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START project: toddlers with a connection to autism or ADHD

 

The START programme was developed for toddlers with a connection to autism or ADHD. Research indicates that they may benefit from additional support to promote the development of strong thinking, attention and regulation skills that enable us to control our impulses, think flexibly to solve problems, and set and work towards goals. The programme was developed by Dr Alexandra Hendry (a developmental psychologist at the University of Oxford) in collaboration with Peeple. 

The START team are now recruiting families with a child born between April - October 2022.

Find out more, and sign up to take part: www.startproject.info  email: start@psy.ox.ac.uk  or tel  07310 876421

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START for toddlers with family link to autism

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our sponsor: best years

T Rex Harry in his new homeWe’re delighted to be sponsored by Best Years, the ethical toy company, as their chosen charity for 2019. They have donated some of their beautiful knitted toys to us, for our local practitioners to use with families in Peep groups and in our Peep Pre-school and Little Peeple Nursery. We are also giving some away to Peep practitioners and families more widely, so keep an eye on our social media pages for opportunities to win them!

In the picture you can see the Best Years dinosaur that was won by Kaylee at Tattershall Children's Centre in Lincolnshire. The children in her Peep Learning Together Toddlers group have named him Harry, and he's been making lots of new friends.  

Best Years not only specialise in tactile knitted toys that support the sensory development of babies and young children, but spend time developing relationships with the people who make their toys. You’ll see more of their toys on our pages in the coming months, and you can find out more about Best Years on their Facebook, Twitter or Instagram pages and on their blog.

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our sponsor: best years

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baby & toddler club: cbeebies

April 2022 update:  CBeebies' The Toddler Club is now on our TV screens!  We had great fun meeting new presenter Gemma Atkinson late last year as her Toddler Club journey began, to talk all things working with toddlers and families.

It was fantastic to be back as educational consultant for the filming in the studio, with the amazing families, presenters and production team (Peeple's Helen pictured with Gemma, Nigel Clarke, and toddler twin bears Bailee and Benjee). As Gemma put it:  "This show is about showing all aspects of parenting. No judgment, lots of laughs, snot, tears and tantrums. Basically the everyday life of parenting that we all navigate in our own way." 

You can see the latest 15 minutes episode every weekday during April on CBeebies, or catch up with the Toddler Club on the BBC iPlayer. It combines toddler group sessions with songs, story and activities - as well as toddlers who sometimes join in and sometimes don't, just like they do (or don't!) - and new clips from families' homes, which were so popular in 'The Toddler Club at Home' episodes during the lockdowns. (If you have a baby, you can still find The Baby Club episodes on the iPlayer too.)

We hope you enjoy it - and if it inspires you and your little one to join a baby or toddler group, you can find out more in our Parents Area


October 2021: the team are working on the first series of The Toddler Club to be filmed in the studio, with lots of local families and lively toddlers!  

Cbeebies Toddler Club - Giovanna and Nigel

This follows the success of 'The Toddler Club at Home', filmed remotely during lockdown including lots of great clips from families. Click the links to catch the 20 episodes of The Toddler Club at Home or the first 98(!) episodes of The Baby Club on the BBC iPlayer, and lots of great Baby Club songs to join in with.

January 2021: The latest series from the team is now on CBeebies and BBC iPlayer - this time 'The Toddler Club at Home', to include slightly older children. There are 20 brand new episodes of about ten minutes each. They pack in lots of simple ideas (and clips from families at home) around a theme such as routines, opposites, colours, conversations. Rather than using a story book, Nigel or Gi tell a story and invite children and parents to join in - you don't need a book to tell a story!  And there are twin baby bear characters to meet, and a catchy new toddler bop song. 


June 2020: New ‘The Baby Club At Home’ episodes have started on CBeebies - offering parents and their babies (up to 18-months or so) the chance to join in with new ideas and activities, have a sing-a-long and maybe even spot yourself in the process!  It's hosted by the usual presenters Giovanna Fletcher and Nigel Clarke from their own homes, along with lots of video-clips sent in by parents, of themselves and their babies playing and singing during lockdown.  It's a spin-off series of the hit CBeebies ‘The Baby Club’, and we at Peeple are excited to be educational consultants again!  Short 6-minutes episodes are on CBeebies at 9.25am every Saturday and Sunday, and available afterwards on the BBC iPlayer


Feb 2020:  BBC television's The Baby Club on CBeebies has been commissioned for a third series, and we're delighted to be working on it again as educational consultants. We've also been working with The Baby Club Team on a related book Play and Learn with your Babywhich has just been published by DK. 

