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official nursery opening

Families, Nigel and Baby Bear in the Nursery gardenLocal Peep families, with guests Nigel Clarke and Baby Bear from CBeebies' The Baby Club, in the Nursery garden

Our Little Peeple Nursery in Littlemore, Oxford was officially opened by our local MP Anneliese Dodds, on Saturday 11 May. In her words: "I am delighted to have been invited to the official opening of Little Peeple Nursery. I'm pleased to see that Peeple works collaboratively with other agencies, including childminders and the local children and family centres, to provide much-needed support for young families in Littlemore and the Leys."

Thanks to all the local families and friends of Peeple who came (and brought the sun!), including Nigel from CBeebies' The Baby Club, and special guest Baby Bear.

Cutting the ribbon - L-R CEO Sally, Chair of Trustees Mark, MP Anneliese and Childcare Manager Lindsey

Cutting the ribbon - left to right: Peeple CEO Sally Smith, Chair of Trustees Mark Harris, MP Anneliese Dodds and Childcare Manager Lindsey Hart

Little Peeple is a 44-place day nursery and pre-school providing early education and care for babies and young children from 6 months to four years. It's a new, purpose-built setting on the site of The Oxford Academy, built as a joint project between the school, the County Council and Peeple. It is run by Peeple, a charity which has been providing support for families with young children in The Leys, Rose Hill and Littlemore since 1995.

Lindsey Hart manages the nursery: “We are here to support parents, carers and children to learn together by valuing and building on the wonderful job that parents already do. Whether you are returning to work, preparing your child for school or want your child to socialise with other children, we are here to work with you to meet the needs of you and your child.”

Dr Sally Smith, Peeple CEO: “We want Little Peeple to offer children a home from home. We are open to all families from the community and to staff at the Oxford Academy. We are particularly pleased to provide opportunities for the students to gain work experience with us – they are the parents of the future!”

Please get in touch if you'd like to visit another time or arrange a place for your child to attend: t 01865 397972  or e littlepeeplenursery@peeple.org.uk.  Little Peeple Nursery, Northfield Close, Littlemore, Oxford OX4 4NH.

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contact us
Contact us with any questions, to arrange a visit or to book a place at Little Peeple Nursery

Email:  
littlepeeplenursery@peeple.org.uk

Address (for sat nav):     
Little Peeple Nursery
The Oxford Academy
Northfield Close entrance
Littlemore, Oxford
OX4 4NH

Tel: 01865 397972

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Peep Antenatal Programme and Policy Links - Scotland

The Peep Antenatal Programme (‘Getting to know your baby’) aims to support parents to:

  • think about their baby, tune in to their baby's feelings and respond sensitively (also known as reflective function),
  • ​understand the importance of sensitive parenting to developing a loving, consistent and secure attachment,
  • ​become more aware of the social and emotional aspects of the transition to parenthood,
  • ​manage their own (sometimes difficult) feelings that are aroused by a new baby,
  • ​meet other expectant or new parents and develop a supportive network group,
  • ​reduce the risk to the early parent–infant relationship (by helping to prevent, for example, isolation, anxiety and low-level depression),
  • ​engage with other local services.

This helps parent-baby bonding and attachment. Research indicates that these strong relationships enhance parents' confidence and self-esteem, as well as contributing to better outcomes for the child.

‘I didn’t realise my baby would be able to hear when he was born…’ (Dad)

The following policies cover attachment, the impact of parenthood, social connectedness, community cohesion, mental health and wellbeing, and child protection.

The United Nations Convention on the Rights of the Child (UNCRC) was ratified in the UK in 1991 and the Scottish Government are taking steps to ensure that children’s rights are respected as stipulated in the UNCRC. The First Minister committed in April this year, to incorporate the UN Convention on the Rights of the Child (UNCRC) into Scots law. This incorporation has the potential to bring a real culture shift and positive impact on families throughout Scotland.

