By BEST Childcare Consulting
Starting “big school” is one of the most profound transitions in a child’s early life — a moment filled with excitement, uncertainty, and enormous growth. It is also one of the most meaningful responsibilities we hold as early childhood professionals. Long before a child walks through a school gate for the first time, their sense of confidence, belonging, and readiness has been shaped by the relationships, routines, and experiences they have known in early learning.
In Western Australia, true school readiness is not about worksheets, early academics, or asking children to grow up too fast. It is about nurturing secure, capable, and curious learners who feel emotionally safe, confident in themselves, and ready to engage with the world around them. When children feel supported and understood, they are far more prepared to embrace change and new challenges.
Early learning services play a critical role in this transition — whether children attend Kindergarten at a school or remain in long day care — by intentionally embedding foundational skills through play, strong relationships, and everyday routines. These experiences, built steadily over time, create the foundations for lifelong learning.
This article explains how schooling works in Western Australia, what Kindergarten and Pre-Primary actually mean for families, and how services can intentionally program for school readiness while demonstrating genuine, Exceeding-level practice under the National Quality Standard.
Understanding School in Western Australia
Kindergarten (Kindy) in WA
Kindergarten is NOT compulsory
In Western Australia, Kindergarten is the first year of formal schooling, but attendance is optional.
Age & birthdates
- Children are eligible for Kindy if they turn 4 years old by 30 June in the year they attend.
- Example:
- Born 1 July 2020 – 30 June 2021 → eligible for Kindy in 2025
Where children can attend Kindy
- At a school-based Kindergarten
- OR in an approved early childhood education and care service delivering a Kindergarten program
Families may choose:
- School Kindy
- Childcare Kindy
- Or to delay entry until Pre-Primary
This flexibility means childcare services play a vital role in supporting families to make informed choices and ensuring continuity of learning regardless of setting.
Pre-Primary in WA
Pre-Primary IS compulsory
Pre-Primary is the first compulsory year of schooling in Western Australia.
Age & birthdates
- Children must attend Pre-Primary if they turn 5 years old by 30 June in the year they attend.
- Example:
- Born 1 July 2019 – 30 June 2020 → Pre-Primary in 2025
Pre-Primary is delivered in a school setting, and children must be enrolled.
Options for how children experience Kindergarten
In Western Australia, families have flexible options for how their child experiences Kindergarten. Children may attend Kindergarten in a school setting, in an approved early childhood education and care service, or through a shared care and education model, where they attend Kindergarten at school on some days and continue attending childcare on others.
Benefits of Shared Care and Education Models for Children
This blended approach offers significant advantages for many children. It allows them to gradually become familiar with the school environment while maintaining the security, relationships, and extended-day support of their early learning service. Children benefit from continuity of care, consistent routines, and strong attachment relationships, while also building confidence navigating different settings. For some children, particularly those who thrive with routine, longer days, or additional emotional support, this model can reduce transition anxiety, support emotional regulation, and provide a smoother, more developmentally responsive pathway into formal schooling.
Benefits of Shared Care and Education Models for Childcare Educators
Shared care and education models — where children attend Kindergarten at school on some days and remain in an early learning service on others — offer significant professional and pedagogical benefits for childcare educators, not just children and families.
For educators, this model provides richer insight into each child’s learning, wellbeing, and transition needs. Observing children across different environments allows educators to notice how children adapt, communicate, regulate emotions, and engage with peers in varying contexts. These observations deepen educators’ understanding of the whole child, enabling more intentional planning, individualised support, and responsive teaching.
Shared care models also strengthen reflective practice. Educators can reflect on how skills developed in the early learning environment — such as self-regulation, collaboration, and independence — are transferred and applied in a school setting. This strengthens alignment with the EYLF, supports continuity of learning, and encourages educators to critically reflect on the effectiveness of their pedagogy rather than focusing on isolated outcomes.
Importantly, this approach fosters deeper learning by allowing educators to slow down learning experiences rather than rushing children through a “school readiness checklist.” Children return from school days with new questions, ideas, and social experiences, which educators can unpack through play, discussion, and exploration. This cyclical process — experience, reflection, exploration — supports higher-order thinking, language development, and emotional processing, leading to more meaningful and sustained learning.
Finally, shared care models enhance professional collaboration and leadership. Educators are positioned as equal partners in children’s learning journeys, supporting families to navigate schooling choices and advocating for developmentally appropriate practice. This reinforces the value of early childhood pedagogy, elevates educator expertise, and contributes to Exceeding-level practice across Quality Areas 1, 4, 6, and 7.
