Ir pe9ple Annual Report 2024 - 2025 Contents Highlights 2024 - 2025........................................................................................................................................ Trustees, annual report for the charity Peeple............................................................................ Executive Summary.............................................................................................................................................. Auditor's Report.......................................................................................................................................................36 Consolidated Statement of Financial Activities............................................................................40 (Including Consolidated Income and Expenditure Account) Consolidated Statement of Financial Position..............................................................................41 Consolidated statement of Cash Flows..............................................................................................42 Notes to the accounts........................................................................................................................................43 Highlights 2024 - 2025 1803 * pe9P Learning Together Programme 1. 803 practitioners trained to deliver the Peep Learning Together Programme. 21,636 * 21.636 additional families supported to make the most of everydoy learning opportunities. 183* pegp Antenatal Programme 183 practitioners trained to deliver the Peep Antenatal Programme. 1,830 * 0 1.850 additional families supported to develop healthy bonding and attachment. 87* pe9P Progression Pathway 87 parents supported to gain an adult learning qualification through the Peep Progression Pathway. 72* e9ple 72 children nurtured at Little Peeple Nursery in Littlemore. Oxford. 811* 811 families in less affluent areas of Oxfordshire supported to make the most of the learning opportunities in everyday life. 1,268 * 1.268 children gifted the magic of reading with a free book each month from birth to five through our partnership with Dolly Parton's Imaginotion Library. 32 * Kenya onnect 32 practitioners trained to deliver Peep programmes in Kenya Peep programmes promoted across Australia by Playgroup Victoria. Playgroup Victoria Refined Peep Exploring Together. a programme to support the foundations of STEM (Science. Technology. Engineering and Maths). pe9P Exploring Together STEM Programme Trustees, annual report for the chwy Peeple Executive Summary The trustees have pleasure in presenting their report and the financial statements of Peeple for the year ended 31 March 2025. The gross income for the Group. comprising the charity and its trading subsidiory Peep Learning Ltd. in 2024-25 was £1.896.683 (2023-24: £1.575,950). Total expenditure of the Group in the year 2024-25 was £1.677.955 (2023-24.. £1,446.565) giving a surplus overall of £218.730. Peep Learning Ltd achieved a surplus of £286,244 (up from £270.158 in 2023-24) before making a donation to Peeple. Peep Learning Ltd develops and sells training. materials ond consultancy to support other organisations to use the Peep Learning Together Programme. and other Peep programmes across the UK. Profits are passed to the charity by donation at the discretion of the directors of Peep Learning Ltd. In 2024-25 £270.038 was transferred by donation to the charity. The fluctuation in Peep Learning Ltd turnover year-on-year reflects the unpredictability of training income which is related to the spending power of local authorities who are our main customers. In 2024-25 turnover from Peep Learning Ltd included a substantial amount of training delivered to Westminster government-funded Family Hubs. WelcomAto our Annual Report 2024 - 2025 It's a pleasure to introduce Peeple's Annual Report for 2024-25. It has been a year of growth. innovation. and deepening impact. At Peeple. we know that the earliest years of life are a time of extraordinary potential. Every cuddle. chat. song. and story helps build the brain. laying the foundations for lifelong learning. wellbeing. and resilience. Our mission is to support parents, and practitioners to make the most of these everyday moments - because they truly matter. This year. we trained over 2.000 practitioners across the UK. equipping them with the skills and confidence to support families in nurturing their children's development. Funded by the Scottish Government. we trained practitioners from across sectors in 11 local authorities from Shetland to Dumfries and Galloway We olso launched the Peep TALK programme. designed to help families with children with speech and language delay - an important resource that's already making a difference. Closer to home. our frontline services in Oxfordshire reached more families, offering practical support and encouragement during the crucial early years. Whether through group sessions. home visits. or community partnerships, we've seen first hand the power of connection and shared learning. As we look to the future. we know that the landscape is changing. Technology and Al are reshaping how we live. learn. and communicate. bringing both challenges and exciting opportunities. At Peeple. we're committed to exploring how these tools can enhance. not replace. the human relationships at the heart of early development. We'll continue to innovate while staying rooted in what we know works: warm. responsive interactions and strong partnerships with families. Thank you to everyone who has been part of our journey this year. Our work would not be possible with the support of our colleagues. partners and our generous funders. We really appreciate working with you - and our shored commitment to making a difference where it is needed most. Sally Smith CEO David Bailey Chair of Trustees e use the term parents throughout this report lo include anyone with parental responsibility for the children in