1. peep learning together programme
Trainer Manual
LTP two-day training
Version 1.3
Dec

2. 2-day Learning Together Programme Training Date: Location: Trainers:
peep learning together programme
2-day Learning Together Programme Training Date: Location: Trainers:
TRAINING NOTES:
Personalise slide with trainer names, date and location of training.
Display slide as practitioners arrive.
Name stickers and pens.
Registration and sign-in.
Suggest playing music quietly (Nuzhat’s CD?).
Place practitioner packs on tables (blue Peeple folder

3. welcome who are we? housekeeping introducing ourselves
our group agreement
TRAINING NOTES:
Introduce self and co-trainer. Background information.
Housekeeping – rough timings for breaks, lunch and end of day, toilets, fire exits, etc.
Suggest practitioners go round and introduce themselves including name and their role. Alternative 1: in pairs find out names and roles – go around and introduce your partner. Alternative 2: place your things carefully under the chair. Find someone you don’t know in the group and find out their name and role. Introduce each other to the group. Take original seats again.
Create group agreement for the training – write this onto flip chart and display over the course of the training. The group agreement may include:
confidentiality of information shared within the training – avoid mentioning families by name during discussions.
limits of confidentiality. For example any information revealing that a child or person is at risk of, or is being harmed will be passed on.
mobile phones on silent.
listening carefully to others and respecting difference of opinion and values.
respectful challenging of views or behaviours (not the person) which may be hurtful or prejudiced.
supporting each other to start and end the training on time.
Agreements are also important when delivering sessions and this is revisited later.
Ask practitioners to complete and hand in their contact details form (first sheet in left side of blue practitioner pack).
Explain the Practitioner Declaration and ask practitioners to sign two copies – one for them to keep and one to be retained by trainer and returned to Peeple.
A Manager Declaration is also available. This is to:
encourage them to familiarise themselves with hard copies of the Programme.
allow them to keep the copy if they have bought it on behalf of a practitioner who then leaves the organisation.
Trainers to check that all practitioners hand in:
their contact form with a unique address as this is how they will be given access to the website Member Area.
their completed Practitioner Declaration.

4. training aims To equip practitioners to
effectively deliver the Programme with parents/carers and the families they work with
gain practitioner City and Guilds unit accreditation
know how to offer Peep Progression Pathway: parent credit rated units
TRAINING NOTES:
Explain the aims of the training. Any other expectations? Say whether or not these can be met. Explain that they have a pack with the Programme Manual in and this is central to the training and will be referred to throughout the course. It is also a point of reference, along with the Peeple website, afterwards.
Practitioner unit accreditation through City and Guilds – refer practitioners to p17 Programme manual. This is part of the training course, no extra charge (there is an extra charge for those on the 1-day conversion training only) although if people register and then withdraw or don’t complete, there is a £20 administration charge. Peep City and Guilds unit 311 level 3 ‘engage parents in their children’s early learning’, requires a combination of evidence covered during the Learning Together Programme Training, supported by evidence of how the Programme is used in practice. When completed, this unit will give practitioners three credits towards the level 3 City and Guilds 3599 ‘work with parents’ Award (12 credits overall) or the Certificate (30 credits overall). Hand out C&G packs Also say that some of the exercises covered on this training are relevant to the practitioner accreditation and will be pointed out over the two days.
Parent qualification – optional - refer practitioners to p16 of Programme manual. This is called the Peep Progression Pathway. Trainers please note that it is important to refer to credit rated units in line with awarding body language use.
To offer this to parents, practitioners need to be Peep trained with adult education, community learning and development qualifications or teaching qualifications. Or practitioners can attend the Peep one-day Adult Learning Training. Formal recognition of parents’ learning is embedded within the programme. This is based on what parents/carers already do to support their child’s development and how they have put the knowledge gained whilst taking part in the Programme, into practice. This builds parental capacity and learner identity which research shows makes further learning and vocational progression more likely. In this way, parents and carers are modelling a positive disposition towards learning to their child which will improve their child’s educational outcomes. The units which parents undertake form part of the Peep Progression Pathway.
Look at the Programme manual which supports the training aims:
Tell practitioners that contents are listed on p2.
Explain that the manual gives the ESSENTIAL information to support the programme delivery and practitioner accreditation and parent qualification.
Documents on the website will also support programme delivery.
TRAINERS need to refer to Programme manual throughout – training mirrors the manual – manual pages are in training notes IN BLUE where applicable. NB references to the manual are for trainer information and to remind practitioners that there is more info available from that source. Where they need to consult to manual – this is highlighted in the trainer notes

5. introducing peeple who we are what we do
TRAINING NOTES: refer to p3 of Programme manual
Peeple (our organisation name)
(Only mention if asked or if appropriate, that we used to be called Peep).
Our change of name reflects commitment to our origins, celebrates our inclusive, collaborative approach and clarifies the difference between the organisation and the programme, which will still be called ‘Peep’.
Peeple is a charity which supports parents/carers and children to learn together. We would like to help all children to have the best chances in life. We do this by training practitioners to deliver the Peep Learning Together programme to parents/carers and their children. We also have a team directly involved in delivering the Peep Learning Together Programme and we run a preschool in Oxford.
We have a diverse and experienced Board of Trustees and they each share their relevant knowledge and skills to support Peeple.
For the last 20 years we have delivered the Peep Learning Together Programme with  over 10,000 families in Oxfordshire, and over 9,000 professionals to date have been trained as Peep practitioners across the United Kingdom, the Republic of Ireland and further afield. These practitioners have gone on to deliver the Peep Learning Together programme with  over 150,000 families.
Our work is guided by a set of principles.

