Real Voices, Real Partnerships, Real Impact Helping families and professionals create services that truly work to build brighter futures for children You're invited to our next co-production workshop! Tuesday 12th May 2026 1:30-2:30 pm, Lloyd Park Children's Centre, E17 5JW Alternatively, share your ideas for collaborations online Online form Email Ideas brough to life by parents Communication and Play Family Wellbeing SEND Parents Support Ready for School Mindfulness SEND Dad's Group Yoga Young Parents Group SEND & Siblings LGBTQ+ Family Outdoors Play Austism and Disability Language Support What's On Listening, Creating, Improving Together!

Request help from us Parents and carers Enquire about getting support & Professionals working with families Refer a family for help (NB: health professionals see info. below) See Our Services Request Help Health professionals Health professionals must also refer children under 5 with learning and developmental delay to the local authority to access multi-agency education and health support using their form, found here Please be aware that this link will connect you to an external website. 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

Jobs in childcare, early years learning and development and family support. Now recruiting Back to 'Join our team' page Early Years Educator Apprentice Location: Walthamstow Salary: £21,416 Hours: Fulltime - 36 hours per week Closing date: Description You will study with Pen Green Research and receive support to learn on the job at one of our settings. Your role will involve working with the team to provide high-quality, creative learning opportunities for young children, stiving to ensure every child has the best start in life. As an Early Years Educator Apprentice, you will play a vital role in creating a safe, nurturing, and stimulating environment. Job Description Apply Now Early Years Practitioners - Level 2 Location: Walthamstow Salary: £22,127 Hours: Fulltime - 36 hours per week Closing date: Description You will be part of an amazing team who provide high quality trusted Early Years experiences and education to all children in our care. Your role will be to implement the delivery of the Early Years Curriculum to ensure that all children reach their full potential. As part of a family group you will build relationships with children and families to promote children’s learning and development and wellbeing. Job Description Apply Now Early Years Practitioners - Level 3 Location: Walthamstow Salary: £25,197 Hours: Fulltime - 36 hours per week (40 hours can also be considered) Closing date: Description You will be part of an amazing team who provide high quality trusted Early Years experiences and education to all children in our care. Your role will be to implement the delivery of the Early Years Curriculum to ensure that all children reach their full potential. As part of a family group you will build relationships with children and families to promote children’s learning, development and wellbeing. You will be responsible for supporting the Senior Early Years Practitioner and supervising and nurturing level 2 practitioners, apprentices and students. Job Description Apply Now Casual/Assistant Playworker Location: Walthamstow Salary: Hourly rates Under 18yrs - £8.00 Aged 18-20yrs - £11.05 Aged 21 and over - £11.44 Hours: Part-time - 15 hours per week, Monday - Friday, 3-6pm, Term Time only Closing date: Description You will be part of an amazing team who provide high quality trusted Early Years experiences and education to all children in our care. Your role will be to support with the Tea Time Cub provision at The Higham HIll Centre, collecting primary aged school children from Whittingham school and Hillyfield on the Hill, supervising the children; providing fun activities, & serving a nutritious tea. Job Description Apply Now Cleaner Location: Walthamstow Salary: £21,715.20 Hourly rate: £11.60 Hours: 10 hours per week, Monday - Friday, 6am - 8am Closing date: Description You will be part of an amazing team who provide high quality trusted Early Years experiences and education to all children in our care. To carry out a full range of duties providing high standards of cleanliness and general security. To include cleaning activities under the direction of the Site Service Manager and Centre Manager. Job Description Apply Now Applying online All candidates must complete our employee application form. Use the job definition as a guide to structure your application and help demostrate your relevant experience. It lists the skills, competencies, talents and behaviours we are looking for. If you are new to the role you are applying for, tell us what you know about the role. Please read our Privacy Notice for Job Applicants on our policy page for info. on how we handle your data If you would like to discuss any of our open roles or arrange a visit to one of our settings, please email recruitment@tlpcc.org.uk

