Leaders as agents of change

ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

Leaders within education and care are widely acknowledged as change agents, working with educators, families and communities to interpret and implement policy changes designed to raise the quality of early childhood and outside school hours care services. With the upcoming changes to the National Quality Framework (NQF) coming into effect on 1 October 2017, what better time to consider how the leadership structures within your organisation are supporting an effective transition to the revised National Quality Standard (NQS) and regulatory standards?

The NQF is a framework that reflects a commitment to continuous improvement. Recent changes represent the voices of educators, families, communities and other stakeholders, responding to aspects of the NQF they believed could be improved to allow education and care services to focus on what matters – providing high quality programs and practice. The revised NQS represents a more streamlined set of quality standards that have been refined to reduce overlap and provide greater clarity and guidance.

One of the areas that has been streamlined is Quality Area 7, now titled Governance and Leadership. There is increased clarity about the expectations relating to governance and how philosophy, systems, and a clear understanding of roles and responsibilities support a strong foundation for leadership.

The revised standard also refines expectations of the role of educational leader. The new 7.2.2 element states: The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle. This change acknowledges the role requires support in order to effect positive changes and the significant role the educational leader plays in supporting educator understandings of the assessment and planning cycle.

Professor Joce Nuttall, a renowned academic, recognised authority in education and care leadership and member of the ACECQA Board shares some important messages that can prompt you to consider what this may mean for the way leadership is enacted in your service. In the first video Joce speaks about the context for leadership in education and care, particularly the difference between positional or hierarchical models and relational and distributed approaches.

In this next clip, Joce unpacks what support for the educational leader might look like, recognising this will be unique to the context of the service and the needs of individual educational leaders. She goes on to discuss the often opposing dynamics of positional and distributed leadership and poses some ideas for moving forward.

In order for the educational leader to be successful in generating quality outcomes, they must receive support from the approved provider and nominated supervisor. Joce discusses some of the theory and research as well as practical ideas about how this might happen.

Joce goes on to speak about the important role educational leaders play in building educators’ capacity to engage with and demonstrate knowledge of the assessment and planning cycle, by reflecting on children’s learning as individuals and groups as well as the effectiveness of the program as a whole.

In the final video, Joce encourages educational leaders to consider their own learning and professional development. This is essential if educational leaders are to support the development of others.

Questions for further reflection:

  • What is the collective understanding of leadership within your service?
  • How is the educational leader supported? What supports are needed?
  • How effectively are educators engaging with the planning cycle?
  • How is the educational leader leading the evaluation of the whole program?

For more information on the NQF changes, visit the ACECQA website.

Further reading and resources

ACECQA – Information sheet – The role of the educational leader

ACECQA – National Educational Leader presentation – Educational Leadership

We Hear You – The role of the educational leader series

We Hear You – Unpacking the planning cycle series

We Hear You – Uncovering the layers of reflective practice series

Uncovering the layers of reflective practice: Part 3

During June/July, We Hear You will be featuring a special three-part series exploring critical reflection – ‘Uncovering the layers of reflective practice’.

In the final instalment, we wrap up the series by considering the way self-reflection informs continuous improvement and the practical strategies for creating a service culture that supports it.

Part 3: Reflection to inform continuous improvement

Effective and authentic quality improvement is informed by critical reflection on practice, shaped by meaningful engagement with families and communities, and is embedded across the service. The National Quality Standard (NQS) identifies “ongoing self-review that results in informed judgment about performance is fundamental to an effective cycle of improvement” (Guide to the National Quality Standard, p. 178).

Essential to this self-review is the Quality Improvement Plan (QIP), which should be a living document, leading up to assessment and rating and beyond. The QIP provides an opportunity to share how a service engages in deep-level reflection as part of a quality assurance process that supports the realisation of its vision as well as the objectives of the National Quality Framework.

Creating a culture of continuous improvement involves developing and sharing reflective practice, gaining different perspectives, creating a respectful culture and seeking educators, families and children’s ideas. This culture is reflected in regular engagement with quality improvement to support accountability and to communicate what services are achieving and why.

Catherine Lee, the Director and Nominated Supervisor at The Point Preschool, shares her thoughts on critical reflection.