their care pe9ple Vision Every family makes the most of day-to-day learning opportunities which improve children's outcomes and help narrow the gap in attainment. Mission Peeple exists to help parents improve their children's life chances, particularly in less affluent areas, by making the most of everyday learning opportunities at home and in the community. We aim to narrow the gap in attainment by supporting parents in raising their babies and young children to reach their f ull potential. We do this by developing interventions which support parents as their children's first educators. by training practitioners to work with families, and by supporting the implementation of our programmes. We also deliver services directly to families, including early education and childcare, and help parents to gain qualif ications which lead to f urther learning. volunteering. or employment. In addition. we contribute to research and policy development in early years education. Principles We believe that relationships ore at the heart of learning. We believe in the potential of every parent. every carer. and every child. 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. Our4alues "Our whole staff away day on 23 October 2024 was a great success. We had energetic collak)oration from everyone there. Our aim was to decide what is most important to us all ak)out our values. These are the things we share that we hold most dear. They are about the way we do things in Peeple. and the way we treat each other. our families and our partners. We were curious and listened and learned from each other as we wrote. made collages and one group even sang. as we all joined in with gusto. We gathered all these valuable insights. kept and studied them. and compiled a list of the 64 most important, most f requently occurring words we had contributed. We gathered a group of staff and trustees to be courageous and challenge one another on which were the most important themes within these 64 words. We had to be kind to each other as we chose the four areas which represented how we are and what we believe about ourselves." David Bailey. Chair Collaborative Curious Courageous Kind Why our work is needed Brains are built. not born. From the beginning. even before birth. children's brains grow and strengthen through the interactions they have with the people around them. Every word. touch, smile. and shared moment helps to shape vital neural connections. The more sensitive. responsive, and dependable these interactions are, the stronger the foundations for learning. wellbeing. and resilience. Relationships really do matter. They are the building blocks of healthy development. However. even by 15 months. differences in children's development can be seen between those growing up in more and less advantaged circumstances. By the age of five, these gaps often widen and. without the right support. they can continue to shape opportunities and outcomes throughout life. As a group, children who start life less well-off tend to have poorer health. fewer qualifications. and less economic security as adults. These are challenges that can pass from one generation to the next. The single biggest predictor of social mobility for children from lower-income families is vocabulary at age five. Those who start school with a wider vocabulary are more likely to do well in education and beyond. The home learning environment. the everyday things parents do with their children. is also crucially important. Singing together. chatting during everyday routines. playing. and sharing books and 'J At Books are brilliant for brains. They spark imagination. build empathy, and open doors to new ideas and worlds. pot Count .Ire - Llttle Pl Children who have a favourite book and share stories regularly are more likely to become confident readers and writers. One study found that children who were read to regularly at age five were significantly less likely to experience poverty by the time they were 30. Eèicii prtlCII l)L2I11 IlJ.Ui . Lodybifd veH£4PI When parents understand more about how their children develop and learn - and when they believe they can make a difference - the effects are powerful and lasting. St KEY .,YeTiCO pfj These benefits don't just stay with one generation. they ripple forword. shaping the parents of the f uture. The legacy of the pandemic continues to affect many families, porticularly those already facing disadvantage. Early intervention to help families build strong relationships and positive learning opportunities from the start is essential. It is the most effective way to support children's development and also the most cost-effective. l Grow Up Doctor ADvf14,TURE FORI LIAr Prevention is far better than cure. Aims 20¥- 2025 To train and accredit more practitioners to support families with their young children's learning and development. To provide support for trained practitioners to implement Peep Programmes. To accredit more parents with Peep Progression Pathway qualifications. To support more families in Oxfordshire. To provide high quality early education and care at the Little Peeple Nursery. To develop new interventions and to extend the Peep Learning Together Programme resources. To share evidence and good practice with the Early Years sector, policy makers and researchers. To ensure good governance. management, and inf rastructure. chievementsaanddwpac To train and accredit more practitioners to support families with their young children's learning and development 153 Peep Learning Together Programme Training courses were delivered to practitioners from around the UK and Ireland. Many were f unded by the Best Start Family Hubs initiative or by the Scottish Government. 1.803 practitioners were trained to deliver the Peep Learning Together Programme. including 192 f rom Scotland. 