Breaking Barriers Breaking Barriers: Bringing Families Together, Building Confidence and Connection Breaking Barriers is a parent-led, community-based approach developed in 2018 to support connection, confidence and belonging for children and their families. It was created in response to evidence that families experiencing disadvantage often face multiple barriers to accessing support, including isolation, low confidence and wider inequalities. The model focuses on creating safe, welcoming and non-judgemental spaces where families can build relationships, access support and gradually connect with their community. It is grounded in the understanding that many families, particularly those with children with SEND, refugee and migrant families, young or single parents, and fathers, may feel excluded from traditional services without more intentional and inclusive engagement. A key strength of the approach is its gradual, relationship-based design. Families are first supported through small, tailored sessions that build trust and confidence in a relaxed, play-based environment. Their feedback is central to shaping how services develop, with a strong emphasis on co-production and responsiveness to lived experience. As confidence grows, families are supported to access wider provision, often with practical help such as accompanied visits or financial support where needed. Over time, parents are encouraged to build networks, contribute to activities and play an active role in their community. Delivery at Grow Wild, a natural play space, is a distinctive element of the model. Outdoor, play-based provision encourages parent–child interaction, builds confidence and helps reduce the stigma sometimes associated with more formal services. It also creates opportunities for connection across different communities. Consultation with over 200 parents highlighted the importance of inclusive, flexible and accessible services. Families valued welcoming environments, opportunities for outdoor play and practical support such as transport, appropriate timings and culturally relevant provision. Evidence from practice shows strong outcomes. Parents report increased confidence, new friendships and stronger engagement with services, while children benefit from improved wellbeing, learning and enjoyment. The model has also been effective in engaging underrepresented groups when delivery is tailored and culturally responsive. At its core, Breaking Barriers works by reducing practical and emotional barriers, building relationships and supporting confidence. This leads to stronger social connections, greater engagement and improved outcomes for families, alongside reduced isolation and increased community integration. Overall, the project demonstrates that inclusive, relationship-based and community-led approaches can make a meaningful difference. By combining targeted outreach, co-production and play-based provision, it offers a flexible model that can be adapted to improve access, strengthen relationships and reduce inequalities across early years services. Acknowledgement This project was developed under the leadership of Max Jervis Read, Chair and Trustee of The Lloyd Park Children’s Charity. His commitment to social justice and belief in inclusive, community-led approaches were instrumental in shaping Breaking Barriers and its focus on reaching families who are often excluded from support.

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. Early Years Educator - Level 3 Location: Walthamstow Salaries 36 hours per week - £25,197 or 40 hours per week - £27,997 Closing date: n/a Overview You will be part of an amazing team who provide high quality trusted Early Years experiences and education to all children in our care. Your role will be to implement the delivery of the Early Years Curriculum to ensure that all children reach their full potential. As part of a family group you will build relationships with children and families to promote children’s learning, development and wellbeing. You will be responsible for supporting the Senior Early Years Practitioner and supervising and nurturing level 2 practitioners, apprentices and students. 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

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 Join Our Sponsored Walk May 2026 Take part in our National Walking Month sponsored walk and enjoy a fun adventure together. Visit local landmarks while raising funds. Pick up a sponsorship pack and get involved in this fun, family‑friendly challenge. Pick up a pack here and join in! 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 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 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.

