Children’s Charity, our Early Years Social Prescribing Service is grounded in a strong and growing evidence base. We recognise that children’s development is shaped not only by healthcare, but by family wellbeing, relationships, and the wider social factors affecting everyday life. Our work focuses on supporting families experiencing challenges such as developmental delay, financial hardship, parental wellbeing needs, and social isolation. Why the Early Years Matter Research shows that the early years are a critical period for children’s development. Parenting and the parent–child relationship play a key role in shaping children’s emotional, social, and long-term health outcomes. Parental mental health is particularly important: Mothers are around twice as likely to experience depression during childbearing years Children of parents experiencing poor mental health are more likely to develop anxiety and depression Parenting stress can influence how difficulties are passed between parent and child. Importantly, research highlights that many of the risks affecting children are modifiable within the family environment, meaning timely support can make a real difference. What is Social Prescribing? Social prescribing connects families to community-based support, activities, and practical resources to improve wellbeing. Studies show this approach can: Reduce loneliness and isolation Improve mental health and emotional wellbeing Increase confidence, resilience, and coping skills Strengthen community connections and support networks It also helps address the wider determinants of health, such as housing, relationships, and financial pressures, which are often at the root of many challenges families face. Why Social Prescribing for Families? Supporting parents is one of the most effective ways to improve outcomes for children. Research shows that: Parent and child mental health are closely linked and influence each other Interventions that support both parent and child together are more effective Strengthening parenting capacity improves children’s development and life chances By improving parental wellbeing, social prescribing helps create more stable, nurturing environments for children to thrive. The Power of Community and Connection A strong sense of belonging and connection to others is essential for wellbeing. Evidence shows that when people feel part of a community, they experience: Greater emotional support and resilience A stronger sense of purpose and identity Improved overall health and wellbeing This is why our service focuses on building local connections and supportive relationships, not just providing services. Co‑Production: Working Together with Families Our approach is co-produced with families through our CoCo East project. This means parents and community members actively shape the support available. Research shows co-production: Improves engagement and relevance of services Builds confidence, empowerment, and independence Reduces social isolation Leads to more sustainable and effective support It also recognises that communities understand their own needs best, and that tailored, local solutions are more effective than generic approaches. Tackling Inequality Early Children growing up in disadvantaged circumstances experience poorer health and developmental outcomes due to social and economic factors. Social prescribing helps to address these inequalities by: Providing early, preventative support Reducing reliance on crisis services Improving access to community resources and opportunities This approach supports fairer outcomes for children and families. How Our Approach Works Research highlights that effective social prescribing services are: Person-centred and holistic Built on strong partnerships across services Focused on co-producing solutions with families Designed to build long-term resilience and independence Our Early Years Social Prescribing model reflects these principles in practice. Measuring Our Impact We use evidence-based approaches to understand the difference our service makes, including looking at: Sense of belonging within the community Levels of social support Experiences of loneliness or isolation Overall wellbeing and quality of life This helps ensure we are continually improving and delivering meaningful outcomes for families. Summary The evidence is clear, supporting parents, strengthening relationships, and connecting families to their communities can have a powerful and lasting impact on children’s development. Early Years Social Prescribing offers a preventative, holistic, and evidence-informed approach that improves wellbeing for the whole family and helps children get the best possible start in life. Our Evidence Base This work is informed by a range of research, including: Daundasekara et al. (2021) – parental mental health and child outcomes Thomas et al. (2021) – social prescribing and co-production Hassan et al. (2023) – social prescribing systems and implementation Wakefield et al. (2022) – social connection and wellbeing Goldfeld et al. (2017) – social determinants of child development Waylen et al. (2008) – parenting and child health outcomes Kuckertz et al. (2018) – parenting and child mental health