EIF PROGRAMME REPORT
LET’S PLAY IN TANDEM
JULY 2016
FOUNDATIONS FOR LIFE
2
How to read an EIF Programme Report
This Programme Report should be read in conjunction with our guidance on “How to read an EIF Programme
Report”, which provides an explanation of the contents of the summary material. This can be found on the EIF
website.
Scope
This assessment is based on information gathered through the EIF’s review of What Works to support parentchild interaction in the period from conception to age 5 years in order to improve child development. The child
outcomes reviewed were limited to impacts on attachment and/or parent sensitivity; behaviour and social and
emotional skills; and cognitive development, in particular early literacy and use of language. The rating
included represents an assessment in relation to these outcomes only.
Disclaimer
The information in this report and the rating of impact is designed to provide information for those developing
early intervention programmes and systems.
The evidence can be used to inform and assist professional judgement, but it is not a substitute for it. This
Report does not purport to contain all the information that may be required by third parties in order to
exercise their judgement.
Evidence about what has worked in the past offers no guarantee that an approach will work in all
circumstances. Every effort has been made to ensure the accuracy of the information, but no legal
responsibility is accepted for (i) any errors or omissions (negligent or otherwise); and (ii) any consequences
resulting from the use of or reliance on this Report.
The Report includes reference to research and publications of third parties: the Early Intervention Foundation
is not responsible for, and does not guarantee the accuracy, completeness, timeliness or availability of, those
third party materials or any related material. The Early Intervention Foundation does not perform an audit and
undertakes no duty of due diligence or independent verification of any information (including, but expressly
not limited to, information about costs of the programmes) it receives from third parties including the
programme providers. The rating is an independent judgement based on the facts reported to EIF as of the
date expressed. It is not a recommendation or a statement of fact.
This Report is provided on an “as is” basis without warranty of any kind, either express or implied.
FOUNDATIONS FOR LIFE
3
Summary: Let’s Play in Tandem
Programme Description
Brief Description – Based on the version of the programme evaluated in its best evidence.
Primary Outcome
Domain:
Child Age:
Cognitive
Delivery Model:
Home Visiting
Preschool
Level of Need:
Targeted – Selective
Full Description – Based on information agreed with the programme developer, this section
describes the programme more generally in terms of recommended or typical implementation.
Let’s Play in Tandem is a school-readiness programme for children aged three living in socially disadvantaged
communities. It aims to improve children’s cognitive development and self-regulation. The programme runs for
12 months, and is typically delivered through Sure Start Children’s Centres.
Each family is assigned a project worker who visits the family in their home each week for 90 to 120 minutes.
They deliver a pack of three educational activities to develop pre-reading and numerical skills, and promote
vocabulary and general knowledge. The activities are demonstrated by the project worker to the family during
visits, and are designed to facilitate one-on-one verbal interaction and to teach parents key scaffolding skills,
including how to prompt, provide instructions and encourage their child. The activities specifically focus on school
readiness in terms of children’s knowledge (name, address, colours); numeracy; listening; and communication.
Ratings Summary
Strength of Evidence of Child Outcomes
3
Let’s Play in Tandem’s best evidence comes from one rigorously conducted RCT.
This study identified statistically significant positive impact on a number of child outcomes.
This programme does not receive a rating of 4 as it has not yet replicated its results in a high quality study
suggesting long-term impact (and using assessment measures independent of study participants).
Programme Costs
3
On the basis of information about resource requirements submitted by the provider, EIF has estimated the relative
cost of programmes per family or child. The specific resource requirements are described in the next pages of this
report. The cost scale runs from 1 to 5, with 1 being the least costly to set up and deliver, and 5 being the most
costly.
Let’s Play in Tandem has a cost score of 3, meaning that this programme is estimated to be medium cost to set up
and deliver compared to other interventions reviewed by EIF.
Impact
Let’s Play in Tandem has evidence demonstrating impact on a number of child outcomes. Some key examples of
statistically significant impacts include:
Child cognitive outcomes.





Knowledge – assessment (conducted by researcher)
Pre-reading skills – assessment (conducted by researcher)
Numerical skills – assessment (conducted by researcher)
Vocabulary – assessment (conducted by researcher)
Listening and communication skills – assessment (conducted by teacher)
Effect sizes are not reported in the relevant studies.
FOUNDATIONS FOR LIFE
4
Implementation Summary
Based on information provided by the programme developer, this section describes the
programme more generally in terms of recommended or typical implementation.
Let’s Play in Tandem is delivered to individuals in 40 sessions of one-hour duration each. It is delivered by one
practitioner with QCF-3 qualifications and 35 hours of programme training. Booster training of practitioners is not
recommended.
In addition, it is recommended that the practitioner should be supervised by three supervisors (two from the host
agency and one programme developer supervisor), all with QCF-6 level qualifications. There is no licensing requirement
to run this programme.
In Detail
Level of need
Classification
Low need
X
Moderate need

High need
X
Universal
X
Targeted: Selective

Targeted: Indicated
X
Specialist
X
Highly Specialist
X
Programme requirements
Format
Delivered to individuals
Sessions
40 sessions of one-hour duration
Number of practitioners
required to deliver it
1
Practitioner requirements
Job Title or Profession of
Practitioner – 1st
Early Years Educator/Practitioner
Qualification Level – 1st
QCF 3
Hours of programme
training – 1st
35 hours
Accreditation/certification
required?
No
Booster training?
No
Supervision requirements
Number of supervisors
3
Type of supervisor – 1st
Host-agency supervisor, providing skills supervision
Qualification level – 1st
QCF 6
FOUNDATIONS FOR LIFE
5
Training – 1st
-
Type of supervisor – 2nd
Host-agency supervisor, providing case-management supervision
Qualification level – 2nd
QCF 6
Training – 2nd
-
Type of supervisor – 3rd
Programme developer supervisor, providing skills supervision
Qualification level – 3rd
QCF 6
Training – 3rd
-
Host agency requirements
Licensing fee
No
FOUNDATIONS FOR LIFE
6
Evidence Details
Let’s Play in Tandem has evidence from one RCT conducted in the UK.
Summary of impact evaluation informing the EIF evidence assessment
Study
1.
Ford, R.,
McDougall,
S., &
Evans, D.
(2009).
Design
Country
of Origin
Sample
Child Outcomes
Parent Outcomes
RCT
UK
73 children and
their mothers,
predominantly
receiving benefits
 Improved knowledge
 Improved pre-reading
skills
 Improved numerical skills
 Improved listening and
communication
 Improved writing
 Improved mathematics
 Improved personal and
social skills
 Improved vocabulary
 Improved inhibitory
Control
 None measured
References
References of main studies informing the EIF evidence assessment
Ford, R., McDougall, S., & Evans, D. (2009). Parent-delivered compensatory education for children at risk of
educational failure: Improving the academic and self-regulatory skills of a Sure Start preschool sample.
British Journal of Psychology, 100, 773-798.
Additional references
Ford, R., Evans, D., & McDougall, S. (2003). Progressing in Tandem: A Sure Start initiative for enhancing the role
of parents in children's early education. Educational and Child Psychology, 20, 81-96.
FOUNDATIONS FOR LIFE