Being School Ready

School readiness doesn’t happen overnight

Children develop at their own pace and need to time and space to practice new skills – for example, they need repeated opportunities to put on their own shoes and coats and lots of invitations to join in with music and movement activities and listen to stories every day in their early years setting and at home.

Communication and language | literacy

Early years providers need to plan a daily routine which includes–

• Listening to books, stories and poems.

  School ready children should be able to listen to a book all the way through without shouting out.

• Singing and dancing every day.

  School ready children should be able to join in with lots of different songs and rhymes.

• Lots of opportunities for mark making inside and in the garden.

  School ready children should be able to make marks and start to recognise the pattern of their name.

• Having lots of conversations, joining in role play and asking and answering questions.

  School ready children should be able to join in with a conversation and think carefully about what they are saying in a group.

Parents – continue to read books and sing songs and rhymes together every day.

Personal, social and emotional development

Early years providers need to plan a daily routine which includes –

• Time to be independent – hand washing, toileting, putting on coats and shoes, using cutlery, drinking from an open cup. For help with toileting, see the Eric website.

  School ready children will be able to manage their basic hygiene needs in a busy school environment.

• Practicing resilience – taking a breath, keeping on trying without an adult to support them.

  School ready children know when to ask for help.

• Taking turns and sharing, waiting for a reply and being patient.

  School ready children understand that adults cannot meet their immediate needs.

• Recognising and talking about emotions – their own and how adults and other children are feeling.

  School ready children can talk about how they are feeling and recognise when a friend is sad.

• Understanding boundaries and keeping themselves safe.

  School ready children understand ‘no’ and are starting to recognise and avoid danger.

Parents – let your child make choices about what they want to do and where they want to play.

Physical development

Early years providers need to plan a daily routine which includes –

• Movement and active play.

  School ready children should be used to moving for at least 3 hours a day.

• Running, jumping, climbing, throwing and catching, walking.

  School ready children need to be fit and active.

• Doing puzzles, painting, colouring and crafts.

  School ready children need to be able to get on by themselves once a teacher has started them off.

• Mark making with lots of different resources.

  School ready children need strong shoulders, arms, wrists, hands and fingers, ready for writing.

Parents – limit your child’s screen time and encourage lots of fun play instead.

Parents, help your child with self-care routines

• Using the toilet and wiping independently, then washing their hands.
• Going to bed at a good time so they are wide awake to start the day.
• Eating healthy food and drinking water.
• Brushing their teeth (with help until age 7), washing their face and combing their hair.

For lots of health and self-care tips, see the ‘Health and wellbeing’ section of the DfE ‘Help for early years providers’ website.

Parents, as the new term approaches:

• Start a new ‘school ready’ routine – go to bed early and get up at a consistent time.
• Pack a bag and get out clothes the night before.
• Introduce your child to their new uniform and let them practice putting it on and taking it off, ready for PE lessons.
• Choose a waterproof school coat and get fitted for new school shoes.
• Ask your child to help pack their lunch for the next day – what do they want to eat?
• Talk about school – the classroom, their teacher, the toilet and where to put their coat and bag.
• Organise playdates with other children from their class and encourage friendships.
• Get out and about in the local community – take your child on regular outings to local parks and coffee shops, the library and galleries.

Parents – what should you do if you have concerns?

• Speak to your child’s key person – their childminder, nursery or pre-school.
• Talk to the health visitor.
• Go to school settling in sessions and talk to the reception teacher for support.