6. peeple principles
we believe in the potential of every parent, every carer, every child
we believe that relationships are at the heart of learning
we recognise parents and carers for what they already do and help them to do more
we believe that lives can be transformed by building on everyday learning experiences
we recognise the importance of reflecting on the world through the eyes of others
TRAINING NOTES: refer to p3 of Programme manual
NB. ON SLIDES - HAND symbol indicates a training activity. ROSETTE symbol indicates a C&G activity.
Introduce the principles to practitioners.
Peeple principles are all encompassing like the writing through a “stick of rock” – going all the way through the organisation, staff and practitioners.
Training exercise - refer to Principles exercise in C&G pack: The purpose of this exercise is to encourage practitioners to reflect on their own practice and how they are already using one of the principles or how they could do so in future.
Resources: Peeple principle laminated cards.
Split the group into 5 groups (number in group depends on total number).
Offer each group one laminated card – suggest offering these face down.
In the groups, discuss one principle and what it means for your practice with families.
Take feedback from each group. Discuss as a whole group, giving practitioners the opportunity to reflect on each principle, not just the one they have concentrated on.
Points to draw out:
These principles are for everyone and everything – the organisation, the staff, the trainers, the practitioners and how we model for the families with whom we work.
They inform how we operate in all aspects of our work from our thinking to our planning to our operations to our practice to how we interact with families. In everything with are careful not to “do to” parents/carers or any others involved in Peeple but to “be with”. We completely avoid a didactic approach (talking AT people).
When we believe in the potential of every parent, every carer, every child – we challenge our own judgements about where families might be now. We are careful to ensure that families feel our genuine and authentic belief in what they can achieve if they want to – we are careful not to patronise, make assumptions or to judge. We encourage parents in specific ways which are meaningful and helpful.
We work VERY hard at building relationships with families – we are very careful to be reliable, consistent and predictable. We do what we say we will do. We listen very carefully to parents/carers and let them know that we do our best to understand their thoughts and feelings. We hold appropriate professional boundaries (not working beyond our remit, knowing when to signpost on) whilst being warm and empathic. We do not come from a place of superiority. We are humble and accepting. We are careful not to “feel sorry” for families as this is not helpful. We hold confidentiality (within its limits) and do not talk about parents/families in unhelpful ways with our colleagues. If parents/carers don’t turn up for a session, we don’t blame them – we make an effort to connect with them and help them come next time. Relationships are at the heart of how parents can support their children to learn…
We work hard to let parents/carers know in genuine and specific ways what they are already doing and we support parents/carers to enjoy wanting to do more. We are careful to offer reliable and consistent support. We acknowledge parents’/carers’ efforts and notice even the smallest or tiniest efforts and progress.
We encourage parents to understand that they are the agents of growth and development – that their efforts with their children are really important and potentially transformative. Most learning – for parents/carers and for children – is informal – and related to day to day life. This is the heart of the programme – that what parents/carers do – on a daily, everyday basis – will make a huge difference to how their children learn – and how well they do later in life.
We challenge our own judgements and assumptions about others and take care to see things from their point of view. If we do need to challenge discriminatory or offensive behaviour, we never challenge the people, only the behaviours. We recognise that we have our own deeply-engrained worldview and work hard to recognise how this affects our thinking and behaviours.
As long as all five principles are shared and discussed, trainers may prefer to present this activity in a different way.

7. peep learning together programme training
Why
What
How
key ideas behind the programme
research and evidence base
ORIM as the mechanism for development and growth
an adult-learning programme for parents and children together
based on playful everyday learning for babies, toddlers and preschoolers
group or 1:1 delivery
5 strands of learning
sub-strands organised into 74 topics
peep progression pathway – parent qualification embedded
session plans
ORIM in action
ORIM for parents
practitioner skills and attributes
planning and practising
parents/carers as learners
Peep Progression Pathway – parent credit rated units
practitioner accreditation
ORIM to support adult learner
TRAINING NOTES
The aim of this training is to make a very clear link between:
research and theory (why) into practice (what) with high quality delivery (how).
Take practitioners through the why, what and how.
This 2-day training includes:
WHY use the Peep Learning Together Programme? The key ideas on which the programme is developed; the evidence base. The Programme contains evidence based mechanisms for change.
WHAT is the Peep Learning Together Programme? It is an adult learning programme to support parents to enhance the earliest learning of babies and toddlers with qualifications for parents/carers to support their own development and employability skills. The Programme is divided into strands, sub-strands and topics to allow flexible delivery.
HOW to use the Peep Learning Together Programme. This training includes an opportunity to practice the skills  and approaches required for effective delivery. Recognising how parent/carer qualification is included throughout and identifying how to offer this as an integral part of Learning Together Programmes.
The ORIM framework (Opportunities, Recognition, Interaction and Modelling) The training shows four uses of ORIM:
as the change mechanism.
ORIM in action (practitioners).
tool for parents.
to support adult learners.
NB. Trainers need to use this brief introduction to ORIM here – detail comes later.
NB. Slide heading reflect WHY WHAT AND HOW. Point this out to delegates.

8. peep learning together programme aims
The Peep Learning Together Programme is an adult learning programme which aims to help parents/carers to
value and extend everyday learning opportunities
improve the home learning environment
develop secure attachment relationships with their babies and young children
gain credit rated units based on their own goals and aspirations
TRAINING NOTES: refer to p11 of Programme manual
Introduce the Peep Learning Together Programme aims. This slide refers to the adult learning aspects of the programme.
Trainers please note again that it is important to refer to credit rated units (not accreditation) in line with awarding body language use. Although most learners will probably only complete single units, they can gain a qualification by completing five units (in the UK but not in Scotland at the moment). More on this later.

9. peep learning together programme aims
By supporting parents/carers, the programme aims to improve children’s:
personal social and emotional development
communication and language
early literacy development
early maths development
health and physical development
TRAINING NOTES: refer to p11 of Programme manual
Introduce the Peep Learning Together Programme aims. This slide refers to how the programme aims to improve children’s learning and development, through supporting their parents/carers. The slide shows the five strands of learning and development used in the LTP and they are colour coded to match the strand colours used in the Programme.
The strands of learning do not link directly to any particular policies or frameworks but they can easily be mapped to them.

10. why does this programme work?
What makes a difference to children?
quality of the Home Learning Environment
quality of relationships between parents and children
TRAINING NOTES: refer to pp5–7 of Programme Manual
Point out that the next few slides are about why the LTP works
Training exercise – refer to Research Exercise and Importance of Music Exercise in C&G pack: Resources: flip chart, pens.
Split participants into 3 groups. Give them flip chart paper and pens.
Using the programme manual, discuss aspects of the home learning environment
All groups read general section on home learning environment, section 2.1 on p5 of Programme manual – then give each group additional sections to look at, discuss and summarise on flipchart paper:
Group 1 – importance of play (p5).
Group 2 – importance of music, songs and rhymes (p6).
Group 3 – importance of conversation books and stories books (p6).
Each group feedback a summary – trainer to display around room.
Main points to get across to practitioners:
The importance of the home learning environment
Research shows the importance of a stimulating HLE in supporting children’s learning. The Effective Provision of Preschool Education (EPPE) study found that the activities parents and carers do with their children that make a positive difference are: singing songs and nursery rhymes, reading with their child, visiting the library, playing with letters and numbers, painting and drawing, taking children out and about, and providing opportunities for them to play with their friends at home. What adults do is more important than their background, location or income. The Learning Together Programme encourages parents and carers to do more of the things that help improve the quality of the Home Learning Environment (HLE)
The quality of relationships between parents/carers and their children
Babies and young children learn best when they feel safe and secure (more on next slide about attachment).
NB. The Growing Up in Scotland Study (GUS) also highlights the importance of the home learning environment and parental involvement in children’s earliest learning.
Further evidence is available on the Peeple website under ‘Research’ including further information about the importance of music, songs and rhymes. The next slide looks at the Birth to School Study, a report confirming the evidence base for Peep.

11. why does this programme work?
Attachment
babies and young children need secure attachments with their parents/carers
research shows a strong and proven link between secure attachment and positive child outcomes in all areas; social, emotional, educational
attachment is not parenting or bonding
attachment describes the QUALITY of the parent-child relationship
most children enjoy a secure and “good enough” relationship with their parent/carer
TRAINING NOTES: refer to p7 of Programme manual
Go through slide with practitioners. There is a link to an article by Benoit in the research area of the Peeple website if they wish to read up more on attachment.
The quality of the parent/carer-child relationship
Children need attachments that are secure enough to allow them to learn. When a parent/carer  provides consistent, sensitive and loving care, their baby learns to feel safe and secure – through this the baby forms a secure attachment. Secure attachment between a baby/child and carer is important for emotional security and healthy development. The baby normally only needs ‘good enough parenting’ to form a secure attachment. Peep is not about judging parenting/carer skills although we should always be mindful that the needs of the child are paramount.  This means that everyone has a duty to pass on any child protection concerns according to the policies and procedures of their employers.

