A large variety of language education policies are put into practice in early childhood education contexts every day, on multiple levels of the education system. The policies are in praxis interpreted, negotiated and finally (re)constructed by the teachers. In the UK many children enter school with significantly delayed language skills, and many of them are learning English as an additional language. In this chapter I take a closer look at an intervention programme from inner London schools. This programme provides a holistic, universal framework to upskill early years education staff and families in developing children’s language development. In this chapter I engage with a descriptive case study on the intervention programme, where the aim is to describe the programme and especially its inclusive and interprofessional collaboration practices connected to families. As the theoretical frame I will use the ecological perspective of language learning developed by van Lier, where family and interprofessional collaboration becomes significant attributes for language learning of the children. Also, where families are an important part of the interprofessional team. Finally, at the end of the chapter I will critically discuss the findings related to the theoretical frame.