School Readiness and School Progress Checklist

The checklist will take only a few minutes asking you to recall simple tasks your child should be able to do for his/her age. There are one or two more specific activities to check with your child. Have a pencil and paper ready to help you recall the questions.

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Children’s school readiness is dependent on a wide range of developmental skills, all related to maturation and inherent abilities. When children show delays or immaturity at this stage of their pre-schooling, it will impact on their early progress of reading, writing and numeracy. When children show differences in their maturation or progress they are very quick to realize that reading, writing and/or maths are difficult and frustrating to them, and many of them compare themselves to their classmates. Early identification and interventions can go a long way to avoid or lessen the impact these delays have on the child’s emerging self confidence, self esteem and motivation to learn.

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After the first year at school, your child (5.1 – 5.11 years of age) should have developed a good basis of their alphabet, both naming and writing. They should have developed a bank of known sight words for their reading. They should be able to construct simple words from beginning, middle and end sounds. They should know their diagraphs (e.g. “ch”, “sh”, “th”, and “wh”). They should also be able to construct words with simple blends, such as play, hand, bend, etc. Early identification and interventions can limit the child being “at risk” for future learning difficulties e.g. dyslexia, dyscalculia, dysgraphia, etc.

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By the third year of the child’s schooling, they should be well on their way progressing with reading, writing, and maths, and also meeting National Standards. They should have acceptable scores in their PAT (e.g. stanine 5 or above). Socially the child should be able to develop and maintain friendships. They should have established their classroom routines and their teachers expectations. An indication of the child not coping in any of these areas would be tears before school, school refusal, complaining of being “bored”, depressive statements, such as “I am dumb” , “I have no friends”, etc. Being able to assess a child’s strengths and weaknesses, and to identify their unique learning profile, would give valuable information to both the parents and the teachers. Recommendations from the assessment can then move on to the best support that would be available for the child both at home and at school.

This checklist is designed for children 6-8 year of age, or older but function at this age range.

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