ater consistency in their ways of working. 36 "The relationships we have with our Early Help Consultants has improved, understanding and respecting each other's roles more and actually having an identified face to face lead in our area and supported and encouraged relationship building. It has pulled everybody back in from our four localities and identified what is the good practice in each of those areas and how do we actually share that county wide." – Frontline worker [LA], Wave 1 (February 2025) Those who became Early Help Consultants in schools in this Wave 1 LA shared how they had adopted this model prior to the implementation of FFCP which meant they started FFCP in a strong position. They felt this led to positive outcomes in schools such as increased confidence among school staff and school staff feeling more supported in their interactions with families. "Having that additional strategic capacity to support schools to be Lead Practitioners, schools are telling us that is increasing their confidence week on week. It means they're happier to kind of get involved in that intervention and family life and feel like they've got back up. And I think that's been incredibly positive for us." – Strategic Lead [Education], Wave 1 Implementation of Family Network (FN) Support A key principle of the FFC model was to focus on empowering families to come together, discuss their needs, and develop shared solutions to problems. At the time of interviews, all Wave 1 and Wave 2 local areas reported that they were offering Family Group Conferences (FGCs) and Family Network Support Packages (FNSPs) to families as part of their wider strategy to encourage) greater use of family networks by involving the wider family in decision-making under the FFCP model. Findings showed that whil