Introduce
By ‘school ready’ we mean children being developmentally ready to access the learning and development opportunities available to them in Reception. School readiness refers to the full range of developmental measures and milestones, not simply a narrow measure of ‘academic’ attainment.
Kindred²
Physical development equips children with the skills they need to engage with the learning environment of school. Fine motor skills, such as the ability to hold a pencil, use scissors, and manipulate small objects, are crucial for tasks like writing, drawing, and managing classroom materials. Gross motor skills, such as balance, coordination, and spatial awareness, support children in sitting for extended periods, navigating the classroom, and participating in physical activities. Additionally, physical development fosters confidence, independence, and the ability to follow routines, all of which are important for transitioning to a structured school setting.
Image source: 2023 School Readiness Survey; Kindred²
Develop
Measuring School Readiness
The Greater Manchester School Readiness Programme aims to ensure that every child has the best start in life, by putting tools and support in place to support children’s outcomes from birth to age 5. The programme currently uses two key measures of child development and school readiness:
- The Ages and Stages Questionnaire 3 (ASQ3) at age 2 – 2.5 years. ASQ-3 is used to determine whether children are ‘at or above the expected level of development’ in five areas:
o Communication skills
o Gross motor skills
o Fine motor skills
o Problem solving skills
o Personal–social skills.
Quarterly data is collected from the health visitor reviews completed at 2 to 2.5 years using the Ages and Stages Questionnaire 3 (ASQ-3).
· EYFS, attainment of Good Level of Development (GLD), at the end of reception.
The Early Years Foundation Stage Profile (EYFSP) is a statutory assessment intended to provide a reliable, valid and accurate assessment of a child’s development at the end of reception. The EYFSP is made up of an assessment of the child’s outcomes in relation to 17 (Early Learning Goals) ELGs descriptors. Practitioners are expected to use their professional judgement to make these assessments, based on their knowledge and understanding of what the child knows, understands, and can do.
A child who has achieved a Good Level of Development (GLD) has reached at least the expected level for the ELGs in all aspects of mathematics and literacy and the three prime areas of learning:
- Personal, Social and Emotional (PSE) development
- Physical Development
- Communication and language
Partners across Greater Manchester (GM), including GreaterSport and Early Years Professionals, are working together to embed a best practice pathway for Physical development through the GM Physical Development Task and Finish Group. The pathway forms part of the School Readiness programme, which aims to drive improvements in early years services so that every child has the basic skills needed to start school. This supports the wider priorities set out in the Greater Manchester Strategy and GM Children’s Health and Wellbeing Framework.
Reflect
Stop and Reflect: The following questions can help you explore how to intentionally support physical development as part of preparing children for school.
– What role do you see physical development playing in other areas of school readiness, such as focus, behaviour, and emotional regulation?
– How do you collaborate with parents to support physical development at home in preparation for school?
– What challenges do you face in supporting physical development for school readiness, and how do you overcome them?
Optional
The Physical Literacy and School Readiness Evidence Review is a comprehensive report exploring the relationship between physical activity, early childhood development, and school readiness in Greater Manchester. Developed by GM Moving, the review highlights the critical role of physical development in early years education and presents key data, research findings, and best practices for improving outcomes.