According to the (Cambridge dictionary, 2023a) a catalyst is a person or an event that causes and inspires great change. Jay Connor (2013) refers to a catalytic leader as an individual who gets deep into the problem and solves it, they have the passion and motivation to communicate new ideas and prompt others to stand up and trigger new thoughts and principles with them.
Mahatma Gandhi cites “Be the change that you wish to see in the world”. (Motivational life quotes, 2023). Therefore, (Cook, 2013) expresses that change in the Early years is needed and that begins with practitioners, (Allen, 2011) published a report that explains the adjustments that he thought necessary in the early years to change and alter the life chances of children who are under privileged and who are at more risk of underachieving in school.                                                                                           Early years practitioners have the effect and the ability to make positive and life changing provisions for children. (Ang, 2012, pp.289-304) discusses her research that the quality of an early year’s setting is directly linked to the quality of leadership when enhancing children’s learning. According to (TeachEarlyYears, no date) explains how important it is to understand that the role of an early year’s practitioner is to initiate change, and being able to motivate others is a crucial skill to have. A positive outlook together with praise and encouragement will give the practitioners the confidence to try something new.                                                                            However, research by (Croner-I, 2020) illustrates that Low pay, excessive paperwork, less training, and lack of their own continuous professional development, which sometimes is often very basic or too costly for them, show practitioners lack motivation and therefore, makes the morale very low in the workplace. Whereas Judith Burns (2020) supports this with an education report stating Good-quality early-years provision are fundamental to reduce the educational gap between children from disadvantaged families and other peers, but low pay and long hours hinder and widening the disadvantage gap. Professionals need to work together with other practitioners to help learn about what sociological factors can hinder a child’s development.
The first few years for babies and children are credited to healthy brain development and small transitions daily and the help of Catalytic practitioners allow children to face bigger changes and transitions in their lifetime through school and their home life (Unicef, 2023a). However, Jenny Lewis and Jenny Hill (2016) describe how the compound of early childhood is forever changing and becoming more complex. Therefore, old style solutions to many difficulties will not always work. The practice of leadership is linked considerably to how children learn and improve in their education and life. (Kivunja, 2015, pp. 1710-1717) expresses leadership is the capacity to influence others towards the attainment of goals that assist to a worthwhile purpose and therefore contributes to communities and society to help with these changes. (Zhao, 2020, pp.29-33) refers to Covid-19 as one of the positive effects to being a leader and a rare window for practitioners to sit back and rethink how education needs to be. Being able to explore what children need and want rather than what the curriculum states. There are only two rules to leadership, according to (Anderton, 2016) he states everyone can be a leader, regardless of their position and leaders can come from any walk of life, regardless of sex, race, and religion. He states that being a leader is not about you, leaders do not create followers, they create more leaders. 
Similarly, (McDowall Clark, 2012, p.391-401) articulates inspiring people and changes are not dependent on the position of power you are in. However, Gemma Ryder (2016) emphasizes lack of opportunities to progress into higher and leadership roles, combined with a lack of transparency connecting to what substantial skills and qualifications are required for such roles, have somewhat been identified as areas of concern and worry for practitioners working with young children. In addition (Anderson and Cook, 2020, p. 787-803) refers to Continuous professional development and the action of constructing respectful partnerships for unintentional learning and how co-ordinating your own research into leadership allows to strength the quality of provisions in the Early years.                              However, there are limitations that can hinder Early Years practitioners from fully improving from further training due to a lack of funding, time and encouragement, the opportunities presented to practitioners to take part in voluntary training are rapidly decreasing (Pacey, 2019). Similarly, (Sims et al, 2015, pp.149-166) explains how Early years leaders play a vital part in the transmission of the early childhood conversations and there is no doubt that leadership is important in improving the quality-of-service delivery in early childhood. The (Scottish Government, 2020) states that listening with your eyes and ears can give you the knowledge, fundamentally to be a good catalyst you must listen to the children and their needs. 
Additionally, (Cooper, 2014, pp. 84-96) acknowledges that many Early Years Practitioners fear the unknown and therefore do not understand the misconceptions of leadership. Practitioners who are committed to improving the lives of children, other workmates, and families, are unintentionally leading practices, without realising themselves. Therefore, (Collay, 2013) explains practitioners do not become leaders, but lead as they teach every day by teaching children sufficiently, co-operating with others, administrating well designed activities, and forming partnerships with families and other multi-practitioners.
