Early Words Together at Two aims to help to improve the home learning environments of families of two-year-olds. It is designed for settings, including private and school nurseries and children's centres, who serve low-income families or any children with language and communication difficulties. Between January 2017 and March 2018, the programme was supported by a grant from the Department for Education, in consortium with three other early years charities: Peeple, National Children's Bureau and Foundation Years Trust. This evaluation report focuses on the activities of the National Literacy Trust in 20 settings in deprived areas of Bradford and Leicester. To evaluate the program, the National Literacy Trust used a pre- and post-survey for participating parents measuring outcomes for families (including children). A pre- and post-survey was also used for practitioners, measuring confidence and other attitudes around supporting children and interacting with parents. Finally, seven group discussions with practitioners were conducted: five mid-way through programme delivery, and two at the very end of the programme cycle. From the parent surveys, a sample of 93 pre-survey responses and 79 post-survey responses were obtained, of which 50 matched. Both the matched and unmatched samples were analysed. Overall, it was found that Early Words Together at Two appears to have a positive effect on children and parents taking part, with children being more likely to enjoy and engage with songs and rhymes, talk, and reading or sharing stories. From the practitioner survey, 47 responses at pre, and 28 responses at post were obtained, of which 19 matched. Matched responses were analysed and it was found that overall, the programme seems to have had a positive impact on practitioners' confidence in interacting with parents and supporting children's language development. The group discussions also highlighted that despite some initial difficulties with the delivery of the programme, practitioners gained in their ability to form positive relationships with parents and carers in their settings.