School Readiness Funding Packages

• Strengthens educators' capacity to design responsive, intentional programs through reflective conversations, observation and tailored feedback.
• Supports teams to embed guidance-oriented, needs-based approaches that enhance children's learning, engagement and wellbeing.

• Helps educators create emotionally and physically safe environments through flexible, calm, predictable and individualised rhythms and rituals, and attuned, relational practice.
• Builds confidence in recognising dysregulation, regulation needs and risk factors in everyday environments.

• Supports educators to design learning environments that are welcoming, flexible and aligned with children's sensory, regulatory and developmental needs.
• Encourages reflective review of indoor/outdoor flow, materials, spaces for retreat and opportunities for autonomy.

• Enhances collaboration, communication and role clarity through strengths-based coaching conversations and team-wide reflective practice.
• Supports leaders to cultivate psychologically safe teams where educators feel valued, capable and connected.

• Builds educator confidence in forming secure, respectful and reciprocal relationships grounded in co-regulation and attuned interactions.
• Strengthens practice that sees behaviour as an expression of needs, allowing educators to respond with empathy and intentionality.

• Supports educators to communicate with families confidently and respectfully, sharing insights and strategies in ways that build trust.
• Helps services align their practice with community needs, culture and strengths through place-based coaching.

• Strengthens leadership capacity in continuous improvement, reflective supervision and embedding the service philosophy into everyday practice.
• Supports leaders in developing meaningful QIP goals, monitoring progress and sustaining change through power-with relationships.

• Secure, respectful and reciprocal relationships: coaching supports educators to enact relational, attuned practice with children, families and colleagues.
• Equity, inclusion and diversity: encourages reflection on bias and assumptions so practice becomes more inclusive and responsive to each child and family.
• Ongoing learning and reflective practice: positions coaching as a regular space for deep reflection, inquiry and refinement of pedagogy.

• Reflective practice: builds educators' capacity to critically reflect on decisions, routines and interactions and to link these to theory and outcomes.
• Professional collaboration: strengthens team conversations, shared language and collective responsibility for practice change.
• Learning environments: supports educators to design environments that are calm, predictable, engaging and responsive to children's needs and interests.

• Outcome 1, strong sense of identity: when educators feel supported and clear in their practice, they create environments where children feel secure, valued and understood.
• Outcome 3, strong sense of wellbeing: improved educator wellbeing, co-regulation and relational practice flow directly into children's emotional safety and resilience.
• Outcome 4, confident and involved learners: coaching helps educators remove barriers to engagement, plan rich learning experiences and support children's agency and curiosity.

• Outcome 1, Identity: supports educators to design curriculum, pedagogy and daily practices that honour each child's unique needs, strengths and cultural identity.
• Outcome 2, Community: strengthens educators' capacity to build inclusive, connected learning communities where every child experiences a sense of contribution and mutual care.
• Outcome 3, Wellbeing: builds staff capability to notice, interpret and respond to children's emotional states in ways that support safety, co-regulation and resilience.
• Outcome 4, Learning: strengthens educators' ability to plan, document and reflect on learning responsive to children's interests, needs, motivations and executive functioning.
• Outcome 5, Communication: encourages language-rich environments where children are supported to express ideas, negotiate, question and contribute to shared conversations with confidence.

Our facilitators draw on the UN Convention on the Rights of the Child and the rights of persons with disability. They recognise all children as rights-holders, capable of participating in their social worlds through their relationships with others.

• Reflective practice: participants engage in reflective practice throughout the program and are encouraged to collaborate with other professionals through discussion forums.
• Partnerships with families: by building respectful relationships and strong partnerships with colleagues, family members and professionals, all parties work towards a shared goal to support each child's learning, development and positive outcomes through transitions from home to the service and from the service to school.
• High expectations for every child: educators reflect on and evaluate their professional beliefs, values and practices, exploring behaviour guidance principles that promote high expectations for every child, regardless of personal judgement about the child or their family background.
• Equity and diversity: educators view responses to children's behaviour as equitable, not equal. Fairness, equity and inclusion run through our packages, which consider each child's familial and community context alongside their individual capabilities and needs.
• Respectful relationships and responsive engagement: by building strong connections with children and their families, educators develop behavioural expectations that are fair and respectful to each child.
• Assessment for learning and development: assessment tools in our packages help educators gather information about a child's wellbeing, strengths, interests and relationships, and document behaviour with particular attention to any learning needs linked to an underlying, unmet need.
• Integrated teaching and learning approaches: the tools in this package help educators integrate teaching and learning approaches that support inclusion and access for every child at their service.

• Access & Inclusion: supports leaders and educators to reflect on structural, cultural and relational factors affecting children's access to meaningful participation, and co-constructs inclusive strategies responsive to diverse abilities, cultures and family circumstances.
• Communication: helps educators refine communication styles, including 'say what you see, ask a question', and encourages language-rich interactions, shared book reading and conversational turn-taking.
• Wellbeing (social and emotional): strengthens educators' understanding of their own Cups profiles and stress patterns, and builds guidance-oriented approaches to children's behaviour that prioritise co-regulation and emotional literacy.