The Baby Club is CBeebies' first TV programme for parents, as well as their babies and toddlers. Presenters Nigel Clarke and Giovanna Fletcher will be back, along with Baby Bear, and lots of new ideas and activities to share.

The Baby Club is a 15-minute programme, sharing simple play ideas, songs and stories with parents and their babies, using everyday objects from around the home. It also gives a taste of what it's like, going to a parent and baby group. It's built up a loyal following with families, and we hope you enjoy it too. If you haven't seen it yet, you can catch the first two series on the BBC iPlayer.

Nigel at Peep Training

It was great fun sharing our Peep Learning Together training with Giovanna and Nigel - you can see Nigel with his fellow Peep practitioners on the course he attended here at the Peeple Centre before the first series. He's also been writing his Nigel's Baby Club Diaries blog, which is well worth a look.

Check out our social media pages where we share similar ideas for things to do at home - for babies, toddlers and pre-schoolers.  And hopefully you or parents you work with will be inspired to find a local parent and baby/ toddler group, like Peep, if you haven't already!

Peep Facebook,  Peep Instagram and Peep Twitter - all @PeepleCentre |  TheBabyClubTV instagram  |  Nigel's instagram  |  Gemma's instagram  |   Foundation Years Trust Instagram  Three Arrows Media Instagram  |  Play and Learn with your Baby book

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educational consultant: CBeebies The Baby Club & The Toddler Club

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find out more or book training
tel 01865 397 970
training@peeple.org.uk
​> dates & booking
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training courses
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Baby Club - Nigel, Helen & baby bear
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Baby Club (Gi & Nigel, and Anne, Gi, Helen)

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funding Peep training and delivery

Government funding is available across the UK to provide focused support for young children, particularly those who are eligible for free school meals (or equivalent), to help close the attainment gap. All Peep Training courses will increase practitioners’ confidence, knowledge and skills in working with parents (as well as children) to support the home learning environment and improve children's outcomes.

In England, some funding is via the Early Years Pupil Premium (EYPP). This is additional Department for Education (DfE) funding for early years settings in England, to improve the education they provide for 3- and 4-year-olds who are eligible for free school meals (or equivalent).  Local guidance is provided on each county council's website. It is up to each setting how you spend the money - it can benefit all children in the setting but has to have a main focus on the needs of the EYPP children. 

DfE research indicates the main ways in which Early Years providers have been 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. 

In Wales, the equivalent funding is via the Early Years Pupil Development Grant (EYPDG). The guidance explains that the main purpose of the funding is to improve the quality of settings/ classrooms and teaching, and that ways of doing this include: training and supporting staff on the importance and role of family engagement; making home links to encourage activities to support early language and numeracy skills, or developing children’s independence skills, self-regulation, healthy eating etc; and developing partnerships with parents/carers, families and communities.

The government is also funding the Family Hubs and Start for Life programme in 75 local authorities in England - you can read more about how Peep can support the work of Family Hubs and the home learning environment.

> Peep vouchers

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find out more or book training
tel 01865 397 970
training@peeple.org.uk
in-house training
training courses
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playing with waterbrushes

Early Years funding in England and Wales - how Peep fits

Government funding is available across the UK to provide focused support for young children, particularly those who are eligible for free school meals (or equivalent), to help close the attainment gap.

In England, some funding is via the Early Years Pupil Premium (EYPP). This is additional Department for Education (DfE) funding for early years settings in England, to improve the education they provide for 3- and 4-year-olds who are eligible for free school meals (or equivalent). Early years providers are any organisation offering education for children aged under 5, including nurseries and childminders. Local guidance is provided on each county council's website. It is up to each EY provider how you spend the money - it can benefit all children in the setting but has to have a main focus on the needs of the EYPP children. 