What “School Readiness” Really Means
School readiness is not about reading, writing, or sitting still for long periods.
It is about children developing:
- Emotional regulation
- Independence and self-help skills
- Confidence to try new things
- Ability to follow routines
- Social skills and problem-solving
- Curiosity, resilience, and a love of learning
These skills are best developed through intentional play-based programming, not formal instruction.
School Readiness Begins from the Very First Day of Childcare
School readiness does not start in the year before school — it begins from the very first moment a child joins an early childhood education and care service, no matter their age. Every routine, interaction, and experience contributes to a child’s growing confidence, independence, and sense of belonging. Over months and years, children make steady progress as skills are intentionally built, revisited, and strengthened through play and relationships. When services view school readiness as a long-term journey rather than a last-minute checklist, children are supported to develop at their own pace, resulting in smoother, more confident transitions to school.
Practical Everyday Skills That Support School Readiness
Practical life skills make a significant difference to how confidently children settle into school. Being able to dress independently, open a lunchbox and water bottle, wear a hat happily, and manage personal belongings reduces frustration and builds self-esteem.
Equally important are social skills such as waiting for a turn, listening during group times, following simple instructions, and asking for help appropriately. These skills are best learned gradually through everyday routines in early learning environments, where children are supported, encouraged, and celebrated as they gain independence over time.
Why Social and Emotional Readiness Matters Most
Social and emotional readiness is widely recognised as the most important foundation for success at school. A child who can manage their emotions, seek help, build relationships, and cope with change is far better equipped to learn than a child who can recite letters or numbers. Feeling safe, secure, and understood allows children to engage, take risks in learning, and persist when tasks feel challenging. Early childhood services play a crucial role in supporting emotional regulation, resilience, empathy, and confidence — skills that underpin every aspect of learning and wellbeing throughout the school years.
January Focus: Helping Children Practise School-Readiness Skills at Drop-Off
January is an ideal time for educators and families to gently shift expectations at drop-off, helping children practise the independence and responsibility they will need when school begins in February. These small, consistent routines build confidence and reduce overwhelm later.
What Educators Can Encourage at Drop-Off
Educators can guide parents to pause briefly and allow children to do as much as possible for themselves, even if it takes a little longer.
Encourage children to:
- Carry their own bag into the service
- Put their bag in the correct locker or hook
- Take out their lunchbox and drink bottle independently
- Place hats, shoes, and jumpers in the right place
- Recognise and care for their own belongings
- Greet educators and peers confidently
This routine mirrors school expectations and helps children feel capable and in control of their day.
Supporting Emotional Confidence at Separation
January can also bring big emotions as children anticipate change.
Educators can support families to:
- Keep goodbyes calm, predictable, and positive
- Use consistent language such as “I’ll be back after afternoon tea”
- Trust educators to support any tears after separation
- Avoid long or emotional goodbyes, which can increase anxiety
Children feel safer when adults show confidence in their ability to cope.
Building Responsibility Throughout the Day
Educators can reinforce drop-off expectations during the day by encouraging children to:
- Return items to their locker after use
- Pack their own bag at collection time
- Take responsibility for hats, shoes, and drink bottles
- Participate in group routines like roll call and pack-away time
These skills develop best when expectations are consistent, gentle, and repeated.
How to Communicate This with Families
Services may choose to:
- Display a January “School Readiness Drop-Off Checklist”
- Talk through expectations at enrolment or orientation
- Share reminders via newsletters or apps
- Frame expectations as confidence-building, not pressure
Reassure families that independence develops gradually and mistakes are part of learning.
Why This Matters
When children practise independence daily in a familiar environment, they arrive at school feeling:
- Capable rather than overwhelmed
- Confident in routines
- Secure in managing their belongings
- Ready to focus on learning and relationships
These small moments at drop-off create big outcomes.
Programming Ideas to Support School Readiness
1. Independence & Self-Help Skills
Supporting children to manage themselves builds confidence and readiness for the school environment.
Practical programming ideas
- Packing and unpacking bags independently
- Managing lunchboxes and drink bottles
- Practising shoes, hats, jumpers, and toileting routines
- Encouraging children to advocate for their own needs
- Taking responsibility for personal belongings and shared spaces
Helpful links
ACECQA – Supporting children’s independence
https://www.acecqa.gov.au/resources/supporting-independence
Early Childhood Australia – Independence in the early years
https://www.earlychildhoodaustralia.org.au/our-work/informing-practice/independence/
Raising Children Network – Helping children become independent
https://raisingchildren.net.au/preschoolers/development/behaviour/independence
2. Emotional Regulation & Resilience
Children who can recognise and manage emotions are better prepared for school transitions and classroom learning.