The Peep Antenatal Programme reconciles several articles within the UNCRC including the right to play (article 31) and the right to learn (article 13).

Getting it right for every child (GIRFEC) is the national approach to supporting families in Scotland and is based on the values and principles which support the rights of children and of parents. The GIRFEC approach underpins all Scottish Government policies which support children and their families from the antenatal period, throughout childhood and the teenage years. GIRFEC promotes early intervention and working in partnership with families to identify what supports may be required.

The Peep Antenatal Programme (also known as ‘Getting to know your baby’) is a preventative/ early intervention approach which empowers parents by sharing research and best practice with parents in a very gentle and accessible way. The unborn child and newborn are at the heart of the programme, which recognises and values the incredible impact that sensitive parenting offers to child development, wellbeing and long term outcomes. The Peep Antenatal Programme can be delivered universally by a range of practitioners, and to higher-need parents with specialist guidance.

The Children and Young People (Scot) Act 2014 has children and young people at its heart in rights respecting service planning and delivery, with an ambitious aim to make Scotland the best place to grow up.

The Peep Antenatal Programme provides knowledge and skills for practitioners to work closely with families, sharing an understanding of their home environment and their social network in preparation for a newborn joining their world. Meaningful and effective messages are shared in an informal, welcoming group, accessible to all and specifically recognising the challenges which marginalised groups may face.

Better Health, Better Care (2007) and the Early Years Framework (2009) highlight the fundamental importance of early years experiences and emphasise the role of antenatal care. The Better Health Better Care Action Plan identifies that children who live in families where parental capacity is high and who have strong family and social networks often go on to enjoy better outcomes in later life. Better Health, Better Care is committed to strengthening “antenatal care to better engage with parents with higher needs…”

The Peep Antenatal Programme supports parents perinatally to consider babies' feelings and behaviour in order to respond appropriately and sensitively – essentially to keep baby in mind in order to promote healthy bonding and attachment.

The Early Years Framework (2009) reflects the Scottish Government's ambition for Scotland to be “the best place in the world to grow up, by reducing inequalities and improving outcomes for all babies, children, mothers, fathers and families across Scotland to ensure that all children have the best start in life and are ready to succeed”.

The Peep Antenatal Programme considers the social and emotional transitions which parenthood brings, and supports mothers, fathers and partners to become involved and meet other expectant families. Difficult feelings may be elicited by pregnancy and birth, and the programme provides a network for support and connections to local services and agencies.

The National Parenting Strategy (2012) states:

“The nurturant qualities of the environments where children grow up, live and learn - parents, caregivers, family and community – will have the most significant impact on their development,”  and identifies that positive generational impact may be realised if we “… help parents lay strong foundations for the loving, nurturing relationships that we know are integral to children’s emotional, physical, socioeconomic and educational wellbeing”.

The Peep Antenatal Programme encourages and provides space and opportunity for parents to think about their child’s development and how they can nurture a strong bond before birth. Positive parenting is a basic human right of every child (UNCRC) and through the Peep Antenatal Programme we explore and learn how to ensure an “atmosphere of happiness, love and understanding” from the very earliest moments.

The National Parenting Strategy recognises the impact which access to appropriate, timely and person-centred support may have on new parents and their children.

The Peep Antenatal Programme's focus on the parent/baby bond, connectedness and developing attachment, can reduce risk to the early parent-newborn relationship, lessens social isolation, enhances parental self-esteem and confidence, and creates a supportive network, all contributing to this early intervention, strengths-based approach.

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prison case studies

Here are a few examples of how Peep-trained practitioners have used the Peep Learning Together Programme to support their work with fathers in prison.

The projects' broad aims have been to help families maintain their relationships during and after custody, by:

  • supporting families visiting the prison,
  • developing new and expectant dads’ skills and understanding about the importance of their role as a father,
  • supporting positive transitions back into family life for young children whose parent is due for release.

