How To Approach School Readiness Planning For Preschoolers

Here’s a comprehensive guide on How to Approach School Readiness Planning for Preschoolers, grounded in evidence from ACECQA, the National Quality Standard (NQS), and the Early Years Learning Framework (EYLF V2.0).

Understand What “School Readiness” Really Means

School readiness is not about academic testing or rigid benchmarks—it’s about supporting children’s holistic development so they can thrive in formal schooling. According to ACECQA, readiness includes:

Social and emotional well-being
Self-regulation and independence
Communication and language skills
Early literacy and numeracy foundations
Physical coordination and self-help skills

These align with EYLF V2.0 Learning Outcomes, especially:

Outcome 1: Children have a strong sense of identity
Outcome 3: Children have a strong sense of well-being.
Outcome 5: Children are effective communicators

Embed Planning Within the National Quality Framework

Under the National Quality Standard (NQS), school readiness planning should be:

Child-centred (Quality Area 1: Educational Program and Practice)
Collaborative with families (Quality Area 6: Collaborative Partnerships)
Responsive to individual needs (Quality Area 5: Relationships with Children)
Linked to continuous improvement (Quality Area 7: Governance and Leadership)

ACECQA’s guidance on transitions to school highlights the importance of:

Building continuity of learning
Supporting emotional security
Fostering positive relationships with children and families

Use Reflective Tools

Reflective tools help educators critically examine their practice, identify areas for improvement, and align planning with frameworks like the EYLF and NQS. When preparing children for school, these tools ensure that transitions are developmentally appropriate, inclusive, and responsive to each child’s needs.

Effective planning includes:

Observations and learning stories
Conversations with families
Child voice and agency
Documentation aligned with EYLF and NQS

Focus on individual strengths, interests, and dispositions.

Partner With Families and Schools

Successful transitions require strong partnerships. Services should:

Share insights with families about their child’s development
Collaborate with local schools to understand expectations
Support children emotionally and socially in the lead-up to school

Monitor, Reflect, and Improve

Use your Quality Improvement Plan (QIP) to:

Set goals for transition support
Review school readiness practices annually
Gather feedback from families and educators
Align planning with current reforms and frameworks

The AITSL Mapping Tool (2025) also helps educators connect EYLF, NQS, and teacher standards to strengthen school readiness planning.

Example School Readiness Planning

Here’s an example of School Readiness Planning for a Group of Children, integrating the AITSL Mapping Tool, EYLF V2.0, and NQS principles. This format supports educators in planning for diverse learners while aligning with national frameworks:

Group: Koala Room – 12 children aged 4.5–5.5
Service: Riverstone Early Learning
Educators: Ms. Tahlia & Mr. Reuben
Planning Period: Term 3–4
Review Date: Week 9, Term 4

Group Profile

Strengths:
- Strong peer relationships
- Interest in imaginative play and storytelling
- Emerging literacy and numeracy skills
Challenges:
- Varying levels of self-regulation and independence
- Two children with speech delays
- One child with sensory processing needs
Family Input:
- Families requested more structured routines and school-like experiences
- Interest in cultural inclusion and transition support

Developmental Domains & Planning

Domain	Group Observations	EYLF Outcomes	NQS Areas	Planned Strategies
Social & Emotional	Some children struggle with turn-taking and frustration	1, 3	QA5	Emotion coaching, small group games
Communication & Language	Strong storytelling, varied speech development	5	QA1	Visual prompts, peer modeling, speech support
Cognitive	Enjoy puzzles, patterning, and counting	4	QA1	STEM provocations, sorting games
Physical	Mixed fine motor skills, active gross motor play	3	QA2	Obstacle courses, threading, drawing
Self-Help & Independence	Some children need reminders for toileting and packing	1	QA2	Visual schedules, role-play routines

Transition Goals

Foster independence in daily routines
Support emotional regulation and resilience
Strengthen foundational literacy and numeracy
Build familiarity with school environments and expectations
Celebrate cultural identities and belonging