12. why use orim?
ORIM as a mechanism for parental growth and development O opportunities R recognition I interaction M modelling
TRAINING NOTES: refer to p8 of Programme manual
Present this slide to practitioners. Only the why is covered here so Trainers should familiarise themselves with these notes until they are comfortable explaining it. Until then, trainers might want to read the section to practitioners.
The Learning Together Programme is underpinned by the ORIM framework which was developed by Cathy Nutbrown and Peter Hannon from University of Sheffield.
ORIM stands for: Opportunities, recognition, interaction and modelling.
The programme can help parents and carers to develop and grow.
It does this by helping the practitioner SEE what parents already do; giving ideas to help the practitioner EXPLAIN and share with parents why what they already do is valuable; giving practitioner ideas to help parents EXTEND what they already do.
The programme provides a framework so they provide ORIM more Consciously, Meaningfully and Frequently.
Go through definition of ORIM below – please keep to script – only the WHY of ORIM.
Opportunities: parents/carers give their children opportunities to learn in lots of different ways; for example, parents/carers provide children with important resources to support learning.
Recognition: parents/carers recognise and value their children’s development and learning and what counts as progress for their child. Parents can show recognition by just a gentle word, giving quiet attention or by more obvious ways of praising and encouraging.
Interaction: parents/carers support their children’s learning and development by talking, listening and interacting in lots of different ways; interaction can be just being there to support or it can be more actively helping and doing things together.
Modelling: babies and young children learn from watching those around them, especially those they love the best – their parents and carers. Babies and young children absorb attitudes, behaviours and dispositions to learning as well as learning how to interact and likely responses they will receive through the models their parents/carers provide.
The more that parents/carers understand about how their children learn and develop - the more they will be encouraged to offer opportunities - the better able they will be to recognise and value their children’s progress, the more they will interact positively and the more they will be conscious of how they can provide a helpful model for their children. And it is this information – the key ideas – that is provided by the topics – along with ideas for sharing them with parents based on the Opportunities, Recognition, Interaction and Modelling that parents are already providing, ie not a deficit model – that lead to improvement in the Home Learning Environment (HLE) – and attachment – both shown by research to be linked to better child outcomes. Thus they can provide opportunities, recognition, interaction and modelling more consciously, meaningfully and frequently to support their babies and young children to learn.
The four roles of ORIM reinforce each other and overlap between them is normal and to be expected. The training will be revisiting ORIM throughout.
Trainers point out that the next section of the training is about WHAT the Programme is.

13. why does this programme work?
The Birth to School Study
Evidence base for the
Learning Together Programme
shows that the Peep LTP
makes a difference to the HLE
TRAINING NOTES: refer to pp9-10 of Programme manual
The evidence base for the Programme has been established by the Birth to School Study, an independent, six-year longitudinal evaluation by the University of Oxford with a sample of over 600 families.
The study investigated the effects of the Programme on parents as well as on children and the duration allowed time for effects on parents to filter down to the children. Families who had taken part in the LTP were compared to similar families who had not (quasi-experimental design). The children were assessed each year using standardized instruments including measures of language, literacy, numeracy and socio-emotional development.
The study found that children who attended Peep made better progress in a set of outcomes related to early literacy development (vocabulary, phonological awareness of rhyme and alliteration, letter identification, understanding of books and print, writing) and had higher self-esteem than those who had not attended. As well as contributing to their own development and relationships, these characteristics help children make the most of school as they grow older.
Key findings also showed that Peep parents (compared to similar parents) reported a significantly enhanced view of their parent/child interaction when their children were aged one. When the children were two year old, Peep parents were rated by researchers as providing a significantly better care-giving environment than similar parents who had not participated in the LTP.

14. parent qualification: peep progression pathway
programme structure and content
parent qualification: peep progression pathway
PSED
Personal, social and emotional development CL
Communication and language EL
Early literacy EM
Early maths
HPD
Health and physical development
TRAINING NOTES: Refer to Section 3 of the Programme manual (pages 11-17) and the appendices. Note that we are now moving on to the ‘what’ – the structure and content of the programme
This slide shows the structure and basic content outline of the Peep Learning Together Programme. (It is presented this way to emphasies the inter-connectedness of the Programme not hierarchy.)
Ask practitioners to find the strand map in the appendices of their manuals page 49. This will help them find their way and understand how the programme elements fit together.
Take them through the animated slide (trainers note– only animate at relevant sections below, but for your information, strands appear first then click to show topics and supporting materials and finally click to show the overarching parent qualification: peep progression pathway.) IMPORTANT - Please stick to script, leaving time for practitioners to look at the samples from their packs.
The Peep Learning Together Programme contains:
five strands of learning - Personal, social and Emotional Development (PSED), Communication and Language (CL), Early Literacy (EL), Early Maths (EM) and Health and Physical Development (HPD) These are colour coded.
Click the slide and the topics appear. There are 74 topics in total and these are listed under sub-headings (in bold) within each strand as shown on the strand map page 49.
Each learning strand and topic have key ideas that provide ESSENTIAL background information for practitioners and can also be shared with parents. Find the strand key ideas in the appendices of the Programme manual. They provide helpful study material. Tell practitioners there will be an opportunity to look at these in detail in the next activity so don’t linger now. 
Ask practitioners to find the topic on Environmental Print in their packs. Use the topic to show the aim(s), the key ideas which support the aim, and three different ways to share those ideas with parents during a session: asking a question; sharing a key idea or doing an activity.
Each topic also outlines how to use ORIM to support parents’/carers’ learning.
There will be an online dynamic toolbox for each topic where additional information such as web links, research, links to policy and so on will be added. This additional information can be used to reinforce learning by both practitioners and parents/carers. The toolboxes will be a source of supplementary material to deepen their understanding of the topics covered. We hope that practitioners will submit suggestions for items to be included that they come across and find useful in their day to day practice.
Ask practitioners to find the environmental print session plan in their packs. There are three plans per topic giving practitioners three different ways of sharing key ideas with parents/carers . This one is based on sharing ideas by talking around an activity. The other material in the sessions is the same and taken from the topic. Practitioners can also use an online template to create their own sessions from topics.
Online Topic handouts for parents/carers can reinforce the learning during the sessions and provide further underpinning theory. They can also support more formal adult learning. These can be developed by practitioners using relevant information from the topics. Peeple is creating a set of more generalized handouts too and these will be published on the website next year.
Topic cards. These provide a very brief topic introduction.These are used with parents/carers to agree a negotiated course. Hand out examples. These are a fun, engaging and visual way to give parents/carers both a CHOICE and a VOICE in their own learning, supporting accessibility. Trainer hands out topic cards for practitioners to see. They can also be used to introduce key ideas .
Moving the slide on again reveals the Peep Progression Pathway: parent credit rated units. The pathway is embedded throughout the Programme. In Scotland there are 9 accredited units at 3 levels (SCQF 3 – 5) across the 5 strands and the 4 developmental stages.
In the rest of the UK Entry 3 – level 2 units are on the Register of Regulated Qualifications and will be available in In the interim Gateway Qualifications Learning Together at Home with babies and young children is available.
In the programme manual there is also a map by developmental stage, pages Ask practitioners to find it and take a quick look. Finally, there is a ‘Matrix’ pages showing all the topics by strand, aim and developmental stage.
topics
topic cards
topic handouts
session plans
toolbox

