Peep Progression Pathway qualifications

The Peep Progression Pathway offers nationally recognised units to cover three qualification levels for parents and carers as learners - in Scotland at SCQF levels 3, 4 and 5, and in the rest of the UK at Entry 3 and levels 1 and 2. At each of these levels, learners can follow a unit covering any of the five Peep learning strands (Communication and Language, Health and Physical Development, etc) and/or four developmental stages (Babies, Toddlers, Pre-schoolers or Early Childhood) of the Learning Together Programme

The Peep Progression Pathway - as its name suggests - often leads on to parents and carers taking further training or qualifications, or new career opportunities. Read some of our parent case studies.

The units were piloted during 2015, and have been credit-rated by the Scottish Qualifications Authority (SQA) and National Open College Network (NOCN).  You can read more about the pilot in the pilot report and summary.

Follow the link to find out more about the Peep Progression Pathway in Scotland, or contact us about the rest of the UK: or tel 01865 397970.

benefits for parents and carers

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The Peep Progression Pathway units formally recognise the learning which is already occurring within a Peep session. Based around key Peep concepts such as ORIM, reading and singing with young children, and recognising and building on everyday learning, they are very much an integral part of the Learning Together Programme.

The credit-rated units are assessed entirely by portfolio. Through this portfolio learners reflect on their child’s development, and their own role as first educator. Parents/carers have treasured them both as a reflection of their own learning and as a keepsake about their child.

Take a look at our flowchart, which shows the journey a learner may take on the Peep Progression Pathway.

Learners who participated in the Peep Progression Pathway pilot found it useful in a range of ways:

  • furthering their understanding of child development
    ‘It’s good to really consider why you do things and how it benefits your child’ (parent)
  • enhanced parent confidence and relationship with their baby or child: 
    'The course allowed me to grow in confidence in being able to understand babies' needs and wants. The talk time and listening to others helps put your own experiences into perspective. I'm able to listen to my baby more now and decipher cries and wants - tired, bored, hungry etc.’ (parent)
  • a stepping stone into formal learning...
    ‘We are finding that parents who do not feel confident to register as a learner recognise that their portfolio work is just as good as their peers and often have a change of heart and submit their portfolios for assessment. It’s increasing access to parents who would never consider participating in accredited learning’ (practitioner)
  • ... and employability:
    ‘We’re seeing a number of parents in our area who are going through the accreditation with the hope of progressing on to co-deliver the groups as volunteers or bank staff where funding allows’ (practitioner)
  • personal development:
    ‘I haven’t had to think critically for a while, so it’s been good to get back into it’ (parent)
  • enjoyment:
    ‘I've recommended it to all my friends. A very worthwhile and valuable experience’ (parent)
    ‘Practitioners love that the progression pathway is sown throughout our existing Peep Learning Together Programme’ (practitioner)

practitioners and organisations

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Practitioners who have completed Learning Together Programme Training and Peep Progression Pathway training can deliver the Peep Progression Pathway to learners and families, and assess their portfolios. The process for organisations is slightly different for Scotland and for the rest of the UK, but full guidance and procedures are provided for both.

Feedback from a young mum: ‘I was very shy and didn’t want to come out. I had to get two buses to come to Peep. The qualification was a pull. It’s made me more confident, knowing what I am doing with my child’s development. I was nervous at first but really liked the two group leaders. It was not as hard as I had thought. I want to go back to college. I had a big gap in my CV so it enabled me to fill that and have something to speak about.’