DfE research indicates the main ways in which Early Years providers have been 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. 

In Wales, the funding is via the Early Years Pupil Development Grant (EYPDG). The guidance explains that the main purpose of the funding is to improve the quality of settings/ classrooms and teaching, and that ways of doing this include: training and supporting staff on the importance and role of family engagement; making home links to encourage activities to support early language and numeracy skills, or developing children’s independence skills, self-regulation, healthy eating etc; and developing partnerships with parents/carers, families and communities.

Peep training courses for practitioners that help narrow the gap and support EYPP and EYPDG children

All Peep Training will increase practitioners’ confidence, knowledge and skills in working with parents (as well as children) to support the home learning environment. Peep Learning Together Programme Training is a 2-day course. It includes online access to the Learning Together Programme, which focuses on 5 developmental strands: Communication and Language, PSED, Health & Physical Development, Early Maths and Early Literacy. Trained practitioners can focus on topics from any of these strands. 

peep resources

These can be used with or by families, and can be ordered from our website shop:

  • Singing Together CDs/ audio downloads, and  Singing Together in Urdu & Punjabi
  • Peep the parrot storybook and  Stories and songs in Punjabi and Urdu CD/MP3/ book
  • Learning Together Programme folder (for trained practitioners to use in your work with families)
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using your Early Years Pupil Premium (EYPP) - how Peep training can support your school or setting

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early years pupil premium (EYPP)

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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
sign up to our e-newsletter

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planting seeds together at preschool

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Peep Dolly Parton's Imagination Library

Dolly Parton's Imagination Library is an amazing book-gifting programme, set up by Dolly to increase the number of children’s books in families’ homes. Each child receives a free book to keep, every month from birth to five, delivered directly to them at their home address.

Why books at home matter: Reading is food for the brain! Children who have a favourite book are more likely to become confident readers. Having books at home makes a real difference to babies' and children’s love of stories and books. This gives them a flying start in learning to talk and read, and extends their language - children's vocabulary at age five is the biggest predictor of how well they do later in life. 

‘We love the books we get as my son likes books now and we always carry one with us. Books can cost a lot of money so it’s not something we can buy. It’s good for learning too.’  Peep group & Imagination Library parent

how it is funded - and how you can help   Donate to our local Imagination Library   

Imagination Libraries are funded by local donations, with subsidised, high-quality children's books provided via the UK branch of Dolly's Imagination Library. The Peep Imagination Library started in the Leys in south Oxford in August 2014 with the help of generous local donors. It extended to include Growing Minds (Littlemore and Berinsfield) in February 2020. 

April 2024 update - the total number of books delivered to local families to date is 63,305!  It is offered to all local families with under fives - 945 children currently receive their free book every month, and 860 have 'graduated', with a bookshelf full of fantastic books to continue reading together at home. In the past year we have delivered 10,860 books!  

We need to raise more funds to enable us to continue and expand our book-giving Imagination Library.  £2.08 per month (£25 a year) will fund a book a month for one family (including postage). Rod Nicholson raised over £6,000  in total Bicycling for Books in August 2023, participating in the world's oldest cycling event, 1200km (750 miles!) from Paris-Brest-Paris. A huge thanks to Rod and everyone who so generously donated.

Any donations big or small, one-off or regular, are gratefully received - and really help boost children's enjoyment and confidence as readers.
> Find out more about how to donate

‘One mum in our group said ‘it’s like winning the lottery, and I never win anything usually’. This mum has been having a hard time and she really loved the opportunity for her baby.’  Peep practitioner

what do the children receive?

Dolly Parton's Imagination Library works with Penguin books, and the book list is chosen to provide a range of high quality, age-appropriate books. Eight weeks after a baby is registered they receive the first book. We have started giving out the ‘welcome book’, The Tale of Peter Rabbit, when the parent registers so that they have a book straight away. The families really enjoy this first book - and the welcome letter from Dolly Parton inside the front cover. The books come addressed to the child every month and continue until the child is 5 years old, when they receive the graduation book. This means the child could have a library of over 60 books.

inviting families to join

We reach families in a variety of ways:

  • Child health clinic drop-in and Peep groups: We share information via our regular drop-in session at a local child health clinic (Early Explorers), as well as local weekly term-time Peep groups for babies and toddlers
     
  • Little Peeple Nursery:  We hold termly book events and invite all the nursery families to attend. The children also receive a book every month, so the children see the book in nursery and at home. The nursery staff extend the book with related activities in the sessions.
     
