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Learning Together Programme - Foundation PEEP 3s level

Evidence rating
2
Cost rating
1
Review: Foundations for Life, July 2016

The PEEP Learning Together Programme by Peeple is for parents with a child between birth and age five. PEEP for 3s is for parents with children between the ages of three and four.

The programme consists of five age-specific curricula delivered by PEEP-trained practitioners for 33 weeks during school term time. Each curriculum teaches parents age-specific skills for supporting their children’s early learning and social and emotional development.

The programme content aims to improve five strands of child development: children’s personal, social and emotional development; communication and language; early literacy development; early numeracy development; and health and physical development. All sessions include talk time, songs and rhymes, sharing books and stories, and things for families to try at home. The content of the sessions is based on the ORIM framework (developed by Peter Hannon and Cathy Nutbrown at the University of Sheffield) to support children’s early literacy.

EIF Programme Assessment

Evidence rating
2

Learning Together Programme - Foundation PEEP 3s level has preliminary evidence of improving a child outcome, but we cannot be confident that the programme caused the improvement.

What does the evidence rating mean?

Level 2 indicates that the programme has evidence of improving a child outcome from a study involving at least 20 participants, representing 60% of the sample, using validated instruments. 

This programme does not receive a rating of 3 as its best evidence is not from a rigorously conducted RCT or QED evaluation.

What does the plus mean?

The plus rating indicates that a programme’s best available evidence is based on an evaluation that is more rigorous than a level 2 standard but does not meet the criteria for level 3. 

Cost rating
1

A rating of 1 indicates that a programme has a low cost to set up and deliver, compared with other interventions reviewed by EIF. This is equivalent to an estimated unit cost of less than £100.

Child outcomes

According to the best available evidence for this programme's impact, it can achieve the following positive outcomes for children:

Supporting children's mental health and wellbeing

Improved self-esteem (maternal acceptance) - based on study 1

Enhancing school achievement & employment

Improved verbal comprehension - based on study 1

Improved vocabulary - based on study 1

Improved writing - based on study 1

Improved concepts about print - based on study 1

Improved phonological awareness - based on study 1

Improved numeracy - based on study 1

Learning Together Programme - Foundation PEEP 3s level

Key programme characteristics

Who is it for?

The best available evidence for this programme relates to the following age-groups:

  • Preschool

How is it delivered?

The best available evidence for this programme relates to implementation through these delivery models:

  • Group

Where is it delivered?

The best available evidence for this programme relates to its implementation in these settings:

  • Home
  • Children's centre or early-years setting
  • Community centre

How is it targeted?

The best available evidence for this programme relates to its implementation as:

  • Targeted selective

Where has it been implemented?

Australia, England, Northern Ireland, Portugal, Scotland, Wales

UK provision

This programme has been implemented in the UK.

UK evaluation

This programme’s best evidence includes evaluation conducted in the UK.

Learning Together Programme - Foundation PEEP 3s level

About the programme

What happens during delivery?

How is it delivered?
  • Foundation PEEP 3s level is delivered by two early childhood professionals (QCF-3) to groups of eight families.
  • Foundation PEEP 3s level is delivered in 33 sessions of one-hour duration.
What happens during the intervention?
  • Foundation PEEP teaches parents age-specific skills for supporting their children’s early learning and social and emotional development. All sessions include talk time, songs and rhymes, sharing books and stories, and things for families to try at home. The content of the sessions is based on the ORIM framework (developed by Peter Hannon and Cathy Nutbrown at the University of Sheffield) to support children’s early literacy.
  • Sessions two to four focus on helping children to learn – parents learn to give children opportunities and chances to do things, parents learn to recognise when children have learned something new, parents learn how to help their children learn by doing activities together, and by modelling (ie being an example).
  • Sessions five to seven focus on helping parents learn to listen to children and to help children to listen carefully themselves, and say the things they want to say.
  • Sessions 8 to 10 focus on numeracy by playing games together and having fun with numbers.
  • Sessions 13 to 15 focus on how children feel about themselves and how it is important for learning.
  • Sessions 16 to 18 focus on helping parents to learn to talk to their children in a way which helps their learning (ie thinking about what a child really wants when they ask a question).
  • Sessions 19 to 21 focus on numeracy, helping parents to learn about how to talk to their child about matching one thing with another, about sizes and amounts, groups of things, and the words we use to describe the position of things.
  • Sessions 24 to 26 focus on helping parents to learn how an awareness of play patterns makes a difference to children’s learning and confidence, and how to make the most of play patterns.
  • Sessions 27 to 29 focus on helping parents to help children’s developing language by offering lots of opportunities for children’s talking, as well as to listen, join in, and to try to understand.
  • Sessions 30 to 32 focus on numeracy, helping parents to help their children develop a sense of order, as knowing what comes next helps children feel secure and helps with their later understanding of science and maths.

