SCHOOL READINESS ASSESSMENT
Understanding readiness for school.
Assessment for younger children when there are questions about readiness for school, learning needs or the supports that may help them begin successfully.
01 — THE QUESTION
Is my child ready to start school, or would more time help?
CHILDREN DEVELOP AT DIFFERENT RATES
Children do not all become ready for school at the same time.
Some may be ready earlier, while others may benefit from more time before starting.
Age is important, but it is only one part of the picture.
LOOKING AT SCHOOL READIENSS
Assessment can look at the child’s learning, communication, attention, behaviour, independence, social participation and ability to manage everyday classroom demands. The aim is to understand how ready they are for the demands of school and what support they may need.
Frequently Asked Questions (FAQs) About School Readiness Assessment
School readiness
How much does School Readiness assessment cost?
Assessments are charged by the hour at the current rate listed on Our Fees.
Because the assessment pathway depends on the individual and the question being asked, the total cost can usually be estimated more accurately after the first consultation. The first consultation generally involves approximately one hour of professional time at the current rate. For more information about why we do not offer fixed price packages, see FAQs.
We will discuss likely next steps and associated fees before you decide whether to proceed. See Our Fees → for more information and an example assessment cost structure.
How do I know whether my child is ready for school?
There is no single skill that decides school readiness.
Children develop at different rates and may be ready for school at different times.
Assessment can consider areas such as learning, communication, attention, behaviour, social participation, independence and the child’s ability to manage everyday classroom demands.
Is school readiness just about letters and numbers?
No.
Early academic skills can be relevant, but school readiness also involves communication, attention, independence, emotional regulation, social participation and coping with classroom routines.
Does a school readiness assessment decide whether my child should start school?
No.
Assessment provides information that can help with the decision.
Parents may also consider advice from educators, health professionals and the school, together with the child’s individual circumstances.
Can assessment tell me whether my child might benefit from another year before school?
Assessment can help describe the child’s current strengths, developing skills and areas where additional time or support may be useful.
The final decision should consider the assessment alongside the child’s broader circumstances and relevant enrolment requirements.
Is private psychological assessment necessary for every child where there is uncertainty about starting school?
No.
Many questions about starting school can first be discussed with the child’s preschool or early-childhood educator, school and health professionals.
Private assessment is most useful where there is a specific question that would benefit from more detailed psychological information.
What if school readiness is only one of several developmental concerns?
A broader assessment may be more appropriate.
For younger children, concerns about learning, communication, behaviour, social development and everyday functioning can overlap.
Can school readiness assessment be used for early entry?
General school-readiness assessment and gifted early entry are not the same thing.
The ACT Government has specific requirements for gifted early entry to an ACT public school.
Is an IQ of 130 or above enough for early entry in the ACT?
An FSIQ of at least 130 is the current cognitive threshold for the ACT public-school gifted early-entry pathway. The cognitive assessment must be completed by an Australian-registered psychologist, like the psychologists at BPA.
Meeting the cognitive threshold is an important part of eligibility, but it does not necessarily answer the broader question of whether early entry is the best option for the individual child. The ACT Government also asks families to consider how the child may manage socially and emotionally with older children. Our School Readiness assessments aim to explore social, emotional and behavioural development in addition to IQ to help you to make an informed decision about early entry.
Is early entry the only option for a gifted child?
No.
Starting school early is one option. Depending on the child, other approaches may include extension, enrichment, personalised learning or other forms of acceleration while remaining with the usual age cohort.
The aim is not simply to place a child in the highest year level they can manage, but to find an educational approach that fits their cognitive, social, emotional and developmental needs.
What if my child has developmental delays?
Developmental delays can affect school readiness in different ways. A child may need more support with learning, communication, independence, social participation, attention, behaviour or managing everyday routines.
Assessment can help clarify the child’s current strengths and needs and whether further psychological, medical, allied-health or educational input may be useful.
For younger children, a broader developmental assessment may sometimes be more appropriate than looking at school readiness alone.
Assessment for Younger Children Aged 4 to 6 Years
The ACT Government also provides information about supports available to students with disability in public schools.
Does my child need a diagnosis to receive support at their local school?
Not necessarily.
ACT public schools can make reasonable adjustments even where a child does not have a diagnosed disability. Adjustments may relate to teaching, curriculum, assessment, environment, resources or participation in school activities.
Assessment can sometimes help describe a child’s strengths, difficulties and functional needs, but a diagnosis is not the only basis on which a school can respond to a student’s needs.
How do I know whether a specialist school might be appropriate?
