What's On RolePlay Magazine Dates for Your Diary Bookable Activities Holiday Activities Summer 2026 - Issue 58 out now! Read Listening & Learning If your child is aged 0-8, what matters most to you in making Waltham Forest a great place for them to live? Your Voice Our Community Drop Your Ideas Here! Building A Brighter Future Calendar View and book activities Check our Live Service Updates before travelling! Check Here Scroll to see more Walthamstow Chingford Leytonstone Leyton Bookable on Eventbrite Click link in event details Bookable Activities View our bookable activities with limited spaces. Also viewable on our calendar, above. View Role play Edition #58 Apr - Sep '26 Our termly magazine full of interesting local stories, events and campaigns, plus our activities timetable. Read Dates for Your Diary View Important dates such as closures, holidays and training days School Holiday Activity Timetable View Live Service Updates Planned Closures Tambini's Music & Rhymes @ 10:00am - 11:00am Let's Create @ 11:15am - 12:00pm Closed for the remainder of the term due to essential improvement works on site. Virtual Single Parent's Group @ 12:30am - 1:30pm 25 March 2026 Follow us on our socials for updates on scheduled activities and sessions

Children's Charity, Childcare in Waltham Forest Early Years Education, 0-4yrs, Access Emergency Crisis Support and Guidance, Family Support Service, London's 1st 'Early Years Social Prescribing Service', Family Mental Health and Wellbeing Support, Perinatal Support, Special Educational Needs and Disability Support, 'Grow Wild' Adventure Play, Fighting Child Poverty, Working towars equity for all children Over 40yrs history in the early years field, Childcare Jobs, Early Years Education Jobs, Listening & Learning If your child is aged 0-8, what matters most to you in making Waltham Forest a great place for them to live? Drop Your Ideas Here! Your Voice Our Community Building A Brighter Future We believe children learn through play Gr w Wild Our enchanting outdoors adventure play space Learn more Childcare Welcoming, inclusive early years settings Learn more Gr w Well Support services for parents co-designed with families Learn more Subscribe to our newsletter! Keep up to date with our news and activity timetable Email address Sign Up Thanks for subscribing!

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. Family Support and Outreach Worker Location: Waltham Forest Salary: £31,430 per annum — Fixed Term Contract Hours: 36 hours per week Closing date: Friday 19th June 2026, 12pm Interviews: w/c 29th June 2026 Overview The successful candidate will join our Community Services team and play a key role in delivering a range of services, including: Parenting Programmes Co-production 1:1 Family Support (including home visiting) Targeted group work With Waltham Forest families at the heart of your work, you will collaborate with partners to tackle inequality and promote inclusion, including but not limited to: Early education and child development Health Information and participation Adult education and employment Family support 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

Our Pedagogy “Play is the work of the child" Maria Montessori Our curriculum Our 'All About Me' curriculum outlines our 'Intent' for your child in the various areas of learning along with our 'implementation' methodologies and how we measure the 'Impact' of you child's time with us. Read Curriculum Learning through play When children learn through play they are exploring and making sense of their world. Child directed play allows children to follow their interests and learn at their own pace. Through play children learn how to interact and communicate with others and develop problem solving skills and cognitive skills such as concentration and critical thinking. Celebrating and supporting children’s play helps promote resilience, emotional regulation and confidence. It’s crucial for child development and the foundation to life-long learning. Learning Stories We use 'Learning Stories' to document and assess children’s learning. The story highlights a significant moment for a child, describing their strenghts, interests, exploration and play. Using photographs, quotes, conversations, and observations, we create a ‘picture’ of learning that is unique to each child. They are shared with parents and avalible in the setting for children to enjoy. Originating from New Zealand’s Te Whariki curriculum, Learning Stories aim to understand and appreciate children’s lived experiences and the meaning they make of them. Planning in partnership with parents Parents and carers are children's first educators and have expert knowledge about their child. Our team are trained in child development and learning. We work in partnership with parents to share knowledge and plan for each childs interests so we can extend their learning through play. We've recently introduced PLODs (Possible Lines of Direction) which is a tool developed by Pen Green. We discuss children's learning regularlly with parents to help us plan activities to support their learning in the setting and at home. The Pen Green Loop The Pen Green Loop best illustrates how we share information with families to support children in our settings. Pen Green explain that when important adults in a child's life give feedback about what's important to the child, this produces a far deeper understanding of the child's learning and development. Our Approach Our teaching and learning methods are rooted in our mission to ‘build brighter futures’ and guided by six fundamental principles: 1. Children at the centre of everything we do At the heart of our approach is a deep understanding of chi ldren. We recognise the uniqueness of every child, and our practice is always child-centred. 2. Holistic approach Our early years pedagogy is all about seeing your child as a whole, understanding their unique needs, and supporting them in a way that respects their individuality. W e consider all aspects of your child’s life and background, and appreciate the impact of their environment on their development and growth. 3. Parents as partners We believe in the power of collaboration and recognise parents as the primary educators of their children. By working closely with you, we can share insights, learn from each other, and strive together to ensure the best outcomes for your child. 4. Positive relationships Positive relationships are crucial to children’s outcomes. We foster positive connections with children, families, other organisations and the wider community. 5. Learning together We view learning as a shared journey where children, families, and practitioners learn together every day. This involves being present, tuning in and celebrating the joy and wonder of the early years. 6. Enabling environment We strive to create a playful, safe, and child-initiated environment where children can be independent and make choices about their play and learning. We encourage risky play to promote learning across the cirriculum and to help develop confidence and resilience. Early Years Foundation Stage We follow the statutory framework of the EYFS which sets the standards for learning, development and care for children from 0-5 years. We also use Development Matters as cirriculum guidance.

