The Online Transition Learning and Development Statement (Online TLDS) tool will close on Monday 21 March 2022 and reopen on Monday 11 July 2022.
You will have received new login credentials through your registered service email address (as per NQAITS) in July 2021.
A child's Transition Learning and Development Statement summarises their abilities as they start school and identifies their 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 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.
It's a kindergarten funding requirement that every child transitioning to school has a Transition Learning and Development Statement.
A copy of each child's completed Transition Learning and Development Statement should always be provided to the child's family and the family should be given an opportunity to opt-out of the Transition Learning and Development Statement being shared with the school. If a child's family does not want relevant information shared with the child's school via the Transition Learning and Development Statement, they are encouraged to discuss this with the child's early childhood educator.
Unless a family has opted out of the Transition Learning and Development Statement being shared, it 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, visit
Complete an Online Transition Learning and Development Statement.
Knowing what information to include in a Transition Learning and Development Statement (TLDS) and how to write statements using a strength-based approach supports improved continuity of learning for all children transitioning into primary school.
Professional learning designed for early childhood teachers and Foundation teachers new to the TLDS is run in Term 3 each year.
For a recording of this workshop, visit
Professional learning to support the transition to school.
Writing Transition Learning and Development Statements
The Transition Learning and Development Statement is comprised of multiple sections:
- Sections 1, 1.1 and 1.2 (where applicable) are completed by educators
- 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.
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 for 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, an additional chapter was added to the Transition a Positive Start to School: Resource Kit in 2019. Chapter 6.4
Strength-Based Approach to Transition, was 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.
A strength-based approach to transition
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:
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.
Early ABLES is a strengths and observation-based online assessment for learning tool, which supports early childhood educators to provide a more individualised learning experience for children aged two to five years with disabilities and/or developmental delay. Early ABLES reports should be referred in Section 1.2 if available. For further information, please visit
Early Abilities Based Learning and Education Support (Early ABLES).
In the 2021-21 Victorian state budget the government invested nearly $1.6 billion in Disability Inclusion, a package of reforms to provide extra support for children with disability in Victorian government schools. In 2021, schools in Barwon, Bayside Peninsula and Loddon Campaspe Areas will be the first to transition to Disability Inclusion.
Disability Inclusion includes the introduction of the Disability Inclusion Profile, a written description of children's strengths and needs at school, designed to help schools give children the support they need. Schools in Barwon, Bayside Peninsula and Loddon Campaspe may choose to complete a Disability Inclusion Profile in Term 4 2021 for children transitioning to their schools with known high and complex needs.
For more information about Disability Inclusion, the Disability Inclusion Profile and for more information about which suburbs are in the first Areas to transition to Disability Inclusion, visit
Disability Inclusion: extra support for children with disability.
For further information about enhanced transition planning to support a child's transition to primary school, please visit
Transition to primary school for children with a disability
Information to support families
There are resources available to help you introduce families to the Transition Learning and Development Statement and to support families and children during the transition journey. When families and early childhood services work together in positive and collaborative ways, a child's capacity to achieve their learning potential is significantly enhanced.
These resources, including materials for families that have been translated into 42 different languages, can be found at
Transition to school resources for families.
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 daycare, 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 is being provided to kindergarten service 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.
The funding contribution is calculated on the enrolment data that services provided through the Kindergarten Information Management (KIM) system and paid to service providers automatically. There is no application process.
All funds should be expended annually by the end of Term 4. For enquiries about this funding please email
Services eligible for funding
All services with a Victorian Government-funded kindergarten program are eligible to receive this funding contribution.
The funding amount for each service
The funding rate is $9.00 per enrolled child (as per annual enrolment data). This is a contribution towards releasing early childhood teachers to write Transition Learning and Development Statements.
If child enrolment numbers change
The per-service funding will change each year according to enrolment numbers at the time of the annual confirmation.
Funds can be spent on
The funding contributes to 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.
Find out more
For more information, visit
Complete an Online Transition Statement or email