21,636 (opproximately) additional families were supported by delivery of the Peep Learning Together Programme. North Lincolnshire Council It was truly inspiring to hear the presentations from each organisation, all delivering support and interventions in their own unique way but each working in line with the Peeple principles. In every case there was a positive and demonstrable impact on the lives of children and families. which fit with our Council aim to ensure every child gets the best possible start in life and is school ready at the appropriate time. North Lincolnshire Assistant Director for Education ?? Cumberland Family Hub. 183 practitioners trained to deliver the Peep Antenatal Programme. They supported 1,830 (opproximately) families to develop strong bonding and healthy attachment relationships. I thought the training was very informative with a good mixture of group discussions and instructor led. I feel more confident to deliver antenatal sessions. Child and Family Play and Learning Worker. Cumberland Family Hubs AIM •llflcadon$ and 45 practitioners awarded 'Supporting Parents and Children to Learn Together,. a Level 3 qualification awarded by AIM, to quality assure delivery of the Peep Learning Together Programme. Case Study: Hackney Family Hubs frl Hackney During the year to March 2025. Hackney practitioners ran six-week Peep Learning Together groups in 26 children's centres. hubs. nurseries and schools across the borough. 216 families attended the groups, mostly with three and four year old children. Nearly two- thirds lived in areas of high deprivation. Attendance was excellent, with families attending on average f ive out of six sessions. This level of engagement ref lects the strong relationships formed between practitioners and parents. The outcomes are striking: Parent confidaKe aThJ home actmties before and after Peep parents. confidence about supporting their child's learning and development rose from 35% before Peep to 99% afterwards. 94% said Peep helped them support their child's early language development. M&Je m**s Pwodwiih cfr•kJ 4WSt It4.dpo4ng better% and d•ys vAitingl numbeys B•for• P••p m Aftw P••p Everyday home learning activities also increased: reading or sharing books rose from 29% to 81 /. singing songs or rhymes together up from 29% to 87/. making marks and playing with letters and numbers saw similar increases. Since doing these activities. I have noticed a change in his speech and he expresses his feelings more than before. l use the .5 steps. and it helps me understand my child more and he understands me more too. Parent, Comet Nursery and Children's Centre The Peep Learning Together groups across Hackney Family Hubs clearly demonstrate how a partnership approach helps children to thrive. The practitioners used their skills and experience to create welcoming. non-judgmental groups for families. They selected topics from the Peep Learning Together Programme that were most relevant to their local families and parents engaged with the ideas about child development. trying things out at home and sharing their experiences with each other - their willingness was reinforced as they noticed the difference it made to their child's talking. playing and The Families Learning Together project is funded by the Whole Family Wellbeing Fund in response to the Government's vision for Scotland 'to be the best place in the world to grow up. It supports improved attainment as well as excellence and equity leading to positive family outcomes. We delivered training in Peep programmes to practitioners across sectors in 11 local authorities f rom Shetland to Dumfries and Galloway. Scottish Government RiaghaLtas na h-ALba l am now a trained Peep Practitioner thanks to the Families Learning Together Project. Peep is a fantastic opportunity to help parents gain skills to support their child's learning. but it also encourages parents to think about their own leorning. I have seen parents who have completed the Peep Progression Pathway move into employment as learning assistants and to college to undertake qualifications in Early Childhood studies. Without Peep I wonder what those parents would be doing now! Peep programmes certainly have the ability to change livesl Nursery Practitioner, Scotland ?? The Peep Learning Together Programme was promoted across Australia by Playgroup Victoria with 166 practitioners trained. This year the Peep Antenatal and Peep TALK programmes were added to the licence agreement. Playgroup Victoria In a new partnership, 32 practitioners funded by Kenya Connect were trained to deliver Peep programmes in Wumunyu community in Machakos County. Kenya. 300 parents attended an education session delivered by Peeple trainers. Kenya onnect To provide more support for trained practitioners to implement Peep Programmes Welcome to Peep in Practice pe9P Peep in Proctice sessions were delivered online for trained practitioners to share ideas and learning based on their delivery Peep programmes. shore - listen - learn We are just starting up so it's great to hear from others some of the things that have worked for them also reassuring to hear to start small. Peep Practitioner ?? Peep Champion meetings were facilitated termly for managers responsible for the strategic implementation of Peep programmes in their area. Practitioners were supported via the login area of the Peeple website (40.000 visits). and with posts on social media and a closed Facebook group. Peeple Posted by Hwtsuite 185ep.6 •thThere's no better time than this colourful autumn to get outside with young children to explore naturel pe9ple peeplecentre 9 September 2024 pegp Helpfjr4J chSldr•n understand ond manag their fedkngs- self4egulaiton tIP5 Tolk about your own feelings with your child. 