Find The Grow Well Centre Centrally located between Queens Road overground station and the Bakers Arms junction on Hoe Street. Address: 7 Saxon Close Walthamstow London E17 8LF e-mail: babybank@tlpcc.org.uk Go Back Follow us on our socials for updates on scheduled activities and sessions

Apply for a job with Lloyd Park Children's Charity here. How would you rate our Services? Let us know how we're doing and help shape our future plans Click Here All feedback is anoynmous!

Our Evidence and Learning At The Lloyd Park Children’s Charity, we learn by listening to families, reflecting on our practice, and using evidence to improve our work. This page shares research, evaluations, project learning, and our annual impact, alongside real examples from practice showing how we support children and families every day. Together, this highlights what matters most; relationships, trust, and connection, and how these lead to positive outcomes. We are committed to continuous learning and sharing what works to strengthen communities. July 26 Multi-Agency Action Planning: Working Together for Families Bringing partners together to explore data and insight to identify priorities and take coordinated action to improve outcomes for children and families Annual Data Summary: Understanding Our Community Sharing insights from our services to highlight reach, engagement, and the impact of our work with children and families Ready for School: Project Overview, Outcomes and Impact Supporting families and strengthening children’s development across the prime areas and towards a Good Level of Development (GLD) Grow Well: Building Strong Foundations in the Early Years Bringing together research, data and practice-based learning to show how relationship-based support improves outcomes for babies and families Journal Club: Working Together to Strengthen Practice Drawing on shared staff learning and research to understand what works and strengthen our early years and family support approach Early Years Social Prescribing: Building Connections How community connections, parental wellbeing, and early support work together to improve outcomes for children and families Breaking Barriers: Building Confidence and Connection Exploring how a parent-led, inclusive and play-based approach supports families to build confidence, reduce isolation, and strengthen relationships. Somewhere to Belong: Early Support for Families Supporting parents and young children with SEND through connection, confidence, and joined-up early intervention. Musical Climbers and Creators Co-produced with families, children and music-making charity, Soundcastle. Discover the inspiring sounds and creations made by children. Multi-Agency Action Planning: Working Together for Families Bringing partners together to explore data and insight to identify priorities and take coordinated action to improve outcomes for children and families You and Your Child: Insights from Family Support Working alongside families to build confidence, strengthen relationships, and support children’s development and wellbeing.

Information for parents/carers & families Support for you on your parenting journey Top Tips Blog Sleep Play Behaviour Speech & Language Oral Health Trauma Toileting Attachment Parenting Exploring Foods Activities to do at home Fun and educational weekend and holiday activities for your and your children. Discover Parenting Groups Access our sessions on baby massage, sleep patterns, pre-natal support, post-natal wellbeing and more! Discover

Supporting Our Work We help 1000s of families every year with your support! 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 now Make a donation Every penny helps to sustain our work with marginalised children, giving a little more hope for those in urgent need! Donate now Business Partnerships Discover why supporting us can benefit your business, how you can get involved, and the difference we can make together. Explore Other ways to help Volunteering opportunities for individuals and companies keep Baby Bank going! Learn More Your support goes a really long way! There are loads of ways to support us including making a donation, attending an event, fundraising, volunteering or partnering your business with us. Whichever way you choose you'll be helping us to reach thousands of vulnerable children and their families every year!