> HM Prison Perth

> HM Prison Inverness

> HM Prison Aberdeen

> HM Prison Winchester

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find out more or book training
tel 01865 397 970
training@peeple.org.uk
​> dates & booking
in-house training
training courses
information briefing
sign up to our e-newsletter

Get in touch if you're interested in using Peep programmes in any of these (or other!) ways. 

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educational psychology-led peep - Stirling

Peep was identified by the Educational Psychology Service in Stirling as a strong evidence-based programme which contributes to securing better outcomes for young children through increased parental engagement in their child’s learning. The Educational Psychology Service currently leads on the implementation of Peep in Stirling, working collaboratively with early years establishments and partners.

A number of practitioners have been trained to deliver Peep approaches across Stirling Council. They include family support workers in Health and Education, Early Years’ Educators from nurseries, as well as practitioners from Homestart and the Learning & Employability team.

read more...

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post-course delivery support

Peep practitioners cover a lot during our 2-day Learning Together Programme training, but it’s invaluable to have opportunities to share questions and practical tips with other Peep practitioners, when you’re doing Peep in ‘real life’, after the training.

Here are 5 types of Peep delivery support included in the training price – more info about them all in our log-in Members Area or contact us, and we look forward to seeing or hearing from you soon!

1  Website - with log-in areas for practitioners

As well as providing access to the whole programme (74 child development topics, session plans, parent handouts, etc), our log-in areas contain guidance on getting going with Peep delivery in a range of contexts. We also share case studies on our 'public' webpages, illustrating different ways that the Programme can be used.

2  Peep Champions: network meetings 

Organisations and local authorities often have their own 'Peep champion(s)' – someone who has a real commitment to supporting colleagues with their Peep delivery, and works with managers to have a Peep overview and take things forward within the organisation/ LA. This can really help you make the most of the Peep Training and Programme in supporting local families. These regular meetings will provide an opportunity to share questions and ideas.

3  Newsletters for practitioners and managers

'Peep Postings' is for Peep-trained practitioners and their managers, focusing mainly on ideas and updates that support your Peep delivery. Our 'Peeple Newsletter' focuses more generally on working with families to support the home learning environment, and anyone can sign up. We automatically add Peep-trained practitioners and managers to both lists, but you can unsubscribe at any time.

4  Peep practitioner Facebook group and social media

We have a closed Facebook group for Peep LTP Practitioners, for sharing questions, experiences and tips about using Peep with families: www.facebook.com/groups/peepltppractitioners 

We also post regular tips, ideas, links and updates (for parents as well as practitioners) via TwitterInstagram and Facebook, all @PeepleCentre, which practitioners are welcome to re-post on your local social media pages. We love to hear about what families and practitioners are doing, and you're welcome to tag us. 

5  Info briefing for managers

If you'd like a discussion with us any time about how you and your colleagues can make the most of Peep programmes within your organisation or local authority - maybe by finding our more about the different ways that your staff could use the programme or supporting practitioners who haven't used Peep for a while, or about using Peep across your local authority (potentially with a Peep Training and Support Agreement), then do get in touch or find out more about info briefings for managers.

Contact us with any other questions by phone:  01865 397970  or  email:  support@peeple.org.uk   or   training@peeple.org.uk

Bespoke post-course delivery support sessions &/or refresher training: 

You can also book your own tailored implementation/ delivery support session/s with one of our trainers/mentors. These fast-track and can extend what practitioners would learn for themselves, drawing on the mentor’s in-depth Peep knowledge and experience to help deal with any challenges or questions. They can be held online (e.g. via Microsoft Teams) or in person. They help quality assure programme delivery and can be useful soon after training to help practitioners get going, or as a follow-up/ refresher a few months or years later. Get in touch to discuss potential content and costs.
Our other Peep training courses focus on our Antenatal Programme, Peep Progression Pathway (parent qualifications), and early communication.