5 reasons to get -. children outside explorlng nature thls autumn Tell them when something makes you happy or sad, and explain why you feel that way. reassuring as appropriate. his will help your child stort to understand that changes in how we are feeling are normal and can be managed. This is known as self-regulation. pejp www.peeple.org.u 0069 View Insights Boost post 2 comments 121 shares Like Q Comment Share To accredit more parents with Peep Progression Pathway qualifications The Peep Progression Pathway is a suite of qualifications for parents embedded in the Peep Learning Together Programme. The qualifications are credit-rated by the Scottish Qualifications Authority at SCQF levels 3. 4 and 5. equivalent to Entry 3. Level 1 and Level 2 in the rest of the UK. > n-PtslhwOy-dÈliVÈfy Parent. Midlothian gple To support more families in Oxfordshire. This year we supported 811 families from The Leys. Rose Hill. Littlemore and Berinsfield in Oxfordshire to make the most of the learning opportunities in everyday life. We delivered: seven Peep Leorning Together baby groups per week. attended by 79 families. three Peep Learning Together Toddler groups per week attended by 52 families. one Peep Learning Together group for multi-language families attended by 15 families. one Peep Learning Together group per week for families with Special Educational Needs or Disabilities (SEND) attended by five families. Peep has opened my mind to creative activities to do at home that are inexpensive and easily accessible. We also enjoy songs and doing actions. Parent Since I started Peep I talk more with my daughter about what is in the book we are looking at - not just the words. We sing loads and I am beginning to feel more confident with messy play. Parent The Peep Dolly Parton's Imagination Library is a partnership between Peeple and the Dollywood Foundation. It gifts a book per month to every registered child. f rom birth to f ive years of age, living in The Leys. Littlemore, Rosehill and Berinsfield areas of Oxfordshire. This year: INATIO 1.219 children received books through the Imagination Library. 11.479 books were delivered bringing the total number delivered since the library began to 81.821. I LOVE Imogination Library My little girl likes the book so much because she wants to watch the picture in the book and she likes to hear stories We read together and it really helps. Porent ?? The books have helped build up a library at home. nurturing a love of books from a young age. supporting a growing imogination and introducing letters having a meaning behind them. .￿BElI Parent "You can never get enough , books into the hands l F, .1 of enough children." -Dolly Parton INATI Growing Minds is an innovative collaboration between Peeple, Home-start Oxford and the Berin Centre. Since 2020 we have recruited 696 families who are offered support from birth to five. which irncludes Dolly Parton's Imagination Library. sustained one-to-one home visits. Peep Learning Together groups and a variety of other community-based activities. Growing Minds aims to narrow the attainment gap before school. Growing Minds is: preventative - starting from birth. collaborative - using local delivery agencies and a joined-up opproach. place-based in two areas of need - Berinsfield and Littlemore - building on strengths already within those communities. evidence-informed and evidence-based - using tried and tested interventions developed by experts. What matters most to me is that my kids can see a difference in me. I'm so much calmer now. I have the headspace for them. I nearly lost them. I can see a real difference in them too. They re more settled and confident and are doing really well at nursery and school. I feel like a good mum and that makes me really proud. I'm so grateful to my support worker. I couldn't have done it without her. It's really changed my life for the better. Parent ?? +ilkME pe9ple srfRT The BerL ce￿￿e CRO INC MINDS Oxford The Growing Minds annual survey found that: 100% of parents shared books more than three times a week with their child. 100 % of parents who attended a Peep group said they were doing more with their child at home or out and about. and engaging in activities which they learnt about in groups. 90% of parents engaged in 1-2-1 home-visiting support said they were coping better. 97% felt that Growing Minds had improved their relationship with their child. l) l am incredibly passionate about the Growing Minds project and the genuinely transformative impact it is having on our families and children. Together. school ond Growing Minds create a school readiness pathway. identifying barriers that could impact children's early days at school - from potty training and self-help skills. such as putting on coats. to fine motor development - and oddressing them in a planned transition from groups to the first doys at school. Growing Minds is enabling every child's light to shine, building a stronger. fairer, and more connected community. Katie Screaton. Executive Head Teacher. John Henry Newman Academy To provide high quality early education and care at the Little Peeple Nursery At Little Peeple, our mission is to inspire a lifelong love of learning. helping children to thrive and reoch their full potential. We create an environment where children are encouraged to explore. discover. and learn at their own pace. Through a blend of child-led play, guided experiences, and intentional teaching. we support each child's unique learning journey. We believe in sparking curiosity and wonder - the magical moments that ignite a child's natural desire to learn. Our team is dedicated to delivering high-quality teaching and learning experiences that nurture, support. and celebrate every child's development. ..he has been so happy at nursery such a special place, although we are sad he is leaving a place he loves so much. we are truly grateful that it has given him such a great start in his learning journey. Parent Relationships are at the core of everything we do. We know that we play just a small. yet meaningful. role in a child's life. and that parents are their first and most influential educators. We deeply value the trust families place in us and are committed to working in close partnership with them. You are an incredible