Furthermore, Blatt (2022) explains there seems to be many sociological factors surrounding children that can contribute to their early years learning and experiences and how children seem to cope and deal with everyday life. Therefore, (Gabriel, 2020) explores the ways these can be tackled. For instance, conversing and learning that these sociological changes can cause anxiety is normal, can as a result offering help with early interventions for these changes in life are key. According to (Britannica, 2023) sociological factors are the complex behaviours that shape your behaviour in your social life and affect the way people act and what they believe in. Some of these are your family background, this can be due to poverty in the home and not affording books, domestic or emotional abuse, or drug/alcohol abuse. Furthermore, (Lopez et al, 2021, pp. 353-367) explains interruptions in the child's social life when they are young can make an impact on them, including insecurities, no concentration, life changes, and traumas can have damaging effects on children’s health and wellbeing that may continue into adulthood. Therefore, (Keski-Rauska et al, 2016, pp.310-368) points out joint leadership in a workplace where everyone can lead, is beneficial to children and illustrated the need for time to discuss, the correct environment and everyone to be diverse. Thus, acknowledging everyone is equal and the interactions made with children made a detrimental impact. Rodd (2013, cited in Waniganayake, 2014, pp. 65-81) explains that sometimes “effective leadership is enacted by standing back, saying or doing nothing.” 
Salimi (no date) describes how to become a catalyst leader takes time, some people are born leaders, and some people learn to become one. For any person to obtain new skills it takes time and practice, and he articulates that you need to be aware and carry on with your Continuous professional development. Fundamentally, practice will allow anyone to become a leader in the early years.

Part 2
According to the (Welsh Government, 2023) the role of the Children’s Commissioner is to support and safeguard the rights of all children and young people in Wales. The (Children’s Commissioner for Wales, 2023) introduced a new commissioner in 2022 in the name of Rocio Cifuentes and she will be appointed this title and role for seven years. The (UNCRC, 2023) state that every child has the right to live a full and happy life, free from abuse and violence.
In Addition, (CitizenAdvice, 2023) refers to the Children’s Commissioner for Wales as Firstly, making sure that every child and young person knows about their rights. Secondly, making sure that children’s voices are heard, and people know what is important to them and thirdly, to advise children, young people and those adults who are responsible for them if they think they’ve been treated unreasonably.                Every five years the four nations in the United Kingdom write a report to the UNCRC to communicate that the governments have the children’s best interests at heart (Children’s Commissioner Wales, 2021). 
Furthermore, whilst the United Nations agreed the Convention on the Rights of the Child in 1989, Norway were the first to have a children’s Ombudsmen followed by Sweden, then carried on to Europe and around the world. It was not until 2000 that there was a Children’s Commissioner in the UK, many people had thought there should be one, especially in Wales (Swansea University, 2008). According to (Philpot, 2017) Peter Clarke, was the first appointed children’s commissioner for Wales in 2001 and died at the age of 58 to Cancer in 2007. He was fundamentally the one who pushed for this role, due to The Waterhouse Report in 2000, which was a report of child abuse in a children’s home in the North of Wales. 
The Encyclopaedia (Britannica, 2023a) states that Many Countries in Europe and abroad had already had ombudsmen established but this had been rejected by UK governments, his passion and involvement with children and young people led to the role being applied and other UK countries followed in the oncoming years. 
Moving on, (Nursery world, 2001) states Peter Clarke’s role as the director of Childline Cymru, made him a voice young people and to make sure they were being heard and the perfect person to become Children’s Commissioner. Wales Online (2007) also stated that Barnardo’s Cymru director Raymond Ciborowski had spoken that Peter Clarke had endlessly worked to acknowledge there was a need to dramatically improve child and adolescent mental health services.

However even though Legislation has been in force since the 1880’s due to child cruelty and high-profile cases has contributed to the development of the child protection system in the United Kingdom, it took a long time to implement rights for children (NSPCC, 2023).  There has subsequently been four Children’s Act to date, with the current one being (The Children’s Act 2004). Each Act brought a new change, progressing and promoting the best interests of every child (NYAS, 2019). Government Legislation brought in (Children’s Commissioner For Wales Act 2001) which sets out the clear rules on how to help children and young people.
