Transition learning and development statements

A child's transition learning and development statement summarises their abilities as they start school and identifies their individual approaches to learning. It is passed on to the child's future school. The transition learning and development statement (often referred to as the TLDS):

summarises a child's learning and development
identifies their individual approaches to learning and their interests
indicates how the child can be supported to continue learning.

The transition learning and development statement is not a report card - the information in the statement helps Foundation teachers get to know the children starting in their class, and to plan appropriate learning and teaching programs.

Requirements

It is a kindergarten funding requirement that every child transitioning to school has a transition learning and development statement.

A copy of the completed transition learning and development statement should always be provided to the family, and permission sought to share the final statement with the school. The child’s parent or guardian may choose to opt out of sharing this information with the school.

Where a family provide permission, the transition learning and development statement can be shared with the school in three ways:

online via the Insight Assessment Platform (IAP)
emailed via secure mail to the school (if they are not listed in the Online TLDS tool)
in hard copy.

Funded kindergarten providers must report on the completion of transition learning and development statements from the previous year through annual kindergarten data collection.

Educators working in services not funded for kindergarten are encouraged to complete a transition learning and development statement for any child in their care, as they make the transition to school.

Completing a transition learning and development statement

Transition learning and development statements are completed online via the Online Transition Learning and Development Statement (Online TLDS) tool hosted on the Insight assessment platform.

For further information and to learn about available support for the Online TLDS tool, see: complete an online transition learning and development statement.

Writing transition learning and development statements

The transition learning and development statement is comprised of multiple sections. Educators will complete Sections 1, 1.1 and 1.2 (where applicable), Section 2 is completed by the child (with adult assistance) and Section 3 is completed by the family. The information below is to assist educators to write Section 1.1: Learning and Development.

Section 1.1 captures descriptions of the child's learning progress against the Victorian Early Years Learning and Development Framework (VEYLDF) learning and development outcomes and the Victorian Curriculum F-2, as well as specific intentional teaching strategies to support the child's continuity of learning when they start school.

Strength-based approach

A strength-based approach is a collaborative and solutions-focused way of working. It encourages teachers and educators to consistently draw on their knowledge and understanding of each child's skills, capabilities and dispositions to learning as a way of scaffolding learning and development.

Leading early childhood and school teachers will find they are already using a strength-based approach. Such teachers value children's strengths and differences and communicate high expectations to them. They reflect on their practice and use integrated approaches to build on skills and interests, starting with the competencies children demonstrate rather than focusing on what children can't yet do.

The strength-based approach should be used when writing intentional teaching strategies in each child's transition learning and development statement. To support this effort, in 2019 an additional chapter was added to the Transition a Positive Start to School: Resource kit; 6.4 Strength Based Approach to Transition, developed in consultation with early childhood and school teachers, professionals, academics and stakeholders. Early childhood teachers can use this resource to learn more about the strength-based approach and to help with writing a child's transition learning and development statement. Foundation teachers can use the resource to consider ways the transition learning and development statement will help them to make curriculum decisions about how to best extend each child's learning.

There is also a quick reference guide for summarising the key points of the full guide.

Strength-based approach to transition

chapt 6.4 (pdf - 1.11mb)

Outcome descriptors

Outcome descriptors are used in Section 1.1 of the transition learning and development statement to describe a child's progress against the five learning and development outcomes of the VEYLDF. You can select the appropriate descriptors from a 'pick list' and then edit the descriptor to suit the individual child and best describe their learning progress. The descriptors provide examples and are not exhaustive. They are aligned with the VEYLDF and the first three levels of the Victorian Curriculum (Levels F-10).

For learning and development outcome descriptors, see:

When completing section 1.1 of the transition learning and development statement, you must select at least one descriptor for each outcome. We recommend you select between two and five descriptors in total for each outcome.

