Is My Child Ready for School? Rethinking “School Readiness”
As the second half of the year rolls in, conversations in playgrounds, kindergartens and family catch-ups often start to shift toward a big milestone: starting school. It’s common to hear the phrase “school readiness” floating around, prompting many parents to wonder: Is my child ready for school?
This question, while understandable, can unintentionally place a lot of pressure on families and children. It suggests there’s a set bar that must be met, a checklist that needs to be ticked off before a child can be deemed “ready” to step into the classroom. Parents often ask: My child isn’t toilet trained yet, can they go to school? or My child doesn’t talk much, does that mean they’re not ready?
Let’s pause here and clarify something very important.
The right to education
In Victoria, all children must attend school by the time they turn six. This isn’t just a rule, it’s a right. Every child, regardless of their abilities or challenges, is entitled to access the learning, development, and social opportunities that come with being part of a school community.
This means school attendance is not conditional on whether a child:
- Is toilet trained,
- Can run, skip, or hop or whether they need help with mobility or use a wheelchair,
- Communicates with spoken language, sign, a communication device, or body language,
- Plays with others or prefers solitary play,
- Has what might be considered “challenging” behaviours.
None of these characteristics disqualify a child from starting school. And none of them diminish a child’s right to learn, grow, and belong.
So what is School Readiness?
Rather than a pass/fail test, “school readiness” should be thought of as a process of preparation and transition. It’s about helping your child and your family feel confident, supported, and informed as you navigate the move into school.
When considering what support your child may require in the transition to school, it is important to consider independence, social and emotional development, motor skills and communication. Children develop skills at different rates and that’s completely okay. What’s most important is recognising your child’s strengths and needs, and putting support in place where it’s helpful.
Rather than seeing readiness as something a child either has or doesn’t, it’s more helpful to think about how we can support children to feel more comfortable and capable in their new environment. Children who are well-supported in their transition to school are more likely to feel secure, confident, and engaged once they get there. This positive start helps lay the foundation for future learning and friendships.
It’s also worth remembering that readiness doesn’t look the same for every child and that’s okay. Some children may benefit from extra support with specific skills, while others might need more time or practice to feel comfortable in group settings. School readiness isn’t about meeting a standard, it’s about ensuring every child has the support they need to start school with confidence and a sense of belonging.
Is there a decision to make about when to start school?
For families of children born before 30 April, there’s flexibility in choosing whether your child starts school in the year they turn five or waits until they are six. Children born after April 30 will start school in the year they turn six.
Sometimes, families and educators consider whether a child would benefit from a second year of four-year-old kindergarten. This is usually explored when a child shows delays in areas that are likely to improve with an extra year before school. In such cases, a kindergarten teacher can support families by applying for an exemption from school enrolment for the year the child turns six.
If this is something you’re considering, it’s important to have open conversations with your child’s kindergarten teacher, key worker, or therapists. Their insights and assessments can help guide your decision, alongside your family’s goals and your child’s needs.
How we can help
To learn more about what school readiness means and how to support your child in developing the skills and confidence for a smooth transition, take a look at our previous blog on this topic. Choosing the right school is also an important part of the process, which we explore further in another earlier blog post. If you’re feeling unsure or want guidance tailored to your child’s needs, our team of Key Workers, who are Occupational Therapists, Speech Pathologists, or Physiotherapists are here to support you through this journey. From exploring school options to building skills for a smooth transition, we work alongside you and your child no matter where you’re starting from.
We understand that every child is different, and every family has unique concerns. You may want help understanding what the school transition might look like for your child, or support with communication, physical skills, independence, behaviour, or participating in learning routines. That’s what we’re here for.
Because school isn’t about being “ready” it’s about being welcomed. And every child deserves that.
About the Author
Eva is the Early Childhood Clinical Excellence Lead at KEO. She has worked as a transdisciplinary Key Worker and paediatric physiotherapist since 2009 and is passionate about supporting families to achieve the best outcomes for their children. In her role at KEO Care, Eva trains and supports Key Workers as they in turn support children and families.