To date there have been 4 children’s commissioners. Following on from Peter Clarke was Keith Towler who took over in 2008 from Clarke’s death, this ended in 2015 and Sally Holland was the replaced from 2015- 2022. Each commissioner brought about change and implemented new procedures and bans to keep children safe (ChildComWales, 2023). Sally Holland in 2020 brought out the ‘No Wrong Door’ report which consisted of helping children and young adults to feel like they are getting the correct mental and physical help rather than being turned away and waiting for a long time (ChildComWales, 2022).
                                                                                                                                          In addition, Michael Murray (2020) explains Children should not feel like they have been waiting for long or being bounced across the system, but they should be seen as early as possible to prevent more serious problems developing. However, it seems some children and young people are still being told they are in the wrong place for support. Waiting times to see Practitioners to learn out about conditions like Autism and ADHD are lengthy. Children and young people still do not have any support when they are waiting to be seen, which can cause further issues in the future (Powys Association of Voluntary Organisations, 2023). 
Furthermore, Cemlyn Davies (2020) explains how in Sally Holland’s report that it was vital for children that all services come together and provide the necessary help to meet every child’s individual’s needs and when the children are reaching out for advice. Similarly, (MindCymru, 2021) states that the report No wrong door and the improvements for children are necessary, as Covid-19 had a severe impact on the well-being of children, and it is important to prioritise mental health just as someone’s physical health and how crucial help is there when needed.
According to the (Office for National Statistics, 2020) 38 young people aged 10-24 took their own life in Wales in 2018 because they feel they did not the correct help when asked. Early intervention Foundation (2022) states that five local authorities in England are trialling the No Wrong door approach which will be completed in 2024, whereas Hollie Wilson (2022) states that Wales and Scotland will be completed in 2022 but there seems to be less evidence that Northern Ireland has a No Wrong Door policy.
In addition, a 2010 report by Keith Towler states how he felt Mental health should be acknowledged for primary school children. The 2010 Measure (Mental Health Measure Wales 2010) confirms the national assembly brought out this piece of legislation to protect children’s mental health.
Sally Holland (ChildComWales,2019) responds to some problems that has come to her attention stating an example of how services need to come together, as a child displaying behaviours and difficulties which suggest dyslexia and dyspraxia who has not been in school for over four months due to social and school anxiety issues. Were referred to Children and Adolescents Mental Health Service (CAMHS), who then stated that the young person did not meet the criteria for further support, the child was still not in school and still not had the help needed, this is an ongoing situation where children are not getting the correct help or diagnosis (National Health Service, 2023).  Considering this, it is said Wales is striving to be a country where multi-practitioners work together to give children and young people help with their mental health and well-being. Practitioners from every sector should prioritise children when delivering and designing these services (Health Education and Improvement Wales, 2023).
Moreover, a three-year plan from 2019 sought out what children under 7 in schools were feeling and they were asked, What do you need to grow up healthy and happy? Children in nursery settings and schools stated they needed their parents, family members and teachers were key to protecting and keeping them happy, healthy, and safe. Children stated that more activities in school to do with arts and mindfulness would help them to keep feeling happy and healthy (Children’s Commissioner for Wales, 2023). However, most children face bullying, absences, low achievement, and many schools face challenges in having mental health providers such as psychologists and school counsellors and adverse childhood experiences lead to all of these. Communities and multi-practitioners need to work as one in schools (Addis, et al. Adverse Childhood Experiences, 2021).
Considering this information, the new children’s commissioner has stated that The Government has an improvement plan and “truly needs-led not diagnosis-led approach for neurodivergent children within this plan”. With 13.3 billion being given to help with Supporting families and children on having a sustainable integrated service (Welsh Government, 2022a).
