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