Practical programming ideas
- Group discussions about feelings and problem-solving
- Visual emotion charts and feelings cards
- Calm-down spaces and regulation tools
- Teaching children how to ask for help appropriately
- Normalising mistakes and encouraging “having another go”
Helpful links
Beyond Blue – Social and emotional learning in early childhood
https://www.beyondblue.org.au/about-us/about-our-work/early-learning
Emerging Minds – Supporting children’s emotional wellbeing
https://emergingminds.com.au/resources/
KidsMatter (archived but still widely referenced)
https://www.kidsmatter.edu.au
3. Social & Group Skills
Social competence supports children to navigate group settings, friendships, and classroom routines.
Practical programming ideas
- Small-group projects and collaborative play
- Turn-taking games and cooperative challenges
- Listening during group times and shared discussions
- Supporting children to negotiate conflicts respectfully
- Practising classroom-style routines in a play-based way
Helpful links
ACECQA – Relationships with children
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-5-relationships-children
Early Childhood Australia – Social competence
https://www.earlychildhoodaustralia.org.au/our-work/informing-practice/social-competence/
Raising Children Network – Social skills for preschoolers
https://raisingchildren.net.au/preschoolers/development/social-emotional-development/social-skills
4. Early Literacy & Communication
Strong communication skills underpin learning across all areas of the school curriculum.
Practical programming ideas
- Daily storytelling, shared reading, and discussions
- Name recognition through play (sign-in boards, labels, cubbies)
- Encouraging children to express ideas, opinions, and questions
- Rich conversations during routines and play
- Using visual supports and storytelling props
Helpful links
Department of Education WA – Literacy in the early years
https://www.education.wa.edu.au/literacy
Australian Government – Early literacy and language
https://www.education.gov.au/early-childhood/early-literacy
Better Beginnings (WA) – Early literacy resources
https://www.betterbeginnings.com.au
5. Early Numeracy Concepts
Numeracy develops naturally through everyday experiences rather than formal worksheets.
Practical programming ideas
- Counting during routines (roll calls, snacks, transitions)
- Sorting, matching, and pattern-making activities
- Measuring and comparing during cooking and construction play
- Using numbers in meaningful, real-life contexts
Helpful links
Department of Education WA – Numeracy in the early years
https://www.education.wa.edu.au/numeracy
ACECQA – Numeracy and play-based learning
https://www.acecqa.gov.au/resources/numeracy
Raising Children Network – Numeracy for preschoolers
https://raisingchildren.net.au/preschoolers/play-learning/numeracy
6. Executive Function & Learning Dispositions
These skills help children focus, follow instructions, and adapt to school routines.
Practical programming ideas
- Following simple instructions during play
- Sustaining attention during engaging, child-led activities
- Transitioning between activities with visual and verbal cues
- Planning, remembering, and completing tasks
- Encouraging persistence and flexible thinking
Helpful links
Harvard University – Executive function in early childhood
https://developingchild.harvard.edu/science/key-concepts/executive-function/
ACECQA – Building learning dispositions
https://www.acecqa.gov.au/resources/learning-dispositions
Early Childhood Australia – Self-regulation and learning
https://www.earlychildhoodaustralia.org.au/our-work/informing-practice/self-regulation/
7. Supporting Transitions to School
Intentional transition practices support both children and families.
Practical programming ideas
- Talking positively about school and change
- Visiting local schools or inviting school staff to the service
- Practising school-style routines while remaining play-based
- Sharing transition information with families
- Supporting children to express worries and excitement
Helpful links
Department of Education WA – Starting school
https://www.education.wa.edu.au/starting-school
ACECQA – Supporting children’s transitions
https://www.acecqa.gov.au/resources/supporting-transitions
Raising Children Network – Starting school
https://raisingchildren.net.au/starting-school
BEST Childcare Consulting
At BEST Childcare Consulting, we believe school readiness is not about pushing children forward — it is about walking alongside them, building confidence, capability, and a lifelong love of learning.
When services embed intentional, play-based transition practices into everyday routines, they support children, families, and educators — and demonstrate genuine Exceeding-level practice across the National Quality Standard.
As always, use these strategies throughout the year, not just at transition time, to truly embed excellence in your service.
Need help strengthening your school readiness practices or QIP?
Contact BEST Childcare Consulting today.