Part 3
According to the (Cambridge Dictionary, 2023b) Poverty is the condition in which people or parts of society lack financial resources and essentials for a minimal standard of living. (Roos, et al, 2019, p. no page) explains the adverse effects that can be caused by poverty, these are family difficulties which result in poor education and academic achievement, being bullied, and poverty can result in physical problems such as illnesses, tooth decay, asthma, and mental health problems just to name a few. Similarly, (Welsh NHS Confederation, 2022) states that poverty can cause poor physical health, such as malnutrition, chronic conditions, and preventable diseases. Mental health problems, such as low self-esteem and poor well-being, feeling stressed and having chronic depression. Also, Low academic achievement, being illiterate, having a decrease in education learning plus poor employment prospects in adult life and social deprivation. Furthermore, (Unicef, 2023b) states poverty has been ongoing for decades and continues rising from the effects of the Global pandemic. Also, the (Children’s Society, 2023) state that children that live in poor households feel different and less hopeful for future jobs than those of an upper class. Children feel isolated due to parents arguing and becoming more stressed about money, even parents losing their tempers more with their children. Growing up in a household with less money can lead to bullying as children cannot afford to have the best clothes or games like their peers. As (Siddiqui et al, 2020, no page number) states unemployment is rising, families cannot afford heating, they live in cramped and overcrowded homes leading to a rise in instability, with low money and less food this can therefore lead to malnutrition or even mortality.
The (BBC, 2023) reports that the causes of poverty are due to low wages, unemployment, social status, and a lack of education. In relation to this (Mihai, et al, 2015, p.855-860) explains poverty is a vicious circle as people being born into poverty, are less inclined or not inclined at all to go to school which affects their education and low academic achievement, which leads to no or low income when they are Adults which then leads to poverty.
The impact poverty has on a child is severe and Bethan Lewis (2020) states that the Welsh Government give £100m in grants per year to try and boost the achievements for the most disadvantages children.  A research article on poverty in Wales by (Pearce, et al. 2021) states that there is more than one in five people in Wales (23% of the population) actively live in poverty, which is the highest level of all UK nations. Yan Liu (2018) describes the effects of poverty on children’s development, this is because children are more likely to be brought up in areas where there are drug users, violence, and crime. Living in poor residential areas has a damaging impact on the development of young people. 
Moving on, (Welsh Government, 2022b) proposed that by 2024 all primary level children will receive free school meals, this is to make sure children have at least one nutritious meal in the day and help with child hunger. The 2010 Measure (Children and Families Wales Measure 2010) confirms the strategies taken to tackle child poverty with integrated services for children and families. Local authorities have a duty to deliver free childcare and to have integrated health services for families. Also, shorten the gap with the inequalities in education between lower- and upper-class children and help to support families with the parenting of their children.
However, (Weale, 2021) states there are many different perspectives from society when introducing free school meals, this is because some children may not be able to get to school or some families have no money to eat in the school holidays. Similarly, Jocelyn Levy (2020) discusses that there can be a stigma attached to receiving free school meals, as peer pressure and bullying can make kids reluctant to accept free meals in school, simultaneously still leading to malnutrition.
According to (UK Poverty, 2023) there are many ways that increases poverty, and these are the government applying benefit caps for families with two children, a wait on universal Credit payments and the local housing allowance being frozen since 2020, so as the rent increases and low wages, it becomes unaffordable.
There is a clear understanding however that Early interventions can reduce child poverty in the UK. Early interventions can considerably decrease the impact of poverty on children’s development as Early years establishments can provide extra sessions and full-time places with the free childcare grant for 3–4-year-olds, also the service Flying start (Working Families, 2023).                                                                                                  Also Providing free transport to and from school and helping parents with clothing and equipment can reduce poverty in the UK (The British Association for Early Childhood Education, 2020). 
However, (BBC, 2018) states early interventions can take place in many forms, the earliest years in a child’s life is the most crucial and these interventions can take place with home visits or having free school meals to help with costs. In this society some parents feel too proud to accept help or it is stated two-thirds of families who are living in the more deprived areas are living outside the designated areas for help. Thus, (Action for Children, 2021) explains that Parents want early years support but find it impossible to access the correct services. They established the most common barriers to accessing services were some were not available to the children and parents were worried the impact on themselves or their child. 
In addition, (Early Years Wales, 2023) have partnered to deliver the Welsh Active Early Years programme for children 0–5-year-olds across Wales, as part of the Healthy and Active Fund - a partnership between the Welsh Government, Sport Wales, and Public Health Wales. This will help children to feel they are not alone and part of a team and give them an active and healthy start to life.
To end this (Social Care Wales, 2022) state that early interventions and many prevention services like Families First and Flying Start, are an essential part of helping young people with their development and tackling ACEs (Adverse Childhood Experiences), as it focuses on the holistic development of children. Allowing children, to get the correct help with the many multi-practitioners and integrated teams that are around.