nursery. always so loving and kind. We feel so fortunate that A has been in your care all these years, we can't believe she is leaving as a child that can write her name when she started os a baby. Parent Using the Peep Learning Together Programme. we share practical ideas ond insights with parents to help them make the most of everyday activities and play. We love hearing about those learning opportunities - and encourage parents to share them with us. We warmly welcome parents into our setting to share their skills. interests. and experiences. enriching our community and enhancing the cultural capital of all the children in our care. Ofsted Staff are excellent role models for communication and language. They create a focus on fostering a love of books. Children enthusiastically choose books. which they share with their friends. They enjoy chatting to adults. who skilfully introduce words and provide running commentaries alongside play. This contributes to children developing a broad vocabulary and becoming confident communicators. ?? Little Peeple Manager, Lindsey Hart. was awarded manager of the month by Abingdon and Witney college, recognising her compassionate leadership. ability to bring out the best in her team, and her consistent focus on the wellbeing and development of every child in her care. Having observed Lindsey in action. it does not matter if you are a stressed parent running late, a tearful child or a member of staff who is having an overwhelming day. everyone gets the same individual care and attention. Little Peeple is a 44-place day nursery and pre-school for children aged six months to four years. Opened in 2018, it was built by Peeple in partnership with The Oxford Academy and Oxfordshire County Council. This year. Little Peeple was attended by 72 individual children. To develop new interventions and extend our Peep Learning Together resources Peep Exploring Together supports the foundations of STEM (Science. Technology. Engineering and Maths). It helps practitioners and parents make the most of everyday experiences and play to spark early STEM thinking in very young children. pe9P Exploring Together STEM Programme The programme has two parts: Exploring Together Training for practitioners and the Exploring Together Programme for parents. supporting them to build children's curiosity. problem-solving and understanding of the world around them. ies instltute for employment studies UN IVERSITY OF OXFORD An independent evaluation by the Institute for Employment Studies and the University of Oxford found evidence of promise. Parents who took part reported improvements in their children's: speech, language and early maths skills confidence, curiosity and independence The evaluation also showed significant improvements in the Home Learning Environment for both maths and science. This year. we refined the programme content and developed new digital materials to bring ideas to life for parents - helping them understand key concepts and try simple. playful activities at home. We are grateful to the Charity of Sir Richard Whittington. for which the Mercers, Company is corporate trustee, ond to learning partners, SQW. for their ongoing support. The project is part of the Mercers, Company s Early Years Special Initiative. THE MERCERS, SQW COMPANY In the Early Steps Together Project we developed new digital resources to enhance the Peep Learning Together Programme and partnered with Learning with Parents to explore how their platForm could be used to support families in the early years. We created content for eight Learning Together topics, including: 16 short videos (introductions and octivity demonstrations). supporting materials with songs, rhymes. story ideas, and activities from the Peep Learning Together Programme. This project allowed us to: test how digital tools can complement in-person sessions. • share content directly with families. gain insights into how parents and children learn together at home. We found that: digital content adds value but needs to enhance, not replace relationships. access barriers exist for some families. creating quality digital resources tokes time and expertise. adapting existing platforms for early years use was more complex than expected. Learning Parents With thanks to the Ardian Foundation for the generous funding of this project FOUNDATION The Peep TALK programme was created in response to growing concerns about children's language development. It is an eight week programme which supports families to enhance their young children's speech. language. and communication through everyday interactions. pe9p TALK Programme Designed for children aged 18 months to four years. it provides flexible sessions which can be delivered in groups or one-to-one. The programme is strengths-based and evidence-informed, created in collaboration with Speech and Language Therapists. -*.k: It empowers parents with practical strategies and ¥-*i resources to build their child's communication skills. especially during daily routines like mealtimes and >'.o play. Case Study: Peep TALK Barking & Dagenham Barking& Dagenham Grounded in everyday interactions One of the strongest aspects of Peep TALK is its focus on children's communication happening naturally in the home environment. As therapists we know that structured therapy programmes alone are less sustainable unless parents feel confident and enabled in those everyday interactions. Peep TALK gives families practicol ways to embed communication-rich moments into daily routines. Parent and child together and strengths-based The programme is designed for parents and their little ones to work together. It promotes a positive, non-judgementol, ond interactive way of working with families. building on things they already do. Families feel valued. not judged. l often see parent anxiety around language delay. this kind of approach helps to reduce anxiety and replace it with agency and empowerment. Flexible early