Havering Consultations

During January and February 2026, to inform our health needs assessment to better understand the emotional wellbeing needs of babies, children and young people in the borough, we asked professionals working in local services who provide emotional wellbeing support to share their views and experiences.  

This insight is valuable for shaping local service delivery to ensure that services  are responsive to local needs and to improve outcomes for babies, children and young people. 

As part of this, we asked services to tell us: 

• What support they provide, including how this aligns with the THRIVE Framework 

• How they measure the impact of their work 

• What is working well and what challenges they face 

• Where there are gaps or unmet need 

We received 15 responses to our online consultation. 

• We had a variety of responses from different organisations, including the NHS, the Local Authority, the voluntary sector and Education. 

• Collectively, they described providing a broad mix of early intervention, targeted support and specialist provision to support the emotional wellbeing of babies, children and young people. This includes school-based programmes, counselling and mentoring, and low‑intensity therapeutic interventions. Provision often combines whole‑school approaches with one‑to‑one and group support, alongside family and parent programmes, and activities such as youth clubs and wellbeing sessions that promote emotional resilience and social connection. 

• Respondents were asked how the support they provide aligns to the THRIVE Framework: 

• 12 (80%) said it aligns to ‘Thriving – help children and young people to stay well (e.g. resilience workshops and sports and leisure activities)’. 

• 12 (80%) said it aligns to ‘Getting Advice – give advice and signposting (e.g. helplines, drop-ins)’. 

• 11 (73%) said it aligns to ‘Getting Help – provide focused goals-based input (e.g. counselling)’. 

• 7 (46%) said it aligns to ‘Getting More Help – provide more extensive and specialist and specialised goals-based support, e.g. CAMHS interventions)’. 

• 6 (40%) said it aligns to ‘Getting Risk Support – support for those who are unable to engage or benefit from interventions but remain high-risk and in contact with services (e.g. crisis teams or multi-agency management teams). 

• Respondents said they collect a range of data to understand and improve their services, including attendance and referral information, basic demographic details, and pre‑ and post‑intervention measures such as wellbeing or behaviour change. They also gather feedback from children, young people and families through comments and case studies, and one respondent said they track progress against their overall targets. 

• Respondents highlighted several key strengths across their services. These include strong partnership working with schools and other agencies, regular monitoring and use of data, and clear evidence of positive impact on young people’s wellbeing. Respondents emphasised a consistent, whole setting approach where emotional wellbeing is embedded into daily practice, supported by trained staff and accessible support for children and families. Services are described as responsive and person‑centred, with effective referral processes, timely access to support, and a focus on building trust through regular contact and safe, consistent environments. 

• Respondents highlighted several common challenges across their services, particularly around limited funding, staffing and increasing demand, which mean many organisations are unable to meet need or sustain provision long term. Respondents also identified gaps in specialist support—especially for children with complex needs or those experiencing emotional based schools' avoidance (EBSA) - as well as pressures on time and resources within schools. Wider issues such as inconsistent partnership working, difficulties navigating multiple pathways, and the impact of family circumstances, including parental mental health and socioeconomic factors, were also seen as ongoing barriers to delivering effective support. 

• The top three main barriers for children and their families accessing emotional well-being support were, jointly, Long Waiting Times (73%) and Lack of Awareness of Available Support (73%), followed by Parental Engagement or Consent Issues (46%). 

Feedback suggests several unmet needs remain across their services, particularly for children whose needs sit between existing thresholds, such as those not meeting CAMHS criteria but requiring more than early help support. Gaps were also identified in provision for specific groups, including children with EBSA, neurodivergent young people, early years children, isolated families, and those from refugee, ethnic minority or LGBTQ+ communities. Respondents also highlighted a lack of timely access to support, limited alternatives to counselling (such as therapeutic or activity-based provision), and insufficient support for families, siblings and wider networks. Overall, there is a clear need for earlier intervention, more inclusive and flexible support, and improved pathways to prevent needs escalating into crisis. 

We have incorporated the findings from the survey into the health needs assessment, and this insight will inform the recommendations developed with local partners.  

The health needs assessment is due to be finalised in summer 2026.  

During February 2026, we carried out a 4 week consultation to ask those who work directly with children and families - schools, early years providers, health professionals, community organisations, and other education partners about their views on our draft Best Start in Life (BSiL) Plan 2026–29, a borough-wide strategy that sets out our collective ambition to ensure every child has the strongest possible foundations from birth through Reception.

