Testimonials

It’s made a massive difference to our SEND provision. Our SEND children have started making accelerated progress now.

LP allows us to focus on small steps of progress, which is vital for our SEND children.

LP is so much more effective than other forms of assessment as it enables you to see the tiny steps of progress children are making, especially those with SEND and those who have fallen behind.

LP has been invaluable for our SEND children, who are now making much better progress.

LP helps us to identify the needs of our SEND children earlier and plan appropriate support with great precision.

We use LP to identify and plan next steps for our nursery and reception children. We also find it useful to support our SEND children and those in Yr. 1 that are not meeting EYFS goals.

LP has helped targeted children to make additional progress and for some to meet GLD at the end of the key stage.

LP has supported our school in relation to SEND in every way. It has become an integral part of our approach to early identification, intervention, and ongoing support for children with additional needs. The structured, step-by-step framework allows us to clearly identify specific areas of difficulty, which has greatly enhanced the accuracy and timeliness of our SEND referrals and assessments.

LP is a tool in our SEND pack of resources, as such we have used it as a bespoke CPD offer for some staff. We use the assessments to inform holistic assessments in SEND.

We use LP as a tool to support Primarily SEND children – using it as a mapping technique to provision map our resources linked to evidenced based criteria. It allows staff to target more precisely the next steps in a child’s development of C & L.

LP allows the team to have a shared language. It helps us to set targets and identify areas of need. Progress can be clearly identified. It works well in a play-based curriculum. It adds a rationale to why we’re working on early language. The children are engaged due to the play-based learning.

We’ve seen tangible progress among children with identified communication & language needs, including those on the SEND register. Using LP has allowed us to break skills down and target support with precision. As a result, we have been able to support these children more effectively in working towards and, in many cases, achieving their support plan targets. The small-step structure and diagnostic clarity of the Toolkit help us to identify specific barriers and design focused, high-impact interventions.

We had an 8% improvement on GLD this year (2004) compared to last year

The Launchpad toolkit was described in detail, and inspectors were keen to see this in action, in relation to how we best support our children to access a formal phonics programme.

We gave a brief explanation to the Lead inspector on how it has or can be used to identify gaps in learning and how it is a supportive tool that staff can use to develop children’s next steps in learning.

We talked about how we built Launchpad into our curriculum and the impact on communication and language, physical & literacy outcomes and wider topics.