intervention The fact that Peep TALK is o first intervention. or for families awaiting speech and language therapy, is a real asset. This means we can intervene earlier, embed the right messages, and increase the likelihood of better outcomes - before difficulties become entrenched. Evidence-lnformed, practitioner-friendly resource Peep TALK was developed with Speech and Language Therapists. This means the language is right, the targets make sense developmentally. and we're not having to retrofit a 'generic parenting programme. to communication needs. The support materials are exactly what busy parents and practitioners need. Observations from practice: Families who attended the sessions demonstrate clearer awareness of how their interactions shape language development- for example. describing what the child is doing and giving the child time to respond. rather than a barrage of questions. Parent confidence increases noticeably. I've seen families report they feel more relaxed about their child's communication growth. and more empowered with ideas for language-rich interactions. There is improved carry-over into everyday routines.. mealtimes. bath times, play times become language opportunities rather than a separate'theropy slot.. This is sustainable and realistic for families. Because the programme is flexible. we've been able to integrate it into mainstream early years settings and community hubs - supporting our aim of universal early years communication promotion rather than waiting for referral to a speech and language therapist. pe9p ¥yfy TALK Programme To share evidence and good practice with the Early Years sector. policy makers and researchers We held two Learning Days to reflect on the first five years of the Growing Minds project and to generate ideas for its future. In Oxfordshire. Growing Minds supports the county's focus on school readiness and aligns with its new status as a Marmot County. which aims to give every child the best start in life. We're looking forward to exploring how the project can contribute to the development of family hubs across the county. The events brought together leading voices in early childhood research an policy. including Sally Hogg (PEDAL. University of Cambridge). Dr Dan Wuori (Early Childhood Policy Solutions). ond Helen Hastle (Dollywood Foundation). who shared insights on child development. early literacy and support for families. Relationship>. the magic in familie4 services and system& Salty Hogg We are grateful to support from Balliol and Jesus Colleges for hosting these events. Growing Minds was presented as an example of good practice at an early years summit organised by the Oxfordshire Inclusive Economy Partnership. Our CEO. Sally Smith. contributed to a panel entitled 'What children need to survive. with researchers from the U niversity of Oxford and Brookes. We presented at the Early Years Special Initiative Symposium organised by the Mercers. Company and the Education Policy Institute on our experience of developing, flexible online training for practitioners with our project partner. Sheringham Nursery and Children's Centre. Newham. 111 i [1 We continued to contribute to national conversations through the Parenting Programmes Alliance and the Fair Education Early Years Working Group. We also convened meetings for 40 strategic leads for family hubs delivering Peep programmes. to share best practice and strengthen peer support across local authorities and their statutory and third sector partners. Peep Learning Together Prggramme The Peep Learning Together Programme aims to improve the quality of relationships between parents/carers and their children. and the quality of the Home Learning Environment. because both are shown by research to help children to do well in school and beyond. The Programme can be used flexibly - in the home. in universal or targeted groups. in drop-in sessions. in nurseries and schools - wherever families spend their time. The Programme explains to parents about how babies and young children learn and develop. helping them build on what they are already doing at home to support their children's learning. It also promotes parental confidence. self-esteem. and social support. The Programme is based around five strands of learning: 1) personal, social & emotional development. 2) communication & language. 3) early literacy. 4) early maths. and 5) health and physical development. In each strand there are 15 different topics. These are listed on the strand map opposite. Practitioners use the topics to create sessions which are delivered to parents and children together. Each topic is aimed at one or more stages of development - babies, toddlers or pre-school. Each session includes discussion. songs and stories. as well as ideas and approaches for parents to try at home. The Learning Together Programme includes the Peep Progression Pathway. credit-rated units for adults. completed as part of their participation in the Programme. Evidence base The Learning Together Study was a large-scole Randomised Controlled Trial of the Peep Learning Together Programme with 159 settings and 1.440 families. It was carried out by Queens University Belfast and funded by the Education Endowment Foundation. Improving outcomes for children and narrowing the attainment gap Overall. the study found that the Programme made a made a positive difference of an additional two months. progress over o five-month period to children's early literacy development. However, the Peep Learning Together Programme made the greatest difference to the most disodvantaged children. those eligible for Early Years Pupil Premium. who made four months. additional progress in core language skills. four months. additional progress in communication. and three months. additional progress in early literacy development. Consistent with the Programme's Theory of Change. the study also found that the Peep Learning Together Programme had a positive effect on