During the four-year-old kindergarten year, the early childhood teacher and the child's parents and/or guardians will work together to plan for the child's transition to school.
A second year of funded four-year-old kindergarten may be considered when a child shows delays in learning and development outcome areas in the
Victorian Early Years Learning and Development Framework, and when:
- the kindergarten program is deemed to be the most appropriate learning program
- the child will achieve better outcomes at kindergarten than if they go to school.
A second-year assessment process is carried out for each child by an early childhood teacher when a second year is being considered. This process includes the following:
- Term Three Plan for Learning and Development
- Second Year Discussion
- Declaration of Eligibility for a second year of kindergarten
- Second Year Statement.
Communicating with parents
A factsheet for parents which outlines the opportunities for children who may be eligible for another year of funded kindergarten.
A plan completed by early childhood teachers in collaboration with parents and/or guardians in preparation for term three that summaries a child's abilities, skills and identifies their interests and indicates how they can be supported to continue their learning journey.
Form for early childhood teachers to use from Term Three to help guide the discussion with parents and/or guardians about a child’s learning and development progress.
Further information available from Term Three
Further information about the process for early childhood teachers to recommend a child for a second year of kindergarten will be available in Term Three. This will include information about the Declaration of Eligibility and Second Year Statement.
Information for service providers about eligibility and the process of applying for a second year of funded kindergarten
The Victorian Early Years Learning and Development Framework (VEYLDF) supports all professionals who work with children aged 0-8. It includes a range of discipline-specific guidelines and practice resources.