Peers Early Education Partnership (PEEP), a registered charity, was set up in 1995 by a governor at the Peers School in Oxford concerned about the low literacy levels of 13-year-olds at the school. He involved others with high expectations of what children and adults can achieve together. They aimed to make significant improvements to educational attainment within the whole community by encouraging parents and carers to learn with their children and to engage with their development from the start.
PEEP groups originally opened within the school catchment in south-east Oxford. Over ten years, programmes have been developed that take account of findings such as evidence of the cumulative impact of the development of communication skills.
Since 1995, PEEP has offered a visit to every family six to eight weeks after the birth of a baby, and also to families with pre-school children who move into the area. The visit aims to inform them about the Partnership and to invite them to attend PEEP groups, which are now linked to the local Sure Start.
The PEEP programme is carefully structured but designed for flexible delivery that can be adapted to meet local needs. It is based on the 'ORIM'
framework, from Sheffield University, which describes how parents can help children to learn by providing:
* Opportunities for learning through ordinary, everyday activities
* Recognition and valuing of children's efforts and achievements day by day
* Interactions with children about what they do and how they feel
* Modelling of behaviour and activities, which is a powerful way for children to learn (Hannon, P (1995) Literacy, Home and School London: Falmer Press).
PEEP takes an inclusive and non-judgmental approach towards families.
Parents are recognised as children's first and most important educators; their knowledge of their children is used as a starting point.
Relationships are at the heart of learning and are given time to develop.
The programme values diversity, welcoming people from all backgrounds and cultures, and is developed in consultation with parents, who are seen as equal partners.
The curriculum supports the development of children's self-esteem and learning dispositions, such as perseverance, curiosity and confidence, as well as listening, talking, reading, writing and numeracy.
It addresses and re-visits these areas in ways appropriate to the stage children have reached at five levels: babies, one-year-olds, two-year-olds, three-year-olds and four-year-olds. It thus combines progression with continuity, and operates successfully as a rolling programme, enabling parents to join a group at any time.
The programme focuses on how to foster children's development through everyday life at home, and emphasises the importance of communicating, playing, singing and sharing books together every day. Parents see they have a vital role in helping their babies to feel good about themselves, and come to understand the importance of looking at the world from their child's point of view.
Supporting parents
PEEP promotes parents' own learning as part of their role as educators, so that they themselves feel good about learning. The informal group sessions are fun, providing mutual support and information.
One mother's comments show how she values the programme. 'I just wanted to write and thank everyone so much for PEEP. It's always been there throughout all our adventures in the pre-school world. My daughter and I have benefited so much from the friendships we've made and the support we've had, and I feel PEEP has really helped me love, understand and enjoy her. I know my mother often felt lost and isolated when my brother and myself were tiny, and this makes me realise even more how lucky we have been. Having a child means you move into such a different world.'
Parents can now gain formal accreditation for their learning through the Open College Network award, Learning Together At Home, based on parents'
personal records of everyday events in their child's life and of the ways in which they have used PEEP ideas to support their children's development.
The head of one school offering the programme says, 'This programme has played an important role in raising the confidence of parents as learners. They feel prepared to have a go at new things. Some have found a voice to ask for courses for themselves.'
The weekly group sessions for families have a regular format, including a welcome time, songs and rhymes, and then 'talking time', which involves discussing a theme relating to children's development, such as the value of routines. The theme is closely linked to the content of the PEEP folders.
Talking time gives parents the chance to share experiences and support one another. Each session ends with a special story and a goodbye ritual.
Families are offered the Learning Together materials to use at home, and can also borrow books and play packs, chosen to encourage interaction and play.
Not all families want to attend groups, so home sessions are offered as an alternative. On home visits, the PEEP visitor offers parents the programme's materials and suggests and models activities to support their child's development.
PEEP staff also work in pre-schools and nursery classes. The pattern of these sessions varies in response to the needs of each setting, but the common aim is to offer activities and discussions to help practitioners to encourage parents' involvement in their children's learning.
Success stories
PEEP staff reflect on their practice and keep records and information systems that help them to refine how the programme is delivered after review and evaluation. These provide evidence of the PEEP programme's benefits.
One evaluation shows that parents found improvements in their own speaking and listening skills and their enjoyment of talking and playing with their children. Their new-found confidence in themselves and in their role as educators helped them to talk in a group, and led many to move on to further learning.
Qualitative evidence also points to the development of a strong sense of community among families in the programme, who might otherwise not have known one another. The social support offered by PEEP influences many participants' motivation to extend their employment-related skills and improve their effectiveness as parents.
External evaluations show that the adults involved in the programme make significant improvements in their socio-economic status and take more adult education courses. They demonstrate significantly greater awareness of their child's literacy development and how they can foster it (see box).
And as for the children, there is evidence that PEEP leads to significant gains in their early literacy and numeracy, and in their self-esteem.
Growing influence
PEEP ties in with Birth to Three Matters and the stepping stones to the Early Learning Goals identified in Curriculum Guidance for the Foundation Stage. Various organisations, including Sure Start, family learning programmes and social services, are now adopting PEEP ideas. The Basic Skills Agency is basing its Early Start and Language and Play projects on PEEP materials. The ways in which these different groups use the materials and ideas vary according to their needs and circumstances, but all are working within the PEEP principles.
These principles, coupled with a holistic approach to families, provide a secure foundation for partnership working across many disciplines, such as playworkers, speech and language therapists and health visitors. These professionals share the conviction that what happens at home can improve children's life chances.
The programme is continually developing, as families and practitioners have opportunities to give feedback and have their own influence. Regional networks where local projects can support and guide each other are also growing. The Learning Together folders, tapes and videos are in great demand. The programme is even attracting international attention - delegations from Beijing and Shanghai have visited PEEP over the past year as a result of the growing interest in China in engaging parents and in work with the youngest children.
FURTHER INFORMATION
Research findings
The Foundation PEEP study (October 2003), which looked at outcomes for three- and four-year-olds, is available on www.DFES.gov.uk/research.
The findings of a larger comparative study, Birth to School, to be completed in 2005, will be reported by the DfES and the full study will be on the Oxford University Department for Educational Studies website www.edstud.ox.ac.uk.
Enabling Parents: the role of PEEP in supporting parents as adult learners (2004), which considered adult outcomes, is on the same website.
Training and information
PEEP offers a range of training and information days and staff are available to offer ongoing support via the website, email or telephone.
Over the past year, PEEP has trained a wide range of professionals in Scotland and across England. It has been particularly in demand from Sure Start projects.
Learning Together folders, songbooks, CDs and videos are on sale for different age groups, and session plans are available to buy on completion of the PEEP for Practitioners training.
For more information, visit www.peep.org.uk, e-mail: info@peep.org.uk, tel: 01865 395145 or fax: 01865 395140.