ACT specialist schools are an option for eligible students with moderate, severe or profound intellectual disability (see: Intellectual Development Assessment)
As-at October 2026, the ACT Government currently lists four specialist schools: Cranleigh and Malkara for Kindergarten–Year 6, and Black Mountain School and The Woden School for Years 7–12. Eligibility is checked through the ACT Education Directorate before enrolment.
A child who is eligible for specialist schooling can still attend their local public school; specialist school is an option rather than an automatic placement.
Can BPA assess whether my child meets the criteria for an ACT specialist school?
Yes.
The ACT Government requires a diagnosis of moderate, severe or profound intellectual disability for specialist-school eligibility, confirmed by an appropriate medical or allied-health professional such as a psychologist or paediatrician. The Education Directorate then determines whether the child meets its eligibility requirements.
Where appropriate, BPA can assess intellectual functioning, adaptive functioning and developmental information and provide a diagnostic assessment for Intellectual Developmental Disorder (IDD); formerly referred to as Intellectual Disability (ID).
We cannot guarantee specialist-school eligibility or placement, and families should confirm the current requirements with the ACT Education Directorate.
If my child has a disability, is specialist school automatically the best option?
No – often we recommend mainstream school with adjustments.
Most ACT school-aged children with disability attend their local public school, where schools can provide reasonable adjustments, individual learning planning, allied-health or school-psychology input, regulation spaces and other supports. A smaller number of children attend specialist schools.
The most appropriate setting depends on the individual child’s learning needs, functioning, support requirements, family preferences and available educational options.
A psychological assessment can provide information to help with that discussion, but school placement decisions rely on information broader than a psychological test result alone.
Will my child need formal testing?
It depends on the background and individual question. You don’t need to know now – you can submit an enquiry and we can help you to decide during the intake appointment.
Some children may benefit from standardised cognitive or developmental assessment. Other information may come from interviews, observations, questionnaires, records and information from educators.
02 — WHEN ASSESSMENT MAY HELP
Assessment can help when the next step is unclear.
Starting school or waiting
Where families or educators are uncertain whether starting school early, now, delaying entry or planning additional support may be most appropriate.
Learning & development
Where there are questions about cognitive development, early learning, communication, behaviour or everyday independence.
Planning support
Where assessment may help clarify strengths, areas of difficulty and what supports or further assessment may be useful before or after school entry.
03 – WHAT WE MAY LOOK AT
Readiness is considered across several areas.
Cognitive & early learning
Reasoning, early concept development and other skills relevant to learning and participation at school.
Behaviour & social functioning
Attention, emotional regulation, social participation and how the child manages expectations across settings.
Adaptive functioning
Everyday communication, independence and practical skills relevant to participating successfully at school.
04 – WHEN CONCERNS HAVE BEEN RAISED
School readiness may be only one part of the picture.
A MULTIDISCIPLINARY APPROACH
Where concerns have been raised about a child’s broader development, communication, behaviour, social functioning or everyday skills, psychological assessment may be only one part of what is needed. We may recommend or work alongside your child’s GP, paediatrician, speech pathologist, occupational therapist, educator or other professionals so that different perspectives can be considered together.
EXPLORE EARLY SUPPORT FIRST
Families do not necessarily need to arrange a private psychological assessment to get help. For children with developmental concerns or disability, the NDIS early childhood approach may provide access to early connections and support. Children younger than 6 with developmental concerns may be able to access parts of the early childhood approach without a formal diagnosis. Click the link below, call NDIS on 1800 800 100, or chat with your GP.
05 — WHEN PRIVATE ASSESSMENT MAY STILL HELP
Private assessment can help when more detail is needed.
A private assessment at BPA may be useful where families, educators or other professionals want a more detailed understanding of the child’s cognitive abilities, school readiness, behaviour or adaptive functioning, where additional information is needed to guide decisions about school entry and support, or where families disagree with decisions that have been made.
It may also be helpful where there have been difficulties clarifying the child’s needs or accessing appropriate support, while recognising that a private assessment does not guarantee NDIS access or funding.
06 – WHAT YOU RECEIVE
A clearer picture for the next step.
Integrated findings
A clear explanation of strengths, areas of difficulty and relevant developmental factors.
Considered feedback
A dedicated appointment to discuss what the findings mean for school entry and support planning.
Report & recommendations
A written report with practical recommendations for home, preschool or school, or further assessment where appropriate.
07 – FEES & NEXT STEP
Start with the question you would like answered.
Our screening process helps us determine whether school-readiness assessment is likely to answer the referral question, or whether a broader developmental or multidisciplinary pathway may be more appropriate. We explain likely fees during initial appointments before you proceed.