You must write at least one intentional teaching strategy to support the child’s learning progress against each of the five VEYLDF outcomes. Individualised strategies are helpful to Foundation teachers as they begin to plan their teaching approaches and programs for the start of the school year. Strategies that reference the individual child's abilities, dispositions and interests are helpful to the receiving teacher and school.

Children with additional needs

The transition learning and development statement includes section 1.2, which supports enhanced transitions for children with a disability or developmental delay. This section:

captures information about other early childhood professionals supporting the family and child
lists reports or assessments that have been done and are available to support inclusion planning.

We recommend all educators complete section 1.2 to support children with a disability or developmental delay. A child does not need to have a clinical diagnosis. Before filling in this section, you should discuss with the family how the information could be most helpful to the future school.

A transition learning and development statement can be written earlier in the year for inclusion planning for children with a disability or developmental delay. It can help with early discussions with the family, the school and others involved in supporting the child’s transition to school. Although writing an early statement is not mandatory, it can be very helpful.

If a child is spending significant time in an early intervention program or with a support worker, you should discuss with the family who would be best to coordinate the transition learning and development statement. Even if the kindergarten teacher doesn't coordinate the statement, everyone who works with the child should still contribute.

Information to support families

To assist families in understanding the purpose of the transition learning and development statement, and their role in completing Section 3: The family, see Transition resources for families. This includes translated resources.

More information about the transition learning and development statement is available in section 6.3 of the Transition: A Positive Start to School Resource Kit.

Coordinating transition learning and development statements

Early childhood teachers in funded kindergarten programs are best placed to coordinate transition learning and development statements for children in their programs.

If a child is also attending other services such as long day care, family day care or occasional care, the educators in those services may have information to contribute.

We also encourage working with families to discuss or arrange additional information from other services.

Funding to support early childhood teachers to write transition learning and development statements

From 2019 for four years, $2.8 million will be provided to kindergarten providers as a contribution that will allow them to release early childhood teachers to write transition learning and development statements.

Funding can be used to support teachers to work with other professionals and families when completing the transition learning and development statements.

All Victorian Government funded kindergarten providers will be allocated the funding contribution, including long day care services.

The funding contribution each year will be calculated on the enrolment data that services provide through the Kindergarten Information Management (KIM) system in April, with payments automatically transferred to service providers as part of their kindergarten funding in June each year. A letter detailing the funding contribution is sent to each service provider.

All funds should be expended annually by the end of Term 4. For enquiries about this funding please email psts@education.vic.gov.au.

Services eligible for funding

All services with a Victorian Government funded kindergarten program are eligible for the funds.

Services receive funding

The funding contribution each year is calculated based on the enrolment data at annual confirmation in April, provided through the Kindergarten Information Management (KIM) system. Payment is provided to kindergarten providers automatically as part of their kindergarten funding in June of each year.

Funding amount for each service

The funding rate is $9.00 per enrolled child (as per April enrolment data). This is a contribution towards releasing early childhood teachers to write transition learning and development statements.

If child enrolment numbers change

The funding will change each year according to enrolment numbers at the time of the annual confirmation in April.

Funds can be spent on

The funding provides a contribution towards time release for early childhood teachers to write transition learning and development statements. Funding can be used to support teachers to work with other professionals and families to collaboratively complete the transition learning and development statements.

Funds must be spent by

Funds will be provided to support early childhood teachers to write transition learning and development statements each year. All funds must be expended annually by the end of term 4.

Multiple contributors to transition learning and development statement writing

As the contributory funds are calculated per enrolment, individual service providers can determine how to distribute the support provided it is in line with the intended purpose of the funding: to support early childhood teachers to write transition learning and development statements.

Other support

For early childhood teachers new to using the Online TLDS tool, user guides and helpdesk details are available at Complete an online transition learning and development statement.
An updated resource to support early childhood teachers to write strength-based transition statements and to help Foundation teachers use transition statements was made available in 2019 as part of the Transition: A Positive Start to School Resource Kit.

Find out more

For more information, see Complete an online transition statement or email psts@education.vic.gov.au