School Readiness

The Learning Outcomes recognise the importance of literacy, numeracy and social and emotional development.

  • Children have a strong sense of identity
  • Children are connected with and contribute to their world
  • Children have a strong sense of wellbeing
  • Children are confident and involved learners
  • Children are effective communicators

Educators will:

  • Plan a Curriculum based on children’s interests, culture, language, ideas, play and everyday lives ie connections between children, families and communities
  • Work in partnerships with families to achieve Learning Outcomes, and encourage families to contribute to the Curriculum by sharing information about their child or completing activities with children
  • Build connections between the service, schools and the local community
  • Include children in decision making, including decisions about indoor and outdoor spaces, programming, routines and documenting their achievements, and give them appropriate levels of responsibility
  • Make use of spontaneous ‘teachable moments’ to scaffold children’s learning
  • Engage in sustained shared conversations with children to extend their thinking
  • Support children’s learning by participating in child led play
  • Provide a balance between child led, child-initiated and educator supported learning by creating learning environments and activities that stimulate children’s imagination, creativity and curiosity and encourage children to investigate, experiment, explore, solve problems, create and construct
  • Use strategies like demonstrating, dramatic play, role play, open questioning, speculating, explaining, shared thinking and problem solving to promote and extend children’s learning
  • Use resources (eg man- made and natural loose parts) and implement activities (eg dramatic play, visual arts, role play, games) to promote learning across all Learning Outcomes
  • Create outdoor learning spaces which invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature
  • Create both indoor and outdoor spaces that stimulate children’s imagination, creativity and curiosity and encourage children to investigate, experiment and solve problems
  • Regularly provide opportunities for children to learn individually and as part of a group
  • Regularly add to a learning portfolio for each child which includes written assessments of the child’s learning. Portfolios will be available for a child’s family members to view but they remain the property of the Service for the duration of the child’s enrolment
  • Plan the curriculum with each child and the learning outcomes in mind, and remember that learning is not always predictable and linear
  • Celebrate the achievements and learning of each child
  • With parents’ consent, liaise with external agencies and professionals to support children with additional needs
  • Regularly (at least weekly) evaluate their practices and reflect on how well the Curriculum is helping each child progress towards and achieve the Learning Outcomes
  • Display the daily curriculum in children’s rooms and encourage families to contribute, make suggestions or ask questions about children’s learning at any time
  • Provide the following information to parents whenever requested:
    - the content and operation of the educational program
    - information about the child’s participation in the program
    - assessments of the child’s developmental needs, interests, experiences and progress against the Learning Outcomes

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