Standard 7.2 of the NQS requires services to make a commitment to continuous improvement. When we consider what this looks like in practice, it means creating regular touch points with the QIP, opportunities to regularly critically reflect on progress, and outcomes and opportunities for deeper collaboration. This level of reflective practice ensures the planning process informs decision making and provides accountability and direction, while being equitable and reflective of the diverse perspectives of all stakeholders. It also provides a springboard to celebrate achievements and communicate to all stakeholders the reasoning and purpose behind what is happening at the service.

A meaningful quality improvement planning process involves services reflecting on and assessing their performance against the NQS, as well as drawing on data or evidence gathering as a trigger for reflection. Examples might include:

  • Australian Early Development Census data to inform curriculum decision-making and resourcing priorities
  • maintenance registers – replacement of or upgrading resources
  • attendance trends and fluctuations to inform staffing
  • frequency and nature of incidents and accidents
  • workflow or staff scheduling challenges
  • regular surveys or questionnaires for families and staff about the service.

The NQS promotes an outcomes focused approach. As such, many of the elements and standards require education and care professionals to critically reflect on the decisions being made at a service level. This is an opportunity to consider questions of social justice, fairness and equity, cultural competence, acceptance and honouring diversity and inclusion, and to think through whether the ideals expressed in the service philosophy are being realised in day–to-day experiences.

A great question to prompt some deep reflective discussions at a service level is found in the approved learning frameworks (Early Years Learning Framework, p. 13; Framework for School Age Care, p. 11):

Who is advantaged when I work in this way? Who is disadvantaged?

Self-assessment and reflection are most worthwhile when they lead to action and it is important to record or reference progress towards the goal or even a change in focus of the original goal. Key pieces of evidence to identify decision making leading to action include:

  • linking the areas identified for improvement and the strategies to address them
  • demonstrated action reflecting the identified improvements
  • amendments to the philosophy of the service and the resultant change to policies and procedures
  • evident change in practice leading to improved outcomes for children
  • documented outcomes of the service’s self-assessment. Examples of this might include:

* meeting agenda noting the proposed discussion

* staff meeting minutes where practice is discussed

* minutes of a committee or parent meeting indicating topics      discussed and outcomes proposed

* collated survey results from children, parents or staff

* notes or drawings detailing children’s ideas, suggestions and feedback.

Education and care services should consider a holistic approach when planning for quality improvement, creating cohesion and direction by connecting all service plans together, including performance, inclusion and reconciliation, strategic and business plans. Opportunities arise here for adopting a more shared or distributed approach to leadership. For example, consider the role the educational leader plays in developing individual development plans that are in place to support performance reviews.

Questions for further reflection:

  • How is continuous improvement included in the induction process?
  • How and when is quality improvement discussed and documented?
  • How does the self-assessment process work and who contributes to the strengths of service practice?
  • How is the leadership and responsibility for QIP goals distributed?

Conclusion

We hope that we have challenged your thinking, broadened your practice and helped you to develop greater confidence in making professional judgements and articulating the reasons behind those decisions. It is important to recognise confidence emerges from drawing on professional standards, best practice, contemporary thinking and research.

Wherever you are at with your reflective practice journey, we challenge you to go deeper and consider the way critical reflection fits in with the professional learning community within your service context.

Further reading and resources

Early Childhood Australia – Critical reflection as a tool for change: Stories about quality improvement

Early Childhood Australia – Talking about practice: Self-assessment, reflective practice and quality improvement processes

Early Childhood Resource Hub – Talking about practice: Self-assessment, reflective practice and quality improvement processes

FUSE – Module 1 – An Introduction to the Victorian Framework and Reflective Practice

 

Read the complete series:

Uncovering the layers of reflective practice: Introduction

Part 1: Self-reflection – The key to growth

Part 2: Reflection on teaching and learning

Part 3: Reflection to inform continuous improvement

Uncovering the layers of reflective practice: Part 2

During  June/July, We Hear You will be featuring a special three-part series exploring critical reflection – ‘Uncovering the layers of reflective practice’.

In the second instalment, we consider teaching, learning and how we reflect within a holistic approach. 

Part 2: Reflection on teaching and learning

Critical reflection involves educators analysing their own practices – thinking about how their language, their level of involvement in play, their support of children to communicate and resolve conflict and how the organisation and environment impacts learning, relationships and interactions.