  • Partnership work: At Peeple we have built up good links with partner agencies and other professionals such as health visitors, sharing what we do and how we register the families. For example, one health visitor is working with a traveller family that had no fixed address, so the books had nowhere to be delivered. We arranged for the books to be delivered to the health centre and the health visitor delivers the books on her visits.
     
  • Word of mouth: Free books are a great way to engage with families. More families are hearing about the local Imagination Library through word of mouth, so they are starting to contact us when they have a baby.

setting up your own Imagination Library

If you’re interested in setting up an Imagination Library in your area - or to check if there already is one near you - have a look on their website: www.imaginationlibrary.com/uk.  It really complements our local Peep work and the families love it. We attend the Dolly Parton Imagination Library UK's biennial conference, and have twice presented there. If you already have a local Imagination Library then do get in touch with us if you have any other questions about using it alongside Peep, or if you'd like to attend Peep practitioner training to broaden your skills in sharing books and stories with families.

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peep dolly parton imagination library

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imagination library logo
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Feedback from Imagination Library families and practitioners:

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Feedback from the families:

‘Her face lights up each time a book arrives.’  

‘We love reading the books together.’  

‘We have been sent some really nice books and books are really expensive so these are useful and all relevant for his age. Also his sister enjoys reading them with him’  

‘It is always such a delight to receive one of the imagination Library books. All the family reads it. She has her own shelf where we now keep her books. Normally she sleeps in bed with one of her books so when she wakes up she is enjoying it.’  

‘We have been introduced to new books we would never have tried. My son has 4 absolute favourite books and 3 of them come from you! Thank you. He loves them.’  

Feedback from practitioners:

‘I love hearing the parents talk about the books. The babies in my group love book sharing time and I’m sure they will always have a love of books – how lovely is that!’  

‘The books are a great talking point and we have really good discussions in the group about the latest book that has arrived and what the children like about it.’  

‘One mum in our group said ‘it’s like winning the lottery, and I never win anything usually’. This mum has been having a hard time and she really loved the opportunity for her baby.’  

‘The parents that come to the children centre talk about the books they have received, they get so excited when a new book arrives.’  

peeple policies

You can download our policies in relation to Peeple below:

Complaints Procedure and Form

> Confidentiality Policy

>  Data Protection Policy 

 Equal Opportunities and Diversity Policy

 Health and Safety Policy

>  Safeguarding Policy and Procedure

>  Online Video-conferencing and Groups Guidelines 

 Conflict of Interest Policy

Our early education and childcare policies can be found on the Little Peeple Nursery policies page.

Multi-agency tools are available on the below websites:

>  Oxfordshire safeguarding children board

 Oxfordshire safeguarding adults board

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peeple policies

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early years and parenting research

The Learning Together Programme is based on research. This tells us that the most important things which make a difference to children’s outcomes are:

  • the quality of the Home Learning Environment (HLE)
  • the quality of relationships with their parents/ carers
  • attending a quality pre-school.

Research also tells us that becoming a parent is a ‘golden moment’ for engaging with learning as an adult.

Here are links to some of the research studies from across the early years and parenting sectors that influence the development and delivery of Peep programmes. If you are a Peep-trained practitioner you can log-in to find more research links relating to specific Peep Learning Together and Antenatal topics.

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that have influenced the development and delivery of peep programmes

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early years and parenting research

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Significant impact of the EY Home Learning Environment (HLE) from age 3 - 18: EPPSE study of 3000 children

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The Effective Provision of Pre-school, Primary and Secondary Education (EPPE) study investigated the effects of children's home life (known as the Home Learning Environment or HLE) and pre-school experiences on 3,000 children in England from the age of 3 through to 18. The children were from a range of family backgrounds, with a variety of pre-school/ Early Years setting experiences, including day nurseries, nursery classes, pre-schools/playgroups and no pre-school-setting experience.