parents, who reported improvements in parental self-acceptance. the home learning environment. confidence in enjoying and playing with their child and their parenting knowledge and learning. QUEENS UNIVERSITY Education En(JovnrEnt 3Crtciz O ¢n(D f13 (Q ts) (TJ (n (o ID 11!Iiaii' Z7J Q a) I WiPIIIWll,';:' Q EDTj mz QD£m ¢D Ipm(no¥zoinfn o In Q oc ITI zr4zrn zzozzrnzc OJ o nopars 4 years and 10 years 3 sEars Amortisatton of the leasehold improvements is alltxated a pr(Hata basis bet￿en the funds usthl for its purpose. In￿StMents Unlisted equity inveslments are initialty recoTrled at cost. and subsequenty measured at fair value. If fair value cannot be reliably measured. assets are measured at cost less impaimienL Listed investrnents are measur￿1 at fair walue ￿ryth (*Hnges in fair value being recognised in income or expenditure. PEEPLE NOTES TO THE ACCOUNTS FOR THE YEAR ENDED 31 MARCH 2025 (continued) Accounting Policies (continued) Impalrnwnt of Intanglble and tanglblo assots A review for iniJcat(Ys of impairment is carried (xjt at each reportiry date. with the recoverable amount being estimated wheresuch indicators exist. Where the canying Yalue exceeds the recoverab￿ amount. the asset is impaired acc<)rdingly. Prior impairments are also revi8wI for FK)ssible revernal at each reKK)rting date. For the purposes of impairment testing, it is not possible to estimate the recoverable amount of an indivKlual asset. an estimate is made of the recoverable amount of the casWeneratirvJ unit to *thich the asset belongs. The CaSh￿8n8raIIr￿j unit is the smallest identtfiable group of assets that indudes ts a&8et and generates cash inflows that a￿ largely independent of the cash inflows from other assets or groups of assets. Stocks stocks are valued at the lower of cost a)d net realisab58 value. after ma￿r￿￿ due allowanc8 for obsolète arml slow moving iiems. Cost includes all costs of wrchase. of (¥)nNErson and other u)sts ￿￿rTed in bringing the stock to its present location and condition. Flnanclal Instrumonts A financial asset fx a fina￿la1 liabilty is recognised (￿lY ￿en ttle entity berx)mes a paty to the o)ntractual provisions of the instrument. Basic financial instruments are initially reccgnised at the am￿nt receivable OT payable induding any related transaction costs, unless the arrangement constitutes a financing transaction. kn it is recognised at the present value of the future payments di8￿￿nted at a marf(et rate (rf interest for a similw debt instnAment. Current assets and current liabililies we subsequenty rn￿ured at the cash or other consideration expe¢#ed to be paid or received and not discounted. Debt instruments ar8 subsequently measured at amortised cost. Taxallon The company (Peeple) is a thaiitable institution *ryth exemptK*) fr(xn UK taxation under section 505 of the Income and Corporation Taxes Act 1988. Its subsidiary (Peep L8arnirKJ Limit￿) is subpd to UK Corporatlon Tax based on its profits after making a donation payment to the hokliffj company. Pensions Pensions are provided on a defined contribution basis and aligned to those rates required by Auto Enrollment statu requirements. Individuals have the rKJht to opt out. The contributiorts made for the year are treateé as an expense and ￿re £27.62812024: £24.749). The ￿nSIOn expense is allocated in line with the salaries to vthich they relate. 4. SURPLUS FOR THE YEAR Is stated after charging1{Cr￿lIing). Restrictsd funds and donations received Restrictsd capital grant Trustees and officers indemiNty insur¥K% Restricted fund expenditure Auditors remuneration 2025 2024 418,949 39).032 337 418.949 7,450 2,000 337 390.032 7.100 1.900 Audii of1he financial statements The surplus dealt with in Ihe finaniaal ststements of the tArent company was £202.524 {2024'. £118.695 surplus). PEEPLE NOTES TO THE ACCOUNTS FOR THE YEAR ENDED 31 MARCH 2025 (continued) 5. INCOME INCOME FROM DONATIONS AND LEGACIES Unrestricted Funds Restricted Funds Total Total Funds 2025 Funds 2024 Ardian Foundation BBC Children in Need Charity of Sir Richard Whitting Dulverton Trust Edina Tntst Esmee Fairbaim Foundation Hamilton Trust Isla Foundation Oxfordshire Community Foundation Other grants Playgroup Victoria Scottish Govemment Tambour FcNJndation University of Oxford START project Donations and legacies 50.(K)O 50.000 7.500 53,751 40,000 18.462 7,500 53.751 4.738 131,104 35,CQO 14.195 40.(K)O 18.462 13.(K)O 13.(K)o 10,(K)O 18,614 11.c￿0 66.250 131.169 131.169 344.500 344,500 6.167 13.198 46,558 724.304 238.741 6.167 13,198 15.449 51,979 597,070 46.558 305,355 418,949 5.1 SALES OF PUBLICATIONS AND TRAINING 8EfwEEN RELATED PARTIES The total sales by Peep LeamirvJ Limited in the year were £728,836, of which £19.314 was to Peeple itself. Therefore. on consolidation. the sales of publI￿tK)nS and traning are £709.522 (2024: £586,807). 5.2 PRE SCHOOL AND NURSERY INCOME The income represents funded places by Oxfordshire c￿nty C￿nCil and parent fees. 6. CHARITABLE EXPENDITURE Staff Other A[l￿tiOn of SUPkK)rt Total 2025 Total 2024 Early education prc4ecas Suppcrtt costs 1.017.573 103.054 1,120,627 257.134 101,464 358.597 204,517 (204,517) 1.479.224 1.305.750 1.479,224 1.305,750 (Note 8) (Note 9) 7. GOVERNANCE COSTS Unrestricted FurKIs R8strictsd Funds Total Total Funds 2025 Funds 2024 Salary costs Audit and related fees Other 8,731 8,731 8.797 7.100 4.227 20,124 23,930 40.fA)1 23.930 40.601 8. STAFF COSTS 2025 2024 Wages and salaries Sccial security costs Other pension costs 1.014.627 78.876 27.125 1.120.627 890.034 66.147 24,216 980.397 The average number of employees during the year was 52 (2024: 45). There ￿re 36 {2024: 34) members of staff were accruing benefits under defined conlribution pensi(￿ schemes. 