These insights should be used to inform the development of plans for children’s learning and development, both as individuals and groups of children. The focus should be on learning and outcomes rather than activities and resources.

Being a reflective practitioner means embracing multiple perspectives, your own unique approach and process as well as considering what might need to change. This process of reflecting on actions, intentionality, programs and children’s learning is one that educators engage in every day.

The approved learning frameworks provide some questions to reflect on: (Early Years Learning Framework, p. 13; Framework for School Age Care, p. 11):

  • What are my understandings of each child?
  • What theories, philosophies and understandings shape and assist my work?
  • Are there other theories or knowledge that could help me to understand better what I have experienced?

A holistic approach

It is important to reflect on the learning across all aspects of the program including routines, transitions, planned and spontaneous play and leisure experiences. Children’s learning is constant and happening everywhere and it is up to educators to reflect on how time, resources and access to learning environments is facilitating sustained shared thinking.

Who should be involved?

Everyone! Critically reflecting on children’s learning involves all educators talking, questioning, challenging and affirming each other. Two key questions to consider here might be:

  • Are planned experiences reflective of children’s knowledge, interests and identity?
  • Are experiences, environments and interactions supporting children’s learning and development across the learning outcomes?

Children and families are important participants in the reflection process, from setting goals to analysing and sharing the learning from the program and informing the direction of group and individual learning. Community expectations and context are relevant considerations to inform curriculum decision making.

How do we reflect and what should be recorded?

While there is no legislative requirement for educators’ reflections to be documented, it is a useful way for services to track and show how critical reflection influences their practice and contributes to continuous improvement and the cycle of planning.

The emphasis is on the process of critical reflection, not the product, so there is evidence the program is informed by these reflections. Children can be active participants in critical reflection, and in documenting their learning progress. Documenting this reflection can be completed in a variety of ways – in the program, in a reflective journal or diary, or in the minutes of team meetings.

Catherine Lee, the Director and Nominated Supervisor at The Point Preschool, shares her thoughts on critical reflection.

Supporting reflective practice

The educational leader plays a role in developing and supporting a culture of reflection by :

  • leading and being part of reflective discussions
  • mentoring other educators
  • discussing routines
  • observing children and educator interactions
  • talking to families
  • working with other education and care professionals
  • considering how the program can be linked to the community
  • establishing effective systems across the service.

Anne Stonehouse suggests the use of concise questions when reflecting on children’s learning and analysing information to focus on the process of their actions rather than the product:

  • What is this child learning?
  • What does this child know or understand?
  • What level is the learning? For example, emerging, beginning, practicing, consolidating, exploratory or mastery.
  • What learning dispositions are evident? For example, persistence, confidence, resourcefulness, curiosity or problem solving.

Assessment and rating

In terms of assessment and rating, a crucial factor in assessing quality practice relates to educators’ understandings of the process and the purpose of critical reflection as opposed to gathering evidence.

During an assessment, the authorised officer might:

  • observe educators having discussions with team members, children and families reflecting on how the program is supporting children’s learning in groups and as individuals
  • discuss how educators make decisions on the program and the process for considering the effectiveness of the program
  • sight documentation of decisions, how and why they came about, information in policies, parent information and staff induction that explains the process of how reflection guides the program.

Questions for further reflection:

The Educators’ Guide to My Time, Our Place describes the process of self-reflection as:

  • Deconstructing practice – What happens?
  • Confronting practice – What works well? What is challenging?
  • Theorising about why – What literature/research/experience helps you to understand this?
  • Thinking otherwise – What do you need to change? What is the first step?

These questions may prompt a robust discussion on what is working and how well practice aligns with philosophy and ethics, as well as creating a positive culture and professional learning community.

Further reading and resources

Cartmel, J. – ‘Techniques for Facilitating Reflection’, Reflections (43): 12-13.

Early Childhood Australia – Thinking about Practice: Working with the Early Years Learning Framework

FUSE – Module 1 – An Introduction to the Victorian Framework and Reflective Practice

Queensland Studies Authority – Reflecting on my teaching practices

Stonehouse, A. – ‘Assessing children’s learning—work in progress! (Part 1)’, NQS PLP eNewsletter (73).

