Testimonials

LP has transformed our EY’s practice, and more importantly, it has given our children the strong start they deserve.

As well as attending courses for both Visual and Auditory Memory in the past, LP has developed my knowledge further by being able to break down the different strands and it has enabled me to take the time with the children to support their progress.

I am new to the Launchpad. I have found it such an enormous benefit to upskill the staff on the floor. The LP audit tool and key skills documents have identified gaps in the way we support Literacy development in our setting.

We initially went on the training, and it was brilliant. The Sp.&Lang. aspect and the framework just makes so much sense in relation to fine motor, phonics and everything else. We have tried using it and I delivered some staff training into key stage meetings.

I feel more confident with understanding how children develop speech and language skills and with how speech and language impacts on children’s phonics development I have a growing ‘Toolbox’ of activities I can use in interactions with children to quickly assess areas and skills, such as sequential auditory memory. Our EYFS staff have incorporated practical ideas into their daily interactions with children and KS1 staff have a better understanding of the building blocks needed to support good phonics development- this is something that will be built on next year

I am an ECT so having the opportunity to do the LP training has helped with my professional development.

LP is good to build up our knowledge of the steps we need to work on from when the children enter the school.

On an individual level, we use LP to provide small steps of progress and we can see their development in each individual area.I always share this with parents during the Autumn term and ask them to practise this skill at home with their child. I had never been taught this before and it made perfect sense!

I believe our practice is stronger because of LP and the training we have received. We ensure children leave nursery with skills in syllable clapping, rhyming, auditory memory etc and they are not introduced to any formal phonic schemes before they have these skills to underpin their learning.

We intend to continue using it in EYFS, so it becomes part of our everyday practice. We intend to upskill our practitioners so they are able to address language gaps, whilst working with our children in ways they are already familiar with. We hope to close some of these gaps to enable our children to access more of the Curriculum as they go forward.

It has had an impact on our knowledge certainly, on the specific areas to home in on and how to identify specific gaps, as well as how to focus on these gaps during interactions & when planning for this targeted support.

Through attending CPD and watching LP video recordings, staff are well-prepared to support early language development using the LP framework as the core model. Staff feel upskilled and can share their own practice with colleagues within and out of our setting. We are a reflective team and regularly check-in with our peers to ensure we are supporting our children well.

We’ve used a number of the LP videos and supporting Toolkit documentation in staff meetings. This has aligned with a particular focus for the year. For example – one year we focused on Physical Development, so we referred to all of the relevant elements from LP Toolkit to support this.

Launchpad has helped us with progression, looking at breaking up literacy into skill strands headings to clearly identify gaps and areas of development

My understanding of the gaps and what comes before to close the gaps was refreshed. Old and tired ideas of teaching the more difficult things, such as rhyming, alliteration and blending. Also knowing that what I am currently doing in my daily practice is the right things to be doing to help the children develop their literacy skills

One of the most valuable aspects has been the opportunity to unpick the meaning behind the skill statements within the framework. This has helped staff to better understand not only what each skill step looks like in practice, but also how each skill links to other areas or serves as a foundation for the next sequential step. It has made a real difference in how we plan and deliver targeted, age-appropriate learning opportunities. Staff have also gained practical ideas and resources for implementation, making it easier to embed LP principles into everyday classroom practice.