1 employee received remuneraticfft for the year wtthin the £60.000 - £69,999 band (2024: 1). PEEPLE NOTES TO THE ACCOUNTS FOR THE YEAR ENDED 31 MARCH 2025 (continued) 9. ANALYSIS OF OTHER COSTS - CHARITABLE EXPENDrruRE 2025 2024 Project costs Premises costs Insuran Printing, stationery. postage. telepknne and office costs Recruitsmen( courses and trdining Mot(K. travel and subsisten Professional fees Fundraising Bank and financaal charges Depreciation and (profit) I k)ss on sale of fjxed assets 212,1￿9 30.124 14,280 38,714 15,681 3,702 4,214 2,785 1,669 35,360 358,597 204.964 21.047 12.889 34,255 3.986 13.059 1.234 2.226 28,750 325,354 10. INTANGIBLE FIXED ASSETS Oiher intangible Group At 1 April 2024 Additions in year Disposals At 31 March 2025 13,044 21.367 34.411 Amorbsation At 1 April 2024 Charge for the sear Adjust re disposals At 31 March 2025 889 6.214 7.103 Net book value At 31 March 2025 27.308 At 31 March 2024 12.155 Other tangible assets Company At 1 April 2024 Additions in year Disposals At 31 March 2025 4.000 9.000 13,lJ)O Amortisation At 1 April 2024 Charge for the year Adjust re disposals At 31 March 2025 889 2.625 3.514 Net book value At 31 March 2025 9.486 PEEPLE NOTES TO THE ACCOUNTS FOR THE YEAR ENDED 31 MARCH 2025 (continued) 11. TANGIBLE FIXED ASSETS Group Freehold propety Fittings & Equipmènt emium Total Al 1 April 2024 Additions in year Disposals At 31 March 2025 322.321 104,042 26,660 511,172 26,660 322,321 130,702 537,833 reciation At 1 April 2024 Charge for th8 ￿ar Adjust re disposals At 31 March 2025 86,149 16.195 82.588 12,951 253,546 29,146 102,344 95.539 282,692 Net book value At 31 March 2025 219.977 35.163 255,140 At 31 March 2024 236.173 21.454 257,626 Fixtures, Fittings & Equipment Company Lease tffemium Freehold propety Total At 1 April 2024 Additions in year Disposals At 31 March 2025 322.321 23.201 78,251 12.874 423.7T4 12.874 322,321 23,201 91.126 436,648 Da raciation At 1 April 2024 Charge for the year Adjust re disposals At 31 March 2025 86,149 16.195 23.201 60.819 7.741 170,168 23,936 102,344 23,201 68,560 194,105 Net book value At 31 March 2025 219.977 22.566 242,543 At 31 March 2024 236.173 17.433 253,605 12. INVESTMENTS (all held In the UK) Pe8ple owns 1(K)% of the issued 0￿Inary share (2piial of Peep Leamlng Ltd, a company Incorporated in the UK. Its company number is 04089209 and ts registwed office is the same as Peeple. The pri￿1paI acbvity of Peep LeamirKJ Ltd is the sale and distriixJtM)n d educational literature and aSs￿lated training. The book cost of £66.514 represents the net ass8t value of lh8 c￿7panY at the date of transfer on 1 April 2012. At 31 March 2025, the net asset value is £97,732 (2024: £81,526). The tumover for the year was £728,836 (2024: £595.307) and the net wofft was £16.206 (2024: £7.558). after a dOna￿n to Peeple of £270.038 {2024.' £262,600). PEEPLE NOTES TO THE ACCOUNTS FOR THE YEAR ENDED 31 MARCH 2025 (continued) 13. DEBTORS Group coM￿Y 2025 2024 2025 2024 Trade debt￿S and grants receivdblo PrepayTnents Actrued income Other debtors 195.584 252.190 20,349 28.164 12,519 162,881 3.139 228.452 446.373 5,823 4,610 4,249 6,187 12,519 162,881 3,139 176,817 22,591 14. CREDITORS: Amounts falllng due wlthln one year Group Compa)y 2025 2024 2025 2024 Trade creditors Amount owed to gr(￿p urKlertakirys Other creditors Taxation ￿K1 social security Deferred income Acuuals 19,￿2 38,410 6.940 24.037 27.127 23.915 8,284 s),449 117.778 5.521 359.491 361,408 161,005 52.888 92.965 43,584 509.017 634.476 249.371 10.684 42.157 3,861 25,269 21.926 84.572 188.470 Deferred irK(¥ne represents arnounts receiNEd from STants aKI trainiTVJ sales in respect of subsequent tradirKJ perh)ds. The reconuliation is as t￿0￿. Deferred income br(wght forward Utilised in the year New incom8 Deferred income carried forward 361.408 186.845 21.926 184.436 (361,408) {186.845) (21.926) {184.436) 359,491 361,408 161,005 21,926 359.491 361.408 161,005 21,926 15. RESTRICTED FUNDS Grants have been received to fund the ajministration c￿ts of various asperAs of project y￿rk. These grants ￿tre for similar purposes and so were aggregated tcgether for aCc(￿nts purFyJses. Revenue grants Capital grants Total Grants received during the year Amounts expended Movement on fund 8alan¢e brought forward Movement bet￿pen funds to unrestri(aed Balance cwried forward 418,949 {418.949) 418,949 {418,949) PEEPLE NOTES TO THE ACCOUNTS FOR THE YEAR ENDED 31 MARCH 2025 (continued) 16. UNRESTRICTED FUNDS The split of the unrestric*ed funds is as follo￿. General funds Designated funds Propety Premises Total Balance brought forward Movement during the year Transfer to premises development fund Balance ￿ried forward 236.173 (16.196) 120,( 624.723 218.730 234.926 (100,000) 403,476 100.000 220.000 219,977 843.453 The designated propety fund (vthi(*) f￿nS part of the tangible fixed assets) relates to the payment of a lease premium and legal ￿StS for the Little P￿pIe Nursery in 201 &2019 which are subject to amortisation over 20 years which is the life of the lease. The amount in the fund as at the year end represents Ihe remaining balance not yet amortised. The designat&J pr￿iseS development fund was created to sel aside funds for the development of permanent premises for Peeple. 17. ANALYSIS OF NET A8SEfs (between restricted and unrestricted funds) Unrestricted funds Restricted funds Total Intangible fixed assets Tangible fixed assets Net assets 27,308 255,140 S61,1￿5 843,453 27,308 255,140 S61.C￿5 843,453 18. MEMBERS. LIABILITY Peeple is limited by guarantee and does not have a share (apital. The members have undertaken to contribute a sum. not exceeding £1. to the assets in the event of it being wound up. Scan the QR code to see our film The Magic of Everyday Moments onis pegple Peeple Registered chority number: 1144975 in Englond and Woles Registered chority nvmber: SC044031 in Scotland Peeple is also a company limited by guarantee no. 07514469 Peep Learning Ltd is the trading subsidiary of Peeple Company registration no. 04089209 and VAT no. 768 4173 94 Contact details The Peeple Centre. Littlemore. Oxford. OX4 6JZ Phone.. 01865 395145 Website: www.peeple.org.uk Email.. info@peeple.org.uk Facebook. Twitter and Instagram.. @Peeplecentre