Journal Club Overview This summary brings together learning from a collaborative Journal Club involving staff across Lloyd Park Children’s Charity. It draws on research from multiple disciplines alongside practitioner insight, creating a space to reflect critically on our work with families and strengthen how evidence informs practice. Rather than focusing on a single project, the Journal Club explored a wide body of academic literature in conversation with day-to-day experience. This allowed staff to question assumptions, test ideas, and think more deeply about what works. The overall aim was to review current evidence on early years, family support and wellbeing, while also identifying strengths in our existing work and areas where practice and services could be further developed. At its core, the process reflects our commitment to being a learning organisation, where practice continues to evolve in response to both evidence and lived experience. What Makes This Work Different A key strength of the Journal Club is the way it brings together different perspectives from across teams and services. By combining research evidence with practitioner experience, it creates a richer and more grounded understanding of practice. The focus is not simply on outcomes, but on reflection, learning and continuous improvement. Importantly, it also provides space to identify gaps in the evidence and consider where we can innovate or take a leading role. Throughout the process, a central question has guided discussion: What does the evidence tell us—and how can we do better for families? Key Themes from the Evidence A consistent message across the literature is that relationships are fundamental to change. Approaches that are relationship-based and strengths-focused, such as restorative practice and family partnership models, are shown to build trust, reduce stigma and support engagement. They enable families to take ownership of change, rather than feeling directed or judged. This strongly reflects an existing strength in our work: supporting families through respectful, collaborative relationships. The evidence also reinforces the importance of working with the whole family, not just the child. Children’s outcomes are shaped by parental wellbeing, family relationships and wider environmental factors. Ecological and systems-based models highlight that meaningful support must take account of both family dynamics and the broader community context. Poverty and inequality emerge as a major underlying influence across many studies. Disadvantage affects children’s health, development and long-term life chances, often in ways that accumulate over time. This highlights the importance of accessible and inclusive services that address the wider determinants of health, rather than focusing solely on immediate presenting issues. It also underscores the critical role of early intervention in reducing inequality. Another area of growing interest is social prescribing, particularly in relation to mental health and wellbeing. However, the evidence base for children and families is still developing, with limited established models and ongoing challenges around access and implementation. This presents an opportunity for the charity to strengthen and formalise its approach, while also contributing to wider learning and innovation in this field. The research also emphasises the importance of belonging and community connection. Feeling part of a community is closely linked to wellbeing, yet many families face barriers to participation, including low confidence, anxiety, stigma and practical constraints. Effective group work therefore depends on creating welcoming, flexible and non-judgemental environments, and on designing provision with families rather than for them. This points again to the importance of co-production and strong relationships. There is also growing evidence of the benefits of access to nature for children’s development. Natural environments can positively influence emotional wellbeing, behaviour, attention and cognitive development, supporting the continued development of outdoor and nature-based approaches, especially for families with limited access to green space. Finally, a clear message across the literature is the importance of listening, to both children and families. Services are most effective when they are shaped by lived experience, using participatory and creative approaches, and when they are genuinely responsive to what families say they need. Key Organisational Learning The Journal Club has highlighted important strengths in our current work. In particular, it reflects the consistency of our relationship-based, strengths-focused approach, our ability to work holistically with families, and our success in building trust with those who may not access more traditional services. At the same time, it has identified areas where further development would strengthen our impact. These include improving how we measure and evidence outcomes, especially for children, articulating our model of practice and theory of change more clearly, and developing tools and frameworks to support greater consistency across services. There is also an opportunity to expand our role in research and evidence generation, particularly in emerging areas such as social prescribing. Key Recommendations Taken together, the learning points to a clear set of priorities. These include developing clearer practice frameworks, strengthening data collection and evaluation, and increasing co-production with families so that services are shaped more directly by lived experience. There is also a need to continue expanding community-based approaches, including social prescribing, and to build stronger partnerships that address poverty and inequality more effectively. Underpinning all of this is the importance of maintaining a strong culture of reflection, learning and evidence use across the organisation. Summary The Journal Club has deepened our understanding of what works in supporting children and families, while also providing a valuable space for critical reflection. It confirms that effective services are grounded in relationships, take a whole-family perspective, and actively build connection, belonging and resilience. It also reinforces the importance of early action to prevent long-term disadvantage. Perhaps most importantly, it has strengthened our identity as a learning organisation, one that continues to reflect, adapt and improve in response to both evidence and the experiences of the families we support. Evidence Reviewed The Journal Club drew on a wide range of research across early years, family support and wellbeing, including work on social prescribing, restorative practice, poverty and health outcomes, nature and child development, barriers to participation, and the social determinants of child development. This included: Hayes et al. (2023) – Social prescribing for children and young people Lewing et al. (2020) – Early childhood services and family hubs Williams (2019) – Restorative approaches in family support Sammons et al. (2023) – Equity and Children’s Centres Schickedanz et al. (2015) – Childhood poverty and health outcomes Norwood et al. (2019) – Nature and child development Stuart et al. (2022) – Barriers to group participation Goldfeld et al. (2018) – Social determinants of child development Tabb et al. (2022) – Home visiting and parental mental health Gore et al. (2022) – Family support programmes and wellbeing