15. what is the peep learning together programme?
Sessions always contain
welcome/hello song
talk time (1 of 3 ways + activity for babies/children if appropriate)
songs and rhymes
books and stories
things to try at home (including encouragement to create a ‘keepsake’ book)
farewell/goodbye song
TRAINING NOTES:
Each session has key elements.
Go through slide briefly with practitioners.
Key points that need to be shared:
talk time is an essential component and whilst one of the 3 ways to deliver it is through an activity – the question and message talk times often include an activity too.
practitioners may not include a separate joint activity due to time constraints. However they should suggest ways parents/carers can put the key ideas from the session into practice with their children outside of the group or one to one session.
Parents/carers should all be encouraged (not forced!!) to create a ‘keepsake’ book showing what they are doing with their children, especially relating to the aims of each Peep session. This is a great way to record memories to share for years to come. It can be very informal and low key but going forwards may be the start of building a portfolio of evidence for credit rated units. Parents can also share their books during developmental checks and transitions to give a picture of their child.
the hello and goodbye elements sandwich the core elements. The core elements can be delivered in any order.
Video clip to be added at later date.

16. what is the peep learning together programme?
Looking at the
Learning Together Programme content
Peeple website
TRAINING NOTES: refer to pp29–36 of Programme
Point out that the next few slides are about what the LTP is.
Training exercise: All change!
Resources needed: Copies of all the Learning Together Programme topics, divided by strand of learning.
Ask practitioners to keep their Programme manual with them throughout this activity as they will be looking at the strand map and reading the Key Strand ideas relevant to each strand.
Divide group into 5 small groups (1 group per strand).
Give out one complete strand to each group.
Use notes below to take practitioners through the strand.
The Learning Together Programme is available online to be downloaded and photocopied
for use in programme delivery by trained Peep Learning Together Programme practitioners.
A hard copy is available to buy from the Peeple website for £85 plus delivery.
Please find your strand key ideas that underpin the entire strand. These are in the appendices of your programme manual following p28. Have a little read together noticing the layout of the document etc. Any questions?
Now look at the topics within the strand and use your strand map (p49) to see which sub-strands they are in. Look at the top right hand corner of the topic to see sub-strand and developmental stage.
Look at the topics. Read the topic aim, the key ideas and ORIM in action and look at the three different suggested ways of sharing the key ideas with parents/carers through talk time (message, question and activity)
Look at the songs and rhymes and notice how these can be used to support sharing the key ideas. They are included in the Peep songbooks – but other songs would work as well.
Look at stories to share and notice that we don’t tell you which books to use. There are suggestions on the session plans and in the toolbox and you may have your own ideas. These should support the topic key ideas.
Finally look at the things to do at home which also consolidate the learning in the topic by giving parents ideas to try.
There are three session plans online to help you deliver talk time three ways for each topic plus a toolbox of additional resources for each topic.
Click on the link in the bottom left to go to the Peeple website (if wi-fi available)

17. what is the learning together programme?
Exploring each strand
find the strand key ideas and read together
look at the topics within the strand and use the strand map to see which sub-strands they are in
look at the topics. Read topic aim(s), the topic key ideas and ORIM in action. Look at the 3 different ways to share these key ideas through talk time (question, message, activity)
look at songs and rhymes and notice how these support the topic key ideas
look at suggestions for stories to share
look at ideas for things to try at home – consolidate and extend the learning
TRAINING NOTES:
Put these instructions up to help the participants explore the materials.
Once they have explored the first strand – move the group onto the next strand. to complete the tasks above. NB. Practitioners need to take their Programme manual with them to refer to strand key ideas and strand map in appendices.
Groups move around all 5 strands.
Trainers manage the time carefully.
Suggest using an instrument sound or fun bell to signal time to move on to next strand.
Ask practitioners if they noticed terms in the topics and sessions which are in italics and underlined? These are terms which will link to an online glossary. For example, the term “cued modelling” is used. Glossary definition of cued modelling is:
“Cued modelling is when a practitioner explicitly draws parents’ attention to something that they (the practitioner) are doing – and why they are doing it so that the parent/carer feels encouraged that it is something that THEY can do at home. It is a step beyond simply modelling which can encourage parents to see the practitioner as the ‘expert.’”
Trainer shares all the above information with practitioners.
Remind practitioners that there will be a toolbox available electronically with more information to support topics.
Have a look at the Map by developmental stage (pp50-52) – in the appendices of the programme manual.
Have a look at the programme “matrix” (pp53-62) where the whole programme is mapped out by strand sub-strand, topic, developmental stage, and topic aims – a very useful document indeed!
Mention that they need to think about how best to print the resources out. For example, a 4-page topic prints really well on A3 to make a booklet but 5 pages might be done in A4 and stapled together.

18. what is the learning together programme?
ORIM in action: the parent/carer’s roles in their child’s learning
TRAINING NOTES: refer to p15 of Programme manual
The ORIM in action section within each topic is to help practitioners to think about how they can SEE, EXPLAIN and EXTEND parents/carers’ use of Opportunities, Recognition, Interaction and how they are being a Model in relation to specific topic aims. Practitioners hold ORIM in mind as they deliver the topic.

19. what is the learning together programme?
Sharing ORIM
with parents
opportunities recognition interaction modelling
Trainers Notes: refer to p15 of the Programme manual
In addition practitioners share ORIM directly and explicitly with parents to help them recognise and extend the general everyday opportunities for enjoying learning with their child. For example, practitioners may ask parents/carers to think about nappy changing as an opportunity to enjoy learning with their child. There is a topic on ORIM to help practitioners share this framework with parents/carers. Using the strand map (p49) can practitioners find the ORIM topic and identify which strand it is in? Have a look at it – the ORIM topic is in the practitioner pack. (It is in the Personal, social and emotional development strand (PSED) under the sub-strand heading Learning). Allow a couple of minutes for practitioners to look at the ORIM topic.
Training exercise - refer to ORIM Exercise in C&G pack:
Sharing ORIM with parents and carers using everyday activity – nappy changing example.
Draw chart onto flip chart and ask practitioners to think how to share ORIM with parents to use during nappy changing, eg. Nappy changing is a great time to chat
with your baby or enjoy face to face time.
Split delegates into small groups (max 4) .
Give each group a an everyday activity (bath time, meal time, going for a walk etc).
Let them choose a stage of development.
Repeat the exercise in the groups.
Trainers circulate to check understanding of this aspect of ORIM
Opportunities
Recognition
Interaction
Modelling
The next slides starts the HOW to deliver the Programme section