 

Read the complete series:

Uncovering the layers of reflective practice: Introduction

Part 1: Self-reflection – The key to growth

Part 2: Reflection on teaching and learning

Part 3: Reflection to inform continuous improvement

Uncovering the layers of reflective practice: Part 1

During June/July, We Hear You will be featuring a special three-part series exploring critical reflection – ‘Uncovering the layers of reflective practice’.

In the first instalment, we explore meaningful self-reflection, what this looks like in practice and the importance of the process not the product.  

Part 1: Self-reflection – The key to growth

We know being reflective educators allows for greater self-awareness, drives continuous improvement, improved outcomes for children and families, as well as being a feature of high quality education and care. We also acknowledge a culture of learning, reflection and continuous improvement are driven by effective leaders. A culture of learning is fostered in an organisation that empowers educators, promotes openness and trust, and reflects a space where people feel heard and valued.

Catherine Lee, the Director and Nominated Supervisor at The Point Preschool, shares her thoughts on critical reflection.

Reflecting

We often hear educators ask ‘What am I supposed to be reflecting on?’ There are a range of professional standards educators can draw on to analyse their practice:

Considering the prompt questions from the approved learning frameworks can be useful tools to prompt more analytical thinking (Early Years Learning Framework, p. 13; Framework for School Age Care, p. 11). A great starting point or points to revisit regularly include:

  • What questions do I have about my work?
  • What am I challenged by?
  • What am I curious about?
  • What am I confronted by?

One way of ensuring meaningful self-reflection could be to discuss issues educators have been considering during performance review processes, opening up professional conversations at team meetings, and facilitating educators to affirm and challenge each other as a ‘critical friend’. Research by the University of Melbourne identifies key factors for supporting educators to critically reflect, allowing for deep reflection of their practice:

  • guidance and structure to allow for critical reflection and change
  • effective mentoring for additional resources and perspectives
  • adequate time and space
  • professional development opportunities.

Documenting

Another common question is ‘what do I need to record or document?’ When it comes to reflective practice, the most important aspect is that it is about ‘process not product’. It is about being able to articulate why and how you made decisions and changes. Documenting key decisions may occur in a variety of ways – in the program, in a reflective journal or diary, or in minutes of team meetings.

Documenting in this way has the potential to promote in educators a sense of responsibility and accountability for their self-reflection and professional development. At this level, you may prefer to keep your reflections private.

Effective communication skills are crucial to creating a positive culture of learning. As part of the self-reflection process, you may identify further learning and professional development is needed. This could be added to your individual development plans. However, not all learning needs to be formal, such as attending a workshop. There may be opportunities to build on people’s strengths through mentoring, sharing professional journals or by accessing learning online.

Questions for further reflection:

  • What opportunities are available for educators to reflect on their practice?
  • What opportunities are created for educators to discuss and identify achievements, issues, challenges?
  • How does self-reflection inform individual development plans?

 

Read the complete series:

Uncovering the layers of reflective practice: Introduction

Part 1: Self-reflection – The key to growth

Part 2: Reflection on teaching and learning

Part 3: Reflection to inform continuous improvement

Uncovering the layers of reflective practice

During June/July, We Hear You will be featuring a three-part series exploring reflective practice.

The series will address some of the challenges educators face around reflective practice and critical reflection. We explore what it is and how it informs your work, practical strategies and what to record while sharing some quality practice examples.

Uncovering the layers of reflective practice: Introduction

Current data identifies Quality Area 1: Educational program and practice as one of the most challenging quality areas for services to gain a rating of Meeting or Exceeding National Quality Standard (NQS). In particular, Element 1.2.3: Critical reflection on children’s learning and development has been at the top of the ‘not met’ list for some time. When critical reflection is embedded naturally in the practice at a service, educators engage in critical reflection as part of their daily routines.

In this series, the diagram representing the multiple layers of reflective practice will help us think through and visualise the way it connects and impacts all aspects of our work, from self-reflection to reflecting on teaching and learning and, finally, reflection that informs continuous improvement. The approved learning frameworks refer to reflective practice as a ‘form of on-going learning that involves engaging with questions of philosophy, ethics and practice. Its intention is to gather information and gain insights that support, inform and enrich decision making about children’s learning’(Early Years Learning Framework, p. 13; Framework for School Age Care, p. 11).