Funded Projects Our Funding Partners We are delighted to be working with these major donors to deliver vital community work in East London Family Wellbeing and Support Project We were delighted to be awarded funding to run our early years social prescribing and co-production project by the 'City Bridge Foundation'. Working in partnership we are delivering a 5 year programme offering support to families with a focus on health and welbeing outcomes. The Community Wellbeing Support Worker helps families identify what matters to them and ways to achieve their goals. Families are supported to design and lead activities based on their 'living experiences'. This creates innovative and exciting resources for local children and families. Musical Climbers and Creators Memory Book Youth Music, funded this wonderful project via their Trialblazer programme. It provided unique music-based outdoor learning and sensory experiences in our ' Grow Wild' adventure play space. Activities focus on local children facing barriers in accessing mainstream music and outdoors provisions, particularly those children living with SEND. This fun and uplifiting session was co-produced with Soundcastle musical therapy charity, children, parents and our SEND team. Huge thanks to Youth Music for funding this wonderful SEND music-making project! Grow Active 'Grow Active' was delivered in partnership with the 'London Marathon Foundation'. Waltham Forest is home to a large number of marginalised children, many of whom have little or no outdoor space to explore. ‘Grow Active’ offered children a wide range of opportunities to improve physical fitness and self-esteem in our safe, inclusive Grow Wild outdoors adventure play space. Our aim was to inspire more children to take up physical activity in their early years, helping them to build the confidence to be more active in their future lives. Many Many thanks to 'London Marathon Foundation' for funding this amazing project for a whole year, between November 2023 and October 2024! Community Living Room & Kitchen “My child has been able to develop more social skills and interact with friends". "It’s a warming environment, everyone’s happy, they’re smiling, joking, that’s how it’s been since the beginning". "We’re all able to talk about the same problems”. Enjoy a hot meal, play and socialise Our Community Living Room & Kitchen is run in partnership with London Borough of Waltham Forest and has proved to be one of our most popular community resources over the last year. With our funding we have created a safe, invite only, welcoming space where families, with children ages 0-5yrs, can stay warm, socialise, play and enjoy a tasty hot meal. Our team are on hand during sessions to offer support and advice if needed. Contact us to see if you're eligible to attend using our 'Help Request' form button below. Request Help

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.

Sponsored WalK Sponsorship Packs Pick up a sponsorship pack in person from one of our settings. Just ask a member of our team! Or Download to print at home: Lloyd Park Centre Pack High Hill Centre Pack Community Services Pack

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

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Pro Bono Skilled Voluntering: Many businesses and organisations have schemes allowing professionals to donate time to charities for the benefit of the community. Maybe you can donate time through one of these schemes or perhaps you are a self-employed professional allowing you more flexibility. Either way, we'd love to hear your ideas about how you could help us support local children in need with your professional skills and experience. Whether your backgorund is in legal, human rights, safety, finance, business or in eduation, health, menotring or the creative arts; we're always open to new collabortations that will improve life chances for local children. Drop us a line to start a conversation, We look forward to hearing from you! Email our team