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post-course practitioner support

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find out more or book training
tel 01865 397 970
training@peeple.org.uk
in-house training
training courses
sign up to our e-newsletter

“Peep’s an easy way for parents to enjoy their child's learning, and for them to see the benefits of what they are already doing, and what else they can do.” [Linda, Senior family support worker and experienced Peep practitioner, Hampshire]

"Peep is great for building confidence in the person delivering Peep sessions as well as service users. Great for parents to pick up tips and hints to help understand children's learning and development." [Lynda, Nursery nurse, South Ayrshire, feedback 3 years after LTP training]

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Singing the bicycle song - Peep babies on quilt

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policy links - England, Ireland and Wales

Here you can find some government policy links (and reports that have influenced government policy) that are relevant to Peeple's aims and to the parenting and early years sectors more generally.

> How Peep Programmes support early years Health work with families - demonstrates how Peep links to Public Health England's and the Dept of Health and Social Care's Six early years high impact areas for health visiting, relating to the Healthy Child Programme and MECC (make every contact count) approach (2018). The Peep approach also complements the iHV's 'Health Visiting in England: A Vision for the Future' (2019). Midwives, health visitors and community nursery nurses are often the main people, beyond close family and friends, that families have contact with during the weeks and months before and after a child's birth. The Peep Antenatal Programme and Learning Together Programme offer a simple way that they can share practical ideas with families, supporting the early development of a strong attachment relationship.  

> 'Improving the home learning environment: a behaviour change approach' (Nov 2018, Department for Education) 
Changing behaviour to help promote early language and literacy development through the home learning environment (HLE).

early education, learning and development:

'Early Years Foundation Stage (EYFS) statutory framework' (updated April 2018, Department for Education) - England and Wales - The standards that school and childcare providers must meet for the learning, development and care of children from birth to 5.
Foundation phase framework for 3-7 year olds - Wales
  'Foundations for quality: Review of early education and childcare qualifications' (June 2012, Professor Cathy Nutbrown)
'The Early Years: Foundations for life, health and learning' (March 2011, Dame Clare Tickell, Chair of the EYFS Review)
Government-commissioned Independent review into the impact of the early years foundation stage (EYFS) on children's learning and development, and early years practitioners.

> Learning to learn framework - early years education and learning - Northern Ireland

>  National Quality Framework for Early Childhood education - Siolta (birth to six years) - Republic of Ireland
Curriculum framework for early childhood - Aistear - Republic of Ireland
 

Review of Children and Young People's Mental Health provision:
>  'Transforming children and young people’s mental health provision: a green paper' - and the government's response to the consultation and next steps (July 2018, Department for Health and Social Care, and Department for Education)
>  Peeple's response to the mental health provision green paper consultation (March 2018, Peeple)
>  'Are we listening? Review of children and young people's mental health services' (March 2018, Care and Quality Commission, the independent regulator of health and social care in England)

>  'Social mobility policies between 1997 and 2017: time for change' report (June 2017, Social Mobility Commission)

> 'Early Intervention - Briefing Paper' (June 2017, for House of Commons library)
"Early intervention is a public policy approach which encourages preventative intervention in the lives of children or their parents, to prevent problems developing later in life. Interventions can either be targeted at children deemed to be at higher risk of disadvantage, or can be universal in scope. As well as the political and social benefits of preventing poor outcomes in later life, such as mental health problems, low educational attainment and crime, advocates of early intervention also cite economic benefits to the approach. This is based on the argument that preventative policies cost less to implement than reactive policies. Due to the rapid pace of physical and social development in children’s early years, early intervention is a policy approach often targeted at very young children. This briefing paper looks at early intervention in terms of policies targeted at children from conception to age five."

> Childcare Act 2016 (March 2016, UK Parliament)
"An Act to make provision about free childcare for young children of working parents and about the publication of information about childcare and related matters by local authorities in England."