Throughout the series we use a range of terms interchangeably such as reflective practice and critical reflection. There is a common misconception that critical reflection is about finding fault or criticising an event or the actions of those involved. The reality is critical reflection involves reflecting on experiences, posing questions, sharing ideas and respectfully considering different perspectives. It allows us to develop deeper understandings, explore concerns, improve the program and raise the overall quality of education and care experiences of children. It also supports educators to develop confidence in professional judgement.

All aspects of your work are supported by critical reflection, including engaging with the NQS. The NQS is intentionally not prescriptive to empower educators to draw on their pedagogy and knowledge of child development and the learning frameworks, and to make decisions based on their unique knowledge of the children, families and communities in which the service operates. Remember, there’s no one set way or approach. Your process of critical reflection is unique to you and your service context.

Wherever you are at with your reflective practice journey, we challenge you to go deeper and consider how critical reflection fits in with the professional learning community within your service context.

What you need to begin or strengthen your reflective practice:

  1. A safe respectful, ethical space where everyone’s ideas are valued and heard
  2. A willingness to continue learning, growing and changing
  3. A commitment to improving outcomes for children
  4. A refresh of the approved learning frameworks to support the process and the research
  5. TIME! Set aside some time to meet, think, read and reflect.

Remember the end goal is to improve outcomes for children, families and communities!

Next week, we will begin the series with part one and explore the way self-reflection is the key to growth, continuous improvement and quality outcomes.

Further reading and resources

ACECQA – Information sheet: Developing a culture of learning through reflective practice

Early Childhood Australia – Thinking about Practice: Working with the Early Years Learning Framework

Early Childhood Australia – Reflection as a tool for quality: Working in the National Quality Standard

Children’s Services Central – Reflective Practice

Exploring professionalism: Will you ‘interpret the rules’ or ‘debate the intent’?

ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

I thought it would be timely to explore how education and care professionals have grown and developed since the introduction of the National Quality Framework (NQF). Given that we are about to embark on the next stage of the continuous improvement with a revised National Quality Standard (NQS), I would like to open a dialogue that may spark some conversations with your teams as you ponder the questions:

  • What is your approach to the changes to the NQS?
  • Will this be an opportunity for innovation and change in the ways you look at quality improvement?

Sims, Forrest, Semann and Slattery (2015) raise the issue that whilst the intent of policy changes might be to empower educators to consider how the standards apply to their context, the result could in fact be that educators are disempowered. This thinking is based on the idea that educators may fear straying too far away from accepted ideas and practice due to a strong focus on accountability.

The article goes on to say that there can be a tendency to simply focus in on understanding and interpreting the ‘rules’ rather than debating the intent of the ‘rules and experimenting with a variety of ways relevant to context’ (p. 150).  So how do we as a profession begin or escalate the discussion about the intent of the NQS and build professionalism and confidence?

I reflected back on my involvement in the development of the NQS. We set out to develop an aspirational standard that was predominantly outcomes focused, not prescriptive and had inputs embedded within the minimum legislative requirements set out in the National Law and Regulations.

The exciting thing about this shift in focus from being told what to do and how to do it, is it empowers educators to draw on their pedagogy, knowledge of child development, the approved learning frameworks, the NQS and underpinning regulatory standards. This combined with their knowledge of individual children, families and communities empowers educators to make informed decisions about how they meet the standards in ways that are contextually relevant for the families and communities of their service.

I believe the revised NQS could be the catalyst to start such the discussion. To engage in critical inquiry, action research and professional conversations about what are the outcomes for children when these standards are met or indeed when they are exceeded. An example could be opening up a professional dialogue about why the planning cycle is important to facilitate children’s learning.

Some questions which may prompt reflection and discussion in your service:

  • What opportunities exist for educators to engage in professional conversations, critical inquiry and investigations?
  • How do you create and promote a culture of innovation within your service?
  • How open are educators in your team to trying different approaches?
  • Throughout the self-assessment process, how do educators unpack the ‘why’ behind practices, in particular those identified as strengths?

Reference

Sims, M., Forrest, R., Semann, A. and Slattery, C. (2015) ‘Conceptions of early childhood leadership: driving new professionalism?‘ International Journal of Leadership in Education: Theory and Practice, 18 (2), 149-166.