Flourish Supporting Maternal Mental Health The aim of our service We want to support improved Maternal Mental Health by: supporting mothers in developing the capacity of their children to experience, regulate, and express emotion. . enhancing mothers' abilities to form close and secure relationships with their children , and building capacity to explore their surrounding environment and learn together. Who is it for? Created for women who have babies or toddlers up to 18 months, who are finding motherhood difficult in one or more ways such as: low level depression feeling anxious feeling resentful perhaps expecting 'perfection' from themselves. Request Help or Refer What can we offer? Postnatal depression (PND) is a common problem that occurs after pregnancy and affects more than 1 in 10 women within a year of giving birth. It can also affect dads and partners. PND can present itself in different ways, and many parents don’t realise they have the condition because it can develop gradually over time. Flourish Groups Flourish offers weekly groups the create a safe place where you can talk about how you really feel, and learn to have more fun with your baby. Gr oups run in each of the borough's family hubs: Walthamstow,Chingford, Leyton and Leytonstone. How to access our support At the moment referrals to Flourish must be made by health visitors. They must refer via our online 'Help Request' form using the button below. A current EPDS for the parent/carer must be entered, otherwise the form will not submit. On receving the referral one of our team will contact the parent/carer to make arrangements. If you any questions or would like more information please contact our wellbeing co-ordinator. Email: lilienl@tlpcc.org.uk Telephone: 0208 527 1737 Request Help or Refer Delivered by Working in partnership with London Borough of Waltham Forest's

Our Story Read All About it! Making news since the 80's! 1/8 Our founder, Pauline, talks about starting the charity When I moved to Aveling Park Road in 1977 there was nowhere for people to go with their children, so I opened up my home to friends and other families. Together we set up a range of activities: keep-fit, coffee mornings, play sessions and Halloween and Bonfire parties. We also used the playscheme in a gardener’s shed and double-decker bus in Lloyd Park. In 1981 the bus was under threat of closure, so we formed the Lloyd Park Action Group and started our campaign to improve services for the community. As a result, we were given use of five portacabins in Lloyd Park and in 1984 we formed The Lloyd Park Parent and Toddler Group; with play sessions every weekday afternoon. Since this time we have continued to campaign and develop community-led services to support local families, and there have been so many successes. From raising the funds to employ our first staff members, securing grants of £1.3 million in 2003 for the building in Lloyd Park and in 2016 winning the contract for Children and Family Centres to enable us to support families across Waltham Forest. My fondest memory of the community coming together to support the charity was in 1992 after our building was completely destroyed by a fire. When I first saw the devastation I thought it was the end of the charity, but our community worked together to get services back up and running within a week. It was quite incredible how everyone rallied together to help us. There have been some amazing p eople involved over the years who have helped make this charity so special. The staff are so critical to its success, but because I'm the figurehead I have been nominated for a few awards. It was an absolute privilege to be awarded an MBE by King Charles in 2011 (then Prince Charles) and I accepted it on behalf of everyone involved in Lloyd Park over the past 35 years. Pauline Thomas MBE Founder of The Lloyd Park Children's Charity 1977 Local families meet in Pauline Thomas’ front room on Aveling Park Road. 1981 The group starts using an old gardeners’ shed in Walthamstow’s Lloyd Park and become known as The Lloyd Park Action Group. 1984 The Charity moves into five portacabins and a team of volunteers begin to offer parent and toddler sessions. 1987 Our first paid member of staff is hired and we introduce a playgroup. 1990 We become The Lloyd Park Under 5’s Centre and offer extended daycare for working families. 1992 The centre is destroyed by fire but the local community comes to our rescue to help us reopen. 2003 We raised £1.3 million to build The Pauline Thomas Centre in Lloyd Park. 2007 The Higham Hill Centre opens. 2009 Funded by 'Parents as Partners in Early Learning' and then the National Lottery, we worked in partnership with families to develop and introduce our family support community project, 'You and Your Child'. 2011 Expanding our interest in nature and risk-taking play comes Grow Wild. 2013 Local parents come together to fight poverty. They set up our Baby Bank to provide emergency support to families in crisis. 2016 We are awarded the contract to provide Children and Family Centre services for all families in Waltham Forest on behalf of The London Borough of Waltham Forest. 2018 Families work together to overcome barriers and fight for equality by introducing our Breaking Barriers project. Timeline Key points in our history