Planned Experiences

School Role-Play Station: Uniforms, lunchboxes, name tags
Transition Storybooks: Featuring local schools and children’s voices
Buddy System: Pairing confident children with those needing support
Family Workshops: “Ready for School” sessions with educators
School Visit: Group excursion to local primary school

Educator Reflection

Using the AITSL Mapping Tool:

Standard 1: We know our learners and their diverse needs
Standard 3: Our planning is intentional and responsive
Standard 6: We engage in ongoing reflection and professional learning
Standard 7: We collaborate with families and schools

Framework Alignment

EYLF V2.0: Outcomes 1–5, Principles of equity, transitions, and cultural responsiveness
NQS: QA1 (Educational Program), QA5 (Relationships), QA6 (Collaborative Partnerships)
AITSL Teacher Standards: 1–7, with emphasis on Standards 1, 3, and 7

What Is The AITSL Mapping Tool

The AITSL Mapping Tool is a resource developed by the Australian Institute for Teaching and School Leadership (AITSL) to help early childhood educators and leaders align their practice with national standards and frameworks. Specifically, it connects the:

Australian Professional Standards for Teachers
National Quality Standard (NQS)
Early Years Learning Framework (EYLF) V2.0

This tool supports educators in identifying how their teaching practices, documentation, and professional development align across these key frameworks. It’s especially useful for:

Building evidence for teacher registration or career progression
Guiding service leaders in mentoring and performance planning
Strengthening curriculum planning and reflective practice

You can explore the official mapping tool in AITSL’s publication.

How To Use The AITSL Mapping Tool For School Readiness

To use the AITSL Mapping Tool for strengthening school readiness in early childhood settings, here’s a strategic approach tailored to your advocacy and leadership lens:

Step-by-Step Guide to Using the AITSL Mapping Tool for School Readiness

1. Identify School Readiness Goals

Start by defining what “school readiness” means in your context. Common domains include:

Emotional regulation and social competence
Early literacy and numeracy
Independence in routines
Communication and language development

2. Use the Mapping Tool to Align Practice

Download the official AITSL Early Childhood Mapping Tool (PDF) and locate the intersections between:

EYLF V2.0 Learning Outcomes (e.g. Outcome 4: Children are confident and involved learners)
National Quality Standard (NQS) (e.g. QA1: Educational program and practice)
Australian Professional Standards for Teachers (e.g. Standard 1: Know students and how they learn)

Use the tool to map how your school readiness strategies—like transition programs, play-based literacy, or family engagement—align across these frameworks.

3. Document Evidence of Practice

For each mapped area, gather:

Observations and learning stories
Transition-to-school plans
Educator reflections and planning cycles
Feedback from families and schools

This builds a portfolio that supports teacher registration, service quality improvement, and advocacy for readiness-focused programming.

4. Embed in Professional Learning

Use the mapping tool to guide:

Staff PD on readiness-aligned teaching practices
Mentoring conversations around transition support
Service-wide reflection on readiness outcomes

5. Advocate Systemically

Leverage the mapping to:

Craft policy proposals that highlight gaps in transition support
Mobilize sector voices around readiness equity
Engage regulators with mapped evidence of impact

Sample Mapping: Transition-to-School Program

Here’s a sample AITSL Mapping Tool application focused on school readiness, tailored for early childhood educators and leaders. This example shows how a specific practice—transition-to-school program—can be mapped across the EYLF, NQS, and AITSL standards.

Practice	EYLF V2.0 Outcome	NQS Element	AITSL Standard	Evidence Examples
Transition-to-school program including visits to local schools, buddy systems, and family workshops	Outcome 4: Children are confident and involved learners Outcome 5: Children are effective communicators	1.1.1: Approved learning framework 6.2.1: Continuity of learning and transitions	1.6: Strategies to support full participation 3.7: Engage parents/carers in learning	- Photos and documentation of school visits - Educator reflections on child readiness - Parent feedback forms - Transition statements shared with schools

How to Use This Sample

Educators can use this format to reflect on their own readiness practices and build evidence for registration or appraisal.
Leaders can adapt this into a service-wide planning tool or professional development resource.
Advocates can use mapped examples to demonstrate sector strengths and gaps in transition support when engaging with policymakers.