What are the implementation requirements?

Who can deliver it?
  • The programme is delivered by two practitioners who work with families with children under five, with QCF-3 level qualifications.
What are the training requirements?
  • The practitioners have 14 hours of programme training. Booster training of practitioners is not required.
How are the practitioners supervised?
  • It is not required that practitioners receive supervision.
What are the systems for maintaining fidelity?
  • Training manual
  • Other printed material
  • Other online material
  • Face-to-face training
  • Accreditation or certification process
Is there a licensing requirement?

There is no licence required to run this programme.

How does it work? (Theory of Change)

How does it work?
  • Foundation PEEP is based on the assumption that parental engagement and active participation in learning is important for children’s early social, emotional and cognitive development.
  • During the course of Foundation PEEP parents learn age-specific skills for supporting their children’s early learning and social and emotional development; children are involved in activities which promote their development, such as listening, talking, and playing.
  • In the short-term, Foundation PEEP aims to improve children’s self-esteem and their positive dispositions to learn (perseverance, curiosity, and confidence).
  • In the longer-term, Foundation PEEP aims to improve children’s educational achievement (children’s literacy and numeracy development), as well as children’s pro-social behaviour.

Contact details

Learning Together Programme - Foundation PEEP 3s level

About the evidence

PEEP for 3s is underpinned by two quasi-experimental evaluations, conducted in the UK.

  • These studies evaluate multiple years of PEEP with the same sample. In study two, the recruited sample was measured and compared first after the participants had attended the earlier levels of PEEP (eg Baby PEEP, PEEP for 1s, PEEP for 2s), and were then measured and compared again after attending PEEP for 3s. This programme report will only describe in detail the findings for PEEP for 3s.
  • Findings which involve any given level of PEEP in conjunction with prior levels of PEEP (ie cumulative findings) are noted below, although they do not feed into the rating of any specific level of PEEP (as these findings aren’t attributable to any one level of PEEP).

Study 1

Citation: Evangelou, M. & Sylva, K. (2003)
Design: QED (samples drawn from matched communities)
Country: United Kingdom
Sample: 164 participants recruited from playgroups in a disadvantaged PEEP catchment area and a matched comparison area in Oxfordshire
Timing: -
Child outcomes: Improved self-esteem (maternal acceptance)
Improved verbal comprehension
Improved vocabulary
Improved writing
Improved concepts about print
Improved phonological awareness
Improved numeracy
Other outcomes: None measured

Evangelou, M. & Sylva, K. (2003). The effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress. DfES Publications.

Available at 
http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/RR489.pdf

Cumulative findings
For the sample which participated in PEEP for 3s and PEEP for 4s: improved perceptions of cognitive competence and physical competence.

Study 2

Citation: Evangelou, M., Brooks, G., Smith, S., & Jennings, D. (2005)
Design: QED (propensity score matching)
Country: United Kingdom
Sample: 174 PEEP children living in four disadvantaged PEEP neighbourhoods, and 303 non-PEEP children living in a matched comparison area
Timing: -
Child outcomes: -
Other outcomes: None measured

Evangelou, M., Brooks, G., Smith, S., & Jennings, D. (2005). Birth to School Study: A Longitudinal Evaluation of the Peers Early Education Partnership (PEEP).

Available at
http://217.35.77.12/research/england/education/SSU2005FR017.pdf

Cumulative findings
For the sample which participated in PEEP for 2s and 3s: Improved vocabulary, phonological awareness, understanding about books and print.

For the sample which participated in PEEP for 2s, 3s and 4s: Improved vocabulary, phonological awareness, letter identification and understanding. 

Published March 2017   |   Last updated April 2017