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Objectives IT’S PLAY supports the implementation of a teacher professional development model to enhance literacy through play in early childhood education. This study involved rigorous school-based fieldwork (classroom observations, parent- caregiver surveys, child direct observations) to explore the impact of IT’S PLAY training.Methods Contextually- and culturally-appropriate versions of established tools were utilised: the MELE Classroom Observation Tool; MELQO Caregiver/Parent Report Core Interview; Washington Group/UNICEF Child Functioning Module on Disability, and specific literacy/pre-literacy tasks from the MELQO Direct Assessment.Baseline data was gathered through May-June 2023. Forty individual schools were visited – 25 that had participated in IT’S PLAY training (Post-Training) and 15 that were scheduled to participate in training in December 2023 (Pre-Training). 777 children and their parent-caregivers were sampled [Pre-Training n=380, Post-Training n=397].Endline data was gathered in November 2023. 19 Classroom Observations took place (10 Post-Trained, 9 Pre-Trained). 584 children – who all participated at Baseline – were re-sampled [Pre-Trained n=275; Post-Trained n=304].Results Classroom Observation data showed a complex picture. When there was cross-phase ‘drop-off’, this was often smaller for Post-Trained sites. Child Direct Observation data showed improvements in learner-level outcomes across phases; improvement was frequently greater for children in Post-Trained groups. Multivariate analyses revealed a limited contribution of IT’S PLAY training on outcome measures. Parental level of education and children’s literacy interest contributed to multivariate models.Conclusions IT’S PLAY training resulted in certain successes, e.g., encouragement of groupworking, use of learning corners, and TALULAR. There remain challenges around supporting children who require additional support for learning.