20. how to deliver the programme
setting a group/home agreement
Training notes:
The next few slides look at how to deliver the LTP.
Training Exercise:
Resources needed: flip chart.
Be sure to include reference to drop ins and home visiting as well as groups. Whole group discussion on group/individual agreement for Programme delivery. The agreement may include:
confidentiality of information shared within programme sessions, including the names and personal details of parents/carers and children.
limits of confidentiality. For example, if a parent/carer shares that they or their child are at risk of, or are being harmed, this information will be passed on.
mobile phones (if allowed) on silent during group sessions.
parents/carers are fully responsible for their child(ren) when they are present in the session.
listening carefully to others and respecting difference of opinion and values.
respectful challenging of views or behaviours which may be hurtful or prejudiced.
starting and ending sessions on time, whilst allowing group members to join in if delayed.
Notifying practitioners about who will be present and any pets on the premises (for home or one-to-one delivery)
NB. Home-based delivery needs to be set up carefully in accordance with your setting’s policies and procedures, for example, lone working, health and safety, etc.
The above process is crucial to the success and effectiveness of the group. The agreement needs to be revisited regularly especially in drop-ins.

21. how to deliver the programme
session elements
skills and knowledge needed
delivery practice
TRAINING NOTES:
Training Exercise:
Resources needed:
session plans plus resources for example talk time (environmental print provided but trainers can print off others if they prefer).
teddies or toys for practitioners to use as children.
Trainers set up room by putting up signs for environmental print from trainer kit ready for demonstrating talk time using an activity.
Trainers deliver a mini demonstration session with all the session elements and 2 example talk times (question and message) to the group taken from the sample topic, environmental print Trainers use cued modelling. This is when a practitioners points out WHAT a parent is doing and explains WHY it is important, while the practitioner models it. This breaks down the “expert” model barrier in order to share knowledge with parents/carers. Trainers can use songbands, lycra, floaty fabric, treasure basket to support delivery if wished.
Invite practitioners to sit in a circle on the floor. One trainer sits facing the door (to welcome late comers) and the other sits opposite. Sing welcome song and discuss how this brings the session together and welcomes everyone. Use a songband to draw everyone together.
Use session plans to show two ways to introduce talk time (question, key message). Task is for practitioners to join in and imagine what it would be like if they were parents/carers in the session. Feedback. Trainers use cued modelling to point out what they are doing and why.
Trainers lead group singing using songs taken from the sample topic – show how these meet the topic aims. Encourage practitioners to use music, singing and rhymes and to support parents and carers who might find this difficult. Re-cap on the importance of sharing music, songs and rhymes for all aspects of children’s development and learning.
Trainers deliver example story to the group based on the sample topic – again link it to the topic aims. Encourage practitioners to practice delivering a story or book in an engaging way. NB. Part of a book can be used if too long. Use Peep paints his room to talk about how children might recognise paint tins (shape, size and so on) and how they know the colour of the paint (shown on tin as a colour with words too). Explain that you could tell a story using signs such as ‘beware of the dog’ or ‘no parking’ and so on.
Trainers highlight activities to try at home and suggest taking pictures, writing about what they do to make a keepsake book.
End with a goodbye song and discuss the importance of signalling the end of the session
Trainers highlight that suggestions have been made for songs/rhymes and stories/books in the topics but these can be changed for preferred resources that support the topic aim.
All return to places then trainers show third way of delivering talk time (activity).
Third way – one-to-one delivery. One trainer is the practitioner and the other is a parent/carer with a child (teddy or imaginary). Task is for practitioners to observe. Trainers show how to introduce talk time using “I spy” activity as if out and about with parent and toddler, using session plan and signs in training pack. Alternatively, put the signs up outside, send a few practitioners out to spot them and then feedback.
Trainers point out that the next slides starts the HOW section A

22. practising session delivery
read strand key ideas
read topic aim
read topic key ideas
Read ORIM in action
read session plan
practise session delivery – all elements (just a short hello/goodbye)
any questions?
TRAINING NOTES
Remind practitioners of the key elements that sessions always contain (welcome, talk time, songs and rhymes, books and stories, things to try at home and goodbye song).
Give each group a topic pack.
Take practitioners through the pack as per slide instructions.
Read out instructions above and leave slide up as prompt.
Allow time for practitioners to practise according to overview.
Go round each group to offer support, answer any queries etc.
These demonstration sessions will be delivered tomorrow morning.
They are just for practice!
Training Exercise:
Resources needed: session plan plus resources in a pack per group.
Practitioners are to practise delivering a session to be demonstrated tomorrow morning.
Trainer splits practitioners into small groups (NB. No more than four groups although there are five demo packs to offer, one for each strand).
Ask groups to practise delivering a session.
Their short session will be delivered in a very supportive environment tomorrow. Each session will last 20 minutes.
Trainers circulate round the groups to reassure and support delegates – remind them this is a safe environment to have a go at delivery! It is just a practise and although it is a false situation it really helps us to prepare to put our training into practice with the parents/carers and children that we work with.

23. end of day 1 quiz and homework! TRAINING NOTES:
Homework is for practitioners to not think about their practice session delivery tomorrow morning – they will have some extra time in the morning. Really – no worrying please! It is just a relaxed and fun way for everyone to have a go in a safe and supportive environment. Also to gain ideas from seeing how others deliver.
The best bit – do something nice for themselves this evening.
For more information about attachment, there is a link to an article about Benoit on the research area of the Peeple website.
Training Exercise – keep lighthearted and fun
Resources needed: quiz sheet master for Trainer and sets of laminated questions & answers
Myths and facts game to emphasize the importance of the Home Learning Environment and parent-child relationships.
Split group into pairs or small groups.
Give each small group a set of the laminated individual questions and answers from the Trainer Kit. Ask them to match the questions with the most appropriate answer. Trainer then asks ‘Number one, myth or fact?’ and confirms answer, then ‘Number two, myth or fact?’ and so on until all eight questions have been covered. (Alternative method to present this activity is for trainer to read out questions from quiz master sheet and practitioners guess whether fact or myth by calling out, hands up or similar.)
Go through answers (give out handouts) allowing time for discussion and/or questions as needed.