When the study reported at the end of Key Stage 1, when the children were 7, it found that attending some kind of pre-school setting, particularly of a higher quality (though it didn't matter if full or part-time), had a positive effect on children's development. The study also found that: 

'What parents and carers do makes a real difference to young children’s development. The EPPE project developed an index to measure the quality of the home learning environment (HLE). There are a range of activities that parents undertake with pre-school children which have a positive effect on their development. For example, reading with the child, teaching songs and nursery rhymes, painting and drawing, playing with letters and numbers, visiting the library, teaching the alphabet and numbers, taking children on visits and creating regular opportunities for them to play with their friends at home, were all associated with higher intellectual and social/behavioural scores. [This became known as the EY-HLE index.] These activities could also be viewed as ‘protective’ factors in reducing the incidence of SEN because children whose parents engaged regularly in home learning activities were less likely to be at risk for special educational needs. The home learning environment was only moderately associated with parents’ educational or occupational level and was more strongly associated with children’s intellectual and social development than either parental education or occupation. In other words what parents do with their children is more important than who parents are. Poor mothers with few qualifications can improve their children’s progress and give them a better start at school by engaging in activities at home that engage and stretch the child’s mind.' (Sylva et al, 2004, p. v)  'For this reason pre-school and school settings that do not include parent support and education are missing an important element in raising achievement and enhancing social and behavioural development.' (ibid p57)

A parallel study took place with 850 3 - 8 year old children in Northern Ireland (Effective Pre-school Provision in Northern Ireland: EPPNI), and showed similar results.

By the end of Year 6 in Key Stage 2 (age 11) EPPE found that:

'The Early years home learning environment (HLE) is still one of the most important predictors of later attainment in English and Mathematics in Year 6 as well as ‘Self-regulation’. Experiencing a better early years HLE shows a significant positive long term impact after controlling for other influences such as parents’ qualification levels, family socio-economic status and income.' (p4, Sammons et al, 2008) 

The study found that when students were 16 years old, two of the main influences on their GCSE attainment were: having attended pre-school and their early years Home Learning Environment (Sylva et al, 2014).  Even when the students were 18 years old, 'the early years Home Learning Environment shows a continued effect on overall A-level attainment'.  (Sammons et al, 2015) 

References

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. and Taggart, B. (2004) Technical Paper 12, The final Report: effective pre-school educationLondon, DfES Publications and Institute of Education

Sammons P, Sylva K, Melhuish E, Siraj-Blatchford I, Taggart B, Hunt S, Jelicic H (2008) Influences on children's cognitive and social development in year 6 , DCSF-RB048-049

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. and Taggart, B. (2014) Effective Pre-School, Primary and Secondary Education Project (EPPSE 3–16), Influences on student’s development at age 16.  Ref: ISBN 978-1-78105-402-4, DFE-RR354

Sammons P, Katalin T, Sylva K, Melhuish E, Siraj I & Taggart B (2015)  Pre-school and home learning effects on A-level outcomes: Effective Pre-school, Primary & Secondary Education Project (EPPSE)  University of Oxford, DfE RR472A

Stop Start - Children's Centres in England in 2018

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We are proud that one of our Trustees, Teresa Smith, co-authored this research. Stop Start, survival, decline or closure - Children's Centres in England in 2018. Undertaken by the University of Oxford, it paints a picture of what has happened with Children's Centres in England. It shows decline, both in numbers and services, but also adaptation and a struggle to survive. Recommendations include:

  • The central purpose of Children's Centres to promote positive child and family development primarily for 0-5 age group should be stressed and;
  • Children's Centres should reconnect with their original purpose. They warn against open access being lost, or minimised, in favour of referral only services, highlighting that a good mix of children is important for children's social mobility and social development.

'Children's Centres: their impact on children and families' (ECCE)

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> Children's Centres: their impact on children and families (Dec 2015) - part of the DfE-funded Evaluation of Children's Centres in England (ECCE) study.

