Our commitments to children and families
Delivery of these priorities is organised around 7 clear commitments, which describe what children and families should experience in practice:
1. Safe and Nurtured
Children experience safe, stable and nurturing relationships in their homes, early years settings and communities. Safeguarding concerns are identified early and responded to through joined up, relational approaches so children are protected and able to thrive.
2. Healthy and Thriving
Children have positive physical and emotional health, supported by secure relationships, responsive caregiving and timely access to high-quality health and early years services so they can develop and be ready to learn at school.
3. Early identification and inclusion
Children’s needs are identified early and supported effectively, enabling them to participate, progress and achieve.
4. Included, Valued & Connected
Children and families feel welcomed, included and connected to early education, Best Start Family Hubs and community services, experiencing a sense of belonging regardless of background, culture or need.
5. Supported Families, Strong Foundations
Children benefit from confident, supported parents and carers who provide rich, consistent early learning experiences at home, supporting strong foundations for development and school readiness.
6. Learning, Communicating & Developing
Children develop strong early communication, language, social, emotional and cognitive skills through high-quality, inclusive early years practice that nurtures curiosity, builds confidence and enables every child to thrive by age five.
Enabled by: strong system infrastructure that enables delivery and drives improvement.
7. Workforce Development, system capability and use of data
This section brings together the system enablers that support delivery across all commitments, including workforce development, effective use of data, digital tools, governance and locality working.
Children benefit from a skilled, confident workforce, supported by strong data, intelligence and system leadership, which works together to identify need early, target support effectively and improve outcomes for children and families.
Commitment: 1. Safe and Nurtured
Children experience safe, stable and nurturing relationships in their homes, early years settings and communities. Safeguarding concerns are identified early and responded to through joined‑up, relational approaches so children are protected and able to thrive.
Linked Strategic Priorities
- 1.1 Ensure children are safe, nurtured and protected from harm
- 1.2 Use Data and Locality Working to Drive Equity and Impact
Best Start in Life Delivery Pillar
- Pillar 1: Best Support for Families
Desired outcomes (by 2029)
- increased proportion of children living in safe, stable and nurturing environments
- earlier identification and response to safeguarding and vulnerability concerns
- improved increased family engagement with early years and support services
What will we do
- strengthen early multi agency support for families experiencing adversity, including domestic abuse, parental mental health and financial pressures through Best Start Family Hubs, the Healthy Babies Programme and Families First Partnership Programme
- improve early identification of vulnerability from birth through aligned health and early education checks, information sharing and clear referral pathways
- embed relational, trauma-informed practice across early years, Best Start Family Hubs, health and community services
- reduce practical and stigma-related barriers to engagement by delivering support locally, early and in trusted settings
- use locality data to prioritise wards and families where safeguarding and vulnerability risks are highest
How this improves Good Level of Development (GLD)
- safe, stable environments enable children to develop secure relationships, regulate emotions and engage in learning
- early identification of vulnerability prevents risks escalating and reduces the impact of adversity on development
- increased family engagement supports consistent routines and participation in early learning experiences
Commitment: 2. Healthy and Thriving
Children have positive physical and emotional health, supported by secure relationships, responsive caregiving and timely access to high‑quality health and early years services so they can develop and be ready to learn at school.
Linked Strategic Priorities
- 2.1 Build upon early health pathways and child development support
- 2.2 Maintain a strong universal offer with targeted support where needed
Best Start in Life Delivery Pillar
- Pillar 1: Best Support for Families
Desired outcomes (by 2029)
- increased proportion of children meeting age-expected health and development milestones in priority wards
- improved early language, communication and social-emotional development
- increased participation in early years provision and health services
- reduced health-related barriers to engagement in early education
What will we do
- strengthen maternity, neonatal and early health pathways, including maternity and health visiting, to support children’s physical and emotional development from pregnancy onwards
- improve integrated developmental reviews and checks, ensuring children’s development is monitored consistently and concerns are identified early
- increase uptake of key health interventions, including immunisations, breastfeeding support and early nutrition programmes
- reduce health-related barriers to engagement in early education through targeted support for families facing disadvantage
- strengthen the link between health services, early years provision and Best Start Family Hubs to ensure children receive coordinated support
How this improves Good Level of Development (GLD)
- good physical and emotional health enables children to attend, engage and benefit from early learning
- strong early development, particularly in communication and language, underpins all areas of learning and school readiness
- early identification of developmental need ensures children receive timely support, preventing gaps from widening
Commitment: 3. Early Identification and Inclusion
Children’s needs are identified early and supported effectively through inclusive practice and coordinated SEND pathways, ensuring timely support and positive transitions for children with additional needs.