24. Group 1 deliver mini session Group 2 & 3 act as parents/carers
TRAINING NOTES:
Chart to organise delivery practise sessions – hide this slide from practitioners as it will appear empty. Trainers can refer to the chart below when showing the next slide. This will help trainers manage the practise delivery.
Group 1 deliver mini session
Group 2 & 3 act as parents/carers
Group 4 observe session aim
Group 2 deliver mini session
Group 3 & 4 act as parents/carers
Group 1 observe session aim
Group 3 deliver mini session
Group 4 & 1 act as parents/carers
Group 2 observe session aim
Group 4 deliver mini session
Group 1 & 2 act as parents/carers
Group 3 observe session aim

25. welcome back! any questions from yesterday
additional time for practice sessions
TRAINING NOTES:
Welcome practitioners back.
Any questions from yesterday?
Training exercise: Names
Ask practitioners to introduce themselves around the circle and to add something about themselves that they are happy to share and we would not have known had we not played this game! eg. My name is Debi and I have a twin. Stress that it can be anything they are happy to share.
What is the purpose of this game? How does it help prepare the group for the session demos coming next? (The purpose of this game is to help practitioners relax before their demo sessions and it helps the group to bond).
Training exercise: Demo sessions – Turn slide off for practise session
30 mins to regroup and prepare and practice your session. Reiterate that these are for practice – don’t have to be perfect!!
Ask group 1 to demonstrate – group 2 & 3 to be their parents/carers (use teddies) to represent the babies or young children. Group 4 to observe (not too close!!). Trainers ask observers to look if topic aim is met. Group running the demo session need to tell their “parents/carers” the developmental stage of their “child” and give out topic aims from delivery pack to observers. Trainer holds the time for the group delivering, letting them know when half way through and when they have last few minutes left.
Give ONLY positive feedback to group 1 – how did the “parents” feel? How did the practitioners feel? Notice good examples of how talk time delivered topic aims. Ask observers if the topic aim was met, explaining that a yes/no answer is all that is needed.
Next: group 2 demonstrate – group 3 & 4 are the parents/carers – group 1 observe as before. Give feedback as before.
Next: group 3 demonstrate – group 4 & 1 are parents/carers – group 2 observe as before. Feedback as before.
Finally: group 4 demonstrate – group 1 & 2 are parents/carers – group 3 observe as before. Feedback as before.
All groups can relax and trainer can give some top tips for delivery, ie. Cover anything observed in the sessions which is a learning point without making the individual feel awkward. Hint: use “we” instead of “you” when giving learning points, ie. “We need to use inclusive language”. Explain that if practitioners felt nervous, this is how parents may feel.

26. how to deliver the programme
Challenging situations
You notice that a dad decides to change his daughter’s nappy or get a drink every time you do activities involving writing on post-it-notes.
What could be happening for this dad?
How does this make you feel?
TRAINING NOTES:
Training Exercise – refer to Challenging Situations Exercise in C&G pack
Resources needed: flip chart.
Trainers, this scenario was chosen to highlight possible adult learner issues that could affect how practitioners deliver the programme (and parent qualifications). For this activity, trainers can follow the steps below or can start by asking practitioners how they feel about the situation first.
Ask practitioners what might going on for this dad? Write their comments up in the middle of a flip chart sheet.
Once we have five or six suggestions on the flip chart: write up ‘Social’, Cultural and Personal in three of the corners and provide a brief overview –C&G guidance (in practitioner C&G pack) states personal, social and cultural issues need to be included (eg Personal could be money worries; social could be lack of transport to access services and cultural could be parenting style based on own beliefs and experience). Map each suggestion to relevant category (showing that some might fit in more than one).
Draw arrows to link ideas to the 3 categories.
Ask practitioners to find Challenging Situation Exercise grid in C&G pack to make notes.
Ask practitioners to come up with strategies for how they could support this parent (eg. Signposting if appropriate). Fill out relevant box on sheet.
Ask practitioners to think about how they might feel about the situation themselves. Encourage them to reflect on how their own attitudes, beliefs and values might impact on the situation. Map these as personal, social and cultural issues (again, there will be some overlap). Group feedback and discussion – what strategies do WE need to help us avoid acting on our own attitudes, beliefs and values (get across the crucial point: we are all human and have different pre-conceived ideas – it’s what we do with these that counts).
Ask practitioners to discuss any challenging situations that they have encountered working with parents – either pairs, small groups or whole group as appropriate. Share ideas and strategies for these.

27. how do adults learn?
TRAINING NOTES: refer to pp18-19 of Programme manual
The Peep Learning Together Programme is an ADULT learning programme. We are all always learning.
One of our key skills as a practitioner is helping adults (parents) learn in a variety of ways and giving them choice and control about how they learn and choice about what they learn. We also support parents to become more confident about learning and moving forward.
Training exercise:
Resources needed: paper and pens for VAK map.
What principles about adult learners and adult learning do we need to bear in mind when working with parents/carers?
Take answers onto a flipchart and discuss as appropriate.
Training exercise: VAK experiment
Ask practitioners to find a partner and decide who is A and B.
Experiment 1: A gives B 5 simple instructions using only words (no gestures). B listens carefully and then tries to carry out the instructions accurately with no prompting. Instructions example, 5 steps forward, bend your knees twice, turn around to left, 2 steps to right, lift arms overhead. Swap so that B gives instructions.
Experiment 2: A draws or writes 5 different instructions on a piece of paper with no spoken words or explanations – a kind of map. B takes the map and tries to carry out instructions. Swap.
Experiment 3: A stands next to B and shows them 5 instructions – doing them together to learn them. Then B tries to repeat them alone. Swap.
Group sits back down and trainer asks:
Did you prefer GETTING the verbal instructions – was this effective for you?
Did you prefer GIVING the verbal instructions?
Did you prefer GETTING the visual instructions on the map?
Did you prefer GIVING the visual instructions on the map?
Did you prefer GETTING the kinaesthetic instructions – learning by doing?
Did you prefer GIVING the kinaesthetic instructions?
Trainer writes VAK up on flip chart and uses group comments to discuss learning style preferences – how we prefer to learn and how that influences how we “teach”. VAK stands for Visual, Audio and Kinaesthetic (active) learning styles. Emphasise that the purpose of this exercise is to encourage practitioners to reflect on their personal preferences and how to balance these when delivering the Learning Together Programme with parents/carers.
(Can be speeded up by trainers giving instructions to whole group together)
Training exercise: Ways of facilitating learning
Resources needed: ribbon for continuum line.
Trainers lay out continuum line and give practitioners post-its. Think about different facilitation methods and write 3 post-it notes – one method you like, another you don’t mind and one you are not so keen on (eg. whole group discussion). Ask practitioners to think about their training so far and the different methods they have experienced, eg. Discussion in pairs, practical sessions, demonstrations. Ask practitioners to place their post-its along the continuum line. Discuss with group. Ask them to use different facilitation methods in their delivery with parents/carers.

28. introduction to group theory
forming
storming
norming
performing
mourning
TRAINING NOTES: p21 of Programme manual
Go through the stages of group theory laid out in the manual.
Ask practitioners if they recognise any of the group theory stages in any groups they have facilitated or been in.
Key messages to share with learners:
storming is normal.
when the group have high and shared aspirations it is then ‘performing’ rather than ‘norming’.
most growth and development happens at the performing stage.
endings are very important and need to be well managed.