> 'Sure Start Children's Centres: guidance for local authorities' (April 2013, Department for Education)
> '
Best Practice for a Sure Start:The Way Forward for Children’s Centres' - (July 2013, Report from the All Party Parliamentary Sure Start Group)

> Building a brighter future: Early Years and Childcare Plan: Wales (2013, Welsh Government)

> 'Review of Child Protection: a child-centred system' (May 2011, Professor Eileen Munro, Dept for Education-appointed review)

> 'Early Intervention: The next steps' (Jan 2011, Government-appointed Early Intervention Review Team/ Graham Allen MP)

> 'The Foundation Years: preventing poor children becoming poor adults' (Dec 2010, Government-appointed Review on poverty and life chances/ Frank Field MP)

> 'Fair society, healthy lives: strategic review of health inequalities in England post-2010' (Jan 2010, Professor Sir Michael Marmot, Dept for Health-appointed independent review). 'The Marmot review 10 years on' is due to be published Feb 2020.

> 'Opportunity for all: Tackling poverty and social exclusion' (Sept 1999, Dept for Social Security)

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who can deliver peep programmes and training?

Peep programmes can only be delivered by practitioners* who have attended the relevant training course: Peep Learning Together Programme TrainingPeep Progression Pathway Training or Peep Antenatal Programme Training.

[ * By 'practitioner' we mean anyone who works with or supports families, whether in a paid or voluntary capacity. See below re charging for Peep.]

We ask all training delegates (i.e. Peep practitioners) to sign an agreement that they will only share the programme with families involved in the programme and/or with practitioners who have completed the current Peep Training (i.e. since Feb 2015), and that they will not train other practitioners.

This helps us to protect and maintain the quality and integrity of the Peep programmes and delivery, by ensuring that everyone using the programme/s:

  • is trained to the same standard
  • uses the programme materials appropriately in their delivery
  • includes all of the necessary elements that make the programme effective.

who can train practitioners to use peep programmes?

Peep practitioner training can only be delivered by Peep Trainers who have been inducted and approved by Peeple - we don't have a cascade model, there are 3 ways of being trained: 

  • by Peep trainers who are employed or work freelance for Peeple, 
  • by Peep trainers who are part of a local Peep Training and Support Agreement. This is when local authorities or large organisations in the UK or Republic of Ireland want to train a large number of practitioners or to continue training them over time, so they can use Peep strategically. They may then benefit from having their own Peep trainers, who are inducted and supported by Peeple. The Agreement is renewed annually. Please contact us to discuss this further: training@peeple.org.uk.
  • by Peep trainers who are part of Peeple's licence agreement with Playgroup Victoria to deliver Peep Training in Australia.

can practitioners charge families to attend peep sessions?

Peeple is a charity, and we prefer Peep Learning Together sessions to be free to families. We don’t want any families to be excluded because of cost, but we know that free, universal provision for families has had many cuts over the years.

We are sometimes asked if Peep-trained practitioners can charge families to attend, on a not-for-profit basis. We ask that you look for other sources of funding first. We understand though that you may need to put together a sensitive, voluntary charging plan, which would enable those unable to pay to still access sessions.

We have also had a few enquiries from practitioners who want to offer Peep Learning Together sessions to families on a self-employed basis (i.e. charging families). We do not currently have a licensing model (which would be in keeping with our charitable aims, ensure quality and fulfil legal requirements) but will be exploring that. For now, we recommend that you contact local organisations, to see if they will either fund you to deliver Peep sessions for them on a sessional basis (i.e. paid per session) or on a voluntary basis. This could be via your local authority (e.g. children's or family centres, libraries, schools or early years settings, etc) or a local charity (e.g. HomeStart). If this isn't possible and you'd like to informally pilot charging for sessions, then do please contact us, and we can discuss maintaining quality, being inclusive for families on lower incomes, support needs and feedback, etc.

Please let us know if you’d like us to update you on any changes in the future, and do get in touch with any questions.

