Testimonials

The Launchpad has helped us talk with more confidence about our EYFS curriculum, identifying gaps and supporting those children with SEND and the most vulnerable in our setting.

The way we use LP to identify gaps and plan provision was a key part of our discussion with the inspector. We were able to clearly demonstrate that our curriculum intent was being successfully implemented to meet the needs of all children.

Our staff are confident in explaining their assessments and curriculum planning for communication and language and early literacy. The progressive steps within the framework allowed us to clearly articulate the journey of our learners, particularly those who are working significantly below age-related expectations.

We were able to evidence the impact of our early reading curriculum to Ofsted as we had LP in place.

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.

As the EYFS and Phonics lead, I confidently spoke about how well our staff know, understand and use LP in their daily practice. It is well-embedded in our setting. I could also talk about how we support specific children using the framework, with large groups & whole cohorts in relation to blending and segmenting.

We have had an Ofsted inspection since using LP, where we achieved ‘Outstanding’ in all areas. Other monitoring/teaching and learning reviews have also taken place. During my commentary with the Lead Inspector/reviewers, I referred to how we use LP. This has been viewed as good practice.

Ofsted liked how we talked about our very low starting points and could back it up with assessment grids of key Launchpad statements that our two-year-old provision lead had created.

Our reading and writing were highly praised by Ofsted in our inspection in May 2025. The way we teach is quite precise and individualised – Launchpad is part of this approach.

Launchpad has enabled providers to identify the specific area in which the gaps lie and support them to focus interactions and resources to support the closure of these gaps. As Launchpad is designed to be implemented as part of quality first teaching, it focuses on meeting children’s unique needs, while also upskilling providers to better understand the skills and experiences required to provide a secure foundation for literacy in the long term.

Launchpad has provided staff across our nurseries with valuable knowledge about the fundamental skills children need to become readers and writers. Equipped with such insight, practitioners are now able to identify more specific skill areas in which they can support children to learn, develop and enjoy early literacy.

Launchpad has been particularly useful for us in developing understanding of the importance of embedding the pre-requisite skills required before moving children onto the next steps. LP is excellent for drilling down to the very specific skills required and how one area of development impacts on other areas. LP has also helped us to identify children who may be ready to move onto using a synthetic phonic approach to reading and those who require more time to embed pre-requisite skills.

Launchpad has enabled EYFS practitioners to assess the children in key strands which are pivotal to their early development. This has improved planning and teaching for whole cohorts in addition to SEND children. It has enabled practitioners to find out exactly what children can do and provide next steps. Our focus has been ensuring children in EYFS have the skills needed and are ready for more formal literacy learning. When children have appeared ‘stuck’ with their learning, LPhas provided the resource to find an appropriate next small step allowing the children to develop the skill needed to progress.

I had taught in Reception for 15 years before I was trained in the use of LP and I cannot believe the impact it has had on my phonics teaching. Previously we would have ploughed on doing the same thing and got the same results – children not able to blend. The benefits of being able to refer to a document, to enable practitioners to understand and then apply the pre-skills of phonics to their teaching is simply amazing.

Many of our children enter Nursery below ARE, and by the end of the Nursery year, the vast majority have reached ARE levels. The LP Literacy strands support learning across the entire curriculum.

We use LP in nursery to support communication and language skills for our EY children and children not on track in Year 1. Nursery children became more adept at segmenting and blending and has developed the auditory memory of many children in EYs, supporting others with their expressive language.