29. The Peep Progression Pathway
TRAINING NOTES: hand out in participant packs – also refer to p16 (Section 3.8) of Programme manual
The Peep Progression Pathway
Offers formally recognised credit rated units covering the five learning strands and the four developmental stages of the Learning Together Programme, at three levels. (In Scotland they are at Level 3, Level 4 and Level 5; in the rest of the UK they are at Entry Level 3, Level 1 and Level 2)
These units are available in Scotland through Scottish Qualifications Authority (SQA) and in the rest of the UK through NOCN.
Can be delivered by practitioners approved by Peeple who also complete Peep Progression Pathway training (in addition to LTP training). Length of training will depend on experience and qualifications of practitioners.
In Scotland only, organisations have to become delivery centres with internal quality assurers in place. This will be supported by Peeple.
In the rest of the UK, Peeple is the approved NOCN delivery centre responsible for internal quality assurance.
These units formally recognise the learning which is already occurring within a Peep group. 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.
In Scotland each unit is an independent, credit rated unit. In the rest of the UK, each unit is worth three credits that count towards a full NOCN Certificate in Supporting Early Learning at Home (needing a total of 15 credits, or five units to complete).
The assessment criteria is linked to given topics. For each assessment criteria there are suggested topics to use. Clear guidance is provided. Experienced practitioners may offer some elements of choice to families, to build a course which suits their interests and needs.
The units are assessed entirely by portfolio with each assessment criteria linking to a single portfolio page. Through this portfolio the parents/carers reflect on their own child’s development and their role as first educator. This enables them to recognise their existing skills and knowledge and build on these through the session content and its application in everyday life. The completed portfolios have a quality of a ‘keepsake book’ and parents/carers treasure them both as a reflection of their own learning and how they have supported their child.
The social practice model of learning offered by the Peep Progression Pathway supports parents to build ‘learner identity’ which makes further learning or vocational progression more likely and has a range of other wellbeing benefits. There will be a number of progression options for learners. Please contact the Peeple Qualification Coordinator (Scotland) or the Training Manager (rest of the UK) if further information is required.

30. the peep progression pathway
The benefits of the Peep Progression Pathway and Training in Scotland
Approval from Peeple
Attendance on Peep
Progression Pathway Training
Contact
Uk (not Scotland)
TRAINING NOTES: Scotland
Parents and carers have the opportunity to gain recognised credit rated units. Each unit can only be completed by attending Peep sessions. These can be one-to-one, in the home, or in groups. Each unit requires attendance on a Peep course plus time to put learning into practice and to create a portfolio of evidence (keepsake book).
Interested organisations need to set up as a delivery centre (supported by Peeple) and attend Peep Progression Pathway training before they can offer units to parents/carers as part of their Peep delivery. They will need practitioners to deliver and assess courses and someone to act as an Internal Quality Assurer. for more information.
Benefits of PPP
Your organisation will be able to offer qualifications or individual credit rated units to parents .
Practitioners develop their own practise in adult learning by undertaking the Peep Progression Pathway Training, then offering and assessing units .
Practitioners will be provided with detailed guidance to support delivery and assessment.
The units sit alongside the Learning Together Programme.
Parents gain formal recognition for the learning that is already happening within the Peep group.
Parents can use these credit rated units when applying for jobs or courses.  Where parents struggle with literacy, the units embed ‘functional literacy skills’ in a fun and relevant way.
As the parent gain confidence as learners, they are able to model a more positive attitude to learning to their children.
Agreements are in place with some local colleges to guarantee interviews or places on childcare courses for learners who complete PPP units. Contact Accreditation Coordinator for Scotland for more details,
Benefits of Peep Progression Pathway Training
Recognises existing good adult learning practice.
Introduces the principles of a social learning model when working with adults.
Explores how these principles can be implemented through delivery of the Peep Progression Pathway.
Promotes an awareness of additional learning needs so you can plan and support parents through the Peep Progression Pathway with confidence.
Promotes an awareness of personal and structural barriers to learning.
Demonstrates how the ORIM Framework can be employed to support Adult Learning.

31. the peep progression pathway
The benefits of the Peep Progression Pathway and Training in England
Approval from Peeple
Attendance on Peep
Progression Pathway Training
Contact
Uk (not Scotland)
TRAINING NOTES: UK (not including Scotland)
Parents and carers have the opportunity to gain recognised credit rated units. Each unit can only be completed by attending Peep sessions. These can be one-to-one, in the home, or in groups. Each unit requires total study time of up to 30 hours, made up of Peep delivery plus time to put learning into practice and to create a portfolio of evidence (keepsake book). Peep delivery has to be a minimum of 12 hours for a learning strand unit or 16 for a development strand unit but pilots have shown that at least 20 – 24 hours delivery time is more realistic, depending on the parents/carers and children involved. All parents/carers should be encouraged to create a ’ Keepsake book’ reflecting on their Peep experience anyway so it is a small step to extend this to meet NOCN assessment criteria.
Achieving units may count for recognised prior learning towards other relevant courses such as childcare and education. Units can build into a NOCN Certificate in Supporting Early Learning at Home qualification. Each unit is worth 3 credits and a full certificate qualification is worth 15 credits (or five complete units). The certificate is offered at Entry Level 3 (basic level), Level 1 (similar level to GCSE D – G) and Level 2 (similar to GCSE A – C) The certificates are listed on the Register of Regulated Qualifications website (formerly QCF)
Practitioners need to be LTP trained, approved by Peeple and attend Peep Progression Pathway training before they can offer units to parents/carers as part of their Peep delivery. for more information
Benefits of offering the NOCN Certificate in Supporting Early Learning at Home units
Your organisation will be able to offer the qualification units to parents .
Practitioners develop their own practise in adult learning by undertaking the Peep Progression Pathway Training, then offering and assessing units .
Practitioners will be provided with detailed guidance to support delivery and assessment.
The units sit alongside the Learning Together Programme.
Parents gain formal recognition for the learning that is already happening within the Peep group and outside.
Parents can use these units when applying for jobs or courses.  Where parents struggle with literacy, the units embed ‘functional literacy skills’ in a fun and relevant way.
As the parent gain confidence as learners, they are able to model a more positive attitude to learning to their children.
Benefits of Peep Progression Pathway Training for LTP practitioners
Recognises existing good adult learning practice.
Introduces the principles of a social learning model when working with adults.
Explores how these principles can be implemented through delivery of the Peep Progression Pathway.
Promotes an awareness of additional learning needs so you can plan and support parents through the Peep Progression Pathway with confidence.
Promotes an awareness of personal and structural barriers to learning.
Demonstrates how the ORIM Framework can be employed to support Adult Learning.

32. Hide this slide but trainers to refer to notes
Training notes
Enabling parents study
This independent study, examined the impact of the Peep programme for parents/carers. It compared 75 mothers who had attended a Peep group with an equal number of mothers who were individually matched on demographic characteristics and were living in an area with a very similar socio-economic profile, but with no access to Peep.
key findings
The study found that Peep parents, compared to the non-Peep parents:
reported significantly greater awareness about how to help their child's literacy development
improved their socio-economic status (as measured by their job)
took more courses, particularly in basic skills.
Parents also considered Peep to be a source of support and encouragement.
The full report or key findings of the Enabling Parents Study can be downloaded from the Peeple website. The study was carried out by Professor Kathy Sylva and her team at the University of Oxford (2008).
Peep also offers parent accreditation based on everyday activities that parent and child do together, recorded in a portfolio or scrapbook. As well as being a lasting memento, the accreditation can also act as a stepping stone for parents’ own learning.