Email  support@peeple.org.uk  or  tel 01865 397970

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find out more or book training
tel 01865 397 970
training@peeple.org.uk
in-house training
training courses
sign up to our e-newsletter

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little peeple nursery

Our Little Peeple Day Nursery offers education and childcare for 48 weeks of the year. You can choose whether your child attends pre-school hours or all-day sessions. We're here to meet the needs of you and your child, whether you are returning to work or education, preparing your child for school and/or want your child to socialise, play and learn with other children.

The Peeple principles are at the heart of our approach. We are here to support children, parents and carers to learn together, by valuing and building on what families already do.

We opened our Nursery - for babies and children from six months to four years - in October 2018. It was built in partnership with The Oxford Academy and Oxfordshire County Council. In summer 2019 we merged our Peep Pre-school into our new and larger nursery building.

caring for your child

Our aim is to work in partnership with you to provide the best care and education for your child before they start school. We will ensure that your child has an enjoyable time with us and that we offer an enabling and rich environment that will meet your child’s individual needs. Our setting is secure and physically comfortable, so that the children can enjoy playing, exploring and learning. We encourage the children to explore all areas – though we recognise that children sometimes have their own favourite spaces, especially if they are feeling tired or a little unsettled. We understand that children need space where they can relax and rest, particularly if they spend more than a few hours in the setting. The outside space offers opportunities for all areas of learning and development. Suitable clothing is available so that children can choose to go out whatever the weather.

> find out about how our nursery follows the Early Years Foundation Stage (EYFS) principles and guidance.

> find out about our nursery funding, nursery hours and term-dates, and requesting a place

ofsted 

We are registered with Ofsted to care for 44 children aged from 6 months - 4 years.

We had our first Ofsted inspection in October 2019 and were pleased to be rated Good in all areas. Here is the report, and a few of the inspector's comments, illustrating the strong relationships and learning through play within Little Peeple Nursery:

'The manager and staff create a positive and purposeful learning environment. There are warm bonds between children and staff. For example, children who are a little upset at the beginning of the day are comforted by the cuddles and reassuring words from their key person. Soon these children are full of smiles and playing happily.'

'Staff ensure that children have lots of fun while also learning and developing new skills.'

'Staff make consistently good use of opportunities to engage in conversations with children. They speak clearly, introduce new words and listen to what children say. Children have many opportunities each day to listen to stories and join in with songs. These experiences are very popular with all children.'

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contact us  

Get in touch with any questions, to arrange a visit or to find out about booking a place at Little Peeple Nursery.

Email:  
littlepeeplenursery@peeple.org.uk

Address (for sat nav):     
Little Peeple Nursery
The Oxford Academy
Northfield Close entrance
Littlemore, Oxford
OX4 4NH

Tel:  01865  397972

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The Oak Room, Little Peeple Nursery

peep transition into school: hampshire

dad and son playing with puppets‘This year coming to Peep has helped me engage with my child through a way of learning I wouldn’t have even thought of. New techniques and ideas to make learning fun!’ – Peep parent 

‘Learning is most successful when parents/carers and teachers work in partnership and Peep supports this shared journey. Our data indicates that those involved in the Peep programme are showing rapid progress in comparison with their peers.  ’ – Head teacher
 

In Springwood Infant School in Waterlooville in Hampshire, Peep is offered to support transitions and school readiness from pre-school to reception/foundation stage class (age 3-4 to 4-5), with Peep sessions continuing during the reception class year (and now into Year 1 and Year 2, combining Peep Learning Together with the current topic/s being covered by the class teacher). Parents and their children attend weekly Peep sessions, delivered by the school’s Peep-trained Learning Support Assistant. This is initially supported by a Peep-trained pre-school practitioner.