Further reading and resources

NQF Changes Information sheets and resources

Educators’ Guide to the Early Years Learning Framework

Educators’ Guide to the Framework for School Age Care

Effective Professional conversations

Transition to School

ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

Starting school is a big step for children and assisting them to transition to school successfully is important for their journey in continuing to be successful learners. School readiness is an often trotted out phrase for children in the term or even year before they are due to start formal schooling. In reality, however, children begin their learning journey from birth, and in fact many researchers would assert that learning begins before birth.

The KidsMatter publication, Transition to Primary School: A Review of the literature identifies the importance of supporting children to have a positive start to their school life and promoting children’s health and wellbeing. It recognises the transition to school  ‘involves negotiating and adjusting to a number of changes including the physical environment, learning expectations, rules and routines, social status and identity, and relationships for children and families’.

Knowing what to expect in the school environment helps children to make a smooth transition and preparing children for this begins well before their first day of school. Success is more likely when key stakeholders work and plan this transition collaboratively. The Early Years Learning Framework and National Quality Standard (NQS) recognise the importance of transitions and embedding continuity of learning as a key principle. This is acknowledged in Element 6.3.2 of the NQS which requires that continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.

How can services assist in supporting children’s readiness for school? 

Firstly we can acknowledge that supporting children to transition to school does not need to be a separate part of the program. As educators, we know the value of play based learning, building children’s resilience and self-help skills, developing their confidence and respect, as well as their relationship and communication skills. The resource Continuity of Learning: A resource to support effective transition to school and school age care is aimed at sharing narratives of effective transition practice and to provoke reflection on these stories and their relevance for different contexts.

Being well prepared for school encompasses more than stencils and writing names. It also requires planning to ensure success. An action plan is a good way to document how you are collaboratively going to achieve the best outcomes for children in this process. It also allows the service and its educators to critically reflect on their practices. It is important to collaborate with children and their families to explore any anxieties, unpack any myths and set goals for a smooth transition.

We know the importance of incorporating activities to support the transition to school in everyday play based learning opportunities, such as encouraging children’s participation in group games and experiences, and having regular ‘lunch box’ days so children can practice opening and eating their own lunch.

We also know the importance most families place on literacy and numeracy as an indicator for children’s preparedness for school. As educators, we know that these skills can be incorporated in play based activities for all children to participate in, based on children’s interests.

We need to think about how we make the learning that occurs visible to families. A great way to showcase the learning that occurs is to reflect pedagogical theories and practices in language that can be easily understood and demonstrated in the documentation that is shared with families.

Another area where we can support children and their families is with the transition to before and after school care. This is a transition that may be sometimes forgotten, but should be acknowledged and explored with the children and families, in preparation for starting school.

When additional support is required 

Additional support may be required for families with a child (or children) who has a disability when their child starts school. It is essential that families talk to the prospective schools as early as possible to discuss the abilities, interests and additional needs of their child and how these may be accommodated at school, to allow schools time to prepare for children who may need additional support or specialist equipment. Many schools have specialist teachers for special education, as well as education assistants that can be called upon to support children who have additional needs.

Some schools have support programs for children for whom English is a second language, and some employ Aboriginal liaison officers. Providing information about the services available at local schools is one way to assist families make informed decisions and engage with relevant professionals and support staff.

Transition to School Statement 

Some services are required to complete a transition to school statement, developed by the relevant Education Department. If your service is not currently completing statements there are a number of useful Transition to School Statement templates that can facilitate information sharing with the school, examples include the Victorian and  New South Wales Government templates. In addition there are a range of resources on the Early Childhood Australia website and Early Childhood Resource Hub. These resources will help in developing effective strategies that involve all stakeholders. The service’s philosophy, policies and procedures should also guide practices that promote positive transitions and support children to build on their previous experiences to embrace the changes and challenges of the new school environment.

Starting school successfully means: Ready Families + Ready Services + Ready Schools + Ready Communities = Ready Children.

Reflective questions 

  • How can you incorporate transition to school in your environment?
  • Does your service have an action plan to help your service consistently support transition to school?
  • Do you currently complete a transition to school statement for children in your service?
  • How do you support families in this process? For example, do you email them a transition to school calendar? Do you hold an information night for families and children?

Further reading and resources

Child Care Co-operative has developed a Transition to School Example Policy which you may find helpful.

The Transition: A Positive Start to School Resource Kit may assist services and schools to improve transition-to-school planning for children, their families and educators. See also: