School Readiness at Christ the King

Supporting Nursery and Reception children to settle, thrive and succeed

This page explains how families and school work together to help children feel confident and ready for Nursery or Reception.

At Christ the King, we recognise that children start Nursery and Reception with very different experiences, skills and needs. Many of our children join us at an early developmental stage, and this is neither unusual nor a barrier to success.

Our role is to ‘meet children where they are’, work in partnership with families, and provide the care, structure and teaching that help every child grow in confidence, independence and readiness for learning.

School readiness works best when school and home work together. Whilst we do a great deal in school to support children, families play a vital role in helping children practise and develop key skills at home.

What Do We Mean by “School Readiness”?

School readiness is not about children being able to read, write or sit still for long periods.

It is about helping children to:

• Feel safe and secure in a school environment
• Form relationships with trusted adults and other children
• Begin to develop independence and self‑care skills
• Communicate needs, feelings and choices
• Manage emotions with adult support
• Engage with play, routines and learning experiences

Children develop these skills at different rates, and staff expect to support and teach them explicitly.

The Importance of Home and School Working Together

We understand that many children arrive at Nursery or Reception:

• With limited experience of group settings
• Still working on toilet‑training
• With emerging communication or language skills
• Finding some boundaries and routines difficult
• With play or social interaction experience that may sometimes be limited

This is not a problem. These are exactly the skills we are here to support and develop.

However, these skills develop much more quickly when children are supported consistently at both school and home. Families are not expected to ‘fix’ everything before children start, but regular practice at home makes a real difference.

Our Early Years team is highly experienced in:

• Settling children gently
• Teaching routines and expectations step by step
• Supporting emotional regulation and behaviour
• Building communication and language through play
• Supporting children’s sensory and emotional needs

How We Support Children’s Readiness in School

A Strong Start

We support children through:

• Careful transition arrangements
• Gradual familiarisation with staff and routines
• Consistent expectations and calm, predictable environments
• Strong relationships with key adults

Play‑Based Learning

Children learn through:

• Purposeful play
• Exploration and talk
• Adult‑led and child‑initiated activities
• Opportunities to practise independence in safe ways

Teaching Independence

We actively support children to learn how to:

• Put on coats and shoes
• Tidy resources away
• Use the toilet (with dignity and support)
• Sit for short carpet times
• Follow simple instructions

These skills are taught daily, not expected on entry. However, anything you can do at home to help your child in these areas will always help!

How Parents and Carers Can Help at Home

You play a crucial role in helping your child become ready for school. Small, regular steps at home really matter.

We ask families to support children by:

• Encouraging independence (trying first before asking for help)
• Practising dressing, undressing and toileting skills
• Setting clear boundaries and routines
• Supporting good sleep and morning routines
• Helping children take turns, share and wait
• Talking positively about school and learning

This does not have to be perfect. Progress takes time, and every small step helps.

National Guidance: Preparing for School

The Government’s Best Start in Life guidance supports the same message – that children are most ready for school when families help them practise everyday skills at home.

The guidance highlights five key areas that make the biggest difference:

• Communication and language – talking, listening, sharing stories and songs
• Personal, social and emotional development – managing feelings, building relationships and coping with change
• Physical development – moving safely, using hands and fingers, and managing self‑care such as toileting
• Independence and self‑help skills – dressing, eating, tidying and trying things independently
• Daily routines – regular bedtimes, mealtimes and attendance

Families may find this guidance helpful: Preparing for School – Best Start in Life

Supporting Emotional Wellbeing and Behaviour

Young children often show their feelings through behaviour. This is developmentally appropriate.

We support children by:

• Naming and modelling emotions
• Using calm, clear language
• Teaching children how to ask for help
• Supporting turn‑taking and sharing
• Helping children recover after mistakes

Children will sometimes struggle with these areas. They are supported, taught and guided.

Consistent expectations at home and school help children feel safe and confident.

Attendance, Routines and Readiness

Regular attendance helps children:

• Feel secure in routines
• Build relationships faster
• Develop confidence and independence

We understand that starting school can be tiring and overwhelming. Please talk to us if attendance is difficult – especially when linked to separation anxiety or emotional concerns.

Working in Partnership with Parents and Carers

Children settle best when school and home work together.

We encourage families to:

• Talk positively about school
• Practise simple routines at home (bedtimes, getting dressed, tidying)
• Promote independence wherever possible
• Share worries or concerns early

There is no judgement. We understand that family circumstances vary, and our role is to support and guide.

Extra Support Where Needed

Some children need additional help with readiness. This may include support for:

• Speech and language development
• Emotional regulation or behaviour
• Toilet training
• Sensory needs
• Separation anxiety 

Support may involve:

• Small‑group or 1‑to‑1 support
• Pastoral input
• Advice for parents
• Early Help signposting
• Involvement from specialist services where appropriate

How We Support Families

Our Early Years Lead, Mrs Deakin, and our Pupil and Family Support Coordinator, Mrs Wolfenden, can support families during the Early Years.

This may include:

• Practical advice and reassurance
• Support around routines, wellbeing or attendance
• Signposting to external support
• Early Help discussions where appropriate

You can contact them via: contact@christtheking.manchester.sch.uk

If You Are Worried About Your Child

Please contact us if your child:

• Is finding separation very difficult
• Is distressed or anxious about school
• Is struggling with routines or behaviour
• Is not yet independent with self‑care

Early conversations help us put the right support in place quickly.

A Final Reassurance

There is no single version of a “ready” child. Children grow, learn and thrive at different rates.

Our role at Christ the King is to provide:

• Patience
• Care
• High expectations with high support
• A safe, nurturing environment

When families and school work together, children make the strongest progress.

This page reflects our commitment to supporting all Nursery and Reception children – and their families – to develop the skills, confidence and wellbeing needed for a successful start to school and beyond.