The school serves a mixed population near the town centre, and children arrive with a wide variety of pre‑school experiences. The proportion of pupils known to be eligible for the pupil premium/ free school meals is above average, and it is partly for this reason that the school decided to use the Peep Programme.

mum and daughter playing game - transition peepPeep is becoming so embedded in school culture that parents see it as a normal part of school life.  It is having a positive impact on children’s learning outcomes and their settling into school, on parents’ understanding and confidence in how they can support their children’s learning at home, and on family-school relationships. There has been a significant increase in the proportion of Peep children reaching a 'Good level of development' (GLD, the English government's target for children's outcomes at the age of five).

> Read more below, or download a copy of the Peep in reception class case study.

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feedback from Springwood school parents and staff:

'Peep helps me understand what my child is learning and the tools I can learn to help her succeed in her learning' - Peep parent

'It is great to see parents blossom and become more confident as they realise everything they do in normal life contributes to their child’s learning.' - Learning support assistant/ Peep practitioner

find out more about the case studies or training:
tel 01865 397 970
training@peeple.org.uk
training courses
in-house training
sign up to our e-newsletter

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Mum and daughter

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how is peep offered?

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The school and its major feeder pre-school, Bushytails, invites all parents whose children are due to start at the school in September, to attend a Transition Peep group of six weekly sessions during June-July. The school’s reception class Learning and Support Assistant (LSA) Lyn Hayes plans and delivers these sessions, while the pre-school use their existing relationships with families to help the school staff and families get to know each other more quickly. So many families wanted to attend that three groups were held.

Weekly Peep sessions continue in the autumn term, with new parents also being invited to join. The practitioner primarily uses the Peep topics, but also weaves in the Characteristics of Effective Learning, what will be happening during the school day, and how parents can support this. The Peep Learning Together Programme (LTP) complements the Early Years Foundation Stage, with the LTP’s five developmental strands focusing on Personal, Social and Emotional Development, Communication and Language, Early Literacy, Early Maths, and Health and Physical Development.

Depending on the needs and interests of the families, groups sometimes have a specific focus, such as Communication and Language, and other times follow all the Peep strands. Regular stay and play sessions, underpinned by the week’s Peep session focus, is also offered to all reception class parents. The initial Peep group was over‑subscribed so there are now two larger Peep groups each week. 

improved relationships between school and families

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By the end of the school year about 70% of families have attended Peep sessions, with almost half participating regularly throughout the school year. 

The Peep sessions improve families’ transition into the school: Peep children settle in particularly quickly, and both parents and children develop friendships and are comfortable with the adults in the school.

‘M is now very excited to learn and is more confident.’ (Parent)

‘It’s building T’s friendships and confidence – especially in the first Peep sessions before starting school. I believe this positively impacted him when starting school’ (Parent)

‘I was able to ask questions without feeling silly.’ (Parent)

‘It’s great to be able to learn different techniques and get advice from other parents on how to help the children learn.’ (Parent)

‘Helping parents to build relationships with each other to provide a network of support and friendship has been very rewarding.’ (Learning Support Assistant / Peep practitioner)

‘A discussion with the LSA identified that parents who have engaged with Peep have settled into school particularly well and made at least good progress.’ (Local Authority Early Years Advisor)

parents more knowledgeable about the value of the home learning environment

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Parents learn more about how to support their children’s learning, by building on all the valuable things they already do.

‘This year coming to Peep has helped me engage with my child through a way of learning I wouldn’t have even thought of. New techniques and ideas to make learning fun!’ (Parent)

‘We have both very much looked forward to the sessions. It’s made us have a commitment to learning together that we have continued at home.’ (Parent)

’Peep helps the children gain confidence and helps us to help our children with their school work. It’s really nice to share their learning with them and see them interact with their peers.’ (Parent)

‘It is great to see parents blossom and become more confident as they realise everything they do in normal life contributes to their child’s learning. Listening to parents about what they need help with meant that I broke down barriers and ensured that they were able to understand how to support their child’s learning in a specific way.’ (Learning Support Assistant/ Peep practitioner)

strong links made between learning at peep, at home and in the classroom

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‘The Peep programme provides a good opportunity for parents/carers and children to work alongside trained staff to enhance learning opportunities.  The parents involved feel more confident in how to support their children, and the children benefit from activities designed to build upon their skills.’ (Head teacher) 