Linked Strategic Priorities
- 3.1 Identify need early and strengthen SEND pathways
- 3.2 Strengthen the quality of Inclusive practice
Best Start in Life Delivery Pillar
- Cross-cutting across all pillars
Desired outcomes (by 2029)
- increased proportion of children with SEND and developmental needs identified before age 3
- reduced waiting times for assessment and support services (including Speech and Language Therapy)
- improved outcomes for children with SEND, including progress in early learning and development
- increased inclusion and participation of children with SEND in early education and community provision
What will we do
- ensure early, accurate identification of developmental and SEND needs through aligned checks, screening tools (including Wellcomm) and shared pathways across health, early years and SEND services
- strengthen SEND pathways to ensure children and families receive timely access to assessment, advice and targeted support
- embed inclusive practice across early years settings, Best Start Family Hubs and community provision, including clear expectations of universal provision
- provide accessible support for families, including SEND navigation, information and community-based offers through Family Hubs
- increase access to specialist support, including Speech and Language Therapy, and reduce waiting times through locality-based delivery models
- use data and insight to identify children at risk of unmet need and proactively target support through Best Start inclusion practitioners
How this improves Good Level of Development (GLD)
- early identification and support for SEND reduces delays in communication, learning and development
- inclusive practice enables more children with additional needs to access and benefit from high-quality early education
- timely intervention supports children to make progress in areas most closely linked to school readiness
Commitment: 4. Included, Valued & Connected
Children and families feel welcomed, included and connected to early education, Best Start Family Hubs and community services, experiencing a sense of belonging regardless of background, culture or need.
Linked Strategic Priorities
- 4.1 Increase access, engagement and inclusion in Early Education
- 4.2 Build community connections and culturally competent practice
Best Start in Life Delivery Pillar
- Pillar 2: Accessible Early Years Provision
Desired outcomes (by 2029)
- increased take-up of early education for disadvantaged, EAL, mobile and global majority families
- increased engagement of families with Best Start Family Hubs and community based services
- improved continuity of engagement between community activity, Best Start Family Hubs and early years provision.
- reduced barriers to accessing early education and support
What will we do
- support the increased take-up of funded early education places, particularly in priority wards and among disadvantaged, EAL, newly arrived and mobile families
- deliver targeted outreach through Best Start Family Hubs, VCFS partners and trusted community settings to engage families do not routinely access services
- reduce language, cultural and practical barriers through culturally responsive and multilingual approaches.
- strengthen community connections, peer networks and locally delivered provision to build trust and sustained engagement
- support smooth transitions into early education, particularly for newly arrived families, children supported through FNP and those with limited prior engagement
- strengthen inclusive engagement approaches, including targeted work with fathers and under represented groups
How this improves Good Level of Development (GLD)
- earlier and sustained participation in early education improves communication, language, social development and learning routines.
- increased engagement enables children to benefit from high-quality provision and early support
- reducing barriers for priority groups supports more equitable outcomes and closes early gaps in development
Commitment: 5. Supported Families, Strong Foundations
Children benefit from confident, supported parents and carers who provide rich, consistent early learning experiences at home, supporting strong foundations for development and school readiness.