33. how to set up a learning together course
how to set up a Peep Learning Together course in your community
practical considerations
TRAINING NOTES: refer to pp21-23 of Programme manual
Training exercise:
How practitioners can use the Learning Together Programme in their work.
Give examples of how the Programme can be used and refer practitioners to briefly look at pp21-23 of Programme manual. Draw out ways that the Peep Learning Together Programme can be used in drop in/stay and play type provision where parents/carers and their children may not attend regularly and may not be there for the whole session. There is no right or wrong way as long as the programme structure and content are covered.
(An example might be a drop in situation where practitioners set up one or two activities to support a topic aim. As parents/carers and their children engage with the activity practitioners can have an informal chat as a way to share the topic key ideas, keeping ORIM in action in mind to see, explain and extend what parents can do with their children. These ideas can be reinforced by printing them out and putting them on display around the activities and by using songs and stories linked to the topic aim. Topic handouts can be available for parents/carers to take away too.)
Ask practitioners to work in pairs or small groups to identify and record:
what service they need to offer.
who are the parents/carers and children that they will work with.
what they can do to support parents/carers to have some choice about their learning.
what are the skills and qualities of an effective Peep LTP practitioner.
what aspirations parents/carers they work with might have.
how the LTP and practitioner training can be used to support all of the above.
Trainers circulate around groups, supporting as necessary.
Whole group discussion to identify the key practical considerations for setting up a group or delivering one-to-one sessions. Trainers capture main points on flip chart. Refer practitioners to pp25–27 of Programme manual.
Trainers draw out the flexibility of the Programme and the multiple formats possible.
Draw attention to the website and practitioner forums where ideas and information can be shared.

34. measuring outcomes and monitoring and evaluating your programme
TRAINING NOTES: handout in practitioner pack and refer to p28 of Programme manual
Practitioners need to be able to show how far the Programme aims have been met and the impact this has had. There are 2 levels of evaluation: weekly evaluation by the practitioner – REFLECTIVE PRACTICE and the overall evaluation of their group ie. PROGRAMME IMPACT.
Practitioners need to REFLECT and REVIEW every session. Hand out copies of blank template and explain that this is on the website. Suggest that practitioners print some off and put with each session plan they use. Take 5 minutes after each session to complete the Reflect and Review sheet.
Peeple recognises that practitioners may have their own measuring, monitoring and evaluation tools. Hand out example evaluation form used by Peeple.
Do practitioners need to show adult progress? (ie. increased employability skills?)
Do practitioners need to show specific outcomes? (ie. reduction in referrals?)
Do they need to track children’s progress?
Evaluation templates and examples are available on the Peeple website.

35. getting started…
make a list of four things you will need to do to get your Peep Learning Together Programme delivery up and running
TRAINING NOTES:
Training exercise: To do list
Ask practitioners to make a list of at least 4 things they need to do following this training in order to get their groups or one-to-one delivery up and running.
Give them a few minutes to make a list, eg. Sort out budget with manager, find a venue, etc.

36. ORIM: our learning experience
Why use ORIM?
A mechanism to help parents and carers to develop and grow
What is ORIM?
It is a framework to use to help parents and carers support their children’s learning:
For specific learning outcomes, eg. early writing
For everyday learning opportunities, eg. during nappy changing
How ORIM is used?
It is the way in which we as practitioners help parents and carers to develop as adult learners
TRAINING NOTES: refer to p19 of Programme manual
Use diagram on slide to recap on how we have looked at ORIM so far: as a change mechanism and as a tool for both practitioners and parents, specifically and generally. That is 3 uses of ORIM.
The final way to use ORIM is how we as practitioners use ORIM with parents and carers in adult learning. A way to explore this is to think about how practitioners have been “ORIMed” by the trainers.
Training exercise:
Resources needed: Flip chart paper, pens.
Small groups to reflect, discuss and make notes on how we as trainers have used ORIM with you over these two days.
How have we provided opportunities for you to learn and develop?
How have we recognised your existing knowledge and helped to extend this?
How far have we encouraged interactions for learning and reflection?
How far have we modelled the Peeple principles and how to work with adults effectively?

37. peeple website
TRAINING NOTES:
This is the Peeple website home page.
There is a log in area where the Learning Together Programme can be accessed and used electronically along with the toolkit and other resources.
Point out the login button on the right hand side of the website menu.
Practitioners click on this and then select ‘create an account’ and fill in the boxes using their address as their user name. They have to put this in twice, once as their username and immediately below as their . This is because both fields are required for technical reasons. When they have completed all other details they send the form by clicking on the submit button at the bottom of the page. An will automatically be generated to say the form has been received then the Peeple Administration team will approve their submission which will generate a second asking practitioners to choose a password. As soon as they do this, they will have instant access to the log in area. Mention that once logged in, to return to the Member Area home page click on the green button labelled ‘my account’.
Trained practitioners are given Peeple membership. Benefits include:
electronic access to the Learning Together Programme.
access to electronic toolboxes which will build to provide a wealth of information, resources and web links to support delivery.
access to the Peep Progression Pathway: parent qualification support materials (when approved to deliver).
Practitioner discussion area to network, exchange ideas and share examples of good practice.
The Peep Learning Together Programme is only for practitioners who have attended Peep Learning Together Programme Training to use. Remind them about the declaration they have signed. This is to maintain the quality and fidelity of the programme.
6. Hard copies of the programme are available costing £85.00 (plus delivery).
Each year, practitioner membership will be renewed in return for some basic information about the programme delivery. There may be a small charge for membership in future years.
Remind practitioners to sign up for our newsletter , Facebook and Twitter (website and at bottom of post-course they will be sent)

38. TRAINING NOTES:
Practitioners can click on tiles to enter the different areas of the website.
Explain C&G and go through pack. Headroom is the C&G centre and Peeple is registered with them to deliver the accreditation. Explain support is available via telephone or . Photos included should be accompanied by signed agreements from parents/carers, sent in with portfolios. There is also a dedicated C&G forum on the Member area of the website
Explain that line managers (or someone they approve) should observe practitioners.
C&G portfolio pack, guidance and observation pack are available electronically in Member Area.
Reminder that practitioner have six weeks to register (£20 fee payable if they then withdraw or don’t complete) and give completion date. Encourage them to hand in registration forms now ideally.
Any outstanding questions?

39. peeple website Information to support City & Guilds Training Notes
After going through the C&G pack as part of previous slide, show that all of this information is available in the Member Area to support practitioners to complete their C&G. There is also a dedicated forum on the website too where they can post questions and find handy tips.

40. thank you!
Those who exert the first influence upon the mind have the greatest power – Horace Mann
TRAINING NOTES:
Collect in completed C&G registration forms, course evaluation sheets and check everyone has signed in and provided addresses on sign in sheet. Explain these are needed for Peeple administrators to give access to the Member Area of the website.
Double check everyone signed and handed in a copy of the Practitioner Declaration yesterday. Explain there is a declaration for managers to sign and return to Peeple if they wish to view the Programme and materials. This will be on the website.
Any questions?
Share quote from slide or motivational/inspiring story.
Give out certificates. (Clearly list the names of anyone whose name has been represented incorrectly or hasn’t received a certificate and send this to the Peeple Training & Admin Team as soon as possible so that replacements can be sent out). Please destroy or return any certificates for learners who did not attend. Thank you.
Thank you very much for attending this training.
Keep in touch!