Parents who have attended Peep make four times as many contributions to children’s learning journals in the form of ‘proud clouds’ than parents who have not. These contributions are thoughtful and knowledgeable. They demonstrate that parents are recognising and valuing both the developmental steps that their children are making, and that the learning opportunities which they provide at home are worth capturing. Parents notice not only the more ‘academic’ learning by their children, but the development of their equally important physical, personal and social skills, such as empathy and having a go at new things, which are also covered within the Peep Learning Together Programme.

Comments made by parents on their ‘proud clouds’ include:

‘I am proud of F’s attempt of cutting a star out all by himself.’

‘C tried raspberries, blueberries and beetroot for the first time. He liked raspberries and blueberries and now has them at home.’

‘During Peep, P counted backwards from 10.’

‘J helped collect some dropped bottles for an elderly lady.’

Activities which the children are doing in the classroom at that time are woven in to Peep sessions, so the parents gain the confidence, background knowledge and relevant information to help them effectively support their child’s learning at home.

The Peep practitioner shares the content of school learning for upcoming weeks in the Peep group. This provides a great opportunity for the less confident children to be the expert when this content is delivered back in the classroom. 

parents have increased confidence, skills and engage more with school

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As Peep parents gain confidence, they support the delivery of the group by reading the story to the group. This in turn promotes the English language learning of parents who have English as a second language.

The parents wish to continue as a group as their children move into Year 1 (the year they turn six). The school and the group are looking at how best to do this. Options include the parents becoming ‘Expert Peepers’ and supporting other parents whose children are moving from pre-school to reception year. When parents were asked if they would like the group to continue into Year 1, comments included:

‘Yes, please. I really think it will help the transition into Year 1. It also helps me understand what E is learning and the tools I can use to help her succeed in her learning.’

‘Yes, curriculum changes and new methods are unfamiliar. M is more confident through doing the Peep sessions and I want it to continue that way.’

‘We would love Peep to continue so we don’t lose the interaction with the school environment.’

[June 2019: The school now offer Peep groups to families in Year 1 and Year 2, linking with what the children are currently doing with their teacher in the classroom. Update to follow.]

improved outcomes for children

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Outcomes at the end of the year have identified that 73% of children who regularly attended Peep sessions attained their Good Level of Development (GLD - the government’s measure of five year old’s attainment at the end of the Early Years Foundation Stage). This compares with the school’s GLD of 52% the previous year, and progress has been faster. Whilst some children in the group were already on track to attain this, all children have made good progress from their starting points.

‘Our data indicates that those involved in the Peep programme are showing rapid progress in comparison with their peers.  Learning is most successful when parents/carers and teachers work in partnership and this programme supports this shared journey.’ (Head teacher)

‘Some of these children are performing among the most able in the year group and this demonstrates an excellent use of Early Years Pupil Premium funding. An example of the impact of the programme is that a child who did not speak in school is now communicating more confidently as a result of the school and family working so closely together, and the child is gaining confidence through observing and feeling secure within this relationship. Observations made during the Peep group are captured in the learning journals and contribute to the full picture of children’s learning.’ (Local Authority Early Years Advisor)

how is the work funded?

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Early Years Pupil Premium (EYPP) funding provides focused support for every 3 and 4 year old in England who is eligible for free school meals, to help close the attainment gap. Similar funding is available in Scotland via the Pupil Equity Fund.

DfE survey (January 2017) indicates that EY providers are mainly using the funding to support communication and language, personal social and emotional development (PSED), literacy and numeracy, and/or physical development and outdoor play. They are doing this through additional staff time for EYPP children, buying resources, staff training, and engaging parents to support home learning - all of which can link to the Peep Learning Together Programme.
For more funding info see www.peeple.org.uk/EYPP-and-Peep

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