The study concluded that children's centres benefitted families in a range of ways, and that there were three particular characteristics of children's centres that promoted better child, mother and family outcomes:

  1. Offering more named programmes for families predicted better outcomes for certain child behaviours and family outcomes, including the early home learning environment. 
  2. Centres that were maintaining or increasing services (rather than cutting or re-structuring) had better outcomes for mothers and family.
  3. Multi-agency working seemed to be beneficial for some child and family outcomes.

'The best start at home' (EIF)

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'The best start at home' review (June 2015) - Dartington Social Research Unit, University of Warwick, University of Coventry for Early Intervention Foundation

What works to improve parent-child interactions from conception to age five? A rapid review of interventions.

Includes reference to Peep Learning Together Programme group delivery. 

The impact of parental involvement and aspirations on their children's attainment

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> 'Dispelling the myth of parents' 'poverty of aspiration' for their children'  Analysis of the 'Growing up in Scotland' birth cohort study of 3,500 children, indicates that all parents, including those living in poverty, want the best for their children, but that lower income parents are less likely to know how to support their child's education. It also found that: "Teachers too cite low aspirations on the part of parents for children’s poorer educational attainment. This has an effect on how teachers and school staff engage with children and parents living in poverty."  (2017, Treanor, Centre for Research on Families and Relationships)

> 'Educational Aspirations: how English schools can work with parents to keep them on track' (Menzies, 2013, Joseph Rowntree Foundation) - One of the report's key points: "Disadvantaged parents and their social networks can lack the experience and knowledge to help their children. Engaging parents to help them understand what their children’s aspirations involve and what will help achieve them is an effective way of raising attainment. Engagement is most effective when:

  • It is collaborative, builds strong relationships and focuses on learning.
  • Schools meet parents on their own terms by tapping into their needs and interests, creating environments that feel comfortable to them and involving other members of their community." 

> 'The impact of attitudes and aspirations on educational attainment and participation' (Gorard et al, 2012, JRF) - "Parental involvement in their child's learning is the only area showing robust evidence as a cause of attainment"

directions

Peeple Centre, Oxford

Tel 01865 395145 (main office) or  Tel 01865 397970 (training queries)

To visit us/ for sat nav:
The Peeple Centre, Northfield Close (off Giles Road), Littlemore, Oxford OX4 4NH (NB this is the back entrance to The Oxford Academy Campus - there is currently no access from the front entrance to the Academy)

> link to Google map for Peeple Centre

> For precise location you can find us using the what3words addressing system:

For Peeple Centre - Training and Qualifications (Cabin 1): ///dared.organs.cases

For Peeple Centre - Practitioner base (Cabin 2): ///jump.exchanges.aside

For Little Peeple Nursery: ///soil.oven.hook

For Northfield Close Entrance pathway: ///sling.jump.crowds

You can download the free what3words apps for android and IOS - HERE

directions to the Peeple Centre: 

The easiest route is to turn off the A4142 Eastern Bypass at the Littlemore roundabout, turning north along the Oxford Road (ie left from A34/ Abingdon direction or right from London/ Birmingham/ M40 direction). 
Take the first right down Newman Road, then right at the first mini-roundabout along Cowley Road (Littlemore) and drive under the flyover. 
Take the first left down Champion Way, first right into Giles Road and second left into Northfield Close. 
The Peeple Centre (and the Littlemore entrance to Oxford Academy) are at the very end of Northfield Close. Turn right inside the gate and go down to the car park at the end of the drive, which is next to the Peeple Centre (Peep the Parrot faces mark the spot on the map below!). There is plenty of parking space.

Train and bus: Oxford train station is about 4 miles from the Peeple Centre. Stagecoach and Oxford Bus Company buses stop in Rose Hill approx every 15 minutes, about half a mile from the Peeple Centre (follow same walking route as for driving directions above). If you get a taxi, please give them the satnav postcode (OX4 4NH) or emphasise that we're only accessible from the Northfield Close, Littlemore entrance to the Oxford Academy.

Postal address:  The Peeple Centre, PO Box 1404, Oxford OX4 6XW

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we are based at the peeple centre in Oxford and peeple office in Edinburgh – find us

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