Working closely with national governments, our evidence has influenced early learning policies to strengthen learning and improve teacher training. In Ethiopia, our evidence has informed the roll out of pre-primary education (O-Class or ‘zero grade’ classes) since 2015, with a focus on tackling inequalities and disparities in access; this includes targeted advice on the development of an age-appropriate curriculum, strengthening in-service teacher training and improving the provision of classroom equipment and materials. In Peru, our evidence has had a direct impact on the overhaul of the government’s national early childhood development programme to deliver the strengthened ‘Cuna Más’ programme; this includes expanding accessibility to disadvantaged children aged six months to 4 years, especially in rural areas,  with a much stronger focus on improving cognitive development and language skills.