The impact of working in partnership to support children’s development and well-being

Little Lambs Emmanuel is a privately owned setting based in Ysgol Emmanuel primary school in the seaside town of Rhyl. It aims to provide a homely, loving, and nurturing environment where each child is encouraged to develop to their full potential. 

The setting is registered with Care Inspectorate Wales (CIW) to care for 61 children between the ages of 2 years and 11 years. It offers playgroup sessions, wrap around and After-school club during term time only.  

• It offers flying start, Early Education, Childcare offer and private paid sessions. 
• 2% of children are looked after or previously looked after  
• 1% of children have English as an additional language 
• 106 children on roll (48 after-school club, and 58 playgroup) 
• 10 children currently access Early Education 
• 30 children currently access Flying Start 
• 10 children attend part-time school and attend wrap around at the setting 
• 10 staff on roll 

Little Lambs took over the playgroup and After-school club in January 2021 during the COVID-19 pandemic. The setting is open for five days a week from 8am-6pm Monday to Friday, term time only. 

There are 10 members of staff, including the nursery owner. All staff are suitably experienced in working with young children.

Having a clear vision for the setting and a proactive approach to fostering positivity, leaders believe, can significantly influence the outcomes they achieve. Once they took over the setting, they realised quickly that they were operating within a community affected by diverse socio-economic challenges and they identified various external factors impacting the dynamics between parents and the setting.  

Recognising the inherent challenges that life presents, leaders understand the potential toll it can take on the mental health and well-being of staff, parents, and children alike. By proactively addressing these issues, they create an environment conducive to happiness and engagement. This, in turn, boosts confidence and creativity among staff, parents, and children, and contributes to a more vibrant and fulfilling experience for all involved.  

Practitioners actively engage in partnerships with school staff and Family Link Workers, recognising their invaluable roles in the community support network. Through these partnerships, they ensure that families facing challenges have access to a comprehensive array of support services tailored to their unique needs. This collaborative approach not only strengthens the ability to address the multifaceted issues faced by families but also develops a sense of unity and shared responsibility in uplifting the community as a whole. 

In Denbighshire there is a team of Family Link workers that are employed by the local authority. These Family Link workers work closely with families, schools and settings to make sure that all children have a positive experience of education and aim to foster opportunities to help support children to reach their full potential.  

At the heart of the approach is the development of robust partnerships with key stakeholders. The close relationship with family link workers serves as a cornerstone, facilitating a seamless exchange of information and resources to address the unique needs of each family. Furthermore, collaboration extends the school environment, where collaborative efforts are directed towards fostering a supportive learning environment conducive to the academic success of children from economically disadvantaged backgrounds. 

Examples of collaborative approaches:

• Leaders approached the professionals they see daily and asked to have a collaborative meeting in order to discuss all children at the setting and ensure that information was being passed on to allow for any early interventions. They agreed to hold termly meetings to discuss children, progress and support needs with professionals from Flying Start, Early Education and Family Link Workers. During these meetings, they discuss individual children’s progress and development as well as the best ways to support families based on individual needs.  
• Care and Share cupboard: The ‘Care and Share Cupboard’ is an open cupboard that is available on the playground for parents and families to access. This was introduced to support families who may be struggling or need urgent supplies. The supplies are provided free for parents and the cupboard is freely available during drop off and pick up times. Parents can take as many supplies as they need. Supplies include elements such as wet wipes, sun cream, shampoo, shower gel, hats and gloves and the setting also has a community library where children can borrow or keep books to use at home.
• Strong Relationships with Flying Start, Early Education and Family Link Workers When concerns arise regarding the well-being of children, the setting relies on its collaboration with Family Link Workers to help facilitate early interventions. They provide support with things like helping parents fill out forms, signposting to other services, and support with behaviour.
• Utilising funding, grants and finances appropriately: Every end of term (July) the setting purchases a selection of resources to send home with each child, which in turn allows them to have supplies for summer holidays. Practitioners call this the ‘Summer Care Package’. It contains shower gel, shampoo, wet wipes, sun cream and sanitary products. This care package allows families to have enough supplies to get them through the summer when the setting is closed. The setting purchases all these supplies through leaders’ own finances and allows for this in its budgeting.
• Homework Challenges: The setting provides families with small family led homework challenges during school holidays and half terms when it is closed. It invites parents to send photos of children completing the challenge and practitioners print these out for the homework challenge book and each child receives a certificate for taking part. Leaders believe that these opportunities provide parents with the early steps to forging strong partnerships with professionals and people in the childcare and education sector, which bridges the gap and supports attendance and attainment. Examples of homework challenges are: Do something kind for someone, watch a movie together, play a game as a family, go on a nature walk, what landmark can you find in our local area, and send photos of a castle.

Working in partnerships has had a profound impact on the provision and standards for the children. By cultivating strong collaborative relationships, leaders have established highly effective communication that facilitates open dialogue between parents and staff. This has resulted in a more proactive approach to addressing issues and concerns, ensuring that they are promptly identified and effectively resolved. As a result, parents feel empowered to engage with staff, fostering a sense of trust and transparency within the setting. 

Collaborative efforts have contributed to notable improvements in attendance rates among children. Through joint initiatives with partner organisations and schools, leaders have implemented strategies to address barriers to attendance, resulting in a significant reduction in absenteeism. This not only enhances the learning experience for children but also emphasises a commitment to providing consistent and reliable support. 

By working closely with partners to design and implement targeted interventions, leaders have created tailored pathways for children’s development and academic success. This holistic approach to support ensures that children receive the necessary resources and assistance to reach their full potential.   

Little Lambs strives to empower families to overcome barriers and thrive despite the challenges they face. 

The setting actively shares best practices through various channels to maximise their impact and reach.  

Utilising social media platforms such as Instagram and Facebook, as well as a dedicated parent app, the setting showcases its achievements and successful initiatives to a broad audience. This not only promotes transparency but also encourages engagement and feedback from parents and stakeholders.  

Little Lambs is dedicated to fostering a culture of continuous improvement. It achieves this by prioritising regular staff meetings and maximising the utility of staff training days to enhance and refine practices. Through these structured sessions, it provides opportunities for team members to collaborate, share insights, and participate in professional development activities. By investing in the growth and skill development of staff, leaders ensure that practices remain current, effective and aligned with the evolving needs of children and families. 

Practitioners share their practice, ideas, insights and experiences among colleagues across different sectors, including early education, Flying Start, and local authorities. By facilitating these exchanges, they harness the collective expertise of the team to enhance practices and ensure the delivery of high-quality services to children and families.