Our Partners

Our partners are a diverse group of social sector organisations, mostly based in the Zone already. Some (‘Delivery Partners’) are actively delivering support to children and young people in the WLZ cohort. Others (‘Network Partners’) are local organisations supportive of our approach and our vision for the community, who have helped us develop our model; we hope many of them will become Delivery Partners in due course. This page describes our current Delivery Partners and the process for working with them.

Interested in becoming a West London Zone partner in the future?

Please email Emily Barran (ebarran@westlondon.org) with a description of how your organisation supports children and/or young people aged 0-25.

Team Up

English and Maths tutoring in secondary school using volunteer tutors

The Clement James Centre

1:1 tutoring and Academic Support (from IntoUniversity) for secondary school children

Action Tutoring 

English and Maths tutoring using volunteer tutors for KS4 students

Move LDN

A range of strengths based support building physical fitness, confidence and self-awareness to improve behaviour, wellbeing and peer relationships

Home Start Westminster

Volunteer family befriending and support in the home for families with a child under 5 years old

Playful Foundations

Adventure play club at White City Adventure Playground after school and in the holidays


Reading helpers in primary school to read with individual children

Therapy and Nurture

1:1 Arts and Play Therapy sessions

Place 2 Be

Targeted 1-1 and group therapy and a self-referral service for children and young people

Tomorrow’s People

Support for students in year 11 at risk of NEET and through to post-16 destination

Real Action

Literacy teaching in small groups (primary and secondary)

Queen’s Park Rangers Community Trust

The community arm of Queen’s Park Rangers football club, offering a range of physical activity sessions

London Sports Trust

Physical activity sessions and targeted sports and nutrition mentoring

Albert and Friends

Circus skills sessions in primary school to develop fine/gross motor skills and social-emotional skills


Transition activities for year 6 pupils and their parents, including educational workshops and a welcome party at their new secondary school

Managing the Delivery Partnership

The first stage of becoming a partner is an information sharing process using the following ‘Joining Criteria’ as a framework. The aim is for Delivery Organisation and WLZ to understand one another’s model, practice and values, including key questions of evidence and measurement. The prompts under each criterion are the start of thorough research and in depth conversation. WLZ starts the Joining Criteria through desk research and completes it through conversation with the potential Partner.

You can click find out more information about the Joining Criteria by clicking below.

1: Outcome
What outcome are you trying to achieve?
2: Delivery Model
What is your model of support?
3: Location and Community Engagement
Are you based in the zone? How engaged are you with the community?
4: Capacity
How many people do you currently support? Could you increase capacity (if needed)?
5: Evidence of Impact
Have you achieved this in the past? How did you evidence it? What was the context?
6: Data Collection and Sharing
What data points (qualitative and quantitative) do you collect in the course of ‘normal’ delivery? Can you share?
7: Cost and Funding
How much does this cost? How does your funding model work in light of WLZ’s ‘per child’ model?
8: Values and Relationship
What is your experience in working in partnership? What pre-existing relationships do you have with WLZ anchors and partners?

Data & Performance Management

Once signed up as a delivery Partner, the WLZ Partnership uses a universal process to support one another in high quality practice in delivery and measurement. This has been designed through shared learning and peer support throughout the pilot. It has also been informed by our Collective Impact values and inspired by Weikart Centre, Centre for Youth Impact, Dr Toby Lowe and others. The impetus in design has been not to tell experts how to do their job, but rather to grow confidence in high quality practice through transparency, open communication and shared learning. We also aim to use data to help build the evidence for the Collective Impact model in the UK.