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

Nursery Place Registration Process Sessional Free 15 hrs provision (Term time only) 2. Download and complete the form using the button below. 3. Return your completed form to us via email or by handing it in to reception at one of our centres. Currently open for new applications! Free to Apply Download Form Please note that places are not guaranteed Daycare Currently open for new applications! £24.08 registration fee per child Read our 'Admissions Policy Statement' to see if you qualify for a priority place. 2. Download and email the application form to info@tlpcc.org.uk 3. Pay £24.08 registration fee per child using the bank details and reference below. 4. Contact us and arrange a tour of your chosen setting. 5. We will contact you if we have availability Download Form Please note that places are not guaranteed and that registration fees are non-refundable, even if a place does not become available Bank Details The Lloyd Park Centre Account Name: The Lloyd Park Children’s Charity – The Lloyd Park Centre Sort Code: 20 53 04 Account Number: 10623237 The Higham Hill Centre Account Name: The Lloyd Park Children’s Charity – Higham Hill Nursery Sort Code: 20 53 04 Account Number : 70503584 Further Info. Email: info@tlpcc.org.uk Centre contact details Admissions Policy - Click here Privacy/Data Notice - Policy page

Action Planning The Lloyd Park Children’s Charity Action Planning Working Together to Improve Outcomes for Children and Families 1st July 2026 The Early Years Action Planning Group is a well-established multi-agency partnership committed to improving outcomes for babies, young children and their families across the Waltham Forest. The group brings together professionals and representatives from health services, public health, children's centres, early years providers, outreach services, Early Help, the voluntary and community sector, service leaders, parents and local politicians. By bringing together different perspectives and expertise, the group is able to develop a shared understanding of the needs of local children and families and work collectively to address them. A central part of the group's role is to review local evidence and data. This includes information relating to child development, health outcomes, early education, service access and demographic trends. The group uses this evidence to identify priorities, understand challenges facing families and develop coordinated, evidence-informed responses that can improve outcomes during the crucial early years of a child's life. Our Latest Action Planning Session At our most recent action planning session, partners reviewed local data and explored areas where collaborative action could have the greatest impact. Four key priorities were identified: supporting early language and literacy development, improving engagement with families of younger children, increasing take-up of funded early education and improving childhood immunisation uptake. Supporting Early Language and Literacy The group identified family reading and book-sharing as an important area of focus. Evidence and practitioner experience highlighted several barriers, including family pressures, lack of awareness of the benefits of reading, difficulties accessing books, parental confidence with literacy and the increasing impact of screen time on family routines. Partners agreed to strengthen reading promotion activities by providing families with practical information and support, increasing awareness of local resources such as libraries and book-sharing schemes, and developing engaging reading opportunities within communities. Particular attention will be given to reaching groups who may currently be less likely to engage with literacy activities, including fathers and other underrepresented family members. The group also highlighted the importance of inclusive approaches, including the use of visual resources, translated materials and British Sign Language to support communication and access. These actions aim to encourage more families to enjoy books together, support children's communication and language development and contribute to improved school readiness. Improving Engagement with Families of Young Children The group also examined demographic information relating to children aged 0–2 years. Members identified opportunities to strengthen the use of local data to better understand which families are accessing services and where further engagement may be needed. A particular focus was placed on ensuring services can effectively identify and reach families who may benefit from additional support. Partners agreed to improve the collection and analysis of demographic information, strengthen links between services and outreach teams and make better use of information from Early Years and Public Health partners. There was also a commitment to focus engagement activity on communities experiencing the highest levels of disadvantage and to use local intelligence to support targeted outreach. By improving our understanding of local need, the partnership will be better placed to ensure support reaches the children and families who need it most. Increasing Access to Funded Early Education Access to funded early education for eligible two-year-olds was identified as another important priority. Discussion highlighted several possible barriers, including low awareness of available funding, uncertainty about whether settings can meet children's needs and language or communication barriers that can make information difficult to access. Partners also recognised the influence of wider factors such as housing circumstances, family wellbeing, ethnicity, special educational needs and disabilities, and English as an Additional Language. To better understand these challenges, the group agreed to gather additional information from Early Years services and Speech and Language Therapy colleagues. Partners will review available evidence, analyse patterns of participation and establish a focused action group to develop recommendations that can increase the number of eligible children benefiting from funded places. Increasing participation in high-quality early education can have a significant positive impact on children's learning, development and readiness for school, making this an important area for ongoing partnership work. Improving Childhood Immunisation Uptake The final priority considered by the group was childhood immunisation uptake. Partners identified a number of factors that may contribute to lower uptake, including parental anxiety, misinformation, language barriers and limited opportunities for families to discuss concerns with trusted professionals. Differences in immunisation systems across countries were also recognised as a potential factor for some families. The group agreed that a coordinated, partnership-based approach is needed. Planned actions include improving public awareness of the benefits of immunisation, making information available in a wider range of languages, strengthening professional training and creating more opportunities for families to access trusted advice through community settings, outreach activity and local events. Partners also committed to working closely with Public Health colleagues to better understand local trends and target support where it is most needed. The overall aim is to ensure that families have access to clear, consistent and evidence-based information so they can make informed decisions and children can benefit from the protection that immunisation provides. Looking Ahead The Early Years Evidence and Learning Group will continue to meet termly to review progress, analyse emerging evidence and identify opportunities for further collaborative action. By combining data, professional expertise and the experiences of families and communities, the partnership aims to ensure that services are responsive, inclusive and effective. Through strong multi-agency working and a shared commitment to evidence-informed practice, we will continue striving to give every child the best possible start in life.

