1. Build the research and evidence base for transition to school for children with disability and additional needs to inform future policy and program development.

There is robust research available into transition to school for children with disability and additional learning needs.

Literature review complete

Research projects identified, and funded

Research complete/published

The school is ready for the child day one of Term One.

Number of pilot programs that offer targeted supports and services

Number of children/schools/preschools supports or services are delivered to

Number and type of reasonable adjustments made by the schools involved, and whether these are ready for the beginning of the school year.

2. Increase the capacity of early childhood educators to support children with disability and additional needs and their families with early intervention and the transition to school process.

Early childhood educators and schools have the information, skills, resources and networks they need to support a best-practice transition to school process for children with disability and additional needs.

Feedback from early childhood educators

Number of professional development/training sessions delivered

Number of resources developed

Number of networking sessions held/networks identified and/or developed

See Objective 2.

Strong data and information sharing channels exist to support early intervention and transition to school, and to encourage a holistic, collaborative approach.

Online transition to school statement (and related resources) are available, and inclusive of children with disability and additional learning needs

Data from the Disability and Inclusion program, and other relevant data sources is shared within the Department, and more broadly where possible/relevant (including through the National Disability Data Asset pilot ECE project)

Definition of disability and additional needs clarified through National Disability data asset pilot ECE project

See Objective 2.

Children participate meaningfully in all aspects of the school community from day one of kindergarten.

Reasonable adjustments data from primary schools (i.e. number of reasonable adjustments identified and made on schedule)

Feedback from families

3. Identify, document and promote a best practice service coordination model to support children with disability and additional needs transitioning to school and their families.

There is an evidence-based, best practice and ‘business as usual process’ for ECE services, schools and families to follow for children with disability transitioning to school that is widely available and accessible for families, ECE services and schools.

Best practice process/processes identified

Process is documented and promoted through various, audience appropriate channels

Website downloads of processes documents

Feedback from pilot projects using the process

See Objective 3.

Stronger transition to school networks develop between schools and ECE services.

Number of ECE and DoE primary school staff using the online transition to school statement