School readiness is a broad definition that involves a holistic assessment of a child. Traditionally, the focus has been on a child’s age and their general competencies to determine whether a child is ready for school. With greater research, we now understand that there are a range of additional factors which may affect a child’s ability to adapt to a new environment. This may include their physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, communication skills and general knowledge.
In Dockett and Perry’s study, teachers highlighted that children need to have certain skills rather than only specific knowledge to successfully transition to school.5 For example, this may mean being able to independently use the toilet, dress themselves, recognise their own belongings and pay attention.
Consideration of school readiness extends to the school environment, ensuring the school is ready to receive the child. This includes the school being prepared to provide the necessary support to optimise a child’s learning and development. Ready schools are flexible, supportive and guided by strong and positive leadership. Possible indicators of a school’s readiness include the existence of processes to plan and monitor a child’s transition to school, the adequacy of facilities, the school’s approach to student wellbeing, and collaboration between families and teachers.
 Transition to School: A Guide for Early Childhood Education”

Source: NSW Dept of Education