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

Established in 2013 our Baby Bank continues to support thousands of local families in Waltham Forest Baby Bank We provide families living in poverty with the essentials needed for their children to thrive and connect them to support that makes positive changes in health, parenting and reducing isolation Get Help We receive no funding for this lifeline service. Your generosity helps to keep our doors open for families in crisis! Baby Bank Appeal Donate now 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 Other ways to donate Donating Items New and quality pre-loved items for children 0-5yrs get passed on to families as part of personalised bundles chosen by parents for their babies and children. Your items help families maintain their dignity and reduce some of the many stresses brought on by the cost of living crisis. Current Wish List Volunteer 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 we can keep Baby Bank's 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

Community Services for your family Get Help Well Baby Bank Learn more Family Support Learn more Early Years Social Prescribing Learn more CoCo East A co-production collaborative aiming to bring parents, organisations and the community together to improve services for children. Get involved SEND Find out about the SEND support our practitioners offer through our childcare and our community services. Learn more Sleep Support Access support and resoruces to help you and your baby develop healthy sleep routines and improve overall wellbeing. Learn more Wellbeing Find out about the wellbeing support our teams can offer you and you child to help you thrive. Learn more Follow us on our socials for updates on scheduled activities and sessions

Baby Massage Courses All courses have 5 once weekly sessions starting on the dates shown below No events at the moment

Family Support What is Family Support? Our Grow Well family support services offer 1:1 or group support to help you organise your thoughts, make plans and take action to improve life for you and your child. Request Help or Refer Who is it for? For families with children under 5yrs old. Enabling you to access a range of support in the community: Every family faces challenges from time to time. We're here to help you every step of the way! Some examples might include: child development parenting support sleep feeding parent/infant relationships making friends overcoming low mood How is it delivered? You will be signposted to our service or request help yourself One of our team will contact you for an initial assessment You decide on some goals that you'd like to achieve We'll help you achieve these through group sessions, phone check-ins and helping you to access community services (home visits available where appropriate) When you feel as though you've achieved your goals we'll review your progress with you Request Help or Refer

Apply for a childcare place Waiting list Due to high demand for our childcare we have to operate a waiting list for places. Registration Fee A non-refundable fee of £24.08 per child covers our costs. There is no fee for FEEE term-time sessional places Waiting List Position Your place entered at the time that your registration fee is confirmed. Notification Once added to the waiting list, our team will contact you if an appropriate place for you child becomes available. Current waiting list status The Lloyd Park Centre 15 hour FEEE sessional care - Open Daycare - Open The Higha m Hill Centre 15 hour FEEE sessional care - Open Daycare - Open Limited places available Join Waiting List Join Waiting List

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.