This three‑year action plan outlines how Havering will deliver the Department for Education’s (DfE) Best Start in Life strategy locally. It draws on national policy, local priorities, and - most importantly - the lived experiences of Havering’s children and families.

Underpinned by a robust understanding of local need, including insights from the Joint Strategic Needs Assessment (JSNA), the plan aligns with the borough’s commitment to reducing inequalities, raising aspirations, and enabling every child - regardless of background - to flourish.

The BSiL strategy also aligns with wider national priorities, including the Healthy Child Programme, SEND reforms, early language development, school readiness, and the national drive to narrow the attainment gap.

We received 8 responses to our on-line consultation.

To deliver this vision, Havering’s BSiL plan focuses on three strategic priorities shaped by engagement with partners and informed by local data; our stakeholders told us:

Priority 1 - Better Support for Families – Strengthening early help, parent engagement, and family wellbeing.

• 63% agreed that the actions under Priority 1 will reduce inequalities in early childhood, whereas 37% did not.

Priority 2 - More Accessible Early Education & Childcare – Addressing sufficiency, affordability, and inclusivity to increase take‑up.

• 75% agreed that this priority and the specific actions reflected their experience of local needs and delivery realities, whereas 25% did not.
• 63% felt that the plan would increase uptake of entitlements among disadvantaged families, whereas 37% did not.

Priority 3 - Improving Quality in Early Years, Including Reception – Enhancing workforce development, promoting high‑quality practice, and improving transitions into school.

• 88% agreed that this priority and the specific actions reflected their experience of local needs and delivery realities, whereas 12% did not.
• Confidence that the Priority 3 actions will contribute to reaching the DfE Good Level of Development (GLD) target (75.8% by 2028), was evenly split, with 50% of respondents agreeing and 50% not agreeing.

Overall, most respondents felt the Best Start in Life (BSiL) Plan provides a clear and well-structured framework, with priorities, roles and actions that are realistic and achievable. There was strong confidence that the plan will be effectively delivered within existing capacity and will lead to improved outcomes, particularly for disadvantaged children.  However, some respondents raised concerns about whether there are sufficient resources and funding available to fully deliver the plan’s ambitions.

Our Best Start in Life action plan is now finalised, and you can find it HERE.

During March 2026, we asked Havering residents for their support to help us bid for external funding for these play areas in our parks:

• Bosworth Field (Myrtle Road) Playsite 
• Forest Row Playsite
• Oldchurch Playsite
• North Hill Recreation Ground (Rocket Park)
• Keats Avenue Playsite
• Collier Row Recreation Ground
• Chelmsford Avenue Playsite

Funding providers want to see how much local communities value their play spaces, so we asked you to tell us why the play area in your local park matters; why it needs improving and how a refurbishment would benefit children and families in your community.

We received 24 online responses to our survey.

• Residents value having a playground within walking distance, particularly families living in flats without gardens. Even where equipment is poor, people express gratitude that a play space exists locally and recognise its importance for everyday use.

• Many comments highlight how vital playgrounds are for children’s physical activity, social interaction, mental wellbeing and family life. Residents clearly care about these spaces and see them as essential community assets worth investing in.

• Although some feedback is critical, residents are very positive about what the playground could be. There is strong enthusiasm for refurbishment, new equipment and better design, with many constructive ideas offered, showing optimism and support for future improvements

The top three most common concerns raised by residents were:

1. Old, worn out and outdated equipment

Residents repeatedly described the playground equipment as very old, run down and past its usable life. Many comments refer to rust, peeling paint, equipment being “20 years old”, and features that no longer work or are no longer attractive to children.

2. Safety issues and hazards

Safety is a major concern throughout the feedback. Residents mentioned broken or unstable swings, damaged or uneven surfacing, rusty joints, broken glass, graffiti, dog mess, and other hazards. Parents expressed worry about the risk of trips, falls and serious injuries, particularly for younger children and toddlers.

3. Lack of enough engaging play for different ages

Many residents felt there is not enough equipment and that what is provided is boring or not suitable for the number of children using the space. There were frequent comments about limited choice, poor design, overcrowding, and a lack of age-appropriate play for both younger children and older children.

Your feedback will be used to support our applications for external funding for necessary refurbishments, and we will update this page with our plans if successful.