Linked Strategic Priorities
- 5.1 Strengthen the Home Learning Environment and family resilience
- 5.2 Increase engagement of families in early learning and support services
Best Start in Life Delivery Pillar
- Pillar 1: Best Support for Families
Desired outcomes (by 2029)
- increased parent confidence in supporting early communication, play and learning
- improved quality of the Home Learning Environment with families living in priority wards
- increased engagement of families in early learning activities and programmes
- improved early language, communication and school readiness outcomes
What will we do
- deliver consistent, evidence-based Home Learning Environment (HLE) programmes, including PEEP, REAL, MAST and 50 Things To Do Before You’re Five
- provide practical, accessible support for parents and carers to develop communication, early literacy, maths, self regulation and routines at home
- strengthen delivery through Best Start Family Hubs, community venues and early years settings to ensure support is high quality local, inclusive and accessible
- use digital tools, including the Coventry Families Portal, to extend reach and provide an accessible universal offer for families
- build parent confidence through modelling, coaching and peer support approaches, including Stay and Play, Parenting courses and outreach activity
- target support to priority families and communities, including those with greater barriers to engagement, ensuring equitable access to HLE support
How this improves Good Level of Development (GLD)
- a strong Home Learning Environment supports children’s early language, communication and cognitive development
- consistent routines, play and interaction at home strengthen self-regulation and readiness for learning
- increased parent confidence leads to more frequent and higher-quality learning interactions, improving outcomes across all areas of development
Commitment: 6. Learning, Communicating & Developing
Children develop strong early communication, language, social, emotional and cognitive skills through high‑quality, inclusive early years practice that nurtures curiosity, builds confidence and enables every child to thrive by age five.
Linked Strategic Priorities
- 6.1 Strengthen the quality of early education and practice
- 6.2 Maintain a strong universal offer with targeted support where needed
Best Start in Life Delivery Pillar
- Pillar 3: High Quality Early Education (0 to 5)
Desired outcomes (by 2029)
- improved early language, communication and cognitive development
- increased proportion of children achieving a Good Level of Development (GLD)
- reduced gaps in outcomes for disadvantaged children, children with SEND and EAL learners
- improved quality and consistency of practice across early years settings
What will we do
- strengthen the quality of early education and practice across all settings, with a focus on the Prime Areas of learning, Literacy and Mathematics
- embed evidence-based approaches to improve adult–child interactions, curriculum and teaching practice
- support leadership and workforce development to ensure consistent, high-quality provision
- maintain a strong universal offer for all children, with targeted support for those who need additional help to make progress
- strengthen inclusive practice to support children with additional needs, aligned with SEND pathways
How this improves Good Level of Development (GLD)
- high-quality interactions and teaching are the strongest drivers of early communication and learning
- strong universal offer ensures all children access quality early education, while targeted support helps close gaps for those most at risk of falling behind
- consistent, inclusive practice supports more children to make progress across all areas of learning
Commitment: 7. Workforce Development, system capability and use of data
This section brings together the system enablers that support delivery across all commitments, including workforce development, effective use of data, digital tools, governance and locality working. Children benefit from a skilled, confident workforce, supported by strong data, intelligence and system leadership, which works together to identify need early, target support effectively and improve outcomes for children and families.
Linked Strategic Priorities
- 7.1 Strengthen workforce capability, leadership and professional development
- 7.2 Build data, intelligence and system insight
Best Start in Life Delivery Pillar
- supports all 3 pillars
Desired outcomes (by 2029)
- increased workforce capability, confidence and leadership across all services
- a shared, high-quality data and intelligence system that enables earlier identification of need and more effective targeting of support
- reduced inequalities between localities and priority groups through better use of data and coordinated delivery
What will we do
- build workforce capability through training, coaching, leadership development and targeted professional support
- develop and embed a shared data and intelligence system across partners to support early identification, targeting and performance monitoring
- strengthen the use of data at ward, cohort and service level to inform decision-making and drive equity
- improve data sharing, information governance and digital infrastructure to support joined-up working
- embed locality-based work, ensuring services are aligned, coordinated and responsive to local need
- strengthen governance, performance monitoring and accountability across the system
- improve multi-agency collaboration through shared planning, clear roles and integrated delivery models
- use data, insight and evaluation to drive continuous improvement and inform future service design
How this improves Good Level of Development (GLD)
- a skilled, confident workforce, supported by strong data, intelligence and system coordination, ensures that children’s needs are identified earlier and met more effectively. This leads to more targeted support, improved quality of provision and reduced inequalities, enabling more children to achieve a Good Level of Development and be ready for school