Partner with us Change a child's life We can build brighter futures together! By partnering with us you'll be supporting our mission to build brighter futures for children across East London facing the challenges of living in poverty. Your company could play a key role in helping us create positives changes for families. Whether you'd like to donate, fundraise for us or share your expertise, there are lots of ways you could support our mission! Get in touch Ways to get involved Donate Volunteering Payroll Giving Staff Fundraising We support hundreds of families each year yet we receive no statutory funding. Every pound you donate goes to sustaining our services supporting children in the most need. Corporation-tax relief: Claim tax relief for charitable donations of money, equipment, sponsorship and more GOV.UK Donate Volunteers are the heartbeat of our work. By volunteering with us your team can support local families, meet new people and gain new skills. Your expert skills could help us on a a pro bono basis with a range of topics including finance, marketing, law, data protection, the environment or health & wellbeing. Learn More Payroll giving schemes can be set up easily, they're HMRC-backed and give employees immediate tax benefit by donating to our charity from their gross wage before tax. Schemes are usually free to set up through an HMRC-approved Payroll Giving Agency (PGA). Read our policy on using links to 3rd party sites GOV.UK Offer your staff fun opportunities to fundraise for us. Whether it's coffee mornings, social events or physical challenges, your team can do lots to help us support the most in-need children. Consider match-funding your team's efforts if you can. It will double the impact of your company's fundraising! Learn more Read our policy on using links to 3rd party sites We'd love to hear your ideas for making a difference and increasing our social impact together! Get in touch

Our action group promoting sustainability in Waltham Forest Working towards a greener future Led by one of our dedicated trustees our 'ecO' action group is making the postive changes urgently needed to safeguard the planet for our children. Join Us! A history of being green Built to last We purchase high quality toys and equipment designed to last Re-use We re-use recyclable materials for arts and crafts activities Eating more plants We've created menus with a healthy balance of vegetarian and plant based foods Using less energy We have conserved energy by turning off lighting and devices when not in use Fewer plastic bottles We've used water coolers to reduce plastic bottle use Shorter supply chains We buy from local suppliers wherever possible Taking Action We appointed a dedicated, trustee-led 'ecO' working group to drive our work and provide good governance 2023 Eco-Audit After identifying that we wanted to go fruther to be more sustainble, we realised that we needed some expert assistance to assess just how sustainable we were. We needed an eco-audit! We bid for and were awarded funding from the City Bridge Foundation allowing us to bring in '3 Acorns' environmental consultants to perform a full eco-audit with our teams. Our eco-audit analysed everything from our energy and water consumption, consumables usage and waste output through to ingredients used in our menus and even the greenness of our banking suppliers! Responding to our eco-audit Actions we've already taken to reduce our carbon foot print Food We've increased the number of plant based options in our menus and completely removed the most polluting meat, beef. Water We've replaced plastic water syphons with filter jugs in our staff rooms and we're also exploring ways to: completely eliminate plastic water bottles usage collect rainwater safley for gardening and outdoors cleaning. use cistern blocks and water usage awareness campaigns to reduce our consumption. Finance Most of our financial arrangemetns are now placed with ethical and eco-friendly providers. We're exploring ways to bank more sustainably and ethically as a priority. Waste We've installed more recyling bins and made it much easier to spearate out the various materials Composting bins are also now in place cutting out any food wastaging that would've gon to landfil. Nappies We are working hard to replace disposable nappies with reusable nappy kits in our centres and are currently piloting the switch in our Higham Hill Centre with a view to rolling out at the Lloyd Park Centre too. Our Community Services team are also promoting resusable nappy usage in other community support sessions across Waltham Forest. We couldn't have achieved this without the support of three amazing organisations; Waltham Forest Cloth Nappy Library , the Women's Environmental Network (WEN) and Nappy Ever After. Many, many thanks to them, we're looking forward to continuing our work together! See our dedicated Cloth Nappy page here Working with our community to address the climate crisis We want to go much further in working with our local community to build a greener, brighter future for our children, and we need your help! Whether you're an interested parent/carer, a local service provider, another organisation working on sustainability or an individual with expertise to share, we want to hear from you! If you have ideas to share or want to join our action group please email us to find out more! Email our Team

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

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

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).